NRNP 6645 Week3 Assignment: Group Therapy Techniques Essay

 NRNP 6645 Week3 Assignment: Group Therapy Techniques Essay

Analysis of Group Therapy Techniques

Group therapy is one of the several effective ways of psychotherapy. Sometimes, group therapy is asked as additional therapy to individual therapy. The techniques used in group therapy determine the chances of success. The effectiveness of group therapy depends on its ability to address the primary psychological problem of its participants. The purpose of this paper is to analyze the group techniques used in group therapy as presented in a video by Blair Ann Hensen on YouTube.

Techniques Used by the Counselor

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In the video by Hensen (2017), various techniques have been used for group counseling for adolescents suffering from anxiety of different etiologies. The video is a role-play session by Molly and three adolescents (Jill, Kala, and Blair) in group therapy. Molly, the counselor, begins by providing psychotherapy by recapturing the contents of the previous sessions. The instructor introduced the group participants to a non-pharmacological method of anxiety reduction that some members weren’t familiar with before the sessions. The counselor mountain pose, warrior pose, butterfly pose, and forward fold. The session was centered around yoga or anxiety management. However, the therapist demonstrated various psychotherapeutic skills and techniques that yielded results for two of the teens.

The counselor demonstrated active counseling perfectly. Even though she wanted to introduce a relatively new technique, she sought the knowledge needs of the group by engaging them in questions. The counselor listens actively by head nodding and maintaining eye contact with her group as he internalizes their responses and gauges their readiness for this new technique. Through the engagement of her group members by asking questions, Molly seeks feedback. In the process, she builds cohesion as the group forms and norms well to this relatively new technique. Kala didn’t seem to understand this technique or just lacked the zeal to try out new anxiety management therapy. Molly does not single her out and correct her but acknowledges her withdrawnness. She leaves other group members who seemed quite familiar with yoga to elaborate. Therefore, the group attempts to find and work on commonalities.  According to Novotney (2019), finding commonalities helps build group cohesion.

Another technique that Molly demonstrates successfully is reflection. She reflects on previous theoretical backgrounds in their sessions. She also reminds the group of the benefits of acknowledging one another and finding solutions to group concerns. Reflection also allows group members to evaluate their expectations at the end of the session. As the two members expressed their satisfaction with the session, Kala didn’t express any enjoyment of the session, and this raised concerns. This could suggest that Kala did not norm well with the group.

Aspects that the Therapist did Well

The therapist did well in many aspects of psychotherapy in the video. She took charge of the psychotherapy whenever a rupture was impending. Whenever a member questioned the other member’s participation, the therapist chipped in and justified and rationalized the action in the session. Ruptures are common occurrences in group psychotherapy. Preventing ruptures promotes cohesion in the group (Novotney, 2019). According to Marmarosh (2021), addressing ruptures in a group is important in psychotherapy because it decreases dropouts and improves treatment outcomes. I believe this is one aspect of psychotherapy that the therapist did well.

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Aspects that I Might Have Handled Differently

Molly’s group therapy depicts Kala as a disinterested and withdrawn group participant. This participant appeared to have not gelled in with the group and required extra effort or time to norm well with others. Her participation in the group activities appeared to be from pressure to show participation. I would have applied mentalization-based group treatment. Mentalization enables the therapist to make a different perspective on an issue to understand the client and enable them to make an appropriate therapeutic alliance. Sometimes, group participants may feel that others, including the therapist, are out to hurt them or are angry with them. This might be a source of rupture in this group session. According to Rutan (2021), the therapeutic alliance is the backbone of psychotherapy. Therefore, the therapist trying to understand Kala from her own background that caused her anxiety would encourage mentalization.

Insights Gained and Future Strategies

The video has enabled an understanding of the value of techniques in small-group psychotherapy that have subtle outcomes. Active listening, non-judgmental understanding, and finding commonalities are key techniques that can be overlooked in the group session. The therapist created some safe space for group members to express their understanding and feedback. In case I am leading a session with a disruptive member, I would seek to understand the reasons behind such behavior mentalization of this behavior would propel my decision and techniques used to ensure group cohesion. In future therapy sessions, I will anticipate group ruptures and disruptive group members and plan for these setbacks during the forming and norming phases of group therapy. From this assessment, I have understood that group therapy provides social support, reduces isolation, and improves an individual’s literacy and learning from the experience of others.

Conclusion

Group therapy is a successful psychotherapeutic method for different psychological problems. Its efficacy depends on the therapist’s techniques, addressing primary issues, and participants’ willingness. The Hensen video showcased critical skills like active listening, reflection, and rupture management that enhanced session outcomes by promoting cohesion. Kala seemed disinterested; hence alternative treatment, such as mentalization-based group sessions, could help her situation. I have used scholarly sources that are current and authoritative to provide the basis for this assessment. Therefore, these sources are credible.

References

American Psychological Association. (2019). Psychotherapy: Understanding group therapy. American Psychological Association. https://www.apa.org/topics/psychotherapy/group-therapy

Hensen, B. A. [@blairannehensen6696]. (2017, April 27). Role play: Group Counseling for adolescents with anxiety. Youtube. https://www.youtube.com/watch?v=h6CF09f5S1M

Marmarosh, C. L. (2021). Ruptures and repairs in group psychotherapy: From theory to practice. International Journal of Group Psychotherapy, 71(2), 205–223. https://doi.org/10.1080/00207284.2020.1855893

Novotney, A. (2019). Keys to great group therapy: Seasoned psychologists offer their expertise on the art and skill of leading successful group therapy. American Psychological Association, 50(4), 66. https://www.apa.org/monitor/2019/04/group-therapy

Rutan, J. S. (2021). Rupture and repair: Using leader errors in psychodynamic group psychotherapy. International Journal of Group Psychotherapy, 71(2), 310–331. https://doi.org/10.1080/00207284.2020.1808471

Henson, B. A. (2017, April 27). Role play: Group counseling for adolescents with anxietyLinks to an external site. [Video]. YouTube. https://www.youtube.com/watch?v=h6CF09f5S1M

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In a 3- to 4-page paper, identify the video you selected and address the following:

What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

What evidence from the literature supports the techniques demonstrated?

What did you notice that the therapist did well?

Explain something that you would have handled differently.

What is an insight that you gained from watching the therapist handle the group therapy?

Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?

Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

 NRNP_6645_Week3_Assignment_Rubric

NRNP_6645_Week3_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDevelop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following: ·   Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated. . Include evidence from the literature that supports the use of the demonstrated techniques.
25 to >22.0 pts

Excellent 90%–100%

The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques.

22 to >19.0 pts

Good 80%–89%

The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes evidence from the literature that supports the use of the demonstrated techniques.

19 to >17.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video…. The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques.

17 to >0 pts

Poor 0%–69%

The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing…. The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing.

25 pts
This criterion is linked to a Learning Outcome·   Identify what the therapist did well. ·   Explain something that you would have handled differently. ·   Identify an insight that you gained form watching the therapist handle the group therapy.
25 to >22.0 pts

Excellent 90%–100%

The response accurately and thoroughly explains in detail what the therapist did well…. The response accurately and thoroughly explains something that could have been handled differently…. The response accurately and thoroughly explains an insight gained from watching the therapist handle the group therapy.

22 to >19.0 pts

Good 80%–89%

The response accurately explains in detail what the therapist did well…. The response accurately explains something that could have been handled differently…. The response accurately explains an insight gained from watching the therapist handle the group therapy.

19 to >17.0 pts

Fair 70%–79%

The response somewhat vaguely or inaccurately explains in detail what the therapist did well…. The response somewhat vaguely or inaccurately explains something that could have been handled differently…. The response somewhat vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy.

17 to >0 pts

Poor 0%–69%

The response vaguely or inaccurately explains in detail what the therapist did well, or is missing…. The response vaguely or inaccurately explains something that could have been handled differently, or is missing…. The response vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy, or is missing.

25 pts
This criterion is linked to a Learning OutcomeImagine that you are leading your own group session. ·   Describe how would you go about handling a difficult group member. ·   Explain how you would elicit participation in your group. ·   Describe what you would anticipate to find in different phases of the group therapy. ·   Explain the benefits and challenges of group therapy.
25 to >22.0 pts

Excellent 90%–100%

The response includes a detailed and accurate description of how to handle a difficult group member…. The response accurately and thoroughly explains how to elicit participation in group therapy…. The response thoroughly and accurately describes anticipated findings in different phases of group therapy…. The response includes a thorough and accurate explanation the benefits and challenges of group therapy.

22 to >19.0 pts

Good 80%–89%

The response includes a description of how to handle a difficult group member…. The response explains how to elicit participation in group therapy…. The response describes anticipated findings in different phases of group therapy…. The response explains the benefits and challenges of group therapy.

19 to >17.0 pts

Fair 70%–79%

The response includes a somewhat vague or inaccurate description of how to handle a difficult group member…. The response somewhat vaguely or inaccurately explains how to elicit participation in group therapy…. The response somewhat vaguely or inaccurately describes anticipated findings in different phases of group therapy…. The response includes a somewhat vague or inaccurate explaination of the benefits and challenges of group therapy.

17 to >0 pts

Poor 0%–69%

The response includes a vague or inaccurate description of how to handle a difficult group member, or is missing…. The response vaguely or inaccurately explains how to elicit participation in group therapy, or is missing…. The response vaguely or inaccurately describes anticipated findings in different phases of group therapy, or is missing…. The response includes a vague or inaccurate explaination the benefits and challenges of group therapy, or is missing.

25 pts
This criterion is linked to a Learning Outcome• Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.
10 to >8.0 pts

Excellent 90%–100%

Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide strong justification for reasoning and represent the latest in standards of care. PDFs are attached.

8 to >7.0 pts

Good 80%–89%

Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. PDFs are attached.

7 to >6.0 pts

Fair 70%–79%

Two peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. Or, three scholarly resources are used to support the assignment, but provide only weak support for reasoning or do not represent the latest in standards of care. PDFs may not be attached.

6 to >0 pts

Poor 0%–69%

Resources selected are not peer-reviewed and evidence-based, or provide poor justification for reasoning; or resources are missing.

10 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria.
5 to >4.0 pts

Excellent 90%–100%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.

4 to >3.5 pts

Good 80%–89%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 pts

Fair 70%–79%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 pts

Poor 0%–69%

Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided.

5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation
5 to >4.0 pts

Excellent 90%–100%

Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 grammar, spelling, and punctuation errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 grammar, spelling, and punctuation errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list.
5 to >4.0 pts

Excellent 90%–100%

Uses correct APA format with no errors.

4 to >3.5 pts

Good 80%–89%

Contains 1 or 2 APA format errors.

3.5 to >3.0 pts

Fair 70%–79%

Contains 3 or 4 APA format errors.

3 to >0 pts

Poor 0%–69%

Contains many (≥ 5) APA format errors.

5 pts
Total Points: 100

 

 

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