Group Interventions 2- English

There are many technical aspects to planning a group in addition to other significant aspects. We need to consider numerous aspects in the formation of the group to have the right conditions for a successful group (participants, rational – coping with difficulties; high-risk group; support group etc).

What are our goals and what change do we want to make (Aà B). What is the potential of the group (increase teenagers ability to cope with peer pressure. AA groups goals is to stop drinking. But can we group 18 and 40 year old alcoholics? We need to consider each aspect separately. Various aspects of the group will influence the participants ability to change. Place of meeting; frequency of meetings; duration of treatment; age of participants – all these factors influence the progress.

Under which circumstances is group intervention efficient?

Parents with sick chronically children: group is a source of support and information; solution finding; sense of belonging etc.

When will groups not be as efficient?

During crisis situations because person is not open to others (here individual intervention is most efficient). Group intervention is not efficient for certain personality profiles (retardation, psychoses, paranoia etc).

מספר משתתפים; מבנה ואופי; מקום; אורך הפגישה; אורך הקבוצה; תדירות

1) Structure and character of group: Group structure lies on a continuum form a goal oriented educational group to a therapeutic personal growth group. While some groups have clear goals, others purpose is merely to understand the group dynamics and how people relate to one another in the group environment.

2) Frequency of sessions: Will influence the extent of participation of the members and the intensity and depth of the work. If we are working with conflicts or crisis we need to have more frequent and intensive sessions (e.g. terror attacks). Groups of parents of children with X will be support and information group and will therefore be less frequent. When the content is very intensive (e.g. bereaved parents) the sessions will be once every two weeks).

3) Duration of the group: Groups may continue for a number of years. Some groups continue endlessly and people come and go (psychiatric hospitals). Other groups are short term (12 sessions. The time limitation is an incentive to work and to make a change (learning experience, or when a problem can be solves within 3 months. This is an optimistic approach – after rehab a person can continue with his life.

4) Length of each session: If we are working with children the length of each session is shorter (40min). With populations who are able to concentrate for extended periods of time the session will be 1½ hours.

5) Number of participants: Small groups consist of 8-12 people. If the group is an information group we can increase the number of participants. If the group is intimate we need smaller groups.

6) Place: The place needs to be private and not exposed. Groups also have psychological boundaries, which rely on physical boundaries. Rooms that are too large or are at the end of an open corridor are too exposed. Rooms that are too small are overcrowded. Each person needs his own personal space.

Systems Theory: A group is a type of system. A system in which the individuals in the group are in interaction. There are subsystems: A class is a subsystem in the school of social work which is a subsystem in Bar Ilan uni.

In addition to other goals, systems strive to exist and adapt themselves so that they can continue existing. Other goals are welfare, rehabilitation, treatment etc.

Systems also have norms and boundaries and equilibrium. In this system we establish our group which disturbs the existing equilibrium.

Participants	Goals (מוצהרות)	Goals (מודעות)	Unconscious wishes
Management	Welfare, change, treatment, advertising	Funding; prestige	Power; control, narcissistic
Colleagues	Professionalism	Organization system; success	Competition; whose patient; conflict; struggle; power struggles. The therapist is exposed to group by his patient.
Group Leader	Professional growth; experience; position in organization; power; prestige	Power; prestige; respect; belonging; intimacy;	Power; prestige; respect; belonging; intimacy;
Participants
Participants personal environment

Group Leader: One of the most important factors in group-work is being aware of our unconscious desires and how we react or feel if things don’t work out the way we had planned. If the group leader remains omnipotent then the group has not gone through the stages of group development. Just like during adolescence youth realize that their parents have their weaknesses, so the group matures only if they understand that the leader is not perfect. Therefore there will be frustrations and anger and disappointments. But this is a part of the group’s growth. Our internal world will influence what happens in practice in the group and we need to be aware of it. The group leader may abuse the participants by using them as a means to fulfil his own unconscious or conscious incentives and not for the group’s benefit. Some leaders may maintain the group’s feels of dependence to satisfy his interests. Within the group experience the group leader has an opportunity to grow. He must continually ask himself whether what he is doing serves the group or himself.

Participants: Individuals participate in groups for different reasons. Some people come to groups to meet their potential spouse and if they find that there are just members of the same sex then they drop out of the group. Some people participate in groups as assistants to the group leader. This person feels that he knows everything, will never be able to ask questions and will not be able to grow as a person. The leader must enable him to understand that in the group this “know it all” can adopt another position.

The Participants Environment/ Social Context: This refers to his family and how it is affected by the person’s participation in the group. My spouse has very close relations with other people and I am not a part of this process - this can be very threatening and disturbs the family balance. There may often be objections from the family. We need to consider the advantages and disadvantages of participation in the group. We need to ask on whose shoulders do we want to place the responsibility of change? Empowerment of girls in a traditional society will bring about a new power struggle with her family which didn’t exist previously. The system will want to maintain homeostasis and the girl will often need to yield to the system in which she lives because there she feels more secure. So how

should we form groups of children? We need to consider the parents and cannot expect the child to take the responsibly for making the change. Eg. A child whose father beats his mother needs to be empowered in the group but there must also be intervention with his parents.

To determine that everything will work as planned and the group will succeed there needs to be a pre-group formation interview to screen the potential participants and to determine their personal incentives for being part of the group.

What are the goals of a pre-interview? It is an opportunity for mutual acquaintance; to learn about each ones personal goals; his expectations; to discuss the initial contract.

This is also a critical part of group planning. The interaction, capability and experience of the leaders are critical and will determine how the group is run. Working in pairs can have advantages and disadvantages but there is no research support for either method.

What are the benefits of working as co-leaders? What happened with transference and counter-transference when working with co-leaders? When a participant raises a theme of a familiar triangle (mother-father-child) he cannot do this when there is only one leader. What is the value of interpersonal relations between the co-leaders? Do they solve problems authentically and cooperatively or is there a power struggle between them. Two leaders demand higher financial resources for the organization.

Advantages of co-leadership: There are two models to focus on and more then to voices and styles of communication. There are two ways to form roles. Each leader can adopt a different role to serve the benefits of the group. One can be more initiative and confronting while the other more accepting. They can maintain the goals of the group. The leaders have two roles which he fulfills simultaneously – he needs to participate and experience the group and to observe and analyze the group. Two leaders cope with this situation better. Each leader has a blind spot which he does no see and therefore can rely on the other leader. A leader may be going through something in his personal life such as bereavement of divorce and therefore the other can step in.

There are certain tendencies in groups which are difficult to cope with, like depression or aggressing.

Co-leaders are like parents to children who are the participants. They are role models for the children. They are accepting, encouraging, authentic and work together. They are an example for communication. There is a hierarchy. They set the boundaries and there is intimacy and separation. They allow and enable personal growth and help them to grow. They do not discuss their own problems in the group.

Before the group process begins the co-leaders need to discuss their expectation and fears pertaining to themselves and their co-leader. What are my expectations and fears of the group? What will I do when you supervise and visa versa? What can my personal contribution be and what am I good at and visa versa. How do I feel about you being better than I in certain aspects?

What kind of leader am I? Confident, encouraging, insecure, conflictual, take initiative.

How do I feel before the co-leadership with you? If feel we will cooperate in X and this will facilitate work; and face difficulties in Y which may be an obstacle to constructive working.

Contract – in what way will be work together. Will one of us lead, and if yes, in what.

In the 1^st stage when the partnership is formed there are intra-psychic factors (personal and professional ability; exposure in front of other professional; connected to self-esteem). Interpersonal aspects are also raised (each leader may come from different academic backgrounds- one may be a teacher who feels she needs to transfer her knowledge, while the other may be a therapist who feels she needs to learn about the internal world of the individual). Sometimes there may be clashed of orientation. It is important to share feeling and thoughts about partnership. They need to reach a decision about orientation of group. Each person must know his personal and theoretical background.

The 2^nd stage of partnership is the ability to mirror one another. When one leader guides in a certain way I need to determine whether I can do the same thing and successfully. One learns the strengths and weaknesses of the other.

We assume that the leaders are anxious. When we are threatened we regress to the place in which we feel safe and good. This is usually to our familiar roles (the sweet, intelligent, compromising child). Unconsciously people can regress to these roles. These often complement each other and there is an unconscious alliance in which each leader allows the other to slip into his favoured role. The roles can be complementary and each leader can slip into his comfortable place (strong-weak; capable-incapable; independent-dependent etc). If leaders are aware of this it can be a place to grow and one can help the other to snap out of his comfortable role. This can also lead to creativity of the leaders and the entire group will benefit. In this case co-leadership is more beneficial than mono-leader.

Aristotle says that what you say about something is the thing itself. There is also a contradictory saying – what you say the thing is it is not it. When we say something about a phenomenon it reveals something about us and about our perception. Where do we choose to put the focus? The things we say about other things usually describe us more that they describe the things themselves. When we speak of a group can we refer to it without including the individual participants? We can do it but only under condition that this perception will give us information. If I speak of group as a separate entity (for participants) this should give me more info about the individual participant. Both perceptions exist.

The visible description of the group relates to concrete aspects of group (number of participants, place etc). The invisible group definition bases on a theory. A theory is proposed based on the atmosphere in the group and the group occurrences. Therefore perceiving a group as a social entity is organized in the group- this is intended to add to the theory in addition to knowledge about the individual participant. We come from two sources–observation and theory. We have knowledge about the group and from our pool of knowledge we deduce assumptions about our group.

Field Theory – based on behavior: Behavior represents a person’s perception of the world and we can deduce his intention from this. Psychoanalysis perception behavior from instincts. Levin spoke about the arena in which a person functions and about his strengths. Levin states that behavior is a result of person’s interaction with environment, as he perceives it. When we become familiar with the arena of a person’s life we can predict his behavior. When we apply this knowledge to groups we can say that the group is an arena in which the individual conducts himself and how he perceives this environment. If the therapist has knowledge about the life of individuals in the group and their strengths he can predict the group processes. This explains how life explains behaviour.

Each person functions in an environment and he is influenced by the events that take place in the systems. There is a repercussion of the events taking place in the aspect of the person’s life on his life. E.g. a group participant expresses aggression; this in turn produces a reaction in the group leaders. The leader does not react in the usually way (neglecting group, retaliation etc). The person then experience another reaction to aggression towards authority and in this way learns that there are other possibilities. Kurt-Levin wrote an article in which he compared adolescence to immigration because there is an entrance into a new social space.

Systems Theory: Interaction between sub-systems and how they influence the individual.

Object-Relations Theory: Attempts to understand the internal world of the individual but can also understand group processes. Freud saw the individual as one who wants to satisfy his impulses. The impulse goes through transformations to be compatible to social norms. The other’s only role is to satisfy the individual’s impulses. Later theorist wrote that each person aspires to interact with others and to form significant relationships. Furthermore, object-relations theory states that every form of development occurs within relations. Within a group context many opportunities for development are provided. Winnecot speaks of 3 main motherly functions: handling (physical), holding (emotionally) and object presenting or mirroring (when child looks at his mother he sees himself as supportive and omnipotent). With time he realizes that he cannot do anything but the self-esteem remains. From this the ability to play and be creative develops. Children’s ability to play is a sign of their mental health and if it is lacking it indicates a problem.

The object-relations theory speaks of the self, the other (object) and the relation between them. This is the basic foundation of this theory and this relationship is the basis for everything that we learn about relationships and interaction with the world. The self is created and is built on interactions. The infant perceives the world (mainly from a physical perspective) through interaction with the other. Through symbolism the infant develops thoughts. Without the object that does the transformation (התמרה) this process of internalization will not take place.

There are stages of internalization the first of which is incorporation. Then there is a transition from individual to general (the infant creates an idea of a nurturing object which is more general than the mother). The third stage is formation of identity which constructs the facets of the personality. In all these stages the object plays a significantly role. In a group analogy the leader is the one who makes the transformation. The individual participant, the group as a whole and the leadership unit are all the objects. There are interactions between these three entities.

Transformation: The infant gets food and realizes that he gets hungry. Transformation takes place only once the infant has transformed the sensation into a thought. This also happens in the group. Things will be experienced, sensed or felt and the leader will provide a name for these feelings. He will transform these feelings into words and thoughts that can be spoken about. The leader needs to translate what is happening in the group.

In the group we observe how intra-mental processes are expressed interpersonally especially since there are numerous options for interaction in the group in comparison to the dyad relationship.

Resistance – התנגדות: “Resistance is not overcome but outgrown”

When speaking of resistance we assume that people avoid emotional pain just like they avoid physical pain. There is an innate mechanism of survival. This separation or disconnection from pain protects us but on the other hand has a price since there is fragmentation of out inner self and there are aspects of ourselves that we are not in touch with because we deny them, the personality is thus more sparse “dal”. We are in a constant balance between self-preservation and the price we pay for this protection. Since the balance is dynamic there is often a confrontation of the two contradictory needs. The more integrated and mature a person is the more he is able to be flexible and adapt. On the contrary the more rigid the person, with more primitive the defense mechanisms the less he is able to cope with changes and demands. The therapist tries to bring these unconscious rigid defense mechanisms to the patient’s conscious mind. The client reacts in resistance. The conflict of denial now takes place between the therapist and patient while previously in took place in the patients mind. Resistance is therefore a normative process of growth because there is a change. If growth is an integration of aspect of hidden and undesired aspects of the personality, then resistance is a stream again the integration of the other aspect of the personality. There is resistance because the person does not want to feel anxiety, embarrassment and humiliation. Resistance will be expressed in numerous ways (thought, emotional expression, opinions, fantasies, etc.). We need to understand the positive reasons for resistance – such as defending autonomy and relationships; sense that the self will get lost and fear of change. The mechanism regulates the anxiety so that the person can cope but sometimes the defenses cannot maintain stability. On the other hand the defenses are secure but we perceive our self-realization and what they managed to achieve and they are frustrated. They realize that something is happening and want to understand why. People then turn to treatment because they realize that maybe there is a problem with them.

Resistance is not overcome but outgrown. We need resistance like we need a parachute until we have our feet firm on the ground.

What do we do in the group: Talk about problems; about how we feel; our past; experiences; hopes; aspirations etc. This is what was decided that we would talk about, but when we start talking about other things we are not sticking to the contract. Members need to express feeling verbally and not to act out.

What we don’t do in the group: We want people to talk and not to act out. He must respect the group setting and time limits. Everything that was not rationally presented can be a breeding ground for resistance. People often speak about their pain though metaphors, which is fine. But if the content is not connected to emotion then we can assume that there is resistance.

Rosenthal: Resistance can be divided according to their sources. Freud speaks of id, ego and superego. Where does the resistance come from? What sore spot did we scratch?

Repression resistance: Resistance of ego defenses. Objections to disclose info about areas of life.

Superego resistance: Oedipal period – connected to feelings of guilt, shame and humiliation.

Id resistance: Aggressive/libidal energies. Cutting remarks, silence (constipation) and babbling on.

The broad perspective that characterizes the group enables resistance, which the leader needs to identify. There is a psychological entity in the group which acts and reacts to the leaders. The leader reacts to the individuals, who make up the group or who are the voice of the group. Psychodrama only perceives the individual in the social context. In the group we talk about the individual and his resistance and the group and its resistance.

The ego resistance preserves self-esteem. If people will know something about me then their perception of me will decrease. There is an element of embarrassment – what secrets do I have and how will people react to me once they know these things.

The super-ego speaks of feeling of guilt and embarrassment. Speaks of moral issues- what to do and what to avoid.

Id - we speak of impulses and drives – oral (dependence), anal (control), phallic (competition), genital (intimacy).

A group who is silent. A contract is a rational thing that the leaders and participants agree on (setting and talking about certain problems). If the group flows smoothly we need to ask more disturbing questions about what the leaders are conveying to the participants that they do not discuss what they came to discuss. There is a silent connection that does not allow the surface to be broken. If nothing happens in a long time there in a silent connection.

Group who creates a scapegoat. This is also a form of defense. Something is projected onto the scapegoat (the scapegoat has something that the group doesn’t have). The group wants to get rid of some feeling and the leader needs to bring this theme to the surface. (In my group - Sara is sick in the head while they all have objective life problems – which they are not responsible for).

Resistance as a group phenomena. Resistance of the individual and the group as a whole. In the ideal group the leader is a model of work, and then the leaders will maintain the setting and the others will do the work. At least in the initial stage the leader needs to tend to the resistances. Also when there are behaviours originating from transference people are unable both to identify and articulate that they are experiencing unconscious processes. The group tends to the resistance while the leaders just preserve the setting. Behaviours and issues that are unconscious are rephrased by the leaders.

We do not need to attack the resistance because then the person will feel rejected. We may be interested in the form of resistance that a patient has and we can invite the patient to look at himself and this is apart of the process of acceptance.

We must always remember that what is obvious to us is not necessary obvious to the other – for him it may be an unconscious defense mechanism. A person does not act out because they are trying to do it against us. We must always examine the resistance before we dig into the emotions behind it. A person prevents a process from taking place because he reacts in a certain way. Look at your behaviour – you are doing something because there is something that you cannot stand here. E.g. you are leaving the room because it is too intimate to handle. Shock absorber to the resistance – how do we work with what we absorb/take in- בלימה? Then we work with the latent message. What did I absorb?

Resistance that threatens the existence of the group needs to be tended to first before group withdrawal. On the contract level we need to say that if someone who feels he does not want to continue coming needs to tell us or to bring it up in the group. We need to say that the group is sometimes very difficult and that there are people who may find it very difficult to be here and that there is a chance of withdrawal. We request that if this is the case that these issues are brought up.

Ormond: “The leaders role in resolving resistance to intimacy in the group setting”

The group will work to its full potential from the time we reach the stage of intimacy – this is the goal of the leaders – this is his work and he cannot leave it to the group members. We base on a concept that each person strives to create significant relations with others – if this does not happen then there is a problem which is expressed in resistance which can be due to some sort of fear. The barriers will be fears that will be expresses in forms of resistance. We spoke about inter-member work with leaders and the solution of problems, which clears the path to intimacy. Intimacy as a goal of the group of each member and the group as a whole claims that whatever fits this facilitates, what doesn’t inhibits. Throughout life people have many experiences which conditioned them to be careful in interactions. No one was raised in a perfect childhood. People are in different places with respect to intimate ability – this is based on previous history and experience with intimate relations.

Intimacy is the ability to work and not to fear discussing problems. There is a basic human closeness – we as people are more similar than different. We have different ways to request that our needs be satisfied – some directly, some indirectly. Intimacy refers to authenticity in the relationship.

In his article he speaks of ways in which people avoid closeness (e.g. an argument which creates the distance; creating conditions to closeness – if u would understand me then I could be more open in the group). A person seeks closeness but in practice he does that which prevents closeness to occur. The leader needs to make this manifest since people are usually not conscious of this. Some topics are difficult to talk about and we as leaders need to put these feeling into words – we can say this when for example someone says something painful and then the topic is changed.

Fear of impulsivity (aggressive or sexual) – loss of control; Fear of abandonment; Fear of enmeshment merging- התמזגות; Fear of injury connected to self-esteem (humiliation; devaluation). A person fears his fears and therefore he avoids them as best he can, because there is something in closeness that is interpreted as dangerous. The formal contract and the group opportunity force the person to face intimacy and the danger approaches and therefore some react very extremely. On the one hand individuals seek closeness but simultaneously they have been conditioned to believe that it is dangerous. This ambivalence is universal and therefore it is easier to accept. We can remove the stigma and can discuss it openly. Ask people how they feel and how they react when they are faced with these feelings. Discussing it openly relieves the anxiety. When people talk about their specific fear with the aid of personal examples, people are faces with how they avoid these situations. We can talk about the fantasy of what will happen if they allow themselves to be close. We need to look back at the individual’s history to see when it all started. The therapeutic aspect of groups enables members to bring these feelings to the room. When a person can distinguish between current and past feelings he can control them and does not only react automatically. Then more childish aspects of intimacy occur.

Bonding occurs – one member creates a dyad with the leaders so that can recreate a certain intimacy feeling that significantly other is exclusively theirs. Mature intimacy is flexible. Another form of intimacy is needing – needs constant encouragement and focus on things that area strengths. There will be a demand for advice and assistance from others. The third type of intimacy is giving, in which a person only gives empathy and assistance to everyone but he himself never receives.

If these stages develop the group reaches a stage on intimacy characterized by sense of ability and little energy is wasted on facades and making impressions on others.

a) 1Q – hova. About forming/creating a group. We will get a description of a population and we will be asked questions about it – goals, who is suitable, participants etc. Read articles connected to group formation that we didn’t discuss – two types of models of group work.

b) Answer 5 out of 6 questions. Aspects from bibliography and articles. Know the articles and know how to integrate them into practical aspects of groups.

E.g. When behaviour arises we can ask if it is transport problems or there is another problem if he comes late. What does researchers say about the phenomenon.

1) Students will lead the class. 45 min (20min activity and 25min discussion about the activity).

Bringing a report to the class of one of our sessions in place of work (population-how many were present; type of group; what happened in first stage of group opening; an event that occurred in the group and the dilemmas that were raised).

When we speak on intervention we refer to “to come in between two ways”; enter - venue in Latin. Things are happening, occurrences and we intervene. We can look form the point of balance. There are situation that are like a triangle- they have a firm base are difficult to move. There are other situations that are like a upside-down triangle that are very unstable and therefore it is easier to intervenes. There is also a triangle on the side spinning around itself. These are the types of balance or imbalance.

Situations can be interpreted by means of numerous models. Depression can be explained psychologically, cognitively, familiarly, culturally, behavioristically, biologically. Part of what we see we define as unhealthy, faulty and in need of change. We then conclude that we need ot intervene in order to improve the current state. The decision to intervene is also procedural.

What is the situation that I see in front of me – we can define it in many ways.

Is the needed intervention part of my repertoire? Am I able to conduct the treatment myself?

Is this the time form intervention? Is the timing right? Is the group mature enough?

When we apply all this to the group context, then the first intervention is proposing treatment to a person. We can suggest individual, group or marital treatment etc.

When we look at a group we can perceive it form 3 sides: structure; process; content

The direction in with the leader’s intervention is directed can be to one or two of the participant, towards the group as a whole, towards sub-groups or towards the leader himself.

Maintaining; enabling; situation when there is not reaction (silence); action in the form of nonverbal behaviour; self-disclosure; modeling.

Intervention – a process. There are three types of processes according to the cone drawings.

Treatment in all psychotherapies (individual and group) – we observe phenomena and interpret them according to theoretical. We have hypotheses that certain behaviors are not functional and therefore we intervene.

Interventions in a group include the offering of treatment and what type of treatment is most suitable.

When we look at a group we can look at structure, process and content. When the interventions are directed to maintaining group structure; or to enable the group process; or on a content level to deal with the latent and manifest contents of the group. We can also examine another strata in the group – to who is the intervention directed (to single person, to a few, to the entire group, to subgroups, of to the supervision).

Open facilitation (allows group to progress and advance in the topic and to openly discuss it). There is also a facilitating intervention which is more directed, focused (specific sense of fear or anxiety etc). Interpretations of latent contents. Also intervention is the lack of leaders intervention and his observation. Activity is also a part of intervention used mainly for children. There are also interventions connected to leader self exposure (the leader can say how he feels about what he is feeling in the room; or saying that he also has mistakes because he is a new immigrant; the other part is self-exposure through leader modeling). We need to take into account that the leaders interventions are not coming form a pure place – he is affected by his temperament, personality, life history, values and beliefs. We also need to consider life events of the leader in the group and how it influences the group. Another issue is whether the leader himself was in treatment – the methods may influence him. Whether his treatment/ intervention is supervised will affect his intervention. A therapist’s theoretical orientation is also compatible to his personality.

When there is a decrease of defenses we could say that the interventions are validated – but this is not always so. But there are other signs like:

Depth of answer, honesty; when participation of group members increases there is more freedom to speak and share; the intensity of emotions increases there is more freedom and confidence etc.; decrease of anxiety and tension; decreasing of acting out and increase of verbalizing feelings; people speak directly and not through metaphors; development of group language (who died? Sara; of a common statement of saying).

Members in the group will solve problems that arise in similar ways to which they solved them in their homes.

Many clients did not experience the feeling of being dependent because often their parents did not provide them with the security to feel these feelings. Some people solution to a lack of parental figures decide to alienate themselves.

The therapist also has childhood experiences connected to autonomy and separation. How will they react. They may join the group in their denial or they may be over obsessive about the separation. What work must be done? It begins with the here and now and what is happening currently in the treatment and they this is projected onto the past. What behaviors characterize separation? How will they cope without the group and without the treatment? There is a sense of loss. One denial breaks, a period of mourning will begin and there will be anger and devaluation of the group. Some will leave the group before termination or will find alternative groups. Therapists react with feelings of guilt and devalue their own abilities. The therapist also needs to address his own feelings of lack and loss and how they reacted in the past. How significantly was the treatment in the life of the group members and the therapist? Does the person have other places that he is in contact with people? The ability to speak to others and to communicate and be empathetic to others was acquires and can be taken and applied to other relationships. The use of empathy and anger can be generalized and this contributes to peoples self value. When we understand that these feelings are universal it is easier to accept. Sometimes these feels will be expresses through metaphors and indirect stories. Therapists need to dedicate time to these issues. We need to connect everything to separation.

We need to talk about the change. What was then in comparison to what is now. We need to help people see how they progresses. They need to analyze the process that they experienced. This creates significance.

How did the group feel about the group leaders? What worked and what didn’t. They cannot idealize the experience nor devalue it absolutely. What could have been different? What did they prefer and what not. People form our past remain in our memory and live in us. This is what we take with us. We often adopt certain behaviours or statements form others. Some will be able to maintain their experience.

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Group Intervention 2

Sara Hazan

Under which circumstances is group intervention efficient?

When will groups not be as efficient?

Participants