Types of Groups, Research Paper Example

Introduction

Different models of groups have unique offerings to certain populations; each has skilled leaders who provide powerful experiences to people involved in the group. However, different models must be aligned with the demands of a certain population in need of a treatment. It is also important to evaluate the objectives of different treatments because they are key determinants in determining which model would be appropriate.

Task group

A task group is made up of individuals working together for achieving a common goal or task. People in this group come together in order to achieve narrow ranges of goals based on set periods. A task group is commonly known as a task force. It is normally used by organizations, whereby members are appointed and assigned tasks and goals, which they are expected to accomplish. For example, organizations may assign tasks such as new product development, motivational contest proposal, or enhancement in product manufacturing processes, which task groups must be formed to achieve the assigned task. Some common task groups include project groups, ad hoc groups, as well as standing committees. Ad hoc groups refer to temporary teams set up for the purpose of developing a process or addressing a specific complaint. Project groups share some similarities with Ad hoc committees but they are disbanded after completion of the task assigned. Standing groups of committees are more long-term than the rest of the aforementioned groups. These committees have a tendency of maintaining prolonged life spans through members who rotate in the course of completing the task (Corey & Corey, 2010).

Psycho-educational group

These are groups designed for the primary purpose of educating clients on issues such as behaviors, substance abuse, and their consequences. Psycho-educational groups use structured, specific content, lecturers, audiotapes, and videotapes. An experienced expert who facilitates discussion of the content material leads most of the time, Psycho-educational groups. Through Psycho-educational group, leaders are able to provide individuals with information geared towards direct application by the client in his/her life. Such information includes instilling of self-awareness, suggesting options for change and growth, developing an understanding of the recovery process, prompting clients to take initiatives in their own recovery, discussions about the benefits and processes of the treatment program and identifying community resources that can be appropriate in enhancing the recovery process. As much as Psycho-educational groups seeks to inform clients about issue related to psychology, they are not designed to prompt intra-psychic changes, despite the fact that such clients are likely to change in feeling and thinking (Corey & Corey, 2010).

A Psycho-educational group offers teachings to a client, which he/she needs in order to identify, escape, and finally master the negative and positive consequences of substance abuse. The skills employed in coping with circumstances including anger management are often taught to these clients. These models of groups are regarded as necessary and extremely useful, even though not sufficient components of most treatment and recovery programs. For example, a psycho-education is likely to shift a client from a pre-contemplative stage to become committed in the treatment stage incorporating psychotherapy. For clients who are taken to the treatment stage via Psycho-educational groups, the psycho-educator engages clear guidelines concerning when the clients will be ready for the next treatment. Leaders in this group models primarily take the roles and responsibilities of a facilitator or an educator. Just as other models of groups, Psycho-educational group leaders must have core characteristics such as positive attitude, genuineness, warmth, and caring towards others (Corey & Corey, 2010). A good case example is the case of Lisa; her psycho-educational group about addressing the challenges of social phobia has enlightened her on new mechanisms of how to relate to strangers.

Counseling group

Groups counseling is increasingly gaining momentum in the current society because of the diversities witnessed in healthcare organizations, colleges, schools, and workplaces. A counseling group mainly entails small teams of members who come together and form their own goals, share problems, provide support and empathy and design programs for changing their personal problems. Members in these groups assist one another in enhancing their current skills in addressing their personal issues. The group counselor is the leader whose role includes facilitating group interaction, helping members to learn from each other, assisting members to establish individual goals, as well as providing continuous support and empathy to members (Corey & Corey, 2010).

Counseling groups have been effective in recovering addicts and psychotic adolescents. The group counselor uses external texts such as motion pictures to provide a safe focus towards the problem facing the client. In most occasions, leaders view a film together with clients, after which they engage in collective discussions of the author’s motivation, plot, and characters. In the situation where the leader has used a film, they discuss soundtracks and cinematography. The therapist provides guidance, which is used to develop defense mechanisms for the client through semiotic processes. The group counselor has to maintain focus on the text rather than the client’s personal issues. Different private settings are increasingly appreciating the application of group counseling. Counseling groups have become widespread in European nations, taking a toll in the UK, where they have been adopted as the best group psychotherapy. Interest is also growing in the African continent, Soviet Union and Australia (Corey & Corey, 2010). For example, in a men’s counseling group, the facilitator asked the participants to identify common theme. The members talked about anger management problems. The facilitator expounded on the topic, presenting fact on how men frequently expressed anger in various emotional conditions such as sadness and fear. In the next session, the facilitator suggested strategies and described ways of dealing with vulnerable situations that are often characterized by anger.

Psychotherapy

Psychotherapy is used when referring to a therapeutic treatment or interaction involving a trained expert and a family, client, patient, group or couple. The psychotherapist addresses psychological problems varying from influence, causes, and possible solutions. The capability of the practitioners determines the accurate assessment of the psychological problems. The practitioner obtains a great insight, experience, and knowledge depending on his/her capability level. The psychiatrist’s primary objective is to increase the client’s sense of well-being. This group model is characterized by use of communication and dialogue techniques designed to enhance the client’s mental health or group relationships (Corey & Corey, 2010).

Most Psychotherapists employ conversation techniques while other prefer various communication forms including music, narrative stories, drama, art work and written word. Psychotherapists dealing with children often apply drawing, dramatization and play techniques with structured narratives to deliver the intended message. Psychotherapy sessions are often structured sessions between a client and a trained therapist professional. Psychotherapy was the first group intervention in the 19^th Century and forms the basis of other models of groups. From then, researchers are professionals have continued to explore and have continued to develop new models (Corey & Corey, 2010). Because psychotherapists are the leaders of these groups, they are trained to use techniques in persuading and influencing clients to change and adopt the appropriate direction, mostly suggested by the psychotherapist. The psychotherapist employs strategies based on communication, dialogue and appropriate behavior change approaches because they are legally bound to respect and maintain confidentiality of the patient or client (Corey & Corey, 2010). A good case example is a middle-aged American woman employed as a stock broker in London. This man likes dating a variety of women and he likes lots of cars and money. He prefers dating pretty women and he has imaginary visions wi9th links with powerful people. He makes fun of those who do not have what he has and is boastful because of his capabilities. If he is not recognized, he becomes enraged. He does not have any prior psychiatric experience. Now he has trouble because his four girlfriends have realized that he is dating different women; this makes him enraged because they want a break-up. Because this man is seeking for a professional advice, the psychotherapist just gave him advice about how he can maintain all his women. This was coupled with a lot of support and praise from the psychotherapist in order to get through the process without hurting the man (Corey & Corey, 2010).

Conclusion

When selecting a treatment group model, facilitators must consider available resources, theoretical and training orientation of group members and desires and needs of clients to identify appropriate and feasible approaches.

Reference

Corey, M.S., & Corey, G. (2010). Groups: Process and practice. (8th ed.). Pacific Grove, CA:

Brooks/Cole. ISBN-13: 9780495600763