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PubMed2006

Group process in Jungian analytic training and institute life.

Group process experience for analytic candidates is a neglected dimension of training, and receives little attention in the analytic literature. Jung observed group dynamics, but he never studied them closely, attending instead to the psychology of the individual. Unconscious currents in small groups have been studied by others, most notably by Wilfred Bion, and there are similarities between his theories of the group unconscious and Jung's theories of complexes. Experiential and didactic seminars in group process were added to the analytic curriculum at the C.G. Jung Institute of San Francisco in the early 1990s, leading to changes in the group dynamic of trainees and analysts alike. A discussion of the theories of Bion and Jung are followed by a report on our experiences of facilitating group process for analytic candidates. We give quotes from candidates and analyst members to illustrate the group process and its effects. The need for further study to develop a uniquely Jungian perspective on the unconscious structure and dynamics of the group is suggested.

Academies and Institutes↗
PubMedDate not supplied

If two heads are better than one, why do I have bruises on my forehead? Managing the group process.

Managers are using groups more frequently for solving complex organizational problems because of numerous organizational and environmental factors. Yet, many managers see group decision-making meetings as more of a problem than a solution. This article discusses situations where groups should and should not be used and recommends specific skills a leader can use to improve the effectiveness of group decision making. Emphasis is placed on managing the group process to achieve a satisfactory outcome. An exercise to test the validity of the suggestions is provided.

Decision Making, Organizational↗
PubMed1994

The process group in institutional settings: special techniques for an endangered species.

The process group for staff and trainees in institutional settings has become increasingly unpopular as a resource, although ironically, the need for such a group has grown. The author presents the idea that the process group is not used more often because of a general lack of understanding of the nature of such groups as well as a failure to clearly distinguish process groups from traditional psychotherapy groups. The author goes on to give a clear definition of the task and the boundaries of a process group and, using knowledge of systems thinking, discusses special techniques for running such groups with illustrative examples.

Group Processes↗
PubMed1978

Group process in allied health education.

The author's basic premise is that group process should be core content for Allied Health educational programs. A group process program from the University of Texas School of Nursing in Galveston, Texas, is described. This program involves a theoretical and experiential approach to studying group process vis-a-vis a group process assessment and analysis form. The specific group analysis form is discussed and the evaluation results are reported.

Allied Health Personnel↗
PubMed1996

Development of a tool to measure therapeutic factors in group process.

A tool, the Therapeutic Group Interaction Factors Scale (TGIF), was developed for systematically and objectively measuring the extent to which therapeutic factors defined by Yalom are present or absent in group process. Preliminary findings suggest that the TGIF is relatively easy to learn and use by coders who are familiar with Yalom's work. Once this tool has been further developed and tested, it will permit nurses and other therapists who lead/facilitate therapeutic groups to study the relationship between Yalom's factors and therapeutic outcomes objectively, rather than by asking patients to evaluate the contribution of each factor subjectively.

Group Processes↗
PubMed2006

Retaining ethnic minority parents in a preventive intervention: the quality of group process.

This study examined relations between group process variables and retention of ethnic minority (African American and Hispanic) caregivers in a family-focused preventive intervention. Data from the Familias Unidas/SEPI project (Coatsworth, Pantin, & Szapocznik, 2002), a randomized, controlled intervention trial, were used to cluster participants according to their patterns of retention over 30 intervention sessions. These person-centered analyses identified three broad patterns: (a) dropouts; (b) variable-attenders; and (c) consistent-high-attenders. Two subgroups of the variable-attender group were also identified: (a) intermittent-attenders, and (b) continual-attenders. Discriminant Function Analysis (DFA) with follow-up Analysis of Variance tested for differences among the three main retention groups on facilitator ratings of participants' general level of participation, leadership, positive alliance with the group, and negative alliance with the group during the first half of the intervention. Leadership and positive alliance significantly discriminated the broad retention patterns. Mean level of participation was not significantly different across retention groups. Results of DFA and ANOVA analyses using leadership, alliance, and participation variables from the first and second halves of the intervention indicated only leadership and positive alliance during the second half of the intervention discriminated continual-attenders from intermittent-attenders. EDITORS' STRATEGIC IMPLICATIONS: The authors describe a promising approach to studying facilitators' assessments of client involvement in a family-focused preventive intervention. The quality of the participants' behavior during sessions, rather than their absolute levels of participation, predicted their pattern of retention in the program. Future comparisons of facilitator and parent views may prove helpful.

Adolescent↗
PubMed1978

Influence of group process on the unit milieu.

The purpose of this paper has been to discuss one clinical phenomenon, that of the group process, the determination of which facilitates the provision of nursing care on an inpatient psychiatric unit. Both the phenomena that engender a stressful group process and the cues to determining a group process were discussed.

Group Processes↗
PubMedDate not supplied

[Affective experience in the group process and therapeutic outcome].

In this investigation is reported about measurement of affective behavior and feelings during the process of group psychotherapy. Therefore a cluster analysis of 4 parameters about 5 group sessions and 9 members and the group as a whole was made. The hypothesia were that effective feelings concern the group as a whole, that they were changing during the process and that they concern the individual process. It could be shown that in common there was a connection between individual process of affective behavior and outcome. Questions which came from differences of these results concerned the problem of characterizing exactly what going on related changing of attitudes and in which manner we can understand outcome.

Affect↗
PubMed2005

Incorporating problem-based learning and video technology in teaching group process in an occupational therapy curriculum.

This paper describes an innovative, cost-effective method for teaching group dynamics in an occupational therapy curriculum. The revised "Models of Group Dynamics" course incorporated problem-based learning (PBL) sessions and video technology. In this single-semester course, the class of 24 students was divided into small groups of five to seven students. Each group participated in six hours of PBL sessions and six hours of observation. PBL; effectively served as the instructional methodology to stimulate group dynamics because it demands that the students engage in the group process by creating an open structure for discussion, negotiating goals, and building team consensus in the group. The PBL experience facilitated the integration of the various content areas of the curriculum by expecting the student to apply previous learning to the construction of a therapeutic treatment plan. Through the use of a closed-circuit video monitor, students in the observation group analyzed group process skills in real time without interruption. This format provided the opportunity for students to generate feedback responses about group process with faculty guidance. The use of a closed-circuit video monitor was a low-cost, effective tool that facilitated the learning process. Measures of student learning indicated that the new course design was effective in meeting course objectives. Measures of the effectiveness of the new course design included focus groups conducted in two time periods: after completion of the course and after completion of fieldwork. The results demonstrated that the course had continuing impact on group skills carried into the fieldwork experience.

Attitude of Health Personnel↗
PubMed1988

Ethnic factors in group process: cultural dynamics in multi-ethnic therapy groups.

A framework is presented that was generated by clinical experiences with Asian clients in predominantly Caucasian therapy groups. Focus is on the impact of differing perceptions of power, authority, interpersonal boundaries, and family process on group dynamics. The applicability of this framework to other ethnic minorities is evaluated.

Acculturation↗
PubMed2005

Opening up the circle: next steps in process group work in Clinical Pastoral Education (CPE).

This article applies systems-centered theory (SCT) to the small process group experience in Clinical Pastoral Education (CPE) by exploring six key questions: 1) What is the purpose of the small process group in CPE? 2) Is there an alternative to getting stuck in the "hot seat" dynamic? 3) Do we (clergy) always have to be nice? 4) Is there life beyond personal story telling? 5) Does the authority issue ever go away? 6) How much difference is too much difference? The article includes vignettes to illustrate theory.

Group Processes↗
PubMed2006

Components of group processes: have they contributed to the outcome of mood and anxiety disorder patients in a group Cognitive-Behaviour Therapy program?

The present study assessed the influence of group processes on clinical outcomes of patients with anxiety and depression following group Cognitive Behavior Therapy (CBT). Five group environment variables were measured: cohesion, leader support, expressiveness, independence, and self-discovery. One hundred and sixty two patients attended a group CBT program and were assessed at pre and post-treatment. Results provided evidence for the effectiveness of group therapy as patients reported significantly lower depression and anxiety at the conclusion of treatment. Expressiveness was the only predictor of post-treatment anxiety, whereas leader support, expressiveness, and independence were significant predictors of post-treatment depression. Overall, findings suggest that the patients benefited from high levels of expressiveness and independence within their therapy group. In contrast, they failed to benefit from high levels of leader support, whereas both group cohesion and self-discovery appeared to be unrelated to outcome.

Anxiety Disorders↗
PubMed1999

Incorporating fun into the business of serious work: the use of humor in group process.

Incorporating formal humor and creative play into group process improves the outcome of serious work. This article discusses the use of humor and play in a traditionally serious setting. On-the-job playfulness improves communication, creativity, problem solving, and team building, thereby increasing productivity and satisfaction.

Burnout, Professional↗