Theoretical Approaches to Group Counseling Psychology

Case Vignette: Phil, the Japanese-American

Phil, a Japanese-American, expresses his discomfort and anxiety during the second meeting of his group. A keen listener, he is having difficulty speaking up when required, and he is contemplating leaving because he understands that all members are expected to participate. Moreover, he fears rejection, so he prefers to sit back and observe during group meetings. To prevent him from leaving, some group members plead with him to give them a second chance; some challenge him not to quit and dare him to prove he is not a coward; while others resort to pressuring him to remain in the group.

Every individual works as part of a team or group at some point in life, and it is therefore imperative to understand how group dynamics influence group work and outcomes. By definition, group dynamics refer to the processes involved when members of a particular group interact with one another. According to Weimels (2014), poor group dynamics undermine productivity, lead to poor decision making and unsuccessful outcomes, and damage participants' morale. Toseland and Rivas (2005) also state that groups should develop dynamics that satisfy members' socio-emotional needs while simultaneously facilitating the accomplishment of group tasks.

In group counseling, members are encouraged to talk about their problems openly in order to find solutions. The attempt to coerce Phil into remaining in the group is one example of poor group dynamics, and it may eventually affect the performance of the entire team. Instead of trying to establish the main cause of Phil's discomfort or evaluate actions that may be contributing to his anxiety, the members resort to pressure. However, there are interventions that can be used to correct this behavior and identify the root of Phil's discomfort and anxiety.

Toseland and Rivas (2005) explain that multicultural differences have a significant impact on the social integration of members. Silence is a significant aspect of communication in Japanese culture. Consequently, as a Japanese-American, Phil is more of an active listener, and this could be the reason for his sense of alienation from the group. The members need to understand the importance of each member's culture and beliefs and establish ways of integrating them into daily sessions. They should also embrace values that celebrate and transcend individual differences. This will give members like Phil a sense of belonging and make them less inclined to leave.

Group members should understand how effective communication can address members' problems. Toseland and Rivas (2005) explain that each member of a group contributes a unique set of values, which are blended through interactions and group communication. For instance, dialogue will encourage Phil to voice his opinion and allow other members to give their feedback. Rather than coercion, proper communication will create an atmosphere of acceptance and trust and encourage members to support one another.

According to Toseland and Rivas (2005), group culture emanates from the values, customs, traditions, and beliefs held in common by members. They further explain that once a culture has been established, members who share in it feel at home, while those who do not may feel alienated and isolated. It is evident that Phil does not share in his group's culture. The group therefore needs to provide individual attention to Phil and address his concerns. It should also integrate all members into the life of the group, foster full participation, and discourage intimidation or coercion of members who may wish to leave.

It is important to engage Phil in dialogue in order to understand the source of his discomfort and anxiety. He should be allowed to express his opinion about the group's culture, the other members, and the group counselor. Once the problem has been established, Phil should explain what he thinks needs to change to prevent him from leaving. If his own behavior and attitude are also part of the problem, he should be told how to adapt in order to interact more effectively with the other members.

Ethical Issues in Group Pressure and Coercion

The main aim of group counseling is to assist members in problem solving and personal growth. Berg, Landreth, and Fall (2013) explain that group counselors should protect the rights of members against coercion, undue pressure, intimidation, and threats in every possible way. It is therefore unethical for a counselor to allow members to intimidate and coerce other members, particularly because doing so fosters a hostile environment and discourages participation.

Berg, Landreth, and Fall (2013) also explain that members have a right to discontinue membership from a group at a designated time if the sessions are unsatisfactory. This implies that it is unethical to prevent Phil from leaving the group if he feels he no longer benefits from it. When group members pressure one another, they can easily violate the right to privacy and confidentiality. Moreover, such pressure may promote discrimination, wherein certain members become alienated due to their culture, race, gender, religion, or age.

Case Vignette: Rose, the Hispanic-American

Rose rarely talks in her group. Other members have expressed concerns about her silence, and Rose responds that she is more of a listener and prefers to speak only when she has something to say. She asserts that although she is interested in group activities, she does not want to talk simply so that others may hear her voice.

Introverts are often preoccupied with their own feelings and thoughts, and they tend to talk less and minimize contact with other people (Weimels, 2014). In group sessions, some members are painfully shy, some are introverts, while others choose their moments to speak carefully or take considerably longer before speaking aloud. The majority of group counseling sessions are designed with extroverts in mind, making introverts feel drained and out of place. Rose fits the description of an introvert, particularly because she rarely says much and feels as though the group expects more from her than she is willing to give. It is therefore imperative to facilitate introversion or incorporate introverted processes into group counseling sessions.

Rose needs to understand that her silence affects the entire group. I would explain that it is not that the group expects too much from her; rather, the members need her to speak up because it is the only way they can understand her situation and help her develop effective solutions. Toseland and Rivas (2005) explain that in group sessions, all forms of communication convey a message. For instance, silence can communicate lack of interest, sorrow, anger, or thoughtfulness.

I would tell Rose that she should not hold back until she feels she has something especially important to say, because the entire group is supportive and will not judge or mock any member's contribution. Being more of a listener, Rose is a valuable member of the group because she will notice things and make connections that many extroverts miss. I would therefore encourage her to share some of the observations she has made and to tell me what she thinks needs to be done to make her feel more comfortable.

To exercise a degree of control in the group, Rose needs to set boundaries. She should explain to the members the level of pressure she cannot withstand, and help establish a structure that allows her to participate in a manner consistent with her nature and in alignment with what genuinely supports her.

Introverts are generally more observant and better listeners. Rose has acknowledged that she is more of a listener. She can therefore contribute to the group by asking questions based on what she observes. This will encourage reflection, facilitate discussion, and lead to better problem solving and decision making.

Rose can choose to communicate through means other than speaking. She can use writing and illustrations, role playing, or art and drawings. Non-verbal expressions will convey her message and significantly reduce her discomfort. She can also participate in online forums to express her views on the topics being discussed.

To have a positive influence on the group, Rose needs to step outside her comfort zone occasionally. The group will respect her more if she tries to speak up — even when she does not feel it is strictly necessary — in order to support fellow members and improve the group's overall performance. Although she will be allowed periods of silence, she needs to cooperate with more extroverted members to encourage diversity in the group and contribute to positive outcomes for all.

Theoretical Approaches to Group Counseling

There are various theoretical models for psychology and counseling, utilized for different situations and needs. Group counselors often prefer theories that offer a variety of techniques to facilitate problem solving in group sessions and provide deeper insight into members' problems. The four major categories of theoretical orientations are psychodynamic approaches, experiential and relationship-oriented approaches, cognitive behavioral approaches, and postmodern approaches.

Psychodynamic approaches explore an individual's past to explain current behavior. According to Corey (2013), the psychodynamic approach assumes that latent motives for behavior reflect an instinctive biological drive as well as childhood experiences, typically before the age of five. This approach is important in understanding human behavior because it provides meaning for people's thoughts, actions, and words. It is distinctive from the other three approaches because it recognizes the irrationality of human behavior and the complexity of human motives, and it can explain how early experiences influence adult behavior.

Experiential and relationship-oriented approaches focus on subjective experiencing and feelings. Examples include person-centered therapy, gestalt therapy, existential therapy, and psychodrama. Corey (2013) explains that these approaches promote growth and individual wholeness because they focus on the constructive side of human nature. Rather than emphasizing outside influences, individuals learn to understand their problems and recognize that they have the internal resources needed to resolve them. Experiments also help members explore their perceptions of reality, which increases awareness and facilitates change (Corey, 2013).

Cognitive behavioral approaches are action-oriented and assume that problems are caused by an individual's perception of situations, thoughts, and life in general. They include reality therapy, cognitive therapy, behavior therapy, and rational emotive behavior therapy. This approach is important because it targets negative thought patterns, which ultimately changes behavior. It acknowledges that some behaviors cannot be controlled through rational thought alone, and uses conscious thoughts as a lever to influence behavior.

Postmodern approaches focus on the subjective world of the client and draw on resources within the individual to promote change. They include narrative therapy, feminist therapy, and solution-focused brief therapy. They are distinct from the other approaches in that they take external influences — such as gender role expectations and power inequalities — into consideration when addressing problems. They are also goal-oriented and empower individuals to challenge and disregard unhelpful stereotypes.

Psychodynamic approaches stress that behavior is influenced by unconscious forces. In a group counseling context, this perspective can be used to surface past experiences that may be causing problems for members. Once these are identified, other members may begin to relate and recognize early experiences or biological drives that are the root cause of their difficulties, making it easier to develop solutions and correct problematic behaviors.

Experiential and relationship-oriented approaches are keener on an individual's ability to solve problems from within. In group sessions, they can be used to reinforce positive behavior and promote members' personal growth by encouraging them to look inward rather than focusing on external influences.

The major concept applied in cognitive behavioral approaches is the ability to eliminate maladaptive behavior and replace it with constructive behavior (Corey, 2013). This is useful in assessing members to determine how they function and in facilitating goal setting. Once members understand which behaviors need to change, they will be more willing to acquire and practice constructive behaviors in real-life situations. Postmodern approaches are oriented toward deconstructing common beliefs and examining whether they serve the members' lives. This perspective helps in evaluating members' thoughts and behavior in relation to their cultures, stereotypes, and societal trends, and encourages members to exploit their full potential beyond societal confines.

Conclusion

Group counselors can choose to utilize one eclectic approach or combine several approaches to address group members' problems. While the psychodynamic approach bases human interactions on the interplay of unconscious drives and forces within the individual, experiential and relationship-oriented approaches encourage members to look within and solve problems by themselves. Postmodern approaches, on the other hand, challenge stereotypes and deconstruct common beliefs that may be hindering members' progress. However, cognitive behavioral approaches are particularly effective because they are action-oriented and target thought patterns and perceptions that ultimately drive behavioral change. Since the majority of problems stem from faulty thinking and maladaptive behavior, these approaches are especially powerful — they teach individuals how to unlearn self-defeating and erroneous thoughts and tendencies. Cognitive behavioral approaches therefore represent the most effective theoretical foundation for group counseling.

Berg, R. C., Landreth, G. L., & Fall, K. A. (2013). Group Counseling: Concepts and Procedures (5th ed.). New York, NY: Taylor & Francis Ltd.

Corey, G. (2013). Case Approach to Counseling and Psychotherapy. Belmont, CA: Cengage Learning.

Toseland, R. W., & Rivas, R. F. (2005). An Introduction to Group Work Practice. Pearson.

Weimels, L. (2014). Group dynamics: How to successfully work in groups. Retrieved from https://www.naspa.org/constituent-groups/posts/group-dynamics-how-to-successfully-work-in-groups