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Group Techniques: How to Use Them More Purposefully
Robert K. Conyne, Professor Emeritus, University of Cincinnati
Jeri L. Crowell, Wesleyan College
Mark D. Newmeyer, University of Cincinnati

ISBN-10: 0131149881
ISBN-13: 9780131149885

Publisher: Merrill
Copyright: 2008
Format: Paper; 264 pp
Published: 05/25/2007

Suggested retail price: $31.33
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Group Techniques offers a practical new approach to understanding and implementing a broad range of group techniques. Through the Purposeful Group Techniques Model (PGTM), a generic, flexible conceptual model that can be adapted for use in a variety of contexts, the text demonstrates how group leaders can choose counseling techniques purposefully based on the type of group, the group’s developmental stage, and applicable best practice guidelines. Talking through and comparing choices of techniques, along with each person's rationale will provide the very richest of learning experiences.  As one result, students will not only learn about how to select and use group techniques but will learn a lot about themselves as people and group leaders. With the help of the model and concrete case-based descriptions of how to lead groups, the text examines counseling, psychoeducation, psychotherapy, and task groups.

  • Purposeful Group Techniques Model (PGTM).  A flexible, ecologically-based model for selecting and applying group techniques.
    • (1) IDENTIFY the group type (counseling, psychoeducation, task, psychotherapy), group developmental stage (beginning, middle, end), and best practice area (planning, performing, processing) that is applicable.
    • (2) ANALYZE the situation in terms of relevant ecological concepts of context, interconnection, social system maintenance, collaboration, sustainability, and meaning making.
    • (3) REVIEW possible group techniques considering Focus (cognitive, affective, behavioral, structural) and Level (individual, interpersonal, group)
    • (4) SELECT a "best fit" technique giving attention to evaluation criteria of adequacy, appropriateness, effectiveness, efficiency, and side effects.
    • (5) IMPLEMENT and EVALUATE, allowing for continuation or changes in the future.
  • The authors have collected and organized a vast array of group techniques that are available as a resource "tool box" within the PGTM.
  • Critical Incidents in chapters 3-10 serve as practical examples highlighting issues relevant to the chapter content. Each Critical Incident begins with a description of the background on the issue, followed by the scenario itself, then a set of recommended steps to follow when selecting a technique to handle the issue, and group activities and reflective questions that may be used in classes or workshops (see pages 104-106, 162-163, and 218-220).
  • Reflection Points in parts I and VI provide topics for individual analysis or group discussion (see pages 15, 63, and 483).
  • Tool Box of Techniques Appendixoffers a vast array of group techniques organized by best practice area (i.e, Planning, Performing, and Processing), group developmental stage (Beginning, Middle, End), by focus (cognitive, affective, behavioral, structural), and level (individual, interpersonal, group). 

PART I            Background for Considering and Using Group Techniques More Purposefully

 

Chapter 1        Setting the Stage for Using Techniques in Counseling and Psychoeducation Groups

Chapter 2        A Framework for Using Techniques: The Purposeful Group Techniques Model (PGTM)

Chapter 3        How to Select and Use Techniques in Counseling and Psychoeducation Groups

 

PART II           Techniques in Planning Counseling and Psychoeducation Groups

 

Chapter 4        Planning Techniques: Designing What Is to Be Done

 

PART III          Techniques in Performing Counseling and Psychoeducation Groups

 

Chapter 5        Performance Techniques at the Beginning Stage of Group Development: Getting Established and Transitioning

Chapter 6        Performance Techniques at the Middle Stage of Group Development: Connecting and Producing

Chapter 7        Performance Techniques at the Ending Stage of Group Development: Consolidating and Forecasting

 

PART IV          Techniques in Processing Counseling and Psychoeducation Groups

 

Chapter 8        Processing Techniques to Use Within Group Sessions or Meetings

Chapter 9        Processing Techniques to Use Between Group Sessions or Meetings

 

PART V           Techniques for Additional Types of Groups

 

Chapter 10       Group Techniques in Task and Psychotherapy Groups

 

PART VI           Closure

 

Chapter 11       Summarizing Group Techniques

 

Appendix: Toolbox of Techniques

Subject Index

Author Index

 

Robert K. Conyne, Jeri L. Crowell, and Mark D. Newmeyer’s

 

Group Techniques: How to Use Them More Purposefully, 1/e

 

Group Techniques offers a practical new approach to understanding and implementing a broad range of group techniques. Through the Purposeful Group Techniques Model (PGTM), a generic, flexible conceptual model that can be adapted for use in a variety of contexts, the text demonstrates how group leaders can choose counseling techniques purposefully based on the type of group, the group’s developmental stage, and applicable best practice guidelines. With the help of the model and concrete case-based descriptions of how to lead groups, the text examines counseling, psychoeducation, psychotherapy, and task groups.

 

Features of This Text:

  • Critical Incidents in chapters 3-10 serve as practical examples highlighting issues relevant to the chapter content. Each Critical Incident begins with a description of the background on the issue, followed by the scenario itself, then a set of recommended steps to follow when selecting a technique to handle the issue, and group activities and reflective questions that may be used in classes or workshops (see pages 104-106, 162-163, and 218-220).
  • Reflection Points in parts I and VI provide topics for individual analysis or group discussion (see pages 15, 63, and 483).
  • Tool Box of Techniques Appendix offers a vast array of group techniques organized by best practice area (i.e, Planning, Performing, and Processing), group developmental stage (Beginning, Middle, End), by focus (cognitive, affective, behavioral, structural), and level (individual, interpersonal, group). 

 

 

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    Conyne, Crowell & Newmeyer
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