11 HPGD2103 T7

Topic  Group
Counselling
7
LEARNING OUTCOMES
By the end of this topic, you should be able to:
1. Define group counselling;
2. Explain when it is appropriate to conduct group counselling and its
advantages;
3. Identify the different types of group counselling;
4. Describe the four stages of group counselling; and
5. List the qualities of an effective group leader.
 INTRODUCTION
In previous topics, we have discussed the counselling process on a one-to-one
client-counsellor relationship. In this topic, we will focus on group counselling.
Working in groups is a counselling specialty which is used to help individuals
resolve personal and interpersonal problems. Group counselling is based on the
premise that human beings have a natural tendency to share thoughts and feelings.
Groups are valuable because they allow members to experience a sense of
belonging when sharing common problems, observing behaviours and the
consequences of behaviours in others. By participating in a group counselling,
individuals develop social relationships and emotional bonds, and in the process
become more enlightened.
Copyright © Open University Malaysia (OUM)

182  TOPIC 7 GROUP COUNSELLING
7.1 WHAT IS GROUP COUNSELLING?

A group is defined as two or more people interacting with each other to achieve a
goal for their mutual or common benefit (see Figure 7.1). Everyone typically
spends some time in group activities each day. For example, students interact with
each other in and out of the classroom, teachers interact with other teachers in the
staff room. Given this situation, it is only natural for counsellors to make use of
group counselling. Groups are an economical and effective means of helping
individuals who share similar problems and concerns.
Figure 7.1: A group having a discussion
Counsellors who limit their counselling activities to individual counselling limit

their options to helping people. Joseph Pratt, a Boston physician, was the first
person to use group counselling in 1905. PrattÊs group members were patients
who were suffering from tuberculosis (TB) at the Massachusetts General Hospital.
The patients spent time together regularly, supporting and informing each other.
Jacob Moreno introduced the term „group counselling‰ into the counselling
literature in the 1920s.
Gazda (1989) described group counselling as the dynamic interaction between

individuals for the prevention or remediation of difficulties, or for the
enhancement of personal growth and enrichment. The term „group work‰ is often
used to describe what goes on within groups. The Association of Specialist Group
Work (1992) defined group work as broad professional practice which involves the
giving of help or the accomplishment of tasks in a group setting. It involves the
application of group theory and process by a capable professional practitioner to
assist a collection of people to reach their mutual or common goals, which may be
personal, interpersonal or task-related in nature.

TOPIC 7 GROUP COUNSELLING  183
7.2 THE “WHEN” AND “HOW” OF GROUP

COUNSELLING
Counsellors have to make the decision of when, where and with whom to conduct
group counselling. In some situations, group counselling may not be an
appropriate way to help the individuals. For instance, it would be inappropriate
to use groups to counsel students who are of different age groups with their
personal problems. Likewise, it would be unwise to use a group setting as a way
of working with children who are all behaviourally disruptive. But a group may
be ideal for helping students who are not too disruptive or unequal in age and who
have common concerns. In such cases, the counsellor would schedule a regular
time for students to meet in a quiet, uninterrupted setting and interact together.
Comments from individuals who were participants in a group counselling:
„I feel like the group is the only place in school where people understand me.‰
„During my time in the group, I came out of my shell. The group has helped
me open up to other people and not to worry about what other people think
about what I have to say.‰
„I was able to share things with my group that I was too afraid to share with
other people. Once I learned to do this, I started feeling better about myself.‰
However, there are also some misconceptions about groups. Childers and Couch
(1989) argued that some people are of the opinion that groups are artificial and
unreal when dealing with problems. They force people to lose their identity by
tearing down psychological defences when members are required to become
emotional and spill their guts or tell others about their innermost thoughts.
Some have also suggested that members in the group can become confrontational
and hostile. In addition, group counselling can lead to the brainwashing of
participants.

On the other hand, groups have a number of general advantages (Gladding, 2003)
as follows:
(a) Group members may come to realise that:
(i) They are not alone;

(ii) They are not unique; and
(iii) Their problems and concerns are not abnormal.
(b) Group members interact with one another and learn more about themselves
in social situations.
(c) Group members can try out new behaviours and ways of interacting when
the group provides a safe environment to experiment changes and receive
feedback.
(d) Group members pick up skills vicariously when they observe how others
talk, interact and solve problems.
(e) Group members may realise their need for individual counselling or the
accomplishment of a personal goal.
SELF-CHECK 7.1
1. What is group counselling?
2. List some misconceptions about group counselling.
3. What are some advantages of group counselling?
ACTIVITY 7.1
1. List examples of problems and concerns of students in schools,

colleges, universities or training organisations which may be
addressed using group counselling.
2. Give four reasons why these problems and concerns are most
appropriate for group counselling.
Share your answers in the myINSPIRE online forum.

7.3 TYPES OF GROUPS

Groups come in many forms. There seems to be a group for anyone who seeks
counselling, personal growth and support. There are many ways of categorising
the many different groups. The Association of Specialist Group Work (1992)
developed the following classification (see Figure 7.2):
Figure 7.2: Types of groups

Source: Association of Specialist Group Work (1992)
Here is the details explanations of each type of group.
(a) Guidance/Psychoeducational Groups

These are preventive and instructional groups who meet briefly for a limited
time. For example:
(i) Teaching group participants on how to deal with:
 A potential threat (such as AIDS);
 A developmental life event (such as growing older); and
 An immediate life crisis (such as the death of a loved one).

(ii) Student development in tertiary institutions:
 Control of anger;
 Dating relationships; and
 Study skills.
(b) Interpersonal Problem-solving Groups

These groups seek to help participants resolve difficult life problems through
interpersonal support and problem-solving. For example:
For students who are getting ready to graduate from secondary school:
(i) Provide them with information to deal with problems after school; and
(ii) Give them an opportunity to speak about their concerns.
(c) Personality Reconstruction Groups

These groups are set up to help individual group members who have deep
psychological problems in order to reconstruct major personality
dimensions. For example:
Help patients in psychiatric hospitals who are suffering from depression,

suicidal tendencies and paranoia.
(d) Task/Work Groups

Work groups help members apply the principles and processes of group
dynamics to improve their practices and accomplish identified work goals.
For example:
(i) Teams in the workplace or sports teams are formed to accomplish

objectives that would be impossible for an individual to achieve alone
(see Figure 7.3).
(ii) A good example is the quality circle team in which a group of workers
meet to examine the processes they are using in their jobs and to devise
ways to improve them.

Figure 7.3: Teams in the workplace seeking to achieve a common goal
(e) T-Groups
The ÂTÊ stands for training. These groups are formed to emphasise
interpersonal relationships. Members of the group learn how oneÊs
behaviour in a group influences othersÊ behaviours and vice versa. In other
words, how an individual functions within a system.
(f) Self-help/Support Groups

Now let us look at the explanation of self-help groups and support groups.
(i) Self-help groups have grown in prominence since the 1970s. A self-help
group usually develops spontaneously and focuses on a single topic
which may be led by a person without professional training but with
experience in the issue. For example, residents in a neighbourhood may
meet to help each other to clean the neighbourhood (a kind of gotong-
royong) or to focus governmentÊs attention on issues (such as toxic
waste disposal or river pollution) that affect the quality of their lives.
(ii) Support groups are similar to self-help groups in its focus on a

particular concern or problem but they are organised by an established
professional helping organisation or individual such as Alcoholics
Anonymous, Weight Watchers, Cancer Survivors (Gladding, 2003).
SELF-CHECK 7.2
List the main differences between the various types of groups in group
counselling. What is a common element in all these groups?

7.4 STAGES IN GROUP COUNSELLING

There is a debate as to how many stages there are in group counselling. Tuckman
(1965) was one of the first theorists to design the stages in group counselling
process. He suggested four stages of group development which he termed as
forming, storming, norming and performing. Later additions to the process
by Waldo (1985) and modifications by Gladding (2003) led to the following
four stages of the group counselling process ă forming, norming, performing and
termination (see Figure 7.4).
Figure 7.4: Stages in group counselling
Each of these stages will now be discussed in detail.
(a) Stage 1: Forming Stage

Before joining the group, the participants need to be informed as much as
possible about how the sessions will be conducted. It is suggested that
before enrolling, members should be clear about the purpose of the group,
the ground rules and basic procedures. We should also be informed about
the risks involved, our rights and responsibilities and the issue of limited
confidentiality since we are in the company of other people.
In the forming stage the group is formed and efforts are made to help
members feel they are part of the group. For example, members initiate
conversations which may be superficial but aim to break the ice. The leader
structures the environment to make members feel safe by clarifying the
purpose of the group, establishes rules, models appropriate behaviours and
outlines a vision for the group. It is important that both the leader and group
members are clear regarding the purpose of the group to ensure a feeling of
trust.

The group members need to be involved and feel part of the group. They
need to voice out their expectations from the group. Group members who
are uninvolved and inactive will hinder the progress of the group. Serious
effort is made to help group members feel relaxed, welcomed and valued.
The room is set up in such a way that encourages interaction such as
arranging the chairs in a circle (see Figure 7.5). If at any point there is anxiety
and mistrust, enthusiasm and commitment by group members is likely to
deteriorate.
Figure 7.5: Arranging members in a circle encourages group interaction
(b) Stage 2: Norming Stage

Having decided on the goals and purpose of the group, the next stage is set
for the norming stage. The leader and group members try to find their place
in the group and develop a sense of cohesiveness or „we-ness‰. The leader
reminds members of the rules and regulations when there is conflict between
members (which unavoidably happens). The leader may use helping skills
such as active listening and linking to build trust and a sense of togetherness
and purposefulness. Members seek and receive feedback from each other
and work through critical issues together. „We‰ statements are encouraged
to build a sense of belonging in the group (see Figure 7.6).

Figure 7.6: The ÂWe-nessÊ feeling is developed
Differences and similarities within group members are recognised. Ideally,

at this stage members are cooperative and share their goals and objectives,
and they are ready for the next stage which is the performing stage.
However, members should also be prepared in the event things do not work
out. The group may deteriorate and become chaotic. Members may refuse to
be involved and the cohesiveness of group members may get less and less.
This is when the leader should intervene, increased self-disclosure and
acknowledge that differences between group members are actually the
strength of the group.
(c) Stage 3: Performing Stage

At this stage, the group is ready to „work‰. Members are more trusting
of himself and others. Members are more focussed towards achieving the
goals of the group. Members concentrate on individual and group
accomplishments, using the ideas of the group to reach a resolution. The
leader is less involved in directing or structuring the group as members
become increasingly more responsible in running the group. The leader takes
the role of helping members achieve the goals by encouraging interpersonal
interactions and modelling appropriate behaviours. However, when
inappropriate behaviour is displayed, the leader may remind members of the
group on the agreed goals and the limited time available.

(d) Stage 4: Termination Stage

This is the stage where group members have completed their task and have
accomplished their goals. They then take time to celebrate and ultimately
disband the group. Before termination, members take time to reflect on the
events and discuss what they still need to do.
Both the leader and members may actively remind each other about the
conclusion of the group counselling process. There will be farewell events if
the experience was pleasant and satisfying. Members are required to state
verbally or in written form what they have learned from the group
experience. It is hoped that everyone will leave the group stronger and better
connected with other group members. Everyone are expected make a
successful transition from the life in the group back to everyday life.
Follow-up is used in the group counselling to keep in touch with members after
the group has terminated in order to determine how well the members are
progressing on personal as well as group goals (Gladding, 2003). Follow-up helps
group members and the leader assess what they have gained from the group
experience. It also allows the leader to refer a group member for further help,
if appropriate (Gladding, 2003). Follow-up sessions maximise the effects of group
experience and encourage members to keep pursuing their original goals.
ACTIVITY 7.2
Select a topic that will be of interest to your coursemates (such as proper

diet, time management, adult learner study tips or bringing up children).
Select a group leader and conduct a group counselling session during

tutorial. Use the stages in group counselling to get the group to discuss
the chosen topic.
Share your answers in the myINSPIRE online forum.

SELF-CHECK 7.3
Read the „Confession of a Participant in Group Counselling‰ and answer

the following questions:
Confession of a Participant in Group Counselling
Because of the unstructured nature of the group, the major problem faced by
the participants was how they were going to use their time together
effectively. There was puzzlement, anxiety and irritation at first because of
the lack of structure. Only gradually did it become evident that the major aim
of nearly every member was to find ways of relating to other members in the
group. Then as we gradually began to explore our feelings and attitudes
towards one another, it became increasingly evident that what was first
presented were façades or masks. Slowly and cautiously our real feelings and
real personality began to emerge. The contrast between the outer shell and the
inner person became more and more apparent as the hours went by.
A sense of genuine communication slowly built up and membersÊ actual

feelings became apparent. In the beginning it was felt that oneÊs real feelings
will not be appreciated by other members of the group. To my surprise
personal feelings were readily accepted by members. A sense of trust slowly
began to build up as well as a sense of warmth and liking for other members
of the group. A woman said, „If anybody had told me earlier that I would feel
love for every member of this group, I would have told him that he belonged
in the nutty house.‰ Participants felt a closeness and intimacy which they had
not felt before, even with members of their own family because they had
revealed themselves here more deeply and more fully than to those in their
own family circle.
In the group I had come to know myself and each of the members more
intimately than is possible in the usual social or working relationships. I
became deeply acquainted with other members and their inner selves, the self
that otherwise tended to be hidden behind a façade. Hence, I could relate
better to others, both in the group and later in everyday life situations.
(a) What are some misconceptions of group counselling as revealed in

the story?
(b) How has group counselling benefitted the storyteller?

7.5 CASE STUDY: GROUP COUNSELLING

SERVICES AT THE UNIVERSITY OF IOWA
In the earlier subtopics we have discussed what group counselling is when it is
appropriate to conduct group counselling, types and stages of group counselling.
One of the main advantage of group counselling is that meeting other people who
are dealing with similar issues and hearing their story makes people know that
they are not alone. Now let use examine a case study of a group counselling
services at the University of Iowa.
(a) What is Group Counselling?

Group counselling is one of several types of counselling offered at the
University Counselling Service (UCS), University of Iowa. In group
counselling, approximately six to ten students meet with a trained group
counsellor, typically once a week for one and a half hours. Group members
talk about a variety of issues. MembersÊ common goals include exploring
relationship issues, learning to feel better about oneself and learning to cope
with life more effectively. Group members share information about
themselves and provide feedback to other group members while the group
leader facilitates productive communication within the group.
(b) How Do I Know If Being in a Group is Right for Me?

Group counselling is a beneficial form of therapy for many issues. Groups
can be especially helpful for people who have concerns about their
relationships. Groups are also useful for people who want a place to
experiment new behaviours or communication styles. Groups can be a good
platform to receive feedback on oneÊs interpersonal behaviour. Group
counselling seems to work best for people who are clear about what they
want to work on and are willing to state their goals and needs to the group
even when it may be scary or difficult. One way to decide whether or not
group might be a good choice is to set up a meeting with a UCS counsellor
who can help you think through your options.
(c) What Types of Concerns are Group Counselling Most Helpful For?
Group counselling is especially helpful for the following types of student
concerns because it is one of the most direct ways of providing the type of
contacts that a student needed to work through his concerns:
(i) „My relationships with others are unsatisfactory, very frustrating,

and/or disappointing.‰
(ii) „People don't react to me the way I would like them to.‰

(iii) „I feel stuck in a particular pattern or role in my relationships with

others.‰
(iv) „I feel lonely and unsupported.‰
(v) „Others donÊt seem to understand me.‰
(vi) „I lack assertiveness.‰
(vii) „I either donÊt address differences and disagreements or my

disagreements with others turn into hostile conflicts.‰
(viii) „I want to change my way of thinking and feeling about myself.‰
(d) What Can I Expect from a Group?

What you gain from being part of a group largely depends on what your
goals are for yourself. We have found that the clearer people are about their
goals for the group, the more benefits they will receive. Some of the most
common benefits that people obtain from being in a group are:
(i) Learning to communicate more comfortably and effectively;
(ii) Identifying and exploring inner feelings;
(iii) Getting feedback from others;
(iv) Learning to express oneÊs own wishes and act on oneÊs own behalf;
(v) Being honest with others and with oneself;
(vi) Becoming more sensitive to the ways people communicate;
(vii) Learning about closeness and intimacy; and
(viii) Experimenting with new ways of relating to others.
(e) How Does a Group Work?

A group is able to provide support, offer alternatives or gently confront
group members in such a way that difficulties can be resolved and new
behaviours learned. Sometimes a group helps a person to develop new social
skills or apply different ways of relating to people. Often people in a group
begin to feel less alone in dealing with their problems. It can be very
encouraging to hear that others have worked through similar problems.

(f) What Do I Actually Do in a Group?

Letting the group know why you initially came to UCS and sharing what you
hope to gain from the group is a good place to start. If you need support,
let the group know. If you think that you need to be challenged, let the group
know that too. It is sometimes helpful to think of the group as a laboratory
in which you can experiment with new ways of thinking, feeling or relating
to others. You will probably be most helped if you talk about your feelings.
Unexpressed feelings are a major reason why people experience difficulties.
Group leaders and other group members can help you to be more honest
with yourself and with others as you explore your feelings. How much you
choose to talk about yourself is up to you.
However, we have found that the people who benefit most from group
accept a sense of responsibility for making the group work by sharing their
concerns and speaking up when they have reactions to issues or to other
individuals in the group.
(g) Will I Have Enough Time to Work on My Issues in a Group?

Each group usually finds its own way of negotiating how group time is used.
Typically, a group will begin with a „check-in‰ so that group members have
an opportunity to request time during that session. We have found that
group members who are able to request time as needed are most likely to
benefit from group. Group members can also benefit from hearing other
people work through and discuss their issues. Usually a meeting with a
group leader can help you determine if the group would allow enough time
for you to deal with your issues.
(h) ArenÊt People Too Afraid to Really Talk in a Group?

When you meet people for the first time, it is hard to know what to say and
how much to trust them. Trust is a process that develops over time as group
members take risks and share about themselves. It helps to remember that
groups are usually small ă six to ten people ă and that other group members
may be struggling with some of the same concerns as you. Letting the group
know you are uncomfortable can be a first step. What is expected is that you
make a commitment to being in the group and that you are willing to open
up when you feel comfortable to do so.

(i) If I Do Share Personal Information with The Group, How Can I Trust That it
Will Be Kept Confidential?
The issue of confidentiality is an important one and it is addressed in the first
group session. Group members are asked to make a commitment to protect
each otherÊs confidentiality by agreeing not to divulge information that
would identify other members to outside groups or individuals. While we at
the UCS cannot provide you with an absolute guarantee of confidentiality,
our experience shows that group members respect each otherÊs privacy just
as they respect their own. Some issues do not remain confidential whether
you are being seen in group or individual counselling. The decision to break
confidentiality is based on the issue of protection. If a member appears to be
planning harm to self (suicide), harm to others (homicide) or if he reports
that he has abused children or dependent adult individuals, the counsellor is
legally bound to break confidentiality in order to provide the individuals
with the assistance they need.
(j) What will be Expected of Me?

Each group may establish its own ground rules but there are some general
guidelines which we believe to be important. They are:
(i) If you are going to miss a session, please let the group leaders know;
(ii) We ask that you give the group a chance. If you decide the group is not
appropriate for you, please discuss your concerns with the group;
(iii) It is your responsibility to talk about your reasons for being in the
group and to let the group know what you expect from them; and
(iv) You are expected to respect the confidentiality of the group.
(k) What is the Role of the Group Leader?

The role of the group leader is to facilitate productive, respectful
communication within the group. To do this, he or she will encourage group
members to interact with one another. A group leader may point out
common themes, give feedback to individuals or the group as a whole, or
offer support or challenge as needed. He may also try to provide enough
structure so that the group does not get stuck but, at the same time, offer
enough freedom so that the group accepts responsibility for itself. The leader
respects the confidentiality of the group and makes every effort to create a
safe group environment.

(l) Will Other Group Members Be Like Me?

Within any groups there are bound to be similarities and differences among
people. UCS has a strong commitment to meeting the needs of diverse
people. In all individual, program and group services, we strive to create an
environment where all people feel welcome. We attempt to facilitate mutual
respect and understanding among people of diverse racial, ethnic, national
and cultural backgrounds, sexual or affectional orientation, mental and
physical abilities, languages, religion or spiritual beliefs as well as other types
of diversity.
Source: Group Counseling ă WhatÊs it all about?

UNIVERSITY COUNSELING SERVICE.
The University of Iowa. Iowa City.
http://www.uiowa.edu/~ucs/
SELF-CHECK 7.4
Read the Case Study of Group Counselling Services at the University

of Iowa and answer the following questions:
(a) What types of problems are appropriate for group counselling?
(b) What can a person expect from group counselling?
(c) How is confidentiality assured in group counselling?
(d) Who are group leaders?
(e) What is the role of the group leader?
(f) Find out how many universities and colleges in Malaysia actually
provide group counselling services for their students.

7.6 QUALITIES OF EFFECTIVE GROUP LEADERS

There are differences between effective and ineffective group leaders. Leaders who
are authoritarian and aggressive are ineffective group leaders. Such leaders cause
group members to drop out after having encountered such leaders in their groups.
On the other hand leaders who are caring, who are good at structuring the group,
who explain and clarify the thinking of members have a positive effect on
members. Effective leaders are people who are sincere, enthusiastic, creative,
have a presence and identity. Gladding (2003) in Table 7.1 listed the following as
qualities of effective group leaders.
Table 7.1: Effective Group Leadership Skills in Counselling
Skills Description
Active listening Attending to verbal and non-verbal communication
Clarifying Simplifying client statements
Summarising Selecting important aspects
Questioning Asking open-ended questions to encourage self-exploration
Empathising Identifying with clients
Goal setting Planning specific goals for the group
Giving feedback Expressing concrete and honest reactions
Facilitating Opening up clear and direct communications within the group
Modelling Demonstrating desired behaviour through actions
Terminating Preparing the group to end the session
Source: Gladding (2003)

 Group counselling is based on the premise that people have a natural tendency
to share thoughts and feelings.
Ć Joseph Pratt, a Boston physician, was the first to use group counselling in 1905.
Ć Gazda (1989) described group counselling as the dynamic interaction between

individuals for the prevention or remediation of difficulties, or for the
enhancement of personal growth and enrichment.
Ć Counsellors have to make the decision when, where and with whom to apply
group counselling. In some situations, group counselling is not an appropriate
way of helping individuals.
Ć Some people are of the opinion that groups are artificial and unreal when
dealing with problems.
Ć The Association of Specialist Work Group (ASWG) has classified groups as

follows:
 Guidance/Psychoeducational Groups;
 Interpersonal Problem-Solving Groups;
 Personality Reconstruction Groups;
 Task/Work Groups;
 T-Groups; and
 Self-Help/Support Groups.
Ć The group counselling process consists of forming, norming, performing and

termination.
 In the forming stage, efforts are made to help members feel they are part of
the group;
 In the norming stage, the leader and group members try to find their place
in the group and develop a sense of cohesiveness or „we-ness‰;

 In the performing stage, the group is ready to „work‰ and members are
more trusting of self and others. They are more focussed in achieving the
goals of the group; and
 In the termination stage, group members have completed their tasks and
having accomplished goals, they take time to celebrate and ultimately
disband the group.
Forming Performing
Group counselling Personality reconstruction group
Guidance/psychoeducational groups Self-help/Support group
Interpersonal problem-solving group Termination
Misconceptions T-Group
Norming
Association of Specialist Group Work. (1992). Professional Standards for Training

Group Workers. Alexandria, Virginia.
Childers, J. H., & Couch, R. D. (1989). Myths about group counseling: Identifying
and challenging misconceptions. Journal for Specialists in Group Work,
Vol. 14(2), p. 105ă111.
Gazda. G. M. (1989). Group counselling: A developmental approach. USA: Allyn

and Bacon.
Gladding, S. T. (2003). Group work: A counselling specialty. UK: Prentice Hall.
Group Counseling ă WhatÊs it all about? University Counseling Service.

The University of Iowa. Iowa City. http://www.uiowa.edu/~ucs/
Tuckman, B. (1965) Bruce TuckmanÊs Team Development Model. https://www.

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Topic  Group

Copyright © Open University Malaysia (OUM)

7.1 WHAT IS GROUP COUNSELLING?

Figure 7.1: A group having a discussion

Counsellors who limit their counselling activities to individual counselling limit

Gazda (1989) described group counselling as the dynamic interaction between

Copyright © Open University Malaysia (OUM)

7.2 THE “WHEN” AND “HOW” OF GROUP

Comments from individuals who were participants in a group counselling:

Copyright © Open University Malaysia (OUM)

(a) Group members may come to realise that:

(i) They are not alone;

1. What is group counselling?

2. List some misconceptions about group counselling.

3. What are some advantages of group counselling?

1. List examples of problems and concerns of students in schools,

Share your answers in the myINSPIRE online forum.

Copyright © Open University Malaysia (OUM)

7.3 TYPES OF GROUPS

Figure 7.2: Types of groups

Here is the details explanations of each type of group.

(a) Guidance/Psychoeducational Groups

(i) Teaching group participants on how to deal with:

 A potential threat (such as AIDS);

 A developmental life event (such as growing older); and

 An immediate life crisis (such as the death of a loved one).

Copyright © Open University Malaysia (OUM)

(ii) Student development in tertiary institutions:

 Dating relationships; and

(b) Interpersonal Problem-solving Groups

(ii) Give them an opportunity to speak about their concerns.

(c) Personality Reconstruction Groups

Help patients in psychiatric hospitals who are suffering from depression,

(d) Task/Work Groups

(i) Teams in the workplace or sports teams are formed to accomplish

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Figure 7.3: Teams in the workplace seeking to achieve a common goal

(f) Self-help/Support Groups

(ii) Support groups are similar to self-help groups in its focus on a

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7.4 STAGES IN GROUP COUNSELLING

Figure 7.4: Stages in group counselling

Each of these stages will now be discussed in detail.

(a) Stage 1: Forming Stage

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Figure 7.5: Arranging members in a circle encourages group interaction

(b) Stage 2: Norming Stage

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Figure 7.6: The ÂWe-nessÊ feeling is developed

Differences and similarities within group members are recognised. Ideally,

(c) Stage 3: Performing Stage

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(d) Stage 4: Termination Stage

Select a topic that will be of interest to your coursemates (such as proper

Select a group leader and conduct a group counselling session during

Share your answers in the myINSPIRE online forum.

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Read the „Confession of a Participant in Group Counselling‰ and answer

Confession of a Participant in Group Counselling

A sense of genuine communication slowly built up and membersÊ actual