Other Counselling

Interventions UNIT 3 FAMILY AND GROUP

COUNSELLING
Structure
3.0 Introduction
3.1 Objectives
3.2 Introduction to Group and Family
3.2.1 Multigenerational Approach
3.2.2 Approaches in Interpersonal Functioning
3.2.3 Structural Approaches
3.3 Group Process and Group Dynamincs
3.4 Group Approaches
3.5 Techniques of Family Therapy
3.6 Types of Groups in Counseling
3.6.1 T-Groups
3.6.2 Sensitivity Groups
3.6.3 Encounter Groups
3.6.4 Task Groups
3.6.5 Psychoeducation Groups
3.6.6 Mini Groups
3.6.7 In Groups and Out Groups
3.6.8 Social Networks
3.7 Selection of Group Members
3.8 Process in Group and Family Counseling
3.8.1 Determining the Characteristics of the Group
3.8.2 Monitoring the Ongoing Activities
3.8.3 Evaluating Outcomes and Productivity
3.8.4 Values Development Activities for Groups
3.8.5 Values of Group Counseling
3.8.6 Termination
3.9 Let Us Sum Up
3.10 Unit End Questions
3.11 Suggested Readings
3.12 Answers to Self Assessment Questions

3.0 INTRODUCTION
In this unit we will be discussing about the intervention methods other than the
psychoanalytical and psychodynamic oriented counseling. Here we introduce group
and family counseling as two important interventions for the individuals to overcome
their problems. This unit describes the different approaches used in family and group
counseling. The group process and group dynamics are explained in terms of family
34 and group interventions. The unit then puts forward the techniques of family counselling.
Since the group counseling differs from family counseling, the kind of groups that are Family and Group
Counselling
formed for group counseling are explained. This is followed by the criteria for selecting
the group members as all sorts of persons cannot be put into a group. Every group
has a purpose in terms of intervention and thus the criteria are put forward to decide
who would be the members of the group. This unit then presents the entire process
in group and family counseling.

3.1 OBJECTIVES
After completing this unit, you will be able to:
● Define family and group counseling;
● Describe the characteristic features of group and family counseling;
● Explain the various group settings for counseling;
● Analyse the process of group and family counseling;
● Elucidate the values of group and family cunselling;
● Delineate the various approaches to group and family counselling; and
● Analyse the types of communication that may cause disturbance in the families.

3.2 INTRODUCTION TO GROUPAND FAMILY

Humans are social animals and they enjoy one another’s company and in the process
they learn more. Individuals seek their social needs through group and they learn
how through groups they can achieve their social needs. In group counseling the
concept of this gratification of needs through groups is considered in great detail as
the counselor uses these groups to help the individual to overcome not only individual
problems but also how to get maximum satisfaction through interacting with the
members of the group.
When we talk about groups, family is also a group of one type. If a counsellor wants
to deal with the emotional life of the person, the family of this person has to be
contacted as through the family the counselor will be able to learn about the typical
interaction patterns amongst family members and also will be able to help the client
to modify his interaction pattern through group or family therapy.
Family is the place from where an individual starts his/her first learning. Whatever a
person learns, he does so from his family members through communication, imitation
and dealings with day to day life problems. He enters the world with those knowledge
based on the experiences which he had in his family and in all his interactions with
the family members. So the family is the first platform which provides the foundation
to the individual to face the world as the individual grows up into an adult.
It is the belief of counsellors and all mental health professionals that if a person is
having any type of emotional problem, not only the person should come to the
counsellor to resolve his conflicts but also he should bring in his very close family
members and others so as to improve the communication among family members
and the family structure.
Family oriented counsellor always focuses on family system and if possible restructures
it. If the family structure is not cohesive and if there are communication gaps among
the family members, a person’s mental health might be detrimentally affected. Family
oriented counsellors believe that counselling of significant persons along with the
client can improve the interpersonal relations and resolve the emotional conflicts of
a person. 35
Other Counselling Group counselling also plays an important role to enhance mental health. Webster’s
Interventions
Third New World International Dictionary (unabridged) defines a group as a number
of individuals bound together by a common interest, purpose, or function. In the
present day context, the groups are functional and also goal oriented. Aggregate
groups without interaction of the members are not functioning groups.
More than a hundred years ago, the psychologist William James (1890) wrote that
man is not only a gregarious animal liking to be noticed by fellow humans, he also
experiences a terrible punishment when he is left alone and other humans do not
take notice of him. Hence interaction is very essential for humans to keep good
mental health.
Therapists too in general agree that human relationships are important not only for
gratifying people’s basic needs but also it influences the day to day life adjustment of
the individual. Group counselling makes an individual to learn the skill which makes
strong the interpersonal relationships. These relationships if become strong they would
facilitate positively the emotional life of a person.
In groups, an individual experiences dealing with significant others in the outside
world and environment, and in the process learns the group values. These group
values are beneficial for all interpersonal relationships whether of friends, authority
or family members.
The family itself may be viewed as a small system or network of relationships. The
network of relationships can be understood in terms of (i) multigenerational approach
(ii) interpersonal relationship approach and (iii) structural approach.

3.2.1 Multigenerational Approach

Murray Bowen identifies two central forces in interpersonal functioning. The first is
a movement toward individuality, the second a movement toward togetherness.
According to object relation theory of infant development there are two trends in
mother-child interaction , that is (i) The desire for separation and (ii) The desire for
attachment.
Desire for separation indicates individuality and the desire for attachment is equal to
the togetherness.
Bowen focuses on the concept of differentiation that is an ability to involve others
but simultaneously remains on own self. According to him a person develops his
ways of differentiation through his relationships in family. He also suggests that even
images of grand parents or morals are also the parts of the development. There are
generation to generation family messages running in family. They affect the cognition
and behaviour of an individual. The aim of his approach is to aware family members
about their history and impact of it on the client’s emotional life. It is a very hard task
to aware all family members and change their attitude and behaviour in a family.

3.2.2 Approaches in Interpersonal Functioning

Milton Erickson, Watzlawick, Weakland, and Fisch have put forward four basic
steps for producing change in families. According to them the family therapy should
i) define the family problem;
ii) determine what the family has done to resolve the problem;
iii) establish family goals; and
iv) construct therapeutic interventions designed to disrupt the typical pattern of
36 interaction sustaining the problem.
This approach tells about the expectation the counselor has from the client rather Family and Group
Counselling
than restructuring of the family. The cognitive understanding of the therapist about
the client’s conflicts may interfere with the unconscious and it may lead to change.

3.2.3 Structural Approaches

This technique basically focuses on modification of family system. The study of the
family system was given by Salvatore Minuchin. According to him, the power and
degree of influence of family members on the overall family system is significant and
where the defect in interaction is noted the family system has to be restructured.
Also any negative incident or wrong happening e.g. death of a significant member,
divorce or separation of parents, also influences the family structure.
The environment of the family may cause interpersonal conflicts and emotional
problems. The family members may act out due to some problem in the family
environment. Whatever the communication pattern of the family, the most important
things that matter are the feelings of attachment and separation towards each other.
The goal of structural approaches is to involve the persons in a system of relationships
that is adequately differentiated, but still related to others. In other words, the task is
to facilitate a cognitive and behavioural balance of the individual and / or the family
in relation to the environment.
Therapeutic task with families is to restructure the power and rules of the family with
the ultimate goal of balancing enmeshment and detachment through culturally
appropriate boundaries between individuals. Important in this process is returning
the family “hierarchy” to a situation where parents are in charge, rather than the
children.

3.3 GROUP PROCESS AND GROUP DYNAMICS

In group activities two terms are often used, viz., (i) process and (ii) dynamics.
Although some time these terms are also used interchangeably , in counselling they
have different meaning.
Group Process refers to the continuous, ongoing movement of the group toward
achievement of its goals. It represents the flow of the group from its starting point to
its termination. It is a means of identifying or describing the stages through which the
group passes.
Group dynamics, on the other hand, refers to the social forces and interplay operative
within the group at any given time. It describes the interaction of a group and can
indicate the impact of leadership, group roles, and membership participation in
groups.
It is a means of analysing the interaction between and among the individuals within a
group. Group dynamics is also used on occasion to refer to certain group techniques,
such as role playing, decision making, rap sessions, and observation.
Counsellors may view various group activities as occurring at three levels.
● Group Guidance
● Group counseling and
● Group therapy

37
Other Counselling Group guidance refers to group activities that focus on providing information or
Interventions
experiences through a planned and organised group activity. The content could include
educational, vocational, personal or social information, with a goal of providing group
members with accurate information that will help them make more appropriate plans
and life decisions.
Group counselling refers to the routine adjustment or developmental experiences
provided in a group setting. Group counselling focuses on assisting counselees to
cope with their day to day adjustment and other concerns. Examples might focus on
behaviour modification, developing personal relationship skills, concerns of human
sexuality, values or attitudes, or career decision making:
Group therapy provides intense experiences for people with serious adjustment,
emotional, or developmental needs. Therapy groups are usually distinguished from
counselling groups by both the length of time and the depth of the experience for
those involved. Therapy group participants often are individuals with chronic mental
or emotional disorders requiring major personality reconstruction. Group therapists
obviously require a higher level of training.

3.4 GROUP APPROACHES

Group approaches are of many types according to different psychological theories.
According to psychoanalytic approach the client learns during the group counselling
about the faulty psychological development associated with the past experience.
Also the client learns the corrective emotional experiences.
According to Adler in group counselling the client explores his/her basic life
assumptions and achieves a broader understanding of lifestyle.
In psychodrama for instance, the client learns to release his pent up emotions and
learns to develop new and more effective behaviours. According to Existential
approach the client learns to maximise his self awareness and discover his meaning
of life.
According to Person cantered therapy the client learns in group participation to
utilize his maximum potentials.
Gestalt approach enables the client to pay close attention to moment to moment
experiences. He/she integrates the disowned aspects of himself/herself.
According to transactional analysis the client learns to re-examine his communication
and interactions. The client makes new ones on the basis of awareness.
In behaviour group therapy a client do rehearsals in groups. He learns to remove
maladaptive behaviour. His appropriate behaviour is reinforced.
According to rational emotive behavior therapy the client learns in group how to
eliminate his irrational outlook. And he learns to have a rational one.
In reality therapy in group, group members revaluate their behaviour whether it is
realistic and responsible or not. They also decide a plan of action for change.

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 Family and Group
3.5 TECHNIQUES OF FAMILY THERAPY Counselling

Some of the important techniques of family therapy are described below:

Joining
Since the counselor has to understand the structure and basic rules of the family, he
joins the family and participates as a member to make them understand the utility of
each rule for the growth of the family. He can convey the positive meanings of
conversations amongst family members. He also makes the family members realise
about the misconversations that retard the growth of the family.

Enactment
This is similar to role playing as it might be used in assertiveness training. Changes
may be produced and suggested by the therapist. Added to enactment may be a
paradoxical directive in which the therapist instructs the family to continue what they
are already doing to exaggerate the behaviour.

Tracking
In tracking the counselor carefully listens to the conversations among the family
members and tries to understand the patterns and order. The counselor suggests the
immediate re enactment of the conversations and makes the family members realise
the positive impact of the tracking which they can do now.

Restructuring techniques
In this the therapist suggests the different patterns of conversations which the family
members can practice when they do transactions with each other, as for example, at
the dining table.

Circular questioning
In this the therapist asks one member of the family to say what another member of
the family is thinking. This he repeats with every member of the family in a number of
situations. It helps the family members to correct their perceptions and also to know
their part in the conversations.

Reframing
The aim here is to see each and every member of the family and his or her problem
as a problem of the family as a whole. They are able to realise the goal behind
solving the problem and to see the problem from different perspectives.

Accommodation
This is parallel to empathy and is another word for acceptance of what is present in
the family. The family members also work on the body language practice which
sometimes gives wrong impression to others.

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Other Counselling
Interventions 3.6 TYPES OF GROUPS IN COUNSELLING
In counseling different types of groups are used depending on the nature of intervention
needed. These groups are given below:

3.6.1 T-groups
T-groups are training groups and they represent an effort to create a society in
miniature with an environment designed especially for learning.
T-groups are relatively unstructured groups in which the participants become
responsible for what they learn and how they learn it. This enables client how to
function and behave in a group. It is beneficial when the relationships are authentic.

3.6.2 Sensitivity Groups

A sensitivity group focuses on personal and interpersonal issues and on the personal
growth of the individual. Emphasis in sensitivity groups is on self insight, which means
that the central focus is not the group and its progress but it is rather the individual
member.

3.6.3 Encounter Groups

Rogers (1967) defines an encounter group as a group that stresses personal growth
through the development and improvement of interpersonal relationships via an
experiential group process. Such groups seek to release the potential of the
participants. After practicing the individual feels safe to drop some of his/her defenses.
He will come to understand himself and his relationship to others more accurately.
He will change in his personal attitudes and behaviour and will subsequently relate
more effectively to others in every day life situation.
Extended encounter groups are often referred to as marathon groups. The marathon
en-counter group uses an extended block of time in which massed experience and
accompanying fatigue are used to break through the participants’ defenses.
Although encounter groups offer great potential for the increased self awareness of
the group members, as well as increased sensitivity towards others, such groups can
also create high levels of anxiety and frustration. Obviously, if encounter groups are
to have maximum potential and minimal risk, they must be conducted by highly
skilled and experienced counsellors.

3.6.4 Task Groups

Task groups are organised to meet organisational needs through task forces or
other organisational groups or to serve individual needs of clients through such
activities as social action groups. These groups are frequently useful to organisations
seeking ways to improve their functioning. In agency counseling centers, task groups
may be organised to assist clients in dealing with a wide spectrum of needs ranging
from spiritual to educational.

3.6.5 Psychoeducation Groups

Psychoeducation groups emphasise cognitive and behavioural skill development
in groups structured to teach these skills and knowledge. Psychoeducational groups
40 are oriented more toward guidance than toward counseling or therapy. These groups
tend to be short term in duration and focused on specifically delineated goals. Attention Family and Group
Counselling
is directed at current life situations, and interactions within the group are related to
the group theme.

3.6.6 Mini Groups

Although technically two or more people can constitute a group, the use of the term
minigroup has become increasingly popular in recent years to denote a counselling
group that is smaller than usual. A minigroup usually consists of one counsellor and a
maximum of four clients. Because of the smaller number of participants, certain
advantages can result from the more frequent and direct interaction of the group
members. Withdrawal by individuals and the development of factions or cliques are
less likely in minigroups.

3.6.7 In Groups and Out Groups

Although in-groups and out-groups are not formal groups organised or overseen
by counsellors, they often have important influences on client behaviours. These
groups can be based on almost any criteria: socio-economic status, athletic or artistic
accomplishments (in schools especially), a particular ability, racial or cultural origins,
and so forth.
In-groups are characterised by association mostly with peers who share the defining
characteristic, and out groups consist of those who are excluded from in groups. In
many counseling situations, it is important for counselors to understand how clients
see themselves and others in terms of in or out groups.

3.6.8 Social Networks

Although not a group in a formal sense, a social network results from the choices
that individuals make in becoming members of various groups. As counselors we
may be concerned with how these choices are made and what their impact is on
individuals.
Sociologists engage in social network analyses to determine how the
interconnectedness of certain individuals in a society can produce interaction patterns
influencing others both inside and outside the network.

3.7 SELECTION OF GROUP MEMBERS

When the counselling groups are constituted, they are made according to certain
criteria. The Counsellor must have factual information about the subjects’ personality
traits, their emotional problems and their life style. According to the criteria, members
can be selected to be a part of the group based on the following:
1) One can ask family members or significant others of the client regarding the
problem of the client and place them in the group according to the problem.
2) The adjustment and achievement of group members may be another criteria.
For instance, the educational level of the person or the job that they are holding
could be another criteria to place the individual in a certain group as members.
3) Homogeneity could be another criteria, that the persons being placed in the
group are from the same background or having similar family structure etc., or
belonging to the same age group.
41
Other Counselling 4) Sometimes heterogeneity could also be a criteria in that persons with opposite
Interventions
personality traits could be placed together. For instance, aggressive person
with a submissive person, an extrovertive person with a person who is introvert
etc.
Other criteria include the following:
a) common interest
b) volunteer or self-referred
c) willingness to participate in the group process, and
d) ability to participate in the group process.
After the groups have been formed it is important to take the feedback of group
members in terms of whether the person likes to be in the group, whether the person
is able to express himself in the group, whether he is able to analyse the conflicts and
other emotional problem and able to modify his behaviour. Only if the individual is
agreeable to be part of a group, he would be put in a particular group.
The following should be considered during the process of screening interviews for
possible group membership: According to Gibson Robert L. & Mitchell Mariance
H. (2008), the cunsellor should identify the ground rules that group members are
expected to follow. These would include
a) the right of all group members to express their views,
b) the suggestion that no personal viewpoint is unimportant, and
c) the absolute necessity for confidentiality.

Self Assessment Questions

1) Describe how a counseling group develops and functions. Special attention
should be given to how the group members individually can benefit the most
from the group experience.
...............................................................................................................
...............................................................................................................
2) Emphasise honesty and openness as critical components throughout the
duration of the group.
...............................................................................................................
...............................................................................................................
3) Point out that although an objective of the group is to help members enhance
interpersonal relationship skills, frustrations and disappointments are likely;
how-ever, these should be considered opportunities for personal growth.
Discuss guidelines pertaining to the duration of group therapy.
MCQ
1) The modification of family system is suggested by which approach:
a) Multigenerational b) Interpersonal functioning
c) Structural d) None of the above
2) A which group focuses on personal and interpersonal issues and on the
personal growth of the individual
a) Sensitivity group b) T-Group
c) Encounter group d) Task group
42
 Family and Group
3) In which technique of family the counselor careful listens the conversations Counselling
among the family members and tries to understand the patterns and order
a) Enactment b) Tracking
c) Restructuring Techniques d) Joining
4) Which groups are training groups and they represent an effort to create a
society in miniature with an environment designed especially for learning.
a) Sensitivity groups b) T-Groups
c) Encounter groups d) Task groups
5) The aim of the family counselling is to see that the problem of each and every
member of the family is the problem of the family as a whole. This is known
as:
a) Enactment b) Reframing
c) Restructuring d) Joining
6) Murray Bowen identifies two central forces in interpersonal functioning. The
first is a movement toward individuality, the second a movement toward
togetherness.
a) Multigenerational b) Interpersonal functioning
c) Structural d) None of the above
7) According to which group approach the client learns in group how to eliminate
his irrational outlook.
a) Adlerian approach b) Rational emotive behaviour
approach
c) Psychoanalytic approach d) Cognitive approach
8) It is the continuous, ongoing movement of the group toward achievement of
its goals.
a) Group process b) Group dynamics
c) Group activity d) None of the above
9) Group dynamics, on the other hand, refers to the social forces and interplay
operative within the group at any given time.
a) Group process b) Group dynamics
c) Group activity d) None of the above
10) It refers to the routine adjustment or developmental experiences provided in
a group setting
a) Group counselling b) Group guidance
c) Group therapy d) None of the above

3.8 PROCESS IN GROUP AND FAMILY

COUNSELLING
The initial group time is used to acquaint the new group membership with the format
and processes of the group, to orient them to such practical considerations as
frequency of meetings, duration of group, and length of group meeting time.
43
Other Counselling Additionally. the beginning session is used to initiate relationships and open
Interventions
communications among the participants.
The counselor also may use beginning sessions to answer questions that clarify the
purpose and processes of the group.
The establishment of the group is a time to further prepare members for meaningful
group participation and to set a positive and promising group climate.
The group counselor must remember that in the initial group sessions the general
climate of the group may be a mixture of uncertainty, anxiety, and awkwardness.
The group members may not know each other and may feel strange to express in a
group which has members who are unknown to them or unfamiliar to them. It is
therefore important for the counselor to introduce each member to the group and
break the ice before starting any session. The counselor must provide a lot of
opportunities for the members to interact with each other so that the feelings of
unfamiliarity or strangeness will reduce and the group members will start interacting
with less inhibition.
It is important in this initial stage of group establishment for the leader to take sufficient
time to ensure that all members of the group have their questions and concerns
addressed. The counselor should ensure that they understand the process and begin
to feel comfortable in the group. Of course, the impression that the group counselor
makes in this initial stage is of utmost importance to the smooth and successful
process of the group.

3.8.1 Determining the Characteristics of the Group

Size of the group
First of all the size of the group is to be decided. The size should be appropriate for
the activities planned and outcomes anticipated. Size will also have an influence on
the operational format of the group. Format planning includes determining the types
of activities of the group, the length of time allotted for each group session, the
number of sessions, and the setting.

Role of the counsellor

Another important thing is the role of the counsellor whether active or passive.

Invited or voluntary participation

Sometimes the group members are voluntarily participating in the group activity/
counselling or sometimes they are asked/invited for the same.
The characteristics of the group are decided and then the members are selected.
The counsellor must verify that what strategies he/she is going to apply on group
each and every member of the group should get benefit from it .

Structure or operational format

In establishing the membership of the group, the leader must verify that the planned
activity will respond to the needs of the individual member and that the structure or
operational format will be comfortable for the group member.
In large groups, such as those organised for orientation purposes, career needs, or
other special information purposes, this is not necessarily essential, but for smaller,
44
intimate groups, it is an important consideration.
3.8.2 Monitoring the Ongoing Activities Family and Group
Counselling
Once the activities start the counsellor observes not only the benefit accrued to the
group members but also the behaviour of all members is taken into consideration
and the interactive effect of their communication with one and other are noted.
Whatever changes take place in the members as result if interaction in the group are
noted by the counsellor which may be used by him in individual sessions also.
The counselor must, therefore, be constantly on the alert to detect such changes and
symptoms and to use his or her skills to minimise these effects. The ongoing activities
of the group are meaningful only as long as they promote the progress of the group
and its members toward their goals.
Also the productivity of group members in the right direction is necessary. It is
checked by the counsellor from time to time.

3.8.3 Evaluating Outcomes and Productivity

The counsellor also evaluate the outcome of the group members. The goals and
measures of the group counselling should be clear. The counsellor should monitor
the ongoing process in this regard. Criteria for measuring outcome should also be
decided. This would decide which method and activity is more effective
Such evaluations can assist counselors and others involved to determine which group
guidance activities are most effective and which techniques within groups are most
and least effective.

3.8.4 Values Development Activities for Groups

It is believed that rights are equal for man and woman, education of all, freedom to
express emotion, respect for elderly these all are values. The counsellor also takes
care of the value of society, family, culture etc. to the group members.
The values also represent what a person considers important in life, and these ideas
of what is good or worthwhile are acquired through the modelling of the society and
the personal experiences of the individual.

3.8.5 Values of Group Counseling

1. Individuals can explore, with the reinforcement of a support group, their develop-
mental and adjustment needs, concerns, and problems. Groups can provide a realistic
social setting in which the client can interact with peers who not only are likely to
have some understanding of the problem or concern that the client brings to the
group but who will, in many instances, also be sharing the same or a similar concern.
The counseling group can provide the sense of security group members need to
interact spontaneously and freely and take risks, thus promoting the likelihood that
the needs of each of the members will be touched on and that the resources of peers
will be utilised. The old saying that misery loves company may fact provide a rationale
for group counseling. People are more comfortable in sharing a problem with others
who have similar experiences, and they may also be more motivated to change
under these conditions.
Group counseling may give the client an opportunity to gain insights into his or her
own feelings and behaviour. Yalom (2005), in discussing the group as a social
microcosm, stated that “a freely interactive group, with few structural restrictions,
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Other Counselling will, in time, develop into a social microcosm of the participant members” (p. 31).
Interventions
He also points out that given enough time in the group setting, clients will begin to be
themselves, interact with others, and create the same interpersonal universe they
have experienced, including the display of maladaptive, interpersonal behaviour to
the group. Yalom also states that corrective emotional experiences in groups may
have several components, including the following:
● A strong expression of emotion which is interpersonally directed and which
represents a risk taking on the part of the patient.
● A group supportive enough to permit this risk taking.
● Reality testing which allows the patient to examine the incident with the aid of
consensual validation from the other members.
● A recognition of the inappropriateness of certain interpersonal feelings and
behaviour or of the inappropriateness of certain avoided interpersonal
behaviours.
● The ultimate facilitation of the individual’s ability to interact with others more
deeply and honestly.
As clients gain new insights into their behaviours and feelings from interactions with
members of the counseling group, their self concept may also undergo a change.
Because self concept has significant influence on an individual’s personal social
adjustment and his or her perception of school and career decision making, the
opportunity to bring about positive change in self concept through new insights
provided by the group counseling experience can be a very valuable benefit.
Group counseling provides clients with an opportunity to develop positive, natural
relationships with others. The personal interactions that take place within the group
counseling structure provide an excellent and continuous opportunity for group
members to experiment with and learn to manage interpersonal relations. This includes
developing sensitivities to the needs and feelings of others. It also provides
opportunities for members to learn of the impact their behaviours have on others.
Thus, through the group process and its interactions and sharing of experiences,
clients may learn to modify earlier behaviour patterns and seek new, more appropriate
behaviors in situations that require interpersonal skills.
Group counseling offers opportunities for clients to learn responsibility to themselves
and others. Becoming a member of a counseling group implies the assumption of
responsibilities. Even when clients show initial tendencies to avoid assuming
responsibility for their own behaviour, or avoid contributing to the group’s interactions,
or refusing to accept their “assignment” within the group etc., these avoidance
techniques will usually fade as group relationships develop and group goals are
established
The interactions within the group motivate us to plan and act and serve as a standard
for judging the worth of activities, achievements, things, and places. In short, values
give direction to life and, hence, behaviour. On the other hand, people who do not
know what they value often engage is meaningless, nonproductive, and usually
frustrating behaviour.
In both individual and group counseling, understanding the client’s values can help
the counselor understand the client’s behaviour, goals or lack of goals, and what is
or has been of significance in the client’s life.

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3.8.6 Termination Family and Group
Counselling
For these same reasons, members may resist the termination of a counseling group.
The very nature of counseling groups with their emphasis on interpersonal relationships,
open communication, trust, and support promises the development of a group that
the membership may want to continue indefinitely.
It is therefore important from the very beginning that the group counselor emphasises
the temporary nature of the group and puts forth if appropriate, specific time limitations.
The counselor also reminds the group, as the time approaches, of the impending
termination. This does not mean that the counselor alone is responsible for determining
the termination point of a group.
Although the counselor may, of course, assume this responsibility, termination may
also be determined by the group members or by the group members and the counselor
together.
Termination, like all other phases or stages of the group counseling experience, also
requires skill and planning by the counselor. Termination is obviously most appropriate
when the group goals and the goals of the individual members have been achieved
and new behaviours or learnings have been put into practice in everyday life outside
the group.
The group will also be ready to terminate when, in a positive sense, it has ceased to
serve any meaningful purpose for the members. Under less favorable circumstances,
groups may be terminated when their continuation promises to be nonproductive or
harmful, or when the group progress is slow and long term continuation might create
overdependency on the group by its members.

3.9 LET US SUM UP

Humans are social animals and they enjoy one another’s company and in the process
they learn more. Individuals seek their social needs through group and they learn
how through groups they can achieve their social needs. In group counseling the
concept of this gratification of needs through groups is considered in great detail as
the counselor uses these groups to help the individual to overcome not only individual
problems but also how to get maximum satisfaction through interacting with the
members of the group.
Family is the place from where an individual starts his/her first learning. Whatever a
person learns, he does so from his family members through communication, imitation
and dealings with day to day life problems. He enters the world with those knowledge
based on the experiences which he had in his family and in all his interactions with
the family members. So the family is the first platform which provides the foundation
to the individual to face the world as the individual grows up into an adult.
In groups, an individual experiences dealing with significant others in the outside
world and environment, and in the process learns the group values. These group
values are beneficial for all interpersonal relationships whether of friends, authority
or family members.
The family itself may be viewed as a small system or network of relationships. The
network of relationships can be understood in terms of (i) multigenerational approach
(ii) interpersonal relationship approach and (iii) structural approach.

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Other Counselling In group activities two terms are often used, viz., (i) process and (ii) dynamics.
Interventions
Although some time these terms are also used interchangeably , in counselling they
have different meaning.
Group Process refers to the continuous, ongoing movement of the group toward
achievement of its goals. It represents the flow of the group from its starting point to
its termination. It is a means of identifying or describing the stages through which the
group passes.
Group dynamics, on the other hand, refers to the social forces and interplay operative
within the group at any given time. It describes the interaction of a group and can
indicate the impact of leadership, group roles, and membership participation in
groups.
Counsellors may view various group activities as occurring at three levels, VIZ.,
Group Guidance, Group counseling and Group therapy.
In counseling different types of groups are used depending on the nature of intervention
needed. These groups are T groups, sensitivity groups, encounter groups, task
groups, psychoeducation groups, mini groups, in groups and outgroups, and social
networks. This discussion is then followed by the process and techniques used in
group and family counseling.

3.10 UNIT END QUESTIONS

1) Define groups and family counseling.
2) What do you understand by the term group process and group dynamics?
Explain
3) What are the various group approaches?
4) Discuss the techniques of family therapy / family counseling.
5) What are the various types of groups that are used in counseling?
6) What are the various criteria that are used to select members for a group?
7) Describe in detail the process in group counseling.

3.11 SUGGESTED READINGS

Gibson Robert L. & Mitchell Mariance H. (2008) Introduction to Counselling
And Guidance, Pearson Prentice Hall Inc., New Delhi, India.
Corey, Gerald (2008). Theory and Practice of Group Counseling. Thomson
Books, Belmont, CA

3.12 ANSWERS TO SELF ASSESSMENT

QUESTIONS
1) (c) 2) (a) 3) (b) 4) (b) 5) (b) 6) (a) 7) (b) 8) (a) 9) (b) 10) (a)

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