\'Ber\ing' it all

Revealing ourselves in a psychotherapy group, as well as bearing witness to what others reveal, encourages trust among group members and increases our ability to access knowledge, our feelings, our intuitions, and our imaginations. The author, a trainee in a postgraduate group psychotherapy program, describes some of her initial experiences as a group member in a process group and as a group leader. Bearing the experience of being bare in a psychotherapy group, as a member or as a leader, is no easy task. The various meanings of bare and bear as it relates to group participation are explored in this paper through the analysis of the author's dream and through other personal and professional anecdotes.     

Aliveness in the work of the group: a subjective guide to creative character change.

The subjective response of aliveness in the work of the group may be a valuable signal on the journey toward creative character change in group therapy. In order to promote change in others, the group therapist must engage deeply and use internal responses as guides during interactions with group members as well as in relation to the group as a whole. Subjective awareness of increased aliveness that is linked with a sense of the work of the group may guide both therapist and group participants in the midst of inevitable anxieties and passions aroused during this quest for new vitality and freedom in relationships in the group. Winnicott's concept of potential space as well as group-relations theory about the primary task provide a conceptual foundation for this approach not only on the level of the individual member within the group but also on the level of the group as a whole.     

Fortunate Strangers: An Experience in Group Psychotherapy by Cornelius Beukenkamp,Jr.

The subjective response of aliveness in the work of the group may be a valuable signal on the journey toward creative character change in group therapy. In order to promote change in others, the group therapist must engage deeply and use internal responses as guides during interactions with group members as well as in relation to the group as a whole. Subjective awareness of increased aliveness that is linked with a sense of the work of the group may guide both therapist and group participants in the midst of inevitable anxieties and passions aroused during this quest for new vitality and freedom in relationships in the group. Winnicott's concept of potential space as well as group-relations theory about the primary task provide a conceptual foundation for this approach not only on the level of the individual member within the group but also on the level of the group as a whole.     

Interfaith Groups as Mediating Structures for Political Action: A Multilevel Analysis

This study investigates interfaith groups from across the United States to understand how these religious settings may serve as mediating structures to facilitate individual political action. Based on a multilevel modeling analysis with 169 individuals from 25 interfaith groups, we found that core activities of the group, such as group members sharing community information (e.g., announcing upcoming events, political meetings, community issues) or sharing religious information (e.g., educating members about their religion) positively and negatively predicted individual political action as a result of group participation, respectively. Moreover, a sense that the interfaith group served as a community to work for local change, but not trust within the group, predicted political action as a result of group participation. However, this effect for a sense the group served as a community to work for local change was stronger and more positive as the degree of community information sharing in the group increased. These results show that a core activity of sharing community information may enhance the ability of a group to mediate political action. Overall, these findings demonstrate the potential role of interfaith groups to mediate political action, and show the importance of considering both individual and group characteristics when understanding these religious settings. Limitations and directions for future research are also discussed.     

The Life and Work of Sigmund Freud. Vol. III: The Last Phase by Ernest Jones

This paper describes the ward group, a modified version of group psychotherapy, designed for use in conjunction with comprehensive long-term treatment for severely disturbed adolescents and young adults. The authors examine the structural features of the ward group and discuss the group in relation to the unit and the hospital regarding such issues as membership, confidentiality, space, time, and ward group identity. The complex issues of task boundaries, the ward group as both an administrative unit and as a therapy group, are given special attention. The ward group transmits unit and hospital values and expectations, maintains behavioral controls over patients, exercises administrative decision-making authority, operates as a reflective–explorational therapy group, and represents an important means through which patients can achieve a sense of significance within the institutional setting.     

Examining patients' and other group members' agreement about their alliance to the group as a whole and changes in patient symptoms using response surface analysis

There is a lack of research examining patients' and other group members' agreement about their therapeutic alliance. In the present study, the person-group (P-G) fit model was adopted to predict that the group member symptom reduction will be greater when the group member's and the other group members' perceptions of their alliance to the group-as-a-whole fit and are high. In addition, the effect of disagreement between the group member and the other group members in their perceptions of the group alliance on the individual's outcome was investigated by using response surface analysis. Thirty-two patients from 5 long-term (> 1 year) psychodynamic group treatments were studied. Participants filled out the California Psychotherapy Alliance Scale-Group (CALPAS-G; Gaston & Marmar, 1993) and the Outcome Questionnaire-45 (OQ-45; Lambert et al., 1996) monthly over the course of group treatment until termination. As hypothesized, patient's symptom reduction was greater when there was agreement between the group member and the other group members that their alliance to the group as a whole was strong. Contrary to the authors' hypothesis, a lack agreement on alliance to the group as a whole between the patient and the other group members was not related to less symptom reduction, as lack of fit increased, symptom reduction decreased. Also contrary to the authors' hypothesis, when other group members saw their alliance to the group as a whole as stronger than did the patient, there was increased symptom reduction. The findings suggest that the P-G fit model may be a useful strategy to examine group process variables in the psychotherapy context.     

Childhood Adversity and the Continued Exposure to Trauma and Violence Among Adolescent Gang Members

This study investigates interfaith groups from across the United States to understand how these religious settings may serve as mediating structures to facilitate individual political action. Based on a multilevel modeling analysis with 169 individuals from 25 interfaith groups, we found that core activities of the group, such as group members sharing community information (e.g., announcing upcoming events, political meetings, community issues) or sharing religious information (e.g., educating members about their religion) positively and negatively predicted individual political action as a result of group participation, respectively. Moreover, a sense that the interfaith group served as a community to work for local change, but not trust within the group, predicted political action as a result of group participation. However, this effect for a sense the group served as a community to work for local change was stronger and more positive as the degree of community information sharing in the group increased. These results show that a core activity of sharing community information may enhance the ability of a group to mediate political action. Overall, these findings demonstrate the potential role of interfaith groups to mediate political action, and show the importance of considering both individual and group characteristics when understanding these religious settings. Limitations and directions for future research are also discussed.     

Birds of a feather bully together: Group processes and children's responses to bullying

Recent research has shown that a group‐level analysis can inform our understanding of school bullying. The present research drew on social identity theory and intergroup emotion theory. Nine‐ to eleven‐year olds were randomly assigned to the same group as story characters who were described as engaging in bullying, as being bullied, or as neither engaging in bullying nor being bullied. Participants read a story in which a bully, supported by his or her group, was described as acting unkindly towards a child in a different group. Gender of protagonists and the bully's group norm (to be kind or unkind to other children) were varied. Identification affected responses to the bullying incident, such that those who identified more highly with each group favoured this group. Moreover, children's group membership predicted the group‐based emotions they reported, together with the associated action tendencies. Implications for understanding the processes underlying bullying behaviour are discussed.     

Group moral discount: Diffusing blame when judging group members

People lie more when they work as a group rather than alone. However, do people suspect and morally evaluate groups and individuals differently when they are suspiciously successful? In four experiments, we examine whether (a) suspiciously successful individuals and groups are judged and punished differently and (b) individual group members are judged differently from the group as one unit. Results suggest that people suspect successful groups and individuals to the same extent. However, group members are less likely to be suspected, judged negatively, punished, and reported on, when they are judged as separate individuals compared with as a group. The findings demonstrate a bias in judgment of group members, stemming from the method of evaluation—holistic or separate. We suggest that in order to minimize bias when judging misconduct by a group, the moral evaluation and punishment of all group members should be considered simultaneously.     

Way beyond compare: Nonselective superiority and inferiority biases in judging randomly assigned group members relative to their peers

Can almost all members of a group be judged as better (or worse) than the other people in the same group? Apparently yes. In Studies 1-4, members of small intact groups systematically judged their group members as above the group average and above the median on a variety of social traits, even when all group members were judged consecutively. In Studies 5-7, participants judged members of a given positive group as systematically better than the others in the same positive group and members of a given negative group—as worse than the others in the same negative group. This was found in judgments of groups of liked and disliked acquaintances, attractive and unattractive faces, and high- and low-skilled students. The Singular-Target-Focus theory, arguing failure of contrast in member-to-group comparisons, is presented to account for these findings.     

The Personal/Group Discrimination Discrepancy: Women Talk About Their Experiences1

Participants in research on discrimination consistently rate discrimination directed at their group higher than at themselves personally as a member of that group. In order to examine this personal/group discrimination discrepancy, women were asked to spontaneously verbalize their thoughts as they made ratings for personal and group discrimination on 11-point scales. In Study 1, university women who raised a greater number of life domains for group discrimination than for personal discrimination showed a larger personal/group discrimination discrepancy because of lower ratings for personal discrimination. An analysis of participants' protocols revealed that many attended to different domains when rating personal and group discrimination, and that these participants showed a larger personal/group discrimination discrepancy because of lower ratings for personal discrimination. Participants' ratings for group discrimination did not differ as a function of the number or content of the domains. The findings were replicated in Study 2 with working women, and are identified as two contributing factors to the personal/group discrimination discrepancy. The societal implications of the results are discussed in terms of the tendency for disadvantaged group members to downplay their personal experience with discrimination because it does not fit the stereotype of what is being experienced by the group.     

Problems of Initial Training for Group Psychotherapy in Israel

Abstract

This study examined the interactions of individuals who showed symptom improvement and those who showed deterioration during the course of short-term group psychotherapy. A qualitative hermeneutic analysis was used to identify and describe themes from the group interactions. Both broad group themes, as well as themes specific to improvers and deteriorators, were found. Findings suggest that the differences in group behavior between those who get worse and those who improve are subtle and thus difficult for group leaders to detect. Although the differences were not immediately apparent, a deeper examination of group process did reveal distinct patterns for deteriorators that were different from those of improvers. These patterns of interaction are discussed as well as variables related to client, leader, and group as a whole that may have contributed to the outcome of group members.     

Peer group membership and a sense of belonging: their relationship to adolescent behavior problems

This study explored three aspects of peer group membership in adolescence: peer group affiliation, the importance of group membership, and a sense of peer group belonging. Each is considered in relationship to adolescents' behavior problems as measured by the Achenbach Youth Self-Report. Participants included an ethnically and socioeconomically diverse sample of 733 adolescents ranging in age from 11 to 18 years. Girls reported more internalizing problems and boys reported more externalizing problems. Girls also reported a higher sense of peer group belonging than boys. When controlling for adolescent age, gender, ethnicity, parent's educational level, and family structure, a sense of peer group belonging was negatively related to internalizing and externalizing behavior problems. Adolescents who viewed peer group membership as very important to them and had a positive sense of peer group belonging had significantly fewer behavior problems than those who viewed peer group membership as very important but did not have a positive sense of peer group belonging.     

Status protection in high status minority groups

The present study investigated the conditions under which group members try to obtain membership in another group, or are motivated to protect their group membership when they risk losing it. One hundred and twenty-nine high school students participated as subjects in a laboratory experiment. Subjects were divided into two groups, allegedly on the basis of their problem solving style. The relative size (minority/majority) and status position (high/low) of the subject's group, as well as the permeability of group boundaries (permeable/impermeable) were manipulated as independent variables in a 2×2×2 factorial design. The main dependent variables were the extent to which individuals valued their group membership, and identified with their group. The main results are that membership in a group with high status is considered more attractive than membership in a low status group, This differential evaluation of high and low status groups is more extreme in minority groups than in groups of majority size. Furthermore, when group boundaries are permeable, members of high status minorities show relatively strong ingroup identification, indicating a strengthening of ties with their own group when an alternative (majority) group affiliation is possible. However, our expectation that permeable group boundaries would result in diminished ingroup identification in low status minorities was not confirmed. Some additional data suggest that unsatisfactory membership in a low status group is resolved in a different way.     

Three Group Approaches with Socially Deprived Latency-Age Children

The significant benefit of experiential learning in group work presents ethical complexities that must be considered by students, faculty, and programs. This article explores the clinical and ethical intricacies of teaching a group counseling course while facilitating an experiential group as part of the course curriculum. Specifically, the framework presented examines the dual roles of facilitator and instructor as complementary versus adversarial functions while analyzing challenges to both teacher and students. Guidelines for effectively running an experiential group as part of a group counseling course are presented utilizing five ethical principles: fidelity, beneficence, nonmaleficence, autonomy, and justice. Finally, guidelines and practice considerations specifically tailored for the educative role as instructor and the process role as group facilitator are provided.     

Intergroup retaliation and intra‐group praise gain: The effect of expected cooperation from the in‐group on intergroup vicarious retribution

Intergroup vicarious retribution is the phenomenon whereby, after an out‐group member attacks an in‐group member, a member of the victim's group retaliates against a member of the perpetrator's group. This study examined the effect of expected cooperation from the in‐group on intergroup vicarious retribution through intra‐group reputation based on praise gain and exclusion avoidance. In the experiment, we conducted a one‐on‐one match in which, after participants learned that an out‐group member (as the winner) had imposed a fine on an in‐group member (as the loser) in a previous round, winning participants were allowed to impose an arbitrary fine on the other losing out‐group member. As a result, participants imposed a larger fine on their out‐group member opponent in retaliation when they were expected by in‐group members to cooperate than when such cooperation was not expected. Furthermore, participants regarded a fine as intra‐group cooperation. Since a path analysis revealed a mediating effect of praise gain, but no mediating effect of exclusion avoidance, expected cooperation from in‐group members facilitated vicarious retribution because those involved in retribution sought praise from other in‐group members. These findings suggest that the intra‐group reputation dynamics of expected cooperation and praise gain escalate intergroup conflict.     

Compulsive "helpfulness": or, how I learned to stop working so hard and love the group

Compulsive helpfulness, an anxiety-laden need by the therapist to feel helpful, akin to the notion of rescuing others, is a potential pitfall in developing an effective psychotherapy group. It can be regarded variously: (1) as a reaction formation against feelings of boredom and frustration stimulated by such phenomena as group resistance or the enactment of inauthentic relationships in the group; (2) as a therapist style driven by a transferential reaction to be regarded as competent and worthy; (3) as an induced countertransference enactment tied to group members' frustration and passivity about their own interpersonal inadequacies; (4) and as a manic defense against despair over the feeling that one's loving has not done any good. In this essay, the author explores his struggle to identify and come to terms with compulsive helpfulness as a dominant theme in the early stages of his tenure as leader of a psychotherapy group.     

Putting Communication into the Study of Group Memory

In the spirit of viewing human memory as a social process, Pavitt (2003) revisited the idea of group memory—recollection of information that occurs collaboratively in groups. This paper outlines and supports Pavitt's 5 major points about group remembering: (a) groups outperform individuals, (b) communication allows the group to know all knowledge of its members, (c) groups do not perform as well as a rational model predicts, (d) process losses increase as group size increases, and (e) group interaction does not guarantee optimal performance. The research on which these conclusions are based examines group memory in a simple input‐output function. Communication scholars may extend the group memory literature by studying the structure and content of discussion during collective remembering.     

T groups: An essential model in the training of group therapists

This paper argues for the T group (training group) model as the preferred experiential aspect of training in group psychotherapy. The rationale for preferring the T group model centers around aspects of: 1) contractual clarity; 2) the management of the learning regression; 3) the effectiveness of the T group as a professional holding environment; and 4) the development of a professional identity as a group therapist. Some difficulties with the model are also noted, and some case examples are offered to illustrate various aspects of the work within the T group model.     

Group supervision and the psychoanalytic process

This article attempts to elucidate the psychodynamics of group supervision of group psychotherapists. The significance of the supervisory setting is explored with a particular emphasis on the frame. The regressive interactions in group supervision are regarded as enactments, which are conceptualized as nonverbal communications that are covertly transmitted. Enactments offer a link between the present group (supervisory group) and the absent group (the therapy group that is being supervised). The relationships between the experiential and didactic components of group supervision are also addressed. Clinical vignettes illustrate the interplay between the present and the absent group focusing on the supervisor's interventions.