Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

To prepare:

Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

Below are the Required videos.

Please copy and paste the links to watch the videos, then select one to write on. The transcripts are not available to download as I used to. Please let me know if there anything you need.

Thank you

https://youtu.be/t8Dzus8WGqA

https://youtu.be/h6CF09f5S1M

https://youtu.be/05Elmr65RDg

https://youtu.be/PwnfWMNbg48

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Name: NRNP_6645_Week3_Assignment_Rubric

	Excellent 90%–100%	Good 80%–89%	Fair 70%–79%	Poor 0%–69%
Develop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following: · Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated. . Include evidence from the literature that supports the use of the demonstrated techniques.	Points: Points Range: 23 (23%) – 25 (25%) The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video. The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques. Feedback:	Points: Points Range: 20 (20%) – 22 (22%) The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video. The response includes evidence from the literature that supports the use of the demonstrated techniques. Feedback:	Points: Points Range: 18 (18%) – 19 (19%) The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video. The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques. Feedback:	Points: Points Range: 0 (0%) – 17 (17%) The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing. The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing. Feedback:
· Identify what the t PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW: 1). ZERO (0) PLAGIARISM 2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS. 3). PLEASE SEE THE ATTACHED RUBRIC AND THE GRADING DETAILS. SEE THE REQUIRED VIDEOS LINKS ATTACHED. 4). PLEASE FOLLOW THE APA 7 WRITING RULES, STYLE, AND FORMAT. PLEASE INCLUDE CONCLUSION. Thank you. Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences. As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected. To prepare: · Select one of the group therapy video demonstrations from this week’s required media Learning Resources. The Assignment In a 3- to 4-page paper, identify the video you selected and address the following: · What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated? · What evidence from the literature supports the techniques demonstrated? · What did you notice that the therapist did well? · Explain something that you would have handled differently. · What is an insight that you gained from watching the therapist handle the group therapy? · Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy? · Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources. Reminde r The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting. Chapter 1 THE THERAPEUTIC FACTORS D oes group therapy help clients? Indeed it does. A persuasive body of outcome research has demonstrated unequivocally that group ther apy is a highly effective form of psychotherapy and that it is at least equal to individual psychotherapy in its power to provide meaningful benefit. 1 How does group therapy help clients? A naive question, perhaps. But if we can answer it with some measure of precision and certainty, we will have at our disposal a central organizing principle with which to ap proach the most vexing and controversial problems of psychotherapy. Once identified, the crucial aspects of the process of change will consti tute a rational basis for the therapist’s selection of tactics and strategies to shape the group experience to maximize its potency with different clients and in different settings. I suggest that therapeutic change is an enormously complex process that occurs through an intricate interplay of human experiences, which I will refer to as “therapeutic factors.” There is considerable advantage in approaching the complex through the simple, the total phenomenon through its basic component processes. Accordingly, I begin by describing and discussing these elemental factors. From my perspective, natural lines of cleavage divide the therapeutic experience into eleven primary factors: 1. Instillation of hope 2. Universality 3. Imparting information 4. Altruism 5. The corrective recapitulation of the primary family group 6. Development of socializing techniques 2 THE THERAPEUTIC FACTORS 7. Imitative behavior 8. Interpersonal learning 9. Group cohesiveness 10. Catharsis 11. Existential factors In the rest of this chapter, I discuss the first seven factors. I consider in terpersonal learning and group cohesiveness so important and complex that I have treated them separately, in the next two chapters. Existential factors are discussed in chapter 4, where they are best understood in the context of other material presented there. Catharsis is intricately interwo ven with other therapeutic factors and will also be discussed in chapter 4. The distinctions among these factors are arbitrary. Although I discuss them singly, they are interdependent and neither occur nor function sepa rately. Moreover, these factors may represent different parts of the change process: some factors (for example, interpersonal learning) act at the level of cognition; some (for example, development of socializing techniques) act at the level of behavioral change; some (for example, catharsis) act at the level of emotion; and some (for example, cohesiveness) may be more accurately described as preconditions for change. t Although the same therapeutic factors operate in every type of therapy group, their interplay a Chapter 2 INTERPERSONAL LEARNING Interpersonal learning, as I define it, is a broad and complex therapeutic factor. It is the group therapy analogue of important therapeutic factors in individual therapy such as insight, working through the trans ference, and the corrective emotional experience. But it also represents processes unique to the group setting that unfold only as a result of spe cific work on the part of the therapist. To define the concept of interper sonal learning and to describe the mechanism whereby it mediates therapeutic change in the individual, I first need to discuss three other concepts: 1. The importance of interpersonal relationships 2. The corrective emotional experience 3. The group as social microcosm THE IMPORTANCE OF INTERPERSONAL RELATIONSHIPS From whatever perspective we study human society-whether we scan humanity’s broad evolutionary history or scrutinize the development of the single individual-we are at all times obliged to consider the human being in the matrix of his or her interpersonal relationships. There is convincing data from the study of nonhuman primates, primitive human cultures, and contemporary society that human beings have always lived in groups that have been characterized by intense and persistent relarion ships among members and that the need to belong is a powerful, funda mental, and pervasive motivation.’ Interpersonal relatedness has clearly been adaptive in an evolutionary sense: without deep, positive, reciprocal interpersonal bonds, neither individual nor species survival would have been possible. 19 20 INTERPERSONAL LEARNING John Bowlby, from his studies of the early mother-child relationship, concludes not only that attachment behavior is necessary for survival but also that it is core, intrinsic, and genetically built in.2 If mother and infant are separated, both experience marked anxiety concomitant with their search for the lost object. If the separ:ltion is prolonged, the consequences for the infant will be profound. Winnicott similarly noted, “There is no such thing as a baby. There exists a mother-infant pair.”3 We live in a “re lational matrix,” according to Mitchell: “The person is comprehensible only within this tapestry of relationships, past and present.”4 Similarly, a century ago the great American psychologist-philosopher William James said: We are not only gregarious animals liking to be in sight of our fellows, but we have an innate propensity to get ourselves noticed, and noticed fa vorably, by our kind. No more fiendish punishment could be devised, were such a thing physically possible, than that one should be turned loose in society and remain absolutely unnoticed by all the members thereof.5 Indeed, James’s speculations have been substantiated time and again by co Why work with us? Authenticity: All of our papers are authentic, as each paper of ours is composed according to your unique requirements. Confidentiality: We value you data. 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Excellent

90%–100%

Good

80%–89%

Fair

70%–79%

Poor

0%–69%

Develop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following:

· Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated.

. Include evidence from the literature that supports the use of the demonstrated techniques.

Points:

Points Range:
23 (23%) – 25 (25%)

The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video.

The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques.

Feedback:

Points:

Points Range:
20 (20%) – 22 (22%)

The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video.

The response includes evidence from the literature that supports the use of the demonstrated techniques.

Feedback:

Points:

Points Range:
18 (18%) – 19 (19%)

The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video.

The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques.

Feedback:

Points:

Points Range:
0 (0%) – 17 (17%)

The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing.

The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing.

Feedback:

· Identify what the t

PLEASE FOLLOW THE INSTRUCTIONS AS INDICATED BELOW:

1). ZERO (0) PLAGIARISM

2). AT LEAST 5 REFERENCES, NO MORE THAN 5 YEARS.

3). PLEASE SEE THE ATTACHED RUBRIC AND THE GRADING DETAILS. SEE THE REQUIRED VIDEOS LINKS ATTACHED.

4). PLEASE FOLLOW THE APA 7 WRITING RULES, STYLE, AND FORMAT. PLEASE INCLUDE CONCLUSION.

Thank you.

To prepare:

· Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

The Assignment

In a 3- to 4-page paper, identify the video you selected and address the following:

· What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?

· What evidence from the literature supports the techniques demonstrated?

· What did you notice that the therapist did well?

· Explain something that you would have handled differently.

· What is an insight that you gained from watching the therapist handle the group therapy?

· Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?

· Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

Reminde

r
The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

Chapter 1

THE THERAPEUTIC

FACTORS

D oes group therapy help clients? Indeed it does. A persuasive body of outcome research has demonstrated unequivocally that group ther
apy is a highly effective form of psychotherapy and that it is at least equal
to individual psychotherapy in its power to provide meaningful benefit. 1

How does group therapy help clients? A naive question, perhaps. But if
we can answer it with some measure of precision and certainty, we will
have at our disposal a central organizing principle with which to ap
proach the most vexing and controversial problems of psychotherapy.
Once identified, the crucial aspects of the process of change will consti
tute a rational basis for the therapist’s selection of tactics and strategies to
shape the group experience to maximize its potency with different clients
and in different settings.

I suggest that therapeutic change is an enormously complex process
that occurs through an intricate interplay of human experiences, which I
will refer to as “therapeutic factors.” There is considerable advantage in
approaching the complex through the simple, the total phenomenon
through its basic component processes. Accordingly, I begin by describing
and discussing these elemental factors.

From my perspective, natural lines of cleavage divide the therapeutic
experience into eleven primary factors:

1. Instillation of hope
2. Universality
3. Imparting information
4. Altruism
5. The corrective recapitulation of the primary family group
6. Development of socializing techniques

2 THE THERAPEUTIC FACTORS

7. Imitative behavior
8. Interpersonal learning
9. Group cohesiveness

10. Catharsis
11. Existential factors

In the rest of this chapter, I discuss the first seven factors. I consider in
terpersonal learning and group cohesiveness so important and complex
that I have treated them separately, in the next two chapters. Existential
factors are discussed in chapter 4, where they are best understood in the
context of other material presented there. Catharsis is intricately interwo
ven with other therapeutic factors and will also be discussed in chapter 4.

The distinctions among these factors are arbitrary. Although I discuss
them singly, they are interdependent and neither occur nor function sepa
rately. Moreover, these factors may represent different parts of the change
process: some factors (for example, interpersonal learning) act at the level
of cognition; some (for example, development of socializing techniques)
act at the level of behavioral change; some (for example, catharsis) act at
the level of emotion; and some (for example, cohesiveness) may be more
accurately described as preconditions for change. t Although the same
therapeutic factors operate in every type of therapy group, their interplay
a

Chapter 2

INTERPERSONAL LEARNING

Interpersonal learning, as I define it, is a broad and complex therapeutic factor. It is the group therapy analogue of important therapeutic
factors in individual therapy such as insight, working through the trans
ference, and the corrective emotional experience. But it also represents
processes unique to the group setting that unfold only as a result of spe
cific work on the part of the therapist. To define the concept of interper
sonal learning and to describe the mechanism whereby it mediates
therapeutic change in the individual, I first need to discuss three other
concepts:

1. The importance of interpersonal relationships
2. The corrective emotional experience
3. The group as social microcosm

THE IMPORTANCE OF
INTERPERSONAL RELATIONSHIPS

From whatever perspective we study human society-whether we scan
humanity’s broad evolutionary history or scrutinize the development of
the single individual-we are at all times obliged to consider the human
being in the matrix of his or her interpersonal relationships. There is
convincing data from the study of nonhuman primates, primitive human
cultures, and contemporary society that human beings have always lived
in groups that have been characterized by intense and persistent relarion
ships among members and that the need to belong is a powerful, funda
mental, and pervasive motivation.’ Interpersonal relatedness has clearly
been adaptive in an evolutionary sense: without deep, positive, reciprocal
interpersonal bonds, neither individual nor species survival would have
been possible.

20 INTERPERSONAL LEARNING

John Bowlby, from his studies of the early mother-child relationship,
concludes not only that attachment behavior is necessary for survival but
also that it is core, intrinsic, and genetically built in.2 If mother and infant
are separated, both experience marked anxiety concomitant with their
search for the lost object. If the separ:ltion is prolonged, the consequences
for the infant will be profound. Winnicott similarly noted, “There is no
such thing as a baby. There exists a mother-infant pair.”3 We live in a “re
lational matrix,” according to Mitchell: “The person is comprehensible
only within this tapestry of relationships, past and present.”4

Similarly, a century ago the great American psychologist-philosopher
William James said:

We are not only gregarious animals liking to be in sight of our fellows,
but we have an innate propensity to get ourselves noticed, and noticed fa
vorably, by our kind. No more fiendish punishment could be devised,
were such a thing physically possible, than that one should be turned
loose in society and remain absolutely unnoticed by all the members
thereof.5

Indeed, James’s speculations have been substantiated time and again by
co

Why work with us?

Authenticity:

All of our papers are authentic, as each paper of ours is composed according to your unique requirements. Confidentiality: We value you data. Our company is extremely efficient in guarding the privacy of our clients. 100% Money Back Guarantee: In the event you cancel your order, you get your money back as soon as possible, we give a 100% refund. 24/7 Support: Our team members are available via email, live chat, and phone. Revision Policy: You can apply for a revision if you think your paper could be better. In this case, your paper will be revised either by the specialist assigned to you or by another writer.

How the Platform Works

Click on 'Place Your Order' tab on the menu or click on 'Order Now' tab at the bottom and a new order page will appear
Fill in your requirements depending on your needs under the 'PAPER DETAILS' area
In the next section, fill in the academic level, required number of pages, paper deadline as provided in the drop-down menus.
To enter your registration details, click on 'CREATE ACCOUNT & SIGN IN'. This step allows you to create an account with us for purposes of record-keeping. Click on 'PROCEED TO CHECK OUT' at the bottom of the page
The next section requires you to fill in the payment details. Follow the guided process and soon your order will be available for our team to work on.

Analyzing group techniques

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