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Group Therapy TrainingGroup Therapy Training
Jerrold Lee Shapiro, Ph.D.Susan Bernadett-Shapiro,
Ph.D.
Co-Chairs
ParticipantsParticipants
Gerald Corey & Mike Russell CSU Fullerton Jerrold Shapiro Santa Clara Univ. John Caffaro Alliant (CSPP) Judith Coche U. Penn. Medical Haim Weinberg Israel Assoc. of
group psychotherapy
Susan Bernadett-Shapiro Private Practice (Discussant) Los Altos, CA
IntroductionIntroduction These programs are the atypical ones --
long-standing and successful Typical number of required group classes in
Ph.D., Psychiatric Residency programs is Zero
Typical number of required group classes in Masters programs is one
Characteristically mental health professionals are trained in individual and/or family therapy then expected to do groups
Despite research indicating the value of group therapy, there remains much institutional resistance.
Group Training for Group Training for UndergraduatesUndergraduates
Gerald Corey&
J. Michael Russell
Combining Experiential and Combining Experiential and Didactic Methods of Didactic Methods of
Teaching Group Counseling Teaching Group Counseling
J. Michael Russell and Gerald Corey
CSU Fullerton
Experiential Experiential ApproachesApproaches
best learning how groups function weekend training workshop in
which students function both as members and co-facilitators
observing live demonstrations by the instructor with students in the group course
dealing with students' personal concerns that might enhance or inhibit their ability to function as group counselors
Ethical Issues in Ethical Issues in Training Group Training Group
CounselorsCounselors Requiring self-growth activities Informed consent as a basic safeguard Combining experiential and didactic
approaches in training Blending roles and multiple roles Challenge of maintaining boundaries in
training Potential problems of multiple roles in
teaching
Ethical Issues in Ethical Issues in Training Group Training Group
Counselors (Cont.)Counselors (Cont.)
Pitfalls combining experiential/didactic Safeguard students and enhance
learning Distinguishing between training and
therapy Use of power and avoidance of
exploitation Designing safeguards and creating
best possible training climate
ClassesClasses
Fall (Junior Year) HS300 Character and
Conflict Theories &
Techniques
Fall (Senior Year) HS 416 3-day
workshop Group leadership
practicum placement in C & C
group and supervision
Spring (Junior Year) HS 450 1st field
placement Group Theory & Practice
Spring (Senior Year) 3rd field placement
or repeat HS 416; 490
Graduate Counseling Graduate Counseling ProgramProgram
First Year Therapeutic
Group
Weekend workshop in self-exploration
Second Year Groups: Process
and Practice
lead a group in an agency
Masters Level TrainingMasters Level Training
Jerrold Lee Shapiro
Leading Groups since 1965 dissertation and 30+ years of research closed ended groups - generally brief Primary focus for therapy and teaching
& the predictable process phases/stages 2 books on this approach:
Methods of Group Counseling and Psychotherapy (1978); Brief Group Treatment (1997).
Consistent training programs with grad students since 1970 --UH Ph.D. program SCU MA program since 1982
Core of the TrainingCore of the Training
Groups and training are process oriented Considerable research support for this
approach Importance of personal growth and
therapist-in-training as client Non-traditional focus (on the how vs the
what) creates tension and increased vigilence
Vertical integration of a sequence of courses and experiences
student experience closest to clinical practice
Personal GrowthPersonal Growth
Experiential learning involves affective as well as cognitive levels
Focus on interaction between self and material vs focus on material
self-help and team building involve personal change as it’s own end
It’s the way we learn in therapy: combination of affect and cognition - it’s what we are training people to do with others
Ethical ConsiderationsEthical Considerations Groups are led by mental health professionals
from the community Supervised by another professional who is not
a full time faculty member Students analyze their journals for process; do
not hand in the journal An extensive system of help is articulated for
the rare students who are identified as “troubled” or potentially dangerous as professionals
Videotapes available only to leaders and members
SCU PROGRAMSCU PROGRAM
Required of all students in the M.A. Program
Required component is one class in group therapy leadership and a lab group.
Santa Clara University Santa Clara University Group Therapy Group Therapy
TrainingTraining Term 1 (Required) Membership in lab
group
Class in group process leadership
Term 2 (elective) Membership in
videotaped marathon group
analysis of leaders in that group
analysis/critique of tapes of professional group leaders
Santa Clara University Santa Clara University Group Therapy Training Group Therapy Training
- 2- 2 Term 3 Co-lead Lab
group with professional leader
group leadership in practicum setting
Term 4 -- after graduation and 2+ years post licensure
Lead lab group with student co-leader
UH group training 1970 - UH group training 1970 - 19761976
Term 1 30 hour lab group
experience with professional or advanced student leaders - videotaped
Term 2 Class in practice,
process and procedures ---
videotape the lab group of first term students sit in on supervision
Term 3 Advanced group seminar:
co-lead group with experienced leader (supervision)
Lead group at practicum site
Term 4 co-lead group with junior co-
leader (supervision) Lead group at practicum site
Term 5 supervise group co-leaders Lead group at practicum site
Group Therapy Training in Group Therapy Training in a Doctoral Programa Doctoral Program
John Caffaro
Group Therapy Training in a Group Therapy Training in a Doctoral ProgramDoctoral Program
Basic Assumptions– Integrative-developmental sequencing
combines didactic and experiential learning
makes use of “reflecting team” focus on peer learning emphasis on the integration of
knowledge, application of skills, and use of self awareness
Segment 1: Cohesion Segment 1: Cohesion Building and Didactic Building and Didactic
InstructionInstruction
Mini Lecture and Skill Building– assigned readings– structured role plays
Development of a “learning group”– ground rules for confidentiality, safety,
and accountability
Segment II: Co-Leadership Segment II: Co-Leadership and the Reflecting Team and the Reflecting Team
EnvironmentEnvironment Students co-lead “Learning subgroup”
– development of co-leadership skills– observation by reflecting team– instructor serves as live consultant
Large Group Debriefing– co-leader self assessment – structured peer supervision
Segment III: Co-Leadership, Peer Segment III: Co-Leadership, Peer Supervision, and Multi-level Reflecting Supervision, and Multi-level Reflecting
TeamTeam
Rotating students co-lead volunteer group– observation by peers– live instructor consultation
Multi-level reflecting team– structured peer supervision– instructor supervision– group member feedback– co-leader self assessment
STRENGTHENING GROUP THERAPY TRAIINING AT THE STRENGTHENING GROUP THERAPY TRAIINING AT THE UNIVERSITY OF PENNSYLVANIA SCHOOL OF MEDICINE: UNIVERSITY OF PENNSYLVANIA SCHOOL OF MEDICINE: a a
Brief ReportBrief Report
JUDITH COCHE
FOCUS OF THIS BRIEF REPORTFOCUS OF THIS BRIEF REPORT
The culture of change
The learning progression
The teaching components
Involving experts in the field
Feedback from the Psychiatric Residents
Future Plans
The culture of changeThe culture of change
Earlier emphasis on biochemical intervention augmented by later added emphasis on psychotherapies
Previous training program in group therapy left residents unsure about the field and their place in it
Residency Training Directors Drs. Rostain and Summers strengthened training in individual psychodynamic & behavioral psychotherapies, then moved to systems therapies
The Learning ProgressionThe Learning Progression
2nd Year Residents : Fall course in didactic foundations, Winter 12 hour group process course
3rd Year Residents: Fall weekend process group Spring junior co-lead
4th Year Residents Advanced didactic, senior co-lead, electives available
All work counts towards Certification in Group Psychotherapy
The Teaching ComponentsThe Teaching Components
Didactic learning: structured coursework based on theory, research
Experiential: group process experiences off campus, confidentiality maintained
Supervision: ongoing individual and group supervision of group work
Electives: in the clinical community
Involving Experts in the FieldInvolving Experts in the Field
Departmental interest in training by Certified Group Therapists
Teaching and Supervision by clinically active adjunctive clinical faculty
Respect for knowledge and research base evident from Residents
Early Feedback from Early Feedback from Residents to first year Residents to first year
teachingteaching Positive feedback
– Superb instructor– Role playing and
modeling useful– Clear course goals– Useful
professionally
Lukewarm Feedback– Egotistical
instructor– Requires more
structure– Readings too
academic– Hard to travel far
for short course
Future Plans for Group Future Plans for Group TrainingTraining
One reading per class Longer classes help with travel time Each class outlined for maximal
clarity Increased focus on practice issues Continued emphasis on process
groups Continued integration of Residents’
feedback
Comparing training programs for Comparing training programs for group leadersgroup leaders
in Israel, Europe and the USA in Israel, Europe and the USA
Haim Weinberg
Group Leaders' Training Group Leaders' Training Programs in Israel:Programs in Israel:
Studies of one day per week for two years. semester (28 hours) Theory Course Sensitivity group for one semester (28 hrs). Course on group leader’s skills (28 hours). Observe a live group behind a one-way
mirror for one semester (28 hours) Co-lead a group with a senior group-leader
under supervision
Group Analysis Training in Group Analysis Training in Europe (EGATIN Europe (EGATIN requirements):requirements):
Tripartite structure: personal group therapy, theory seminars and supervised practice
minimum of three years training Training can be done in bi-monthly weekend
blocks: minimum 5 blocks per year. Trainees should conduct a once-weekly
group that extends at least two years 120 hours of supervision; 160 hours of
theory; Presentation of a clinical paper.
Certified Group Certified Group Psychotherapist (CGP) in the Psychotherapist (CGP) in the
USA:USA:
12 course hours of study in group psychotherapy theory and practice.
300 hours of group psychotherapy experience as a leader or co-leader
75 hours of group psychotherapy supervision.
DiscussantDiscussant
Susan Bernadett-Shapiro
