APPROACHES USED FOR OTHER TYPES OF GROUP WORK

Choosing the Best Approach for Small Group Work

Enter the term “group work” into a Google search, and you’ll find yourself bombarded with
dozens of hits clustered around definitions of group work, benefits of group work, and
educational theories underpinning group work. If you dig a little deeper into the search
results, however, you’ll find that not all of the pages displayed under the moniker of “group
work” describe the same thing. Instead, dozens of varieties of group learning appear. They
all share the common feature of having students work together, but they have different
philosophies, features, and approaches to the group task.
Does it matter what we call it? Maryellen Weimer asked this important question in her
2014 Teaching Professor article of the same title, with the implicit idea that one approach
might be better suited for a given task than another. She believes that the answer to the
question is yes. And she’s right. As the adage goes, it is important to choose the right tool
for the job at hand. A hammer is not the best tool for drilling a hole, and a drill is not the
best tool for driving a nail. Both are good tools, when used for the appropriate job.
While there are several different forms of group work, there are a few that are more often used
than others and have a body of research that supports their effectiveness.
So it is with group work. If you don’t choose the best possible approach, then you will be
less likely to accomplish the goals and objectives of the assignment.

While there are several different forms of group work, there are a few that are more often
used than others and have a body of research that supports their effectiveness. Three of
these are cooperative learning, collaborative learning, and reciprocal peer teaching.

Cooperative learning: In this form of group learning, students work together in a small
group so that everyone participates on a collective task that has been clearly assigned
(Cohen, 1994, p. 3). A classic example of this approach is Think-Pair-Share (Barkley et al,
2014), in which the teacher assigns a question and then students think for a minute
independently, form a pair to discuss their answers, and share their answers with a larger
group. The goal is that all students achieve similar outcomes. Each student considers the
same teacher-assigned question, and they all work on performing the same tasks: thinking,
pairing, and sharing.
Collaborative learning: In this form of group learning, students and faculty work together
to create knowledge. The process should enrich and enlarge them (Matthews, 1996, p. 101).
An example of this form of group work is a collaborative paper (Barkley et al, 2014). In a
collaborative group, students work together to create a product that is greater than any
individual might achieve alone. They do not all necessarily do the same task, however, but
rather may divide the work among themselves according to their interests and skills. The
goal is not for the same learning to occur, but rather that meaningful learning occurs.
Reciprocal peer teaching: In this form of group learning, one student teaches others, who
then reciprocate in kind (Major et al, 2015). Arguably, this approach is a variation of either
cooperative learning or collaborative learning, depending on the task. An example that
leans more toward cooperative learning is the jigsaw, in which base groups study together
to become experts (Barkley et al, 2014). The base groups then split, and new groups are
formed with a member of each base group serving as an expert in a particular area. An
example that leans more toward collaborative learning is microteaching, in which
individual students take turns teaching the full class (Major et al, 2015).
These three approaches are all tried-and-true group-learning varieties. They all have been
shown to benefit students on a number of outcomes, from the acquisition of content
knowledge to the development of higher-order thinking skills (Davidson & Major, 2015).
How is it possible, then, to choose the right pedagogical tool for the learning task?

Pedagogical considerations: In choosing any approach to group learning, it is essential to

start with the learning goal. What should students be able to do after the completion of the
activity? If the goal is for them all to gain the same information, cooperative learning may
be the best approach. If the goal is for them to create new knowledge, then collaborative
learning may be the best approach. If it is to share knowledge, reciprocal peer teaching may
be a good approach.
Learner considerations: When making any pedagogical consideration, it is essential to
consider the students. Their level of expertise is important, for example, and if they are
new to a subject and need foundational knowledge, then cooperative learning may be the
best approach. If they are advanced students, then collaborative learning or reciprocal peer
teaching may be more engaging for them.
Contextual considerations: While contextual considerations are not always the most
glamorous, they certainly play a part in our ability to carry out group work. For example, if
the class is a large one, a short collaborative activity such as a Think-Pair-Share may
simply be more manageable than a long-term collaborative activity; likewise, reciprocal
microteaching may be a great approach in an online class but would not be as feasible in a
large lecture scenario. A collaborative paper might be a great way to introduce graduate
seminar students who work as research assistants at a flagship university to the process of
co-authoring, but the same approach might not work as well for first-year students at a
community college.
The intent here is not to prescribe a specific approach based on a checklist of
considerations. Rather, it is to say that, as teachers, we need to know what the instructional
options are and to take into account the goals, the learners, and the learning context when
making pedagogical decisions. Ultimately, we are in the best place to know what will work
best in our unique situations, and it is thus our responsibility to choose well when deciding
to use group work in the college classroom.

For more on this topic, get a copy of Choosing and Using Group Activities in the College
Classroom. Led by Claire Howell Major, this online seminar explores further some of the
best ways to use group work. Learn More »

References:
Barkley, E.F., Major, C.H., & Cross, K.P. (2014). Collaborative learning techniques: A
handbook for college faculty. San Francisco: Jossey-Bass.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small
groups. Review of Educational Research, 64(1), 1-35.
Matthews, R.S. (1996), Collaborative Learning: creating knowledge with students, in
Menges, M., Weimer, M. and Associates. Teaching on solid ground, San Francisco: Jossey-
Bass.
Major, C.H., Harris, M.S., and Zakrajsek. (2015). 101 Intentionally Designed Educational
Activities to put students on the path to success. London, Routledge.

Weimer, M. (2014). Does it matter what we call it. The Teaching Professor, 28(3), 4.

Claire Howell Major is a professor of higher education at the University of Alabama. You
can follow her on Twitter @ClaireHMajor.

7-Models of social group work

The 7 models of social group work are the Social Goals Model, Remedial Model,
Reciprocal Model, Intake Model, Problem-solving Model, Psychotherapeutic Model,
and Developmental Model. Each model has its own unique focus and approach,
and they can be used to address a variety of social and emotional problems.

Content
 1. Introduction
2. Social Goal Model
3. Remedial Model
4. Reciprocal Model
5. Intake Model
6. Problem-solving model
7. Psychotherapeutic model
8. Developmental Model
9. Conclusion

Introduction

7 Models of social group work -In the early stage of social group work preventive
approaches used to be the major concern for social group work. Over the years it
has been shifted and completely enveloped from prevention to treatment
approaches. The transition of group development has led to a wide variety of the
theoretical models of social group work for its better practice. This model enables
social group work to understand the problem holistically. There are several models
from classical to contemporary models and the employment of these models
depends on the group objectives and its purpose. Let’s understand the following
social group work model clearly.

7 Models of social group work

1. Social Goal Model

2. Remedial Model
3. Reciprocal Model
4. Intake Model
5. Problem-solving model
6. Psycho therapeutic model
7. Developmental Model

1-Social Goals Model (Papell and Ruthman 1966)

The central focus of the model is on “social consciousness “and social responsibility.
It helps the community members to work for solving social issues and bring about
desirable social change. The principles of the democratic group process are
fundamental to this model. The settlement house movement .the social movement
the labor union movement and the women movement are the roots of the social
goals model.

2-Remedial Model ( Vinter R.D 1957)

The prime focus of the model is about treatment individual’s behavior. This model
primarily deals with individuals who suffer social and personal adjustment in social
relations. Individual dysfunction and deviant behavior which is not approved by the
society are brought into the planned group work environment and through the
means of group work approach, deviant behavior of the individuals is normalized.
Hence it is often regarded as clinically oriented in approach. Group worker adopts
this model while dealing with a group of a person with an emotional problem. This
model enables the group work to facilitate interaction among the group to achieve
change. This model is widely used in mental health care, correctional institution,
family service organization, counseling center, and school and health care as well.

3-Reciprocal Model ( Schwartz 1961)

This model has been influenced and derived from the work of system theory, field
theory, social psychological theory, and the generic principles of social work. Many
of the scholars often called it the amalgamation of social goals and remedial
models. The model came into reflection when society and individuals experience
interference in their mutual striving, the conflict arises from this perspective the use
of reciprocal model may become imperative. This model considers the individual
and group are the significant components and here the worker roles appeared to
be facilitative in nature, that is why the model is known to be a Mediating model of
social group work.

4-Intake Model

Under this model, an individual directly becomes part of the agency without
becoming part of any program intervention of support, the achievement of
challenge or improvement of social condition. Hankinson, Stephens is very popular
for this model. The primary concern that was given in this model is the orientation
of agencies' functions.

5-Problem solving/ social skills model

Solving the behavioral problem and developing behavioral skills are an important
concert for this model. It encourages positive reinforcement in practice.

6- Psychotherapeutic Model (Alport)

This model is known as the person-focused model which is concerned with the
person feeling, emotion, and relation. The aim of this model is to strengthen the
mental health and self-concept of the person. Psychoanalytic, group therapy, gestalt
therapy, psychodrama, and transactional analysis are coming under this category of
the model.

7-Developmental Model (Berustein 1955)

Group is seen to be in the degree of closeness and founded on the essence of

interdependence. And the development model completely depends on the
dynamics of intimacy and closeness. However, the knowledge and theoretical
foundation of this model is substantially influenced by Erickson's ego psychology,
conflict theory, and group dynamics. Looking into the nature of the model, we can
say the developmental model comprises of reciprocal, remedial, and traditional
approach model.

Conclusion

We have understood some of the best practice models of social group work. Model
and theories are the accepted scientific body of fact that help us to understand
individuals and their behavior and the process to initiate the group work . During
the emergence and demand of the group work, many new models propounded in
the mid of 1970 ad 1980s. Hence the selection of a model for group work practice
depends on the nature and goal of the group.

Group Work: Techniques

See also Group Work: Design Guidelines

Think-Pair-Share
Think-Pair-Square
Structured Controversy
Paired Annotations
Roundtable
Three-Step Interview
Thinking-Aloud Paired Problem Solving
Peer Editing
Reciprocal Peer Questioning

Think-Pair-Share

The instructor poses a question. Students are given time (30 seconds or one
minute) to think of a response. Each student then pairs with another and both
discuss their responses to the question. The instructor invites pairs to share their
responses with the class as a whole.

Think-Pair-Square

Same as think-pair-share except that instead of reporting back to the entire class
students report back to a team or class group of four to six.

Structured Controversy

Divide the class into groups of four. The instructor identifies a controversial topic in
the field covered in the course and gathers material that gives information and
background to support different views of the controversy. Students work with one
partner, forming two pairs within the group of four. Each pair takes a different side
of the issue. Pairs work outside of class or in class to prepare to advocate and
defend their position. The groups of four meet, and each pair takes a turn stating
and arguing its position while the other pair listens and takes notes without
interrupting. Each pair must have a chance both to listen and take notes and to
argue their position. Then all four talk together as a group to learn all sides of the
issue. Next, each pair must reverse its position and argue the opposite position
from the one it argued before. Lastly the group of four as a whole discusses and
synthesizes all the positions to come up with a group report. There may be a class
presentation in which each group presents its findings.

Paired Annotations

Instructor or students identify a number of significant articles on a topic. Each

student individually outside of class writes a reflective commentary on one article.
In class, students are randomly paired with another student who has written a
commentary on the same article. The two partners read each other’s
commentaries, comparing key points to their own commentary. Then the two
students team-write a commentary based on a synthesis of both their papers.

Roundtable

Students in small groups sit in a circle and respond in turn to a question or problem
by stating their ideas aloud as they write them on paper. The conversation can go
around the circle, each student in turn, more than once if desired. After the
roundtable, students discuss and summarize the ideas generated and report back
to the class.

Three-Step Interview

This can be used as an icebreaker or as a tool to generate ideas and discussion. Ask
each student to find one partner they don’t know well. Make sure everyone has a
partner. You can use triads if there is an uneven number of students in the class.
Students interview their partner for a limited amount of time using interview
questions given by the instructor. Often questions are opinion- or experience-
generated: How do you use writing in your daily life? Should premed students study
holistic medicine? After a set time, students switch roles so that both get a chance
to be interviewed. Then, join each pair with another pair to form a group of four.
Each partner in a pair introduces the partner to the other pair and summarizes the
partner’s responses. Other variations on this activity are possible.

Thinking-Aloud Paired Problem Solving

Students in pairs take turns thinking through the solution to a problem posed by
the teacher. The student who is not the problem solver takes notes, and then the
two students switch roles so that each student gets a chance to be both solver and
note taker. Then they can go into larger teams or back to the class as a whole and
report back about the solutions and the process.

Peer Editing

Peer editing can be done anonymously or students can exchange their assignments
with a known reviewer. To set up peer review of the first draft of a writing
assignment as an anonymous activity, photocopy each paper and identify it with a
number instead of the student’s name. Give each student in the class an
anonymous paper to edit. It is helpful to give the students verbal and written
guidelines for editing criteria. After the students edit a paper, each student receives
the anonymous feedback from his or her unknown peer editor. To set up peer
review as an exchange between known reviewers, see the Review and
Revision page in the Teaching Reading and Composition section of the Teaching
Guide for GSIs for an example of a peer review worksheet. There you will also
find an explanation of how to assign peer reviews (either anonymous or not
anonymous) through bCourses. However it is set up, it is often useful to have a
class discussion about how the peer review process worked for everyone.

Reciprocal Peer Questioning

The instructor assigns outside class reading on a topic. The instructor asks students
to generate a list of two or three thought-provoking questions of their own on the
reading. (Note that asking productive questions can be a new skill for students to
learn; you may want to give some attention to this.) Students bring the questions
they have generated to class. Students do not need to be able to answer the
questions they generate. Students then break into teams of three to four. Each
student poses her questions to the team and the team discusses the reading using
the student-generated questions as a guide. The questions of each student are
discussed within the team. The team may then report back to the class on some key
questions and the answers they came up with.

At the GSI Teaching & Resource Center we have other material to help you plan and
design group work activities. Come and visit us in 301 Sproul Hall, or send an email
with your comments or questions to gsi@berkeley.edu.

What is a Psychoeducational Group?

Psychoeducational groups are a form of group therapy that is less focused on developing
relationships between clients, and instead, focused on providing education through
information-sharing and the development of healthy coping mechanisms. Rather than
allowing the group to guide the direction of therapy sessions, a qualified therapist leads
discussions and guides clients by setting goals.
Unlike other forms of group therapy, members of a psychoeducational group often share the
same (or a similar) diagnosis. This allows the group to focus on a specific set of needs and
unique topics. Because addressing mental health needs is a vital component of the recovery
process, providing space for people to explore complex, personal topics is required in
providing effective care. When in mixed groups, it can be difficult to discuss sensitive topics
and address questions that may be too intimidating to address one-on-one. In a focused
group, like psychoeducational groups, clients benefit from interacting with others who share
similar experiences. Other people may ask difficult questions, share experiences, and listen to
one another in order to learn more about their own needs.
Psychoeducational groups often focus on mental health conditions and help clients learn
about potential triggers, how to develop healthy coping mechanisms, and how to avoid
pitfalls in the future. Mental health plays a significant role in the development and
continuation of addiction making education and treatment related to it a foundational
component of recovery.
Why Psychoeducational Groups?
Although these groups are not as focused on the development of interpersonal relationships
like other forms of group therapy, clients do benefit from interactions with peers in these
settings. Feelings of isolation and loneliness can be reduced through attendance, especially
as clients begin to realize that their problems are not theirs alone. Realizing that others
experience similar issues can help clients open up more and become more engaged. In these
sessions, they are able to learn about their needs and practice new skills in a safe
environment surrounded by people who more readily relate to their experiences. It not only
helps them develop a better understanding of the challenges they face, but also helps them
understand mental health’s relationship to addiction. With assistance from external
influences, they can begin working on developing their strengths and learning how to
manage their own needs moving forward.
Group therapy is a powerful motivator in addiction treatment. Simply knowing you are not
alone in your struggles can make a significant impact. It reduces stress and fear while
simultaneously improving motivation and feelings of self-worth. Group therapy provides an
excellent opportunity to network with others who understand one another’s experiences and
can provide support throughout the recovery process. Clients can learn from one another,
help each other manage difficult situations, and motivate each other, even when times feel
especially hard.

Psychoeducational Groups
Psychoeducational groups are designed to educate clients about substance abuse, and related
behaviors and consequences. This type of group presents structured, group-specific content,
often taught using videotapes, audiocassette, or lectures. Frequently, an experienced group leader
will facilitate discussions of the material (Galanter et al. 1998). Psychoeducational groups
provide information designed to have a direct application to clients' lives—to instill self-
awareness, suggest options for growth and change, identify community resources that can assist
clients in recovery, develop an understanding of the process of recovery, and prompt people
using substances to take action on their own behalf, such as entering a treatment program. While
psychoeducational groups may inform clients about psychological issues, they do not aim at
intrapsychic change, though such individual changes in thinking and feeling often do occur.
Purpose. The major purpose of psychoeducational groups is expansion of awareness about the
behavioral, medical, and psychological consequences of substance abuse. Another prime goal is
to motivate the client to enter the recovery-ready stage (Martin et al. 1996; Pfeiffer et al. 1991).
Psychoeducational groups are provided to help clients incorporate information that will help
them establish and maintain abstinence and guide them to more productive choices in their lives.
These groups also can be used to counteract clients' denial about their substance abuse, increase
their sense of commitment to continued treatment, effect changes in maladaptive behaviors (such
as associating with people who actively use drugs), and supporting behaviors conducive to
recovery. Additionally, they are useful in helping families understand substance abuse, its
treatment, and resources available for the recovery process of family members.
Some of the contexts in which psychoeducational groups may be most useful are
•
Helping clients in the precontemplative or contemplative level of change to reframe the
impact of drug use on their lives, develop an internal need to seek help, and discover
avenues for change.
•
Helping clients in early recovery learn more about their disorders, recognize roadblocks
to recovery, and deepen understanding of the path they will follow toward recovery.
•
Helping families understand the behavior of a person with substance use disorder in a
way that allows them to support the individual in recovery and learn about their own
needs for change.
•
Helping clients learn about other resources that can be helpful in recovery, such as
meditation, relaxation training, anger management, spiritual development, and nutrition.
Principal characteristics. Psychoeducational groups generally teach clients that they need to
learn to identify, avoid, and eventually master the specific internal states and external
circumstances associated with substance abuse. The coping skills (such as anger management or
the use of “I” statements) normally taught in a skills development group often accompany this
learning.
Psychoeducational groups are considered a useful and necessary, but not sufficient, component
of most treatment programs. For instance, psychoeducation might move clients in a
precontemplative or perhaps contemplative stage to commit to treatment, including other forms
of group therapy. For clients who enter treatment through a psychoeducational group, programs
should have clear guidelines about when members of the group are ready for other types of group
treatment.
Often, a psychoeducational group integrates skills development into its program. As part of a
larger program, psychoeducational groups have been used to help clients reflect on their own
behavior, learn new ways to confront problems, and increase their self-esteem (La Salvia 1993).
Psychoeducational groups are highly structured and often follow a manual or a preplanned
curriculum.
Psychoeducational groups should work actively to engage participants in the group discussion
and prompt them to relate what they are learning to their own substance abuse. To ignore group
process issues will reduce the effectiveness of the psychoeducational component.
Psychoeducational groups are highly structured and often follow a manual or a preplanned
curriculum. Group sessions generally are limited to set times, but need not be strictly limited.
The instructor usually takes a very active role when leading the discussion. Even though
psychoeducational groups have a format different from that of many of the other types of groups,
they nevertheless should meet in a quiet and private place and take into account the same
structural issues (for instance, seating arrangements) that matter in other groups.
As with any type of group, accommodations may need to be made for certain populations.
Clients with cognitive disabilities, for example, may need special considerations.
Psychoeducational groups also have been shown to be effective with clients with co-occurring
mental disorders, including clients with schizophrenia (Addington and el-Guebaly 1998; Levy
1997; Pollack and Stuebben 1998). For more information on making accommodations for clients
with disabilities, see TIP 29, Substance Use Disorder Treatment for People With Physical and
Cognitive Disabilities (CSAT 1998b).
Leadership skills and styles. Leaders in psychoeducational groups primarily assume the roles of
educator and facilitator. Still, they need to have the same core characteristics as other group
therapy leaders: caring, warmth, genuineness, and positive regard for others.
Leaders also should possess knowledge and skills in three primary areas. First, they should
understand basic group process—how people interact within a group. Subsets of this knowledge
include how groups form and develop, how group dynamics influence an individual's behavior in
group, and how a leader affects group functioning. Second, leaders should understand
interpersonal relationship dynamics, including how people relate to one another in group
settings, how one individual can influence the behavior of others in group and some basic
understanding of how to handle problematic behaviors in group (such as being withdrawn).
Finally, psychoeducational group leaders need to have basic teaching skills. Such skills include
organizing the content to be taught, planning for participant involvement in the learning process,
and delivering information in a culturally relevant and meaningful way.
To help clients get the most out of psychoeducational sessions, leaders need basic counseling
skills (such as active listening, clarifying, supporting, reflecting, attending) and a few advanced
ones (such as confronting and terminating) (Brown 1998). It also helps to have leadership skills,
such as helping the group get started in a session, managing (though not necessarily eliminating)
conflict between group members, encouraging withdrawn group members to be more active, and
making sure that all group members have a chance to participate. As the group unfolds, it is
important that group leaders are nondogmatic in their dealings with group members. Finally, the
group leader should have a firm grasp of material being communicated in the psychoeducational
group.
During a session, the group leader should be mindful both of the group's need and the specific
needs of each member. The group leader will need to understand group member roles and how to
manage problem clients. Except in unusual circumstances, efforts should be made to increase
members' comfort and to reduce anxiety in the group. Leaders will use a variety of resources to
impart knowledge to the group, so each session also requires preparation and familiarization with
the content to be delivered.
Group leaders should have ongoing training and formal supervision. Supervision benefits all
group leaders of all levels of skill and training, as it helps to assure them that people in positions
of authority are interested in their development and in their work. If direct supervision is not
possible (as may be the case in remote, rural areas), then Internet discussions or regular
telephone contact should be used.
Techniques. Techniques to conduct psychoeducational groups are concerned with (1) how
information is presented, and (2) how to assist clients to incorporate learning so that it leads to
productive behavior, improved thinking, and emotional change. Adults in the midst of crises in
their lives are much more likely to learn through interaction and active exploration than they are
through passive listening. As a result, it is the responsibility of the group leader to design
learning experiences that actively engage the participants in the learning process. Four elements
of active learning can help.
First, the leader should foster an environment that supports active participation in the group and
discourages passive note taking. Accordingly, leader lecturing should be limited in duration and
extent. The leader should concentrate instead on facilitating group discussion, especially among
clients who are withdrawn and have little to say. They need support and understanding of the
content before expressing their views. Techniques such as role playing, group problemsolving
exercises, and structured experiences all foster active learning.
Second, the leader should encourage group participants to take responsibility for their learning
rather than passing on that responsibility to the group leader. From the outset of the group, the
leader can emphasize group self-ownership by allowing members to participate in setting
agreements and other group boundaries. The leader can emphasize member responsibility for
honest, respectful interaction among all members and can de-emphasize the leader role in
determining group life.
Third, because many people have pronounced preferences for learning through a particular sense
(hearing, sight, touch/movement), it is essential to use a variety of learning methods that call for
different kinds of sensory experience. Excellent material on adapting instruction to learning
styles is available through the Association for Supervision and Curriculum Development Web
site. To access the many articles and book chapters, enter “learning styles” into the search
function and click the “Go” button.
Most people, at one time or another, have had unpleasant experiences in traditional, formal
classroom environments. The resulting shame, rejection, and self-deprecation strongly motivate
people to avoid situations where these experiences might be brought back into awareness.
Therefore it is critically important for the group leader to be sensitive to the anxiety that can be
aroused if the client is placed in an environment that replicates a disturbing scene from the past.
To allay some of these concerns, leaders can acknowledge the anxieties of participants, prevent
all group participants from mocking others' comments or ideas, and show sensitivity to the
meaning of a participant's withdrawal in the group. Overall, leaders should create an
environment where participants who are having difficulty with the psychoeducational group
process can express their concerns and receive support.
Fourth, people with alcoholism and other addictive disorders are known to have subtle,
neuropsychological impairments in the early stage of abstinence. Verbal skills learned long ago
(that is, crystallized intelligence) are not affected, but fluid intelligence, needed to learn some
kinds of new information, is impaired. As a result, clients may seem more able to learn than they
actually are. Therapists who are teaching new skills should be mindful of this difficulty.
Group therapy is a form of psychotherapy that involves one or more therapists working with
several people at the same time. This type of therapy is widely available at a variety of locations
including private therapeutic practices, hospitals, mental health clinics, and community centers.

Group therapy is sometimes used alone, but it is also commonly integrated into a comprehensive
treatment plan that also includes individual therapy.

Types of Group Therapy

Group therapy can be categorized into different types depending on the mental health condition it
is intended to treat as well as the clinical method used during the therapy. The most common
types of group therapy include:

 Cognitive behavioral groups, which center on identifying and changing inaccurate

or distorted thinking patterns, emotional responses, and behaviors
 Interpersonal groups, which focus on interpersonal relationships and social interactions,
including how much support you have from others and the impact these relationships
have on mental health
 Psychoeducational groups, which focus on educating clients about their disorders and
ways of coping; often based on the principles of cognitive behavior therapy (CBT)
 Skills development groups, which focus on improving social skills in people with
mental disorders or developmental disabilities
 Support groups, which provide a wide range of benefits for people with a variety of
mental health conditions as well as their loved ones

Groups can be as small as three or four, but group therapy sessions often involve around eight to
12 people (although it is possible to have more participants). The group typically meets once or
twice each week, or more, for an hour or two.1

Group therapy meetings may either be open or closed. New participants are welcome to join
open sessions at any time. Only a core group of members are invited to participate in closed
sessions.

Group Therapy Techniques

What does a typical group therapy session look like? In many cases, the group will meet in a
room where the chairs are arranged in a large circle so that members can see every other person
in the group.

A session might begin with members of the group introducing themselves and sharing why they
are in group therapy. Members might also share their experiences and progress since the last
meeting.

The precise manner in which the session is conducted, and any group therapy activities, depend
largely on the goals of the group and the therapist's style.

Some therapists might encourage a more free-form style of dialogue, where each member
participates as they see fit. Other therapists have a specific plan for each session that might
include having participants practice new skills with other members of the group.

Group Therapy Activities

Common group therapy activities can include:

 Icebreaker activities that help group members get to know one another
 Gratitude activities, such as mapping different aspects of their life that they are thankful
for
 Sharing activities, where group members ask one another questions
 Expressive writing activities to explore experiences and emotions connected to those
events
  Goal visualization activities to help people set goals and make a plan to accomplish them

What Group Therapy Can Help With

Group therapy is used to treat a wide variety of conditions, including:

 Attention-deficit/hyperactivity disorder (ADHD)

 Depression2
 Eating disorders
 Generalized anxiety disorder
 Panic disorder
 Phobias
 Post-traumatic stress disorder (PTSD)3
 Substance use disorder4

In addition to mental health conditions, CBT-based group therapy has been found to help people
cope with:

 Anger management
 Chronic pain
 Chronic illness
 Chronic stress5
 Divorce
 Domestic violence
 Grief and loss
 Weight management

After analyzing self-reports from people who have been involved in the process, Irvin D. Yalom
outlines the key therapeutic principles of group therapy in "The Theory and Practice of Group
Psychotherapy."6

 Altruism: Group members can share their strengths and help others in the group, which
can boost self-esteem and confidence.
 Catharsis: Sharing feelings and experiences with a group of people can help relieve pain,
guilt, or stress.
 The corrective recapitulation of the primary family group: The therapy group is much
like a family in some ways. Within the group, each member can explore how childhood
experiences contributed to personality and behaviors. They can also learn to avoid
behaviors that are destructive or unhelpful in real life.
 Development of socialization techniques: The group setting is a great place to practice
new behaviors. The setting is safe and supportive, allowing group members to experiment
without the fear of failure.
 Existential factors: While working within a group offers support and guidance, group
therapy helps members realize that they are responsible for their own lives, actions, and
choices.
 Group cohesiveness: Because the group is united in a common goal, members gain a
sense of belonging and acceptance.
 Imparting information: Group members can help each other by sharing information.
 Imitative behavior: Individuals can model the behavior of other members of the group
or observe and imitate the behavior of the therapist.
 Instills hope: The group contains members at different stages of the treatment process.
Seeing people who are coping or recovering gives hope to those at the beginning of the
process.
 Interpersonal learning: By interacting with other people and receiving feedback from
the group and the therapist, members of the group can gain a greater understanding of
themselves.
 Universality: Being part of a group of people who have the same experiences helps
people see that what they are going through is universal and that they are not alone.

Benefits of Group Therapy

There are several advantages of group therapy.

Support, Safety and Encouragement

Group therapy allows people to receive the support and encouragement of the other members of
the group. People participating in the group can see that others are going through the same thing,
which can help them feel less alone. The setting allows people to practice behaviors and actions
within the safety and security of the group.

Role Modeling

Group members can serve as role models for other members of the group. By observing someone
successfully coping with a problem, other members of the group can see that there is hope for
recovery. As each person progresses, they can, in turn, serve as a role model and support figure
for others. This can help foster feelings of success and accomplishment.

Insight on Social Skills

By working with a group, the therapist can see first-hand how each person responds to other
people and behaves in social situations. Using this information, the therapist can provide
valuable feedback to each client.

Affordability

Group therapy is often very affordable. Instead of focusing on just one client at a time, the
therapist can devote their time to a much larger group of people, which reduces the cost for
participants.

While costs vary depending on a variety of factors, estimates suggest that group therapy costs, on
average, one-half to one-third less than individual therapy.7
Effectiveness of Group Therapy

Group therapy can be effective for depression. In a study published in 2014, researchers analyzed
what happened when individuals with depression received group cognitive behavioral therapy
(CBT). They found that 44% of the patients reported significant improvements. The dropout rate
for group treatment was high, however, as almost one in five patients quit treatment.8

An article published in the American Psychological Association's Monitor on

Psychology suggests that group therapy also meets efficacy standards established by the Society
of Clinical Psychology (Division 12 of the APA) for the following conditions:

 Bipolar disorder
 Obsessive-compulsive disorder (OCD)
 Panic disorder
 Social phobia
 Substance use disorder9

Is Group Therapy for You?

If you or someone you love is thinking about group therapy, there are several things you should
consider.

You Need to Be Willing to Share

Especially if you struggle with social anxiety or phobias, sharing in a group might not be right
for you. In addition, some types of group therapy involve exercises like role-playing and intense
personal discussion, which can be overwhelming for people who are extremely private or
uncomfortable around strangers.
You May Need to Try a Few Groups

Just like you might need to shop around to find the right therapist, you may also need to try a few
groups before you find the one that fits you best. Think a little about what you want and need,
and consider what might be most comfortable or the best match for you.

It’s Not Meant for Crisis

There are limitations to group therapy and not all people are good candidates. If you or someone
you love is in crisis or having suicidal thoughts, individual therapy is a better choice than group
therapy. In general, group settings are best for individuals who are not currently in crisis.

If you are having suicidal thoughts, contact the National Suicide Prevention Lifeline at 988 for
support and assistance from a trained counselor. If you or a loved one are in immediate danger,
call 911.
For more mental health resources, see our National Helpline Database.
How to Get Started

If you feel that you or someone you love might benefit from group therapy, begin with the
following steps:

 Consult with a physician for a recommendation of the best type of group therapy for
your condition.
 Consider your personal preferences, including whether an open or closed group
therapy session is right for you. You may also choose to explore group therapy online.
 Contact your health insurance to see if they cover group therapy, and if so, how many
sessions they cover per year.

Before joining, think about whether you want to participate in an open or closed group. If you
would prefer an open group, you can likely join in at any time. For closed groups, you will likely
have to wait until a new session begins.10

It is also important to consider whether group therapy will be sufficient on its own or if you need
additional assistance in the form of individual and/or medication. Talk to your doctor or therapist
to decide what treatment approach is right for your needs.

Leaders
The Professional Standards for Leaders in the Further Education (FE) and Training sector were
developed in 2021 using feedback from the sector and informed by research. They are designed
to provide guidance for you and your organisation about professional expectations of leadership
roles, as well as to help identify where relevant high-quality training is needed to support future
and existing leaders.

Professional standards: Leaders

There are four sets of standards which recognise different expectations for different levels of
leadership:

 Aspiring Leaders
 Middle Leaders
 Senior Leaders
 CEOs/Principals

PEER LEADER

Leaders with a Peer Leader attitude may identify more with their previous role as
part of the team, not leading the team. They may be tempted to avoid difficult
conversations, treat everyone’s input the same, openly complain about upper
management, divulge confidential information off the record, socialize and
encourage venting with direct reports, or believe that team members will stay in the
communication loop without help from the leader.
HESITANT LEADER

Leaders with a Hesitant Leader mindset recognize they are in charge, but are
uncertain how to use their authority or allocate their time wisely. Leaders with this
mindset may avoid delegating tasks for fear of upsetting the team, hide behind
policies and not offer creative solutions, apologize when making a decision even
when it is a good one, or feel like a failure when they don’t have the right answer all
the time. This attitude, like the Peer Leader, diminishes the leader’s voice and ability
to optimize one’s positive impact on the team and organization.

CONFIDENT LEADER

Leaders who step beyond these two counterfeit leadership mindsets can
communicate and work from a more powerful and inspiring perspective. Leaders
who recognize the power of their own voice, while simultaneously respecting the
voices on their team, push the limits of high performance. These leaders are
the Confident Leaders.
SEVEN EXCEPTIONAL LEADERSHIP QUALITIES
1. UNAPOLOGETICALLY SETS HIGH STANDARDS.
The primary function of a leader is to set clear expectations for high performance
without any apologies! These expectations need to align with the direction of the
organization. The capacity of the team needs to be considered and elevated to
meet the performance goals, not the other way around.
2. REPEATEDLY COMMUNICATES THE MISSION.
Linking the organization’s purpose to the day-to-day is a hallmark of highly engaged
and functioning teams. Strong leaders recognize a single communication of the
mission isn’t sufficient. Frequent repetition of the purpose, especially involving multiple
communication methods, is the best way to go.
3. MIRRORS THE ATTITUDE YOU WANT YOUR TEAM TO HAVE.
A leader is on stage and can have tremendous impact on the disposition of the
team. Others look to the leader—in word and mindset—as the barometer of how
the organization is doing and how one should act. A leader’s attitude cascades
through the team as either an inspiring waterfall or a crushing lava flow.
4. LISTENS TO THE FEEDBACK OF HIGH PERFORMERS MORE THAN LOW
PERFORMERS.
Despite a well-intentioned desire to treat everyone the same, not everyone’s input
carries the same weight. How much attention you pay to each team member’s ideas
should be based on their impact and performance, not just on their team membership.
5. FOCUSES ON SOLVING PROBLEMS INSTEAD OF DWELLING ON THEM.
There will always be a long list of problems and issues to address. There is also
seemingly no end to the amount of venting, complaining, or moaning that can
emerge with these problems. It is natural to need some time to react to challenges.
The problem is staying there and not accepting accountability for solving
it. Confident leaders listen to their people and also ask, “What are you going to do about
it? I look forward to hearing your possible solutions tomorrow morning.”
6. REWARDS VALUE, NOT TIME.
Longevity and effort is important. It represents loyalty, service, and dedication.
While these are noble characteristics, they may not always coincide with task
completion and value-added actions. As the world gets faster and the frequency of
change increases, agility and contribution is how leaders measure time. Strong
leaders purposefully recognize and reward contribution more than effort or time.
7. ACCEPTS RESPONSIBILITY AND LEARNS FROM MISTAKES.
One of the most beautiful traits a leader can possess is humility, a healthy balance of
confidence, ownership, and openness. This is the ability to try new things, learn from
them, and approach the next round of learning with a smile. This requires a leader
who is comfortable in his or her own skin and who looks at the world as full of
opportunity with many right answers.
These standards define truly exceptional leaders. These are the leaders that we
aspire to be and who inspire others. These seven qualities of exceptional leadership
help leaders move beyond a Peer Leader or a Hesitant Leader to truly becoming a
Confident Leader.

The Group Leader

Personal Qualities
Although the attributes of an effective interpersonal process group leader treating substance
abuse are not strikingly different from traits needed to work successfully with other client
populations, some of the variations in approach make a big difference. Clients, for example, will
respond to a warm, empathic, and life-affirming manner. Flores (1997) states that “many
therapists do not fully appreciate the impact of their personalities or values on addicts or
alcoholics who are struggling to identify some viable alternative lifestyle that will allow them to
fill up the emptiness or deadness within them” (p. 456). For this reason, it is important for group
leaders to communicate and share the joy of being alive. This life-affirming attitude carries the
unspoken message that a full and vibrant life is possible without alcohol or drugs.
In addition, because many clients with substance abuse histories have grown up in homes that
provided little protection, safety, and support, the leader should be responsive and affirming,
rather than distant or judgmental. The leader should recognize that group members have a high
level of vulnerability and are in need of support, particularly in the early stage of treatment. A
discussion of other essential characteristics for a group leader follows. Above all, it is important
for the leader of any group to understand that he or she is responsible for making a series of
choices as the group progresses. The leader chooses how much leadership to exercise, how to
structure the group, when to intervene, how to effect a successful intervention, how to manage
the group's collective anxiety, and the means of resolving numerous other issues. It is essential
for any group leader to be aware of the choices made and to remember that all choices
concerning the group's structure and her leadership will have consequences (Pollack and Slan
1995).
Excellent listening skills are the keystone of any effective therapy.

Constancy
An environment with small, infrequent changes is helpful to clients living in the emotionally
turbulent world of recovery. Group facilitators can emphasize the reality of constancy and
security through a variety of specific behaviors. For example, group leaders always should sit in
the same place in the group. Leaders also need to respond consistently to particular behaviors.
They should maintain clear and consistent boundaries, such as specific start and end times,
standards for comportment, and ground rules for speaking. Even dress matters. The setting and
type of group will help determine appropriate dress, but whatever the group leader chooses to
wear, some predictability is desirable throughout the group experience. The group leader should
not come dressed in a suit and tie one day and in blue jeans the next.

Active listening
Excellent listening skills are the keystone of any effective therapy. Therapeutic interventions
require the clinician to perceive and to understand both verbal and nonverbal cues to meaning
and metaphorical levels of meaning. In addition, leaders need to pay attention to the context from
which meanings come. Does it pertain to the here-and-now of what is occurring in the group or
the then-and-there history of the specific client?

Firm identity
A firm sense of their own identities, together with clear reflection on experiences in group,
enables leaders to understand and manage their own emotional lives. For example, therapists
who are aware of their own capacities and tendencies can recognize their own defenses as they
come into play in the group. They might need to ask questions such as: “Am I cutting off
discussions that could lead to verbal expression of anger because I am uncomfortable with
anger? Have I blamed clients for the group's failure to make progress?”
Group work can be extremely intense emotionally. Leaders who are not in control of their own
emotional reactions can do significant harm—particularly if they are unable to admit a mistake
and apologize for it. The leader also should monitor the process and avoid being seduced by
content issues that arouse anger and could result in a loss of the required professional stance or
distance. A group leader also should be emotionally healthy and keenly aware of personal
emotional problems, lest they become confused with the urgent issues faced by the group as a
whole. The leader should be aware of the boundary between personal and group issues (Pollack
and Slan 1995).

Confidence
Effective group leaders operate between the certain and the uncertain. In that zone, they cannot
rely on formulas or supply easy answers to clients' complex problems. Instead, leaders have to
model the consistency that comes from self-knowledge and clarity of intent, while remaining
attentive to each client's experience and the unpredictable unfolding of each session's work. This
secure grounding enables the leader to model stability for the group.

Spontaneity
Good leaders are creative and flexible. For instance, they know when and how to admit a
mistake, instead of trying to preserve an image of perfection. When a leader admits error
appropriately, group members learn that no one has to be perfect, that they—and others—can
make and admit mistakes, yet retain positive relationships with others.

Integrity
Largely due to the nature of the material group members are sharing in process groups, it is all
but inevitable that ethical issues will arise. Leaders should be familiar with their institution's
policies and with pertinent laws and regulations. Leaders also need to be anchored by clear
internalized standards of conduct and able to maintain the ethical parameters of their profession.
Good leaders are creative and flexible.
Trust
Group leaders should be able to trust others. Without this capacity, it is difficult to accomplish a
key aim of the group: restoration of group members' faith and trust in themselves and their
fellow human beings (Flores 1997).

Humor
The therapist needs to be able to use humor appropriately, which means that it is used only in
support of therapeutic goals and never is used to disguise hostility or wound anyone.

Empathy
Empathy, one of the cornerstones of successful group treatment for substance abuse, is the ability
to identify someone else's feelings while remaining aware that the feelings of others are distinct
from one's own. Through these “transient identifications” we make with others, we feel less
alone. “Identification is the antidote to loneliness, to the feeling of estrangement that seems
inherent in the human condition” (Ormont 1992, p. 147).
For the counselor, the ability to project empathy is an essential skill. Without it, little can be
accomplished. Empathic listening requires close attention to everything a client says and the
formation of hypotheses about the underlying meaning of statements (Miller and Rollnick 1991).
An empathic substance abuse counselor
•
Communicates respect for and acceptance of clients and their feelings
•
Encourages a nonjudgmental, collaborative relationship
•
Is supportive and knowledgeable
•
Sincerely compliments rather than denigrates or diminishes another person
•
Tells less and listens more
•
Gently persuades, while understanding that the decision to change is the client's
•
Provides support throughout the recovery process (Center for Substance Abuse Treatment
[CSAT] 1999b, p. 41)
One of the great benefits of group therapy is that as clients interact, they learn from one another.
For interpersonal interaction to be beneficial, it should be guided, for the most part, by empathy.
The group leader should be able to model empathic interaction for group members, especially
since people with substance use disorders often cannot identify and communicate their feelings,
let alone appreciate the emotive world of others. The group leader teaches group members to
understand one another's subjective world, enabling clients to develop empathy for each other
(Shapiro 1991). The therapist promotes growth in this area simply by asking group members to
say what they think someone else is feeling and by pointing out cues that indicate what another
person may be feeling.
Ethical And Legal Considerations Ethical Issues  Ethical codes
are not set in stone. They serve as principles upon which to
guide practice.  There are."— Presentation transcript:

1 Ethical And Legal Considerations Ethical Issues  Ethical codes are not set in stone. They
serve as principles upon which to guide practice.  There are two dimensions to ethical
decision making: Principle ethics: Overt ethical obligations that must be addressed. Virtue
ethics: Above and beyond the obligatory ethics and are idealistic. “Copyright © Allyn & Bacon
2004”

2 Ethical And Legal Considerations Ethical Issues  Ethical codes and standards of practice for
counselors have been formulated by the American Counseling Association (ACA) and the
American Psychological Association (APA).  Ethical codes are guidelines for what counselors
can and cannot do.  Each counseling situation is unique and sometimes the counselor must
interpret the code. “Copyright © Allyn & Bacon 2004”

3 Ethical And Legal Considerations Ethical Issues That Influence Clinical Practice  Client
Welfare: Client needs come before counselor needs and the counselor needs to act in the
client’s best interest.  Informed Consent: Counselors need to inform clients as to the nature of
counseling and answer questions so that the client can make an informed decision. 
Confidentiality: Clients must be able to feel safe within the therapeutic relationship for
counseling to be most effective. What the client says stays in the session unless the client is
threatening harm to self or others. “Copyright © Allyn & Bacon 2004”

4 Ethical And Legal Considerations Ethical Issues That Influence Clinical Practice  Dual
Relationships: When a counselor has more than one relationship with a client (e.g. The
counselor is a friend and the counselor.)  Sexual Relationships: Professional organizations
strongly prohibit sexual relationships with clients and in some states it is a criminal offense.
“Copyright © Allyn & Bacon 2004”

5 Ethical And Legal Considerations When To Break Confidentiality  Tarasoff vs. Board of
Regents of the University of California: A landmark case with the end result being that
counselors have a “duty to warn” if a client threatens another person’s life or with significant
bodily harm.  When a child under the age of 16 is being sexually abused.  If the counselor
determines the client needs hospitalization.  If the information is involved in a court action.
“Copyright © Allyn & Bacon 2004”

6 Ethical And Legal Considerations Privileged Communication  It is legal protection of the

client which prevents a counselor from disclosing what was said within the counseling
session(s).  This right belongs to the client and not the counselor.  Laws concerning
privileged communication vary from state to state. “Copyright © Allyn & Bacon 2004”

7 Ethical And Legal Considerations Privileged Communication Doesn’t Apply  When a

counselor is performing a court ordered evaluation.  When the client is suicidal.  When the
client sues the counselor.  When the client uses a mental disorder as a legal defense.  When
an underage child is being abused.  When a client discloses an intent to commit a crime or is
dangerous to others.  When a client needs hospitalization. “Copyright © Allyn & Bacon 2004”

8 Ethical And Legal Considerations Legal Issues and Managed Care  Counselors have the duty
to appeal adverse decisions regarding their client(s).  Counselors have a duty to disclose to
clients regarding the limitations of managed care and the limits of confidentiality under
managed care.  Counselors have a duty to continue treatment and are not supposed to
“abandon” a client just because the client does not have the financial means to pay for services.
“Copyright © Allyn & Bacon 2004”

9 Ethical And Legal Considerations Malpractice  When a counselor fails to provide reasonable
care or skill that is generally provided by other professionals and it results in injury to the client.
 Four conditions must exist: –The counselor has a duty to the client. –The duty of care was not
met. –The client was injured in the process. –There was a close causal relationship between the
counselor’s failure to provide reasonable care and the client’s injury. “Copyright © Allyn & Bacon
2004”

10 Ethical And Legal Considerations Suggestions on Avoiding Malpractice Precounseling: Make

sure to cover all information regarding:  The financial costs of counseling.  Any special
arrangements.  The competencies of the counselor.  Avoid dual relationships.  Clearly
indicate if a treatment is experimental.  Identify limits to confidentiality.  Help the client
make an informed choice. “Copyright © Allyn & Bacon 2004”

11 Ethical And Legal Considerations Suggestions on Avoiding Malpractice (continued) Ongoing

Counseling:  Maintain confidentiality.  Seek consultations when necessary.  Maintain good
client records.  Take proper action when a client poses a clear and imminent danger to
themselves or others.  Comply with the laws regarding child abuse and neglect. “Copyright ©
Allyn & Bacon 2004”

12 Ethical And Legal Considerations Suggestions on Avoiding Malpractice (continued)

Termination of Counseling:  Be sensitive to the client’s feelings regarding termination. 
Initiate termination when the client is not benefiting from services.  Address the client's post-
terminations concerns.  Evaluate the efficacy of the counseling services. “Copyright © Allyn &
Bacon 2004”

13 Ethical And Legal Considerations An Ethical-Legal Decision Making Model  Determine if an

ethical-legal issue needs to be addressed.  Address contextual issues such as culture and
personal bias.  Formulate an ethical-legal course of action.  Implement an action plan.
“Copyright © Allyn & Bacon 2004”

14 Ethical And Legal Considerations Counselor Competence  Counselors need to accurately

represent their credentials and qualifications.  Counselors need to continue their education. 
Counselors need to only provide services for which they are qualified.  Counselors need to
keep up on current information of the field and especially in specialty areas.  Counselors need
to seek counseling when they have personal issues. “Copyright © Allyn & Bacon 2004”
Ethical and legal considerations play a crucial role in the context of group
work, whether it's in an educational, professional, or therapeutic setting.
Ensuring that group work adheres to ethical and legal standards is essential
for protecting the rights and well-being of all participants. Here are some key
considerations:

1. Informed Consent:

 Ethical Principle: Participants in group work should provide informed

consent before participating. They should be aware of the purpose,
goals, and potential risks of the group.
 Legal Requirement: In some cases, especially in clinical or research
settings, obtaining written informed consent may be legally mandated.

2. Confidentiality:

 Ethical Principle: Group members should be assured that what is

discussed in the group remains confidential, unless there are concerns
about harm to oneself or others.
 Legal Requirement: Laws regarding confidentiality may vary depending
on the context, but there are often legal obligations to protect sensitive
information, especially in healthcare and mental health settings.

3. Respect for Autonomy:

 Ethical Principle: Participants should have the autonomy to make

decisions about their involvement in the group, and their preferences
and choices should be respected.
 Legal Requirement: The principle of respect for autonomy is often
enshrined in various laws and regulations, such as healthcare decision-
making laws.

4. Equality and Non-Discrimination:

 Ethical Principle: Group work should be conducted in a way that

promotes equality, inclusivity, and diversity, and it should not
discriminate against any participant based on characteristics like race,
gender, religion, or disability.
 Legal Requirement: Anti-discrimination laws exist in many jurisdictions
to protect individuals from discrimination and promote equal treatment.

5. Competence and Training:

  Ethical Principle: Group facilitators should have the necessary
competence, training, and qualifications to conduct group work
effectively and ethically.
 Legal Requirement: In some professions, there are legal requirements
for specific qualifications and licensing to practice group work.

6. Boundary Management:

 Ethical Principle: Maintaining clear and appropriate boundaries between

facilitators and participants is essential to avoid conflicts of interest and
exploitation.
 Legal Requirement: Boundary violations can lead to legal consequences,
especially in therapeutic or clinical settings.

7. Duty to Report:

 Ethical Principle: If a group facilitator becomes aware of any potential

harm or illegal activity within the group, there is an ethical duty to
report it to the appropriate authorities.
 Legal Requirement: In some cases, there may be a legal obligation to
report certain types of misconduct or harm.

8. Evaluation and Feedback:

 Ethical Principle: Participants should be provided with opportunities to

provide feedback and evaluate their group experience, and this
feedback should be used to improve the quality of group work.
 Legal Requirement: While not always legally mandated, soliciting
feedback and making improvements is generally considered a best
practice.

It's important to note that the specific ethical and legal considerations can
vary depending on the context of the group work (e.g., therapy, education,
research) and the jurisdiction in which it takes place. Those involved in group
work should be well-informed about the relevant ethical guidelines and legal
requirements that apply to their specific situation to ensure the protection and
well-being of all participants. Consulting with legal and ethical experts or
professional associations can also provide guidance in navigating these
complex issues.