Handbook of Child and Adolescent Group Therapy a Practitioner's

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Handbook of Child and Adolescent Group Therapy A Practitioner’s Reference Craig Haen, Seth Aronson

Identifying, Screening, and Selecting Group Members

Publication details https://www.routledgehandbooks.com/doi/10.4324/9781315666860.ch3 Andrea Grunblatt Published online on: 06 Oct 2016

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The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The publisher shall not be liable for an loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material. Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 tion, fromoneanother (Rose&Edleson, may and members notlearn 1987).Varied opinions exist forchildrenbut andadolescentstoomuch ingroups homogeneity canleadtodullplay orinterac- inseveralgroups ways. With adultgroups, theleadermay strive forhomogeneity (Northen, 1988), to maximizetherapeuticgains. screening achild’s processisrequired todetermine oradolescent’s foragroup, appropriateness and interactwithpeers,members Clearly amore thorough onlyhow they interactwithanadulttherapist. therapy,view forgroup itisnotenough.Alone, individual sessionscannotaccountforhow potential with hisindividual therapist.While anindividual sessioncanbeusedasaclinicalscreening inter- therapysetting? ThedecisiontoaddGuygroup was basedsolelyonhisone-on-oneinteractions therapeutic relationship. andprematurely endedour undermined but forgroup my miscalculationabouthisappropriateness individual treatment aswell. Thus, membership, forgroup referral Guywas notonlyaninappropriate to controlhimself, andsubsequentlywas asked toleave thegroup. Eventually, hedroppedoutof intervention, session, thesecondgroup during Guy’s provocations continued. Hewas clearlyunable protests, hewas unabletocontrolhimself, even withstrongintervention fromme. session, thefirst During screened. hebegantoviciously verballyDespitethegirls’ attacktwo girls. without having insocialsituations.Guyjoinedthegroup beenproperly and oftenfeltmisunderstood patient, Guy, whomItreated individually, seemedlike anidealcandidate. Hehadissueswithpeers two young peopleterminated, toaddmoreOne15-year-old members. itbecameclinicallynecessary ofpayingme theimportance attentiontothesedetails. Years and, agoIrananadolescentgroup after alsohavehastaught groups ones.Experience differentProcess-oriented needsthancontent-oriented fromtime-limitedortopic-specificgroups. differs forongoinggroups members and selectinggroup decisionsregarding membership. therapistisresponsible group formakinginformed The group 2010), between openaggression ortoward members theleader, andpossibledissolutionofthegroup. tive consequences,Counselman, by includingpremature theindividual termination member (Gans& isessential.Amismatchbetween membership canleadtonega- anindividualof group andagroup symptoms.Toa widerangeofpsychological provide maximaltherapeuticgains, careful consideration Grouptherapy isknown asaneffective therapeuticintervention forindividuals whoare experiencing Screening differfrom thoseforadult requirements membership forchildandadolescentgroup Whatcouldhave beendonedifferently? Isthere away to predict thiskindofbehavior inagroup Before thesecondsession, we metindividually todiscusshisbehaviorDespite this ingroup. require Different typesofgroups different considerations.For example, identifying, screening, IETFIG SREIG AND SCREENING, IDENTIFYING, SELECTING GROUP MEMBERS Andrea Grunblatt Grunblatt Andrea Introduction Introduction 3 20 1

Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 thought tobeablerelate more constructively tootherpeopleandidentify withthem. ened throughthegroup, andasthechildgrows more secure andgainsself-confidence, thechildwas perspective, thesemaladjustmentswere largelyduetocharacterstructure. Asachild’s egoisstrength- contrast, adjustment.Intheir offaulty socialhungerasaform Slavson andSchiffer(1975)described reality more testingandprovide forchildrenadaptiveskills.By tolearn anopportunity interpersonal couldfosterinsight.Thus,feelings ingroups was group believed for toaugmenttheopportunity possible intheone-to-onetherapeuticrelationship. Hearguedthatmutual stimulation ofideasand and frameditasachild’s oradolescent’s basicpotentialsocialcapacity. desire forrecognition andapproval by Slavson others. andSchiffer (1975)expandedonthisconcept, term term memberisthatheorsheneedstobe attracted tosocialinteractions.Ginott(1961)coinedthe group fora dynamics.Oneconsensusamongthemwassignificant insightintogroup thatthebasiccriterion inclusive (Malekoff, approachtoselectingmembers Despite thisshift, 2014). offered earlytheorists (Dwivedi,sion/exclusion were rigid 1993), theseideashave shiftedandnow amore fluidand support hasevolved Groupcompositiontheory over forinclu- theparameters theyears. Whilehistorically known asthe that, inchildren’s groups, there shouldbeatleasttwo ofthesamediagnosticcategory, members also haveare toaddress. someoftheissuesthattheorists tried Yalom andLeszcz(2005)recommended der, diversity, ofagedifference, degree diagnosticcategories andtheinclusionorexclusionofvarious regarding how much homogeneity orheterogeneity shouldbecreated inagroup. Questionsofgen- them (Schore, 1994). beneficial changesinallofthe members, whichwere by supported emotional attunementamong her powerassert andinsteadreined herin. Together dynamicsallowed thegroup forpsychologically tobeacommandingleader, tried cessing issues.Oneofthegirls wouldn’t but thegroup allow herto shy incomingoutofhershell. Theanxiousmemberdrew girl inthememberwithcognitive pro- member andtheshy memberbonded, Theexpansive asdidtheothergirls. the membersupported ity forsocialization.Thegirls’ adaptive complementary stylesbalancedeachother. Theexpansive toconnectwitheach otherinareciprocal waythe opportunity thatwould increase eachgirl’s capac- between inorder togive them.Ichosethesedifferentforthegroup only similarity members them psychotic. exceptonehadadmitted tobeingbullied inthepast, Every girl but thatseemedtobethe had Asperger’s syndromeandanexpansive personality, andanothermemberwas shy andpossibly anxious, whileanotherhaddevelopmental issuesandimpaired cognitive processing.Athird member (ages10–15years) whoinitiallydidn’tgirls seemtocomplementoneother. Onemember was very weremembers basedonsimilar developmental placedinthegroup consistedofsix stages.Onegroup vitality (Redl&Wineman, 1957). provides abalanceofenoughhomogeneity toensure stabilityandenoughheterogeneity tomaintain children Thewell helpers. functioninggroup, according toRedl’s referred tothisprocessasthe improved mentalhealththroughtheclosenessoftheirrelationship. Slavson andSchiffer(1975) elicithealthy andthushelponeanothertogrowbers toward egofunctioninginothermembers Groupsthatare composedwell have chancesoffunctioningsmoothly. greater Inthesegroups, mem- Ginott(1961)emphasizedthetherapeuticsignificanceofreciprocity, which, hebelieved, was not Thefollowing inwhichthesupportive isanexampleofaheterogeneous group egoworked. The social hunger Noah’s ArkPrinciple . to describe achildwho, todescribe ininfancy, hadenoughofhisorherneedsmettocreate a Identifying and Selecting Group andSelecting MembersIdentifying supportive ego supportive Wl-ucinn Groups Well-Functioning Gop Composition Group , aconceptechoedinShechtman’s (2007)notionof 21 law ofoptimum distance , isonethat Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 enables thetherapisttoanticipate problemareas andconceptualize potentialcorrective responses. Therefore, members. with thetherapistandothergroup ofthesedynamics agoodunderstanding show someofthesamebehavior thatthey engageinwiththeirparents andsiblingswheninteracting more importantly, which kindofgroup. Grouptherapistscanassumethatthechildoradolescentwill intervention, for group, notjustwhether ayoung aswell isappropriate person ashelpdetermine but areas for theserelational Understanding issuescaninform fromothers. expect rejection orridicule Many have ofabuse (physical, ahistory sexual, oremotional)neglect, andhave therefore cometo for treatment becauseofproblems inrelationships(parents, withothers teachers, peers, siblings). relationships, aswell assuccessfulrelationships withadults.Mostchildren andadolescentsare referred receiving or present feedbackfrompeers asoverly eagertojoinwithnoexpressed concerns. canbevery informative.the group Heorshemay feeloverwhelmed by anxietyattheprospectof eties aboutthephysical space. theway Observing about theyoung responds person toinformation children, ofeffectingbehavioral thebeginning change. children couldhave handleditdifferently helpedeachboy tothinkabouthow healsoincitesother the otherboys how becameacentraltopic. eachofthe Processingthesedynamicsandexploring andendofeachgroup, discussionatthebeginning During anger. theimpactofAlan’s delays upon using hispower tomake theotherchildren wait, yet how hedidnotunderstand doingsoincited other children andprovoke upagainsthim.Thismember, themintoganging Alan, couldnotresist forthechildwithAsperger’san opportunity syndrometodemonstratehow hetendedtoinstigate been adjustinghisplay toaccommodatetheothermembers, tocomeoutofhisshell.Italsooffered blankets. Thischangeprovided foroneofthequieterchildren, anopportunity whohadpreviously joined,members thegroup’s play toshiftbasketball started andbuilding castlesoutofboxes and hadplayedgroup inthesandbox menwhorepeatedly witharmy killedeachother. Whenthenew a boys’ ofaggressive group totheintroductionofnew 8-to10-year-olds. members, Prior the both ahigh-functioningboy withAsperger’s syndromeandawell-behaved but hyperactive boy into member whosepresence may forpositive promoteopportunities change. Inoneinstance, Iadded can bebroken isimportant, foradolescents(seeHurster, particularly Chapter 7 Discussion ofconfidentialityandthecircumstancesit islike underwhichit tobeina therapy group). hasbeen inexistence,procedural (lengthoftimethegroup norms, group anexplanationaboutwhat meetings, (time andlocationofgroup logistical number ofexistingmembers, and feearrangement) givenisusually therapy aboutthegroup themtothegroup process.Information should alsoorient fromprospective andtheirfamilies, members information group theclinician addition togathering person, andallows parent–child forobservationsverbal ofimportant andnonverbal interactions.In disadvantages ofeachwillbeoutlined. with thefamily. Inthissection, ofscreening willbepresented, forms various andtheadvantages and historical, througheitherstructured, andrelational information semi-structured, oropendialogue thistime,During clinical, decision. therapistgathers tion neededtomake thegroup aninformed is adecisionforallparties, andthetimeshouldbeaimedateveryone involved gettingtheinforma- caretakers member. andthepotentialgroup Therapistsshouldbe mindfulthattheselectionprocess Atminimum, screening therapistsengageinapre-group withtheparents interview or mostgroup Thescreening shouldalsobeusedtoexplore interview thechild’s potentialtohave successfulpeer Itcanbehelpfulforaprospective roominorder torelieve membertoseethegroup possibleanxi- Homogeneous groups canbemademore Homogeneous heterogeneous groups by introducingacarefully selectednew The pre-group screening is intended to promote comfort and familiarity forbothparent andyoung andfamiliarity screening Thepre-group isintendedtopromotecomfort Identifying, Selecting, andScreening for Groups Screening Interview Interview Screening Andrea Grunblatt 22 , thisvolume). Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 peers, sincethescreening isconducted by interview anadulttherapist. redirection, onhow itprovides thechildoradolescentwillinteractwith onlylimitedinformation child oradolescentseparatesfromtheparents, interactswithotheradults, and andmanagesstructure therapist–childplay sessioncanprovidethough thebrief abouthow valuable well information the parents, andallows withthetherapistandplayroom. thechildtobecomemore familiar Even or herparents (both verbal andnonverbal), adialogue fosters between thetherapistandchild’s observation ofthechild’sThis processallows therapistanin-person thegroup interactionwithhis screeningstructured withyoung interview children andparents thatincludesa15-minplay session. canbeobserved. Reddy(2012)recommendedthrough whichrelational aflexible, patterns semi- the young person, thattherapistisoneadditionalsource forvaluable information. to latencypeerculture (Garland&West, 1984).Ifthere isaclinicianproviding individual therapy to individuation tasks; (2)resolution ofpreschool, relationships; family interpersonal and(3)adaptation group: theappropriate els provide (1)completionofearlyseparation- ahelpfulguidefordetermining obvious inascreening interview, careful assessmentregarding thefollowing three developmental lev- age.chronological Whilediscrepancy between developmental agemay stageandchronological be the group. treatment goalsare aligned; thepotentialmemberofgoals, and(3)informing processes, of andrules behavior; ifthepotentialmember’s (2)exploring motivation forseekingtreatment andthegroup’s are:Checklist. Thegoalsofthisinterview member’s thepotentialgroup (1)observing interpersonal 1996). Smead(1995)developed protocolknown interview asemi-structured astheTAP-In Selection reaction tofrustration, adjustmenttoschoolandpeers, useofleisure time(Kymissis, andcharacteristic which theyoung was person referred, andassessmentofhisorherlevel ofmaturity, typicalmodesof cent’s developmental history, ofthecomplaintsandsymptomsfor includingadetaileddescription and theGroupSelectionQuestionnaire (GSQ; Burlingame,Cox,Davies, Layne, &Gleave, 2011; member’s(2007) foundthatapotentialgroup attachment styleisagoodpredictor oftreatment success. defensive describe behavior,tive factors interpersonal avoidance, rebellion, andconflict. Shechtman asopenness, canbesummarized tive factors extroversion, interpersonal andagreeableness, whilenega- helpstoadequatelycapture thetherapeuticrelationship inagroup.negative factors Posi- interpersonal measures have beenmixed. spectrum, hopelessness, andsocialresponsiveness. Theresults assessment oftheusepsychological ior andoutcome(Baker, 2010).Otherassessmentscover such problemsasanxiety, depression, autism may beusedeffectively andsuggestthatthisinformation therapyteristics inpredicting group behav- onadolescents’2004). Bothoftheseassessmentsprovide information individualcharac- personality ity AssessmentInventory (PAI; Morey,NEO Five-FactorCosta, Inventory 1999)andthe (McCrae& members’ therapy. successandpotentialgrowth throughgroup Thisresearch includesthePersonal- areas thatare tobeaddressed intervention. by group may Theseinstruments bemore globalinnaturesymptom patterns. ortargetedatspecificproblem screening features forpotentialmembers, aboutpersonality and more thoroughinformation offering provide assessment instruments Psychological anotherlevel ofdatagathering. of lize multiple forms Inorder tomake treatment, decisionsaboutthefitofayoung forgroup person therapistsoftenuti- Some group therapistsmay Somegroup opttoengagetheprospective memberinamore active process toconsiderthedevelopmental Itisimportant members, stageofpotentialgroup despitetheir shouldbebasedonacompletereview members Theselectionofgroup ofthechild’s oradoles- More recent scalessuchastheGroup Therapy Questionnaire (GTQ; MacNair-Semands, 2002), Johnson, Burlingame, Olsen,Davies, andGleave positive (2005)suggestedthatdetermining and inpredictingResearchers have are potential group mostimportant toexplore which factors tried Identifying and Selecting Group andSelecting MembersIdentifying Screening Instruments Instruments Screening 23 Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 psychological tests. psychological considerations, orinsufficientknowledge of andtrainingwiththeadministrationinterpretation Tackett, 2000).Thismay ofreasons beduetoavariety includinglackoftimeorresources, financial (Riva, ahighly utilizedmethodforscreening members cal testingisnotcurrently new group Lippert, & treatmentHowever, goalsformembers. selectionandforformulating ing toolforgroup psychologi- membership.candidates forgroup forusewithchildren andadolescents,been normed they show promiseinpredicting great successful therapy Thoughthesemeasuresclients willbenefitmostfromthegroup experience. have notyet social phobia/inhibition, low egostrength, toindicatewhich andexpectanciesforsuccessingroup Krogel, Beecher, Presnell, Burlingame, &Simonsen, 2009)targetareas ofdependency, hostility, angry group. achildas They described oftheroleamembermay a potentially play compositioninterms whenentering ing aboutgroup Slavson thatprovide andSchiffer (1975)offered asetofinteractionalpatterns helpfulways ofthink- should bereferredforothertreatment modalities. the leadermay have tothinkcarefully aboutbefore placinginagroup; andthosewho, inmostcases, some clinicalillustrationsofthekindsyoung peoplewhomightbenefitfromgroup; thosewho offered environment. bypeutic opportunities agroup and Thissectionwillprovide descriptions bers, therapists shouldcarefully considerwhichindividuals are mostlikely tobenefitfromthethera- mem- influencesongroup ofinterpersonal dynamicsandtheimportance group Whenconsidering method. oftherapists(about10%)takeonly asmallproportion advantageobservation asascreening ofgroup and thebenefitthey derived from, psychotherapyHowever, groups. Riva etal.(2000)concludedthat were inobservational groups of participation positively withtheseindividuals’ correlated behavior in, members’example,Connelly andPiper(1989)foundthatratingsofgroup on-taskbehavior anddegree emerge. anxiety iskept atamoderatelevel but accorded sufficientleeway behaviors thattypicalinterpersonal offour orfiveThis processentailsorganizingagroup whoare members given that enoughstructure setting(seeHariton, inasmallgroup observation ofpotentialmembers Chapter 32 , thisvolume). isthroughdirect Themosteffective might engagewithpeers. thisinformation meansofascertaining member, noneofthesemethodsserves todirectly demonstratehow aprospective member group assessment measurespsychological may provide aboutapotentialgroup awealth ofinformation Ashasbeennoted, whilescreening interviews, play semi-structured sessions, andtheuseofformal can potentiallydestroy thegroup. according totheseauthors, negative threaten instigators itseffectiveness and, unlessmanagedcarefully, mony, hyperactivity, rancor, andhostility. Byworking ofthegroup, againstthe therapeuticpurposes interactions inthegroup. inherent strengthsor, ofothermembers more importantly, theircatalyzingbeneficialinterpersonal cally and/orsociallybeneficial.Thiscouldhappenbyof theirmobilizingandreinforcing virtue the Overall, behavior tobeahelpfulscreen- appears testingthatfocusesoninterpersonal psychological Research shows behavior thatgroup proves extremely usefulinmakingselectiondecisions.For Negative instigators Typology Potential of Group Members Suitable Group Candidates positive instigator Group Observation Observation Group Andrea Grunblatt , onthe otherhand, are children whopromote dishar- 24 if his or her effect upon the group ispsychologi- ifhisorhereffectuponthegroup Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 therapist and the other group members. members. therapist andtheothergroup these individuals, therapy group allows the phobiatobeaddressed inthe here andnow, by boththe inthe here etal., theirfears andnowsituations andface (seeFriedberg Chapter 27 , thisvolume). For clients isthatthey avoid situationsthatmay create anxiety; yet they needtobeexposed tothesevery ety by withdrawing fromactivities challengeforthese thatseem dangeroustothem.Thegreatest in specificdisplacedfears, suchasfearofdirt, darkness, orloudnoises.Usuallythey handle theiranxi- issuescan’ttheir interpersonal beaddressed completelyinindividual therapy. and tobargaincompromise. Grouptherapy isespeciallyhelpfulfortheseyoung peoplebecause adult. Therefore, tobothcompeteandcooperate, they benefit fromlearning tofightandsettlefights, to share objects, needsincludeopportunities while theirgreatest activities, andtheattentionofan challengeisoftenaninabilitytoempathize, Theirprimary tion fortheneedsandfeelingsofothers. outside theirfamily. They crave withpeers, socialexperience but frequently lackadequateapprecia- therapy.from group Theseyouth tendtobesheltered andare oftenunprepared fortherealities oflife communication. safe interpersonal socialisolationandhavetend toexperience afundamentalneedtogainaccessuninhibitedand tion oraggression, have orplaymates, few friends andavoid socialinteraction.Withdrawn children inarticulate, constricted, ormeek.Oftentheseyoung peopleare unabletoexpress feelingsofaffec- especially thosewhopresent asover-inhibited, submissive, fearful, shy, isolated, uncommunicative, since hewanted tobeseenasmore mature thanhissiblings. wasgroup basedonverbal interactionalonewithnoplay, which was inAndrew’s important case tended toactoutmoderately, andhaddifficulty expressing feelingsinwords ratherthanactions.This his feelings.Like Andrew, were ofthegroup withtheirhomeenvironments, themembers struggling thathewas notalonewith becausehewasofadults andneededtoexperience needed agroup leery andaccepted,a placetobeunderstood toexpress feelingsratherthanactonthem.He andlearned candidate. Hewas abletodowell becausehehadhighcognitive ingroup abilities, was lookingfor they canbecomemore active, andneutralizers. timestherolesofbothinstigators assumingatvarious Astreatmentto theinfluencesofstrongerpersonalities. progresses, however, and memberwithafloatingorweakgroup identityasa alternative avenues Finally, forexpressing anxietyandfrustration. identifiedatypeof theseauthors ing destructive anduncontrolledhilarity. aggression Inaddition, theircalmandresourcefulness models asawholebyhealthy serving benefitsthegroup identificationmodel,members aswell asby abort- of negative instigationsandblockdestructive processesas Clients with phobic reactions can also be appropriate for group therapy. forgroup Clientswithphobicreactions can alsobeappropriate Theiranxietyisexpressed Children oradolescentswhoare developmentally younger thantheiractualagecanalsobenefit Withdrawn children oradolescentslike Andrew therapy, are oftengoodcandidatesforgroup Andrew isanexampleofisolated, inarticulate, acting-outadolescentwhomadeagoodgroup whocansuccessfullycounteracttheeffects Slavsonmembers andSchiffer(1975)referredtogroup acceptance, andhavingsomethingtoofferpeers. andestablish toschool goalsforhimself.to return Grouptherapy gave Andrewthefeelingsofbelonging, voice hisdiscontentandanger; hisactingoutbehavior, afterinitially increasing, decreased. Hewas able He didwellacademically inclass. but refusedtoparticipate Through grouptherapy, to Andrewlearned also symbioticwithhismother. Hewas interestedinsmokingmarijuana, hismotherresented. which andwas sociallyfew friends avoidant. grouptherapy, Beforestarting Andrewwas quiteoppositionalyet In thescreeninginterview, Andrewpresented assomewhatshy andkepthisfeelingstohimself. Hehad she andAndrew’s stepfather, whomheviewedasasubstitutedad, together. younger hadamuch child different men. Andrew’s daddiedofadrugoverdose several years prior. Hismotherwas remarried, and Andrew, a12-year-old boy, inhisfamily. was theoldestchild withthree Hismotherhadthreechildren Identifying and Selecting Group andSelecting MembersIdentifying 25 neuter . Theseyoung peopletendtoeasilysuccumb neutralizers . Thecalmingpresence ofthese neuters are strengthened, Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 allows them to voice their concerns and receive support while sharing their experiences with peers. allows withpeers. themtovoiceandreceive theirexperiences theirconcerns whilesharing support thatpromoteresilience,ening factors emotionregulation, andadjustment.Thesafetyofthegroup well canhelpthemcopeby associalandacademicdifficulties.Grouptherapy strength- experiences by fordeveloping Theyisolated andmisunderstood peers. are athigherrisk anxietyanddepression, as people are conflictsthatleave oftencopingwiththestress ofbigchangesandfamily themfeeling supportive environment therapy (Pedro-Carroll &Velderman, thatgroup offers 2016).Theseyoung accepting of others. accepting ofothers. tointeractandrelatepeople may toeachothermore learn fully, whilebecomingmore empathic and about theautismdiagnosisandtheiruniqueneedsinasafeenvironment. With guidance, theseyoung withtypicallydevelopingTheir inclusioningroups children provides foreducation anopportunity included by peers, rejectionoftheirdiagnosisandneeds. they duetolackofunderstanding oftenface relationships lessisolation. andtherefore experience promotethedevelopmentexperiences tomaintain ofthecommunication andsocialskillsnecessary withtypicallydevelopingin groups canaddress peers thesechallenges(Wolfberg, 2016).Group tive play aswell ascommunicating andcoordinatingIncludingchildren withpeers. onthespectrum strate deficitsinspontaneousandsocialplay They withothers. have inimagina- difficultyengaging child and, eventually, demon- severalChildren ontheautismspectrum otherchildren inthegroup. room onseveral occasions. ofhis Nate peeinginthecorner Nate’shome working thatshecaught manymotherreported hours. ing alcoholicwhowas overwhelmedNate andhisyounger siblings, by was andhisfather outofthe Nate loved toplay andrarely expressed withtrucks himselfverbally.Nate’s motherwas a recover- Nate, is8-year-old therapy from thegroup experience whohadadiagnosisofAsperger’s syndrome. whobenefitedgreatly become betterinteractive Anexampleofachildonthespectrum partners. 31 eral destructiveness, yet they therapy oftencanbehelped by group (seeMitchell etal., should beundertaken with caution. resolve, presenting problems. Introductionofyoung peoplewiththesekindsofbehaviors intogroup tothisnegative canintroduceothermembers copingstrategy,injuring whichcanescalate, ratherthan are easilyinfluencedby thosearoundthem, member whoisorwas theintroductionofagroup self- to considerthatyoung peopleoftenimitateeachother’s behaviors. Sincechildren andadolescents withdifferent membership. members presentinggroup issues, Whenblendinggroup itisimportant the othermembers. and canbeundulyhostile. Itcanalsobedifficultforthesechildren therapistwith toshare thegroup issuesare notidealforgroup.ling rivalry assubstitutesiblings They members oftentreat othergroup intothesecategories. candidates fall which therapy. indetermining for group isimportant Careful members screening ofpotentialgroup hashelpedmeidentifyafew differentgroups typesofyoung peoplewhomay notbeappropriate withestablishingandrunning oftreatment iscontraindicated.Myexperience for whomthisform therapy Whilegroup canbeimmenselybeneficialformany children andadolescents, there are some , thisvolume). Thoughusuallytheirsocialskillsare limited, and fromthegroup they canlearn Finally, oftenwork children ontheautismspectrum well therapy ingroup (seeHull, Children andadolescentswhoare dealingwithparental divorce orseparationcanbenefitfromthe While children and adolescents with autism spectrum disorderstypicallyhave Whilechildren andadolescentswithautismspectrum thedesire tobe hewasNate joinedthegroup withdrawn, When toplay but hecautiouslystarted withoneother Children andadolescentswithconductdisorder alsotendtofight, show cruelty, truancy, andgen- Inaddition, for behaviors may notbeappropriate someadolescentswhoengage inself-injurious ofthescreening/interview processare thecourse found tohave Children whoduring intensesib- GroupQuestionable Candidates Andrea Grunblatt 26 Chapter 33 Chapter 33 Chapter , Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 sexual interests (seeGil&Shaw, Chapter 38 , thisvolume). people may dowell specifically forchildren withover-sexualized inagroup behaviors orpremature However,because oftheirtendencytomake members. thespaceunsafe forothergroup theseyoung highly sexualizedplay, andexcessive setting masturbationare oftennotsuitableforageneralgroup over-sexualized behaviors andpremature dress, sexualinterests andactivities throughinappropriate whodemonstrate Children andadolescentswithsexualabuse histories ofdistress.regulate intheface dren, individual therapy todevelop presents abetteropportunity containmentandtheabilitytoself- intofearstatesorflashbacks are notyeteasily triggered membership. ready forgroup For thesechil- example, children withsevere dysregulation (rocking, crying, uncontrollableshaking)orwhoare membership. candidateforgroup For make achildaninappropriate in whichtraumaexperiences have group evolvedentering over theyears infavor ofinclusion, there are stillsomecircumstances damage. ships; outifthechildispsychotic, thustheclinicianhastorule sociopathic, orhasneurological relation-wants tobeacceptedby andifheorshehasthecapacitytoestablishappropriate others forthem.Theclinicianmust islikely decideifthepotentialmember then group notappropriate isunpredictable isessential.Iftheiraggression interviewing andnotresponsive tointervention, introspection andare quicktochangetopicswhentheirbehavior isdirectly addressed. hatred Therapeuticlimitsare frompeers. oftenineffective sincethey members resist withthesegroup attempting tomanipulatethetherapist, monopolizingtheplay material, stealingtoys, andeliciting members, theytobully Inmygroup engageinactingoutbehaviors suchastrying ers. experience Sociopathic children may enjoy comingtogroup, but they oftenmakemiserablefortheoth- group they andsolicitous, mayWhile externally appearcharming they are internally oftencold anddistant. ent guiltoranxiety. They tendtolackempathy aboutthewelfare andare ofothers. notconcerned tend tobeshallow, selfish, impulsive, withoutappar- andcapableofcommitting extreme cruelties therapist (Slavson &Schiffer, 1975). the tensionthatwould otherwiseexistifthey hadnomeansofescapefromclosercontactwiththe a safeway, andeventually develop self-control.Groupcanbeinsulatingforthem, dilutingmuch of withadultsandcaregivers. Inthesecases,riences needistoexpress theirgreatest in thisaggression children duetoprevious isaninabilitytoestablishormaintainarelationship oftrust negative expe- real orperceived mistreatment by parents, teachers, issueformany ofthese Theprime orneighbors. settings. Ifthebehavior inonesetting, onlyoccurs itmay indicateunconsciousretaliation against this volume). Theseaggressive behaviors may occurathome, atschool, intheneighborhood, oracross While views regarding the appropriateness of children and adolescents with trauma histories Whileviews ofchildren regarding andadolescents withtraumahistories theappropriateness For children andadolescentswithissuesofangeraggression, thoroughscreening and Bycontrast, sociopathicyoung Thesechildren participation. peopleare questionableforgroup the other children andthegroupleaders.the otherchildren their wisheswith aged tohave theirrulesacceptedandimplementedduetodiscussingexploring toregulateherneedforcontrol.learned ForBettyitwas extremely hadman- helpfulthatthe children she initially soughttobethe centerofattention, thatBetty itwas throughthehelpofotherchildren wouldtaketheroleofgroupleaderforonesessioneverytwoorthreemonths. child each Though themselves andsetuptheirownrules. toassert started Bettywas able totolerate thisgroupbecause applied allthewrongmethodstodoso. Shewas placedinachildren’s groupwherethemembershad tantrums attimes. ing toknoweverything, andsuggestingthatnoonecouldtellherwhattodo. Shehadsevere temper toprovoke argumentsbetweenhergrandparents.and tried Shewas oftenverbally provocative, pretend- Bettywas an11-year-old girlwholived withhergrandparents. Shehatedhermomandgrandma, During screening, During herself, Bettypresentedasfeelingoutofcontrolandneedingtoassert yet having Identifying and Selecting Group andSelecting MembersIdentifying 27 Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 MacNair-Semands, R. therapy.R. (2002).Predicting attendanceandexpectationsforgroup Kymissis, P. InP.Developmental formation. (1996). approachtosocializationandgroup D. Kymissis & A. Halperin Ginott, H.(1961). Garland,J., &West,DifferentialJ. assessmentandtreatment oftheschoolagedchild: (1984). Three group Gans,J.,Counselman, E.(2010).Patientpsychotherapy: & selectionforpsychodynamicgroup Practicaland Dwivedi, K. N. (1993). Krogel,J., Beecher, M. E., Presnell,J., Burlingame, G.,C. selection question- &Simonsen, (2009).Thegroup Johnson,J., Burlingame, G., Olsen,J.,Davies, R., &Gleave, R.(2005).Groupclimate, cohesion, alliance, and Connelly,J. L., &Piper, W. E. (1989).Ananalysisofpretraining work behavior in asacompositionvariable and adolescents. therapy iseffective inproviding therapeuticbenefits and addressing theneedsofcountlesschildren to aclinicalinterview. Whenproperattentionandtimeisgiven totheselectionprocess, group parent interviews, play semi-structured sessions, assessmentmeasures, andpsychological inaddition therapists may ofscreening utilizeavariety tools, experience, includingasmallgroup teacherand (both anddevelopmental), chronological diagnosis, Group andthequalityofinteractionswithpeers. not indicated. whoarelead totheinclusionofmembers notsuitableforgroup, therapy orforwhomgroup is sourcesadequatelyfilled.Theresultingto maintainreferral andkeepanxietymay groups current may negatively selection process.For example, affectthegroup therapistsare likely tofeelpressure careful compositionofagroup, canmaximizethiscorrective experience. curative environment therapy thatgroup provides. Properscreening andselectionofmembers, and change hisorherbehavior. Many young peoplecanbenefitfromthecorrective relationships and forpeeracceptance,attain andmaintainstatus.Inreturn achildoradolescentisoftenmotivated to fuels ayoung person’s desire togainacceptancefrompeers; toact, dress, andtalkasthey do; andto exhibit socialhunger, theneedforrecognition, andapproval ofotherpeople. Socialhungeriswhat forgroup. Mosttherapistsbelieve should if theclientisappropriate members thatpotentialgroup clinical judgmentofthetherapist, whowillmostoftenutilizeascreening todetermine interview Inconclusion, isbasedonthe members themostfrequent processofselectionorexclusion group Burlingame, G. Cox,M.,J. C.,Davies, D. R., Layne,C. M., &Gleave, selectionquestion- R.(2011).Thegroup IthankMeghanBrown, PhD, 1. Jennifer Plumley, MS, MT-BC, andhelpwith andmy fortheirsupport family writing thischapter. writing (Eds.), 529–542. approaches. dynamic considerations. Theory, Research, andPractice, 6 (3), 219–228. naire: Aqualitative members. analysisofpotentialgroup 52 (3), 310–321. empathy psychotherapy: ingroup Multilevel equationmodels. structural McGraw-Hill. psychotherapy.group 60–74. naire: memberselection. refinements ingroup Further Important factors for consideration when selecting group members includetheindividual’s members forconsiderationwhenselectinggroup factors Important age Counselman (2010)cautionedclinicianstobeaware feelingsthat ofcountertransference Gansand Group therapy andadolescents withchildren Social WorkSocial withGroups, 7 (4), 57–70. Group psychotherapy withchildren: andpracticeThe theory ofplay therapy Group work with children andadolescents:Group workwithchildren Ahandbook . London:Jessica Kingsley. International Journal ofGroupPsychotherapy, Journal 3 International (2), 173–189. International Journal ofGroupPsychotherapy, Journal 60 International (2), 197–220. Andrea Grunblatt Conclusion References (pp. 21–33).Washington,DC: Press. Psychiatric American Note Note 28 Group Dynamics:Theory, Research, andPractice, 15 (1), International Journal ofGroup Psychotherapy Journal International Journal ofCounselingPsychology,Journal . New York, NY: Group Dynamics: , 59 (4), Downloaded By: 10.3.98.104 At: 20:30 05 Oct 2021; For: 9781315666860, chapter3, 10.4324/9781315666860.ch3 Reddy, L.(2012). McCrae, R. Costa,R., P. & T.NEO five-factor inventory. (2004).Acontemplatedrevision ofthe Malekoff, A.(2014). Morey, L. C. (1999). Redl, F., &Wineman,D. (1957). Pedro-Carroll,J., &Velderman, M. K. (2016).Extendingtheglobalreach ofaplay-based intervention forchil- Slavson, S. R., &Schiffer, M.(1975). Shechtman, Z.(2007). Schore, A.(1994). Rose, S. D., &Edleson,J. L. (1987). Riva, M. T., Lippert, L., &Tackett, M. J. leaders: (2000).Selectionpracticesofgroup Anationalsurvey. Yalom, I. D., &Leszcz, M.(2005). Wolfberg, P. J. playmodel: (2016).Integrated groups children withautisminessentialplay Supporting experi- Smead, R.(1995). based play forchildren interventions Individual Differences, 36 , 587–596. can Psychological Association. can Psychological dren dealingwithseparationanddivorce. InL. Resources. New York, NY:Routledge. Erlbaum. Work,Specialists inGroup 25 (2), 157–169. Books. ventions forchildren (2nded., pp. 223–240).Washington,DC: Association. Psychological American InL. ences withtypicalpeers. Universities Press. Group play forchildren: interventions Strategiesprosocialskills forteaching Skills and techniques for group work with children andadolescents forgroupworkwithchildren Skills andtechniques Champaign, IL:. Research Press. Affect regulation and the origin oftheself:Affect regulationandtheorigin The neurobiology ofemotionaldevelopment Group workwithadolescents: andpractice Principles New (3rd ed.). York,NY: Guilford. Personality assessmentinventory—Professionalmanual Group counselingandpsychotherapyadolescents: withchildren Theory, and practice research . The aggressive child A Identifying and Selecting Group andSelecting MembersIdentifying (2nded., pp. 35–53).Washington,DC: Association. Psychological American The theory andpracticeThe theory ofgrouppsychotherapy Working andadolescentsingroups withchildren . Reddy, T. C. M. Files-Hall& E. Schaefer(Eds.), Group psychotherapiesforchildren: Atextbook A . New York, NY: Free Press. . Reddy, T. C. M. Files-Hall& E. Schaefer(Eds.), 29 . Lutz, FL: Assessment Psychological (5th ed.). New (5thed.). York,NY: Basic . San Francisco, CA. Jossey-Bass.. SanFrancisco,CA. . New York, NY: International . Washington,DC: Ameri- Empirically basedplay inter- . Hillsdale,NJ: Personality and Empirically Journal for Journal