What is Group Process?: Integrating Process Work into ...

1 What is Group Process ?: Integrating Process Work into Psychoeducational Groups Bethany Mills, , 114 Keystone Terrace, West, Lethbridge, AB. Email: Phone: (403) 394-6026. Dawn Lorraine McBride, , Registered Psychologist, Associate Professor University of Lethbridge 4401 University Drive, Lethbridge, AB. Email: Phone: (403) 317-2877. Abstract 2003; Brown, 2011; Corey, Corey, & Corey, Process work has long been a tenet of 2010; Paisley & Milsom, 2006). These successful counseling outcomes. However, types of groups can help relay informa- there is little literature available that focus- tion to a larger body of clients (Borders &. es on how to best integrate Process work Drury, 1992), mesh with many individuals'. into Group settings particularly psychoedu- experiences in a school setting (Corey et cational groups that are content heavy and al.

2 , 2010), offer a developmentally appro- most often utilized in a school setting. In priate venue through which to impart and this article, the authors provide an overview discuss information (Akos, Hamm, Mack, of the literature that is available on Process & Dunaway 2006; Corey et al., 2010), and work with an emphasis on clearly delin- provide students with a safe environment in eating the principles of Group Process . In which to practise new skills (Drum 2006). addition, we also outline specific, pro- In research conducted by Champe and cess-based guidelines and techniques that Rubel (2012), they found that integration school counselors can use to help integrate of Process work into such groups has been Process work into their psychoeducational linked to increased knowledge acquisition Group practice.

3 Of the topic(s) covered. This outcome raises the question, What exactly is Process work, What is Group Process ?: Integrating and how does one best integrate this into Process Work into Psychoeducation- time-sensitive, content-heavy PEGs?. al Groups Psychoeducational counseling groups While Process work is not a new term to (PEGs) are a well known tool used by coun- the counseling field, we have observed that selors working in a school setting. Moreo- an in-depth understanding of Process work ver, there is ample research that supports and its integration into counseling settings the validity and effectiveness of PEGs in a is a challenge for many novice counselors. school setting (see Brigman & Campbell, Furthermore, according to Champe and 16 | 2016 Georgia School Counselor Association Rubel (2012), while some Process -based these studies, they concluded there were guidelines do exist, there is little literature no significant differences in therapeutic available that outlines methods through outcomes when Group versus individual which to integrate Process into PEGs.)

4 As counseling approaches were used. As such, our main aims in this article are to the most influential Group in the lives of review the literature on Process work as adolescents is often their peers (Akos et a way of increasing understanding of this al., 2006), it follows that counseling with topic and to provide practitioners with this population may be most effective in a guidelines and specific techniques on how Group setting. Gumaer (as cited in Margot to integrate Process into a psychoeduca- & Warren, 1996) supported this statement tional Group counseling setting. and noted that there is no better environ- ment in which youth may learn than within The Efficacy of Group Approache their peer Group . Consequently, counselors Prior to exploring the literature on Process working in the school setting can maximize work, it is important to address and provide students' learning through Group experi- support for Group approaches.

5 Gumaer (as ences. cited in Margot & Warren, 1996) stated, People are born in groups, live in groups, Use of Process in Group Work work in groups, become ill in groups, and Process has been defined as the meta- so why not treat them in groups (para. 7). communicational aspects of interactions According to Drumm (2006), Group work is between Group members (Yalom & Leszcz, a powerful therapeutic endeavor that can 2005). The focus in Group Process work result in an atmosphere of mutual aid. In is to try to understand the nature of the this setting, members learn to identify and relationship between members in a Group voice their own needs, realize similarities (Yalom & Leszcz, 2005). While content and differences, form connections with involves looking at what specifically was others, and practice new skills in an envi- said, Process involves looking at the how ronment of inclusion and respect (Drumm, and the why behind what was said (Yalom 2006).)

6 & Leszcz, 2005). At the heart of Process work is identifying the connection between To provide further evidence of the efficacy the communication's actual impact and the of Group work, Yalom and Leszcz (2005) communicator's intent (Yalom & Leszcz, stated, A persuasive body of outcome 2005, p. 143). According to Yalom and research has demonstrated unequivocally Leszcz (2005), when counselors utilize a that Group therapy is a highly effective Process -based orientation they ask them- form of psychotherapy and that it is at selves, What do these explicit words, the least equal to individual psychotherapy in style of the participants, the nature of the its power to provide meaningful benefit discussion, tell us about the interpersonal (p. 1). McRoberts, Burlingame, and Hoag's relationship of the participants?

7 (p. 143). (1998) meta-analytic review supported this assertion. These researchers analyzed 23 Experts in the field discussed four essential outcome studies completed between 1950 components of Process work: an in-depth and 1997 that compared the effective- understanding of the different stages of ness of Group therapy versus individual Group development (Corey et al., 2010;. therapy. From their in-depth analysis of Yalom & Leszcz, 2005), a focus on the Georgia School Counselor Association 2016 | 17. here and now (Corey et al., 2010; Yalom can include a focus on members' thoughts, & Leszcz, 2005), the facilitation of Process feelings, sensations in their body, atmos- commentary (Yalom & Leszcz, 2005), and phere in the room, and the underlying the use of silence (Harris, 1988).

8 The reasons behind behaviors that have just next section provides an overview of these occurred (Corey et al., 2010). Utilizing a essential components of Process work. here-and-now focus is a crucial aspect of Process work, as this type of directed Stages of Group Development attention can result in increased (a) Group The importance of having an awareness therapy power and effectiveness (Yalom &. of the different stages or processes that Leszcz, 2005); (b) insight into how mem- a PEG can go through is crucial to the bers behave in the outside world, as this facilitation of a successful Group (Corey et will be represented by how they interact al., 2010; Jones & Robinson, 2000; Yalom with other in the Group setting (Corey et al., & Leszcz, 2005). Furthermore, having an 2010; Yalom & Leszcz, 2005); (c) emo- in-depth understanding of Group stages of tional quality of interactions (Corey et al.)

9 , development is an ethical responsibility of 2010; Yalom & Leszcz, 2005); (d) likelihood Group facilitators, as noted in Ethical Stand- of improving members' interpersonal ard of the Association for Specialists in relationships outside the Group (Corey et Group Work: Best Practice Guidelines 2007 al., 2010); (e) ability to move the Group Revisions (Thomas & Pender, 2008, p. Process to the next stage (Corey et al., 115). One main reason for having such an 2010); and (f) opportunities for all mem- understanding is that Group activities [and bers to participate, regardless of what they interventions utilized] must be appropriately may be experiencing (Corey et al., 2010). timed in consideration of the Group stage According to Yalom and Leszcz (2005), for (Jones & Robinson, 2000, pp.

10 356 357). a here-and-now focus to be therapeutic, Moreover, having such an understanding reflections on these experiences need to can also provide insight into the dynamics occur ( , Process commentary). and processes that can occur in a Group setting (Corey et al., 2010; Thompson, Process Commentar 2011; Yalom & Leszcz, 2005), offer a Yalom and Leszcz (2005) discussed pro- framework for working with resistance and cess commentary in terms of illumination. selecting stage-appropriate interventions Process illumination occurs when Group (Champe & Rubel, 2012; Corey et al., members are able to examine themselves 2010; Gold, 2008; Jones & Robinson, in the here and now, study the transactions 2000), and provide insight into the under- in the Group , and then transcend the pure lying needs of members at different stages here-and-now focus to integrate that ex- in the Group 's development (Champe & perience into learning outside of the Group Rubel, 2012; Corey et al.