Counseling groups provide support,
self-awareness, and education in a safe environment. By attending groups, members
have the opportunity to work on skills that they have learned during individual
counseling. This type of setting allows the individual’s to increase their confidence
and to build interpersonal relationship skills. Yoni Harel, Zipora Schechman,
and Carolyn Cutrona designed a study to “explore the associations among the
individual’s attachment style, group process variables (climate and bonding),
and objectively documented supportive behavior in counseling groups, as well as
the impact on change in members’ perceived social support” (2011, p.1). The
study examined the variables that impact an individual’s social support,
because there is a connection between an individual’s well-being and the
support system that they have. Harel et al. insists that social support
“provides hope, increases self-confidence, and is an important buffer against
loneliness and stress” (p.1).
So, what
variables were looked at and why? The individual and group process variables
that effect social support in counseling groups literature review determined
that attachment style is important and that it would have an outcome on the
individuals social behavior; specifically, “people with high levels of (avoidance and anxiety-italics added) either or both dimensions are viewed as
having an insecure adult attachment orientation” (p.2). The individuals with
high levels of avoidance and anxiety attachment styles also measured “to be
positively associated with self-concealment, self-splitting, and personal
problems, as well as maladaptive perfectionism and depression moods” (p.5).
Individuals with these attachment styles have the ability to push a counselor’s
buttons; bring out negative behaviors, so therapists must remind themselves not
to be too confrontational with them. It appears that there are limitations to
attending counseling groups for individuals that have high levels of avoidance
and anxiety attachment styles. Individuals with these attachment styles need to
learn skills through individual therapy, so that they can benefit from
counseling groups. As such, counselors need to allow these individuals the
opportunity to participate without providing a lot of direction while in the
group: instruction or direction should be given on an individual basis
privately.
The study used two
independent evaluators to assess the types of social supports. The trained
evaluators used the Social Support Behavior Code to “assess social support
behaviors in the context of helping interactions;” this scale assesses eight
types of support: “ (1) emotional support; (2) esteem support; (3) information
support; (4) tangible support; (5) social network support; (6) tension
reduction; (7) attentiveness; (8) negative behavior” (p.4). There is a
difference between the social support behavior (identified above) and the
perceived social support which “assesses people’s subjective judgments about
the extent to which members of their social network provide social support in
times of need;” so another assessment needed to be include that would measure the
following areas: “attachment, reassurance of worth, social integration,
guidance, reliable alliance, and the opportunity to provide nurture” (p.6). There
were one hundred and seventy-eight students participated in the mandatory
groups.
Counseling
groups are general divided into three stages; and they are, the beginning or
initial stage, the middle or working stage, and the ending or termination
stage. It is important for the members to trust each other during the beginning
stage, because if they don’t then they will not move onto the working stage.
The working stage requires the members to “engage in self-exploration, develop
insight, and resolve personal difficulties, by questioning each other; sharing
personal information, emotions, and experiences; and providing supportive
feedback” (p.4). It is the counselor’s responsibility to help the members build
the initial bond, so the counselors might have to talk more in the beginning
stage then in the middle stage. Once the stage is set the members should start
displaying signs of support. The study noted that group size is important,
because “the exchange of positive support was more frequent in smaller groups,”
so individuals interested in going to counseling groups for support should try
and find ones that are not large (p. 9).
Since attachment
style is the strongest predictor of an individual’s behavior in counseling
groups, individuals should be encouraged to use effective skills and
discouraged from using ineffective skills. The study provides useful
information. But, it lacks information about the group facilitators, and the
methods that they used during the mandatory meetings. Facilitators have the
ability to promote more positive outcomes; on the other hand, they have the
ability to discourage positive outcomes. For example, if the group facilitators
provided the members with instruction on self-confidence, self-acceptance, and
self-care it would enhance the individual’s skills and the group skills. Self-confidence enhances self-management,
competencies, social skills, and assertiveness training. Self-acceptance changes ones evaluations of
the self (e.g., cognitive restructuring or changing personal values); in turn,
it changes their evaluations of others. Finally, self-care encourages positive experiences with oneself (e.g.,
develop positive activities and focus on positive facets of oneself), and these
positive experiences can promote positive experiences with the group members.
Groups provide an environment for members to work on their skills while
interacting with peers; and as a result, counseling groups provide support,
self-awareness, and education in a safe environment.
Reference
Harel, Y., Shechtman, Z., & Cutrona, C. (Aug 15,
2011). Individual
and group process variables that affect social support in counseling groups. Group Dynamics: Theory, Research, and
Practice. Advanced online publication. doi: 10.1037/a0025058
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