Each vignette is followed by 1 or 2 questions.
This assignment MUST be typed, double-spaced, in APA style, 7th edition, and must be written at graduate level English. Please use the persons and situations within the context of your answers. Do not add information to the vignettes. Culture specific and legal/ethical issues must be considered and can be found in the course text. You are encouraged to use outside resources for multicultural information.
Please integrate the material presented in the text in your discussions. To enhance the text material, you are also required to include a minimum of five (5) current, evidence based research articles on models of group therapy to support your discussions. Present your work in your own understanding, citing in APA format.
Citing and Referencing the course textbook
Capuzzi, D & Stauffer, M.D. (2019). Foundations of Group Counseling.(1st ed). New York, NY Pearson.
(2013). DSM-5 Diagnostic and Statistical Manual of Mental Disorders. (5th edition). Arlington, VA American Psychiatric Association .
Please see the file on how to cite and reference the course text located under Resources
Your responses should be approx 1 ½ pages per vignette (not per question)
Total assignment should be 10-12 pages plus a title and reference page.
Do not copy or include the vignettes in your responses
Case Vignette 1
This case involves a busy mental health clinic that is under staffed. Counselors are under some pressure to do group work as a way of dealing with more clients in a given time. A counselor decides to organize a group by putting a notice on the bulletin board in the clinic and by sending a memo to her colleagues asking for candidates. There are no provisions for individual screening of potential members, no written announcement informing the members of the goals and purposes of the group and no preparation is done for the incoming members. No information is given to the members about the leader’s qualifications, background, possible techniques to be used, expectations and so forth. The receptionist is asked to admit the first 12 people who come to sign up or who call. The receptionist puts people into the group as they inquire, regardless of the nature of their problems, and they are simply told to show up at the first meeting. The group consists of 8 women, 3 of which identify as heterosexual European Americans, 4 that identify as heterosexual Latina Americans and 1 that identifies as a lesbian woman; 4 men, 1 of which identifies as a European American gay man, and 3 that identify as heterosexual African Americans. All members are between the ages of 27 and 40. At the first meeting, the entire group time is taken up by a depressed and suicidal member. Thus, no time is devoted to even minimal orientation to group goals and procedures; there is no getting-acquainted process, no discussion of norms and policies and no attempt to inform the members of the specific nature of the group. Many of the members are frightened by the intensity of this client’s crisis and several members do not return for the next session.
Case Vignette 2
At the second meeting of a group, Phil, who identifies as a heterosexual Japanese American man, expresses his anxiety and claims that he is thinking of not returning next week. He says, “It’s very difficult for me to speak up. I have always been a listener and I know we are expected to participate in here. It’s just that I am so scared of being rejected, so I guess I’ll just sit back and watch. It is so hard for me to be in here that I don’t think I’ll come back again next week.” Several members quickly came in with statements such as “Phil, you’re not giving us a chance. We feel cheated, and if you don’t come back that will prove you are a coward! Whatever you do, don’t quit on yourself and on us.” Others follow by pressuring Phil to remain in the group.
Case Vignette 3
Rose, a Hispanic-American woman, rarely says much in her group. Other members have caringly confronted her about how they were affected by her silence. Rose eventually says, “Everyone in here wants more from me than I am willing to give. It’s not that I am not interested, but I have always been more of a listener than one to speak up. I figure that if I have something to say, I’ll say it, but I don’t want to talk just to hear my voice.”
Case Vignette 4
After a few meetings Brenda, a Pakistani woman, calls you and requests a private session. When you ask her why she wants an individual session, she tells you that she is having trouble trusting most of the members of the group and it is keeping her from participating. You suggest that she bring up this matter first in the group, and she tells you that she simply is not ready to take that risk.
Case Vignette 5
Rodney, an African American man, has a consistent pattern of asking others in the group very probing and personal questions. You have attempted to formulate a norm that people avoid asking questions and make statements instead. In spite of your best intentions, Rodney persists in interrogating people and succeeds in interrupting their work. He finally says, “I don’t see what the big deal is about me asking questions. I only ask questions because I’m curious. It’s my way of finding out about people. I don’t see why you all make such a big deal of my questioning people.”
Case Vignette 6
It is the final session of a group you are leading and members are giving each other feedback. One member, Jody, an Indonesian woman, says to another member “You know, there are negative feelings that I have been holding onto for weeks—and before it’s too late I think I am going to have to tell you what I’ve been feeling about you!”
Case Vignette 7
At the last meeting of a group Ned, a Native American man, seems convinced that he will not be able to maintain the interpersonal skills he has acquired in his group. He says “It’s easy to get close to people in this group, but that just isn’t the way it is in the world. People are supposed to be caring and accepting in group, but in the world most people don’t really care. I can’t even get close to my son. He doesn’t understand this group talk!”
Explore group leadership styles and approaches.
Examine legal and ethical issues relevant to group counseling.
The only way group therapy can be effective for all members is if participation is voluntary (Capuzzi & Stauffer, 2019). Phil’s group members need to understand this for their therapy sessions to continue being effective. Once they do this, the members will place more emphasis on selling the benefits of group therapy to Phil as a way of convincing him to come back for the next session rather than reverting to coercion. Instead of informing Phil that by failing to show up next time, he will not only be letting them down but would also be a coward, I would encourage the members to convince Phil of the upsides of group therapy not only to him but also to the group as a whole.
Dealing with Phil
When specifically dealing with Phil, the first step would be to ask him to explain the reasons for his anxiety, which are making him quite hesitant to return for the next session.