By Robert C. Berg
The fourth variation of this well-respected textual content, first released in 1979, is a well timed and thorough revision of the present material. workforce Counseling has performed good through the years, due largely to its complete historical past of team paintings as a counseling forte, the sensible nature of the authors' reasons, the variety of resources the authors draw upon, and the foreign acclaim of Dr. Landreth's paintings on play and filial treatment. this article will supply either amateur and skilled counselors with a framework from which to extend their crew counseling talents and information.
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Extra resources for Group Counseling: Concepts and Procedures, Fourth Edition
Therapist: What happened next? Kim: My mom would not talk to me until I stopped, so I stopped. I don’t remember crying much after that time. Therapist: Your belief of “I mustn’t cry or I am not wanted” has seemed to have been generalized to others. I wonder if you are trying to save Jade from the pain you felt? Kim: Yeah, maybe (looking down), but it’s weird; I still like Jade even though she cried. Therapist: Perhaps you have learned through her risk to express herself, and you can now choose what you want to do with that insight.
Therefore, the focus of the group-centered counselor is on the inner self of the person, what the person is capable of becoming, not on the person’s ways of being in the past. In this approach, the person, and not the problem, is the point of focus. indb 38 4/18/06 2:55:19 PM Our Theories of Group Counseling • 39 extent of the person’s maladjustment is not a prerequisite for estab‑ lishing a therapeutic relationship with the person. When we focus on the problem, we lose sight of the person of the individual and in the process communicate to the individual that his or his problem is more important.
Some argue that intensely personal prob‑ lems are better dealt with in individual counseling. Nevertheless, groups are a natural phenomenon in human history. Forerunners of organized groups include various religious movements, drama, and morality plays. Some historians cite Mesmer’s work as a precursor of group treatment. Most, however, note the “class method” work of J. H. Pratt, a Boston physician, as the beginning of scientific group treatment (Flournoy, 1934) in the United States. In 1905, Pratt used a directive-teaching methodology with his tubercular patients as he instructed them in hygiene.