i need someone who can assist me to my homewok

Chapter 7

Problem Group Behaviors

In a sense, every group member is a problem. No one in the group, including the leader, is completely whole and always interacts with others in the healthiest way. Most problems in the group are not the result of a problem member but an interaction of the “problem” member with the group and the group leader. Leaders need to be aware of how certain behaviors can either decrease or increase problem behaviors.

Corey, Corey & Corey (2010, p. 197) gave a list of appropriate interventions when dealing with problem behaviors.

Do not dismiss members. (Personal note: I basically agree with this but when all else fails, it may be necessary to dismiss a member).

Do not denigrate the character of a member.

Avoid sarcasm.
Educate the members about how the group works.
Be honest and clear.
Encourage members to explore their defensiveness rather than demanding that they give it

up.
Avoid labeling.

Make observations and hunches in tentative ways. Avoid stereotyping.
Do not intimidate members.
Be caring and respectful when you challenge members. Do not avoid conflict.

Be supportive even when you are confrontational.
Do not take members’ reactions personally.
Help the member explore the problem rather than giving simplistic solutions.
Do not meet your own needs at the expense of the member.
Encourage other group members to share how they are affected by the problem behavior

without judging, evaluating or criticizing.
Jacobs, Masson & Harvill (2009, pp. 377-395) identified some common problems in groups. The chronic talker persistently rambles and repeats herself. This blocks other members

from discussing their concerns and goals and consequently, they lose interest and tune out the person.

It is the therapist’s job to check this behavior. To be effective the leader must consider both the talker and the group that has allowed this individual to dominate. On the one hand, the leader might point out that the group is allowing this individual to carry the burden of the meeting; while on the other hand, pointing out to the individual that she needs to reveal more of herself in fewer words. Do not reject the talker but invite her to engage more fully in the group (Yalom & Leszcz, 2005, pp. 391-397).

The dominator attempts to rule the group. She wants to be in control. The leader can approach this problem by meeting with the member privately to discuss this problem or give the member a role in the group that helps her feel some control. (Personal note: I would only meet with the member privately as a last resort. I think everything should be dealt with in the group if at all possible. If I expect the members to only talk about the group in the group, then I should model this behavior).

The distracter is either seeking attention or avoiding looking at self. She brings up unrelated topics or asks irrelevant questions. Usually she is unaware of what she is doing. Helping the member become aware of what she is doing and then ignoring the distractive behavior often helps to minimize the effect.

The rescuing member attempts to smooth over negative feelings experienced by another group member. She might attempt to encourage the member in pain by assuring this member that everything will be okay. This is not helpful because it is patronizing and may prevent the suffering member from resolving the problem. (Personal note: I find this to be a very common problem with many group members attempting to rescue from time to time. I confront this by pointing out to the suffering member that everything may not turn out okay and we need to help her resolve her suffering regardless of the outcome).

The negative member constantly complains about the group or disagrees consistently with the other members. This can become contagious. One negative member can influence other

members to also become negative. This may lead the group sessions to become gripe sessions rather than sessions that are productive. As much as possible, the leader should focus her attention on the positive members and encourage them to talk more.

The resistant member has negative expectations about the effectiveness of the group. Because she believes that the group will not be helpful, she refuses to cooperate. The leader can allow her to discuss her negative expectations and lead her to express ways that the group might become helpful to her. Also, as she witnesses others being helped by the group, she may begin to change her perspective.

The member who tries to “get the leader” attempts to sabotage what the leader is saying or doing in the group. This can take several forms. This person might disagree with the leader, refuse to follow the instructions of the leader, ask unanswerable questions to make the leader look bad or talk while others are talking. Many times the leader has caused this negative attitude by something she has said or done. When this situation arises, the leader should make every attempt to avoid a power struggle with this member. If the leader knows what she has done to upset this member, she should attempt to rectify it. If she does not know, she might ask the member if she has done anything upsetting and if the member responds, the leader should do what she can to resolve it.

The silent member is non-talkative because she is confused, fearful of talking or bored. While members can resolve issues by listening to others, it is doubtful that one can benefit as much as possible if she is silent most of the time. The silent member can also negatively affect others because they may stop sharing if everyone is not carrying her share of the load.

The more one talks in the group, the more she is valued by others and by self. Self- disclosure is essential for group cohesion and is directly related to therapeutic outcome. Silence is behavior and has meaning in the here-and-now, representing the member’s way of relating to her interpersonal world. The therapeutic task is to change the behavior and also to explore the meaning of the behavior (Yalom & Leszcz, 2005, pp. 397-400).

Sometimes group members are sexually attracted to other group members. When this occurs, members may try to impress each other; hold back sharing; or they may become jealous, hurt or angry at what another member is sharing. These behaviors can be detrimental to the group. The leader must be aware that sexual attraction can occur. It may be well to discuss how being sexually attracted to another group member can become a problem. If a relationship between two group members is causing a problem in the group, the issue should be discussed in the group. It should not be ignored. Most likely, it will not resolve itself.

The overly emotional member may cry many times in the group. She may cry when a certain topic is discussed or when a particular type of exchange occurs between members of the group. The tears may range from moisture in the eyes to uncontrollable sobbing. The crying may indicate a range of emotions including sadness, fear, anger, depression, aloneness, confusion, anxiety and even happiness or the crying may be a way to manipulate the group into giving her sympathy. I always assume the tears are legitimate and respond accordingly until I am certain that it is manipulation. Then I confront the member in a supportive and encouraging way to face the truth about what the tears are really about. One way to work with a crier is to ask her to listen to her tears and hear what they are telling her.

The hostile member dislikes another member of the group. This may lead to arguments, disagreements and silence between members. Focusing on the process of how the member came to dislike the other member can be helpful in resolving the issue. When this issue is resolved, it can solidify the group and build cohesion. However, there may be times when the issue is not

resolved. The goal becomes to not allow the dislike to interfere with the progress of the group. One of the ways that I work with these situations is to ask the two individuals to change places and become each other and converse as if they are the other person. This helps them see the other person’s perspective and they can begin to better understand the other group member.

The prejudiced or insensitive member may attempt to force her views on the group through preaching or moralizing. The leader should be tolerant of members’ views and only intervene when a member’s comments are bigoted or insensitive. Once I had a member in a group who believed that it was his job to convert group members to his religious faith. Anytime, he would begin to preach, I would gently stop him and point out that we were not here to hear sermons. After several times, he got the message and the preaching stopped.

Yalom & Leszcz (2005, pp. 400-405) discussed two other types of problem members that are worth mentioning.

The boring member complains that she never has anything to say to others; that she is ignored at parties; that she never gets invited anywhere; that others use her only for sex; that she is inhibited, shy, socially awkward, empty and bland. This person bores the group and the therapist. She is inhibited, lacks spontaneity and never takes risks. She says what she thinks the group members want to hear. If you, as the therapist, are bored with a group member, assume that the other group members are also bored. You can counter your boredom with curiosity. Begin to search for what is exciting, creative, vital or childlike in the person. You might ask the member to remember a time when she felt interesting and ask her to share this experience. You can then point out her strengths, skills, characteristics that she can use to become interesting. Other group members can encourage and support her and allow her to practice being interesting.

The help-rejecting complainer asks for help and then rejects any help that is given. She takes pride in the fact that her problem cannot be solved. She often tends to exaggerate the problem and to blame others. She is entirely self-centered. Her rejection of help can take several forms: she can reject help overtly; indirectly; accept it verbally but then never act on it; or if it is acted upon, it fails. The group is affected negatively and becomes irritated, frustrated and/or confused. Group cohesiveness is undermined. This is a difficult member to help. Giving advice or offering suggestions is fruitless. The only way I have found to productively respond is to put the member in a situation where she provides the solution. This might be done through asking the miracle question or having her imagine talking with a wise person and hearing the solution that this wise person gives her. In working with the here-and-now process, the member must be confronted in a gentle and kind way to face what she is doing and to develop a new way of relating to the group.

The involuntary member is present because she has been mandated to attend. Schimmel & Jacobs (March, 2014, pp. 48-53) stated that leading a group is about the art of engagement. They point out that this is especially true for the involuntary member. The group must be interesting and appealing to engage this member. They think the following five skills are necessary to be effective with an involuntary member. First, the leader must creatively engage the member. Second, the leader must be energetic. Little or no enthusiasm will lose the involuntary member. Third, be positive especially when responding to the involuntary member. Fourth, be patient. Don’t get discouraged with this member. Fifth, be thick-skinned. Know that this member will challenge you, ignore you and attack you. Be prepared to deal with resistance and defiance. One of the ways that I approach the involuntary member is to point out that she must attend the group, so why not work on changing what she must change to get the authority figure off her

back. If I can successfully convince her that I am on her side and that this group can be beneficial for her, usually she will become a willing participant in the group.

Questions to Ponder

1. As a group member assume that you fit one of these categories of problem members. Which is it and why do you think you most fit this category?

2. As a group leader which problem member would be most difficult for you? Why?