Preface |
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xviii | |
Part One INTRODUCTION AND OVERVIEW |
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1 | (50) |
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Chapter 1 Theories and Assumptions |
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2 | (28) |
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3 | (9) |
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Sullivan's Interpersonal Theory |
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4 | (2) |
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6 | (1) |
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7 | (2) |
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9 | (1) |
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10 | (2) |
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12 | (7) |
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Assumption 1: Most Problems Are Interpersonal in Nature |
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12 | (1) |
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Assumption 2: Family Experiences Are the Primary Source of Interpersonal Process |
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13 | (1) |
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Assumption 3: Group Reactivates People's Interpersonal Processes |
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14 | (1) |
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Assumption 4: Here-and-Now Relationships within Group Can Bring about Change and Healing |
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15 | (2) |
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Assumption 5: To Last, Interpersonal Learning Must Be Experiential |
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17 | (1) |
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Assumption 6: Sustaining Change Can Happen within a Short Time |
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18 | (1) |
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Tasks of the Process-Focused Group |
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19 | (2) |
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Most Problems in Groups Are Process-Related |
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19 | (1) |
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Tasks of a Process-Focused Group |
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20 | (1) |
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Process-Focused Leadership: A Tall Order |
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20 | (1) |
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Therapeutic Factors in Group |
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21 | (7) |
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21 | (1) |
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22 | (1) |
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22 | (1) |
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Corrective Recapitulation of the Primary Family Group |
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23 | (1) |
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Development of Socializing Skills |
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24 | (1) |
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24 | (1) |
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25 | (1) |
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26 | (1) |
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27 | (1) |
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27 | (1) |
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27 | (1) |
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28 | (2) |
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Chapter 2 On Becoming a Group Leader |
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30 | (21) |
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31 | (6) |
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Development of Group Leadership |
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31 | (1) |
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Qualities of an Effective Group Leader |
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32 | (2) |
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Intuition and Discovery-Oriented Practice |
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34 | (1) |
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Five Phases of Process-Focused Leadership Training |
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35 | (2) |
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Total Concentration: The State of Flow |
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37 | (1) |
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37 | (5) |
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Three Models of Coleadership |
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37 | (1) |
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Advantages and Disadvantages |
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38 | (1) |
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Four Principles of Coleadership Practice |
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38 | (4) |
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42 | (4) |
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42 | (1) |
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Pushing Beyond Current Capacity |
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43 | (1) |
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Personal Reflective Journal |
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44 | (1) |
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44 | (1) |
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45 | (1) |
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Personal Growth and Group Experiences |
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46 | (3) |
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Resolving One's Own Unresolved Issues |
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46 | (2) |
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Trainees' Personal Group Experience |
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48 | (1) |
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Making Group a Safe Setting for Personal Development |
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49 | (1) |
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49 | (2) |
Part Two BASIC LEADERSHIP SKILLS: GETTING THE GROUP TO WORK |
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51 | (168) |
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Chapter 3 Creating a Group from Scratch. Program Planning and Member Preparation |
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52 | (30) |
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Ethical and Professional Guidelines |
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53 | (4) |
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53 | (1) |
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53 | (1) |
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54 | (1) |
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54 | (1) |
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Screening and Member Protection |
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55 | (1) |
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Confidentiality within Groups |
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55 | (1) |
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56 | (1) |
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Practicing within Competence |
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56 | (1) |
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The Four Group Specializations |
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57 | (3) |
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57 | (1) |
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58 | (1) |
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58 | (1) |
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59 | (1) |
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Program Planning: Needs Assessment, Proposal, and Recruitment |
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60 | (5) |
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60 | (1) |
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61 | (3) |
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64 | (1) |
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Member Preparation (I): Pregroup Orientation |
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65 | (8) |
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Orientation as Pretreatment Training |
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66 | (1) |
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Making the First Contact Engaging |
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66 | (1) |
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Clarifying Mutual Expectations |
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67 | (1) |
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Connecting and Positive Reframing |
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68 | (1) |
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69 | (1) |
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69 | (1) |
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70 | (1) |
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70 | (1) |
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The Challenge of Confidentiality |
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71 | (1) |
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Frequently Asked Questions |
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71 | (2) |
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Member Preparation (II): Screening Interview |
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73 | (4) |
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74 | (1) |
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Asking Clients about Presenting Problems |
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74 | (1) |
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Translating Problems into Personal Goals |
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74 | (1) |
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Interviewing Clients about Their Interpersonal Backgrounds |
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75 | (1) |
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Summarizing Clients' Goals in Behavioral Terms |
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76 | (1) |
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Giving Clients a Chance to Ask Questions |
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76 | (1) |
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76 | (1) |
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77 | (1) |
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77 | (2) |
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Scenarios for Your Practice |
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79 | (1) |
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80 | (2) |
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Chapter 4 Leading the First Session |
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82 | (22) |
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Leadership and the Forming Stage |
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82 | (3) |
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Five Stages of Group Development |
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82 | (1) |
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83 | (1) |
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Two Keys of Group Work: The Task and the Relationship |
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83 | (1) |
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84 | (1) |
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Structured, Semistructured, and Nonstructured Groups |
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85 | (1) |
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Structure of the First Session |
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85 | (9) |
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86 | (1) |
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86 | (1) |
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87 | (1) |
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Four Tasks of Goal Introduction |
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88 | (4) |
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Summarizing Members' Common Themes |
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92 | (1) |
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Discussing Emerging Group Ownership Issues |
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92 | (1) |
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93 | (1) |
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93 | (1) |
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Leadership Considerations for the First Session |
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94 | (6) |
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Avoiding In-Depth Therapy in the First Session |
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94 | (1) |
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Explaining Ground Rules as Situations Arise |
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95 | (1) |
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Goals and Issues Must Go Hand-in-Hand |
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96 | (1) |
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96 | (1) |
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Being Active and Directive |
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97 | (1) |
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Promoting Group Interaction |
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97 | (1) |
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Linking Similar Experiences |
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97 | (1) |
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Watching How Members Are Responding |
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98 | (1) |
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Being Sensitive to Multicultural Dimensions |
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98 | (1) |
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Sitting the Group in a Circle |
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99 | (1) |
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Reflections on the First Session |
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100 | (1) |
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100 | (1) |
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100 | (1) |
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Scenarios for Your Practice |
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101 | (1) |
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102 | (2) |
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Chapter 5 Facilitating, Opening, and Closing, The Foundation of Group Skills |
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104 | (32) |
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Leader as Observer-Participant |
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105 | (1) |
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105 | (1) |
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105 | (1) |
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Group-Centered Leadership |
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106 | (1) |
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The Skills of Facilitating Group Interaction |
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106 | (12) |
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107 | (1) |
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Observing Group Reactions |
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107 | (1) |
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Using Nonverbal Cues to Invite Sharing |
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108 | (1) |
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Allowing Adequate Time to Respond |
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108 | (1) |
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Getting All Group Members Involved |
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109 | (1) |
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109 | (3) |
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Drawing Out Quiet Members |
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112 | (1) |
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Looping Back and Refocusing |
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113 | (1) |
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113 | (1) |
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114 | (1) |
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Member-Member Empathic Responses |
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115 | (1) |
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Leader Modeling of Empathic Responses |
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115 | (1) |
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Addressing Group Members Instead of Talking about Them |
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116 | (1) |
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116 | (1) |
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Handling Advice-Soliciting |
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117 | (1) |
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Skills of Opening a Group Session |
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118 | (8) |
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Brief Relaxation Exercise |
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118 | (1) |
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Check-In (The First Go-Around) |
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119 | (1) |
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Handling Issues That Emerge during Check-In |
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120 | (1) |
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Requesting Agenda Items (The Second Go-Around) |
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121 | (1) |
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Practicing Interpersonal Skills |
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122 | (3) |
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Toward a Higher Level of Self Differentiation |
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125 | (1) |
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Skills of Closing a Group Session |
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126 | (2) |
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Announcing the Closing of Session |
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126 | (1) |
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Check-Out (The Third Go-Around) |
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127 | (1) |
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128 | (1) |
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Using Structured Exercises with Precaution |
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128 | (5) |
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Misuse of Structured Exercises |
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129 | (1) |
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129 | (1) |
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The Procedures for Conducting Structured Exercises |
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130 | (2) |
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Examples of Structured Exercises |
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132 | (1) |
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Scenarios for Your Practice |
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133 | (2) |
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135 | (1) |
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Chapter 6 Working on Agendas: Basic Framework of a Group Session |
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136 | (49) |
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Key to the Group Session Framework |
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137 | (2) |
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137 | (1) |
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Balancing Two Elements: Support and Challenge |
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138 | (1) |
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Getting an Agenda Contract |
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139 | (4) |
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139 | (3) |
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When There Is No Agenda: Dealing with Reluctance |
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142 | (1) |
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143 | (2) |
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Disclosing One's Problems and Struggles |
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143 | (1) |
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Providing Help with Self Disclosure |
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144 | (1) |
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Directing Clients away from Storytelling |
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145 | (1) |
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Listening for the Core Issue |
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145 | (1) |
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Creating a Safe Environment |
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145 | (10) |
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146 | (1) |
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Avoiding Overstimulating Clients Too Soon |
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147 | (1) |
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Avoiding Premature Problem Solving and Feedback-Giving |
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147 | (1) |
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Power of Giving: Altruism |
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148 | (1) |
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Importance of Giving Validation |
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148 | (1) |
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Giving Validation through Naming Feelings |
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149 | (2) |
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Giving Validation through Sharing Similar Experiences |
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151 | (1) |
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Connecting Two or More Members Together |
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152 | (1) |
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Leader Participation in Reflecting Feelings |
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153 | (1) |
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Redirecting Unhelpful Behaviors |
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154 | (1) |
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Facilitating Feedback-Giving |
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155 | (6) |
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Reality Testing: The Power of Receiving Feedback |
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155 | (1) |
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Self Esteem Boosting: The Power of Giving Feedback |
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155 | (1) |
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Principles of Feedback-Giving |
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156 | (1) |
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Three Types of Basic Feedback |
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157 | (2) |
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Leader Participation in Feedback-Giving |
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159 | (1) |
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Redirecting Unhelpful Feedback |
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159 | (1) |
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Teaching Members How to Receive Feedback |
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160 | (1) |
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Seeking Consensual Validation of Feedback |
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161 | (1) |
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Inviting Reaction to Feedback |
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161 | (1) |
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Working with Grief and Crisis |
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161 | (4) |
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From Grief and Crisis toward Personal Growth |
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162 | (1) |
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Repairing Emotional Wounds |
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162 | (1) |
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Healing and Restoring Perspective |
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163 | (2) |
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Allowing Clients to Express Newly Surfaced Feelings |
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165 | (1) |
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Making the Transition to the Next Agenda Item |
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165 | (1) |
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Principle of Half-and-Half: The Task and Relationship Aspects of Agendas |
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166 | (5) |
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Importance of Balancing the Task and Relationship Aspects |
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167 | (1) |
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Interpersonal Process as the Gold Mine of Group Work |
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167 | (1) |
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Applauding Members' Progress and Effective Behaviors |
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168 | (1) |
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Intervening When Members Exhibit Domineering Behaviors |
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168 | (1) |
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Correcting Impersonal Language |
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169 | (1) |
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Redirecting Members Who Talk about, instead of to, Other Members |
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169 | (1) |
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Intervening When Members Exhibit Rescuing Behaviors |
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170 | (1) |
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Correcting Labeling Behaviors |
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170 | (1) |
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171 | (1) |
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Redirecting Attention Away from the Leader |
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171 | (1) |
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171 | (10) |
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171 | (3) |
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174 | (3) |
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177 | (4) |
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An Overview of the Group Session Framework |
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181 | (1) |
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Scenarios for Your Practice |
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181 | (3) |
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184 | (1) |
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Chapter 7 Working with Tension and Conflict |
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185 | (34) |
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Dissatisfaction and the Transition Stage |
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186 | (4) |
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A Sense of Relative Dissatisfaction |
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186 | (1) |
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186 | (1) |
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187 | (1) |
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Anxiety-Provoking Differences |
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187 | (1) |
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Projection and Misinterpretation |
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188 | (1) |
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189 | (1) |
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Transition Stage as a Necessary Step |
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190 | (1) |
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Managing Unspoken Tension |
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190 | (3) |
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191 | (1) |
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191 | (1) |
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191 | (1) |
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Managing Unspoken Tension |
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192 | (1) |
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Handling Member Negativity toward Leaders |
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193 | (4) |
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193 | (1) |
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Transference as a Pathway to New Solutions |
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194 | (1) |
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Handling Negative Transference |
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195 | (1) |
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When Negativity Is Not Transference |
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196 | (1) |
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Working with Issues Related to Culture and Diversity |
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197 | (5) |
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Culturally Bound Behaviors: Sources of Misunderstanding |
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197 | (1) |
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Tension Caused by Diversity Factors |
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198 | (1) |
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The Subtle Dynamics of Power Imbalance |
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199 | (1) |
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Culturally Sanctioned Responses: This Is the Way We Battle |
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199 | (1) |
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Looking for Common Goals That Transcend Individual Cultures |
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200 | (1) |
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Helping Members Build Culturally Sensitive Listening Skills |
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200 | (1) |
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Managing Tension Caused by Culture and Diversity Factors |
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201 | (1) |
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The Paradox of Open Conflicts |
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202 | (3) |
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Common Fear of Open Conflicts |
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202 | (1) |
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203 | (1) |
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Conflict as a Dialectical and Creative Force |
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204 | (1) |
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Conflict Management: Part of Interpersonal Learning |
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204 | (1) |
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Power of Conflict Resolution |
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205 | (1) |
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205 | (8) |
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Resolving Conflict by Establishing a Dialogue |
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206 | (1) |
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206 | (1) |
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Method of Conflict Resolution |
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207 | (2) |
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209 | (4) |
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213 | (2) |
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Centered and Grounded Leader |
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213 | (1) |
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Leader's Transformative Self Care |
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214 | (1) |
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Scenarios for Your Practice |
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215 | (1) |
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216 | (3) |
Part Three ADVANCED LEADERSHIP SKILLS: GETTING THE GROUP TO UNCHARTED WATERS |
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219 | (118) |
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Chapter 8 Taking Risks in Communication. Toward Greater Group Closeness |
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220 | (37) |
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Leadership in the Norming Stage |
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221 | (3) |
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221 | (1) |
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Group Cohesiveness and the Need for Affection |
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221 | (1) |
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Three Classes of Communication Quality |
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222 | (1) |
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Increasing Risk-Taking in Communication |
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222 | (1) |
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Two Axes of Communication: Self Disclosure and Feedback |
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223 | (1) |
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Increased Risk-Taking in Self Disclosure |
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224 | (5) |
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Presenting Agenda: Importance of Self Disclosure |
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225 | (1) |
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There-and-Then Disclosure: It Is Just a Start |
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226 | (1) |
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Stuck in the Stories and Surfaces |
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226 | (1) |
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Facilitating Disclosure at a Personal Level |
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227 | (1) |
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Encouraging Measured Risk-Taking |
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227 | (1) |
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Promoting Here-and-Now Disclosure |
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228 | (1) |
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Respecting Individual Pace |
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228 | (1) |
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Greater Risk-Taking in Group Interaction |
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229 | (2) |
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Tapping into the Group's Inner Reactions |
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229 | (1) |
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Sharing Recurrent Feelings |
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230 | (1) |
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Getting into the Real Thing: I-Thou Immediacy Issues |
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230 | (1) |
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231 | (1) |
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Empathy on a Deeper Level |
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231 | (1) |
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232 | (1) |
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Greater Risk-Taking in Feedback-Giving |
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232 | (4) |
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Changing Interpersonal Patterns, Not Symptoms |
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233 | (1) |
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All You Have to Know Is within the Group |
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233 | (1) |
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Feedback as a Corrective Force |
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233 | (1) |
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Greater Risk-Taking in Giving Feedback |
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234 | (1) |
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Giving Here-and-Now Focused Feedback |
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235 | (1) |
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235 | (1) |
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Leader's Self Involving Disclosure |
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236 | (4) |
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237 | (1) |
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Making Self Involving Disclosure |
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237 | (2) |
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Radiating Support and Concern |
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239 | (1) |
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Constructive Confrontation |
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240 | (7) |
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241 | (1) |
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Confrontation as Corrective Feedback |
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241 | (1) |
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Seven Principles of Constructive Confrontation |
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241 | (4) |
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Redirecting Unhelpful Confrontation |
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245 | (1) |
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A Group Member's Reflection on Confrontation |
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246 | (1) |
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Teaching Members to Request Feedback |
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247 | (1) |
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Enhancing Member Ability to Receive Feedback |
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248 | (1) |
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Enhancing Ability to Listen to Feedback |
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248 | (1) |
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Enhancing Ability to Evaluate Feedback |
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248 | (1) |
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249 | (6) |
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249 | (3) |
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252 | (3) |
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Scenarios for Your Practice |
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255 | (1) |
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256 | (1) |
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Chapter 9 The Hot-Seat Method. A Knee Jerk Experience |
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257 | (35) |
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Unstructured Sessions and the Working Stage |
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258 | (3) |
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Characteristics of the Working Stage |
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258 | (1) |
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259 | (1) |
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Going Totally Unstructured: Letting Ambiguity Breed Intensity |
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259 | (1) |
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Face-to-Face with Elusive Immediacy Issues |
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260 | (1) |
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261 | (9) |
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261 | (1) |
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Interpersonal Enactment: The Way We Get Hooked |
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262 | (1) |
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The Case of Amelia and Anna |
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263 | (3) |
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Elusiveness of Interpersonal Mannerisms and Styles |
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266 | (1) |
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Helping Members Squirm Loose from the Hook |
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267 | (1) |
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Do Not Be Afraid of Putting People on Hot Spots |
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268 | (1) |
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269 | (1) |
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270 | (6) |
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Four Steps of the Hot-Seat Method |
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271 | (3) |
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Zig-Zagging the Spotlight: Multiple Hot Seats, Multiple Illuminations |
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274 | (1) |
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When Some Members Put Water on the Heat |
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275 | (1) |
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Process Illumination and the Knee-Jerk Experience |
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276 | (1) |
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Process Illumination and Change |
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276 | (5) |
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Two Levels of Communication: Content and Process |
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277 | (1) |
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Tangled in Content Level of Communication |
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278 | (1) |
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Process Level of Communication |
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278 | (1) |
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Process Illumination, Self Discovery, and Change |
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279 | (1) |
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A Sense of Psychological Visibility |
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280 | (1) |
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Process Illumination Techniques (I): Go Where the Reactivity Is |
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281 | (3) |
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Relationships between Group Members |
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282 | (1) |
|
Relationships between Members and Leaders |
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283 | (1) |
|
Competition for Dominance |
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283 | (1) |
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Process Illumination Techniques (II): Whatever Is Hidden Is Worth Pursuing |
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284 | (3) |
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285 | (1) |
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285 | (1) |
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286 | (1) |
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Absent Members' Influence |
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287 | (1) |
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Process Illumination Techniques (III): Linking the Inside to the Outside |
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287 | (2) |
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Scenarios for Your Practice |
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289 | (1) |
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290 | (2) |
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Chapter 10 Method of Stirring the Pot; Stimulating Group Affect |
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292 | (26) |
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293 | (2) |
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293 | (1) |
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Stuck in Content of Stories |
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293 | (1) |
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294 | (1) |
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294 | (1) |
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Purpose of Stirring the Pot |
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295 | (1) |
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Method of Stirring the Pot |
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295 | (6) |
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First Tier: Stimulating an 1-Thou Dialogue |
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295 | (1) |
|
Second Tier: Process Illumination |
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296 | (1) |
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Zig-Zagging the Spotlight: Multiple Process Illuminations |
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297 | (1) |
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Zig-Zagging the Spotlight in the Direction of Reactivity |
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297 | (1) |
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Looping Back to a Pending Member |
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297 | (1) |
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Creating a Corrective Emotional Experience When a Hot Button Is Pushed |
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298 | (1) |
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298 | (1) |
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299 | (2) |
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Stirring-the-Pot Techniques (I): Moving from Outside to Inside |
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301 | (5) |
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Perceptions about People Inside Group |
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301 | (3) |
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Reactions to Incidents Inside Group |
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304 | (1) |
|
Feelings toward Group Members |
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304 | (1) |
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305 | (1) |
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Moving from Abstract to Specific |
|
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305 | (1) |
|
Getting Members to Set Here-and-Now Session Goals |
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|
305 | (1) |
|
Stirring-the-Pot Techniques (II): Role-Casting |
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306 | (5) |
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Hypothetical Experiencing |
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307 | (2) |
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309 | (1) |
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|
309 | (2) |
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Process Illumination Techniques (IV): Making the Invisible Visible |
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311 | (4) |
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Characteristic Interpersonal Styles Reproduced |
|
|
311 | (1) |
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Fostering a Sense of Psychological Visibility |
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|
312 | (1) |
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|
313 | (2) |
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Process Illumination Techniques (V): Tracing Members' Progress |
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|
315 | (1) |
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Scenarios for Your Practice |
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|
315 | (2) |
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|
317 | (1) |
|
Chapter 11 Skills of Termination; Completing the Cycle |
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|
318 | (19) |
|
Leadership and the Termination Stage |
|
|
318 | (2) |
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|
318 | (1) |
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Birth of New Opportunities |
|
|
319 | (1) |
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|
319 | (1) |
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|
320 | (1) |
|
Seven Principles of Termination |
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|
320 | (5) |
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|
320 | (1) |
|
Acknowledging the Polarity of Feelings |
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|
321 | (1) |
|
Overcoming the Difficulty of Saying Good-Bye |
|
|
321 | (1) |
|
Setting Goals for the Final Session |
|
|
322 | (1) |
|
Transferring from Inside Out |
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|
322 | (2) |
|
Life-Review Therapy and Looking-Back Letters |
|
|
324 | (1) |
|
Use of Appreciative Inquiry |
|
|
324 | (1) |
|
Skills for Ending the Group |
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|
325 | (5) |
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|
325 | (1) |
|
Acknowledging Present Feelings |
|
|
326 | (1) |
|
Saying Good-Bye: Reflecting on the Meaning of Group |
|
|
326 | (2) |
|
Another Option for Saying Good-Bye: Memory Books |
|
|
328 | (1) |
|
Transferring Learning to Outside Life |
|
|
329 | (1) |
|
Referrals and Particular Needs |
|
|
329 | (1) |
|
Symbolic Ceremony for Ending Group |
|
|
330 | (1) |
|
Evaluation of the Group Experience |
|
|
330 | (1) |
|
Evaluation Immediately after Termination |
|
|
330 | (1) |
|
Evaluation in Follow-Up Contacts |
|
|
331 | (1) |
|
Examples of Looking-Back Letters |
|
|
331 | (3) |
|
|
331 | (1) |
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|
332 | (2) |
|
|
334 | (1) |
|
Scenarios for Your Practice |
|
|
334 | (1) |
|
|
335 | (2) |
Part Four OTHER CONSIDERATIONS |
|
337 | (46) |
|
Chapter 12 Writing as a Therapeutic Means |
|
|
338 | (13) |
|
|
338 | (5) |
|
Benefits of Reflective Writing |
|
|
338 | (2) |
|
Practical Aspects of Reflective Journal Writing |
|
|
340 | (1) |
|
Reflective Writing for Group Experiences |
|
|
341 | (1) |
|
Sample of Reflective Journals |
|
|
342 | (1) |
|
|
343 | (7) |
|
Benefits of Narrative Session Notes |
|
|
343 | (1) |
|
Narrative Session Notes as a Treatment Vehicle |
|
|
344 | (1) |
|
To Write or Not to Write: Time Constraints and Confidentiality |
|
|
345 | (1) |
|
Steps of Writing Narrative Session Notes |
|
|
345 | (1) |
|
Using Therapeutic Language in Narrative Session Notes |
|
|
346 | (2) |
|
Sample of Narrative Session Notes |
|
|
348 | (2) |
|
|
350 | (1) |
|
Chapter 13 Professional Standards and Best Practice |
|
|
351 | (20) |
|
|
351 | (8) |
|
Core Knowledge and Skills |
|
|
352 | (4) |
|
Knowledge and Skills of Four Specialty Areas |
|
|
356 | (2) |
|
Advanced Leadership Training |
|
|
358 | (1) |
|
|
359 | (11) |
|
|
359 | (5) |
|
|
364 | (4) |
|
|
368 | (2) |
|
|
370 | (1) |
|
Chapter 14 Further Development of the Group Leader |
|
|
371 | (12) |
|
Finding Your Own Therapeutic Voice |
|
|
371 | (3) |
|
Technically Correct, Therapeutically Unsound |
|
|
372 | (1) |
|
|
372 | (1) |
|
Searching Inside: Your Own Therapeutic Beliefs |
|
|
373 | (1) |
|
Continual Refinement of Your Therapeutic Voice |
|
|
374 | (1) |
|
|
374 | (3) |
|
Taking Risks and Giving Yourself to the Process |
|
|
375 | (1) |
|
Being Willing to Experiment |
|
|
375 | (1) |
|
Staying Playful and Alive |
|
|
376 | (1) |
|
Remaining Open to the Energy Field |
|
|
376 | (1) |
|
Trusting Your Own Intuition |
|
|
377 | (2) |
|
Intuition and Clinical Inference |
|
|
377 | (1) |
|
Refining Clinical Intuition |
|
|
378 | (1) |
|
Developing Emotional Intelligence |
|
|
379 | (3) |
|
|
379 | (1) |
|
|
380 | (1) |
|
|
380 | (1) |
|
|
381 | (1) |
|
|
381 | (1) |
|
|
382 | (1) |
Appendix A-Sample Group Proposal; Personal-Growth Group for Adolescents in Sudden Transition |
|
383 | (3) |
Appendix B-Orientation Handouts |
|
386 | (8) |
References |
|
394 | (9) |
Index |
|
403 | |