Model Case Study Group Therapy

Meanwhile, experiencing a group therapy for therapists can have the benefit of providing a safe environment to discuss personal challenges and needs with a group of fellow therapists careful ethical considerations will be taken to ensure that clients are not being put in harm’s way. The consent form will enunciate that members of the group could become colleagues at some point later in their career. This will be done to emphasize that although this may cause some members to hold back from sharing certain personal struggles during the group, the leader will ensure that members consider this possibility and therefore, allow them to make the decision about how much personal disclosure they would like to bring forth. Additionally, all records will

Sessions 2-4 Objective: Members will learn effective self-care strategies, and will identify two to four activities they have found to be helpful to them.

Hoeksma, Guy, Brown, and Brady (1993) have found that a relationship between self-care and lower work stress. In particular, they demonstrated that enjoyable leisurely activities are an important contributor to decreased work born-out. Therefore, the role of self-care will be emphasized early into the group process. Early focus on self-care has been demonstrated to be an effective method to improving professional well-functioning (Coster, & Schwebel, 1997). According to Shapiro, Brown, and Biegel (2007) improved stress management results from considering multiple aspects of self-care. They indicate that mindfulness has been recently increasingly demonstrated to lead to improved psychological well-being. Additionally, spirituality can also become a positive source of self-care (Trippany, White Kress, & Wilcoxon, 2004). Herman (1992) warned against the dangers of working with trauma victims when the therapist does not experience a sense of meaning as this can lead to cynicism among other

Additionally, he points out that numerous clinicians have reported that personal therapy led to increased professional effectiveness. Finally, remembering that “[s]upervision is an important element of the process of developing clinical competence, and high-quality supervision is important for trainees to develop into competent professionals” (Barnett, Erickson Cornish, Goodyear, & Lichtenberg, 2007, p. 268). This however, does not only apply to new clinicians, seasoned clinicians can also benefit from supervision when faced with a challenging case that is impacting their professional effectiveness (McCarthy, Kulakowski, & Kenfield,