|1.||Discuss group structure (i.e., size of group, duration of meetings, time boundaries).|
|2.||Discuss attendance and punctuality.|
|4.||Discuss presence of a process observer, if indicated.|
|5.||Explain patient/therapist roles.|
|6.||Using various examples, describe the group as an "interpersonal laboratory "--that is, as a place to|
|7.||Discuss the importance of transferring newly learned skills to outside social life.|
|8.||Explain that the influence of early childhood experience is recognized as significant, but that the treatment is focused on the present and applied to the patients' current social lives.|
|9.||Forewarn patients about the shift from individual therapist to group, and explain that they will learn from the group and have less direct interaction with the therapist.|
|10.||Discuss the possibility that some participants may want to drop out within the first few sessions, and explain that it is important to talk about such feelings with the group because others may be feeling the same way.|
There are many tasks to be completed during the individual pregroup meetings. Developing an adequate database for diagnosis and suitability for the intended group is a first priority. Identifying the
Questia, a part of Gale, Cengage Learning. www.questia.com
Publication information: Book title: Interpersonal Psychotherapy for Group. Contributors: Denise E. Wilfley - Author, K. Roy Mackenzie - Author, R. Robinson Welch - Author, Virginia E. Ayres - Author, Myrna M. Weissman - Author. Publisher: Basic Books. Place of publication: New York. Publication year: 2000. Page number: 82.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.