NRNP 6645 WEEK 3 ASSIGNMENT – ANALYZING GROUP TECHNIQUES

NRNP 6645 WEEK 3 ASSIGNMENT – ANALYZING GROUP TECHNIQUES

Analyzing Group Therapy Techniques in Addiction Recovery

Group therapy has been proven to be effective for various psychiatric and behavioral issues, such as anxiety, depression, grief, eating disorders, schizophrenia, and substance use disorders (Rosendahl et al., 2021). In addition to the therapeutic benefits, group therapies offer a sense of belonging, altruism, and meaning-making, which cannot be achieved through individual therapies. As Marmarosh et al. (2022) emphasize, group psychotherapy, apart from offering symptom reduction, also offers the possibility of human flourishing, which includes virtues such as courage, gratitude, forgiveness, and wisdom. Such therapeutic benefits of group therapies are of significant importance for individuals suffering from substance use disorders, as they often experience shame, social withdrawal, and impaired relational attachment (Flores et al., 2023).

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The video Interpersonal Group Therapy for Addiction Recovery (Cats Cats, 2016) is a good example of how these principles are in action. For instance, in the video, the group member shared with the group that he had been stealing drugs from his dying mother to feed his addiction, and the group accepted him with open arms. This is an example of how group therapy can transform shame into acceptance. The paper will analyze the group therapy techniques used in the video, the effectiveness of the therapist, and how they can be used in the future.

Group Therapy Techniques Demonstrated

Some of the key therapeutic techniques used were the encouragement of self-disclosure, group cohesiveness, and process techniques. Jimmy’s self-disclosure occurred spontaneously as a result of the trust that developed among the group members, which was catalyzed by the vulnerability of the other group member. The counselor then used a meta-disclosure technique to ask Jimmy what it was about the group that helped him disclose. All the techniques used were consistent with Yalom’s therapeutic factors of universality, cohesiveness, and interpersonal learning (Shechtman, 2025). Group members’ responses were consistent with the universality factor, where they showed Jimmy that they had similar problems. Another significant aspect is that the counselor did not impose self-disclosure on Jimmy, which is discouraged in the literature. However, the group’s timing occurred spontaneously, which is recommended as the best practice, especially in addiction groups where shame reduction is key (Flores et al., 2023).

Literature Support for Techniques

The demonstrated techniques are firmly supported in current research. According to Rosendahl et al. (2021), the best predictors of successful group outcomes lie in the cohesion of the group, which promotes a sense of vulnerability and exposure. This principle of group work is exemplified by the revelation of Jimmy and the empathetic response of the group. Marmarosh et al. (2022) advance the evidence of the effectiveness of group work by highlighting the psychological virtues of hope, empathy, and forgiveness, as exhibited by the clients. These signs of psychological well-being and thriving are crucial and extend beyond the reduction of symptoms, as they promote more profound developmental benefits.

The ability to share his shame and receive empathetic responses from the group exemplifies the psychological virtues of hope and belonging, which are essential for long-term recovery processes. According to Shechtman (2025), the group therapists play a crucial role in facilitating the clients’ shift of focus from the hereafter to the here-and-now to explore relational processes. The group therapist exemplifies this principle of group work, as she not only asked Jimmy to analyze his behavior but also his fears of rejection and the trust that allowed him to open up. Flores et al. (2023) advance the importance of the attachment nature of addiction recovery and postulate the effectiveness of relational experiences, as they promote corrective experiences. This principle of group work is exemplified by the fear of rejection by the group and the subsequent acceptance by the group.

Evaluation of the Therapist’s Role

Some of the strengths that the therapist demonstrated were the establishment of a safe group condition that facilitated disclosure, the use of meta-communication that enhanced interpersonal learning, and the encouragement of supportive peer responses that enhanced group cohesion. All of these actions demonstrated good leadership skills in group therapy. However, the one area that the therapist could improve on is the pacing after Jimmy’s disclosure. Though the group validation was good, Jimmy seemed unable to process the validation. I would have slowed the process even more to validate Jimmy’s courage as an individual before opening the floor to group validation. This might have helped him process the validation better. The one thing that I learned from the observation of the therapist is the power of vulnerability in group therapy. A single disclosure changed the group’s interaction from superficial to deep, showing the leader how to use this situation for the group’s growth.

Application to My Own Practice

As a group leader in my own group, I would consider group development phases in dealing with challenges and opportunities. For instance, in the norming phase, I would emphasize group norms regarding issues of confidentiality and respect. On the other hand, in the storming phase, I would take issues of conflict or disruption in the group as an opportunity for interpersonal learning. Finally, in the performing phase, I would encourage more disclosure in the group, while in termination, I would emphasize consolidation and transition.

There are also some issues to be addressed in group therapy. For instance, there is a problem of uneven participation in group sessions. There are also issues of conflict in group sessions. There are also issues of premature disclosure in group sessions. The role of a group leader requires developing a sense of group preparedness and being able to contain emotional heat in a group setting. The benefits of group therapy are enormous in terms of eliminating isolation, developing group empathy or universality, and allowing for corrective emotional and relational experiences (Marmarosh et al., 2022; Flores et al., 2023).

Conclusion

The video Interpersonal Group Therapy to Addiction Recovery is an excellent demonstration of how the processes of disclosure, cohesion, and interpersonal learning could be used to change shame into acceptance with the help of group procedures. The activities of the therapist were based on evidence and supported different studies as discussed above. Thanks to this analysis, I learned the influence of timing and containment on the vulnerability process and the extent to which the impact of group acceptance can be strong in mitigating shame. I would assist in creating a safe and common ground where the disclosures would lead to healing, and where members are not only relieved of the symptoms but also acquire virtues of courage, empathy, and belonging that would bring about a successful future.

References

CATS CATS. (2016). Interpersonal group therapy for addiction recovery demonstration [YouTube Video]. On YouTube. https://www.youtube.com/watch?v=szS31h0kMI0

Flores, P. J., Roth, J., & Straus, B. (2023). Group Psychotherapy with Addicted Populations. Routledge. https://doi.org/10.4324/9781003398684

Marmarosh, C. L., Sandage, S., Wade, N., Captari, L. E., & Crabtree, S. (2022). New horizons in group psychotherapy research and practice from third wave positive psychology: A practice-friendly review. Research in Psychotherapy: Psychopathology, Process and Outcome, 25(3), 1–13. https://doi.org/10.4081/ripppo.2022.643

Rosendahl, J., Alldredge, C. T., Burlingame, G. M., & Strauss, B. (2021). Recent developments in group psychotherapy research. American Journal of Psychotherapy, 74(2). https://doi.org/10.1176/appi.psychotherapy.20200031

Shechtman, Z. (2025). Group therapy to promote adolescents’ mental health: Clinical and empirical evidence. Adolescents, 5(4), 57. https://doi.org/10.3390/adolescents5040057

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NRNP 6645 WEEK 3 ASSIGNMENT – ANALYZING GROUP TECHNIQUES

Group therapy can alleviate feelings of isolation and foster a supportive and collaborative environment for sharing difficult feelings in order to facilitate healing. For many people, being part of a group that has a shared understanding of a struggle provides a unique opportunity to gain understanding of their own experiences.

As you examine one of the group therapy demonstrations from this week’s Learning Resources, consider the role and efficacy of the leader and the reasons that specific therapeutic techniques were selected.

Resources

Learning Resources

Required Readings

Required Media

 

Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.

WEEKLY RESOURCES

To prepare:

  • Select one of the group therapy video demonstrations from this week’s required media Learning Resources.

The Assignment

In a 3- to 4-page paper, identify the video you selected and address the following:

  • What group therapy techniques were demonstrated? How well do you believe these techniques were demonstrated?
  • What evidence from the literature supports the techniques demonstrated?
  • What did you notice that the therapist did well?
  • Explain something that you would have handled differently.
  • What is an insight that you gained from watching the therapist handle the group therapy?
  • Now imagine you are leading your own group session. How would you go about handling a difficult situation with a disruptive group member? How would you elicit participation in your group? What would you anticipate finding in the different phases of group therapy? What do you see as the benefits and challenges of group therapy?
  • Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources.

By Day 7

Submit your Assignment.

ReminderLinks to an external site. The School of Nursing requires that all papers submitted include a title page, introduction, summary, and references. The Sample Paper provided at the Walden Writing Center provides an example of those required elements (available at http://writingcenter.waldenu.edu/57.htm). All papers submitted must use this formatting.

NRNP_6645_Week3_Assignment_Rubric

NRNP_6645_Week3_Assignment_Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeDevelop a 3- to 4-page paper considering the role and efficacy of the leader of a group therapy demonstration. Be sure to address the following: ·   Describe the group therapy techniques that were demonstrated and evaluate how well they were demonstrated. . Include evidence from the literature that supports the use of the demonstrated techniques. 25 to >22.0 ptsExcellent 90%–100%The response accurately and thoroughly describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes accurate, clear, and detailed evidence from the literature that supports the use of the demonstrated techniques.

22 to >19.0 ptsGood 80%–89%The response accurately describes and evaluates the efficacy of the group therapy techniques that were demonstrated in the video…. The response includes evidence from the literature that supports the use of the demonstrated techniques.

19 to >17.0 ptsFair 70%–79%The response includes a somewhat vague or inaccurate description and evaluation of the group therapy techniques that were demonstrated in the video…. The response includes somewhat vague or inaccurate evidence from the literature to support the use of the demonstrated techniques.

17 to >0 ptsPoor 0%–69%The description and evaluation of the group therapy techniques that were demonstrated in the video are vague and inaccurate, or missing…. The response includes vague and inaccurate evidence from the literature to support the use of the demonstrated techniques, or is missing.

 25 pts
This criterion is linked to a Learning Outcome·   Identify what the therapist did well. ·   Explain something that you would have handled differently. ·   Identify an insight that you gained form watching the therapist handle the group therapy. 25 to >22.0 ptsExcellent 90%–100%The response accurately and thoroughly explains in detail what the therapist did well…. The response accurately and thoroughly explains something that could have been handled differently…. The response accurately and thoroughly explains an insight gained from watching the therapist handle the group therapy.

22 to >19.0 ptsGood 80%–89%The response accurately explains in detail what the therapist did well…. The response accurately explains something that could have been handled differently…. The response accurately explains an insight gained from watching the therapist handle the group therapy.

19 to >17.0 ptsFair 70%–79%The response somewhat vaguely or inaccurately explains in detail what the therapist did well…. The response somewhat vaguely or inaccurately explains something that could have been handled differently…. The response somewhat vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy.

17 to >0 ptsPoor 0%–69%The response vaguely or inaccurately explains in detail what the therapist did well, or is missing…. The response vaguely or inaccurately explains something that could have been handled differently, or is missing…. The response vaguely or inaccurately explains an insight gained from watching the therapist handle the group therapy, or is missing.

 25 pts
This criterion is linked to a Learning OutcomeImagine that you are leading your own group session. ·   Describe how would you go about handling a difficult group member. ·   Explain how you would elicit participation in your group. ·   Describe what you would anticipate to find in different phases of the group therapy. ·   Explain the benefits and challenges of group therapy. 25 to >22.0 ptsExcellent 90%–100%The response includes a detailed and accurate description of how to handle a difficult group member…. The response accurately and thoroughly explains how to elicit participation in group therapy…. The response thoroughly and accurately describes anticipated findings in different phases of group therapy…. The response includes a thorough and accurate explanation the benefits and challenges of group therapy.

22 to >19.0 ptsGood 80%–89%The response includes a description of how to handle a difficult group member…. The response explains how to elicit participation in group therapy…. The response describes anticipated findings in different phases of group therapy…. The response explains the benefits and challenges of group therapy.

19 to >17.0 ptsFair 70%–79%The response includes a somewhat vague or inaccurate description of how to handle a difficult group member…. The response somewhat vaguely or inaccurately explains how to elicit participation in group therapy…. The response somewhat vaguely or inaccurately describes anticipated findings in different phases of group therapy…. The response includes a somewhat vague or inaccurate explaination of the benefits and challenges of group therapy.

17 to >0 ptsPoor 0%–69%The response includes a vague or inaccurate description of how to handle a difficult group member, or is missing…. The response vaguely or inaccurately explains how to elicit participation in group therapy, or is missing…. The response vaguely or inaccurately describes anticipated findings in different phases of group therapy, or is missing…. The response includes a vague or inaccurate explaination the benefits and challenges of group therapy, or is missing.

 25 pts
This criterion is linked to a Learning Outcome• Support your reasoning with at least three peer-reviewed, evidence-based sources, and explain why each of your supporting sources is considered scholarly. Attach the PDFs of your sources. 10 to >8.0 ptsExcellent 90%–100%Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected provide strong justification for reasoning and represent the latest in standards of care. PDFs are attached.

8 to >7.0 ptsGood 80%–89%Three peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. PDFs are attached.

7 to >6.0 ptsFair 70%–79%Two peer-reviewed, evidence-based sources are used to support the assignment. Resources selected to provide appropriate justification for reasoning and represent the latest in standards of care. Or, three scholarly resources are used to support the assignment, but provide only weak support for reasoning or do not represent the latest in standards of care. PDFs may not be attached.

6 to >0 ptsPoor 0%–69%Resources selected are not peer-reviewed and evidence-based, or provide poor justification for reasoning; or resources are missing.

 10 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – Paragraph Development and Organization: Paragraphs make clear points that support well-developed ideas, flow logically, and demonstrate continuity of ideas. Sentences are carefully focused—neither long and rambling nor short and lacking substance. A clear and comprehensive purpose statement and introduction is provided which delineates all required criteria. 5 to >4.0 ptsExcellent 90%–100%Paragraphs and sentences follow writing standards for flow, continuity, and clarity…. A clear and comprehensive purpose statement, introduction, and conclusion are provided that delineates all required criteria.

4 to >3.5 ptsGood 80%–89%Paragraphs and sentences follow writing standards for flow, continuity, and clarity 80% of the time…. Purpose, introduction, and conclusion of the assignment are stated, yet are brief and not descriptive.

3.5 to >3.0 ptsFair 70%–79%Paragraphs and sentences follow writing standards for flow, continuity, and clarity 60%–79% of the time…. Purpose, introduction, and conclusion of the assignment are vague or off topic.

3 to >0 ptsPoor 0%–69%Paragraphs and sentences follow writing standards for flow, continuity, and clarity < 60% of the time…. No purpose statement, introduction, or conclusion were provided.

 5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – English writing standards: Correct grammar, mechanics, and proper punctuation 5 to >4.0 ptsExcellent 90%–100%Uses correct grammar, spelling, and punctuation with no errors.

4 to >3.5 ptsGood 80%–89%Contains 1 or 2 grammar, spelling, and punctuation errors.

3.5 to >3.0 ptsFair 70%–79%Contains 3 or 4 grammar, spelling, and punctuation errors.

3 to >0 ptsPoor 0%–69%Contains many (≥ 5) grammar, spelling, and punctuation errors that interfere with the reader’s understanding.

 5 pts
This criterion is linked to a Learning OutcomeWritten Expression and Formatting – The paper follows correct APA format for title page, headings, font, spacing, margins, indentations, page numbers, parenthetical/in-text citations, and reference list. 5 to >4.0 ptsExcellent 90%–100%Uses correct APA format with no errors.

4 to >3.5 ptsGood 80%–89%Contains 1 or 2 APA format errors.

3.5 to >3.0 ptsFair 70%–79%Contains 3 or 4 APA format errors.

3 to >0 ptsPoor 0%–69%Contains many (≥ 5) APA format errors.

 5 pts

Total Points: 100

 

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