The following is a course review in preparation for the final exam for the course.
Support groups unite people with a common need, a common experience, or a common interest.
Intervention groups are usually organized to address a particular issue or implement a particular type of treatment or program.
Motivational groups are designed to increase a person’s motivation to engage in a given behavior
Support groups are usually led by a layperson with little or no training in the field, while Intervention groups tend to be run by either mental health professionals or require a facilitator with more extensive training than those for support groups.
Social change groups focus on changing a policy, procedure, or practice of concern within either an organization or the community at large.
Steps for planning a group:
Step 1: Defining the group’s purpose and goals
Step 2: Planning the group
A. Deciding on the structure of the group
B. Deciding group composition
C. Deciding on a location for the group
D. Choosing a time for group meetings
Step 3: Recruiting and interviewing members for the group
Questions to ask when choosing a location for a group:
- Is the location easily accessible to members?
- Is there sufficient media presence near the location to get the word out about the group?
- Are there any insurance factors or safety issues for the chosen location?
- Is the cost of facilities within the budget for the group?
A group description is important when planning a group so that prospective participants can know ahead of time what to expect from the group and what is expected of them as participants in the group.
Structured groups have a set curriculum, a set format, and often a set number of group sessions. Non-structured groups are more “seat of the pants,” where group members raise a particular issue and then the group facilitator(s) address that issue.
Open-ended groups have no set start/end date. Closed-ended groups start and end within a specified time frame.
Homogeneous groups are groups that are restricted to members having one or more characteristics in common. Heterogeneous groups are groups that are open to anyone. An example of a homogeneous group would be a group where all the members are the same sex.
Research has shown that the optimal ratio of facilitators to group members is one facilitator per 8 to 12 group members. If one facilitator is responsible for more than 12 group members, coalitions tend to form among group members, making it more difficult to keep order within the group.
When planning for groups, a good rule of thumb is to expect about a 20% attrition rate as group members drop out.
Selecting a time for a group will depend on three major factors:
- Times your facility is available
- Times that are convenient for your potential group members
- Times that facilitator(s) are available
Questions to consider when interviewing potential group members include:
- What is the person’s interest in the group?
- What topics would the person like to discuss in the group?
- Has the candidate ever attended similar groups? If so, what was the experience like, and how will your group be similar or different?
- Is the candidate comfortable discussing personal issues in a group?
- What does the person hope to get out of the group?
The top three reasons for the lack of participation in groups are:
- Child care availability
- Transportation difficulties
- Conflicts with other appointments
Defining Group Facilitation
- Facilitators promote processes that will help the group obtain its goals
- Facilitators lead activities that promote goal attainment
- Facilitators insure that the group’s culture, norms, structures, and relationships are conducive to the attainment of the group’s goals
- Facilitators direct group process and take action about the status of the circumstances of the individuals and the group
The Transtheoretical Model (TTM) of Stages of Change includes following phases:
- Pre-contemplational – “I don’t have a problem” – the denial phase
- Contemplational – “Maybe I have a problem”
- Preparation – “Okay, I have a problem. What should I do about it?”
- Action – “I’m now making life changes to deal with the problem”
- Maintenance – “I’m now implementing my Change Plan
Some models of Stages of Change include relapse as a stage. Relapse in this instance is defined as “a return to previous problematic modes of thinking or behavior.”
As a facilitator your goal is NOT to solve problems for your students. Problem-solving for your students creates a state of dependency. Instead, as a facilitator your goal is to give your students the skills to solve their own problems.
Bruce Tuckman’s (1965) stages of the group process include all of the following:
- Forming
- Storming
- Norming
- Performing
- Adjourning
At the storming stage of the group process, the facilitator’s task is to work to actively engage the withdrawn members of the group while preventing the stronger personalities from dominating each session.
At the forming phase of Bruce Tuckman’s (1965) stages of the group process, the group is getting to know each other and learning the group rules.
At the storming phase, group members have settled into the culture of the group, and the group is trying to establish a pecking order.
At the norming phase, trust bonds have been established, the pecking order has been decided, and group members have settled into their roles.
At the performing phase, group members are actively engaging in discussion, supporting each other, turning in their homework, and demonstrating that they are motivated for change.
At the adjourning phase, the group is preparing to dissolve.
Groupthink occurs when a person with good ideas keeps those ideas to themselves because they perceive that such a recommendation might go against the group culture.
Based on Tuckman’s model, the performing stage of the group process conforms to the action stage of the Transtheoretical Model of Stages of Change.
A good facilitator knows that it is possible to validate a person’s feelings without necessarily having to agree with or condone those feelings or the behaviors they generate.
The skills a good facilitator needs are:
- Active listening
- Connecting
- Blocking
- Summarizing
- Positive regard
- Confronting
- Inspiring
he Mindfulness-Based Ecotherapy program meets once per week for 12 weeks.
Upon completion of all the course work for Mindfulness-Based Ecotherapy Facilitator Certification, a case presentation must be written. There are ten criteria that must be addressed in the case presentation. These criteria are listed on pages 4-5 of the Course Information Packet for this course.
The sample group participation contract asks participants to be aware of three categories of group information: Confidentiality, Attendance and Participation, and Group Informed Consent. You may add other categories as needed to your own participation contrac.
Tuckman’s Stages of Group Formation includes:
1. Forming – In the Forming stage, the group is getting to know each other. They are also learning the rules. This applies to the unspoken rules as well as the stated group rules. The group dynamics are arranging, and trust is being developed between group members and the facilitator(s). At this stage, the facilitator’s goal is to develop an atmosphere of trust and safety for all group members. During this stage be aware that many participants may be leery of sharing their thoughts and feelings with a group of strangers. Be patient and gentle with them as you prepare them for the next stage.
2. Storming – In the Storming stage, group members have settled into the culture of the group, and jockeying for position has begun. Each group will try to establish a pecking order. At this stage, the facilitator’s task is to work to actively engage the withdrawn members of the group while preventing the stronger personalities from dominating each session. One way to do this is to allow each person a turn to speak.
3. Norming – In the Norming stage, trust bonds have been established, the pecking order has been decided, and group members have settled into their roles. Each member knows what the group’s norms are, what’s expected of them, what’s expected of the facilitator, and how the group’s culture works. At this stage, the facilitator’s goal is to work towards continuing to enforce the group’s established norms in a solution-focused way so that all activities of the group are leading towards problem-solving rather than blaming, shaming, or guilt-tripping. At this stage be aware of the dangers of “groupthink.” Groupthink occurs when a person or persons with good ideas keep those ideas to themselves because they perceive that such a recommendation might go against the group culture. Try to maintain an open and accepting culture so that all opinions are heard and evaluated, without letting one or two individuals dominate the conversation.
4. Performing – Now that all of the group dynamics have been successfully navigated and the group is functioning as a cohesive whole, the real work can begin. At the Performing stage, group members are actively engaged in discussion. They support each other, turn in their homework, and demonstrate that they are motivated for change (the Action phase of the Stages of Change above).
At this stage, the facilitator’s goal is to keep all group members performing by continuing to work towards a solution-focused approach to problem-solving. During the Performing stage, the facilitator should avoid the temptation to solve problems for group members. Instead, the facilitator helps group members to learn to solve their own problems so that a state of dependence upon the facilitator is not created. This is done by soliciting suggestions for possible solutions from the group.
5. Adjourning – At the Adjourning stage, the group is preparing to dissolve. It is a time for celebrating successes and learning to use the skills on their own without having to rely on the group for support. At this stage it is the facilitator’s goal to work towards successful transition planning. This includes linking group members to needed community supports, discussing how to continue to successfully implement their change plans, and rewarding group members for their progress.
The Trans-theoretical Model (TTM) Stages of Change are:
The Trans-Theoretical Model (TTM) of Stages of Change identifies five stages in the change process. As a facilitator you are instilling change in the students in your group. Each student will fall along a spectrum in the Stages of Change. You will need to identify where each group member is on the spectrum. Each stage has different dynamics and different tools for engagement. The ultimate task of the facilitator regarding Stages of Change is to motivate group students towards change. Successful completion of the Mindfulness-Based Ecotherapy program requires motivation to change. The TTM Stages of Change, along with a brief discussion of each, follows below. As a facilitator, you will need to know how to move your students through each stage towards the ultimate stage of Maintenance.
1. Pre-Contemplational – “I don’t have a problem.” This stage is sometimes referred to as ‘denial.’ A person at this stage is blaming others or their circumstances for the difficulties in their life rather than accepting personal responsibility. This often manifests as ‘blame-shifting’ or ‘blamestorming,’ in which the individual avoids personal responsibility for making any needed changes. As a facilitator you would move such a person towards the Contemplational stage by developing discrepancies. This is done by gently challenging the statements that lead to denial. An example of developing discrepancies might be, “I don’t understand. You say you don’t have a problem with the way your life is going, yet you enrolled in this Mindfulness-Based Ecotherapy program. Could you please explain what you hope to learn here?” Of course, many people may enroll in the program just because they are interested in self-improvement through nature. For such individuals, developing discrepancies might include statements like, “How have you been living your life to this point, and what has it gotten you? How would you like your life to be different after completing this program?”
2. Contemplational – “Okay, maybe I do have a problem.” At this stage, the person is willing to consider that there may be a problem. As Facilitator, you have challenge the denial of the Pre-Contemplational stage by developing discrepancies, and the individual is now willing to consider that there may be a problem. At this stage, you would move individuals towards Preparation by asking two questions:
a. If you did have a problem, what would be some signs that would tell you that there was a problem? What would it look like?
b. If you did not have a problem, what would that look like?
You may then use the answers to these two questions to help the student determine which category applies to their current situation.
3. Preparation – “I definitely have a problem, and this is what I need to do about it.” At this stage, the student has admitted that there is a problem, and that something needs to be done. Your job as a facilitator at this stage is to help the student to assess strengths and weaknesses, and to formulate a change plan that addresses each student’s particular needs. Once this has been done, you will help the student to execute the change plan by moving to the Action phase.
4. Action – “I’m now doing something to address the problem.” At the Action stage, the Facilitator and the student work together to create change, guided by the student’s change plan. The exercises in the Mindfulness-Based Ecotherapy Program are designed to facilitate motivation for change. This motivation for change is analogous to the Performing stage of group dynamics (see section below on Group Stages).
5. Maintenance – “I’ve implemented my change plan, fine-tuned it by troubleshooting, and now I’m going to stay with the program.” At this stage the plan for change has been formulated, and the facilitator has helped the students to troubleshoot the plan by asking what might go wrong with the plan as written. Now the student goes out into the world and implements it. If the plan is sound, then the Maintenance stage has been achieved. Maintenance means that the student has created a change plan that works in the real world. A paradigm shift has occurred that allows the student to successfully make changes at all times and in all situations. If an unforeseen circumstance occurs that causes the student to relapse (i.e., to return to previous problem behaviors and modes of thinking), then he/she returns to the change plan, incorporates the new situation, and comes up with a potential solution to the unforeseen crisis. This new solution is then implemented. The process is repeated until the new situation has been successfully resolved.
The seven skills needed to be a good group facilitator are:
1. Active Listening – A facilitator needs to be able to pay attention not only to the words being spoken, but also to the tone and the body language. A good facilitator knows that it is possible to validate a person’s feelings without necessarily having to agree with or condone those feelings or the behaviors they generate.
2. Connecting – A facilitator needs to be able to help members overcome obstacles to connecting with each other so that the group can become a functioning, cohesive unit.
3. Blocking – This is one of the more difficult facilitating skills to learn. Blocking involves keeping more aggressive members from taking over the group. A good facilitator will redirect less focused group members or otherwise move to prevent them from dominating the discussion or disrupting the group. Skill in blocking requires being firm without becoming confrontational or aggressive.
4. Summarizing – A good facilitator can review what has happened in a session and summarize it succinctly for all members of the group so that they are better able to integrate the events of a particular session.
5. Positive Regard – Possibly the most important facilitating skill, positive regard means keeping a person-focused attitude by allowing group members to set their own goals and outcomes. Positive regard also means validating the thoughts and feelings of all group members without necessarily having to agree with or condone those thoughts or feelings.
6. Confronting – On occasion a good facilitator will be required to confront patterns of thought and behavior that lead to detrimental outcomes or disrupt the group. This is best accomplished by developing discrepancies between the group member’s stated goals and their behavior. For example, if a group member’s goal is to become responsible for his/her own personal journey, yet that individual continues to act in ways that demand that others be responsible for that individual’s journey, then there is a discrepancy. A good facilitator can gently point out this discrepancy in a patient and kind manner so that change and growth may occur.
7. Inspiring – A good facilitator is an inspiration to group members. Such a facilitator is able to see the good in everyone, and to help them see the good in themselves as well so that they may recognize their own strengths and live by them.
Mindful awareness is a way of tuning in to what is happening right now, at this moment. Mindful Awareness is the skill taught in the first session of the MBE program. It is the primary skill that informs all of the rest of the skills in future sessions.
Nature as Teacher is the skill taught in Session 9 of the MBE program. It involves the My Own Animal Legend exercise. This exercise requires participants to write a story, and it’s recommended that you assign that as homework, as a one-hour session might not be enough time for them to write their story in session and still go over the materials.
The thirty minute discussion portion of each MBE session is optional for students but mandatory for facilitators. It is optional so that facilitators can see who are engaging with the material and who aren’t.
Due to the intense nature of most of the sessions of the program, if you’re doing the MBE program as a week-long intensive, you should not hold more than two sessions of the program per day.
If MBE sessions are held once per week, they cover a three-month time span. Because of this, seasonal weather patterns should be taken into consideration when planning a group. If a group is held during seasonal changes, you might not be able to hold the final sessions of the group in comfortable weather.
Exercises identified as Optional Activities may be completed by students on their own, or may be done at the facilitator’s discretion if time permits.
The ideal MBE group ratio of facilitators to participants one facilitator per 8 to 12 participants.
Due to the intensive nature of the program, it is recommended that you establish a firm policy regarding absences. It’s recommended that participants not miss more than two sessions of the program.
Any advertising of MBE groups should be ethical and legal and follow all ethical guidelines for your licensing board and legal jurisdiction.
Key concepts are identified in the Facilitator Manual as those concepts that are foundational principles of Mindfulness-Based Ecotherapy, and must be covered in the session.
Only do Priority Three exercises if you can comfortably fit it into your time frame; otherwise have students complete it on their own before the next session.
Session 1 facilitator notes suggest illustrating Being Mode by having students focus all of their attention on the sensations of their breathing while taking three or four deep breaths.
Session 1 facilitator notes suggess illustrating Observing by having students focus on a tree or other natural object in the landscape, and by having them imagine drawing or painting it.
These two questions illustrate the Power of Intention:
1. What am I trying to accomplish here?
2. Are my thoughts, feelings, actions and behaviors going to help me to achieve this goal?
The mindful skill of acceptance teaches us that we can experience thoughts and emotions without engaging in cycles of behavior that lead us to negative consequences.
When we are being logical, rational, and devoid of emotion, we are in Rational Mind.
According to the Session 3 materials, the definition of perfection is subjective.
A “PRIORITY 1” exercise means you should do this exercise if at all possible during the allotted time.
For the purposes of the “Wants vs. Needs” exercise, a need is something the person could not survive without.
“The key to letting go is to ask ourselves openly and honestly how much of what we do in our lives is based on fulfilling our basic needs, and how much of what occupies our time has to do with chasing our wants and desires.”
A common error made by beginning students in mindfulness is that it requires you to stop thinking. Instead, you’re just letting your thoughts quiet down while recognizing that thoughts are not facts.
If doing the “River” exercise, don’t use a rapidly flowing river and make sure to have someone trained in first aid in case of emergencies. Also don’t allow people who can’t swim to get into the river.
In Being Mode, time is irrelevant, because we’re not “doing” anything.
The Coyote Walk exercise allows your students to practice walking mindfully, as a precursor to being able to do other activities mindfully. This illustrates that mindfulness doesn’t mean just sitting still and being quiet.
Centering is the process of getting in touch with your True Self in the present moment by letting go of thoughts about the past and the future and focusing on living in the now.
From the perspective of MBE, “spirituality” simply means connecting to self, to others, to nature, or to your own concept of the divine.
The Faces and Masks exercise from Session 7 illustrates the concept of True Self. The purpose of the exercise is to make a mask that represents the owner’s True Self.
Ecotherapy is defined as “the use of the tools and techniques of ecopsychology in a therapeutic way and/or in a therapeutic setting.”
Second Order Change means thinking outside of the box and re-interpreting the rules so the game can be won.
The Nine Dot Puzzle illustrates the concept of Second Order Change.
Intention is conceptualized with the following two questions:
- What am I trying to accomplish with my life?
- Is what I’m doing, saying and thinking going to help me to accomplish my goals?
In interest of time, you may wish to assign the My Own Animal Legend exercise as homework prior to Session 9 so the bulk of the Session 9 class time may be used for the reflections and the discussion regarding the exercise.
For the purposes of MBE, a(n) animal totem is “The archetypal energy of an animal that can be used to facilitate personal change.”
Self-love doesn’t mean self-involvement or selfishness.
The Fairy Godmother exercise from Session 12 is a variation on the concept of Solution-Focused Brief Therapy.
CONGRATULATIONS!
You have now completed the course materials and are ready to take the final exam. You will need a score of 80% or higher to pass, and you will have a total of three attempts to achieve that score. Click below when you are ready to take the exam.
