Paper by: Claudi van den Heever

Techniques within Gestalt group work

Module 2

Dr. Hannie Schoeman 

INDEX:

1.  Introduction                                                                   

2. Definitions   

2.1.  Techniques                                                                                                

2.2.  Group work                                                                   

2.3.  The aim of techniques within group work                        

3.  Hazards when using techniques within the group setting    

4.  Choosing appropriate techniques                                   

5.  Gestalt techniques within group work                                   

5.1.  General techniques                                                         

5.1.1.  Language exercises                                                  

• ‘I’ -  Language                                                            
• Statements                                                                           
• Open-ended questions                                                    

5.1.2.  Non-verbal exercises                                                     

5.1.3.  Dialogue                                                                                

5.1.4.  Assuming responsibility                                                    

5.2.  Techniques which includes all members                     

• Multimedia techniques                                              
• Guided fantasy                                                                     
• Dream work                                                                      

5.3.  Techniques involving individual work within the group setting   

• Reversal Experiment/technique                                     
• Rehearsal Technique                                                        
• Exaggeration Technique                                                 
• Monster technique                                                               
• Empty Chair technique                                                          

6.  Conclusion                                                                               

7.  References                                                                            

1.  Introduction:

It is a well known fact that techniques within Gestalt therapy are used to create awareness and facilitate contact, which implies genuine human interaction involving the whole person – mind, body and emotions.  But techniques also have a very valuable place within Group therapy.  We will take an in-depth look at the importance of techniques within Gestalt group work as well as how to use these techniques within such a setting.

2.  Definitions:

Before we can take a look at the techniques per se, we have to better understand the concepts involved:

Techniques:

Techniques are considered to be “exercises or procedures that are often used to bring about action or interaction, generally they are not invented in the moment as an integral part of the client’s process or the group environment” (Corey, 2004: 312).  Yontef (1993: 153) adds to this by saying that “the techniques of Gestalt therapy are experimental tasks.  They are the means of expanding direct experience.  These are not designed to get the patient somewhere, to change the patients’ feelings, to recondition or to foster catharsis.”

Group work/therapy:

According to the Gestalt Institute of Toronto (2004), Group therapy can be defined as “an organic process (as opposed to a structured program of pre-defined steps) in which the Leader spontaneously creates experiments based on the group dynamic (how the group members relate to one another).  The experiments allow each member to work through his or her issues and experience contact with one another, gradually making them capable of more and more contact throughout the process.”

Gestalt approaches in group counseling serve a dual purpose (Passons, 1975:41):

• The approaches can be used to help individuals attain greater awareness of their own behaviour, and this awareness is reinforced in the group setting where the individual is in the midst of other individuals who are also becoming more aware of themselves.  Group members can serve a catalytic purpose for each other’s self-explorations as well as provide support and encouragement.
• The interaction among the group members: the facilitation of learning and experience in interpersonal perception and communication.  This approach contribute to facilitating the development of the group process and encouraging trust, cohesion, understanding, acceptance and respect to emerge among the group members.

The aim of techniques within Gestalt Group work:

Yontef (1993: 96) states that there are many unique techniques within Gestalt therapy and that these could be applied within different frameworks, such as individual and group therapy, although with changed meaning.  He further says  (1993: 249) that techniques are only a means of experimentation.  This is explained with examples such as repetition and saying something louder, isn’t aimed at catharsis, but to aid in increasing awareness.  This simple technique, and for that matter any technique used within group work, might help the client discover what he feels and how intensely and how he subdues his feelings.  Thus, raising the individual and groups’ awareness.

3.  Hazards when using techniques within the group setting:

Many a author, warns us against the misuse and overuse of techniques.  Yontef (1993: 32) states that it is only a small part of the therapeutic process, Corey (1995: 303) says it “may keep the therapist hidden and lead to the phoney layer that prevents growth”, and Schoeman (2005: 67) adds to these authors by saying that “Since Gestalt techniques facilitate the discovering, facing and resolution of the client’s major conflict, often in a dramatically short time, the inexperienced therapist or client may assume that Gestalt therapy offers an ‘instant cure’.  She further states that one is tempted to push the client into a stance of self-support too soon and too fast.  Gestalt therapy within groups might also result in individual counseling in a group setting, or when the therapist assumes too much responsibility for the group, it may cause client passivity and defeating the goal of patient self-support.

Passons (1975:42) draws our attention to the fact that no client should be forced to participate in any individual or group activity.   The client’s choice is to be respected by the therapist and other members.  Clients may be asked to share the experience without disclosing the explored awareness ( “I found it difficult…”).  Through this process the therapist is creating a situation which teaches respect for the rights of the individual, and will in turn make members feel more free to participate.

4.  Choosing appropriate techniques:

As stated in the previous section, techniques can cause irreparable harm, if not used correctly and cautiously.  There are many aspects to consider in choosing the appropriate techniques to use within your group.  The type of group that you lead will determine to a large degree the appropriateness of various techniques (Corey, Corey, Callanan & Russell, 1992: 5).  The therapist should carefully consider how techniques can be used in the service of clients.  Corey, et al, (1992:6) states that “in creating and using techniques, you will always want to keep clearly in mind the primary purpose of your group.  Techniques will be tools to help you and your members accomplish the group’s specific aims”.  Other factors in need of consideration includes client population, client personality and cultural context.

5.  Gestalt techniques within group work:

It was earlier noted that Yontef said that techniques could be used within different frameworks.  Within group therapy, techniques could be applied within different frameworks.  There are certain techniques which are always applicable, and others which are suited for paired work and others involve only a specific individual within the group setting.  An in-depth look will now be taken at various techniques within each framework:

General techniques:

These techniques are always welcome within Gestalt therapy, whether it is within individual or group therapy.  These include:

• Language exercises:

In Schoeman (2004: 111), Corey states that “our speech patterns are often expressions of our feelings, thoughts, and attitudes”, and by focusing on our obvious speaking habits we are able to increase our self-awareness and take responsibility.

• ‘I’ -  Language:
  Corey (In Schoeman, 2004:112) states that by using the word ‘it’ we are able to remain distant from our experiences, for example “it was hard to confront her”.  The group members should thus be encouraged to use the word ‘I’ – “I found it hard to confront her”.  Schoeman also says that clients should be encouraged to use ‘I’ instead of ‘You’, for example:  “I know what it is like when…”.  This helps clients to take responsibility for their feelings, thoughts and behaviours.
• Statements:
  Corey also states that members should also be encouraged to make statements towards one another rather than ask questions, as other members may become defensive when questioned directly. 
  Substituting won’t and can’t also encourages the client to take self-responsibility.  For example:  “I won’t go to the shops for you”  instead of “I can’t go to the shops for you because…”
• Questions:
  Questions such as ‘What’ and ‘How’ should rather be asked than ‘Why’, since ‘why’ questions are more threatening.
  Perls believed that questions should be turned into statements.  For example, a client could ask “I suppose I should pull myself together?”, but should rather say “I must pull myself together”.
• Non-verbal exercises:
• Corey (2004: 317) exclaims the importance of the message behind the words, which is often conveyed in the tone of voice, pitch, volume, speedy delivery and so forth.  He states that the group setting offers many opportunities to explore the meaning of non-verbal messages.  Passons (1975:126) adds that the group setting is ideal to become more aware of  and increase the sensitivity to nonverbal signals of others.  Such explorations are especially useful when participants exhibit nonverbal cues that are incongruent with what they are saying verbally.  The client/group member should be made aware of this incongruency in order to become more aware of what he is experiencing.  Body language that can be discussed in the group includes posture, tone of voice, eye contact, mannerisms, tightness of the mouth and a client’s style of speaking (Schoeman, 2004: 112).
• Dialogue:
• Therapists should pay close attention to splits and polarities in personality function, according to Corey (2004:318).  Fantasy dialogues are meant to promote awareness of internal splits and eventual personality integration.  These dialogues can take many forms, for example, dialogues between opposing sides or polarities within oneself (tender versus tough) and dialogues with a parent or other significant person, fantasized others or inanimate objects.  Dialogue experiments are a powerful method of contacting parts of our nature that we work hard at keeping secret from both ourselves and others.  It is also typically used to heighten awareness of introjections and projections.

• Assuming responsibility

• In her Advanced Course Manual, Schoeman (2004: 113) says that “in an attempt to avoid responsibility for feelings, clients place the blame on others, for example, ‘You make me cry’”.  Techniques can be used to encourage the members to take control of their lives, to take responsibility.  The members become aware of their feelings and begin to accept them, rather than project them onto another.  The therapist draws attention to the member not taking responsibility and blaming others.
• Language of Responsibility implies that the therapist has the group members use language that allows them to say what they mean and mean what they say.  In other words, language that injects real feeling into their words.  This includes  (Gestalt methods…2004:2):

• Directness:
  Talking directly to the therapist or another group member rather than alluding to matters by beating about the bush.  For example: “smoking is harmful to the environment” should be replaced by “I cannot breath properly and you are killing me by smoking when I am with you”
• Checking things out:
  Instead of engaging in mind reading or guessing what another person thinks or feels, the therapist encourages the members to check it out by asking directly “how do you feel about that?”
• First Person, Active Speech:  “it is not good for people to live alone” contrasts with “I don not like to live alone”.  The latter allows the speaker to own what is being said and imbue it with personal meaning and emotion.

Techniques which includes all members:

One method of work which lends itself to activities in which individuals work side by side within a group is the use of art materials.  Two well known techniques within this framework includes the use of multimedia work and guided fantasy.  These will now be briefly discussed as well as other appropriate techniques.

Multimedia work:

According to Brazier (1992:7), “This form of expressive work requires a good warm up if the group is not accustomed to using art materials.  It is important to point out that the aim is to use the process as a means of exploration, rather than to produce a ‘work of art’ at the end.  Sharing in pairs can be useful if different group members work at different rates.  Facilitation by the therapist should focus on helping the participants to find their own meaning or to explore feelings in relation to the picture or model.  Interpretative responses should generally be avoided, since each member should be offered the opportunity to explore their painting themselves.

Guided fantasy:

In guided fantasy work, the therapist invites the group to relax.  This may be a long process, or may be brief.  A fantasy situation is then suggested.  Basic rules for guided fantasy work include (Brazier, 1992:7):  using a relaxed tone of voice; make clear, open-ended suggestions; don’t be afraid to pause and allow the scene to develop; make suggestions positive eg, “You are feeling relaxed”; Bring the group back to the room; Allow time to finish gently. 

According to Schoeman (2004:113) a client is able to face a very difficult problem when it is dealt with in the context of a fantasy exercise.  Through the use of fantasy, a member can explore feelings such as guilt, shame and fear.  If the experiment is successful, members may feel encouraged enough to try the new behaviour in real-life situations.

Schoeman (2005:57), names three different fantasy techniques:

Firstly she says that the children within the group can pick an animal they would like to be, and then move around the room as they feel this animal would.  They then have to sit down in pairs and discuss what they would feel if they were this particular animal or they can be asked to write a story about this.  Children should have a real awareness of how they feel and can discuss their feelings with the therapist.

Second, is the Wise Person fantasy.  The child is asked to fantasize a wise man or woman and then ask them one question.  This question is then pondered for a few minutes after which the wise person answers – speaking through the client.  The aim is that both question and answer, should add some awareness and understanding to the client’s life.  The members can then discuss their fantasies in depth within the group setting (or in pairs).

Thirdly, is a well known fantasy technique – the rosebush.  The members are either asked to pretend to be a rosebush, to make their rosebush out of clay or to draw it – any medium should be fine.  The following points should then be considered:

• Type of rosebush
• Root system
• Number of roses
• Number of thorns
• Environment in which it lives
• Does the rosebush stand out?
• Does it have enough room?
• How does it get along with the other plants?
• Does it have a good future?
• What does its root-system look like?
• Who waters it and takes care of it?

Members can then share their experiences within the group setting (in pairs).  The Schoeman or Oaklander Model can then be used to take the process further regarding determining alternatives, clarification, empowerment, evaluation and self-nurturing.  As conclusion to such an exercise, members can be asked to complete a sentence such as ‘I learned that…’ and this is then shared within the group.

Dreamwork:

”In Gestalt, all parts of a dream are considered parts of the dreamer.  Dreams are considered very useful because they are the most spontaneous and uninhibited expression a person can make”, (Gestalt methods…2004:2).  According to Wilkerson (1997:1), Perls felt that dreams were highly symbolic and made extensive use of interpretation.  Perls felt all past conflicts were continually acted out in the present, and chose always to work on them in the here- and –now, where we are completely free and can choose freedom, responsibility and openness instead of illness.  In the here- and-now we are free to actively control our own ‘becoming’. 

The intent with Gestalt dream work, is to bring the dream back to life, to re-create it, and to relive it as if it were happening now.  Group members don’t report their dreams or talk about them in the past tense.  Instead, they are asked to tell the dream as if it were happening in the present.  Dreamers become immersed in their dreams with more vitality when they narrate dreams as though they are happening now.  Members can be asked to identify with a segment of the dream and to narrate their dream from a subjective perspective.  Group members may be asked to transform key elements of the dream into a dialogue and become each part of the dream.  Thus, each member is assigned a part of the dream which to enact, partly relating to the dreamer and to their own life.  The group context allows them to play out parts of the dream as present events, but it also increases group cohesion and link a members’ work with the other group members.  (Compare Corey, 2004:323; Schoeman, 2004: 113-114.)

Corey (2004: 323), is of the meaning that all dreams contain existential messages which represent our conflicts, wishes, and key themes in our lives.  When exploring our dreams, one becomes aware of each of the parts and increases our awareness or our opposing sides and of the range of our feelings.  Eventually, we will appreciate and accept our inner differences and integrate the conflicting forces – each piece of work on a dream leading to further assimilation and integration.

Here is a guided practical example of how to go about dream work within a group setting:  (Corey, 2004: 324)

• Ask the member to relive the dream, as if its happening now
• After this, ask a question such as:  “What are you experiencing now?”, “What was it like for you to recount your dream?” or “What interests you most about the dream?”
• Have members choose an element of the dream that seems most like them and ask “What element of the dream has the most energy?”
• Enquire if there is a troublesome part of the dream and deal with it as early as possible so that there is sufficient time to work on it.
• Members can be encouraged to become different parts of the dream, it can be people or objects.  This involves assuming the identity of the person or object by giving voice and personality to this dream element.  Allow sufficient time for dialogue between the elements.  Have the dreamer interchange with several aspects of the dream whilst staying with the dialogue.

Techniques involving individual work within the group setting:

Some techniques are very useful within a group setting although the focus is on one individual only.  Such techniques usually entails a specific member of the group to do a certain exercise which will help them to overcome a certain difficulty which they are facing at present.  Making use of such exercises within the group setting, helps the specific individual to practice before trying it out in the real world.  Group members also get to learn from the experience although they are not necessarily directly involved.  Such techniques include reversal, rehearsal, exaggeration, monster technique and empty chair.

• Reversal technique:
  According to Corey (2004: 321) “Certain symptoms and behaviours often represent reversals of underlying or latent impulses.”  This exercise requires members to become a side of themselves that they rarely or never express, because they don’t want to see it and accept it.  This exercise is based on the theory that “integration is possible when people allow themselves to plunge into the very thing that produces anxiety and make contact with those parts of themselves that have been submerged and denied.” (Compare Corey, 2004: 321; Schoeman, 2004: 113)  Groups provide plenty of timely opportunity for using reversal techniques.  The author suggests that this is a very useful exercise for people who have difficulty accepting things from other people and then having other members do things for this person or asking someone in the group who is very silent to take on the role of monopolizer – thus taking on a polarity role. 

• Rehearsal technique:
  ”In everyday life situations we often rehearse for roles we think we are expected to play, and we worry that we may not say the ‘right’ thing and perform ‘properly’.”, according to Corey (2004:321)  Rehearsal within the group setting requires members to say out loud what they are thinking silently.  This is very useful when members are blocking and censoring and giving carefully measured answers to elicit or avoid a specific effect.  This technique must be timed properly and rise from the situation in which a member is struggling.  Rehearsals are designed to bring into sharper awareness a process that is typically done without awareness.  For example, when a member takes on an observer stance, he/she could be asked to express some of their thoughts out loud.  It is also very useful when a future confrontation is anticipated.  Group members share their rehearsals with one another to become more aware of the many preparations they go through in performing social roles.  This allows them to become more aware of how they strive to please others.

• Exaggeration:
  ”The amplification of a behaviour (usually, for example, a body movement) leads to heightened awareness and can allow the client to give voice to something that he or she had been avoiding” (Gestalt Methods…2004:1)  Corey (2004:322) suggests that “This experiment involves becoming more aware of the subtle signals and cues we send through body language.  Members are asked to repeat and intensify a particular behaviour for the purpose of bringing out-of-awareness emotional processes to awareness.  Movements, postures, and gestures are exaggerated so that the meanings they communicate become clearer.”  Through the repeated exaggeration of these, feelings associated with the behaviour are felt more intensely and its inner meaning is brought into awareness.  This technique is fruitful in cases such as when a member consistently nods his/her head when someone speaks, and is then asked to nod at each member while adding something verbally.  It is also applicable when members smile while expressing painful or negative emotions, trembling, clenching of one’s fists, tapping one’s foot, crossing one’s arms tightly, and pointing a finger at someone.

• Monster technique:

The theory behind the monster technique, supposes that unfinished business may become ‘monsters’ in our (and children’s) lives.  According to Schoeman (2004:166) “It is essential for the therapist to help the child name the monster in his life.”  Children should be able to identify their monsters.  This technique entails the following steps (Schoeman, 2004: 180-181):

• Ask the group members to each create their monster which they have to deal with in their life situations
• Ask for how long has the monster existed?
• Are there other people who know about the monster?
• Is there something about the monster is scary?
• Are you prepared to have the monster in your life and live with it?
• Can this monster be named?
• At what age did you get the monster?
• Is it possible to draw or make the feelings about the monster in clay?
• Ask the child to talk to the monster. (Hot seat/empty chair)

Other group members could be involved where the monster is placed into the hot seat.

Dealing with a monster could also entail the use of the principle of reframing.  According to Schoeman (2005:102), reframing should take place within the situation and that only the circumstances within the situation should be changed.  It entails changing the negative aspects into positive aspects.  Reframing “creates a feeling of pity for the aspect the child is experiencing as negative”.  Aspects to take into consideration when reframing includes focusing on the most obvious situation, being in touch with the child’’ feelings and not to create new problems whilst trying to deals with the child’s discomfort.  As a note of caution, reframing should only be used with ‘minor’ difficulties within the child’s life, such as a scary monster under the child’s bed.

• The Empty chair technique:

The Empty chair technique is also useful when dealing with Polarities or better known as the Top dog/Underdog.  This entails two-chair work concerning a split (polarity) in the person’s character of which the most common is the top dog/underdog.  (Gestalt methods…2004:1)  The Topdog is your inner dictator who tells you what you should do while the underdog plays the victim/rebel and schemes to thwart and avoid doing as the Topdog demands.  This technique could be very useful, specifically when you have a group who deals with specific societal demands which contradict their wants.  According to Schoeman (2005: 56) “The purpose of working with these bipolarities, or splits in the personality, is to bring each side into awareness so that reorganization can take place that does not exclude either side.  Within the group setting, members could be divided into two subgroups, the top dogs and the underdogs.  The top dog group makes a list of reasons they should do something, while the underdog group thinks of reasons why they want to do something.

The Empty Chair technique per se is a commonly used technique which involves the placing of an empty chair in the centre of the group, and invite group members to imagine someone significant to them sitting on the chair.  “One person may then take up a position opposite the chair, and speak to the person they see sitting on it.  Often this exercise is used simply as a way of offloading unsaid things.  Sometimes the person will take the chair’s place and give a response.  This technique may be used for quite short scenes, in which case many group members may get a turn, or can be used for longer exploration.”  (Brazier, 1992: 8)  According to Yontef (1993:169), the other group members only engage in the activity afterwards in order to discuss and “give feedback on how they were affected, what they observed, and how their own experiences are similar to those the patient worked on”.  This approach might be found to be too individualistic within the group setting.  If a more group-friendly approach is desired, other group members might be involved by being in the ‘empty chair’. 

The Empty Chair technique was made famous by the well known Fritz Perls.  “He believes it is a simple but powerful way to explore polarities”, according to Goodlander & Boerger ([Sa]).  The authors add that anyone or anything can be placed in the empty chair – friends, relatives, enemies, objects, parts of yourself, and feelings.  Advantages of this technique includes experiencing the power of role reversal, being able to see your projections more clearly and to ‘own’ them, bringing you closer to resolution of life issues, and gaining significant awareness into your own processes and valuable skills for working with others.

Conclusion:

Keeping in mind that techniques within Gestalt therapy have the aim of enhancing awareness, it is clear that techniques have a valuable part to play within the therapeutic process.

Most techniques used within Gestalt individual therapy, can be adapted for use within group work.  The only variable being, whether it will involve all members or whether the focus will be on a specific individual within the group setting.  No matter how it is structured, all group members will benefit from each technique.

The author is of the opinion that the Empty Chair technique is of irreplaceable value.  Many a technique leads to the Empty Chair, of which the Rosebush and Monster techniques are only two examples.  In the same breath, it should be exclaimed that techniques are only there to facilitate the therapeutic process and aren’t the essence of therapy, since successful Gestalt therapy can be conducted without using any techniques at all!

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