Aspects of the Communication Interventions

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Table of Contents

Introduction
Discussion
Conclusion
References

Introduction

Some individuals experience challenges when trying to express themselves in the context of a group and attempting to receive some support and assistance. It is important to develop proper techniques or interventions oriented toward helping the authors of some statements to further explore their thoughts and feelings in the context of being a member of the group. It is necessary to concentrate on specific ways of intervening that can facilitate members in bringing personal struggles into the group.

Discussion

Thus, a person who says, “Nobody ever listens to me. I really don’t feel understood,” requires to be not only listened to but also heard and supported to be able to express oneself. One intervention that could be used to help the author of these words is a technique called reflective listening (Dimaggio et al., 2020). This approach encourages the group to listen more actively and deeply to the speaker’s words with the goal of understanding how they feel and what they are trying to communicate. Reflective listening comprises two stages: at first, the listener(s) should try to understand the idea expressed by the speaker. Next, the listeners offer the idea back to the speaker to make sure that they understand it in the right way. Group members should take turns asking questions that are open-ended and non-judgmental. This will help the speaker explore their thoughts and feelings in a non-threatening environment and will also allow other members of the group to gain insight into the speaker’s experience.

Additionally, the group could practice a type of interpersonal therapy called validation. This technique encourages members to acknowledge and accept the speaker’s feelings without judgment. Validation involves acceptance and support of one’s feelings (Dimaggio et al., 2020). When someone is sharing their problems, the group members express validation through listening attentively without having to say something in response. An occasional nod of a head or a quiet ‘uh-huh’ will suffice to express one’s interest in the speaker’s issue. Validation can help the person to feel accepted, heard, and understood, while also allowing the group to gain a better understanding of the author’s struggles and experiences.

In another case, the author of the words, “I really want to get close to people, but at the same time I keep putting up barriers that keep people away from me,” also requires help. An effective intervention that could be useful in this situation is a process called the empty chair technique. This process involves the group leader guiding the group member to sit in a chair and imagine another person sitting in the chair opposite them. This other person can represent someone who the group member wants to get close to but is having difficulty connecting with (“Gestalt therapy: The empty chair technique,” n.d.). The group leader can then guide the group member to engage in a conversation with this other person, exploring any issues that are preventing them from getting close. This technique can be used to help the group member explore their thoughts and feelings about the relationship and to create a safe space for them to share these feelings with the group.

Conclusion

The offered exercises and techniques allow group members to identify their possible problems and potential solutions to breaking the communication and interaction barriers that they have created. The goal of these exercises is to help the authors of statements to identify their problems in expressing thoughts and feelings and communication barriers and to help them find ways to overcome them. With the appropriately selected techniques, group therapy will likely bring positive outcomes for all members.

References

Dimaggio, G., Ottavi, P., Popolo, R., & Salvatore, G. (2020). Metacognitive interpersonal therapy: Body, imagery and change. Routledge.

Gestalt therapy: The empty chair technique. (n.d.). MentalHelp.net. Web.

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Aspects of the Communication Interventions

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