Introduction
For a competent counselor, it is essential to be exposed to the experience of other professionals. In other words, analyzing their performance allows for identifying helpful strategies, methods, and techniques that can be applied further in practice. The purpose of this paper is to analyze the video record of an anger management therapy session conducted by Ed Jacobs and Christine Schimmel, defining the group leadership skills that were efficiently applied and how they impacted members’ perceptions and contributed to their emotional stability.
Counseling Leadership Skills
There are several basic skills that competent counseling leaders should utilize, and during their anger management therapy session, Ed and Christine successfully demonstrated the majority of them. First of all, both of them were involved in active listening, which presupposed paying particular attention to members’ words, gestures, and facial expressions (Jacobs et al., 2015). The counselors listened to every member individually and addressed their unique needs related to anger management. For instance, at the beginning of the session, Ed asked all participants about the main drivers of their anger to refer to them throughout the session specifically.
Moreover, the therapists scanned the room for members’ body shifts and non-verbal expressions, such as nods and smiles, to ensure response and guide further conversation (“Anger management therapy group,” n.d.). Additionally, they collaborated, provided cues, and encouraged engagement among all individuals. For instance, when Christine discussed Jen’s divorce and her relationship with her husband, she indirectly asked others to help her conclude the reasons for the woman’s anger. This technique allowed members to understand that they were supported and not judged.
As counselors demonstrated their non-biased attitude and willingness to help every person in the room, they wanted to initiate active engagement by applying questioning. In general, questioning, along with clarification, is used to help participants express their ideas, thoughts, and emotions better (Jacobs et al., 2015). At the same time, while Ed and Christine asked every member questions to collect more information about them, they also tried to present members’ issues from another perspective and promote their reflection through questioning.
For instance, when Ed asked Fran whether she wanted her colleagues to leave the job, he wanted all members to identify their perceptions of anger and contrast them with the genuine reason for it in their minds (“Anger management therapy group,” n.d.). Subsequently, this technique drove participants’ thoughts essential for their natural understanding of the core of their issues and their efficient solutions.
Another skill applied by counselors to initiate change in participants’ thinking and behavioral patterns is reflection. Reflection allows counselors to demonstrate their interest in members’ reflections and assist in their reasoning (Jacobs et al., 2015). For instance, when Christine talked to Luke, she admitted that she understood his anger. Still, at the same time, she connected his emotions with himself as a genuine reason for anger (“Anger management therapy group,” n.d.).
Similarly, when Ed addressed Adrian’s emotions, he helped the man understand that his expectations, which were disconnected from reality, caused anger and negative relationships, but not with his wife (“Anger management therapy group,” n.d.). As a result, the skill of reflection contributed to the reasonable flow of thoughts, the development of the session, and the members’ satisfaction. In other words, a positive therapeutic effect was achieved through the collaborative efforts of counselors and group members to assess the causes of the problem.
As Ed and Christine worked with a group, which was their first session, presupposing the meeting of people unfamiliar with each other, the counselors used the technique of linking. It is applied to establish contact between all members as mutual understanding based on the existence of the same issue is essential for assistance (Jacobs et al., 2015).
As previously mentioned, both Ed and Christine worked with all members simultaneously, addressing their issues; however, when they referred to one participant’s case, they asked for support from others. For instance, when the counselors spoke with Matt or Jessie, they allowed others to help find answers on their own. This approach enhanced members’ understanding of the issue and its underlying reasons, even though their perspectives might differ slightly.
The last skills applied by Ed and Christine to ensure participants’ engagement and the obtainment of theoretical knowledge that would help them manage the issue independently were information giving or mini-lecturing. It was expressed when Ed explained the principles of Rational Emotive Behavior Therapy (REBT) (“Anger management therapy group,” n.d.). Thus, when members received information about thoughts as the origin of feelings, it enabled them to cope with other instances of anger and control their emotions or similar issues.
Impact on Group Dynamics and Participant Engagement
In general, changes in group dynamics and member engagement may be regarded as highly considerable. From the outset, all members were skeptical about the meeting’s efficiency. However, the transition to the working stage, characterized by their engagement and participation in group discussions, was facilitated by the counselors’ professional application of the aforementioned leadership skills.
When participants had the opportunity to view themselves and their issues from different perspectives, reflect on the essence of anger, and receive support from others, their opinions changed significantly. One of the most peculiar pieces of evidence of changed group dynamics was the change in members’ postures – while all of them were sitting with crossed hands at the beginning, expressing their concerns, their poses became more relaxed at the session’s working stage.
Session Evaluation and Recommendations
This session could have been improved by providing insight into coping techniques that could be applied instantly to prevent outbursts. On the one hand, it is necessary to consider that it was the first session, and other activities could be introduced later during the next meetings. On the other hand, members would not be able to avoid stressful situations after the first session, and knowing what they could do instantly to minimize the risk of negative reactions would also be helpful.
In addition, this session supported several biblical principles related to a person-first approach; first and foremost, it reflected the necessity of respecting an individual’s dignity in a non-biased manner. In this case, the biblical perspective on human self-worth should be integrated more intentionally through an emphasis on God’s love and mercy, regardless of a person’s mistakes, which may manifest in negative reactions that affect others.
Moreover, the session addressed the principles of choice that the Lord provides to people. In other words, when people are overwhelmed with anger, they nevertheless have a choice in how to react, and counselors work with their understanding of the reasons behind emotions and feelings to prevent them efficiently.
Conclusion
To conclude, the analysis of the therapy highlights the importance of listening, reflection, questioning, linking, and information-giving as fundamental leadership skills that contribute to positive outcomes. At the same time, for counselors, it is essential to demonstrate their respect for a person’s dignity and self-worth. In particular, by addressing the availability of choice within the framework of the genuine reasons for anger, it is possible to generate stable therapeutic outcomes.
References
Anger management therapy group. (n.d.). Cengage.
Jacobs, E. E., Schimmel, C. J., Masson, R. L. L., & Harvill, R. L. (2015). Group counseling: Strategies and skills. Cengage Learning.