2.1. Rights of the participants of a group.

A Basic Right: Informed Consent

Informed consent is the voluntary expression to receive a procedure, treatment or

intervention.

This consent ensures that the patient has been informed about the nature of the
care. Including risks, effects and benefits.

CODOPSI is the professional and legal institution that, under Law 22-01 and its
Code of Ethics, regulates the professional practice of psychology throughout the
national territory. In Chapter III. Of Confidentiality - Art. 16. Says:

“The information that the psychologist obtains as a result of his/her professional

activity will be considered confidential and may only be revealed when there is the
written consent of the person originating said information. It may only be revealed,
without authorization, to family members, professionals or competent authorities
when there is an imminent danger for the individual or third parties.”

Information that clients deserve before setting up the group:

 A clear explanation regarding the purpose of the group.

 A description of the group's format, procedures, and basic rules.

 A pre-interview to determine if a particular group with a particular therapist

at the current time is appropriate for your needs.
 An opportunity to request information about the group, raise questions and
discuss problems.
  A brief description of the therapist's education, experience, and
qualifications.

 Information about fees and costs and whether or not these include a follow-
up session; information, also, on the duration of the group, the frequency
and duration of meetings, group goals and techniques that will be used.

 Information about the psychological risks involved in group participation.

 Knowledge of the circumstances in which confidentiality will be breached for

legal, ethical or professional reasons.
 Explanation of the services that can and cannot be provided within the
group.

 Help from the therapist to develop personal goals.

 Brief clarification of the division of responsibilities between the therapist and

the participants.

 Commentary on the rights and responsibilities of group members.

Rights of clients during the course of the group.

 Indications about what is expected of them.

 The freedom to leave the group if it doesn't seem to be what they expected,
wanted or needed.

 Information about any research or recording that will be carried out during
the sessions with the group members.
  If any recording is made, the right to stop it when it restricts members'
participation.

 Help from the therapist to adapt the group's learning to each client.

 Opportunities to discuss individual learning in the group and to experience

the closeness of the group, so that participants are not unnecessarily left
with unfinished business.

 A consultation with the therapist if a crisis occurs as a direct effect of

participation in the group or referral to other sources of help if the therapist
cannot provide it.

 Respect for the privacy of members in relation to what the person can reveal
and the degree of openness.

 Respect for confidentiality by the therapist and the remaining members.

 Freedom from the values of the therapist and the rest of the members.

 Opportunity to use the group's resources for growth.

 Right to be treated as an individual with the dignity and respect deserved.

The therapist should emphasize that participation in groups entails, in addition to

rights, certain responsibilities. Some of these responsibilities include attending
regularly, being active, taking risks, being willing to talk about yourself, providing
feedback to other members, respecting confidentiality, and asking for what is
needed.

2.2. Involuntary Group Factors

When participation is mandatory, informed consent is particularly important. A
great effort should be made to inform involuntary members of the nature and goals
of the group, the procedures to be used, their rights and responsibilities, limits of
confidentiality, and the influence that their level of participation will have on critical
decisions to be made. adopt outside the group on him. When groups are
involuntary, members' cooperation should be encouraged and motivated to
continue attending voluntarily.

Freedom to Leave the Group

It is essential that members have the opportunity to discuss their abandonment at

least with the therapist. The rule of the Association of Specialists in Group Work
(ASGW, 1989) says in this regard:

“Members have the right to resign from the group, but it is important that they are
aware of the importance of informing the therapist and group members before
doing so. The therapist discusses the potential risks of premature resignation with
the member considering this option.”

Freedom from Coercion and Undue Pressure

Members can expect to be respected by the group and not be subject to coercion
or undue pressure from the group. Regarding this matter, the ASGW rule (1989)
says:
"Therapists protect members' rights against physical threats, intimidation, coercion,
and undue peer pressure to the extent possible."

Members can expect to be respected by the group and not be subject to coercion
or undue pressure from the group. Regarding this matter, the ASGW rule (1989)
says:
"Therapists protect members' rights against physical threats, intimidation, coercion,
and undue peer pressure to the extent possible."

The Right to Equitable Treatment

The ASGW (1989) suggests that: "Therapists ensure equitable use of group time
for each member, inviting silent members to become involved, recognizing
nonverbal communication efforts, and reducing misuse or monopolization of time
by some. members".

Right to confidentiality.

Confidentiality is a central ethical factor in group therapy. We as therapists are

obligated to keep the group members' confidences secret and we also have the
responsibility to convey to the group members the need to maintain the confidential
nature of any information that is revealed in the group.

Exceptions to confidentiality.

The ethical levels recommended by the American Therapy Association specify

exceptions to the general standard of confidentiality from which implications for
members' confidentialities arise: "The general requirement to keep information
confidential is not appropriate when the best interests of the client, the well-being
of others, social obligations or legal requirements require that such information be
disclosed.

Confidentiality with minors.

Another relatively delicate problem refers to therapies with children and

adolescents. Do their parents have the right to have access to the information
revealed by their children in the group?
2.3. The psychological risk factor in groups.

Because groups can act as catalysts for personal change, they also carry risks for
group members. The nature of these risks includes life changes that cause
breakups, hostile and destructive confrontations, painful socialization between
members, etc. And what the therapist can do in this regard is the goal of the
section. It is unrealistic to expect a group to be risk-free, because any vital learning
involves taking risks.

2.4. Ethics in the action of the therapist.

Sensitivity to the needs of the group members and the impact that the values or
techniques used may have on the members is an essential quality of therapists.
Being a therapist requires knowledge of community patterns, the rules of the center
where you work, and the laws that govern therapeutic practice.

2.5. Personal Relationships between Therapist and Members

What criteria can the therapist use to determine whether relationships Are personal
or social interactions with group members appropriate or inappropriate? A
determining factor is the degree to which such social relationship is interfering with
the therapeutic relationship. The ASGW (1989) policy in this regard states: "Group
therapists avoid dual relationships with group members that might hinder their
objective and professional judgment, as well as those that are likely to compromise
a group member's ability to participate fully in it." One of the principles derived from
this general concept recommends that therapists not misuse their role and power
to meet their personal needs. The central factor of this standard refers to the
appropriate use of authority. When therapists satisfy their personal needs for
power and prestige at the expense of the best interests of members, then an
ethical violation occurs.

2.6. Socialization among Group Members

A parallel factor refers to the facilitating or limiting effect of socialization between

group members in the group process. This issue can become an ethical problem if
members develop clichés and gossip about other members or if they meet on their
own and discuss problems that should be addressed in group sessions. If hidden
agendas develop across multiple subgroups, the group's progress is likely to come
to an abrupt halt. Unless the hidden agenda is clarified and managed, it seems
unlikely that many members will make therapeutic use of the group or achieve their
personal goals.

Yalom (1985) points out that group therapy teaches people how to establish
intimate relationships but does not provide such relationships. Also note that
members who are outside the group have the responsibility of showing the
information about said meeting in the group. The type of socialization outside the
group that interferes with its functioning is counterproductive and should be
avoided. This is true in situations where participants comment on relevant aspects
of the group and avoid commenting on the same aspects within it.

2.7. Ethical factors in multicultural therapies

Recognizing the reality of human diversity by therapists is related to the

reorganization of the mode of influence of the therapist's values in the group
process. If some basic differences between people are ignored, it is difficult to
meet the interests of these customers.

According to the ASGW (the association for specialists in group work) "therapists
are aware of their own values and how to apply them to multicultural contexts." If
therapists do not understand how their cultural environment influences their own
thinking and behavior, there is little chance of working ethically and effectively with
multicultural groups.

Although there is recognition of the multicultural importance in the training of

therapists, the ethical standards of many professional organizations are not
specific in this part. For example. In the recently revised Ethical Principles of
Psychologists and Code of Conduct of the APA (American Psychological
Association) the following position is adopted with respect to the ethics of the
recognition of human differences:

Where differences in age, sex, ethnicity, nationality, religion, sexual orientation,

physical disability, language or sociocultural level significantly influence the
psychologist's work with certain individuals or groups, the psychologist obtains the
training, experience, consultation or supervision necessary to ensure the
competence of their services or to appropriately refer clients.

Several authors disagree with the ethical principles of the APA, so the APA
Department of Ethnic Minority Affairs has developed a sample of rules that aim to
modify the patterns in this regard. Although these rules are not specifically
designed for group therapists, they can use them.

The following list represents an adaptation of these rules:

 Group therapists acquire the knowledge and skills they need to work effectively
with the various types of members found in their groups. If they do not have this
fundamental foundation, they cover their limitations by requesting supervision
or receiving more training.

 Therapists are aware of how their own cultural environment, attitudes, values,
beliefs and biases influence their work and strive to correct any biases they
may have.
 Therapists recognize that ethnicity and culture influence behavior.

 Therapists respect members' religious and spiritual values and beliefs.

 Therapists help members determine when difficulties are rooted in racism or the
like, so as not to inappropriately personalize problems.

 Therapists consider the impact of adverse social, environmental, and political

factors when assessing problems and designing interventions.

 Therapists strive to eliminate biases, prejudices, and discriminatory practices.

Uses and Abuses of Group Techniques

It is important that therapists have the knowledge and reasons for each technique
they apply in their groups. Obviously they can be used ethically and therapeutically
or they can lead to abuse. Some of the forms of abuse include applying techniques
they are not familiar with, using them to increase their power, or to pressure
members. Many techniques used in a group facilitate intense emotional
expression.

Some therapists measure their group's effectiveness by the degree of catharsis,

and members may be exploited by a therapist who has a need to see them
experiencing intense emotions. If members don't have a "good catharsis," some
therapists (and members) feel like the group is "going nowhere." When working
with clients from diverse populations, therapists should modify their interventions to
accommodate each client's cultural and ethnic background. For example, if a client
has learned not to express feelings in public, it may be inappropriate to introduce
techniques for expressing feelings during the first few sessions.

It would be helpful to find out if this member is interested in exploring their culture's
learnings regarding the expression of feelings. Let's think about another situation,
where a woman has learned to obey her parents without question. It would be
inappropriate to induce a role-play technique in which she must confront her
parents directly.

Abuse and Legal Liability

Therapists are subject to civil penalties if they fail to act lawfully or if they
intentionally cause harm to another person. If members can prove that
psychological harm or personal injustice has been caused by the therapist's
mistake through either negligence or ignorance, the therapist can be sued.
The best way to protect yourself and not get involved in a complaint for abuse or
misuse is to take preventive measures, which means not going beyond the limits of
your own competence. It is also important to maintain the ethical standards of your
professional organization and the ethical standards of group therapists.

2.8. The group therapist competence factor

It is advisable for therapists to know the reasons why they apply each of the
techniques and having experienced them as a member of a group can be very
useful. The factor of competence or ability to lead a specific group or type of group
is one of the ongoing questions that therapists must ask themselves.

Training and supervised experience are needed for each type of group you intend
to lead. Degrees and credentials may be necessary but not sufficient. However,
those who wish to be group therapists typically discover that formal education,
even at the master's or doctoral level, does not provide them with the practical
background necessary to lead a group effectively. So it is essential to participate in
specialized training seminars or workshops in group therapy.

2.9. Ethical Factors in the Training of Group Therapists.

Ethical Factors in the Training of Group Therapists.

Training programs differ when participation is optional and when it is mandatory.

Requiring participation in a therapeutic group as part of a training program may
raise some practical and ethical problems.

American Counseling Association (ACA)

One of the ethical standards of the ACÁ (1988) states that learning focused on
self-understanding or personal growth must be voluntary or if it is essential as part
of the educational program, students should have it before enrolling.
Ethical Factors in the Training of Group Therapists.

Another ACÁ ethical standard refers to accommodating students who do not wish
to participate in personal growth experiences: "The member [therapist educator]
will at all times provide students with clear and equally acceptable alternatives for
personal growth and self-growth experiences." comprehension.

Ethical Factors in the Training of Group Therapists.

One of the most controversial ethical factors in the training of group workers
involves the combination of experiential and didactic methods.

Such a disposition entails the willingness to be self-open, to be an active

participant in an interpersonal laboratory and to get involved on a cognitive and
emotional level at the same time.

Through this type of programs, the concepts of the group process are experienced.
Ethical Factors in the Training of Group Therapists.
Clear rules should be established so that students know their rights and
responsibilities.

This arrangement puts pressure on both the students and the instructor. It requires
honesty, maturity and professionalism.

The ethical rules for group therapists as well as the average levels of experience
are established by the ASGW Group Work (1989, 1991).

The ASGW ethical standard (1989) states in this regard:

Instructors of group therapy courses will take measures to minimize the possible
negative impact on students.

If students learn to participate openly and honestly in the group, they have already
achieved a great step in facilitating a group.

Donigian (1993) considers that dual relationships in training courses are "the factor
that cannot be eliminated."

Donigian concludes that the ASGW should identify the content, the reasons for
learning said content, and the criteria for willingness to participate in such groups.

Merta and her collaborators have investigated the ethical dilemmas involved in
introducing experiential groups in training courses. Merta and Sisson (1991) state
that the use of experiential groups has been highly criticized for the presentation of
dual relationships and for possible unethical practices such as invasion of privacy,
conflict of interest and abuses of power.

A national investigation identified five models used by training managers to form

groups (Merta, Wolfgang & McNeil, 1993). This research also evaluated the
consistency of the different models with the ethical standards of the ACÁ and the
ASGW.

Pierce and Baldwin (1990) focus on the ethical issues involved in protecting the
privacy of students who are required to participate in personal growth experiences
as part of group therapist training.
cJaves says: Students must have sufficient information before enrolling in the
program.

Remley (1992) criticizes the fact that course teachers are at the same time the
therapists of experiential groups.

Mxtox also agrees that teaching a course without concurrent experience is

unsatisfactory.

Rem-ley, the author, finds the self-reflective nature of these worksheets useful and
recommends not modifying these tasks solely in order to prevent students from
unintentionally expressing private information.

Foresté-Miller and Duncan (1990) have identified some guidelines that they believe
could reduce the possible risks associated with combining the personal growth
experience and the course.