Book Review
Reviewed by Michele D. Ribeiro, EdD, ABPP, CGP, AGPA-F, APA-F
You can sense the mastery of Brown’s teachings, seamlessly intertwined with her deep, experiential understanding of group therapy.
I was honored to be asked to review Teaching Facilitation of Group Therapy: Processes and Applications by Dr. Nina W. Brown, published by Routledge Press in 2024. What makes this book particularly valuable is the depth of detail Dr. Brown offers at a time when I’m about to teach a ten-week group psychotherapy course to graduate students. While there are key texts that describe group therapy processes, what sets Brown’s work apart is her thorough exploration not only of the foundational concepts but also of the nuanced complexities within the group therapy milieu. This book is an essential companion for anyone teaching group therapy, whether formally in a classroom or informally in a seminar at a training site.
From the outset, Dr. Brown introduces the 70-15-15% model, which outlines the learning process necessary for effective teaching of group leadership, concepts, and processes. She explains that the initial 70% represents the leader’s inner therapeutic self, while the remaining 15% each pertains to understanding group dynamics and learning techniques and strategies. Brown expands on the “inner developed therapeutic self,” which involves the leader’s examination of their personal attributes, life experiences, self-perception, boundary strength, countertransference, emotional awareness, and self-reflection (p. 3). This inner development occurs over time, through personal training, mentoring, and experience in group psychotherapy. While aspects like group dynamics can be taught, the inner self must be nurtured through experience and reflection, enabling the leader to support the health of both the group and its members. As an instructor, I often find it challenging to articulate these concepts, but Brown’s clear and accessible language makes these complex ideas easier to grasp.
In the first chapter, Brown likens teaching group therapy to peeling away layers of complexity. She writes that teaching involves explaining concepts and practices that are often intangible and nuanced, which is precisely what makes this book invaluable. Brown does the difficult work of naming and describing the intangible aspects of group leadership. She also integrates ethical considerations, syllabus components, and practical tips for organizing instruction and assessments, offering clear guidance for evaluating student learning.
Chapter 2 focuses on evidence-based teaching practices, including strategies like retrieval practice, concept mapping, minute papers, and think-pair-share, among others. What sets this book apart is the abundance of practical suggestions for teaching. Brown also provides specific areas students need to observe, both in themselves and in group members, to understand group therapy processes. These include recognizing external behaviors, identifying internal emotions, observing nonverbal communication, and understanding group dynamics, such as resistance or counterproductive behaviors. As an experienced group therapist, I recognize these as key learning goals, but Brown’s ability to clearly articulate them is impressive. She also offers case studies, discussion prompts, and the use of multimedia resources for teaching.
As I progress through the text, I see how Brown builds upon the foundational concepts found in other group therapy texts, such as preparing clients for group therapy, the first group session, and stages of group development leading up to termination. However, Brown takes these ideas further by offering specific strategies for teaching them. For example, when discussing therapeutic factors, she provides concrete methods for fostering these factors, such as encouraging hope in group members by inviting them to identify strengths they bring to the group. She also includes vignettes of group development stages, which instructors can use to illustrate key concepts to students. Additional helpful sections address therapeutic ruptures, with insightful commentary on why apologies may fail and effective strategies for repairing empathic failures. Brown also explores microaggressions and discusses how social conventions can be a barrier for both group members and leaders. She concludes this section with practical examples for managing group challenges, whether caused by the leader or by members (e.g., monopolizing, withdrawing, offering advice, or taking on the role of expert).
Ultimately, Dr. Brown’s expertise in group psychotherapy is evident, but what stands out in this book is her remarkable ability to capture the art and science of teaching group therapy. Through her detailed descriptions and practical examples, she brings the complexities of group therapy facilitation to life. Whether you are a seasoned group therapist or new to teaching group therapy, this text is an invaluable resource for developing both your skills and understanding.