非結構諮商團體成員內在運作模式轉化探究：基底情緒結構變化歷程的序列分析

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(1)國立臺灣師範大學教育學院教育心理與輔導學系碩士論文 Department of Educational Psychology and Counseling College of Education. National Taiwan Normal University Master’s Thesis. 非結構諮商團體成員內在運作模式轉化探究：基底情緒結構變化歷程的序列分析 Tracking the Members’ Internal Working Model Shifting in the Unstructured Counseling Group: Sequential Analysis on the Changing Process of Fundamental Emotion Structure 劉俊燊 Liew, Chun-Shing 指導教授：田秀蘭博士許育光博士. 中華民國109年7月 July 2020.

(2) Acknowledgment 感謝這一路上幫助過我的人，一切盡在不言中。若你對我想感謝誰的話，歡迎 email 給我。. i.

(3) Tracking the Members’ Internal Working Model Shifting in the Unstructured Counseling Group: Sequential Analysis on the Changing Process of Fundamental Emotion Structure Liew, Chun-Shing Abstract Group counseling had its effectiveness on improvement for individual’s psychological well-being. However, little was known about what happened within the group process. Therefore, the purpose of this study was to discover the process of group members’ emotion developed and transitioned throughout the group counseling. Researcher conducted 12 sessions of unstructured group with 8 members. Members’ ages were in between 18 to 30. A sequential analysis with the coding based on Fundamental repetitive and maladaptive emotion structure (FRAMES) helped to identify the change of member’s affective behaviour in the group process. As results shown several transition of affective behaviour in early group stage and late group stage, group therapeutic factors were discussed based on the findings. Keywords: unstructured counseling groups, sequential analysis, process research, group process, group counseling..

(4) 非結構諮商團體成員內在運作模式轉化探究：基底情緒結構變化歷程的序列分析劉俊燊摘要團體諮商對個人心理健康的改善有其有效性。但鮮少有研究瞭解團體歷程的過程發展。本研究目的為探討團體成員在團體諮商過程中的情緒發展及轉換。本研究以 12 次的非結構團體團體諮商，選取一共 8 位年齡介於 18 至 30 歲之間的成人為團體成員。以基底情緒結構變化歷程理論為編碼的序列分析來探討團員在團體過程中的情感行為之轉移。研究發現團體前期及團體後期有數個情感行為的轉移，療效因子會依據研究發現再進行討論。關鍵詞：非結構諮商團體、序列分析、歷程研究、團體歷程、團體諮商.

(5) TABLE OF CONTENTS Acknowledgment ……………………………………………………………………….i English Abstract …………………………………...…………………………………....ii Chinese Abstract …………………………………...…………………………………...iii Table of Contents………………………….…………………………………………….iv List of Tables ……………………………….……...…………………………………...vi List of Figures ……………………………….……...…………………………………vii Introduction…….…………………………………………..……………………………1 Background of Study…………………………………………………………….....1 Significance of Study…………………………………………..…………………...3 Purpose of the Study…………………………………………..……………………4 Research Questions…………………………………………..……………………..4 Theoretical Framework…………………………………………..…………………5 Conceptual Definition………………………………………………………………8 Literature Review…………………………………………..…………………………..12. Emotional Regulation Development……………………………………………...12. Emotion as navigation within counseling process………………………………..18. The effects of counseling, psychotherapy and group counseling interventions….21.

(6) Sequential analysis in counseling process………………………………………...25. Method ………………………………………………………………………………....27. Research Design……………………………….………………………………….27. Measurement/ Instruments …………………………….…………………………29. Procedure………..………………………….……………………………………..32. Data Analysis………………………………………..………………………..........33. Research result and discussion…………………………………………………………37. Emotion Transition in Early Group Stage………………………………………...37. Emotion Transition in Late Group Stage…………………………..……………...44. Comparison between Early and Late Group Stage………………………………..49. Conclusion and Recommendations…………………………………………………….57. Conclusion………………………….……………………………………………..60 Limitations………………………….……………………………………………..61 Recommendations………………………………………….……………………..62 References……………………………………………………………………………...64 Appendix……………………………………………………………………………….68.

(7) LIST OF TABLES Table 1 Codes for FRAMES…………………………………………………………....31 Table 2 Fundamental repetitive and maladaptive emotion structure coding scheme (FRAMES)……………………………………………………………………………...38 Table 3 The transition frequency of affective behavior.………………………………..40 Table 4 Sequential analysis for early stage of group (Session 2 to session 6).…………40 Table 5 Sequential analysis for late stage of group (Session 7 to session 11).……........44 Table 6 Comparison between early group stage and late group stage.…………………49.

(8) LIST OF FIGURES Figure 1 Sequential analysis for early stage of group (Session 2 to session 6)………...41 Figure 2 Sequential analysis for late stage of group (Session 7 to session 11)………...45.

(9) Introduction Background of study Since 1990s, group counseling and therapies had been considered as popular and common method for helping profession. And, lot of research studies had been conducted for the understanding in how group therapy contributed in individual well-being. Not only American psychology association had included group counseling as compulsory course in training for professional counsellor, but this also happened in Taiwan in 2001. Recently, Taiwan group counseling and therapy association had been formed by Woo with other pioneers in group counseling in 2016. Their main purpose was hoped to promote the development of group counseling and psychotherapy profession in Taiwan. As Woo (2017) stated, theories of group counseling were still lacked of understanding regarding the definition of group cohesion, stages of group development and leadership, and group-as-a whole. Meanwhile, there were still lot of unclearness about group counseling, but efforts and spirits on discovering the concept of group counseling may fill the gap between researches and practice (Woo, 2017). Moreover, researches were needed for discovery on group counseling theories that culturally appropriate and related in Chinese community (Woo, 2017). Group counseling process consisted of individual interpersonal and recurrence of past experience. Yalom and Leszcz (2015) stated that “A less restrictive rules and open. 1.

(10) interaction between members, will eventually developed into a miniature of society by members who involved in the group.” As the group process continued, an individual’s maladaptive behavior can be detected, and the intervention that was used for behavioral changes will lead the therapeutic effects. Hsu’s (2005) analyzed on the group transition stages regarding group process and intervention indicated that strategies applied interpersonal behavior and the technique of here-and-now provided the awareness on interpersonal difference between members. Throughout the group process, feedback from members also helped the individual to review on himself regarding his belief, value and behavior. Likewise, another therapeutic effect termed as the corrective recapitulation of the primary family group occurred during the group process, recurrence of early family relationship within the group will help the person in gaining new experience that different from distressed past experience.. 2.

(11) Significance of study This study aimed to discovers the member’s internal working model shifting in unstructured group counseling by using sequential data analysis. As previously mentioned, lack of research regarding the group process created a gap in understanding what was happened in the group counseling. With the identification of affective behavior changed across group counseling, it contributed to future study as reference for researchers who were interested in related research area. Also, importance of training professional counsellor was highlighted while counsellor should be well-equipped with essential skills and knowledge, in order to assist clients succeed in dealing with their own personal issues successfully. Emotion is one of the criteria to evaluate the outcome for counseling, as client should be able to learn for management in self-emotional regulation after counseling session. Hence, study results provided perspectives on how client’s affective behavior changed in the counseling session. It was useful for the counsellor’s implementation in integrated the present findings with practical intervention.. 3.

(12) Purpose of study The main purpose of the study was discovered the process of group members’ emotion developed and transitioned throughout the unstructured group therapy. Identification on individual’s emotion transition within group therapy explained what happened in a person’s internal mental processes. Exploration about individual’s emotion change during the therapeutic processes across the session was discussed.. Research Questions 1. What are the transition of affective behaviors in early group stage? 2. What are the transition of affective behaviors in late group stage? 3. What are the similarities and differences in member’s emotion transition between early group stage and late group stage?. 4.

(13) Theoretical framework Bowlby (1988) developed a theory known as internal working model, it described internal working model as cognitive framework regarding on an individual developmental of mental process from the relationship between his mother for understanding the world, self and others. This theory mentioned that internal working model acted as “cognitive maps” in the brain, and it operated to transfer, store and even control over information for the person to making decision in goal setting (Bowlby, 1988). On the infant stage, Bowlby (1988) suggested that infant learned to observes the face expression and body reaction from his mother. Through observation, infant not only learned the basis of communication, but also learned about how to interact with his mother (Bowlby, 1982). It reflected the interaction between infant and mother had influenced on how a person developed internal working model guide, and this will affected his future development of personality and attachment style (Bowlby, 1982). Therefore, primary caregiver’s behavior towards child played an important role in how children develop his own “internal working model” (Bowlby, 1982). Bowlby (1982) indicated that there were 3 types of attachment styles formed based on the development of person’s internal working model: secure, avoidant, and resistant attachment. As a person felt positive sense of loved by his primary caregiver, he will felt secure and grow up with confidence when facing challenges or distressed event, as known. 5.

(14) as secure type attachment style (Bowlby, 1982). Next, avoidant type attachment style was developed when a person was felt unloved and rejected by his primary caregiver, he tended to grow up with no confidence, refused other’s when someone offers help to him, and might attempted to live his life without other’s support and love (Bowlby, 1982). Resistant attachment formed when individual exposed to uncertain whether his parent will be responsive or helpful when needed (Bowlby, 1982). Due to the feeling of uncertainty, individual felt anxious and panic about exploring his surrounding world (Bowlby, 1982). Through the understanding about internal working model, therapists were capable in identified the individual’s development in his attachment style. By addressing possible issues that faced by the person, appropriate therapeutic intervention can be provided for them in order to adjust his issues. This framework was suitable for the implementations in today psychotherapy such as individual counseling, family therapy and group therapy. It suggested there were five therapeutic tasks for therapists that assisted in client’s understanding of his internal model working and provided new experiences in the therapeutic relationship (Bowlby, 1982). Firstly, therapists provided a secure environment for client, in order to help him for the exploration of his unhappy and painful life included past and present (Bowlby, 1982). With the support, encouragement, sympathy and guidance from therapists, client will feel more comfortable in talking about his life story. 6.

(15) (Bowlby, 1982). Next, therapist assisted client in identify his possible sources on how his internal working model worked by understanding client’s perspective toward external world and decision making processes (Bowlby, 1982). Thirdly, working on the relationship between therapist and client helped to examined client that he might imported his perception and expectation of how he felt and behaved that formed since early childhood stage toward therapist (Bowlby, 1982). Also, client was encouraged to acknowledge the product generated by of his past experience, as this can be the belief, value or even words that told by his parents. It might leaded him to forms an image that have clearer picture on his behavioral pattern and cognitive mind-map (Bowlby, 1982). Once the client familiar with his image, therapists assisted client to rework on his internal working model as forming new relationship with therapist to create new experience for adjustment (Bowlby, 1982).. 7.

(16) Conceptual Definition This section provided conceptual definitions for the term of sequential analysis, group process, unstructured group, internal working model and, fundamental repetitive and maladaptive emotion structure (FRAMES). Operational definitions were mentioned along with conceptual definition. Sequential analysis. Compared with non-sequential analysis, sequential analysis was an observation method that given additional level of data about how behavior occurs in an orderly ways (Bekeman & Gottman, 1997). Based on theory, specific coding scheme for particular behavior or information were identified for the use of sequential analysis. Moreover, specific behavior or information were gathered by researchers through observation. Across the time, evaluation on the behavior that collected from time to time will be computerized for analysis. Result from data analysis showed statistically significant for sequential behaviour pattern that helped to determine the valuable information for the phenomenon.. Group Process. Definition for group process referred as the development of the group system between the subsystem such as interaction within the patient and therapist or among patients. Each subsystems will influence the group system and affect the group at the same time. Measurement can be collected in different ways. (Beck & Lewis, 2000).. 8.

(17) In addition, Yalom and Leszcz (2015) mentioned interactional group process model as the group-as-a-whole intervention. It described as members attended to the relationships within the group, this helped individuals to understand themselves within the relational framework, and an interactional group process also provided individuals with significant information about how their behavior affects others and how they are in turn affected by other members. Moreover, leaders had to aware on the energy on the relationships within the context of group, and the leaders played supportive roles in the group. Identification on the group itself becomes the agent of change was occurred with the leader supporting the process.. Unstructured group. According to Page (1979), unstructured counseling groups referred as groups that allowed participants to discuss their feelings freely. Members will develop group norm and take the primary responsibility for the direction of their group. Also, members were responsible for helping themselves and one another.. Internal Working model. Internal working model was discovered by Bowlby (1988) as defined as cognitive structure that formed based on a person developmental of mental process, through the interaction with his mother, and gain understanding for the surrounding world. It indicated that person decision making and goal planning were. 9.

(18) influenced by the mental process, it helped the people to execute, transit, store and made use of the information that gathered.. Fundamental. repetitive. and. maladaptive. emotion. structure. (FRAMES).. Fundamental repetitive and maladaptive emotion structure (FRAMES) was designed to measure the personal consistency and change in interpersonal, by using specific term for the identification of interpersonal behavioral (Hoelzer & Dahl, 1996). As behaviors was scripted for regulate distressing emotions that arise in interpersonal interaction at the ultimate expense of interpersonal effectiveness (Hoelzer & Dahl, 1996). Affective behaviors denoted as sequenced of affectively charged behaviors. FRAMES also represented as the maladaptive affective scripts that underlie the repetitive stories that patients tell about their life and relive with their therapist. It was built as affective script for generalized particular interpersonal interaction. However, FRAMES was not only referred to maladaptive sequences of emotion expressions, but also a variety of affective behaviors that express the wishes of the self/ other and their emotional consequences, including the perceptions of, thinking and feeling about, and action of the self/other (Hoelzer & Dahl, 1996). Hence, the foundation of FRAMES formed and generated specific and particular codes for the identification on affective behaviors. Originally, Fundamental repetitive and maladaptive emotion structure (FRAMES). 10.

(19) was a method that consisted of 4 standardized procedures which are narrative segmentation, coding expression of affective behaviors with standard categories, sequencing the category codes according to the plot of the story and pattern matching: identifying repetitions of the coded sequence (Hoelzer & Dahl, 1996). However, this study was used sequential analysis for the analytics method on member’s emotion throughout group process, therefore there were only 2 steps performed in sorting the conversation into particular categories that met with the description of the emotion. For the first steps, conversation in group session was converted into table with columns that representing unique codes assigned for each members, serial numbers and the sentences that members talks about. For each rows indicating the paragraph and sentences that members talks about, this formed larger segments of the transcript that referred to particular topic (Hoelzer & Dahl, 1996). Next, final step was coding expression of affective behaviors with standard categories and it helped to recognize any single sentences that related with expression of emotion or behavior on the script and defined it as the smallest unit of a sentences (Hoelzer & Dahl, 1996). Code was given accordingly to certain and generated specific maladaptive patterns for the tracking across psychotherapy.. 11.

(20) Literature Review Emotional regulation development Family relationship did played an important role in child development and influence in child’s life. Findings indicated that the relationship between emotional and behavioral traits and social skills of preschool children. It highlighted that not only children’s development of emotional regulation had influenced on their interpersonal skills, but also on school readiness, social confidence, and family involvement (Arslan et al., 2011). As a result, the research pointed out that there were improvement on their behavioral and emotional states as well as children’s social skill improved at the same time (Arslan et al., 2011). During preschool period, social skills that learn from their parents helped children in develops children’s behavioral and emotion skills (Arslan et al., 2011). First of all, Baker (2013) examined the relationship between fathers’ and mothers’ home literacy involvement at 24 months and children’s cognitive and social emotional development in preschool. Results had shown that there were positive relations between both fathers’ and mothers’ home literacy involvement and children’s cognitive, and social emotional development (Baker, 2013). It indicated that parents who frequently participated in home literacy involvement such as shared book reading contributed in their children’s better reading, math and social emotional outcome in preschool (Baker, 2013). Finding emphasized that family literacy played an important role on the development of. 12.

(21) children’s cognitive and social emotional skills during their developmental in early childhood years (Baker, 2013). Secondly, research indicated that children's behavior problems can be predicted by increasing caregiver’s negativity degree and decreasing child’s emotion regulation degree (Baker, 2013). Study that explored the relationships between caregivers’ self-report of positive and negative emotional expressiveness, observer assessments of children’s motion regulation, and teachers’ reports of children’s internalizing and externalizing behaviors.. In contrast,. caregivers’ self-reports of positive emotional expressiveness was negatively predicted children’s externalizing behavior problems. These results highlighted that the child’s emotional self-regulation during the development of pre-school age was affected by family emotional expression. Thirdly, Stadelmann et al. (2007) conducted longitudinal study in the investigation of the relationships between family members which was related to children’s symptoms/strengths. Also, researchers were interested on examining family relationship as predictor of changes in children’s symptoms/strengths between ages 5 and 6. As the gender variables controlled, children children’s representations were the only predictor of changes in symptoms/strengths (Stadelmann et al., 2007). As a result, it showed negative parental representations had influential on the increase in children’s conduct problem, in contrast, positive representation had influential on the increase in children’s. 13.

(22) pro-social behavior (Stadelmann et al., 2007). Moreover, Lunkenheimer, Shields and Cortina (2007) conducted research regarding the effect of parental emotion coaching and dismissing during family interaction on children’s emotion regulation and behavioral problem in middle childhood, from aged 811years. It indicated that negative socialization practice of emotional dismissing as risk factor that leaded to children’s poorer emotion regulation and more behavioral problems (Lunkenheimer et al., 2007). Surprisingly, parents’ coaching of negative emotion but not positive emotions acted as protective effects (Lunkenheimer et al., 2007). Although emotional coaching did not provide direct benefit for children’s emotional and behavioral outcomes, but it acted as protective effect that reduced the impact of emotional dismissing when interact with emotional dismissing (Lunkenheimer et al, 2007). Notko and Sevon (2018) conducted interview with the children at age of 10 to 13, examined the conflict and tension that might experience by children with other family members. As results, it had shown children often gained sense of control over the situation from learning emotional self-regulation (Notko & Sevon, 2018). Children who experienced family conflict in daily actions, usual routine and daily task, whereby those were not only linked to the behavior of decision-making and fair treatment but also harmful to the child’s sense of security (Notko & Sevon, 2018). It implied that conflict occurred between parent, and child-parent were more likely to arouse children’s negative. 14.

(23) emotion that cause children to suppress their emotion and agency. Children might learn to control their emotion for gaining sense of control over the conflict situation (Notko & Sevon, 2018). However, children’s ability to regulate their emotion or respond to disappointments and provocations was influenced by growing up in an unstable environment that creates chronic early stress (Spiegel, 2017). Studies investigated on understanding of relationship between marital conflict and children’s adjustment, propositions of the emotional security. Results indicated that children’s emotional security regarding with interparental conflict, which included emotional regulation, cognitive representations and behavioral regulation, was mediated the relationship between marital conflict and children’s security about parenting (Harold et al., 2014). Additionally, it discovered that interparental conflict affected children’s symptoms of psychological distress, which influenced their internalizing and externalizing problems were assessed 12 months later. Generally, parent’s marital conflict had negative impact toward child’s emotional development in long term (Harold et al., 2014). Still, Offer (2013) discovered the relationship between family time and adolescents’ emotional well-being, it indicated that certain family activities such as eating meal together was beneficial to adolescents’ emotional well-being, especially having company with both father and mother (Offer, 2013). Other than that, it also found that family leisure. 15.

(24) was more beneficial to adolescents’ well-being compared with productive family time such as homework, whereby it associated with lower emotional well-being (Offer, 2013). Also, involved in maintenance activities with mother or father separately was not associated with adolescents’ emotional well-being (Offer, 2013). However, it showed positive relationship between the teenager’s participation with both parent in maintenance activities and teenager’s emotional well-being (Offer, 2013). Another research investigated how family expressiveness links to individuals’ internal working models of attachment relationships. Results showed that family expressiveness was associated with dismissing attachment and preoccupation with attachment (Bell, 1998). Also, dismissing attachment was related with low levels of family expressiveness. It suggested individual with low-expressive families experienced with low interaction with caregivers, it might leaded to the development of avoidant attachment and felt sensitive on other’s rejection (Bell, 1998). On the other hand, because individual with secure attachment were more likely to develop a model of self that perceived as secure, secure attachment was not related to family expressiveness (Bell, 1998). In addition, study researched on the protection from how does the family factors and individual work with each other avoiding family dysfunction affecting the growth of college students (Kolak et al., 2018). Variables for measurement such as the different level. 16.

(25) of anxiety symptoms, the unpredictability of family, the different level of depressive symptoms, and the behavior of coping were collected. Results revealed that less family closeness mediated the relationship between psychological distress and the unpredictability of family (Kolak et al., 2018).It stated that less family closeness was correlated with individual higher level of psychological distress (Kolak et al., 2018). Correspondingly, students with less emotion-focused coping behavior were less affected by the unpredictability of family, in other hand, students were harmed for psychological distress linked with the unpredictability of family, and leaded them to engage more in emotion-focused coping behavior (Kolak et al., 2018).According to the results, it seems like low-emotion focused copers might showed better self- regulatory skills that allowed to change their attention from uncomfortable emotion when facing high distressing situation, while high-emotion focused copers might be exposured in higher risk for poor executive functioning and psychological distress (Kolak et al., 2018). In short, children mental development was highly influenced by his childhood experience, and parents played an important roles for teach and guide their children in emotional recognition. Also, distressed environment such as parental conflict had negative impacts on child’s development. As conclusion, most of the finding were emphasized on parental relationship, however, there was lack of study on how it affected an adults in future.. 17.

(26) Emotion as navigation within counseling process Back to the history of human evolution, our brain was designated in dealing with survival-related event by helping us to reacts faster in problem solving and decision making that depended on our affective feeling without consuming excessive energy (Greenberg, 2002). While in this modern world, cognitive processes assisted us on the evaluation the information accuracy. Although cognitive focused on the ideas and belief, and affective focused on our emotion, but Greenberg (2002) stated the importance to integration with both concept to achieved better understanding of how our mind processes working. Integrations between cognitive and affective emotion allowed therapist to view clearer picture on how an individual thinks and feels, which helped in greater evaluation and intervention in therapy (Greenberg, 2002). As previous study showed that emotional process was underlined as prediction on the treatment outcome. Clients who undergo emotional focused therapy showed the increased in the occurrence of primary adaptive emotion in late sessions compared with early sessions (Khayyat-Abuaita et al., 2019). As the increment of the clients’ primary adaptive emotion rate, it contributed in good treatment outcome (Khayyat-Abuaita et al., 2019). It indicated that the prediction of good treatment outcome was based on the increase in primary adaptive emotion throughout the sessions. Khayyat-Abuaita et al. (2019) suggested emotional processing model as reference on understanding client’s. 18.

(27) sequential emotional transition that lead to resolution. Surprisingly, the model did applicable at the early sessions, and partially suited at late sessions. In addition, findings studied an outcomes of psychotherapy intervened on depressed patients showed enhancement of the performance on mood, cognition and social activities in daily life (Eddington et al., 2017). It indicated that when a person have positive selfconcept will displayed with reduction in negative experiences. Patients were reported feeling less anxious and able to deal with their stress especially under high level of stress, this showed the coping ability developed after the treatment (Eddington et al., 2017). As the result showed patient’s condition at the beginning of treatment, patients tended to felt pessimistic with positive events. However, patients were more likely to become optimistic when come to react with positive events at the end of treatment. Furthermore, a meta-analysis for the counseling outcome for youth with anxiety disorder showed that counseling and psychotherapy were having positive effects on their anxiety reduction even after 6 months of termination (Erford et al., 2015). Other than that, people with depression tended to be associated their experiences with negative emotion such as guilty, and this known as emotion biases (Erford et al., 2015). Also, implementation of emotionally focus therapy for couple therapy indicated significant declined in level of depression and improvement on relationship satisfaction. Results for the declined in level of depression for men, was greater than women (Wittenborn et al.,. 19.

(28) 2018). Process-Experiential and Emotion-Focused Therapy were used as implementation on children from third culture for identification of integration and resolve in grief. This provided evidences that supported the effectiveness of Process-Experiential and EmotionFocused Therapy, as therapists targeted client’s emotion that affected them which caused difficulty in coping with their personal issues (Davis et al., 2015). Clients faced different challenges as third culture kids, after the application of emotional-focused techniques, it helped them for better integration in their identity (Davis et al., 2015). Longitudinal research conducted by Newsom et al. (2017) targeted adults who were going through grief process, with the implementation of grief counseling, they reported reduction on complication grief symptoms over times. Moreover, long term effects for reduction grief symptom was lasted for months, as they recommended on implementation of community based grief counseling was given (Newsom et al., 2017). Hence, emotion was a navigation as evaluation for the effectiveness of intervention was discussed. During the counseling session, interaction between counsellor and client often included the discussion for clients’ thoughts, behaviors and emotion. Emotion acted as an important criteria for counsellor to track and even used as measurement to identified client’s condition whether there was any improvement.. 20.

(29) The effects of counseling, psychotherapy and group counseling interventions As Duarte (2017) said counseling was a process that involved with counsellor and client, counsellor played a role as assisted clients to enhance his relationships with others, and even had improvement on their well-being. Guidance from counsellor helped clients recognized the similarity and differentiation between peoples (Duarte, 2017). Throughout the counseling process, clients were able to build up with new perspectives and it will be beneficial to his future well-being (Duarte, 2017). Likewise, when clients were more likely to seek help from counsellor when overwhelmed with distressed experience that caused negative influences on their psychological health (Rose et al., 2005). Their goals for participating in therapy were mainly focused on overcome their personal issues through learning and change in new perspectives (Rose et al., 2005). Rose et al. (2005) pointed out the learning process within the therapy provided clients in reworking on their distortion with experienced the learning experience. It helped client for the discovery in their unconscious and bring it up into the surface that leaded to consciously aware on his own issues. Finding suggested that the measurement on the change in the clients during the psychotherapy process should be observable and measurable (Strang, 1947). The primary evaluation was clients who succeed in life adaption should not return back to therapy. 21.

(30) again (Strang, 1947). Next, clients who did not return to therapy showed great adjustment in his working life such as able to get a job (Strang, 1947). Reduction in certain symptoms was a good sign that indicated the effectiveness of psychotherapy (Strang, 1947). Also, the tracking on client’s expressed feeling during the therapy provided information about their progress in psychotherapy (Strang, 1947). Equally, adjustment to life revealed that clients were able to deal with his personal issues by himself without relied on therapist (Strang, 1947). Besides, Frey and Raming (1979) conducted research on taxonomy of counseling methods and goals, it indicated certain ways and processes in assisting clients within counseling process. Based on the counseling process that he mentioned, acceptance from counsellor with non-judgmental listening encouraged clients to talk about themselves as clients might be rejected in his daily interpersonal relationship (Frey & Raming, 1979). During the counseling session, questions asked by the counsellors were important, and this information collection was for the understanding in client’s thought, behavior or feeling (Frey & Raming, 1979). Next, counsellors helped clients to aware on their unconscious thought or emotion and directed to assisted clients on recognition for accept his internal experiences (Frey & Raming, 1979). Counsellors will presented with the foundation of emotion to clients for the identification of distressed emotion and teach them about specific ways to gain control over his emotions (Frey & Raming, 1979). Lastly,. 22.

(31) encouragement on clients’ autonomy to showed support for allowed client to take his own time on dealing with his issues (Frey & Raming, 1979). No distinction between effectiveness of different counseling approaches or methods such as cognitive behavioral therapy, family therapy or group counseling (Erford, 2015). Saman and Bakhtiar (2020) examined the application of behavioral rehearsal technique in group counseling that aimed to assists students who experience social anxiety. Comparison between experimental group and control group for before and after the implementation were examined, and as results, both group showed reduction in anxious level (Saman & Bakhtiar, 2020). Toren and Shechtman (2010) conducted an investigation about the group counseling outcome with personal and process variable for student population. Also, as the result indicated participants gained improvement on their interpersonal relationship after the group counseling, as this was affected by the members’ willingness of disclosure and impression of the therapy (Toren & Shechtman, 2010). Across group counseling session, people who had higher intention to disclose tended to involved more in group and formed bonding with group member, and this contributed to the outcome for his interpersonal relationship experience (Toren & Shechtman, 2010). Correspondingly, good impression on therapy also predicted on positive interpersonal relationship. Equally, another findings discovered that members who had higher level of bonding with other, showed behavioral. 23.

(32) changes with reduction in substances uses after 3 months of termination (Valeria et al., 2018). As Hsu and Woo (2010) mentioned about the group process, that early stage of group counseling was mainly focused on individual, such as facilitates in sharing, showing support and empathy, and helped members to acceptance emotion. As group formation continued, members will felt secure and form bonding with each other and clarified with their ambiguous comminution (Hsu & Woo, 2010). After that, encouragement from leader helped members to aware on their situation as feedbacks will be provided by both leader and members (Hsu & Woo, 2010). Moreover, interpersonal skill was learn within this process as expansion on new perspective throughout group process (Hsu & Woo, 2010). As conclusion, counseling is a process that helped clients to aware on his unconscious thought or emotion and re-learn on his perspective of views with the assistant from. counsellor.. Researches. regarding. effectiveness. of. the. psychotherapy. implementation have been discussed, as it showed the no significant different between methods or approach, all of them also contributed positive effects on client’s changes in coping with personal issues. However, there are still lack of research finding on the process within the counseling process, as what happened in counseling, what was client experience in their emotion or internal experience throughout the process, and even how changes take place. Therefore, future research on related study needed to be discussed.. 24.

(33) Sequential analysis in counseling process Wampold and Kim (1989) researched with the used of sequential analysis on the understanding of counseling processes and outcome. Results revealed sequential analysis was informative as consistent with behavior theory. When the techniques of minimal encourages used by counsellor in the session, client would feel encouraged and increases the probability on responded to counsellor. Across 11 session counseling, it indicated that the increased of client’s description was highly correlated with the minimal encouragement used by counsellor. When client perceived new perspectives and learned new behaviors, clarifying, and feeling that understood by others will expressed in verbal responses in sequential (Liu & Lu, 1997). Moreover, the interaction between counsellors’ intervention and client’s responses were formed in sequential ways. Different stages of counseling session revealed different kind of sequential of interactive between counsellors’ intervention and client’s responses. In addition, Lin and Liu (1998) integrated sequential analysis with variables of working alliance and satisfaction in session founded counsellor’s interventions of techniques seems to have certain pattern in particular situation. Also, the minimal encouragement responded after client’s description would increases client willingness to further the conversation. Working alliance was not only the core value in counseling process, but also as an important predictor in counseling effect.. 25.

(34) Likewise, sequential analysis was used on interactional patterns of clinical supervision on the overall transitional dynamic between supervisors and supervisees (Li et al., 2019). Differences between experienced supervisors and less-experienced supervisors in interact with supervisees, pattern of supervisory dyad was examined. Compared with interaction between less-experienced supervisors and supervisees, interaction between experienced supervisors showed a repetitive pattern between opinions and positive social emotional behaviors over time. As we can see, although there were a limited researches on sequential analysis on counseling group, but it showed that intervention between counsellor and clients have certain pattern of sequential. However, there were lack of study on the application of sequential analysis in counseling and group counseling. Hence, aimed to figure out the emotion transition process as an important indicators of counseling effectiveness, the sequential analysis was adopted to tracking the change process in this study. Also, for the exploration of process changing of members’ transition, group stages were divided into early and late stages for the analysis and further to compare through the results.. 26.

(35) Method Research methodology will be discussed in this chapter 3. It included the research design, research procedure, data collection and data analysis.. Research Design Case study method was designed for adopted the unstructured counseling group which emphasized on the interpersonal process facilitated and set the problem solving as the primary goal. As Stake (1995) mentioned that case study was described as the study of the particularity and complexity of a single case, coming to understand its activity within important circumstances. On the other hand, case study method focused to produces an invaluable and deep understanding on particular single that provide an insightful appreciation of the case (Yin, 2012). It resulted in new understanding and learning about real-world behavior and its meaning. This research aimed to investigate transition of affective behaviors in group process, case study method was used as in-depth observation for the phenomenon of group process. For the data collection, conversation within group process was generated into transcript and coded by FRAMES coding system. Sequential analysis was used for tracking the change of the affective behaviors according the coded data.. 27.

(36) Group Member. There were eight young adults that between ages of 18 to 30 will be participating for the research group. Three of them were female and five of them were male. The educational level of members was at least currently pursing in degree program and the highest educational level was master degree program. Four of the members were currently studying in university, one of the member was working as full timer, and the rest of the three members were working as part timer and preparing to further their study. Group Leader. Group leaders were currently studies in master of educational psychology and counseling in national Taiwan normal university. Group leaders were trained with group counseling skill, interview skill and data analysis related skill. Moreover, they completed counseling related courses such as counseling skill, counseling theories, family therapy, psychological assessment and more. Also, they had experienced in play role as group leader in leading teenagers and university student’s group therapy. Bothe group leaders received supervision in conduct group counseling. Group Orientation. The group design was an unstructured and closed group that consists of twelve sessions group therapy. The duration for each sessions was 90 minutes. Group therapy’s themes was the self-discovery for family communication that helped participants to explore related issues that faced within their family experiences that promote personal growth. The size of the group was formed with two group leaders and eight participants. Participant who was interested in self-discovery with family related. 28.

(37) issues were welcomed to join. Informed consents regarding the confidentiality for group therapy, the authorization of video-taping and research purpose were obtain from group member at first session.. Measurement/ Instruments Fundamental of Repetitive and Maladaptive Emotion Structure. (FRAMES).Before the beginning of each group session, video recorder was setup with tripod and the distance between group and camera was approximately 3 meters to capture the whole scene. Leader helped to ensure all members were captured and seen within camera screen. For the audio recording, 2 microphone were placed at the center of the group with opposite direction for greater quality in recording the group conversation every sessions. Leaders helped to double check on the video recorder and microphone for ensure those tools were in good condition and well-functioning before each session start. Firstly, transcript was generated by using the material of video recording and audio recording. Researchers were converted the conversation into transcript into Microsoft Excel for further analysis. As conversation in group session was converted into Microsoft Excel, it sorted with columns that representing unique codes assigned for each members, serial numbers and the sentences that members talks about. For each rows indicating the paragraph and sentences that members talks about, this formed larger segments of the transcript that referred to particular topic.. 29.

(38) Coding schema was generated by referring to the Fundamental of Repetitive and Adaptive Emotion Structure theory, the main theoretical structure are based on the emotion analysis theory and emotion categorization system (Hoelzer & Dahl, 1996). It helped to recognize any single sentences that related with expression of emotion or behavior on the script and defined it as the smallest unit of a sentences (Hoelzer & Dahl, 1996). The unit can be identified in threes way: (1) words with the emotion label, (2) affective behavior, and (3) other personalized emotion expression. After the identification of client’s affective behavior, those sentences were marked based on the categorized from three classic dimensions of psychological experience: it/me, positive/negative, and active/passive that divided into eight categories (Hoelzer & Dahl, 1996). Figure 1 showed two basic categories in this model that are “IT” behavior and “ME” emotion. “IT” behavior referred to the behavior that express wishes, and “ME” emotion refers to the emotional states of satisfactions or dissatisfaction of wishes. Also, the application of alphabets A, S, and N specified how the affective behavior was expressed. A represented the IT behavior expressed as action (e.g. “I slap him” would be coded as 5A), S represented as IT behavior expressed toward the client or subject (e.g. “He slap me” would be coded as 5AS), and S represented the negation of either an IT behavior or ME emotion (e.g. “He didn’t slap me” would be coded as 5ASN). The interrater reliabilities for eight emotion categories was high that kappa values typically. 30.

(39) range from .70 to .85 (Hoelzer & Dahl, 1996). Table 1 Codes for FRAMES “IT” Categories (Behavior that express wishes) 1 Positive Active Wish: To care for/support/love the other. 5 Negative Active Wish: To hurt/ be hostile the other. 2 6 Positive Passive Wish: Negative Passive Wish: To be interested by other To avoid/ get away from the other “ME” Categories (Emotional states of satisfactions or dissatisfaction of wishes) 3 Positive Emotional State: Passive Satisfaction(e.g., contentment) 3/4 Happy. 7 Negative Emotional State: Passive Dissatisfaction(e.g., sadness) 7/8 Guilty. 4 Positive Emotional State: Active Satisfaction(e.g., joy). 8 Negative Emotional State: Active Dissatisfaction(e.g., anxiety). Coding was conducted with following steps: (1) divided the dialogues into smaller content based on theme, (2) coding on each sentences, and (3) formed pattern based coded content. Different code name was assigned to group participant in the transcript, from MA to MH. For example, MF-9-001 was referred to the sixth member, and the 9 represented the ninth session, and 001 represented his first sentences talked in the group.. 31.

(40) Procedure Recruitment. Poster was designed regarding the group therapy them, and it posted within National Taiwan Normal University and online platform with the QR-code that can be scanned for registration. Registration forms collected information about applicant’s name, age, email address, occupation, and motive of participation. Pre-screening. Before participants take part in the research, they went through a process known as pre-screening that helped to identify who were best fit between their needs and the research purpose. External factors, group deviancy and problem of intimacy were possible factors that leads to member’s dropping out of therapy (Yalom & Leszcz, 2015). Through pre-screening procedure, therapists are able to identify possible member’s dropout factors, it helped to reduce the dropout rate and elevate the effectiveness of group therapy (Yalom & Leszcz, 2015). Invitation email about prescreening were sent to participants, information regarding the pre-screening session will be inform such as the time duration, date, and venue. Pre-screening session was approximately 1 hour that helped researchers to evaluate and gather information about participants. Participants’ background, the participant’s goal, and expectation toward group therapy are discussing within the pre-screening. The criteria for participant selection was based on member’s high willingness and full participation in group therapy that included member had expectation on dealing with. 32.

(41) personal issues, comply the group rules, and no diagnosis of mental health related diseases previously. Purpose of study and informed consents were notified to participant for obtains the permission to participates in research and the whole research process was video-taped.. Data Analysis Sequential Analysis. Sequential analysis was a systematic observation on how behavior was sequenced moment to moment by capturing narrative description or properly designed rating scale of the sequential aspect of interaction (Bakeman & Gottman, 2017). As Bakeman and Gottman (1997) mentioned, compared with the common method for data collection, such as questionnaires, sequential analysis provide an alternatives in systematic observation by analyses narrative report (Bakeman & Gottman, 2017). Besides, sequential analysis can provide an additional of information about the behavior we were observing compared with non-sequential analyses (Bakeman & Gottman, 2017). For example, non-sequential analysis such as group comparison between distressed parents and non-distressed can tell us that distressed parents tend to have more argument. In contrast, sequential analysis could tell us that distressed parents the interaction processes between themselves, which included what was happened before the fighting elevated. In order to operate sequential analysis, researchers must familiar with the four steps. 33.

(42) for the methods:. (1) data observation records, (2) coding schema, (3) sequential analysis,. and (4) data interpretation. Data observation was important as required for data analysis, it suggested uses whatever equipment is available and convenient. As a reminder, researchers should aware that the format that suitable for data recording does not mean it will work well for data analysis (Bakeman & Gottman, 2017.) Suggestion was given to researchers whereby using the simplest ways to represent data. Next, coding schema was selected based on the research question from the researchers, it should considered whether coding schema that selected can fits the questions (Bakeman & Gottman, 2017.) It was important for keeping the coding schema in smaller components and detailed for distinguish from general concept in data collection (Bakeman & Gottman, 2017.) For instances, researchers should consider the appropriate ways to collect behavioral observational data. For the analysis, interrater reliability was necessary to proof the coder’s consistency in coding recorded data (Bakeman & Gottman, 2017.) Cohen kappa used to examine interrater reliability to show the coder’s level of consistency and accuracy in coding (Bakeman & Gottman, 2017.) Once the Cohen kappa scored in acceptable level, such as above .6, coders can complete the rest of coding separately (Bakeman & Gottman, 2017.) It is because the number of data was too large for a coder to complete, it might even took weeks to complete it. For the statistical description in sequential observational data, it. 34.

(43) introduced four important elements for the calculation that are rates, simple probabilities, mean event durations, and transitional probability (Bakeman & Gottman, 2017.) Rate referred as the frequency of a behavior appear in certain period. Simple probabilities indicated that ratio of possible number of behavior compared with the whole event. Computerization helped to calculate the mean event duration as the average of the times/number in that event. Moreover, obtainment from sequential aspects of observational data helped for the outcome of transitional probability (Bakeman & Gottman, 2017.) Lastly, z-score was computerized for the identification on whether sequential behavior was showed based on the data (Bakeman & Gottman, 2017.) Inter rater kappa reliability. Both rater were trained in coding with FRAMES scheme for 12 hours and currently pursing in master degree in education psychology and counseling. One of the group conversation was selected from 12 session of group counseling and converted into transcript. Selected transcript consists of 440 dialogues from leaders and members, but raters were only coding on member’s dialogues by excluded leader’s dialogues with total of 330 dialogues. Those transcripts were coded based on the Fundamental repetitive and maladaptive emotion structure scheme. Both raters would perform the coding based on the selected dialogues. Raters allowed to code more than two codes if affective behavior was detected and fitted. When one dialogue contained more than two codes, the codes were arranged in order of time. For example,. 35.

(44) if the member’s dialogue showed negative affective behavior such as anger at first, which coded as N5 and the following reaction was feeling sad, which coded as N7, this message was then coded as N5, N7. In order to the reliability of the coding transcript, both raters were received same training and code the transcript separately. The inter-rater kappa reliability of the coding of transcript was 0.7825 (p < .01). It was statistically significant, and the coded data were then put through sequential analysis for further analysis and discussion.. 36.

(45) Research Result and Discussion. Chapter 4 was divided into 3 sections, the first section is discussed about the sequential analysis about the member’s emotion structure in early stages. The second section discussed about the sequential analysis about the member’s emotion structure in later stages. Lastly, comparison between member’s emotion structure in early stages and later stages will be discussed in the last section.. Emotion Transition in Early Group Stage. Research conducted 12-times low structured group counseling, and conversations converted into transcripts as observable data whereby total of 1404 codes were obtained after coding based on the Fundamental repetitive and maladaptive emotion structure coding scheme. According to Fundamental repetitive and maladaptive emotion structure coding scheme, Table 2 shown the categories of affective behavior with 9 different code as following:. 37.

(46) Table 2 Fundamental repetitive and maladaptive emotion structure coding scheme (FRAMES) Codes P1. P2. P3. P4. N5. N6. N7. N8. N9. Description. Example. Behavior that express positive active wishes as an individual show care for/support/love the other Behavior that express positive passive wishes as an individual wanted to be interested by other. “I would like to respond to A, I do think you are very brave in trying to take action.” “I think I am needed to be needed, and I would take action for it.”. Positive emotional state that feel “I am happy with my current passive satisfaction, such as feeling situation.” contentment Positive emotional state that feel “I feel touched when my father active satisfaction such as feeling joy willing to accompany me when I was sick.” Behavior that express negative active “What do you want me to do? I wishes as an individual hurt/ be am really upset about what you hostile the other did.” Behavior that express negative “I will refuse to interact with her passive wishes as an individual avoid/ get away from the other Negative emotional state that feel passive dissatisfaction, such as feeling sadness Negative emotional state that feel active dissatisfaction, such as feeling anxious Negative emotional state that fall in between passive dissatisfaction and active dissatisfaction such as guilty. since she cannot give me what I want.” “I am not feeling well and moody recently.” “Actually, I am more worried than you in this incident” “I feel guilty on what I have done to others”. Frequency of each affective behavior category immediately following another behavioral category were calculated as sequential analysis emphasized the observation in 38.

(47) sequential approach of consecutive behaviors. Table 3 showed the transition frequency of affective behavior, each row represents the initial affective behavior, and each column represents the code of the affective behavior that follows immediately after a row affective behavior has happened. The numbers within Table 2 represented the total number of frequency of certain column affective behavior followed immediately after another certain affective behavior. For instance, the number 60 in row 5 and column 2 indicated that “N5 occurring immediately after P2” happened 3 times). Although previously showed there were 8 different categories in FRAMES, researchers discovered there were conversations that unable classified into those 8 categories. However, FRAMES provided alternative categorization on emotion that fall in between active or passive emotion, such as guilty that was unable categorized into either sadness or fear. Therefore, conversation that reflected on the emotion of guilty categorized as N9 in coding schemes for further analysis. Table 3 data was used for further analysis, as sequential analysis performed to analyses the deduction on each sequential relationship and identify whether those data achieve statistical significance (Bakeman & Gottman, 1997). Table 3 showed the result of sequential analysis. Indication of statistical significance (p < .05) for the degree of continuity was based on the z-value of a sequence, when it was larger than +1.96, it means it was statistical significance, and we deduced a behavioral. 39.

(48) transfer diagram based on this table (as shown in Figure 1). Table 3 The transition frequency of affective behavior. P1. P2. P3. P4. N5. N6. N7. N8. N9. Total Frequency. P1. 129. 18. 40. 2. 33. 9. 34. 20. 6. 291. P2. 18. 3. 6. 0. 3. 3. 7. 5. 2. 47. P3. 23. 3. 28. 3. 5. 3. 14. 4. 2. 85. P4. 4. 2. 1. 1. 0. 0. 1. 1. 0. 10. N5. 33. 6. 4. 0. 71. 11. 34. 19. 7. 185. N6. 11. 4. 5. 2. 10. 5. 14. 12. 2. 65. N7. 24. 11. 9. 2. 40. 16. 48. 24. 8. 182. N8. 14. 7. 5. 1. 12. 14. 24. 37. 6. 120. N9. 9. 5. 2. 0. 5. 3. 7. 3. 12. 46. Table 4 Sequential analysis for early stage of group (Session 2 to session 6). P1 P1 P2 P3 P4 N5 N6 N7 N8 N9. P2. P3. P4. N5. 1.60 0.25 1.74 -1.50 -0.61 -0.12 -1.13 0.61 -0.83 -1.44 -1.72 0.03 3.92* 0.31 -1.97 -0.49 1.57 -0.48 1.02 -1.44 -0.61 -0.92 -2.31 -1.44 7.76* -1.42 0.52 -0.68 1.44 0.44 -2.57 2.00* -1.42 -0.12 0.90 -0.84 0.49 -2.30 -0.21 -0.67 -0.83 0.18 -0.68 -0.68 -1.58. 40. N6. N7. -1.77 -0.33 -0.68 -0.87 0.93 1.22 0.79 1.63 1.14. -1.08 1.00 -0.43 -0.80 -0.27 0.31. N8. 0.00 -0.17 -1.86 -0.21 0.50 0.99 3.25* -0.42 -0.04 3.51* 0.84 -1.22. N9 -0.83 -0.92 -0.68 -0.68 -0.31 0.09 0.22 0.42 4.65*.

(49) Figure 1 Sequential analysis for early stage of group (Session 2 to session 6).. Figure 1 included all sequences in Table 4 that have achieved a level of statistically significance. The values stated in the figure represented the z-value of each sequence, the thickness of the arrow stand for the level of significance, and each arrow points represented the direction of the transfer. Data shown in Table 3 and Figure 1 provided the pattern of affective behaviors that occurred in the early stages for group counseling. We analyzed and concluded the following pattern of behavioral transfer from the data. The sequences that reached significance in early stages for group counseling are P3→P3, P4→P4, N5→N5, N7→N7, N8→N6, and N8→N8. Next, P3 (Positive emotional state that feel passive satisfaction) was the second higher followed by P3 (Positive emotional state that feel passive satisfaction). The third higher z-score was P4 41.

(50) followed by P4 with 4.74. The findings reflected on the Yalom’s (2015) theory of group as the group stages divided into 5 different phases which are forming, storming, norming, working and adjourning. Forming stage was an orientation stage that the leader took an important roles to lead members for the discussion in group norms such as confidentiality, attendance, and rules of communication and participation (Yalom & Leszcz, 2015).. As the leaders. leading the discussion, and member started to get familiar with each other, they tended to felt more relax and free to express themselves, and our finding also showed the transition of P3 to P3 reflected the occurrence of feeling in contentment or satisfaction throughout the early stage. Other than that, the transition of P4 to P4 indicated that the positive emotional state that feel active satisfaction such as feeling joy occurred during the early group stage where members discovered a new perspective and gained insight in group process. Moreover, in the early stages of the group, N5 (behavior that express negative active wishes as an individual hurt/ be hostile the other) was most frequently followed by N5 (behavior that express negative active wishes as an individual hurt/ be hostile the other). It indicated that the storming stage was a transition phase whereby members will felt anxious and uncertain in group, they were trying to test or express themselves in group to define themselves and the group norm (Yalom & Leszcz, 2015). Then, this will formed. 42.

(51) interpersonal conflict between members as they expressed themselves freely to disagree with each other. Somehow, this also fitted with the finding that N8 (Negative emotional state that feel active dissatisfaction) followed by N8 (Negative emotional state that feel active dissatisfaction) as members felt anxious and generated more anxious when experienced uncertainty in adjustment for new group environment. In addition, the transition from N9 to N9 revealed members felt guilty when disclosed their own personal experience and what they had done in the past, and it will deepen the feeling of guilt. During the group discussion, as member shared their personal experience, they felt sad about the disappointment and loss that they had go through in life. In this case, members began to aware that their behavior was based the expectation and hoped to be interested by parent, and this fitted with the transition of feeling in N7 to P2.. 43.

(52) Emotion Transition in Late Group Stage Further, sequential analysis was conducted for late stage of group that session 7 to session 11, and the transition of members’ affective behaviors was presented as Table 5 and Figure 2. Table 5 Sequential analysis for late stage of group (Session 7 to session 11). P1 P1 P2 P3 P4 N5 N6 N7 N8 N9. P2. P3. P4. N5. N6. 0.53 0.83 0.32 -2.75 -1.38 1.52 0.02 -0.33 -1.11 0.34 -1.41 4.56* 2.02* -1.80 -0.92 -0.33 -0.41 -0.10 -0.61 -0.37 -0.14 -1.80 -0.61 5.27* -0.12 0.34 0.37 -0.37 -0.12 0.05 -0.65 -1.06 -0.61 2.77* 2.02* 0.26 -0.18 -0.55 -1.40 2.26* -0.70 2.54* -0.63 -0.32 0.48 -0.40. 2.99* 0.88 -0.01 0.32 -2.75 -1.06 -3.02 -4.07. 44. N7. N8. -3.44 -0.28 -1.05 -0.55 2.24* -0.22 1.58 1.78 2.42* 1.77 1.48 5.31*. N9. -2.44 -1.61 -0.28 -0.61. -1.77 0.72 -0.63 -0.32 0.48 -0.40 0.44 0.38. -0.55. -0.17 6.43*.

(53) Figure 2 Sequential analysis for late stage of group (Session 7 to session 11).. Figure 2 and Table 5 showed the pattern of affective behaviors that occurred in the later stages for group counseling. The sequences that reached significance in later stages for group counseling were P1→P1, P3→P3, P3→P4, N5→N5, N5→N7, N7→N5, N7→N7, N8→N6, N8→N8 and N9→P2. As previously mentioned, the late group stage also included with the stages of norming, working and adjourning. Norming stage was a cohesiveness stage that members getting comfortable and connected with each and other, they will form specific group norms that specific and acceptable for themselves (Yalom & Leszcz, 2015). As members getting along with others, the tolerance with conflict took place and enhanced the cohesiveness within the group. This corresponded with our findings as the transition of P1 to P1 indicated the reinforcement of members’ behavior that express positive active wishes as an individual show care for, support and love to 45.

(54) other that happened throughout the group process. For instance, members showed interest in knowing and understanding other’s personal feeling and experience by asking questions. Also, the transition of P3 to P4 revealed the member felt sense of belonging within the group and strengthen of connection with each other produced the feeling of joy. In the working stage, members showed determination and decided to take action in focusing on their own personal issues and started to work on the discussion and discovery for themselves, and this leaded to personal growth and group productivity and effectiveness (Yalom & Leszcz, 2015). As figure 2 showed, the transition of N5 to N5 got the second highest z-score indicated that the members express their anger and dissatisfaction in their life event by sharing personal stories in group discussion. Afterward, the transition of N5 to N7 and N7 to N5 occurred, as the conversation begun to explore on in-depth topic, members will discover their emotion behind the anger was sadness and disappointments toward their parents. Although members might continue to express their sadness and disappointments as shown from the finding with the transition of N7 to N7, but also might followed by N6. As the transition of N8 to N6 indicated that members explored more about their feeling and emotion as the feeling of anxious and stress will directed to the behavior to escape from relationship. For the transition of N7 to N6 showed the member’s behavior whenever experienced negative emotion by escaped from the parents or avoided interaction with parents to prevent emotional overwhelming.. 46.

(55) As findings also showed the transition of N8 to N6, this reflected member’s interpersonal relationship behavior, when member’s felt anxious or stress in the relationship, they will chose to avoid or escape from interpersonal relationship rather than dealing with it. This was similar with the theory of internal working model which fitted with the resistance attachment, it descripted that individual felt uncertainty whether his parent will be responsive or helpful when needed and caused the person to anxious and panic. Surprisingly, this corresponded with the transition of N8 to N8, when members continuously experienced in uncertainty, they will felt anxious when interacted with others. Furthermore, the adjourning stage as known as termination stage was focused on the closure of group and this can evoked the members’ separation anxiety and this fitted with the findings of transition of N8 to N8 too (Yalom & Leszcz, 2015). As explained earlier, working stage allowed members to discuss in-depth personal issues and discover in different perspectives on their issues. Similarly, findings also showed the transition of N9 to P2, when the depth of discussion was deepen, members often expressed their guilt toward their parents on believe their action or behavior cause harm on their parents. However, although the feeling of guilty categorized into negative emotion, but from the perspectives of therapy, guilt could be beneficial in psychological effect when it inspire a person to make changes in their behavior (Holloway, 2005). Members who experienced with the feeling of guilty showed signs as members were care. 47.