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WHAT IS SOCRATIC QUESTIONING?

According to Jacques Brunschwig, Geoffrey Ernest Richard Lloyd (2003), Socratic


questioning is disciplined questioning that can be used to chase thought in many directions and
for many purposes. It including: exploring complex ideas, getting to the truth of things, opening
up issues and problems, uncovering assumptions, analyzing concepts, distinguishing what we
know from what we don't know, following out logical implications of thought or controlling the
discussion.
The key to distinguishing Socratic questioning from questioning independently is that
Socratic questioning is systematic, disciplined, and deep and usually focuses on fundamental
concepts, principles, theories, issues or problems.
As mentioned by Paul, R. and Elder, L. (2006), teachers, students or indeed anyone
interested in probing thinking at a deep level can and should construct Socratic questions and
engage in these questions. Consequently it also use in psychotherapy such as Cognitive
Behavioral Therapy and so on.
In addition, there are nine type of Socratic questioning according to Paul, R. and Elder, L.
(2006) in their book The Art of Socratic Questioning. Which are: 1. Questions of Clarification,
2. Questions That Probe Purpose, 3. Questions That Probe Assumptions, 4. Questions That
Probe Information, Reasons, Evidence, and Causes, 5. Questions about Viewpoints or
Perspectives, 6. Questions That Probe Implications and Consequences, 7. Questions about the
Question, 8. Questions That Probe Concepts, 9. Questions That Probe Inferences and
Interpretations.

Homework group counseling 1

HOW TO APPLY COGNITIVE-BEHAVIORAL THERAPY IN GROUP SETTING?


Cognitive-Behavioral Group Therapy (CBGT) is a therapy which commonly used
nowadays in facing the challenges in this world. It can use in several method such as in
prevention relapse, recording belief and thought, problem solving and so on.
According to Kevin Drab (2010) in his slide presentation, CBGT can be applying in
psycho- education. We can use it directly such as mini-lecture, handouts and descriptions.
Indirectly, we can also make exercises to explore an idea or method, therapist modeling; clients
sharing their experiences, watching other clients work and change. We also can give the client
homework where the clients learn ideas and approaches from assignments, for example doing
cognitive distortions form, DTR, monitoring triggers. We also can use the Phenomenological
explorations such as questioning about how the clients depress him/her-self. And also we can
open their insight by extra-therapeutic experience in observing people, media, others outside and
teaching the CBT to others.

References:
Jacques Brunschwig, Geoffrey Ernest Richard Lloyd (2003), A Guide to Greek Thought: Major Figures
and Trends, Harvard University Press.
Kevin Drab (2010) Applications of CBT in Group Therapies,
http://www.slideshare.net/kjdrab/applications-of-cbt-in-group-therapies (access on 3 December 2014)
Paul, R. and Elder, L. (2006). The Art of Socratic Questioning. Dillon Beach, CA: Foundation for Critical
Thinking.

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