Reflect on a real group experience you have had as a member or that you have lead in your group work experience

EDCO 711

Reflective Essay Assignment Instructions

Overview 

The Reflective Essay Assignment will require you to apply group theory concepts to real group scenarios, reflect on the dynamics, roles, and challenges faced in the group, and analyze your experiences through a theoretical lens. Additionally, students will evaluate their professional dispositions in the context of group work.

Instructions 

Based on the introductory reading material and real-life experiences reflect on concepts related to group work including stages, theory, dynamics, leadership, ethics, and professionalism. The reflection should address the following components:

1. Select a Group Scenario: Reflect on a real group experience you have had as a member or that you have lead in your group work experience (e.g., a work team, study group, support group, or community organization).

2. Theoretical Application (1 page) Provide an overview with a brief description of the group including its purpose, members, and structure. Identify one or more group theories evident in this group experience. Reflect on key aspects such as group dynamics, roles, norms, leadership, conflict, cohesion, decision-making, and communication. Evaluate the strengths and weaknesses of the group based on your theoretical analysis. Some questions to consider are: How well did the group function? What challenges did it face? How could these have been addressed differently using theoretical insights?

3. Personal Reflection (2 pages) – Reflect on your role within the group. Questions to consider: How did your actions, communication style, and behavior influence the group dynamics? What insights have you gained about yourself through this process? – Identify at least three areas where you believe you could improve your group facilitation or participation skills. Discuss strategies for future development as a group member or leader. – Reflect on how your professional dispositions (e.g., ethical behavior, respect for diversity, responsibility, commitment to lifelong learning) were demonstrated or challenged in the group setting. Use specific examples to illustrate your points. – Articulate how your actions and reflections align with the ethical standards and professional dispositions expected in your field. Consider using a relevant professional dispositions framework (e.g., from ACA, APA, NASW) to structure this reflection. – Identify three areas where you may need to strengthen your professional dispositions in group settings. Discuss actionable steps for each area of growth that you plan to take to enhance your professionalism in this area.

Formatting and Submission Requirements

· Length: This reflection essay should be 3-4 pages and should not exceed four pages in length. It is important to learn to be concise in your professional writing.

· APA Style: Ensure that the reflection paper follows APA formatting guidelines, including proper citation of sources and formatting of references. Due to the reflective nature of this assignment, personal pronouns are acceptable.

· Scholarly Sources: Incorporate information from the textbook readings as assigned in the course as well as 1 biblical source.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

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Read: Brown: Chapters 7, 10 – 12

Chapter 7The Group

Process and Progress

Introduction

The previous chapter had a strong focus on the instructional part of psychoeducational groups. This chapter focuses on understanding what is taking place in the group as a whole and for individual members as the session unfolds. This understanding is critical for group leaders, as they need have to be aware, understand, and respond as the session unfolds. It is easier to recognize what happened in retrospect, but the impact is lost when the leader fails to identify something significant, fails to respond appropriately, does not identify the real or underlying issue(s), or remains blissfully unaware of what is taking place. It is also possible under these circumstances for members to be wounded, discounted, or ignored. Although these acts are unintentional on the group leader’s part, they nevertheless can have a negative impact on group members and on the group.

Group leaders need to know the basics: group dynamics, group stages, and helpful group factors. These are relatively easy to define or describe in isolation, but they do not occur so clearly in the group. The difficulty is that many of these basic dynamics can be in effect at the same time, and they shift and change from moment to moment. An additional consideration is the nature of psychoeducational groups where group factors may be overlooked or minimized because of the instructional component. However, the process and progress for the group and for individual members are largely located in the group component. The instructional component is important, but the extent to which the material is incorporated and used relies heavily on the group component.

Group Dynamics

Group dynamics refers to the ongoing process in the group, both the helping and the restraining forces (Lewin, 1944). The shifting, changing, individual, and group-as-a-whole variables, including level of participation, resistance, communication patterns, relationships between members and between members and the leader, nonverbal behaviors, feeling tone, and feelings aroused and/or expressed are the major components that help the group leader to understand the group’s process.

Discussing individual dynamics does not allow the group leader to understand the range and intensity, as the dynamics do not take place in the group one at a time. Group dynamics are continually and constantly interacting throughout the session, shifting emphasis, changing even as they are being observed, and all are important in understanding what is happening in the group.

However, the dynamics do have to be individually defined and described. Following are brief descriptions to help observation of some group dynamics with an example of a group situation for illustration, along with a summary of focal dynamics for each stage of group development. The major dynamics described are level of group member participation, effective and counterproductive member behaviors, resistance, communication patterns, interpersonal relationships, nonverbal behaviors, feeling tone of the group, and aroused/expressed feelings.

Level of Participation

The extent to which group members cooperate, interact with each other and with the leader, contribute to the progress and functioning of the group, and the extent to which group members seek to gain knowledge from the experiences determines their levels of participation. How do members participate? Are they active, passive, sullen, reluctant, or withdrawn? Does their involvement change significantly at some point? For example, do they become energized or fall silent after a discussion?

Effective and Counterproductive Member Behaviors

Observing these kinds of behaviors helps group leaders gauge the needs of group members, the intensity of emotions aroused, and the impact of the group and of particular experiences on them. It could also be useful to observe and recognize effective and counterproductive member behaviors. Recognizing effective behaviors gives the leader an opportunity to reinforce those behaviors, members learn more effective ways to relate and communicate, and group process is enhanced. A list of some behaviors follow, and this material could be helpful to provide to group members about expected and helpful behaviors in the group.

Effective group members do the following:

Have a focus for the group and for each session.

Ask for what they want or need, rather than expecting others to guess this.

Openly and directly express feelings, thoughts, and ideas.

Experiment with new ways of behaving in the group.

Are open to receiving feedback.

Take personal responsibility for how much they grow and learn.

Respond directly to others, and make attempts to understand what that person intend to communicate.

Are tolerant of diverse points of view or values.

Display a willingness to work to resolve conflicts with others.

Counterproductive behaviors restrain group process and progress, as many of them are ineffective ways to behave and relate that build meaningful relationships and promote feelings of trust and safety. In addition, many of these are social behaviors appropriate or used in other settings, but are not helpful for the group. Once members learn the value of reducing and/or eliminating these counterproductive behaviors, they can reap benefits from increased interpersonal learning. Some counterproductive behaviors are as follows:

Wait to work or become involved in the group.

Suppress important feelings.

Make evaluations and judgments about others.

Give advice—either solicited or unsolicited.

Ask questions instead of reporting their feelings.

Rushing to Band-Aid others to keep from experiencing uncomfortable or unpleasant feelings.

Frequently engage in storytelling, and do so instead of giving empathic responses.

Make sarcastic remarks or responses.

Ignore or deny conflicts with others.

Engage in disruptive behavior in the group, such as side conversations.

Resistance

Group leaders should expect resistance, which will range from mild to intense. The presence of an observable resistance is a clear signal to move on to another person or topic. If the entire group is resisting, the leader may need to explore with members some of the reasons for the resistance—for example, if members do not want to do a particular activity, it could be helpful to initiate a discussion on their perception of the usefulness of the activity. Simply asking what about the activity is a turnoff can produce some valuable information. The one thing group leaders should not do however, is to try and break down the resistance. It is much more helpful to note the resistance, try to discern what that may be about, but leave it alone in most instances.

Examples for resistance are:

Avoidance, such as ignoring conflict; change of topic when intense emotions surface for oneself and for others; and suppressing open verbalization of thoughts, feelings, ideas, and/or reactions.

Over agreement with the leader, and among members.

Excessive politeness or excessive crankiness.

Constantly talking about outside-the-group topics.

Tolerating members’ counterproductive behavior.

Communication Patterns

Members will communicate primarily to and through the leader, especially in the beginning. Group leaders can facilitate member-to-member communication by suggesting that members talk to each other directly rather than through the leader. Another pattern to observe is that some members talk to and support each other, while other members are excluded. It is helpful to bring excluded members into the group by asking for their input.

How communications take place is an additional pattern to watch over time; this cannot be judged by one incident. For example, do group members communicate in a warm, caring, supportive way? Or are communications cold, hostile, or angry? Do members appear wary, aloof, or tentative when they communicate? Individual patterns as well as group patterns should be observed.

Interpersonal Relationships

It is helpful to notice how members relate to each other and to the leader. Even groups whose members are not strangers to each other may be tentative at first and focus more on differences than similarities.

The leader usually is perceived as the expert at the beginning. Members will expect the leader to provide for all their unspoken needs and expectations. Sometimes members will seek and compete for the leader’s attention and approval. The leader’s task is to help members to establish relationships with each other and empower them to take charge and contribute to their own learning instead of looking to the leader to provide everything.

Members’ patterns of relating to the leader and to other group members are very important sources of information about their manner of relating outside the group. Since the leader is usually seen as an authority figure, information about how group members relate to other authority figures in their lives can be obtained by how they relate to the leader. Group members’ other relationships can be discerned from how they relate and communicate with fellow group members. For example, when a member exhibits any of the following in the group, these can be clues to their out-of-group relationship The member is:

Very challenging or confrontational to other group members and/or to the leader.

Acquiescent and compliant and seldom or never expresses a divergent thought or opinion.

Withholds expressing feelings. Can express thoughts, but not feelings.

Overly expressive of feelings, even minor ones.

Engages in considerable attention-seeking behavior.

Seems to be overly desirable of being admired by others.

Demands that others accept and agree with his/her opinion. Has to be seen as being “right.”

Exhibits sullen and withdrawn behavior and demeanor.

Always agrees with the leader and is quick to do so.

Overly complimentary of the leader.

Seeks extra attention and time from the leader.

Nonverbal Behaviors

Postures, gestures, voice tones, and other nonverbal behaviors provide significant clues to what members are experiencing; these nonverbal signals are called metacommunication. It is generally thought to be a more accurate reflection of a person’s internal state than his or her verbal communication—for example, a person’s words and voice may sound calm, but a tense posture, narrowed eyes, and clenched fists contradict the words.

Nonverbal behaviors should be observed in clusters and not as isolated events. Examples for clues to members’ internal states include the following.

Facial expression—eye contact, position of mouth such as downturned or tightlipped, and brow such as wrinkled in thought or anger.

Body and limb positions—straight or slumped posture, legs crossed or uncrossed, arms crossed over the chest or down by the side, movement of hands and feet when seated.

Voice tone—can indicated calmness when the tone is relaxed; anxiety or tension when fast and loud, and other feelings or internal states when soft or whispery, choppy words, yelling, and so on.

Gestures—finger pointing, stroking hair or other parts of one’s body, palms up or down when speaking, waving hands when talking, constant movement.

Feeling Tone

Group leaders can get a good idea of how well the group is progressing by tuning in to the feeling tone of the group. This calls for a high level of self-awareness on the leader’s part, as they must also be able to tune in to what they are feeling as a possible reflection of what the group is feeling.

With training, experience, and a high level of self-development, group leaders can tune in to the feeling tone of the group, and that feeling tone can be a valid barometer of what group members need or are experiencing, and provide clues for interventions. This is one use for the feelings triggered or aroused for the group leader when these are not reflective of the leader’s unresolved issues or unfinished business. Effective use of the leader’s feelings is predicated on his/her understanding of him/herself, and the assurance that he/she is responding to feelings projected by group members. This is why a high level of self-development is needed, as the triggered or aroused feelings may well be the leader’s own personal material. However, if the leader is confident that his/her triggered feelings are or are most likely projections from the group, this is very valuable information and can lead to appropriate interventions. Examples for when the leader could possibly be containing members’ projected feelings are as follows.

The group is meeting for the first time, and about midway through the session, the leader becomes aware of feeling nervous, anxious, and apprehensive.

The group has met for several sessions and is making progress. However, during this session the leader notes his feelings of irritation, jumpiness, and tension.

The group will end after two more sessions. In this session the leader begins to feel sad and panicky.

Aroused/Expressed Feelings

Aroused feelings may be directly or indirectly expressed or they may be suppressed. A leader should be alert to feelings that are expressed in indirect ways, especially intense ones, as well as taking care to respond to directly expressed feelings. Suppressed feelings may be more troubling in some respects, but psychoeducational groups generally are not expected to deal with these. It is more appropriate that suppressed feelings be addressed in a counseling or therapy group.

Leaders of psychoeducational groups should be prepared to deal with group members’ feelings and there are times, and in some groups, where these feelings can be intense. For example, groups for members with medical illnesses or emotional disturbances are likely to have intense emotions appear in these groups. Intense feelings may be less likely in other types of groups, but leaders need to be prepared for their unexpected appearance. In addition, some exercises and activities can also arouse intense feelings.

On the other hand, it can be difficult sometimes to get members to express their feelings, especially to express them in the here and now. Appropriate expression of feelings in the here and now can be one thing that the group leader has to model and teach group members. It is also important that the group leader acknowledges and directly responds to members’ expressed feelings. This task is discussed in more detail in the section on repairing empathic failures in Chapter 6.

It is not unusual to find that members either do not express feelings, express them in inappropriate ways, are not aware of what they are feeling, or do not have the words to express them. Noticing the level and extent of aroused/expressed feelings provides the leader with information about interventions, when and how to respond, where members may have some sensitivities, and can also provide some clues to members’ relationship difficulties.

Group Stages

While group stages are defined somewhat differently by the experts (Bion, 1961; Yalom, 1985), it is commonly accepted that groups do move through stages. Two of these stages are obvious: beginning and termination. Others are not as easy to identify. These tend to be labeled the conflict and working stages.

Counseling and therapy groups are structured in such a way (e.g., a number of sessions held over time) that all the expected stages usually occur and are important in determining what interventions to use. These stages also occur for psychoeducational groups, although the indices of group stages are manifested in different and less intense ways.

These stages are described in the following sections, along with some primary issues for each, expected member behaviors that illustrate basic issues, and suggestions for the leader. The emphasis is on the psychoeducational group, whether it consists of one session or many. Longer-term groups—for example, skill development—also are addressed.

Stage 1: Beginning

The first stage for psychoeducational groups can be characterized by a sense of anticipation, excitement, dread, confusion, and apprehension. Even if there is to be little or no personal disclosure in the group, participants are not sure what they can expect or what is expected of them. Members want to know if they will be valued and included, or if they will be devalued and excluded. There are several steps leaders can take to reduce some of the negative feelings that members bring to the group; however, no matter what the leader does, they will not be able to eliminate negative feelings altogether, and these can be expected at the beginning of every group.

The most useful step to alleviate discomfort and uneasiness is to plan ahead carefully.

Ensure that the facilities are adequate, materials and supplies are on hand, a schedule and an agenda are prepared, and that the group begins on time.

The next step is to have an opening session that welcomes participants, introduces the leader and if needed, other personnel who will be working with the group, and thoroughly reviews the objectives and schedule.

Opening the dialogue to suggestions from participants also is useful. Leaders can ask if the stated objectives meet the participants’ expectations and needs, and if there are other topics or activities they want included.

The leader’s listening, questioning, and facilitating skills make the difference in how the group gets off the ground. These topics are covered more completely in the chapter on group facilitation skills.

Some expected group member behaviors for each dynamic or group issue are illustrated.

Level of participation—Tentative, cautious, anxious; may engage in storytelling.

Resistance—Usually high until safety is established. Members ask many questions; appear or say they are confused.

Communication patterns—Most communication is to and through the leader. Members do not talk directly to each other but to the group, to the leader, or to no one in particular. Tend not to make I statements.

Member-to-member relationships—Tentative, polite, cautious. Fear of hurting others and of being hurt, fear of being different. Tend to focus on differences but search for similarities. Try to relate through advice giving.

Member-to-leader relationships—Group members tend to see the leader as an expert or a magician. They expect the leader to anticipate and meet their unspoken needs. Seek reassurance that they are valued and accepted by the leader, and that the leader will keep them safe and take care of them.

Nonverbal behaviors—This will fluctuate for individual group members and ranges from lots of movement to no movement. There may be little eye contact among members, numerous closed body gestures such as arms folded across the chest, few attending behaviors, and speech may be rapid or slow and tentative.

Group feeling tone—The overall feeling tone from group members may range from apprehension to resentment, hostility, and despair. Usually, members leave the session with a sense of relief and hopefulness. Many feelings are experienced by group members during these first sessions, but the overall feeling tone reflects the confusion, ambiguity, and frustrations of group members whether these are voiced or not.

Aroused/expressed feelings—Members can be reluctant to openly express negative feelings, but will tend to try and suppress or deny them. Common feelings experienced during this stage are fears of rejection, engulfment, destruction, shameful secrets, confusion and frustration.

Stage 2: Conflict and Controversy

The second stage usually begins with an attack on the leader. This attack generally is so indirect that many leaders may miss it. It is not important that the leader recognize the attack as such; it is important, however, that the leader does not become defensive or retaliate. If, when you are a group leader, you find yourself feeling defensive, explaining your rationale, reiterating something you thought was understood, or feeling that participants are being unfair, you probably are being attacked. There is no need to point this out, as it is unlikely that the group has moved to the level of development where members can accept this kind of observation without feeling attacked themselves.

Another way the second stage is recognized is by the conflict that emerges between group members. If the group is on its way toward becoming more cohesive, then conflict will emerge, and how the leader deals with such conflict will determine whether the group continues to grow. Strategies for managing conflict are discussed in Chapter 11.

Level of participation—There is increasing participation by group members, some will show a willingness to explore personal issues on a deeper level, which still remains superficial, and there is more interaction among group members.

Resistance—There is still considerable resistance, especially to being and remaining present-centered. Storytelling behavior is prevalent, and members resist recognizing important commonalities. They are also resistant to group as a whole process commentary and may tend to personalize comments from the leader and other group members.

Communication patterns—Members begin to talk directly to each other sometimes. They have reduced having communications go through the leader, or to the group, or speaking for the group. They begin to make supportive statements and to challenge each other.

Member-to-member relationships—Conflict can emerge in the group. Members feel safe enough to challenge each other, and to express their feelings of anger or irritation. Past experiences with each other in the group can be revisited, and projections and transference become more apparent.

Member-to-leader relationships—The leader is attacked by members either directly or indirectly. The leader has failed to be the magician or expert and members feel the loss of that idealization. They continue to expect the leader to take care of them, but are more willing to speak of their needs and desires.

Nonverbal behaviors—Members’ postures and gestures are less studied and contrived. They appear to be willing to let their nonverbal communication be more consistent or congruent with their verbal behavior.

Group feeling tone—Members are combative and irritable producing a group feeling tone that is uncomfortable. Some members fear conflict emerging because of past experiences so that if or when conflict does emerge they may regress to old feelings associated with past conflicts. If conflicts are worked through, the feeling tone becomes one of relief, and members feel a sense of accomplishment and hopefulness.

Aroused/expressed feelings—Irritation, annoyance, anger, frustration, rage, fear, and guilt are common feelings for this stage. Some may be openly expressed.

Stage 3: Working and Cohesion

The working stage is characterized by cooperation and cohesiveness. Members are interested in and supportive of one another. They also are willing to work on a task and not become sidetracked. Issues that emerge at this stage have more to do with working through misunderstandings and differences of opinion and maintaining relationships than with winning/losing, saving face, and avoiding conflict.

Level of participation—Members’ levels of participation are high, significant personal issues emerge, and they are more willing to work on these.

Resistance—Resistance is more openly acknowledged, understood by the group members, and some members may be willing to be work on this. Members are more accepting of comments about perceived resistance.

Communication patterns—Considerable member-to-member interactions occur. Cliques and subgroupings may be prevalent. The group functions more as a cohesive unit.

Member-to-member relationships—They are more willing to explore their relationships with each other. They work to develop and maintain relationships to the extent that conflicts may be minimized, but if conflict does emerge, they try to work through it in constructive ways.

Member-to-leader relationships—The leader is perceived as a guide and consultant instead of as an expert or magician.

Nonverbal behaviors—Members are more congruent with their verbal and nonverbal behaviors.

Group feeling tone—The group feels warm, accepting, cooperative, and there are feelings of satisfaction and excitement.

Aroused/expressed feelings—Caring, concern, liking, excitement, anticipation, shame, guilt, irritation, and annoyance. All are more likely to be openly expressed.

Stage 4: Termination

Groups, especially psychoeducational groups, do come to an end. Members who are achieving their goals are reluctant to deal with ending and may refuse to discuss it at all. It is helpful when group leaders introduce the notion of termination before it happens—for example, in a one-day workshop, termination would be introduced after lunch, or before the afternoon break.

Reminding participants of how much time is left and asking how they would like to use the time productively is one way of introducing the topic. The usual response is to change the subject or to move away from it in some way. Bring the topic up again when the

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