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Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
Facilitating Group Development
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Facilitating Group Development

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How to promote group development in psychoeducational groups.

How to promote group development in psychoeducational groups.

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  • 1. Facilitation Skills Promoting Group Development<br />
  • 2. Facilitation Skills Promoting Group Development<br />Having participants assume responsibility for the group and their learning will increase <br />their involvement and <br />potential to learn.<br />There are some very concrete tasks the facilitator can do to help the groups transition from one stage to the next.<br />Member involvement<br />The progression in the Sages of Group Development outlined in the presentation presents a linear model. In reality, the group may have periods of regressing to earlier stages and then continuing the development process.<br />
  • 3. Facilitation Skills Promoting Group Development<br />In traditional group therapies there is a fifth stage, Termination, that is often perceived as another opportunity for learning.<br />In psychoeducational groups this stage is used as a therapeutic learning opportunity . <br />However, this final stage is a chance for evaluating and recognizing learners success.<br />Member involvement<br />
  • 4. First slide<br />What are the stages of group?<br />Performing <br />Shared risk taking<br /> Attending to task or to other <br /> members<br /> “It or us”<br />Norming<br /> Cohesion, <br /> Inclusion “near or far” <br /> Group think, “us versus them”<br />Storming<br /> Conflict, <br /> Searching for role<br /> Dominance “top or bottom”<br />Forming<br />Orientation,<br /> Affiliation “in or out”<br /> Dependency or rejection<br />
  • 5. First slide<br />Valiance and stages of group development<br />Member involvement<br />Forming<br />Storming<br />Norming<br />Performing <br />
  • 6. First slide<br />Valiance and stages of group development<br />Member involvement<br />"In Reality"<br />Forming<br />Storming<br />Norming<br />Performing <br />
  • 7. "In Reality"<br />First slide<br />Valiance and stages of group development<br />Member involvement<br />Performing <br />Forming<br />Storming<br />Norming<br />
  • 8. "In Reality"<br />First slide<br />Valiance and stages of group development<br />Member involvement<br />Storming<br />Performing <br />Forming<br />Norming<br />
  • 9. "In Reality"<br />First slide<br />Valiance and stages of group development<br />Member involvement<br />Performing <br />Forming<br />Storming<br />Norming<br />
  • 10. "In Reality"<br />First slide<br />Valiance and stages of group development<br />Member involvement<br />Performing <br />Forming<br />Storming<br />Norming<br />
  • 11. First slide<br />Facilitation skills and the stages of group development<br />Member involvement<br />Performing <br />Forming<br />Storming<br />Norming<br />
  • 12. First slide<br />Facilitation and stages of group development<br />Facilitators Tasks<br />Orientation<br /><ul><li>Clarify purpose of group
  • 13. Tell what to expect
  • 14. Establish guidelines</li></ul>Forming<br /><ul><li> Orientation,
  • 15. Affiliation “in or out”
  • 16. Dependency or rejection</li></ul>Affiliation<br /><ul><li>Introduction of members
  • 17. Expectations yours and theirs</li></ul>Member involvement<br />Dependency or Rejection<br /><ul><li>Clarify program requirements
  • 18. Emphasize everyone needs a chance </li></ul>Performing <br />Storming<br />Norming<br />Forming<br />
  • 19. First slide<br />Transition Helpers<br />1] At beginning of new session, facilitator reviews what was discussed during last session.<br />2] Try to include as many positive comments about members interactions in previous session.<br />3] Use the word “group” at least every 3 minutes [or when appropriate].<br />Forming to Storming<br />Member involvement<br />Performing <br />Forming<br />Storming<br />Norming<br />
  • 20. First slide<br />Facilitators Tasks<br />Conflict<br /><ul><li>Clarify guidelines
  • 21. Accept and recognize patients are “buying in”</li></ul>Storming<br /><ul><li> Conflict,
  • 22. Searching for role
  • 23. Dominance “top or bottom”</li></ul>Roles<br /><ul><li>Give members opportunities for establishing a role [i.e. time keeper, writing on board, charting]</li></ul>Member involvement<br />Dominance<br /><ul><li>Keep your role
  • 24. Pair members on tasks
  • 25. Reinforce participation</li></ul>Performing <br />Forming<br />Storming<br />Norming<br />
  • 26. First slide<br />Transition Helpers<br />1] Ask specific members to be ready to report in next session what was covered today.<br />2] Have other members give brief overview of guidelines.<br />3] Accept that “kill the leader” is part of the storming to norming process.<br />Storming to Norming<br />Member involvement<br />Performing <br />Forming<br />Storming<br />Norming<br />
  • 27. First slide<br />Norming<br /> Cohesion, <br /> Inclusion “near or far” <br /> Group think, “us versus them”<br />Member involvement<br />Performing <br />Forming<br />Storming<br />Norming<br />
  • 28. First slide<br />Facilitator Tasks<br />Cohesion<br /><ul><li>Use terms like we, the group
  • 29. Let group make reasonable decisions</li></ul>Norming<br /> Cohesion, <br /> Inclusion “near or far” <br /> Group think, “us versus them”<br />Inclusion<br /><ul><li>Focus on members making progress
  • 30. Get input from all members</li></ul>Group Think<br /><ul><li>Reinforce this is one, just one, of the components of their treatment
  • 31. Discuss their growth and potential for other meaningful relations</li></ul>Member involvement<br />Forming<br />Storming<br />Norming<br />Performing <br />
  • 32. First slide<br />Facilitator Tasks<br />Norming<br /> Cohesion, <br /> Inclusion “near or far” <br /> Group think, “us versus them”<br />Transition Helpers<br />1] Give members chance to correct course of the group.<br />2] IF, members are beginning to form as a group and decision needs to be made, say “well it is your group.”<br />Member involvement<br />Forming<br />Storming<br />Norming<br />Performing <br />
  • 33. First slide<br />Valiance and stages of group development<br />Congratulations!<br />You have optimal group performance.<br />Performing <br />Shared risk taking<br /> Attending to task or to other members<br /> “It or us”<br />Member involvement<br />Forming<br />Storming<br />Norming<br />Performing <br />
  • 34. Facilitation Skills Promoting Group Development<br />Having participants assume responsibility for the group and their learning greatly increases their involvement and potential to learn.<br />

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