Importance of Team Wellbeing.docx
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1. The document discusses the importance of team wellbeing for organizations. It outlines several topics to be covered including problems affecting team wellbeing both emotionally and physically, case studies from different organizations on overcoming issues, and current approaches by Schneider and Luminous. 2. The team members are assigned different health-related topics to present case studies on, including mental, physical, emotional, financial, and stress management. 3. The closing slide will provide recommendations for managers, organizations, and employees on defining wellbeing, supporting professional development and work outside the organization, and actions each group can take to enhance team wellbeing.
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1HLSC 344 Fall 2016Overview of Psychoeducational
1
HLSC 344 Fall 2016
Overview of
Psychoeducational
Groups
Education and prevention
are central in these
groups.
HLSC 344 Fall 2016
Psychoeducational Groups
Designed to help participants
develop knowledge and skills for
coping adaptively with potential
and/or immediate environmental
challenges, developmental
transitions or life crises (Association
for Specialists in Group Work, 1992)
HLSC 344 Fall 2016
Psychoeducational Groups
Provided for all ages and educational
levels in every kind of practice setting.
Emphasize learning rather than self-
awareness and self-understanding though
the latter may be a result of such groups.
Cognitive components take precedence
over affective components, but again they
are not ignored if affective issues are
pressing.
2
Leaders of psychoeducational
groups
Guide participants’ personal learning
Show group members how to interact
Provide opportunities for sharing
Capitalize on and foster the development of
hope for change
Implement strategies to promote members’
self understanding
Create opportunities to practice new
learning.
HLSC 344 Fall 2016
HLSC 344 Fall 2016
In a psychoeducational group “it
is assumed that the leader has
some knowledge that
participants may not be able to
discover through normal group
interactions.” (Furr,2000, p.35)
HLSC 344 Fall 2016
Psychoeducational groups
Emphasize didactic and instruction
Use planned, structured activities
Goals usually defined by leader
Leader operates as a facilitator and teacher
Focus on prevention
No screening of members
Groups can be large
Self-disclosure accepted but not encouraged
Task functions emphasized
Sessions may be limited to one or have a series
of sessions.
3
Some myths and
misunderstandings (Brown, 2011)
The group leader directs the group in
what to do and what to discuss.
Only counseling groups are “real”
groups
Knowing what to do and say at all
times is the group leader’s
responsibility.
Group leaders should be so confident
that they do not experience anxiety or
uncertainty. HLSC 344 Fall 2016
HLSC 344 Fall 2016
Leadership
Skills listed are the same as those
we previously discussed including
those skills stressed by Rogers
(Person-Centered Approach)
Learning levels and leadership
strategies using theories of group
development to support learning
Knowledge for leadership
Group dynamics
Stages of group development
Identification of group therapeutic
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Ethics
Instructional Principles
Information about the topic
Theories including learning theory
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In conceptualizing a psychoeducational
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HLSC 344 Fall 2016
Psychoeducational Groups
Designed to help participants
develop knowledge and skills for
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and/or immediate environmental
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transitions or life crises (Association
for Specialists in Group Work, 1992)
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Psychoeducational Groups
Provided for all ages and educational
levels in every kind of practice setting.
Emphasize learning rather than self-
awareness and self-understanding though
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Cognitive components take precedence
over affective components, but again they
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pressing.
2
Leaders of psychoeducational
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Show group members how to interact
Provide opportunities for sharing
Capitalize on and foster the development of
hope for change
Implement strategies to promote members’
self understanding
Create opportunities to practice new
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is assumed that the leader has
some knowledge that
participants may not be able to
discover through normal group
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Focus on prevention
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Task functions emphasized
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3
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Theories including learning theory
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98 The Coaching Psychologist, Vol. 14, No. 2, December 2018 .docx
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- 1. CHAMPIONS CLUB- IMPORTANCE OF TEAM WELLBEING 1. Topic- Importance of Team Wellbeing (Slide 1) 2. Team- Joydeep (Mentor), Suhas, Kailash M, Vishnuchander, Sailaxmi, Praduman, Abhishek (Slide 2) 3. Problems- Emotionally, Physically not well (Within Team), Work life Balance…Classify problems. Case study for a problem and how it was overcome..Schneider approach 4. Case studies of few organisations- 6 Case studies (Praduman, Suhas, Abhishek, Kailash, Vishnu, SaiLaxmi- Each One) 5. Current Approaches by Schneider & Luminous in continuation to case study 6. Ideas for improvement Mental Health - Abhishek Physical Health- Kailash Emotional Health- Praduman Financial Health- Sailaxmi Stress Management- Vishnu Professional development- Suhas (Focus on today’s scenario) Culture, work environment, team bonding… 7. Closing Slide- Recommendations to managers, organisations, employees.. Define Topic (What is wellbeing?) Professional and Outside organisation Different kind of teams- cross-functional, … What organisation, team managers and what individuals can do to keep team wellbeing ? Format of Presentation, time to present, dates of presentation