1. Group Work Facilitation and Critical Analysis Paper
Wendy A Davis
SW 525: Theory and Practice of Groups and Communities
University of Montana
April 25, 2015

2. On April 18, 2015, a Mindfulness therapy group, incorporating Deep
Parasympathetic Breathing, was conducted (Dolbier & Rush, 2012; Jerath & Barnes, 2009).
The group facilitator, a master’s of social work student at the University of Montana,
conducted research on the practice of varying Mindfulness exercises, and their
effectiveness in managing stress in graduate students, prior to the group in preparation for
the group session (Allen, Chambers & Knight, 2006; Cunningham, 2004; Greenson, Juberg,
Maytan, James & Rogers, 2014; Knight, 2010; Shapiro & Carlson, 2009). The facilitator’s
agenda included an Ice-Breaker, comprised of a brief discussion of the previous week’s
group exercise (Corey, 2012; Toseland & Rivas, 2005). The psychoeducational component
of the group session described and explained the practice of mindfulness (Carlson, Austin &
Freedman, 2009; Corey, 2012; Shapiro & Carlson, 2009). A practice exercise followed the
psychoeducational component, including a prerecorded educational parasympathetic deep
breathing exercise (Dolbier & Rush, 2012; Jerath & Barnes, 2009). Following the
psychoeducational component, group members participated in a question and answer
session, allowing for discussion of the practice exercise, followed by a debriefing, and
wrapping-up with final comments and questions (Corey, 2012).
The class, previously divided into two groups, a task group, and a therapy group,
completed separate functions (Corey, 2012; Toseland & Rivas, 2005). Task group members
were asked to sit in a circle and participate in the Mindfulness group; while remaining
therapy group members observed and critiqued the group leader’s facilitation skills (Corey,
2012). Therapy group members documented Peer feedback, by means of a critical
incidence survey, completed in class. The facilitator subsequently identified three critical

3. incidences occurring during the course of the Mindfulness practice therapy group
(Shulman, 2012).
Critical Incident #1
During the opening exercise, one of the group members nervously laughed, talked-
over another group member, and seemed to take the conversation in a different direction.
1. Here, the facilitator chose not to intervene. After several silly comments and some
cross-talk, the individual did return to the topic of the discussion without direction from
the group facilitator (Corey, 2012). This individual's behavior is an example of a case
where an “Internal Leader” was beginning to develop. Internal leaders develop without
formal appointment; however, they play an important social role in the group as if they
were (Shulman, 2012). 2. The facilitator’s choice, in this instance, to allow the
conversation to “Free Float” did not appear to adversely affect the group. The facilitator
supported the individual who was slightly deviating from the topic of conversation,
through head nods and laughter (Corey, 2012; Shulman, 2012). "Free Floating" is a group
conversation style in which the conversation is allowed to progress, without direct
intervention from the facilitator to influence the conversation (Corey, 2012; Toseland &
Rivas, 2005).
One observer offered this criticism, on their Peer Feedback form, “Group members
started getting off track, not taking it seriously and talking over others. A redirect or
reflection could help you to refocus the group”. "Redirecting" requires the facilitator to
regain control of the group and redirect the course of the conversation back to the selected
topic of discussion. "Reflecting" is a technique in which the facilitator restates what an

4. individual said, in an effort to clarify a statement or affect a change within the group
(Shulman, 2012; Corey, 2012; Toseland & Rivas, 2005). Ultimately, this incident did not
detract from the practice therapy group. Had this been a real therapy group, the need to
redirect may have become necessary to maintain a therapeutic tone and environment
(Shulman, 2012).
Critical Incident #2
One group member asked about panic attacks and discussed how deep breathing
exercises caused her to focus on her breathing, increasing her level of anxiety. In this
instance, the facilitator missed an opportunity to explore that anxiety and discuss how
relaxation exercises may affect individuals differently. 3. Here, the facilitator might have
reflected and asked for further clarification, while being aware of any body language that
suggested that the group member was uncomfortable, in further discussing the matter
(Shulman, 2012). While further exploration might have been of benefit, the notion of
calling one in, rather than calling one out, should be kept in mind (Corey, 2012; Shulman,
2012; Toseland & Rivas, 2005). If the facilitator applies too much pressure to elicit
comments from “Quite Members” it could be perceived as confrontational. Calling one in,
rather than calling one out is the idea of asking a person if they would like to participate,
rather than to put them on the spot and forcing participation (Hart, Conklin & Allen, 2008;
Shulman, 2012).
The criticism offered by a peer read, “When asked about panic attacks and deep
breathing and whether there is ever a time when deep breathing exercises are
contraindicated; you said, I don’t know and then went on explaining for several minutes.”

5. Not knowing the answer to this question caused the facilitator to become nervous, and as a
response to this nervousness, the facilitator kept talking to keep the group moving along,
rather than allowing “I don’t know” to be a valid answer. Shulman discusses this in his
book and states that many inexperienced group leaders are uncomfortable with silences
and admitting to not knowing the answer to a question asked (Shulman, 2012). 4. In this
case, a better response might have been to answer, “I don’t know” and offer to conduct
some research and provide a more detailed answer the following session. This response
may help group members to see the facilitator as genuine and aid in building trust
(Shulman, 2012).
Critical Incident #3
5. The facilitator attempted to engage all group members in the discussion (Corey,
2012; Toseland, & Rivas, 2005). Engaging all members in group discussions may help
foster a sense of belonging or inclusion for all members, but is especially important for the
“Quite Member” (Shulman, 2012). The “Quite Member” is described by Shulman as a
member who remains quite throughout the group. This member can be difficult for other
group members to deal with because; they do not know what this member is thinking.
Engaging the “Quite Member” in group discussion may aid the individual in building
confidence and a sense of self-worth and my alleviate group tension around this member’s
silence (Shulman, 2012). One group member did not speak throughout the course of the
group. 6. Noting that this individual had remained silent, the facilitator directly invited
this individual to comment (Shulman, 2012). Initially, the person seemed reserved and
hesitated. He responded that he found the Mindfulness exercises relaxing, “I really liked it.

6. Um yeah, I’m going use it with clients and for myself.” 7. At his point, the facilitator chose
to remain silent, in an effort to elicit further commentary (Shulman, 2012; Toseland &
Rivas, 2005). Here, the benefit of remaining silent allowed the group member to examine
how he might use Mindfulness in his future practice and in managing his stress (Jerath &
Barnes, 2009; Shulman, 2012; Toseland & Rivas, 2005). After a brief pause, the individual
did expand on his comment, “I can see where it would be really helpful to use. I think I’d
use it with clients and, well, I can use the relaxation myself. I liked the imagery stuff from
last week better than just the deep breathing, but this exercise was good because it had so
much instruction with it. It was sort of creepy sounding at first, but then it was really
relaxing.” At one point, the facilitator became distracted, failing to hear a portion of the
group member’s dialog. While this failure did not appear immediately obvious to group
members, in future therapy groups such lapses in attention may impact the relationship
between the facilitator and group members. 8. The group facilitator would benefit from
practicing “Focused Listening” skills to improve listening skills (Corey, 2012; Shulman, 2012).
“Focused Listening” involves making an effort to focus on a specific portion of a group
member’s conversation (Shulman, 2012).
Peer criticism offered in reference to this incidence read, “Maybe asking everyone
what they got from the exercise – I found myself wanting to hear from everyone. One
person never spoke during the group session. Towards the end; this member did finally
speak. Good job catching that this person hadn’t spoken.” Being attentive to all group
members, and more observant and inclusive early on in the session, may have afforded this
member more of an opportunity to share (Shulman, 2012). Other peer criticisms and

7. comments made addressed the facilitator’s failure to make eye contact with all group
members and facilitator’s tendency to focus on the left side of the group (Shulman, 2012).
Summary
In general, most of the verbal and written peer and instructor feedback received
by the facilitator was positive. The critical incidences occurring throughout the course of
the group resulted most often due to a lack of experience on the part of the group leader
(Corey, 2012; Shulman, 2012). The facilitator would benefit from further practice and
remaining mindful of skills such as; redirecting, focused listening, reflecting back, silence,
eye contact, and inviting group members to participate (Corey, 2012; Shulman, 2012; Toseland
& Rivas, 2005). Care should be taken by the facilitator to avoid excessive talk, resulting from
nervousness, during instruction and throughout the group proceedings (Corey,2012;
Shulman, 2012). The preparation time required and format of the group session appeared to
work well for both the facilitator and the group members.

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