Group Dynamics: Understanding Norming Stage Through Observation

Group Dynamics Within The Group Essay
Group dynamics are defined as "interactions among group members that emerge as a result of properties of the group rather than merely their
individual personalities" (Nichols & Davis, 2017, p. 300). It is important to understand how groups function to be able to facilitate discussions,
collaborate with members and to operate effectively. You are able to understandgroup dynamics through observation. Observations allow us to
critically analyze the effectiveness and function of groups. In observing week 7 of Fill Your Cup I have been able to observe the communication and
interactions between the group leaders and members, cohesion of the group, social integration and influence, and group culture and productivity. For
this paper I will critically analyze week seven session and identify the topics previously mentioned to better understand the dynamics within the group.
Stage of group development
After observing the group in week seven and reviewing the Tuckman model it was evident that the group was in the third stage which is the Norming
Stage.
During the third phase, the group develops cohesion. Group members accept each other's idiosyncrasies and express personal opinions. Roles and
norms are established. Neuman and Wright (1999) described this as a stage of developing shared mental models and discovering the most effective
ways to work with each other. Tuckman (1965) stated that in this stage, the group becomes an entity as members develop in–group feeling and seek to
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The Authoritarian Leadership Of A Authoritarian Leader
His behavior resulted in his creating shallow relationships with his executive peers, strong handing negotiations, and appearing arrogant. Had Jeff
Shanley had a more guided approach to his leadership style, he may have been able to curtail the behavior and give Nick more of a purpose. As stands,
the character of Nick himself held authoritarian leadership traits influenced by poor interpersonal relationships with his followers. This is expressed
by Nick himself as he explains is has been a problem for him since college, "I can be sarcastic and rude at times, and sometimes I come across
sounding like I think I'm smarter than everyone else" (Lencioni, 2007.) Despite this, his behavior alone is not enough to classify him as an authoritarian
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By pursing the acquisition, Nick was expressing his need and individual thoughts for company greatness unilaterally outside of the other executive
member's thoughts and considerations. When confronted by the group facilitator, Nick reverts back to his self terminology saying, "I think it's a good
idea" (Lencioni, 2007.) Schuh et al (2013) relate authoritarian behavior to leadership "strive to maintain the distance" between leader and followers."
Referring back to the Hackman and Johnson (2015) authoritarian leadership, Nick Farrell also strives to modify some of his fellow executive board
members' behavior. In an intense conversation among the executive board about where the company's priorities are dissected, Farrell called out
Mikey for a lack of group minded behavior. This particular instance was both, an example of his authoritarian attributes, but also a turning point of
growth for his leadership skills. Nick does react swiftly to his companion in an attested way digressing

Analysis Of Part 1 : Vital Information In The Facilitator...
Part I – Vital Information in the Facilitator Training
To begin planning a training for facilitators in online education, there are vital criterion which must be addressed. Included in this beginning
information file are such details as assumed current skills and experiences, and level of current subject mastery. Goals for the cohort as well as
individual goals for the trainees must be established and set forth, and measurable objectives must be determined to track both the success of the
trainees and the program itself.
For purposes of this project, a group of currently active traditional classroom teachers will be training for a career shift into an online program that is
facilitated through a local community college. The students in ... Show more content on Helpwriting.net ...
Effective facilitators should be constantly on alert, seeking new and interesting aspects of their core knowledge base. Knowledge of any subject can
(and should) be viewed as an evolving entity, fluid in many respects. Students with lifelong learners in instructional roles will be able to learn alongside
their instructors, and instructors who seek out new information will show a flexibility that will only assist their students. It should go without saying
that all teachers should know their course materials, so as to be able to answer any questions that may arise in the course of instruction. The instructors
taking part in the training should be well–versed in their subject area, and the reason for their selection for this training should be based largely on an
ability to share that knowledge in a passionate and interesting way with online students. This passion for bringing the subject to the learner is what
ultimately helps a good instructor evolve into a great facilitator. The effective online instructor should not

The Leaders Must Communicate With The Team
Dyer (2013) stated that the leader must communicate with the team in regard to the purpose and goals of the meeting because the approach of sharing
the purpose and goals would increase team's awareness and knowledge. Also, leader should create a meeting agenda to prepare the team because the
agenda of the meeting will guide them to focus on the subject and will enable them to execute a productive meeting (p. 67). For instance, the agenda
should be structured based on the objectives and goals of the meeting and the topic of discussions must be organized in the sequence of importance to
ensure a significant issue and concern are covered at the meeting. Simultaneously, the agenda enables the team to control time of the meeting by
implementing time limit per topic to make sure all significant topics are covered. Additionally, establishing agenda is important because it enables the
team to refocus on the objective if the team discussion stray away from the objectives in the agenda. Similarly, the next step is that leader and team
members should be able to identify with the event that the team discussion deviates from the original subject at the meeting then the team can conform
to the agenda. Furthermore, the outcome of the meeting should be summarized and disseminated to the members of the team for their action. The
leader should make a clear statement that anyone in the team can initiate a meeting as long as it would improve team's performance. Thus, all members
of the team

My Opinion About My Dominant Style
1.What is your dominant style? What was your least (lowest total points) active style? Are the findings of the survey consistent with your opinion
about your dominant style? As a team player, my dominant style is the communicator. I scored a 48 in this column compared to my least active style
which was the challenger scoring only a 41 in that column. My findings of the survey are far from consistent with my opinion about my dominant
style because I strongly believed I was the challenger and that actually turned out to be what I scored the lowest in. The challenger asks tough
questions about goals and processes. As a poet and someone that loves the intellect of the mind, I'm always trying to challenge someone's way of
thinking. Another trait of the challenger was that they aren't afraid of disagreement. I can relate to this quality because I think disagreement is good
because it helps everyone in the group to be open minded and see it from the other person's side. I'm very surprised that my outcome didn't turn out as I
expected.
2.What is the contribution that your style makes to a group environment? The contribution that my style makes to a group environment is ensuring that
every member gets recognition. I strongly agree that this relates to me because as the Vice President of Spoken Word Artists United, I never want
anyone to feel like they are left out or less important. I'm constantly thinking of new ideas and ways that incorporates everyone and

Exploring The Planning Context And Process Of The Program
Section I.Reflections:
Through assignment 1, I have acquired new skills to analyze the planning context and process of the program. In addition, I now also have the ability to
recognize and have further understanding of the different factors associated with the learning community. I believe assignment 2 will delve further into
analyzing and establishing needs assessments suited for the chosen learning community based on their ideas and needs. In this particular assignment, I
will be establishing constructive goals and objectives for the program, which is one the most important aspect that will determine the success of the
workshop.
Section II.Justify and Focus Planning: The proposal's learning community consists of high school student (ages 14–18) and the purpose of employing
the needs assessment to help justify and focus planning for the program. In this particular program, an educational need (Caffarella & Daffron, 2013,
p. 166), will be prioritize in where the planner will be utilizing a one–time strategy. A one–time needs assessment is preferred when weigh against the
continuous or combination assesments as the benefit is that there are no routine in which the process can be inserted (Sork, 2001, p. 107). This
demonstrates the flexibility that the planners possesses when catering towards different learning community. To add, the motivation and empowerment
is an inevetiable factor especially when educational need is present. Therefore, prioritizing motivation

Delphi Technique
VIVA COLLEGE OF ARTS, COMMERCE & SCIENCE
SUB: PRODUCTION AND QUALITY MANAGEMENT
S.Y.B.M.S.
DIV: A
SUBMITTED TO: PROF. AARTI SHARMA
GROUP MEMBERS
NAME| ROLL.NO| AMIT GAWAD | 35| CHINTAN JOSHI| 49| AMBADAS MUNGAL| 85| JIGNESH KAWA| 57| PRATIK JADHAV| 46|
INDEX
SR. NO.| PARTICULARS| 1.| The Delphi Technique– What Is It?| 2.| History| 3.| Key characteristics| 4.| Role of the facilitator| 5.| Use in forecasting| 6.|
Acceptance| 7.| Delphi applications not aiming at consensus| 8.| Delphi vs. prediction markets| 9.| The Delphi ... Show more content on Helpwriting.net
...
The Delphi Technique is based on the Hegelian Principle of achieving Oneness of Mind through a three step process of thesis, antithesis, and synthesis.
In thesis and antithesis, all present their opinion or views on a given subject, establishing views and opposing views. In synthesis, opposites are brought
together to form the new thesis. All participants are then to accept ownership of the new thesis and support it, changing their own views to align with
the new thesis. Through a continual process of evolution, Oneness of Mind will supposedly occur.
The theory of the Delphi and the reality of the Delphi are, obviously, quite different – the reality being that Oneness of Mind does not occur but only
the illusion of Oneness of Mind with those who refuse to be Delphi 'd being alienated from participating in the process.
While proponents of education reform feel they are quite justified in this, the effect of this unethical manipulation of people is to create polarized
camps. In an effort to maintain the process, advocates have marketed a plethora of publications (such as What 's Left After the Right, No Right Turn
and If You Don 't, They Will) intended to label, castigate, and alienate anyone who does not go along with them. As a result, parents come to understand

that their role in education reform is merely perfunctory; that the outcome is preset, that they are not but the rah–rah team so when opposition does arise,

Reflection On Group Reflection
Group Reflection
Renae Van Der Linden
Roberts Wesleyan College Group Reflection When leading a group, it is important to understand what the overall goal should be, as well as
understanding what the group expectations are. Knowing what the group goals and expectations are provides a basic outline of what the group
dynamic should be. Additionally, the goals and group expectations should be discussed with the group members, providing the opportunity to share
their input and possibly even make changes to what the facilitator believes the group goal(s) or expectations should be.
The goal for the psychoeducational group based on mindfulness was to: define mindfulness, share various mindfulness skills, discuss the
applicability of mindfulness, and practice a few of the mindfulness skills. Aside from these goals, which were created for the specific group session
that was led in class, there are also goals of psychoeducation as a whole. The purpose of psychoeducation is to share information with group members
about a particular topic. Related to that topic, skills should be built upon. Psychoeducation not only provides group members to share their personal
experiences related to the group's topic, but also to teach the group members how to create their own support system outside of the group (Corey, 2016).
Overall, I felt as though the goals of the group on mindfulness were accomplished, as well as the goals of psychoeducation as a whole. Whitney and I
were able to share information on mindfulness with the class, which included the definition, skills, applicability, and examples of mindfulness,
encompassing the goal for the particular session that was led. Furthermore, I felt as though the group members were able to share their personal
experiences related to mindfulness and were even able to create their own techniques and skills that can be implemented to reach the desired goal of
mindfulness in their personal lives.
Even though a few group members openly shared what they like to do to stay mindful, one way to engage the group a little more would have been to
go around and ask members to share, if they felt comfortable, what they like to do to attain mindfulness. Opening this door to the conversation

Group Reflection : Group Process
Group Reflection
Group
My concept of what a group consist of is a story that needs to be told and heard from many people with similar issues or problems. The group is a
tool to help each member to gain some insight on how they can change or make a difference in their lives for the future. I feel that a group is a place
where new relationships can develop and to find self again.
Group Process
The group process is facilitated by a counselor by the process has to be done by the members. It can be easy or hard depending on the individual and
how much they want to disclose about themselves. The process is measureable and goals are set to help guide the members to stay focus on what they
need to work on. Therefore, there five stages to help guide the facilitator and the members. They are forming, storming, norming performing and
adjourning. First they must understand how to achieve their primary task, the purpose they joined the group ( ). Next the members are identifying
who is going to be on top or bottom. Meaning who is going to be the control hierarchy and who is going to be the quiet one. Each member attempts to
establish his or her preferred amount of initiative and power ( ). The third phase a group is the development of mature group cohesiveness ( ). They
are starting to build trust, increase morale and self–disclosure. Fourth, the group members are working the group and changes are occurring depending
on the individual. Lastly, the group members are beginning to

Facilitators Observation
expressive art, the facilitator was well–prepared and knew the topic very well. This made the participants feel confident and more engaged in the
session. I believed this helped the facilitator achieved the desired outcomes.
Cadence and Tone: Another lesson I learned, when observing the facilitators, is to be conscious of the cadence of your voice and avoid repeated
words; both can be distracting and cause the participants to be disengaged.
Check–Ins: Both facilitators did check–ins by stopping midway way in the intervention to check and see how the participants were doing. For
example, the facilitator "Is everyone okay? Do you all understand?". It is important to have a balance between being too assertive and not assertive
enough. Having this balance provides reassure to the ... Show more content on Helpwriting.net ...
The two facilitators validated the participants' thoughts/expressions. As a participant, this made me feel welcomed and happy. For example, during the
expression art presentation, the facilitator commented on a participant's remarks. The participant mentioned she was involved in a glee club and the
facilitator recalled that remark and made a comment to the participant. Another example is the other facilitator made a conscious effort to call each
participant by their name and thank them for commenting. After the sessions, the participants comment on how they felt heard and connected to the
facilitator which increased their participation level.
Peer–reviewed Research Paper
As a participant and an observer, I did not notice either facilitator link the key outcomes to a peer–reviewed research paper nor did they describe the
process of their research strategy. I never thought of stating the research component into my leisure education presentations. After reviewing the rubric
for TREC 3100, I realize it would be beneficial to support the education session with research.

Power And Potency Of Groups
Leadership Observations In order to be effective, group leaders must be aware of the power and potency of groups. The leaders in Restore were
sensitive to group members and where they were in the process. This same consideration was displayed in our class; a good balance of sensitivity
and gentle challenge to be involved in the process. It was evident in Restore which facilitators were the better equipped, more passionate and skilled.
They were confident and utilized their skills to assist members to find real healing. Restore is a thoughtfully planned out fully fleshed out program. I
felt most of the facilitators displayed the potential to combine their training and passion to help members foster healthy behavior changes, were able to
... Show more content on Helpwriting.net ...
Universality –This serves to assist in removing the feeling of "I am the only one going through this." Certainly in Restore that was displayed as
even a visitor seemed relieved when the speaker testified to her need to feel accepted by everyone. In our class it was displayed when we could
look at each other in the group and realize most of us were on the same level playing field. This was validated when our class realized we were all
feeling awkward at times and reluctant to speak or offer observations. I suspect that the relief that one feels just being in a group of people openly
admitting they are flawed (or untrained, in our case) can bring some measure of comfort with self, or at least the situation. Altruism – Even the person
that has low self–esteem can feel uplifted and more worthy in themselves when they are offering help. Giving to another whose situation is similar, as
one who has found coping strategies or skills that has led to their healing or betterment. In Restore this is done really well. I saw more seasoned
attendees reaching back for those who were just beginning the journey. Throughout the introductory testimony/teaching, as well as the open group
there was a sense of the facilitators enjoying offering helpful information and insights. Thus supporting this altruism factor. For our class, as well, I
could see confidence in what and how built over the semesters as we shared and formed a greater sense of community

The Tuckman's Model : Five Stages Of Team Development
–Introduction:
The Tuckman Model (1965) is a five–stage model which identifies five stages of team development; forming, storming, norming, performing and
adjourning. In order to obtain the team's optimal productivity and outcomes, it is suggested that the team goes through the stages of development
which the facilitator must oversee. The stages help the facilitator to develop the groups and to better manage the participants should any conflict arise.
The following report describes a small group of carers who are caring for someone who has post–traumatic stress disorder (PTSD) and how the stages
of development were used within the group work. Forming is the first stage where group members begin to become oriented with each other and the
facilitator (George Mason University, 2017). The storming stage follows where conflicts and competition arise between group members as they have
often not become comfortable or familiar with each other (George Mason University, 2017). Norming is the third stage of Tuckman's Model which
involves group member's feeling which enable them to contribute to the group's development resulting in group cohesion (Wilson, 2010). Performing is
the fourth stage of group development where group members can work interdependently, within subgroups or as a whole and are the most productive
in developing as a group and as an individual (George Mason University, 2017). Adjourning is the last stage of Tuckman's model which involves
dissolving the group and

Facilitator Personal Behavior Reflection
Critical Analysis of Processes
The group as a whole seemed to really have a positive process. The group members started off a bit quiet or shy, but quickly became very cohesive
and recognition of different generations, and personal backgrounds was seen. The group was at the middle phase and entering ending phase.
Recognizing that ending phase was approaching was talked about, as well as feelings about ending the group. The members expressed sadness but also
felt happy with how much closer they felt. Signs that the group is in middle phase and entering ending are: elaborating skills, empathic skills, sharing
Leader's feelings, exploring taboo subjects, making a demand for work, pointing out obstacles, identifying content and process connections, sharing
data, and helping the group members see life in new ways (Shulman, 2016, p533 )
Facilitator Personal Behavior Reflection
My Style of Facilitation
My style of facilitation was the democratic style. Democratic style that was seen in this facilitator group was the conversations in group, encouraging
members to share feelings and ideas, and producing all the information obtained into the best possible decision. Distribution of responsibility was also
seen in the fifth facilitation meeting. Members shared their own ideas on how not to let social media affect them, and one member said she avoided it
entirely. (A.R.,11/08/17, Observation of leadership style).
Values and background related to family rules
The way that my values

Theory Of Group Counseling Paper
Theory of Group Counseling Paper
Alex Dossett
CHRD 766; Group Counseling
South Dakota State University
Describe how your experience of the leading, participating in, or observing groups have informed or influenced you regarding your own group
leadership skills, leadership style, and perception about groups;
Describe your perspectives about the functions of a therapeutic group in assisting client changes;
Discuss the elements or factors contributing to the development of the group, and changes and growth of the clients;
Describe your role as a group leader and therapist in the group
Personal Reflection
Through textbooks, articles, lectures, and experiential activities, I have recently had the opportunity to learn, first–hand, ... Show more content on
Helpwriting.net ...
I was questioning my abilities as a group leader, and even more so, as a counselor.
Through our first session, I learned that leading a group takes preparation, practice, and confidence. The group process takes time and trust is not
immediate. While you may want cohesion amongst members, some members will be hesitant and cautious. But instead of trying to fill the awkward
silence, allow the space for processing and reflection. While I was disclosing trying to create universality among members and myself, there is a line
that I have become more aware of. As a co–facilitator, I learned about the importance of trust. Without a relationship and understanding, there is an
imbalance between co–facilitators. If the co–leader relationship doesn't model trust and egalitarian principles, then this could stall the momentum of the
group. As the first session progressed, I was pleased with how participants were interacting with us, as we had tried to create a casual, open
environment.
As initial rapport continued to develop, our group moved towards the transition stage. It was here group members' true personalities began to emerge,
while they were still testing the waters. At least some degree of anxiety and fear still surfaced within the group. Coming off our first session together,
I did not necessarily feel as though I was radiating confidence, but I decided to "fake it until I make it". This allowed me to take the

Mses602 Devops Labs Individual Narrative Problem
MSES602 DevOps Labs Individual Narrative Problem MSES602 DevOps is an introductory class at Regis as part of its Enterprise Systems
Engineering Program designed to immerse students in the collaborative environment of rapidly and reliably building, testing, and releasing software.
However, just as information technology systems must rapidly evolve to survive, so too must the educational institutions responsible for delivering its
foundational knowledge. Therefore, can MSES602 DevOps Labs evolve to better suit the needs of its students and instructors, while also delivering a
known cost model to Regis administration? The Situation and the Stakeholders Labs are utilized by classes to reinforce and provide hands on
knowledge of concepts and... Show more content on Helpwriting.net ...
Rapid software changes often introduce variations in package installation methods, creating discrepancies between the methods and the lab
documentation. Consequently, students must resolve these issues which might be beyond their current skill level. This can cause the student quite a
bit of stress, especially in an accelerated course lasting only eight weeks. Simply telling the students to "install the latest package", unfortunately,
cannot be the answer to this dilemma. While version three might be the latest version, it could also not be completely stable, which is not entirely
uncommon. Once again, this leads to a frustrating situation where students cannot get a lab to operate with the latest package, but would have had no
issues with a slightly older and more stable package. The current labs have system requirements that their current personal system may not meet, nor is
feasible to upgrade to meet the requirements. In addition, a laptop or desktop may not be their preferred system to utilize, with mobile devices such as
smart phones and tablets readily available. Because of these restrictions, the student may not realize their system inadequacy until they have partially
completed the class. This could force them to drop the class adding to their financial burden and possibly imperiling their degree timetable. The
success of the labs is not just based on understanding and performing the required work with the labs, but also the

Critical Incident Analysis : Critical Accident Analysis
Running Head: Critical Incident Analysis
Critical Incident Analysis7
Critical Incident Analysis
Rebecca H. Thomas
Simmons College
Introduction
As a social worker, there will be times when conflict arises when practicing group work, which can be a source of fear and anxiety for a worker?s
(Kendler, 2002). However, if provided the necessary skills, workers will be able to better navigate conflict when it does arise. This article explores
a moment of conflict within in a group that can be identified as a critical incident. A critical incident, in the context of group work, can be described
as a moment in practice situations that address difficult questions or concerns, can be an opportunity to explore differences and how we manage
them, or present dilemmas. If not addressed and the conflict remains unresolved it can have an impact on the outcome of the group (need to cite). To
better understand how a critical incident can be addressed by a worker, this paper will examine the group setting, it?s purpose, analyze a critical
incident, demands for work, and interventions. Furthermore, issues of the ethical dilemmas as it relates to group work will be addressed and conclude
with a reflection on the process of analyzing a critical incident.
Group Description The group chosen for this article was a support group of master?s level social work students that were stressed. The group took place
on the campus of Simmons College in a small room with minimal

Group Therapy Research Paper
Group therapy: https://www.youtube.com/watch?v=UEJwWeSVI_E What kind of a group does your clip seem to depict?
I purposefully focused on finding a video clip that is Cognitive–Behavioral in theory since I bend towards this theoretical approach. As one watches the
clip it is evident that the group is i a psychoeducational group. It focuses on stress management, group members are not necessarily focusing on
subconscious feelings but focusing on wellness and learning ways to cope or improve issues. What stage would you guess the group is in based on
what you see?
This is their first group session indicating that the group is in the initial stage. Do you see any issues related to cultural factors?
It is evident the group dynamic is multicultural ... Show more content on Helpwriting.net ...
I did email a local counselor through Psychology Today. Unfortunately she couldn't help me and referred me to someone else who failed to respond
quickly. I did contact a professional acquaintance that lives in another state. She responded promptly, also directing my questions to another
professional, Marleen Crockett, who specializes mostly in group therapy. Marleen Crockett is a LPC who specifically works with teens in the juvenile
justice system. She has valuable responses:
1. What does the counselor view as challenges of group counseling? Ms. Crockett said that one of the most challenging issues in group therapy is the
client who literally talks too much. The facilitator must be good at setting boundaries to redirect the focus politely to another group member.
2. Does the Counselor see progress through the developmental stages?
She said, "Absolutely, you see the group move through developmental stages such as bonding as a group through the development of emotional safety
over time along with trustworthiness to include commitment to the group process with one another."
3. How does the counselor handle ethical considerations such as screening group members, informed consent and confidentiality in

Observing Group Observation Paper
In this paper, I discuss my experience with observing a group counseling session with the purpose of evaluating it in terms of how it is set up, how it
is run, interventions used, culturally sensitivity, and the contribution toward my professional development as a social worker. The group setting plays
a critical role in social work outside of the individual session and can be largely beneficial for clients in the forms of therapy, counseling, self–help,
and support. By attempting to better understand group interventions, I will learn how to apply this strategy in aiding clients for whom this method is
appropriate by increasing their social supports.
In selecting a community group to observe, of consideration were groups which serve the ... Show more content on Helpwriting.net ...
The group facilitator for this substance abuse group is a man named Chris who has been facilitating this group for around 6 months. He shared with
me that he has been working at this agency for two years as a mental health case manager in this program. He completed his education in the field of
substance abuse and currently holds his Certified Alcohol and Drug Counselor license. In speaking with Chris and observing the group session, Chris
held the leadership role as the individual leader. He shared that six months ago, this group held two leaders, one being the primary leader along with
the co–leader. However, this previous leader left her position and he is now facilitating individually. Uniquely, he shared he often has other program
staff attend the group to help with the leadership role by minimizing disruptions by the members and taking note of the process. In these instances, the
group would be considered having co–leadership in the function the additional staff play (Hepworth et. al., 2013).
Upon observing this group, I noticed the group to be homogeneous, and in addition, there were also clients who attended who did not appear
appropriate based on the functioning level of the group. According to Maguire (2002), "Group members must be at similar levels of ego strength or
functionality." The is based on the idea of group membership for a group for function properly. Maguire states, "A person who is literally too
abnormal or who deviates

Personal Goals For Advancing Knowledge
When an individual reaches the point where they believe they have found all the answers, they have stunted the ability to grow personally and
professionally. There never ceases to be opportunity for reflection, constructive feedback, and areas of improvement in an individual's life,
especially when it comes to professional development. An important piece to this idea is knowing when and how to identify these needed skills,
understanding how their development will align with accepted professional standards, and developing an action plan to attain identified skills.
Personal Goals for Advancing Knowledge Due to a lack of overall experience as a group facilitator within the counseling field, one of the author's
primary personal goals is development a clearer understanding of the group process. Corey, Corey, and Corey (2010) summarized group process as
"how things are happening in the group," (p. 5). Having had experience as a client in several drug and alcohol groups and group counseling sessions,
the author has observed, from a client's point–of–view, how fluid and ever–changing groups are in a real world setting.... Show more content on
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In regard to observation, especially when it comes to facilitating style, the ability to observe different counselors in the action would be highly
beneficial. The author believes that he has a more direct and active style in counseling in general; therefore, it would be a good strategy to not only
observe active group counselors, but also those with varying, and potentially opposite, approaches. The ASGW concluded that the training of group
counselors should include the observation of counselors from multiple stylistic backgrounds and approaches, including leadership methods and
theoretical orientation (Wilson, Rapin, Haley–Banez, Conyne, & Ward,

The Self Esteem Of Adolescent Females Through Delving Into...
The thoughts and feelings we hold about ourselves involves self–esteem (Myers, Willse, &Villalba, 2011). Challenging boundaries, discovering our
beliefs and values, and exploring who we are as people starts in adolescence (Arnett, 2013). Usually personality and self–esteem conflict is often
challenged at an increased rate in females in the midst of this period of transition (McNeely & Blanchard, 2010). By definition we are designing a
group proposal to develop and expand the self–esteem in adolescent females through delving into and reconnoitering the numerous facets of one's
identity and educating and incorporating new abilities in the course of development. This proposal will deliver contextual material of group counseling
and self–esteem. A framework of the prospective group program and analysis of the details of the group will also be discussed. How the group will be
conducted in an ethical manner will be discussed as well as closing reports.
The Presenting Issue
A couple years after adolescents reach their teen years, they will have encountered various life events that have affected their self–esteem both
negatively and positively. There are two components that incorporate self–esteem such as effectiveness or capability and self–worth (Young, 2009). As
stated by Young (2009), effectiveness is related to an individual's confidence that they can accomplish several activities in varying circumstances, and
self–dignity, is more a world–wide experiential feeling that one is

A Reflection On The Classroom Demonstration Of The Group...
Introduction
This paper is a reflection on the classroom demonstration of the group work skills to be an effective group leader and group facilitator. The group
was a first time meeting for adult bereavement members. As one of the group facilitators, this writer introduced himself and stated "welcome, as we
are all strangers now, hopefully we will become connected before the group session ends". The writer also explained that everybody was there for
bereavement and if during the discussion someone was to begin to feel emotional from their grief and or their loss, to please allow that person to
experience their emotions fully.
There is a role that some group members play, "rescuer" and according to Lamia (2009) the white knight syndrome happen when someone rescues
others and may move from one person to another rescuing them like a white knight would rescue a damsel in distress. The writer explained that we are
humans and as compassionate beings, it is natural to want to console someone who is noticeably feeling emotional. However, it would be better to
allow the person to experience their grief without being consoled, and not console them right at that moment. If the person were to be consoled that is
called rescuing, and it deprives the person of fully experiencing their emotions in that moment. When the rescue happens, they stop their cognitive
processing of the emotional experience. This leaves that person with an unresolved emotional issue, and may remain visibly

The Theory Of Alcoholics Anonymous
Made a Beginning Group (MAB) of Alcoholics Anonymous (AA) was observed in the efforts to link course readings and class lectures to real life
group work. MAB was observed on October 14, 2015, at 6:00 pm. with fourteen people in attendance. The open support group meeting was located at
the First Unitarian Church of Orlando on East Robinson Street and was led by one facilitator. MAB and the facilitator showed deviations from the
normal group practices discussed in the class of Group Dynamics and Process. However, some familiar therapeutic factors such as Instillation of Hope,
Imitative Behavior, Universality, Group Cohesiveness, and Catharsis were evident in the group's dynamics. The observation techniques included the
point of view of an observer, a hypothetical point of view as facilitator, and the observer's reaction. Together, these observations suggest that even
though MAB does not follow standard group procedures; therapeutic and helping factors occur relatively routinely. Made a Beginning Group of
Alcoholics Anonymous: Identifying the Major Components of a Support Group Often, people seek out help for devastating psychological and
emotional problems in self–help support groups rather than in a professional setting. It is therefore of considerable value to compare and contrast the
effectiveness of professional group methods to self–help support group processes. Research has examined the differences and similarities that exist
between therapy processes that a

The Agenda Constructed For The Student Veteran Group
The agenda constructed for the student veteran group was based on an example provided by Laurie A. Walker, M.S.W., Ph.D. The rationale for this
agenda was based, in part, on Toesland and Rivas An Introduction to Group Work Practice chapter 11 task groups. The agenda clearly outlined the
direction the facilitator would go. Introduce new members, follow the agenda, model the behavior expected of members, identify issues, and openly
discuss the issues(s). Due to time constraints and the inexperience of the facilitated the agenda was not followed exactly. An updated agenda is
included, appendix A. The student veteran group is made up of members of the Social Work 360 Interventions Method II class. The student veteran
group is a task group, ... Show more content on Helpwriting.net ...
The facilitator did not notice a scapegoat, deviant member, internal leader, gatekeeper, defensive member, quiet member, or a monpolizer in the
group. To assess and critique the facilitator's skill an observer feedback survey form was utilized. Two random members of the group were asked
to fill out the surveys and return them to the facilitator. The observer feedback survey forms are based on an example provided by Laurie A.
Walker, M.S.W., Ph.D. The information from the surveys suggest that the facilitator made sure group member ideas were heard, members were not
frustrated with the group, the problem discussed is an important one, members were satisfied with the facilitators' ability to lead the group, and
members would return for future meetings (appendix B, 2015). The returned feedback will be used to improve future group meetings and
incorporate group member's ideas. Group selection was limited to currently enrolled University of Montana students and faculty taking social work
360 Intervention Methods II. Members varied greatly in age, gender could be a possible factor as the group consisted of five males and two females,
ability was measured as equal because all group members are enrolled in social work 360, sexual orientation is not relevant to this group nor is marital
status. Because of

Facilitator : Therapeutic Recreation Interventions Essay
What is a facilitator? What are the primary tasks of the facilitator in Therapeutic Recreation interventions? (10 points)
The facilitator is someone who has obtained the skills to help an individual obtain their personal goals through helping them achieve the tasks
necessary; on their own and through the skills the client has developed. They help the client by assisting, guiding, and providing information that
further assists them on achieving their goals based on their needs. For example if helping the client increase their range of motion in their upper
extremities; the facilitator could do a demonstration, use hand over hand, or even just give them verbal feedback to help the client improve. As a
facilitator the person has to be a special kind of person. They must be non–judgmental this meaning they need to be open–minded and never say the
individual is wrong. Also having active listening skills such as: clarify, paraphrase, pay attention, perception checking and attending are very important.
These skills are vital for the client to know they are actually being heard and understood correctly. The facilitator must not interject, be trusting, and use
self–disclosure when needed to a certain degree. Having one people talking at a time and not interrupting the individual will allow the client to fully
state what they need too and creating the trusting and supportive environment its helps the client feel safe. Obtaining these skills to be a facilitator for
implementing

The Importance Of A Group For Women At The Maintenance...
The addiction group that I would be interested in leading, using a Stages of Change perspective, would be a Support Group for women at the
Maintenance Stage of Change. The purpose of the Support group would be to assist and support women to continue to maintain successful
behavioral changes, anticipating situations in which a relapse could occur and prepare coping strategies to deal with stressful situations. The
major focus would be relapse prevention and the development of the skills that support and reinforce their own path in their recovery. When
developing a Support group that are a number of considerations needed when. One factor to consider would be if the group was open or closed to
new members. Open and closed groups have their advantages and disadvantages, but in this particular group I would have a closed group because,
"The regularity of membership tends to promote trust as the team works on change together" (Walters, et al, 2002). Another factor to consider
would be the size and duration of the group. This group would be up to ten participants and would run for 6 sessions. By allowing this number of
participants it allows for the following: people dropping out, people sick certain days, small enough for people to learn from each other and small
enough for participants to have the ability to share and participate. A third consideration in developing the group would be "If the group will be mixed
or homogenous in terms of readiness to change" (Walters, et

Essay On A Grief Support Group
A Grief Support Group Observation
The Cokesbury United Methodist Church grief support group follows a thirteen–week curriculum from GriefShare, however, new members can join in
at any time as each week has a "self–contained" lesson. The topic for the week I attendee focused on the "why" of losing a loved one. Through
following this curriculum, the group seeks to equip members with "essentials to recover from the hurt of grief and loss." (GriefShare, n.d.) The group
focuses on helping members rebuild their lives after they experience tremendous loss and grief through facing the challenge together. (GriefShare, n.d.)
Format of the Group
Psychoeducational groups emphasize, "using education methods to acquire information and develop related meaning and skills." (Brown, 1997, p.1)
This grief support group works as a psychoeducational group, through focusing on education and knowledge for healing and growth. In this group,
members value knowledge as it further brings growth through their grief journey. Thefacilitator educates the group with thirty–minute videos made by
grief experts to support the members in learning proper coping skills and processing certain aspects of their grief. The group also characterizes a
psychoeducational group through providing emotional support with discussion before and after each video. During this short discussion time the
group worked together, to help apply the skills to their lives and process topics discusses in the video.
When reflecting

Facilitation Action Plan
During class thirteen we began by talking about facilitators. As a facilitator you want to start off with an icebreaker and go from there. If the group is
large, you can invite a colleague in order to co facilitate. Another tool that facilitator's use is flip charts to allow the parties to see the direction that the
facilitation is going. When preparing for a facilitation a facilitator should use note cards or have the parties write on posted notes. Aside from
preparation, knowing how to manage the facilitation is important. Knowing who the people that are going to be at the table is helpful to conducting a
successful facilitation. Even though the people with the most influence will be at the table with the facilitator; people may still be ... Show more content
on Helpwriting.net ...
The event which we had to reenact involved a well–established neighborhood and a church working with mentally ill patients. The church wanted to
allow the facility to keep the mentally ill patients at the church for the majority of the day. The problem the neighborhood had with this plan was that
the crime rate had already increased and now these patients increase it further. If the facility for the mentally ill did not monitor them well enough
they could then roam the neighborhood unsupervised. Our professor's goal for the opposing groups was to come to a common ground in regards to
allowing the mentally ill patients to stay at the church. As part of the facilitation our professor created an agenda on the board for the class where we
would talk about interest, individual positions. Secondly, our professor explained the ground rules one rule being to wait to be recognized. We also
could not talk to the press about the events occurring within the facilitation. Next each person in my group explained their relation to the neighborhood.
While my partners were explaining their expectations the professor was charting our comments on the agenda written on the white board. After we
finished introducing who we were, we then moved on to explaining our positions. Some of the positions for the neighborhood included our worry about
loud music and a crime increase due to the mentally ill facility. Afterwards our professor explained for the neighborhood our main interest was the
safety of the neighborhood. On the other hand the interest of the church was the inclusion of the mentally ill. Throughout the rest the facilitation both
groups asked each other pertaining the objections from each side. The church wanted to allow the mentally ill to stay at the church; while the
neighborhood was unsure if was a good idea. Lastly, after we exchanged questions we then explained our

Research Assignment On Social Behaviors
Post–Test
The post–test was created by the Title IX office and distributed to all the students who attended the Bringing In the Bystander training at the end of the
session. These post–tests or evaluations asked about what Clark's programs taught them, how they view their role in violence prevention, if they are
now more likely to report, and how their behaviors and perceptions might have changed. There is also a portion for the students to provide qualitative
feedback, about what resonated most with them and what they would like to see in the future.
This data was collected and aggregated by the researcher. The data was compiled by question and the qualitative answers ranked by highest frequency
and the quantitative numbers were changed ... Show more content on Helpwriting.net ...
All of the students volunteered to facilitate Consenting Communities because they care about the issues of sexual violence on campuses and also
believe that consent education is an important step to combating these issues.
The feedback forms we provided ask them to rate the level of preparedness they felt to provide these trainings, how they felt their students received the
program, what they liked best, and what they would like to see done differently.
Methodology:
This data was aggregated into graphs and text by the Google Forms. Each quantitative answer was graphed and the qualitative text was aggregated by
the researcher by major themes. The themes allow us to understand the perspectives and opinions of the facilitators. This information will help the
programs advance and become more beneficial as well as, allow us to understand how our facilitators are impacted by their role as disseminators of this
information.
Limitations of the datasets Despite the sheer quantity of the data available about students perceptions, and opinions about Consent and Violence
Prevention Education on campus the data has a few key limitations that warrant addressing. These limitations are as follows:
How serious are the students taking these evaluation forms?
What questions are these forms not asking? Or how could they be asking the questions differently
How reflective of campus life is this data actually.
Across the datasets

Why I Am An Effective Facilitator, And Compliment My Partner
October Reflection Up to this point in the course, there has been plenty of information to take in. Course material has been changed multiple times, and
getting used to the similarities and differences in partners has been challenging. Presentation skills have also needed to be emphasized in order to be an
effective facilitator, and compliment my partner in the best way possible. Discussed below are the obstacles in which I believe have come up
throughout the semester that should be addressed, as well as ways in which I have attempted to overcome those obstacles. The difficulty that I have
dealt with in this course is not necessarily concerned with presentation or knowledge of the material, but rather the organization and
miscommunication that comes along with it. I understand that from the start there has been plenty of barriers that we had to push through, both as
students and the professor, but nonetheless it hindered our ability to really take off on our own. Each time I attempted to sit down and learn the
course material, it would change all of a sudden. Not in terms of the material itself, but the way in which both the TAs and the professor wanted it to
be facilitated. This raises the second issue, and the one I found the most challenging. The miscommunication between the TAs themselves, as well as
the professor, and having Caroline and Bobby's presentation to top it all off. I felt that nobody was on the same page in terms of how they wanted
parts of the

Group Observation Of Group Behaviors
Group Observation At the beginning of the group, the facilitator asked the clients to identify group norms. The clients identified these group norms
and wrote them on the white board; raise your hand, no crosstalk or side conversations, stay awake, be respectful of peers/facilitator and property, keep
things discussed in group confidential and be willing to participate and offer support when needed. The group facilitator followed the Seeking Safety
session format which is explained in the Seeking Safety: A treatment manual for PTSD andSubstance Abuse written by Lisa M. Najavits. The session
format includes four steps; 1) check–in, 2) quotation, 3) relate the topic to patients' lives and 4) check–out (Najavits, n.d., p. 147–169).
The goal of the check–in step is to find out how clients are doing and should not take more than five minutes per participant. The check–in consists of
four questions that clients may answer if they are willing to do so; how are you feeling, what good coping have you done, describe your substance used
and any other unsafe behavior, and did you complete your commitment? The facilitator informed the clients that the check–in process is optional and
did not pressure clients to participate. From the observer perspective, this seemed to empower the clients and give them choice. All the clients present
in the group were willing to participate in the check–in process.
The next step in the session format is to read the quotation. Each topic in the

Pre-Group Evaluation Research Paper
Pre–group Evaluation The pre–group evaluation is an important part of the group process. The facilitator will notify appropriate school officials,
adolescent organizations, local career and counseling agencies, as well as parents in the area about the proposed group. Referrals can be made by
anyone in contact with the applicant or the applicant themselves. During the individual sessions for each of the potential group members, the facilitator
will conduct an informal interview with the group member and a legal guardian, should the member be under the age of eighteen. The facilitator will
address any concerns about the group process, listen to the individual about any hesitations or fears they may have, and begin to initially deselect
applicants for the created group. The pre–group sessions will allow the facilitator to appraise the potential member for appropriateness through needs
assessment, behavioral issues, and level of development. Should an issue present itself, the proper recommendation for additional services will be
conveyed to the applicant or their legal guardianship. Along with the interview, the facilitator will obtain informed consent, confidentiality and provide
a brief introduction about the transition to adulthood group. ... Show more content on Helpwriting.net ...
The facilitator will encourage the group to participate and to share as much or as little as they would like. The facilitator will also answer any
questions or concerns the group members may have. Lastly, the facilitator will administer the pre–evaluation form created by Chase Dudine for the
group effectiveness. The first 10–20 minutes: The facilitator will review confidentiality and answer any questions the group may have during this

My Greatest Challenge As A Group Facilitator
Leadership is the process by which one person can influence an individual or a group into the completion of a goal or an objective. The ability to
inspire and motivate others stems from his or her capacity to efficiently manage time and people. I was recently placed in a leadership position, where
I facilitate a group of clients who are low–functioning schizophrenic adults at a mental institution. My role as a group facilitator, which I sometimes
view as teaching, is to guide and teach members the different coping skills for their illnesses. It is also my responsibility to make sure that members
participate and are able to achieve their desired goals. My greatest challenge as a leader is understanding the importance of group dynamics. ... Show
more content on Helpwriting.net ...
I noticed the disruption but hesitated to take a leadership role for fear of not wanting to offend anyone and to be perceived as impartial. Additionally, I
hoped it would have ended soon and never thought it would hamper and impede group outcome.
A case study was conducted on conflict in an open–ended group therapy of chronic Schizophrenics: coping with aggression. The paper focuses on
major conflict between two members which had an explosive effect on the group and its leaders. It adds the leader experienced a sense of
helplessness in the face of a member's rage (Hassan, S., Cinq–Mars, C., & Sigman, M., 2000). I was intrigued with this paper because of the
similarities of the situation. I had had incidents when the two clients I previously mentioned have had heated arguments during discussions and where
one stopped coming to group altogether due to his dislike for his rival. During those arguments, I would take a demanding tone and ask them to leave
the group. I have attempted to ask the reason behind their never ending arguing but have never received a satisfying response and was already warned
by the other group facilitators that I should not sit them together, so I decided not to press any further. The

The Expression Of Thoughts Of Self Harm By F4
This incident presents several demands for works and is complex as a result of what was disclosed by F4. The expression of thoughts of self–harm by
F4 put the facilitators in the very difficult position of having to not focus on an individual and to stay focused on the group as a whole. Though it is
assumed that this is a difficult task for social workers in a general sense, I am of the opinion that when a potentially serious and/or a complex issue
arise that it increases the difficulty. The group member that disclosed the thought of self–harm felt safe and connected, which is why she was able to
disclose such intimate thoughts with the group. The fact that F4 was able to share such information is a positive reflection on the mutual aid of this
group, though it may have been too much too soon or not appropriate, because of the nature of the disclosure. This is not to imply that it was easy for
her to disclose what she did and it clearly was not easy for the group to hear this information. The disclosure of thoughts of self–harm by F4, which she
felt was a result of the stress she was under, is the first demand for work to be examined. Self–harm is not to be confused with suicidal behavior;
"self–harmers say that inflicting pain on themselves does make them feel better and it is used to make life more manageable (Thornton, 2015, p.
189)." This disclosure is complex as she comfortable with disclosing the thought of using self–harm to cope with the stress, which is the intent

The Counseling Program For Clinical Mental Health
Throughout the counseling program for clinical mental health in Edinboro University, students will be required to take a course called group
processes. In group processes, students will learn the necessary skills and knowledge of counseling in a group setting as a group facilitator. The course
will focus on many topics such as 1) personal qualities. 2) world view. 3) beliefs. 4) values. 5) attitudes. 6) multicultural competencies. 7) students'
personal goals. 8) countertransference issues. 9) strengths and weaknesses. And 10) what students' have learned throughout the assignments and
experiences. Facilitators should have a set of personal qualities that help individuals by empowering them to find strengths and solutions themselves.
professional group facilitators must display qualities about themselves which can be used as a model for the members, displaying how responses and
conversations should be like. Having a flexible worldview is necessary for counselors to understand and accept culture as an effective factor when
considering group therapy. Worldview is the way in which we perceive the world from the perspective of all our beliefs. It is these beliefs that shape
or view of the world (Gerig, 2014). A counselor must have a flexible worldview to attempt to understand what a member is thinking, feelings, etc. and
understand why they might be feeling those thoughts or feelings. Counselors beliefs have an influence on group therapy in many ways, 1) Our
perspective of

A Group Meeting At 10 : 15 At The Church Of The Resurrection
Group Description: The CODA, Codependents Anonymous group meeting I attended meets every Saturday at 10:15 at the Church of the Resurrection
in Tempe. This self–help group is open and homogeneous. It is for women only, is in one of the church's classrooms, and has a couple rectangular
tables and chairs to place as needed for the group size. The date I attended, March 26th there were eleven other women, all Caucasian, ages
approximately from early twenties to early sixties. Occupations and status were not discussed. The meeting is absent of a specific leader; instead
members are encouraged to take turns rotating who facilitate the meeting. I received permission through this group through a longtime friend and
former coworker that has been a member for five years. I met with my friend March 25th ahead of time to explain what my assignment entailed and
whether it would be all right to attend the meeting. She made sure I knew not to mention names in my report, not to bring in note taking materials and
that when they asked me to share I could just say "thank you for this opportunity, I am happy to be here, I am just listening today." Through the
anonymity of the twelve step traditions one is not obligated to openly identify myself during the meeting, in addition there is not a hierarchy of the
group, and new members are welcome and able to observe at any time. The meeting lasted approximately an hour and a half; time ranges depending on
how member attendance. Facilitators:

Group Counseling : A Group
Introduction This paper is a brief reflection of what this writer has learned throughout this group–counseling course. Topics discuss significant things
this writer has learned about group counseling, about herself as a group leader, skills and experiences to develop, current strengths and weakness in
leading group and types of groups this writer is interested in leading.
Group Counseling The most significant thing this writer has learned about group counseling in this course is that the process is the groups'. When the
process is the groups', as sessions progress, the facilitator will not need to be as involved, as the group members will carry the group. This knowledge is
something this writer was aware of, but did not fully understand and this writer now feels that she has a good understanding of this.
Being a Group Leader Even though this writer has been facilitating groups for the past three years, this writer has gained much knowledge throughout
this course about herself as a group leader. Something that this writer learned about herself is her want for the group to be "successful". Though this
writer is aware that a group members progress and/or success depends on the member and not the group facilitator, this writer has in the past felt
discouraged when a youth had disclosed that they had not gained something from group. This course has strengthened this writers knowledge that it is
the group members responsibility to be successful in the group process and

The Relationship between Academic Obstacles and Facilitators
University students make up a large population in most countries and may be the most important individual's part of a society; as they constitute of
future professionals and degree obtainers. The life of a student is very different to other age groups and may prove to be extremely stressful and
pressurised as the importance to having a profession, especially in South Africa, is heightened because of financial pressure and recessions. It has been
argued and researched that the well–being of a student is important for their academic performance, therefore their health needs to be taken into
context and maintained to ensure peak performance. The purpose of this essay is to assess the relationship between academic obstacles and
facilitators and how they hinder or promote academic performance, as well as how it may affect the well–being of the student.
When students are going through a stressful period in their studies, such as exam time or when assignments are due, they often feel exhausted and
sometimes unable to manage their time properly in order to get their work done on time, or simply not being able to cope with the nature of the work. It
is argued that students who are experiencing emotional exhaustion will perform poorly in their studies (Salanova, Schaufeli, Martinez & Breso, 2008).
This is because students who feel exhausted will experience feelings of demotivation, irritability, detachment and cynicism towards their work. While
those who have positive feelings

Purvation Of Leisure Education Observation
Introduction
The TREC 3100 observation assignment was more difficult than I anticipated. I found mentally and physically draining to concentrate and be
energetic each day. It was also a challenging but a rewarding experience to observe and give feedback to my classmates. This exercise intrigued me. It
was nice to see how facilitators (students) responded positively to the instructor's observations. I was also impressed that in all sessions, I observed
camaraderie and a great classroom atmosphere.
As a participant, the sessions motivated me to participate and observe the group dynamics. As an observer, I was equally motivated to provide
relevant and accurate feedback to my peers so that we could all learn from the experience. In this paper, I will look at and compare two leisure
education interventions and highlight the behavioural observations that have a positive effect on the participant's and the facilitator's learning experience.
Purpose and Goals of the Intervention
During class, I was a participant in the leisure education program 'Hooked on a Feeling!'. The purpose of the intervention was to provide an awareness
of positive attitudes towards the benefits of participating in leisure experiences for individuals living in a long–term care facility. I noticed the
facilitator was nervous and seemed uneasy about her presentation. As a participant, this made me feel uncomfortable because I wanted help.
I noticed there was no pre–assessment so I was unable to

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