Groups form when two or more people come together around shared goals. Groups can be either formal, with established rules and hierarchies, or informal, consisting of personal relationships. People join groups for reasons like security, affiliation, power to achieve goals, self-esteem, and status. Effective groups develop norms, roles, cohesion, and ways to make decisions together. Studying group behavior provides insights into how relationships form and how to organize, lead, and develop groups.
This was part four in a webinar series on "Leadership Development: A Balanced Approach." The webinar series was designed for professionals in Virginia Cooperative Extension.
2015 group dynamics and group facilitatingSatu Öystilä
The document discusses the roles and intervention styles of a group facilitator, including accepting, catalytic, confrontative, and prescriptive styles. It also summarizes the stages of group development: forming, storming, norming, performing, and adjourning. The facilitator's tasks change depending on the group's stage of development and experience with processes like problem-based learning. Effective facilitation requires managing group dynamics, learning processes, expertise in content and facilitation skills.
Group dynamic leadership and managementअर्पणा भुसाल
The document discusses group dynamics, defining it as the forces operating within groups and the dynamic interaction between individuals in groups. It outlines the key characteristics of groups, including interaction between members, mutual awareness, belongingness, common goals, and norms. The document also examines the advantages of groups, the process of group formation according to Tuckman's model, and different types of formal and informal groups.
This document discusses group dynamics and how different personality types develop as leaders. It describes four main personality types: Guardian, Rationalist, Idealist, and Artisan. It then explains how groups go through different stages of forming, storming, norming, and performing. It discusses how to lead each personality type through these stages. It emphasizes the importance of understanding group development and dynamics to effectively lead a team.
1. A group is defined as a collection of individuals who interact regularly and work together to achieve common goals. They share beliefs and norms.
2. There are four main types of groups: primary/secondary and formal/informal. Primary groups are formed based on social characteristics while secondary groups have a formal structure. Formal groups are created by an organization for a task while informal groups share interests.
3. Groups have different roles that members take on such as work roles to accomplish tasks, maintenance roles to support the group, and potential blocking roles that can disrupt the group. Role ambiguity and role conflict can occur within groups.
This document discusses group dynamics and formation. It defines a group and explains that group dynamics concern how groups form and function. It discusses theories of group development including Tuckman's stages of forming, storming, norming, performing, and adjourning. The document also covers characteristics of groups like roles, norms, cohesiveness and types of groups. It distinguishes between groups and high performing teams, outlining qualities of leaders and members.
Groups form when two or more people come together around shared goals. Groups can be either formal, with established rules and hierarchies, or informal, consisting of personal relationships. People join groups for reasons like security, affiliation, power to achieve goals, self-esteem, and status. Effective groups develop norms, roles, cohesion, and ways to make decisions together. Studying group behavior provides insights into how relationships form and how to organize, lead, and develop groups.
This was part four in a webinar series on "Leadership Development: A Balanced Approach." The webinar series was designed for professionals in Virginia Cooperative Extension.
2015 group dynamics and group facilitatingSatu Öystilä
The document discusses the roles and intervention styles of a group facilitator, including accepting, catalytic, confrontative, and prescriptive styles. It also summarizes the stages of group development: forming, storming, norming, performing, and adjourning. The facilitator's tasks change depending on the group's stage of development and experience with processes like problem-based learning. Effective facilitation requires managing group dynamics, learning processes, expertise in content and facilitation skills.
Group dynamic leadership and managementअर्पणा भुसाल
The document discusses group dynamics, defining it as the forces operating within groups and the dynamic interaction between individuals in groups. It outlines the key characteristics of groups, including interaction between members, mutual awareness, belongingness, common goals, and norms. The document also examines the advantages of groups, the process of group formation according to Tuckman's model, and different types of formal and informal groups.
This document discusses group dynamics and how different personality types develop as leaders. It describes four main personality types: Guardian, Rationalist, Idealist, and Artisan. It then explains how groups go through different stages of forming, storming, norming, and performing. It discusses how to lead each personality type through these stages. It emphasizes the importance of understanding group development and dynamics to effectively lead a team.
1. A group is defined as a collection of individuals who interact regularly and work together to achieve common goals. They share beliefs and norms.
2. There are four main types of groups: primary/secondary and formal/informal. Primary groups are formed based on social characteristics while secondary groups have a formal structure. Formal groups are created by an organization for a task while informal groups share interests.
3. Groups have different roles that members take on such as work roles to accomplish tasks, maintenance roles to support the group, and potential blocking roles that can disrupt the group. Role ambiguity and role conflict can occur within groups.
This document discusses group dynamics and formation. It defines a group and explains that group dynamics concern how groups form and function. It discusses theories of group development including Tuckman's stages of forming, storming, norming, performing, and adjourning. The document also covers characteristics of groups like roles, norms, cohesiveness and types of groups. It distinguishes between groups and high performing teams, outlining qualities of leaders and members.
The document discusses key concepts related to groups and communication. It defines what a group is and different types of groups. It then covers stages of group development and properties of groups including roles, norms, status, size and cohesiveness. It discusses reasons why people join groups and models of group development. The document also covers group decision making techniques and factors that influence effectiveness. Finally, it discusses concepts related to group dynamics and the communication process within groups.
1. Group Structure
2. Managing Group/Team Conflicts
3. The individual and The Group
4. Enhancement of Self-Esteem is Everyone’s Potential
5. Resources for Growth
This document discusses groups and teams in organizations. It describes the functions of formal and informal groups, as well as factors that determine group effectiveness such as skills, relationships, and size. It also covers considerations for tasks and environments. The document introduces theories on team roles and the differences between teams and groups. Finally, it outlines the life cycle of teams and discusses the concept of groupthink.
The document summarizes key concepts related to leadership and learning organizations in 3 sentences:
It discusses different eras of leadership theory from trait theories to transformational leadership and introduces concepts like learning organizations that engage all members, the adaptive learning cycle, and addressing dysfunctions like the lack of trust that inhibit team performance. Adaptive learning organizations incorporate structures for both innovation and efficient implementation, and leaders foster knowledge sharing and a culture of collaboration.
Group dynamics deals with how groups are formed, their structure, and processes. It examines the interactions between group members and forces operating within the group. A group consists of two or more people who share common goals and evaluate themselves as part of the group. Group dynamics ensures members feel a sense of belonging and attraction to the group influences them. It also examines how changes in one part of the group can impact other parts. Team building activities improve communication, develop roles and skills, and foster better relationships and productivity to benefit the group.
Groups face several threats to their effectiveness, including groupthink, social loafing, and risky shift. [1] Groupthink occurs when the desire to conform leads to defective decision making, symptoms include rationalizing and self-censorship. [2] Social loafing is when individuals exert less effort working in a group, caused by factors like lack of accountability. [3] Risky shift refers to groups taking higher risks than individuals due to diffused responsibility for outcomes.
It is easy to get the players. Getting them to play together, that's the hard part. Therein lies the importance of leadership, as leadership resides in the functions and not a particular person.
It is also true that a manager manages but a leader leads.
GROUP PRESSURE COHESIVENESS LEADERSHIPKavi Priya J
This document discusses group pressure, cohesiveness, and leadership. It defines group pressure as social influence from a group that can be positive or negative. Cohesiveness refers to the forces that make group members want to remain in the group, such as interpersonal attraction, stability, size, structure, and initiations. Leadership is defined as the process by which a person influences others towards a common goal. Different types of leadership are discussed, including task-oriented and relationship-oriented styles. Factors that contribute to group cohesion and effective leadership are also outlined.
This document discusses facilitating effective grief groups for kids and training volunteers. It covers:
- The importance of group work for grieving children and Tuckman's stages of group development.
- Tips for group facilitators like maintaining consistency, being flexible, ensuring confidentiality, and being prepared.
- The complex roles volunteers play as group leaders, co-leaders, and members of the volunteer team.
- How to address challenging situations by making decisions based on the overall group.
- The presenters thank the audience and offer their contact information.
Group behaviour 1 By- Prof. Sanddep M. JadhavSandep Jadhav
1. The Delhi office group may value independence over teamwork and see follow-up calls as unnecessary extra work.
2. Their norms could emphasize personal productivity over customer satisfaction to a higher degree.
3. The Delhi group's cohesiveness may come at the expense of considering alternative perspectives, like the Mumbai office's customer-centric approach.
The document discusses factors that influence team performance and effectiveness. It defines groups and teams, explaining that teams have a common purpose and complementary skills. It describes the five stages of team development: forming, storming, norming, performing, and adjourning. Reasons why teams fail include hidden agendas, lack of understanding or leadership, wrong team composition, and unhealthy environments. Psychological phenomena like groupthink and social loafing can also negatively impact teams. Overall team size, composition, and longevity influence team "inputs" and ultimately performance outcomes.
This document discusses group dynamics and conflict management. It defines what a group is and explains the key features and types of groups, both formal and informal. It also outlines the stages of group development from forming to adjourning. Additionally, it discusses sources and types of conflict as well as styles of conflict management. The goal of conflict management is to resolve issues in a way that leads to a win-win outcome for all parties involved.
Authentic Leadership - Focusing on Strengths and SolutionsTim Bright
This document discusses authentic leadership and focuses on strengths and solutions. It defines authentic leadership as being true to yourself and outlines different approaches. It advocates shifting management approaches from continuous improvement focused on problems and weaknesses, to a solutions focus and strengths-based development that looks at what is working well. The key message is to be yourself more with skill, get to know yourself and others better, and help teams identify and build on their strengths for improved performance and engagement.
Individual decisions are made by a single person based on limited information and are quicker to make in times of crisis or when following clear policy guidelines. Group decisions involve multiple people collecting extensive information and taking more time, but tend to be higher quality due to brainstorming and synergy between group members. Group decisions also positively impact employee morale and satisfaction more than individual decisions by promoting interaction and commitment to the decision.
The document provides information about group dynamics and the stages of group development. It discusses how groups are formed and function, including defining what constitutes a group, reasons people join groups, how norms develop, factors that affect group performance such as composition, size and cohesion. It also outlines Bruce Tuckman's five stages of group development: forming, storming, norming, performing, and adjourning.
This document summarizes a teachers' workshop that covered topics like getting to know each other, the concept of "edges," listening skills, communities of practice or "workgroups," self-organizing principles, group dynamics, and establishing and maintaining workgroups. The workshop involved exercises to demonstrate communication and roles in groups. Guidelines for good workgroup practices were discussed, such as voluntary membership, shared leadership, and different types of leadership within a workgroup.
This document discusses group processes and dynamics. It defines groups and describes different types of groups like formal and informal groups. It also discusses intergroup processes and how groups interact with each other. Some key aspects of group processes discussed include group cohesiveness, synergy, social loafing, and social facilitation effect. Models of group development like Tuckman's model are also summarized, which outlines the forming, storming, norming, performing, and adjourning stages. The importance of understanding group processes for developing effective teams is highlighted.
The document discusses the stages of team development: forming, storming, norming, performing, and adjourning. It describes each stage in detail, including typical feelings and behaviors experienced by team members. For each stage, the document asks what criteria would indicate the team is ready to progress to the next stage of development, though it notes this can be difficult to define. It also compares characteristics of effective teams versus work groups.
Jaime Hadley outlines their personal leadership philosophy and priorities. Their top values include honesty, respect, mindfulness, knowledge, compassion, and virtue ethics. They are motivated by servant leadership and involvement in family and community. Their strengths are taking action, problem-solving, meeting challenges without hesitation, getting to know people individually, collecting information, and looking toward the future. They expect ethical leadership of setting attainable goals, avoiding blindness, rewarding decisions over outcomes, promoting open communication, and avoiding "ethical drift."
Cognitive behavioral group therapy involves small groups led by one or more therapists. The goals are to develop interpersonal relationships, provide support, and teach skills. Principles include universality, altruism, imitative behavior, and catharsis. It is effective for higher functioning individuals and uses social learning theory and functional family therapy approaches. Specific techniques include keeping thought diaries, questioning assumptions, relaxation, and mindfulness. An example is a trauma-focused CBT and art therapy group for female childhood sexual abuse survivors.
This document provides an introduction to a paper that will compare and evaluate the effectiveness of cognitive behavioral therapy (CBT) and group psychotherapy in treating antisocial personality disorder. It defines antisocial personality disorder and discusses its causes, symptoms, diagnosis, and challenges in treatment. The paper will investigate CBT and group psychotherapy theories, analyzing their effects on treating antisocial personality disorder and comparing their advantages and disadvantages.
The document discusses key concepts related to groups and communication. It defines what a group is and different types of groups. It then covers stages of group development and properties of groups including roles, norms, status, size and cohesiveness. It discusses reasons why people join groups and models of group development. The document also covers group decision making techniques and factors that influence effectiveness. Finally, it discusses concepts related to group dynamics and the communication process within groups.
1. Group Structure
2. Managing Group/Team Conflicts
3. The individual and The Group
4. Enhancement of Self-Esteem is Everyone’s Potential
5. Resources for Growth
This document discusses groups and teams in organizations. It describes the functions of formal and informal groups, as well as factors that determine group effectiveness such as skills, relationships, and size. It also covers considerations for tasks and environments. The document introduces theories on team roles and the differences between teams and groups. Finally, it outlines the life cycle of teams and discusses the concept of groupthink.
The document summarizes key concepts related to leadership and learning organizations in 3 sentences:
It discusses different eras of leadership theory from trait theories to transformational leadership and introduces concepts like learning organizations that engage all members, the adaptive learning cycle, and addressing dysfunctions like the lack of trust that inhibit team performance. Adaptive learning organizations incorporate structures for both innovation and efficient implementation, and leaders foster knowledge sharing and a culture of collaboration.
Group dynamics deals with how groups are formed, their structure, and processes. It examines the interactions between group members and forces operating within the group. A group consists of two or more people who share common goals and evaluate themselves as part of the group. Group dynamics ensures members feel a sense of belonging and attraction to the group influences them. It also examines how changes in one part of the group can impact other parts. Team building activities improve communication, develop roles and skills, and foster better relationships and productivity to benefit the group.
Groups face several threats to their effectiveness, including groupthink, social loafing, and risky shift. [1] Groupthink occurs when the desire to conform leads to defective decision making, symptoms include rationalizing and self-censorship. [2] Social loafing is when individuals exert less effort working in a group, caused by factors like lack of accountability. [3] Risky shift refers to groups taking higher risks than individuals due to diffused responsibility for outcomes.
It is easy to get the players. Getting them to play together, that's the hard part. Therein lies the importance of leadership, as leadership resides in the functions and not a particular person.
It is also true that a manager manages but a leader leads.
GROUP PRESSURE COHESIVENESS LEADERSHIPKavi Priya J
This document discusses group pressure, cohesiveness, and leadership. It defines group pressure as social influence from a group that can be positive or negative. Cohesiveness refers to the forces that make group members want to remain in the group, such as interpersonal attraction, stability, size, structure, and initiations. Leadership is defined as the process by which a person influences others towards a common goal. Different types of leadership are discussed, including task-oriented and relationship-oriented styles. Factors that contribute to group cohesion and effective leadership are also outlined.
This document discusses facilitating effective grief groups for kids and training volunteers. It covers:
- The importance of group work for grieving children and Tuckman's stages of group development.
- Tips for group facilitators like maintaining consistency, being flexible, ensuring confidentiality, and being prepared.
- The complex roles volunteers play as group leaders, co-leaders, and members of the volunteer team.
- How to address challenging situations by making decisions based on the overall group.
- The presenters thank the audience and offer their contact information.
Group behaviour 1 By- Prof. Sanddep M. JadhavSandep Jadhav
1. The Delhi office group may value independence over teamwork and see follow-up calls as unnecessary extra work.
2. Their norms could emphasize personal productivity over customer satisfaction to a higher degree.
3. The Delhi group's cohesiveness may come at the expense of considering alternative perspectives, like the Mumbai office's customer-centric approach.
The document discusses factors that influence team performance and effectiveness. It defines groups and teams, explaining that teams have a common purpose and complementary skills. It describes the five stages of team development: forming, storming, norming, performing, and adjourning. Reasons why teams fail include hidden agendas, lack of understanding or leadership, wrong team composition, and unhealthy environments. Psychological phenomena like groupthink and social loafing can also negatively impact teams. Overall team size, composition, and longevity influence team "inputs" and ultimately performance outcomes.
This document discusses group dynamics and conflict management. It defines what a group is and explains the key features and types of groups, both formal and informal. It also outlines the stages of group development from forming to adjourning. Additionally, it discusses sources and types of conflict as well as styles of conflict management. The goal of conflict management is to resolve issues in a way that leads to a win-win outcome for all parties involved.
Authentic Leadership - Focusing on Strengths and SolutionsTim Bright
This document discusses authentic leadership and focuses on strengths and solutions. It defines authentic leadership as being true to yourself and outlines different approaches. It advocates shifting management approaches from continuous improvement focused on problems and weaknesses, to a solutions focus and strengths-based development that looks at what is working well. The key message is to be yourself more with skill, get to know yourself and others better, and help teams identify and build on their strengths for improved performance and engagement.
Individual decisions are made by a single person based on limited information and are quicker to make in times of crisis or when following clear policy guidelines. Group decisions involve multiple people collecting extensive information and taking more time, but tend to be higher quality due to brainstorming and synergy between group members. Group decisions also positively impact employee morale and satisfaction more than individual decisions by promoting interaction and commitment to the decision.
The document provides information about group dynamics and the stages of group development. It discusses how groups are formed and function, including defining what constitutes a group, reasons people join groups, how norms develop, factors that affect group performance such as composition, size and cohesion. It also outlines Bruce Tuckman's five stages of group development: forming, storming, norming, performing, and adjourning.
This document summarizes a teachers' workshop that covered topics like getting to know each other, the concept of "edges," listening skills, communities of practice or "workgroups," self-organizing principles, group dynamics, and establishing and maintaining workgroups. The workshop involved exercises to demonstrate communication and roles in groups. Guidelines for good workgroup practices were discussed, such as voluntary membership, shared leadership, and different types of leadership within a workgroup.
This document discusses group processes and dynamics. It defines groups and describes different types of groups like formal and informal groups. It also discusses intergroup processes and how groups interact with each other. Some key aspects of group processes discussed include group cohesiveness, synergy, social loafing, and social facilitation effect. Models of group development like Tuckman's model are also summarized, which outlines the forming, storming, norming, performing, and adjourning stages. The importance of understanding group processes for developing effective teams is highlighted.
The document discusses the stages of team development: forming, storming, norming, performing, and adjourning. It describes each stage in detail, including typical feelings and behaviors experienced by team members. For each stage, the document asks what criteria would indicate the team is ready to progress to the next stage of development, though it notes this can be difficult to define. It also compares characteristics of effective teams versus work groups.
Jaime Hadley outlines their personal leadership philosophy and priorities. Their top values include honesty, respect, mindfulness, knowledge, compassion, and virtue ethics. They are motivated by servant leadership and involvement in family and community. Their strengths are taking action, problem-solving, meeting challenges without hesitation, getting to know people individually, collecting information, and looking toward the future. They expect ethical leadership of setting attainable goals, avoiding blindness, rewarding decisions over outcomes, promoting open communication, and avoiding "ethical drift."
Cognitive behavioral group therapy involves small groups led by one or more therapists. The goals are to develop interpersonal relationships, provide support, and teach skills. Principles include universality, altruism, imitative behavior, and catharsis. It is effective for higher functioning individuals and uses social learning theory and functional family therapy approaches. Specific techniques include keeping thought diaries, questioning assumptions, relaxation, and mindfulness. An example is a trauma-focused CBT and art therapy group for female childhood sexual abuse survivors.
This document provides an introduction to a paper that will compare and evaluate the effectiveness of cognitive behavioral therapy (CBT) and group psychotherapy in treating antisocial personality disorder. It defines antisocial personality disorder and discusses its causes, symptoms, diagnosis, and challenges in treatment. The paper will investigate CBT and group psychotherapy theories, analyzing their effects on treating antisocial personality disorder and comparing their advantages and disadvantages.
This document discusses principles of group therapy including facilitating techniques like seeking clarification and focusing. It outlines Yalom's therapeutic factors that can be helpful in group therapy such as instilling hope, imparting information, and universality. Different types of groups are listed like psychoeducational groups, medication groups, and recreational groups. Finally, the typical phases of group therapy are outlined from the initial phase to termination.
Overview of art therapy group interventions and strategies when working with children impacted by domestic violence by Registered Board Certified Art Therapist Gretchen Miller, MA, ATR-BC. For more, check out this e-course offering: http://bit.ly/AaUdi8
Group process psychotherapy involves theoretical considerations from theorists like Gustav Le Bon, Sigmund Freud, Wilfred Bion, and Irvin Yalom. Key techniques discussed are building group cohesion through openness and acceptance, maintaining a here-and-now focus through activating experiences in the present moment and illuminating the group process, and providing process commentary. The document also reviews interventions for common problem group members like monopolists who dominate discussion, silent clients who don't participate, help-rejecting complainers, and borderline clients.
Cognitive behavioral therapy (CBT) is a type of psychotherapy that helps people change unhelpful thinking and behavior patterns. The document outlines the main features and basic structure of CBT. It discusses behavioral techniques like relaxation, distraction, and activity scheduling. It also covers cognitive techniques such as identifying negative thoughts, cognitive restructuring to develop more realistic perspectives, and addressing underlying assumptions. The goal of CBT is to help clients learn to challenge irrational beliefs and thoughts in order to change emotional responses and behaviors.
The document summarizes the basics of cognitive-behavioral therapy (CBT), including its model and techniques.
CBT is based on a bio-psycho-social model that views psychopathology as stemming from maladaptive cognitions and behaviors learned through "if-then" schemas. Treatment involves identifying distorted thoughts, or "automatic thoughts", in three cognitive categories - self, others/world, future. CBT aims to overcome "cognitive blockades" and replace distortions with evidence-based thinking through collaborative, Socratic questioning between the patient and therapist. Common techniques include activity scheduling, thought monitoring/challenging, and behavioral experiments.
This document discusses group psychotherapy and provides information on various aspects of conducting group therapy sessions. It defines group psychotherapy as a treatment involving carefully selected emotionally ill individuals who meet under a trained therapist's guidance to help one another change behaviors. The document outlines three major types of groups - group therapy, therapeutic groups, and adjunctive groups. It provides details on group size, session frequency/length, therapeutic factors involved, steps of group therapy, techniques used, and contraindications for certain patient types.
Cognitive behavior therapy theory and practiceWuzna Haroon
Cognitive behavioral therapy (CBT) was developed in the 1960s by Aaron Beck based on his research challenging the psychoanalytic view of depression. Beck observed that depressed clients had negative biases in interpreting events that contributed to cognitive distortions. He developed CBT which focuses on identifying and modifying dysfunctional thoughts and beliefs. The key assumptions of CBT are that cognitions influence behaviors and emotions, and that maladaptive thinking can be identified and changed. Common techniques include cognitive restructuring to challenge irrational thoughts, behavioral experiments, and homework assignments.
This document provides an overview of a workshop on advanced practice in group facilitation and integrating motivational skills and strategies. The learning objectives are to resist the "righting reflex" in favor of partnership, acceptance, compassion and evocation. It also aims to practice the foundational skills of motivational interviewing including open questions, affirmations, reflections and summaries. The workshop covers content versus process in groups, stages and tasks of group development, challenges that may arise and best practices in group facilitation including the "spirit" of motivational interviewing. It demonstrates agenda mapping, open versus closed questions, examples of affirmations and reflections, and practicing reflective listening skills.
Group therapy involves two or more clients interacting with each other and a therapist to address psychological issues. It has roots in the early 1900s for treating tuberculosis patients, and was later used for soldiers in WWII and those seeking personal growth. The main goals are to help clients identify maladaptive behaviors, address emotional difficulties through feedback, and provide a supportive environment. Types include psychoeducational, counseling, and psychotherapy groups. Key therapeutic factors include universality, altruism, and developing social skills. Group therapy can benefit those struggling with addiction, anxiety, depression, and OCD.
Group therapy involves two or more clients interacting with each other and a therapist to address psychological issues. It has roots in the early 1900s for treating tuberculosis patients, and was later used for soldiers in WWII and those seeking personal growth. The main goals are to help clients identify maladaptive behaviors, address emotional difficulties through feedback, and provide a supportive environment. Types include psychoeducational, counseling, and psychotherapy groups. Key therapeutic factors include universality, altruism, and developing social skills. Group composition and size, length of sessions, and the therapist's role are important considerations. Techniques incorporate cognitive, behavioral, role playing, and other creative approaches. Benefits include realizing one is not alone and gaining support and social skills,
1) The document discusses considerations for maintaining confidentiality when running counseling groups in elementary schools, including what information to share with teachers, administrators, and parents and how to balance their interests with students' privacy. 2) It addresses the importance of informed consent, doing no harm, and only sharing information on a need-to-know basis. 3) Challenges of confidentiality both within groups and when communicating with others about students are explored, along with strategies for identifying appropriate discussion topics and assessing group needs.
Social psychology is defined as the study of how individuals think, feel, and behave in relation to other people and social situations. It examines three main areas: social thinking (attitudes, attributions), social influence (conformity, obedience), and social interaction (relationships). Social psychology can be applied in various domains to improve motivation, leadership skills, communication abilities, decision making, memory, productivity, health, and more. It provides insights into social influence, cognition, and interaction that are useful for understanding human behavior.
This document discusses youth leadership and group dynamics at Encounter. It describes transformational leadership as being the best fit for Encounter's core values. It outlines the stages of group formation and provides tips for effective leadership, including setting goals, facilitating discussions, and finding meaning in leadership roles. The overall message is that youth are empowered to use their gifts to help others through the Encounter experience.
ORGANIZATION OF HEALTH CARE SERVICES-1.pptKeyaArere
Organization behavior & group dynamics focuses on studying the structure, functioning, and performance of organizations. It looks at individual, group, and organizational behavior within organizations. Key characteristics include being multidisciplinary, performance-oriented, and applications-oriented to improve organizational effectiveness. Group dynamics examines how groups form and develop over various stages from forming to performing. Organizational structures like functional, matrix, and service line structures determine how work is coordinated and managed within health care organizations. A referral system is important for ensuring continuity of care as patients move between different levels of the health care system.
This document discusses counseling, including definitions, goals, scopes, core values, and principles. It provides objectives for a counseling lesson, then defines counseling and discusses the roles of counselors and counselees. Common problems encountered by students are outlined. The document discusses goals of counseling, the scope of counseling, types of counseling including individual, couples, family and group counseling. Core values of counseling are defined, including respect for human dignity, partnership, autonomy, responsible caring, personal integrity and social justice. The importance of counseling and benefits are discussed. An activity and evaluation are also included.
Group dynamics refers to the social processes and interactions within small groups. There are several theories that describe how groups develop over time, typically progressing through stages of forming, storming, norming, performing, and adjourning. Understanding group dynamics is important for leaders to guide group members towards successfully completing tasks and establishing roles, norms, cohesion, and commitment within the group.
Group dynamics and effective training programs can be summarized as follows:
1) Groups are formed for specific purposes and have various characteristics and types defined by factors like formality, size, and goals. Effective groups have cohesion, shared understanding, and allow freedom of discussion.
2) Groups are led through different leadership styles like autocratic, democratic and anarchic. Key functions of groups include tasks, relationship building, and information sharing. Non-helpful behaviors can hinder group effectiveness.
3) To develop impactful training programs, organizers must assess needs, goals, participants, and evaluate effectiveness. A variety of formal presentation methods and consideration of audience characteristics are important for successful health education.
This document discusses leadership and team building. It covers Patrick Lencioni's model of the five dysfunctions of a team, which are absence of trust, fear of conflict, lack of commitment, lack of accountability, and inattention to results. It describes exercises that can be used to build trust within a team, such as personal histories where team members share details about themselves. It also discusses using personality assessments to help team members understand each other's strengths and weaknesses in order to work together more effectively. The goal is for teams to overcome these dysfunctions in order to maximize their performance.
The document provides an overview of group therapy, including its history, types of groups, therapeutic factors, stages of group development, roles of facilitators, and benefits and limitations. Group therapy involves members helping each other heal and grow through interpersonal support and problem solving in a structured process that progresses from initial forming to working and terminating stages. The document discusses factors like hope, universality, and feedback that make group therapy an effective method for addressing psychological and social issues.
Group dynamics involves how people interact and behave in groups. There are different types of groups like primary groups of close friends and family, secondary groups like organizations, and planned groups formed for a purpose. Groups go through stages of forming, storming, norming, performing, and adjourning. Groups are effective when they balance task functions like decision making with maintenance functions like building relationships and addressing members' personal needs. Groups can benefit members but also have risks like oppressing some and creating conflicts.
This document outlines an agenda for a webinar on facilitating therapeutic groups and diversional activities. The webinar will cover basic concepts of activities, stages of group development, qualities of an effective facilitator, and how to evaluate group effectiveness. It will discuss therapeutic groups as goal-directed activities aimed at meeting psychosocial needs through a trained facilitator. Diversional activities are meant to encourage expression, socialization, and daily living skills. The webinar will provide guidance on forming therapeutic groups, the roles of facilitators, and documenting group processes and outcomes.
This document summarizes discussions from a MOOC meeting about planning school counseling groups. Key points included preparing students to be good group members, getting teacher involvement to support groups, developing collaborative relationships with administrators, and considering rules and confidentiality in groups. The role of the counselor in helping students learn and being an integrated part of the school was also discussed.
This document provides an outline and summary of a seminar on group dynamics presented by Nisha Yadav. The summary includes definitions of key concepts like individualization, group, and group dynamics. It discusses aspects of individualization, characteristics of groups, classifications of groups, components of groups, stages of group development, task roles in groups, and the role of nurses in group dynamics. The conclusion emphasizes the importance of teamwork, communication, and managing conflicts for providing quality patient care.
At the end of this orientation, you will be know:
- the importance of group rules,
- where your role in the group begins and ends,
- how to manage difficult behaviour, and
- the types of support you might need and where to find them.
The document discusses effective listening and communication in small groups, including barriers to listening such as prejudging others, rehearsing responses, and failing to adapt one's listening style. It also outlines different listening styles including people, action, content, and time-oriented styles. Nonverbal communication and developing trust within a group are important factors for effective small group interactions.
Group Dynamic(presentation for nursing management)ABHIJIT BHOYAR
Group dynamics is a system of behaviors and psychological processes occurring within a social group (intragroup dynamics), or between social groups (intergroup dynamics)
Similar to Group Work in Problem Gambling Settings (20)
Comprehensive Assessment and Intervention Planningactsconz
This document outlines the process for comprehensive assessment and intervention planning for clients. It discusses the overall purpose of assessment, which is to understand a client's wellness needs, set measurable treatment goals, and create a treatment plan. It also describes the different types of assessments, including screening, brief, and comprehensive assessments. The comprehensive assessment aims to understand barriers to a client's well-being and develop strategies to minimize barriers and enhance pathways. Key parts of the assessment include determining level of care, cultural needs, and developing a management plan and prognosis. The intervention planning considers medical, psychiatric, addiction, and social issues to create a treatment plan addressing predisposing, triggering, maintaining, and protective factors.
Trauma Informed Care and Gambling [Part One]actsconz
This document provides an overview of trauma informed care as it relates to gambling. It defines trauma and discusses how both natural disasters and intentional human acts can cause trauma. Childhood trauma and adverse childhood experiences are also explored in depth. The document then discusses implementing trauma informed care in services, including emphasizing safety, consumer input, and preventing vicarious trauma in staff. Screening tools for trauma are presented and the neurobiology of trauma is examined. The importance of secure attachment between caregivers and children is highlighted.
This document provides information and guidance about gambling harm minimization services and brief interventions. It begins by defining gambling harm and outlining signs that gambling is becoming a problem. It then discusses using a gambling continuum and harm reduction approach to understand problem gambling. The document provides examples of potential problem gambling and advises using screening tools to identify issues earlier. It outlines the benefits of early intervention and describes brief intervention strategies. Screening tools are presented for clients and families to assess potential gambling problems in a sensitive way. The importance of screening families affected by someone else's gambling is also discussed.
Mental health disorders commonly co-occur with gambling harm. Around 96% of those meeting criteria for pathological gambling disorder also meet criteria for at least one other psychiatric disorder, with two-thirds meeting criteria for three or more disorders. The most common co-occurring disorders are substance use disorders (42%), mood disorders like depression (56%), and anxiety disorders (60%). Overall, around 74% of problem gamblers experienced the other disorder prior to developing problems with gambling. Screening for co-occurring mental health and substance use disorders should be part of assessments for gambling disorder.
This document discusses anxiety, depression, and their relationship to problem gambling. It begins with a quiz that establishes most gamblers experience anxiety and depression prior to developing gambling problems. It then cites a study that found 74.3% of problem gamblers experienced a mood, substance, or anxiety disorder before their gambling disorder. The document notes these disorders commonly co-occur with gambling harm and discusses how anxiety and depression may make people more likely to develop gambling problems. It provides information on assessing and managing depression and various anxiety disorders. Finally, it emphasizes the importance of screening all clients for co-occurring mental health issues like anxiety and depression.
This document discusses gambling harm in New Zealand. It defines gambling harm and outlines key legislation and statistics on gambling participation and harm. It describes screening tools to identify potential gambling harm and treatments, which take a biopsychosocial approach and address co-occurring issues. National services provide helpline support and face-to-face counseling to help people experiencing gambling-related problems.
Mindfulness involves paying attention to the present moment in a nonjudgmental way. Research shows mindfulness can reduce stress, anxiety, and depression while improving well-being. For problem gambling, mindfulness may help by reducing experiential avoidance and rumination. Mindfulness interventions teach urge surfing to experience urges without acting on them. Studies find mindfulness combined with CBT is most effective for problem gambling by addressing cognitive distortions and improving emotional regulation. However, mindfulness requires daily practice and may not benefit all individuals.
Gambling Harm Minimisation and Family Violenceactsconz
I apologize, upon further reflection I do not feel comfortable providing advice about sensitive screening questions without proper training or qualifications. Screening for violence and abuse requires skill and care.
Cognitive Behavioural Therapy and Gamblingactsconz
CBT uses problem-solving techniques and cognitive restructuring to change dysfunctional thoughts and behaviors. The therapist helps clients identify problems and set specific goals. CBT combines cognitive therapy, which focuses on changing negative thought patterns, with behavioral therapy techniques to modify problem behaviors. The therapist works with clients to recognize triggers and develop alternative coping strategies through homework and skills practice.
Problem Gambling Services – Asian Practitionersactsconz
New Zealand has taken steps towards harm minimization for problem gambling, establishing one of the first problem gambling services. This included establishing the Compulsive Gambling Society of NZ (later called the Problem Gambling Foundation) to provide counseling and helpline services. Screening tools like the EIGHT Screen were also developed to help identify problem gambling in a brief manner. However, categorizing and defining problem gambling remains an issue, as gambling behaviors exist on a spectrum and often co-occur with other disorders.
Co-existing Problems Problem Gambling Treatment – Asian Practitionersactsconz
This document discusses co-existing problems (CEP) where individuals have both mental health and addiction issues. It notes that CEP is common, with many people having multiple problems like substance abuse, gambling, and other behavioral or mental health disorders. Integrated treatment that addresses all issues simultaneously is considered best practice. Assessment of individuals should consider severity of both mental health and addiction problems to determine the appropriate level of integrated care.
Personality Disorders & Problem Gambling Treatment – Asian Practitionersactsconz
Here are some tips for detecting a personality disorder in a client:
- Pay attention to their interpersonal relationships - are they problematic, unstable, or chaotic? This could indicate Cluster B PDs.
- Look for rigid, maladaptive coping patterns. Do they react strongly or inappropriately to perceived slights or criticism? This could point to Cluster A or B.
- Assess their moods - are they unstable, dramatic shifts in emotion? Again, this suggests Cluster B.
- Consider their self-image. Do they have distorted, unstable or fragile self-image? This is common in Cluster B PDs.
- Take a developmental history. Did problems start in childhood or adolescence? PD
MI Skills for Problem Gambling Treatment – Asian Practitionersactsconz
This document provides an overview of Motivational Interviewing (MI) skills for problem gambling treatment. It discusses the MI approach, principles, strategies and microskills. MI is a person-centered, goal-oriented style of counseling that aims to facilitate change by exploring and resolving ambivalence. Unlike confrontational styles, MI maintains a non-judgmental, collaborative approach through open-ended questions, affirmations, reflective listening and summarizing to elicit the client's own motivations for change.
CBT Therapy Tools for Problem Gambling Treatment – Asian Practitionersactsconz
This document provides an overview of cognitive behavioral therapy (CBT). It discusses key concepts of CBT including:
1) CBT focuses on the relationship between thoughts, feelings, and behaviors and how modifying thoughts can improve emotional and behavioral problems.
2) CBT is collaborative, educative, and often involves homework assignments. It aims to identify and change irrational beliefs and cognitive distortions that can negatively impact emotions and behaviors.
3) A core principle of CBT is that thoughts influence feelings and behaviors, not just external stimuli, and that modifying thoughts through cognitive and behavioral techniques can improve problems.
Real Skills – Competencies Workshop for Clinicians – An Introduction to Let's...actsconz
The document discusses the Lets Get Real framework for mental health and addiction treatment services. Lets Get Real describes seven skill sets, or "Real Skills", that practitioners should demonstrate at essential, practitioner, and leader levels. The goals of Lets Get Real are to improve services, ensure best practices, and increase accountability. It also aims to help different treatment services have a common language and perspectives on recovery-focused, culturally-capable care.
Advanced Practitioners Workshop (Peer Review Practice Workshop for Experience...actsconz
This document outlines an agenda for an advanced practitioners workshop on problem gambling counseling. It includes introductions, sharing of counseling approaches, and plans for role-play exercises. The role-plays involve couples counseling, alcohol assessments, and suicide risk assessments using motivational interviewing skills. The workshop also covers using motivational interviewing in groups, including open-ended questions, affirmations, reflective listening, summarizing, and change planning. Participants break into small groups to practice these skills through additional role-plays and exercises.
The document discusses co-existing mental health and substance use problems. It notes that co-existing problems are common, with high rates of substance use disorders occurring alongside mood and anxiety disorders. Having co-existing problems leads to more severe and treatment-resistant issues. Screening and assessment tools are recommended to help identify and classify co-existing problems. An integrated treatment approach is needed that addresses both the substance use and mental health issues. Cultural factors are also important to consider in assessment and treatment of co-existing problems.
Problem Gambling Coexisting Problems: Identifying Anxiety and Brief Intervent...actsconz
Problem gambling and anxiety disorders commonly co-occur, with studies finding 60% of those with problem gambling experiencing an anxiety disorder at some point in their life and high rates of comorbidity between problem gambling and disorders like panic disorder and social phobia. The Kessler Psychological Distress Scale is a widely used 10-item measure of stress levels that can indicate risk of anxiety or depressive disorders, with higher total scores on the scale signaling a greater likelihood of an underlying mental health issue. Brief interventions may help address anxiety that commonly co-exists with problem gambling.
Problem Gambling & Co-existing Problems (CEP) actsconz
Problem Gambling Forum: Problem Gambling & Co-existing Problems (CEP)
Presented by ABACUS Counselling Training & Supervision Ltd to the Problem Gambling National Provider Forum May 2012
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Breast cancer in postmenopausal women with hormone receptor-positive (HR+) status is a common and complex condition that necessitates a multifaceted approach to management. HR+ breast cancer means that the cancer cells grow in response to hormones such as estrogen and progesterone. This subtype is prevalent among postmenopausal women and typically exhibits a more indolent course compared to other forms of breast cancer, which allows for a variety of treatment options.
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Treatment Options
Endocrine Therapy
Endocrine therapy is the cornerstone of treatment for HR+ breast cancer in postmenopausal women. The primary goal is to reduce the levels of estrogen or block its effects on cancer cells. Commonly used agents include:
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Selective Estrogen Receptor Downregulators (SERDs): Fulvestrant is a SERD that degrades estrogen receptors and is used in cases where resistance to other endocrine therapies develops.
Combination Therapies
Combining endocrine therapy with other treatments enhances efficacy. Examples include:
Endocrine Therapy with CDK4/6 Inhibitors: Palbociclib, ribociclib, and abemaciclib are CDK4/6 inhibitors that, when combined with endocrine therapy, significantly improve progression-free survival in advanced HR+ breast cancer.
Endocrine Therapy with mTOR Inhibitors: Everolimus, an mTOR inhibitor, can be added to endocrine therapy for patients who have developed resistance to aromatase inhibitors.
Chemotherapy
Chemotherapy is generally reserved for patients with high-risk features, such as large tumor size, high-grade histology, or extensive lymph node involvement. Regimens often include anthracyclines and taxanes.
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1. National Provider Forum 2012
Group Work in
Problem Gambling Settings
ABACUS Counselling, Training and Supervision Ltd
Sharlene Wong and Sean Sullivan
2. Programme
• Experience in room, types of groups
• Starting Up Groups
• Yalom’s Primary Stages of Change
• Stages in Group Development
• Integrating Motivational Interviewing into Group
Therapy
3. Discussion –
Counsellor experience in the room
• Support groups vs Therapy groups
• Education groups, Life Skills groups
• Gamblers groups, Significant Others groups
• Couples groups
• Maori, Pacific Island, Asian etc groups
• Abstinence vs Controlled Gambling groups
• Female vs Male groups
• Aftercare groups, Maintenance groups
etc
4. Starting Up Groups
• Type of group – support, problem focussed, process-
orientated, abstinence vs controlled, etc
• Degree of structure
• Gender and culture issues (facilitators and participant)
• Group goals – systemic and personal
• Open vs closed group – new members, participant
numbers
• Group dynamics, including power issues of facilitator/s
• Rules (confidentiality, meeting outside of group, etc)
• Time keeping, recording, statistics
• Duration of group
• Facilitator as “expert”
• Debriefing/support for facilitator, back up for absence
5. Yalom’s “Primary Agents of Change”
in group therapy
• Instillation of hope
• Universality
• Information giving
• Altruism
• Corrective recapitulation of the primary family
• Improved social skills
• Imitative behaviour
• Interpersonal learning
• Group cohesiveness
• Catharsis
• Existential factors
7. Developmental Group Stages
Forming – group is just coming together
Storming – jockeying for position
Norming – form some idea of the group’s identity
Performing – group getting some work done
Adjourning – involves dissolution
8. Motivational Interviewing
A person centred, goal oriented approach for facilitating
change through exploring and resolving ambivalence
(Miller 2006)
10. Advantages of Using MI in Groups
• Increases people’s self esteem
• Develops their own motivation
• Developing skills in MI improves outcomes
• Takes into account that people’s reasons for changing
may be their own or may be a demand or ultimatum
from another
• Acknowledges indecisiveness is normal: There are
often as many good reasons to stay the same as to
change = ambivalence
11. Principles of MI (REDS)
• Roll With Resistance
• Express Empathy
• Develop Discrepancy
• Support Self efficacy
13. “Motivational Interviewing in Groups”
M. Valesquez, N Stephens & K. Ingersoll
Journal of Groups in Addiction in Recovery, vol 1 (1) 2006)
• Can be advantageous to have two counsellors - one
focuses on reflecting while the other focuses on
process (taxing to sustain both)
• Sit in circle. Counsellors avoid sitting together, as
creates an expert corner
• Present style and spirit of MI when opening (group
rules, collaborative approach) – while you have some
skills and experience, change is up to them
• OPEN
14. OPEN
• Open with group purpose, learn more
about group thoughts, concerns and
choices
• Personal choice is emphasised
• Environment is one of respect and
encouragement for all members
• Non-confrontational nature of the group
15. OPEN: Group purpose, thoughts,
concerns and choices
• Ever run a group where some of the group members are
reporting abstinence yet other sources suggest
otherwise?
• How do you manage a situation where a group member
tells you, outside of group, that another group member
is not being truthful about their gambling (or alcohol/drug
use) ?
• How/when would you set guidelines in the group around
this possible scenario?
16. Sharing/Reflection/Linking
• Theme Counsellor offers group invitation eg “What’s something we could
focus on for the next … minutes/hours?” or “Today we are going to look
at alcohol (brochure handout). Tell me what stands out for you as you
look at it.”
• 1 on 1, member shares (counsellor offers reflective listening, emphasis
on change talk, counsellor checks that other group members are
engaged and listening through eye contact, body language, modelling)
• Theme Reflect, summarise, add “we-ness” eg “It’s common for people to
replace gambling with another way of escaping…”
• 1 on 1, 2nd member shares (reflective listening, encourages others’
feedback/reflection
• Theme (summary, possible links with past sharing, links to big picture) “It
seems like we all recognise that a gap is created when we reduce or stop
gambling…it’s a trap to fill that space with unhealthy behaviour…”…
“What supports are useful at these times?”
17. Small group role play
One or two counsellors
Group members
Choices:
• Problem Gamblers Group
• Significant Others Group
18. MI Group - Debrief
Counsellor/s’ round -
1 thing I did well…
1 thing I did less well…
1 thing I want feedback from you on is…
Group members’ round -
1 thing you found helpful…
1 thing you did well…
1 thing to explore…
19. Change Planning in Groups
Change planning in group exercise
Round one: “After you leave today what is one change that you
can make to ….”
“Why is it important for you to take this step?”
(On scale 1-10 “how important to take step?”)
Eg
Round two: How will you do it?
Round three: How will you know if it’s working?
Round four: What will you do if it’s not working?
Round five: How can the group (and others) help?
Use summaries to make links/emphasise commonalities
between group members.
20. • The group has been discussing how may substitute
gambling with other alcohol or drugs or unhealthy
eating.
• Counsellor to lead some rounds
21. Counsellor/s’ round -
1 thing I did well…
1 thing I did less well…
1 thing I want feedback from you on is…
Group members’ round -
1 thing you found helpful…
1 thing you did well…
1 thing to explore…
22. Values Exploration in Groups
• Invitation or open ended question to elicit what values they have
related to an issue the group is focussing on. e.g. health, work/
home balance, financial wealth
• Check out how these values play out in other situations:
“How do these values relate to...”
• “How may these values guide you in future situations?”
• Use OARS. Link together by reflecting on content, specific values
and/or how values interact with an issue. Same for summaries.
e.g. “Although your values say spending time with your children is
important, you find yourself working overtime to pay for gambling.”
•
•
23. Group Exercise: Values Cards
What’s Important in My Life
http://casaa.unm.edu/inst/Values Card Sorting Task for Individuals
with Schizophrenia.pdf
http://www.motivationalinterview.net/library/valuescardsort.pdf
• Each group member has a set of cards.
• Step One – Three pile sort:
Not Important, Important, Very Important
• Step Two:
Sort of pile of your top five “Very important”
• Step Three:
Do a round, sharing what you wish to share
24. Group MI Summary
• Working in MI style in a group uses the same skills –
the key is to elicit from the group and its members some
shared recovery themes
• Work collaboratively with the group as a whole by
linking common themes and relating to the ‘big picture’
using OARS
• Preparing for change as a group while acknowledging
different stages of change; enhance links and mutual
affirmation/support
• Support positive shared group values to highlight
discrepancies to elicit ‘change talk’