This document outlines the key stages of the group work process: intake, study, defining objectives, goal setting, intervention strategies, and evaluation. Intake involves selecting members who will benefit from the group. Study involves collecting facts about members. Objectives provide clarity on how the group will function. Goal setting involves determining goals and responsibilities. Intervention strategies can include gestalt therapy and transactional analysis. Evaluation assesses individual growth, the group's development, and members' contributions. The overall purpose is to understand and help fulfill members' needs through the group process.
Social Group Work in Community setting by Anshu. Jaiswal (RGNIYD)NILAMBAR MANDAL
Presentation on "social Group Work in Community setting" by the student of Department of Social Work, Rajiv Gandhi National Institute of Youth development (An Institute of National Importance by the act of Parliament)
Social Group Work in Community setting by Anshu. Jaiswal (RGNIYD)NILAMBAR MANDAL
Presentation on "social Group Work in Community setting" by the student of Department of Social Work, Rajiv Gandhi National Institute of Youth development (An Institute of National Importance by the act of Parliament)
The presentation looks into the aspect of doing group work with women. The things explained in here are that of the objectives of group work with women, its formation stages etc..
MODELS IN SOCIAL GROUP WORK , BY ARSHIL PC ,DEPARTMENT OF SOCIAL WORK, CENTR...Arshu Pc
MODELS IN SOCIAL GROUP WORK IS THE IMPORTANT PART OF SOCIAL GROUP WORK. IT ALSO EXPLAINS THE FEATURES AND THE ROLE OF A SOCIAL WORKER IN DIFFERENT MODELS.
Learning resources compiled by S.Rengasamy for Social Group Work for the students doing their graduation course in Social Work in the colleges affiliated to Madurai Kamaraj University
The presentation looks into the aspect of doing group work with women. The things explained in here are that of the objectives of group work with women, its formation stages etc..
MODELS IN SOCIAL GROUP WORK , BY ARSHIL PC ,DEPARTMENT OF SOCIAL WORK, CENTR...Arshu Pc
MODELS IN SOCIAL GROUP WORK IS THE IMPORTANT PART OF SOCIAL GROUP WORK. IT ALSO EXPLAINS THE FEATURES AND THE ROLE OF A SOCIAL WORKER IN DIFFERENT MODELS.
Learning resources compiled by S.Rengasamy for Social Group Work for the students doing their graduation course in Social Work in the colleges affiliated to Madurai Kamaraj University
its about the group work in educational setting and how a group worker has to work with the school kids to make them to come out from their constraints and can perform well. A group work has to make sure that a student can achieve all round development.
Power refers to the capacity to influence others. So where does it come from? Have you ever wondered why some managers seem like natural leaders? Or perhaps you are interested in what power you hold over others? View this quick course on the five sources identified by John French and Bertram H. Raven.
KAVCO VOLUNTEER LEADERSHIP MODULE THREE SUPERVISIONConnie Piggott
The Volunteer Leadership Training Series is a peer-to-peer program researched, complied and created through an initiative of KAVCO members. This series of training is focused on sharing the vital elements of leading volunteers.
Running head: TEAM BUILDING 1
TEAM BUILDING 6
Team Building
Student name
Institution
Team Building
In every organization, teams play an important role in bringing people of different talents and skills to work in unison for the realization of set objectives. In my workplace, I actively participate in three teams. I participate in the supervisory team (self-managed team), employee social welfare team (functional team) and quality assurance team. Some of the teams function within my department, but the employee social welfare team remain a cross-function team. These teams have people with diverse opinions, social orientation, and cultural diversity. As own leaders within the team, each a member brings something unique that aids in meeting set team goals. These teams have different goals, different types of government, and have varying motivating factors.
Supervisory Team
The team focuses on ensuring every worker competes the assigned roles. As an organization, every employee has the daily, monthly, quarterly and annual duties to perform. As a team, we ensure that all employees meet their daily targets and call for adjustments if needed. Making sure every employee comes to work on time, perform duties and meet targets becomes the main objective of the team. When it comes to goals, the team has to ensure high employee performance by looking at their daily productivity and employee contribute equally towards set objectives.
The supervisory team remains self-managing. The members have powers to make decisions concerning employee performance. The team operates as owners of the organization. The organization has given the supervisory team the mandate of firing a non-performing employee as long as the team have a consultative meeting and makes a majority decision towards the same. The organization has five major departments; each department head forms the supervisory team of the organization. The management opted for a team to review employee performance thereby eliminating biasness that may arise from decision solely made by one departmental head. During supervision, the entire team operates as a unit while making visits to each workstation within the organization.
The team has well-coordinated operations, well-established communication channels, members have gained maturity and the team adequately function towards meeting objectives. These characteristics acquire the status of a team at perfuming stage of development. The team has well-structured methods of dealing with conflicts. The team have a leader, set objectives and designed ways of reaching a binding decision. Here, the team largely rely on the democratic process of voting by members when making critical decisions. That organization describes the team’s.
Katrice Bottoms
Grand Canyon University- LDR- 612
2/21/2018
Self-Reflection Log
During your coaching and mentoring experience, you are required to complete a self-reflection log of your experiences and obstacles. This log will be a helpful component to evaluating and modifying the overall coaching/mentoring experience. Please respond to each response with a minimum of 100 words.
Topic 1:
1. Describe how you will use your personal qualities to contribute to your coaching or mentoring abilities. Some of my personal qualities I will contribute to coaching or mentoring my mentee are communication, approachability, compassion, fairness, ability to listen. These qualities will help me and my mentee establish a relationship where my mentee will be able to approach me with any situation or problem she might have knowing I will not judge her but assist her in any way I can in helping her achieve her goals. The desire to succeed can be overwhelming for a senior in high school; dealing with peer pressure; and the feeling of leaving to go off to college.
2. How do these qualities serve as a value to your mentee? These qualities will serve as a value to my mentee as she progress through her senior year and hopefully she will see my qualities and adapt them as her own and utilize them throughout her life. As I communicate with my mentee I will be clear of the things that was taught to me from my mentor. I will make my mentee feel comfortable approaching me for advice and consultation. I want my mentee to feel comfortable approaching me with any situation, being open with your mentor brings value to your mentee mentor relationship.
3. How do you establish trust with your family? With your friends? With your coworkers? Is this an important factor to establish in the mentor/mentee relationship? Trust is a funny word it takes a lot for me to trust my family, associates, and co-workers. I work with a certain level of trust in each situation, with my family you need to be loyal to me in order for me to trust you, I do not have any friends, I have associates to establish trust with me through this bunch it is not reachable. With my co –workers trust is gained through me in an ethical way at work. For example, if a co-worker sees another co-worker violating a safety rule and do not report it, to me I cannot trust that co-worker.
Topic 2:
1. What personal qualities do you prefer in those individuals you seek to coach or mentor? Are there different qualities more suitable for coaching than mentoring or the vice-versa?
The personal qualities I prefer in my mentee is commitment my mentee needs to be a full partner in the mentoring or coaching process; flexibility in a mentee and mentor relationship it takes time to develop so there needs to be two way communication, I will need my mentee to listen and consider new options; openness I will need my mentee to know he/she can discuss their needs and objectives. My mentee will also need to list ...
Developing Strategic Leaders using Social Corporate ResponsibilityKevin Rodgers
Amazing that many of our clients are looking for a way to develop their leaders without realising the benefits and opportunities that their social corporate responsibility policy can provide. We produced this discussion document for one client and it seemed silly not to share it. Do get in touch if you are interested in our approach.
Running Head MOTIVATING PROJECT TEAM STRATEGY 1.docxtodd581
Running Head: MOTIVATING PROJECT TEAM STRATEGY 1
Motivating Project Team Strategy
Marchello Williams
HR Project Management MPM468-1804B-01
11/28/18
Motivating Project Team Strategy
Binder (2016) defines motivation as the potency that initiates, escorts and conserves goal-oriented performance. It is a psychological trait. The method I will employ in the determination on how my team members will be motivated is the Atman test. Atman test can be defined as a scientifically authenticated psychometric instrument that measures characteristic of character. This method is based on the personality theory factors.
Atman test accounts for 11 dimensions of individual personality through grouping them into five sections which include; thinking structure, motivation, leadership, sociability, and resistance to stress. In order to carry out a successful motivating assessment, one needs to understand what motivates the employees as well as what demotivates them, hence the reason why dimensions that are out of motivation are included in this test to equip the motivator with the full picture of employees personality.
To carry out an assessment with this method, employees are required to fill the Atman platform, which can be done from any computer, thereafter the motivator goes back to the platform and views the employee's results. Atman platforms evaluate 11 dimensions of the bipolar scale. For instance, the sociability scale depicts the state of the employee between being introverted and being extroverted. Nature scale, on the other hand, depicts what motivates employees in one hand as well as demotivating them from the other hand.
Atman test reveals to the motivator the kind of employees available. They can either be team oriented or result oriented. The test also reveals if the employees are traditional or adaptable. Result oriented employees will be motivated to attain the aimed results. Team oriented, on the other hand, cannot be motivated directly, this motivation can demotivate them. Traditional employees who are used to work as per their policies fail to catch up in structured work plans, this will demotivate them. Adaptable employees catch up with any structure thus easily motivated.
Describe the theory that most closely aligns with how you intend to motivate your team.
The Big five theory is the one that most closely aligns to Atman test motivation assessment. Big five theory refers to a research in the field of psychology which that is founded from the notion that common personality traits are captured by five dimensions, the O-C-E-A-N mnemonic. This mnemonic stands for openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism (Turner, 2014).
Openness to experience
High scorers in this dimension are curious, nontraditional and creative in general and they easily break the mold of typical approaches because of their intellectual curiosity. Low scores in this dimension are conventional and tend .
Running Head MOTIVATING PROJECT TEAM STRATEGY 1.docxglendar3
Running Head: MOTIVATING PROJECT TEAM STRATEGY 1
Motivating Project Team Strategy
Marchello Williams
HR Project Management MPM468-1804B-01
11/28/18
Motivating Project Team Strategy
Binder (2016) defines motivation as the potency that initiates, escorts and conserves goal-oriented performance. It is a psychological trait. The method I will employ in the determination on how my team members will be motivated is the Atman test. Atman test can be defined as a scientifically authenticated psychometric instrument that measures characteristic of character. This method is based on the personality theory factors.
Atman test accounts for 11 dimensions of individual personality through grouping them into five sections which include; thinking structure, motivation, leadership, sociability, and resistance to stress. In order to carry out a successful motivating assessment, one needs to understand what motivates the employees as well as what demotivates them, hence the reason why dimensions that are out of motivation are included in this test to equip the motivator with the full picture of employees personality.
To carry out an assessment with this method, employees are required to fill the Atman platform, which can be done from any computer, thereafter the motivator goes back to the platform and views the employee's results. Atman platforms evaluate 11 dimensions of the bipolar scale. For instance, the sociability scale depicts the state of the employee between being introverted and being extroverted. Nature scale, on the other hand, depicts what motivates employees in one hand as well as demotivating them from the other hand.
Atman test reveals to the motivator the kind of employees available. They can either be team oriented or result oriented. The test also reveals if the employees are traditional or adaptable. Result oriented employees will be motivated to attain the aimed results. Team oriented, on the other hand, cannot be motivated directly, this motivation can demotivate them. Traditional employees who are used to work as per their policies fail to catch up in structured work plans, this will demotivate them. Adaptable employees catch up with any structure thus easily motivated.
Describe the theory that most closely aligns with how you intend to motivate your team.
The Big five theory is the one that most closely aligns to Atman test motivation assessment. Big five theory refers to a research in the field of psychology which that is founded from the notion that common personality traits are captured by five dimensions, the O-C-E-A-N mnemonic. This mnemonic stands for openness to experience, conscientiousness, extroversion, agreeableness, and neuroticism (Turner, 2014).
Openness to experience
High scorers in this dimension are curious, nontraditional and creative in general and they easily break the mold of typical approaches because of their intellectual curiosity. Low scores in this dimension are conventional and tend .
Directions for this assignmentAssessment DescriptionIn the tAlyciaGold776
Directions for this assignment
Assessment Description
In the templated assignments for Topics 1-3, you completed a majority of what will comprise the "Individual Development Plan" for your mentee. At this point, you will select two activities to implement with your mentee based on the list of proposed activities identified in the Topic 3 "Proposed Activities and Techniques" assignment submission.
The purpose of this assignment is to select and implement two activities to use with your mentee, document your use of them with your mentee, and then reflect on the mentee's progress. For this assignment, review the "IDP - Implementation of the Individual Development Plan" template, complete it, and submit it as directed. This template covers the following sections:
Selection of Activities
The two activities can be related to the same discipline or you can try and introduce separate activities that work on separate areas of growth. For example, if your mentee is working on listening skills, you can have the mentee create a written description of personal experiences with listening over the past few weeks. This would allow you to use techniques to redirect the mentee's listening behavior during certain experiences. In addition, you could task the mentee with the opportunity to engage in a listening activity with another coworker or friend. This scenario could utilize some of the techniques you provided based on results from the first activity.
Documentation of Applied Activities
You need to evaluate your current mentoring experience and apply activities that will benefit your learning experience and your mentee's mentoring experience. Include an evaluation of strategic activities they can employ in their current climate of learning and development within their organization.
You will have the next 2 weeks to complete this portion of your assignment. The activity can be a written requirement, physical requirement, or an activity that initiates a behavioral change over a predetermined timeframe. As your mentee is working through the activity, monitor the progress and utilize any coaching or mentoring techniques necessary to guide your mentee to be successful.
You must spend a minimum of 3 hours monitoring and working with your mentee for each activity. If you are in a location that prevents conducting the activity face-to-face, please use technology or additional resources to ensure you are providing a positive coaching and mentoring experience for your mentee.
Reflection on Progress and Meeting Long-Term Goals
Complete a 250–500-word reflection on the information you have obtained through the monitoring process. Be sure to identify your selected activities and include your rationale for selecting them based on the mentee's behavioral and/or skill goals. Address any circumstances that required flexibility or adaptability. Determine how the activities will also meet the mentee's long-term goals. This could consist of a performance indicator chart along ...
Intermediate Draft
Stacey Schultz
BUS4802
Change Management
Capella University
Purpose of Team Development Meeting
Our wellness program has previously been referred to as the Achieving Better Health Wellness Program. With the launch of our new wellness program, we are rebranding our program. The new name of this program should reflect the values of the wellness committee as well as those of the company as it promotes the education of employees about wellness objectives and opportunities.
This team has been assembled to become champions for the new and improved wellness program. This committee has been established to promote a culture of safety and wellness among the company’s employees and their families. Safety is a top priority, and we recognize the direct connection between health and safety.
Responsibilities will include, but not be limited to the following:
· Brainstorm and collaborate with peers to create and promote wellness and safety opportunities within Air Liquide.
· Assist/facilitate wellness challenge administration
· Identify opportunities to encourage and support well-being among coworkers to promote preventative care, well-checks and disease management
Participants
Team Leader –
· Stacey Schultz is a buyer in our Chanhassen office and her favorite activity is yoga.
Team Members –
· Becky Riesgraf works in human resources in our Chanhassen office and her favorite activity is walking
· Amanda Whalen is a Business Analysis in our Dallas office and her favorite activity is running.
· Matt Anderson is in the Dallas office and is a Mechanical Engineer with his favorite activity as softball.
· Nicole Feist is a marketing coordinator in the Chanhassen office with boxing as her favorite activity.
· Mark Stang is a Project Manager in our Chanhassen office and his favorite activity is weight lifting.
Change Management
Change is scary; there is no doubt about it. We were scared to leave our parents homes for the real world. We are scared to leave relationships and jobs or start new ones for fear of the unknown. Sometimes you just need to jump in with both feet and face the unexpected; it might be the next best thing.
Change is endless and constant. We have no choice in the matter except for one aspect; mastering our ability to adapt and to learn. In short, the single most important reason for change mastery is survival. Nature has provided us with many examples of species that have adapted over millions of years in order to survive and thrive until this day. Modern man is one of those examples of adaptation and survival. We as a species did not become the pinnacle of creation by waiting for mutations or relying on physical strength. We mastered our ability to apply what we learned and adapt accordingly.
The first part of each change management is to shift a negative view, a resistance to the change. The second part is to create more positive spin, looking at the change with open eyes. By shifting your focus.
The Necessity of a Uniform Civil Code for Ensuring Equality and Justice in In...Bimal Antony
This academic paper explores the significance of a Uniform Civil Code (UCC) in India, as envisaged in Article 44 of the Constitution. It discusses the need for a common set of laws governing marriage, divorce, and inheritance to uphold the principles of equality, secularism, and democracy. By analyzing the importance of treating all citizens equally before the law, regardless of religion, caste, or gender, this paper advocates for the formulation, enactment, and implementation of a UCC to ensure the country's constitutional morality and uphold individual rights and dignity.
Introduction
Adulthood - Adult and Family Development
Finding a Mate: Courtship Patterns
Parent-Arranged Marriages
The American Dating System
Marriage
Types of Marital Relationships
The Family Life Cycle
Leaving Home and Becoming a Single Adult
Developmental Tasks of The Family Establishment Phase
Establishing a Home Base to Call Their Own
Sociological imagination, social work, human rights and social justice with r...Bimal Antony
A Sociological Imagination is crucial for a Social Work practice based on Human Rights and Social Justice with reference to The Rise and Demise of the Welfare State.
The role of Social Work in India in assessing and protecting people in need. ...Bimal Antony
This is an essay which presents the following two points.
1. The role of Social Work in India in assessing and protecting people in need.
2. The extent to which Social Work changed over the last 40 years and factors that contributed to some of these changes.
A presentation on the martyrs of RTI Act. These are the people who lost their lives for the sole reason that they stood against the filth in the society using the power of the legal system by using the Right to Information (RTI) Act.
Factory Supply Best Quality Pmk Oil CAS 28578–16–7 PMK Powder in Stockrebeccabio
Factory Supply Best Quality Pmk Oil CAS 28578–16–7 PMK Powder in Stock
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Free of customs clearance, Double Clearance 100% pass delivery to USA, Canada, Spain, Germany, Netherland, Poland, Italy, Sweden, UK, Czech Republic, Australia, Mexico, Russia, Ukraine, Kazakhstan.Door to door service
Hot Selling Organic intermediates
Prix Galien International 2024 Forum ProgramLevi Shapiro
June 20, 2024, Prix Galien International and Jerusalem Ethics Forum in ROME. Detailed agenda including panels:
- ADVANCES IN CARDIOLOGY: A NEW PARADIGM IS COMING
- WOMEN’S HEALTH: FERTILITY PRESERVATION
- WHAT’S NEW IN THE TREATMENT OF INFECTIOUS,
ONCOLOGICAL AND INFLAMMATORY SKIN DISEASES?
- ARTIFICIAL INTELLIGENCE AND ETHICS
- GENE THERAPY
- BEYOND BORDERS: GLOBAL INITIATIVES FOR DEMOCRATIZING LIFE SCIENCE TECHNOLOGIES AND PROMOTING ACCESS TO HEALTHCARE
- ETHICAL CHALLENGES IN LIFE SCIENCES
- Prix Galien International Awards Ceremony
Ozempic: Preoperative Management of Patients on GLP-1 Receptor Agonists Saeid Safari
Preoperative Management of Patients on GLP-1 Receptor Agonists like Ozempic and Semiglutide
ASA GUIDELINE
NYSORA Guideline
2 Case Reports of Gastric Ultrasound
These lecture slides, by Dr Sidra Arshad, offer a quick overview of physiological basis of a normal electrocardiogram.
Learning objectives:
1. Define an electrocardiogram (ECG) and electrocardiography
2. Describe how dipoles generated by the heart produce the waveforms of the ECG
3. Describe the components of a normal electrocardiogram of a typical bipolar leads (limb II)
4. Differentiate between intervals and segments
5. Enlist some common indications for obtaining an ECG
Study Resources:
1. Chapter 11, Guyton and Hall Textbook of Medical Physiology, 14th edition
2. Chapter 9, Human Physiology - From Cells to Systems, Lauralee Sherwood, 9th edition
3. Chapter 29, Ganong’s Review of Medical Physiology, 26th edition
4. Electrocardiogram, StatPearls - https://www.ncbi.nlm.nih.gov/books/NBK549803/
5. ECG in Medical Practice by ABM Abdullah, 4th edition
6. ECG Basics, http://www.nataliescasebook.com/tag/e-c-g-basics
Explore natural remedies for syphilis treatment in Singapore. Discover alternative therapies, herbal remedies, and lifestyle changes that may complement conventional treatments. Learn about holistic approaches to managing syphilis symptoms and supporting overall health.
Ethanol (CH3CH2OH), or beverage alcohol, is a two-carbon alcohol
that is rapidly distributed in the body and brain. Ethanol alters many
neurochemical systems and has rewarding and addictive properties. It
is the oldest recreational drug and likely contributes to more morbidity,
mortality, and public health costs than all illicit drugs combined. The
5th edition of the Diagnostic and Statistical Manual of Mental Disorders
(DSM-5) integrates alcohol abuse and alcohol dependence into a single
disorder called alcohol use disorder (AUD), with mild, moderate,
and severe subclassifications (American Psychiatric Association, 2013).
In the DSM-5, all types of substance abuse and dependence have been
combined into a single substance use disorder (SUD) on a continuum
from mild to severe. A diagnosis of AUD requires that at least two of
the 11 DSM-5 behaviors be present within a 12-month period (mild
AUD: 2–3 criteria; moderate AUD: 4–5 criteria; severe AUD: 6–11 criteria).
The four main behavioral effects of AUD are impaired control over
drinking, negative social consequences, risky use, and altered physiological
effects (tolerance, withdrawal). This chapter presents an overview
of the prevalence and harmful consequences of AUD in the U.S.,
the systemic nature of the disease, neurocircuitry and stages of AUD,
comorbidities, fetal alcohol spectrum disorders, genetic risk factors, and
pharmacotherapies for AUD.
micro teaching on communication m.sc nursing.pdfAnurag Sharma
Microteaching is a unique model of practice teaching. It is a viable instrument for the. desired change in the teaching behavior or the behavior potential which, in specified types of real. classroom situations, tends to facilitate the achievement of specified types of objectives.
Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Ve...kevinkariuki227
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
TEST BANK for Operations Management, 14th Edition by William J. Stevenson, Verified Chapters 1 - 19, Complete Newest Version.pdf
Report Back from SGO 2024: What’s the Latest in Cervical Cancer?bkling
Are you curious about what’s new in cervical cancer research or unsure what the findings mean? Join Dr. Emily Ko, a gynecologic oncologist at Penn Medicine, to learn about the latest updates from the Society of Gynecologic Oncology (SGO) 2024 Annual Meeting on Women’s Cancer. Dr. Ko will discuss what the research presented at the conference means for you and answer your questions about the new developments.
Flu Vaccine Alert in Bangalore Karnatakaaddon Scans
As flu season approaches, health officials in Bangalore, Karnataka, are urging residents to get their flu vaccinations. The seasonal flu, while common, can lead to severe health complications, particularly for vulnerable populations such as young children, the elderly, and those with underlying health conditions.
Dr. Vidisha Kumari, a leading epidemiologist in Bangalore, emphasizes the importance of getting vaccinated. "The flu vaccine is our best defense against the influenza virus. It not only protects individuals but also helps prevent the spread of the virus in our communities," he says.
This year, the flu season is expected to coincide with a potential increase in other respiratory illnesses. The Karnataka Health Department has launched an awareness campaign highlighting the significance of flu vaccinations. They have set up multiple vaccination centers across Bangalore, making it convenient for residents to receive their shots.
To encourage widespread vaccination, the government is also collaborating with local schools, workplaces, and community centers to facilitate vaccination drives. Special attention is being given to ensuring that the vaccine is accessible to all, including marginalized communities who may have limited access to healthcare.
Residents are reminded that the flu vaccine is safe and effective. Common side effects are mild and may include soreness at the injection site, mild fever, or muscle aches. These side effects are generally short-lived and far less severe than the flu itself.
Healthcare providers are also stressing the importance of continuing COVID-19 precautions. Wearing masks, practicing good hand hygiene, and maintaining social distancing are still crucial, especially in crowded places.
Protect yourself and your loved ones by getting vaccinated. Together, we can help keep Bangalore healthy and safe this flu season. For more information on vaccination centers and schedules, residents can visit the Karnataka Health Department’s official website or follow their social media pages.
Stay informed, stay safe, and get your flu shot today!
Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journeygreendigital
Tom Selleck, an enduring figure in Hollywood. has captivated audiences for decades with his rugged charm, iconic moustache. and memorable roles in television and film. From his breakout role as Thomas Magnum in Magnum P.I. to his current portrayal of Frank Reagan in Blue Bloods. Selleck's career has spanned over 50 years. But beyond his professional achievements. fans have often been curious about Tom Selleck Health. especially as he has aged in the public eye.
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Introduction
Many have been interested in Tom Selleck health. not only because of his enduring presence on screen but also because of the challenges. and lifestyle choices he has faced and made over the years. This article delves into the various aspects of Tom Selleck health. exploring his fitness regimen, diet, mental health. and the challenges he has encountered as he ages. We'll look at how he maintains his well-being. the health issues he has faced, and his approach to ageing .
Early Life and Career
Childhood and Athletic Beginnings
Tom Selleck was born on January 29, 1945, in Detroit, Michigan, and grew up in Sherman Oaks, California. From an early age, he was involved in sports, particularly basketball. which played a significant role in his physical development. His athletic pursuits continued into college. where he attended the University of Southern California (USC) on a basketball scholarship. This early involvement in sports laid a strong foundation for his physical health and disciplined lifestyle.
Transition to Acting
Selleck's transition from an athlete to an actor came with its physical demands. His first significant role in "Magnum P.I." required him to perform various stunts and maintain a fit appearance. This role, which he played from 1980 to 1988. necessitated a rigorous fitness routine to meet the show's demands. setting the stage for his long-term commitment to health and wellness.
Fitness Regimen
Workout Routine
Tom Selleck health and fitness regimen has evolved. adapting to his changing roles and age. During his "Magnum, P.I." days. Selleck's workouts were intense and focused on building and maintaining muscle mass. His routine included weightlifting, cardiovascular exercises. and specific training for the stunts he performed on the show.
Selleck adjusted his fitness routine as he aged to suit his body's needs. Today, his workouts focus on maintaining flexibility, strength, and cardiovascular health. He incorporates low-impact exercises such as swimming, walking, and light weightlifting. This balanced approach helps him stay fit without putting undue strain on his joints and muscles.
Importance of Flexibility and Mobility
In recent years, Selleck has emphasized the importance of flexibility and mobility in his fitness regimen. Understanding the natural decline in muscle mass and joint flexibility with age. he includes stretching and yoga in his routine. These practices help prevent injuries, improve posture, and maintain mobilit
Tom Selleck Health: A Comprehensive Look at the Iconic Actor’s Wellness Journey
Group work process
1. Group Work Process
Submitted to:
Mr. Renjith R,
School of Social Work,
Marian College,
Kuttikkanam.
Submitted by:
Bimal Antony,
1st
MSW,
School of Social Work,
Marian College,
Kuttikkanam.
Date of Submission:
29th
April 2011.
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2Group Work Process
Introduction
Group work process consists of various stages. Intake, study, objectives, goal setting,
intervention strategies and evaluation are part of this process. In intake members are selected
according to the benefits they will gain from the group effort. Study phase is where a detailed
study about the advantages and disadvantages of the group members are studied for formal
intake into the group. Objectives are defined to give a clear idea about how the group must
function and for the purpose of evaluation and guidance. Goal setting is where the goal is set and
activities, assignment of responsibilities to the members are executed. Intervention strategies are
strategies which are used to intervene into the functionality of the group, and on the members of
the group. Evaluation is done in a periodical manner to evaluate about the level of achievement
of the group as well as of the group members.
Intake
During intake, the presenting concerns and needs of prospective members are identified.
Judgments that some or all of these people could benefit from a group approach are made. An
agreement is often formulated between the members of the group and the group leader about
tentative group goals. This stage may also be referred to as the contract stage, as the leader and
the members make a commitment to pursue the situation to the next step.
Study
Study can be also termed as “fact finding” or “gathering of facts or information”. Intake
and study are going together. It includes collecting facts about each individual in the group or
group as a whole. Here the principle of individualisation is important. That is each individual is
unique to the group worker and each group is also unique to the group worker.
Fact finding in social group work is done by means of (1) observation and listening in the
group, (2) occasional individual contacts with a group member or with members of his/her
family, and (3) home visits and a sound knowledge of the economic and social influences of the
neighbourhood and work place from which the individual or his parents come.
Fact finding in social group work, therefore, relates to the understanding of the
individual, to his role and his relationships in the group, to the kind of impact the group has on
individual, to the individuals’ impact on the group, to the whole group atmosphere, to the
interpersonal relationships outside of the group, and to the social and economic environment.
Without this knowledge group work cannot be effective.
Tools for Fact finding
⃰ Basic knowledge of Individual & group dynamic behaviour
⃰ Active listening to the group members
⃰ Observation, consultation and help from outside
⃰ Home visit
⃰ Occasional individual contact
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3Group Work Process
⃰ Empathy
Objectives
When our objectives are clear, we are helped in the determination of the kind of service
or program that the agency should provide, and our conception of the purpose will control the
specific emphasis of the program. Naturally, statements of purpose do not constitute a program,
nor do they bring programme into reality; but they do help us to know what type of program is
most important to us.
Our objectives should be utilised at the point of deciding upon constituency or clientele
with whom we work. It is practically impossible to make wise judgments regarding constituency,
except in terms of agency objectives. It is equally difficult to develop satisfactory relationships
between the agency and the constituency unless there is clarity as to the purpose to which all
parties subscribe.
Our statement of objectives provides us with essential guideposts to the kind of
leadership we need. This is important from the point of view of both paid personal and unpaid
volunteer workers. It will help the agency to outline the kinds of skills needed by all the people
who work with agency groups.
Our statement of objective can be utilised continuously in the process of financing the
agency, providing plant and equipment, and dealing with all physical matters of operation. It is
distinctly necessary to use the agency purpose as a point of reference in budget making because
what the agency is trying to accomplish should be the chief motivating factor in the way it
allocates its funds.
Our objectives are put to work at the point of evaluation; in fact a major aspect of
evaluation process resolves around the matter of purpose. When the agency faces the question of
evaluation, it is accomplished by using its stated purpose as the basis upon which it checks out its
work. thus, when purpose are clear, individual and group energy can be effectively mobilized
and focused; priorities can be determined logically and soundly; programs can be measured; and
public support will be sustained.
Objectives are tasks you set out to achieve in manageable stages, working towards your
aims. Choose objectives that you know you can achieve.
Objectives can change - so it’s good to have an aim that keeps you going in the same
direction.
The more precise and defined your objectives are, the easier it is to follow a plan to
reach your aim.
Once you have set your objectives, you can record your progress. It’s possible to
evaluate a process which has defined objectives.
If you are involved in a project with others, it helps if you have stated your objectives or
has them written down. Then you know which objectives you share and which ones
cannot be fulfilled in this group.
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4Group Work Process
It’s not usually possible to reach all your objectives at once. You will also recognise
which objectives you want to reach in your study group and also which ones you will try
to reach in other areas of your life.
Goal Setting
In the first few meetings, groups often spend a considerable amount of time discussing
the goals. When the worker discusses the groups purposes, the process of goal formulation
begins. Goals continued to be defined and modified as the functioning of the group and its
members are assessed.
A goal is an end toward which an individual or group of people is working. It is an ideal
or a desired achievement that people value. Setting goal is the first step in measuring the
effectiveness of a group. Once goals are set, the task necessary to accomplish the goal must be
determined next, responsibilities for carrying out the tasks must be agreed upon or assigned, and
deadlines for completing those tasks must be set. As the process proceeds, the extent to which
deadlines have been met and tasks achieved must be evaluated. The final measurement is
whether the group has achieved the goals or not. An effective group is one that has considerable
success in achieving its goals.
Group members will be more motivated to achieve group goals if they are involved in
setting these goals. Through involvement, members will be (1) more likely to have their personal
goals become a component of the group goals, (2) more aware of the importance of choosing
these goals, and (3) more committed to providing their resources to achieve the goals.
Firstly understand synergy. Synergy in simple terms means that as a group you will come
up with a better response than you all would as individuals. If you align yourself with people
who have similar goals, in most cases, you will achieve better outcomes and stay more
motivated. There are some exceptions to the rule, but around 90 percent of the time you will end
up with a more positive outcome.
Secondly, you should look at obtaining a mentor or a coach. Working in a team doesn't
mean you have to tell everyone about your goals and have them help you achieve them. If you
took this approach most people would ask what’s in it for me? A way to still involve people, and
have something in it for them, is to look at obtaining a mentor or a coach in your particular field.
A mentor could be an expert who you take out for lunch once every month. A coach could be a
life coach or something along those lines, whom you pay to meet with and who helps make you
accountable for your goals.
The key is really to find like-minded individuals who have similar goals and to try and
motivate each other and work together to achieve a better outcome for everyone. Unless the
person is a mentor or a coach, then the relationship really has to be win win for everyone. There
will be little benefit if only one person has success and the rest don't. It is also best to have a
close group of people who you trust. Group work, is better if everyone knows each others
strengths and weaknesses. This way you can all help each other and focus on the areas where you
have strengths.
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5Group Work Process
Finally, while working as a group, or been accountable to a mentor or a coach can help
improve your goal setting, it doesn't take away from the need to be accountable for yourself. At
the end of the day, how you work, and how motivated you stay is all dependent upon you. It is
up to you to make it happen!
Intervention Strategy
Gestalt Therapy
In gestalt therapy the worker aids the clients in learning how they prevent themselves
from maturing. It is the aim of worker to help the client to become aware of and accept
responsibility for how they make themselves feel better.
Transactional Analysis
It is a process of analyzing and explaining intra-personal and interpersonal processes.
This therapeutic model was developed by Berne. He proposes that personal change can be
maximized through group psychotherapy where the social processes are much more varied than
just one to one relationships. According to Berne, individuals are products of social processes
and they use social processes. Within the group settings individuals can be made aware about
their self-defeating behaviour. Once they are aware of their behaviour they can do something for
changing it. The group provides a safe environment for practicing new behaviours.
Behavioural Model
According to this model, specific group programmes are implemented to alter
dysfunctional patterns and learn new styles. The expertise of Behavioural group therapist is
essential in assessing and devising a treatment plan for each individual member within the
context of the group. The group worker calculates the specific elements of the disturbing
behaviour to be decreased or desired behaviour to be developed. Other group members provide
assistance and feedback concerning progress throughout the stages of the treatment process.
Facilitative Intervention
Gentle Interventions
Doing nothing –leaving the group to sort things out for themselves
Using silence –essential for reflection; helpful to restore calm; allows space for thinking and
problem solving (we often don’t appreciate how much we actually know and silent thinking
often releases information from our unconscious mind); can provide an opportunity to explore
with individuals or small groups the basis of their fear of silence.
Support –verbal and non-verbal contributions, which support what is happening or what is being
said. This empowers individuals and the group and helps integrate you into the group.
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6Group Work Process
Clarifying –checking what is happening, checking your understanding of contributions,
checking acceptability of process.
Persuasive Interventions
Questions to move the group –can be very gentle e.g. “are you ready to go on now?” or more
firm “are you ready to go on yet?”
Questions on where next –the move on is assumed and emphasis is on where next e.g. “Ok so
where do you want to go now?”
Suggesting choices –this will have a direct impact on what happens next so try not to limit
choices unnecessarily.
Suggesting paths –offering various ways the group could proceed if they have lost their way and
ask for suggestions.
Sharing your ideas –giving your view is probably more directive than you intend depending on
how much power the group has invested in you as the facilitator.
Suggesting action –the most persuasive intervention useful if the group is completely at a loss or
if the energy is very low but still offer several options.
Directive Interventions
Guiding the group –by suggesting what you would do in their situation, or do something
yourself such as write on the flip chart.
Choosing for the group –you deciding what the group should do next e.g. “I think it would be
useful for us to stop at this point and …”
Directing the group –telling the group what they will do next.
Types of Interventions
Clarifying and Summarizing
Clarifying refers to resolving misunderstanding or incorrect perceptions in what members
are saying. Summarizing refers to providing a summary of the major points and
accomplishments of a discussion.
Synthesizing and Generalizing
Synthesizing occurs when several points and ideas are put together in a common theme.
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7Group Work Process
Probing and Questions
When the group needs additional information or needs to explore additional ideas.
Reflecting Feelings
Most messages have two parts: the content and the speaker’s feeling, often expressed
nonverbally. Reflecting feelings refers to communicating back to the speaker’s points of view.
Providing Support, Coaching, and Counselling
Providing support includes encouraging group members to talk and express ideas. The
team is encouraged to think about the problem and develop solutions. Coach and counselling
may occur in a private meeting with individual, particularly the formal supervisor of the group.
Modelling
Managers have many responsibilities, it is important for group members to learn how to
make process interventions. Members should be encouraged to take over the role of process
interventions.
Feedback Observations
Feedback to work groups can occur at meetings or to individuals after meetings. There
should be no feedback to individuals or groups until they are ready to receive it.
Structural Suggestions
The manager makes structure suggestions about the work group membership,
communication patterns, allocation of work, assignment of responsibly, and lines of authority.
Evaluation
Evaluation of individual growth
Group is composed of individuals. They become the member of the group because of
certain needs and desires. Therefore, the main objective of social group work is to fulfil these
needs and desires in accordance with the prescribed rules and procedures. But how can the
worker be able to know the level of fulfilment of their needs without evaluating their growth
process. The worker evaluates the presence of each member. He evaluates their level of
participation in the group activities. Sometimes it happens that the member because of difficulty
in adjusting himself in the group remains usually absent giving one or the other reason. The
worker evaluates the growth of skills, methods of problems solving, behaviour techniques or
knowledge gained by the member through the group experience.
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8Group Work Process
Evaluation of the group
Group is the medium for achieving individual’s objectives and individual personality
development. Therefore, it is essential for a worker to evaluate the effects and growth of group as
a whole. The group worker evaluates the group organization, a social responsibility fulfilled by
the group, maturity that has achieved, skilfulness, and expertness has developed, the techniques
of problem solving have seen learned and mutual understanding and cooperation have developed
among group members.
Evaluation of the member’s contribution to group
The focus here is on the contribution of the member to the development of the group, not
on his total personality. This calls for an assessment at the end of each meeting.
A primary aspect of group evaluation involves asking group members directly about the
effects of the group. When conducting an evaluation with group members, the leader should ask
broad questions about the strengths of the group, the weaknesses of the group, and ideas for
improving the group (Zastrow, 1997) as well as seek feedback about any particular activities or
techniques used. This form of evaluation can be done verbally during check-in rounds
throughout the course of the group process. Group members, however, may feel pressure to
please the group leader by giving desirable answers (Rubin & Babbie, 2008), especially at the
beginning of the group process, when the group is still forming and members may be more
guarded and less comfortable giving honest feedback. Such check-ins are more likely to elicit
useful information midway through the group and in environments where open and genuine
dialogue has been established between members and the group leader.
Group leaders may consider seeking feedback about group members’ perceptions of the group
through anonymous questionnaires to reduce the bias associated with assessment in front of the
rest of the group. These types of written evaluations are commonly used in agencies at the
conclusion of services. While they provide some indication of group members’ level of
satisfaction with the group, they do not measure its effectiveness.
To best evaluate the group’s effectiveness, group leaders should utilize pregroup and post-group
assessments that target the specific thoughts, feelings, and behaviours the group aims to change.
To ask such targeted questions, the leader and the group members must have a clear
understanding of the purpose of the group and the outcomes desired. A clear purpose directly
informs the questions the leader asks at the beginning and end of the group to measure change.
For example, a treatment group oriented toward alleviating postpartum depression might use a
standardized measure of depressive symptoms at the start of the group to assess members’
functioning prior to treatment and then repeat the same measure at the end of the group to see if
individuals, and the group as a whole, improved over the course of the group. Depending on the
length of the measure and the time it takes to administer it, leaders might also decide to conduct
evaluations midway through the group to get a sense of group members’ progress and identify
ways to improve the second half of the group.
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9Group Work Process
If leaders are designing their own assessment measures instead of using standardized assessment
tools, having a clear idea of the purpose and goals of the group is especially important. For
example, the leader of a postpartum depression group might want to design questions asking how
many days in a given week a group member feels sad, hopeless, or fatigued. The leader might
want to inquire about members’ feelings toward their children and their perceptions of their
ability to parent. Group leaders should carefully construct the questions they ask to avoid
confusing or leading questions (Rubin & Babbie, 2008). Asking questions before and after group
treatment will give the leader and group members a sense of the progress made toward their
goals and help identify issues that still need to be addressed.
Group leaders may also choose to evaluate the group through observation. Group leaders often
write progress notes after each group session that document the goal or topic of the individual
session, the activities or interventions used, group members’ reactions and discussions, and a
brief analysis of the session. The leader might make note of techniques that appeared to work
well in the group, as well as techniques or activities that fell flat. Observing, writing, and reading
progress notes provides the group leader with valuable information and allows him or her to
reflect on the progress of the group. The group leader can observe whether the group members
seem to be progressing through stages, becoming more comfortable with one another, and
making progress toward their common goal. Observations and notes about the process of the
group can also help identify particular group members in need of more attention, such as those
who are struggling or are especially quiet during group. Understanding these dynamics is
difficult while one is conducting the group; thus putting them in writing and reflecting on them
between sessions is an important form of evaluation (Northen & Kurland, 2001).
Group leaders should evaluate themselves over the course of the group. They may ask
themselves questions related to different stages of the group process, including how well they
met group members’ needs during the initial stages of
group and their effective use of relationship (ability to provide support to members), choice of
interventions (use of skills and different approaches), structure of the group (empowerment of
members, establishing norms), and ability to create productive and respectful interactions among
group members (Northen & Kurland, 2001). Other forms of evaluation include asking colleagues
to observe a group session or videotaping a session that can then be reviewed by a colleague or
supervisor, who can provide feedback (Zastrow, 1997).
Evaluating the group process, whether through verbal check-ins, satisfaction surveys, pre-
group/post-group assessments, or self-reflection, can create anxiety for group leaders. Group
leaders may fear negative feedback or assessments that indicate the group intervention is not
working. These are valid and common fears. Yet group leaders must work past these anxieties,
because identifying interventions that are not effective and working to improve these
interventions is the ethical responsibility of all service providers. Providing services based on the
hope or a hunch that they are working is not best serving group members’ needs. To improve
one’s practice and service to others, social workers must seek evaluation of their group work and
use that evaluation to actively improve their work. Negative feedback or assessment results,
however, should not be taken personally or as indications of failure or incompetence. While the
leader should take responsibility for addressing poor evaluations, this could take many different
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10Group Work Process
forms, including changing the format of the group, reassessing who is included in the group, or
changing the length of the group, the approach, or interactions among members.
Group leaders, especially new leaders, may be surprised at the positive feedback they receive
from group members during evaluation. Group leaders should be aware of what they are doing
well and should continue to do, in addition to identifying areas for improvement. Furthermore,
conducting evaluations during group may be helpful in drawing the group’s attention back to the
overall purpose and helping individual members’ reflect on their level of motivation, progress,
and efforts toward change.
References:
1. Zastrow, Charles H., Zastrow, Charles (2008):Social Work with Groups: A
Comprehensive Workbook, 7nth Edition, California: Brooks/Cole
2. Brown, D.R. & Harvey, D. (2006):An experiential approach to Organizational
development, (7th ed.),Upper Saddle River, NJ: Prentice Hall.
3. Sondra Brandler, Camille P. Roman (1999): Group work: skills and strategies for
effective interventions, New York: The Haworth Press Inc.
4. S. Rengaswamy (2008), Student’s Guide to Social Group Work (Ed).