Community and Bush Environments - Seminar 8 - group behaviour and needs
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This document discusses stages of community development and models of group development. It summarizes Peck's stages of community as pseudocommunity, chaos, emptiness, and community. It also outlines Tuckman and Jensen's model of group development, which includes forming, storming, norming, performing, and mourning/adjourning stages. The document provides information on understanding individual, task, and group maintenance needs and balancing these needs. It discusses Maslow's hierarchy of human needs and behaviors that can occur in groups, such as resisting, manipulating, helping, emotional, and sub-grouping behaviors.
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group
Groups have a long history in counseling and are an effective way to help individuals. There are several types of groups including psychoeducational, counseling, psychotherapy, and task groups. Groups provide benefits like universality and developing social skills. They also have some drawbacks like not addressing problems in depth. Theoretical approaches help structure groups, and groups typically progress through forming, storming, norming, and mourning stages. New theories continue to influence group work methods.
Case 7
Christine is the leader of a group project accounting team consisting of 5 members. One member, Mike, has not participated in meetings or completed assigned work. Understanding group development stages could help Christine address this issue. Specifically, allowing members to play to their strengths, like having Mike present the final project or Steve develop the project plan, could help engage all members. One solution would be for Christine to meet with Mike privately to emphasize the importance of his contribution and have him present the completed work to the class. While some members may object, reminding them of the project deadline and goals could help gain their cooperation.
Tips and lessons learned while working with men in a group counseling milieu ...
The authors facilitated a men's counseling group over several years to help men dealing with issues related to job loss. They provide anecdotal tips and lessons learned from their experience. Calling the group a "support group" rather than "counseling group" made men more comfortable committing to join. Encouraging other men to attend and modeling openness helped establish trust. The group process with men is slow, cyclical, and requires validating their courage through participation. Facilitators must respect a man's choice to not disclose and remind members not to push each other too hard.
Groups & Leadership
The aim of this undergraduate social psychology lecture is to introduce and discuss the psychology of groups and leadership.
Inclusion for a Student with Traumatic Brain Injury (TBI) in Third Level Educ...
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Building team resilience activities
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Analyzing Group Work Processes Towards A Conceptual Framework And Systematic...
This document presents a framework for analyzing group processes more systematically. It discusses past research that has focused on either cognitive or socio-emotional aspects of groups using coarse analyses. The proposed new framework combines these aspects and organizes individual actions along five dimensions: evaluation, knowledge, validity, invitation, and politeness. These dimensions help measure how well a group works together over time. The framework and a new statistical method called multilevel Logit with time series analyses can help address issues like changing effects over time in modeling group processes.
Siyavula Teachers Conference Workgroup Slidesnew
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.
Knesek, gerald anecdotal tips nfjca v2 n1 2013[1]
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
The Nature Of Group Membership Class 2 Adlt 612 Spring 2010
The document discusses several key aspects of group membership and team processes, including:
1) It addresses the balance between the individual and the group, noting that a group is most effective when it supports both individual members and acts on their behalf.
2) It discusses the early "forming" stage of group development and references the movie Twelve Angry Men as an example.
3) It identifies different group memberships people have and how these shape identity, as well as discussing mental maps and how individual differences must be integrated for a group to be effective.
The Nature of Group Membership Class 2 ADLT 612 Spring 2010
The document discusses several topics related to group membership and team processes, including:
1) The balancing act between supporting individual members while also acting as a cohesive group entity.
2) The early struggles groups face in forming, including determining membership and integrating individual differences.
3) Factors that influence group maturity over time, such as members accepting various roles and participating effectively.
4) Research on group dynamics, such as the unconscious conflicts that can arise and the emotional states groups experience.
Decision Making And Problem Solving For Feb 24 Class
This document discusses group decision-making and problem-solving. It outlines three approaches to group decision-making and describes common issues like groupthink that can negatively impact the decision-making process. Groupthink refers to a phenomenon where people seek unanimous agreement despite evidence pointing to another conclusion. The document also discusses paradoxes that can occur in groups, like the Abilene paradox where a group makes a decision that is contrary to what members actually want.
Primary and secondary needs
- Maslow's hierarchy of needs proposes that humans have five categories of needs: physiological, safety, love and belonging, esteem, and self-actualization. Physiological needs are basic survival needs like food and water. Safety needs include security and stability. Love and belonging needs involve human relationships and connections. Esteem needs encompass respect, status, and self-respect. Self-actualization refers to achieving one's full potential.
- Murray identified primary needs based on biology and secondary psychological needs like nurturance and achievement. He categorized 24 specific needs including ambition, power, affection, and information seeking.
- McClelland identified three learned needs that motivate human behavior: need for achievement (wanting to succeed
Decision making and problem solving adlt 612 spring 2011
This document discusses different approaches to group decision making, including examples of where poor decision making led to negative consequences. It outlines the phenomenon of groupthink, describing its symptoms such as unwavering belief in group decisions, rationalization, pressure on dissenters, and illusion of unanimity. The document also provides ways to prevent groupthink, such as establishing an open climate and avoiding isolation of the group. It references other works that discuss challenges with group decision making processes.
Decision making and problem solving adlt 612 spring 2011
This document discusses group decision-making and problem-solving. It outlines three common approaches to group decision-making and describes potential issues like groupthink. Groupthink refers to seeking unanimous agreement despite evidence pointing elsewhere, which can lead groups to make flawed decisions. The document also discusses Maier's article on the Challenger syndrome and Jerry Harvey's concept of the Abilene paradox, where groups make decisions contrary to what members really want.
17Week SevenGroup Communication Leadership, Proble.docx
17
Week: Seven
Group Communication: Leadership, Problem-Solving, Power, Knowledge (“Rich Subject Matter”)
Objectives: Students will identify forms of power and communication at work (knowledge). They will also develop strategies to overcome abusive forms of power (skills). They will reflect on their own uses of power in the classroom (dispositions). Students will appreciate the relationship between leadership styles, power and the culture of schools.
Key Concepts: theories of leadership as style (authoritarian, democratic, laissez-faire, contingency, person and task-oriented); as trait; as orientation (task vs. people), as contingency, transformational or charismatic, and as facilitation. Power (legitimate, coercive, reward, expert, referent, information, charismatic, traditional, legal-rational), discursive closure, communicative ethics, coordinated management of meaning.
Discussion: Speaking Up/Keeping Quiet. Balancing participation in groups can involve stifling some members and urging others to speak up when they would prefer to be silent. Explore the ethical justification for these actions by answering the following questions. 1.) Are there any circumstances when it is legitimate to place quiet group members in the position of speaking up when they would prefer to remain silent? When does it become reasonable to urge group members to participate? Do discouraging talkative members ever violate the principles of free speech, or the group norms of respect and inclusiveness or tolerance? Describe when it is and is not appropriate to limit a member’s contribution. How do these questions relate to the topic of critical public spheres? And how do they relate to the school culture?
On-line Activities: Trace sites that refer to “critical public spheres” or “public spheres” based on the principle of the “ideal speech situation.” Take a look at a problem solving video at: http://www.pctc.k12.oh.us/hs/icostein/Video/Problem_solving_Final.wmv.
Assignment(s) for Week Seven: Describe how legitimate, coercive, reward, expert, referent information power can be used ethically and unethically in your workplace (classroom, staff room, school, district). What distinguishes ethical from unethical behavior? Or, consider the behaviors of someone in a position of authority in your school, on the Board, or in the school district (do not identity them by name). Comment on their leadership style as a function of the kind of power they exercise.
Readings: Adler, Chapter 9, Solving Problems in Groups and Chapter 14, Persuasive Speaking
Introduction to Module Seven:The study of group interactions and eventually, the organization of schools would be incomplete without some consideration of the role of leadership, power, and knowledge as they impact on the way decisions are made and finally, how these elements contribute to the formation of school cultures. And of course, the role of leadership raises issues of power and ethical or unethical forms o ...
Groups In Society
This document discusses various topics related to groups and group behavior. It defines what a group is and explores how groups have changed over time as societies transitioned from hunting/gathering to agricultural to industrial. It also examines different types of groups within societies like primary groups based on close relationships and secondary groups based on roles. Additional topics covered include in-groups and out-groups, reference groups, social networks, electronic communities, group size and dynamics, leadership styles, and phenomena like conformity, authority, and groupthink.
Group communication
The document discusses different types of groups and effective group communication. It defines a group as two or more individuals connected by social relationships. It describes primary groups as small, intimate groups like families whereas secondary groups are larger and less personal like membership organizations. Planned groups are intentionally formed for a purpose while emergent groups develop spontaneously. Effective group communication requires commitment from members, open communication through listening and discussion, and organized structure through setting ground rules.
lesson 1 SOCIAL GROUPS-.pdf
This document discusses how human society is organized through social groups. It defines social groups as collections of people who regularly interact based on shared expectations and identity. There are three main types of social groups: primary groups which are small and intimate like families; secondary groups which are larger and less personal like coworkers; and reference groups which people compare themselves to like college freshmen. The document also discusses how social groups can influence members' behaviors and thinking, both positively through a sense of belonging, and sometimes negatively through phenomena like groupthink which ignores alternative perspectives.
Chapter 8 (sub for sharon)
This chapter discusses group processes and dynamics. It defines what a group is as a set of individuals who interact over time, share a common identity or goals. People join groups for protection, identity and to accomplish tasks better achieved through cooperation. Groups have various roles that members play. The presence of others can influence individual behavior through social facilitation or social loafing depending on how individual efforts are evaluated and contributions are pooled. Factors like group cohesion and accountability can reduce social loafing. Brainstorming, conflict, and resource dilemmas are discussed in the context of group problem solving and decision making.
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The document discusses different perspectives of valuing nature, including nature as an object, subject, friend, and various metaphors. It also examines Kellert's typology of nine values people hold toward nature, such as utilitarian, naturalistic, aesthetic, and dominionistic values. The document questions how we view and relate to nature, and implications for environmental action, teaching, and learning in outdoor education.
Community and Bush environments - Seminar 11 - ways of knowing nature - metap...
This document discusses different ways of knowing and relating to nature. It presents several perspectives on the human-nature relationship including:
1. Nature can be viewed as an object or subject. Viewing nature as a subject implies emotions, humanity, and intrinsic rights, while viewing it as an object implies it is inert without rights.
2. Knowing nature like a friend is a biocentric view that attempts to develop a subject-to-subject relationship with nature through lived personal experiences, closeness, cooperation, and care for nature's wellbeing.
3. Language used to describe nature can indicate whether nature is viewed as a subject with consciousness and relationship, or as an object. Metaphors are also important
Community and Bush Environments - Semester 10 - ways of knowing introduction
This document discusses different types of knowledge relating to nature, including public knowledge, private knowledge, scientific knowledge, cultural knowledge, and experiential knowledge. It also discusses different perspectives people can have regarding nature, including nature as an object, nature as a subject, and nature as integrated with oneself. Finally, it addresses how connections with nature can vary based on place, activity, weather, technology availability, and structural development in one's reasoning about moral issues relating to nature.
Community and Bush Environments - Seminar 7 - stages of community
Parker Palmer discusses how community is a gift that stems from contemplation and developing an individual capacity for connectedness. True community involves suffering as possibilities in others are realized and requires creating "pockets of possibility" within larger organizations. It assumes people are resourceful and leaders facilitate rather than force traditional leadership roles. M. Scott Peck describes the stages of community as pseudocommunity, chaos, emptiness, and finally community, where a soft quietness descends and emotions range from joy to sadness.
Concepts in Outdoor Education - Lect 4 - state of environment
1. The document discusses three main educational ideologies: vocational, liberal, and socially critical.
2. It contrasts the aims and methods of outdoor recreation versus critical outdoor education, noting that the former focuses on competence and escape while the latter emphasizes understanding human/nature relationships and environmental responsibility.
3. The document argues that we have become disconnected from the natural world and examines ideas like biophilia hypothesis and ecological footprint to suggest that reconnecting with nature is important for well-being and sustainability.
What is community?
The document discusses the concept of real community according to Parker Palmer. It states that most things referred to as community are actually "pseudo-community" where people avoid conflict. Real community requires hard work and comes at great cost, involving taking social risks, being vulnerable, able to forgive, and taking responsibility. It also discusses eight characteristics of real community: inclusivity, commitment, consensus, realism, contemplation, providing a safe place, ability to fight gracefully, and having a group of leaders rather than a single leader.
Lect 6 scats and tracks, walk debrief 2013
This document discusses signs that animals leave behind such as tracks and scats. It provides information on the best surfaces and times to observe tracks, as well as what different track features can indicate about the animal such as size, gender, and age. It also describes characteristics of carnivore and herbivore scats as well as other traces animals can leave like shelters, claw marks, and paths. The document aims to help identify species present in an area by the signs they leave behind.
Lect 5 flora identification 2013
This document provides an overview of the content that will be covered in Week 5 of the course OEEDU5003 Connecting with Nature. It discusses ecological literacy and identifying the diagnostic features of plants, with a focus on identifying characteristics of leaves. The document examines characteristics like vein pattern, margins, color, shape, texture, attachment and more. It also discusses buds, flowers, fruits, barks, wattles pods and seeds as diagnostic features. Students are instructed to use the book "Trees of Victoria" to identify plants and key groups of wattles.
Expeditioning - Community and the group
When planning for a 13 day bushwalk, how will the group of walkers work together? What makes a community?
Lect 3 - Connecting with nature - ways of seeing, ways of knowing 2013
This document discusses different ways of seeing and understanding nature that are influenced by culture, history, and personal experiences. It provides examples of how Western views of nature have changed over time, from the Middle Ages emphasis on conquering nature to the Romantic era valuation of natural beauty. The document also explores how the rise of science, industry, and urban living shaped modern Western societies' relationship with the natural world. It analyzes how different artists depicted nature based on their cultural backgrounds and time periods.
Connecting with Nature - Wk 2 Values of nature 2013
How do humans value nature? An overview of Kellert's Biological basis for human values of nature (1993)
Week two - Leadership and facilitation in outdoor education expeditions
This document discusses leadership and facilitation in the context of an outdoor expeditioning course. It outlines key competencies of outdoor leaders, including skill, attitude, knowledge, behavior, confidence and experience. It also describes different leadership styles - autocratic, democratic, and abdicratic. The document then discusses the evolution of facilitation and how the expedition has been framed to focus on self-development, leadership, community development, and connections with nature. Educational goals are also outlined relating to self-goals, leadership development, and human/nature relationships. Participants are asked to choose a research topic on the alpine environment and facilitate delivering that information to the group during the expedition. Logistical details like meal planning and route cards are also discussed
Connecting with Nature wk 1 - Human nature relationships
This document discusses different educational ideologies and how they shape curriculum and teaching approaches. It outlines three main ideologies: vocational, liberal progressive, and socially critical. The vocational framework focuses on job preparation and skills training. The liberal progressive approach emphasizes personal development and major disciplines. The socially critical perspective views knowledge as socially constructed and aims to develop students as active members who critique society. The document suggests educators should question assumptions and consider how to shape the course to develop stronger connections to nature through understanding relationships, consequences, and teaching approaches. It provides guidance on tasks for a nature diary assignment involving autobiographies, place visits, and presentations.
Lect 8 env sustainability in oe 2013
How does Outdoor Education contribute to knowledge and understanding of the natural environment. Outdoor Education for sustainability.
Lect 7 personal development and oe 2013
This document discusses personal development in outdoor education. It distinguishes personal development from therapy, noting that development aims to aid maturation through education, while therapy treats illnesses. It also differentiates development from recreation, which focuses on fun and skills. While outdoor leaders may facilitate development, they are not therapists. The document also discusses building resilience and happiness through identifying character strengths and regulating emotions. It notes the importance of avoiding cognitive biases when interpreting events.
Lect 6b Environmentally toxic beliefs 2013
Signposts to a western worldview of environmental beliefs. A look at what guides western thinking about the ecological crisis.
Lect 6 - vels, vce and vet 2013
The document discusses outdoor education (OE) in the school curriculum across five levels: 1) as extracurricular activities, 2) camping programs, 3) residential experiences, 4) as a subject, and 5) incorporated into other subjects. It also addresses OE in the context of the Australian Curriculum for Health and Physical Education, noting opportunities for OE to provide contact with nature, develop outdoor skills, and foster critical thinking about human-nature relationships. The document questions what unique outcomes justify expanding OE in the curriculum and encourages giving feedback to those shaping the national standards.
Lect 3 Educational ideology in Outdoor Education
What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.
History of Outdoor Education as a curriculum area in Victoria
History of Outdoor Education as a curriculum area in Victoria and mapping the field of Outdoor Education
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This document outlines the content, structure, and goals of an Outdoor Education course. It includes details about lectures, tutorials, required readings, assessments, and a 4-day river journey experience. The course aims to help students clarify their personal views on education and the environment, explore ideas and practices in Outdoor Education, and develop a clear philosophy for teaching Outdoor Environmental Education. It discusses key components of curriculum design, including content, processes, context, and outcomes. The experiential learning cycle is presented as a common instructional model.
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Community and Bush Environments - Semester 10 - ways of knowing introduction
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Lect 3 - Connecting with nature - ways of seeing, ways of knowing 2013
Lect 3 - Connecting with nature - ways of seeing, ways of knowing 2013
Connecting with Nature - Wk 2 Values of nature 2013
Connecting with Nature - Wk 2 Values of nature 2013
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Community and Bush Environments - Seminar 8 - group behaviour and needs
- 1. HUMOV1003 Community and Bush Environments Seminar eight Group members
- 2. Peck’s stages of community Pseudocommunity Chaos Emptiness Community
- 3. Model of group development The most well known is Tuckman and Jensen’s (1977) model: Forming Storming Norming Performing Mourning/adjourning 3
- 4. Community is “That place where the person you least want to live with, always lives” and “When they move away, someone else rises to take their place” !!!!
- 5. What role do you play in groups? • Write down privately your perceptions of the role you generally play in groups – Your strengths/weaknesses in relation to all group work – How do you interact with the group? – How does the group interact with you? – Do you want to change anything about this?
- 6. Understanding Group Needs Group Maintenance Needs Task Needs Individual Needs
- 7. Individual Needs Understanding individual needs and motivation to participate Recognising basic needs (physical and security) Recognising individual needs, individuals with problems Recognising and encouraging talent and skills potential Creating opportunities for exploring individual interests, training and development Encouraging by praise, reward and support
- 8. Maslow’s Hierarchy of Human Needs
- 9. Task Needs Defining the task Making a plan Possessing competence in all skill areas Ensuring necessary equipment is available Giving information, teaching skills Allocating work and resources Controlling pace and maintaining standards Checking performance against plans Adjusting plans as necessary Winding up
- 10. Group Maintenance Needs Planning group composition Encouraging participation Maintaining discipline Facilitating communication Building team spirit, cohesion and trust Solving interpersonal differences Relieving tension Building group morale Training the group Coordination of group activities
- 11. Balancing task and group needs
- 12. Group member behaviours • According to Trotzer (2006) there are five categories of group member behaviour … – Resisting behaviours – Manipulating behaviours – Helping behaviours – Emotional behaviours – Sub-grouping behaviours • Today’s message … – Before you respond/intervene .. Look beyond behaviour and try to understand possible cause or contributing factors behind behaviour.