When Leaders Are Challenged: Dealing With Involuntary Members in Groups.
Leading groups can be challenging and difficult. Leading groups in which members are involuntary and negative increases the level of difficulty and creates new dynamics in the group leading process. This article proposes specific skills and strategies for dealing with three specific issues related to involuntary members in groups: groups where all members are involuntary; groups where some members are involuntary; and groups with open membership where involuntary members join groups that are already in progress. The emphasis is on leaders using creative and multi-sensory interventions to insure that members are actively engaged in the group process.
Keywords: involuntary; negative members; group leading
According to both Association for Specialists in Group Work (ASGW) Best Practice Guidelines ([ 2]) and the American Counseling Association's (ACA) Code of Ethics (2005), "Group leaders screen prospective group members if appropriate to the type of group being offered," and "identify group members whose needs and goals are compatible with the goals of the group" (p. 4). At times however many counselors find themselves leading very difficult groups that involve involuntary members—members who, as opposed to being simply recommended for a group and can choose whether or not to join a group, are mandated or assigned group membership. These types of groups are difficult primarily because the motivation of the members can be extremely low (Greenberg, [11]). Over the years when conducting group training for agencies, school, and correctional facilities, many participants have expressed that leading involuntary groups is their most difficult challenge. Involuntary groups often include mandated clients or clients who are required to attend treatment by a department of corrections or a judicial system and include DUI (driving under the influence) or long-term in-patient groups such as drug and alcohol treatment centers. Involuntary situations also include short-term in-patient groups where members have had psychotic breaks or tried to commit suicide, adolescent residential treatment centers, and school groups where students are in trouble for their behavior, truancy, or academic issues (DeLucia-Waack, Gerrity, Kalodner, & Riva, 2004; Greenberg, [11]). Anger management groups, groups for batterers, and court mandated parenting groups usually are involuntary as well. In each of these groups, many if not all of the members are involuntary and this creates challenges for any group leader. Although Corey ([ 4]) recommends only accepting involuntary group members for a limited amount of time, involuntary groups often permit open membership where members are continuously joining and leaving the group. This creates additional difficult dynamics with which the group leader must contend. It should be noted that leaders of involuntary groups should not always assume that group members are ...
Table 4.1 A Functional Classification of Group Leadership Skil.docxperryk1
Table 4.1 A Functional Classification of Group Leadership Skills
Facilitating Group
Processes
Data Gathering and
Assessment
Action
1. Involving group
members
2. Attending to
others
3. Expressing self
4. Responding to
others
5. Focusing
group
communication
6. Making group
processes
explicit
7. Clarifying
content
8. Cuing,
blocking, and
guiding group
interactions
1. Identifying
and
describing
thoughts,
feelings, and
behaviors
2. Requesting
information,
questioning,
and probing
3. Summarizing
and
partializing
information
4. Synthesizing
thoughts,
feelings, and
actions
5. Analyzing
information
1. Supporting
2. Reframing and
redefining
3. Linking
members’
communications
4. Directing
5. Giving advice,
suggestions, or
instructions
6. Providing
resources
7. Disclosure
8. Modeling, role
playing,
rehearsing, and
coaching
9. Confronting
10. Resolving
conflicts
member’s actions or words facilitates communication, responding may also lead to additional
data gathering, assessment, or action.
Facilitating Group Processes
Table 4.1 lists several different skills in the category of facilitating group processes. All
of these skills can be used by workers differentially, depending on their intentions when
attempting to influence various group processes. In general, however, skills in
facilitating group processes contribute to positive group outcomes when they improve
understanding among group members, build open communication channels, and
encourage the development of trust so that all members are willing to contribute as
much as they can to the problem on which the group is working.
https://jigsaw.chegg.com/books/9780134059006/epub/OPS/xhtml/fileP7000499464000000000000000000BE2.xhtml#P7000499464000000000000000000BE8
Involving Group Members
Ideally, all members should be involved and interested in what is being discussed in the
group. Yalom (2005) has called this universalizing a group member’s experience. Involving
members who have been silent helps identify commonalities and differences in their life
experiences. As members become involved, they realize how particular problems affect them and
how a solution to one member’s problem can directly or indirectly help them. Involving others is
also essential for building group cohesiveness, developing a sense of mutual aid, and
encouraging shared decision-making.
Involving group members also means helping them take on leadership roles within the group.
The worker should be cautious about doing too much for members and thereby stifling individual
initiative. Instead of jealously guarding the leadership role, workers should encourage members
to contribute to the content of group meetings and help shape group dynamic processes. This can
be done by providing members with opportunities for leadership roles during program activities,
by praising members.
Objectives in the Beginning Stage The beginning stage is .docxvannagoforth
Objectives in the Beginning Stage
The beginning stage is often considered, by both novice and experienced workers, to be a difficult
stage of group work because members often seek direction about how to proceed but are
ambivalent about following any suggestions. Members struggle to maintain their autonomy but, at
the same time, to fit in and get along with others in the group. The worker’s primary goals are to help
members feel comfortable in the group, to work together in a cooperative and productive manner,
and to feel that their unique contribution to the group is respected and appreciated. To accomplish
these goals it is helpful to:
Ensure a secure environment where members begin to bond with the leader and with each other
Facilitate member introductions
Clarify the purpose and function of the group, as it is perceived by the worker, the members, and the
sponsoring organization
Discuss and clarify the limits of confidentiality within the group
Help members to feel that they are an important part of the group
Guide the development of the group
Balance task and socio-emotional aspects of the group process
Set goals
Contract for work
Facilitate members’ motivation and ability to work in the group
Address ambivalence and resistance
Work with involuntary members
Anticipate obstacles to achieving individual and group goals
Monitor and evaluate the group as the change process begins
In the following pages, these tasks and the corresponding skills necessary to carry them out are
presented sequentially. In actual practice, of course, the group worker should be concerned about
these tasks simultaneously.
Ensuring a Secure Environment
No work can be accomplished in groups unless members feel secure when participating. Therefore,
a fundamental and essential role for the worker in the beginning stage is to make sure that members
are feeling comfortable, safe, and secure with their participation in the group. New workers should
recognize that members of groups might come from environments that are not comfortable, safe, or
secure. In fact, some members may be hypervigilant, expecting the worst in all or most
environments. This could be because of any number of adverse childhood events, or current bio-
psycho-social-environmental assaults on their integrity. For example, members could have
witnessed or experienced repeated trauma during childhood, such as neglect, or emotional and
physical abuse. They could have experienced severe poverty, racism, or violence. They may have
been bullied as a child or adolescent or learned that the way to survive in their neighborhood was to
become a gang member. As adults they may continue to experience violence, marginalization,
exploitation, oppression, or other factors that make them wary of participating in a group.
Workers should display patience and equanimity, gradually demonstrating to these traumatized
members tha ...
Notes on interpersonal relationship management (Organisation Bheavior)Yamini Kahaliya
The document contents notes on Interpersonal relationship management.
it covers following points :-
1. Interpersonal Relationship
2. Rapport Building Techniques and tips
3. Group Dynamics
4. Punctuated Equilibrium Model
5. Group Structure
6. Group-Decision Making
Focus and Rhetorical Appeals Focus Question what fasimisterchristen
Focus and Rhetorical Appeals
Focus
Question: what factors are contributing to the poor management and organization
of the study group?
Focus:
• Poor management and
organization of the team
members and leader (subject)
• Fails to provide all the benefits
available to the learners in the
study group (point of
significance/persuasive response)
Credibility Appeals (Ethos)
1. Shared values: the importance of the learners, our number one priority;
teamwork, because work gets done better as a team; team members’
contributions to the study sessions’ goals; management and organization,
because they show the learners that the groups know what they are doing, and
that there is some level of management in the group. In the end, this leads to
effective sessions; study groups: worthwhile and beneficial when sessions are
productive (I realized this as a learner in the group.)
2. Shared background/experience: We all share the experience of being a learner
in the study group, learning and improving because the team members and
leader were well organized and managed. The group has a good reputation and
is known for its productive study sessions, so we all know what successful
sessions look like and we have all seen learners receive the benefits that the
group has to offer. We share the experience of there once being good
management and organization, and each session had a goal that was achieved.
We share the experience of choosing the values that are needed to guide the
group into the future.
3. Preference to writer’s position: The part of the position as a writer that will
make readers listen to me is the role that I have as an assistant. This role will
allow my readers to comprehend that I know what I am saying and that the
issue I am calling to action is for the improvement of the groups and their
learners. It will also be important to remind them that we have all been learners
in the group; that personally, the advantages gained are because of the
organized team members and leader who taught me; and that the learners that
we currently have are here for that and not otherwise.
Affective Appeals (Pathos)
1. State of emotion you want readers to feel:
Since my focus has to do with the poor management and organization that fail
to provide the benefits for the learners, I would want my readers to feel what it
is like to have their group totally disintegrate. I have seen the best primary-level
study group in the country collapse because of issues such as ours. This study
group’s team members’ underperforming led to unorganized and meaningless
sessions, and the leader lacked strong leadership and management skills. In the
end, the group was too far gone to turn around. The group eventually lost all its
learners, and a primary-level group was no longer available. The readers would
suddenly feel perturbed and would consider the fact that this could possibly
happen for our group if something were n ...
Tips and lessons learned while working with men in a group counseling milieu ...William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
More Related Content
Similar to When Leaders Are Challenged Dealing With Involuntary Members in G.docx
Table 4.1 A Functional Classification of Group Leadership Skil.docxperryk1
Table 4.1 A Functional Classification of Group Leadership Skills
Facilitating Group
Processes
Data Gathering and
Assessment
Action
1. Involving group
members
2. Attending to
others
3. Expressing self
4. Responding to
others
5. Focusing
group
communication
6. Making group
processes
explicit
7. Clarifying
content
8. Cuing,
blocking, and
guiding group
interactions
1. Identifying
and
describing
thoughts,
feelings, and
behaviors
2. Requesting
information,
questioning,
and probing
3. Summarizing
and
partializing
information
4. Synthesizing
thoughts,
feelings, and
actions
5. Analyzing
information
1. Supporting
2. Reframing and
redefining
3. Linking
members’
communications
4. Directing
5. Giving advice,
suggestions, or
instructions
6. Providing
resources
7. Disclosure
8. Modeling, role
playing,
rehearsing, and
coaching
9. Confronting
10. Resolving
conflicts
member’s actions or words facilitates communication, responding may also lead to additional
data gathering, assessment, or action.
Facilitating Group Processes
Table 4.1 lists several different skills in the category of facilitating group processes. All
of these skills can be used by workers differentially, depending on their intentions when
attempting to influence various group processes. In general, however, skills in
facilitating group processes contribute to positive group outcomes when they improve
understanding among group members, build open communication channels, and
encourage the development of trust so that all members are willing to contribute as
much as they can to the problem on which the group is working.
https://jigsaw.chegg.com/books/9780134059006/epub/OPS/xhtml/fileP7000499464000000000000000000BE2.xhtml#P7000499464000000000000000000BE8
Involving Group Members
Ideally, all members should be involved and interested in what is being discussed in the
group. Yalom (2005) has called this universalizing a group member’s experience. Involving
members who have been silent helps identify commonalities and differences in their life
experiences. As members become involved, they realize how particular problems affect them and
how a solution to one member’s problem can directly or indirectly help them. Involving others is
also essential for building group cohesiveness, developing a sense of mutual aid, and
encouraging shared decision-making.
Involving group members also means helping them take on leadership roles within the group.
The worker should be cautious about doing too much for members and thereby stifling individual
initiative. Instead of jealously guarding the leadership role, workers should encourage members
to contribute to the content of group meetings and help shape group dynamic processes. This can
be done by providing members with opportunities for leadership roles during program activities,
by praising members.
Objectives in the Beginning Stage The beginning stage is .docxvannagoforth
Objectives in the Beginning Stage
The beginning stage is often considered, by both novice and experienced workers, to be a difficult
stage of group work because members often seek direction about how to proceed but are
ambivalent about following any suggestions. Members struggle to maintain their autonomy but, at
the same time, to fit in and get along with others in the group. The worker’s primary goals are to help
members feel comfortable in the group, to work together in a cooperative and productive manner,
and to feel that their unique contribution to the group is respected and appreciated. To accomplish
these goals it is helpful to:
Ensure a secure environment where members begin to bond with the leader and with each other
Facilitate member introductions
Clarify the purpose and function of the group, as it is perceived by the worker, the members, and the
sponsoring organization
Discuss and clarify the limits of confidentiality within the group
Help members to feel that they are an important part of the group
Guide the development of the group
Balance task and socio-emotional aspects of the group process
Set goals
Contract for work
Facilitate members’ motivation and ability to work in the group
Address ambivalence and resistance
Work with involuntary members
Anticipate obstacles to achieving individual and group goals
Monitor and evaluate the group as the change process begins
In the following pages, these tasks and the corresponding skills necessary to carry them out are
presented sequentially. In actual practice, of course, the group worker should be concerned about
these tasks simultaneously.
Ensuring a Secure Environment
No work can be accomplished in groups unless members feel secure when participating. Therefore,
a fundamental and essential role for the worker in the beginning stage is to make sure that members
are feeling comfortable, safe, and secure with their participation in the group. New workers should
recognize that members of groups might come from environments that are not comfortable, safe, or
secure. In fact, some members may be hypervigilant, expecting the worst in all or most
environments. This could be because of any number of adverse childhood events, or current bio-
psycho-social-environmental assaults on their integrity. For example, members could have
witnessed or experienced repeated trauma during childhood, such as neglect, or emotional and
physical abuse. They could have experienced severe poverty, racism, or violence. They may have
been bullied as a child or adolescent or learned that the way to survive in their neighborhood was to
become a gang member. As adults they may continue to experience violence, marginalization,
exploitation, oppression, or other factors that make them wary of participating in a group.
Workers should display patience and equanimity, gradually demonstrating to these traumatized
members tha ...
Notes on interpersonal relationship management (Organisation Bheavior)Yamini Kahaliya
The document contents notes on Interpersonal relationship management.
it covers following points :-
1. Interpersonal Relationship
2. Rapport Building Techniques and tips
3. Group Dynamics
4. Punctuated Equilibrium Model
5. Group Structure
6. Group-Decision Making
Focus and Rhetorical Appeals Focus Question what fasimisterchristen
Focus and Rhetorical Appeals
Focus
Question: what factors are contributing to the poor management and organization
of the study group?
Focus:
• Poor management and
organization of the team
members and leader (subject)
• Fails to provide all the benefits
available to the learners in the
study group (point of
significance/persuasive response)
Credibility Appeals (Ethos)
1. Shared values: the importance of the learners, our number one priority;
teamwork, because work gets done better as a team; team members’
contributions to the study sessions’ goals; management and organization,
because they show the learners that the groups know what they are doing, and
that there is some level of management in the group. In the end, this leads to
effective sessions; study groups: worthwhile and beneficial when sessions are
productive (I realized this as a learner in the group.)
2. Shared background/experience: We all share the experience of being a learner
in the study group, learning and improving because the team members and
leader were well organized and managed. The group has a good reputation and
is known for its productive study sessions, so we all know what successful
sessions look like and we have all seen learners receive the benefits that the
group has to offer. We share the experience of there once being good
management and organization, and each session had a goal that was achieved.
We share the experience of choosing the values that are needed to guide the
group into the future.
3. Preference to writer’s position: The part of the position as a writer that will
make readers listen to me is the role that I have as an assistant. This role will
allow my readers to comprehend that I know what I am saying and that the
issue I am calling to action is for the improvement of the groups and their
learners. It will also be important to remind them that we have all been learners
in the group; that personally, the advantages gained are because of the
organized team members and leader who taught me; and that the learners that
we currently have are here for that and not otherwise.
Affective Appeals (Pathos)
1. State of emotion you want readers to feel:
Since my focus has to do with the poor management and organization that fail
to provide the benefits for the learners, I would want my readers to feel what it
is like to have their group totally disintegrate. I have seen the best primary-level
study group in the country collapse because of issues such as ours. This study
group’s team members’ underperforming led to unorganized and meaningless
sessions, and the leader lacked strong leadership and management skills. In the
end, the group was too far gone to turn around. The group eventually lost all its
learners, and a primary-level group was no longer available. The readers would
suddenly feel perturbed and would consider the fact that this could possibly
happen for our group if something were n ...
Tips and lessons learned while working with men in a group counseling milieu ...William Kritsonis
NATIONAL FORUM JOURNALS (Founded 1982 (www.nationalforum.com) is a group of national and international refereed journals. NFJ publishes articles on colleges, universities and schools; management, business and administration; academic scholarship, multicultural issues; schooling; special education; teaching and learning; counseling and addiction; alcohol and drugs; crime and criminology; disparities in health; risk behaviors; international issues; education; organizational theory and behavior; educational leadership and supervision; action and applied research; teacher education; race, gender, society; public school law; philosophy and history; psychology, sociology, and much more. Dr. William Allan Kritsonis, Editor-in-Chief.
Based upon the 2008 book by Conyne, Crowell & Newmeyer, called Group Techniques: How to Use Them More Purposefully, the presentation introduces the PGTM model (Purposeful Group Techniques Model) for selecting group interventions. Group leaders are challenged to know just how to deal with each situation until they gain experience and a lot of practice! This model helps group leaders to decide what to do, and the book includes a large number of actual techniques collected in the appendix for ease of use.
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Most patients with mental health disorders are not aggressive. H.docxhelzerpatrina
Most patients with mental health disorders are not aggressive. However, it is important for nurses to be able to know the signs and symptoms associated with the five phases of aggression, and to appropriately apply nursing interventions to assist in treating aggressive patients. Please read the case study below and answer the four questions related to it.
Aggression Case Study
Christopher, who is 14 years of age, was recently admitted to the hospital for schizophrenia. He has a history of aggressive behavior and states that the devil is telling him to kill all adults because they want to hurt him. Christopher has a history of recidivism and noncompliance with his medications. One day on the unit, the nurse observes Christopher displaying hypervigilant behaviors, pacing back and forth down the hallway, and speaking to himself under his breath. As the nurse runs over to Christopher to talk, he sees that his bedroom door is open and runs into his room and shuts the door. The nurse responds by attempting to open the door, but Christopher keeps pulling the door shut and tells the nurse that if the nurse comes in the room he will choke the nurse. The nurse responds by calling other staff to assist with the situation.
1. What phase of the aggression cycle is Christopher in at the beginning of this scenario? What phase is he in at the end the scenario? (State the evidence that supports your answers).
2. What interventions could have been implemented to prevent Christopher from escalating at the beginning of the scenario?
3. What interventions should the nurse take to deescalate the situation when Christopher is refusing to open his door?
4. If a restrictive intervention (restraint/seclusion) is used, what are some important steps for the nurse to remember?
.
MotivationExplain your motivation for applying to this prog.docxhelzerpatrina
Motivation:
Explain your motivation for applying to this program. How does the content of this study abroad program relate to your future academic and professional goals?
Goals(REQUIRED)
List and explain three concrete goals related to living and studying abroad that you will set for yourself to get the most out of this opportunity.
.
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3) Then, click on “A-Z Index of U.S. Government Agencies.”
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MSN 5550 Health Promotion: Prevention of Disease Case Study Module 2 Instructions: Read the following case study and answer the reflective questions.
Please provide rationales for your answers. Make sure to provide a citation for your answers. Deadline: CASE STUDY:
An Older Immigrant Couple: Mr. and Mrs. Arahan Mr. and Mrs. Arahan, an older couple in their seventies, have been living with their oldest daughter, her husband of 15 years, and their two children, ages 12 and 14. They all live in a middle-income neighborhood in a suburb of a metropolitan city. Mr. and Mrs. Arahan are both college educated and worked full-time while they were in their native country. In addition, Mr. Arahan, the only offspring of wealthy parents, inherited a substantial amount of money and real estate. Their daughter came to the United States as a registered nurse and met her husband, a drug company representative. The older couple moved to the United States when their daughter became a U.S. citizen and petitioned them as immigrants. Since the couple was facing retirement, they welcomed the opportunity to come to the United States. The Arahans found life in the United States different from that in their home country, but their adjustment was not as difficult because both were healthy and spoke English fluently. Most of their time was spent taking care of their two grandchildren and the house. As the grandchildren grew older, the older couple found that they had more spare time. The daughter and her husband advanced in their careers and spent a great deal more time at their jobs. There were few family dinners during the week. On weekends, the daughter, her husband, and their children socialized with their own friends. The couple began to feel isolated and longed for a more active life. Mr. and Mrs. Arahan began to think that perhaps they should return to the home country, where they still had relatives and friends. However, political and economic issues would have made it difficult for them to live there. Besides, they had become accustomed to the way of life in the United States with all the modern conveniences and abundance of goods that were difficult to obtain in their country. However, they also became concerned that they might not be able to tolerate the winter months and that minor health problems might worsen as they aged. They wondered who would take care of them if they became very frail and where they would live, knowing that their daughter had only saved money for their grandchildren’s college education. They expressed their sentiments to their daughter, who became very concerned about how her parents were feeling. This older couple had been attending church on a regular basis, but had never been active in other church-related activities. The church bulletin announced the establishment of parish nursing with two retired registered nurses as volunteers. The couple attended the first opening of the parish clinic. Here, they met one of the registered nur.
MSEL Strategy Mid-term Instructions Miguel Rivera-SantosFormat.docxhelzerpatrina
MSEL Strategy Mid-term Instructions Miguel Rivera-Santos
Format of the Mid-term
· You will find three recent newspaper articles describing a strategic move or a strategic decision in this document. Choose two out of these three articles and, for each of the two articles you have selected, answer the following two questions:
· Q1: What is (are) the issue(s) for the main company in the article? How do you assess the company’s strategic decision(s)? What additional information and what specific analyses would you conduct to fully understand the issue(s) and the decision(s)?
· Q2: What alternative recommendation would you consider in response to the issue(s)? What additional information/analyses would you need for this alternative recommendation? How could it be implemented?
· For each article, the combined answers to these two questions should be no longer than 2 single-spaced pages, in 12-point Times New Roman, with a 1-inch margin all around.
You can add as many appendices as you feel necessary, but remember that the page limitfor the mid-term (excluding exhibits) is 4 pages, i.e., 2 pages per newspaper article.
· You do not need to seek additional information beyond what is provided in the articles.
GOOD LUCK!
Geely to build satellites for self-driving cars - Financial Times (US), 3/4... https://digital.olivesoftware.com/Olive/ODN/FTUS/PrintArticle.aspx?d...
Automobiles
CHRISTIAN SHEPHERD — BEIJING
Geely is aiming to be the first China carmaker to design and build satellites to support its autonomous driving programme, the latest step by founder Li Shufu in his bid to build an industry leader.
Geely, which owns Swedish brand Volvo Cars, Malaysia’s Proton, and a stake in Mercedes-Benz owner Daimler, will invest Rmb2.27bn ($325m) in a new development centre and factory to manufacture satellites this year, the company said yesterday.
The announcement makes Geely the first known Chinese carmaker with plans to build its own satellites. Mr Li’s move sparked comparisons in China media with Elon Musk, founder of electric carmaker Tesla and private space exploration company SpaceX.
Last month Geely drew comparisons with Volkswagen when Mr Li’s holding group announced plans to merge Geely Automobile and Volvo Cars, moving the company towards becoming the first global Chinese carmaker.
Che Jun, Communist party boss of China’s eastern Zhejiang province, where Geely is based, said that the complex would be built in Taizhou city and that construction had begun.
The centre will design, test and manufacture low-orbit communication satellites, purpose-built to improve geolocation of vehicles and to support their connected functions, Geely said.
Geely has been pouring money into new technologies from self-driving cars to flying taxis, spending Rmb20bn on research and development in the past year.
The investments are part of the group’s spend on global expansion, such as buying a $9bn stake in Daimler.
The announcement comes as the coronavirus outbre.
Much of the focus in network security centers upon measures in preve.docxhelzerpatrina
Much of the focus in network security centers upon measures in preventing network intrusions and handling security events. There is also a growing debate about what proactive measures an organization should take. From a practical matter, what could some of these practical measures be? Also, are there any biblical principles around taking proactive measures against a probable attacker - and if so, to what extent should these measures go?
.
Mt. Baker Hazards Hazard Rating Score High silic.docxhelzerpatrina
Mt. Baker
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Hood
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. Rainier
Hazards
Hazard Rating Score
High silica content of eruptive products, >60% (andesite/dacite/rhyolite)
Major explosive activity within last 500 years
Major explosive activity within last 5000 years
Pyroclastic flows within last 500 years
Mudflows (lahars) within the last 500 years
Destructive tsunami within last 500 years
Occurrence of frequent volcano-seismic crises (volcanic earthquake swarms)
Occurrence of significant ground deformation within last 50 years
SCORE
Risk
Risk Rating Score
Population at risk >100
Population at risk >1,000
Population at risk >10,000
Population at risk >100,000
Population at risk >1,000,000
Historical fatalities
Evacuation as a result of historical eruption(s)
SCORE
TOTAL SCORE ___________
For each of the above queries to which the answer is yes, score 1. For an answer of no, score 0.
If no information is found, assume the answer is no and score 0.
Mt. St. Helens
Hazards
Hazard Rating Score
High.
Motivation and Cognitive FactorsQuestion AAlfred Hit.docxhelzerpatrina
Motivation and Cognitive Factors
Question A
Alfred Hitchcock reputedly said, “When an actor comes to me and wants to discuss his character, I say, “It’s in the script.” If he says, “But what’s my motivation,” I say, “Your salary.” Discuss motivation based on extrinsic rewards in comparison to that motivated by intrinsic rewards. Are different types of motivations preferable for different tasks? Remember to explain and cite educational sources to support the ideas within the post.
Question B
Social cognitive theory suggests that our beliefs and feelings influence our behavior. What beliefs (cognitive factors) might be related to the specific behavior of going to college? Remember to explain and cite educational sources to support the ideas within the post.
OR
Select one of the personality tests from
Similar Minds
. Take the test, read your results and reproduce them in your journal. What parts of the results ring true to you? What do not? Remember to explain and cite educational sources to support the ideas within the post.
View your discussion
rubric
.
13
.
Motivation in OrganizationsMotivation i.docxhelzerpatrina
Motivation in Organizations
*
Motivation in Organizations
Chapter 7
Chapter 7 Preview:
Motivation in OrganizationsWhat do individuals need to do to meet a personal goal? What are the most important sources of work motivation (e.g., money? recognition? other?)What do you think makes for effective goal-setting? What happens when people feel that they are underpaid compared to their peers? What do people need to believe about a possible reward, in order for it to be motivating?
Components of motivation: What are the basic components of motivation? Page Ref: 214
Motivation: What motivates people to work? What are the most important sources of work motivation? Page Ref: 215
Guidelines for setting effective performance goals: What are they? Page Ref: 220-223
Equity Theory: What are some possible reactions to inequity? Page Ref: 226-227
Expectancy Theory: What are the three types of beliefs that people have, and what do they mean? Page Ref: 230
Copyright
Learning ObjectivesDefine motivation and explain its importance in the field of organizational behavior.Identify and explain the conditions through which goal setting can be used to improve job performance.
Learning ObjectivesDescribe equity theory and how it may be applied to motivating people in organizations.Describe expectancy theory and how it may be applied in organizations.
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
The set of processes thatarousedirect, and maintain
human behavior toward attaining some goal
Motivation
*
Motivation Components
*
Motivation
Key PointsMotivation and job performance are not synonymousMotivation is multifacetedPeople are motivated by more than just money
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What Motivates You to Work?
*
What Motivates People to Work?
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Goal Setting
*
Goal Setting
Do you have goals?Have you been successful in meeting them?What do you think are important characteristics of attainable goals?How does it make you feel to achieve goals?
*
Goal Setting Guidelines
For ManagersAssign specific goalsAssign difficult, but acceptable, performance goalsstretch goalsProvide feedback on goal attainment
*
Today’s AgendaMotivationGoal SettingEquity TheoryExpectancy Theory
*
Equity TheoryPeople strive to maintain ratios of their own outcomes (rewards) to their own inputs (contributions) that are equal to the outcome / input ratios of others with whom they compare themselves
*
Equity Theory
Possible Reactions to Inequity
*
Equity Theory
Managerial ImplicationsAvoid underpaymentAvoid overpaymentBe honest and open with employees
*
Equity Theory
Pay Practices in the NewsPay Practices at Reddit, Google and Gravity Payments
*
Equity Theory
Pay Practices in the NewsQuestions to co.
Motivations to Support Charity-Linked Events After Exposure to.docxhelzerpatrina
Motivations to Support Charity-Linked Events After Exposure to
Facebook Appeals: Emotional Cause Identification and Distinct
Self-Determined Regulations
Kaspar Schattke
Université du Québec à Montréal
Ronald Ferguson and Michèle Paulin
Concordia University
Nonprofit organizations are increasingly dependent on the involvement of Millennial
constituencies. Three studies investigated their motivations to support charity-linked
events: emotional identification with a cause, self-determination theory (SDT) regula-
tions, and context-related Facebook promotions. This article addresses the recent call to
expand SDT research from a simple analysis of autonomous versus controlled moti-
vation, to studying the effects of all the regulations in the SDT continuum, in particular,
the inclusion of the tripartite dimensions of intrinsic motivation and integrated moti-
vation. Results demonstrated that the greater the emotional identification with the
cause, the stronger was the tendency to support the charity-linked event. Also, the
results in these social media contexts revealed that specific intrinsic dimensions (e.g.,
experience stimulation) are motivators of online and offline support, as is the personal
value nature of integrated regulation. Whereas only autonomous motivational regula-
tions predicted support for the two events organized specifically a for charitable causes,
both autonomous and controlled regulations predicted support of a for-profit event
organized with a charitable cause as an adjunct. These findings can assist practitioners
in designing more effective social media communications in support of charity-linked
events.
Keywords: social media, self-determination theory, integrated regulation, tripartite
model of intrinsic motivation, charitable causes
Supplemental materials: http://dx.doi.org/10.1037/mot0000085.supp
Social media is a new domain offering excit-
ing opportunities to investigate research ques-
tions in social psychology (Greitemeyer, 2011;
Kende, Ujhelyi, Joinson, & Greitemeyer, 2015).
Our research examined motivation to support
charity-linked events of nonprofit organizations
that are currently faced with increased compe-
tition for resources and declining government
support (Paulin, Ferguson, Jost, & Fallu, 2014;
Reed, Aquino, & Levy, 2007; White & Peloza,
2009). Presently, they depend on an ageing set
of traditional supporters (Urbain, Gonzalez, &
Le Gall-Ely, 2013). However, their future suc-
cess lies in ensuring the sustainable involve-
ment of the Millennial generation (Fine, 2009),
distinguished from other generations by their
intense exposure at an early age to interactive
technology and social media (Bolton et al.,
2013).
Facebook, the most detailed social media, is
used primarily to maintain or solidify existing
offline relationships allowing people to develop
a public or semipublic profile and to emotion-
ally participate with those whom they can share
This article was published Online First December .
Mrs. Walsh, a woman in her 70s, was in critical condition after.docxhelzerpatrina
“Mrs. Walsh, a woman in her 70s, was in critical condition after repeat coronary artery bypass graft (CABG) surgery. Her family lived nearby when Mrs. Walsh had her first CABG surgery. They had moved out of town but returned to our institution, where the first surgery had been performed successfully. Mrs. Walsh remained critically ill and unstable for several weeks before her death. Her family was very anxious because of Mrs. Walsh’s unstable and deteriorating condition, and a family member was always with her 24 hours a day for the first few weeks.
The nurse became involved with this family while Mrs. Walsh was still in surgery, because family members were very anxious that the procedure was taking longer than it had the first time and made repeated calls to the critical care unit to ask about the patient. The nurse met with the family and offered to go into the operating room to talk with the cardiac surgeon to better inform the family of their mother’s status.
· One of the helpful things the nurse did to assist this family was to establish a consistent group of nurses to work with Mrs. Walsh, so that family members could establish trust and feel more confident about the care their mother was receiving. This eventually enabled family members to leave the hospital for intervals to get some rest. The nurse related that this was a family whose members were affluent, educated, and well informed, and that they came in prepared with lists of questions. A consistent group of nurses who were familiar with Mrs. Walsh’s particular situation helped both family members and nurses to be more satisfied and less anxious. The family developed a close relationship with the three nurses who consistently cared for Mrs. Walsh and shared with them details about Mrs. Walsh and her life.
· The nurse related that there was a tradition in this particular critical care unit not to involve family members in care. She broke that tradition when she responded to the son’s and the daughter’s helpless feelings by teaching them some simple things that they could do for their mother. They learned to give some basic care, such as bathing her. The nurse acknowledged that involving family members in direct patient care with a critically ill patient is complex and requires knowledge and sensitivity. She believes that a developmental process is involved when nurses learn to work with families.
· She noted that after a nurse has lots of experience and feels very comfortable with highly technical skills, it becomes okay for family members to be in the room when care is provided. She pointed out that direct observation by anxious family members can be disconcerting to those who are insecure with their skills when family members ask things like, “Why are you doing this? Nurse ‘So and So’ does it differently.” She commented that nurses learn to be flexible and to reset priorities. They should be able to let some things wait that do not need to be done right away to give the famil.
MOVIE TITLE IS LIAR LIAR starring JIM CARREYProvide the name o.docxhelzerpatrina
MOVIE TITLE IS LIAR LIAR starring JIM CARREY
Provide the name of the movie, television series, or streaming series you chose, including a summary of the content, and explain why you selected it.
What are your impressions of the environments (include graphic elements)?
Pay attention to the relationships and communication occurring in the movie. How are people greeting each other? How are people interacting? Do you think you can tell the relationships of the people based on their verbal and nonverbal behaviors? Why or why not?
What are the cultural verbal cues that you notice in the movie?
What are the cultural nonverbal cues that you notice in the movie?
Describe two of the characters' use of language including word arrangement, word choice, and intended meaning.
Summarize how your content choice provided sufficient detail allowing you to describe the roles of verbal and nonverbal elements in communication and how the two forms of communication work in conjunction.
.
mple selection, and assignment to groups (as applicable). Describe.docxhelzerpatrina
mple selection, and assignment to groups (as applicable). Describe the process of obtaining informed consent, if applicable.
Data Analysis Procedures: Begin by describing your demographic data from your participants. How will you analyze this data using descriptive statistics? Restate each project question or PICOT question. For each question, describe in detail what inferential statistics you will use to analyze your data. Include steps to ensure your data meet the assumptions for each inferential statistic used. Describe the a priori alpha level you plan to use.
Ethical Considerations: Provide a description of ethical issues related to your project and how you plan to deal with them. Consider your methodology, design, and data collection. Compare to a randomized controlled trial. Address anonymity, confidentiality, privacy, lack of coercion, informed consent, and potential conflicts of interest. Discuss how you plan to adhere to the Belmont Report key principles (respect, justice, beneficence).
.
More and more businesses have integrated social media into every asp.docxhelzerpatrina
More and more businesses have integrated social media into every aspect of their communication strategies and there are many recent examples of employees being fired from their jobs for personal social media postings. Discuss the benefits and pitfalls of using social media within businesses and if you think it is ethical for business to fire employees for personal use of social media. How can you monitor and control your own social media activities to prevent such a professional conflict?
.
Module Five Directions for the ComparisonContrast EssayWrite a.docxhelzerpatrina
Module Five: Directions for the Comparison/Contrast Essay
Write a five paragraph essay, using sources and MLA style with a works cited page and include photos and illustrations, to document the similarities and differences of the two major NASA missions:
1. The past Apollo missions to the Moon
and
2. The planned future missions to Mars
NASA.gov is a primary source for both missions, use it for quotations and include it in your Works Cited page. Also, there are many other sources available through our library online databases and others via google.search.
A sample outline could be:
I. Introduction and thesis statement
II. How the two missions are alike
III. How the Apollo missions were unique for traveling to the Moon and back
IV. How the planned Mars missions are unique for traveling to the Red Planet.
V. Conclusion
.
Monica asked that we meet to see if I could help to reduce the d.docxhelzerpatrina
Monica asked that we meet to see if I could help to reduce the differences between them. When the time came, she started the conversation by saying that Richard wasn’t saving any money at all. They hadn’t started implementing. She said he spent a good deal of time buy- ing and selling stocks. He seemed to be influenced by the weekly ups and downs of the market. At least temporarily, however, he had raised the quality of the stocks he was buying.
Richard seemed a little annoyed and said that Monica never wanted to sell any securities. She almost always told him to wait. She said the shares would come back. When I asked what money meant to them, Richard said an opportunity to gamble and Monica replied a chance to lose what you’ve accumulated. As far as their long-term goals were concerned, Richard said he had no real long-term goals. The future was too fickle. He said who knew what fate had in store for them. Monica’s goal was to feel secure. I had the feeling that her remark was in response to Richard’s behavior. She wouldn’t allow herself to think of anything beyond security until Richard’s activities could be controlled.
Case Application Questions
1. What should be done about Richard’s spending?
2. What kind of investment behavior is Richard demonstrating?What can be done about it? 3. What is Monica’s investment behavior called? How can it be helped?
4. Contrast their two views of money. Do you have any recommendations?
5. How can Monica’s fears be dealt with?
.
Module 6 AssignmentPlease list and describe four types of Cy.docxhelzerpatrina
Module 6 Assignment
Please list and describe four types of Cyber crime.
Rubric for Assignment submission
Criterion
Description
Points possible
Content
Student posts and describes four types of Cyber crimes
40
Word count
500 words
10
Total Points possible
50
.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
When Leaders Are Challenged Dealing With Involuntary Members in G.docx
1. When Leaders Are Challenged: Dealing With Involuntary
Members in Groups.
Leading groups can be challenging and difficult. Leading
groups in which members are involuntary and negative increases
the level of difficulty and creates new dynamics in the group
leading process. This article proposes specific skills and
strategies for dealing with three specific issues related to
involuntary members in groups: groups where all members are
involuntary; groups where some members are involuntary; and
groups with open membership where involuntary members join
groups that are already in progress. The emphasis is on leaders
using creative and multi-sensory interventions to insure that
members are actively engaged in the group process.
Keywords: involuntary; negative members; group leading
According to both Association for Specialists in Group Work
(ASGW) Best Practice Guidelines ([ 2]) and the American
Counseling Association's (ACA) Code of Ethics (2005), "Group
leaders screen prospective group members if appropriate to the
type of group being offered," and "identify group members
whose needs and goals are compatible with the goals of the
group" (p. 4). At times however many counselors find
themselves leading very difficult groups that involve
involuntary members—members who, as opposed to being
simply recommended for a group and can choose whether or not
to join a group, are mandated or assigned group membership.
These types of groups are difficult primarily because the
motivation of the members can be extremely low (Greenberg,
[11]). Over the years when conducting group training for
agencies, school, and correctional facilities, many participants
have expressed that leading involuntary groups is their most
difficult challenge. Involuntary groups often include mandated
clients or clients who are required to attend treatment by a
2. department of corrections or a judicial system and include DUI
(driving under the influence) or long-term in-patient groups
such as drug and alcohol treatment centers. Involuntary
situations also include short-term in-patient groups where
members have had psychotic breaks or tried to commit suicide,
adolescent residential treatment centers, and school groups
where students are in trouble for their behavior, truancy, or
academic issues (DeLucia-Waack, Gerrity, Kalodner, & Riva,
2004; Greenberg, [11]). Anger management groups, groups for
batterers, and court mandated parenting groups usually are
involuntary as well. In each of these groups, many if not all of
the members are involuntary and this creates challenges for any
group leader. Although Corey ([ 4]) recommends only accepting
involuntary group members for a limited amount of time,
involuntary groups often permit open membership where
members are continuously joining and leaving the group. This
creates additional difficult dynamics with which the group
leader must contend. It should be noted that leaders of
involuntary groups should not always assume that group
members are unmotivated or that they cannot benefit from a
group counseling experience (Corey, [ 4]). When group leaders
develop creative, active leadership techniques like those
outlined in this article, involuntary groups can offer much
needed help and support for their members. (Fomme & Corbin,
2004; Morgan & Flora, [17]).
Leaders of involuntary groups need to be dynamic, energetic,
and engaging (Corey, [ 4]). They must be patient, flexible, and
thick skinned; that is, they need to be prepared for negative
reactions, and not take them personally. According to Corey,
Corey, and Corey ([ 5]), leaders of involuntary groups must be
perceptive enough to face the challenges that these groups
present openly and be open to the idea that involuntary does not
mean unmotivated. Additionally, leaders need to be prepared to
cut off members when they are being negative or when they get
off track. Finally, the leader of a group consisting of
3. involuntary members needs to have numerous techniques for
drawing out those members because involuntary members are
frequently committed to not participating in protest to being
required to be in the group (Jacobs, Masson, Harvill, &
Schimmel, [13]; Schimmel, Jacobs, & Adams, [ 5]). Corey ([ 4])
states, "One effective way to create a therapeutic climate for
participants in involuntary groups is for the leader to explain to
members some specific ways in which the group process can be
of personal value to them" (p. 427).
This article covers three kinds of situations where the leader has
to deal with involuntary members: first, all members not
wanting to be in the group; next, one or more members not
wanting to be in the group; and lastly the open membership
group where a new, negative member joins a group already in
progress (Schimmel, Jacobs, & Adams, [18]). Finally, while
reviewing and processing the following exercises and ideas,
group leaders should note that according to counselor ethics
(ACA, 2005), group members must provide informed consent to
treatment and thus must be made aware of their rights and
responsibilities as group members (Erford, [ 8]).
Strategies and Skills for Dealing With Completely Involuntary
Groups
ASGW's Best Practice Guidelines (2007) require that group
leaders appropriately assess both their knowledge and skills as
they relate to their ability to lead groups. According to
Greenberg ([11]), among the skills necessary to lead involuntary
groups are the leader's willingness to be more active and to be
prepared to "exert greater control" of the group (p. 39). In
groups where the entire group does not want to be there, the
leader must recognize that he or she has two purposes: ( 1) to
try to cover the subject, such as anger, drinking and driving,
new parenting skills, performing better in school; and ( 2) to try
4. to get the members to become voluntary; that is, to get the
members to invest in the group experience instead of resisting
learning from the experience (Corey, [ 4]; Kottler, [16]). It is
important for the leader to keep in mind that she cannot
accomplish much if the members have a negative or bad attitude
so the primary purpose of the first and second session is to
"hook" them. When a leader attempts to "hook" group members,
she is actively working to get them interested in what is being
said; engaging them, and convincing them that there is some
value to the group and what is being shared. If the leader is
successful, a group that began with involuntary members, then
transforms into one in which members enjoy and look forward
to participating. The examples that follow require a willingness
to lead and be active.
Do the Unexpected
One of the best things that a leader can do with an involuntary
group is to do something out of the ordinary. For example, in a
mandatory group for teenagers who were caught using drugs at
school, one leader started with:
Leader: I know you don't want to be here so we're going to use
the first 10 minutes to bitch. (The leader used the term "bitch"
intentionally, believing that this may help with rapport since it
was obvious that none of these teenagers were at all interested
in being in the group. We do not ordinarily suggest the use of
bad language but in this case her use of certain words helped
her build some rapport with these involuntary members.) I want
you to get all your trash talking done with and put it in this
trash can (puts a large trash can in the center of the group). You
have 10 minutes and then we're going to get down to business.
All of you can talk at once and say all the negative things you
are feeling about having to be here.
After 10 minutes, she dramatically put a lid on the trash can,
removed the can, and firmly said,
Leader: Let's begin. I'm going to tell you how this group can be
valuable. I want you to fill out this short sentence-completion
form.
5. Starting with negative energy is generally a mistake. According
to Erford ([ 8]), it is usually best to limit the amount of time
devoted to complaints. The uniqueness of this technique did
much to reduce the negative feelings about being in the group.
In this example the leader puts herself in control by using the
garbage can and soliciting the negative thoughts which she
brought to an immediate end by putting a lid on the garbage can
and then turning to the positive ways the group could be
helpful. She showed that she was in charge.
When the leader knows a negative energy is present, she can
dissipate that energy by using a technique like the one described
in the example. In doing this, she wants to insure that she
introduces the exercise in a way that does not set the tone for
the group, but rather as an opening technique where she
demonstrates a strong leadership approach. This is a way to
dissipate some of the negative energy. This technique works
only if the leader is a person who presents a very confident,
take-charge leadership style. Inexperienced, less confident
leaders may be inviting disaster by using such a technique
because they would not be able to reverse the negative flow.
An additional unexpected strategy is to do something dramatic
such as have someone dressed like a policeman come into the
room right before the beginning of the group and fake an arrest
or some other dramatic scene. This can be a good technique if
the unique strategy is related to the purpose and stimulates
members to talk about the desired topic (i.e., avoiding arrest,
staying out trouble with the law, avoiding another DUI).
Using bold, vivid movie or television scenes is another way to
start an involuntary group. If the clip is a good one, members
tend to forget that they have all these negative feelings about
being in the group. The key is to find something that is
engaging and relevant to the purpose of the group.
Use Written Exercises
One of the best ways to engage involuntary members is to give
them a brief writing task, such as to make a list or to complete
some incomplete sentences. Members will usually make a list or
6. finish some sentences if the list or sentences are interesting.
When members are asked to read what they wrote, most will pay
attention because they are curious to hear what others said, and
if other members had similar answers to their answers.
Oftentimes, negative members are reluctant to share when asked
to simply answer questions out loud; however, they may feel
more comfortable reading from what they wrote and will
therefore feel more comfortable sharing. Listed below are some
potential sentences for use in involuntary groups:
· 1. In order to stay out of trouble, I need to
__________________.
· 2. One thing I would like to know about others in this group is
______________.
· 3. Given that I have to be here, one thing I would like to hear
about is ______.
· 4. When I get angry, I ________.
· 5. When I drink, I ______________.
· 6. The toughest part of being a parent is _________________.
· 7. One reason I want to drop out of school is
_______________.
· 8. One thing I worry about the leader of this group doing is
__________.
· 9. One thing I like about myself is ___________________.
· 10. One thing I don't like about myself is
____________________.
· 11. One thing I would like to change is
_______________________.
It should be noted that these are examples of sentences that
could be used in various involuntary groups. Leaders should
only use two or three of these in any one session and the
sentence stems chosen should be related to either the purpose of
the group or the members' feelings about the group.
Using lists also can be effective. For example, having members
list five things that they believe make them angry or list three
things they like and three things they do not like about school
can assist in engaging the involuntary member. With any
7. writing activity, the leader closely monitors the members to see
that they are writing or completing the sentences. Additionally,
it should be noted that leaders take into account that not all
members may be able to read and write. Leaders can avoid the
pitfalls of this by doing two things: first, read all of the
sentences out loud so that all members hear what the sentences
are and secondly, assure the members that you are not going to
collect their written answers.
Use Creative Props
One of the best ways to engage involuntary members is to use a
creative prop (Beaulieu, [ 3]; Gladding, [10]; Jacobs, [12];
Vernon, [19]). Creative "prop" refers to any multi-sensory tool,
typically some easy to find or easy to make visual aide.
Highlighted below are some creative props that work well with
involuntary members and, when used appropriately, make the
group more interesting and engaging, therefore diffusing the
negativity and hostility.
Fuses
For involuntary groups where anger management is the focus,
the leader can introduce to the members the idea of lengthening
their "anger" fuse so that it takes more to get angry. To do this,
the leader would show the group some string of different
lengths and ask the members to think of the string as their anger
fuse (most would have a short fuse). The leader would lay on
the floor many different lengths of thick string (e.g., ½ inch to
12 inches). The leader then asks the members to pick the string
that represents the length of their anger fuse and ask the
members to comment regarding their anger fuse. The simple act
of having members identify how long their fuse is usually gets
them talking about the role anger plays in their lives. The leader
would then pick a very long fuse and talk about the purpose of
the group being to help the members to lengthen their fuse.
Using the members' comments regarding anger, the leader could
teach cognitive behavioral techniques for lengthening one's
fuse. The leader would be listening for the "shoulds" that the
members have that lead to a short fuse. Usually, most members
8. will relate to having a short fuse and the need to lengthen their
fuse. (Beaulieu, [ 3]; Jacobs, [12]; Jacobs et al., [13]).
Beer Bottle
For involuntary groups where alcohol use is the primary topic,
using a large (2 foot tall plastic bottle) beer bottle gets
members' attention and the leader can show many ways where
alcohol is a big problem. Members can relate the size of the
bottle to the size of their drinking problem. One way to get
members attention regarding their denial that their drinking is a
problem is the leader can place the large bottle in the center of
the group along side a small empty beer bottle to show the
relevant size of the members' drinking problems. Members can
see the difference and some usually begin to comment. If the
members do not comment, the leader can use the difference in
size of the two bottles to comment on how many with drinking
problems think it is small when their love ones, employers, and
friends see it as big. The large beer bottle helps with the
discussion of denial which is such an important concept with
those who have serious drinking problems.
The larger beer bottle can be used in groups to show the damage
to relationships that excessive drinking can cause. The leader
can get two members to stand and have one member represent
the spouse or family member of the other and then place the
large bottle between them and then ask them to hug. It quickly
becomes obvious that the bottle is in the way and they cannot
get close due to the bottle. This visual image generates much
discussion about the effects that drinking has on relationships
not only from the two members with the bottle between them
but from many of the other members. (Jacobs et al., [13]; Jacobs
& Smith, [15]).
Rubber Band
Trust is a common issue in groups where the members don't
want to be there. Using a large rubber band (a rubber band that
has the potential to be stretched to over a foot in length) to get
at the trust issues can be effective (Beaulieu, [ 3]; Jacobs, [12];
Jacobs et al., [13]). The leader asks one member to hold the
9. opposite end of a rubber band and then pulls on it to lengthen it.
Then the leader says:
Leader: In a minute, I am going to let go, but I am not going to
hurt you. (The leader then counts to three and gently releases
the rubber band by slowly closing the distance between the
member and himself) Did I do what I said I was going to do?
Member(nodding): Yes, but I thought you were going to pop me
with that!
Leader: Right. I think all of you thought I was going to pop her
with the rubber band. I know other folks have popped you in
your lives, but I am not going to pop you. I will do what I say I
am going to do.
Leaders should be prepared to be popped by the member. If this
occurs, the leader can simply say "That is OK. I am trained to
take your pops, but I will never pop you. That is not my job; my
job is to be helpful to you and all the group members."
Use Rounds
Rounds are exercises where you ask each member to say
something such as a word or phrase or a number on a 1–10 scale
(Jacobs et al., [13]). The value of rounds with involuntary
members is that most members are willing to offer a word or a
number even though they are not willing to say much more than
that. Most members will say something, and from this, the
leader gains a better sense as to whether certain members will
begin to become more engaged in sharing. For example, when
conducting a group for students who are at risk of failing, the
leader may say something like:
Leader: In a word or phrase, when you think of school, what
comes to mind?
In a DUI group, the leader may say something like:
Leader: I want each of you to say how you see yourself in
regards to alcohol by saying one of the following: "I have a
serious problem with alcohol," "I may have a problem," or "I
don't have a problem."
Another round that could be used in a DUI group is:
Leader: On a scale from 1–10, where 10 is "my drinking causes
10. me lots of problems" and 1 is "my drinking causes me no
problems at all," what number would you give yourself?
Use Movement Exercises
Since one major problem with involuntary members is getting
them engaged, the use of movement exercises can be very
helpful in accomplishing this task. Movement exercises refer to
any activity where the members have to be up, out of their seats
moving around (Jacobs et al., [13]). It could mean moving along
a continuum such as:
not angry at all------------very angry
math is easy--------------math is very hard.
The leader would have members stand in the center of the room
lined up behind each other and then on the count of three,
members move either right or left depending on how they felt
about the issue being presented. Another movement activity
involves having the members stand and show how they feel
about the group using their arms and positioning themselves
like a sculpture. For example:
Leader: I want you all to stand in a circle and in a minute I'm
going to ask you to sculpt how you feel about being in the
group. That is if you hate the group and feel closed off, you
could turn away from the circle with your arms folded (leader
demonstrates this); if you have some interest, you may put one
foot forward and stand sort of open; if you don't like it, you can
put your hands over your ears. Sculpt how you feel. Do you
understand what I mean? (All nod) Okay, on the count of three,
sculpt how you feel.
Another movement exercise that could be conducted in a second
or third session of an involuntary group involves having
members face an imaginary line that represents their getting
something meaningful out of participating in the group. Then,
the leader asks members to physically move towards the line to
represent how far they feel they are from that goal. For
example:
Leader: I want you all to stand and face this imaginary line
(leader pretends to draw a line in the middle of the room or
11. actually draws a line on the floor–the members are all lined up,
side-by-side, about 10–15 feet from the line). This line
represents you reaching the goal of getting something
meaningful out of this group. On three, I want each of you to
move either towards or away from the goal showing me where
you think you are in terms of getting something good out of this
group. Again, the line represents "getting something meaningful
out of the group." One, two, three. (Some members move and
some stay stationary) Now let's talk about how all of us can
make some movement towards that line.
These are just three examples of movement exercises. Many
more movement exercises exist and leaders should feel
encouraged to create their own. Movement activities have a
better chance of engaging involuntary members than almost any
other kind of exercise (Jacobs et al., [13]).
Strategies and Skills for Dealing With a Few Involuntary
Members
There are many settings where members are required to attend
group counseling. Settings such as treatment centers and crisis
care centers often have some group members who are
involuntary. When leading groups with these difficult dynamics,
it is important for the leader to pay close attention to each
person's level of interest or investment in the group process. If
the leader fails to recognize the varying levels of involvement,
he may focus much of the group's energy on trying to get that
one or two members invested. Leaders often make the mistake
of focusing on the negative, involuntary members when these
members are not ready or wanting to share. This causes the
involuntary members to have more hostility about having to be
in the group (Erford, [ 8]). A skilled leader focuses on those
members wanting to gain from the experience, while at the same
time assessing if the involuntary members seem ready to engage
in the group.
Assess Member Readiness
Listed below are three means of assessing whether or not
members are ready to work.
12. Pay attention to speech pattern, voice, and body language
Skilled leaders can usually read a member's attitude towards the
group by reading their non-verbal cues as well as by listening to
their speech pattern and their voice. Negative members tend to
look all around the room, roll their eyes, sit with arms crossed
and generally look disinterested. If negative members say
anything at all, their voice and speech is usually abrupt,
argumentative, or even hostile. If the leader does not pay
attention to members for non-verbal gestures and voice and
speech patterns, she may call on or focus on members who have
negative energy which in turn negatively affects the group
process. By paying careful attention to speech patterns and body
language, the leader can focus on those who seem to have
positive energy for the group.
Use dyads
Another technique that can be used to assess members level of
willingness to participate is for the leader to put themselves into
dyads with the negative member to talk about how the member
is feeling about the group (this is while other members are
paired together to discuss some relevant group topic). The
leader asks the negative member(s) how they are feeling about
the group and how they would like to participate if at all. By
using dyads, the leader can talk with, encourage, and possibly
confront the member(s) somewhat privately. This way the group
does not experience the hostile and negative reactions that can
pollute the otherwise positive energy.
Use inner circle, outer circle
As the group develops and the leader feels that most of the
members are interested in talking, one technique that can be
utilized is to have an inner circle and an outer circle. Having
hostile, involuntary members sit outside the group may be of
benefit to both them and the larger group. The outside members
are permitted to sit, read, or draw; however, at any time they
can request to be part of the group if it is agreed that their
participation will not be negative. The leader can say something
like "For those of you wanting to work and get something out of
13. group today, scoot your chairs to the middle and those of you
who don't can sit quietly out of the circle." This serves a couple
of purposes; mainly, members who want to gain from the group
have the opportunity to do so, and resistant members don't have
a chance to disrupt the flow of the group. Many times when this
technique is employed, members on the outside circle pay
attention and may even ask to speak and join the group. Even if
they don't join, resistant members usually pay attention and
possibly gain something of value.
Invite Positive Members to Question Negative Members
The leader can conduct an exercise that invites positive
members to ask questions of the negative members to assess if
they are willing to work. This strategy removes the leader from
putting resistant members on the spot. These questions may
include something like:
Leader: Is there anything you (to positive members) would like
to ask Josie (negative member) about her
________________________ (drinking, relationship, job, etc)?
Leader: (to all positive members) I want to get some of you to
ask Jeremy what we could do to get him more involved in the
group. Shelly (a positive member), let me start with you.
Conduct Feedback Exercises
There are a number of feedback exercises that may get the
involuntary member(s) interested or more involved. One simple
exercise involves having members answer questions like "Who
do you trust most in the group?" and "Who do you trust least?"
or "Who do you feel most comfortable with?" and "Who do you
feel least comfortable with?" By having members do this, the
involuntary member is involved unless she leaves the room. She
may not say anything but she will be listening to whether her
name is called. The leader can then ask her how she feels about
what was said.
Another feedback activity that may work is to have everyone
write a word or a phrase on 3 × 5 cards for each member of the
group and then give each member their feedback cards to read.
Most of the time, the resistant member will read them and
14. sometimes may react. Caution should be used with this
technique in that the leader should only do this when she thinks
there may be a chance that the member will open up or will
react in a way that may start the process of him becoming
involved in the group.
In the example below, the leader attempts to give the negative
member(s) feedback by eliciting comments from the members
who are more engaged:
Leader: (Knowing that four or five of the eight members are
now actively engaging in the group and ready to work) Those of
you who are now more interested in getting something good
from our group (leader gestures towards the four or five
members who are engaged) do this for me. Talk to me about
how you are feeling about members who are not engaging or
participating in our group. What is your wish for them? How
does their sitting quietly and being negative affect you? What
would you like for them to do?
Finally, it should be noted that it is important to understand that
not all people benefit from groups, especially those who are
mandated to attend. Skilled leaders who make sure their groups
are engaging and relevant can frequently get members interested
in a mandatory group, but there will be times when a mandated
member refuses to buy into the group process and can
potentially ruin the experience for the other members. Ideally
the leader has the option to ask negative members to leave the
group, or screen them out of the group, but, many times, agency
policy dictates that these members must attend the group.
Leaders who do have authority to screen out members should do
this privately, not during a group session, and with compassion
and empathy towards the member.
Working With Groups Where Involuntary Members Are Joining
an Existing Group
Many of the ideas presented in this article can be used in
situations where the group is an open group and new,
involuntary members are joining an established, ongoing group.
The key to working with groups where open membership is the
15. policy and new members are frequently involuntary and
negative is to not cater the group to the new, negative member.
Skilled leaders do not focus the energy of the group, especially
a group where the energy is good, on the new, negative member.
Leaders also should avoid letting the new, negative member
take over, sabotaging the group experience for all members.
Leaders are encouraged to meet with new members prior to or
following their first group session to gage their level of
commitment and attempt to establish a positive attitude toward
the group (Day, [ 6]).
With regards to introducing a new member into the group, it is
recommended that the leader get the existing members to briefly
introduce themselves, say something they are getting from the
group, and let the new member say a little about herself. The
leader should lead the group with a focus on the existing
members and not focus the energy on the new, negative
member. A common mistake that many leaders make is to "give
the floor" to the new member without assessing whether or not
the member is going to be positive.
Common Mistakes
Leaders faced with involuntary members frequently make a
number of mistakes in the beginning that make leading the
group much more difficult than it should be. Screening group
members and planning group sessions are two areas that group
leaders mistakenly neglect prior to leading involuntary groups
(ASGW, 2007; Corey, [ 4]; Jacobs et al., [13]). Listed below are
additional common mistakes that leaders make with involuntary
groups.
Allow negative tone to be established
Many leaders make the mistake of letting members express their
negative feelings in the beginning in such a way that a negative
tone is set (Jacobs et al., [13]). Earlier in this article we gave
the example of the leader starting with letting the members
express their negativity by putting a garbage can in the center of
the group. In that example, although members started negative,
the leader had a definite plan for ending the negativity by
16. putting a lid on the garbage can. In other words, she was in
charge the whole time. What we are referring to here is when
one member says something negative and the others join in and
the leader does nothing to stop the flow of negativity. Very
quickly the group can turn into a gripe session. Often leaders
make the mistake of asking members at the beginning what they
expect or want and that opens the flood gates for all kinds of
negative comments. The key is to try to set a positive tone by
using some of the ideas and techniques described in this article.
It is especially important to make sure that members are not
allowed to begin in such a way that a negative tone is
established.
Rely on members
Leaders who rely heavily on the members to make something
meaningful occur create a group that most likely will be
unfocused, have argumentative members, and is unproductive.
In an involuntary group, the leader should not put responsibility
for the group in the hands of the members. To avoid this, the
leader should plan the sessions and be very active because
members in an involuntary group will usually not have much
positive to say during the first couple of sessions (Jacobs &
Schimmel, [14]).
Not making the group interesting
The main purpose of any involuntary group is to get some, if
not all, members less resistant and somewhat open to the idea
that the group could be helpful. In other words, there should be
a strong emphasis on altering the negativity in the group by
making the group interesting and engaging, so that the
negativity starts to lessen. Using the creative ideas outlined in
this article will help to make groups more interesting and
engaging. Members will not learn if they feel the group is not
interesting and not relevant to them (Corey, [ 4]).
Engage in group negativity
Because these groups can be intimidating, beginning leaders
often get in arguments or put the members down, which, in turn,
sets up dynamics which are usually difficult to overcome. The
17. goal is to meet the members where they are and to move them in
a positive direction. The leader should avoid being angry
towards or judgmental of members for their negative feelings or
behavior and should certainly not further engage the negativity
by getting into any type of power struggle with the members
(Corey, [ 4]).
SUMMARY
Working with involuntary members is a tremendous challenge
for group leaders. One key is to use activities that are
interesting and engaging. We suggest using props, movement,
written activities, and rounds as ways to engage members.
Doing the unexpected as a leader is often a good way to get
involuntary members involved which in turn can lead to them
becoming voluntary members. It is always worth considering
the use of unexpected interventions or activities during the early
sessions with involuntary members. A key to leading
meaningful groups with involuntary members is not allowing
the negative energy to consume the group. The primary purpose
of the first couple of sessions of a group where some or all
members are involuntary is to convince some, if not all, of the
members to believe that the group experience can be helpful to
them. Always look for members who seem to have some
positive energy and work with them initially rather than
focusing on resistant members. Skilled leaders who are willing
to think out of the box can usually turn involuntary members
into voluntary members.
REFERENCES
1 American Counseling Association. (2005). ACA code of
ethics. Retrieved
from http://www.counseling.org/Resources/CodeOfEthics/TP/H
ome/CT2.aspx
2 Association for Specialists in Group Work. (2007). ASGW
best practice guidelines. Retrieved
from http://www.asgw.org/PDF/Best%5fPractices.pdf
3 Beaulieu, D. (2006). Impact techniques for therapists. New
York, NY: Routledge.
18. 4 Corey, G. (2008). Theory and practice of group counseling (,
7th ed.). Pacific Grove, CA: Brooks/Cole.
5 Corey, G., Corey, C., & Corey, M. S. (2008). Groups: Process
and practice (, 8th ed.). Pacific Grove, CA: Brooks/Cole.
6 Day, S. X. (2007). Groups in practice. Boston, MA: Lahaska
Press.
7 DeLucia-Waack, J. L., Gerrity, D. A., Kalodner, C. R., &
Riva, M. T. (Eds.). (2004). Handbook of group counseling and
psychotherapy. Thousand Oaks, CA: Sage.
8 Erford, B. T. (2011). Group work: Process and applications.
Upper Saddle River, NJ: Pearson.
9 Fromme, K., & Corbin, W. (2004). Prevention of heavy
drinking and associated negative consequences among mandated
and voluntary college students. Journal of Consulting and
Clinical Psychology, 72, 1038–1049.
Gladding, S. (2005). Counseling as an art (, 3rd ed.).
Alexandria, VA: American Counseling Association.
Greenberg, K. R. (2003). Group counseling in K-12 schools: A
handbook for school counselors. Boston, MA: Allyn & Bacon.
Jacobs, E. E. (1992). Creative counseling techniques: An
illustrated guide. Odessa, FL: Psychological Assessment
Resources.
Jacobs, E. E., Masson, R. L., Harvill, R., & Schimmel, C. J.
(2012). Group counseling: Strategies and Skills (, 7th ed.).
Pacific Grove, CA: Brooks/Cole.
Jacobs, E., & Schimmel, C. J. (2008). Working with individuals
in groups. In I.Marini & M.Stebnicki (Eds.), The professional
counselors desk reference (pp. 605–614). New York, NY:
Springer.
Jacobs, E., & Smith, A. (1997). Listening is not enough. The
Drug and Alcohol Forum, 3, 3–4.
Kottler, J. A. (2001). Learning group leadership: An
experiential approach. Boston, MA: Allyn & Bacon.
Morgan, R. D., & Flora, D. B. (2002). Group psychotherapy
with incarcerated offenders: A research synthesis. Group
Dynamics: Theory, Research, and Practice, 6, 203–218.
19. Schimmel, C. J., Jacobs, E., & Adams, J. (2008). Involuntary
members in a group. In I.Marini & M.Stebnicki (Eds.), The
professional counselor's desk reference (pp. 615–622).
NewYork, NY: Springer Publishing Company.
Vernon, A. (2010). More what works with children and
adolescents. Champaign, IL: Research Press.
~~~~~~~~
By ChristineJ. Schimmel and EdE. Jacobs
When Leaders Are Challenged: Dealing With Involuntary
Members in Groups.
Leading groups can be challenging and diffic
ult. Leading groups in which members are involuntary and
negative
increases the level of difficulty and creates new dynamics in the
group leading process. This article proposes
specific skills and strategies for dealing with three specific
issues related t
o involuntary members in groups: groups
where all members are involuntary; groups where some
members are involuntary; and groups with open
membership where involuntary members join groups that are
already in progress. The emphasis is on leaders using
creat
ive and multi
-
sensory interventions to insure that members are actively
engaged in the group process.
Keywords: involuntary; negative members; group leading
20. According to both Association for Specialists in Group Work
(ASGW) Best Practice Guidelines ([
2
]) and the
American Counseling Association's (AC
A) Code of Ethics (2005), "Group leaders screen prospective
group
members if appropriate to the type of group being offered," and
"identify group members whose needs and goals are
compatible with the goals of the group" (p. 4). At times
however many counse
lors find themselves leading very
difficult groups that involve involuntary members
—
members who, as opposed to being simply recommended for a
group and can choose whether or not to join a group, are
mandated or assigned group membership. These types of
gro
ups are difficult primarily because the motivation of the
members can be extremely low (Greenberg, [11]). Over
the years when conducting group training for agencies, school,
and correctional facilities, many participants have
expressed that leading involun
tary groups is their most difficult challenge. Involuntary groups
often include
mandated clients or clients who are required to attend treatment
by a department of corrections or a judicial system
and include DUI (driving under the influence) or long
-
term
in
-
patient groups such as drug and alcohol treatment
centers. Involuntary situations also include short
-
21. term in
-
patient groups where members have had psychotic breaks
or tried to commit suicide, adolescent residential treatment
centers, and school groups w
here students are in trouble
for their behavior, truancy, or academic issues (DeLucia
-
Waack, Gerrity, Kalodner, & Riva, 2004; Greenberg, [11]).
Anger management groups, groups for batterers, and court
mandated parenting groups usually are involuntary as
we
ll. In each of these groups, many if not all of the members are
involuntary and this creates challenges for any
group leader. Although Corey ([
4
]) recommends only accepting involuntary group members for a
limited amount of
time, involuntary groups often permit open membership where
members are conti
nuously joining and leaving the
group. This creates additional difficult dynamics with which the
group leader must contend. It should be noted that
leaders of involuntary groups should not always assume that
group members are unmotivated or that they canno
t
benefit from a group counseling experience (Corey, [
4
]). When group leaders develop creative, active leadership
techniques like those outlined in this article, involuntary groups
can offer much needed help and support for their
members. (Fomme & Corbin, 2004; Morgan & Flora, [17]).
22. Leaders of invo
luntary groups need to be dynamic, energetic, and engaging
(Corey, [
4
]). They must be patient,
flexible, and thick skinned; that is, they need to be prepared for
negative reactions, and not take them personally.
According to Corey, Corey, and Corey ([
5
]), leaders of involuntary groups must be perceptive enough to
face the
challenges that thes
e groups present openly and be open to the idea that involuntary
does not mean unmotivated.
Additionally, leaders need to be prepared to cut off members
when they are being negative or when they get off
track. Finally, the leader of a group consisting of i
nvoluntary members needs to have numerous techniques for
drawing out those members because involuntary members are
frequently committed to not participating in protest to
being required to be in the group (Jacobs, Masson, Harvill, &
Schimmel, [13]; Schimme
l, Jacobs, & Adams, [
5
]).
Corey ([
4
]) states, "One effective way to create a therapeutic climate for
participants in involuntary groups is for the
leader to explain to members some specific ways in which the
group process can be of personal value to them" (p.
427).
23. This article covers three
kinds of situations where the leader has to deal with involuntary
members: first, all
members not wanting to be in the group; next, one or more
members not wanting to be in the group; and lastly the
open membership group where a new, negative member joins
a group already in progress (Schimmel, Jacobs, &
Adams, [18]). Finally, while reviewing and processing the
following exercises and ideas, group leaders should note
that according to counselor ethics (ACA, 2005), group members
must provide informed consent
to treatment and
thus must be made aware of their rights and responsibilities as
group members (Erford, [
8
]).
When Leaders Are Challenged: Dealing With Involuntary
Members in Groups.
Leading groups can be challenging and difficult. Leading
groups in which members are involuntary and negative
increases the level of difficulty and creates new dynamics in the
group leading process. This article proposes
specific skills and strategies for dealing with three specific
issues related to involuntary members in groups: groups
where all members are involuntary; groups where some
24. members are involuntary; and groups with open
membership where involuntary members join groups that are
already in progress. The emphasis is on leaders using
creative and multi-sensory interventions to insure that members
are actively engaged in the group process.
Keywords: involuntary; negative members; group leading
According to both Association for Specialists in Group Work
(ASGW) Best Practice Guidelines ([ 2]) and the
American Counseling Association's (ACA) Code of Ethics
(2005), "Group leaders screen prospective group
members if appropriate to the type of group being offered," and
"identify group members whose needs and goals are
compatible with the goals of the group" (p. 4). At times
however many counselors find themselves leading very
difficult groups that involve involuntary members—members
who, as opposed to being simply recommended for a
group and can choose whether or not to join a group, are
mandated or assigned group membership. These types of
groups are difficult primarily because the motivation of the
members can be extremely low (Greenberg, [11]). Over
the years when conducting group training for agencies, school,
and correctional facilities, many participants have
expressed that leading involuntary groups is their most difficult
challenge. Involuntary groups often include
mandated clients or clients who are required to attend treatment
by a department of corrections or a judicial system
and include DUI (driving under the influence) or long-term in-
patient groups such as drug and alcohol treatment
centers. Involuntary situations also include short-term in-patient
groups where members have had psychotic breaks
or tried to commit suicide, adolescent residential treatment
centers, and school groups where students are in trouble
for their behavior, truancy, or academic issues (DeLucia-Waack,
Gerrity, Kalodner, & Riva, 2004; Greenberg, [11]).
Anger management groups, groups for batterers, and court
25. mandated parenting groups usually are involuntary as
well. In each of these groups, many if not all of the members
are involuntary and this creates challenges for any
group leader. Although Corey ([ 4]) recommends only accepting
involuntary group members for a limited amount of
time, involuntary groups often permit open membership where
members are continuously joining and leaving the
group. This creates additional difficult dynamics with which the
group leader must contend. It should be noted that
leaders of involuntary groups should not always assume that
group members are unmotivated or that they cannot
benefit from a group counseling experience (Corey, [ 4]). When
group leaders develop creative, active leadership
techniques like those outlined in this article, involuntary groups
can offer much needed help and support for their
members. (Fomme & Corbin, 2004; Morgan & Flora, [17]).
Leaders of involuntary groups need to be dynamic, energetic,
and engaging (Corey, [ 4]). They must be patient,
flexible, and thick skinned; that is, they need to be prepared for
negative reactions, and not take them personally.
According to Corey, Corey, and Corey ([ 5]), leaders of
involuntary groups must be perceptive enough to face the
challenges that these groups present openly and be open to the
idea that involuntary does not mean unmotivated.
Additionally, leaders need to be prepared to cut off members
when they are being negative or when they get off
track. Finally, the leader of a group consisting of involuntary
members needs to have numerous techniques for
drawing out those members because involuntary members are
frequently committed to not participating in protest to
being required to be in the group (Jacobs, Masson, Harvill, &
Schimmel, [13]; Schimmel, Jacobs, & Adams, [ 5]).
Corey ([ 4]) states, "One effective way to create a therapeutic
climate for participants in involuntary groups is for the
leader to explain to members some specific ways in which the
26. group process can be of personal value to them" (p.
427).
This article covers three kinds of situations where the leader has
to deal with involuntary members: first, all
members not wanting to be in the group; next, one or more
members not wanting to be in the group; and lastly the
open membership group where a new, negative member joins a
group already in progress (Schimmel, Jacobs, &
Adams, [18]). Finally, while reviewing and processing the
following exercises and ideas, group leaders should note
that according to counselor ethics (ACA, 2005), group members
must provide informed consent to treatment and
thus must be made aware of their rights and responsibilities as
group members (Erford, [ 8]).