Communicating in Groups - Chapter 8

Chapter 8: Communicating in Groups

• This chapter focuses on group communication, particularly in healthcare settings where effective interaction among healthcare professionals and patients can lead to improved outcomes.
• Objectives include defining the construct of group communication, identifying various characteristics inherent to small group communication, understanding theory-based concepts that relate to small group dynamics, applying these group concepts in both clinical and workplace settings, and comparing different therapeutic groups to highlight distinct characteristics and functions.

Defining a Group

• A group is defined as a human communication system consisting of three or more individuals who interact to achieve shared goals and influence each other (Rothwell, 2013, p. 36). This interaction can take various forms, such as discussions, decision-making, and collaborative problem-solving, and is essential for achieving mutual understanding and cooperation among members.

Categories of Groups

• Primary Groups: These are typically formed early in life and are characterized by informal structures and close personal relationships. Examples include family units and lifelong friendships. Members of primary groups exert a profound and enduring influence on one another, shaping each individual's self-identity and social behavior across their lifespan. The automatic nature of group membership in these cases may arise from familial ties, while voluntary participation in primary groups often stems from shared interests and emotional connections.
• Secondary Groups: In contrast to primary groups, secondary groups possess less personalization and are often time-limited, with established beginnings and ends. The structure of these groups is more formal, often including a designated leader and specific objectives aimed at achieving particular goals. Examples can include work committees, professional associations, or project teams where members join not out of personal connection but to gain knowledge or skills pertinent to a common task or outcome.

Group Communication in Healthcare

• Counseling and therapy groups play a crucial role in supporting individuals with mental health or emotional challenges by fostering a supportive environment where members can share experiences and strategies for coping.
• Psychoeducation sessions are designed to provide participants with valuable information about their conditions, treatments, or strategies for health improvement, thus empowering them with knowledge.
• Work groups in healthcare settings facilitate collaboration among professionals from various disciplines, allowing them to share expertise, streamline processes, and ultimately deliver better patient care.
• Interprofessional clinical team functioning is essential for patient safety and quality care; it involves healthcare professionals from different specialties working together, enhancing communication, and leveraging each member's strengths for comprehensive patient management.
• Nursing group activities often include collaborative projects, reflective experiential learning, and clinical simulations, which all contribute to improving clinical skills, teamwork, and patient-centered care practices.

Characteristics of Small Group Communication

• (1) Group Purpose: The fundamental reason for the existence of a group greatly impacts its communication dynamics and activities. For instance, in group therapy, the overarching purpose may be to improve interpersonal functioning and relationships among members, which guides their interactions and shared experiences.

• (2) Group Goals: Goals serve as benchmarks for assessing therapeutic outcomes and progress. Effectively matching the group goals with the unique needs of clients and the skills or expertise of its members is crucial. To be effective, these goals should be achievable, measurable, and align with the current capabilities of group members, fostering a sense of accomplishment and motivation.

• (3) Group Size: The size of a group is directly influenced by its purpose. For instance, client-centered therapeutic groups typically include 6-8 members, allowing for meaningful interactions and personal sharing. In contrast, education-focused groups may comfortably allow for 10 or more members, enabling diverse viewpoints and knowledge dissemination while still maintaining manageability for effective discussion.

• (4) Group Member Composition: The composition of group members should be thoughtfully considered, focusing on members' capacity to benefit from and contribute to the group's objectives. Achieving functional similarity among members concerning intellect, emotional capacity, and shared experiences can significantly enhance overall group performance and member satisfaction. A balanced and diverse composition can facilitate richer discussions and learning opportunities.

• (5) Group Norms: These are the unwritten rules of conduct that guide member behavior within the group. Establishing clear norms is essential for the effective functioning of the group and creating a safe environment for all participants. Norms might include expectations regarding confidentiality, regular attendance, and mutual respect, which help to cultivate a trusting, supportive space critical for open communication and collaboration.

• specific norms represent shared beliefs, values, and unwritten operational rules (e.g., tolerance for lateness, use of humour).

• (6) Group Role Position: A group member's role is influenced by perceived status, power, and internal image; group members assume specific roles that affect communication and reactions of others.

• (7) Group Dynamics: Communication processes and behaviours occurring throughout a group; a complex mix of individual and group characteristics interact to achieve group goals.

  • Individual Member Variables: Motivation, functional similarity, previous experiences, culture, and competencies are influential.
  • Interpersonal Dynamics: Clarification, reflection, paraphrasing, and summarization skills are vital.

Group Process - Bruce Tuckman's Model

• The five-stage model (forming, storming, norming, performing, and adjourning) describes the structural development and relationships of small groups.

Group Leadership

• Effective leadership requires adequate knowledge of the topic, preparation, professional attitudes, responsible selection of members, and an evidence-based approach.
• Personal characteristics of a leader include a commitment to the group purpose, self-awareness of biases, careful preparation, and an open attitude towards group members.
• Leaders should model caring, objectivity, and integrity; adapting their leadership styles to fit changing needs, trust group members, and use mistakes to promote growth. Power is given to those most effective in clarifying group member needs and moving the group towards the goal.

Group leadership Styles

• Authoritarian: Leaders take full responsibility for direction and control; best when the group needs a strong structure and a quick decision.
• Democratic: Participative leadership, involving active discussion and shared decision-making; flexible while goal-oriented.
• Laissez-Faire: Disengaged leadership; leader avoids making decisions and is minimally present, leading to potential lower group productivity.
• Co-leadership: Shared leadership, common in therapy/support groups; co-leaders should spend time preparing together prior to meetings to maintain compatibility and avoid conflicts).

Types of Therapeutic Groups

• Therapeutic Activity Groups: Client works on projects, develops life skills (cooking, arts, crafts, ADLs).
• Recreational Groups: Engaging in leisure activities while learning life skills.
• Exercise/Movement Groups: Structured exercise; beneficial for chronically ill clients and the elderly.
• Self-Help/Support Groups: Providing emotional and practical support to members facing similar circumstances (peer support groups).
• Educational Groups: Family education, primary prevention (childbirth, parenting, stress reduction); providing knowledge and skills to members and their families.
• Focus Groups: Participants with experience on a topic discuss perceptions/perspectives; providing feedback about social and health issues.
• Discussion Groups: Carefully structured discussion using prepared materials; equal participation is expected.

Reading Requirements

• Elements of Successful Discussion Groups (Table 8-4, page 144)
• Characteristics of effective and ineffective work groups (Table 8-5, page 146) are in your textbook.