cafs-notes-mod-2-individuals-and-groups-64ec83294bbb3.pdf

Definitions important Individuals and Groups Groups in the Community Groups Two or more individuals who are connected, involved, share a common idea and have meaningful contacts For...

Definitions important Individuals and Groups Groups in the Community Groups Two or more individuals who are connected, involved, share a common idea and have meaningful contacts Form for many reasons ○ Can be long-term or short-term ○ Can be more structured than others Groups are the structure for social life Types of Groups Kinship ties or social bonds based on Family and Friendship ancestry, marriage, etc. Generally spend lots of time together and engage in activities ○ Can be exceptions with hostile relations Friendship groups spend lots of time together but are more likely to disband after a long period of time ○ Eg. school friendships may end after year 12 Sporting and Leisure Long-term or transitory Primary purpose is to provide a fun and interactive way for members to get fit and healthy Rely on each other for motivation Can be age-specific, location-specific, competitive or creative ○ Eg. little athletics, triathlon Study and Work Individuals feel connected and included in academic/active work ○ Degree or personal satisfaction and wellbeing is heightened ○ Eg. study groups, business franchises Religious Common beliefs, traditions and values held by a specific doctrine or faith Hold different philosophies but share the primary mission to promote spiritual growth Cultural Based on the geographical area in where group originaled/developed Share social and cultural characteristics Based on self-perceived group’s ideals and philosophies  ○ Eg. ethnic groups Other specific Groups within the Community Help wellbeing to be equitably addressed and satisfied Growth for minority groups ○ Eg. health, age, support groups for men, volunteer groups, etc. Reasons for Group Formations Membership is based on shared values, goals and belief system Main outcome is to enhance individual wellbeing ○ Eg. increase self-esteem and confidence Satisfaction of needs that underpins the formation Location and Geography Forms as a result of its members living in a specific region, area or geographical place ○ Eg. neighbourhood watch group Gender Events may be more attractive to one gender or may be restricted on the basis of gender ○ Eg. birthing class, men’s health clubs Shared Interest and Common Goal Tend to seek out others with similar values, interest and goals ○ Engage with people who can motivate and encourage us ○ Help us to achieve our personal goals ○ Eg. weight loss group Security Individuals choose to live in a close proximity to others to feel safe and secure ○ Choose a neighbourhood to reside that meets this need Older people may choose to live in retirement villages to feel a greater sense of safety and security Minority groups may access support services to increase security ○ Eg. disability support groups Cultural groups tend to live in close proximity to each other to be surrounded by people of similar values sand beliefs increasing their sense of security Sexuality LGBTQI individuals form groups for  their shared values, beliefs and experiences ○ Eg. mardi gras Specific Need Quite diverse and individuals have them based on situations ○ Economic, physical, cultural, etc. ○ Eg. reformed alcoholics, mothers group Social Interaction Satisfy the need for social interactions Share common values, goals, beliefs and standards ○ May be long-term or transitory ○ Eg. catching up at breaks, teens meeting together Religion Values, beliefs and religious afflictions are also diverse Individuals and families seek spiritual fulfilment through worship and it’s through common worship ○ Eg. bible study, Sunday school, etc. Culture Reflect on and celebrate one’s culture or the traditions practised in an individuals country of origin Cultural practices serve to enhance individual and group wellbeing ○ Eg. food festivals, LNY, etc. Heightened esteem and serves to Other Reasons enhance self-confidence Gain greater recognition, power of status Achieve self-actualisation Desire to connect to something beyond the ego ○ Eg. tutoring a student, etc. Roles Individuals Adopt within Groups Role The part played by somebody in a given social context, with any characteristic or expected pattern of behaviour that it entails Leader An individual who guides or directs others by showing them the way or by telling them how to behave Roles they adopt in groups In a well-balanced group, roles are generally given to members who are recognised for their skill or ability to fulfil a designated duty ○ Eg. good listener, etc. Roles may change within a group, depending on the task govern or throughout the duration of a task An individual may play more than one roles Specific Roles for Individuals Task-orientated - ensure tasks are achieved Ensures tasks are completed and goals are achieved Generally knowledgeable, have common sense, interested in task Concerned with task in a specific timeframe Goal-orientated Socioemotional - maintain and build Maintain and build relationships within relationships group Concerned with wellbeing of group and its members Honest communication and good at problem-solving Know each member to best cater their needs Group cohesion ○ Eg. mediator, social organiser Influences group progress and mostly Destructive - influence the group’s progress negative Divert attention away from task Goals aren’t achieved Destroys group cohesion through behaviours ○ Eg. interrupting, laughing, etc. Impact group harmony ○ Eg. victim, distractor, etc. Norms, Conformity and Cohesiveness Standard or pattern of behaviour that’s Norms considered normal in a particular society Often individuals in a group will identify in a common value ○ Often go along with status quo, even if it’s wrong ○ Implied bahviours that’s observed by the group ○ Eg. mean girls: wear pink on  wednesdays When norms don’t exist and a common goal isn’t shared, there’ll be disharmony ○ Disputes within the group Eg. Asch Conformity Experiment Compliance with the standard Conformity behaviours, rules, laws in accordance with socially accepted conventions When the members of a group or Cohesiveness society are united and are one Personal Factors - CHEPSSS Ideas, customs and social behaviour of a Culture particular people or society Being culturally aware can be immensely valuable ○ Enables group members to gain understanding of the norms and values exercised by group members Helps members understand influence of cultural differences and interactions Cultural awareness creates a stronger sense of belonging Physical appearance are passed down Hereditary via genes ○ Physical traits, intellectual ability and genetic disorders Influence an individual by the role and their ability to contribute to a group ○ Eg. individual’s temperament Process of giving and receiving Education instructions, knowledge and skills Level of academic education and qualifications plays a part in shaping the role one plays Group members look to the ‘more educated’ members for direction Life experience is just as valuable ○ eg. playing sport Lesson learned from life events, past Previous Experience encounters, workplace roles and interaction with others Shape the way individuals act and interact within a group Impact may be negative or positive ○ Eg. individuals may have difficulting respecting an  ineffective boss Individuals self-perception, self-value Self-esteem and self-worth Individuals who believe they have very Low self-esteem little to offer Lack of self-worth Suffering low self-image Contribution to a group is likely to be withdrawn, hesitant and self-conscious More outgoing and self-assured High self-esteem Project with confidence when in the presence of other Greater ease when taking on new challenges Belief in one’s ability to succeed Self-confidence Confident in own abilities Confident More likely to take on challenges Success experienced when realising a goal helps an individual to increase self-confidence and thus self-esteem Lacking confidence Lower self-confidence leads to diminish self-esteem Affects individual’s contribution to a group Feeling of belonging or connectedness Sense of Belonging to a social, spatial, cultural, professional or other type of group or a community When individuals identify with a group, they feel like they belong and they’re valued Individuals who experience a sense of belonging are more likely to see projects through to their completion and to have a strong sense of ownership over group decisions Individuals feeling excluded to to feel life has less meaning Social Factors - MARG All forms of media motivate and Media influence our thoughts and actions daily Can be used positively as a means of educating people Can be used negative and mislead people through truths or one-sided views  All members may hold an opinion that’s subjected by media reports ○ Alternate POV may cause conflicts and fractured relationships within the gorup Media can also aid in the growth of groups and be a source of raising awareness in relation to different groups and what they stand for ○ Can mean solidarity and community strength Maslow’s hierarchy shows we need love Attitudes of Group Members and belonging to feel accepted If we aren’t accepted, rejection will impact our self-esteem and self-confidence ○ May occur due to difference in values and standards - Eg. difference in age, gender, etc. Acknowledging differences help re-evaluate individual’s positions and adapt strategies to help them cope in given situations Some individuals may amend their actions and preferences to match the norms of the group they belong to Group members connected by the Relationships with other Group Members relationship they have with one another ○ Group cohesion Strong ties and connectedness within a group ○ Heightened solidarity, trust and support - Improve group productivity and sense of belonging Alternatively, there’s a lack of respect ○ Communication barriers and fractures within a group - Leads to disharmony and loss of productivity and cohesion Acknowledge the change in traditional Gender Expectations gender roles ○ Eg. more women complete tertiary education, men contribute to the upbringing of their children Males and females perceive leaders in different ways  ○ Leaders may have to adapt the expections other members have placed on them Observation as a Primary Research Method Method of data collection in which researchers observe within a specific research field Researchers visit, observe, watch or study individuals or groups to understand interactions, behaviours or social environments better People in their natural environment increases validity of an observation Covert observations increase validity Conduct and Record Observations require researchers to watch and record the behaviour of subjects Ethics and privacy may be adhered to and permission must be given prior to any observation taking place Participant Observers participate in the action and records Non-participant Observers just watch and records More likely to use qualitative research methods Check for non-verbal indicators or feelings, determine interaction patterns, etc. Data may determine group dynamics and cohesion Methods are open to bias ○ Must record information in a thorough and systematic manner Covertly Without knowledge of being observed Overtly Being aware of researcher’s presence Ethical issues Involved Getting access to groups, especially covert Recording information and maintaining cover Informal consent Protection from harm Illegal and immoral activities Bias Favouring one side, position or belief Sociogram A map that’s used to track/record interactions between individuals within a group Directional arrows show the flow of interaction Advantages and Disadvantages of Observation Provides an opportunity for viewing or Advantages participating in unscheduled events Allows for richly detailed descriptions of behaviours Provides direct access to the social phenomena under consideration for research Provides a permanent record Bias in recording of events viewed Disadvantages Gender may restrict access to certain information Lack of trust in the observer by those being observed Time-consuming Presence of the observer may influence the behaviour that’s being observed Field book is recommended throughout Present Research Findings research process ○ Ensures all findings and notes from different days and venues are in the same location and sequential Use of video/photographic evidence of observations add validity Data can be presented in written summaries, tables, graphs, etc. Power within Groups Power An individual’s or group's ability to do something or bring about change ○ Eg. strength, control, influence Power and control are interchanged  when considering the role of a leader Where does Power come from Different power bases are more influential depending on the type of group May be based on professional status, education or experience ○ Eg. CEO, teacher, etc. Exerting Power Over Others Group members may also exercise power over one another May be positive and negative May be done by Member-to-member communication rather than member-to-leader communication Ensuring all members have input Encourage sharing and discussion Individuals can also be empowered by Encourage them to take on leadership leader/other members by roles Recognise special skills and talents Rewarding them for active involvement Power Bases - CLERR Origin of power Impacts group dynamics Coercive Leader’s ability to take away and/or give privileges or rights ○ Influence group behaviour May be used positively or negatively ○ Eg. grounding kids Legitimate Designated position ○ Usually agreed or voted on ○ Eg. school prefects, mayor Expert knowledge/expertise of an individual in a given field Members look up to leader for guidance ○ Leader’s knowledge = high regard ○ Eg. uni professor exert expert power over a class of first-years Referent Followers of an individual’s looks or attributes ○ Eg. in social media, people follow and like others Encourages followers to strive and copy the leader ○ Eg. copying idol’s fashion Reward Leader’s able to give merits/awards  ○ Eg. teacher giving out stars Leadership Ability to lead yourself towards achieving outcomes you set for yourself and others Types of Leadership Styles Autocratic (hierarchical) Characteristics Directive Determines how things are done Doesn’t involve other members in decision-making Maintains leadership Outcomes and Impacts on Group Wellbeing Reduce individual creativity Fear of failure Members cease to contirbute Democratic (collaborative/shared) Characteristics Willing to share leadership roles Tasks and members are equally important Listen to each members Outcomes and Impacts on Group Wellbeing Builds trust and mutual respect Less conflict Considers feelings of members Laissez-faire (autonomous) Characteristics Non-directive Allows members to decide on processes Avoids making decisions Outcomes and Impacts on Group Wellbeing Workers aren’t motivated Low productivity Lack of group cohesion Transformational Characteristics Inspirational Coaches members to take on greater responsibility Outcomes and Impact on Group Wellbeing Increased productivity Encourages higher levels of group and individual achievement Self-leadership A person knowing who they are, can inspire others and know their knowledge and skills and can heighten sense of wellbeing  ○ Their vision and enthusiasm often inspires others to achieve goals Leadership Adaptation and Flexibility Adapt Make suitable to requirements or conditions Flexibility Ability to change your approach Level of expertise and experience that a leader has will often be the determining factor with respect Ability to communicate effectively A leader should have the ability to change directions Good leaders bring people together Leaders communicate direction and are motivating and inspiring Factors Influencing Leadership (KART) Knowledge and Skills within the Group Internal factor Leaders may adopt clear communication so everyone knows how to achieve goals Attitudes of Individuals within the Group Leaders personal values are derived from attitudes about themselves ○ Self-concept Attitudes has an impact on culture, environment and mood of the group Relationship between Group Members Leaders who believes strongly in teamwork may adopt a democratic style ○ Group harmony but requires constant feedback Allow members to share responsibilities Type of Task Task-oriented leaders may adopt an autocratic style for giving instructions in an emergency Conflict A disagreement between individuals and groups based on clash of ideas, principles, beliefs or people Can be constructive and destructive Causes of Conflict (‘MLIVID) Multiple Role Expectations A working parent may experience conflict in juggling many rules and responsibilities at work and home Limited Resources A young single-income family may experience conflict when deciding on resource allocation Ineffective Communication A person who sits and watches TV  instead of communicating with their partner may feel isolated Varying Values Teenagers who value the company of friends will experience conflict when they’re grounded Incompatible Goals An individual may experience indecision relating to prioritising short or long-term goals Individual Differences and Personalities An exuberant and loud individual may cause a shy, withdrawn person to feel threatened Conflict Resolution Conflict isn’t about making conflict go away ○ Involves implementing strategies that allow individuals and groups to deal with conflict that may benefit each party Process (NAR) Negotiation Process of discussion between two or more individuals who seek to find a solution to a common goal Can be cooperative when both sides seek a solution that’s mutually beneficial Can be confrontational; when each side seeks to stand its ground against one another Agreement Positive outcome of mediation ○ Method of conflict resolution that’s carried out by an unbiased individual who works with the disputing parties to help them improve their communication Process enables individuals to choose an option for resolving the conflict that meets the interests or needs of all parties involved Resolution Process of resolving a dispute or a conflict by providing the needs of the disputing parties Adequately addresses their interests so they’re satisfied with the outcome Outcomes of Conflict Resolution Win-win Goals of both parties are maximised Both parties confront the problem rather than each other Needs of each party are considered Win-lose Most common outcome Decision often made through socially acceptable mechanisms such as judges, votes, etc. Sometimes involves threats and bribes Victor may gloat whilst the loser may seek reprisal Outcome may cause intergroup conflict Lose-lose Disagreement is seen as inevitable so conflict is smoothed over in the least painful way Parties get some of what it wants Often used to divide limited resources Prevents a win-lose situation Role of Support People eg. mediators, advocates Primary aim is to represent and work with an individual/group who may need support and encouragement to ensure their rights are upheld Assist in understanding the issue ○ Providing strategies ○ Asking questions for clarity ○ Discussing consequences Conflict within Groups Case study as a Secondary Research Method Purpose is to observe and gather data Must be objective Not used as a standalone research tool ○ To increase validity, sociograms Collecting and Recording Data and interviews may be viewed Advantages Detail is collected Hypothesis can be developed and tested Research controls the situation Disadvantages Danger of bias Time-consuming Behaviour exhibited may be different to what’s displayed in the natural environment