Group Dynamics - Midterm PDF

KINDS of GROUPS \_FUNCTIONAL GROUPS\_ - - - \_IDENTITY GROUPS\_ - \**e.g. gender, family* - - \**families are both **functional** & **identity groups**.* KINDS of FUNCTIONAL GROUPS 1\. **Task** Groups / **Task Facilitation** Group 2\. **Psychoeducational** Groups 3\. **...

KINDS of GROUPS \_FUNCTIONAL GROUPS\_ - - - \_IDENTITY GROUPS\_ - \**e.g. gender, family* - - \**families are both **functional** & **identity groups**.* KINDS of FUNCTIONAL GROUPS 1\. **Task** Groups / **Task Facilitation** Group 2\. **Psychoeducational** Groups 3\. **Counseling** Groups 4\. **T**-Groups 5\. Psychotherapy Groups / Therapy Groups 6\. **Work** Groups 7\. **Focus** Groups 8\. **Brief** Groups \_Task / Task Facilitation Groups\_ - - - e.g. *romantic partners that are functioning*. - *examples*: - - - - - - - - \_role of members & leaders\_ \_in a Task Group\_ 1. 2. e.g. *professional relationships*. \**should determine **goal** in counseling:* - - 3. **Solution for Task Group Challenges** Learning **interpersonal skills** for working on a team is enhanced when participants can practice these skills in a group setting. (***Falco & Bauman**, 2014*) \_Psychoeducational Groups\_ - - - - *examples*: - - - The [emphasis on learning] give members chances to **obtain** and **refine** social skills through behavioral rehearsal, skills training, and cognitive exploration. thinking, feeling, & acting - - - +-----------------------------------------------------------------------+ | "Cognitive Triad" | | | | **Judith & Aaron Beck** | | | | what you **think** → affects what you **feel** → affects how you | | **do** | | | | \**they are inseparable*. | +-----------------------------------------------------------------------+ Most Appropriate Intervention**:** **CBT** - \**group leader should be familiar with Abnormal Psychology*. \_Counseling Groups\_ - - - - - \****Counseling Groups** are for **mild** cases only*. +-----------------------------------------------------------------------+ | **Interactive Feedback** | | | | - | | | | **Eclectic Therapy** | | | | - | | | | \**can sometimes be inappropriate* | | | | - | +-----------------------------------------------------------------------+ *example*: - **GOAL**: normalizing the grief process, helping students to understand their feelings & loss better, and developing positive ways of coping with loss (**Falco & Bauma**n, 2014). \**how to educate emotion: "all emotions are valid" - Fr. Bobby* \_T-Groups\_ T: **Training** - - - - - *example*: ***encounter groups*** - **CORE** - **GOAL** - \**you get to know yourself*. - \_Psychotherapy / Therapy Groups\_ - *examples*: - +-----------------------------------------------------------------------+ | \*for **major changes in personality**. | | | | \*case becomes **clinical**/severe. | | | | **Advanced Symptomatology** | | | | - | | | | *Counselors can handle clinical cases if:* | | | | 1. 2. | +-----------------------------------------------------------------------+ \_Work Groups\_ - - - \_Focus Groups\_ - - \**Focus Groups are **subgroups**.* - - *example*: - - \_Support Groups\_ - **Sharing Experiences & Offering Support** - *\*to empathize with people who have similar experiences.* - *example*: - \_Brief Groups\_ - *example*: - - - \**all groups can be brief groups depending on the **prominence***. TYPES of GROUP PROCESSES **CONTAGION** - *example*: - **CONFLICT** - - *example*: - - **ANXIETY** - **ADAPTIVE MECHANISMS** members use: **Restrictive Solutions** - - - - - **Enabling Solutions** - - - **UNIVERSALITY** - - *example*: - - **INSTALLATION of HOPE** - *example*: - - - **FACTORS influencing GROUPS** \**possible **changes** that may affect **group formation***. **\_BALANCE BETWEEN CONTENT & PROCESS\_** **Process** & **Content** - **Process** --- interpersonal & intrapersonal dynamics **Content** --- tasks, goals, objectives, duties, roles Leader's **ART OF QUESTIONING** can balance **Process** & **Content**. Questions that can be used by the leader to **balance** **Process** & **Content**: **Process** Questions: 1. 2. 3. **Content** Questions: 1. 2. +-----------------------------------------------------------------------+ | What will happen if there is **no balance** between Process & | | Content? | | | | \**tasks will be **eroded*** | | | | *\*group will **self-destruct*** | +-----------------------------------------------------------------------+ **\_PARS MODEL IN GROUPS\_** Processing, Activity, Relationships, Self *(has 4 parts & 3 stages)* *STAGES* 1. members of the group retrace the trail of steps in the **activities** of the group. - *What do we do?* - - - - +-----------------------------------------------------------------------+ | \**"Why did I take Psychology?"* | | | | - | | | | *\***reflection** is an **art & skill**.* | | | | - | +-----------------------------------------------------------------------+ 2. **FOCUS**: for participants to understand the **interaction**. - - - 3. **INFLUENCERS of GROUPS** **conditions & structures** that aid the group to run smoother and better both in the short & long run. *STAGES* 1. - - - - 2. - - - - \**e.g. privacy at home.* *\*group structure affects physical & psychological space* - 3. - - - \**cohesion vs. division* **BENEFITS** (***Jacobs** et al., 2002*) - - - - - 4. - - - \**e.g. strict/rigid*. 5. - - **PRIMARY FUNCTION OF ROLES** a. - - - - - - - - - - - b. - - - - - - - - - - c. - - - - - - - - - - - **\_positive group variables\_** - - IRVIN YALOM - - **\_POSITIVE FORCES CURATIVE\_** *or **Therapeutic Factors*** ------------------------- **Existential Factors** ------------------------- - - \**e.g. avoiding vices because life is short*. --------------- **Catharsis** --------------- - *"There are eyes that only eyes that have cried can see" (Bobby, 2024)* ------------------------ **Group Cohesiveness** ------------------------ - \**intervening to prevent fighting*. ---------------------------- **Interpersonal Learning** ---------------------------- - - *"Tell me friends are and I'll tell your friends who you are." (Bobby, 2024)* ------------------------- **Imitative Behaviors** ------------------------- - ------------------------------------------- **Development of Socializing Techniques** ------------------------------------------- - ----------------------------------------------------------- **Corrective Recapitulation of the Primary Family Group** ----------------------------------------------------------- - \**simulation*. -------------- **Altruism** -------------- - - - \**Altruism is a **symbiotic** process*. \****fake altruism** (**Messianic Complex**)* - ------------------------------ **Imparting of Information** ------------------------------ - ------------------ **Universality** ------------------ - \**Universality should lead to **empathy**.* -------------------------- **Installation of Hope** -------------------------- - +-------------+-------------+-------------+-------------+-------------+ | **Developme | | | | | | ntal | | | | | | Steps** to | | | | | | a **Group | | | | | | Process** | | | | | | | | | | | | based on | | | | | | different | | | | | | Theoretical | | | | | | Models | | | | | +=============+=============+=============+=============+=============+ | *Tuckman & | Forming | Storming, | Performing | Adjour- | | Jensen* | | Norming | | | | | | | | ning | +-------------+-------------+-------------+-------------+-------------+ | *Ward* | Power | Cohesive-ne | Working | Termina-tio | | | | ss | | n | +-------------+-------------+-------------+-------------+-------------+ | *Komanski & | Aware- | Conflict | Cooperation | Separa- | | Mozanter* | | | , | | | | ness | | Productivit | tion | | | | | y | | +-------------+-------------+-------------+-------------+-------------+ | *Trotzer* | Security | Accept- | Responsibil | Closing | | | | | ity, | | | | | ance | Work | | +-------------+-------------+-------------+-------------+-------------+ **LEADERSHIP.** *(Bass)* *\*Bass is more technical.* - - \****compliance** --- indicates norm; rule of conduct*. - \****persuade** --- clearly state what the group is for, who are the members, structure, etc.* - **LEADERSHIP.** *(Forsyth, 1999)* *\*Forsyth takes on a more humanistic approach.* - - - - **\_\_\_\_\_\_\_\_\_\_\_*kinds of*** **LEADERS.\_\_\_\_\_\_\_\_\_\_** **TRANSFORMATIONAL LEADER** - - \**empowerment through **proper delegation***. - **TRADITIONAL LEADER** - - - - "The more you forbid people, the more you'll do what is forbidden?" - - \**people always clamor for freedom*. **\_\_\_\_\_\_\_\_\_*types of*** **LEADERSHIP.\_\_\_\_\_\_\_\_** *(Levin)* **AUTHORITARIAN LEADER** - - \**leader is the junction.* \**if you remove it, the pillar will be gone*. - - **DEMOCRATIC LEADER** - - - - \**e.g. students can become better than the teacher.* \****Bowlby**: moving towards, away, against.* **LAISSEZ-FAIRE LEADER** - - - - - - \**members are mature*. \**"Laissez-Faire" means "hands off" or "don't touch"*. +-----------------------------------------------------------------------+ | **Laissez-Faire** has highly minimal supervision. | | | | **Democratic** has moderate supervision. | +-----------------------------------------------------------------------+ **\_\_\_\_\_\_\_\_\_\_\_\_FORMING STAGE\_\_\_\_\_\_\_\_\_\_\_\_** - - - \****Goal Setting** (during orientation)*. - - - *e.g. screening & selection of members, meeting structure* - - - \**essence of the group decides **nature**.* +-----------------------------------------------------------------------+ | **(1). develop rationale for the group.** | | | | - | | | | \**if the [how] is clear, the [why] is easy*. | +=======================================================================+ | **(2). decide on a theoretical format.** | | | | \**determines the type of group*. | | | | - - - - - - - - | +-----------------------------------------------------------------------+ | **(3). weighing practical considerations.** | | | | - - | +-----------------------------------------------------------------------+ | **(4). publicizing the group.** | | | | *methods*: | | | | - - - - | +-----------------------------------------------------------------------+ | **(5). pre-training & selecting members and leaders.** | | | | *methods*: | | | | - | | | | | | | | - - - - | +-----------------------------------------------------------------------+ **TASKS of BEGINNING GROUPS** 1. 2. 3. 4. \**set limits by verifying exact roles*. 5. \****Greener Grass syndrome*** - **POTENTIAL PROBLEMS in** **\_FORMING STAGE\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** ✱ manipulators \**manipulators are self-serving & destroy the integrity of the group*. ✱ resistors ✱ monopolizers ✱ uses of sarcasm ✱ diagnostic analyzers ✱ focusers (forced assistant leaders) \**focusers cause overlapping of roles*. ✱ subgroups **PROCEDURAL PROBLEMS in** **\_FORMING STAGE\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** ✱ opening the group ✱ structuring the group ✱ involvement of group members ✱ group cohesion ✱ hope & risk-taking ✱ pre-mature termination **USEFUL PROCEDURES for the** **\_BEGINNING OF THE GROUP\_\_\_\_\_\_\_\_\_** ❥ **joining**. - ❥ **linking**. - ❥ **cutting off**. \**form of justice*. - - ❥ **drawing out**. - ❥ **clarifying the purpose**. - **\_\_\_\_\_\_\_\_\_\_TRANSITION PERIOD\_\_\_\_\_\_\_\_\_** **NORMING & STORMING** - - - - - - **STORMING** - - - - - - - - **PEER RELATIONSHIPS in \_STORMING\_** - - [3 kinds of power]: 1. - 2. - 3. - **RESISTANCES in** **\_STORMING STAGE\_\_\_\_\_\_\_\_\_\_\_\_\_\_** ✱ **intellectualization** - ✱ **questioning** - \**blaming on the past*. ✱ **advice** - ✱ **band-aiding** - \**invalidating emotions*. ✱ **dependency** - **PROBLEMATIC TASK PROCESSES in** **\_STORMING STAGE\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_** ✱ **personalization of task processing** - ✱ **scapegoat** - **SOLUTIONS: Working through STORMING** **\_\_\_\_\_\_\_INTRA & INTERPERSONAL ISSUES\_\_\_\_\_\_\_** 1. - - \**not present in families & romantic relationships*. 2. - - 3. - 4. **\_\_\_\_\_\_\_\_\_\_TRANSITION PERIOD\_\_\_\_\_\_\_\_\_** **NORMS & NORMING** \**entitativity* - - - \**rules, responsibilities, non-negotiable*. - - - - - - - \**e.g. you can tell who is a Psych student*. **PEER RELATIONSHIPS in \_NORMING\_** - - - - - \**you understand each other's culture*. \**Norming is a peaceful period because of minimal conflict and self-disclosure*. **\_TASK PROCESSING\_ during [NORMING]** - \**canon - standard*. - \**goal of norming: **commitment*** **\_SKILLS\_ during [NORMING]** - - - - **RESULTS of \_NORMING\_** - - - - \**norms evaluate if the group is functioning.* \**e.g. are you doing your part as a member?* **\_WORKING STAGE\_ --- *PERFORMING*** ✦ [focus of performing]: --- achievement of **group goals** --- increase of unity among members \**productivity is evident*. ✦ described as "performing/action stage" ✦ members & leaders have **evident freedom**. ✦ possible problems of the group are explored. "*The true test of love is in the action, not the emotion*." **PEER RELATIONSHIPS: \_WORKING STAGE\_** - - - \**opening up leads to getting help*. **TASK PROCESSES: \_WORKING STAGE\_** 1. - 2. - 3. - 4. - - **PROBLEMS with \_WORKING STAGE\_** ✱ **racial issues** - ✱ **gender issues** - ✱ **group collusion** - \**diversion of goals*. \**leads to envy/jealousy*. **\_WORKING GROUP\_ vs. \_NON-WORKING GROUP\_** -------------------------------------------------------- --------------------------------------------------------------------------- members express both trust & mistrust with each other. mistrust is highly evident and manifested in **hostility** among members. -------------------------------------------------------- --------------------------------------------------------------------------- \**hostility leads to mistrust*. **HELPFUL STRATEGIES in** **\_WORKING STAGE\_\_\_\_\_\_\_\_\_** ❥ modeling by the leader. ❥ exercises (experiential integration) ❥ sub-groups observing sub-groups in one bigger group. ❥ brainstorming ❥ **nominal group technique** - ❥ synectics - ❥ written projections - ❥ group processing - ❥ teaching skills **RESULTS of \_WORKING STAGE\_** - - - - - - \**consensual validation; "how am I as a son?"* - - **\_\_\_\_\_\_\_TERMINATION of a GROUP\_\_\_\_\_\_** **ADJOURNING / CLOSING STAGE** - - - **GOALS TO \_ACHIEVE\_** - - - - - **\_TERMINATION\_ PREPARATION** a. b. c. d. +-----------------------------------------------------------------------+ | **Rule of Thumb** | | | | - | +-----------------------------------------------------------------------+ **HOW TO \_TERMINATE\_** 1. 2. 3. 4. 5. 6. 7. **HOW TO \_PREVENT\_** **PREMATURE CLOSING** ✦ leader/member should inform the group ASAP about the departure from the group. ✦ when a member wants to leave the group, leaders should discuss thoroughly the ramifications of such a move with the member & group in a protected atmosphere. ✦ members should be helped to realize what they have acquired from the group and what helpful steps they can do in the future to maintain their achievements.