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5233: Group Theory > Ch 5 > Flashcards

Ch 5 Flashcards

the transition period in a group: storming and norming (68 cards)

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1
Q

the enthusiasm that is prevalent in the initial group meeting….

A

usually waned by second or third meeting

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2
Q

transition period

A

the time after the forming process and before the working stage
begins in the second or third group session and extends for one-three meetings (5 to 25 percent)

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3
Q

storming stage

A

first step of transition
members start to compete with others to find their place in the group
involves struggles over power and control
when the group moves from primary tensions (awkwardness about being in a strange situation) to secondary tension (intragroup conflict)

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4
Q

norming stage

A

when group successfully gets through storming stage
there are resolutions, the building of cohesiveness, and the opportunity to move forward in growth
more positive attitude toward others in the group and the experience itself during

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5
Q

threshold for tension

A

if group is functioning well during storming
reaches a balance between too little and too tension

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6
Q

quiet storming

A

in the form of avoidance

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7
Q

conflict resolution

A

based on the underlying notion that conflict is essentially negative and destructive
focus on ending a specific conflict

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8
Q

conflict management

A

premised on the basis that conflict can be positive
focus is on directing conflict toward a constructive dialogue

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9
Q

benefits of conflict resolution or conflict management

A

can open up relationship development in the group by highlighting interpersonal boundaries between members
can help group as a whole overcome resistance to change from receiving more information
releasing tension, strengthening relationships, and reevaluating and clarifying goals

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10
Q

power

A

the capacity to bring about certain intended consequences in the behavior of others
occurs soon after group members have oriented themselves to the group formation

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11
Q

forms of power

A

informational power
influential power
authoritative power

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12
Q

informational power

A

premised on the idea that people who know more are able to exert control over situations, including those involving people

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13
Q

influential power

A

based on the idea of persuasion and manipulation of others through convincing them that a certain course of action is correct

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14
Q

authoritative power

A

predicted on social position or responsibility in an organization
“pulling rank” may be employed to try to influence members of groups that include individuals of unequal status (such as those in task/work groups)

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15
Q

principles that operate in dealing with power

A
  1. members will attempt to resolve power concerns in ways that resemble those they have been used outside the group (fighting or fleeing)
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16
Q

resistance

A

best defined as any behavior that moves the group away from areas of discomfort, conflict, or potential growth
increase during the early part of the storming stage
multi directed and aimed at discussion material

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17
Q

indirect resistance

A

resistance that is subtle
EX: intellectualization, questioning, advice giving, dependency, band-aiding

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18
Q

intellectualization

A

a behavior characterized by an emphasis on abstraction with a minimal amount of affect or emotion
use thoughts and sophisticated vocabulary to avoid dealing with personal feelings

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19
Q

questioning

A

use it to keep from exposing their true selves
used to focus on past and not present
often a disguise for a statement

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20
Q

advice giving

A

involves instructing someone on what to do in a particular situation
prevents members from shuffling with their own feelings

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21
Q

band-aiding

A

involves the misuse of support
process of preventing others from fully expressing their emotional pain through ventilating their feelings

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22
Q

dependency

A

encourage advice givers and band-aiders
present themselves as helpless and incapable, but refuse to listen to feedback

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23
Q

direct forms of resistance

A

monopolizing
attack on the group leader

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24
Q

monopolizing

A

occurs when a person or persons in the group dominate the groups time through excessive talking or activity that is often irrelevant to the groups task
may be helped by 1. confronting them 2. teaching them new skills to deal with anxiety 3. giving them feedback on how their old or new behaviors affect interpersonal communications

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25
attack on the group leader
most direct from of resistance that causes groups difficulty common in involuntary participants
26
processes that contribute to leader attacks
subgrouping fear of intimacy extra group socializing
27
task processing in storming
ways of accomplishing specific goals appears to regress during storming a deal of attention is put on personal matters instead of goals/tasks
28
scapegoat
to project the groups problems onto a single individual instead of the group taking responsibility for creating and resolving difficulties can be helped by the leader and one another to express their feelings in relation to individual or collective goals
29
working through storming
process observer leveling group members to acknowledge what is occurring in the group independent of a process observer feedback from members about how they are doing and what needs to be done motivational interveiwing
30
process observer
a neutral third party professional who observes the group and gives it feedback on its interpersonal and interactive processes can help the group become more open in acknowledging and constructively responding to tensions and anxieties that may be present in group member relationships
31
leveling
members are encouraged to interact freely and evenly the leader draws out group members who are underparticipating, and those who are excessively active are helped to understand the impact of their actions through group feedback
32
feedback
encourages change or supports the current status quo can be formal or informal
33
informal feedback
the leader may ask members to give their reactions to a group session in an unstructured way at any time they wish
34
formal feedback
structured can be set up with the use of rounds (having each person in the group make a comment) may also include the use of logs or journals (members written comments made after a group and read between group sessions by the group leader)
35
motivational interviewing (MI)
client centered, directive method for resolving ambivalence that impedes change
36
spirit of MI is founded on...
the client centered principles of autonomy, collaboration, and evocation
37
MI techniques
keeping questions open-ended, intentionally using reflections, recognizing readiness, and guiding members in setting personal goals
38
results of working through storming
members will make emotional space for one another more plain talk, open risk taking, overt agendas, increased intimacy, greater appreciation for one another, more intense emotions, and an emphasis on the present
39
conflict management orientations
competing accommodating avoiding collaborating compromising
40
competing
occurs when individuals pursue their own concerns at other peoples expense
41
accommodating
happens when individuals neglect on their own concerns to satisfy the concerns of others
42
collaborating
occurs when individuals work with others to find solutions that fully satisfy the concerns of both
43
avoiding
is seen when individuals do not immediately pursue their concerns or those of other persons
44
compromising
is in affect when individuals attempt to find an expedient, mutually acceptable solution that partially satisfies both parties
45
norms
expectations about group members behaviors that should or should not take place ought, should, must, better
46
group norming
the feeling of we-ness identity, groupies, or cohesiveness that comes when individuals feel they belong to an association or organization larger then themselves sets pattern up for the next stage (performing)
47
identification
a normal developmental process in which individuals see themselves as being similar to one another
48
existential variables
immediately feelings and interactions conflict, withdrawal, support, dominance, and change
49
hope
occurs on both cognitive and emotional level in groups the belief that what is desired is possible and that events will turn out for the best (cognitively) the feeling that what one wishes for will occur (emotionally)
50
cooperation
occurs when group members work together for a common purpose or good
51
collaboration
goes hand in glove with cooperation seen most clearly in task/work groups
52
the interpersonal process of norming
hope cooperation cooperation collaboration cohesion
53
cohesion
widely recognized as central to the success of groups and is necessary a sense of groupies or we-ness
54
advantages of group cohesion
are more productive are more open to influence by other group members experience more security are more able to express hostility and adhere more closely to group norms attempt to influence others more frequently continue membership in the group monger
55
disadvantages of cohesion
participants may decide they like the positive atmosphere so much they are unwilling to talk about upsetting things
56
pseudo-acceptance
false acceptance when harmony is stressed over everything
57
prescriptive norms
describe the kinds of behaviors that should be performed
58
proscriptive norms
describe the kinds of behaviors that are avoided
59
task objectives in norming stage
members reach an agreement on the establishment of norms from which to operate the group commitment
60
commitment
to the group as a whole and its rules as well as to individual goals
61
SYMLOG (system of the multiple level observation of groups)
yields a field diagram that pictures how members of a group are rated on three dimensions
62
three dimensions of SYMLOG
dominance vs submissiveness friendliness versus unfriendliness intrumentally versus emotionally expressive yields 26 roles found in groups
63
how to promote norming
supporting empathizing facilitating self-disclosure
64
supporting
the act of encouraging and reinforcing others aims to convey to persons that they are perceived as adequate, capable, and trustworthy
65
empathizing
putting oneself in another place in regard to subjective perception and emotion while keeping ones objectivity
66
facilitating
involves using clear and direct communication channels among individuals usually assumed by group leader
67
self-disclosure
one of the strongest signs of trust in a group revealing to group members information about oneself of which they were previously unaware
68
results of norming
ready for next step (working) feel connected gives guidelines to operate under help them feel good about themselves and group as a whole

5233: Group Theory (11 decks)

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