Final Exam Flashcards
1
Q
Group definitions (4 points)
A
a gathering of two or more people based on a common goal
- a dynamic interaction among people
- group consciousness that exists among members
- NOT simply a random mix of people ….a group implies a connection between members
2
Q
Therapeutic Group
A
formalized process where there is a gaol, and there is expected change in knowledge, skills or personal beliefs
3
Q
Why Groups (4 points)
A
a natural environment to promote social interaction
- some outcomes can only be achieved in groups
- convenient in setting with homogeneous client populations
- Perceived as cost-effective by administrators
4
Q
11 Therapeutic Factors
A
- Installation of hope
- Universality
- Imparting information
- Altruism
- Corrective recapitulation of the primary family group
- Development of socializing techniques
- Imitative behaviour
- Interpersonal learning
- Group cohesiveness
10 Catharsis - Existential factors
5
Q
Historical evolution of OT groups 7 time periods
A
-Promoting moral treatment of patients
-1920’s and 30’s: Project era
-1937 - 1953: Socialization era
-1954 - 1961: Group dynamics-
1962-1969: Psychodynamic era
1970s to 90s: adaptive era
1990 to present : wellness era
6
Q
What makes it an OT group?
common characteristics:
A
- Groups are one type of “client”
- The CPPF addresses individual or group clients
Common characteristics:
- small group (6-10members)
- Task oriented vs. verbal
- Focused at increasing performance or specific skills
- Directed at increasing skills for daily living
7
Q
Why do OTs use therapeutic groups as a means of change?
-members can…… (4 points)
A
- Experience feeling of belonging
- be with others who have common problems that can be shared
- observe the problems, struggles, behaviours, interactions styles and coping mechanisms of the others
- Experience support to enable individual growth
8
Q
Ot group Advantages
A
- Provide an occupational-based experience
- Natural environment for social support, teaching and learning
- Empower group with shared leadership and opportunities to excel
- Can be cost-effective ….
- -> BUT requires therapist skill to ensure individual attention
9
Q
Leadership Functions
A
- Emotional activation
- Caring
- Meaning attributions
- Executive function
10
Q
Group formats (4 main points)
A
- Less structure and more client choice:
- -> higher quality social interactions and increased personal meaning
- Need to tailor structure to functional levels of participants
- The occupational base of groups can have a positive effect on member wellness
- must balance activity with member interaction
11
Q
Where do OT groups happen and why?
Duncombe and Howe (1985) survey (300 surveys with 40% response rate)
A
- 60 % of respondents used groups asa form of treatment
1. large general hospitals
2. Schools
3. rehabilitation centers and psychiatric hospitals - types of groups used included exercise, cooking activities of daily living, task, arts and crafts, self-expression, feeling-oriented discussion, sensorimotor and sensory integration, and education groups.
12
Q
Duncombe and Howe (1993) survey (309 surveys with 62% response rate)
A
- 52% of respondents used group as a form of treatment
- Fewer therapists in hospitals and more in community programs and schools
- Most groups activity based and fewer were discussion based
13
Q
Higgins, Schwartzberg, Bedell and Duncombe, 2014 ( 323 respondents with 273 complete online surveys (85%) using snowball sampling through state associations (8%% OTs and 14% OTAs)
A
-50% of OT respondents used groups in current practice
-69% of OT respondents had some kind of training or education on therapeutic groups
Settings:
1. School
2. Hospitals
3. Outpatient settings
-Exercise, including yoga and range of motion, was the most common group modality used, with task groups and sensory-based groups reported as high use
-groups use increases directly with years of experience for occupational therapists, with the highest group use by occupational therapists with more than 20 years of experience
14
Q
Higgins, Schwartzberg, Bedell and Duncombe, 2014 (the reported benefits of group treatment seemed to fall with two categories)
A
a) environmental benefits, which include time and cost-effective forms of treatment
b) vclient factors, which include peer role modeling and support, improved communication and social performance and feedback and advice from peers
15
Q
Figure 1. Practice area by role (OT and OTA )
Higgins, Schwartzberg, Bedell and Duncombe, 2014
A
OT: 1. School 2. OPT 3. Hospital 4. Other OTA: 1. LTC 2. School 3. Rehab 4. Hospital
16
Q
Higgins, Schwartzberg, Bedell and Duncombe, 2014
Benefits of group treatment
A
Feedback cohesiveness communication/Participation Self-Esteem Instillation of hope Role Modeling Insight and Learning Skill Performance Goal Outcome Time
17
Q
The changes over time from 1985–>1993–>2014 (4 points)
A
- Groups remain an important intervention for OTs
- 50-60% of respondents used groups as a therapeutic modality
- decreased use over time in physical health settings
- Consistent in mental health settings
- Increased in school and community settings
18
Q
Group Norms
A
Shared expectancy of what is appropriate
-should be made explicit, particularly in groups that are long term, involve risk or personal investment for members, and/or deal with personal issues
19
Q
Group major characteristics (5) Of what a group is
A
- Dynamic interaction among members
- A common goal
- A proper relationship between size and function
- A dependence on volition and consent
- A capacity for self-determiniation
20
Q
Group Structure is influenced by a number of elements including:
A
- Historical context and climate
- Composition of members
- Group purpose and member goals
- Leader and member interaction
- Group norms and size
21
Q
Historical Context and climate
A
historical and environmental context
historical: elements of social and environmental context outside the group, is a unique factor influencing the structure of the group
environmental: the mission of the group
climate: physical and interpersonal or emotional environment
22
Q
Group Composition
A
Open versus closed groups
number of sessions
Voluntary or involuntary membership
23
Q
Two factors that have found to attract members to a group are:
A
- The group itself is viewed as desirable object, and
2. Group membership is viewed as a way to satisfy needs that exist outside the group
24
Q
Group Purpose and goals
A
-composite of the goals of individual members
-groups fare better when members are clear about the group’s purpose and goals as well as their individual goals
might have more than one goal
might have individual goals
spend more time together on objectives agree on goal faster
25
Four steps that enable a group to increase its productivity are:
1. A group should have at the outset a well-defined understanding of the goals it wants to reach.
2. The group should be aware of its own process. It should continually evaluate the process and make necessary changes
3. The group should be aware of and understand the skills, talents, and other resources within its membership
4. The group should create new tasks as needed and discontinue tasks no longer compatible with the goals
26
Leader and member Interaction
interaction can be predominantly verbal or physical and activity-oriented
might be formal and highly structure or spontaneous and loosely structured
27
Group members are viewed as coping with and working though their tensions in three stages:
1. Through fighting or fleeing
2. Through dependence and counter-dependence on the leader
3. Through a process of pairing
28
Dependence and power relations (groups proceed along a continuum development that reflects two stages, within which are subphases)
a) Dependence-flight
b. Counter-dependence-flight
c. Resolutions-catharsis
d. Enchantment-flight
29
2. Group interdependence (groups proceed along a continuum development that reflects two stages, within which are subphases)
e. Disenchantment
| f. Consensual validation
30
discipline of social work, which described five stages of group development
1. Pre-affilation
2. Power and Control
3. Intimacy
4. Differentiation
5. Seperation
31
Small-group dynamics were investigated and described by Tuckman (1965), who identified five stages of group development:
1. Forming
2. Storming
3. Norming
4. Performing
5. Adjourning
32
Johnston and johnston: groups will develop according to seven stages
1. Defining and structuring procedures
2. Conforming to procedures and getting acquainted
3. Recognizing mutuality and building trust
4. Rebelling and differentiating
5. Committing to and taking ownership of the goals, procedures, and other members
6. Functioning maturely and productively
7. Terminating
33
Parallel
Members are involved in individual pursuits with little need for interaction sand caste example
34
Project
Members engage in short-term tasks that have a common theme and require some interaction, cooperation, or competition
-ex pre adolescents Pizza each have jobs parent provides encouragement and facilitating
35
Ego-Centric Cooperative
Group members are able to work together on long-term activity through cooperative interaction
task is primary focus but more capable of responding to social-emotional level
ex. adults with developmental disabilities
leadership are still needed doing art
36
Cooperative
Members are encouraged to address one another's social and emotional needs in concert with activity goals of the group.
ex. leader is advisor or facilitator
lions club members are able to carry on without leader being present
37
Mature
Members balance meeting task and social-emotional roles as the leader is seen as coequal member of group
-long time co-workers or close-knit friends
these groups are not age specific
38
Activity Group
| Group Purpose and Goals
activity groups are small, primary groups in which members are engaged in a common activity or task is directed toward learning and maintaining occupational performance
39
seven-step format is to allow for "maximum integration of learning by members" (Cole, 2005, p. 3) and consists of:
1 .Introduction
2. Activity
3. Sharing
4. Processing
5. Generalizing
6. Applying
7. Summary
40
Mosey's Six Major Types of activity groups
1. Evaluation groups
2. Task-oriented groups
3. Developmental groups
4. Thematic groups
5. Topical groups
6. Instrumental groups
41
Intra-Psychic or Psychoanalytic Groups
achieve characterological and personality changes in each group member by "working through" the personal, intra-psychic and historical antecedents of present maladaptive personality patterns.
-transference
Examples: eating disorder groups, DBT groups
42
Social system Groups
Participation in a group experience guides exploration of group dynamics
ex. sports teams, group work in school settings, families
43
Growth Groups
Personal enhancement through the power of the group
- may be peer support or self-help focused
- may also include educational components, such as chronic disease groups
44
Group Theory
Theories of how group should be constructed, based on the theories of group development
45
OT theory
groups are developed using basic and occupational therapy models of practice
46
Cole's 7-step model
1. Introduction
2. Activity
3. Sharing
4. Processing
5. Generalizing
6. Application
7. Summary
47
Cole's 7-step model : assumptions
Adaptive occupational functioning can promoted within a group setting
- The group setting provides a safe and rich learning environment
- The group leader is an active agent in helping members build skills, and transfer learning to the world outside of the group setting
- the role of the leader is determined by the theoretical approach used in groups
48
Relevance of theory
Each group is based on a pertinent practice theory (frame of reference)
--> e.g. humanistic, cognitive-behavioural, developmental, sensory motor
Depending on the theory used, the stages may look different
-Example: Introduction stage
--> using a humanist philosophy should instil trust, respect, and caring and activities that model self disclosure
--> Not always used in C-B and psychoanalytic groups
-Always used in MOHO-based groups
49
Step 1: Introduction
- During initial sessions, the therapist ensures all members know one another, and are oriented to the purpose of the group
- In later sessions, introductions are orientation may not be necessary in closed groups, depending on cognitive status of members
- This stage sets the mood and tone for the group: group rules can be introduced
- A warm-up activity can be used to break the ice
- End with an overview of the session plan for today
50
Step 2: Activity
- Activities are chosen based on client therapeutic needs, and are consistent with the theory base in use
- Activity synthesis is used to build activities that will be suitable for skill or knowledge development
- Leader presents the activity clearly at the level appropriate to the clients
- One activity may last over several sessions
51
Step 3- Sharing
Each member shares his/her experiences of the activity with other group members
- Could involve showing what they have completed during the activity
- In some cases, sharing may be combined with the processing and/or generalizing steps
52
Step 4- Processing
Members express how they felt about the activity, their interactions with other group members, and the experience as a whole
-Group dynamics can be brought to the table for airing
53
Step 5 - Generalizing
Therapist reviews what happened in the group, and tries to summarize members' ideas, and the overall learning that occurred
54
Step 6: Application
- therapist helps group members understand how the ideas pulled out during the generalization step can apply outside of the group
- Group members may be challenged to try new skills outside of the group
- Group members may help one another problem solve around issues they will encounter in real-world setting
55
Step 7: summary
- Review of the overall group goals and outcomes
- can include the points raised in Generalization step
- Emotional content of the group should be recognized
- Group members may contribute
- Therapist can thank members for their participation and sharing
- Can take up to 5 minutes of group time
56
Pros and Cons to Coles 7-Step Model
Pros: structure, consistency between leaders and group members, easy for facilitating, really makes sure they walk away with the feeling of achievement
Cons: not very flexible, things might take longer than planned
57
Functional Group Model
Schwartzberg, Howe and Barnes
Designed for clients with a wide range of impairments:
- Physical injury or illness
- emotional disorders
- Congenital and intellectual disabilities
- aging
58
Functional group model Assumptions:
- Individuals are self motivated to explore their environment and achieve mastery over it
- Adaptation occurs through occupation
59
Functional group model Assumptions about group setting:
- provides opportunities for social, emotional and skill development through dynamic interaction and opportunity for feedback and support
- can address individual needs
- Can be a powerful setting for engaging individuals in a change process
- Allows for member change and progression over time
60
Functional group Model approach:
Group leader
- Plans the group and individual sessions
- Facilitates group process
- Can also foster control and shared responsibility in the members
- may be less involved over time
61
Functional Group Model - The group experience:
- objects guide action
- Action enhances members' sense of control and well-being
- Talking is use to clarify doing
- The leader encourages members to take ownership of the group in whatever capacity they can
- Action is used enhance members' sense of internal control and to promote adaptation
- Focus is on behaviours, not changing pathology
62
Functional group model steps: (6 steps)
Steps are not as defined as Cole's model:
Follows general Group Theory:
1. Plan
-Have clear goals for the group and individuals
2. Begin
-Create a warm and inviting climate
-Use introductions/ice breakers as necessary
3. Orient Clients to the sessions agenda
4. Facilitate task or activity
5. Ensure that processing of the experience occurs
6. Close the session
-Summarize learning/experience
-Discuss next session
63
Pros and Cons of Functional Group Model
Pros: less reflecting could be better for people with cognitive impairment
- Allows for flow and spontaneity and flexibility
- Possibility for grow
- Leader can step away
Cons:
expecting a certain level of function
-might be more challenging for someone to run it
64
Functional model vs Cole model
Cole: more prescriptive-has lots of ideas and models
-frames filed in bible
Functional: a lot more discretion to the person running it
-someone inexperienced may have trouble with this
65
Look at the two examples (cole and functional model) and compare
Talk about it
66
Group Structure: How will you consider: (4 categories)
Climate
Size
Timing
Composition
67
Setting Goals (what are the questions you should look at)
- How do you accommodate for group goals and individual goals
- How can you make this truly client centred intervention method?
68
Assessing needs and gathering information about clients (3 points)
- Identify client population. and context
- Identify common occupational performance issues among clients
- Assessment of members includes: health, behaviour, goals, performance, occupational issues
69
Frame of reference: (mosey's definition)
a set of interrelated, internally consistent concepts, definitions and postulates that provide a systematic description of an prescription for a practitioner's interaction within a particular aspect of a profession's domain of concern
Or, more simply, a lens to focus our practice through
70
Why is a Frame of Reference Important (4 points)
narrows down the issue you will focus on - purpose, goals, outcome
- Identifies which members would most/least benefit from the group
- Suggests leadership style
- Determines your approach
71
The Occupational Therapy group protocol is:
- a structure that informs one's reasoning and techniques used in interactions within the group
- An extensive and detailed outline of a group that is planned and implemented by an occupational therapist for a specific client group
72
The reasoning process in group protocol design (6 steps )
1. information about clients
2. Choose Frame of reference
3. Develop protocol
4. Plan sessions
5. Implement group
6. Evaluate group process and outcomes (back to 1 or 3 )
73
Functional Group
| Protocol Headings
Name (simple, easy to remember, informative)
Leader (s)
Time/length of meeting(s)
-Place
-Statement of rationale (why this structure has been chosen)
-Frame of Reference (fits with goals, activities, clients, leadership style)
-General group goals
-Rationale for goal selection
-Outcome criteria for successful goal attainment in sessions (stated in behavioural terms)
-Leadership roles and functions
-Characteristic of group contract (attendance expectations and group norms)
-Group methods /procedures
-Overview of all sessions (timeline)
74
A group Evaluation plan (questions)
How will you know if the group was successful and met the goals
Measuring:
-valid and reliable measures
-Feedback surveys
-Observations
Can evaluate individual sessions and the group as a whole
75
Session Plan Headings
- Name of group, date/time
- Place in timeline (e.g session 1 of 3)
- Specific goals for sesion
- Specific goals for group members
- Description and rationale for methods and procedures
- Description and rationale for leadership role
- list of material and equipment needed
- Time and sequence for session
- Other information: as applicable
76
Leadership Theories
| Trait
individuals do or don't possess "natural" leadership traits
77
Leadership Theories
| Situational
Individual leadership is suitable to a situation or type of group
78
Leadership Theories
| Functional
Leaders emerge in naturally occuring groups out of necessity, usually based o what the needs are
-Leadership can be disturbed so that the right skills are matched with specific tasks
79
Leadership styles
Autocratic (directive) --> demoncratic (Facilitative) --> Laissez Faire (advisor)
Leader centred Group centred
80
Member characteristics for varied leadership styles:
| Cognitive level
Autocratic: low
Democratic: medium-high
Laissez-Faire/Advisory: high
81
Member characteristics for varied leadership styles:
| Insight Capacity
Autocratic: Minimal
Democratic: Fair-good
Laissez-Faire/Advisory: Very good
82
Member characteristics for varied leadership styles: Group Maturity
Autocratic: Immature
Democratic: Medium-high
Laissez-Faire/Advisory: Mature
83
Member characteristics for varied leadership styles: Verbal Skills
Autocratic: Poor
Democratic: Average
Laissez-Faire/Advisory: HIgh
84
Member characteristics for varied leadership styles: Motivation
Autocratic: Low
Democratic: Medium
Laissez-Faire/Advisory: High
85
Talk about the different members that may respond to certain leadership styles:
Autocratic
Democratic
Laissez-Faire
86
Leader Focus and Actions:
| Task - Actions/Roles
Gatekeeper, organizer
| -keeping information flowing, organizing, directing, ensuring all understand their role
87
Leader Focus and Actions:
| Maintenance Actions/Roles
- Interpersonal support
| - Encouraging participation, relieving tension and disputes, reinforcing members for their contributions
88
Leader Roles before the group
```
Planning
Scheduling
Selecting members
Selection/Preparation of Site
Materials and Equipment
```
89
Leader Roles During Group - Early Stages
```
Orienting
Guiding
Setting the Climate and Norms
Clarifying Goals and Rules
Engaging Members
```
90
Leader Roles During Group -Middle Stages
```
Adapting/Modifying Tasks
Encouraging Member Roles
Modeling
Encouraging
Harmonizing
Giving and Receiving Feedback
Summarizing
Managing Resistance
```
91
Leader Roles During Group -Late Stages
Ensure Effective Closure
92
Leader Roles During Group -Throughout all Stages
Reinforcing Rules
Timekeeping
Encouraging Participation from ALL members
Observing participation and roles
93
Leader Roles -After Group
Evaluating
Record Keeping
Individual Follow-up
Future Planning
Leader roles include both task and maintenance actions
94
Why Co-leadership
```
Mutual Support
Increased Objectivity
Increased Knowledge
Modeling/Learning from Partner
Different Roles
Difficult Members
```
95
Methods of Co-Leadership
shared
leader/observer
Split Responsibility
96
Co-leadership disadvantages
Splitting of group allegiance
Confusion for group members
Competition
Unequal contribution
97
Group Termination Closure:
Review group experience to consolidate learning
| Deal with issues regarding separation and loss
98
Group Termination Issues
```
anxiety and fear
Denial/avoidance
Premature termination
Anger, depression, sadness
Raising new issues
```
99
Group Termination Strategies
```
Address closure throughout
Encourage emotional expression
compare early experiences to later on
Provide a structured "end" Token of completion
Refer on if needed
```
100
Evaluating your group Formative Evaluation
In progress
After the session
```
May be more informal
Group progress: short vs long term goals
Mid-group evaluation
Group member feedback
Be flexible and adaptable
```
101
Evaluating your group Summative Evaluation
```
At the end of all sessions
Direct (focus group or individual)
Satisfaction Questionnaire
Outcome Measures
Reports of 3rd parties
Knowledge Testing
Skill Testing
```
102
Group Progress Note
Group title, date, group goals
Description of the therapeutic activity
Lists of persons (names or characteristics) attending
Brief summary of group experience
Therapist observations of verbal and non-verbal communication and group events
-Tasks/activity and problem solving that occured
103
Criteria for group Effectiveness
Group had goals which were understood by the members
The group task(s) was/were accomplished
-Leadership promoted participant responsibility and problem solving
An atmosphere of trust, support, safety, creativity and constructive controversy was established
Evidence of group growth and development
104
Factors Affecting Group Process
1. Stage of group Development
- Early, Middle, late stage sessions
2. Leadership style
- Autocratic, Democratic; Laissez-Faire
3. Climate
4. Group Purpose/task
105
Group members Roles
- Structured ways of behaving within a group
- Observable behaviour patterns
- A single member can take on a variety of roles
- Roles may shift between members, but usually the pattern of role distrubtion is consistent
106
Leader Actions/Role
| Task roles
- heep group on track
| - Include information exchange, gatekeeping, ensuring productivity
107
Leader Actions/Role
| Maintenance Roles
-Nurture and support the members, keep group postive and cohesive
108
Group Members Action/Roles
| Task Roles
-Help Achieve group purposes
109
Group Members Action/Roles:
| Building and maintenance roles
-Build group cohesion and nurture other members
110
Group Members Action/Roles:
| Individual roles
- Actions that satisfy personal needs
| - Can detract from group cohesion and focus
111
Task Actions/Roles
- Initiator-contributor
- Informational giver and seeker
- Opinion giver and seeker
- Coordinator
- Elaborator
- Orienter/Orienteer
- Energizer
- Evaluator-Critic
- Procedural Technician
- Recorder
112
Group Building and Maintenance Role
- Encourager
- Compromiser
- Harmonizer
- Gatekeeper or Expediter
- Standard Setter
- Observer/Commentator
- Follower
113
Individual Roles
- Agressor
- Dominator or monopolist
- Blocker
- Self Confessor
- Recognition Seeker
- Playboy
- Help-Seeker
- Special Interest Pleader
114
Encouraging Group Member Roles
- Leadership style
- Level of group input and decision making
- Consider clarity of:
- ->Goals
- ->Tasks
- ->Access to supplies
- Modeling Behaviour
115
Managing Group Challenges: How?
- Consider context, strategies, and your own personal qualities
- It's no easy - there's no single right answer
- We build skills as we practice
116
What are some of the things to consider when managing group challenges
- Type of group
- Stage of group
- Frame of reference
- Goals of group and members
- Leadership style
117
Maintaining Balance:
| Over-Involvement
-Chronic talking
-Dominating
Distracting
**Focus on the behaviours versus the person**
118
Maintaining Balance: deflecting
- Rescuing
- Giving advice
- Help-rejecting
- Complaining
* *Focus on the behaviours versus the person**
119
Maintaining Balance: Under-Involvement
- Reistant
- Silent
- One word answers
* *Focus on the behaviours versus the person**
120
Maintaining Balance: Tense moments
- Tears
- Anger
- In-group conflict
* *Focus on the behaviours versus the person**
121
Techniques of over-involvement
- Recognition and gatekeeping
- Breaking eye contact
- Redirecting
- Taking turns
- -Nonverbal contact (physical proximity)
- Confrontation
122
Techniques for under-Involvement
- Making eye contact
- Asking for agreement with other
- Asking for agreement with others
- Asking for an opinion
- Taking turns
- Direct questioning
- Allowing silence `
123
Use Strategies: to maintain balance and managing groups
- observation
- Analysis
- Process
- Communication
- Feedback
- Leadership
124
Use Qualities: to maintain balance and managing groups
- Warmth
- Compassion
- Detachment
- Respect
- Professionalism
- Boundaries
125
4 Step intervention Model
1. Problem
- Issue, scope, involved members
- Observation
2. Interpretation
- Possible explanations
3. Intervention
- Possible Approaches
4. Outcome and Re-assessment
- Changes, further action
126
Initator-Contributer
Suggests or proposes new ideas or new ways of viewing the group problems or goals
127
Information Seeker
Asks for clarification of suggestions made and for authoritative information and facts pertinent to the problem being discussed
128
Opinion Seeker
Is less concerned with the facts and looks for clarification of the values pertinent to what the group is doing
129
Information Giver
Offers facts or generalizations that are authoritative or relates his or her experiences to the group problem
130
Opinion Giver
States a belief or opinion related to a suggestion made or to an alternative suggestion
131
Elaborator
Makes suggestions in terms of examples and offers a rationale for suggestions made previously
132
Coordinator
clarifies the relationship among various ideas and suggestions, tries to pull ideas together, or tries to coordinate the activities of various members or subgroups
133
Orienter
Defines the position of the group with respect to its goal
134
Evaluator-critic
Subjects the accomplishments of the group functioning within the context of the group task.
his person tends to look at the expectations or standards of the group and compare current progress with that expectation
135
Energizer
prods the group into action or decision making and attempts to stimulate the group to a "greater"or "better" activity
They also encourage decision mak-ing and forward movement
136
Procedural Technician
facilitates group movement by doing things for the group
137
Recorder
Makes a record of group suggestions and decisions by writing down or recalling for the group the products of dicussion
138
Encourager
Praises, agrees with, and accepts the contributions of others. Through these attitudes, he or she indicates warmth and solidarity toward the other group members
139
Harmonizer
Mediates differences between members, attempts to reconcile disagreements, and relieves tension in conflict situations
140
Compromiser
Operates from within a conflict in which his or her ideas or positions are involved. The compriser may comprise by giving up power, admitting error, or in agreeing with the group by altering his or her opinion
141
Gatekeep or expediter
attempts to keep communication channels open by encouraging and facilitating the participation of other group members or by regulating the flow of communication in the group
142
Standard Settler or ego Ideal
Expresses standards for the group to achieve in its functioning or applies norms in evaluating the quality of the group process.
The person who takes on this role works to set the standards for what the group will achieve, then ap-plies norms while measuring the groups ability to meet those standard
143
The group observer or commentator
Keeps records of group process and helps the group to evaluate its own procedures by presenting feeback
This person keeps a mental or written record of the group process and provides comments related to the group's progress, history, or situations within the group.
144
Follower
Goes along with the sense of the group, serving as an audience for group discussion
145
Agressor
Lowers the status of others; and attacks the whole group or an issue on which the group is working
146
Blocker
Tends to be negative, stubborn, disagreeing, and oppositional beyond reason
147
Recognition Seeker
Works in various ways to draw attention to himself or herself
148
Self-Confessor
Uses the audience that the group provides to express personal, non-group-oriented communications
149
Playboy
Displays a lack of involvement in the group processes
150
Dominator
Tries to assert personal authority or superiority by manipulating the whole group or selected members of the group. Domination my be in the form of flattery, asserting asupperior status, or interrupting the contributions of others
151
Help Seeker
Tries to elicit expressions of sympathy from the group through unreasonable expressions of insecurity or self-deprecation
152
Special Interest Pleader
Speaks for special interest groups, usually as a mask for his or her prejudices and biases.
This person brings individual special interests to the group and attempts to convince others of the value and need to focus on those interests, rather than on the issues of the group.
153
Authoritiative Leadership
A leader-centred decision-making style; leaders make decisions for the group
154
Democratic Leadership
A member-centred problem-solving style; an active process directed at involving all members in meeting the needs of every group member
but under the guidance of the leader; the leader acts in a facilitative manner
155
Laissez-faire Leadership
non-directive leadership (non-leadership); goals are not stated, decisions are not made
-a member-centred decision-making style; the decision-making power is left entirely to the individuals in the group; the leader acts as an advisor to the group
156
Forming
Beginning of the group; group members are getting to know each other and the goals of the group
157
Storming
Conflict arises as part of the group process; functional part of group development
158
Norming
Conflict resolves; norms are developed for behaviour
159
Performing
Groups works as a cohesive unit; work effectively by performing
160
Adjourning
The group comes to a close
161
Flow State
A match between skills and opportunities for action in the environment
162
Frame of Reference
A theoretical perspective that influences ways of perceiving observations, information, and methods of intervening in therapeutic and natural settings.
163
Meaning Attribution
Explaining, clarifying, interpreting, providing a cognitive framework for change; translating feeling and experiences into ideas
164
Pairing
Form of subgroups in response to anxiety
165
Reality Testing
A process by which one's understanding of a situation is shared and reviewed with others
166
Self-disclosure
Verbalizing one's feelings, stories and narratives
