lecture 5: group development Flashcards
(24 cards)
what are the four different models
sequential models
- garland, jones and kododny model
- tuckman model
- northen and kurland model
recurring-phase model
- bales model
stages and description of garland, jones and kolodny model
- PREAFFILIATION: Members are ambivalent about joining the group and interaction is guarded
- POWER AND CONTROL: Patterns of communication, alliances and subgroups begin to develop
- INTIMACY:The likes and dislikes of intimate relationships are expressed
- DIFFERENTIATION: Members are freer to experiment with new and alternative behaviour patterns as they recognise individual rights and needs and they communicate more effectively
- SEPARATION
*Socialisation & Therapeutic Groups; Emotional closeness
stages and description of Tuckman Model – most commonly used in the field
- FORMING: Forming the group; setting ground rules; finding similarities.
- STORMING: Dealing with issues of power and control; surfacing differences.
- NORMING: Managing group conflict; finding group norms; resurfacing similarities.
- PERFORMING: Functioning as an effective group.
- ADJOURNING: Finding closure.
stages and description of Northen and Kurland Model
- Inclusion-orientation
o Stage I: Inclusion-orientation The title of this stage conveys the socio-emotional and task issues that concern members of the group. In the initial stage, the predominant socioemotional issue is inclusion, similar to what Garland, Jones, and Kolony refer to as approach-avoidance behaviors, and what K. Roy MacKenzie and W. John Livesley refer to as engagement.48 Members act in many ways to decide whether or not they will be included in the group’s membership. In the task area, orientation predominates.
o Members seek and receive information from the worker and other members and search for the common ground and the potential meaning of the group for them. As they become oriented to the new situation, the members arrive at a tentative contract or working agreement. - Uncertainty-exploration
o Stage II: Uncertainty-Exploration The title of this stage indicates that the members are uncertain about many aspects of the group’s operation, particularly concerning who has power to do what and whether they can find acceptance in the group. The members explore these matters. The predominant socioemotional theme is conflict and difference, particularly in relation to the authority of the social worker and the distribution of power among the members. The typical patterns of behavior are expressions of uncertainty and anxiety about mutual acceptance and group identity, competition for power, and development of satisfying roles in the group. The predominant task is exploration of the situation in relation to its hoped-for benefits, acquisition of realistic mutual expectations, and interpersonal relationships based on mutual trust and acceptance. The group becomes a system of mutual aid. - Mutuality-goal achievement
o Stage III: Mutuality-Goal Achievement The title indicates that the predominant socioemotional theme is interdependence and the task is work toward achieving goals. The typical socioemotional patterns of behavior are intensification of personal involvement, seeking or avoiding intimacy, and enhancing personal identity, along with group identity. Interpersonal relationships tend to be characterized by mutual acceptance, empathy, self-disclosure, and respect for differences; conflict tends to be recognized and dealt with in functional ways; the group is an appropriately cohesive one that allows for differentiation as well as integration. Members tend to cooperate and participate actively in the group’s work. The major task is the maintenance and enhancement of the group as a means for social growth and problem solving. Mutual aid is at its peak. - Separation-termination
o Stage IV: Separation-Termination This title indicates that the predominant social emotional issue is separation and the task is termination. The members are ambivalent about separation from the worker, the group, and other members. They prepare to leave the group and make transitions to other relationships and activities. They work to complete unfinished busi-ness, review and evaluate the experience, stabilize gains that have been made, and transfer these gains into situations in the community.
*Each stage has its own developmental issues that must be attended to and at least partially resolved before the group can move into the next stage (Similar to Erik-Erikson)
what is Bales Model
- Groups continue to seek equilibrium between (1) task-oriented work and (2) emotional expressions, in order to build better relationships among group members.
- Groups tend to oscillate between these 2 concerns.
why do we need group models?
- To predict behaviours of a group to overcome/mitigate these challenges
- To understand how group processes may occur
four general stages of a group
Planning, Initial, Working and Final
How to plan for a group? (Benson, 1987) - 5 stages
- Research & justify the need for group work.
- Attend to membership.
- Programming the group.
- Leading the group.
- Presenting the group
Planning stage: Research and justifying
- Focus: Why the need for a group work?
- Questions
o Who makes the application?
o For whom? Why? What do they want / need?
o Is group work is the desired or most appropriate intervention. - Aim: To justify that the involvement of clients in a group can contribute to and enhance their wellbeing.
Planning stage: Attend to membership
- Focus: Who to invite to the group?
- Questions:
o What is your basis for the size & potential membership?
o To what extent would your group be effective?
o What is your frequency & number of meetings? Venue?
The bigger the size of the group, the more difficulties
o Who to include in the group?
o Voluntary or involuntary group?
o Are these closed or open groups? - Aim: To ensure optimal Recruitment & Structural process
- Principles of group composition
o Heterogeneity VS Homogeneity
Heterogeneity increases the resources & therefore increases its problem-solving capability.
Homogeneity between group members increases affiliation between the members & improves cohesion.
o *Try to have a balance of both heterogeneity and homogenity
o Groups with varied personalities, mixed sexes & conflicting attitudes towards dominant solutions to problems are more successful in solving problems.
o An overall structure that includes a range of the members’ qualities,skills and expertise.
Planning stage: Programming the Group
- Focus: What to include in the group programme?
- Questions:
o What are the individual and group needs and goals?
o What are some considerations with regards to activity selection?
o How to create consciousness for group members about the activity and its relevance to their lives?
o Even the naming of the group work matters - Aim: To meet goals and tasks.
Planning stage: Leading the Group
- Leadership is determined by
o Agency requirements of the worker and group * Group purpose
o Individual and group needs
o Personality and world view of the worker
o Role of the worker in the group - In preparation, the worker must fully accept the fact of his authority to influence and intervene in group experience. (+ Competency)
- He must claim his authority.
Planning stage: Presenting the Group
- Explaining the purpose of the group (proposal writing, sponsor’s requirements)
- Evaluation (Outcomes, Service Delivery)
- Familiarizing members with group procedures
- Screening members for appropriateness
Considerations for setting up the group environment
- Warm tone/lighting
- Physical space
o Seating
o Furniture – colours; comfort - Group environment - Psychological space/Familiarity?
- Refreshment & type of refreshment – any allergies?
- Location
- Audience/safety
- Noise
- Facilities
- Music
Beginning/Initial Stage
- GROUP WORKER’S TASKS
o Clarify purpose of group
o Establish confidentiality
o Facilitate introductions
o Set group and individual goals
o Help members feel they are important part of group
o Facilitate members’ motivation to work in group
o Address ambivalence and guide development of group - KEY FEATURES
o Communication & interaction patterns: initial hesitation
o Cohesion: trust vs mistrust
TRUST - able to express feelings without fear of censure
- willing to explore individual/ group goals
MISTRUST - undercurrent of anger and suspicion, unwilling to talk about it
- take refuge in being abstract, vague or overly intellectual
Middle stage
- According to Tuckman’s model, usually storming/norming
o Certain groups may not follow the order/go through both e.g. friend groups - GROUP WORKER’S TASKS
o Help members feel important and motivated
o Guide development of group to help members achieve goals
o Involve and empower members - KEY FEATURES
o Further development and solidification of group norms established earlier
o Members interact with each other in more direct ways
o There may be issue(s) or behaviours which present difficulties to leaders, e.g., conflict, monopolizing behaviours
o Seems to be cohesive – however, there may be possible hidden pitfalls
Challenges as a group worker
- Inequitable work distribution
- Ineffective communication/coordination
- Personality clashes
- Lack of engagement/motivation
- External factors
Behaviours that present a challenge to group leaders
- Monopolising
- Storytelling
- Keeping silent
- Resistant
- Challenging
when member’s behaviour is
- Noisy
- Show off
- Restless
what are their goals, what the group leader feels; will react by and what the member’s response will be
Goal:
Seeking attention (Belief: self-esteem from attention)
Group leader feels:
- Irritated
- Annoyed
- Guilty
Leader’s reaction:
Concentrate too much on the student
Member’s response:
Behaviour stops temporarily but resumes again
when member’s behaviour is
- Aggressive
- Defiant
- Bossy
what are their goals, what the group leader feels; will react by and what the member’s response will be
Goal:
Power (Belief: that they are in control)
Group leader feels:
Angry
Threatened
Challenged
Group leader will react by:
Power struggle (for more assertive GWs)
Give in (for those that value harmony)
Member’s response:
Intensifies challenge; Feels he has won when GW is upset
when member’s behaviour is
-Violent
-Hurtful toward others
(Aggressive behaviour)
what are their goals, what the group leader feels; will react by and what the member’s response will be
Goal:
Revenge (Underlying hurt/rejection – ACEs?)
Group leader feels:
Feels hurt
Disappointed
DIsgusted
Group leader will react by:
Retaliating
Getting even
Member’s response:
Retaliates
Escalates the misbehaviour
when member’s behaviour is
- Won’t try
- Gives up easily
what are their goals, what the group leader feels; will react by and what the member’s response will be
Goal:
Assumed inadequacy (They don’t believe their capabilities)
Group leader feels:
Despair
Helpless
Hopeless
Group leader will react by:
Gives up
Overhelping
Member’s response:
Retreat further
No response
No improvement
skills of a group leader during the middle stage
- Active listening
o Attending
o Reflecting feelings - Empathetic responses
o Perspective taking
o Validation - Negotiating, renegotiating & reinforcing group agreements
- Confronting/challenging
o Addressing problematic behaviour in a respectful and constructive manner
Find out the context and address the issue in an informed manner and can be transferred into the group dynamic/process more meaningfully
o Setting boundaries
o Challenging unhelpful patterns - Modelling – demonstrate what are good group norms
- Summarising
- Ending (supporting)
Final stage (Toseland & Rivas, 2017)
- GROUP WORKER’S TASKS
o Learning from members
o Maintaining and generalizing change efforts
o Dealing with feelings of separation
o Making referrals
o Evaluating the work of the group - GROUP FEATURES
o Possible strong emotional reactions for therapy and support groups
