This quarter’s group dynamic was proposed by our class curriculum, nevertheless, the effect established a rapport amongst the few dynamic members of said group. Although there was no one clearly defined group leader, our diverse characteristics developed our group’s roles and contributions to the final project. What extended our group dynamic and definition was our cohesiveness and personal experiences (even our group size played a contribution into our progress). The overall experience was fulfilling and informative as we were able to apply various concepts learned in theory, as well as recognize what concepts worked towards our progress and what held us back. We were placed in our groups fairly early in the quarter. We learned that groups …show more content…
Most of our group meetings began with us bonding and getting to know each other on a more personal basis. It is rare to get this opportunity in a professional field, but what seemed to help us out was our college environment and influence. The college environment has a higher rate in the 18 - 25 year old age group. This was displayed in our group as our personalities projected the same interests that other ordinary 18 - 25 year olds could have. For example, during one of our many meetings, some of the members were waiting for people who were running late. During this time, we began discussing about theme parks, theme park experiences, social outings, gatherings, and things alike. The conversation went on for a period of about 30 minutes, in which the present members were able to each share their personal experiences. This is one example of the group’s cohesiveness and a development into a group culture, which could be analyzed through a fantasy theme analysis. Fantasy theme relates to a group’s dynamic which may include inside jokes, shared cues, and other points of shared cohesiveness. Rather than discussing the group assignment, it helped our group interrelationship to tell individually shared stories about events that might seem irrelevant to the main
The next stage of our group development was ‘storming’ where differences in opinion begin to arise (Tuckman and Jensen, 1977). The main issue we faced at this stage was contrasting opinions on what topic should be chosen as we could not find an area which all group members were satisfied with. In order to resolve this problem I suggested the group should have a vote on which topics we would be happy to work on, four of our six members voted for the same topic, and the two...
Topics explored with this group included; conversational skills, internet safety, bullying, conflict resolution, social media, and personal appearance. Accordingly, I was able to gain insight on how to plan activities tailored to the needs of the group as well as obtain tips on conducting groups effectively. Additionally, I was able to get a sense of the group dynamics, attain knowledge on the stages of a group through observing all the individuals belonging to the group, their uniqueness and how their personality impacted the group itself. Individuals were able to join the group at different stages hence; the forming stage was repeated each time a new member was recruited. This also provided me with the opportunity of gaining first-hand experience of the interaction on the basic dynamics on group stages of forming, norming, storming and
In this paper, I will identify and describe a group I recently observed. The description will include information about the group process and an evaluation of the effectiveness of the leader’s style. I will also consider what I might do differently if leading the group and think about how I could apply what I learned from this observation into my own work.
In order to evaluate my role within the group, it is important to identify what makes a group. A group must firstly consist of more than three members, “Two members have personal relationships; with three or more there is a change in quality” of the personal relationship. (Bion 1961, p26) The group must have a common purpose or a goal in order to succeed. Having now completed my group work task, I can look back and reflect upon the process that my group went through to get to the presentation end point.
Through the process of this class I have been able to reflect and analyze how I am as a leader as well as a co-leader in a group setting. I believe throughout this process of being part of a group as a member and leader has help me further define the roles that I will play in group counseling in the future. The evolution that I am seeing are an abundance of growth in areas that I thought I was already comfortable in such as being an active listener and co-leading. I see that there are more to becoming a powerful leader and facilitator. There are various aspects of becoming a well rounded group leader as learning the skills to endure especially building your endurance. Also, being able to take risks, being competent and confidence in your ability to lead a group of any sorts. Moreover, I have found that my communication style has shifted especially learning about the process in which you communicate your informal introduction as well as the lingo that is being used as a counselor. Also, the way in which we approach each member of
According to Toseland and Rivas (2005), group dynamics are “the forces that result from the interactions of group members” (p. 64). These forces refer to either the negative or positive influences towards meeting members’ socioemotional needs as well as goal attainment within a group (Toseland & Rivas, 2005), like within my class work group experience. Some of dynamics that continue to emerge and develop in my group is the effective interaction patterns and strong group cohesion, which has generated positive outcomes and group achievement thus far.
Working in groups can be a very positive or very negative experience. How a group functions together determines how positive or negative that experience becomes. All go through four stages of development, forming, norming, storming, and performing.. Unfortunately for our group, many of the members experienced some of these stages together and other missed out on that opportunity of original growth. Kirst-Ashman and Hull describe these stages as a pattern of development. This allows the group members to see how they are working together but also allows observers to see what stage the group is stuck on. I had hoped for my group to develop past the first stage of development quickly, however as a whole we couldn’t seem to get over this limbo of being a forming or norming group. Our group was not the best functioning, but working together taught me the important pieces of being a group member as well as working within a group.
I selected a group to observe that presented an educational group meeting over the topic of Drugs, Dares, and Dangerous Tech Trends presented by Enrique Salazar an educational specialist from the Education Service Center, Region 20 at the school library. This group’s purpose is to educate parents on the escalating problems of drugs and alcohol among 11-17 year old youths in San Antonio, Texas. Additionally, as a future OTA in the healthcare profession, it will be beneficial to learn the importance of building team cohesion and develop these skills effectively in various types of group settings.
Our group assignments and activities were very informative and really helped us develop good teamwork skills. Starting with the Group Norms Assignment. I thought this was an excellent assignment because it allowed me, and my team members to “put everything on the table”. In other words it allowed us to set rules for our group so that everyone is aware of what is expected of them and there is no confusion. I thought my gr...
Even though we are all categorized in to groups from the day were conceived. We can still create our own group, and whether are not you create your own group or if it was chosen for you there will be effective and ineffective aspects of that group. Base the circumstances that each individual’s values and beliefs are different. Further more, participation and similarity of other group members and the goals of the group will also affect the group dynamic.
In a team-oriented setting, everyone contributes to how well the group succeeds overall. You work with fellow members of the group to complete the work that needs to be done. Having the right people in the correct roles is an important factor in measuring the success of a team, where you are united with the other members to complete the main goals. Every group is made up of definite strengths and weaknesses. Our team's 3-5 major strengths necessary to work accordingly consist of Informer, Summarizer, Orienter, Piggy-Backer, and Encourager. One of our strengths as a team is that we get input from everyone involved. Every member of our team is a leader in some way. Part of being a good leader is knowing how important it is to receive the best ideas from each member of their team. We attend group meetings where we discuss any challenges, issues, and problems. At these meetings, we often exchange ideas or brainstorm new ones with each other and come up with the best and most creative team solutions as potential answers to those perceived problems.
Today is the second session that I had counselor with this particle client. He came in to see me for the same problem that he had before. But except this time client had be doing a little than before. Before I started with the interview I had use the five stages and dimension of the interviews a client. I want to have an empathic relationship with my client, and gathering story and find the strength of my client is part of getting to know my client. This time I had set a realistic goal that my client can work toward without feeling that he is not in control of making the decision. The next is stage restoring finding what is not working now and trying to find an alternative that will work then take the action of letting the client go or
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help
Throughout this group project, I had an opportunity to observe and reflect how my personality traits contributed to and hindered the success of the team. According to the Big Five Model, I identify myself as low on extroversion, moderate on neuroticism as well as openness and high on agreeableness and conscientiousness.
All the team members were well aware of their individual roles and their team’s role. As our team was multi-cultural, some arguments were already expected. GROUP STAGES Our group is composed of six students which were made in the first week itself, with a few additions and subtractions in the next week. By the second week our group was formed and proceeded to a second stage known as Storming (Tuckman, 1965).