Final Summative Narrative for Group Processing My development into a professional counselor is a more complex process than I had originally thought. Not only do I need to learn multiple concepts, theories and methods but also my personal development is required. During this class, Group Processing, I have learned many things and have begun the process of incorporating these new experiences and ideas into who I am and what I believe. To help evaluate what I have been taught this Block, I will use Bloom’s Taxonomy. His concepts of affective and cognitive domain learning will be applied. I will also incorporate Fowler’s model of spiritual development to help understand my own personal spiritual development. Finally, I will use all of this …show more content…
This is where and how new information is learned (Clark, 2015). Three group concepts that have impacted me to such an extent that I will change the way I approach group therapy in the future is the role of group members that are monopolizer’s or silent, how these types of group members impede group growth was also learned, and an understanding of group formation on a deeper level was also achieved (Gladding, 2012). A reoccurring theme throughout my journals was the issue of having one monopolizer in our group. According, to Gladding (2012) one can dominant the conversation for many reasons, one reason being an underlying anxiety. In the group setting having a monopolizer can initially offer relief for the other members because they are not required to participate as much (Gladding, 2012). This definitely applies to me. Because, in addition to our group having one monopolizer, it had one silent member…me! There are many reasons a member can be silent. These reasons include to cover hostility, or because the member is “nonassertive, reflective, shy, or just slow in assessing their thoughts and feelings” (Gladding, 2012, p. 96). In analyzing why I was quiet during most of the meetings I believe it had to do with being nonassertive and slow to figure out my thoughts and feelings. Ultimately, this experience brought some feelings to the surface that will be examined further in the next section of this …show more content…
This type of learning focus’s more on one’s emotions and attitude (Clark, 2015). This is how this class impacted me the most. The group setting is such a great place to work out personal issues. I have problems with asserting myself in the group setting, particularly on Zoom. In personal counseling I could be given tips on how to overcome that anxiety, but in the group setting I can actually practice it. For me the emotional feeling of being uncomfortable not speaking is worse than the stress that speaking up causes. Thus, I was able to incorporate this personal growth into the
For that reason, our group struggled to continue a conversation. Certain people in my group did not take part in the conversation, and I believe myself and two others controlled the entire discussion. Additionally, one other member contributed little and did not present any statements to completely answer a question. Other groups struggled with the same situation. Instead of debating over a certain topic, we tended to agree with each other and then exhaust our concepts that related to the specific question that was asked.
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
Time sure does fly; in the blink of an eye, yet another 7.5-week class has come and gone. Just like life, it is scary to think that in just a few short years I will be graduating college and be in search of a future career. The magnitudes of readings, assignments, PowerPoint lectures, and videos have all contributed to the valuable knowledge I have gained since taking this course. Nothing that was presented or required was seen as invaluable towards my progression of career development. This career development course has allowed me to do some self-exploration, career research, and help me understand what influencing factors were related to the job market. Ultimately, this class helped me gauge and find a suitable career path, which will forever shape my future.
David Brody argues that the rise of contractual or collective bargaining relationships during the post WWII era formalized the relationship between employers and unions, but simultaneously began to put a break on shop floor activism. Explain Brody’s argument and, where relevant, incorporate Weber’s theory of bureaucracy.
As a student, practice is crucial to learn group therapy techniques. In order to achieve these practices, I attended 2 support groups of the same topic. Observation and attendance constructs an idea of how group therapy works. Attending this group was important because of the profoundness of its meaning and experiences I have witnessed.
Gadding, S. T. (2012). Groups: A counseling specialty (6th ed.). Upper Saddle River, NJ: Pearson Education
Sequence: I use sequence first in all areas of my life such as school, work and also personal relationships. I need step by step direction before I can start any tasks and delivers what is expected of me. I am well-ordered, very detailed oriented and I like to know what is going to happen next. I need time to complete my work so I set a schedule for everything since I thrive on a well-organized life.
The group and curriculum showed a support group dynamic. The facilitator led the group and provided ways to stimulate sharing, suggestions, and advice. He was able to provide support to individual participants and the group as a whole (Maguire, 2002). They read a book about a group of pigs that were doing a scavenger hunt to find a prize. One pig in particular didn’t listen to the instructions and in a humorous way he struggled to find the clues. He often would push others to get the next clue and other pigs were scared of him. The pig that didn’t listen had many struggles. It was resolved by the other pigs helping him, as well as the main character realizing what he should have done differently. Throughout the book the facilitator stopped and asked questions using the text and pictures. He added group empathy by adding their personal experiences to the
People have had this fascination with technology long before there were any actual texts to write down our history. While the technology that humans had a few thousand years ago were not as advanced as what we have today, they were still toying with the idea of creating machines that would have the capability to make the similar, rational decisions that we do. It is only until the late 19th or early 20th century that the advances in technology have allowed people to put more emphasis on the question of when, because it is only a matter of time, humanoid artificial intelligence will outwardly simulate human emotions closely enough that we have to wonder if they deserve or be accorded the moral status of people.
During the Medieval Period, women were typically seen as inferior individuals that were put on the side and portrayed as damsels in distress always looking for a knight to save her life. Ladies possessed only characteristics like beauty, attractiveness, and grace and were expected to have no voice appearing only as a possession or prize of the brave Knight (Paris). The Medieval Ages was a time when women were totally dominated by the male members of their family. Men were seen as superior figures that had complete control over every aspect of a women’s life. Women were the property of their father and brothers until they were sold off or arranged to marry (Goldie 126). Even though women were assumed to have minimal roles in society, the role that women still had an effect on men (Root). In the poems Lanval and Sir Gawain and the Green Knight, going against the typical roles of women, the women were given an important role in society. The women in the poems were able to use their position to ultimately control the fate of the male protagonist. The women in the poems have a major effect on the chivalric values, honor, and status of the knights.
Throughout the course of a Master’s counseling program, moments of doubt, and a lack of working knowledge are bound to play a major role in the confidence a future counselor will posses in effectively implementing interventions early on in the instructional phase of his or her career. Corey (2010) states that an effective group leader, is able to become aware of their own vulnerabilities, and take responsibility in their responses. To become aware of a possible vulnerable area, a counselor must first take a concise look into their personal strengths and weakness, and then decide to actively seek out assistance with working on vulnerabilities. In exploring the roles of an effective group leader, I have realized that within the group process, I most fear the roles of a group leader that pertain to direct confrontation of a client, I also fear that the improper implementation of a intervention could lead to potential harm of the client. Attending to these fears I hold regarding group member confrontation, and intervention implementation is the key to gaining further understanding into how I can become comfortable with these essential functions of a group leader. The current paper will take a closer look into my vulnerabilities, using current research to gain insight into how I can overcome fears, when facilitating a task, psycho-educational, counseling, and psychotherapy group.
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
(2012). Can a Structured Model for Group Intervention be Responsive to Group Process? A Proposal. Clinical Social Work Journal, 40(4), 391-400. doi:10.1007/s10615-010-0285-2
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
It was made clear in our first seminar that there would be group presentations in the subsequent seminars and everybody would be given the chance to speak. This was to ensure that at the end of year, we would not be having any stuttering problems or major tension in facing the class during our presentation week. I realized along the way, that this not only helped me improve my presentation skills but it helped me get closer to the subject marketing. What I feared was so temporary; before long I enjoyed my marketing class more. I looked forward to those group activities, in which we were given time to converse, to find out about each other and also to know what exactly we were learning. It was through these activities I understood the subject more intensely.