Assessing Group Process

Sprague and Thyer (2003) cite a study that used anger management training to help reduce adolescent outbursts and increase communication skills among peers and adults. Similar anger management and communication skill training with Miss Jones is intended to meet Ms. Wilson’s goal of

The purpose of the study is to determine the effectiveness of anger management training, specifically, with adolescent males with conduct disorder (Gliner, Harmon, & Morgan, 2000).

The members were referred to the center to request anger management group. The members went through regular intake interview to develop their biopsychosocial assessment and treatment plan. The therapist used this information to create the group based on their homogeneity and heterogeneity which allowed for conversation and reflection within the group. They all have some sort of domestic violence case pending which is why they were mandated. All participants have children. There are a variety of reasons as to why and how frequent the domestic violence occurred. Each of their overall goal as a whole was to get completion credit for the group to be able to spend time with their children. This brought all of the members together to hold each other accountable. They understood each other’s desire to see their kids. If one of the members would get frustrated and want to disconnect from the work, another member would remind them of why they are there to try to refocus the member. Even with the two new members in the groups on this day, there was a lot of free-floating interactions patterns with only having two previous sessions. This pattern, in the Groups Dynamics handout (2016), is described as “simultaneous discussion by all

2c. Once a response is provided, let the group reflect their thoughts as well. It is important to remember to use open ended questions, observe behavior and response, reflect responses with the group.

Upon taking this course I have learned that group therapy consist of psychotherapy treatment that allows individuals to come in contact with each other. As members approach one another they are strangers at this point. They begin to communicate with each other about their issues in an interpersonal setting. In group therapy, I have also learned and seen from experiences that some members would like to be the dominant one in the group who enjoys taking over the group sessions, be demeaning and manipulative towards others members and the therapist. The statement that was verbalized by the group member towards the other client transitioned to the storming stage. This stage consist of conflict, dominance and rebellion (Yalom 314). The member voiced his/her statement with anger towards the highly educated group member. As the group leader the intervention that I will implement to facilitate a corrective emotional experience will be as discussed in chapter 5, relates to culture building. Yalom states that an unwritten code of behavioral rules or norms should be implemented to remind the clients of the expectancy in the group (Yalom 120). Implementing or practicing the eleven factors for a conducive interpersonal session should include: instillation of hope, universality, altruism, development of socializing techniques and interpersonal learning just to name a few.

GROUP COLLABORATION THESIS Most everyone knows how to work in a team but, not everyone comes from the same background or holds the same set of moral and ethical standards. Each person in a group has his or her own ideas about everything. When working in a group it seems that it is easy for a person to get lost in his or hers own task and forget about the group aspect of the project at hand. The article "Help Your Team Agree on how they'll Collaborate" gives the reader a solution to the group issue. The tool or advice that she gives is let the group agree on what the rules of conduct should be to help blend the group, thus making a smoother operating group with less conflict. The rules of conduct help the group know

QP brainstormed with Robert the thing he can say the next time he get angry or upset. QP examined with Robert some things better he could have do or do when he gets angry or upset. QP provided Robert with a worksheet of thing he can do to calm him self-down when he is angry in which he had to circle the one that he can do. QP reviewed with Robert some anger management skills and strategies he can use the next time he get angry. QP provided Robert with emotions of anger worksheet I which he had to identify the faces that show s anger. QP asked Robert to list some behavior of anger. QP discussed with Robert the anger rules. QP provided Robert with a worksheet in which he had to circle the pictures that were violating the anger rules. QP assisted Robert in developing his vocabulary in describing his anger feelings. QP explored with Robert cues and symptoms of anger feelings. QP brainstormed with Robert his triggers of anger. QP developed with Robert a short-term action plan for dealing with his anger. QP discussed with Robert harmful coping behaviors to deal with anger. QP address with Robert issues underlying his angry feelings. QP discussed with Robert, how to let go of anger

Assessment in a group is important in order to ensure progress. Without an assessment of the situation how could the group know if they are making progress? The leader of the group job is to ensure that the group is making progress; therefore it only makes sense that the leader is the person who initiates an assessment. For example if a social worker is conducting group therapy, it is the social workers job to make ensure that the group is making progress, because she is suppose to be knowledgeable about the topic and able to provide effective treatment to the clients that depend on her.

A cornerstone for facilitators is to understand what happens to people in groups. To do this, we need to look both at what people set out to achieve, the task, as well as how they get along – the processes of group activity. People often behave quite differently in groups and teams from one-to-one settings. Some people become quiet, others turn into bullies or tormentors, some become jokers. For the facilitator who has to rely on others for getting the job done, this can be daunting. Why is it that a meeting feels electric one moment and awkward the next? Why do some people refuse to communicate while others do all the talking? It becomes easier to understand the process level if we take a practical example.

Treatment goals one, two, and three pertained to the client’s progress in therapy and involvement of MOC and FOC. The first one was for the client to identify though play or verbalization his reasons for anger outbursts. The second was for the therapist and the client to identify alterative manners of dealing and managing his aggression. The third goal was to assist the client’s parents in providing appropriate responses the client’s anger outburst. The fourth goal was to increase the number of friends in the client’s peer groups.

For a group project, the teacher only gave me and my group a week to do an assignment that would normally take 2 weeks to finish. After he refused to compromise about an extension, my team and I dedicated as much time possible and worked extremely hard to finish. My 3 partners and I met for a total of 20 hours in 3 days. Blocking out time when everyone can meet was also very difficult (One of my team members has a day job on some of the most open days for me).We took one step at a time, making sure no one falls behind and that everyone does their part. Overall, We finished the project and received a good grade on it. I’ve learned a lot about becoming a servant to others and being readily

The researchers found the preference and efficacy of treatment approaches differed with different ages of adolescents. The findings indicate that a personal development approach is more effective and preferred with adolescents under the age of 14, and that a cognitive behavioral approach is the preferred and more effective approach with adolescents 14 and older. The researchers also discuss the effectiveness of mixed gender groups, finding that they are not effective with younger adolescents but are effective and preferred with older adolescents. The researchers give examples of activities that were both effective and well received, as well as activities that were not. The findings from this research will help to guide this writer in determining the age and gender make-up of the proposed group, as well as which therapeutic approach to use. The research also contains ideas for activities that will be of great use to this

Bowman-Edmonson and Cohen-Conger, (1996) included within their review the theories and models of anger to assess the different treatment approaches for different clients. Again, this study also has methodical limitations due to few studies being reviewed and the low number of subjects in the studies making it difficult to detect which treatment works best between groups. In view of the limitations of methodology in the first two met-analysis reviews, the third meta-analysis conducted by Beck and Fernandez (1998) expanded their inclusion criteria totally to 50 studies. As much as the review found anger control improved for the subjects, the limitations to the review consisted of treatments containing cognitive and behavioural components without

Teamwork can be complex and challenging given task and interpersonal issues, level of group motivation and expected performance standards. The concrete experience spoken about in this reflection piece is in reference to the effectiveness of myself as a group member and the group, working to write a report outlining the organisation and structure of Volkswagen. Dennison (2009) applies Kolb’s learning cycle (1981, 1984) which suggests that learning moves through a continuous cycle, between having an experience, and then reflecting on that action. This cycle has been developed from Lewin’s (1951) model for experiential learning. Reflection termed by Boud, Keogh and Walker (1985) ‘is a forum of response to the learner to experience’(p. 18). On reflection, the early set group dynamics was a defining factor in the experience, and how the team conducted themselves throughout the task. Meyerson, Wick and Kramer (1996) note that ‘such rapidly converging groups require methods for developing “swift trust”’ (p. 8), which can explain why initial group dynamics are so important. I took on multiple team roles, including group leader, which could be translated into the team not performing collectively on a high level, however, I could view this as a personal ineffectiveness of my leadership style.

Evaluation of the Work of the Group Before the workshop began, I knew little about the death penalty, what qualifies a criminal to receive this sentence, and countries in which the death penalty was accepted. The workshop included different methods of bringing the texts to life and to develop the classes understanding of each task. Each stimulus that was studied also gave a different viewpoint to the death penalty, by displaying opinions through a speculation or a monologue. Every stimulus also described scenes which differed from others socially, culturally and historically. Though each stimulus was studied using a variety of explorative strategies, and showed