Group Observation Paper

I decided for my social observation the mall would be a good place to start. I came there on a Friday evening when there should be plenty of people to watch. I also sat in the Barnes and Noble café after that to observe. I expected to see a lot of people shopping and conversing. A few things did stand out to me within the few hours I was there. Some things I didn’t expect to see. We are expected to behave a certain way in public determined by our culture as to what is acceptable. Some people stay well within the lines while some might stray outside the norms but never too far typically. Usually the ones to travel to the extremes are adolescents and teenagers. This is what I observed.

in this picture i took a group selfie at work. my manager drew, the man in the orange, is looking at the camera. he is wearing an orange shirt, has his glasses on. has a look on his face as if to say “storm what are you doing?” one of my best friends jasmine is also in this picture. she goes to school with me. she has a smile on her face because i had just cracked a joke. i seem to always make the crew members laugh. she is weariing her mcdonald's visor / hat. has on the mcdonalds uniform and is looking at me all smiles. Erika, the woman in the picture with purple gauges is about 8 months pregnant. she is having a baby boy and she is rubbing her tummy, her son was kicking, her belly was moving in the way his foot was. she seemed to be in alot

present. Most come for the free pizza. It sounds funny, but it is true. I pay attention

The social observation setting that I chose was a play area in the indoor shopping mall in the city were I reside. There were approximately 15 children (divided equally among genders) of various ages, accompanied by several adults’ most likely parents or family members. Although many families and children are not originally together, when facilitated in a common play area, social interaction develops. The children seem to group within similar ages, which developed into three noticeable groups. Some of the children were brothers and sisters, however as stated before many of the children had never interacted before. Although my wife granddaughter (who has Asperger’s syndrome) was in a different area of the shopping mall, I observed the groups

he group of about 10 people was seated around a booth at the Brimstone Grill in semi-formal attire. They talked in a genial yet professional tone and the time was around 7 P.M. From this it could be inferred that this was some sort of after work dinner amongst coworkers. This is also supported by the fact that there was one man in the center of the booth who appeared older than the rest of the individuals present. He appeared to be the boss or person in a managerial position. Very few at the table attempted to engage him in 1 on 1 conversation but, when he spoke all paused to hear what he had to say. This is compared to when others attempted to gather the attention of the table and failed to end sidebar conversations. This aversion to interacting directly with

The facilitator also invited ideas from the kids. For example, in the middle stage of the group she asked: “What else can we do?” When some kids said: “Bounce!” she responded: “Okay, let’s bounce!” Malekoff (2006), pointed out that in case of young participants, “encouraging ‘what they have to offer’ is the kind of group work we need to practice; it is what real empowerment is all about” (p. 235). In addition, according to Toseland and Rivas (2012), the facilitator should ask group members for feedback defined as “a way of checking that the meanings of the communicated messages are understood

This environment was important to my framing and understanding of the project because it forced me to identify a problem in my own approach and perception of the men. One of the elements I like best about this project was its dedication to including the people who know the most about these issues. I appreciate how important the SSYI member's feedback is the process for implementation and how this project is giving lived experience a seat at the table. However I guess I am very used to this method being praised but not practiced and therefore still hold some unfair and misconceptions about what it means to work with people 'on the ground'. I am not someone who believes that academic or formal knowledge is more important or worthy than lived

In LIBS 6135 I created a pamphlet intended for the caregivers of primary age children to advocate for children’s literacy. This pamphlet included materials that are listed on the Children’s Notable Lists from the Association of Library Services to Children. Twenty five resources were chosen to highlight in the pamphlet, along with a description of each. Also included is information to help children grow as readers and cultivate a love for reading. Materials included are books, videos, audio recordings, and software. Materials were chosen in order to meet the interests of a diverse population of students in grades kindergarten through second. The created pamphlet listed community contact information for reading organizations in the area so that parents could learn of other reading events and resources. The pamphlet will be distributed at our school’s reading night.

I got excited because I knew he would let me be there and learn about the class and do my observations.

This study required two different types of observation with a partner. The partner to the author of the study was Gianni Malvo from Child Development 137 section 3. The types of observation used for this study were a running record and a set time sample. The running record was conducted for 30 minutes the duration of the running record was agreed upon by both observers. During this observation everything the group of children, being observed, was recorded in a naturalistic record in as much detail as possible without bias. The children’s specific behaviors where recorded, such as a child picking up a Lego block, instead of a child playing with a Lego block. The observers watched and record both negative and positive behaviors. All context

I participated in two groups while attending college. I attended one about psychology and the mind while I was in Community College. In this group was more about helping out the community. In this group we reached out to different agencies and volunteered and helped out in any way that we could. One of our major projects was getting together with the culinary arts at the community college and the Center Against Sexual and Family Violence (CASFV). This project consisted of having the culinary arts prepare a thanksgiving meal to these women and children that were not going to be having a thanksgiving dinner. This organization was very positive and always participating in events and project to help out others. When belonging to this group

It was the first day of band camp, as a section leader I was filled with excitement. Fresh faces flooded each section as leaders scribbled names onto clipboards. I was the low reed section leader. Everyone was able to play at a decent level; however, one individual struggled. I pulled her aside to check up on her playing skills. Deborah explained that she struggled in junior high but was determined to improve. Marching was even more difficult because she lacked the crucial internal source of tempo. She was labeled as a “shadow” by the directors, someone who marches behind another performer but doesn’t perform at competitions. I realized she was a reflection of my freshman self: a quiet introverted individual who struggled with both aspects

Supposedly, as a group leader, he or she can hide behind the role and not be genuinely present for the group members. Your post reminded me the importance of the leader’s willingness to participate in the group process (see Corey, Corey, & Corey, 2014). Such willingness includes conscious acknowledgement of his or her limitations as you discussed (para. 2). Often, it can be challenging to admit his or her limitations for a novice clinician (Friedman, 2005). The same observation is applicable to novice group leaders. Nevertheless, when a group leader exercises courage, he or she can model adaptive and helpful behaviors for the members (Corey, Corey, & Corey, 2014). Hence, the leader and group members would be able to co-create necessary understanding

The choice between life and death seems like it should be a simple answer right? Well, not in this society we were placed in, it has come down to eight people left on earth and one plane but the catch is only four people can go on the plan. How do you decide who has more value or who would be better suited for this new world. Well we as a group had to plea our cases on why we should be going onto this plane. We as a group applied the three concepts of fight, flight and tend-and-befriend to determine who would be moving onto a new life on a remote island.

When done, all of us in the group began to exchange our responses and our reactions to them. While there are some differences between us, most of us are pretty similar in how we approach the conversation during the group exercises. Maybe we were expecting to find a trait that sticks out uniquely from our list that define our roles. It was both surprising and disappointing on how similar we are as a group.