Group Role Play Reflection : Co Facilitators

The group facilitator for this substance abuse group is a man named Chris who has been facilitating this group for around 6 months. He shared with me that he has been working at this agency for two years as a mental health case manager in this program. He completed his education in the field of substance abuse and currently holds his Certified Alcohol and Drug Counselor license. In speaking with Chris and observing the group session, Chris held the leadership role as the individual leader. He shared that six months ago, this group held two leaders, one being the primary leader along with the co-leader. However, this previous leader left her position and he is now facilitating individually. Uniquely, he shared he often has other program staff attend the group to help with the leadership role by minimizing disruptions by the members and taking note of the process. In these instances, the group would be considered having co-leadership in the function the additional staff play (Hepworth et. al., 2013).

I learned two significant things about group counseling in this course. The first thing that I learned is the importance of setting up a treatment plan. The intention is to follow the client from their entrance into the program until the client is discharged. In this process the clients’ problems are identified through various assessments and as each problem is addressed, it is checked off of the list. Once all of the problems are checked off of the list, the client is considered as having completed the plan. This plan is especially important because it evokes thoughtful conversation between the client and the counselor and is the best method to gain information from the client regarding the help they want to receive. The second most significant thing that I learned about group counseling is how to design a group from start to finish. From pre group design, planning the goals of the group and determining the members to setting up the environment and structuring the sessions, each step adds its own important components to designing group counseling.

The leader of the group, began the meeting with a welcome and an introduction of the visitors. Visitors introduced themselves first and then the entire group individually introduced themselves by stating, “hello, I am (first name) and I am an alcoholic.” The group would respond back, “hello, (first name).” After introductions, the leader made announcements and passed around a calendar and black binder for people to submit any additional announcements. Other members of the group then read the Twelve Traditions and the Twelve Steps (See Appendix). Next, the Gateway Group had a short intermission, so that the group could be split into two smaller groups, to allow more people to speak. As we recommenced, the leader asked if anyone had anything to get off their chest, if they felt like they needed a drink, or if they had taken a drink. There was no response, so the leader continued with the lesson.

Lastly, the chairperson recounted her own personal story with addiction. I was surprised how the group handled her story in a positive way. I noticed at times members laughed and even smiled and others making brief supporting comments. Rather than judge the events of her life, the group members seemed to connect in a personal way. I liked how the meeting was honest and open. Afterwards different members of the meeting read brief AA literature, "How it Works," the "Twelve Traditions" and "The Promises." I listened to each of them very closely

This reflective essay will try and develop an understanding of the experiences and theory that has been applied to a counselling roleplay and applied content over the duration of the module. Furthermore, identifying what has been covered and what has not been covered in the roleplay, its strengths, weaknesses, what needs developing and how it can help as counsellors within the field. The first topic will reflect on the skills and attributes that have been applied to the roleplay and how it has been beneficial. The second topic will be a critical analysis on the roleplay conducted during counselling focusing on what techniques have not been covered, what skills and attributes were not demonstrated in the roleplay. Then identifying how improving and applying these skills and attributes may contribute to the overall effectiveness of counselling. The last topic will touch on micro-skills such as summarizing and goal setting, its application to the role play looking at both the strengths and weaknesses assessing why micro skills are important in the counselling practice.

The clarity and effectiveness of purpose and the use of time was very well used in this meeting. The purpose of this meeting was very clear to both this writer and seemed to be to all group members. Group members respected that the purpose was to have meetings that were effective enough to help themselves stay sober. The group leader was very strict on keeping the group on task and did not allow much time for the group members to get off topic. The group discussions truly allowed group members to understand the purpose in being in attendance at each meeting. The time allotted for the meeting was perfect. The hour long session left just enough time for each portion of the meeting to be completed, but did not leave extra time where the group leader struggled to come up with discussion or activities for the group members to participate in. The use of time was very effective and clear to both the group leaders and group members.

Following the “Guidelines” literature. It was brought back to the leader, he stated “My name is_____, and I am an alcoholic” which he followed by a topic for conversation and proceeded to speak on his encounter related to the topic he mentioned. After he was finished, the members responded with “Thanks, (name).” He then opened the meeting for discussion. At, first people were hesitant to verbalize their experiences and thoughts. One of the long-time members spoke first. I know he was a long-time member form the story he shared. Once he concluded his story, several others followed. Consequently, this section of the meeting took most of the hour allotted. When it came close to an hour; the leader started to bring the meeting to a close. He asked if anyone else would be willing to lead the next meeting. He read a statement, that explained that the meetings were self-supporting and any donations would be used to sponsor the meetings and its requirements. While he read that statement another member passed a collection basket. Once the basket had made its way back to the beginning the leader mentioned that he would now pass out the sobriety tokens. I had recognized these form a client I had worked with at my social services agency I interned at this year. The different color tokens represent the various stages of sobriety for each individual. As soon as, all the tokens were handed out the leader asked everyone to

As I observed the N.A. group, I compared Hepworth 's, Direct Social Work Practice, five stages of group development. The Preaffiliation stage involves observation and feeling out the environment of the group; members may be hesitant to speak or test out certain behaviors to see reactions from other members of the group or the facilitator (Hepworth, Rooney, Rooney, & Strom-Gottfried, 2017, 2013). Returning group members greeted each other with hugs, handshakes, pat on the back, while newcomers sat quietly observing others. The facilitator provided an introduction and instructions for participation. Each member was instructed to introduce the first name, state "I am an addict" and take turns reading from the

When I walked into the meeting, I was a little apprehensive. It was only a small group of about ten people, which was held at a local hospital. Knowing that I had to explain I was there to observe as a student studying social work, I was worried that the participants would hold back from their real behaviors in the group and that they would be cold to me. However, that assumption could not have been farther from the truth. All my apprehension flew out the window, as the members of the small group all welcomed me with open arms. Apparently, these were regulars. Most in the group attended every meeting, and continued to use the support of the group to deal with the continuous chaos and trauma of living with an addict. I was welcomed to sit and observe the behavior of the individual members of the group express their grief, fear, and

During the initial stage of each group workshop, the cognitive behavior group counselors will encourage their members to participate by contributing ideas on how they would better benefit from each session, but will also share their clear plan for the group and guide the members in achieving set goals. Members will comply with the norms and rules set by the group and not attend any meeting while under the influence of drugs and or alcohol. Member are expected to respect each other and any discussion outside of the meeting room, will be considered a breach of confidentiality, except in occasions where the desire to hurt oneself or others is expressed. Leader will make it clear to all members that they are mandated reporters.

The meeting had a structure; they followed their agenda strictly. In the beginning of the meeting everyone went around and introduced them selves and said why there were there. I said that I was a student and was there to observe. After the introductions there was several readings that were handed out and asked to be read aloud, some of the reading were “Why are we Here”, “Who is an Addict?”, and “We do Recover”. After the readings they handed out key chains to anyone that has reached a specific time of sobriety. The leader of the group got his 9 mouths key chain. Then there were a few more readings, after the reading the floor was open to anyone who wanted to say anything. Then the meeting was over.

The session began with a moment of silence and a serenity prayer. Kyle read the protocol, preamble, traditions, and outline for the night. He even identified 10-step promises that they understand as promises that come with overcoming alcoholism. He explained everything that would occur, and why it was chosen to occur. Kyle identified the different steps that are taken within the group to recovery from alcohol. After learning about the agenda for the day, Kyle introduced himself while everyone went around the table and introduced themselves. I noticed that while

PO had a moderate level of participation as evidenced by completing the worksheet, and sharing strategies that he could use to cope with high risk situations with other group members. PO actively engaged in role-play on handling unexpected high risk situations. PO states that his sponsor and sober friends help him to make a better choices and decisions. PO was rarely distracted and stayed on the topic throughout the group process. PO had a positive response to treatment.

Reflecting on my facilitation skills, I am not sure why I found the facilitation exercise so daunting. I have facilitated therapeutic recreation programs to a senior population, many times without thinking or worrying about it. However, presenting in front of my TREC 3400 peers, I felt it was an overwhelming task. I was very anxious even though I facilitated this activity many times.

After completing the self-assessment for module #2, I was a bit surprised to discover I scored 40% in directive supervision and 40% in nondirective supervision. Before completing this assessment I thought for sure I would score higher in collaborative supervision. However, after learning more about Glickman’s supervisory approaches, I quickly realized that my definition of collaborative supervision was not accurate. I thought collaborative supervision was one size fits all. I believed teachers needed and wanted reflective problem solving with the goal of working together to figure out a solution. What I didn’t take into consideration is where the teacher was in their personal and professional development. It makes sense to me now how collaborative