`` Resistance As Something ``

The leader must be sure to take the group dynamics into consideration. It is important to make everyone involved feel that their needs are important. For the project to be a success, everyone participating must feel as if they are contributing and that they are being valued equally.

Group leaders are essential to the success of accomplishing the mutual goals of group counseling. The role that group leaders play is vital for establishing a group environment in which members feel safe, engaged, and encouraged. Characteristics and functions of effective group leaders are good listening skills, good observations skills but more importantly, remain impartial, therefore, the group leader does not give her or his opinions about topics because of consequences that can bring to the group. Additionally, group leaders are culturally sensitive to differences in power and privilege among groups from different ethnic backgrounds. Encouraging participation from members who are hesitant to speak up as well as ensuring that all ground rules are enforced are responsibilities of an effective group leader. However, also being aware that not every member is as comfortable in sharing as others are key for group leaders to be

Working in a group to achieve a high quality group project can be one of people’s most difficult school experiences. Working in a group is tough because there is often someone who does not pull their own weight. “There are five stages to group development, adjourning, forming, storming, performing, and norming” (John & Wiley pg 166). Christine’s group from the Case Study the Forgotten Group Member is in between the Storming and Norming Stages. The Storming Stage “is dealing with tensions and defining group tasks,” while the Norming Stage is dealing with high emotionality and tension among the group members” (John & Wiley pg. 166). Christine and her group could have had better

Throughout this entire course we have learned many concepts and strategies to synthesize and use leadership as a means of working in a group setting. These concepts allowed us to learn not only how to lead other

Leadership is a trait that many people misunderstand. Some people believe that leaders need to be mean, assertive, dominant, and have overwhelming control over a situation, however, this could not be farther away from the truth. Often times people confuse being boddy with being a leader. Personally, I think that in order to be a leader you must be nice, as well as showing the way by example instead of orders. In school I try to help all of my friends with any schoolwork they need help with whenever I can. The most important role as a leader that I have is for the school’s junior varsity baseball team. This school district is a lot smaller than many other school district, so we face many teams that are able to have all junior and sophomores on junior varsity. We are about half sophomores and half freshmen and I feel that it is mine, as wells as the other sophomore’s, responsibility to lead the team through example. Even in tough situations I still motivate the team with encouragement, constructive criticism, and positive actions in order to keep our heads

As a junior counselor, I follow the orders of the senior counselor in the cabin. Fortunately for me, my senior had never counseled before and never attended the camp before. I took the leadership role in directions, activities, leading discussions, and most importantly, giving candy. When it was time for swimming, I asked each girl the about safety procedures, knowing it was in there best interest if they knew the rules. Without hesitation the girls shouted out each one; they were overjoyed to express their knowledge about the lake rules. I worried over every little thing at first, since being in a leadership role was new to me, but as the week progressed, I became more confident. I started moderating discussions without hesitation, while also directing the girls to lead the discussions

No one was of Tom’s age in this group, and motivating him to become an active group participant can be challenging. I think Tom should be joining a particular group of his age where he can have the chance to express himself, to be heard, and interact with

Now that our group has come to a decision, I think this assignment is great way to look back and reflect on our group journey. As the oldest member of the group, I knew that I might change the dynamics of the group. I have had many group activities were the other members give me more credit than I deserved because of my age and experience. In other moments, I tend to have too much initiative or assertiveness were I take control of the group. When I was in the Marines, I would quickly accept the leadership responsibilities and show the initiative to separate myself from the rest. After leaving the Marines and starting school, it has been a little different. Even though I want to go to my defaults, I get self-conscious about giving the younger students the opportunity to take the lead. I get this uneasy feeling that I am being too assertive or taking their opportunity to grow. So, to prevent that default or awkwardness, I did what I usually do in this kind of setting; I try not to take the leadership position and let others take that opportunity. I intentionally stepped back and watched things play out and helped if needed. Since I am a very vocal person, I found it hard taking this position. What really surprised me during the group assignments where the initiative each group member showed throughout our PSP journey. This experience reaffirmed my belief that with a group of motivated individuals and the right dynamics, pretty much anything can get done.

al., 2011). To fulfill this role, group leaders should have a clear grasp of the boundaries of their competence. As a rule, leaders should conduct only those types of groups for which they have been sufficiently

The leader could ask each members in turn how they feel about the group, and if they trust or could grow to trust the other participants. The leader should observe the group during this discussion and observe body language, be aware if a single person or persons are deemed untrustworthy. If this does happen, the leader should explore why the member or members have these feelings. This can be a critical time for the group; the leader may have to address someone individually after the group to work out any problems of the dynamic within the group. Having a discussion on trust can help build the trust of each

Sunday afternoons, I had the responsibility of overseeing junior babysitters and the children while parents in the neighborhood held a local bible study. Unlike my prior experiences, I had to set an example for both younger leaders and the children, challenging me to examine how I led and taught the other leaders. The lessons and wisdom I gained also translated into my other activities. My interaction with young teenagers and small kids yielded an understanding that assisted me when I led my band’s trumpet section. The patience and communication skills I developed gives me a consistent advantage as a leader at school and in the community.

Throughout my life I have always reached to obtain the highest standard of success. When a situation arises and a certain goal needs to be fulfilled, I feel the most important role of a leader is to utilize all of your resources in a group. Each person has their own qualifications and talents, a leader needs to be able to recognize that and work with those people to accomplish what needs to get done. As the section leader in my choir, I became extremely

My expectations and hope for Rihanna in our sessions is partially responsible for the reactions and resistance I experienced with her. Noonan states “to feel valued, significant and connected to another are legitimate human needs and though seldom written or talked about, therapist also possess such needs” (Noonan, 1998, pg. 136). One of the most difficult things I struggled with is fear of rejection. It is upsetting when students forget their appointments especially when we’ve agreed on a time, date and then I remind them in person few hours before our sessions, which is something that has happen with Rihanna and other clients during our first two sessions. Rihanna’s confusion of her future, her refusal to talk about her unstable relationship with her boyfriend but her eagerness to rush out of our sessions so that she can meet up with him are some forms of resistance. Although it may have seemed that Rihanna was comfortable with me during our session because she shared her story and displaced vulnerability by crying about the things that might be painful for her, it implies that she was not being resistant but since our first session, I am unable to meet with her because she has been absent from school.

Another form of individual resistance that I closely identify with is selective information processing. This is based on people who refuse to change their thought process or the way things go because they have formed a one way idea that things must go their way. It’s human nature to have trust issues with people who have failed you multiple times, so this in sports would be not believe sources that are not true all the time. From my personal experience this would be working in a group project and giving everyone a chance to speak until someone has a bad idea in the discussion, but as a collective group member, nobody is willing to tell the person that their idea is not as worthy as they think. This becomes a problem because this creates exclusiveness in a group and one member would free like he/she is not wanted in the work. I have felt this way at times when working with groups and I am sure I have made people feel this way with their ideas. I believe this is possibility the worst one among all the resistances, because lots of people have ideas and they should have the rights to express their thought process of how they came with the

Not accepting an idea or technique is a form of resistance. There are situations where students become resistant to learning; subsequently, the students become disengaged with the lesson. Learning resistance can surface when students are forced by an educator to learn material that is unfamiliar and delivered at a fast-pace; thus, they become frustrated with learning. Learning resistance can occur if there is a dislike for the educator or the material presented; consequently, students will not comprehend the information. Students that view themselves as underachievers are resistant to learning, especially if the material is not on their level; subsequently, these students see themselves as knowing all they