The Development Of The Middle Phase Of Group Work

I believe our group work is going well. We haven’t had many meetings concerning bringing all the work together, but people have been working had individually as noted in the annotated bibliography. One complaint is that in the agreement we said that the annotated bibliography would be completed by the Sunday before the due date, when in actuality two members did not add their work to the group until the day the assignment was due. However, this is minor in the larger scheme since it was completed and submitted on time. We have made plans to come together next week to work on the project together and how and where everyone’s contribution will be placed. Overall I don’t have much to complain about as communication and work ethic are good. I

After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took and how role allocation affected, the group dynamics and the working relationships. Finally I will evaluate my work having discussed it with my fellow group members.

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.

P: Facilitator and PP met with the client and mother to identify situations and triggers that contribute to the client’s behaviors.

parent up to date with the process of there child is done by one to one meetings to discuss the

Parents are encourage to take charge during the visits so that they can make it feel like home as much as possible. Empathy helps support families to meet the unique needs of their children. It’s the parents turn to imagine themselves in their child’s shoes. The visit coach and the parents will work together to make sure they take care of the needs of the child every visit. Responsiveness helps families manage the conflict between adult and child needs. Visits are considered to be a positive vibe zone. That means no anger, attitudes, or depression is allowed while the parents are visiting their children. Active parenting just sums up what is expected of the parents during their visits. The visits will be shaped by the attitudes of the parents, their words, and also their actions toward their children.

There are several leadership skills that are needed to run an effective and therapeutic group. The primary skills are cutting off; drawing out; and holding, shifting, and deepening the focus (Jacobs, 2016). As the group moves into the middles stage sessions other skills can be beneficial for the leader (Jacobs, 2016). These skills include use of progress reports, introducing topics, inspiring thoughts, changing the format, varying the style of leadership, restructuring the group, varying the tone of voice, utilization of resources and projects, meeting one on one with the members, and communicating with the group prior to the groups ending (Jacobs, 2016). This skill can aid in creating an environment that is both valuable and meaningful

Oberservation/ Particpation: MHS met with the client and the client’s father at home. The client was in a good mood. The client made eye contact and was engaged the session. The client and the client father was very eager to share the latest new about the adoptive with the MHS. The client appeared to be very happy about the adoptive. The client also shared how he has been getting into a little trouble because his parents and himself sometimes fail to communicate effectively. The client father stated they are open to listening to the client as long as it is believable. The father said the client has been untruthful in the past. The client expressed his frustration with trying to plead with his parents.

With a goal of improving connectedness, we could again utilize private meeting spaces with computer access to make family or teacher connections. Privacy compliance could potentially be accomplished with prior consent authorization from both caregivers and family members and monitored electronic visitation. By using agency computers and free meeting space the cost of resources would be reduced. Non-profit agency volunteers could be trained to monitor visitation alleviating the need for additional case workers. There would need to be an establishment of guidelines for how program participants are selected whether it is need based according to emotional state or by age. Measurable outcomes for the program to determine whether the interaction has a positive or negative influence on the child.

Parenting skills are typically developed on the job. Although most caregivers learn what works through trial and error, there may be times when more explicit instruction is needed. Fettig, Schultz, and Sreckovic (2015) suggests that understanding these social dynamics that occur between caregivers and children with challenging behaviors is the starting point for finding the appropriate interventions. This may be especially true for the caregivers of children with disabilities who exhibit these challenges. Lecavalier, Leone, and Wiltz (2006) suggest that families of children with challenging behaviors experience a myriad of trials which may result in financial, social and emotional issues that are associated with increased levels of caregiver

Group work has been a cornerstone of the social work profession and requires a variety of facilitator skills and awareness of group processes. The SSLDTM Group Program for People with Difficulties in Social Situations (Socialwork1914, 2017) provides an excellent example of a psycho-educational group co-facilitated by two female social workers, Jane and Karen. After viewing the 6th session of this 8-week program, I began to understand how the concepts of group formation/development, interpersonal dynamics, and leadership styles contribute to successful group work outcomes.

This chapter reviewed many different aspects of group work such as different processes and skills required to run several different groups. The groups discussed were open-ended group, groups hosted in residential settings, single-session groups, and large activity groups.

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.

A group engages in certain processes that naturally occur when a set of individuals are working together. In the Orientation phase, the needs of group members are to be oriented to the task, that is, to define the task, specify issues, identify expectations, and explore the nature of the work. From this, members develop a common understanding of the group's purpose. In the Testing and Dependency phase, participants generally act as if they depend on the leader to provide all the structure. They look to the leader to set the ground rules, establish the agenda, to do all the "leading," while the group members acclimate themselves to the setting. Group members exhibit behavior to test what behavior is acceptable and what is not, and begin to establish boundaries, to consider themselves as individuals in relation to the group, and to define the function of the group and the leader. This phase generally concludes when there is general agreement that the goals are achievable and that change is possible--whether it be changing behavior, making a decision, or solving a problem. Organizing to get work done involves a number of group decisions. These include establishing work rules, determining limits, defining the reward system, setting the criteria for the task, dividing the work and assigning individual responsibility for particular tasks. As it relates to

I am Zeeshan Ali; I am working as a Computer teacher for Classes VI-X-M in Canal Side Boys Campus. I have done Masters in Computer Science (MCS) from Punjab University College of Information and Technology (PUCIT) Lahore. The students are the main focus of every teacher and our entire teaching efforts circle round our students to achieve the set targets. Effective Teaching includes many useful teaching strategies that a teacher chooses according to the requirement of his/her respective subject and topic as well. In result of my years of experience and as a Computer teacher I find Group Work as the most effective and fruitful technique at every level.