Time/Listening, Confidentiality/Participation, Decision-making/Expectations

How Facilitators Shape Group Norms: Technical Expert

Setting groundrules, Providing rationale

High Functioning Families

Boundaries clearly defined, freedom of speech, Equal power and consideration for feelings

Role of Group Facilitator

guide who helps members of a group move through a process together, not there to give opinions, but draw out opinions/ideas of group members, is neutral, never takes sides (adopt an objective and unbiased perspective)

Eeach groups is condered to have 6 Characteristics of Systems, what is correct

5. Systemshave amission, 6. Each partof a systemplays a rolein thesystem’ssurvival

communication style focuses on ‘getting things done’ efficiently.

Eeach groups is condered to have 6 Characteristics of Systems, what is correct

4. Systems have boundaries, 3. A change in one part affects other parts of the system

Relational communication

verbal/nonverbal messages createing social fabric/social reality of group

Disadvantages of Group Work

Scapegoating may occur, There are concerns with conformity and peer pressure, Group facilitators have less control than in individual context, A disruptive person can cause harm to other members of the group

How Group Norms Develop

Primacy, Critical events in the group's history, Explicit agreements, Carryover behaviours from past situations

Integrity, Competence, Benevolence

Low Functioning Families

Do not seek to comfort others, Rigid expectations

Characteristics of Effective Group Facilitators

Capacity to be aware of multiple levels of interaction, Capacity for empathy and caring, and self-awareness, Manage one’s own fears/anxieties (emotional awareness and self-regulation, Belief in the benefits of group work, and optimism

Low Functioning Families

Unequal power and little consideration for feelings, No acceptance of differing views

Injunctive Norms, Descriptive Norms

actions of members that relate/influence nature/strength of emotional/interpersonal bonds, sustaining & undermining

relationship interaction (sociomotional interaction)

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2018PSYB - Tracey

100 termsStudBud Administration5 plays

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Questions 100

Answers

1
Summarise relevant points and ask for further comments from other group members
The Talkative Participant
The Questioning Participant
The Quiet Participant
The Disagreeable Participant
2
Helpful Group Norms
Time/Listening
Confidentiality/Participation
Discrimination/Values
Decision-making/Expectations
3
How Facilitators Shape Group Norms: Technical Expert
Setting groundrules
Role Model
Providing rationale
Setting Norms by example
4
How Facilitators Shape Group Norms: Technical Expert
Non-judgemental acceptance
Enlisting support
5
Length members talk/how much time they let elapse before responding contributes to perceptions of leadership/influence
haptics
Proxemics
chronemics
kinesics
6
High Functioning Families
Rigid expectations
Do not seek to comfort others
Boundaries clearly defined, freedom of speech
Equal power and consideration for feelings
7
Tuckman: first stage of group formation is focused on orientation. Group members get to know the group and each other.
Norming
Storming
Performing
Forming
8
dictate behaviour, standards and expectations
Values
Norms
9
Thank the participant for their input, and move on
The Hostile Participant
The Quiet Participant
The Disagreeable Participant
The Disruptive Participant
10
Role of Group Facilitator
guide who helps members of a group move through a process together
not there to give opinions, but draw out opinions/ideas of group members
is a judge and needs to keep the peace
is neutral, never takes sides (adopt an objective and unbiased perspective)
11
norms not established, no trust, lack commitment
Storming
Performing
Norming
Forming
12
smaller group, interact with one another over extended period of time, such as work groups, clubs, and congregations.
primary group
group
collective
social group
13
Eeach groups is condered to have 6 Characteristics of Systems, what is correct
5. Systems do not have a mission
5. Systemshave amission
6. Each partof a systemplays a rolein thesystem’ssurvival
6. Only certain parts of a system plays a role in the system’s survival
14
Initiator, Info seeker or giver ▪ Opinion seeker or giver ▪ Coordinator ▪ Energiser ▪ Evaluator/critic ▪ Procedure tech
Mission Values
Group Values
Task Roles
Group Roles
15
the use of space, particularly important in group interactions because where members sit relative another affects flow
kinesics
Proxemics
chronemics
haptics
16
Elements of group structure
Norms
Roles
Values
Facilitator
17
roles and responsibilities articulated, competition, cliques form
Forming
Performing
Storming
Norming
18
Task communication
verbal/nonverbal messages createing social fabric/social reality of group
communication style focuses on ‘getting things done’ efficiently.
19
Eeach groups is condered to have 6 Characteristics of Systems, what is correct
4. Systems have boundaries
3. A change in one part affects other parts of the system
4. Systems do not have boundaries
3. A change in one part does not affect other parts of the system
20
Vocalics includes:
Breathing
Tone
Accent
Inflection
21
Suggest a group strategy in which everyone takes a turn in sharing their opinion
The Quiet Participant
The Hostile Participant
The Disagreeable Participant
The Disruptive Participant
22
Stand near the participant or remain quiet to bring their attention back to the group
The Hostile Participant
The Disruptive Participant
The Disagreeable Participant
The Quiet Participant
23
Two+ individuals who are connected by and within social relationships.
group
collective
social group
primary group
24
Advantages of Group Work
Not everyone can be in a group (personal issues, interpersonal skills)
Confidentiality is more difficult to maintain
Harder to build trust and safety
Economy of approach
25
Relational communication
communication style focuses on ‘getting things done’ efficiently.
verbal/nonverbal messages createing social fabric/social reality of group
26
Tuckman: 2nd stage of group dev is characterised by disagreement about group roles and procedures for running the group
Storming
Performing
Norming
Forming
27
Suggest a brainstorm strategy to capture all group questions on whiteboard – then facilitate discussion of these in turn
The Quiet Participant
The Disagreeable Participant
The Questioning Participant
The Talkative Participant
28
Paraphrase the participant’s comments using neutral and objective terms
The Talkative Participant
The Quiet Participant
The Questioning Participant
The Disagreeable Participant
29
Summarise relevant points and ask for further comments from other group members
The Talkative Participant
The Questioning Participant
The Quiet Participant
The Disagreeable Participant
30
reflect shared beliefs about what is right and important to the group
Norms
Values
31
Disadvantages of Group Work
Scapegoating may occur
There are concerns with conformity and peer pressure
Group facilitators have less control than in individual context
A disruptive person can cause harm to other members of the group
32
overly involved families. there is a blurring of the line <> parents &children. Parents may act like their childs friend
Rigid boundaries
Diffuse boundaries
33
Eg. Formal (group facilitator or leader) ▪ Informal ▪ Task ▪ Group-building ▪ Self-centred
Group Roles
Group Values
Mission Values
Task Roles
34
How Group Norms Develop
Primacy
Critical events in the group's history
Explicit agreements
Carryover behaviours from past situations
35
Trust in Groups =
Integrity
Competence
Benevolence
Loyalty
36
A set of interpersonally interconnected individuals or groups.
composition
task interaction
relationship interaction (sociomotional interaction)
social network
37
Low Functioning Families
Do not seek to comfort others
Boundaries clearly defined, freedom of speech
Equal power and consideration for feelings
Rigid expectations
38
Communication by touch. Touch can demonstrate liking, warmth, and compassion.
haptics
chronemics
kinesics
Proxemics
39
Characteristics of Effective Group Facilitators
Capacity to be aware of multiple levels of interaction
Capacity for empathy and caring, and self-awareness
Manage one’s own fears/anxieties (emotional awareness and self-regulation
Belief in the benefits of group work, and optimism
40
sense of self from relationship/memberships; also, aspects of self that are common to group or social category
social category
social capital
stereotype
social identity
41
Restate a recently made point and ask for the participant’s opinion
The Disruptive Participant
The Quiet Participant
The Disagreeable Participant
The Hostile Participant
42
How Facilitators Shape Group Norms: Model-setting
Non-judgemental acceptance
Enlisting support
43
Eg. Respect, acceptance, participation amd Inclusion, Confidentiality
Mission Values
Task Roles
Group Roles
Group Values
44
Vocalics includes:
Volume
Rate
Bodily noises
45
organization of a group, including the members, their interrelations, and their interactions.
group structure
norm
interdependence
role
46
Suggest a break and invite the participant to share how they are feeling
The Disagreeable Participant
The Quiet Participant
The Hostile Participant
The Questioning Participant
47
Low Functioning Families
Accepted differences
Unequal power and little consideration for feelings
Members feel at ease
No acceptance of differing views
48
Eg. extended family, race, culture, geography, socioeconomic pressures
Family Unit
Individual Family Members
Family Subsystems
Suprasystems
49
Types of norms
Conjunctive Norms
Injunctive Norms
Descriptive Norms
Depictive Norns
50
Facial expressions and body movements such as gestures, posture, and eye contact
kinesics
Proxemics
chronemics
haptics
51
actions of members that relate/influence nature/strength of emotional/interpersonal bonds, sustaining & undermining
relationship interaction (sociomotional interaction)
task interaction
social network
composition
52
High Functioning Families
No acceptance of differing views
Accepted differences
Members feel at ease
Unequal power and little consideration for feelings
53
Eg. marital (or couple), parental, sibling etc
Individual Family Members
Family Unit
Suprasystems
Family Subsystems
54
Tuckman's 5th stage is adjourning: this is the time the group disbands.
False
True
55
Advantages of Group Work
Group facilitators have less control than in individual context
There are concerns with conformity and peer pressure
Scapegoating may occur
Effectiveness
56
Facilitate a group discussion around process or Consider terminating the meeting
The Quiet Participant
The Disagreeable Participant
The Disruptive Participant
The Hostile Participant
57
Desire for self-understanding and exploration is a norm in therapy groups
False
True
58
Disadvantages of Group Work
Harder to build trust and safety
Not everyone can be in a group (personal issues, interpersonal skills)
Economy of approach
Confidentiality is more difficult to maintain
59
Group Norms
Written rules
Accepted ways of behaving
Unwritten rules
Govern how members interact and make decisions
60
Types of injunctive norms
Proscriptive Norms
Prescriptive Norms
Conjunctive Norms
Depictive Norns
61
Aggressor or blocker ▪ Recognition seeker or self-confessor ▪ Dominator
Group-building Roles
Other Challending Roles
Types of Group Behaviour
Self-centered Roles
62
The conjointly adjusted actions of group members that pertain to the group’s projects, tasks, and goals.
composition
social network
task interaction
relationship interaction (sociomotional interaction)
63
How Facilitators Shape Group Norms: Model-setting
Setting groundrules
Setting Norms by example
Providing rationale
Role Model
64
Six Ways to Build Group Trust (choose 3)
Communication: Keep group members informed and up-to-date
Communication: Keep group members informed on your agenda
Support: Be an approachable group facilitator
Respect: Delegate important duties to members and listen to their feedback
65
▪ Task behaviour ▪ Group behaviour ▪ Individual behaviour
Group-building Roles
Other Challending Roles
Types of Group Behaviour
Self-centered Roles
66
Why Challenging Behaviours Might Present in Group Therapy
Leaders do not set therapeutic norms
Members may not understand group therapy or have severe PSY disorder
Group has low level of maturity or the group task is inapproprite
Members may have under developed group skills or have low morale
67
Group Norms
Accepted codes of conduct
Can help and hinder a group to achieve its goals
Form the basis for group standards
What the group sees as normal
68
Encourager ▪ Gatekeeper ▪ Harmoniser ▪ Compromiser ▪ Follower ▪ Standard setter
Other Challending Roles
Types of Group Behaviour
Group-building Roles
Self-centered Roles
69
Eg. Subgroups, cliques and coalitions
Interpersonal Subsystems
Group System
Individual Subsystems
Suprasystems
70
Six Ways to Build Group Trust (choose 3)
Competence: Be a good role model
Delegate: give less important duties to lower group members
Predictability: Be dependable and consistent
Fairness: Evaluate fairly and objectively. Never take sides.
71
large group individuals who display similarities in actions and outlook. A street crowd, a line of people (a queue),
primary group
group
collective
social group
72
in families where members are isolated and communication has broken down. there is little for individuality
Rigid boundaries
Diffuse boundaries
73
socially shared set of qualities, characteristics, behavioral expectations ascribed to a group or category of people.
social identity
social capital
social category
stereotype
74
Illusion of invulnerability,Collective rationalisation,Illusion of morality ▪ Excessive stereotyping are not Groupthink
False
True
75
Norms in Therapy Groups
Non-judgemental acceptance of others
Maintain confidentiality
Self-disclosure
Commitment to attendance
76
Factors Contributing to Group Cohesion
Threat and competition/ Difficulty in entry
No competition/Easy to enter
Group size/Similarity of attitudes and values
Previous successes /Time together
77
Eg. marital (or couple), parental, sibling etc
Family Unit
Family Subsystems
Suprasystems
Individual Family Members
78
Key Functions of a Group Facilitator
Emotional stimulation
Keeping the group in the here-and-now
Executive function and integration
Attribution of meaning and caring
79
Family systems therapy assumes a client’s problematic behaviour or psychological distress may:
Serve a function or purpose for the family unit
Be a symptom of dysfunctional patterns handed down across generations
Result of family’s inability to operate productively (during < 2 yrs old)
Result of family’s inability to operate productively (during development)
80
feedback and confidence high, appreciation and trust built, norms reinforced, individual motivation high
Forming
Performing
Norming
Storming
81
Monopolist ▪ Silent member ▪ Distractor ▪ Rescuer
Types of Group Behaviour
Group-building Roles
Other Challending Roles
Self-centered Roles
82
Eeach groups is condered to have 6 Characteristics of Systems, what is correct
2. A system is not greater than the sum of its parts
2. A system isgreaterthan thesum of itsparts
1. Systemsarecomposedofsubsystems
1. Systems are not composed of subsystems
83
ind/groups, linked in social relationships yielding +ve, productive benefits; analogous to economic capital
social capital
stereotype
social category
social identity
84
grouping as assumed to be similarin some ways but differ in others eg all women, the elderly, college students, citizens
social category
stereotype
social capital
social identity
85
Eg. History, traits, values and attitudes of members
Individual Subsystems
Suprasystems
Group System
Interpersonal Subsystems
86
Listening is only a perceptual process not a physical process
False
True
87
Discuss and agree on helpful behaviour norms for the remainder of the meeting
The Quiet Participant
The Hostile Participant
The Questioning Participant
The Disagreeable Participant
88
Make gentle eye contact, Ask a non-challenging question, ask in private why?
The Disagreeable Participant
The Disruptive Participant
The Hostile Participant
The Quiet Participant
89
group members are focused on achieving shared objective. Members experiment with ideas, behaviours, ways of thinking.
Storming
Forming
Norming
Performing
90
During a pause for breath, thank them for their contribution and invite others to participate
The Talkative Participant
The Disagreeable Participant
The Questioning Participant
The Quiet Participant
91
High cohesiveness = loyalty, compliance w/ norms, friendliness, responsibility for efforts, and defend outside influence
True
False
92
Intragroup Dynamics = Lvl of ptpation,Comm patterns,Relation<>members,Nonverbal,Feeling tone,Aroused/expressed feelings
True
False
93
Groups needs over individual, high trust, efficient, little waste
Norming
Performing
Storming
Forming
94
The individuals who constitute a group.
task interaction
social network
composition
relationship interaction (sociomotional interaction)
95
small, long-term group with frequent interaction, solidarity, and high levels of interdependence that influence members
primary group
social group
group
collective
96
Eg. context in which the group operates eg agency, school, hospital, city or country
Family Subsystems
Family Unit
Suprasystems
Individual Family Members
97
At their most basic level, relational messages
demonstrate agreement or disagreement with what is said
demonstrate leadership over other roles
demonstrate friendliness or unfriendliness
show tension and anxiety or reduce it
98
Pressure for conformity ▪ Self-censorship ▪ Illusion of unanimity ▪ Mind guards are Groupthink
True
False
99
Tuckman: Once the norms of the group and social relationships are formed, cohesiveness and unity grow within the group.
Forming
Norming
Performing
Storming
100
Use a round robin strategy where each participant poses one question
The Questioning Participant
The Disagreeable Participant
The Quiet Participant
The Talkative Participant

2018PSYB - Tracey Flashcards | StudBud