Functional Group Development

Front 1

Development Stage Issues

Back 1

--concern over acceptance or rejection as result of change
-testing the safety of the group.
-struggle between safety and involvment .
-control and power struggles (conflict) /c leader and other mbrs.

Front 2

Group Issues & Mbr Needs related to Action: Development Stage

Purposeful Action

Back 2

-structured activity that includes all members and can provide successful outcomes.
-guidance regarding expectations of members.
-clear options and alternatives in goal selection

Hint 2

-an accepting climate.
-expression of respect for opinions and feelings of mbrs.

Front 3

Group Issues & Mbr Needs related to Action: Development Stage

Self-initated action allows for...

Back 3

-support of exploratory behavior.
-encouragement of task involvement and expression

Hint 3

-opportunity to express positive and negative reactions and feelings
-accepting environment

Front 4

Group Issues & Mbr Needs related to Action: Development Stage

Spontaneous (here and now) action occurs via:

Back 4

-encouragement of expression of ideas feelings, and thoughts related to here and now.

-opportunity to interact with leader and test amount of freedom and control.

Hint 4

-mbrs sharing of perceptions and reactions as to what is going on in the group.
-overt support and acceptance of diversity or difference.

Front 5

Group Issues & Mbr Needs related to Action: Development Stage

Group-centered action yields

Back 5

-leadership emerging from group mbrship.
- sense of ownership as 'our' group
-increased mbr to mbr interaction

Hint 5

-mbrs looking less to leader or approval or needs to be met.
-increased cohesiveness and support.
-increads tolerance for limitations of group (time, materials, attention).

Front 6

Group Issues & Mbr Needs related to Action: Development Stage

Leader Actions/skilles employed

Back 6

-reviewing confidentiality
-continued leader involvement in task analysis, selection and adaptation.
-leader encouragment for mbrs to assume group task and maintenance roles
-modeling

Hint 6

-genuineness ad empathy
-active listening

Front 7

Evaluating the progress of the group:

Back 7

is an ongoing part of a leader's role.

Hint 7

-structured and unstructured observation methods can be used.
-group mbrs may participate with this process
-role lock
-scapgoating

Front 8

Unstructured Observation Methods

Back 8

-require leaders or mbrs to examine progress as part of the here-and-now action by spontaneously analyzing the group's process and dynamics

Front 9

role lock

Back 9

is the process i which a mvr and the group confine that mbr's participation in the group 'to a restricted aspect of the individual'

Hint 9

such as always being the first to speak, role of group historian

Front 10

scapegoat

Back 10

scape goating a group mbr, other group mbrs place their 'disavowed feelings and undesired aspects of themselves on to another group mbr

Front 11

3 questions guide the assessment

Back 11

1. As a result of the group's interaction, are mbrs learning the adaptive skills & behaviors necessary for occupational performance?
2. Are mbrs better able to fulfill their health needs?
3. Are the group's structure, process, and content conductive to facilitating the group goals and appropriate action in the developmental stage?

Front 12

At what levels should the leader, and whenever possible, the group attempt to identify problems?

Back 12

-concrete and symbolic levels

Front 13

What is the concept of anit-group?

Back 13

It provides a framework for expecting & understanding the negative process

Front 14

What are some common group problems?

Back 14

-conflict or fight
-apathy & nonparticipation
-Inadequate decision making

Hint 14

-mbrs who demonstrate conflict behavior may feel they are 'involved and are working hard on a problem'
-mbrs who demonstrate fight behavior may feel 'frustrated because they feel unable to meet the demands made of them.'

Front 15

Mbrs may respond with apathy if the problem being worked on...

Back 15

-does not seem important to the mbrs.
-[seems] less important than some other problem on which they would prefer to be working.
-may seem important to mbrs, but there are reasons which lead them to avoid attempting to solve the problem.

Hint 15

Mbr also respond with apathy when a group has 'inadequare procedures for solving the problem or mbrs feel 'powerless about influencing final decisions'

Front 16

Inadequate decision making may also result from unsatisfactory group interactions such as:

Back 16

-premature calling for a decision.
-decision being too difficult
-the group being low in cohesiveness and lacking faith in itself.

Hint 16

-the decision are veing threatening to the group, because of unclear consequences, feel of reaction of other groups, or fear of failure for the individuals.

Front 17

Leaders should consider the following when trying to ID possible causes:

Back 17

-lack of opportunity for skill practice and modeling.
-inadequate positive reinforcement
-secret or conflicting goals
-insufficent information

Hint 17

-poorly formed defense mechanisms
-low self-esteem
-process, communincation, or interaction skill deficits.
-motor skill deficits
-over or underappraisal of skills
-over or underappraisal of activity demands

Front 18

What are some scenarios that might cause a problem in a group?

Back 18

-personality
-misunderstanding
-racist attitude
-cultural background
-credibility
-gossip

Front 19

Factors contributing to the creation of the Difficult Patient:

Back 19

-pt dynamics & characteristics of those dynamcis

-leadership competency and mistakes in leadership

Hint 19

-the role of intersubjectivity in the group construction of the difficult patient.
-dynamics of group as a whole

Front 20

Leadership competency & mistakes in leadership

Back 20

-faulty patients selection
-inept or harmful handling of boundary violations, scapegoating, and group norms
-inability or unwillingness to acknowledge mistakes

Hint 20

-refusal to be a lightening rod for negative feelings
-failure to set limits

Front 21

To influence the group's process & outcome, leaders work to alter the grp's structure through 3 strategies

Back 21

1. involving mbrs in setting goals.
2. adapting the task more closely to the grp and individual mbrs.
3. encouraging grp mbr roles

Front 22

Leaders need to do what before leading a grp?

Back 22

leaders need to address their own attitudes and accept the importance of aggression in the group

Front 23

Key Leadership function is to:

Back 23

-enable the grp mbrs to become involved in establishing goals.

Front 24

to understand the intervention strategy for involving mbrs in goal selection, factors that can influence formation of grp goals need to be examined.

Back 24

-motives of mbrs
-superordinate grp goals
-the grp & its social surroundings.
-leaders need to keep mbrs informed of the grp's general purpose and resources
-leader asks mbrs what they see as their needs
-leaders may give past goals of the same type to the grp.

Front 25

What do you do if the group is cognitively impaired?

Back 25

reduce steps, offer choices

Front 26

Task Adaptation:

Development stage includes:

Back 26

transitional phase of grp's development. aka a 'transitional stage'

Front 27

What is after the transitional stage?

Back 27

the working stage

Hint 27

mbrs often feel there is hope for change

Front 28

Specific strategies to adapt the grp's task structure & process in the development stage:

Back 28

1. dominant characteristic being displayed by grp mbr should be ID.

2. leader structures the activity in graded increments to allow the grp to learn how to work through the issue.

Front 29

Mbrs need to be taught process skills (at the lvl of their cognitive ability) such as:

Back 29

-active listening
-giving and receiving feedback
-Using 'I' statements
-reality testing their perceptions in the here and now

Hint 29

-speaking in the present tense
-decision making
-assessing progress

Front 30

Encouraging grp mbr roles may be facilitated through the use of the following techniques

Back 30

-involve all grp mbrs in defining the grp's name, purpose, procedures, rules and norms
-Positively reinforce mbrs strengths, compensate for mbrs' deficits through structuring the grp's task at levels mbrs can manage

Hint 30

-allocate the resources necessary for task completion
-use co-leader if possible

Front 31

Leader Emotional Response

Development stage of a grp presents special challenges to leaders, leaders need to accept/remember:

Back 31

-Mistakes will happen when leading a grp
-learning about oneself from mistakes and sharing the learning in a positive way

Hint 31

-knowing that grp mbrs usually learn more from each other than the leader.
-it is a privilege to do the work of a therapist.

Front 32

What can self-reflective questions do for a leader?

Back 32

-help leaders examine their emotional responses
-identify patterns in their own reactions that emerge as part of the process of working through issues in the development stage of the grp