Firstly, reflecting on the lab simulation of our educational, behavioural intervention group, which was preforming in the working stage; with young women who were prenatal or postnatal; the socio-economic status was that of a lower income position. Sharon and I clearly had defined roles as facilitators, which we collaborated well between each other. There was a shared accountability when aiding in the group including mutual support of each other to help better meet the needs of the group, emotionally, educationally, and cognitively.
With feedback from classmates and members of the group that was relayed back that the presentation was creative and well put together, it had a flow to the group. As facilitators we brought in our own life experience, and used informal educational tools and sharing to make the group feel inclusive. There was a member of the group who stated “she was scared” and one of the facilitators handled the emotions and feelings of the member and that she was not left feeling this way “promoting empowerment and equipping group members with tools so they may advocate for themselves” (Ratts, Anthony, & Santos, Social Justice in Group Work, p. 108).
The simulation was tied in with …show more content…
15).
With feedback from classmates and members of the group that was relayed back that the presentation was creative and well put together, it had a flow to the group. As facilitators we brought in our own life experience, and used informal educational tools and sharing to make the group feel inclusive. There was a member of the group who stated “she was scared” and one of the facilitators handled the emotions and feelings of the member and that she was not left feeling this way “promoting empowerment and equipping group members with tools so they may advocate for themselves” (Ratts, Anthony, & Santos, Social Justice in Group Work, p. 108).
The simulation was tied in with …show more content…
15).