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Definitions > Arnold - GROUPS > Flashcards

Arnold - GROUPS Flashcards

1
Q

How are functional group roles different from positional group roles?

A

they are r/t type of member contributions needed to achieve group goals

= task functions + maintenance functions

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2
Q

What are task functions?

What are maintenance functions?

Is a balance between these important? How so?

A 
See box 12-1 p. 228
Behaviors members use to move toward goal achievement: 
- initiating
- Seeking info
- Giving
- Clarifying
- Summarizing
- Consensus making

Behaviors designed to ensure personal satisfaction; behaviors that help the group maintain harmonious working relationships:

  • Harmonizing
  • Gatekeeping
  • Encouraging
  • Compromising
  • Setting standards

Balance inc group productivity - if task fx predominate, satisfaction declines. When maintenance takes over, members have troubles reaching goals

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3
Q

Two basic assumptions that support the fx of group leadership?

A

1) Group leaders have sig influence on group process
2) Most problems in groups can be avoided or reworked productively if leader is aware of and responsive to the needs of individual group members, incl their own

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4
Q

Effective group leadership requires?

A

Adequate prep, professional leadership attitudes and behavior, responsible selection of members, use of a responsible scientific rationale for determining a specific group approach
- Commitment to group purpose, self-awareness of personal biases, interpersonal limitations, careful prep for the group and with group, open attitude toward group members

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5
Q

6 Nonfunctional self-roles? (table 12-2 p. 229)

A 
Agressor
Blocker
Joker
Avoider
Self-confessor
Recognition
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6
Q

Aggressor

A

Criticizes or blames others, personally attacks other members uses sarcasm and hostility in interactions

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7
Q

Blocker

A

Instantly rejects or argues an idea to death, cites tangential ideas and opinions, obstructs decision making

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8
Q

Joker

A

Disrupts work of the group by constantly joking and refusing to take group task seriously

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9
Q

Avoider

A

Whispers to others, daydreams, doodles, acts indifferent and passive

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10
Q

Self-confessor

A

Uses the group to express personal views and feelings unrelated to group task

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11
Q

Recognition

A

Seeks attention by excessive talking, seeker trying to gain leader’s favor, expressing extreme ideas, or demonstrating peculiar behavior

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12
Q

How do informal leaders emerge?

A

d/t force of personality, knowledge, excperience –> power given to members who best clarify needs of other group members

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13
Q

How is co-leadership advantageous and not?

A

Advantages: co-leaders can comlement and support each other; provide wider variety of responses, dual points of view, and feedback for one another

Dis: can have different theoretical orientations or are competitive

-need to first ensure compatibility and that you have the same understanding of group purpose

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14
Q

Key differences between individual and group communication?

A
  • Group = more complex, each member brings own perspective
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15
Q

How many members do therapy and person growth groups have?

Minimum for therapy?

A

6-8 typically

Therapy groups should NOT have less than 5 (limits interaction, interaction can become more intense + uncomfortable)

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16
Q

Typical group size for support, education, and skills training groups?

A

Can have from 10-30

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17
Q

Ways to characterize membership?

A

Open or closed
Heterogeneous or homogenous

One group can have both ex: AA - has open meetings for everyone, closed for only alcoholics

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18
Q

Closed group expectations?

A

predefined selected membership with expectation or regular attendance for extended period of time (usually at least 12 sessions)

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19
Q

Open groups?

A

No defined membership
COme and go depending on their needs
Fluctuations in number of attendees

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20
Q

Homogenous groups?

A

Share common characteristics such as diagnosis
or personal attribute (gender or age)

ex: twelve-step programs for alcohol or drug addiction, eating-disorder groups, gender-specific consciousness raising groups

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21
Q

Heterogenous groups?

A

Rep a wider variety of human experience and problems

  • Vary in age, gender, and psychodynamics
  • Most psychotherapy and insight-oriented personal growth groups have this membership

Ex: education groups on inpatient units

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22
Q

Key considerations in choosing location and ensuring safe enviroenemtn include?

A

Privacy + freedom from interruptions
Comfortable seating in circle so all members can see facial expressions + able to respond to more than one member at a time
- Start + end on time (fosters trust + predicability)
-

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23
Q

Typical frequency of groups?

A

Therapy - usually weekly
Support groups: reg intervals, weekly - monthly
Educational groups: predetermined number of sessions

Typically 60-90min sessions

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24
Q

Pre-group interview:

A
  • Used to explain group goals + commitment, affirm client’s suitability for the group
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25
Q

Forming stage

A

Members come together to form a group
Members are strangers to each other
During the orientation phase, members learn about each other and develop trust; depend on the leader for orientation, direction, and relationship development
Find common threads in personal experiences
Learn about group goals and tasks – minimal work on the tasks
Basic need for acceptance
Clarity expectations of the leader and the members
Set up group expectations

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26
Q

Storming phase?

Rele of leader?

A

Group members move to a deeper level – “gloves come off” – conflict around interpersonal issues, power, and control issues
Communication can be controversial
Accept differences in perceptions as normal, growth producing
Use “test behaviors” around boundaries, communication styles and personal reactions
Phase is uncomfortable; disagreement with form, topics, goals; leader affirms genuine strengths in individual members, resolution of this phase is evidenced in the willingness of members to take stands on their personal preferences without being defensive, and to compromise.
–> can successfully develop group norms

Leader is the facilitator - facilitates accepting difference

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27
Q

Norming phase?

Role of leader?

A

Occurs after initial conflict is resolved in the storming phase.
Cohesiveness develops as standards evolve by members are accepted as operational norms. Individual goals align with group goals.
Group holds members accountable and challenge those who fail to adhere to expectations. Group norms make the group safe.

Leader encourages member contributions and emphasizes cooperation in recognizing each person’s talents related to group goals.

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28
Q

Performing phase?

Role of leader?

A

Members focus on problem solving, working together and participating in the growth and development of the group’s members.
Loyalty to group and individual members, comfortable taking risks, invested enough in each other and the group process to offer constructive comments, feelings affirmed and respected.
Members are able to work through issues in ways that are acceptable to the individual and the group.

Monopolizing can occur

Effective leaders trust group members to develop their own solutions but bring attention to and reign in group dynamics when needed

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29
Q

What is monopolizing?

How should a leader respond to this behavior?

A

performance stage can get bogged down when one person monopolizes the conversation.

Monopolizing is a negative form of power communication used to advance a personal agenda without considering the needs of others.

Leader should address the behavior NOT the motivation.

Ask “does anyone else feel this way?”, “I appreciate your thoughts but I think it’s important to hear form other people as well”

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30
Q

Performing phase

Role of leader in this?

A

Occurs when the group members have achieved desired outcomes.
Reviewing on what has been accomplished, reflecting on the meaning of the groups work together, and making plans to move on in different directions.
Leader closes the group with a summary of goal achievement.

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31
Q

Adjourning phase?

A

Occurs when the group members have achieved desired outcomes.
Reviewing on what has been accomplished, reflecting on the meaning of the groups work together, and making plans to move on in different directions.
Leader closes the group with a summary of goal achievement.

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32
Q

Cohesion?

A

refers to the value a group holds for its members and their investment in being a part of the group. Cohesion describes emotional bonds among members for each other and underscores their commitment to the group. Occurs when the group demonstrates a sense of common purpose, caring, collaboration in problem solving, a sense of feeling personally values, and a team spirit

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33
Q

What are therapeutic (not therapy) groups? How do they help people?

A

Applies to group relationships, refers to more than treatment of emotional and behavioural disorders.
Offers a structured format that encourages a person to experience his or her natural healing potential.

  • Provide reality testing - those under stress lose perspective and other group members can gently challenge cognitive distortions
34
Q

What is a THERPY group?

A

Designed to remediate or correct behavioural disorders and issues that limit a person’s potential in personal and work relationships.

  • Hidden benefit is to experience giving as well as receiving…encourages altruism by aiding one another’s self-esteem

Ex: inpatient psychotherapy groups

35
Q

Psychotherapy groups’ primary vehicle of treatment?

Ultimate goal of these groups?

A

Focus on “here and now group interaction” as primary vehicle of treatment

–> designed to stabilize client’s behavior enough for them to functionally transition back into community

36
Q

Primary goal in working with psychotic environments?

A

To understand each individual as unique human being

Needs are disguised as symptoms - can help clients “decode” a psychotic message by uncovering the underlying theme and translating it into understandable language

“I wonder if anyone in the group can help us better understnd what John is trying to say?”

37
Q

5 possible kinds of Therapeutic groups in long term settings:

A

1) Reminiscence groups:
2) Reality orientation groups
3) Resocialization groups
4) Remotivation groups
5) Activity groups

38
Q

Therapeutic groups in long term settings offer opportunities for?

A

Socially isolated individuals to engage with others

39
Q

Reminiscence groups:

A

life review and/or memories - provide supportive, ego-enhancing experience

  • Weekly, meet for hour
  • Facilitator encourages discussion
40
Q

Reality Orientation Groups:

A
  • used with confused clients
  • reduce disorientation
    Usually held each day for 30 mins
  • What occurs in group should be reinforced over 24 hour period ex: place pictures of residents in earlier times on the doors to their bedrooms
41
Q

Resocialization Groups:

A
  • For confused patients who are too limited to benefit from remotivation group but still need companionship + involvement with others
  • Provide simple social setting for clients to experience basic social skills again
42
Q

Remotivation groups:

A

Designed to stimulate self-esteem and socialization in small group environment of acceptance and appreciation

  • Originally for mentally ill - effort to reach “unwounded” healthy areas of the patient’s personality
  • Exclusively focuses on client’s abilities, not disabilities
  • Fous on everyday topics like the ways plants grow, might have poetry reading or art appreciation
43
Q

THERAPEUTIC ACTIVITY GROUPS

Examples?

A

Offer clients variety of self-expressive opportunities through creative activity rather than words
- Occupational therapy, recreational therapy, exercise, poetry + bibliotherapy or art therapy groups

44
Q

Self-help and Support Groups:

A

Provide emotional and practical support to clients and/or families experiencing:
Chronic illness, diabetes, COPD, mental health, cardiac, dementia
Crisis
Ill health – cancer palliative support

Support groups often informally held by group members rather than professional in community setting

Self-help: voluntary, led by consumers and designed to provide peer support for individuals with mental health issues

45
Q

Educational groups

A

Reality based and related to clients’ needs
Provide knowledge about lifestyle changes, promote health and well-being
- Can be provided by community health agencies
E.g. Sex education, harm reduction, smoking cessation, stress reduction, childbirth and parenting education, medication teaching, family education for coping and supporting methods

46
Q

Focus groups

A

A group of people who have personal experience of a topic of interest and who meet to discuss their perspectives on that topic
- Used to elicit feedback about important social and health issues as basis for health policy recommendations

  • Opportunity to learn more and reflect on their own perspectives
47
Q

Discussion groups\

What is their focus?

A

Primary goal is to promote learning of all group members –> should therefore have equal participation of all members.

  • Cooperation, not competition, needs to be established as group norm

Topics usually include prepared data and group-generated material which is then discussed in the group
Before end of each meeting, leader or group member should summarize the major themes developed from the content material

48
Q

Elements of successful discussion groups?

A 
Careful prep
Informed participants
Shared leadership
Good listening
Relevant questions
Useful feedback
49
Q

Qualities of effective groups

A

Goals are clearly identified and collaboratively developed
Open, goal directed communication of feelings and ideas are encouraged
Power is equally shared and rotates among members, depending on the ability and group needs
Decision making is flexible and adapted to group needs.
Controversy is viewed as healthy because it builds member involvement and creates stronger solutions.
There is a healthy balance btw task and maintenance role functioning.
Individual contributions are acknowledges and respected. Diversity is encouraged.
Interpersonal effectiveness, innovation, and problem solving adequacy are evident.

50
Q

Qualities of ineffective groups

A

Goals are vague or imposed on the group without discussion.
Communication is guarded; feelings are not always given attention.
Power resides in the leader or is delegated with little regards to member needs. It is not shared.
Decision making occurs with little or no consultation. Consensus is expected not negotiated based on data.
Controversy and open conflict are not tolerated.
There is a one-sided focus on task or maintenance role functions to the exclusion of the complementary function.
Individual resources are not used. Conformity, the “company man” is rewarded. Diversity is not respected.
Problem-solving abilities, morale, and interpersonal effectiveness are low and undervalued.

51
Q

Professional Work groups

2 main elements?

A
  • Groups found in organizational settings
  • Standing committees, ad hoc task forces, quality circles
  • Two main elements:
    1) Content: predetermined by an assignment or charge given to group
    2) Process: r/t ways in which group members interact with one another to achieve goals
52
Q

3 types of leadership styles?

A

1) Authoritarian
- take full respon for group direction + control group interaction
2) Democratic
- involves members in active discussion and decision making; are goal directed, but flexible; preserve individual autonomy
3) Laissez-faire: no significant leader input or structure, are likely to be less productive or satisfying to members

53
Q

When is authoritarian leadership style best?

A

Work best when group needs structure and there is limited time to reach decision

54
Q

Two aspects of group maturity = (both related to the work)

A

1) Job maturity: level of work abilities, skills, and knowledge
2) Psychological maturity: refers to the followers’ accurate knowledge of personal assets and limitations, feelings of confidence, willingness, and motivation

55
Q

The situational leadership framework describes what 4 leadership styles? (matched to employee’s maturity level in a particular work situation and dependent on their need for structure and direction_

A

1) Telling: high structure, low consideration
2) Selling: high structure, high consideration
3) Participating: high consideration, low structure
4) Delegating: low consideration, low structure

56
Q

What is the response of the leader as a group matures?

A

Turns more responisibility for the group to its members

**Leaders need to consistently monitor group member readiness level + must be willing to adapt to changes in group’s maturity in working together

57
Q

What is “group think”?

A

A phenomenon that occurs when loyalty and approval by other group members become so important that members are afraid to express conflicting ideas and opinions for fear of being excluded from the group.

  • Group exerts P on members to act as one voice in decision making so realistic appraisal of issues gets lost
  • to counter this, must create norms in which alternate views are respected, “devils advocate” is listened to
58
Q

What are the warning signs of “group think”?

A
  • Illusion of invulnerability
  • Collective rationalization that disregards warnings
  • Belief in inherent morality of the decision
  • Stereotyped or negative view of people outside the group
  • Direct pressure on dissenters not to express their concerns
  • Self-censorship: individual members with doubts do not express them
  • Illusion of unanimity in which majority view is held to be unanimous
  • Self-appointed “mindguards” within the group who withhold problematic or contradictory data
59
Q

How does group culture develop?

A

• Group cultures develop through shared images, vlaues, and meanings that over time become stores, myths, metaphors about the group and how it functions

60
Q

What two factors impact group dynamics?

A

1) Member variables: motivation, functional similarity, previous experiences
2) Group variables: purpose, norms, role functions, cohesiveness, decision styles

61
Q

Primary groups?

A
  • Primary: characterized by informal structure and social process
  • Membership automatic (eg: in family) or is voluntarily chosen because of common interest (scouting, religious, civic interest etc.)
  • Are important for person’s self concept, revealed in descriptions such as “Jamie is my mother”
62
Q

Secondary groups?

A
  • Differ from primary in struc and func
  • Planned, timely association, prescribed structure, designated leader, & specific, identified purpose
  • When goal achieved, group disbands
  • Ex: focus groups, therapy groups, discipline-specific work groups, interdisciplinary health care teams, educational groups
63
Q

3 reasons people join secondary groups?

A

1) To meet personally established goals
2) To develop more effective coping skills
3) Because it is required by larger community system to which individual belongs

64
Q

Which kind of therapeutic group is not typically guided by group facilitator in health care settings?

A

Self help (other therapeutic groups are)

65
Q

Curative changes are identified as a result of 11 therapeutic process factors. What are they?

A

1) Instillation of hope
2) Universality
3) Imparting information
4) Altruism
5) The corrective recapitulation of the primary family group
6) Development of socializing techniques
7) Imitative behavior
8) Interpersonal learning
9) Group cohesiveness
10) Catharsis
11) Existential factors

66
Q

What is a group purpose?

A
  • Supplies rationale for group’s existence
  • Informs decision making, encourages dev of group norms, + determines types of activities + communication required to meet goals
67
Q

Group purpose of therapy groups?

A

reality testing, encouraging personal growth, inspiring hope, strengthening personal resources, developing interpersonal skills

68
Q

Group purpose of support groups?

A

giving and receiving practical info and advice, supporting coping skills, promoting self-esteem, enhancing problem-solving skills, encouraging client autonomy, strengthening hope and resilience

69
Q

Purpose of activity groups?

A

getting people in touch with their bodies, releasing energy, enhancing self-esteem, encouraging cooperation, stimulating spontaneous interaction, supporting creativity

70
Q

Purpose of education groups?

A

learning new knowledge, promoting skill development, providing support + feedback, supporting development of competency, promoting discussion of important health-related issues

71
Q

Group norms:

  • What are they?
  • How are the beneficial?
A
  • Behavioral rules of conduct expected in group members

* Provide needed predictability for effective group functioning + make group safer for its members

72
Q

Two kinds of group norms?

A

1) Universal

2) Group specific

73
Q

Universal group norms =

A

stated behavioral standards that must be present in all groups for effective outcomes
Ex: Confidentiality (for trust), regular attendance (for stability + goal achievement), not socializing with group members outside of group (can threaten integrity of the group as a therapeutic arena)

74
Q

Group specific group norms =

  • What phase do they develop during?
  • Examples?
A

evolve from group itself during storming phase

Ex: tolerance for late comers, use of humor or confrontations, and talking directly to group members rather than about them

75
Q

Group role positions:

  • Are these roles usually easy to break?
  • Relationship between projected roles and underlying issues?
A
  • People assume and/or are ascribed roles, influence communication and responses to others
  • Usually have difficulty breaking away from roles they have been cast – ex: usually members ask group “helper” for advice, even when not expert or needs the groups help
  • Group members can “project” role position onto member that represents a hidden agenda or unresolved issue for the group as a whole – ex: if scapegoat or idealize one individual, can signify a group projection
76
Q

During which phase of group forming does cohesion develop?

A

Norming

77
Q

Which phase of group forming is characterized by “counterdependence”

“interdependence”?

“independence”?

A

Storming

Performing

Adjourning

78
Q

At what stage of group development does loyalty develop?

A

Performing - creates sense of belong, interdependence

79
Q

What is “functional similarity”?

A

= Choosing group members who have enough in common intellectually, emotionally, and experientially to interact with each other in a meaningful way
•To be successful, is key to select group members carefully (based on their capacity to derive benefit from the group and to contribute to group goals) → so can understand one another
•Different interpersonal skills help clients learn broader range of behavioral responses

80
Q

What are the guidelines for brainstorming?

A

Brainstorming guidelines
Entertain all ideas without censure
Test more promising ideas for relevance
Explore consequences of each potential solution
Identify human and instrumental resources, including availability
Achieve agreement about best possible solutions.

Definitions (3 decks)

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