ch 3 Flashcards
effective group leadership
some characteristics associated with group leadership
caring
openness
strength
awareness
warmth
flexibility
sensitivity
creativity
leadership
one of the most observed and least understood phenomena on earth
transformational leader
a person who empowers group members and shares power with them in working toward the renewal of a group
traditional leader
a person who is controlling and exercises power from the top down as an expert
leadership
has been conceived as the focus of group processes, as a matter of personality, as a matter of inducing compliance, as the exercise of influence, as particular behaviors, as a form of persuasion, as a power of relation, as an instrument to achieve goals, as an effect of interaction, as a differentiated role, as initiation of structure, and as many combinations of these definitions
common factors in leadership
a special form of social interaction: a reciprocal, transactional, and transformational process in which individuals are permitted to influence and motivate others to promote the attaining of group and individual goals
the style that a group leader displays….
has a direct effect on the behavior of group members and group dynamics
authoritarian group leaders
envision themselves as experts and tend to be rigid and conventional with their beliefs
demand obedience and expect conformity
charismatic and manipulative
leader-centered group
guru oriented or theory x leader
EX: dictators
democratic group leaders
more group centered and less directive than authoritarian leaders
trust group participants to develop their own potential (facilitators)
cooperate, collaborate, and share responsibilities with group,
theory Y leaders
EX: Martin Luther king Jr
laissez-faire leaders
leaders in name only
do not provide any structure or directions for their groups, members left to lead
group operates from group-centered perspective
group will take a while deciding on shared goals and agendas
theory z leader
leadership roles rotate amongst the members
EX: self-help/mutual aid groups
theory z leader
a facilitator who helps encourage group members to participate in the group and to trust that individual and collective goals will be accomplished through actions
in psychoeducational and task/work groups, leaders..
do best when they are direct and keep the group focused on the topic or job at hand
psychotherapy and counseling groups require that leaders..
provide support, caring, and sometimes confrontation and structure
intrapersonal
ASGW pro standards for the training of group workers specifies…
a minimum of 1 hour a week of planning time for group leaders
according to group systems theory
group leaders have the option to focus on one of three levels of the groups as a system
the intrapersonal, the interpersonal, or the group as a whole
intrapersonal style of group leadership
stresses the inward reactions of individual group members
the interpersonal style of group leadership
focuses on transactions among individuals in the group
group as a whole
hones in on the development, the dynamics, and the experiences of the entire group
whether a leader exercises task or relationship leadership depends on…
who they are, what is happening, and when or whether goals must be accomplished
core mechanisms of group leadership
emotional stimulation, caring, meaning attribution, and executive function
emotional stimulation
promotion of sharing on an effective as well as an intellectual level
meaning attribution
refers to the leaders ability to explain to group members in a cognitive way what is occurring in the group
executive function role
leaders manage the group as a social system that allows the group and its members to achieve specific goals
trait approach to group leadership
believe that specific personality characteristics are essential for successful leadership
(slavson) poise, judgement, empathy, ego strength, freedom from excessive anxiety, a desire to help people, tolerance of frustration, imagination, intuition, perceptiveness, and an ability to avoid self-preoccupation
(Corey) courage, willingness to model, presence, goodwill and caring, belief in group process, openness, non defensiveness in coping with attacks, personal power, stamina, willingness to seek new experiences, self-awareness, humor, and inventiveness
has little support in research, with not one attributing solely to leadership
personality profile
an effective group leader who has a combination of certain personality qualities that facilitates their communication with group members
those who conduct counseling and therapy groups are most effective when they are…
- moderate in the amount of emotional stimulation they give the group
- moderate in the expression of executive function
- high in caring
- high in the use of meaning-attribution skills
ineffective group leaders are characterized by…
aggressive, authoritarian, pressure oriented, disrespectful of members, confrontational, egocentric, inappropriately self-disclosing, and poorly times interveners
theory
the principles that guide group leaders
a way of organizing what is known about some phenomenon in order to generate a set of inter-related, plausible, and above all, refutable propositions about what is unknown
guides empirical inquiry and is useful in testing hypotheses
philosophical assumption
largely untestable and focused on values
process model
a cognitive map that provides a direct and immediate guide for counselor action
a good theory helps a practitioner….
understand and find meaning in experiences by providing a conceptual framework
advantages of theory
they are practical
serves as a guide to expected behavior
heuristic (research) dimension
in groups, helps practitioners formulate their own personalized approach to the groups they work with
generally helps group leaders formulate a specific approach for each group member
settling-down period
usually occurs in which members test one another and the group before the group unifies
problems with theories
can be too specific or too broad
may become political (sets up a we/they mentality)
they may have overlapping dimensions
they involve research
group leaders who use it may notice only select details about their group members
locked in tightly to the point they become rigid, inflexible, and mechanical in practice
knowledge and skills needed for groups..
course work (at least one course) and experiential requirements (at least 10 clock hours)
knowledge of specializations, theories, and research as well as skills such as preparing a professional disclosure statement, applying theoretical concepts, and using scientific findings. assessment of group members and social systems in which group members exist in
planning and implementing group interventions
leadership and co-leadership
evaluation
ethical practice, best practice, and diversity-competent practice
group leadership skills
active listening
restarting
clarifying
summarizing
questioning
interpreting
confronting
reflecting feelings
supporting
empathizing
facilitating
initiating
goal setting
evaluating
giving feedback
suggesting
protecting
disclosing oneself
modeling
dealing with silence
blocking
terminating
skills that are unique to group work
facilitating
protecting
blocking (stopping unwanted behavior)
seven skills not included in Corey’s chart
linking
diagnosing
reality testing
modification
delegating
creativity
emotional regulation
linking
an intervention often used to connect what one group member is saying or doing with the concerns of one or more other members
reality testing
when. group member makes an important decisions, leader will have members give feedback regarding it
modification
designed to elicit potentially productive feedback from a group member
emotional regulation strategies
behavioral and cognitive methods by which individuals influence the type, timing, intensity, and expression of emotion
six essential roles and functions that leaders must carry out over the life of the group
- group member selection
- regroup preparation
- positive leader-member relationship
- leader’s use of structure
- group cohesion
- leader communication and feedback
traffic director role
leaders help members become aware of behaviors that open communication channels and those that inhibit communication
proactive and reactive
modeler of appropriate behavior
leaders must consciously pick actions they think group members need to learn through passive and active demonstrations
deliberate use of self-disclosure, role-plays, speech patterns, and acts of creativity
interactional catalyst role
requires that leaders promote interaction between group members without calling attention to themselves
communication facilitator role
group leaders reflect the content and feeling of members and teach them how to do likewise
five techniques for managing conflict in groups
withdrawal from the conflict
suppressing conflict
integrating conflicting ideas to form new solutions
working out a compromise
using power to resolve the conflict
withdrawal from the conflict
leaders distancing themselves from conflict and postponing interventions
suppressing conflict
consists of playing down conflict, often used when issues are minor
integrating conflicting ideas to form new solutions
group leaders try to get all parties to reexamine a situation and identify points of agreement
mediation
example of integration
having a third party hear arguments about a situation and then render a decision
working out a compromise
each party involved gives up a little to obtain a part of what they wanted and avoid conflict
using power to resolve the conflict
involves the imposition of someones will on someone else
position power
most often used when immature relationships between individuals exist
derived from the status of peoples titles
personal power
employed more frequently in mature relationship situations
leaders must..
internally process challenges in part by asking themselves supervision like questions before effective interventions can follow
menu of six non exhaustive and nonexclusive questions
member selection
systems theory
group dynamics and stages
individual members group issues
emerging themes
leader introspection
co-leader
a professional or professional in training who undertakes the responsibility of sharing the leadership of a group with another leader in a mutually determined manner in order to facilitate counseling, therapy, or group member interaction
advantages of co-leading a group
ease of handling the group in difficult situations
uses of modeling
feedback
shared specialized knowledge
pragmatic considerations
limitations of co-leading a group
lack of coordinated efforts
two leader focus
competition
collusion
minimum requirements for co leaders to work together
supportive feedback
mutual trust and respect
liking for each other
must both be competent to begin with
three main models of co-led groups
alternated
shared
apprenticed
alternated
one leader takes responsibility for a specific period or a session and the other leader provides support
shared
each leader takes charge momentarily as he or she sees fit
apprenticed
a more experienced leader takes charge of the group to show a novice how to work with groups
4 components of training in group counseling
academic
observation
experiential
supervision
minimum requirement of participation in groups to be leaders
60 hours
the methods established to train group leaders
group-based training
the group generalist model
the educational and developmental procedure
systematic group leadership training
the critical-incident model and intervention cube concept
group-based training
trainers first identify and define specific skills used in groups, providing examples in which each skill might be used
videos and role-plays are used to show trainees how a particular skill is employed
structured practice
finally, they are asked to demonstrate their skills in 20-min unstructured practice sessions
group generalist model (five step process)
- having a group leader model behaviors for a group followed by having the group break down into subgroups with each subgroup member becoming a leader of the subgroup in a small group discussion
- have the subgroup members process their behavior in the discussions followed by a critique of the subgroup leaders behavior
- the whole group shares observations and insights they gained from the experience
educational and developmental procedure
content
decision making
eventual leadership style
dual process
all connected to a supervisor whose role is to make timely decisions as to how and when these components are implemented into the training
dual process
the idea that group leaders in training are members of two groups at once (group composed of those trainees are leading and second composed of peers)
systematic group leadership training
includes the video recording of trainees as they lead a group before they are introduced to the skill to be learned, then they read about and see new skill demonstrated, then they critique their original videos and make new ones (focused on 6 leaderships skills below)
cutting off
drawing out
holding the focus
shifting the focus
using eyes
trying things together
critical-incident model and intervention cube concept (training model)
focuses on a number of critical incidents in the life of a group
trainee watches a video of instructor handling different situations in group, trainee co-leads a group under instructors supervision where they make strategic interventions geared to incidents in specific group,
skilled group counseling training model
can be tested through use of the skilled group counseling scale
skilled group counseling scale
includes 18 skills organized intro three stages of counseling: exploration, understanding, and acting
group leader self-efficacy instrument (GLSI)
a 36 item scale that measures group leader self-efficacy
self-efficacy
a persons judgement of his or her capability to organize and execute a course of action required to attain a designated type of performance
ways to provide group leaders with supervision
have two potential group leaders co lead a group
peer group supervision
listening to an audio recording of a group (less effective)
supervision of group work (SGW) model
five aspects of peer group supervision
case presentation
key questions
method choice
consultation
conclusion
the supervision of group work (SGW) model
adapted from the discrimination model of supervision
highlights conceptualization, personalization, and intervention skills
brings focus to group interactions
four areas of growth in successful supervision
process skills
conceptual skills
personalization skills
professional skills
process skills
observable behaviors used to run groups, such as summarization, immediacy, and confrontation
conceptual skills
thinking skills that enable them to delineate dominant themes and the concerns of clients while simultaneously choosing a particular helpful response
deal with the whole picture and what is occurring within the group
personalization skills
associated with using ones own personal attributes to full advantage in a group
professional skills
behaving appropriately in a crisis, safeguarding confidentiality, and turning in repots connected with the group on time
