Competency 6: Engagement

Question 1

Ice breakers

Answer 1

• The leader has the initial responsibility of seeking to create an atmosphere in which members feel comfortable. The leader attempts to create an atmosphere in which the members trust one another and want to share their thoughts and ideas.
• Ice breakers are an important step in establishing such an atmosphere.
  Ice-breaking exercises can also accomplish specific objectives, such as obtaining information on the members’ expectations for the group.
  Ethics and Guidelines for Conducting Exercises:
• The leader has the tasks of explaining the objectives, describing the steps, beginning the exercise, keeping the members on task and on time, modeling appropriate values and skills, leading the members in discussing and evaluating the exercise after it is conducted, and being alert to the emotional reactions of the members to the exercise.
• Generally, the more enthusiasm the instructor displays for class exercises, the more enthusiasm the students will display.
• Students learn in different ways. - Some will be more responsive and learn more from exercises than others.
• The learning needs of the students should determine the kinds of exercises used. Leaders may want to modify the exercises in this text to meet special learning needs.
• In designing or modifying an exercise, leaders should consider the following questions: Is this the best exercise to accomplish the learning objectives? Should the exercise be modified to better fit the characteristics of the group? How can the processing of the exercise be best accomplished? Is there sufficient class time to conduct the exercise? Is the group too large or too small for the exercise? Are the required materials available? What problems may arise? Is there sufficient time to process problems?
• To allot enough time, the leaders should estimate how much time each step in the exercise will take.
• When an exercise is introduced, group members should be informed of the objectives, given an overview of what will occur, and encouraged to ask questions. Members have a right to expect clear information before beginning the exercise. To build trust, the leader should not give false information or incorrect answers to questions. If an accurate answer to a question raised before the exercise is conducted will reveal information the exercise is designed to convey, the leader may say, “It is best to delay answering this question, as the exercise is designed to reveal the answer.”
• The instructor should always be present when an exercise is being conducted.
• The leader should have specific educational objectives for each exercise and be able to articulate these objectives. Students have the right to know what the objectives are. (If stating the objectives at the beginning will “give away” a point hidden in the exercise, the objectives should be carefully explained at the end.)
• The leader should carefully plan each exercise and be qualified to conduct it. The exercises in this text are explained in considerable detail. - The leader should prepare for each exercise by reading and visualizing the steps and by thinking about how this specific class might respond.
• A few exercises may arouse strong emotions because they may touch an area in which a student is struggling. The instructor should thus observe students closely, be prepared to talk privately with such students after class, and be aware of appropriate counseling resources for students whose psychological stress is severe.
• The instructor should seek to establish a supportive, caring, and respectful atmosphere among the students.
• The class should understand the importance of keeping sensitive personal information confidential.
  Once the objectives and format of an exercise are explained, student participation should be voluntary. Students who do not wish to participate should be excused with the understanding that every student is expected to participate in most of the exercises.
• No exercise should be so secretive or sensitive that other faculty could not be invited to observe.
• It is generally better to use one or two exercises to demonstrate a point than to use several.
• If numerous exercises are conducted during a term, the instructor should seek to have each student take an active role in at least some of them. Special efforts should be made to involve those students who are quiet and nonassertive.
  The instructor should critique student skills or behavior in a positive way. The student should not be made to feel inferior, incompetent, or inadequate. When a shortcoming is pointed out, the student should also be praised for what she or he did well. The feedback should focus on behavior rather than on the person, on observations rather than on judgments. A problem-solving approach in which shortcomings are identified and alternatives for improvement provided works well. The feedback should focus on sharing ideas and information rather than on giving advice. The instructor should never embarrass a student in front of classmates, and sensitive subjects should be covered in a private meeting with that student.
  The instructor should provide encouragement by being positive and by praising, at one time or another, each student for such actions as making positive contributions, putting forth effort, displaying progress, showing unique skills, or being perceptive and respectful of others.
  After completion, each exercise should be discussed and evaluated in an open, relaxed atmosphere. Students must feel free to raise questions, express thoughts and concerns, and discuss the merits and shortcomings of the exercise. Such an evaluation brings about closure, which is important and helps the leader improve the exercise for future use.
  Even the most carefully designed exercises sometimes fail. An important instruction may have been left out. The students may be distracted by other concerns and fail to give the exercise their undivided attention. The exercise may be poorly designed. When an exercise flops, it is generally best to acknowledge that things did not go as planned. Attempting to cover up an obvious flop will only cause students to question the honesty and effectiveness of the leader. Humor can “take the edge off,” and the leader may be able to achieve the learning objectives by using another closely related exercise. At times, an exercise may be a complete loss. How the instructor reacts will be a factor in determining the students’ confidence in the instructor. In addition, an appropriate reaction will help students learn how to respond to failures in groups they lead. Because humans are fallible by nature, some exercises will not achieve the desired objectives, and instructors should learn from such mistakes.

Question 2

Utilization of reflective listening to engage clients in Motivational Interviewing

Question 3

Clarity of social work role in engagement

Question 4

Empathic communication

Question 5

Universality

Question 6

Therapeutic alliance

Question 7

Core beliefs according to CBT