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OT 852 Group Theory and Process > Final Exam > Flashcards

Final Exam Flashcards

1
Q

Group definitions (4 points)

A

a gathering of two or more people based on a common goal

  • a dynamic interaction among people
  • group consciousness that exists among members
  • NOT simply a random mix of people ….a group implies a connection between members
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2
Q

Therapeutic Group

A

formalized process where there is a gaol, and there is expected change in knowledge, skills or personal beliefs

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3
Q

Why Groups (4 points)

A

a natural environment to promote social interaction

  • some outcomes can only be achieved in groups
  • convenient in setting with homogeneous client populations
  • Perceived as cost-effective by administrators
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4
Q

11 Therapeutic Factors

A
  1. Installation of hope
  2. Universality
  3. Imparting information
  4. Altruism
  5. Corrective recapitulation of the primary family group
  6. Development of socializing techniques
  7. Imitative behaviour
  8. Interpersonal learning
  9. Group cohesiveness
    10 Catharsis
  10. Existential factors
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5
Q

Historical evolution of OT groups 7 time periods

A

-Promoting moral treatment of patients
-1920’s and 30’s: Project era
-1937 - 1953: Socialization era
-1954 - 1961: Group dynamics-
1962-1969: Psychodynamic era
1970s to 90s: adaptive era
1990 to present : wellness era

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6
Q

What makes it an OT group?

common characteristics:

A
  • Groups are one type of “client”
  • The CPPF addresses individual or group clients

Common characteristics:

  • small group (6-10members)
  • Task oriented vs. verbal
  • Focused at increasing performance or specific skills
  • Directed at increasing skills for daily living
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7
Q

Why do OTs use therapeutic groups as a means of change?

-members can…… (4 points)

A
  • Experience feeling of belonging
  • be with others who have common problems that can be shared
  • observe the problems, struggles, behaviours, interactions styles and coping mechanisms of the others
  • Experience support to enable individual growth
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8
Q

Ot group Advantages

A
  • Provide an occupational-based experience
  • Natural environment for social support, teaching and learning
  • Empower group with shared leadership and opportunities to excel
  • Can be cost-effective ….
  • -> BUT requires therapist skill to ensure individual attention
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9
Q

Leadership Functions

A
  1. Emotional activation
  2. Caring
  3. Meaning attributions
  4. Executive function
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10
Q

Group formats (4 main points)

A
  • Less structure and more client choice:
  • -> higher quality social interactions and increased personal meaning
  • Need to tailor structure to functional levels of participants
  • The occupational base of groups can have a positive effect on member wellness
  • must balance activity with member interaction
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11
Q

Where do OT groups happen and why?

Duncombe and Howe (1985) survey (300 surveys with 40% response rate)

A
  • 60 % of respondents used groups asa form of treatment
    1. large general hospitals
    2. Schools
    3. rehabilitation centers and psychiatric hospitals
  • types of groups used included exercise, cooking activities of daily living, task, arts and crafts, self-expression, feeling-oriented discussion, sensorimotor and sensory integration, and education groups.
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12
Q

Duncombe and Howe (1993) survey (309 surveys with 62% response rate)

A
  • 52% of respondents used group as a form of treatment
  • Fewer therapists in hospitals and more in community programs and schools
  • Most groups activity based and fewer were discussion based
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13
Q

Higgins, Schwartzberg, Bedell and Duncombe, 2014 ( 323 respondents with 273 complete online surveys (85%) using snowball sampling through state associations (8%% OTs and 14% OTAs)

A

-50% of OT respondents used groups in current practice
-69% of OT respondents had some kind of training or education on therapeutic groups
Settings:
1. School
2. Hospitals
3. Outpatient settings
-Exercise, including yoga and range of motion, was the most common group modality used, with task groups and sensory-based groups reported as high use
-groups use increases directly with years of experience for occupational therapists, with the highest group use by occupational therapists with more than 20 years of experience

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14
Q

Higgins, Schwartzberg, Bedell and Duncombe, 2014 (the reported benefits of group treatment seemed to fall with two categories)

A

a) environmental benefits, which include time and cost-effective forms of treatment
b) vclient factors, which include peer role modeling and support, improved communication and social performance and feedback and advice from peers

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15
Q

Figure 1. Practice area by role (OT and OTA )

Higgins, Schwartzberg, Bedell and Duncombe, 2014

A 
OT: 
1. School 
2. OPT 
3. Hospital
4. Other  
OTA: 
1. LTC 
2. School 
3. Rehab 
4. Hospital
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16
Q

Higgins, Schwartzberg, Bedell and Duncombe, 2014

Benefits of group treatment

A 
Feedback 
cohesiveness 
communication/Participation 
Self-Esteem 
Instillation of hope 
Role Modeling 
Insight and Learning 
Skill Performance 
Goal Outcome 
Time
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17
Q

The changes over time from 1985–>1993–>2014 (4 points)

A
  • Groups remain an important intervention for OTs
  • 50-60% of respondents used groups as a therapeutic modality
  • decreased use over time in physical health settings
  • Consistent in mental health settings
  • Increased in school and community settings
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18
Q

Group Norms

A

Shared expectancy of what is appropriate
-should be made explicit, particularly in groups that are long term, involve risk or personal investment for members, and/or deal with personal issues

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19
Q

Group major characteristics (5) Of what a group is

A
  1. Dynamic interaction among members
  2. A common goal
  3. A proper relationship between size and function
  4. A dependence on volition and consent
  5. A capacity for self-determiniation
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20
Q

Group Structure is influenced by a number of elements including:

A
  1. Historical context and climate
  2. Composition of members
  3. Group purpose and member goals
  4. Leader and member interaction
  5. Group norms and size
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21
Q

Historical Context and climate

A

historical and environmental context

historical: elements of social and environmental context outside the group, is a unique factor influencing the structure of the group
environmental: the mission of the group
climate: physical and interpersonal or emotional environment

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22
Q

Group Composition

A

Open versus closed groups
number of sessions
Voluntary or involuntary membership

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23
Q

Two factors that have found to attract members to a group are:

A
  1. The group itself is viewed as desirable object, and

2. Group membership is viewed as a way to satisfy needs that exist outside the group

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24
Q

Group Purpose and goals

A

-composite of the goals of individual members
-groups fare better when members are clear about the group’s purpose and goals as well as their individual goals
might have more than one goal
might have individual goals
spend more time together on objectives agree on goal faster

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25
Q

Four steps that enable a group to increase its productivity are:

A
  1. A group should have at the outset a well-defined understanding of the goals it wants to reach.
  2. The group should be aware of its own process. It should continually evaluate the process and make necessary changes
  3. The group should be aware of and understand the skills, talents, and other resources within its membership
  4. The group should create new tasks as needed and discontinue tasks no longer compatible with the goals
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26
Q

Leader and member Interaction

A

interaction can be predominantly verbal or physical and activity-oriented
might be formal and highly structure or spontaneous and loosely structured

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27
Q

Group members are viewed as coping with and working though their tensions in three stages:

A
  1. Through fighting or fleeing
  2. Through dependence and counter-dependence on the leader
  3. Through a process of pairing
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28
Q

Dependence and power relations (groups proceed along a continuum development that reflects two stages, within which are subphases)

A

a) Dependence-flight
b. Counter-dependence-flight
c. Resolutions-catharsis
d. Enchantment-flight

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29
Q
  1. Group interdependence (groups proceed along a continuum development that reflects two stages, within which are subphases)
A

e. Disenchantment

f. Consensual validation

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30
Q

discipline of social work, which described five stages of group development

A
  1. Pre-affilation
  2. Power and Control
  3. Intimacy
  4. Differentiation
  5. Seperation
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31
Q

Small-group dynamics were investigated and described by Tuckman (1965), who identified five stages of group development:

A
  1. Forming
  2. Storming
  3. Norming
  4. Performing
  5. Adjourning
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32
Q

Johnston and johnston: groups will develop according to seven stages

A
  1. Defining and structuring procedures
  2. Conforming to procedures and getting acquainted
  3. Recognizing mutuality and building trust
  4. Rebelling and differentiating
  5. Committing to and taking ownership of the goals, procedures, and other members
  6. Functioning maturely and productively
  7. Terminating
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33
Q

Parallel

A

Members are involved in individual pursuits with little need for interaction sand caste example

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34
Q

Project

A

Members engage in short-term tasks that have a common theme and require some interaction, cooperation, or competition
-ex pre adolescents Pizza each have jobs parent provides encouragement and facilitating

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35
Q

Ego-Centric Cooperative

A

Group members are able to work together on long-term activity through cooperative interaction
task is primary focus but more capable of responding to social-emotional level
ex. adults with developmental disabilities
leadership are still needed doing art

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36
Q

Cooperative

A

Members are encouraged to address one another’s social and emotional needs in concert with activity goals of the group.
ex. leader is advisor or facilitator
lions club members are able to carry on without leader being present

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37
Q

Mature

A

Members balance meeting task and social-emotional roles as the leader is seen as coequal member of group
-long time co-workers or close-knit friends
these groups are not age specific

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38
Q

Activity Group

Group Purpose and Goals

A

activity groups are small, primary groups in which members are engaged in a common activity or task is directed toward learning and maintaining occupational performance

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39
Q

seven-step format is to allow for “maximum integration of learning by members” (Cole, 2005, p. 3) and consists of:

A

1 .Introduction

  1. Activity
  2. Sharing
  3. Processing
  4. Generalizing
  5. Applying
  6. Summary
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40
Q

Mosey’s Six Major Types of activity groups

A
  1. Evaluation groups
  2. Task-oriented groups
  3. Developmental groups
  4. Thematic groups
  5. Topical groups
  6. Instrumental groups
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41
Q

Intra-Psychic or Psychoanalytic Groups

A

achieve characterological and personality changes in each group member by “working through” the personal, intra-psychic and historical antecedents of present maladaptive personality patterns.
-transference
Examples: eating disorder groups, DBT groups

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42
Q

Social system Groups

A

Participation in a group experience guides exploration of group dynamics
ex. sports teams, group work in school settings, families

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43
Q

Growth Groups

A

Personal enhancement through the power of the group

  • may be peer support or self-help focused
  • may also include educational components, such as chronic disease groups
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44
Q

Group Theory

A

Theories of how group should be constructed, based on the theories of group development

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45
Q

OT theory

A

groups are developed using basic and occupational therapy models of practice

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46
Q

Cole’s 7-step model

A
  1. Introduction
  2. Activity
  3. Sharing
  4. Processing
  5. Generalizing
  6. Application
  7. Summary
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47
Q

Cole’s 7-step model : assumptions

A

Adaptive occupational functioning can promoted within a group setting

  • The group setting provides a safe and rich learning environment
  • The group leader is an active agent in helping members build skills, and transfer learning to the world outside of the group setting
  • the role of the leader is determined by the theoretical approach used in groups
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48
Q

Relevance of theory

A

Each group is based on a pertinent practice theory (frame of reference)
–> e.g. humanistic, cognitive-behavioural, developmental, sensory motor
Depending on the theory used, the stages may look different
-Example: Introduction stage
–> using a humanist philosophy should instil trust, respect, and caring and activities that model self disclosure
–> Not always used in C-B and psychoanalytic groups
-Always used in MOHO-based groups

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49
Q

Step 1: Introduction

A
  • During initial sessions, the therapist ensures all members know one another, and are oriented to the purpose of the group
  • In later sessions, introductions are orientation may not be necessary in closed groups, depending on cognitive status of members
  • This stage sets the mood and tone for the group: group rules can be introduced
  • A warm-up activity can be used to break the ice
  • End with an overview of the session plan for today
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50
Q

Step 2: Activity

A
  • Activities are chosen based on client therapeutic needs, and are consistent with the theory base in use
  • Activity synthesis is used to build activities that will be suitable for skill or knowledge development
  • Leader presents the activity clearly at the level appropriate to the clients
  • One activity may last over several sessions
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51
Q

Step 3- Sharing

A

Each member shares his/her experiences of the activity with other group members

  • Could involve showing what they have completed during the activity
  • In some cases, sharing may be combined with the processing and/or generalizing steps
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52
Q

Step 4- Processing

A

Members express how they felt about the activity, their interactions with other group members, and the experience as a whole
-Group dynamics can be brought to the table for airing

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53
Q

Step 5 - Generalizing

A

Therapist reviews what happened in the group, and tries to summarize members’ ideas, and the overall learning that occurred

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54
Q

Step 6: Application

A
  • therapist helps group members understand how the ideas pulled out during the generalization step can apply outside of the group
  • Group members may be challenged to try new skills outside of the group
  • Group members may help one another problem solve around issues they will encounter in real-world setting
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55
Q

Step 7: summary

A
  • Review of the overall group goals and outcomes
  • can include the points raised in Generalization step
  • Emotional content of the group should be recognized
  • Group members may contribute
  • Therapist can thank members for their participation and sharing
  • Can take up to 5 minutes of group time
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56
Q

Pros and Cons to Coles 7-Step Model

A

Pros: structure, consistency between leaders and group members, easy for facilitating, really makes sure they walk away with the feeling of achievement
Cons: not very flexible, things might take longer than planned

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57
Q

Functional Group Model
Schwartzberg, Howe and Barnes
Designed for clients with a wide range of impairments:

A
  • Physical injury or illness
  • emotional disorders
  • Congenital and intellectual disabilities
  • aging
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58
Q

Functional group model Assumptions:

A
  • Individuals are self motivated to explore their environment and achieve mastery over it
  • Adaptation occurs through occupation
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59
Q

Functional group model Assumptions about group setting:

A
  • provides opportunities for social, emotional and skill development through dynamic interaction and opportunity for feedback and support
  • can address individual needs
  • Can be a powerful setting for engaging individuals in a change process
  • Allows for member change and progression over time
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60
Q

Functional group Model approach:

A

Group leader

  • Plans the group and individual sessions
  • Facilitates group process
  • Can also foster control and shared responsibility in the members
  • may be less involved over time
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61
Q

Functional Group Model - The group experience:

A
  • objects guide action
  • Action enhances members’ sense of control and well-being
  • Talking is use to clarify doing
  • The leader encourages members to take ownership of the group in whatever capacity they can
  • Action is used enhance members’ sense of internal control and to promote adaptation
  • Focus is on behaviours, not changing pathology
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62
Q

Functional group model steps: (6 steps)

A

Steps are not as defined as Cole’s model:
Follows general Group Theory:
1. Plan
-Have clear goals for the group and individuals
2. Begin
-Create a warm and inviting climate
-Use introductions/ice breakers as necessary
3. Orient Clients to the sessions agenda
4. Facilitate task or activity
5. Ensure that processing of the experience occurs
6. Close the session
-Summarize learning/experience
-Discuss next session

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63
Q

Pros and Cons of Functional Group Model

A

Pros: less reflecting could be better for people with cognitive impairment

  • Allows for flow and spontaneity and flexibility
  • Possibility for grow
  • Leader can step away

Cons:
expecting a certain level of function
-might be more challenging for someone to run it

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64
Q

Functional model vs Cole model

A

Cole: more prescriptive-has lots of ideas and models
-frames filed in bible
Functional: a lot more discretion to the person running it
-someone inexperienced may have trouble with this

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65
Q

Look at the two examples (cole and functional model) and compare

A

Talk about it

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66
Q

Group Structure: How will you consider: (4 categories)

A

Climate
Size
Timing
Composition

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67
Q

Setting Goals (what are the questions you should look at)

A
  • How do you accommodate for group goals and individual goals
  • How can you make this truly client centred intervention method?
68
Q

Assessing needs and gathering information about clients (3 points)

A
  • Identify client population. and context
  • Identify common occupational performance issues among clients
  • Assessment of members includes: health, behaviour, goals, performance, occupational issues
69
Q

Frame of reference: (mosey’s definition)

A

a set of interrelated, internally consistent concepts, definitions and postulates that provide a systematic description of an prescription for a practitioner’s interaction within a particular aspect of a profession’s domain of concern
Or, more simply, a lens to focus our practice through

70
Q

Why is a Frame of Reference Important (4 points)

A

narrows down the issue you will focus on - purpose, goals, outcome

  • Identifies which members would most/least benefit from the group
  • Suggests leadership style
  • Determines your approach
71
Q

The Occupational Therapy group protocol is:

A
  • a structure that informs one’s reasoning and techniques used in interactions within the group
  • An extensive and detailed outline of a group that is planned and implemented by an occupational therapist for a specific client group
72
Q

The reasoning process in group protocol design (6 steps )

A
  1. information about clients
  2. Choose Frame of reference
  3. Develop protocol
  4. Plan sessions
  5. Implement group
  6. Evaluate group process and outcomes (back to 1 or 3 )
73
Q

Functional Group

Protocol Headings

A

Name (simple, easy to remember, informative)
Leader (s)
Time/length of meeting(s)
-Place
-Statement of rationale (why this structure has been chosen)
-Frame of Reference (fits with goals, activities, clients, leadership style)
-General group goals
-Rationale for goal selection
-Outcome criteria for successful goal attainment in sessions (stated in behavioural terms)
-Leadership roles and functions
-Characteristic of group contract (attendance expectations and group norms)
-Group methods /procedures
-Overview of all sessions (timeline)

74
Q

A group Evaluation plan (questions)

A

How will you know if the group was successful and met the goals
Measuring:
-valid and reliable measures
-Feedback surveys
-Observations
Can evaluate individual sessions and the group as a whole

75
Q

Session Plan Headings

A
  • Name of group, date/time
  • Place in timeline (e.g session 1 of 3)
  • Specific goals for sesion
  • Specific goals for group members
  • Description and rationale for methods and procedures
  • Description and rationale for leadership role
  • list of material and equipment needed
  • Time and sequence for session
  • Other information: as applicable
76
Q

Leadership Theories

Trait

A

individuals do or don’t possess “natural” leadership traits

77
Q

Leadership Theories

Situational

A

Individual leadership is suitable to a situation or type of group

78
Q

Leadership Theories

Functional

A

Leaders emerge in naturally occuring groups out of necessity, usually based o what the needs are
-Leadership can be disturbed so that the right skills are matched with specific tasks

79
Q

Leadership styles

A

Autocratic (directive) –> demoncratic (Facilitative) –> Laissez Faire (advisor)

Leader centred Group centred

80
Q

Member characteristics for varied leadership styles:

Cognitive level

A

Autocratic: low
Democratic: medium-high
Laissez-Faire/Advisory: high

81
Q

Member characteristics for varied leadership styles:

Insight Capacity

A

Autocratic: Minimal
Democratic: Fair-good
Laissez-Faire/Advisory: Very good

82
Q

Member characteristics for varied leadership styles: Group Maturity

A

Autocratic: Immature
Democratic: Medium-high
Laissez-Faire/Advisory: Mature

83
Q

Member characteristics for varied leadership styles: Verbal Skills

A

Autocratic: Poor
Democratic: Average
Laissez-Faire/Advisory: HIgh

84
Q

Member characteristics for varied leadership styles: Motivation

A

Autocratic: Low
Democratic: Medium
Laissez-Faire/Advisory: High

85
Q

Talk about the different members that may respond to certain leadership styles:

A

Autocratic
Democratic
Laissez-Faire

86
Q

Leader Focus and Actions:

Task - Actions/Roles

A

Gatekeeper, organizer

-keeping information flowing, organizing, directing, ensuring all understand their role

87
Q

Leader Focus and Actions:

Maintenance Actions/Roles

A
  • Interpersonal support

- Encouraging participation, relieving tension and disputes, reinforcing members for their contributions

88
Q

Leader Roles before the group

A 
Planning 
Scheduling 
Selecting members 
Selection/Preparation of Site 
Materials and Equipment
89
Q

Leader Roles During Group - Early Stages

A 
Orienting 
Guiding 
Setting the Climate and Norms 
Clarifying Goals and Rules 
Engaging Members
90
Q

Leader Roles During Group -Middle Stages

A 
Adapting/Modifying Tasks
Encouraging Member Roles 
Modeling 
Encouraging 
Harmonizing 
Giving and Receiving Feedback 
Summarizing 
Managing Resistance
91
Q

Leader Roles During Group -Late Stages

A

Ensure Effective Closure

92
Q

Leader Roles During Group -Throughout all Stages

A

Reinforcing Rules
Timekeeping
Encouraging Participation from ALL members
Observing participation and roles

93
Q

Leader Roles -After Group

A

Evaluating
Record Keeping
Individual Follow-up
Future Planning

Leader roles include both task and maintenance actions

94
Q

Why Co-leadership

A 
Mutual Support 
Increased Objectivity 
Increased Knowledge 
Modeling/Learning from Partner 
Different Roles 
Difficult Members
95
Q

Methods of Co-Leadership

A

shared
leader/observer
Split Responsibility

96
Q

Co-leadership disadvantages

A

Splitting of group allegiance
Confusion for group members
Competition
Unequal contribution

97
Q

Group Termination Closure:

A

Review group experience to consolidate learning

Deal with issues regarding separation and loss

98
Q

Group Termination Issues

A 
anxiety and fear
Denial/avoidance 
Premature termination 
Anger, depression, sadness 
Raising new issues
99
Q

Group Termination Strategies

A 
Address closure throughout 
Encourage emotional expression 
compare early experiences to later on 
Provide a structured "end" Token of completion 
Refer on if needed
100
Q

Evaluating your group Formative Evaluation

A

In progress
After the session

May be more informal 
Group progress: short vs long term goals 
Mid-group evaluation 
Group member feedback 
Be flexible and adaptable
101
Q

Evaluating your group Summative Evaluation

A 
At the end of all sessions 
Direct (focus group or individual) 
Satisfaction Questionnaire 
Outcome Measures 
Reports of 3rd parties 
Knowledge Testing 
Skill Testing
102
Q

Group Progress Note

A

Group title, date, group goals
Description of the therapeutic activity
Lists of persons (names or characteristics) attending
Brief summary of group experience
Therapist observations of verbal and non-verbal communication and group events
-Tasks/activity and problem solving that occured

103
Q

Criteria for group Effectiveness

A

Group had goals which were understood by the members
The group task(s) was/were accomplished
-Leadership promoted participant responsibility and problem solving
An atmosphere of trust, support, safety, creativity and constructive controversy was established
Evidence of group growth and development

104
Q

Factors Affecting Group Process

A
  1. Stage of group Development
    - Early, Middle, late stage sessions
  2. Leadership style
    - Autocratic, Democratic; Laissez-Faire
  3. Climate
  4. Group Purpose/task
105
Q

Group members Roles

A
  • Structured ways of behaving within a group
  • Observable behaviour patterns
  • A single member can take on a variety of roles
  • Roles may shift between members, but usually the pattern of role distrubtion is consistent
106
Q

Leader Actions/Role

Task roles

A
  • heep group on track

- Include information exchange, gatekeeping, ensuring productivity

107
Q

Leader Actions/Role

Maintenance Roles

A

-Nurture and support the members, keep group postive and cohesive

108
Q

Group Members Action/Roles

Task Roles

A

-Help Achieve group purposes

109
Q

Group Members Action/Roles:

Building and maintenance roles

A

-Build group cohesion and nurture other members

110
Q

Group Members Action/Roles:

Individual roles

A
  • Actions that satisfy personal needs

- Can detract from group cohesion and focus

111
Q

Task Actions/Roles

A
  • Initiator-contributor
  • Informational giver and seeker
  • Opinion giver and seeker
  • Coordinator
  • Elaborator
  • Orienter/Orienteer
  • Energizer
  • Evaluator-Critic
  • Procedural Technician
  • Recorder
112
Q

Group Building and Maintenance Role

A
  • Encourager
  • Compromiser
  • Harmonizer
  • Gatekeeper or Expediter
  • Standard Setter
  • Observer/Commentator
  • Follower
113
Q

Individual Roles

A
  • Agressor
  • Dominator or monopolist
  • Blocker
  • Self Confessor
  • Recognition Seeker
  • Playboy
  • Help-Seeker
  • Special Interest Pleader
114
Q

Encouraging Group Member Roles

A
  • Leadership style
  • Level of group input and decision making
  • Consider clarity of:
  • ->Goals
  • ->Tasks
  • ->Access to supplies
  • Modeling Behaviour
115
Q

Managing Group Challenges: How?

A
  • Consider context, strategies, and your own personal qualities
  • It’s no easy - there’s no single right answer
  • We build skills as we practice
116
Q

What are some of the things to consider when managing group challenges

A
  • Type of group
  • Stage of group
  • Frame of reference
  • Goals of group and members
  • Leadership style
117
Q

Maintaining Balance:

Over-Involvement

A

-Chronic talking
-Dominating
Distracting
Focus on the behaviours versus the person

118
Q

Maintaining Balance: deflecting

A
  • Rescuing
  • Giving advice
  • Help-rejecting
  • Complaining
  • *Focus on the behaviours versus the person**
119
Q

Maintaining Balance: Under-Involvement

A
  • Reistant
  • Silent
  • One word answers
  • *Focus on the behaviours versus the person**
120
Q

Maintaining Balance: Tense moments

A
  • Tears
  • Anger
  • In-group conflict
  • *Focus on the behaviours versus the person**
121
Q

Techniques of over-involvement

A
  • Recognition and gatekeeping
  • Breaking eye contact
  • Redirecting
  • Taking turns
  • -Nonverbal contact (physical proximity)
  • Confrontation
122
Q

Techniques for under-Involvement

A
  • Making eye contact
  • Asking for agreement with other
  • Asking for agreement with others
  • Asking for an opinion
  • Taking turns
  • Direct questioning
  • Allowing silence `
123
Q

Use Strategies: to maintain balance and managing groups

A
  • observation
  • Analysis
  • Process
  • Communication
  • Feedback
  • Leadership
124
Q

Use Qualities: to maintain balance and managing groups

A
  • Warmth
  • Compassion
  • Detachment
  • Respect
  • Professionalism
  • Boundaries
125
Q

4 Step intervention Model

A
  1. Problem
    - Issue, scope, involved members
    - Observation
  2. Interpretation
    - Possible explanations
  3. Intervention
    - Possible Approaches
  4. Outcome and Re-assessment
    - Changes, further action
126
Q

Initator-Contributer

A

Suggests or proposes new ideas or new ways of viewing the group problems or goals

127
Q

Information Seeker

A

Asks for clarification of suggestions made and for authoritative information and facts pertinent to the problem being discussed

128
Q

Opinion Seeker

A

Is less concerned with the facts and looks for clarification of the values pertinent to what the group is doing

129
Q

Information Giver

A

Offers facts or generalizations that are authoritative or relates his or her experiences to the group problem

130
Q

Opinion Giver

A

States a belief or opinion related to a suggestion made or to an alternative suggestion

131
Q

Elaborator

A

Makes suggestions in terms of examples and offers a rationale for suggestions made previously

132
Q

Coordinator

A

clarifies the relationship among various ideas and suggestions, tries to pull ideas together, or tries to coordinate the activities of various members or subgroups

133
Q

Orienter

A

Defines the position of the group with respect to its goal

134
Q

Evaluator-critic

A

Subjects the accomplishments of the group functioning within the context of the group task.

his person tends to look at the expectations or standards of the group and compare current progress with that expectation

135
Q

Energizer

A

prods the group into action or decision making and attempts to stimulate the group to a “greater”or “better” activity

They also encourage decision mak-ing and forward movement

136
Q

Procedural Technician

A

facilitates group movement by doing things for the group

137
Q

Recorder

A

Makes a record of group suggestions and decisions by writing down or recalling for the group the products of dicussion

138
Q

Encourager

A

Praises, agrees with, and accepts the contributions of others. Through these attitudes, he or she indicates warmth and solidarity toward the other group members

139
Q

Harmonizer

A

Mediates differences between members, attempts to reconcile disagreements, and relieves tension in conflict situations

140
Q

Compromiser

A

Operates from within a conflict in which his or her ideas or positions are involved. The compriser may comprise by giving up power, admitting error, or in agreeing with the group by altering his or her opinion

141
Q

Gatekeep or expediter

A

attempts to keep communication channels open by encouraging and facilitating the participation of other group members or by regulating the flow of communication in the group

142
Q

Standard Settler or ego Ideal

A

Expresses standards for the group to achieve in its functioning or applies norms in evaluating the quality of the group process.

The person who takes on this role works to set the standards for what the group will achieve, then ap-plies norms while measuring the groups ability to meet those standard

143
Q

The group observer or commentator

A

Keeps records of group process and helps the group to evaluate its own procedures by presenting feeback

This person keeps a mental or written record of the group process and provides comments related to the group’s progress, history, or situations within the group.

144
Q

Follower

A

Goes along with the sense of the group, serving as an audience for group discussion

145
Q

Agressor

A

Lowers the status of others; and attacks the whole group or an issue on which the group is working

146
Q

Blocker

A

Tends to be negative, stubborn, disagreeing, and oppositional beyond reason

147
Q

Recognition Seeker

A

Works in various ways to draw attention to himself or herself

148
Q

Self-Confessor

A

Uses the audience that the group provides to express personal, non-group-oriented communications

149
Q

Playboy

A

Displays a lack of involvement in the group processes

150
Q

Dominator

A

Tries to assert personal authority or superiority by manipulating the whole group or selected members of the group. Domination my be in the form of flattery, asserting asupperior status, or interrupting the contributions of others

151
Q

Help Seeker

A

Tries to elicit expressions of sympathy from the group through unreasonable expressions of insecurity or self-deprecation

152
Q

Special Interest Pleader

A

Speaks for special interest groups, usually as a mask for his or her prejudices and biases.

This person brings individual special interests to the group and attempts to convince others of the value and need to focus on those interests, rather than on the issues of the group.

153
Q

Authoritiative Leadership

A

A leader-centred decision-making style; leaders make decisions for the group

154
Q

Democratic Leadership

A

A member-centred problem-solving style; an active process directed at involving all members in meeting the needs of every group member

but under the guidance of the leader; the leader acts in a facilitative manner

155
Q

Laissez-faire Leadership

A

non-directive leadership (non-leadership); goals are not stated, decisions are not made

-a member-centred decision-making style; the decision-making power is left entirely to the individuals in the group; the leader acts as an advisor to the group

156
Q

Forming

A

Beginning of the group; group members are getting to know each other and the goals of the group

157
Q

Storming

A

Conflict arises as part of the group process; functional part of group development

158
Q

Norming

A

Conflict resolves; norms are developed for behaviour

159
Q

Performing

A

Groups works as a cohesive unit; work effectively by performing

160
Q

Adjourning

A

The group comes to a close

161
Q

Flow State

A

A match between skills and opportunities for action in the environment

162
Q

Frame of Reference

A

A theoretical perspective that influences ways of perceiving observations, information, and methods of intervening in therapeutic and natural settings.

163
Q

Meaning Attribution

A

Explaining, clarifying, interpreting, providing a cognitive framework for change; translating feeling and experiences into ideas

164
Q

Pairing

A

Form of subgroups in response to anxiety

165
Q

Reality Testing

A

A process by which one’s understanding of a situation is shared and reviewed with others

166
Q

Self-disclosure

A

Verbalizing one’s feelings, stories and narratives

OT 852 Group Theory and Process (2 decks)

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