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PSYCH 15 - Group Dynamics > Group Dynamics > Flashcards

Group Dynamics Flashcards

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1
Q

Distinctive Functions of the Facilitator, 6 People oriented leadership:

A
  1. Active leadership
  2. Reflecting Back
  3. Clarifying
  4. Linking
  5. Conveying acceptance
  6. Achieving Humanness
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2
Q

actively listens to both the content and feelings and attitude as a member of the group expresses themselves.

A

Active leadership

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3
Q

paraphrasing the essence of what was expressed.

A

Reflecting back

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4
Q

clarifies the speaker’s thoughts, feelings, and attitudes.

A

Clarifying

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5
Q

connecting related ideas and what may initially appear as disparate thoughts unrelated to the main issue or theme under discussion

A

Linking

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6
Q

maximizing participation. Conveys acceptance in word, attitude, and behavior.

A

Conveying acceptance

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7
Q

sensitivity to one’s own humanness as well to the humanness of individuals in groups. Appreciating people’s strengths, limitations, and potentials.

A

Achieving humanness

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8
Q

Strong commitment to the belief in the importance and value of the individual and a recognition that each individual has a unique contribution.

A

Effective leader/group facilitator

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9
Q

5 Effective leader/group facilitator

A
  1. Conceptual knowledge
  2. Group development
  3. Facilitating styles
  4. Experiential learning
  5. Own humanness
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10
Q

dynamics of human behavior.

A

Conceptual knowledge

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11
Q

knowledge of group interaction and dynamics is also required of the effective facilitator.

A

Group development

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12
Q

understand and be able to articulate elements of theory.

A

Facilitating styles

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13
Q

being a member of the group is the best way to single way to learn about groups.

A

Experiential learning

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14
Q

responsibility of experiencing their own humanness.

A

Own humanness

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15
Q

Strong commitment to the belief in the importance and value of the individual and a recognition
that each individual has a unique contribution.

A

Effective leader/group facilitator

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16
Q

Withdraw from active participation in the group and reports findings.

A

Process observer

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17
Q

requires a set of skills in order to collect and organize data for analysis and diagnosis.

A

Process Analyst

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18
Q

focusing attention, looking at visible and quantifiable behavior, hearing, and sensing (pakikiramdam)

A

Active listening

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19
Q

designing recording systems, recording systematically, summarizing observations

A

Collecting and organizing information

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20
Q

giving feedback of data, checking of perceptions with other members, asking reflective questions

A

Reporting and consulting

21
Q

7 Process Elements

A

• Participation – indication of involvement
• Atmosphere
• Influence
• Leadership
• Cooperation
• Competition
• Conflict

22
Q

• Sociogram
• Who makes what kinds of contribution?
• What happened in the group?

A

Collecting and Recording Information

23
Q

• Be sensitive
• Do not avalanche the group with information
• Don’t praise the group too much
• Don’t punish, preach, or judge
• Discuss role behavior rather than a person’s behavior
• Go lightly on personal clashes

A

Reporting and Consulting

24
Q

Evaluating information and deciding about change

A
  1. Members should assess the observations
  2. Group examines the reasons
  3. Group moves to a decision
25
Q

POA Report Model

A
  1. Group Composition
  2. Objectives
  3. Process Element Observed
  4. Time Frame
  5. Recording Instruments Used
  6. Process observation
  7. Analysis of process observation
  8. Planned intervention
  9. Personal Insights
26
Q

no. of participants, sex, age, occupation, position

A

Group Composition

27
Q

reason for the activity

A

Objectives

28
Q

participation, communication, atmosphere, etc.

A

Process Element Observed

29
Q

number of minutes spent per activity, time conducted and concluded

A

Time Frame

30
Q

Sociogram, observation form, etc.

A

Recording Instruments Used

31
Q

data observed about visible and quantifiable behavior

A

Process observation

32
Q

inferences, conclusions, recorded process observation data.

A

Analysis of process observation

33
Q

what would you do?

A

Planned intervention

34
Q

personal insights and experience

A

Personal Insights

35
Q

Facilitating Styles

A
  1. Emotional stimulation
  2. Caring
  3. Meaning attribution
  4. Executive function
36
Q

evocative and expressive facilitator behavior

A

Emotional stimulation

37
Q

develop warm personal relationships characterized by love, understanding and genuineness.

A

Caring

38
Q

focuses on ideas, analyzes concepts, and provides frameworks for better understanding of the group’s learning.

A

Meaning attribution

39
Q

emphasizes a managerial approach as when the facilitator stops the action and asks members to process the experience.

A

Executive function

40
Q

Types of Intervention – Cohen and Smith

A

• Conceptual Mode
• Experiential Mode
• Structural Mode

41
Q

ask leading questions that may pull together major concepts and trends.

Ex. “we’ve had a number of ideas tonight, and all of them seem to be directly concerned on how to reach an agreement.”

A

Conceptual Mode

42
Q

reporting of a direct experience concerning ongoing behavior.

Ex. “I’m feeling pretty tense and angry over what just occurred.”

A

Experiential Mode

43
Q

deliberate use of planned structured activities and skill exercises, which focus on surface or underlying issues and the related emotional involvement

A

Structural Mode

44
Q

life is a continuing process of learning through different experiences.

A

Experiential Learning

45
Q

Steps in the Experiential Learning Cycle

A

Step 1: Orientation
Step 2: Instructions
Step 3: Experiencing
Step 4: Data Gathering and Analysis
Step 5: Synthesis and Generalizing
Step 6: Integration
Step 7: Closing Remarks

46
Q

Specific Methods

A

• Case studies
• Role Plays
• Simulations
• Games

47
Q

Creating Practices in Integration

A
  1. Consulting dyads or triads
  2. Goal setting
  3. Contracting
  4. Subgrouping
  5. Practice Session
48
Q

Evaluation

A

• How did it go?
• Create an evaluation program
• Types of evaluation
• Formative
• Summative
• Cooperative evaluation

PSYCH 15 - Group Dynamics (4 decks)

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