W7 behaviour change in small groups

Question 1

Groups can be used for a range of functions including

Answer 1

• knowledge transfer
• skills development
• persuasion
• modelling
• enablement

Question 2

Two main reasons for using groups for behaviour change

Answer 2

• groups may be more cost effective than individual approaches
• intra group interactions and processes can generate change in ways that self delivered or individual interventions cannot, e.g. social modelling, social norms

Question 3

7 core characteristics of small groups which can enable behaviour change

Answer 3

• common purpose
• pro-group perceptions
• shared values and norms
• group structure
• interdependence
• group cohesion and climate
• disclosure and feedback

Question 4

Group stages - forming

Answer 4

• questioning, seeking understanding
• ambiguity, confusion
• variable commitment
• getting to know members
• formal, cautious interactions

Question 5

Group stages - storming

Answer 5

• differences emerge
• conflict, resistance, tension, frustration
• variable, reactive participation
• power/leadership struggles, competition
• independence among members

Question 6

Groups stages - norming

Answer 6

• agreement and consensus
• shared values
• empathy, tolerance, support
• clarity of roles and responsibilities
• accepted leadership
• confidence

Question 7

Group stages - performing

Answer 7

• goal/achievement focus
• interdependence of members
• cohesive and cooperative action
• self directed actions are consistent with group purpose
• suggestions to optimise performance
• constructive negotiation

Question 8

Group stages - adjourning

Answer 8

• task completion
• recognition/celebration of achievements and efforts
• emotional reactions to separation (positive or negative)
• disengagement

Question 9

Dynamic group processes and properties

Answer 9

• social identification
• group cohesion
• groups norms
• group roles and statuses
• group climate

Question 10

Social identification

Answer 10

• acknowledgement of group membership and identification with other group members
• when salient and valued: enables group norms and standards to shape individual goals and actions
• undesirable individual consequences if group is not valued
• behaviour change groups need to nurture social identification

Question 11

Group cohesion

Answer 11

• group members value membership and want to remain members
• cohesive groups shapes members’ beliefs and evaluations
• facilitated by group attractiveness, perceived benefits consistent with members’ aspirations
• behaviour change groups need to incentivise membership: similar member characteristics, group goals/activities, positive climate

Question 12

Group norms

Answer 12

• expectations/standards that direct members’ interpretations of events, beliefs and behaviours
• shape, consolidate, make salient specific beliefs, attitudes, intentions
• may be developed by agreement with ground rules or when leaders exemplify and approve of values and behaviours
• groups evaluate members based on conformity to norms and may reject those who deviate
• behaviour change group leaders may pre-set norms via ground rules

Question 13

Group roles and statuses

Answer 13

• provide guidance on own and others’ behaviour
• formally or informally prescribed
• group building roles contribute to group development and increase group trust, cohesion and attractiveness
• task/performance oriented roles progress group core business
• can include non functional roles
• behaviour change group leaders need to manage non-functional patterns

Question 14

Group climate

Answer 14

• members’ involvement, trust, empathy, warmth, acceptance
• influenced by group attractiveness, cohesion, identification, norms, operations of social power
• implications for self disclosure, feedback, confidence, change, etc

Question 15

Behaviour change group design

Answer 15

• what is the basis for social identification
• what strategies will be used to develop group social identification, cohesion, norms and positive climate
• what facilitation methods will be used to manage group roles, including disruptive roles and informal leadership

Question 16

Social changes processes

Answer 16

• social comparison
• social facilitation
• social learning
• social power and influence
• social support

Question 17

Individual change processes

Answer 17

• individual cognitive change
• individual skill development
• self disclosure, feedback and challenge

Question 18

Social change process - social comparison

Answer 18

• continuous self evaluation based on comparisons with others
• may be powerful among members of valued groups
• small modifiable discrepancies can promote motivation, learning to improve
• large/unmodifiable discrepancies may promote rejection
• > prefer groups to be homogenous
• in optimally functioning groups BOTH upward and downward comparisons can promote motivation and change

Question 19

Social change process - social facilitation

Answer 19

• enhancement or impairment in individual performance in the presence of others
• can enhance well learnt skills, habits and behaviours
• can disrupt or undermine less established or complex actions
• behaviour change group leaders need to consider difficulty of tasks done in groups and impact of others

Question 20

Social change process - social learning

Answer 20

modelling: providing and example of behaviour
imitation: repetition/simulation of behaviour

• requires attention, memory, reproduction capacity
• fostered by observed rewards, credible and high status role models, models with who we identify
• facilitated via verbal instruction and practice opportunities

Question 21

Social change process - social support

Answer 21

• psychological or material assistance, may enhance coping, mitigate stress responses
• benefits more likely with quality relationships, trusted provider, reciprocation
• effective support more likely in small groups with high cohesion, social identification, positive climate, supportive norms
• constant support may undermine self evaluations, esteem, efficacy especially if the provider has a judgement role

Question 22

Types of social support

Answer 22

informational: advice and instruction
appraisal: assists with self evaluations
emotional: empathy, care, regards
instrumental: practical or material aid

Question 23

Individual change process - cognitive change

Answer 23

• attention and memory
• attitude change
• motivation
• making and breaking habits

Question 24

Individual change process - skill development

Answer 24

• learning new skills and behaviours
• generic, eg, goal setting and review, action planning, monitoring, seek support, use cues/prompts
• group specific

Question 25

Individual change process - self-disclosure, feedback and challenge

Answer 25

• interactive patterns of self disclosure, social validation, feedback and challenge promote personal change
• risks negative judgement
• gains of social affirmation, “universality” validation
• responses to disclosure enable self reflections/awareness
• others perceptions and reactions clarifies personal social impact

Question 26

Effective feedback which promotes change

Answer 26

• recipient identifies with and likes provider
• recipient motivated to listen
• directly addresses desired change
• describes behaviour and providers’ feelings
• challenges recipient
• later stages of group development

Question 27

Group operating and design parameters

Answer 27

• group purpose
• group composition and size
• leadership processes
• facilitator characteristics
• group and interaction management

Question 28

Group purpose

Answer 28

• Interdependence of goals
• Fosters social identification and cohesion, and provide a basis for positive group climate
• Behaviour change group leaders can establish clear group purpose and (realistic) group expectations

Question 29

Group composition and size

Answer 29

• Shapes social identification and development of group cohesion
• Balance of homogeneity and heterogeneity among members
• Group characteristics & function change by size.
• Optimise number of members

Question 30

Leadership processes

Answer 30

• Balancing goal achievement (task-related) functions and group dynamics and relationships (group building/socioemotional) functions
• Facilitator requirements and leadership style depends on group purpose, members skills/needs, and group composition.
• Peer vs professional group leader, or both, dependent on group purpose and proposed change mechanisms
• Behaviour change group leaders need topic expertise and group management skills

Question 31

Facilitator characteristics

Answer 31

Effectiveness based on training and personal characteristics credibility, acceptance

• likeability, attractiveness
• topic relevant expertise
• good interpersonal skills
• group management skills
• members can identify with

Obtain relevant content and process training

Question 32

Group and interaction management

Answer 32

• create a safe environment
• engage group members in others’ learning/experiences
• explore group members’ relationships to core content
• ensure group interactions stay on agreed content and related activities
• combine new information with experiential learning
• encourage engagement and responsibility for learning
• manage communication patterns
• facilitate optimal group development