W7 behaviour change in small groups Flashcards
1
Q
Groups can be used for a range of functions including
A
- knowledge transfer
- skills development
- persuasion
- modelling
- enablement
2
Q
Two main reasons for using groups for behaviour change
A
- 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
3
Q
7 core characteristics of small groups which can enable behaviour change
A
- common purpose
- pro-group perceptions
- shared values and norms
- group structure
- interdependence
- group cohesion and climate
- disclosure and feedback
4
Q
Group stages - forming
A
- questioning, seeking understanding
- ambiguity, confusion
- variable commitment
- getting to know members
- formal, cautious interactions
5
Q
Group stages - storming
A
- differences emerge
- conflict, resistance, tension, frustration
- variable, reactive participation
- power/leadership struggles, competition
- independence among members
6
Q
Groups stages - norming
A
- agreement and consensus
- shared values
- empathy, tolerance, support
- clarity of roles and responsibilities
- accepted leadership
- confidence
7
Q
Group stages - performing
A
- goal/achievement focus
- interdependence of members
- cohesive and cooperative action
- self directed actions are consistent with group purpose
- suggestions to optimise performance
- constructive negotiation
8
Q
Group stages - adjourning
A
- task completion
- recognition/celebration of achievements and efforts
- emotional reactions to separation (positive or negative)
- disengagement
9
Q
Dynamic group processes and properties
A
- social identification
- group cohesion
- groups norms
- group roles and statuses
- group climate
10
Q
Social identification
A
- 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
11
Q
Group cohesion
A
- 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
12
Q
Group norms
A
- 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
13
Q
Group roles and statuses
A
- 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
14
Q
Group climate
A
- 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
15
Q
Behaviour change group design
A
- 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
16
Q
Social changes processes
A
- social comparison
- social facilitation
- social learning
- social power and influence
- social support
17
Q
Individual change processes
A
- individual cognitive change
- individual skill development
- self disclosure, feedback and challenge
18
Q
Social change process - social comparison
A
- 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
19
Q
Social change process - social facilitation
A
- 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
20
Q
Social change process - social learning
A
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
21
Q
Social change process - social support
A
- 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
22
Q
Types of social support
A
informational: advice and instruction
appraisal: assists with self evaluations
emotional: empathy, care, regards
instrumental: practical or material aid
23
Q
Individual change process - cognitive change
A
- attention and memory
- attitude change
- motivation
- making and breaking habits
24
Q
Individual change process - skill development
A
- learning new skills and behaviours
- generic, eg, goal setting and review, action planning, monitoring, seek support, use cues/prompts
- group specific
25
Q
Individual change process - self-disclosure, feedback and challenge
A
- 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
26
Q
Effective feedback which promotes change
A
- 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
27
Q
Group operating and design parameters
A
- group purpose
- group composition and size
- leadership processes
- facilitator characteristics
- group and interaction management
28
Q
Group purpose
A
- 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
29
Q
Group composition and size
A
- 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
30
Q
Leadership processes
A
- 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
31
Q
Facilitator characteristics
A
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
32
Q
Group and interaction management
A
- 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
