Week 2: Group Dynamics & Stages of Group Development

Question 1

<p>
<br></br>
Name the four Interaction Patterns</p>

Answer 1

<p>
</p>

<ol>
<li>
Maypole - Interaction is between the leader and the group member.</li>
<li>
Round Robin - Group members take turns (usually in order &amp; around the circle).</li>
<li>
Hot Seat - It is an extension of the &quot;maypole&quot;, but goes on for a longer time.</li>
<li>
Free Floating - All group members participate; leader is more of a facilitator.</li>
</ol>

Question 2

<p>

| Factors that affect interaction patterns (7):</p>

Answer 2

<p>
</p>

<ol>
<li>
Cues &amp; reinforcers - any words or gestures that act as signals to group members to talk/interact more or less.</li>
<li>
Emotional bonds - the degree of interpersonal liking that develops between group members increases or decreases interaction.</li>
<li>
Subgroups - these are teh smaller groups that form as a result of alliances.</li>
<li>
Size &amp; physical arrangement - these should depend on the goals of the group.</li>
<li>
Power &amp; status - how do group members perceive each other? The leader?</li>
<li>
Opne-ended vs. Closed-ended - this is whether or not new members are added when old members leave or even at any given point in the group.</li>
<li>
Duration - amount of time for each session, as well as number of total sessions.</li>
</ol>

Question 3

<p>

| Group Cohesion</p>

Answer 3

<p>
<br></br>
It is the sum of all variables influencing members to stay in a group. (derived from Latin; translation - &quot;act of sticking together.&quot;)</p>

Question 4

<p>
<br></br>
Social Control Dynamics</p>

Answer 4

<p>
</p>

<ol>
<li>
Norms - expectations/beliefs about how to act in a group.</li>
<li>
Roles - these are often the same ones we play in our families: task roles, socioemotional roles and individual roles</li>
<li>
Group culture - values, customs, and beliefs that the group holds in common.</li>
</ol>

Question 5

<p>
<br></br>
Task Roles:</p>

Answer 5

<p>
	 </p>
<ul>
	<li>
		Initiator/Contributor</li>
	<li>
		Information seeker</li>
	<li>
		Opinion seeker</li>
	<li>
		Information giver</li>
	<li>
		Elaborator</li>
	<li>
		Evaluator/critic</li>
	<li>
		Energizer</li>
	<li>
		Recorder</li>
</ul>

Question 6

<p>
<br></br>
Socioemotional Roles</p>

Answer 6

<p>
	 </p>
<ul>
	<li>
		Encourager</li>
	<li>
		Harmonizer/Mediator</li>
	<li>
		Compromiser</li>
	<li>
		Gatekeeper</li>
	<li>
		Group observer/commentator</li>
	<li>
		Follower</li>
</ul>

Question 7

<p>

| Individual Roles</p>

Answer 7

<p>
	 </p>
<ul>
	<li>
		Aggressor</li>
	<li>
		Block</li>
	<li>
		Dominator</li>
	<li>
		Evader &amp; self-confessor</li>
	<li>
		Help seeker</li>
	<li>
		Recognition/Attention-seeker</li>
	<li>
		Playboy/girl</li>
	<li>
		Scapegoat</li>
</ul>

Question 8

<p>
<br></br>
Name the Models of Stages of Group Development</p>

Answer 8

<p>
	 </p>
<ol>
	<li>
		Tuckman Model (1963) **best one**</li>
	<li>
		Garland, Jones &amp; Kolodny Model (1976)</li>
	<li>
		Northen (1969)</li>
	<li>
		Henry (1992)</li>
	<li>
		Wheelan (1994)</li>
</ol>

Question 9

<p>

| Tuckman Model:</p>

Answer 9

<ol>
<li>
Forming - Group members get to know &amp; become familiar with each other.</li>
<li>
Storming - Conflicts begin to arise.</li>
<li>
Norming - Group establishes cohesiveness and commitment.</li>
<li>
Performin - Group works as a unit to achieve group goals.</li>
<li>
Adjourning - Group terminates.</li>
</ol>

Question 10

<p>
<br></br>
Garland, Jones &amp; Kolodny Model</p>

Answer 10

<ol>
<li>
Pre-affiliation - Group members are ambivalent about joining group.</li>
<li>
Power &amp; control - Patterns of communication, alliances and subgroups begin to emerge; rebellion occurs.</li>
<li>
Intimacy - Feelings, likes and dislikes are more easily expressed; group members feel free to examine &amp; make efforts to change personal attitudes.</li>
<li>
Differentiation - Group members feel freer to experiemnt with new alternative behavior patterns; leadership is more evenly shared.</li>
<li>
Separation - Group terminates.</li>
</ol>