Group a counseling specialty 7e pearson by t gladding chapter 02

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Groups: A Counseling Specialty, 7e

Chapter 2

Group Dynamics

Prepared by: Nathaniel N Ivers, Wake Forest University

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Groups: A Counseling Specialty, 7e

Roadmap

 Group Dynamics

 Group Content

 Group Process

 Balance Between Group Content and Process

 The Group as a System

 Influencing Group Dynamics

 Positive and Negative Group Variables

 Learning Group Dynamics

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Group Dynamics

 Group dynamics are the forces with a group

 Include two types elements:

 Group Content: Information within and purpose

of the group

 Group Process: Interactions and relationships

among members within the group

 The amount and mixture of group content and group process determine group dynamics

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Group Process

 Interaction of group members with one another, often in some meaningful way

 As groups develop, less time generally is spent

on content material, and more is focused on

process functions

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Seven Types of Group Processes

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 Group process in which member behavior elicits group interaction

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Conflict

 Often revolves around significant issues in

people’s lives (e.g., authority, intimacy,

autonomy, power, loss)

 How a group leader handles conflict makes a difference

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 Changing the subject

 Attacking a group member

 Intellectualizing

 Enabling solution

 Open listening and discussions about anxiety that

is present in the group

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Consensual Validation

 Checking one’s behaviors with a group of others, which may result in group members being

questioned, confronted, or affirmed either

individually or within the group regarding their actions

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Family Reenactment

 Because groups resemble families in many ways,

it is natural that some behaviors by group

members are connected to issues they never

resolved in childhood

 Group members can help each other work

through unresolved issues related to their

families-of-origin, or they can perpetuate these behaviors by allowing group members to lapse into the past

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Balance Between Content and Process

 Process must be balanced with content

regardless of group type

 Process may be likened to a river and content to

a boat on the river (Geroski & Kraus, 2002)

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Balance Between Process and Content

 Two sets of questions to guide the interplay

between content and process

 Content questions include:

 What do we have to do?

 What do we need to do to accomplish our goals?

 Process questions center on:

 Who am I?

 Who am I with you?

 Who are we together?”

(Hulse-Killacky, Killacky, & Donigian, 2001)

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The Group as a System

 Think of the group as a system, a set of

elements standing in interaction with one

another (Agazarian, 1997)

 Each element in the system is affected by

whatever happens to any other element

 The system is only as strong as its weakest part Likewise, the system is greater than the sum of its parts

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INFLUENCING GROUP DYNAMICS

 Group leaders can set up conditions and

structures that will help the group potentially run smoother and better in both the long and the short run

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Preplanning a Group

 Factors to consider when planning a group:

 Clarity of purpose — what the group is to

accomplish

 Group setting – the environment in which the

group will meet

 Time - the ideal time frame for the group

 Size – increasing the size of a group decreases its cohesiveness and member satisfaction

 Membership – heterogeneous vs homogeneous groups

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Preplanning a Group

 Factors to consider when planning a group:

 Goals – expected or planned outcomes

 Commitment – voluntary or mandated

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Group Structure

 Physical setup of a group

 Interaction of each group member in relation to the group as a whole

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Group Exercises and Activities

 Can be beneficial if they promote a positive

atmosphere in the group (Jacobs et al., 2016)

 Are often used in groups to engage the group, support group members to take risks, and to provide a learning experience that helps group members grow (Riva, 2004)

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Types of Group Exercises and Activities

 Written exercises

 Movement exercises

 Creative props exercises

 Arts and crafts exercises

 Fantasy exercises

 Common reading exercises

 Feedback exercises

 Trust exercises

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Types of Group Exercises and Activities Continued

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Group Exercises and Activities

 Can include the following types of activities:

 Verbal intrapersonal

 Verbal interpersonal

 Nonverbal intrapersonal

 Nonverbal interpersonal

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Group Interaction

 The way members relate to one another

 Exists on a continuum, from extremely

nondirective to highly directive

 Consists of nonverbal and verbal behaviors

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 Physical appearance (Vander Kolk, 1985)

 The meaning of non-verbal behavior cannot be assumed

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Verbal Behaviors

 Important to track who speaks to whom and

how often each member speaks

 There are ways, such as sociometry, a

phenomenological methodology for investigating interpersonal relationships, that can be used to track speech patterns (Treadwell et al., 1997)

 Important to pay attention to the Law of

Triviality

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Members’ Roles

 A role is “a dynamic structure within an

individual which usually comes to life under the influence of social stimuli or defined positions”

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Positive Group Variables

 Curative (Therapeutic) Factors Within Groups

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Positive Group Variables

 Curative (Therapeutic) Factors Within Groups

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Negative Group Variables

 Avoiding conflict

 Becoming narcissistic

 Engaging in psychic numbing

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LEARNING GROUP DYNAMICS

 Learning to be a group leader or member requires

knowledge of group dynamics that is both experiential and cognitive.

 Such learning may take place in multiple ways.

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