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Posted: April 27th, 2023
Group Process Reflection-
PLEASE DO NOT PLAGIARISM
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Three separate reflections are due, each one (1) page in length.
What techniques did the group facilitator display that encouraged member engagement, group cohesion, group member skill development, conflict management, or attainment of goals?
GroupProcessinstructions
Group Process Reflection: Guidelines
PLEASE DO NOT PLAGIARISM AND DO NOT USE MORE THAN 4 CITATIONS. IT IS NOT NECESSARY.
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write a reflection paper based on two (2) of these videos and (1) group meeting, of their choosing, and provide a reflection of their experience.
Three separate reflections are due, each one (1) page in length.
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For each written reflection, answer the following questions: 1. What techniques did the group facilitator display that encouraged member engagement, group cohesion, group member skill development, conflict management, or attainment of goals? 2. What stage was the group in (Forming, Storming, Norming, Performing, or Adjourning) and how did the leader manage the tasks of that stage? 3. What leadership traits or skills do you believe were helpful or unhelpful to the group process? 4. What would you have done the same or have done differently as a leader facilitating the group?
Reflections 1 (paper #1):
Video: https://www.youtube.com/watch?v=cV3IzZDDuAQ
Reflection 2 (paper #2):
Video: https://www.youtube.com/watch?v=ziPuilrd4Xs
Reflection 3 (paper #3):
Group: Group supervision in AGENCY NeighborhoodHELP (Green Family Foundation):
In this group supervision, we normally talk about each of the cases we have for an hour. we have around 25 households we normally make calls, household visits, or zoom to find out how the client is doing and help them with any current need they have, such as housing/rent, applying for medical insurance, food pantries, transportation, diapers, and more resources. In supervision, we discuss and ask our supervisors questions if we have any questions or want to know any suggestions on how to help our clients and also help us find the necessary resources since they have more information. We also discuss Biopsychosocial Assessment and how to do it correctly in order to learn as future social workers. Our supervisors also care about us as students and ask us how we are doing and recommend self-care since many of us work and study at the same time. It is a free space to talk and feel comfortable.
Reflection 1:
In the video, the group facilitator used several techniques to encourage member engagement, group cohesion, and goal attainment. One technique used was active listening. The facilitator listened attentively to each member and validated their input, which encouraged members to contribute more to the discussion. Another technique was establishing group norms. The facilitator encouraged members to establish norms that would guide their behavior during the session, which increased the group's cohesion. The facilitator also used reflective questions to encourage critical thinking and problem-solving among group members.
The group was in the norming stage, and the leader managed the tasks of that stage by establishing group norms and encouraging members to contribute to the discussion actively. The leader also ensured that members were respectful of each other and that the group's objectives were met.
The leadership traits or skills that were helpful to the group process included active listening, empathy, and problem-solving skills. The leader was able to create a safe space for members to share their experiences and ideas freely. However, one unhelpful trait was the lack of assertiveness in managing group members who went off-topic.
As a leader, I would have done the same as the facilitator in encouraging member engagement, establishing group norms, and reflective questioning. However, I would have been more assertive in managing group members who went off-topic to ensure that the group's objectives were met.
Reflection 2:
In the video, the group facilitator used several techniques to encourage member engagement, group cohesion, and conflict management. One technique used was active listening. The facilitator listened attentively to each member and validated their input, which encouraged members to contribute more to the discussion. Another technique was humor, which helped to lighten the mood and reduce tension during the session.
The group was in the storming stage, and the leader managed the tasks of that stage by addressing conflicts that arose among group members. The leader ensured that members respected each other's opinions and created a safe space for members to share their views without fear of judgment.
The leadership traits or skills that were helpful to the group process included active listening, empathy, humor, and conflict management skills. The leader was able to manage conflicts among group members effectively and create a safe space for members to share their experiences and ideas freely.
As a leader, I would have done the same as the facilitator in encouraging member engagement, active listening, and humor. However, I would have also incorporated more activities that would help members get to know each other better to increase group cohesion.
Reflection 3:
In the group supervision, the facilitator used several techniques to encourage member engagement, group cohesion, and skill development. One technique used was active listening. The facilitator listened attentively to each member and provided feedback that helped members learn how to do their job better. Another technique was the use of open-ended questions that encouraged critical thinking and problem-solving among group members.
The group was in the performing stage, and the leader managed the tasks of that stage by ensuring that members were efficient in their job and that the group's objectives were met. The leader also provided members with the necessary resources and feedback that helped them improve their skills.
The leadership traits or skills that were helpful to the group process included active listening, empathy, problem-solving skills, and providing constructive feedback. The leader was able to provide members with the necessary resources and feedback that helped them improve their skills and increase their efficiency in their job.
As a leader, I would have done the same as the facilitator in encouraging member engagement, active listening, and the use of open-ended questions. However, I would have also provided more opportunities for members to practice their skills and receive feedback to increase their confidence in their job.
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