Nalysis of Groupwork Scenario (counselling)

Can a woman wirte this please. Thank you.

Analysis of Groupwork Scenario

Word count approximately 2000 words

Read the following scenario and write a paper analysis the scenario. In the analysis, make reference to practical examples from the scenario. To support your findings and opinions refer to relevant Group work Theory and provide a referenced list of sources referred to in the analysis.

Remember to support your analysis with suggestions on ways to manage the situation with reference to group theory.

Analyzing a Group Scenario

You are a group leader and are conducting a ten week program with your client group. It is now week 4,

As you enter the room, you notice disquiet amongst several group members and, as the group progresses you feel there is some scapegoating on a group member, the group is not focused on the task, and there seems to be a lack of attention and focus within the group.

In the first week of group, you made some group ground rules and these seem to be ignored this week. Some of the group members seem hostile towards you as the group leader and state that  coming to the group is a waste of time . One group member, however, states that  the members acting immaturely and should grow up .

1. The type of groups is work group and the purpose of the group
2. Comment on the group functioning.
3. Reflect on the role of the group guidelines and how they may or may not be useful in this situation.
4. Analysis what you would expect in terms of group stages and the behaviors identified that indicate where the group would be at.
5. Suggest several interventions you would take to manage this situation and support these with appropriate theory. Explore the potential outcomes of these invention strategies.

Marking Guidelines

The marking guide is a checklist to ensure that the essential requirements of assessment are addresses within the paper.

1. Extent to which Groupwork theory were appropriately utilized.
2. Use of practical examples from the scenario to support findings
3. Extent to which student is able to identify possible intervention strategies and techniques and explore potential outcomes. (Accountability, why is it useful and important in group dynamics? who has it in the group? All the participants are accountable for their own actions).
4. Appropriate referencing of theory
5. Clarity and organization of written findings.

I have added some information into the first 5 questions.

1. The type of groups is work group (staff of a newly formed business), and the purpose of the group you are working with is to to improve the overall functioning of the group by build rapport, team spirit, formulate workplace values, discuss potential difficulties that may arise and effective ways to deal with these difficulties.
2. Comment on the group functioning.
” formation of the group (ie. Balancing thinking feeling and acting dimensions, warm up stage)
” Johnson and Johnson (2003) suggest that group dynamics is:  The area of social science that focuses on advancing knowledge about the nature of group life. The scientific study of behaviour in groups to advance our knowledge about the nature of groups, group development, and the interrelations between groups and individuals, other groups, and larger entities (p599) .
” Different groupwork traditions attribute different levels of importance to the identification of group dynamics. Work/task and psychoeducational groups usually place little interest in group dynamics as they use a tight educational learning structure to support the development of healthy group norms
” The use of the defense mechanism (some include projection, rationionalisation, regression and scapegoationg) in this scenario the participants were using scapegoating which is defined as This attack on one individual allows other group members to release their own anxiety and avoid becoming responsible for their own feelings, eg. focus is put onto the person who comes late to the group rather than focusing on the lack of commitment shown in different ways by different people.
” Introvert extravert; task/work maintenance/relationship; loud quiet; proactive reactive; cognitive intuitive; flexible rigid; optimistic pessimistic; anxious relaxed; leaders followers; aggressive passive; imaginative concrete; sociable reclusive; emotional contained; humorous serious; confident self-doubting (Carter & Russell, 2003).

Basic Assumption Fight/fight BaF The group functions as if an enemy has to be created and stood against either in the group or outside of the group. Tremendous amounts of energy are used in arguing and reinforcing why the enemy is so important. There is little tolerance for personal vulnerabilities so casualties are usually experienced. An enemy in the group can be called the scapegoat.
” Positive and negative formations of a group
Confronting Conflict is valued and is supported in the development of positive resolutions.
Task orientated A group is keen to complete a task and is able to effectively problem solve and work cooperatively.
Source: Heron, J. (2000) The Complete Facilitator s Handbook , Kogan Page, London .
Power struggle BaF Decisions are made autocratically and either passively accepted by the group members or ultimately challenged.
Rigid contribution hierarchy BaD Strong control exists in the group that inhibits the development of free speech in the members. Usually the discussion is leader-centred or involves the more powerful members.

3. Reflect on the role of the group guidelines and how they may or may not be useful in this situation.

At the beginning of a group, a leader may involve the group members in establishing a set of rules or group values that will be used for the life of the group. It is useful to refer to the group rules as group values or guidelines when working with a target group that is likely to adopt anti-authoritarian attitudes, such as youth at risk or groups with inmates in a correctional centre.
Examples of some rules
” Be on time at the start
” Contact the group leader if you cannot attend the session
” Turn mobiles off during the group
” Understand the importance and limits of confidentiality
” Respect others
” Emotions and silence are okay
” Share the talking time and allow others to express their opinion
” Refrain from rescuing others they will be alright
” Take responsibility for your own feelings and actions
4. Analysis what you would expect in terms of group stages and the behaviors identified that indicate where the group would be at.
” The group is in the storming stage according to Tuckman s stages of group development
” Or in Stage 1: Discontent
The characteristics of this stage are:
” feelings of alienation
” members feel helpless to influence the group
” participation is low
” the group is dominated by a few individuals
” the group is not a major part of the individuals identities
in accordance with Worchel s stages of group development

5. Suggest several interventions you would take to manage this situation and support these with appropriate theory. Explore the potential outcomes of these invention strategies.
Theory including Functional theories and situational theories

Try some of these references
Boud, D., Cohen, R. and Walker , D. (Eds) (1997) Using Experience for Learning. Buckingham: The Society for Research into Higher Education and Open University Press.
Shakoor, M. and Fister, D. (2000) Finding Hope in Bosnia : Fostering Resilience through Group Process Intervention. Journal for Specialists in Group Work, 25:3, 269-287.
Smith, G. (2001) Group Development: A Review of the Literature and a Commentary on Future Directions. Group Facilitation, Spring: 3, 14-46.