PCN 520 Groups in Action Workbook Assignment

PCN 520 Groups in Action Workbook Assignment

PCN 520 Grand Canyon Week 3 Discussion 1 Latest July 2016

Conflict typically appears when a group is in transition. State several forms of conflict you can expect in the types of groups you will lead. Consider group members suffering with substance use disorders. What are your own reactions to conflict? How will this influence your ability to help members recognize and work through conflicts?

 

PCN 520 Grand Canyon Week 3 Discussion 2 Latest July 2016

How could the use of role plays among group members facilitate the goals of early and transition stage groups? What purpose could role plays serve for individual members and for the group as a whole?

 

PCN 520 Grand Canyon Week 3 Assignment Latest July 2016

Groups in Action Workbook Assignment

Details:

Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (1-16). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook. For example, the first icon you will come to is: 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in the workbook (pages 20-21).

Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 1-3).”

Icon 1: Questions 3 and 4 (pages 20-21)

Icon 2: Question 3 (page 23)

Icon 3: Questions 1 and 3 (pages 24-25)

Icon 4: Questions 2 and 3 (page 26)

Icon 5: Questions 1 and 3 (page 27)

Icon 6: Questions 1 and 2 (page 30)

Icon 7: Questions 1 and 2 (pages 30-31)

Icon 8: Questions 1 (page 31) and 1 (page 32)

Icon 9: Questions 1 and 3 (page 33)

Icon 10: Questions 1 and 5 (pages 35-36)

Icon 11: Question 2 (page 43)

Icon 12: Question 1 (page 45)

Icon 13: Questions 2-4 (pages 46-47)

Icon 14: Questions 2 and 4 (page 51)

Icon 16: Questions 3 and 4 (page 53)

You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin.

Groups in Action Workbook–Evolution of a Group (Segments 1-3)

Upon viewing the Groups in Action DVD (Segments 1-3), you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (1-16). It is at this time you must stop the DVD and read the text corresponding to the icon number in the workbook.

For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21).

Icon 1: Questions 3 and 4 (p. 21)

3) James says, “I feel like an outsider.” How might you work with his statement?

4) Jacqueline says, “I feel stupid when I ramble. “How would you deal with her self-deprication in the first session?

Icon 2: Question 3 (p. 23)

3) Imagine yourself as a member at the first meeting. What fears would you have about participating? What would help you feel more trusting?

Icon 3: Questions 1 and 3 (pp. 24-25)

1) What would help you feel comfortable enough to speak about yourself if you were a member of a group?

3) What would you say to a quiet member who tells you that in his/her culture it is considered impolite to speak up without being specifically asked to talk?

Icon 4: Questions 2 and 3 (p. 26)

2) James says, “I worry a lot that I need to prove myself.”

3) Casey says, “I rehearse countless times before I speak because I want to say things right.”

Icon 5: Questions 1 and 3 (p. 27)

1) What purpose do you see in asking members to engage in role-playing, even at the early sessions?

3) What factors pertaining to a member’s culture or gender might you consider before initiating a role play in this group?

Icon 6: Questions 1 and 2 (p. 30)

1) How would you use contracts with a group you are leading? How would you help members design their contract?

2) If you were a member of this group, how open would you be in agreeing to make a contract? What would help you in making a contract?

Icon 7: Questions 1 and 2 (pp. 30-31)

1) What do you observe in members when they talk directly to another person as opposed to talking about that person?

2) If you were a leader in this group, what cultural factors would you be sensitive to before asking members to speak directly to one another?

Icon 8: Questions 1 (p. 31) and 1 (p. 32)

1) What therapeutic value do you see in asking members to make eye contact with another person in the group as they are talking about a problem area?

1) Jyl cries and says she feels exposed. As a leader, how would you respond to her?

Icon 9: Questions 1 and 3 (p. 33)

1) How might the way you deal with conflict in your personal life help or hinder you as a leader in dealing with conflicts in groups?

3) How would you respond to Jacqueline when she makes the comment, “What I have to say would not be nice.”?

Icon 10: Questions 1 and 5 (pp. 35-36)

1) Imagine you are co-leading this group. Pick one of the member’s statements above and write your response to him/her.

5) What other strategies can you think of to address a member’s hesitation and/or avoidance?

Icon 11: Question 2 (p. 43)

2) What intervention might you make with SusAnne, and what would you most hope to accomplish with it?

Icon 12: Question 1 (p. 45)

1) If Andrew declared he was tired of feeling locked up and wanted to be different, how would you pursue work with him?

Icon 13: Questions 2-4 (pp. 46-47)

2) Of the comments made above by Susanne, Jackie, Jacqueline, and James, which one of them most catches your interest and why? What would you say to this person?

3) In the closing minutes of a group, a member says she feels cut off by you. What would you say or do?

4) A member says, “I didn’t feel that we accomplished anything today. I was bored, but didn’t say anything for fear of offending anyone. ”How would you respond?

Icon 14: Questions 2 and 3 (p. 51)

2) At the check in, assume Jyl says, “Last week I left feeling very disappointed. Even though I stated I wanted to talk about my father, we never got around to it. I felt cheated. “What would be your response?

4) How would you handle the situation if you discovered that several members meet regularly between sessions?

Icon 16: Questions 3 and 4 (p. 53)

3) What intervention would you make if several other members joined in with Susanne and stated that they too had difficulty trusting this group?

4) In the scenario described on the previous page, Casey has concerns about both Susanne and Jacqueline, and expresses her fear that they might judge her. What intervention would you make?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges (8th ed.).Belmont, CA: Thomson Brooks/Cole.

 

 

ADDITIONAL INFORMATION 

Forms of conflict in a counseling group

Introduction

Conflict is a part of the human condition. It’s not just an issue between people in counseling groups, but also with friends, family members and spouses. The good news is that there are many effective ways to deal with conflict effectively—especially when you’re a group leader or group member. In this article, we’ll talk about five types of conflicts that exist in counseling groups: sibling rivalry, interpersonal issues, ideological conflict, leader-member conflict and how to resolve them effectively if they arise during your time spent together working on your mental health and substance use recovery goals

Sibling rivalry.

Sibling rivalry is a common occurrence. It can be a good thing, but it can also be a bad thing. In some cases, your siblings might have different personalities and interests than you do, which means that one or more of them will not necessarily share your values or beliefs about life. You might feel like they’re not being supportive enough of your efforts to succeed in school or at work—or vice versa!

However, sibling rivalry can also be an opportunity for learning about yourself and others by discussing how each member feels about those relationships with their siblings (and parents). By talking openly about this issue with each other, people may realize that they all have something important in common: namely, love for one another!

Interpersonal issues.

Conflict can occur between members, the leader and the group, or the member and their family. It may also be felt among members of the group, as well as within communities in which it exists.

Leader-member.

The leader-member problem is a situation where a member of a group is not treated as an equal. This can lead to conflict, especially if the leader feels threatened by another person in the group and responds negatively or unfairly. Examples of how this might happen include:

• A manager complains about the quality of work done by one employee in front of her coworkers, but later apologizes when she realizes that what she said was hurtful and unfair.

• An employee reports for work late because he forgot his keys at home, but then receives no feedback from management about how late he was or whether there are any problems with his performance record so far this year (he’s been late twice).

Ideological conflict.

Ideological conflict is the most common form of conflict in counseling groups. People may disagree over ideas, beliefs and values. They may also disagree over opinions or preferences that they hold about how to achieve success in life.

Ideological conflicts can occur between members who share similar interests and goals, but have different views on how best to achieve those goals. For example:

• If one member believes that therapy is beneficial for their mental health, but another believes it’s not necessary because they’ve never experienced symptoms like depression before; this could lead either person into feeling ridiculed or rejected by the other person due to their differing belief system (i.e., one cannot be “tricked” into believing something without first experiencing firsthand).

Conflict is not always destructive

Conflict is not always destructive. It can be a good thing, and it can also be constructive. Conflict is normal in relationships and groups because people have different needs, styles, goals, interests and points of view.

Conflict occurs when two or more people disagree about something important to them—for example: they disagree about how to solve a problem; what should happen next in an organization; whether to do something differently from how you’ve done it before (e.g., change direction).

Conclusion

Conflict is not always destructive. Conflict can be a positive force in counseling groups, but only if it is managed well. Counselors need to take time to understand the underlying issues causing conflict, and they should also be aware of how their own attitudes might contribute to or prevent resolution.