Groups In Action Workbook: Evolution Of A Group Segments 4
Groups In Action Workbook Evolution Of A Group Segments 4 And 5upo
Groups in Action Workbook – Evolution of a Group (Segments 4 and 5) Upon viewing the Groups in Action DVD (Segments 4-5, 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 (17-29). 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 your workbook (pp.
20-21). Icon 17: Questions 1 and 2 (p. ) A member (SusAnne) tells you she wants to work, yet she keeps herself very vague and global. What do you say to her? 2) You are leading a group and ask, “Who wants to work?†There is a long silence and nobody gives any indication of wanting to work. What assumptions might you draw from this situation?
What might you say? Icon 19: Questions 2-5 (pp. ) Assume that after Casey disclosed that she was gay, one member of the group said, “Casey, I need to let you know that I have a hard time hearing this, because I am not comfortable with homosexuality.†How would you intervene? 3) In a role play, Casey spoke to her symbolic mother in Vietnamese. As she did so, what did you observe? 4) Would you have any concerns for Casey if she indicated her intention to tell her mother that she is gay?
Would you address your concerns with her? Why or why not? 5) What would you say if several group members began pressuring Casey to talk to her mother in real life and let her know about her sexual orientation? Icon 20: Question 2 (p. ) How would you decide what to focus on with Jyl? Would you focus on her sadness over losing her father?
Her issues with men? Her disappointment of not having become a pianist? What would guide you in your decision? Icon 21: Question 2 (p. ) Given that Jackie has insight into her behavior, would you be inclined to suggest homework to her, and if so, what would this be? Icon 22: Questions 1 and 2 (p. ) Jacqueline talks about striving to get her mother’s approval.
What strategies would you use to facilitate her work? 2) Discuss what you consider to be the pros and cons of the leader being utilized by group members in role play. Icon 23: Questions 1 and 3 (p. ) How were you personally affected as you observed Darren’s work described above? How might that influence the way you work with him? 3) Assume you are leading the group and after Darren’s work, he announces, “I’m feeling vulnerable and embarrassed.
I can’t believe that I lost control like that.†How would you deal with this statement? Icon 24: Questions 3 and 6 (pp. ) Assume that several members displayed anger toward James for having hurt a woman in his life. How would you respond? 6) Observe the nonverbal behavior of James when SusAnne is finished handing over to him the hurt she’s been keeping inside. How might you work with the nonverbal behaviors James expresses?
Icon 25: Questions 2 and 3 (p. ) Andrew says, “It’s like I’ve been stabbed, in my heart and my core.†What possibilities do you see of working with his symbolic and powerful words? Did any other words catch your attention for possible exploration? 3) Andrew says, “I want to let my hurt go out the back door. I want to put it in the freezer.†How might you intervene? Icon 26: Question 1 (p. ) What value do you see in journal writing once a group terminates?
Explain. Icon 27: Questions 1 and 2 (p. 79) and Question 2 (p. ) How do you deal with endings in your personal life? How might that influence the manner in which you address group endings? 2) What are your ethical responsibilities to group members with regard to the termination of their group?
Explain. 2) What would you say to a member in your group that said he was extremely disappointed in himself for doing so little in the group? Icon 28: Question 1 (p. ) As a leader, how will you deal with a conflict that does not surface until the end of a group? Icon 29: Questions 1 and 2 (p. ) A member says, “I don’t want this group to end. I’d like to see us continue meeting as a group.†What would you be inclined to do?
2) Assume Jyl were to say, “I revealed a lot about myself and took risks. Now I am sorry that I did because I feel more vulnerable and won’t have any place to go for support.†What might you say or do? From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges (8th ed.). Belmont, CA: Thomson Brooks/Cole. © 2011.
Grand Canyon University. All Rights Reserved. PCN 520 Topic 4: Group Design Part 2 Holistic Assessment Directions: Utilizing the assessment tool below, the first submission of this portion of the assignment will be graded holistically. In order to achieve the full points for the assignment, all the criteria on the left must be met at the competency level described on the right. Criteria Unsatisfactory Less Than Satisfactory Satisfactory Good Excellent Criteria Brochure The brochure has an unfocused sense of the audience.
Inadequate organization and/or development. The work is an extensive collection and rehash of other people's ideas, products, images, or inventions. There is no evidence of new thought or inventiveness. There are few or no graphic elements. No variation in layout or typography is evident.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. The brochure vaguely addressed the group’s purpose or may include multiple purposes where the sense of audience wavers. The work is a minimal collection or rehash of other people's ideas, products, images, or inventions. There is no evidence of new thought.
Color is garish and/or typographic variations are overused and legibility suffers. Background interferes with readability. Understanding of concepts, ideas, and relationships is limited. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present.
The brochure outlines the group’s purpose. The product shows evidence of originality. While based on other people's ideas, products, images, or inventions, the work does offer some new insights. Minimal use of graphic elements is evident. Elements do not consistently contribute to the understanding of concepts, ideas, and relationships.
There is some variation in type size, color, and layout. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. The brochure expresses a clear, coherent purpose to the audience. The product shows evidence of originality and inventiveness.
While based on an extensive collection of other people's ideas, products, images, or inventions, the work extends beyond that collection to offer new insights. Thematic graphic elements are used but not always in context. Visual connections mostly contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently. Prose is largely free of mechanical errors, although a few may be present.
A variety of sentence structures and effective figures of speech are used. The brochure skillfully describes the group’s purpose. Maintains awareness of the audience through form, language, and presence. The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.
Appropriate and thematic graphic elements are used to make visual connections that contribute to the understanding of concepts, ideas, and relationships. Differences in type size and/or color are used well and consistently. Writer is clearly in command of standard, written, academic English. Screening Questions Major components or the assignment criteria are missing, vague, or ambiguous. Subject knowledge is not evident.
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are used. Partially addresses in detail the criteria behind the group selection process. Presents the screening and demographic questions but minimally explains the rationale. Examines relationships between the screening questions and member selection but lacks insight and/or detail.
Little subject knowledge is evident. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register), sentence structure, and/or word choice are present. Presents the criteria behind the group selection process. Presents and explains the rationale for the screening and demographic questions.
Outlines the creation of the screening questions to the member selection. Some subject knowledge is evident. Some mechanical errors or typos are present, but are not overly distracting to the reader. Correct sentence structure and audience-appropriate language are used. Clearly describes the criteria behind the group selection process.
Accurately designs and explains the rationale for the screening and demographic questions. Examines relationships between the screening questions and member selection. Subject knowledge appears to be good. Prose is largely free of mechanical errors, although a few may be present. A variety of sentence structures and effective figures of speech are used.
Thoroughly describes the criteria behind the group selection process. Competently designs and explains the rationale for the screening and demographic questions. Identifies integral relationships between the screening questions and member selection. Subject knowledge is excellent. Writer is clearly in command of standard, written, academic English.
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