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Assignment on stress management
Speach about stress management
Speach about stress management
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Group Analysis and Reflection Paper
Introduction
This is a Stress Management Group; the purpose of this group is to be able to cope better with stressors that impact school performance. The purpose of this group is to learn skills that can help with reducing stress and can perform better in school. We are a group of five women, all woman are students at St. Augustine College. Itzel, Claudia, Ana, Mara and Monica are the woman participating in this stress management group. All the members in the group including the leader is Hispanic and are in their thirties.
Group Description Section
1. The purpose of this group is to be able to cope better with everyday stressors which can impact school performance.
2. I led the group on April 2nd,
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The phase when I led the group was the middle phase.
5. The topic I chose to lead the group was The House of Thoughts. This was a great activity to show the group and start incorporating work in the middle phase by looking at their thoughts. How are their thoughts affecting their day to day activities and how can we reflect on our own thoughts to be more mindful of the things that we are creating consciously and unconsciously. This activity will help the members of the group by paying attention to the thoughts that they are creating, and it is a good way to see what is creating the stress in their lives.
6. My two objective behaviors are: Group members will pay attention to their thoughts to help with stress relief. Group members will find ways to cope with stress while looking at their thoughts.
Identification, Description, and Analysis of Group Process and Concepts
• Roles in groups (maintenance and task roles)- Interpersonal problem solver- There were no problems between the group members but in the middle phase we wanted to get started with achieving our goals. In this case by looking at the House of Thoughts to see what are the things that group members need to focus on so they can achieve the goals. The day I lead the group the observes wrote that she saw there was no problem within the group but the facilitator offers options/opinions. The observers saw that I was encouraging the group members by asking for opinion and
I will be discussing about my reflection on the Six Week Group Content/Intervention Mid-term project and my internship. The assignment is on Psychoeducational and Counseling Groups for adolescents who are encountering dating violence from their partner. I will be discussing the paper and the critical knowledge that I obtained after completing the assignment.
This paper will illustrate the lives of two high school teachers, Mrs. Natalie Wesbecher and Mr. Matthew Biver. Both teachers have obtained their Masters Degrees from prestigious universities, and proudly take the role of teachers and mentors at Freeburg Community High School in Freeburg, Illinois. Within this paper, I will discuss their daily interactions with stress and how they apply stress management strategies and techniques within the classroom, as well as how they influence the lives of many students on a daily basis.
Usually, these individuals are pressured to succeed or to gain the approval of their parents or peers; these issues eventually cause difficulties in distributing independence and self-reliance. In an adolescent of a certain multicultural population (Corey, Corey, & Corey, 2014), sources of stress are different based on the practices in values, beliefs, cultures, and traditions of that particular group of
The general purpose is to engage the students with a provided curriculum and play time for the children. Between these sessions includes various breaks where the students have time for breakfast, and lunch. The agenda is a way to better engage and develop the students through early education. The teachers plan the schedule catered to certain needs of the children, such as speech, behavioral, and psychological thoughts.
...s well which can assist in boosting self-esteem. The context of the group should be one goal attainment and positivity. This encourages members to commit to taking action in their lives. It is important that the group be focused on the here and now with members staying present. Although the group is concerned with a members past experiences and lifestyle of members, that is for the purpose of gaining insight into current maladaptive thoughts and behaviors. In addition, it is important to maintain an empathetic relationship which is based on mutual respect and trust so that members feel understood and accepted by the facilitator. The group leader challenges group member’s goals and beliefs about themselves and the world around them to help them to translate what was learned during the process of group and turn what was learned into new ideas and new beliefs.
There are many elements of a small group discussion each of which is important and play a key role. One of these elements is small group member roles and leadership which entails each member of the group taking on a specific role to benefit the group as well as gaining some form of leadership to help guide the group. The main roles that exist are; initiator-contributor role, information giver, orienter role, recorder role, and encourager and harmonizer roles. Each of these roles helps to keep the group and the discussion on the right path. The first role established in small group discussion is the initiator-contributor role and the person who takes this role assumes the role of the group task leader, which requires a person to take charge and help to guide the group towards accomplishing the task at hand.
The group observation occurred at an International school. The primary school counselor was the facilitator. He meets with individual classes every month. The ages of the students range from 3-11 years old, which represented Pre-k through 5th grade. Each class is pulled out to the counselors classroom for a 45 minute session led by the school counselor. The counselors classroom has minimal distractions with lots of positive quotes. The chairs are set up in a semi-circle so that all can look at each, along with some students sitting on a carpet in the middle.
My perception of the group’s goal is that process group allows them the time to openly and freely talk about struggles and successes throughout the week. When conducting the activity the group engaged but did not fully understand grasp the purpose of the interpersonal interactions between them when discussing thought processes.
After completing the group task of preparing a presentation on, transferring individual facilitation skills into a group work setting, I will critically reflect upon my own participation. I will evaluate my self-awareness while working in the group, as well as those around me. The way that I personally dealt with any issues that arose within the group and how that affected the group dynamics. I will also briefly discuss the roles in which each member of the group took part and how role allocation affected, the group dynamics and the working relationships. Finally, I will evaluate my work having discussed it with my fellow group members.
The group couldn't seem to find time for us to meet and plan our presentation, the first and only time all group members were present to work on the presentation was on the morning of the presentation. We worked on it and at the time I believed we had agreed on our final product, I personally felt all the slides needed at this point was editing and final touches to make it visually appealing for the audience. I went online to the google presentation we were using as a group to prepare our presentation and was surprised to see a different layout, additional slides, and contents which were different from what we as a group had worked on and approved as the final work we were going to present. I confronted the group members as to the changes on the slides and we had a conflict of what our
Throughout the readings and discussions, the characteristics of the initial stage of groups were explored. Please list five of these characteristics and explain how you would manage these situations. (20 points)
In reflection on my learning experience in the group class, I have gained clarity on what sorts of competencies of facilitating group therapy, as well as in what areas social workers and students tend to feel most strong in my practice. Regarding my specific gains in competencies, I feel that I learned the most and was most likely to gain specific group facilitating competencies at the weekly class. Learning in group class is taught me the tools to use to work with groups therapy, communities and also with individuals through the process of changes. In this past three months I think a lot of opportunities have been created to shadowing with (beside and behind) and being a part of group members to learn. In addition, this class has taught me about the skills and how effectively help
In order to gain some purpose while working in a group, I know it can be challenging task to do because every group member is required to agree and cooperate. I am privileged to become a part of a group and completed our task successfully. Our group consists of 5 members and we experienced the stages of group development along with which different roles being considered. Our group formed with the common interest of competing and representing ourselves as competent and knowledgeable. The storming phase involved a trial being held to determine the capabilities of each other and positions were found to be disputed due to which we voted on leader of team. In the norming stage, roles of every group member have been stated and identified with the
our thought process, and how we contribute to the process of group work. This involves a
For instance, if I think my class would benefit from a closer emotional bond, I might divide them into groups to find ways to bond together. The process is to look for ways to improve, create a plan, take action, collect evidence, reflect, and then start all over with the next idea.