Group Reflection

I selected a group to observe that presented an educational group meeting over the topic of Drugs, Dares, and Dangerous Tech Trends presented by Enrique Salazar an educational specialist from the Education Service Center, Region 20 at the school library. This group’s purpose is to educate parents on the escalating problems of drugs and alcohol among 11-17 year old youths in San Antonio, Texas. Additionally, as a future OTA in the healthcare profession, it will be beneficial to learn the importance of building team cohesion and develop these skills effectively in various types of group settings.

There were 3 physical factors I identified that provided for group participation. One physical factor was the temperature in the library that was appropriate

and comfortable. The second factor was when the meeting started, the lights were deemed to facilitate the viewing of the PowerPoint presentation. The third factor was the square tables and chairs lined up in rows of three. The furniture placement allowed for greater movement from the presenter throughout the meeting. For addressing the 3 situational factors, the individuals gathered at this meeting were a diverse group of Latinos, Caucasians, and an Asian couple who made up the 18 people of women and men. There were 12 women and 6 men varying in age from possibly 25 to age 65 years of age representing parents and grandparents. The group had the common interest of being informed about today’s use of drug and alcohol in regards to their own children. Also, there were personal factors that affected group participation when an individual shared a personal story involving his child and drugs. The group seemed to share more of their own personal experiences and actively participate after this disclosure from this parent. In order to address anyone being thirsty or hungry, we were provided beverages and cookies.
I identified two decisions that were made in advance of the presentation. One was to keep the table conversations to a minimum as this was agreed upon by a unanimous decision. Furthermore, the second decision was a majority rule to continue the presentation without a scheduled break. In reference to the norms I observed, one was to keep voices down, raise one’s hand if a question needed to be asked, and the last one was take care of personal phone calls outside the library if necessary. These norms are explicit and were established by the presenter at the beginning of the meeting. As the presentation continued, the norms were followed as someone had to step out to answer a phone call and individuals who had questions about certain drugs raised their hands.
In building group cohesion, I observed the presenter address the group, as “we” need to be informed about drugs and their consequences. Also, there were 4 roles I identified. The first role of the initiator/contributor was the presenter who detailed the new ways drugs are being introduced and used by minors. The second role of the information seeker was the individual who had questions about certain type of drugs. The third role was the opinion seeker who shared their personal story of their teen’s drug use. The last role was that of the procedural technician who assisted throughout the meeting by turning down the lights, adjusting the screen for better viewing, and stocking the area with beverages and cookies.
In conclusion, this experience will definitely help me become aware of the different group dynamics and the importance of developing these skills in the work environment as an occupational therapy assistant.