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Initial Experience as a Group Facilitator Our first session together was all about the different learning styles and we went over the intake form together. This was the start of us building a bond and working together really as a group. I facilitated my first group two weeks later in session three. We were really working together and trusting the process and I wanted to keep that going. I wanted to pick a topic that would help us all open up even more and keep the discussion going. That is why I chose the topic on goals and had a discussion where the group would be invited to talk about all the different types of goals they have in different aspects of their lives and why goals are important to have. I feel I have accomplished that goal. …show more content…
I envisioned it maybe being sort of awkward since we did not know each other and I have only had classes with two of the other members before. I am not a shy person whatsoever, but I will fully admit I was nervous opening up to people that I do not know. I knew if I wanted to be a supportive member, I would open up and trust the process. That is exactly what I did. I opened up and hoped for the best and overall, it has worked out in my favor. My group is full of wonderful people that are ready to listen to whatever you throw their way. That is such a good feeling. I have never personally experienced any group therapy before so this is the first for …show more content…
This video also went along with our textbook and the power points shown in class. These videos showed appropriate examples of all the different stages of group counseling. It also showed how the Coreys ran each session. The video showed plenty of examples of why the Coreys did certain exercises or provided the feedback that they did and they did so with such ease. During the first few weeks of our group's discussions, we were in the initial group stage. In the initial group stage, every member is still starting to get to know one another. We are still feeling our way through the group. Everyone is still trying to figure out the other members and who or if they can even trust anyone. As of right now, I feel my group is currently in the working stage. We do have some issues with one member, but none of the members are letting that fully get in the way of them having a successful group. It might turn them off a bit, but everyone still participates and opens up. Everyone still smiles or cries when we hear stories provided by other members. We still provide feedback and support members. The group still invites one member that does not really participate. He is still thought of and asked if he has anything to add. All members are also pushed to open up. They are not pushed aggressively or pressured, but they are pushed in a positive manner to open up what they started to talk
Pérusse, R. V. (2009). Group counseling in the schools. Psychology In The Schools, 46(3), 225-231.
The process is also experienced differently because new people are added to the group on a daily basis. For example, given that not every person experiences each stage at the same time, I was on a different stage than everyone else because I only attended one meeting. However, since therapeutic groups usually do not add people until the group has terminated, individuals are able to experience each stage in the process. In the therapeutic group, I saw how the group developed from being superficial-oriented in conversations to be very personal and growth-promoting. On another note, the NA meeting did not rely on the group leader to direct the meeting. In fact, the group leader did not engage in an authoritative role. The meeting was basically led by the group members. Whereas the therapeutic group, the leader seems to have more authority in the beginning and as the group develops, the members tend to depend on less on the group
The group has reached the Norming stage when they begin the second stage. “The team is faced with creating cohesion and unity, differentiating roles, identifying expectation for members, and enhancing commitment. Providing supportive feedback and fostering commitment to a vision are ne...
As a student, practice is crucial to learn group therapy techniques. In order to achieve these practices, I attended 2 support groups of the same topic. Observation and attendance constructs an idea of how group therapy works. Attending this group was important because of the profoundness of its meaning and experiences I have witnessed.
As McDonagh says in her article “Shared Benefits,” The benefit of group therapy is “ ..discovering the group as a safe environment where you can say whet you think without fear.” McDonagh presents and discusses descriptions of group therapy clearly and in a way that you do not have to be a therapist or researcher to understand her findings. This article explains how to find a group by giving tips on what you should look for when looking for a support group and suggests you do not nix a group you do not like until you give it 3 months.
Jacobs, E. E., Masson, R. L., Harvill, R. L. & Schimmel, C. J. (2012). Group counseling: Strategies and skills (7th ed.), Belmont, CA: Brooks/Cole
Tuckman, B., & Jensen, M. (2010). Stages of small-group development revisited. Group Facilitation, (10), 43-48. Retrieved March 27, 2011, from ABI/INFORM Global.
As the days started moving, the due date for the first essay was to a close end. The professor forced us to share our introduction paragraph aloud to the class. Since I barely knew the professor or the students, I did not find the participating a whole lot of fun. However, after a while in the course, I felt at ease sharing what I had and receiving comments that allowed me to figure out the proper pathway of writing the essay thus giving me a chance for a better grade. Group workshops were then assigned between two individuals, your partner would read your essay and would give positive or negative feedback, to help me figure out my mistakes and improve on those points in my revision process. The transition betwee...
Toseland, R & Rivas, R 2012, An Introduction to group work practice, 7th edn, Allyn & Bacon, Massachusetts.
We believe this was the moment our group began to transition into the Norming Stage. During this part of the assignment it was crucial for us to communicate effectively in order to ensure that everyone had an understanding of what was required from each perspective. Thus, once we began the research, everyone did a great job of keeping the group goal in mind by finding sources that could be used for every perspective. Additionally, each member kept their personal goals in mind and submitted the required research to our shared document at the agreed upon time. This was a perfect example of how we dealt with a group dialectic. Another dialectic arose when it came time to finalizing who would present each perspective. Some of the group members did not want certain perspectives because they did not have as much knowledge in that subject area as other members did. Furthermore, some group members did not want a certain perspective because their personal opinion might have had an effect on the assignment. In the end, we were able to balance the heterogeneous and homogeneous characteristics of our group members by asking questions, having trust and exhibiting strong communication
Especially, when it comes to physical and emotional responsibility. In our sessions, I felt as though the group leaders provided an enormous sense of emotional support. I felt as though the environment was stable and conducive to learning. The setting at first was somewhat tense, but this was acceptable considering that many of us were unfamiliar with the group therapy process. I myself had never undergone a group therapy session, whatsoever. I did, however, appreciate the fact that the environment was quite fair and impartial. The leaders were very nonjudgmental and affirmative in their responses when it came to each and every person’s comments and feedback. Everyone was engaged and actively participated. The group was not hostile and everyone participated in the conversations as well as the exercises chosen. I also felt as though everyone was emotionally tied in. Meaning that if someone was dealing with a personal issue or their emotions were all over the place then the group was susceptible to that individuals needs. For example, we experienced group member who had experienced the loss of a friend. Immediately, each group member became involved and concerned. We were immediately concerned with whether or not she was taking time to grieve or if she was simply doing enough to take time out for herself. In all, the environment over the course of each therapy session displayed a great sense of empathy, concern and support. Another session, in particular, that truly stands out to me in terms of support was when we were asked to share our life experiences and dreams. I can recall stating that I was going to school in order to finally do something for myself. I had completed my bachelor’s degree at the age of 40 and had plans to continue education until I complete my PhD. What was so different was the fact that they understood. They understood, I was trying
There are many different techniques and approaches to group counseling. The approach that I found to be the most interesting is the existential approach. “The existential perspective holds that we define ourselves by our choices” (Corey & Corey, 2014, p.114). This approach can be successful in therapy because it allows one to oversee one’s future. In this paper, I’m going to generally discuss the existential approach to therapy and where it can be used.
Through the process of this class I have been able to reflect and analyze how I am as a leader as well as a co-leader in a group setting. I believe throughout this process of being part of a group as a member and leader has help me further define the roles that I will play in group counseling in the future. The evolution that I am seeing are an abundance of growth in areas that I thought I was already comfortable in such as being an active listener and co-leading. I see that there are more to becoming a powerful leader and facilitator. There are various aspects of becoming a well rounded group leader as learning the skills to endure especially building your endurance. Also, being able to take risks, being competent and confidence in your ability to lead a group of any sorts. Moreover, I have found that my communication style has shifted especially learning about the process in which you communicate your informal introduction as well as the lingo that is being used as a counselor. Also, the way in which we approach each member of
This turned out to be the positive group experience for me and other group members. The team was sufficiently strong from the very beginning through the development phase to the end without any incident of conflict and disagreement. Every group member is reliable and understands their roles working in a group. They also understand the significance of progressing collectively towards the shared and common goal. In other words, our group reflected the synergy by the association we held with each other as a team and, thus, reflecting an example of being a successful
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