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Week 4. Group Leadership Skills

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Week 4. Group Leadership Skills To have an effective group there must be an effective leader. SW112. 2013 Leadership Styles The style approach: Three positions on the ... – PowerPoint PPT presentation

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Title: Week 4. Group Leadership Skills


1
Week 4.Group Leadership Skills
  • To have an effective group there must be an
    effective leader.
  • SW112. 2013

2
Leadership Styles
  •  The style approach Three positions on the
    continuum of leadership behavior
  • a. Authoritarian style
  • b. Democratic style
  • c. Laissez-faire style

3
The Interactional Model of Group Leadership
  • Six separate, but interrelated, factors should be
    considered when leading a task or treatment group
    (Figure 4.2, p.99)
  • The purpose of the group
  • Type of problem one is working on
  • The environmental of the groups facility
  • The group as a whole
  • The members of the group
  • The leader of the group

4
Co-leadership
  • Benefits of co-leadership
  • Disadvantages of co-leadership
  • Figure 4.7 Issues to Talk Over with a Potential
    Co-leader!!! (p.126)
  • Describe your leadership style
  • Describe your strengths and weaknesses as a
    leader
  • Describe your beliefs about how people change and
    grow
  • Share your expectations for group accomplishment
  • Discuss your respective roles in the group
    where you will sit, starting and ending group
    meetings, how you will divide responsibilities,
    what you will do about talkative and silent
    members, scapegoating

5
Group Leadership Skills p.106
  • Facilitating group processes
  • Assessment
  • Action skills
  • ? Three categories of basic skills needed for
    group leadership

6
Leadership Skills Three Components of Basic
Counseling Responses in Group
  • Response basic counseling skills
  • Intents
  • To Acknowledge
  • To Explore/To Challenge
  • Focus
  • Who group, subgroup, or individual
  • What experience, thought, feeling or behavior
  • Where context
  • Sally, how is it to talk about this feeling? vs
    Sally, how is it to talk about this feeling in
    the group?
  • When immediacy
  • The group seems to be experiencing some sadness
    vs The group seems to be experiencing some
    sadness right now

7
Forces WHO and WHAT
8
Questioning
  • Asking open-ended questions that lead to
    self-exploration of the what and how of
    behavior.
  • Asking open-ended questions that lead to
    self-exploration of the what and how of
    behavior.
  • What does the group want to do with this issue
    of confidentiality?
  • What does it mean to other members of the group
    when Sally said that she is hurt by what was
    said?
  • How did it feel for you to share this with the
    group?
  • Debbie, Im wondering how it has been for you to
    have a lot of focus and a lot of energy directed
    towards you and the issues you brought up?

9
Directing
  • Promoting participation and introducing new
    directions in the group.
  • By directing, the group leader can influence the
    course of the group and the extent of the
    interacting among clients
  • Id like to stop the group here and go back to
    this question of some members not feeling heard
  • I would like the group to use I statements
    instead of you
  • I want to stop the group here and ask you how
    it felt to share this with each other right here
    in the group

10
Evaluating Noting a theme, a connection, and
discrepancy
  • Appraising the ongoing group process and the
    individual and group dynamics.
  • To promote better self-awareness and
    understanding of group movement and direction.
  • There is a theme of we are all in this together
    right now, in this group
  • I keep hearing a theme from many of you saying
    I have no control
  • I notice a relationship between the topic we are
    talking about and a hesitancy to respond
  • I hear people saying that they feel comfortable,
    but I am also feeling a little tension in the
    room. Some group members are doing a lot more
    talking, while other are pretty quite

11
Exercise Handling reluctant and resistant
clients in treatment groups
  • Your responses to the scenarios below are .
  • Case example 1
  • In a group for battered women, a 32 year old
    woman tells the group that she is not going to
    talk about what her husband did to her. She says
    I am here to listen and learn how to live my
    life, but I am not going to talk about what has
    happened to me.
  • Case example 2
  • An 8 year old in a play therapy group for
    hyperactive boys sits with his arms crossed
    during the first three sessions, and does not say
    anything.

12
  • Watching a video tape
  • Group Dynamics/Leadership Skills
  • Type and Purpose of the group
  • Composition and structure of the group
  • Facilitators leadership style
  • Interaction between the facilitator and members,
    between/among members and other group dynamics if
    any
  • What patterns dominate?
  • Who sends and receives the most communications?
  • Who sends and receives the fewest communications?

13
  • Overall assessment strengths and areas that need
    improvement Discuss your interpretation of the
    group.
  • How did norms, status hierarchies, and power
    develop and evolve in the group?
  • Whats your sense of this groups cohesion?
  • Your assessment on the leadership skills,
    concerns and direction of the group

14
Responding to the Difficult Client
  • To acknowledge
  • In response to the silent client I notice that
    you havent said anything in group today
  • In response to several members of the of group
    scapegoating one member I notice that several
    of you are blaming Mary for what is happening
  • To explore
  • In response to the resistant client Tell the
    group about how the two of you are feeling about
    being in the group
  • To challenge
  • In response to disruptive behavior What other
    ways might the group respond when the group
    disagree with a member of this group?
  • In response to the group breaking a group norm
    How is it for the group when other members use
    language that the group decided not to use in the
    group?
  • Use the group to deal with difficult behavior
  • How does the group feel when John interrupts?
  • Id like the group to give Sue some feedback
    about how you feel when she does most of the
    talking in this group
  • How was it for you to get this feedback from the
    group?
  • How was it for the group to give this feedback?
  • Reframing- difficult client ? a client with
    difficult behavior
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