PCN 520 Groups in Action Workbook
PCN 520 Groups in Action Workbook
PCN 520 Groups in Action Workbook
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PCN 520 Groups in Action Workbook
Details:
Upon viewing “The Evolution of a Group” from the Groups in Action DVD, 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.
Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 4-5).”
Answer these questions:
- Icon 17: Questions 1 and 2 (page 59)
- Icon 19: Questions 2-5 (pages 61-62)
- Icon 20: Question 2 (page 63)
- Icon 21: Question 2 (page 64)
- Icon 22: Questions 1 and 2 (page 64)
- Icon 23: Questions 1 and 3 (page 67)
- Icon 24: Questions 3 and 6 (pages 69-70)
- Icon 25: Questions 2 and 3 (page 72)
- Icon 26: Question 1 (page 78)
- Icon 27: Questions 1 and 2 (page 79) and Question 2 (page 81)
- Icon 28: Question 1 (page 82)
- Icon 29: Questions 1 and 2 (page 83)
You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.
APA format is not required, but solid academic writing is expected.
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. 59)
1) 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. 61-62)
2) 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. 63)
2) 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. 64)
2) 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. 64)
1) 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. 67)
1) 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. 69-70)
3) 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. 72)
2) 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. 78)
1) 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. 81)
1) 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. 82)
1) 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. 83)
1) 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.
PCN 520 Grand Canyon Week 6 Assignment Latest July 2016
Groups in Action Workbook–Challenges Facing Group Leaders
Details:
Upon viewing the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.
This portion of the workbook has 25 sections, each corresponding to a specific numbered segment of the DVD. Watch the DVD, stopping after each segment as indicated in the workbook and on the DVD.
Answer the assigned questions below:
Page 102 #4
4) Assume you are leading this group and during the check-in several members emphatically stated that they are not getting what they want and they are not sure that they will remain in it. What would you say?
Page 104 #2
2) How would you deal with a member’s concern about confidentiality?
Page 106 #2
2) How would you address Joel’s guilt about having taken up too much time and having disclosed too much?
Page 109 #3
3) Can you think of ways to work with Nadine so that she could get something out of the group, even though her attendance was mandatory?
Page 113 #1
1) Would you consider possible cultural messages to be relevant in exploring with Vivian her hesitation to express emotions? If so, how would you attend to that?
Page 114 #5
5) How can you facilitate Toni in establishing trust and safety? What would you say to her?
Page 116 #2
2) Assume you ask Nicole not to withdraw, yet she crosses her arms and curtly says, “I’m not going to say anything more.” How would you deal with this stance? Can you think of an intervention that might be helpful to her?
Page 118 #2
2) As a group leader, how would you react to Nicole if she told you that she wanted you to share more of yourself personally? If she tells you that she is hesitant to opening up and participating until she gets to know more about you, what would you say to her?
Page 120 #3
3) If Vivian were to tell you that she learns best by observing the process quietly, how would you respond?
Page 121 #7
7) How would you intervene if other members interpreted Galo’s quietness as meaning that he is judging them? What specifically will you say?
Page 125 #1
1) At the beginning of this session, there was a silence. Assume the silence was to continue for some time after you made an opening statement. What might you be inclined to say or do? How long would you let the silence go before you intervened? If members do not respond to the invitation to participate, what would be the next step for you?
Page 127 #3
3) If a member of your group was assuming the role of a co-leader, what direction would you pursue?
Page 131 #6
6) What would you most want to teach members about the consequences of not dealing with conflict when it arises in the group?
Page 132 #12
12) What is your greatest fear or concern as you think of yourself being the leader in this group where conflict is occurring?
Page 135 #2
2) Below are some of Gallo’s statements. With each one, think of a brief response that you might make as a group leader.
- a) “I never had a voice at home.”
- b) “I grew up believing it was a sign of weakness to have and express feelings.”
- c) “In my life, people don’t seem to listen to me.”
- d) “I didn’t get my time in this session.”
- e) “I want you leaders to call on me.”
Page 137 #4
4) Assume that you were a member in this group when this conflict initially erupted. How might you have responded? What would you need from the leaders and other members that would be helpful to you?
Page 141 #6
6) What are your thoughts about leaders needing to be bicultural in order to be effective with bicultural clients?
Page 143 #4
4) Assume that a member in your group says, “I feel very different from others in here. I’m having trouble in making a connection with anyone.” How would you respond?
Page 144 #1
1) Sometimes members form alliances with one another within a group. Describe some ways that could facilitate or impede group cohesion.
Page 146 #3
3) How aware are you in your own life of how you respond to people who speak with an accent or use words incorrectly?
Page 148 #5
5) When members say that they have been discriminated against and oppressed, what interventions will you make to prevent this from evolving into an abstract discussion about society at large? How can you facilitate a more personal interaction within the present context of the group?
Page 150 #2
2) What are some common themes that you see emerging in this group?
Page 152 #4
4) How important is it for you to understand what the group member said in his/her own primary language and why?
Page 155 #6
6) How might you deal with a group member who is insensitive in the manner in which he/she relates to other members who are different?
Page 156 #2
2) What would you respond to a member who states, “There is really nobody in this group that I can identify with.”
Page 157 #5
5) What, if any, responsibility do you have as a leader when members show evidences of racism, ethnocentricity, prejudices, and stereotypes?
Page 159 #1
1) It is common for members to want answers from group leaders. How would you respond to such requests?
Page 162 #3
3) What are some important lessons you have learned about dealing with the range of problematic situations that often occur within a group?
Page 163 #6
6) What are some skills you most need to acquire or refine for you to more effectively address the challenging situations you observed?
From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges (8th ed.).Belmont, CA: Thomson Brooks/Cole.
PCN 520 Grand Canyon Week 6 Assignment Latest July 2016
Group Design Part 3
Details:
In narrative form (1,000-1,500 words) present the first two group sessions.
Assume that one participant states that he/she “is uncomfortable being with groups and really does not want to be here.” How would you as the group leader address this?
Over the next three to four sessions, challenging issues arise. Choose three issues from the following list that are rea
