Description
Read the four group dynamics problem scenarios and respond to each question for each scenario:Using your knowledge of group roles, norms, and dynamics, describe the problem in systemic terms.Identify the group facilitator goal with respect to restoring a functioning group that can meet its objectives.Identify at least one group facilitation skill to resolve the problem, using Motivational Interviewing and/or group process concepts.Create a group facilitator script for each skill and describe how you imagine the group would respond.This paper will be in APA format, Times New Roman 12-point font, 3-4 pages plus title and reference pages. References relate to the problem being addressed, behavior changes you will support through group interventions, and textbook page citations for justification for group design elements.
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Group Scenario Analysis
Assignment
Purpose
This assignment is designed to help you analyze problematic group situations, decide on
appropriate use of MI and other facilitation skills, and apply these by imagining specific
responses. Each stage of group development (other than forming and adjourning) is covered.
Requirements
This paper will be in APA format, Times New Roman 12-point font, 3-4 pages plus title and
reference pages. References relate to the problem being addressed, behavior changes you will
support through group interventions, and textbook page citations for justification for group
design elements.
Directions
Read the four group dynamics problem scenarios and respond to each question for each scenario:
1. Using your knowledge of group roles, norms, and dynamics, describe the problem in
systemic terms.
2. Identify the group facilitator goal with respect to restoring a functioning group that can
meet its objectives.
3. Identify at least one group facilitation skill to resolve the problem, using Motivational
Interviewing and/or group process concepts.
4. Create a group facilitator script for each skill and describe how you imagine the group
would respond.
Scenarios
I.
Engagement
Vincent, an African-American social worker in his mid-twenties, has just started a group
for older men who smoke and are already experiencing health effects, like COPD and
lung cancer. The stated purpose of the group is to help the participants make informed
choices about smoking and know about smoking cessation supports, whether or not they
are ready to quit. Vincent has done his research about the different illnesses and the
benefits of quitting smoking.
What Vincent is not prepared for is how much the group questions his ability to help
them. How can he possibly know what it’s like to grow old? Or how important smoking
is as one of the few pleasures left? The group is mostly made up of white men from a
conservative rural area, and although no one says it out loud, Vincent feels like a subtext
of their doubts is whether he is smart or educated enough to help them as a black man.
As the group members piggy-back off each other’s concerns, Vincent feels ganged up on.
He bristles inwardly at the covert racism he senses. He is the first in his family to go to
college, and yet his intelligence and expertise are being judged by people who have no
idea about his life experiences. At the same time, Vincent knows that these opinionated
men are probably scared on the inside. Otherwise, they would not have shown up for this
group.
II.
Exploring Perspectives
Amy is a returning adult student in her 50s who has been leading a group for women who
have codependent relationships with alcoholic partners. Amy herself was in one of those
relationships; getting divorced and going back to school have been important steps in her
own journey, of which she is quite proud. As someone who has finally found her voice,
she can find it difficult at times to respect that the group members may not be ready to
stop enabling their partners.
Today’s topic is about how accepting partners’ excuses only perpetuates the problem.
However, one group member after the other shares how making their partners choose
between them and alcohol now would only break up the relationship and cause their
partners to sink further into alcoholism. Amy works hard to contain her frustration, and
finally blurts out, “Don’t you all see what you’re doing here? This is codependent
behavior!” Her outburst is met by stunned silence, then by a diversion: one group
member asks “How do you know if someone is an alcoholic, anyway?”
Relieved, Amy launches into a lecture about the signs and symptoms of addiction. The
group listens politely, and everyone pretends that the previous discussion never
happened. Amy senses that she is no longer conducting a Motivational Interviewing
group, but she is unsure how to get back on track.
III.
Broadening Perspectives
Yvette is a Somali refugee who has navigated the complex process of adaptation and is
now in a position to help other refugees. At a local middle school, she has formed a group
for recently immigrated boys who are having adjustment issues resulting in poor grades
and academic probation. So far, the group has engaged well around topics of anti-Muslim
bullying, learning English, and dealing with parental expectations. Yvette has some
trouble keeping the group focused, but she feels that they are now able to talk about
reasons to go to school even with all the challenges these kids face.
One of the group members loves to talk and get attention by telling funny stories, and up
to now Yvette has gently redirected the group by asking other students questions. She
likes this boy and realizes that he has experienced a lot of trauma, and humor is an
important coping skill for him. However, she is aware that her responsibility is to the
whole group, and the school counselor made a comment in the hallway before group that
there has been no improvement in their in-classroom behavior after several weeks.
Feeling pressure to move the group forward and stay on mission, Yvette interrupts the
boy and says, “We all enjoy your stories, but I think it is time to talk about why we are
here. We have been talking about all the things that make it hard to do well in school, but
has anyone actually done anything to bring up their grades since we started meeting?” As
soon as she asks, Yvette realizes she sounds like she is a parent and not a group leader.
The whole group squirms and looks at each other.
IV.
Moving Toward Action
Eduardo has been leading a group for adults who are required to have counseling before
getting approved for gastric bypass surgery. Each member must lose 10% of their weight
to show they have the motivation to maintain healthy behaviors. Eduardo comes from a
family with a high incidence of obesity and diabetes. The group members have done well
in exploring their emotional reasons for eating and their difficulty sticking with weight
loss plans in the past. They have helped each other challenge their old thinking and
deepen their awareness of the values behind their desire to be healthy. Many of them
want to live long enough to see their grandchildren grow up.
Some group members have begun to lose weight, but the holidays are approaching.
Eduardo understands how hard it can be to resist the family pressure to participate in
overeating, but he is also attached to how successful the group has been. His supervisor
has been very complimentary, and Eduardo doesn’t want to let him down. He has also
lost several close family members to complications from diabetes, and he feels personally
invested in saving these group members who have already come so far.
Eduardo knows he must roll with resistance and not forget the MI Spirit of respect for
patient autonomy. But he sees himself sliding too far, already feeling defeated. He says,
“I guess Thanksgiving and Christmas are just too important. Why don’t we just take a
break from these health goals and pick them back up in January?” The group is a bit
shocked, but they agree unanimously.
Grading Criteria
Your paper will be graded on
a. your application of systemic, reciprocal thinking to group situations;
b. the appropriateness of chosen group interventions according to MI theory and group
facilitation concepts;
c. the alignment of your group facilitator scripts with your chosen interventions; and
d. the clarity of your writing and adherence to APA format.
Category
Points
Description
Problem descriptions
20
In each scenario describe the
problem in terms of group
processes and/or MI theory.
Group goal
30
In each scenario, describe
how the current group process
prevents the group from
meeting one or more of its
goals.
Group interventions
20
For each scenario, identify
and justify at least one
intervention you would make
as a leader.
Group leader scripts
20
For each intervention, write
what you as the leader would
say to redirect the group to
effective functioning, and
how the group would respond.
Clarity and Format
10
Writing is objective in tone,
clear, with no grammatical
errors, and follows APA
format.
Total
100
Rubric
Group Scenario Analysis Rubric
Group Scenario Analysis Rubric
Criteria
This criterion is
linked to a
Learning
OutcomeProblem
Descriptions
This criterion is
linked to a
Learning
OutcomeGroup
Goal
Ratings
Pts
20 pts
Highest Level
of
performance
In each
scenario the
problem is
described
using systemic
thinking and
MI theory.
17 pts
Very Good or
High Level of
Performance
In each
scenario the
problem is
described
without always
using systemic
thinking and
MI theory.
15 pts
Acceptable
Level of
Performance
In each
scenario the
problem is
sometimes
described
using systemic
thinking and/or
MI theory.
0 pts
Failing Level
of
Performance
In each
scenario the
problem is not
described
using systemic
thinking and
MI theory.
30 pts
Highest Level
of
performance
In each
scenario the
group goal,
and how the
problem is
thwarting it,
are described.
26 pts
Very Good or
High Level of
Performance
In most
scenarios the
group goal,
and how the
problem is
thwarting it,
are described.
23 pts
Acceptable
Level of
Performance
In some
scenarios the
group goal,
and how the
problem is
thwarting it,
are described.
0 pts
Failing Level
of
Performance
In fewer than
half of the
scenarios the
group goal, and
how the
problem is
thwarting it,
are described.
20 pts
30 pts
Group Scenario Analysis Rubric
Criteria
This criterion is
linked to a
Learning
OutcomeGroup
Interventions
This criterion is
linked to a
Learning
OutcomeGroup
Leader Scripts
Ratings
Pts
20 pts
Highest Level
of
performance
For each
scenario there
are at least
three
interventions
relevant to the
problem.
17 pts
Partially
Meets
Criteria
For each
scenario there
are wither two
interventions
relevant to the
problem, or
three
interventions
of which at
least one is
relevant.
15 pts
Acceptable
Level of
Performance
For each
scenario there
are at two
interventions,
of which at
least one is
relevant to the
problem.
0 pts
Failing Level
of
Performance
For each
scenario there
are either one
intervention
interventions
relevant to the
problem.
20 pts
Highest Level
of
performance
For each
intervention
the script is
fully
consistent with
MI spirit
and/or group
facilitation
principles.
17 pts
Very Good or
High Level of
Performance
For each
intervention
the script is
mostly
consistent with
MI spirit
and/or group
facilitation
principles.
15 pts
Acceptable
Level of
Performance
For each
intervention
the script is
somewhat
consistent with
MI spirit
and/or group
facilitation
principles.
0 pts
Failing Level
of
Performance
For each
intervention
the script is
mostly
inconsistent
with MI spirit
and/or group
facilitation
principles.
20 pts
20 pts
Group Scenario Analysis Rubric
Criteria
This criterion is
linked to a
Learning
OutcomeClarity
& Format
Total Points: 100
Ratings
10 pts
Highest Level
of
performance
Writing is
objective in
tone, clear,
with no
grammatical
errors, and
follows APA
format.
8 pts
Very Good or
High Level of
Performance
Writing is
subjective at
times, is
unclear at
times, and has
some errors
including APA
format.
7 pts
Acceptable
Level of
Performance
Writing is
subjective at
times, is
unclear at
times, and has
some errors
including APA
format.
Pts
0 pts
Failing Level
of
Performance
Writing is
often
subjective,
often unclear,
and has
frequent errors
including APA
format.
10 pts
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