Responses Group Leadership Skills

Group Leadership Skills

Leading a group of individuals who have suffered trauma can be difficult because the shared stories may result in further trauma to some of the members. Assessing the members and deciding how they will introduce themselves at the first meeting can be a difficult task. Helping these members begin the group therapy process is the first step in facilitating the group.

Respond to 2 colleagues on whether you agree or disagree on their discussion post. The 2 colleagues discussions are below. Explain the importance of building these skills and how they relate to facilitating the group process. Each response should be in APA format and include intext citations and references to support your information.

Discussion #1

Sarah Hale 

RE: Discussion 1 – Week 6

Top of Form

Therapeutic group work with provides individuals with a myriad of benefits for increased functionality.  Group sessions provide clients with a built-in peer social support network that is beneficial especially when working with clients who have experienced trauma, mental health challenges, and/or co-occurring disorders. The resource video depicts a group of veterans working towards acclimating to civilian life following the trauma experienced during combat.  According to Westwood, McLean, Cave, Borgen, and Slakov (2010), military members are at greater risk to develop Post Traumatic Stress Disorder and approximately 80 percent of soldiers diagnosis are more likely to have co-occurring mental health challenges. As a result, therapeutic group work would require leadership that is knowledgeable about the effects of trauma, capable of effectively balancing power, and has effective conflict resolution skills. The social worker in the resource video displayed several attributes that are necessary for effective group facilitation.  The social worker demonstrated key characteristics associated with “facilitating groups processes and data gathering and assessment” (Toseland and Rivas, 2017).  Facilitating groups processes is described as a facilitator’s ability to engage group members, prioritize effective communication, provide clarity, and increasing self-awareness (Toseland and Rivas, 2017).  The social worker demonstrated these skills by introducing a topic that the group members could discuss and encouraged each member to elaborate on his experience in order to provide a basis for understanding the challenges each member was facing since his return to home. Additionally, the social worker demonstrated non-verbal behaviors that communicated active listening, warmth, and empathy.  The social working also demonstrated data gathering and assessment. Data gathering and assessment are described as a facilitator’s aptitude for characterizing “thoughts, feelings, and behaviors”, fostering dialogue through “questioning and probing” and, effective analyzing the provided information (Toseland and Rivas, 2017).   The social worker demonstrated these skills by inquiring about Jake’s substance use and being able to effectively associate Jake’s behavior with maladaptive self-medicating behaviors. Assisting Jake and the other group members with identifying self-medication as a maladaptive coping mechanism assisted Jake with becoming more self-aware regarding how his drinking is affecting his relationship with his wife.  The utilization of these skills is essential to effectively facilitating the therapeutic group process. An additional, topic the social worker could have utilized to promote engagement could have been inquiring about triggers that are affecting the group members. Jake describes waking up thinking he is still in a combat zone and reaching for his weapons and only recognizes that he is home when he recognizes the fabric from the curtains. Encouraging clients to discuss triggers creates the ability for increased self-awareness and provides the group with a supportive environment that reduces feelings of isolation. Additionally, identifying triggers assists with increasing self-awareness and promotes the necessity of developing effective coping skills. According to Murdach (2011) creating an environment that promotes self-determination and empowerment is essential to effective clinical practice. Social workers must continue professional development in order to ensure his or her ability to utilize applicable interventions and techniques that promote empowerment, resilience, and self-efficacy.

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.

Westwood, M. J., McLean, H., Cave, D., Borgen, W., & Slakov, P. (2010). Coming Home: A Group-Based Approach for Assisting Military Veterans in Transition. Journal for Specialists in Group Work, 35(1), 44–68. Retrieved from the Walden Library databases.

Discussion #2

Cynthia Blevins

RE: Discussion 1 – Week 6

Top of Form

Social Worker’s Group Leadership Skills The purpose of a group therapy session is for the leader to have different skills that help engage the member to resolve the presenting issues. One of the skills in the facilitation of group processes, the leader has attending skills. Attending skills are is when the leader uses verbal and nonverbal behaviors to build rapport with the members. This also helps the leader convey to the members an empathy for the members but also enthusiastically to what the member is saying. Another skill the leader exhibited is that she is encouraging the members to express themselves, which is an expressive skill. While the leader does not use self-disclosure, she does help certain members express their feelings and thoughts freely that is in accordance with the goals at hand (Toseland & Rivas, 2017).

The second leadership classification is that of data gathering and assessment. The first skill is synthesizing which is making a connection behind the meaning of words spoken or behaviors exhibited. This is crucial for providing feedback to the members regarding the therapy session is heading in the correct direction for the intended goal. When the group started, the social worker began by identifying that some members had been in Iraq or Afghanistan and stating she would like to explore their experiences and how they are adjusting (Laureate Education, 2013). This is an effort to request information, question, or probe for more information to begin the conversation and encourage disclosures (Toseland & Rivas, 2017). After one member disclose that his “tough question” is what amount of alcohol to buy, she attempts to clarify and analyze the information he provided by asking if he is drinking more than he used to which also summarizes and synthesizes his behavior (Toseland & Rivas, 2017). Once Jake Levy is confronted by the other member and they are relating information the facilitator takes that cue and links their information and expands on how it can relate to other behaviors, not only drinking (Toseland & Rivas, 2017). She is supporting Jake when she validates his feelings and thanks him for sharing personal information (Toseland & Rivas, 2017). Further, she rephrases and reframes his description into a working theory of behavior and what can motivate those negative behaviors they are engaging in while trying to cope (Laureate Education, 2013).

The third classification is action. Ensuring group members understand that the group is a safe place and the encouragement of sharing information will not have consequences. During therapy sessions, the goal for the leader is to allow clients to vent their issues and frustrations, but the leader is to give support and empowerment to the member in return. The second skill in action is that of giving advice. Within the therapy session in video the leader does provide advice regarding ways to overcome drinking excessively. However, the leader allowed the group members to communicate amongst each other and even have verbal exchanges, but the leader did not direct the conversation or intervene when tempers seemed to flare (Toseland & Rivas, 2017).

Alternate Way Social Worker Initiate Group Conversation

The social worker in this group meeting was doing an excellent job of involving members in the group process. Members were starting to discuss their problems which showed in developing trust in the group with self-disclosure. Another way might be to let a member take the leadership role to encourage members to contribute to the content of group meetings and help shape groups dynamic process (Toseland and Rivas, 2017, p.114). Another way the social worker could have initiated conversation with the group would have been to link members with connecting how the conversation got a little heavy regarding drinking (Laureate Education, 2013d). This concept helps the members to draw a connection between the emotions they are feeling and to put it into communication as this helps members not only share their feelings but also a way of validating each members emotions, thoughts, and even a feeling of belonging to the group (Toseland & Rivas, 2017).

References:

Laureate Education. (Producer). (2013d). Levy (Episode 6) [Video file]. In Sessions. Baltimore, MD: Producer. Retrieved from https://class.waldenu.edu

Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Bost

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