Running head: GROUP PROCESS ANALYSIS PAPER II

Group Process Analysis Paper II

Kelly Talbert
Wayne State University
SW 4010
Professor Klein-Shapiro
November 23, 2014
Group Process Analysis Paper II
The significance of this session as a whole to the groups development is to follow up and
see if there were any improvements in the students behavior since our last session. As identified
in our previous session, the students have many different anger issues and show a tremendous
amount of aggression. Their academic progress was also an issue. As a result of this session I
believe the girls had shown great change, it appears to be a very positive change.
To my surprise all of the students, Jodie Annis, Gay Jackson, Robin Cook, Liz
Lovegrove, LJ Gamble, and Erin McDaid returned. In this session they appeared to be
withdrawn and nervous, rightly so after the poor behavior that was displayed in the previous
session. Group dynamics began by engaging these students immediately, by asking everyone
how their week went. There were only a few who rose to the unknown challenge; they included

Liz, Gay, and Lj. Then, we went over the confidentiality, rules, and behavior choices and how
they apply to this session.
The goal was to use the system theory, which attempts to understand the group as a
system interacting elements (Toseland, 2012). There are four major functional tasks for systems
such as a group (1) integration - ensuring that member of the groups fit together; (2) adaptation
ensuring that groups change to cope with the demands of their environment; (3) pattern
maintenance ensuring that groups define and sustain their basic purposes, identities, and
procedures; and (4) goal attainment- ensuring that groups pursue and accomplish their task
(Toseland, 2012).
The students were actively listening, which was a pleasant surprise. I felt that Livs
unfortunate disagreement with her teacher would set the pace for our session. Gay chimed in on
how she had an issue with her teacher as well. These incidents allowed for me as a practitioner to
suggest that we role play a similar incident to show the students what they dont see when they
are acting out. The role play that Liz and I engaged in showed the students that yes; you need to
see that you may have acted inappropriately toward your teacher. There is always an alternative
behavior, other than anger and insolence. In Gays instance the teacher placed blame where there
was no merit. Gays teacher would not listen to reason. So, I explained to the students that in
some instances there can still be confusion, but you can still remain calm and speak to another
adult or myself. I could see that this time I had chosen to run with an issue that commanded
attention. The students were showing signs of conflict, frustration, and finally some
understanding of what to do and what not to do.
As previously stated, I changed my students behavior by engaging in role play with one
of the students, Liz. This again, allowed my students to see positive alternatives to conflict

GROUP PROCESS ANALYSIS PAPER II

within themselves and/or with someone else. I also discovered that if I presented interactions and
participation activities into of sessions I would be able to show the students how to find an
alternative. To make my group even more affective, we will need to do more hands on activities
of real life situations, these students tend to be more forthright to hands on interaction. The
session was visible of less internal conflict from the students, and the signs of anger and
aggression have dissipated. Visual education is a first responder for my students; they are talking
and actively listening.
Role playing within the group provides a fourth assessment mechanism. The group leader
can ask group members to practice what they have learned in the group. The worker may then
observe their progress, share his and her perceptions with the clients, and provide suggestions for
improvement. After role playing, the worker can also solicit feedback from the other group
members. This information can be useful to both the role players and the individuals assessing
them and articulation their feedback (Kirst-Ashman, 2012).
The students have come to realize that these sessions are not playtime or an excuse to get
out of going to any other class. With this session they received a firm, stern, and structured
practicing practitioner. The previous suggested strategies that were included were: (1) Asking
each person to listen actively to the other. Active listening requires that you demonstrate your
understanding of what the other person has said by paraphrasing it. (2) Role playing for the
parties to show how their communication looks to an outsider. (3) Asking both sides to list their
areas of similarity and agreement. (4) Attempting to identify goals that transcend the differences
between the parties and working for solutions that fulfill these goals. (5) Finding objective
criteria or values that can be used to evaluate other solutions. (6) Seeking agreement from each

GROUP PROCESS ANALYSIS PAPER II

member to make concessions that will meet the needs of others (Kirst-Ashman, 2012). These
strategies definitely worked.
The behavior of the social worker was that of many emotions in the middle and the
ending phase. The middle phase was the firm, and stern. The students knew they could not act
disrespectful or display anger and aggression in the session. The ending phase was phenomenal
the students were receptive to the changes that were incorporated into their sessions. We ended
our session with the students being told to remember they can continue to share their stories and
receive feedback to help deal with whatever may be the problem. Also, I introduced a new
exercise that consisted of the students reintroducing themselves to one another to acknowledge
there presence. I must state that it was a success because laughter erupted and they proceed to do
the exercise.
The members roles had changed from acting like victims to feeling like they could
conquer challenging situations that will soon come their way. It is always a good feeling to know
that you are making a difference one life at a time. These students change in behavior means the
world to me, because as a social worker I put the clients well-being first by following the
mission and I practice by the NASW Code of Ethics. The mission is to enhance human wellbeing and help meet the basic human needs of all people, with particular attention to the needs
and empowerment of people who are vulnerable, oppressed, and living in poverty(KirstAshman, 2012).

GROUP PROCESS ANALYSIS PAPER II

References

Kirst-Ashman, K. K.,& Hull, G. H.(2012).Understanding Generalist Practice ,(6 ed).

Belmont CA:Brooks/Cole.
Toseland, R.W.& Rivas, R.F.(2012).An Introduction to Group Work Practice, (7 ed.).
Boston, MA:Allyn/Bacon