Social Group Work
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Social Group Work
Group work in social work practice generally refers to goal-directed activities comprised of small or large groups of people which focus on accomplishing tasks or satisfying the socio-emotional needs of the members. There are divergent approaches to group work based on the goal and group type although they all provide members with the opportunity to socialize with each other and to normalize and validate their concerns and issues. Group work also provides members with the opportunity to learn from other people’s experiences, find role models, and receive feedback regarding actions or decisions. The leader of the group is referred to as a facilitator and is responsible for conducting meetings, encouraging interactions among members, and promoting effective team functioning (Toseland & Rivas, 2021). For this assignment, I acted as a facilitator for a group named ‘Managing Stress Through the Semester’. This paper will describe the details of the group including the group purpose, assignment of participants, group environment, the presence and influence of sociocultural factors, and facilitation style. The paper will also include a process recording of the group sessions and an assessment of the co-facilitator including the challenges and advantages of co-facilitation.
Group Purpose
The main purpose of the group was to examine stress among college students and encourage them to utilize coping skills such as self-care to manage stress as they go through the semester. The group initiated a conversation about challenges facing college students and what they do to overcome these challenges. According to Saleh et al. (2017), college students encounter numerous stressful situations that are often reflected through the development of issues such as anxiety, depression, and sleeping disorders. Many students are unable to balance school, work, and their social lives and a result suffer from fatigue and are at high risk of experiencing suicidal ideation and committing suicide.
Participant Assignment to the Group
The group was an open group type and participants could sign up for the group if they wanted to although they had to meet the criteria which included Africa American college students below the age of 40.
Presence and Potential Influence of Sociocultural factors
The main sociocultural factors that were present within the group members included gender and ethnicity. All the members were female and they mostly experienced stressors associated with being a woman including family responsibilities such as caring for children and pregnancy. Since the group is comprised of African American students, ethnicity is also a significant factor that impacts the college experience. As per Aizawa and Omori (2021), female college students are more likely to be stressed than their male counterparts due to differences in hormonal systems that cause increased sensitivity to situational needs and expectations from other people. Additionally, stressors associated with childbirth and marriage are common especially among students who juggle both motherhood and school. Apart from gender, Campbell et al. (2019) add that minority students, including African American students, experience additional stressors associated with racial discrimination, poor adaptation to the university culture, poor access to culturally-centered student support, and financial problems. These issues are among the causes of high dropout rates among African American students.
Group Environment
The group session was conducted within the College Campus inside a lecture room because it was easily accessible to all the members. The session went on well despite the background noise from the other college students.
Facilitation Style
As the group facilitator, I believe that my style is laid back and conversational to create a relaxing environment and encourage interaction among the members. I used many skills during the session including active listening, self-expression, self-disclosure, clarification, timekeeping, encouragement, member support, and providing information and resources. The skills that facilitated effective group process included self-expression, focusing on group communication, clarification of content provided by the members, encouraging group sharing, and self-disclosure. Active listening skills helped me gather data on the causes of stress and coping strategies from the members. Providing support and information regarding resources were actionable responses that demonstrated my concern and enhanced coping skills for the members. The information I provided with the help of my co-facilitator included anxiety and stress reduction techniques. The members were given aromatherapy stress candles and sleep sprays they could use on their pillows to encourage a good night’s sleep. The skills I used were most effective because the session went well without any conflict or incidences.
Process Recording
| Transcript of the group | Skill Demonstrated | Process Issues |
| Katia: Our topic today is managing stress through the semester as we are all college students. So am gonna begin by giving some basic housekeeping rules. We ask that everyone respect each other. In doing so, if you would like to share with the group, please raise your hand. Lamontaca or I will acknowledge and allow you the opportunity to take the floor. Please do not interrupt while others are speaking.
We ask that you turn your cell phones on vibrate and if you may need to take or make a call, please feel free to step out of the room. Allow yourself to be fully present during the session. We are hopeful the information being shared is helpful as you continue to navigate through your academic journey. My name is Katia and this is (introducing the co-facilitator) Lamontaca who will be the co-facilitator today. Lamontaca: I want to start with a few statistics. Studies show that stress is common among college students. 65 percent drop out due to stress or other mental disorders. |
Verbal communication skills when introducing group members to the session and the co-facilitators. | I felt that this was an introduction section and it was necessary. The members seemed eager about the session. |
| Katia: So just so you guys are not nervous because we are as well. We would like to start with a small icebreaker just to get to know each other a little bit. So we will play two truths and a lie. Basically, you describe two truths and a lie and the rest of the group will try to determine which one is the lie.
Katia: Whoever wants to begin will raise their hand. Member 1: I’ll go. My name is Lashawn and I am a senior. My favorite color is pink, and I am pregnant. Member 2: Am sorry, could you explain what we are doing here? Katia: Explain, what part Member 2: The game, Katia: You state two truths and one statement that is not true and it’s up to the group to guess the statement that was not true. You good now? Member 2: Okay Katia: So who’s wants to take the lucky guess on which stamen is not true? Member 3: Umm, you are not pregnant. Are you pregnant? Member 1: Yes Member: Aw, so your favorite color is not pink, I was going to say that because I have never seen you in pink. All members: (To Lashawn) Congratulations. Member 1: Thank you Katia: So who wants to go next? It’s okay if you don’t want to. (Four more members, including me and Lamontaca, the co-facilitator, described two truths and one lie in the game and the members eagerly participated in guessing the lie.) |
Directing Skills.
Questioning skills. Linking members’ communication. |
The group members responded well to the activity and were relaxed throughout the activity. I felt that we could continue with our agenda because we were all more comfortable with each other. |
| Katia: We just wanted to get you guys more comfortable…(a member lifts her hand) Yes Ma’am
Member 2: So I would like to ask how, for people who have never been in support groups, how do you make them more comfortable, like breakout? Katia: I was about to get to that. The reason we played the game was to get rid of any jitters including ours and get to you guys comfortable enough to share about the stress you have experienced during the semester, we wanted a more informal discussion which is an interactive discussion where you guys talk and vice versa. |
Clarifying content
Responding to others Guiding group interactions |
Since the members responded well to the activity, I felt that I had to explain why we did it so that we were all on the same page. |
| Katia: So I will just dive right in. So my first question is how many of us deal with stress throughout the semester? And if you do, we want to know what are the reasons why you are being stressed? Anyone?
Member 1: I would say, trying to juggle work and I got the news that I was pregnant and this was hard especially when am trying to graduate but I had to look at the positive side. I want to ensure that I do my internships, my assignments are up-to-date, and pass the assignments with good grades, above-average better than a C. Katia: What are the ways you manage stress Member 1: Ummm…Sleep (members laugh) Sleep, listen to music, and I have a mother Katia: So sleep, getting rest, and supportive network… Anyone else? Member 2: Can you repeat the question for me? Katia: Sure Lamontaca: So she asked how many of us deal with stress during the semester and how does the stress affect your academics? Member 2: For me, I will say that the stress does not affect my grades so much but it affects the attendance (other members nod in agreement) because I can find time to work from home but not to go to class especially when am stressed out. Just knowing that am missing class makes it more stressful because am not doing my best. Katia: What are some ways for managing this stress, self-care, or practices? Member 2: For me, I move when am stressed. I have weights and stuff in my house and my partner and I want to convert the second room to a gym and invite people over. So working out helps me relieve stress. Katia: So some of the things you said were some of what we wanted to talk about including attending classes and getting good grades and how they stress students out. Umm… Lamontaca: So to pick up from Katia, some other points researchers found are procrastination. Just trying to minimize such situations is important. I know we are students so financial barriers and family expectations are sources of stress. Katia: Like you said, your personal obligations such as having a child while at school also cause stress. Creating a balance between school, work, and personal obligations. When taking exams, waiting for the last minute and cramming also causes stress. |
Questioning and probing | The members responded well to the question by providing clear answers on the causes of stress. I felt that the conversation was going as expected. |
| Lamontaca: So to turn those triggers into some positive ones, what are some ways you guys feel we can relieve stress when trying to complete the semester?
Member 3: Find something you like doing and do them to find a good balance and create enjoyable moments. Member 1: I would say don’t wait till the last minute. For example, when writing essays I start earlier because they are difficult for me. I start with an outline and describe it how it relates to me. I have learned to incorporate personal views and back them up to add more content. Katia: So to piggyback on what you are saying when you feel stressed by an assignment you can ask for help from your peers or professor to know their expectations. Anybody else who wants to speak about changing our stresses? Member 2: How many students drop out due to stress Katia: I said almost two-thirds due to stress, anxiety, and mental disorders. Member 2: I believe it. It’s easy because people tend to give up. Like me I give up because I don’t know how to deal with stress. Member 4: It’s the same for me; I stop caring and am over it especially if you get other responsibilities. Member 2: It’s easier to withdraw and become a statistic. |
Requesting information.
Questioning and probing. Providing advice. |
The members provided clear information regarding methods of relieving stress. I felt that the group interaction was very good and encouraging to me and my co-facilitator. |
| Lamontaca: To cope with stress, we start with self-care. We should be mentally, emotionally, and physically prepared to take on our issues and learn to take breaks. Also, do your best and stay present at the moment. We also wanted to practice activity with you.
We have a pillow and some sleep spray to relieve stress and anxiety and help us get a good night’s rest. So we will spray some of this. A couple of sprays will facilitate a great night’s sleep and prepare you for the next day. Member 2: Is that the lavender thing, there is also lotion for that, my mum got that. Katia: We will leave you guys with other resources. There is the counseling center, the student services to get some support, you can also go to your academic advisor to get advice on schooling Thank you all for coming out. I hope that the tools and whatever we shared will help. Does anyone have feedback for us? Member 3: I enjoyed it a lot and I feel that we should meet again and we support each other to feel more accomplished. The bond can help us relieve stress. Member 2: We need to lean on each other and use our support to the best of our ability Lamontaca: Thank you all for taking your time, if you need further resources reach out we can be accessed on the second floor of the health and human services building room 201 Katia: We also put together some bags to help with stress management. Aroma therapy stress candle, sleep spray, and stress cream to relieve anxiety. We also have info on anxiety stress pressure points when you are seated. I will just have them out to everyone (hands out flyers). That can help. There is also a long list of stretches. Members: thank you Katia: thank you guys, if you don’t have some other questions or concerns you are dismissed. |
Supportive skills
Providing information and resources to members. |
The members appreciated the information we gave and the stress-relieving items we provided. I felt that the session was successful and I look forward to future sessions. |
Performance Critique
I feel that I successfully facilitated interaction within the group with the help of my co-facilitator. The skills I applied effectively included communication skills (verbal and active listening skills), questioning skills, directing skills, clarification skills, and timekeeping. I facilitated effective communication with the members and engaged in active listening to get their points. I also applied questioning skills to gather information and directing skills to lead the discussion. I often clarified the content provided by members and ensured that the group session was completed within the allocated time. The skills I need to improve on include attending skills, focusing skills, summarizing skills, synthesizing skills, and communication with my co-facilitator. I should improve on attending skills because I did not focus enough on non-verbal behaviors such as body position and eye contact. I also need to improve on my focusing skills because in some cases, the group conversations went out of topic. I also need to incorporate summarizing skills effectively in the future because I did not present the information gained during the session to the group and failed to give the members a chance to reflect on the content. Additionally, I need to learn how to synthesize both verbal and nonverbal cues to determine any trends in the actions and words demonstrated by the members. Finally, I need to enhance communication with my co-facilitator to ensure that we both participate equally in the group process.
Assessment of the Co-facilitator
Lamontaca, the co-facilitator in the group was helpful since she ensured that I kept time and focused on the topic. She also provided crucial information regarding stress to the members. However, I feel that she should have been more communicative because she spoke less than me and some other members and also used a low tone.
Challenges of co-facilitation
The main advantages of co-facilitation in group-work practice include supporting the facilitator, giving feedback regarding group interactions which promotes professional development for the facilitator and improved problem-solving ability. Co-facilitators also provide an alternative frame of reference on the group interactions that may help view the interactions from different angles. As a result, facilitators can improve the accuracy and completeness of assessments they make regarding the interactions and promote easier planning for future sessions (Lucas & Whitaker, 2014).
Advantages of co-facilitation
Co-leadership requires coordination when planning for meetings including deciding on group topics and activities which may be challenging if both facilitators have different perspectives or use different approaches. Any conflict may negatively impact group outcomes because members may take the side of one of the facilitators making it difficult to solve the conflict. Facilitators who cannot work together well are poor role models to the members (Lucas & Whitaker, 2014).
References
Aizawa, N., & Omori, M. (2021). The mediating effect of cognitive appraisal on the relationship between sleep habits and the stress response among Japanese female college students. BMC Psychology, 9(1). https://doi.org/10.1186/s40359-021-00602-w
Campbell, S., Carter-Sowell, A., & Battle, J. (2019). Campus climate comparisons in academic pursuits: How race still matters for African American college students. Group Processes & Intergroup Relations, 22(3), 390-402. https://doi.org/10.1177/1368430218823065
Lucas, M., & Whitaker, C. (2014). Model of co-facilitation for supporting group coaching-supervision. International Journal Of Evidence Based Coaching And Mentoring, 12(2), 1-9.
Saleh, D., Camart, N., & Romo, L. (2017). Predictors of Stress in College Students. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.00019
Toseland, R., & Rivas, R. (2021). An Introduction to Group Work Practice (9th ed.). Pearson.