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Running head: ANALYSIS OF INTERPERSONAL GROUPS 1

Analysis of Interpersonal Groups

Darnetta Glover

Dr. Jim Cook

CCMH/568

November 2, 2020

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Analysis of Interpersonal Group

he relationships' changes are that everyone has entrusted each other with things that they

have never shared before. However, I still feel like the outsider looking in because this group

has known each other longer, and me sharing too much of my personal feeling I'm not there

just yet. The interpersonal process integrates an individual's ability to give feedback and receive

feedback from peers (Chen & Rybak, 2017). In this case, I can receive input but reluctant to

provide input and perspective about things.

The group interacts with the facilitator; even though there is no one facilitator in this

group, we all look to Lupita to get things started. Lupita guides the group in most areas; she

does not provide opinions; instead, she draws out thoughts and ideas from the group members.

The facilitator develops a structure that allows each group member's ideas to be heard

(Markowitsch, et.al, 2020). The members feel good about their contribution; Lupita asks

everyone to share our masks that everybody does, including herself. The most beautiful part is

that the facilitator makes sure that the group feels that the ideas and decisions are theirs and not

the leaders' (Chen & Rybak, 2017). I noticed that the facilitator did not criticize anyone's ideas

instead supported each one of us.

Each member interacted great with one another. Interpersonal relationships have been

strengthened in the group. It's a significant element because we develop a sense of who we are

based on the group members' perceptions and reflections. Group members respected everyone's

ideas and no interruptions when one was communicating. I enjoyed the fact that the group

members reflected on and made sense of emotional disclosures for increased awareness and

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growth. We were sharing effectively, which shaped the interactions in the group, which was

quite impressive. The group built ideas on each person's reflection and emotional experiences.

There are no power issues present; however, the team pushes Lupita to be empowered by

letting her know that she is excellent at getting the group started. The group members feel that

Lupita is their leader even though she makes the role to be decentred. She is influential,

attentive, and holds the perceptions of authority (Chen & Rybak, 2017). The group members

were comfortable about Lupita being the leader; hence the group presented no power issues. I

felt that Cindy was a co-facilitator that increased the ability to respond to individual problems

and difficulties that emerged effectively.

We discussed conflict; however, because the group came up with rules at the beginning

of the first group, everyone understood. In this case, I would say that the group members

integrated collaboration, which means that the group respected the opinions and ideas. Each

member had a high degree of self and was thoroughly invested in the relationship

(Whittingham, 2018). The group highly achieved communication competence; it contributed to

conflict management in the interpersonal group. The group members were satisfied hence

leading to positive problem-solving in the future and strengthen the overall relationship.

There were no roles implemented by the leaders. It was an inclusive group where the

leader did not assume the position to influence the group members. It was more of a let us all

voice our issues and concerns to find the best solution and reflect on other people's

perspectives. The leader should have assumed conflict management during sessions and

managing communication even though the rules have been made clear and familiar among the

group members (Chen & Rybak, 2017).

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Lupita is the leader; all others are just members. The group members assumed the role of

communicating effectively in the group. The group members also exhibited coping skills and

established feelings of understanding. The members have met group cohesiveness by

enhancing a sense of belonging (Foster, et.al, 2020). Lupita encouraged the group to express

ourselves openly, increasing the ability to strengthen the interpersonal relationship and build a

foundation for group therapy and interventions.

The therapeutic factors in this specific group psychotherapy include: Instilling

hope. Hope is crucial in process groups because it provides the possibility of better outcomes in

life. Universality; the group therapy process provided each member with the feelings of not

being the only ones who have faced the problem; clients will encounter other people with

similar issues. Imparting information: the group members exchange information and reflect on

what they have learned; our group had to reflect on what each member shared hence

encouraging change. Altruism, the group members tried to reach out to one another to provide

assistance and insight, increasing self-esteem. Imitative behaviors; the group members started

to model new behaviors from the therapist and the surrounding hence impacting change. Group

cohesiveness; We all felt a sense of belonging, considering that each group member was

nurtured and empowered in one way or another (Foster, et.al, 2020).Carthasis; the group

members felt a shift in how they perceive life based on the insights provided through the

interactions. Existential factors such as loss or death tend to surface, allowing them to discuss

them in a safe environment openly.

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References

Chen, M. W., & Rybak, C. (2017). Group leadership skills: Interpersonal process in group

counseling and therapy. SAGE Publications.

Foster, S. J., Harris, R. E., & Hudson, D. (2020). Introduction to Group Counseling and

Dynamics. Group Development and Group Leadership in Student Affairs, 3.

Markowitsch, S., Langner, L., & Zolles, M. (2020). Group facilitation–approach to a definition

by three women. Person-Centered & Experiential Psychotherapies, 19(3), 215-227.

Whittingham, M. (2018). Interpersonal theory and group therapy: Validating the social

microcosm. International Journal of Group Psychotherapy, 68(1), 93-98.