Group Exercises
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JacobsSchimmelMassonandHarvillChapter9.docxJacobs, Schimmel, Masson, & Harvill: Chapter 9
Rounds
The value of rounds cannot be overemphasized—no skill, technique, or exercise mentioned in this book is more valuable than a round. There are three kinds of rounds:
· (1)
the designated word, phrase, or number round;
· (2)
the word or phrase round; and
· (3)
the comment round .
Designated Word or Phrase Round
Designated Word or Phrase Round
By designated word or phrase, we mean that the leader asks the members to use one, two, or three possible choices when responding to a question or issue, such as “yes or no” or “very helpful,” “helpful,” or “not helpful.”
Example
Leader:
I want you to think about the film you just saw and give your reaction using one of three descriptions: “very valuable,” “valuable,” or “not valuable.” (The leader gives members a moment to decide and then goes around the group, hearing from everyone.)
The round helps keep one member from commenting for a long period before the others have had a chance to react. Also, by hearing the members’ reactions, the leader can lead a better discussion.
Examples
Leader:
Let’s start with a round of here/getting here/not here—that is, are you focused on what we are trying to do and what you can contribute and learn from the group, or are your thoughts somewhere else? If you are focused on the group, say “here”; if your thoughts are somewhere else, say “not here.” And don’t be afraid to say “not here.” If you feel you are getting here, you can say that.
Rudy:
Here.
Julie:
Here.
Alice:
Getting here.
Merv:
Not here.
Kelly:
Here.
Mel:
Not here.
Leader:
Is there anything we can do to get you more here?
Merv:
I’m getting here—I’ve got a job interview at 4:00 today, and I am nervous.
Mel:
I’m tired. Also, I didn’t eat lunch. I’ll get here.
Leader:
Okay, then we’ll begin. Merv, would you want to take 5 minutes to discuss your job interview before we get into the topics for today, which are what to do when you slip from your diet and how to handle holiday feasts?
Group Counseling Skills
Use of Rounds
Watch video 9.1 (Here–Not Here Round) for a discussion of the value of rounds and demonstration of the here–not here round.
Leader:
(Near the beginning of the session) Who has something they would like to talk about tonight? We’ll do a simple yes-or-no round. If you have something you’d like to discuss, just say yes; if not, say no. (Pause) Frank, we’ll start with you.
Frank:
No.
Eric:
No.
Fred:
Yes.
Yes.
Tracy:
Maybe, not sure. If we have time, check back.
Martin:
Yes.
Hero:
Yes.
Leader:
Because there are a number of yeses, briefly, what is your yes about?
Fred:
Mine is about fighting with Mom about playing football.
Aba:
I want some help on how to handle it when I see my dad for the first time since he left 3 years ago. It is going to happen in 3 weeks.
Martin:
I want to talk some more about getting along with my stepdad.
In this round, the leader quickly found out that there were a number of people wanting to work on some issue. The follow-up for the yeses was helpful to determine who was in need now and who could wait if need be. This kind of round is especially helpful in support, counseling, and therapy groups, because the leader has no way of knowing who has concerns they want to bring up.
Group Counseling Skills
Use of Rounds
Watch video 9.2 for a demonstration of the yes/no round.
Designated Number Round
The 1–10 round can encourage members to think more specifically about the topic. Also, a 1–10 round usually generates interest because members are curious about how their rating compares to that of other members. Here are some examples:
· On a 1–10 scale, with 10 being very comfortable, how comfortable are you being in the group?
· On a 1–10 scale, with 10 being very much, how much did you like the article you read for this week?
· On a 1–10 scale, with 10 being a lot, how would you rate the amount of fighting, arguing, and tension in your early home environment?
· On a 1–10 scale, with 10 being great, how would you rate your current love relationship?
Group Counseling Skills
1–10 Round to Shift the Focus
View video 7.3 again. Watch how the leader used the round to shift the focus in order to concentrate the members on a new topic and to gather information about their struggle with the topic.
For this round, the members are asked to respond with only a word or a short phrase because the leader wants members to keep their comments brief. Here are some examples of word or phrase rounds:
· In a word or phrase, how are you feeling about being in this group?
· In a word or phrase, how would you describe your feelings about school?
· In a word or phrase, how would you describe our task as you see it?
· How would you describe your feeling about exercising in just a word or phrase?
Group Counseling Skills
Opening Round—Word or Phrase
Watch video 9.3 for a demonstration of a word or phrase round.
Comment Rounds
The comment round is used when the leader wants members to say more than just a few words, either because the leader thinks they will benefit from hearing comments or because the question does not lend itself to a word or phrase answer.
· Let’s do a brief round of progress reports—how has the week been? What have you tried?
· I’d like to get a brief reaction from each of you regarding how you think we should approach the task.
· When you think of parenting, what is hardest for you? Let’s hear from each of you briefly.
By using a round instead of just asking the question, everyone will get a chance to speak, instead of just one or two eager members.
9-1aUses of Rounds
In this section, we discuss eight uses of rounds.
1. Build comfort, trust, and cohesion
2. Get members focused
3. Gather information and locate energy
4. Shift the focus to involve all members
5. Draw out quiet members
6. Deepen the intensity
7. Process exercises
8. Summarize
Use of Rounds to Build Comfort, Trust, and Cohesion
Rounds provide an easy way for members to talk and thus often help members feel more comfortable. Simple and specific information rounds during the first and second sessions, when members are still getting to know each other, can be useful in building comfort and trust. Members are curious about each other, and rounds can satisfy some of that curiosity. Information rounds help members feel linked to each other when they hear that their situations are similar.
Use of Rounds to Get Members Focused
The round gets members to focus on an issue or topic in two ways: First, members have to think of what they are going to say; and second, members listen to others as they comment on the subject at hand. Any of the three kinds of rounds can be used to focus the group.
Examples
The group is made up of first-year college students who are having difficulty adjusting to college. To get the group focused, the leader might say one of the following:
Leader:
On a 1–10 scale, with 10 being very well, how well did the week go for you?
Leader:
In a word or phrase, how would you describe your week?
Leader:
Let’s do a quick round. I want you to think of the best and worst things that happened to you this week. I’d like to hear from everyone.
Use of Rounds to Gather Information and Locate Energy
At various times, a leader wants to know how members are thinking and feeling about some issue, topic, or assignment. The round is an excellent way to get this information in a quick, controlled manner. The following example further illustrates the value of rounds with respect to focusing, gathering information, building interest, and locating the energy in members.
Examples
This group consists of four students who are doing a placement at the mental health center. The leader decides to start with a round to find out how much the students know about medications.
Leader:
I want to get some idea of what you know about therapeutic drugs. On a 1–10 scale, with 10 being quite a bit and 1 being very little, how would you rate your current knowledge?
Jan:
Uh, about a 2.
Deepa:
1.
4.
Art:
8 or 9.
Leader:
Art, why an 8 or 9?
Art:
I did a 3-hour independent-study course on medications and wrote a 25-page paper on the subject. I’m glad to be here, though—I want to learn more.
Leader:
Good, and certainly feel free to comment. Let’s do another round; then we’ll get started. How do you feel about using drugs as a form of therapy? Respond with “believe in them,” “don’t believe in them,” or “not sure.”
Jan:
Not sure.
Deepa:
Believe in them.
Eddie:
Don’t believe in them. My brother has had all kinds of medications, and he is still not any better after 3 years.
Art:
I started out a nonbeliever, but after doing the paper and talking to different therapists, I see some value in medications in certain situations.
Use of Rounds to Shift the Focus to Involve All Members
If one person has been talking for a while, the leader may use a round to get other members involved. Members who have been drifting away during the session often get re-involved when asked to participate in a round.
Example
It is the second meeting of a support and therapy group for teenage boys. Andre has been talking for a couple of minutes about how bad his home life is.
Andre:
… and it really is unbelievable how strict it is.
Leader:
Andre, I want to get everyone in on this. Each of you think for a minute of a word or phrase that describes your home life; then we’ll do a round where each of you will comment. (Leader waits a few seconds and scans the room to see when the members seem ready.) Okay, let’s start here on my left, with Gary.
Gary:
Well, you see they are divorced and, uh, it all started…
Leader:
Gary, let’s do this for now: Tell with whom you live—like mom, brother, sister—and then add the word or phrase that best describes your home life. (The leader changes the round a little, realizing that the group would benefit by hearing each person’s living situation.)
Okay, my mom, my grandmother, and my two older sisters. As for a description—lousy—everyone is always bossing me around.
Tim:
My mom, my stepdad, and my little sister who is 2. My other brother lives with my dad on the farm. As for how it is at home—bad. My stepdad and I hate each other! Just last week—
Leader:
Hang on, Tim. Let’s get everyone to comment; then we’ll come back to you and others.
Asid:
I live with my mom and dad. They are real old, though—in their fifties. They just don’t understand how things have changed.
Rick:
I live with my grandparents—my mom can’t handle me with her three other kids. My real dad—well, I don’t know where he is; I think he’s in Georgia—he left when I was 2. As for things with my grandparents, well, they are okay, I guess. Boring, but my grandparents let me do what I want. (The leader lets Rick speak a little longer than the others because up until now he has not said very much in the group.)
Joe:
I live with my uncle—my dad was killed in a car accident, and my mom is in the, uh, well, the hospital. Nerves and stuff. It’s bad—my uncle really doesn’t want me there. (Joe is the last person.)
Leader:
Let’s talk about how your home life affects your behavior; that is, how the environment you live in may be contributing to some of your problems in school and on the street.
After this round, the leader has much more information and a much clearer idea of the kinds of home conditions members are experiencing. The round opens up options and aids the leader in deciding where to focus. Also, the members are now more involved in the topic.
In the preceding example, the leader, wanting to focus the entire group on the topic of home environment, spun off from what Andre was saying. There will be other instances when the leader will want to involve all the members because the member talking needs to be cut off. For example, in the following group, business executives are discussing how to bring more enjoyment to their lives. One member has been talking on and on about his summer vacation plans, and the leader interrupts him:
Leader:
Jamil, let me jump in and pick up on what you were saying about summer plans not being fun-oriented. I want to get each of you to think about your summer and briefly say what your plans are and if they are fun-oriented. I’ll give you a few seconds and then we’ll do a round.
In this example, the leader used a round to stay with the topic and expand it to include the entire group.
Use of Rounds to Draw Out Quiet Members
By definition, a round gets everyone to respond, thus giving the leader greater opportunity to encourage members who have remained silent for a long time to share. If a leader wishes to encourage a certain member to share more, she can end the round with that member. When the round ends, the leader can naturally focus on the last person who talked—the one the leader wants to draw out.
Use of Rounds to Deepen the Focus
In support, growth, counseling, and therapy groups, rounds can be used to get members to delve deeper into their thoughts and feelings.
Leader:
I want each of you to think for a minute—what do you believe affects your feelings of personal worth the most? Now really think about this—think of a person or situation in your daily life that would describe this. It may be “Mom,” “work,” “my weight,” or something else. What would it be? We’ll go around and get each of you to comment.
In the next example, the leader uses a comment round to deepen the focus for members in a group for widows.
Leader:
Now that we have shared how each of you came to be a widow, let’s go a step further and talk about your feelings and fears. In a couple of sentences, how would you describe what you have been feeling since your husband’s death?
Use of Rounds to Process Exercises
After a group exercise, the leader may want to get a sense of what all the members are feeling and thinking. A good way to do this is by using a round. Sometimes a quick word or phrase round will provide a lot of information. Another benefit of processing an exercise with a round is that it keeps the dominating member from taking over, because the leader is calling for only a word or a phrase. Very often beginning leaders let the first person who speaks continue for a long time without hearing from the others. Frequently, the first person to speak is not the one who really wants or needs to work on something. By using a round, the leader has a much easier time cutting off the talkative member.
Use of Rounds to Summarize
At times the leader may want to use some kind of round as a way to summarize reactions to the session. A round gives the leader a chance to hear the important things that members experienced. The leader can then close the group, addressing the important comments heard during the round.
9-1bAdditional Comments about Rounds
In this section, we discuss six additional aspects of rounds.
2. Where to start a round
3. Stopping in the middle of a round
4. Handling members who are hesitant to talk
5. How to process a round
How to Set Up a Round
Rounds, like any other group activity, have to be set up properly. The leader has to think about when a round would be useful and then introduce it in such a way that the members understand what is being asked of them. The leader also needs to allow enough time for members to formulate their answers and not let an eager member start before the others are ready. Leaders who lead groups with elementary-aged children should be aware of the possibility that the round produces all the same responses from the members so the leader will want to be creative by possibly having the members to write out their responses.
Where to Start a Round
It is a good practice to vary the starting point of rounds so that different members get to speak first and last. It is important to think about where you start and end your rounds. In some groups there will be members who always tend to be negative. By arranging the round so that the negative members are neither the first nor last to speak, the leader gains some control over the tone.
Avoid beginning with members who are long-winded or always confused about what the group is trying to do. If a member tends to ramble, it is easier to cut her off if she is not the first or last person in the round. As we have mentioned earlier, on occasion the leader will want to end a round with a certain member in order to draw out that member.
Stopping in the Middle of a Round
Normally it is best to finish any round, especially a serious round where members have had to give much thought to their answers. If the leader does not complete the round, the members could feel stranded. But the leader must be flexible; if she is conducting an information round that is not of a personal nature, stopping in the middle of the round can be fine. During an information round, a good topic may be raised, and the leader can spin off from it into a group exercise or mini-lecture that is more beneficial than completing the round. If the leader does stop a round in the middle, it is best for her to acknowledge that she is aware of doing so. The leader can quickly scan the group to see if any member seems upset at stopping.
When doing a serious, personal round, there will be times when a member might begin to cry or indicate the need for immediate attention. The leader then has to decide whether to continue the round or work with the member. The leader has two options from which to choose:
· The leader can work with the member, stating that she will try to get back to the round.
· The leader can explain to the member that she will come back to him but that it is important to let everyone share.
Handling Members Who Are Hesitant to Talk
When doing rounds, there will be times when a member either refuses to comment or can’t comment because of fear, confusion, or lack of anything to say. If the refusal is based on fear, skipping that member is usually the best policy. Some beginning leaders make the mistake of focusing on that member, which often makes the individual feel even more uncomfortable. If the refusal is based on a negative attitude, the best policy again is to move on to the next person. Although the purpose of rounds is to hear from everyone, the leader should rarely push someone into commenting. If a member is not ready to comment when her turn comes, simply tell her you will come back to her at the end. Be sure to do so!
How to Process a Round
Processing involves discussing the responses in a focused, conscious manner. If a leader conducts a 1–10 round or a word or phrase round, he has many options for following up:
· The leader can ask different members questions about their words or ratings—for example, why they were low or high.
· The leader can pair up the members according to their answers or ratings and have them discuss the topic further.
· The leader can focus on one member specifically.
· The leader can do a follow-up round for further information.
Examples
The leader has just completed a round asking, “Is there someone in your life right now with whom you are angry?” Everyone has responded “yes.” The leader then does a follow-up round:
Leader:
We’ll do a second round. I want you to state who this person is; that is, mom, friend, boss, or whoever—then in a sentence or two, state what your anger is about.
Doing both of these rounds gives the leader a lot of information to work with and gets the members focused on the topic.
The leader has just done a round asking how each member of a group of women sees her present love relationship. The round has just ended and the leader processes the round by focusing on one member.
Leader:
I want to go back to what Melba said. Melba, what exactly did you mean by distant? Did you mean you feel distant or that the relationship is distant?
The leader has just completed a word or phrase round on the members’ reactions to three chapters in a book and decides to focus on a topic.
Leader:
It seems like many of you got something out of the three chapters. Let’s start with the first chapter—some of you said this was the best reading so far. Nelly, you mentioned that the chapter made you think about how change is possible. Let’s talk about change.
Overusing Rounds
Even though rounds are very valuable, beware of overusing them. Some beginning leaders conduct one round right after the other. Overusing rounds can cause members to become bored, confused, or resentful of what they may view as a gimmick. Use the rounds to get members focused and thinking, not to fill time.
Dyads
A dyad is an activity where pairs of members discuss issues or complete a task. Dyads are immensely valuable because they can be used for so many different reasons.
9-2aUses of Dyads
In this section, we discuss eight uses of dyads:
2. Warming up members and building energy
3. Processing information and group exercises
4. Finishing a topic
5. Getting certain members together
6. Providing leader–member interaction
7. Changing the format
8. Providing time for the leader to think
Developing Comfort
Leader:
So you can get a little more comfortable with some of the other members, I would like each of you to pair up with someone whom you don’t know very well and share why you decided to be in this group.
Leader:
We are going to do something a little different now. I am going to ask you to get into pairs and talk for a few minutes, and then we’ll come back to the group and share your various thoughts. This way you’ll get to know one other member a little better and you’ll get a chance to share your ideas. I’d like you to share your ideas about .
Leader:
I would like you to get into pairs and discuss how you are feeling about being in this group. Discuss your hopes, excitement, and fears.
Warming Up and Building Energy
Warming up and creating energy are often needed when beginning a group and introducing a new topic. One option is to begin a session by having the members get into dyads: The leader asks the members to pair up and talk about such things as their week, the assignment, their hopes for the session, or their progress on a project.
Examples
This career-awareness group for 11th graders is beginning its third session.
Leader:
Let’s get started. (Pauses until members become quiet.) To get warmed up, I am going to pair you up and have you discuss some of the things you have thought about as a result of our last meeting. As you recall, we spent a lot of time talking about the pros and cons of college and technical school. What have you thought about? We’ll take just a couple of minutes to do this. Get into pairs.
In the following example, dyads are used to warm up a group of parents regarding their feelings about having a child who is mentally and physically challenged.
Leader:
During the next few minutes you are going to get a chance to share your feelings about your child. To start with, I’m going to ask you to pair up with a person next to you and for about 3 minutes share two or three of the hardest things you have dealt with as a parent; then we’ll come back to the large group and continue that sharing.
Topics such as sex, marital problems, or fears often can be shared more easily in a dyad than in a large group. By starting the topic with a dyad, the leader can get members focused and ready to share their thoughts and feelings.
Leader:
We’ve agreed that sex is an important issue to discuss. Let’s begin by pairing up and talking about some of the things you’d like to explore. Talk about any topics you think would be good to bring up and any concerns you have about discussing sex.
Processing Information and Group Exercises
Members can also benefit from dyads when they have just learned some new material or have just completed a group exercise. The dyad provides each member with the opportunity to give reactions, share ideas, or raise questions. If the leader processed the exercise or information in the large group, more time would be needed and also considerable time would elapse before the last few members got to speak. The dyad allows everyone to share immediately.
Finishing a Topic
Dyads can be helpful in ending a discussion about a topic because they are a good way to give everyone a chance to talk when the leader needs to save time.
Example
The group members have been discussing ways of improving their relationships with their parents; the leader feels that the topic is winding down and that the group needs a break.
Leader:
I think this discussion has given each of you food for thought. Before taking a break, I’d like you to get into pairs and talk about what the last 30 minutes have stirred up in you and what you are going to do differently, if anything. We’ll go for about 5 minutes and then take a short break. Be sure to focus on your relationship with your parents.
Getting Certain Members Together
In some group situations the leader may want to get certain members talking to each other. This may be because they have something in common, such as both being single parents or both recently experiencing the death of a parent, or it may be because they don’t feel comfortable with each other and the leader thinks that if they had a few minutes together some of the discomfort might dissipate. Another reason to pair certain members is because they have differing views on an issue. As the leader gets to know the members and as issues come up in the group, the leader may see the usefulness of dividing the group into pairs to give certain members a chance to interact with one another.
Providing Leader/Member Interaction
Whenever a leader needs to spend more time with a member—helping to finish something, providing encouragement, or helping to clarify something—the leader can put the members into dyads and pair herself up with that member. The leader can also use the leader–member dyad to get to know the members better.
Changing the Format
Dyads also can be used to provide a refreshing change from sitting in the group and are useful whenever the leader senses that members are restless. Members often value the opportunity to talk to just one member.
Providing Time for the Leader to Think
Because groups are so unpredictable, there may be times when the leader needs some time just to think. By placing members in dyads, the leader obtains a timeout period without the group actually taking a break. The leader gives the members something relevant to talk about in their dyads while she plans what to do next.
9-2bPairing Members for Dyads
In the examples given so far, we have, for the most part, implied that members choose each other without any specific instructions from the leader. Often this system works fine. However, on many occasions, the leader will choose to facilitate the pairing, either to make the process go smoothly or because the leader has a particular goal in mind.
Members Choose
One approach to pairing is allowing members to choose whomever they wish to be with in a dyad. The leader can say, “Pair up with someone” or “Choose a partner.” Usually members pair in the most comfortable way possible. A word of caution here: Although this method usually goes smoothly, the leader should be on the lookout for any negative reactions. The leader needs to pay attention to make sure everyone is in a dyad.
A disadvantage of allowing members to choose on their own is that they often continue to choose the same people and, therefore, do not get acquainted with other members of the group. Because the purpose of the dyad may be for members to have contact with those they don’t know, the leader might say any of the following:
Leader:
Pair up with someone you would like to know better.
Leader:
Pair up with someone who seems to be different from you.
Leader:
Pair up with someone with whom you don’t feel comfortable.
A variation on having members choose at random is for the leader to choose a member who in turn picks a partner.
Tim, pick a partner to be with.
Tim:
James.
Leader:
Okay, Carol, you pick someone.
Carol:
Ralph.
Leaders Choose
By seating
One of the easiest ways to assign dyad partners is by seating arrangement. While pointing at two members sitting next to each other and then moving to the next pair, the leader says, “The two of you pair up; the two of you, and the two of you.” Even in this situation, the leader may want to exercise some control over who pairs up with whom. This can be done by starting the pairs at any point in the circle. Suppose a group of six is sitting in a circle in this order: Joe, Bill, Bob, Sam, Roy, and Ed. If the leader starts the pairing with Joe and Bill, the other two pairs would be Bob with Sam and Roy with Ed. But if the leader wanted to split up Bob and Sam, he could start pairing with Bill and Bob, thus leaving Sam with Roy and Ed with Joe.
One common mistake that beginning leaders make is to say to the group, “Turn to the person on your left and talk about. . . .” This seems as if it would work; however, if everyone tried to talk to the person on her left, no one would, in fact, talk to anyone!
By leader’s discretion
Sometimes the leader will think that some member would benefit by being in a dyad with some other member. In this case, the leader can assign the dyads by saying, “We are going to spend the next few minutes processing what has happened here. Tom, you and Carl pair up; Jana, you and Phil; Isao, you and Sharon.”
The leader may pair people based on similarities or differences. For example, the leader may decide to pair those who feel religion is very important in their lives either with those who feel similarly or with those who feel differently. The pairing would depend on the leader’s purpose. In addition, the leader may want to avoid pairing certain people, such as those who do not like each other or those who have a strong relationship outside the group.
Another point to consider is that the leader can choose whether or not to be in a dyad. At times the leader will want to talk with one member in particular; when setting up the dyads, the leader pairs up with that person. If there are two members the leader wants to be with, the two of them can be put together and the leader joins them. Be careful about not always paring yourself with the same member.
9-2cAdditional Thoughts about Dyads
How Much Time to Allow
When leaders are using dyads to build energy, they should end the dyads before the discussion has peaked, so that the members bring some energy back to the group. However, if the members are working on a task, the leader needs to give them ample time to finish. Keep in mind that some pairs may move at a very slow pace, so the leader should not wait until the very last pair finishes, because the others’ focus and energy will be lost.
Leaders should always tell the members in advance the approximate amount of time that the dyad will last. Sometimes the leader can see that either more or less time is needed once the members have been talking for a while. In that case, asking the members how much more time they need is a good way to judge the amount to allow. It is also helpful to give members some warning before ending the dyad. For example, the leader might loudly say one of the following:
Leader:
We’ll go for another 2 minutes.
Leader:
Please wind down in the next 30 seconds or so and then come back to the large group.
Time warnings are very helpful when there are a number of subjects the leader wants the members to cover in dyads. Often people get stuck on one topic or one person. Also, time warnings help bring dyads to a smooth end. Abrupt endings can cause members to become frustrated and angry with the leader.
Giving Clear, Simple Instructions
Make sure the instructions are easy to understand and that everyone does understand them. Usually the directions are given before the members pair up. However, if the instructions are somewhat complex, it is often better to have members get into pairs first and then tell them what to do.
Making Sure Members Stay on Task
Often members may be slow getting to the task or may stray from the intended purpose of the dyad. The leader may want to remind members of the purpose about 30 seconds or a minute after the dyad has started. To ensure that the dyads are on target, the leader should listen in on each of them for 10 to 20 seconds to hear if they are in fact doing what was asked. If not, the leader can urge the members back to the topic. The leader can also get some ideas for discussion in the large group by listening in.
The Leader’s Role During Dyads
The leader has many options during the time that members are in dyads. It is up to the leader to decide whether or not to participate. In any case, the leader should first make sure that everyone understands the dyad’s purpose. If the leader decides not to be involved in the dyads, the time can be used to plan the remainder of the group. A leader who is participating may pair up with a member, float from dyad to dyad, or join one dyad for the entire time. It is important to remember that while participating in a dyad, the leader still needs to be aware of the time, give time warnings, and end the dyad at an appropriate point.
The Physical Arrangement for Dyads
Usually the dyads take place in the area where the group is meeting. However, at times the leader may want them to meet in other parts of the room or even in other parts of the building. This would be appropriate when the dyads are going to last for a relatively long time (8 to 10 minutes) or the leader feels that the members can benefit from being in a more private, less noisy situation.
Using Triads Instead of Dyads
Although this section is about the use of dyads, there are times when grouping members in threes instead of twos can be valuable. With three people, more ideas or points of view are presented. For this reason, triads are often used in education, discussion, and task groups. Another advantage is that even if one person is not involved, the other two people can interact. A disadvantage is that quiet members may be able to “hide” more easily while the other two members carry the conversation. Also, more time is usually needed for a triad than for a dyad because all members need time to express themselves.
9-3aConcluding Comments
Learning to use rounds and dyads effectively is important for any group leader because they can be used in so many different ways and situations. There are three kinds of rounds: a designated word, number, or phrase round; a word or phrase round; and a comment round. Rounds are useful because they allow the leader to gather information quickly and they help with drawing out and cutting off members. Rounds also can be used for deepening the focus, shifting the focus, and processing an exercise or discussion. A leader should consider where to start and end a round and how to handle a hesitant member. A mistake of beginning leaders is to overuse rounds.
Dyads are important for developing comfort, warming up members, processing exercises, and providing time for the leader to think. The leader has many choices as to when and how to use dyads. Members can be paired up by where they sit, by choosing a partner, or by the leader choosing the partners. It is important to pay attention to the selection process.
Activities
1. Think of a group that you may lead and then think of at least five possible rounds that you could use over a series of group sessions.
2. Think of three major topics; then think of rounds that would help members focus or delve deeper into those topics.
3. Think of a group you may lead and then think of three dyad situations that would be helpful.
Group Counseling Skills
1. View videos 5.1, 5.2 and 5.3 and watch how the leader used rounds in the opening of the group.
1. What do you see as an advantage of using rounds during the first few minutes of a group?
2. How does the leader benefit from using rounds?
2. View video 14.3 and observe the value of the round regarding unfinished business.
1. How did the leader benefit from the round?
2. How did members benefit from the round?
