Psychology Group Leading Proposal Assignment

Transcript

Group Counseling: Strategies and Skills Chapter 7

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INSTRUCTOR>> Next let's tackle a skill that's often overlooked in the literature, yet vital for leaders in their quest to move the group along in a pointed fashion. That skill is called focus. Focus refers to the leader's knowledge of what's happening in the group and the ability to get the group to move in a unified fashion. Just as a camera lens focuses on a subject and becomes clear to the photographer so does the group leader focus their group so that members are clear about what is to be discussed. At a given moment the focus of any group is either on a topic, an activity, or a person. And throughout a session the leader must establish that focus, and then at various times know when the focus should be either held or shifted or depended. In this example the leader uses something very simple but it gets everyone on the same page. It's 10 minutes into the third session.

Group leader>> Alright guys, let me get you guys focused real quick. I know we are supposed to be talking about anger management today so one thing I wanted to talk about was fuses and how long your fuse are-- your fuse is. So I'm going to throw these out here. Now these fuses right here represent anger. Some people have short fuses, some people have long fuses. I want you to pick out a fuse that represents your anger.

>> You stole my fuse.

>> Don't get mad.

PINK SHIRT>> >> I might because mine's very short.

Group leader >> I'm glad you said that. Let me ask you this. Think about your fuse for a second.

[ Inaudible Response ]

Group leader What makes you say that your fuse is that small?

PINK SHIRT>> Because it's-- it's just so easy for me to have something happen and just blow up.

Group leader >> Okay.

PINK SHIRT>> >> And later I might look back and be like wow that really wasn't that big of a deal but at the time it's-- it's like I'm ready to fight about it.

Group leader >> Okay. How about others of you? How about yours?

LADY BLACK SHIRT >> Mine is also extremely short. Kind of that same thing, like I feel if somebody gets in my face about anything, anything at all it's on, like--

>> It's on.

>> Uh-uh it's done.

Group leader >> How about you, my man?

Man Black Shirt>> I'm the same way, like I'm okay when I'm by myself but people just like make me bad a lot of time, especially when I'm driving.

>> Oh, yeah.

>> People cut you off.

Group leader >> How about you?

White shit>> Now see he said when, you know, he's by himself he's okay. No anger is with me all the time.

Group leader >> Really.

White shit >> My mom's angry. When I'm at work I'm angry, and it just-- even in here talking about situations I can just feel myself getting angry.

Group leader >> Really.

> White shit > So this may be actually a little bit longer than-- I'll do what you did, fold that in half because it's with me all the time.

Group leader >> How about you, dear?

Grey sweater>> I got the little one. Evidently, everybody's mad at me for getting that one [laughter]. I got the little one. No, it's-- my biggest problem is my co-workers. You know, I have a couple in particular that absolutely drive me insane and it just-- it makes the day just that much more stressful. You know, it's like it's hard enough at work anyway but then when you've got these co-workers that just get under your skin, yeah, and so I-- I'm having a hard time not doing something that, you know, could really jeopardize my job.

>> Okay.

>> I'm at my last wit's end.

>> Okay.

>> The technique was simple but to the point. Leaders can get the focus by using a simple exercise or by asking a good question. In this segment, we see the leader holding the focus on work related anger. Note how a member attempts to veer away from the focus but the leader holds the focus on a topic.

>> Let's do this. I think a good topic, and we want to-- I think we should divide anger into work related anger and then sort of home and other related. Can we do work today? Because you seem like you had a lot of energy around--

>> Yeah.

>> Go ahead. Why don't you express?

>> It just-- it gets so frustrating to me. It's like we have these projects due and deadlines to meet and I'm the only one that does my share. It's like my co-workers don't do anything and then we all get yelled at. So I'll tell you what, last week, you know, I snapped at two of them because I've had it, you know, I've had it up to here with their antics and, you know, the supervisor, you know, she comes at me and I just don't think it's fair.

>> Okay. Okay we'll come back to you for sure.

>> Okay.

>> I saw a lot of heads nodding.

>> I mean mine's more at my supervisor, I mean, so much anger like towards her because she's so incompetent and irresponsible and, I mean, it kind of feels like my blood boils whenever I just get around her.

>> Okay. We'll work on all of these topics. These are good.

>> Yeah.

>> Yeah, this last week whenever I was at home and I had to talk to the cable company they kept me on the phone on hold for like half an hour and they still wouldn't send anybody out to my house and I go to the point where I was like--

>> Hang on. Is yours about home? Can we do-- wait and wait, do that next week. Is that okay?

>> Yeah.

>> Yeah let's-- let's do work and if you think you have some work related anger. And I want to do that because believe me I've done the cable thing. I don't know what they-- I think they test us to see if we [inaudible] product or something. Go ahead. What about work related?

>> Well I know for me mine comes when people come, my co-workers or somebody comes to me at the very end of the day and they're asking me to do something at the last minute and even last week I got in a lot of trouble for sort of yelling at my shift supervisor.

>> We've got a lot that we'll cover today. Jen, what about any?

>> Similar situation where I probably should have shut my mouth a little sooner than I did with a supervisor, yeah.

>> Here the leader held the focus on work related anger. So often in groups the leader's not aware of the need to hold the focus and this is why so many groups tend to drift from topic to topic. A skilled leader must master both how to hold the focus as well as how to shift the focus. This is what we demonstrate next. As we state in the book, there are many reasons for shifting the focus. In the next two segments we show effective use of shifting the focus. Let's watch the first demonstration where the leader shifts to a different topic. This is a group at a 28-day treatment program and the members have been talking about worrying for about 20 minutes.

>> I didn't think that like worrying could be a choice in your life. It just always seemed something to be in my life. I didn't know that-- I mean I've done it all-- like a long time and I'm so glad that we talked about it because it really helped.

>> Yeah.

>> Me too. I'm really glad because I used to feel kind of silly about worrying about everything.

>> Uh-huh.

>> And I think just talking about it it might help a little bit.

>> It's been helpful? Okay, good. You know let's maybe shift away from this for a few minutes. You've all done some great work about worrying and you know we've talked about it and it sounds like that's been real helpful but you know another topic that sometimes just plagues folks who come to the treatment center is guilt and let's-- let's talk about guilt for a few minutes if we can. Think-- think about-- I'm going to ask you this and I want you to think about this, on a scale of one to 10, 10 being very valuable and one being not very valuable, how valuable do you think it would be for you to-- for us to spend some time talking about guilt, and J.P. we'll start with you and go this way; just a number on a scale of one to 10.

>> At least an eight.

>> Oh okay.

>> Yeah a nine.

>> Nine.

>> I don't know; I'll have to think about this one.

>> Okay, you want to think about that?

>> I'd say yeah definitely at least a nine, like guilt is definitely more of a topic for me than worry.

>> Even more so than worry?

>> Oh yeah.

>> Okay. Joe, how about for you?

>> A 10.

>> A 10, okay.

>> For sure, this is a big part of my life.

>> Okay. Megan, I don't know, did you want to share a number or--?

>> I guess I'm with Joe, a 10.

>> Oh, okay. Okay, so it does sound like us spending some time this afternoon talking about this topic of guilt would probably be very helpful.

>> Mm-hmm.

>> Okay, well I have an exercise that I think will get us focused on the topic of guilt and maybe even be helpful to some of you.

>> In this example the leader shifted from one topic; anger, to another topic, guilt, because she felt that they had covered the topic thoroughly for the time being. A skilled leader's always aware of the focus and whether it needs to shift. In this case the leader could sense that the group needed to shift to something else so she chose another topic that she thought the members could relate to. The next demonstration is toward the end of a group for teachers and the leader needs to shift the focus to close the group.

>> This is really helpful for dealing with parents and--

>> It's been helpful so far. Okay, great.

>> Yeah. I never really thought of it the way that Morgan has been talking about it.

>> Okay.

>> I mean it's certainly helping me to think about it.

>> Mm-hmm.

>> But there's a pair of twins in my class and their parent is so incompetent, like it's really getting out of hand. Like we were getting ready to go to lunch the other day.

>> Okay.

>> And she came in and--

>> Lauren, you know, I might have to stop you for a second.

>> Okay.

>> We might have time for that next week.

>> Okay.

>> But I've been, sort of, watching the time and I notice that we only have a few minutes left for this evening. So if we can let's just, sort of, close our group this evening by maybe Morgan we'll start with you and go around this way, just a comment, a very brief comment about something that has stood out to you from the group tonight.

>> Learning how to communicate was one big thing for me.

>> Okay. Good.

>> Being able to share experiences has been helpful.

>> That was helpful. Okay.

>> Sometimes the leader shifts the focus to the closing phase. The focus can be shifted from a topic to another topic or from a person to another person, or as in this case from one phase of group to another phase. Another important skill with regard to focus is the skill of deepening the focus. Leaders need to be able to deepen the focus in order to have impact on their groups. Watch how the leader deepens the focus. The member has been talking for a while about feelings of worthlessness.

>> I mean I've just never felt like I've been good enough, like that I'm good at anything. My sister's always been kind of the same way except that she, sort of, to cope got into religion and I got into drugs and, you know, I don't really like to hang out with her that much since all of that.

>> Do you want us to help you?

>> Yeah.

>> Go a little deeper.

>> I mean I'd like to.

>> Okay, say some more about this then.

>> I mean I just don't know how I can change it.

>> How you can change what?

>> Feeling like I'm not good or not good enough. I mean I've always felt this way.

>> You're not good enough. Let me do something. I'm going to do this for you all, for-- we're going to focus on Liz. Here each of you take a pen, I've got one left, and I'm going to give you a sheet of paper. I want you to divide the sheet of paper in half or fold it. Maybe fold it if you want to. On one side of the paper, I mean on one half of the fold, you're going to write things that you think Liz is good at or what you-- on the other side you're going to write things you think you're good at. Which side are you doing first, Liz?

>> Not my side.

>> That's what I thought. Things about Liz and then things about yourself.

>> Can we trade?

>> Okay. Let me just ask and we're going to come back to Liz, was it-- what was it easier to do, Liz or yourself?

>> Liz.

>> Liz.

>> Liz.

>> Yeah.

>> Really?

>> Yeah.

>> Mm-hmm.

>> So in a sense all of you can think about somebody else but you don't feel that good about yourself. What did you put for Liz? What's something you put for Liz?

>> Well, earlier she was talking about what you had done for your friend and I think that you're good at being a good friend because of that.

>> What'd you put?

>> When, sort of, like that you're good at just being like real supportive because just in here she's always so nice and--

>> Would you all agree that she's been very supportive?

>> Mine's a lot like that.

>> Go ahead, Joe.

>> I'm sorry. Mine's a lot like J.P's and Liz you're like the first person to speak up in support of somebody else when they're kind of getting down on themselves.

>> Mine was last week when I got really emotional after group ended, like we went out for coffee and stuff and that really helped, you know, for me to just talk more to you and you were so supportive for me.

>> How about for yourselves? What did this do for you to-- to write this? What's your reaction when I had you-- I think when I said you're going to write about Liz and then I said write about yourself, what was your reaction? What did you--?

>> I certainly put more effort into what I thought about Liz. I, kind of, struggled with myself a little bit.

>> Okay and we're going to look at that, and I think that's true; I think it's true for all of you. Lauren, your head's nodding.

>> Well, I put more confident because of coming here but that's because, you know, of Liz and of everyone.

>> Like I almost felt selfish or, you know, I felt weird.

>> Conceited.

>> Yeah conceited writing stuff about me.

>> As you can see here, Ed takes the member and the other members deeper while working with one member. Effective leaders figure out ways to include the other members and get the members to think about themselves. In this example, the leader used the writing technique because he knew that the members thought Liz was outstanding in many areas of her life. In the next demonstration, the group deals with how to get along better with parents. Members have been complaining about their parents and the leader deepens the focus by asking good, thought-provoking questions. Let's watch.

>> I fight with my mom all the time.

>> Yeah me too. My mom's just-- I mean she's so stupid, she doesn't get it. She doesn't get it at all.

>> Well I hate going to my dad's because he never lets me do anything. It's like I get there and just lock down.

>> Okay, so you all have shared complaints about your parents and you know you have issues with them and things that don't go well. I want to ask you this question and I want you to think about this, now really-- really think about this. What-- what part do you play in this not getting along with your parents or having issues because I'm going to guess that you play some role in this? And I know again Eric's looking at me like--

>> No I-- I just-- you know what I'm saying. It's-- it's-- I think it's all my parent's fault. Like, for instance, one time-- when I come home from school.

>> Eric, let me stop you for a second. I'm going to guarantee you, and I know-- I love you all dearly but let me say this to you, you play some part in this. I promise you, you play some role. Now think about this Eric, what-- what role do you play in not getting along with your parents?

>> Well I'm say-- I ignore her, I know that-- I know that messes with her.

>> Mm-hmm.

>> You hear what I'm saying. I know that.

>> Yeah Morgan's shaking her head, Jane.

>> But, and I know if I did my homework when I got home I could probably like not have any problems with her.

>> Okay, so why don't you do that?

>> I mean you make it sound like a choice.

>> Isn't it a choice? Isn't it when it really boils down to it, isn't it really a choice? Aren't you choosing to do some things that make that relationship not go very well? Think about it. Think about it for a second. Could I do some things differently that might make it go better? Jen?

>> Yeah, but I mean are you going to have this conversation with her too?

>> Not necessarily. I'm more interested in having it with you. Are there things you could do differently? I'm going to ask all of you, are there things you could do differently that would make it go better? And very small things, I'm not asking you about big things; doing your homework before she gets on your case about doing your homework.

>> Yeah.

>> Think about that. Okay, Jen, what would your thing be?

>> I'd stop yelling.

>> Okay, choosing not to yell.

>> In this example, the leader was aware that the group could go much deeper so she asked deepening questions. Too often, leaders ask surface or informational questions, which cause the group to never go very deep. Asking good questions is an excellent way to deepen the focus.

Watch: Group Counseling: Strategies and Skills Chapter 8

Transcript

Group Counseling: Strategies and Skills Chapter 8

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>> This next skill discussion and demonstration is on cutting off, which is a skill of getting a member to stop talking. Knowing how to cut off members is one of the most important skills for a leader to master. It's a difficult skill to use because it runs counter to what we were taught as polite behavior. Also sometimes called blocking or intervening; it's not a skill to be used for rude or authoritarian purposes however. Rather it's a method or skill for stopping a member for rambling or dominating a group, giving another member inappropriate or harmful advice, saying something rude and arguing with other members. We provide three examples of cutting off. In this first example it's the fourth session. The leader cuts off in order to protect a sharing member.

>> This is-- this is kind of hard to share because, I mean, I've never told anybody before, like I'm kind of afraid of rejection and stuff because that's kind of the way this a lot of this goes but I'm gay and I've never told anybody, like not even my parents or anybody because I really think my parents will have a real big problem with it and really would be, kind of, upset by it.

>> You know you can go to one of those therapists that like can change you because you don't have to be gay. Like I have a friend who was a lesbian--

>> You know what I'd like to get you-- I'd like just to get you to stop here for a second because if we all remember we agreed from the first session group is really designed to be a safe and supportive environment so if I could just get you to stop here and we may go to some other people and we can have that support and safety for J.P. Eric?

>> I was thinking I know that had to be hard for you to say that. I know that I told my parents that I was an atheist and it was difficult for them and it's still difficult for them to deal with but I think that in here we can definitely be helpful with that, man.

>> Mm-hmm.

>> Yeah, a little while ago I brought home my boyfriend and he's white and that did not go over well so it's definitely important to have that-- that support when you're not getting it at home.

>> In this segment the leader cuts off the negative energy flowing from the attacking member. In this case failing to cut off would have been harmful to the member who had shared. Watch more situations now where cutting off is necessary. In this segment, a member starts to ramble and the leader interrupts and brings the discussion back to the purpose of the group.

>> Let's do this; let's actually generate a list of things that we want to take to council on this issue.

>> What about a thorough needs assessment?

>> Okay. So a needs assessment.

>> Yeah.

>> Okay, that's a good item. What about others of you, other things that need to be on this list?

>> An actual like city planning project.

>> An actual planning project. Okay. Others of you. We've got needs assessment and a planning project.

>> You know, Chris, I really-- I've got five things that I think we should talk about and one of them, well first of all, I was talking to my brother last night and, you know, he's got his own business issues but really--

>> Joe let-- let me stop you for just a second. If you, you know, we kind of want to stay on task and generate our list. Do you have an idea for something that needs to go on the list?

>> Well sure, I mean I think we should talk to the city manager on budget constraints.

>> Okay, budget. So budget constraints. About budget constraints. Budget issues. Okay others of you.

>> I think we should talk to the university and see what they're willing to do about it.

>> Okay, university discussion.

>> You know, and speaking of the university, you know, the student dorms they're really, really dirty and, you know, every single weekend--

>> Okay, Joe, hold-- hold on just a second. Items for the list. Okay, Jane, how about you, do you have an item for the list?

>> Here the leader had to stop the member or he would have gone on for too long. Some members like to hear themselves talk. Remember, your job as the leader is to include and maximize the use of all the members so the skill of cutting off is absolutely essential. The next example portrays a group at a college counseling center; it's 10 minutes into the fifth session and the leader has to cut off a member's story telling but stays with the client to help her.

>> I mean, you can still tell things are difficult whenever I go over to my dad's. And you can just tell that my stepsister has like this really close connection with them. Like she got this new car; she's 17. I'm 21 and I have the same car that I had when I turned 16 and she has so many clothes, you know, all these, you know, top name brands and more clothes than I have ever even had.

>> Let me interrupt. Do you want us to help you because we heard some of this last week, didn't we?

>> Mm-hmm.

>> Do you want us to help you or what?

>> I mean, like this one time last Christmas just things got really out of hand with my dad and it just-- I want to stop fighting.

>> Hang on. What would you all like to see or what-- what would you all like to see Lauren do different at Christmas?

>> I was just kind of thinking like while you were talking, you know how last week you were talking about it's like-- how is it you put-- getting our expectations in line with reality and, Lauren, I think he loves you I just think it's you guys aren't that close because you haven't lived together in, you know, what like 18 years.

>> Eighteen, yeah.

>> But I think he really loves you.

>> I mean I can feel that but I just-- the fighting still happens.

>> How about others of you? What-- what do you all thing?

>> Yeah I agree with Fran. I mean I don't know if you see it, Lauren, but to me it sounds like he's really making an effort to try to connect with you.

>> Liz you've got that look on your face.

>> I-- I mean I really wish my dad would ask me to come to Christmas and I think you could go there and have a really good time. I mean you said they're all nice and that they're nice to you and I think if you went you might be able to be a really great big sister to her.

>> I just--

>> What-- what do you think of what they're saying?

>> I just don't want to fight with them anymore. So I just--

>> And you don't have to. You really don't have to.

>> I mean it used to be like that when I went to my dad's. It was, kind of, just like always just tense all the time, so.

>> And it's not that way now?

>> No. No, not anymore.

>> What changed?

>> Well I mean I think I just, what Fran was talking about, I just kind of got my-- I mean I didn't explain it like that but my expectations in line with reality basically.

>> Yeah I definitely want to work on it.

>> The leader cuts off the member's stories because he saw that she was just going to whine and complain. He intervened and focused her in a more productive way by having members comment. The skill of cutting off is essential for good leading. We encourage you to read the section carefully on cutting off and to watch these segments a number of times. Plus you'll see other examples of cutting off and other segments on this DVD. While it's difficult to say that any skill is more important than cutting off one could make a good case for drawing out as being just as important. Drawing out is the act of eliciting group member's comments. One of the primary reasons for using drawing out skills is to gain greater involvement from the group members. Remember, one of the benefits of being in a group is to both hear from and interact with other people. One mistake in drawing out is to do what we call spotlighting. In this example, members have been discussing their parents for the past few minutes and everyone has spoken a couple of times except for two members. The first segment is an example of spotlighting, which is how not to draw out. In the second example, the leader gently nudges the members to speak, which is a more effective way to draw out members. Let's watch.

>> I know that parts of my past are kind of still with me because the relationship with my parents still isn't very good but finding that forgiveness for what they did to me is starting to get easier.

>> Yeah I think I kind of agree with Lauren. I think that a lot of the problems that I have with my parents are both-- they're from the stuff that happened to us in the past but I'm also still finding it here in the present too; you know, it's both the past and the present. Still an issue.

>> Especially with my dad, that's where it comes up is that I can forgive but yet that letting go piece is not happening right now.

>> And I think you all bring in a good part and Megan you haven't said anything; do you want to add anything?

>> I hope you can see this is not the way to do it. Putting members on the spot often leads to get the leader by that member. In the next example the leader gently encourages the quite members but does not spotlight, and even goes to a member who is comfortable talking in the group.

>> I'm still starting to see how, like the past is still with me because the relationship with my parents isn't as good as I want it to be but I'm starting to find that the forgiveness aspect of it is getting, you know, a little bit easier.

>> Yeah and I think I agree with Lauren that I think I'm struggling with the past and the present.

>> Mm-hmm.

>> You know it's things that they've done to me in the past as well as-- you know, and how that's influencing our relationship, like right now; it's both of those issues.

>> For me it's my dad. Like I can forgive all of that in the past but then what do I do about right now when he's still being a jerk when we're trying to interact; like that's hard.

>> And this is some good stuff we can definitely work on. Megan, is there anything that you'd like to add? Or J.P.? Okay well Fran can we pick back up where-- what-- with what you were talking about?

>> Yeah, I mean, it's-- they-- my parents just really disagree with a lot of my lifestyle choices like the way I live my life. And even sometimes now I think when they try to make, you know, kind gestures I like so see and feel the things that they've done in the past, they've been so horrible and mean to me, it's really hard to let go and open that door.

>> Can I say something about that because, sort of, the way my parents are because I mean they're nicer now but just the stuff they used to do in the past is-- I can't forget it and it's just really hard to move past that.

>> And I think that's definitely something that we can work on and Megan I know that this conversation might be making you uncomfortable in the group but if there's ever anything that you wanted to-- us to help you with I think that we would be capable of doing that and supportive of you.

>> Perhaps the nudging by the leader helped to encourage J.P. to join the conversation. In the next demonstration, the leader has been getting members to talk about what they answered to three sentences. The leader did this partly because she was hoping to draw out the quiet member. The leader has heard from two of the members and the third one is now talking.

>> I put my negative attitude. I definitely think that's something I need to work on while I'm here.

>> Okay. Well, I'm glad to hear that you're willing to change that Eric and focus on that.

>> Lauren, how about you, what did you write for your answers? Which of the three sentences were the easiest?

>> I'm not really comfortable with this stuff, like asking so much personal questions and getting like prodding and nagging me all the time.

>> Okay. Well you know, and that makes a lot of sense; I mean, given that you're such a private person I can imagine that would be somewhat bothersome.

>> Yeah.

>> What did you put on your paper about something to change?

>> My fear of sharing things in the group.

>> Okay. Would all of you-- would like to hear more from Lauren maybe?

>> I would. I like you. I'll tell you, you know, I was really scared my first three weeks here too.

>> Yes, it's good to actually hear you, like, speak up and talk because I think [inaudible] because we're all in the same boat here together and I think we can all help each other so it's good to hear from you.

>> And I was kind of the same way whenever I came; I didn't want to talk a lot but the more you do the more it seems like it really is easier and it helps too.

>> Lauren, what are you thinking?

>> I do want to share more and, I mean, I'm glad that you guys said that because that helps.

>> Okay.

>> The use of sentence completions or some other writing activity often serves as an excellent way to draw out a quiet member because the member can read from his or her completed sentences or lists, they don't feel on the spot to come up with something to say. In this example, a movement exercise serves to draw out people because they speak with their feet. Movement exercises can be very effective in getting quiet members to talk.

>> I just really miss my old school and my friends.

>> Okay. Some of you have expressed that as a real concern. What about others of you?

>> I just don't really have a lot of friends yet. I like my teacher; Mrs. Smith is really helpful and tries to make sure that I understand everything but--

>> Mm-hmm. Okay.

>> It's kind of whatever.

>> I kind of like it here because like I'm in the band so I get a lot of friends and a lot of my teachers like me and the classes are so much smaller than my old school used to be. Like there's 30 people in a class.

>> So that's a real plus having moved to this school.

>> Yeah I'm starting to really like it here.

>> Yeah, okay. You know, let's-- I feel like maybe we need to do a little something different. I want to do this with you, everybody stand up, okay. Everybody stand up and kind of just push your chair back a little bit. And then I think what let's do is, Jane, I'm going to get you to line up, sort of, right in front of me and then everybody else fall in line right behind Jane. Yeah form a line right behind Jane. Okay, now I want to think-- I want you to think about this, okay, if I said this wall is, I really am liking school. and this wall over here is, I'm really not liking school. I'm going to count to three and on three I want you to move to where your feelings are. You know if you're really liking school you'll go really far this way. If you're, kind of in the middle you might stay, you might not move, and if you're really disliking school you'll move clear over to this wall. Okay, does everybody understand? Okay, on three; one, two, three. Okay and everybody kind of look around and see where everybody landed themselves. Okay, so J.P., you are really starting to like it here? You found some things that are sort of positives and that you like.

>> Yeah, it's starting to get kind of awesome.

>> Okay good. Good. Morgan, Fran, tell me what this-- what does your spot kind of mean?

>> Just kind of like the teachers and what not but still the friend thing is kind of what's keeping me from being more that way.

>> Okay.

>> Yeah, I really like the fact that, you know, we have-- we have more time at lunch [laughs].

>> You like that.

>> Yeah, more time to like be in the classes that I like but yeah same thing like I just really haven't quite found like my friends here yet.

>> That social niche.

>> Yeah that's why I'm not quite as far over as J.P.

>> Okay. Lauren, Jane, tell us what yours is about.

>> I just feel stupid around-- like around everyone. You know, I haven't really found like where I can fit in yet.

>> That's kind of like Fran was saying.

>> Yep. I don't-- I just keep-- I feel stupid.

>> Okay, well let's keep talking about that. Jane, for you?

>> I just don't feel belong here, like people pick on me because I'm not from here.

>> Because you have that cultural difference that's become your main issue?

>> Maybe.

>> Okay. We want to talk about that, absolutely. And, Jen, you're way over there. Tell-- what is that? Tell us about that.

>> I'm trying to make the decision actually right now whether to stay here or just drop out.

>> Oh okay. So you're really feeling like you're not liking it here.

>> Not at all, yeah.

>> Okay. Well you know, I guess in my mind and I'm anxious to hear what your thoughts are but in my mind our group purpose is really about figuring out how we get everybody over to where J.P. is, if not a step or two further. Or maybe, and I don't know, it kind of sounds like maybe we want to help Jen this evening. It sounds like you're maybe trying to make a decision about whether to even give this a shot.

>> Yeah that fits more for me than like-- because I'm not going to like it.

>> Okay so maybe work-- if we could support you through making that decision that would be helpful.

>> Mm-hmm.

>> Movement seems to help facilitate words, thus they are a good option for trying to draw out members. Also movement exercises are good exercises because they energize members and are active.