Week 4 Discussion

WAL_COUN6250_04_A_EN.pdf

Home >Psychology homework help >Week 4 Discussion

Cohort Group Proposal Part II

Cohort Group Proposal Part II Program Transcript

JEANNIE FALKNER: I want to talk a little bit about the actual what happens during the group. We know that groups predictably go through stages and phases and so if our students are prepared with the knowledge of those stages they can better respond to the needs of the members.

Early on often times there is that stage where group members aren't quite sure about trust and what this group is about. We mentioned victims of domestic violence. Well, they're going to come in with some trust issues. And so if we expect those members to come in and immediately start sharing and being open, we've set ourselves up for some disappointment and maybe some failures in group.

So really knowing our population and knowing that it may start slowly and at the early stages our goal as our leader is to help that group begin to form that trust and begin to check it out and have some kind of cohesion. Because we know that one of the healing elements of group is that relational component. You know, Yalom talks about universality and hope.

And as those members begin to open up and trust each other, they may not feel is alone in that group. And then that's when some of the work can begin to occur. Is there a way that you adjust your leadership for the different stages of group or can you speak to that a little bit?

FEMALE SPEAKER: Absolutely. And exactly as you said in the beginning, it's recognizing what's going on at this particular stage. And so in the beginning, I might be more directive. I might give more information. And then towards the latter part of our time together, I may give that over to the members and allow them to direct the group and what happens in that group.

We know that when we begin that working stage we can expect some of the conflicts to show up. And so I may not jump in right away to try to address a conflict. I may just facilitate what's going on in helping each member to express how they're feeling or how they're thinking.

And so my leadership style might be more directive in the beginning and then become more laissez-faire towards the mid part of it to give the ownership of the group to the members themselves.

JEANNIE FALKNER: So that's that time when those relationships, the healing really happens in the relationships of the group. And I think it's really important that we've mentioned a pschycoeducational slash counseling group that it will be important to share information perhaps with this group.

Cohort Group Proposal Part II

But at the same time it's not a class. It's that relational aspect and knowing how people connect with each other. And you mentioned conflict. Knowing that conflict will arise in the group and that our job is to facilitate and to be social models for how to handle conflict. This is a population who has not experienced conflict in any kind of positive way.

So as they would learn in that group then, they could watch the leader model how to address conflict without aggression. So much of that is the social modeling that goes on in the groups as well. One of the things I want to say is, again I want to go back to what changes are we expecting those group members.

I have not led a group for victims of domestic violence, but I would go to the literature. But I'm thinking off the top of my head, increasing self-efficacy. Their empowerment to take charge of their lives and to make changes and to feel good about themselves. And those are some things that we could, you mentioned operationalize, we could make those measurable into behaviors and values and attitudes.

So I have to keep in my head as the leader what changes am I trying to get these group members that would be good for them to embrace and the interventions that would lead to those kinds of changes. Part of that, and you're good at this, is the evaluation.

If I've put together the group properly. I've got my population. I've based it on the knowledge and the literature. I have my goals and objectives. I know what I'm trying to do with the group. How does I know when the group comes to an end that I was successful or not?

TOMEKA MCGHEE: Absolutely. And so we can do that in one of three ways. When we evaluate there are three areas. One is the process or the formative evaluation. And in this evaluation, we're looking to see, did I actually do what I said I was going to do in the proposal.

For example, if I said that we were going to meet every week once a week for an hour and a half, did I actually do that? If said I was going to use curriculum A, did I actually do that? The second one is the outcome evaluation. And here is where the smart goal really come into play in helping us make sure that we did get the results they were wanting.

So you remember I mentioned the 20%. So I can go back and take a look after I did a pretest because I want to do a pretest and do a post-test to find out if there were any gains and what those gains were. Then I can see indeed this individual did do 20% better than they did at the beginning. Or they had 20% more knowledge, for example, coping skills than they had at the beginning.

Cohort Group Proposal Part II

The third one is called impact evaluation. And the impact of evaluation is really the testimonial from the member where they say this really changed me in this way and it's impacted me where I used to be really angry and frustrated and now I know how to communicate with my family members better.

And this last one is summative. And a summative evaluation is when you have the mixture of both the impact and the outcome. And these are incredible. Particularly the summative, is incredible for those who are funders. So grant fundraisers want to know. They want to hear the testimonies of the people who were actually involved but they also want that quantitative data to say that this was effective. This was working.

JEANNIE FALKNER: And that's how you get your second grant to start right the next group because we do like to get paid for what we do.

TOMEKA MCGHEE: Exactly.

JEANNIE FALKNER: And we want to keep providing those services to the community. Students, I hope this has been helpful to you as you begin to develop your group proposal. You see that there are a lot of steps to go through, a lot of thinking through, conceptualizing the group, then getting to the practical aspects, deciding how you're going to measure the effectiveness of your group.

We hope that this has been helpful for you. In your classroom you'll have several discussions with where you will be able to present your ideas on your group proposal to your faculty and get direct feedback. We wish you luck on your group proposal and we know that they're going to be outstanding.

Cohort Group Proposal Part II Additional Content Attribution

FOOTAGE: ACFF5A-001_Fixed (Female group therapy session - use camera move at around 16:56:02) Credit Line: Laureate, Inc.

on_SOCW6101_jo_EN (Female group therapy session) Credit Line: Laureate, Inc.

ACFG3A-020_Fixed (Group Therapy) Credit Line: Laureate, Inc.

ACFG3A-009_Fixed (Group Therapy) Credit Line: Laureate, Inc.

Cohort Group Proposal Part II

ABBM1A-17-wider angles, ABBM1A-19-wider angles, ABBM1A-18-close-ups, and ABBM1A-20-close-ups (Group Therapy B-roll) Credit Line: Laureate, Inc.

MUSIC: SC_Light&Bright06_T32 and/or SC_Business01_T41 Credit Line: Studio Cutz