critical group ONLY FOR MATHGUY18
firework
rubric_ciaoverview.pptCritical Incident Analysis (CIA)
- This assignment offers you the opportunity to reflect on and integrate the readings, class discussions, and your experience with groups this semester, whether at your placement or during in-class experiential work.
- Ask yourself: Are there specific critical incidents that stand out in my experiences facilitating or co-facilitating a group, or as an observer or participant in a group experience?
- This paper should be 8-10 pages, double spaced, 1” margins on all sides, and formatted according to the APA Manual, 6th edition.
- Use 7 sources of literature, at least 3 must come from outside of the syllabus
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Critical Incident Paper
- Critical incidents are those practice situations, classroom events, and life experiences that crystallize an understanding, raise hard questions, present dilemmas or remain lingering and unresolved. Critical incidents are made up of demands for work and what happens immediately before and immediately after.
1. Select a “critical incident.” This can be an incident from one group, or a pattern that emerged in a few group sessions. A critical incident is often comprised of demands for work made by a client and/or group workers. Write up in the incident(s) verbatim (like a process recording) if you can, and if not, try to describe the dialogue in as much detail as possible so that you can capture the context and conversation. Underline and number each demand for work that you will analyze.
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Critical Incident Paper
2. Overview of Group
Community and setting where the group takes place.
Group purpose.
Brief description of the group composition: members’ gender, age, race, ethnicity, culture, presenting complaints and/or reason for referral to the group.
Structure of the group-as-whole (norms, roles, how members interact and communicate with each other, sessional beginnings and endings, etc.)
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Critical Incident Paper
A demand for work is defined as a statement or action made by a group worker or group member that impacts group process and catalyzes changes in the group’s dynamics, sense of safety, cohesion, or realization of group mission and purpose. Remember, the interventions made by group members are as important, if not more important than the workers. And, also remember that ‘demands for work’ are interventions.
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1. Demand for work (verbatim if possible, otherwise be very detailed)
What precipitated demand for work #1 (what happened right before?)
What was the group’s response? (external stimuli, what happened right after?)
What sense did you make of the group’s response at the time? Including thoughts and feelings at the time. (internal stimuli)
What sense do you make of the group’s response now as you think about it and write about it? (Reflection/meaning making)
If you were not the worker, please include how you made sense of the worker’s choices, and include some discussion of what you might have done differently if you were the worker at that moment. (Reflection/meaning making)
Integrate 3 relevant literature to support your discussion.
- Explore one ethical dilemma that has arisen or could arise from this group. Define the ethical concern using both the NASW Code of Ethics and the AASWG Standards for Social Group Work Practice (www.iaswg.org).
- Reflect on what you have learned from your critical incident analysis. What this analysis taught you about group work process and about yourself as a group worker? What curiosities are you left with as you complete this paper about group work and yourself as a group worker.
Example:
Darren began the conversation by stating that he has struggled a lot with suicidal thoughts in the past. He mentioned that he has tried to kill himself numerous times. Kathy related to what Darren was saying as she talked of also having had past suicide attempts. She spoke of being in a coma for a week, a couple of years ago, after overdosing on bottles of prescription sleeping pills. Cheri related to what was being said by discussing the time she had tried to jump off a bridge and had broken several bones in her body. After a slight pause, she hesitantly stated that she too had been in a coma after this attempt. I said that it sounded like a frightening experience. (1) Cheri responded by nodding. I then asked the group what warning signs, if any, preceded their suicide attempts. (2) Kathy said that she feels more depressed and hopeless. She talked of feeling like she was in a dark endless tunnel. Al mentioned that he feels an intense feeling of doom. Jason mentioned that when he isolates, it’s usually a sign that something is definitely wrong. He continued to say how he is usually a “people person” and that it is dangerous for him when he starts to avoid friends and family. The group continued to share warning signs.
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Example:
1. DEMAND FOR WORK: I said that it sounded like a frightening experience.
What was going on just before/interpretation: Cheri’s hesitancy in sharing a past suicide attempt. Cheri was feeling vulnerable and ambivalent about sharing her experiences with the group.
Group members’ response(s) to intervention/Demand for work: Cheri (and others) nodded.
Your interpretation of response(s): Cheri used non-verbal communication to inform the leader that she agreed with the summation, recognizing the leader’s validation of her thoughts and fears.
What sense do you make of it now that you have reflected upon it.
If you were the worker, what would YOU have done differently? I might have responded to the group as a whole, rather than just one member. Perhaps I would have said something like, “it sounds like a lot of you have struggled with these thoughts before. I’m really glad that you are all so willing to share your stories with the group.
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Example:
f. Support your ideas:
“Once the client experiences acceptance and affirmation from the worker, the likelihood of productive work increases” (DeJong & Miller, 1995, p. 61). I wanted to let Cheri know that it was acceptable to verbalize her experiences so that she would feel validated and also so that other members would feel more comfortable in sharing their own experiences.
”The worker’s gentle restatement of the client’s feelings has communicated to the client the worker’s understanding and compassion” (Shulman, 1999, p. 159). Shulman supports my intervention to empathize aloud in the group so that the member knows I am in the moment with them.
”…The practitioner may convey understanding of the client’s feeling state and verbalize the feeling explicitly through a reflective response that attends to the emotion suggested in the client’s nonverbal expressions” (Hepworth, Rooney, & Larson, 1997, p. 116). I wanted to help Cheri name the emotions she was experiencing in addition to describing what had happened; to aid her in making this connection.
”The clinical encounter may be the first opportunity people have had to feel that their stories are moving and believable and that the details ring true to a witness” (Murphy & Dillon, 1998, p. 85).Bearing witness to Cheri’s frightening experience, I was also acknowledging Darren and Kathy.
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