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BPROCESS/GLEC8/win97 CITY UNIVERSITY OF HONG KONG DIVISION OF SOCIAL STUDIES DSS2142 LECTURE 8 SOCIAL WORK PROCESS & METHODS MIDDLE PHASE: FACILITATING EFFECTIVE COMMUNICATION IN GROUPS; PROBLEM-SOLVING IN GROUP FACILITATION EFFECTIVE COMMUNICATION Communication is the process whereby symbols generated by people are received and are responded to by other people (King, 1984). Communication is the basis for all human interaction and for all group functioning. Through communication members of groups reach some understanding of one another, build trust, co-ordinate their actions, plan strategies for a goal accomplishment, agree upon a division of labor, conduct all group activities (Johnson, 1991, p. 106). USE OF COMMUNICATION STRATEGIES IN GROUP: Use of communication direction a. Downward communication b. Upward communication c. Lateral communication Use of communication skills a. b. c. d. e. f. g. h. i. j. Find commonalties Be sincere and genuine, and show concern and compassion Remove the status symbols and power barriers Avoid exaggeration, criticism and objection Help group members win your goodwill Use positive rather than negative words Own your statements Use behavior description and feeling description Speak concisely and state one point at a time Improving communication by asking appropriate questions: i. orientation-seeking questions ii. relationship-clarifying questions iii. fact-seeking questions iv. procedure-seeking questions v. solution-seeking questions vi. opinion-seeking questions k. l. m. n. Use of nonverbal cues Modeling by group worker Direct invitation to individual members to participate Provide structures for group members to interact 1 BPROCESS/GLEC8/win97 o. Work on group issues that may hinder the group’s communication p. Help members provide feedback to one another q. Arrange the seats to maximize the interaction among members PRODUCTIVE CONDITIONS IN GROUP COMMUNICATION a. Members will be more satisfied and committed to the group if they have more or less equal chance for participation: b. A group-centered communication is preferred to a leader-centered communication c. Usually a free-floating and open communication pattern is preferred, so members share their ideas and information spontaneously, this helps to enrich the diversity of the group d. Members will feel satisfied when the communication in group is supportive in nature UNPRODUCTIVE CONDITIONS IN GROUP COMMUNICATION a. Dominating, withdrawing or other negative communication patterns of individual member interfere with group communication b. Ineffective communication caused by selective perception, distortion, etc. in the communication process c. Unhealthy group communication pattern that limit group members’ chance for communication, such as too leader-centered, members talking irrelevantly most of the time, etc. d. Unhealthy group communication pattern may be caused by the interpersonal relationships such as dysfunctional power struggle among individuals or subgroups PROBLEM-SOLVING IN GROUP Introduction: The Problem-solving Process in a Group Problem-solving is a primary objective of many small groups. In a task-oriented group, members engage in problem-solving activities to pursue the stated goals systematically. They also have to make many decisions throughout the entire problem-solving process, and the failure to make the “right” decisions may result in problems being unresolved or goals being unattainable. “Successful groups were one that adhere to a problem-solving technique that seemed to reflect a more rational and systematic approach to problem-solving.” “Thinking through a problem means movement, back and forth, among issues and solutions. Problem-solving is a cyclical process rather than a strictly sequential process.” 2 BPROCESS/GLEC8/win97 A Systematic Approach To Problem-Solving a. Identifying and limiting the problem--“A problem well stated is a problem half-resolved” i. Tasks in defining and limiting the problems: identify the specific issues involved in the problem define terms, concepts or ideas clearly examine its harmful effects on individual members and on the group as a whole help members limit the problem to manageable and realistic proportion ensure that all members agree to the problem identified ii. Techniques for identifying and limiting the problem (Journalist’s Six Questions Techniques) What --what is at issue regarding teenage drug abuse? (e.g., coughing syrup, soft drugs) Why --what are the causes leading to teenage drug abuse? (e.g., easy access) Who --who are involved in the issue? (e.g., drug dealers, families, doctors) --who are being affected by the problem? Where --where is the problem most evidenced? (e.g., in school, playgrounds, karaoke entertainment centres) When --at what time does teenage drug buying and taking occur? (when teenagers are unhappy, when they are in a group) How --the process leading to the occurrence of a problem. (process leading to teenager drug abuse in Karaoke entertainment centres) iii. Pitfalls associated with the identification of the problem members are not aware of the problem members don’t bother to face and discuss the problem members try to offer solutions before the problem is well-understood b. Analyzing the problem i. Tasks in analyzing the problems: the history of the problem how serious is the problem the causes of the problem the effects of the problem on themselves and on the group as a whole previous methods used to tackle the problem, and their effectiveness what other information is needed for the group to further understand the problem ii. Techniques for analyzing the problem: Worker can use the Journalist’s Six Questions to help members analyze the problem iii. Pitfalls encountered when analyzing the problems: too many opinions and ideas raised too few ideas and opinions raised arguments arisen from differences in opinions and ideas c. Establishing decision criteria 3 BPROCESS/GLEC8/win97 i. Establishing decision criteria helps members to make appropriate choice of proposed solutions. It also helps to minimize conflicts and save time. When facilitating group members in establishing criteria, members must answer the following questions: What does the group want to achieve? (e.g., educating teenagers to know about the harmful effects of soft drug) What are the minimum requirements of an acceptable solution? (e.g., teenagers studying at the five public schools in Shamsuipo must benefit from it) Which criteria are most important? ii. Pitfalls associated with establishing decision criteria members have the tendency to forget the task of establishing decision criteria, and jump to the next step members have conflicts when choosing the most important criteria d. Generating Possible Solutions and Check Each Solution Against the Decision Criteria “Don’t just accept the first solution that comes to mind” i. It is important to help members to generate as many solutions as possible and choose the best solution(s).One useful technique for generating possible solutions is called “Brainstorming”. The central idea of this technique is provide members a time and a chance to think of as many possible solutions as possible. ii. Brainstorming promotes creativity reduce negative group conflicts by minimizing the expression of criticism and negative evaluation save time iii. Rules for engaging in brainstorming allow members to say as many ideas as they can think of, the wildest possible defer judgment on all ideas presented until everyone has had a chance to contribute set time limit allow they to combine and improve on the ideas of others iv. Check the solutions against the decision criteria Following this is to prioritize the acceptable solutions. This can be achieved by helping members answer the following questions: What are the advantages and disadvantages of each acceptable solution? How cost effective is each solution? How feasible is the solution? How desirable is each solution? What are the long-range and short-range effects of each solution? e. Determining how the solution(s) should be implemented i. all tasks/events that are essential for the attainment of the solution(s), in chronological order if necessary ii. determine the manpower needed iii. determine resources and materials needed iv. determine time line for completion of activities 4 BPROCESS/GLEC8/win97 v. f. determine which members shall be responsible for each activities Evaluating the Success of the Solution i. It is important to wait a sufficient length of time after a solution has been implemented to give it a chance to work before attempting to evaluate its success ii. It is necessary to examine whether the solution being implemented is clearly making possible changes to the problems iii. If not, the group must decide whether to modify the solution or to adopt another proposed solution HANDLING PROBLEM SITUATIONS IN A GROUP Introduction When leading a group, a leader must be prepared to deal with a number of interactional problems among members. While the successes in handling these problems promote growth in individual members and in the group as a whole, failure may lead to stagnation in the group process or a premature termination of the group. The six common interactional problems selected are as follows (Jacobs et al, 1988, Lam Mong Ping, 1993): a. The Chronic Talker i. Characteristics dominate group discussions by persistent rambling and repeating himself/herself over and over. These may be due to his/her: -being nervous -enjoying talking -wanting to show off ii. Strategies to be used: forming dyads setting or restating the ground rule — ”Everyone should be equal share of “talk time” stopping her and inviting others to share speak to the talkative members after the group using group members to give feedback to the members b. The Negative Member i. Characteristics: constantly complains and disagrees with others in the group behaviors and attitudes run counter to group leader’s working tone of maintaining positive atmosphere spreading negativism among members These may be due to the fact that he/she : joined the group involuntarily conflicts between members (e.g. personality clashes) attention seeking 5 BPROCESS/GLEC8/win97 ii. Strategies to be used: talk to the person outside the group: explore underlying reasons set contract invite members with positive attitudes to talk, thus balancing the negative members individual time-out in extreme cases, ask the member to leave the group (worker must follow up) use positive feedback, if any when the member behaves appropriately c. The Silent Member i. Characteristics (Silence is not necessarily unproductive for the group) Silence is a signal to the leader that there is something going on in a member or among the members, and the worker should examine the situation carefully before deciding on a course of actions does not follow the process of the group lacks confidence in speaking up does not want to join the group is not interested in a certain activities is deep in thought about what’s being said or done avoids conflicts ii. Strategies to be used: allows silence to occur (worker should not get too nervous) invites the person to speak up in the group talks to him/her at the end of the group change of activities use of positive feedback d. The Resistant Member i. Characteristics: passive type: unwilling to participate in the group (e.g., being late, leave early, silence) active type: disrupting the process of the group through behaviors and attitudes (e.g., negative comments about the group and members, off focus in the discussion) Reasons for being a resistant member: negative past group experiences joined the group involuntarily disagreements among members on group goals, tasks or activities ii. Strategies to be used: workers don’t feel personally attacked or insulted (avoid moralizing) help resistant group members build trust in the group by inviting them to participate but not insisting that they do (affirmation approach) confront and interpret in a reflective manner what is happening with them (encouraging full expression of them) help resistant group members search for incentives for moving beyond resistance use dyads or group for sharing talk to the person at the end of the group 6 BPROCESS/GLEC8/win97 e. The Member Who Try to Get At the Leader i. Characteristics a member tries to sabotage what the leader says or does in the group verbal (e.g. disagreeing) behavioral (e.g. not following instructions, speak with others while the leader is talking) Reasons: worker may have said or done something which irritates the member member may have difficulties relating to authority figures member tries to test the worker’s tolerance member wants to be the leader’s favorite member wants to be “leader” in the group ii. Strategies to be used: discuss with the member in a dyad or at the end of the group confront and establish a contract solicit supportive feedback from other members, thus keeping the member’s attacks at bay individual time-out give positive feedback to the member if and when s/he behaves appropriately f. General Principles to be Used When Handling Interactional Problems i. Don’t get upset or angry with the member ii. Assess the underlying reasons/motives of such member’s behaviors iii. Assess the impacts of such behaviors on individual and/or group functioning iv. Derive appropriate strategies to deal with member’s behaviors References: Barker, L., Wahlers, K.J., Cegala, D.J., & Kibler, R.J. (1983). Group in process. New Jersey: Prentice Hall. Cathcart, R.S., & Samovar, L.A. (1992). Small group communication: A reader. IA: W.C. Brown Publishers. Gladding, S.T. (1998). Group work: A counseling specialty (3rd ed.). New Jersey: Prentice-Hall. Jacobs, E.E., Harvill, L.R., & Masson, L.R. (1988). Group counseling: strategies and skills. Pracific Grove, CA: Brooks/Cole. Johnson, W. & Johnson, F.P. (199l). Joining together: group theory and group skills. Minessota: Prentice-Hall. King, S.W. (1984). The nature of communication. In R.S. Cathcart & L. Samovar (Eds.). Small group communication: A reader (4th ed.), PP. 214-223. Dubuque, Iowa: Wm. C. Brown Publishers. 7 BPROCESS/GLEC8/win97 Schultz, B.G. (1989). Communicating in the small group: Theory and practice. New York: Harper & Row. 8