Group Leaders

Introduction
In Unit 2, you will study the foundation for group leadership. Part of understanding what it means to be an effective group leader is to understand who you are and do some self-reflection on how to become an effective leader. What you put into the groups that you are involved in really determines what you will get out of them. So whether you are running a group or you are a member, keep that point in mind.
In this unit, you will start preparing for the task group that you will run in the following week. Task groups are quite simple to run and can be a lot of fun. One example of a task group is an ice-breaker activity. You will research the task that you would like to complete and identify an appropriate group with which to perform the task. As you look for a group, remember that it does not need to be a large group; however, you should have a minimum of three people. A task group should include a beginning (introduction to what is happening), a middle (the meat of the task), and a closing (process questions about the activity).
Being a member of a group is an important part of becoming an effective group leader. So it is important that you experience group membership yourself. This week, you will begin by being a member in an online support group. Check-in at least once a week in your online group and note your own progress. A suggestion for you as a group member is to keep a journal of the experiences, thoughts, and feelings that the group elicits for you. This will be helpful not only for you, but also for the members of the groups you lead in the future.
Objectives
To successfully complete this learning unit, you will be expected to:
1. Participate and be present as an online group member.
2. Evaluate one’s own experience as a group member.

Learning Activities
Study 1 Studies Readings
Texts
Use the Corey, Corey, and Corey text to complete the following:
• Read Chapter 2, “The Group Counselor,” pages 25–58.
Articles
Use the Library to complete the following:
• Read Jones and Kelly’s 2007 article, “Contributions to a Group Discussion and Perceptions of Leadership: Does Quantity Always Count More Than Quality?,” from Group Dynamics: Theory, Research, and Practice, volume 11, issue 1, pages 15–30.
• Read Ieva, Ohrt, Swank, and Young’s 2009 article, “The Impact of Experiential Groups on Master Students’ Counselor and Personal Development: A Qualitative Investigation,” from Journal for Specialists in Group Work, volume 34, issue 4, pages 351–368.
• Read Stanley’s 2006 article, “Using the 5 P Relay in Task Groups,” from Journal for Specialists in Group Work, volume 31, issue 1, pages 25–35.
• Read Rubel and Kline’s 2008 article, “An Exploratory Study of Expert Group Leadership,” from Journal for Specialists in Group Work, volume 33, issue 2, pages 138–160.
• Read Velsor’s 2009 article, “Task Groups in the School Setting: Promoting Children’s Social and Emotional Learning,” from Journal for Specialists in Group Work, volume 34, issue 3, pages 276–292.
Study 2
Online Support Group
One of the requirements of this course is to find and take part in an online support group. The purpose is to experience what it is like to be an online group participant. In addition to being a fully participating member of the group, be sure to:
• Observe the dynamics that take place in your online group.
• Note the benefits that you yourself receive from the group.
There are many free online groups in which to participate. The site DailyStrength.org has a number of free support groups. You are not required to use this site—it is simply a place to start.
When choosing a group, make sure the topic fits you; for example, if you have Attention-Deficit Hyperactivity Disorder (ADHD), you might join an online group for ADHD. Once you have selected your online group, send an e-mail to your instructor, identifying your choice. Include a link to the home page for the group.
You will be required to check in to your online support group at least once a week during Units 2–9.
Remember that the more effort and emotion you put into your online group experience, the more you will personally grow and move towards becoming a more effective counselor.

Study 3
Task Group Preparation
Begin preparation for performing a task group.
• Review the explanation of a task group on page 7 in the Corey, Corey, and Corey text. Remember, a task group does not need to be anything complicated. This task group activity should last about 10 minutes.
• There are many examples of task groups on the Internet. If you do a Google search of “ice-breaker activities,” you will find a lot to choose from.
• Select your participants. A task group can be performed with a group of friends, family members, or co-workers.

Note for the writer do not group discussion 1 and 2 together please put them in different attachment with 2 references each. Thanks!
Discussion 1: 1 Page needed with 250 words minimum and two references.
Scenarios
Choose one of the following scenarios to address. Pick the scenario that you feel is most likely to occur in your planned professional setting.
Scenario 1 – Relationship Therapy Group
You are currently co-leading a therapy group for individuals who have recently ended their long-term relationship and are feeling a great deal of anger, resentment, and hurt toward their former spouse or partner. The therapy group has been successful thus far, and your relationship with your co-leader appears to be working well, as you both bring different therapy skills to the group. This is the second time you have facilitated this group with your co-leader. During the fifth session (out of 10), your co-leader discloses how he handled his partner leaving him 2 years ago. Your co-leader becomes teary, and the group seems to rally around him in support. You are uncomfortable with the self-disclosure.
Based on the literature and your readings, how would you handle the situation?
Scenario 2 – Children of Divorce Counseling Group
You are currently co-leading a group for adolescents at your high school who have recently experienced their parents divorcing. The group focuses on identifying reasons for divorce, improving communication skills with parents and other family members, and identifying coping strategies for dealing with difficult emotions and situations. The counseling group has been successful so far, and your relationship with your co-leader, another counselor in the school, appears to be working well. During the third session (out of 6), your co-leader becomes very agitated when an adolescent member describes how angry she is at her mother. Your co-leader becomes angry at the member and says, “You sound just like my daughter after my divorce! Maybe your mother is a victim, too!”
Based on the literature and your readings, how would you handle the situation?

Discussion 2: 1 Page needed with 250 words minimum and two references.
Online Support Group
1. Identify the online support group you chose.
2. Discuss your experience in finding an online support group.
3. From a professional standpoint, what is your rationale for joining this type of online support group?
4. From a personal standpoint, what is your rationale for joining this type of online support group?
5. How do you think the type of online support group that you chose will help you personally and professionally?

 

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