Description of the group _______________________________________________

The current set of analysis is a mock-stricken stress management team. Each member played a special role in the individual situations that may exist in Flint, Michigan's local communities. They asked each of them to remember a week between sessions, a stressful event that had a significant impact on their lives. The group first met a week before presenting and building group rules. The current video segment represented the second meeting for about 30 minutes.

During the video segment, the development phase indicated by the group can be characterized as a formative stage (Tuckman, 1963). This section, as stated by Tuckman (1963), is characterized by early or early stages of the group by showing, orienting, and tagging through interaction. Klein (1972) also describes the exact portrayal of the development of stress management groups when he stated that at an early stage in the formation of a group: "An orientation phase is based on anxiety and actions are being fought by it. Some people react to anxiety when passive, watch and wait "(p 82). Corey and Corey (2002) indicate that some members may be suspicious, worrying, and curiosity for new group members. These theoretical perceptions can be clearly identified if a member of the stress management team laughs at the same time; expresses angry reactions with the participation of the group and the phenomenon of its members so that we can all feel excited at first. Top priority within the group includes four focus areas. These are the following;

first Express the past stressful event of a member's life.

2nd Identifying and expressing emotions related to the event.

3rd Understanding and expressing the impact of the event on relationships.

4th The Need to Express the Way to Encounter Events

1.1. Figure

Members were asked to investigate a week, a stressful event. They were asked to prepare for the issue during the second group session. Members were asked to identify and express the subjective emotions experienced during a stressful event. According to Therapeutic Resources (2006) it is important to promote and share emotions and emotions in such groups to promote emotional healing. Members were also asked to identify and express the effects of the event on members' relationships. Finally, members were asked to express their views and actions against the events of the past. According to Toseland & Rivas (1995), identifying past actions to assist positive exit requires the assistance of individuals.

According to Reid (1997), the group composition identifies who will be in the group and who will not be in the group. Identification and analysis of gender, age, ethnicity, social and race characteristics is done in accordance with the purpose and needs of the group (Reid, 1997). Our voltage management team consists of four members, an open system. The members were between thirty and forty. Two men and two females were middle and low social stratification. This group also represented homogeneous and heterogeneous aspects (Reid, 1997). Regrettably, for the purpose of the group project, the only member that the leader could take advantage of was a European Caucasian respect. The leader recognized that it would be valuable if other ethnic groups and racial groups were present in the group for further learning opportunities. Reid (1997) argues that, as with other cultures, the group can give many perspectives in solving problems. It would be obviously of great interest and training for members to gain insights into how different ethnic groups perceived how their stressful event occurred. With regard to gender, leadership has made efforts to achieve gender equality.

The goal and hope of the leader was to enable individuals to re-experience their thoughts, feelings, and relational identities in their past circumstances. This visual representation has been purchased to illuminate a new understanding of the members' previous circumstances. This re-evaluation has been purchased to clarify interpretations and give new perspectives to other members of the group for those who are involved.


According to Toseland, Jones & Gellis (2004), leaders who lead good leadership and promotional members to interact with members;

first To encourage the interaction of member members; is not a member of the leader.
2. Ensure that members participate in the agenda of group meetings; in the present and in the future.
3. Supporting Aboriginal Leaders in Leadership
4. Promoting Mutual Sharing and Mutual Support to Members


These ideas were suggested and attempted during the driving process. As far as topic # 1 was concerned, at the early stage of the team leader, the leader encouraged members to share patterns and ideas in which they were identified (Toseland, et al., 2004). Asked (# 2), the driver asked at the first meeting that members think what they are saying at the second session (Toseland, et al., 2004). With respect to (# 3) it was obviously difficult to identify the indigenous leaders due to the level of development. For # 4, the leader encouraged members to share ideas about similar stories, compare them or apply (Toseland, et al., 2004). The leader introduced elements within the group session that Toseland et al. Al., (2004) as expert power, "have the knowledge to help the group reach its goals (21. This session was clear and gave examples to members
on how to cope with stressful circumstances. According to Toseland, et al., (2004), the IT power is when "the leader has the information the group needs. (21 These ideas were expressed by the leader in a systematic and visually emotional manner.
Lead Interventions

The first intervention of the leader has created four focus areas, focusing on cognitive, emotional, relational and positive strategies, according to Toseland and Rivas (1995), among the important elements of intervention by support groups

1. Exploiting Stressed Experiences in a Supporting Environment
2.A similar experience and validation
3. Support and Understanding in Difficult Situations
4. Define Solution Stressed Solutions [19659002] Figure 1.3

Leaders' second intervention was to assist in reducing client protection; enabling second sessions to cognitively think about a stressful event before they participate, and prepare for oral and visual expression. According to Hartman (1978), using an eco-label tool helps customers to feel as though a social worker tries to help them and reduces the client's ability to defend. This eco-label is carefully crafted and contains areas where the four focal areas can be visualized.

Leaders also included the third intervention and asked the members "who would want to go first" about the responses. The driver bought for individuals to keep their choices and flexibility. If no one answered, the driver would decide to guide the wise rotation of the counting device.

The fourth intervention contained a response to the camera or the group's interactive anxiety response. One member admitted he was a little clutter and laughing to cope. The driver immediately dealt with the behavior; comforted the member and tried to unify his behavior with the other members by saying that "we are all at one and the same time nervous in the groups." The leader also states that each group member, "if someone felt uncomfortable, please understand that he can quit for rest."

According to the driver's next intervention, the camera had five minutes to complete each tag's eco-labels. The leader explained clearly before the break that they represent their visual necessity for greater clarity. This cave is an opportunity to turn off the camera and get to know the circumstances. This gives way to what Reid (1997) calls the factors of internal action that affect the processes inherent in the process of the other members; such as ideas, trials, remembrance and planning.

The following action has made it clear to members of the group that they can identify and express to other members "patterns or ideas that are similar or different that can ignite the interaction." The leader encouraged them to recognize the similarities and communities of their membership; hoping to learn about differences (Toseland, et al., 2004).

Within the next intervention, the driver purchased the request and found the identity of the emotional group expressing members of the group of emotions; feelings of depression, low self-esteem, loss, anger, and emotions that others judge within their family. According to Reid (1997) this universalization is an important part of "mutual sharing groups" by identifying consistent patterns. The leader thought that allowing members to express and share their community, gain greater learning and support (Reid, 1997).

During the next intervention, two individuals in the "Jenni" and "Roy" group were linked or identified with stories of similar divorce. In the sense of loss and in the divorce process, the explicit self-definition of indicative temporary changes was very clear (Reid, 1997). After "Jenni" explained his story, the leader deliberately called "Roy" to share or compare similar circumstances. The leader believed that he could combine individuality with the realization of past and present feelings. The "Jenni" leader explained his feelings of isolation in his "church family" during divorce, and another comparison and assistance between him and the other "Amy" member was an obvious opportunity to bridge the consensus. The leader called "Amy" in the hope that "Amy" was the isolation of the family members because of the loss of her work "Jenni" feelings (Reid, 1997).

Then, the leader took the opportunity to intervene in interpersonal interaction when he explained the feelings of depression and their behavior. The leader emphasized positive responses to self-analysis and emphasized that under stressful conditions it would have to be positively tackled. "Amy" stated that she wanted to take part in a group and felt she might not have been such a "freak" while listening to the other members of the group. With this remark, the leader exploited the influence of "inner members" by reiterating the positive aspects of expressing individual feelings and emphasizing the security in the group system (Reid, 1997).

The leader seized the opportunity to address the common emotional theme of anger. The leader thought he was actively listening to the importance of expressing emotional frustration in membership (Reid, 1997). The leader sought to make this emotion particularly clear, in fact, based on the types of past events. The leader enjoyed an early start to launch a perspective that members have to illustrate "against their anger." The leader deliberately emphasized the need to develop positive copying skills; after "Roy" indicated that the bar was changed and worked in the gym. The leader believed that these early remarks would prepare the group members for thinking about the theme of the fourth area.

The following intervention stressed the need to identify the areas in which individual members encountered difficulties in trusting others. The communities were identified and the interaction between the members was clear. The leader re-emphasized the need to identify members of common trust, economic, anger and insolvency issues. The leader initiated asking Jeremy if his comment on his participation in the Church is a way to cope with or create more supportive structures within his own circumstances. This question prompted "Jenni" to initiate his faith in God. The leader further underlined the need for our Jews and our values ​​to be "Jenni" in facing our circumstances.

After the Roy member stressed that his "schedule" was affected by stress reactions. The leader took advantage of the "work area" to gain insight into how these events had an impact on the viability of individuals. Interestingly, the only member who did not comment on this topic / interest system was "Amy", and that was obviously the nature of its event; the "work" around and the loss of his work.

Another driver's intervention also pointed to linking current circumstances to limiting our decisions; Thanks to this change and transition we are developing new options that, if identified, can lead to very positive outcomes. This became apparent when "Amy" talked about her loss at work and then went to school. With this conversation, "Amy," "Jenni," and "Roy," a community with stigma, exploitation and oppression, has a lot of experience when they move around in these circumstances. One member "Jenni" continues to emphasize her feelings of frustration feelings after the divorce. He said he felt "used as a commodity". The member "Jeremy" laughed loudly; is possible because of today's anxiety or maybe humor. Indeed, the group leader has taken immediate steps to overcome the argument in the "Jeremy" response to clarify and defend the emotional expression of another member to emphasize respect and security (Reid, 1997). The leader initiated "Jeremy" to be more involved in expressing his ability to cope with his circumstances.

Within the final intervention, the leader again emphasizes the need to use coping mechanisms; identifies communities; clarify emotional sharing; the social consequences of the member's circumstances; and thanks to the participation of the group.

I believe that leaders' strengths are clearly represented in the construction industry, the curriculum structure, and the curriculum. According to the designation; the use of the eco-label and the thematic areas has been considered relevant to the purpose and purpose of the EGTC. Leaders have presented positive strategies to help group members express emotions, identify binding patterns, strengthen community, and brave ideas of positive copying skills.
The areas of continuous analysis and development are clear. The group may be too structured. Due to lack of experience, the driver too tried to steer the group due to the leading insurances (Toseland & Rivas, 1995). I believe that the leader can use more active listening skills on paraffin and re-consider the response of each group member. The connection between the greater inflammation of the interaction and the conversation can be useful; especially with Jeremy. Your behavior could have influenced the leader's ability to steer the interaction more evenly. The leader could create and maintain greater eye contact and sometimes use less sophisticated words, such as the "socio-economic environment". The leader must constantly monitor the verbal and non-verbal responses with greater efficiency and keep a close watch on the dynamics of the base group through group practice.


Corey, MS, & Corey, G. (2002). Group Process and Practice (6th Edition).

Pacific Grove, CA: Brooks / Cole (group design, 98-120).
Hartman, A. (1978). Diagram of family relationships. Social Klein

Casework, 59, 465-476.
AF, (1972). Effective group work. Chicago: Follett Publishing Company.
Reid, KE, (1997). Social Work Practice with Groups: A Clinical Perspective (2nd ed.).

Pacific Grove, CA: Brooks / Cole.
Therapeutic Resources (2006). "Supporting Groups".
Toseland, RW, Jones, LV and Gellis, ZD (2004). Group dynamics. C. Garvin, L.

M. Guitierrez and MJ Galinsky (Ed.). Handbook of social work with groups.

New York: Guilford. Pp. 12-31.
Toseland, RW, Rivas, RF, (1995). Introduction to group work practice (ed. 2).

Needham Heights, Massachusetts: Allyn and Bacon.
Tuckman, B. (1963). Developmental sequence in small groups. Psychological Bulletin,

63 (6), 384-399.

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