Group Dynamics Test 1

What are the universally agreed-upon developmental tasks adolescents must achieve to become healthy, functioning adults?

They must separate emotionally from family, forge a healthy sexual identity, prepare for the future through skill and career development, and develop a moral value system to guide socially responsible behavior.

How does "separating from family" manifest as a developmental task according to the text?

It involves testing and experimenting in relationships with peers and authority figures, achieving emotional independence from parents and adults, increasing autonomous functioning, and developing the capacity for deeper intimacy with peers.

According to the text, what constitutes forging a healthy sexual identity in adolescence?

It includes accepting one's body and physique, learning to use it effectively, and achieving a masculine or feminine social role within society.

What does preparing for the future encompass for adolescents?

Skill development, career selection, and preparation for relational aspirations such as marriage and family life.

How is developing a moral value system described as a developmental task?

Adolescents must develop values and an ethical system to guide behavior, cultivate socially responsible behavior, and internalize standards for ethical decision-making.

What quote from the text illustrates the unique vulnerabilities of adolescence?

"Adolescence today is an age of particular vulnerability, a time in which young people are experiencing the sexual awakenings of puberty, facing increasing social and educational demands, and experimenting with more freedom, autonomy, and choice than ever before."

What discoveries about brain development during adolescence challenge earlier beliefs?

Although 95% of brain architecture is formed by age 6, significant changes occur in the prefrontal cortex around ages 10-13 and later in the cerebellum, affecting decision-making, planning, and social behavior.

What societal risks and "social toxicities" are identified as affecting adolescent development?

Risks include poverty, parental stress or impairment, early health neglect, chaotic family environments, academic failure, lack of hope for the future, and social toxicities that threaten identity, competence, moral reasoning, trust, and hope.

How are behaviors linked to Adverse Childhood Experiences (ACEs) reframed in the text?

Behaviors such as substance use, violence, or self-destructive actions can be understood as coping mechanisms, and individuals are recognized as survivors rather than victims, with support enabling them to break the continuum of emotional distress.

What are the three categories of protective factors for adolescents identified by Hawkins?

1) Individual characteristics such as resilient temperament and intelligence; 2) Bonding through positive relationships and social group attachment; 3) Healthy beliefs and clear standards guiding ethical and prosocial behavior.

How does group work protect adolescents?

Group work fosters belonging, relationships, competence, curiosity, contribution, and goal-setting, reducing negative outcomes.

Why are group interventions necessary for adolescents?

Many lack supervision, meaningful activities, and skill-building opportunities, increasing risk exposure.

What conditions help adolescents thrive in groups?

Safety, meaningful activities, skill development, social belonging, adult support, and hope.

How has the historical focus of group work affected adolescent support?

Shift from normal child development to adult problems left many youth unsupervised and understimulated.

What is the role of protective factors in adolescent development?

They reduce the impact of risks, enhance resilience, and support positive decision-making and development.

What is the main focus of strengths-based group work?

Helping group members identify and use their strengths to address personal and social challenges.

Principle 1 of strengths-based group work

Consider the felt needs of group members and recognize what they bring to the group.

Principle 2 of strengths-based group work

Use a variety of activities and media to engage and challenge children and youth.

Principle 3 of strengths-based group work

Reach out to parents and relevant others in group members' lives.

Principle 4 of strengths-based group work

Recognize opportunities for group members to practice social action and citizenship.

Principle 5 of strengths-based group work

Become familiar with the developmental path of groups to guide interventions.

Principle 6 of strengths-based group work

Maintain a dual focus on individual change and social reform.

Principle 7 of strengths-based group work

Understand and respect group development as a key to promoting change.

List the seven principles of strengths-based group work in order

Consider felt needs and strengths; Use diverse activities; Engage parents/others; Promote social action and citizenship; Understand group development; Focus on individual and social change; Respect group developmental stages

What is the importance of participating in a change effort in group work?

It teaches problem identification, exploring solutions, and implementing changes—building practical problem-solving skills.

What is meant by the 'dual vision' in principle 6?

Helping members improve personally while also developing the ability to impact broader social issues.

Why must group workers understand group development?

Because each group has a unique culture and life cycle that affects trust, intimacy, problem-solving, and member engagement.

Preaffiliation stage (Boston model)

Early stage where trust is built; members relate at arm's length, and structure is provided to promote emotional safety.

Power and control stage (Boston model)

Members test limits and norms; risk-taking is common; worker maintains hope and vision to prevent dropouts.

Intimacy stage (Boston model)

Members reveal feelings and form closer bonds; family-like dynamics may appear; worker helps clarify positive and negative feelings.

Differentiation stage (Boston model)

Group identity solidifies; members support each other, solve problems, and the group runs itself more independently.

Separation stage (Boston model)

End of the group; members may regress or resist leaving; worker facilitates reflection, closure, and transition to outside resources.

Why is consistent structure important in early group stages?

Especially for adolescents from unstable backgrounds, structure, predictability, and clarity help develop trust.

How does strengths-based group work prepare adolescents for citizenship?

By encouraging active participation, problem-solving, and social action, they practice responsible community engagement.

What role does the group worker play throughout development stages?

Guide the group, maintain trust, encourage participation, clarify norms, support problem-solving, and facilitate closure.

Why do group workers who work with kids often get no respect?

Group work is noisy, chaotic, playful, and visible, challenging traditional adult expectations of professionalism.

What is meant by "assuming a stance of uncertainty" when working with adolescents?

Not relying solely on prior knowledge or credentials, being open to learning from teenagers' experiences, and embracing unpredictability in group interactions.

How does "looking with planned emptiness" help in adolescent group work?

It involves deliberately keeping an open mind for new or unexpected ideas, experiences, and perspectives without immediately rationalizing or avoiding them.

Why is humor important for group workers with adolescents?

Humor helps maintain perspective, cope with chaos, and connect with teens by seeing absurdity or lightness in difficult situations.

Why should group workers "check their ego at the door"?

Adolescents are not impressed by credentials; being humble, light, and flexible helps workers connect and adjust to group dynamics.

What are the main challenges of group work with adolescents?

Unpredictability, noise, movement, emotional highs and lows, conflicts, and balancing structure with spontaneity.

What does it mean for a group worker to be "fluid and grounded"?

Being adaptable to the changing dynamics of adolescent groups while maintaining a stable sense of self and purpose.

How do adolescent groups oscillate between equilibrium and disequilibrium?

They alternate between calm and constructive activity, playful or aggressive behavior, and periods of resistance and engagement, requiring sensitive tension regulation.

What is the "protean self" and why is it relevant to group work?

The protean self is flexible, multi-faceted, and adaptable—qualities essential for navigating the changing moods and behaviors of adolescent groups.

Why should group workers integrate science and art in their practice?

Evidence-guided practice combines research (science) with flexibility, creativity, and relational understanding (art) to meet complex adolescent needs.

What are the five principles of evidence-guided practice (EGP) in group work?

1) Trusting relationships, 2) Clients as active partners, 3) Balance standards with flexibility, 4) Consider and intervene in social context, 5) Accountability and continuous research use.

How does adolescent group work challenge traditional professional expectations?

It is visible, noisy, playful, and relational, contrasting with structured, office-based, "neutral" professional norms.

Why is it important to differentiate between words and music in adolescent communication?

Teens may express emotions indirectly or paradoxically; understanding tone, behavior, and context is essential to grasp their meaning.

What role does context play in evidence-guided practice?

Social, familial, temporal, and relational contexts shape adolescents' experiences and must inform flexible, responsive interventions.

How do relationships with teens differ from the traditional expert-client model?

Adolescents need to be treated as whole people, not passive recipients; relationships must be collaborative, respectful, and responsive rather than hierarchical.

Definition of Group Work (Newstetter, 1935)

Group work is an educational process emphasizing (1) individual development and social adjustment through voluntary group association, and (2) using the association to achieve socially desirable ends. Its hallmark is the combined pursuit of individual growth and social results.

Search Institute's 40 Developmental Assets

Framework for positive child/adolescent development, based on 800+ studies, divided into external (support, empowerment, boundaries/expectations, constructive use of time) and internal (commitment to learning, positive values, social competencies, positive identity) assets.

Examples of External and Internal Assets

External: caring neighborhood/school, safety, youth as resources, high expectations; Internal: achievement motivation, caring, planning & decision making, sense of purpose

Interpersonal Skills from Group Participation (Youth Development Institute)

Teamwork & mutual aid; Constructive conflict resolution & feedback; Critical thinking & integrating perspectives; Shared leadership & responsibility; Awareness of multigenerational community contributions

Group Dynamics

How people relate to each other in different environments, How they function as a unit, Always changing

Types of Groups

● Task/work group ● Psychoeducational/Guidance group ● Counselling group ● Therapy Group

Latency Age Children Like Activity

Talking +Doing. Benefits: ● Opportunity for social interaction ● Information gathering/skill development ● Practice of skills for specific tasks (i.e. life skills, communication skills) ● activities may create a conducive environment to talk about deeper issues

Adolescent Group

• different groups proceed at different rates through the various stages; some may never move beyond the first stage • leader must be verbally active, personally open, directive, confronting, model adult problem solving and functioning • members need to experience validation and affirmation of worthiness and inner strength from group and individual members • leader should share his/her thoughts about the group • state dilemmas or issues as you see it and enlist members

Dynamics of Mutual Aid:

1. Sharing data 2. Dialectical Process 3. Discussing a taboo area 4. All in the same boat 5. Mutual support 6. Mutual demand 7. Individual problem solving 8. Rehearsal 9. Strength in numbers

Obstacles to Mutual Aid

•Complex Dynamics •Open communication can be difficult •Leader has two clients: the individual and the group. •Must meditate betweenthe individual and the group •Must remember it's the member's group

DEVELOMENTAL TASKS

● Separation from family ● Forging a healthy sexual identity ● Preparing for the future ● Developing a moral value system

PROTECTIVE FACTORS AND ASSETS:

1)Individual Characteristics 2)Bonding 3)Healthy beliefs and clear standards

IT IS IMPERATIVE THAT GROUP WORK BE A MAJOR INFLUENCE AND SUPPORTING AND WORKING TOWARDS THESE GOALS.

• FIND A VALUED PLACE IN A CONSTRUCTIVE GROUP - LEARN HOW TO FORM CLOSE, DURABLE HUMAN RELATIONSHIPS - FEEL A SENSE OF WORTH AS A PERSON - ACHIEVE A RELIABLE BASIS FOR MAKING INFORMED CHOICES - KNOW HOW TO USE SUPPORT SYSTEMS AVAILABLE TO THEM - EXPRESS CONSTRUCTIVE CURIOSITY AND EXPLORATORY BEHAVIOR - FIND WAYS OF BEING USEFUL TO OTHERS - AND BELIEVE IN A PROMISING FUTURE WITH REAL OPPORTUNITIES

EBP VS. EGP

• EVIDENCE-BASED PRACTICE VS. EVIDENCE GUIDED PRACTICE

SCIENCE AND ART (EGP PRINCIPLES)

● TRUSTING RELATIONSHIPS ● CLIENTS MUST BE ACTIVE AND INFORMED PARTNERS ● STANDARDS OF PRACTICE MUST BE BALANCED AGAINST FLEXIBILITY ● INTERVENTION IN THE WIDER SOCIAL ENVIRONMENT MUST BE TAKEN INTO ACCOUNT ● WORKERS MUST BE ACCOUNTABLE FOR THEIR ACTIONS (DEVELOPMENT)

Wilbur Newsletter crafted the first real definition of group work which has dual vision….

William Schwartz referred to this as: The focus on both the 'near things of individual need and the far things of social reform

Group work Origins - 3 social movements, combined!

1) settlement movement: community change 2) progressive education movement: student empowerment of classroom democracy and citizenship 3) recreation movement: joy of participating in a creative group

Strength-based building blocks External assets

• Caring neighborhood • Safety • Youth as resources • High expectations

Strength-based building blocks Internal assets

• Achievement motivation • Caring • Planning and decision making • Sense of purpose

Stages of Group Dynamics (the Boston Model)

• Pre-affiliation stage :trust • Power and control: asserting roles • Intimacy: bonding, trust deepens • Differentiation stage: relationships form, members do more of the work • Separation stage: closure

7 Principles of sbp

Respect group development as key to promoting change

Needs assessment of members

Dual focus:individual change, social reform

Inclusive of whole person

Decentralize authority

Activity based learning

Bridging

Facilitator Skills

Stay grounded: know your stuff, be patient, watch your reactions and body language, remain composed.

Listening skills: counselling course prepares you for this!

Don't feel like you have to fill all the airtime with your voice.

Let silence do some of the work and use it to your advantage!

Humour: being able to acknowledge that you are imperfect can help with the relationship building process. Youth can attempt to push boundaries in this area and safety should never be compromised. A healthy balance of having fun along the way makes the process much smoother.

Ego: leave any sense of self-righteousness or I'm out to prove my place' outside of the group work experience. The group is not a place to assert your dominance.