Year 11 Community and Family Studies: Types of Groups and Reasons for Formation

Syllabus Context: Individuals and Groups

• The Preliminary core module 8.2 "Individuals and Groups" is designed to occupy approximately $40\,\%$ of the total course time.

• This module explores the roles that individuals and groups play in meeting the specific needs of individuals, families, and communities.

• It focuses on building positive interpersonal relationships to promote a sense of belonging among individuals, families, and social groups.

• This module provides an opportunity for introductory research experience, including:

  • Conducting observations.

  • Conducting case studies.

Module Focus Areas

• Groups in the community.

• Roles individuals adopt within groups.

• Power within groups.

• Conflict within groups.

Student Learning Outcomes

• P1.2: Proposals for effective solutions to resource problems.

• P2.1: Accounting for the roles and relationships that individuals adopt within groups.

• P2.3: Examining the role of leadership and group dynamics in contributing to positive interpersonal relationships and achievement.

• P3.2: Analyzing the significance of gender in defining roles and relationships.

• P4.1: Utilizing research methodology appropriate to the study of social issues.

• P4.2: Presenting information in written, oral, and graphic form.

• P6.2: Using critical thinking skills to enhance decision-making.

Definition and Nature of a Group

• A group is defined as a collection of people who interact with and influence one another over a period of time and share a common purpose or goal.

• All groups are composed of individuals who bring their own unique skills and abilities to the collective.

• Individual personalities within a group are influenced by:

  • Genetics.

  • Environment.

  • Values.

  • Previous experiences.

General Characteristics and Features of Groups

• All groups share specific characteristics that distinguish them from a mere collection of people:

  • A number of people occupying different roles and positions.

  • Group purpose and group goals.

  • Group functions, tasks, and activities.

  • Shared values, attitudes, and beliefs.

  • General acceptance of group norms and standards.

  • Patterns of interaction and interpersonal communication within the group.

  • A degree of group cohesion and unity.

  • A formal or informal structure.

  • A pattern of leadership.

  • Relationships and interaction with people outside the group and with other groups.

Types of Groups in the Community

• To remember the types of groups, use the acronym CROSS – F (like Crossfit!).

Family and Friendship Groups

• Family Groups: Members spend a great deal of time together and engage in a wide range of activities. They know each other well, and there can be high expectations within this group.

• Friendship Groups: Members also spend significant time together, but these are more likely than family groups to disband after a short duration. Friendship groups are considered a secondary group type.

Sporting and Leisure Groups

• These can be long-term or transitory.

• The primary purpose is to provide fun and interactive ways for members to get fit and healthy or to address personal wellbeing.

• Members rely on one another for motivation.

• These groups may be:

  • Age specific (e.g., Little Athletics).

  • Location specific (e.g., Surf Life Saving clubs).

  • Competitive (e.g., triathlon clubs).

  • Creative (e.g., scrapbooking, art, and photography clubs).

Study and Work Groups

• When individuals feel connected and included in academic or active work, personal satisfaction and wellbeing are heightened.

• Examples include:

  • Study in pairs.

  • Service work groups.

  • Business and franchises with a common work ethic.

  • Networking groups.

  • Squads who work together.

Religious Groups

• Formed around common beliefs, traditions, and values held by a specific doctrine or faith.

• Mission: To promote spiritual growth and nurture the individual and their community.

• Australian population statistics (ABS, $2016$):

  • Christianity: $52\,\%$

  • No religion: $30\,\%$

  • Islam: $2.6\,\%$

  • Buddhism: $2.4\,\%$

  • Other combination (Hindu, Jewish, Sikh): $13\,\%$

• According to the ABS in $2021$, Christianity dropped to $44\,\%$.

Cultural Groups

• Classification is based on self-perceived group identification and the sharing of social and cultural characteristics.

• These groups may be based on the geographical location of an individual.

• Examples include Indigenous groups, which may lead to members accessing familiar support structures.

Other Specific Groups within the Community

• Created to ensure individual wellbeing is adequately addressed based on health, financial status, age, education, gender, and class.

• Support groups include those for men, sole parents, bushfire victims, and individuals with health issues like cancer, diabetes, and dementia.

• Volunteer groups include the Red Cross and St Vincent de Paul.

• Gangs and mobs are also categorized in this area.

Reasons for Group Formation

• Group membership is generally based on shared values, goals, and belief systems.

• The main outcome is to enhance individual wellbeing, self-confidence, and self-esteem.

• The mnemonic CLORGS5 may be used to remember these reasons.

Locality/Geography

• Groups formed due to living in a specific area or region.

• Examples:

  • A bushwalking group in the Blue Mountains.

  • A friendship group formed among retirees living in a caravan village.

  • These groups are often tight-knit and survive many generations and shared hardships.

Gender

• Gender identification begins at birth (e.g., "pink for girls" and "blue for boys").

• Gender is the most common factor in forming specific groups, despite lobbying for equality.

• The needs of Gay, Lesbian, Bisexual, Transgender, Intersex, and Questioning (GLBTIQ) individuals are gaining more support as a distinct group.

Shared Interest/Common Goal

• Individuals seek out others with common goals or interests, such as bike riding, traveling, or cooking.

• Examples:

  • Weight loss groups.

  • Bikers riding together to raise funds for children with cancer.

Security

• Security is the second level of Maslow’s hierarchy of needs.

• Individuals form groups by living in close proximity to others to feel safe.

• Enhanced by community health, emergency, and welfare services.

• Minority groups and cultural groups (e.g., Sudanese migrants settling in Blacktown) often live near one another to heighten their sense of security.

Sexuality

• GLBTIQ individuals form social groups based on shared values, beliefs, and experiences.

• Current legislation provide greater acknowledgement of these groups and addresses discrimination on the basis of sexuality.

• Examples: Gentlemen’s clubs are also groups formed on the basis of sexuality.

Specific Need

• Based on economic, physical, cultural, socio-emotional, and intellectual situations.

• Examples: Local communities and welfare groups for reformed alcoholics, gamblers, and drug addicts.

Social Interaction

• Formed to satisfy the need for social engagement.

• Examples: Weekend football, parents catching up for coffee, or sharing the responsibility of taking children to sports training.

• These groups can be long-term or transitory.

Culture

• Formed to reflect and celebrate traditions from an individual's country of origin.

• Leads to enhanced wellbeing through shared belief systems.

• Examples: Food festivals and cultural dance groups.

Religion

• Australia is populated by people from over $200$ different countries.

• Individuals and families seek spiritual fulfillment through worship within their specific deity.

Other Reasons

• Achievement of self-actualization and self-transcendence.

• Self-transcendence is the desire to connect to something beyond the ego or help others realize their potential.

• Example: An individual volunteering in impoverished regions to teach English and establish schools.

Strategic Analysis and Writing Tasks

Trifecta Writing Task: Structure

• Key Element 1: Glossary word.

• Key Element 2: Content point (Syllabus).

• Key Element 3: Link of the question (impact or effect).

PEEL Paragraph Structure

• Point: Make one specific point per paragraph.

• Example / Evidence: Provide an example or evidence to support the point.

• Explanation / Elaboration: Provide reasons to support the evidence or example.

• Link: Link back to the question or to the concept of wellbeing.

Case Study and Extension Activities

• Summer Heights High: Students are directed to watch a deleted scene featuring the character Ja’mie from the "Year 11 Formal Committee" to identify group dynamics.

• Media Analysis: Identifying groups in favorite TV shows and discussing their basis of formation.

• School Community Analysis: Identifying group types within the school, explaining their formation, and justifying personal membership in these groups.