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Write You - Stress Management Group Analysis
You will have to look at your tummy as the goal and the progress meter of your intention to burn stomach fat. So, treating your weight loss as a project, let's see how you can shed all that tummy fat.You have to up your muscle and your weight training. The more extra muscle you have, the more you can burn energy. Also, the more extra muscle you develop, the more you can burn fat. Bottom line, build more muscle though weight training in order for your body to burn more energy and more fat.Go for even heavier weights. Or at least try the workouts that are intense, vigorous even. Go for the workouts with a lot of repetitions before the onset of fatigue. More reps mean more growth for your muscle, and you know what more muscle means: more chances to burn stomach fat.Go for more cardiovascular activities. Doing cardio in tandem with weight lifting gets you to burn more energy. Do this by jogging, rowing, cycling, and brisk walking. Getting your entire body pumping also has the effect of improving oxygen intake and blood circulation, both of which assist in your metabolism, and in the more efficient burning of body fat.Throw in some aerobic workouts. If you think of the amount of energy you would be using up in say, a full hour of either weight lifting or cardiovascular workouts, you must also do some consistent aerobic exercises to increase the fat burning. Join an aerobic class, sign up for some gym time. You won’t regret it, especially when you burn stomach fat in the process.Watch that diet. Really, watch it. Do not skip meals. You need all your energy, especially the ones you get from consuming low calorie foods, fruit and vegetables, and high fiber foods. Eat in controlled servings and eat often. No point in depriving yourself meals and then getting revenge later when your workouts have made you hungrier than you normally get.So, to sum it all up, just abide by these strategies to burn stomach fat in no time.
The leaders third intervention included, asking members “who would like to go first” regarding responses. The leader sought to let individuals retain choice and flexibility. If no one would respond, the leader would choose to direct a counter clock wise rotation.
The fourth intervention included a response to on camera or group interactive anxiety. One of the members admitted that he was a little anxious and was laughing in order to cope. The leader immediately addressed the behavior; reassured the member and made attempts to universalize his behavior with other members by stating that “we all at one time or another feel nervous in groups.” The leader also expressed to all group members that “if anyone felt uncomfortable, please understand that you can step out to relax.”
The leader’s next intervention included the taking of five minutes off camera for all members to fill out their eco-maps. The leader clearly explained before the break the visual need to represent their circumstance for greater clarity. This gave members a time to relax off camera and learn more about their circumstances. This gives way to what Reid (1997) calls therapeutic f
So you live in Orange County, California near to the Hollywood glitzy and glamorous world of the rich and famous. But you are an ordinary person looking for a simple Orange County Home Equity Loan. What can you do?There are lots of companies out there looking to offer you Orange County Home Equity Loans or California Home Equity Loans but what should you do first?If this is the first time you have considered home equity loans and you are not sure what a home equity loan is or what it can do for you then research is what you need.Home equity loans release the funds that are tied up in your house. The difference between what your home is worth and what is owing to the mortgage company is your equity. California or Orange County Home Equity Loans allow you to be able to use those funds more or less for whatever you need it for.Fairly often the interest rates offer for home equity loans are better than those you are being charged if you are in debt. Many people opt for Orange County Home Equity Loans to help them get their debt in order and to ease their monthly payments.Of course you may want California Home Equity Loans in order to add on to your existing home, perhaps and extra bedroom or a rumpus room for the kids.Whatever you want California or Orange County Home Equity Loans for be sure to check out the many rates and lenders that are eager for your business and find the right one for you.
The current group of analysis is a mock stress management group. Each member acted out specific roles of individual situations that possibly exist within the local communities of Flint, Michigan. Each of these individuals had been asked to recall for one week between sessions, of a stressful event that impacted their life in a significant manner. The group had initially met one week prior for introductions and construction of group rules. The current video segment represented the second meeting with a time of approximately (30) minutes.
During the video segment the group’s indicated stage of development could be characterized as the Forming Stage (Tuckman, 1963). This stage as Tuckman (1963) stated is characterized by the initial or early stages of the group, with introductions, orientations, and the testing of members through interaction. Klein (1972) also characterizes an accurate portrayal of our stress management groups stage of development, when he stated that early in the development of a group, “The underlying theme of the orientation phase is anxiety and the actions are a means of coping with it. Some people respond to anxiety by remaining passive, watching and waiting” (p 82). Corey & Corey (2002), indicate that some members may be suspicious, anxious, and represent a curiosity of who these new group members are. These theoretical perceptions can be clearly identified when one of the members within the stress management group would laugh at times; expressing anxious reactions to group involvement as well as the indication by their members that we all can feel anxious initially. The priority issues within the group consisted of four areas of focus. They are as follows;
1.The need to express a past stressful event in the member’s life.
2.The need to identify and express the emotions connected to the event.
3.The need to understand and express the affects of the event on their relationships.
4.The need to express the ways in which the member coped with the event
Figure 1.1
The members were asked to contemplate over a period of one week, a past event that was stressful. They were asked to prepare to discuss the topic during the second group session. The members were asked to identify and express the subjective emotions they experienced during the stressful event. According to Therapeutic Resources (2006), it is important to express and share feelings and emotions within such a support group in order to promote emotional healing. The members were also asked to identify and express the affects this event subjectively had upon the member’s relationships. Finally, the members were asked to express their perceptions and actions taken to cope with the past event. According to Toseland & Rivas (1995), assisting members in identifying past actions that assisted in accomplishing a positive outcome serves to empower individuals.
According to Reid (1997), group composition pertains to identifying who will be in the group and who will not be in the group. The gender, age, ethnic, social and racial characteristics are identified and analyzed according to group purpose and needs (Reid, 1997). Our stress management group consisted of four members, constructed as an open system. The members were all between the ages of thirty and forty. There were two males and two females of mid to low social stratification. This group represented both homogeneous and heterogeneous aspects (Reid, 1997). Unfortunately for the purpose of the group project the only members the leader could utilize were of European Caucasian decent. The leader realizes that it may have been valuable for other ethnicities and racial compositions to be present in the group for further learning opportunities for all members. According to Reid (1997), those of other cultures can give a group a diverse amount of perspectives in solving problems. It would have clearly been of great interest and more educational for members to gain insight on how others from different ethnic groups experienced their stressful event. Regarding gender, the leader did make efforts to obtain an equal participation of both genders.
The leader’s purpose and hope was to allow individuals to re-experience their thoughts, feelings, and relational identities regarding their past circumstance. This visual representation sought to shed light to new understandings of members past circumstances. This re-evaluation sought to clarify understandings and give new perspectives from other group members by those who would participate.
Leadership
According to Toseland, Jones & Gellis (2004), principles that convey good leadership and promote member to member interaction included;
1.To encourage member to member interaction; rather than member to leader. 2.Insure that members have input into the agenda for group meetings; in the present and in the future. 3.Supporting indigenous group leaders as their leadership emerges 4.Encouraging mutual sharing and mutual aid between members
Figure 1.2
These ideas were proposed and attempted during leadership processes. In regards to (# 1), early within the group session the leader encouraged members to share patterns and ideas in which they identified (Toseland, et. al., 2004). In regards to (#2), the leader asked within the first session for members to think about what they would speak about in the second session (Toseland, et. al., 2004). In regards to (#3), it was clearly difficult to identify indigenous leaders due to the stage of development. In regards to (#4), the leader encouraged members to share ideas, compare or relate regarding similar stories (Toseland, et. al., 2004). The leader displayed elements within group session, known to Toseland, et. al., (2004), as expert power, “possessing knowledge to help the group achieve goals (p.21).” This was clear throughout the session with examples of recommendations to members on how to cope with stressful circumstances. According to Toseland, et. al., (2004), informational power is when, “a leader possesses information that is needed by the group (p.21).” These ideas were expressed by the leader in regards to presenting material in a systematic and visually affective manner. Leadership Interventions
The leader’s first intervention was to construct four areas of focus. These areas focused upon cognitive, emotional, relational and positive strategies in coping. According to Toseland and Rivas (1995), some important components of support group interventions include;
1.Ventilation of a stressful experience within a supportive environment 2.A validation and confirmation of similar experiences 3.Support and understanding during difficult situations 4.Identify ways of coping during stressful circumstances
Figure 1.3
The leaders second intervention was to assist in lowering client defenses; allowing individuals in the second session to cognitively think through a stressful event prior to attendance, and then prepare to express it verbally and visually. According to Hartman (1978), the use of an eco-map tool with clients can help clients feel as if the social worker is making an effort to assist them and also decrease client defensiveness. This eco-map was carefully constructed with purpose, and represented areas in which the four areas of focus could be expressed through visual representation.
The leaders third intervention included, asking members “who would like to go first” regarding responses. The leader sought to let individuals retain choice and flexibility. If no one would respond, the leader would choose to direct a counter clock wise rotation.
The fourth intervention included a response to on camera or group interactive anxiety. One of the members admitted that he was a little anxious and was laughing in order to cope. The leader immediately addressed the behavior; reassured the member and made attempts to universalize his behavior with other members by stating that “we all at one time or another feel nervous in groups.” The leader also expressed to all group members that “if anyone felt uncomfortable, please understand that you can step out to relax.”
The leader’s next intervention included the taking of five minutes off camera for all members to fill out their eco-maps. The leader clearly explained before the break the visual need to represent their circumstance for greater clarity. This gave members a time to relax off camera and learn more about their circumstances. This gives way to what Reid (1997) calls therapeutic f
The major benefit of elliptical training is that you can exercise with minimal impact on your knees and joints. For your entire workout, you won’t actually have to lift your feet off a surface and put them back down again. But that’s where some people have problems with elliptical workouts. Keeping constant pressure on your feet for longer periods of time will cause them to go numb.Because you don’t have to move your feet or your toes while exercising on an elliptical machine, you can start to feel numbness as early as 10 minutes into your workout due to lack of actual foot movement. This can be a large nuisance for some, for others it’s never a problem, and for most it can be dealt with easily.Some people will experience numbness on an elliptical and others will not—even on the same exact machine. It all depends on the design of the elliptical and if it was meant for you. Sometimes the stride length doesn’t fit you correctly, and others you could benefit from articulating foot pedals.The numbness may not set in until after you’ve been working out for a long time, or it may set in early but usually you’ll be able to identify the onset of the numbness before it feels completely numb. When you start to feel the warning, tingling signals or even way before you even notice that the numbness may be approaching, you can try to move your feet a little bit to prevent or alleviate the numbness.Prevent elliptical foot numbness try wiggling your toesreposition your feet on the foot platesshift your weight onto the balls of your feet or your heels, or rock back and forth between bothtry not to keep too much of your weight on the balls of your feetloosen your shoe laces or getting better shoes with arch supportchange directions by going backward on an ellipticaluse an elliptical with pivoting (articulating) foot pedals If you notice that numbness is a problem when you use an elliptical machine, try focusing on your feet a little bit more before the numbness even begins to start. Focusing on keeping
1.The need to express a past stressful event in the member’s life.
2.The need to identify and express the emotions connected to the event.
3.The need to understand and express the affects of the event on their relationships.
4.The need to express the ways in which the member coped with the event
Figure 1.1
The members were asked to contemplate over a period of one week, a past event that was stressful. They were asked to prepare to discuss the topic during the second group session. The members were asked to identify and express the subjective emotions they experienced during the stressful event. According to Therapeutic Resources (2006), it is important to express and share feelings and emotions within such a support group in order to promote emotional healing. The members were also asked to identify and express the affects this event subjectively had upon the member’s relationships. Finally, the members were asked to express their perceptions and actions taken to cope with the past event. According to Toseland & Rivas (1995), assisting members in identifying past actions that assisted in accomplishing a positive outcome serves to empower individuals.
According to Reid (1997), group composition pertains to identifying who will be in the group and who will not be in the group. The gender, age, ethnic, social and racial characteristics are identified and analyzed according to group purpose and needs (Reid, 1997). Our stress management group consisted of four members, constructed as an open system. The members were all between the ages of thirty and forty. There were two males and two females of mid to low social stratification. This group represented both homogeneous and heterogeneous aspects (Reid, 1997). Unfortunately for the purpose of the group project the only members the leader could utilize were of European Caucasian decent. The leader realizes that it may have been valuable for other ethnicities and racial compositions to be present in the group for further learning opportunities for all members. According to Reid (1997), those of other cultures can give a group a diverse amount of perspectives in solving problems. It would have clearly been of great interest and more educational for members to gain insight on how others from different ethnic groups experienced their stressful event. Regarding gender, the leader did make efforts to obtain an equal participation of both genders.
The leader’s purpose and hope was to allow individuals to re-experience their thoughts, feelings, and relational identities regarding their past circumstance. This visual representation sought to shed light to new understandings of members past circumstances. This re-evaluation sought to clarify understandings and give new perspectives from other group members by those who would participate.
Leadership
According to Toseland, Jones & Gellis (2004), principles that convey good leadership and promote member to member interaction included;
1.To encourage member to member interaction; rather than member to leader. 2.Insure that members have input into the agenda for group meetings; in the present and in the future. 3.Supporting indigenous group leaders as their leadership emerges 4.Encouraging mutual sharing and mutual aid between members
Figure 1.2
These ideas were proposed and attempted during leadership processes. In regards to (# 1), early within the group session the leader encouraged members to share patterns and ideas in which they identified (Toseland, et. al., 2004). In regards to (#2), the leader asked within the first session for members to think about what they would speak about in the second session (Toseland, et. al., 2004). In regards to (#3), it was clearly difficult to identify indigenous leaders due to the stage of development. In regards to (#4), the leader encouraged members to share ideas, compare or relate regarding similar stories (Toseland, et. al., 2004). The leader displayed elements within group session, known to Toseland, et. al., (2004), as expert power, “possessing knowledge to help the group achieve goals (p.21).” This was clear throughout the session with examples of recommendations to members on how to cope with stressful circumstances. According to Toseland, et. al., (2004), informational power is when, “a leader possesses information that is needed by the group (p.21).” These ideas were expressed by the leader in regards to presenting material in a systematic and visually affective manner. Leadership Interventions
The leader’s first intervention was to construct four areas of focus. These areas focused upon cognitive, emotional, relational and positive strategies in coping. According to Toseland and Rivas (1995), some important components of support group interventions include;
1.Ventilation of a stressful experience within a supportive environment 2.A validation and confirmation of similar experiences 3.Support and understanding during difficult situations 4.Identify ways of coping during stressful circumstances
Figure 1.3
The leaders second intervention was to assist in lowering client defenses; allowing individuals in the second session to cognitively think through a stressful event prior to attendance, and then prepare to express it verbally and visually. According to Hartman (1978), the use of an eco-map tool with clients can help clients feel as if the social worker is making an effort to assist them and also decrease client defensiveness. This eco-map was carefully constructed with purpose, and represented areas in which the four areas of focus could be expressed through visual representation.
The leaders third intervention included, asking members “who would like to go first” regarding responses. The leader sought to let individuals retain choice and flexibility. If no one would respond, the leader would choose to direct a counter clock wise rotation.
The fourth intervention included a response to on camera or group interactive anxiety. One of the members admitted that he was a little anxious and was laughing in order to cope. The leader immediately addressed the behavior; reassured the member and made attempts to universalize his behavior with other members by stating that “we all at one time or another feel nervous in groups.” The leader also expressed to all group members that “if anyone felt uncomfortable, please understand that you can step out to relax.”
The leader’s next intervention included the taking of five minutes off camera for all members to fill out their eco-maps. The leader clearly explained before the break the visual need to represent their circumstance for greater clarity. This gave members a time to relax off camera and learn more about their circumstances. This gives way to what Reid (1997) calls therapeutic f
My name is Chas Brothers. Many of you know me as an author of motivational articles directed towards both big and small business alike. As writers, we draw upon our knowledge and experience to offer our readers the one or two things they may need to inspire them to greatness.Life experience is also a great teacher as are the people who have the greatest influence over us. My wife Jolene has been my source of inspiration and greatness for over 14 years. Those who know me intimately will tell you I don’t give away my affections easily but she brings out the best in me even when I don’t want her to.When we met, I was informed by this Irish, Scottish, Welsh, and former Marine, that she was going to take this stubborn Polish, Native American, and former Army dog face and mold me! Friends you can imagine that at times, it was the classic clash of the Titans!I have seen many things over the years which have caused me to view life in colors of black and white while she sees things from every form of gray imaginable. For me, there were no hero’s and I was desperately looking for where I fit in, in the overall scheme of things. The hero I was looking for was right in front of me all the time – my wife!Jolene has taught me more about business and cultivating the tools I needed to succeed more than anyone. Without her direct support, I wouldn’t be able to do any of this. I’m not surrounded by nay - sayer’s – just supporters. She is my editor, most staunch critic, advisor, and most trusted partner. She has never ceased to amaze me. Despite at times a not so friendly work atmosphere at a couple of previous employers, she always maintained a high level of professionalism about her that was inspiring. And if that weren’t enough, when I got custody of my four children from a previous marriage she accepted them and set about teaching me how to be a good father to them.I remember when I first started in management, I just couldn’t wait! I was the flavor of the month – an autocratic leader just like the bosses before me. Only problem was everyone went democratic on me overnight – I was lost! I have always possessed the ability
The leader’s purpose and hope was to allow individuals to re-experience their thoughts, feelings, and relational identities regarding their past circumstance. This visual representation sought to shed light to new understandings of members past circumstances. This re-evaluation sought to clarify understandings and give new perspectives from other group members by those who would participate.
Leadership
According to Toseland, Jones & Gellis (2004), principles that convey good leadership and promote member to member interaction included;
1.To encourage member to member interaction; rather than member to leader. 2.Insure that members have input into the agenda for group meetings; in the present and in the future. 3.Supporting indigenous group leaders as their leadership emerges 4.Encouraging mutual sharing and mutual aid between members
Figure 1.2
These ideas were proposed and attempted during leadership processes. In regards to (# 1), early within the group session the leader encouraged members to share patterns and ideas in which they identified (Toseland, et. al., 2004). In regards to (#2), the leader asked within the first session for members to think about what they would speak about in the second session (Toseland, et. al., 2004). In regards to (#3), it was clearly difficult to identify indigenous leaders due to the stage of development. In regards to (#4), the leader encouraged members to share ideas, compare or relate regarding similar stories (Toseland, et. al., 2004). The leader displayed elements within group session, known to Toseland, et. al., (2004), as expert power, “possessing knowledge to help the group achieve goals (p.21).” This was clear throughout the session with examples of recommendations to members on how to cope with stressful circumstances. According to Toseland, et. al., (2004), informational power is when, “a leader possesses information that is needed by the group (p.21).” These ideas were expressed by the leader in regards to presenting material in a systematic and visually affective manner. Leadership Interventions
The leader’s first intervention was to construct four areas of focus. These areas focused upon cognitive, emotional, relational and positive strategies in coping. According to Toseland and Rivas (1995), some important components of support group interventions include;
1.Ventilation of a stressful experience within a supportive environment 2.A validation and confirmation of similar experiences 3.Support and understanding during difficult situations 4.Identify ways of coping during stressful circumstances
Figure 1.3
The leaders second intervention was to assist in lowering client defenses; allowing individuals in the second session to cognitively think through a stressful event prior to attendance, and then prepare to express it verbally and visually. According to Hartman (1978), the use of an eco-map tool with clients can help clients feel as if the social worker is making an effort to assist them and also decrease client defensiveness. This eco-map was carefully constructed with purpose, and represented areas in which the four areas of focus could be expressed through visual representation.
The leaders third intervention included, asking members “who would like to go first” regarding responses. The leader sought to let individuals retain choice and flexibility. If no one would respond, the leader would choose to direct a counter clock wise rotation.
The fourth intervention included a response to on camera or group interactive anxiety. One of the members admitted that he was a little anxious and was laughing in order to cope. The leader immediately addressed the behavior; reassured the member and made attempts to universalize his behavior with other members by stating that “we all at one time or another feel nervous in groups.” The leader also expressed to all group members that “if anyone felt uncomfortable, please understand that you can step out to relax.”
The leader’s next intervention included the taking of five minutes off camera for all members to fill out their eco-maps. The leader clearly explained before the break the visual need to represent their circumstance for greater clarity. This gave members a time to relax off camera and learn more about their circumstances. This gives way to what Reid (1997) calls therapeutic f
If you know a thing about the art of copywriting, you'll know how important it is to use testimonials. Using testimonials in your sales letter gives your product or service a kind of credibility.But a lot of marketers are using testimonials the wrong way. If your testimonials do not look credible, you're worse off than the marketer that did not use any testimonial.I've laid out below five(5) tips to make your testimonials more believable.===> USE PICTURES.Ask people if they would e-mail a picture with their testimonial. If they don't have one scanned you could have them send their picture by mail and you could scan it. This technique will give your testimonials more credibility.===> USE HAND WRITTEN LETTERSAsk people to send in hand written testimonials. If they can go further a bit, they should scan it and email it to you.Alternatively, when people send in typed testimonies, you can write it yourself, scan it and upload it. This gives your testimonies a kind of realism.===> USE RECORDINGSYou could record peoples testimonials over the phone with a mini tape recorder. Then, take the recording and record it to an answering machine or voice mail system. Under each one, include a phone number they can call to hear the actual testimonial.You can also use video recordings. Just convert the recorded messages sent to you into an online video file and upload onto your website.===> USE E-MAIL MESSAGESWhen you get e-mail testimonials, publish the entire e-mail message instead of just the contents. It will be more believable because it will include the date, time, subject, who it's from and who it's to.===> USE CONTACT INFORMATIONWhen you get testimonials from people, ask them if you could include their contact information under the testimonial. This will allow potential customers to ask your current customers questions about your product or service before they buy. Usually, they will trust them more than you.Use these tips and the effectiveness of your testimonials will surely increase.
The leader’s first intervention was to construct four areas of focus. These areas focused upon cognitive, emotional, relational and positive strategies in coping. According to Toseland and Rivas (1995), some important components of support group interventions include;
1.Ventilation of a stressful experience within a supportive environment 2.A validation and confirmation of similar experiences 3.Support and understanding during difficult situations 4.Identify ways of coping during stressful circumstances
Figure 1.3
The leaders second intervention was to assist in lowering client defenses; allowing individuals in the second session to cognitively think through a stressful event prior to attendance, and then prepare to express it verbally and visually. According to Hartman (1978), the use of an eco-map tool with clients can help clients feel as if the social worker is making an effort to assist them and also decrease client defensiveness. This eco-map was carefully constructed with purpose, and represented areas in which the four areas of focus could be expressed through visual representation.
The leaders third intervention included, asking members “who would like to go first” regarding responses. The leader sought to let individuals retain choice and flexibility. If no one would respond, the leader would choose to direct a counter clock wise rotation.
The fourth intervention included a response to on camera or group interactive anxiety. One of the members admitted that he was a little anxious and was laughing in order to cope. The leader immediately addressed the behavior; reassured the member and made attempts to universalize his behavior with other members by stating that “we all at one time or another feel nervous in groups.” The leader also expressed to all group members that “if anyone felt uncomfortable, please understand that you can step out to relax.”
The leader’s next intervention included the taking of five minutes off camera for all members to fill out their eco-maps. The leader clearly explained before the break the visual need to represent their circumstance for greater clarity. This gave members a time to relax off camera and learn more about their circumstances. This gives way to what Reid (1997) calls therapeutic f
What you see in the world and much of how others interact with you is a based on what is within you. The world you live in is a mirror, reflecting to you what you feel and project.This can be hard to face, as we don't want to think that we are anything like all that we see in the world. This is not to say that you are alone responsible for everything going on in the world. However, you bring into your personal world most of what you see and experience by what you perceive and believe.If you are annoyed and frustrated with drivers on the road, you will find many feel the same about you. Someone who feels irritated with a crowd of people will not see many friendly faces looking back. While, also, if you are considerate and polite, you will experience much of the same.Your attitude governs how you see the world and how you interact with it.Sure, There are many things going on in the world that are unpleasant, but if you bring the thinking into your thoughts, you are bringing it closer to your life.Haven't you noticed that the people that appear happy are the easiest to approach and talk with than those that seem grumpy? Are you the happy one or the grump?We tend to think that it is up to the world to provide us with what we want, where the opposite is actually true. It is our responsibility how we feel, think and act, which can effect how others interact with us.If your thoughts throughout the day are mostly on anger, anxiety, distrust, fear, aggression, superiority, and you are looking to one-up everyone, when can you fit in the happiness you want?Two things are going on:1) Your mind is listening to what you feel and say all day and responds to them as a command for more. If your mind is engrossed in some form of negative thought all day, when exactly where any happy thoughts going to fit in.2) The people you interact with are reading you, your body language, your vocal intonations, your behavior. You exude how you feel and the attitude you hold. People will then react, usually in kind. You will get back from them what you project. We all know that we are 'reading' other
The leaders third intervention included, asking members “who would like to go first” regarding responses. The leader sought to let individuals retain choice and flexibility. If no one would respond, the leader would choose to direct a counter clock wise rotation.
The fourth intervention included a response to on camera or group interactive anxiety. One of the members admitted that he was a little anxious and was laughing in order to cope. The leader immediately addressed the behavior; reassured the member and made attempts to universalize his behavior with other members by stating that “we all at one time or another feel nervous in groups.” The leader also expressed to all group members that “if anyone felt uncomfortable, please understand that you can step out to relax.”
The leader’s next intervention included the taking of five minutes off camera for all members to fill out their eco-maps. The leader clearly explained before the break the visual need to represent their circumstance for greater clarity. This gave members a time to relax off camera and learn more about their circumstances. This gives way to what Reid (1997) calls therapeutic factors of internal action, that influence other’s processes within the mind of members; such as , imagining, rehearsing, remembering and planning.
The next intervention clarified to group members their opportunity to identify and express to other members “any patterns or ideas that are similar or different in which may ignite interaction.” The leader encouraged them to realize the similarities and commonalities of their membership; in hopes they would learn from their differences (Toseland, et. al., 2004).
Within the next intervention the leader sought to apply, and establish the identity of a pattern regarding the feelings group members were expressing; feelings of depression, low self esteem, loss, anger, as well as feelings that others within their families judge them. According to Reid (1997), this universalizing through the identification of consistent patterns is an important part of “mutual sharing groups.” The leader believed that allowing members to express and share their commonalities would bring forth greater learning and a sense of support (Reid, 1997).
The next intervention included linking or identifying two individuals within the group “Jenni” and “Roy”, with similar stories of divorce. The expressed self disclosure of feelings of loss and indicated transitional changes during the divorce process were very clear (Reid, 1997). After “Jenni” explained her story, the leader purposely called upon “Roy” to share or compare his similar circumstance. The leader hoped that he could link a commonality through the realization of current and past feelings. The leader realizing as “Jenni” went on to explain her feelings of isolation from her “church family” during the divorce, another comparison and assistance in realization between her and the other group member “Amy” became an apparent opportunity to bridge understandings. The leader called upon “Amy” in hopes that “Amy” with the isolation by family members due to the loss of her job, could give insight and understanding to “Jenni’s” feelings (Reid, 1997).
Next, the leader took the opportunity to intervene regarding the interaction by members in explaining their feelings of depression and behaviors relating to their circumstances. The leader emphasized their positive responses to self analysis as well as emphasizing the needs to cope positively within stressful circumstances. “Amy” stated that she enjoyed being part of a group and it made her feel like maybe she was not such a “freak” after all when listening to others in the group. The leader took advantage of influencing “internal member processes” with this comment, by reiterating the positive aspects of expressing individual feelings and emphasizing the safety that exists within the group system (Reid, 1997).
The leader, took the opportunity to address a common emotional theme of anger. The leader believed that through his active listening that this would be important regarding the need to express the emotional frustration of member’s circumstances (Reid, 1997). The leader purposed that this emotion in particular could clearly be related, effectively based upon the types of past events the members had expressed. The leader took an early advantage to initiate a perspective thought by members regarding “how they coped with their anger.” The leader purposely emphasized the need to construct positive coping skills; after “Roy” had indicated how he had changed from drinking at the bar, to working out at the gym. The leader believed that these early comments would prepare group members in thinking about the fourth area topic of focus.
The next intervention emphasized a need to identify areas in which individual members had difficulties trusting others. Commonalities were identified and interactions were clear between members. The leader re-emphasized a need to identify the expression of trust, economic, anger, and isolation issues common among members. The leader took the initiative to ask “Jeremy” if his comment’s about attending church was a way to cope with, or create greater support structures within his circumstance. This question prompted “Jenni” to initiate her coping processes regarding her belief in God. The leader further emphasized the need to utilize our beliefs and values in coping with our circumstances as “Jenni” had indicated.
After the member named “Roy” emphasized that his “work system” was affected by his stress reactions. The leader took advantage of utilizing the “work topic” to gain insight on how these events affected individual’s ability to make a living. Interestingly enough the only member who did not comment regarding this topic/system of interest was “Amy” and this was clearly due to the nature of her event; revolving around “work” and the loss of her job.
Another intervention by the leader included linking how our current circumstances can restrict our choices; however, through this change and transition, we develop new choices that if identified, can lead to very positive outcomes. This became evident when “Amy” spoke out about her job loss and then her opportunity to go to school. With this conversation a commonality between “Amy”, “Jenni” and “Roy”, develops in regards to stigma, exploitation and the oppression many experience when transitioning through these circumstances. One member “Jenni” goes on to emphasize her feelings regarding her frustration with feelings after her divorce. She stated she felt as “used goods.” The member “Jeremy” seemed to laugh loudly; possible due to ever present anxiety or maybe perceptions of humor. Never the less, the group leader took direct action to confront the reasoning in “Jeremy’s” response in an effort to clarify and protect the feelings of the other member’s emotional expression to emphasize respect and safety (Reid, 1997). The leader took the initiative to get “Jeremy” more involved in expressing his abilities to cope with his circumstance.
Within the final intervention the leader re-emphasizes the need to utilize coping mechanisms; identifies commonalities; clarifies the emotional sharing; social implications of member’s circumstances; and the thanking of group participation. Strengths
I believe that the leader’s strengths were clearly represented through the construction, structure, and use of curriculum. As indicated; the use of the eco-map and topic areas were researched based and relevant to the goal and purpose of the group session. The leader exhibited positive strategies in order to assist group members in expressing feelings, identifying connective patterns, reinforcing commonality, and gave ideas for positive coping skills. Areas to enhance
Areas of continual analysis and improvement are also clear. The group may have been too structured. Due to a lack of experience the leader may have attempted to control the group too extensively due to the leader’s insecurities (To
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