How does group functioning reflect an individual’s social interactions? Throughout this course I have gained new awareness about how a group functions as well as how I function within groups. Most importantly, to identify my personal group functioning I need to understand the principles, framework and explanations and to critically analyze how groups are experienced. I can do this by identifying a theory to which I believe best describes my experience throughout this class functioning process. Throughout the semester, I believe that social exchange theory described by Toseland & Rivas (2009) best describes how I see the group’s process. Toseland & Rivas (2009) describe social exchange theory as an attempt to understanding the group as a system of interacting elements. I believe this theory best describes my experience within this semester because social exchange theory focuses on the way members influence one another during social interactions. These social interactions are displayed throughout the class by working collectively by the amount of social dependence each student had on other students through our group presentations. Throughout this paper, as I analyze and critique my own functioning within a group, I will explore what I have learned about group process. I will also navigate through my experiences to find what I have learned about myself in the context of the group. Furthermore, I will describe what the most important outcome of this experience is, both intellectually and emotionally. And finally, I will examine how my class experience and completion of assignments influence my social work practice.
As group dynamics are a result of interactions of groups’ members, I will explore what I have learned about group process in the context of this semester. Based on the findings of “Group Work Practice” researched by Toseland & Rivas (2009), there are four dynamics of group dynamics which are all important in the understanding and effectiveness with all types of task or treatment groups: communication and interactions patterns, cohesion, social integration and influence, and group culture (p.65). As our course “Social Work with Groups”, is a task based group, I believe that collectively our group has facilitated and guided the development of group dynamics which has enabled group achievement. I believe that our group developed and maintained beneficial communication and interaction patterns. Throughout the course we used communication to understand our fellow class mates by attentive listening to our weekly check-in and check-outs. We also used communication to find out where people stand in relation to other people, for example, what level of education all students are in or what group experience other may have had prior to this course. We achieved communication by listening to others questions, comments or concerns. Most importantly, I believe group members demonstrated the significance of the relational aspects of communication such as cooperation, connection, autonomy, similarity, flexibility and harmony as it all relates to the understanding of communication and interaction patterns (Toseland & Rivas, 2009). Another aspect in defining group dynamics is group cohesion. Throughout this semester, I believe our group demonstrated really good group cohesion because we developed a member-to-member attraction for liking the group as a whole; this was displayed by attendance and individual participation from all class mates during group facilitation. Additionally, our group developed unity and a sense of teamwork as we worked together to get extensions on papers and fight for revising our syllabus, which may not have happened if only one person spoke their opinion.
Social integration, influence and group culture also play a large role in the development of group dynamics. Social integration and influence refer to how members fit together and how they are accepted within the group (Toseland & Rivas, 2009). Within our course, I believe we all formulated and maintained group cohesiveness which builds the unanimity towards the main goal of the group process; course credits and an understanding of group dynamics. As discussed by Toseland & Rivas (2009), “in groups with strong social influences, members give up a greater deal of their freedom and individuality” (p.78). Throughout the course of this semester, I believe we demonstrated social integration and influence by being open-minded toward each other’s group facilitations, open and honest when giving feedback from group facilitations and respecting people’s turns to talk through our check ins and outs which all becomes the development of freedom and individuality within group dynamics. Furthermore, group culture refers to values, beliefs, customs and traditions held in common by group members (Toseland & Rivas, 2009). Values, beliefs and traditions that we, as a group, identified with is education as we are all admitted Social Work students. I believe communication, cohesion, social integration and group culture all played an important role in the make up of our group dynamics.
As I navigate through my experiences to find what I have learned about myself in the context of the group, I have become more aware of my active leadership role and areas that I have become more passive. What I perceive to be my major strength as a group facilitator are attending skills, involving group members, attentive listening, responding empathically, relating to personal experiences and humor. I know I am comfortable around people because I look forward to what I can learn for others and how I can be challenged by people’s responses. I also believe that I incorporate an effective use of self using my personality and interpersonal style, as this positively influences my leadership role and effectiveness. I believe these are my strengths as an active facilitator, as they help to achieve accomplishments within the group as well as build on my foundational understanding of group dynamics. However, I also have areas within group dynamics that are not my strongest points. As I have re-gathered my feedback from my group facilitation, I know that I need to work on silence as it is another important aspect of communication. I need to give time for others to collect their thoughts and process them. I can do this by counting to five or ten (if need be) after the person is done talking to ensure a break of silence. Furthermore, I also need to be more compassionate about giving people the right amount of time to talk and not interrupt them. I believe that interruption was the largest negative aspect of the entire group, myself being guilty of it as well. For example, during check-outs I noticed a lot of side taking and interruptions while others are talking. I believe this ridge way of communication is what some people have learned in order to be heard, however, I do not believe it is effective. For example, some points during class I felt were rejected when someone interrupted and I either did not remember what I was talking about or did not want to conclude based on the assumptions that I might not be heard or understood. In order to ensure that I do not interrupt others while talking I need to be respectful of others time to talk. As suggested above, I believe that I have a lot of strengths that I bring to group facilitation; however, there is always room for improvement. I can take this semester as a learning opportunity so I can review the skills that I need to work on, to be more effective with my group facilitation in my future social work practice.
Other aspects of understanding group dynamics, through the course of this semester, are intellectual and emotional outcomes. Analyzing experiences allows for room to process information and look further into yourself about why or why not some experiences are significant. Given the entire course context, an intellectual experience that I have had, has been through proposal writing. I believe proposal writing had an impact on me because, originally, I did not see the intellectual link to the context of our groups course. It also became uncomfortable writing a proposal because it did not feel genuine. I believe that I can write more passionately, collectively and realistically when I am writing something that is real. However, when I look back on the experience, I realize that the proposal was a way for students to understand the group process, functioning and procedure that is required of all groups within our community. Furthermore, I also had a very empowering emotional experience through the process of understanding groups. During the first few weeks of our check-outs I felt nervous about sharing my feelings openly toward others because I did not know how they were going to be perceived. I believe this is because cohesion was not yet established. As the course went on and as cohesion grew, I looked forward to the closing because it gave me my time to share my feelings and what was going through my mind. I started to look forward to our closing as the groups relationships expanded. I believe this rapport was obvious because there was always energy at the end of the class more so than the beginning. Even though these are two different ways that I have been influenced by group dynamics they both simulate critical thinking about my active role in group functioning.
Finally, I will examine how my class experience and completion of assignments influence my future social work practice. Throughout the course of this semester I have gained new skills, knowledge and appreciation about the functioning of group dynamics. These new proficiencies include: theoretical approach to group work, identifying and describing applications of specific types of group dynamics, ethical and professional issues in group work, the ability to provide leadership and facilitate skills within a group context, and lastly, the ability to identify the appropriate use of self in a group setting. By participating in this process of a structured group experience, I have been provided opportunities to understand the stages of group development, practice skills related to group process and the ability to provide these skills to my future social work practice. I also believe that without the influence and the participation of my other group members, I would not have gained such skills. When I compare my experience of this course to the theoretical perspective using social exchange, I can start to see how important other individuals are in my process of learning. As suggested by Toseland & Rivas (2009), “nothing is gained unless something is given in return, there is an exchange implied in all human relationships” (p.62). I believe the influence of my new education and cohesion, allows me to present my leadership in a positive, honest and constructive way within this community as I continue to realize my own way of functioning in this process of learning.
Clearly, there are a number of aspects that build on the dynamic of group functioning. Throughout the course of this semester I have gained new skills, knowledge and appreciation about the functioning of group dynamics. As a group, I believe we were able to communicate collectively with one another; we were also able to build cohesion and evolve into a well functioning group. As a class, functioning would not have happened if we did not work together in this process of learning. Individually, I have been given the skills that I need to identify my own active leadership role, as well as my ability to function in a group. I am eager to enter the field of social work so I can start to incorporate my style of leadership into practice, educating others about group dynamics and continue to learn from others as I carry on my life long educational process.
Reference
Toseland, R. & Rivas, R. (2009). An introduction to group work practice (6th ed.). Needham Heights, MA: Allyn and Bacon.
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