You will be required to write 200–250-word replies to at least 3 of your classmates’ threads. In your replies, expand on the discussion by analyzing and building upon the thread and incorporating at least 1 scholarly reference in each reply. Integration of Scripture is encouraged, but is not required. Assertions must be supported by in-text references in current APA format. Use first person and single-spaced formatting and indent new paragraphs. Your threads and replies must be well written, well organized, and focused.
DB FORUM THREAD
Jacobs et al. (2016) state that a leader must be prepared to deal with many situations when leading a group. This week’s text identified thirteen common problems that often arise within a group. Silence is a common issue in groups because members are sometimes afraid to voice their concerns out of fear of feeling unvalued or unfamiliar with the topic or their peers. Jacobs et al. (2016) state that there are two kinds of silence within a group experience: productive and nonproductive.
Productive silence is often present when a member is attempting to process information presented within the session. Nonproductive silence occurs when the member lacks interest in the group or topic or is unsure how to respond to it.
Forsyth (2019) explains that conflicts arise from many sources, including disagreements over minor and significant issues, personality conflicts, and power struggles that cause collaborators to become hostile adversaries. With silence, perception could cause conflict because what one person may perceive as “processing information,” the other person may perceive it as rude or uncompliant.
Conflict is a natural consequence of joining a group and cannot be avoided completely (Forsyth, 2019). Leaders must be aware that group members have a variation of personalities and must know how to handle conflicts.
Silence from members is often expected at the beginning of a group session. Although silence can be viewed as a negative contribution to a group session, it can also be advantageous. James 1:19 (NKJV) states, “So then, my beloved brethren, let every man be swift to hear, slow to speak, slow to wrath, for the wrath of man does not produce the righteousness of God.
In my opinion, this teaches us that there is a time and place to be silent. Listening is vital in any relationship. When we invest careful thought, the result is clear communication.
Forsyth, D. R. (2019). Group dynamics (7th ed.). Boston, MA: Cengage.
Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills (8th ed.). Boston, MA: Cengage.
DB Forum 5 – Group Conflict
DB Forum 5 – Group Conflict
Liberty University – HSCO 511
The problem situation that I have chosen to discuss is the issue of the chronic talker. According to Jacobs (2018), the chronic talker may be nervous, a natural rambler or talker, or a show off who is trying to impress (p. 405). Helpful tools to manage a chronic talker include assessing the impact of and reasoning behind the chronic talker’s tendencies (Jacobs, 2018). Then, a leader might utilize the group in order to maneuver the flow of the meeting and redirect the talker. This could be done by splitting up into dyads, by addressing the entire group which requires the talker to listen, or to involve the group in providing input as to how the group is flowing (Jacobs, 2018).
According to Forsyth (2019), addressing this type of talker might require a level of confrontation which could cause the individual or group to walk through phases of uncertainty to commitment to negotiation, perception to misperception to understanding, soft tactics to hard tactics to cooperative tactics, reciprocity to retaliation to forgiveness, irritation to anger to composure, and few to many to few (pp. 424-438). This journey into and out of conflict can be extremely beneficial to all involved when a leader can guide the group and individual through the process with great care and wisdom.
We see this very well demonstrated by the Corey’s during the second part of their video programming. They allow us to journey with them and a group as they wrestle with issues of trust, disappointment, frustration, and resistance. There are even moments when participants directly complain about the skills or tendencies of one of the group facilitators, imparting a distrust of the group function and leadership (Corey, 2014). The Corey’s do a very impressive job of remaining calm, validating to sharing members, inquisitive to members’ feelings, and moving the group forward through the process of conflict without trying to dismiss or devalue the discussion points being raised (Corey, 2014).
The most disruptive experience I have had, so far, has been for a group participant to verbalize disappointment and resentment for the purpose of a group meeting that was intended to be renewing in nature rather than educational in nature. The other participants were not sidetracked away from the remaining segments of the meeting, but the situation was unexpected and souring to the goal of the meeting. I learned a lot from that encounter and continue to want to grow in being prepared for such experiences.
Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges (2nd ed.). Belmont, CA: Brooks Cole.
Forsyth, D. R. (2019). Group dynamics (7th ed.). Boston, MA: Cengage learning.
Jacobs, E. E.; Schimmel, C. J.; Masson, R. L.; & Harvill, R. L. (2018). Group counseling: Strategies and skills (8th ed.). Boston, MA: Cengage learning.
Discussion Board 5- Talkative Members
The chronic talker is a problem situation I am far too familiar with both as a group leader and as a group member. As more of an introvert, and a perfectionist personality, the talkative member is fairly opposite of my demeanor in a group. In my studies of personality theories, and specifically the enneagram, I have discovered that my personality greatly desires to do the right thing, and to reform others to do the right thing as well (Matise, 2019). In a group, my natural inclination is to consider dominating the conversation to be the “wrong” action. It is no wonder that my personality type struggles with those dominating, louder personalities. Instead I seek to advocate for the quieter, dominated members in a group. I can relate greatly to Jacobs et al. (2016) assertion that members in a group often form a dislike for the talkative member. This element could lead to relationship conflict within a group, as Forsyth (2019) details. I find it interesting that Jacobs et al. also assert that this talkative nature stems from an insecurity in this individual, as that would not be my first assumption.
The talkative member can further cause issues in the group, beyond relational conflict, by derailing the content of the group. A long-winded individual often goes off topic or presents extraneous topics as Jacobs et al. (2016) describe. This talkative member can also impact the group by impacting quieter members. As we saw in the case of Galo in the Groups in Action video, some members experience great anxiety regarding speaking in the group (Corey et al., 2014). When a talkative member is dominating the group, it enables the quieter members to remain quiet, or even disengage from the group. This in turn detracts from the purpose of having a group gathering. Instead of learning from or supporting one another, a group can lose its purpose if it remains dominated by the few talkative members.
Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and Challenges (2nd ed.). Brooks/Cole, Cengage.
Forsyth, D. R. (2019). Group dynamics (7th ed.). Cengage.
Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills (8th ed.). Cengage.
Matise, M. (2019). The enneagram: An enhancement to family therapy. Contemporary Family Therapy, 41(1), 68-78. doi:10.1007/s10591-018-9471-0