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intro to group — Transcript

by ann best · 4,971 words · 736 segments · language en · Watch on YouTube

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0:01okay um welcome to um the beginning of
0:05the section on group
0:07dynamics um I'm going to be doing a
0:10series of four um video lectures um
0:15there will be one lecture per PowerPoint
0:19um so that was how I kind of separated
0:21it um for everybody um for this first
0:24one um I really want to make sure that
0:26you guys have out um your Cole book and
0:30early um I'll be making references to um
0:34both of them as we go through the
0:36lecture um coal will be um chapter 2 and
0:41your early will be chapter 12 um so if
0:45you don't have those out um just go
0:47ahead and stop the recording right here
0:49and go ahead and get those and make sure
0:51that they are out and ready to
0:54use I go ahead and
1:05so what exactly is a
1:08group it's defined as three or more
1:12people so you always want to think you
1:14know I have to have at least three
1:15people to have a group otherwise it's
1:17not enough people um who are together
1:21for the same period of time to
1:25accomplish a common goal or they share a
1:28common purpose
1:31it
1:32includes a group cohesiveness it's that
1:36members think of themselves as a
1:39group and they identify with each other
1:43so group Co um conscious sorry it's
1:46Consciousness that they see themselves
1:48you know as a big group and not a bunch
1:50of
1:51individuals um that they can see part of
1:56themselves with you know that since
1:58there's that common goal
2:00um they can identify with each other
2:02since there is some kind of common goal
2:05or common
2:12purpose I want you to think about um all
2:17of the groups that you might have
2:19possibly been in over your
2:22lifetime um it it's not even necessary
2:26you know we are constantly putting you
2:28guys in groups to work on Project
2:30projects but it's even things um you
2:34know through work through school you
2:36know any neighborhood things that you've
2:39done you know everything that we do it
2:44requires some ability to work with other
2:47people in parts of a
2:52group so you can see the families
2:55Community what being part of a group
2:58does is it gives somebody that sense of
3:00belonging they know that they're a part
3:04of something they're not just out here
3:06dangling in the world existing all on
3:09their own and left to do everything all
3:11on their own with no
3:13help it helps build you know their sense
3:16of self because they see that you know
3:19in order for this group to function I
3:21need to be a part of it it gives them
3:26you know that belief that you know I am
3:29a part of something
3:30important I can
3:32contribute even if it's just something
3:36minor it is really helpful especially
3:39when building self-esteem to get people
3:41involved in groups yes not every group
3:45is necessarily helpful but every group
3:49you are a you are in you are able to
3:51learn something you know just like we
3:54talk about um even any negative
3:56experiences at
3:58fieldwork you still learn something so
4:01even though it might not have been the
4:03most positive experience you're still
4:05learning something and that's what you
4:08want to get out of groups you know
4:10whether it was a
4:12positive you know no arguing no conflict
4:17group everything just went
4:20perfectly or if there was constant
4:23conflict going on you know things just
4:25couldn't get done you can still learn
4:28things now not only about others but
4:32about yourself as well so that does
4:34really contribute to your sense of
4:39self some more on um what um types of
4:44groups there's two different types we've
4:46got primary groups and secondary groups
4:49primary groups are very personal um so
4:53you're face tace with a person have
4:55Intimate Relationships so think this
4:57would be your family
5:00um close friends that you go out with um
5:03or you know that you might do things
5:05with um maybe even um some co-workers
5:10that you might be um very friendly with
5:14maybe do things outside of
5:16work um those are going to be your
5:18primary main groups and then we all have
5:21those secondary groups they're very
5:23small um you have face to face but
5:26they're not as personal um so I think of
5:30those like if you're on any committees
5:32for maybe a school or a church you know
5:35you just get together for that purpose
5:38of that committee and that's it you
5:41don't share much
5:44personal information outside of what's
5:47relevant to what's going on in that
5:49specific
5:51group so there's two totally um
5:54different and I want you guys to kind of
5:55think of some other ones that you might
5:57have that you can think of you know some
5:59secondary groups that you've been
6:01involved with versus some primary
6:05groups two features that we're going to
6:08talk about and this is when you're going
6:10to get out your coal um this is um in
6:14Chapter 2 on page
6:1630 all groups have content and process
6:22involved content is the work or the task
6:25done during group time so what happened
6:30and then you get to the process how were
6:33things said and done to achieve the
6:35goals so what was done is your content
6:39and then your process is how did it get
6:42done so I want you guys we're going to
6:45look at um there's the example on page
6:4930 I want you to kind of read through
6:51the example it talks about um Hannah and
6:55Dave and something that happened as they
7:00were getting ready to do a group outing
7:03so I'll give you you know I want you to
7:04stop right here um and go ahead and read
7:07the little example on page
7:0930 and then once you've read it you can
7:13um chime back
7:16in okay so for Content what happened
7:21well they were supposed to go on this
7:23outing they were supposed to go you know
7:25it says they were planning to walk to
7:27the store um but it didn't happen
7:30because Hannah refused to go and Dave
7:33got very verbally abusive so that's what
7:37happened well then we get to the process
7:41the process has got if you see it's got
7:44several different examples this is what
7:46you want to think about as to what could
7:49happen how are things said and
7:53interpreted and how can they be used
7:57to um a achieve goals so um as you read
8:03through um the little bullets it gives
8:06different examples as to
8:08possibly why the content happened so for
8:13example reading number one Hannah wanted
8:15some attention and chose to pursue it um
8:19passively perhaps a refusal was her way
8:22of um getting control over the
8:26group so that's the process so by by
8:29refusing to
8:32go this is saying that you know this is
8:35how Hannah
8:36chose um
8:38to um get some
8:40attention um she wanted to have some
8:43control over what was going on so she
8:46refused to go so because of her feelings
8:49that's ultimately going to affect the
8:52content so how things were said and
8:55done you also get the next one the other
8:57group members were frustrated and not
8:59being able to carry out their plan and
9:01they were looking for somebody to blame
9:04well here they are they're mad they
9:05don't know who to blame do we blame
9:09Hannah for you know all of a sudden
9:12refusing to go and because she can't go
9:14we all can't go you know do they get
9:19upset um with Dave because of his
9:22negativity towards
9:24her all of these things um and the
9:27bullets are things that could happen and
9:30you could
9:32draw from what happens just from Hannah
9:36refusing to go out on the
9:39activity and then the next page is kind
9:41of got the things to address so um page
9:4631 kind of talks about you know what
9:49you're going to do in the group to
9:53address all of the process so how things
9:57were said and done how are we going to
9:59address address those things you know we
10:01can't just let Hannah refuse to go and
10:04not address it you know we can't let
10:07Dave verbally abuse Hannah and get away
10:11with it you know you can't let the rest
10:14of the group use Hannah as a scapegoat
10:17and blame her for everything you know so
10:20there's different things you know you
10:22can't allow those things to
10:24happen because then the group is never
10:27going to reach their goals you have have
10:29to be able to address those things as
10:31they happen and to address them
10:35productively so the book kind of gives
10:38you some examples as you know how can we
10:41do that you know we talk to Hannah about
10:44her control finding out well why didn't
10:47she want to go on the outing maybe it
10:50had nothing to do with control maybe she
10:51just wasn't feeling well this morning
10:53and I'm like okay we can go without her
10:55then or maybe she is feeling that this
10:58is a way I control what's going on
11:00because I have no other control over
11:04anything else
11:06whatsoever we need to talk to Dave
11:08because no matter what you should not be
11:12verbally abusing anybody you know
11:14whether you're upset with Hannah not
11:16being able to go or not that's not a way
11:18to treat
11:20people and then we also need to talk to
11:22the rest of the group members because
11:24they're feeling frustrated they were all
11:26excited to have this outing and feel now
11:30that because hannnah doesn't want to go
11:32they're all being punished so those
11:35things need to be addressed and that all
11:37happens through a
11:41group so how do we
11:44use group as an
11:46intervention so group therapy is a
11:49planned process for creating change in
11:52individuals by bringing them together
11:55for the purpose for that purpose so you
11:59know the next slide kind of talks
12:02about that we can do either OT on
12:05oneon-one which is everything we've
12:07talked about over the last year up until
12:10now or we can do it through group
12:14oneon-one is just fine you know there's
12:17nothing saying that oneon-one doesn't
12:19work but there's also huge research to
12:22show that group works because you've PL
12:26as the therapist you've planned a
12:28process to help the individuals
12:32change you know either psychologically
12:35behavioral changes by bringing them
12:37together to see how others have changed
12:42as well if you look
12:44back sorry the slide before they're they
12:48have a purpose is the shared reason for
12:50the groups coming together so when we
12:54start talking about you know when you've
12:56talked about intervention strategies
12:59with one-on-one treatments before you
13:01know we figured out some of those
13:03underlying client factors you know you
13:05might have decided that it was you know
13:07let's see um form constancy shortterm
13:11memory range of motion you know you were
13:15able to identify what those underlying
13:17factors
13:18were well now you're just doing that as
13:20a group level what is some shared
13:23underlying factors you know do they all
13:27have um difficulty having good coping
13:30strategies so they'll all be able to
13:33relate to each other because they have
13:36that same similar underlying
13:46Factor just kind of some history to
13:49throw in
13:50here um there if you think about some of
13:54these all these different
13:56theories um group intervention is used
13:59in all of them you know whether we're
14:00talking about anthropology sociology
14:04communication
14:05psychology you know even though these
14:07aren't specific to OT group is a part of
14:11all of these theories because group is
14:14talked about how the group interacts
14:17with each other you know think about
14:21anthropology you know how did the cave
14:23men interact with each other you know
14:25sociology is all about society and how
14:28things interact with each other
14:31communication how do we communicate with
14:33each other you know versus oneon-one
14:35versus in a group and then all the
14:38psychology theories we've talked you
14:39know we have about you know working in
14:43groups and how do we interact with each
14:45other how do we respond to each other so
14:49there's tons of backing for how group
14:53interventions do
14:58work when we talk about the roots um in
15:02mental health they started doing
15:04occupational based groups back in the
15:06early
15:071900s um they used it mainly with um
15:11people with mental
15:13disorders and they discovered that a lot
15:17of that was because they had difficulty
15:20functioning in a group setting you know
15:23think about like you know it says we've
15:24got work family
15:27community they had trouble interacting
15:29in all of those types of group settings
15:31so that's when dysfunction would occur
15:35you know they might not be able to get
15:37along with people at work because they
15:39don't have the skills to work well with
15:41others so they don't didn't have jobs
15:44you know um excuse me um so that's when
15:49things would start to come up and become
15:51problems because they didn't have the
15:53skills needed um to work properly with
15:57others and to have success
15:59ful um groups being completed whether it
16:02was at work at home or other things in
16:05their
16:06community so OT would come in you know
16:10through the people that had the mental
16:12disorders and found you know what if we
16:14get these guys working back in some of
16:16the basic groups we can teach them how
16:20to work with others and to be productive
16:24with other group members in hopes of
16:27getting them back into the community
16:32what are some benefits of OT well first
16:35of or groups sorry groups in OT first of
16:37all it's very cost effective you know if
16:40you have an hour and you can get a group
16:43of six people in there and you can treat
16:45six people in an
16:47hour versus doing one on-one for an
16:53hour it's going to be very cost
16:55effective for you and your company
16:59there's more
17:01opportunities for um learning from each
17:04other um yes you can learn from a leader
17:08um but a lot of times you're more
17:10comfortable um learning from someone
17:13else who is in the same situation is you
17:16you know think about when you guys are
17:17studying you know you might find it
17:20easier to ask questions to
17:22appear because you don't have that
17:25authority figure over you you know
17:28you'll be a little more open about what
17:31you might not
17:32understand with the peer versus the
17:35instructor because you know they're
17:37going through um the same thing as you
17:40are so I want you to think the same
17:43thing about when you're doing your
17:44mental health groups you know yes as the
17:48professional you can give your clients
17:50all the instructions and help that you
17:54want but sometimes it takes hearing it
17:56from a peer and what they've got gone
17:59through and to understand that they're
18:01not the only one that's had this problem
18:05before they can admit and see that
18:07there's hope or that there's light at
18:09the end of the tunnel because we can
18:11understand as much as we want but until
18:14we've been there we still don't truly
18:17understand everything that the our
18:18patients are going
18:20through so that's a huge benefit um to
18:24doing
18:26groups um big thing research has shown
18:31that OT is in the mental health settings
18:33that we use groups not only do they use
18:35groups but on the next slide see it
18:38works we've got the opportunity for
18:41reality testing and problem solving so
18:45your group members can work together to
18:48trial through things um doing reality
18:51testing and um trying out new roles in a
18:56group setting it can be a very safe
18:59place um to try these things out you
19:01know if you're just learning how to do
19:05something you want to feel that you're
19:07in a safe place that you won't get
19:09overly criticized for or that you'll get
19:13um constructive
19:15feedback um on how things are working
19:18for you you know you don't want to go
19:20out and the public and all of a sudden
19:23decide to try something new you know
19:25think oh I've never ridden the bus
19:26before I think I'm just going to go ride
19:28the bus to
19:29today and all of a sudden you feel like
19:32an idiot because you didn't know you
19:34needed to pay for the bus you didn't
19:36know that there was a certain time for
19:38it and you just feel silly Now versus if
19:41you had had a group okay we can talk
19:44let's talk about what we need to do
19:46before we get on the bus let's work
19:48through everything oh I didn't know I
19:50had to pay for because you've got
19:52somebody in your group that has ridden
19:55the bus before so they can help each
19:58other
20:00through all those issues that come up
20:02especially for problem solving um
20:05because who better to ask well what
20:07things do I need to know about on the
20:08bus then from somebody who's run the bus
20:11all the time so if you're in a group of
20:14people who have gone through similar
20:16situations as you you can figure out
20:19okay well what worked for them you know
20:22remember in the problem solving the L
20:25the listening to advice well why not
20:28listen to other peers for advice if
20:30they've already gone through it perfect
20:33person to listen
20:35to and the same with reality testing you
20:38know if somebody's hearing voices seeing
20:41P you know seeing things you kind of
20:44have a group that can help um bring this
20:48patient back to reality and kind of help
20:51center them versus just one on-one you
20:54know um if it's oneon-one yes I can tell
20:57you all I want nope we don't see those
20:59things well they're going to think well
21:01I do just because you don't doesn't mean
21:03they're not there but if you kind of
21:05have the group helping them through this
21:09it's kind of like okay if six people
21:11aren't hearing this maybe I shouldn't be
21:15hearing it
21:16either so it kind of helps give some
21:19backing to some of that reality testing
21:21thing too and think creativity you know
21:25the whole two heads are better than one
21:27you know if you can sit with the group
21:29and kind of problem solving you know
21:31well we haven't been through this before
21:33but what might be one way we could
21:34tackle this
21:35problem um it
21:38allows um for you know more
21:40communication and people to feel that
21:43you know well let's give different
21:45things to
21:48try when we're doing um more groups it's
21:54a definite shift from that medical model
21:58that
21:59you can see we've um been doing the last
22:02couple semesters you know we did a lot
22:03of biomechanical and physical things in
22:06the spring um last summer or over the
22:09summer we did more of the neurological
22:11so very medically based um things going
22:15on so now when we're doing groups we've
22:18kind of shifted from that because we
22:21tend to do group in more of a mental
22:23health
22:24setting and so things become more that
22:27community and School based settings um
22:30for more of your where your natural
22:32groups will participate so it is kind of
22:36a shift we've kind of gotten away from
22:38the medical model with
22:41this and research shows it's supportive
22:44or supports um its
22:46Effectiveness so this is one of things
22:49that there definitely is some research
22:51to back that OT groups are successful
22:55and they are a successful intervention
22:57for mental health patients
22:59and I also you know want to make sure
23:02you know when it mentions the school
23:03based settings there's a lot of you um
23:06when you go to do your level twos if
23:08you're in the schools they might be
23:09doing
23:11groups you know to see several children
23:13at once because we talked about before
23:16that it's very cost
23:17effective but it's also a great way
23:20because um to get kids to work together
23:23you know to see you know I'm not the
23:26only one that's having difficulty
23:28holding my pencil you know well how does
23:30Jane do it or you know well look Jane
23:34can sit and follow directions so I want
23:37you to sit and follow directions as well
23:39so they can model each other's
23:41Behavior so especially in the school
23:44setting um groups have proven to be very
23:54effective there are a bunch of terms um
23:58that I I want to make sure that um
24:00everybody understands that you're
24:02looking them up um they start on page
24:0833 in your coal
24:10text um they've got them all listed they
24:14don't think they're not listed in the
24:15exact same order on the PowerPoint as in
24:18Cole um but they're all there catharsis
24:22group cohesiveness installation of hope
24:26I want you to go through and this is
24:28going to be my suggestion I want you to
24:30kind of do like a note card put the term
24:34on the front read the definition out of
24:37the book and then on the back write it
24:41in your own
24:42words because then you'll know that you
24:45understand it if you just copy over the
24:47direct definition that doesn't make sure
24:49that you understand it so I want you to
24:52read the description and then write in
24:55your own
24:56words what does this term me that will
25:00help you start learning um and
25:02memorizing them um they will not be part
25:06of the
25:07midterm um but know that these terms
25:10will be on your final as far as um
25:15things that can be accomplished um
25:18through group and you want to understand
25:20each of these
25:22terms that way you can help facilitate
25:25them through your groups and and to be
25:29able to um make the group work
25:33successful um so make sure you go
25:35through those I said it's on page
25:3733 they're all listed
25:41there if you have any questions on any
25:44of them or need um further explanation
25:50please don't hesitate to ask um but I do
25:53think most of the terms are described
25:56pretty well um in your cold text um so
25:59they shouldn't um be too
26:06difficult so here are some things that
26:08we're going to start talking about over
26:11the next several lectures um we're going
26:14to be talking about therapeutic use of
26:16Self in a group how and that goes along
26:20with leadership styles you know how do
26:23the different
26:25styles change how we might Act with our
26:28group what kind of therapeutic use of
26:31self do we use with one um type of
26:33leadership style versus
26:35another we're going to talk through the
26:37group process how does this whole thing
26:40work you know from beginning to end and
26:44the development you know each group goes
26:47through
26:49stages I always like to this is usually
26:52about the time I'll bring up I want you
26:54guys to think
26:55about you guys your class as a group
27:00when you first
27:02started you know two summers ago just
27:06meeting each other and think about how
27:08you have
27:09evolved from how you were as a group
27:12that first
27:14semester until
27:16now that's going to help you think about
27:19when we talk about the developmental
27:21stages and then the group
27:24dynamics so when we start talking more
27:27specific specifically about um the
27:29different stages and the different types
27:31of Dynamics within a group I want you to
27:33think about yourselves too and how the
27:36group as a whole has changed as well as
27:40possibly how you might have changed over
27:44um little over the last
27:46year so we will be going through all of
27:49those things in separate lectures to
27:51dive a little more in
27:52deep and you have to have so once you've
27:57kind of gone through that you need to
27:59have those basic understandings before
28:01your group can be successful so that's
28:04why we do all of this stuff at front
28:07before you run your groups out in mental
28:09health because we want those groups to
28:11be
28:12successful so we want you to have that
28:14basic understanding to be able to go
28:17through all this stuff so your groups
28:18can be
28:20successful biggest thing is though to
28:22you have to have good good communication
28:24skills I think that comes with anything
28:26that we do um but especially with group
28:30because not every person is the same and
28:33you kind of have to change your
28:35communication skills much quicker within
28:38a group than if you would one onone you
28:41know if you're doing one on-one you can
28:43kind of walk out the door regroup
28:45yourself know that okay I have to change
28:47my tactic for Bob down the hall but when
28:51you're in a group well you've now got
28:53Bob Jim and Joe all sitting together and
28:56they all three need a little something
28:57different
28:59so you have to be willing to adjust how
29:02you communicate with each one of them
29:04very
29:09quickly with activity groups um these
29:13are the types um of groups that you guys
29:16will be
29:17running um when we talk about um the
29:21needs
29:22assessment and the outline um that you
29:25guys will be creating um there's a
29:28section of it for frames of reference um
29:31please know that you can have more than
29:33one frame of reference um because as the
29:37group
29:38progresses you know I want you to think
29:40that maybe your first group is just
29:43trying to get them to think about their
29:44feelings and that Deep D thing that's
29:47been bothering them so that's very
29:51psychodynamic you know but then maybe
29:53your next couple groups okay now that
29:55we've brought it to your attention what
29:57are we going to do about it you know now
30:00we have to change behaviors keep you
30:04cognitively aware so now we're going to
30:06use a behavioral cognitive frame of
30:09reference um so know that just once you
30:12pick one that doesn't mean that that you
30:15know goes for the entire you know
30:18everybody's
30:19sessions um You probably will follow you
30:23know two or three different frames of
30:26references depending what you're
30:28addressing and how you address
30:31them um when we do our activity groups
30:34we're going to be following the seven
30:36steps in col which that is chapter one
30:39and that's a whole um another lecture
30:43PowerPoint um when I'm going to talk
30:45about through the whole seven
30:48steps um I'm going to try to make sure
30:53that I can help everybody be very clear
30:55about number one the different
30:58forms and the different outlines and
31:01things that you're setting up um because
31:04you do have an overall group that you
31:10and your partners are doing but you also
31:13have your individual session within that
31:16group um so your individual sessions are
31:19the ones that follow the seven
31:22steps so I'm going to trust me when we
31:26get into I have have specific um lecture
31:30PowerPoints for the outline itself what
31:34you're going to be doing with your
31:36partners versus what you're going to do
31:39on your own um so that's the other
31:42reason I split them up that way if
31:44you're questioning okay is this
31:46something I'm doing with my group or is
31:47this part of my
31:49individual you'll know which section to
31:52go look it up you'll have your notes for
31:54that one you'll have the lecture you can
31:56go back and listen to
31:58to help you decide is this the group
32:01part you know with my um peers or is
32:04this an individual part that I need to
32:06work on on my own so know that those are
32:09broken up for a
32:12reason and then lastly we're going to be
32:15talking about how we develop and
32:18progress through Moi mosy
32:20stages um there are um in both books in
32:27let's see in Cole it's on page 141 and
32:32142 um Cole talks about mosy stages with
32:36parallel project egocentric Cooperative
32:40Cooperative
32:41mature so she talks about them there and
32:44then early um has them on page
32:48374 so I want you to read both of them
32:52together and kind of come up with
32:58your own definition okay so what does a
33:00parallel mean you know read both
33:02books and kind of come up with your
33:05definition what's project group read
33:07both texts and come up with your
33:10definition I also encourage you I want
33:12you to start to think of an activity
33:14that would fit into those things what
33:17kind of activity would be very
33:19parallel what kind of activity could we
33:22do as a project group versus what kind
33:25of activity would a mature group be
33:27doing
33:28so I want you to do um work through that
33:32those will be the kinds of things that
33:33we'll talk about when we meet for
33:35lecture so we can bounce ideas off of
33:38each others you know what this didn't
33:40quite make sense you know this is what I
33:42thought was the difference between
33:44egocentric cooperative and Cooperative
33:46is that right so I want you to have that
33:49stuff ready to go so we can talk through
33:52things um when we meet for
33:55lecture so that is for this section um
34:00then we'll be continuing with another
34:02one on the therapeutic use of self um
34:05through the leadership styles and then
34:08there will be um an additional video on
34:12um writing your group
34:14outline and then doing your individual
34:17sessions um following the seven steps of
34:20Cole um so please make sure in um all of
34:24the following videos you do um keep your
34:27cold text out um so you can reference
34:30what's in the book as we go through um
34:34the lecture

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