Deck 7: Transition Stage of a Group

Question 1

Select one or more of these questions for exploration in a small group in the classroom:
• How do you understand the concept of resistance? What alternative concepts can you think of to explain what is often viewed as resistance?
• What member behavior would you find most difficult or challenging to deal with as a leader? Why? How do you think this member?s behavior is likely to affect the way you lead the group?
• How would you intervene if a member remained silent? What factors might explain the lack of participation by a group member?
• What would you say or do if a group member reminds you of someone in your life? How would you deal with this potential countertransference?
• How can you challenge members in a caring way without increasing their defensiveness?
• What cultural dimensions will you need to consider before confronting a member?

Answer 1

Resistance in a group is all about member's preventing themselves from giving their best towards group activities and performances. In other words, members show resistance due to several reasons like personal reasons or related to group environment that makes them resistant towards the whole group.
The major reasons for resistance by group members are as follows:
• Members possess a fear of self-disclosure in which they are afraid that if they reveal everything about them, then other members might not take me positively and will avoid me.
• The fear of being exposed and being vulnerable is all about when a resistant member feels that if he reveals everything about his personality and background, then it might be that he will be at risk of being attacked by others in a group.
• Fear of rejection also generates resistant behavior where a member feels that if he put forward his opinion, then it is likely to get rejected by others in a group.
• Fear of getting misunderstood is all about a reason for resistance, when a member is afraid of getting misunderstood by other fellow group members and this will make false perception of him in other people's mind.
The following is the alternative concept that forms the base for other types of resistance in the group:
Apart from the above discussed reasons for resistance, the members of the group often speak other reasons for their resistance; the member feels that everyone else will speak about him outside the group. What will they think of me if they see me outside somewhere else Members also say that they will lose the control in a group if they speak everything about self. Also, members are afraid of losing people if they get too attached with them etc.

Question 2

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I am readily able to trust others in a group.

Answer 2

Any organization cannot be successful if the groups and teams working together do not make unified efforts to achieve organizational objectives. Group members have to work in conundrum and coordination with each other to achieve wholesome benefits for the organization.
Now to perform rating, I would rate myself:
Rating: 3-This is sometimes true of me.
I do not trust people easily, that is the reason I am 50-50 percentage when it comes to trust people in group. I trust some people and do not trust others depending on my interaction and experience with them. Thus, I do not trust people in a group very easily.

Question 3

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Working With Members' Fears. Assume that various members make these statements:
• "I'm afraid of looking like a fool in the group."
• "My greatest fear is that the other members will reject me."
• "I'm afraid to look at myself because, if I do, I might discover that I'm empty."
• "I'm reluctant to let others know who I really am because I've never done it before."
With each of these statements, what might you say or do? Can you think of ways to work with members who express these fears?

Answer 3

In a group, some members are always fearful and are not confident enough to put their thoughts and opinions in front of others. This decreases the whole group's effectiveness. It is the group leaders' responsibility to handle these members with patience and try to build confidence in them.
Now following are the situations and the answers on how a leader should handle each of the situations being in the group:
• If a group member in my group is afraid of looking like a fool in the group, then in this case being the group leader, one would try to make him understand that not everyone in a group possess each and every skill and quality. And the quality that he possesses is unique and he should be proud of it instead of being fearful.
• If a group member in my group is afraid of getting rejected in the group, then in this case being the group leader, one would try to make him understand that no one in the group except me has the right to reject a member. Thus, he should be a confident group member.
• If a group member in my group is afraid of looking at himself as he fears to see his empty self, then in this case being the group leader, one would try to make him realize that not everyone is born with a personality, skills and aptitudes. It is ones learning and development that makes them skilled. Thus if you are fearful of yourself then try developing new skills and aptitude.
• If a group member in my group is reluctant to let others know about him, then in this case being the group leader, one would try to make him understand that in a group, members work together and for this they should know in and out of each other. Thus it is very important for group members to let their personalities get revealed to each other.

Question 4

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
Others tend to trust me in a group situation.

Question 5

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Moving Beyond Playing It Safe. Imagine that you are leading a group that does not seem to want to get beyond the stage of "playing it safe." Members' disclosures are superficial, their risk-taking is minimal, and they display a variety of problem behaviors. What might you do in such a situation? How do you imagine you would feel if you were leading such a group?

Question 6

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I disclose personal and meaningful material.

Question 7

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Confronting Conflicts. Assume that there is a good deal of conflict in a group you are leading. When you point this discord out to members and encourage them to deal with it, most of them tell you that they do not see any point in talking about the conflicts because "things won't change." What might be your response? How would you deal with a group that seemed to want to avoid facing and working with conflicts?

Question 8

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I am willing to formulate specific goals and contracts.

Question 9

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Challenging the Leader. In a group you are coleading, several members challenge your competence. In essence, they give you the message that you are inept and that they favor the other leader. How do you imagine you would feel in such a situation? What do you think you would do or say?

Question 10

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I am generally an active participant as opposed to an observer.

Question 11

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Intervening With a Silent Member. Betty is a group member who rarely speaks, even if encouraged to do so. What are your reactions to the following leader interventions?
• Ignore her.
• Ask others in the group how they react to her silence.
• Remind her of her contract detailing her responsibility to participate.
• Ask her what is keeping her from contributing.
• Frequently attempt to draw her out.
What interventions would you be likely to make?

Question 12

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I am willing to openly express my feelings about and reactions to what is occurring within a group.

Question 13

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Redirecting a Questioner. Larry has a style of asking many questions of fellow group members. You notice that his questioning has the effect of distracting members and interfering with their expression of feelings. What are some things you might say to him?

Question 14

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
7. I listen attentively to what others are saying, and I am able to discern more than the mere content of what is said.

Question 15

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Confronting a Member Who Is Storytelling. Jessica has a habit of going into great detail in telling stories when she speaks. She typically focuses on details about others in her life, saying little about how she is affected by them. Eventually, another member says to her, "I'm really having trouble staying with you. I get bored and impatient with you when you go into such detail about others. I want to hear more about you and less about others." Jessica responds, "That really upsets me. I feel I've been risking a lot by telling you about problems in my life. Now I feel like not saying any more!" What interventions would you make at this point?

Question 16

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I do not give in to group pressure by doing or saying things that do not seem right to me.

Question 17

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Identifying Countertransference. From what you know of yourself, in what areas are you most likely to experience countertransference? If you found your objectivity seriously hampered in a group because of your own personal issues, what might you do?

Question 18

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I am able to give direct and honest feedback to others, and I am open to receiving feedback about my behavior from others.

Question 19

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Addressing Hostility of Group Members. Imagine that you have been meeting with a group of middle school children whose parents are incarcerated. The members have begun to develop strong connections to you and to one another. Several of the members have opened up about some painful memories they have endured. One member of the group begins to lash out and "pick fights" with other members. He also uses racial slurs and makes homophobic comments when certain members speak up. Another member remarks, "This is stupid, I'm not coming to group anymore." Form small groups to consider these questions:
• What are some of the dynamics you see occurring in the group?
• What motivations might be behind these problem behaviors?
• How would you respond to the racial slurs and homophobic comments made by one member, and what strategies would you use with the member who doesn't want to return?
• How would you go about processing all of this within the group?

Question 20

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I prepare myself for a given group by thinking of what I want from that experience and what I am willing to do to achieve my goals.

Question 21

Many of the following exercises are ideally suited for small group interaction and discussion. Explore these questions from the vantage point of a group leader.
Assessing Your Experiential Group. If you are involved in an experiential group as part of your group class, this would be a good time to assess any characteristics in your group that are typical of the transition stage. Assess your own level of participation in the group. What changes, if any, would you like to make as a member of your group? As a group, spend some time exploring these questions: How is resistance being dealt with in the group? How trusting is the climate? If conflict is present, how is it being dealt with and how does this influence the group process? Are any hidden agendas present? What are you learning about what makes groups function effectively or what gets in the way of effective group interaction?

Question 22

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I avoid monopolizing the group time.

Question 23

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I avoid storytelling by describing what I am experiencing now.

Question 24

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I avoid questioning others; instead I make direct statements to them.

Question 25

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I am able to be supportive of others when it is appropriate without giving pseudosupport.

Question 26

This self-assessment is primarily aimed at helping group members evaluate their behavior in a group, but it also can be used by group leaders. Use this self-assessment scale to determine your strengths and weaknesses. Rate yourself as you see yourself at this time. If you have not had some type of group experience, rate yourself in terms of your behavior in the class you are in now. This exercise can help you determine the degree to which you may be a productive group member. If you identify specific problem areas, you can decide to work on them in your group.
After everyone has completed the inventory, the class should break into small groups, each person trying to join the people he or she knows best. Members of the groups should then assess one another's self-ratings.
Rate yourself from 1 to 5 on each of the following self-descriptions, using these extremes:
5 = This is almost always true of me.
4 = This is frequently true of me.
3 = This is sometimes true of me.
2 = This is rarely true of me.
1 = This is never true of me.
I am able to confront others in a direct and caring manner by letting them know how I am affected by them.