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Group Process Analysis Paper

SW 401012/02/2014
Esther Mason
004295333

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Abstract
The following is a group process analysis of the group role play presentation presented in
class. The group I am be attempting to analyze is the WSU CAPS Program. It is a 10 week
closed group, composed of only women aged 18 to 26 who had been mandated by the WSU
Academic Probation Office due to problems experienced by their individual substance abuse. I
will be analyzing the group using my own observations and notes.

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Group Process Analysis Paper
SW 4010
The fact that this was an introductory meeting of a mandated treatment group gives it a
high level of significance. Not only will it establish a foundation for the group, but is will also
familiarize group members with expectations and guidelines.
In the beginning group members had various levels of commitment, which included but
were not limited to resistance (by the member who used alcohol), denial (by the group member
who was using marijuana), blaming and various other states. Even though the group members
were all female and directly associated to WSU, there appeared to be a certain level of diversity.
There was a single mother, a young student who partied a lot, an RA, and even a university
employee.
The social workers opening statements were clear and jargon-free (Toseland, R., Rivas,
R. 2012), they were rather detailed but that seemed necessary for this type of group. As this
treatment group began, the round robin interaction pattern (Toseland, R., Rivas, R.2012) was
obvious as each member introduced themselves and gave a vague description about the
circumstances which brought them to the group (with the exception of the group member who
was clearly high). One of the more significant developments I noticed as the group progressed
through the middle stage, was their ability to describe their individual triggers. As the facilitator
allowed each group member to elaborate on their own personal triggers for using, I noticed at
this point that the group as a whole exhibited some cohesiveness. This exercise gave the
appearance of the group transitioning from the beginning to the middle stage. This also showed
the facilitator utilizing directing skills to help guide individual members (Toseland, R., Rivas, R.
2012).

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I was impressed by the social workers skills although the session, but her level of
expertise was obvious when she addressed and redirected the group member who showed the
most disruptive behavior (the alcoholic). In addition she redirected the entire groups attention
when they began to focus on the member who arrived under the influence. She was also able to
waylay the confrontational dyad relationship between the RA and student. All in all the social
worker was poised, even keeled and well-orchestrated. The social workers behaviors were
accepting and nonjudgmental.
The group appeared to be very effective. Some group members expressed empathy for
others, as well as accepting the fact that their own behaviors brought them to the group. This was
obvious when the RA began to elaborate on her frequency of marijuana use. This showed a level
of trust emerging between facilitators and members.
If I were the facilitator of the group, for the next meeting I would base the groups goals
and agendas on feedback taken during the previous meeting. Due to the fact that poor selfimagery may also contribute to this groups self-medicating behaviors, I might utilizing some
strengths based skills during the next meeting.
During the ending phase of the group both facilitators exhibited knowledge about
preparing the group members in advance (Toseland, R., Rivas, R. 2012) with the guided
exercises and the poem reading and finally the prayer.

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References
Toseland, R.W., Rivas, R.F. (2012). An Introduction to Group Work Practice. Boston MA
.

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