Running head: GROUP PROCESS ANALYSIS PAPER ONE

Tiera Couch
October 26, 2014
Wayne State University
SW4010
Group Process Analysis Paper One

Running head: GROUP PROCESS ANALYSIS PAPER ONE

In working with such a large group, the most difficult task was coordinating
schedules. The group was unable to reach one hundred percent attendance for most meetings.
This experience forced members to be more flexible because their participation affected the
success of the group as a whole. Despite scheduling issues, the group managed to work well
together by communicating through email, and by keeping members unable to attend a meeting
updated.
The role-plays created by the group were of a session for an inpatient mental health
facility that mandated clients processing out of the facility to attend. The goal of the meeting was
to prepare clients for their release. The meeting was also a platform for clients to express any
concerns. The meeting began with many clients who were anxious about their discharge or upset
with being required to attend the meeting. The group leader addressed members concerns about
the discharge process, confidentiality among the group, and clients needs for further services.
The group leader also dealt with a disruptive group member whose behavior distracted the group
from intended goals.
The group session was developed to enhance the group members discharge process. The
group session is important because it allows the group members to express their needs, and the
workers to offer feedback and assistance . Clients may have issues they are reluctant to share or
are unaware of the group session provides a space for them to talk. Also, the meeting offers
clarification for those who are confused about the discharge process. The session is also vital in
assessing the success of the program it allows for the workers to get feedback from the group
members.
As a result of the group session, the members stepped out of their comfort zone for the
sake of getting help. For instance one member expressed concern about sharing personal

Running head: GROUP PROCESS ANALYSIS PAPER ONE

information with the rest of the group, this prompted a conversation about confidentiality. The
group members were able to reach a consensus on how to address the mistrust among the group,
which led to a relationship that was not present initially. Group members were able to make a
decision collectively for the benefit of everyone, which most likely would not have occurred
without the session and facilitation of the group leader.
The members of the group come from diverse backgrounds. They are also battling
different issues and addictions and are at different phases of treatment and recovery. The
heterogeneity of this group is a possible strength, the distinction between each member can lead
the group to learn and grow from one another (Toseland & Rivas, 2012, p. 173). In the same
token, the diversity of the group can weaken the groups functionality if the group fails to reach
common ground based on their differences (Toseland & Rivas, 2012, p. 230).
In the light of the group being diverse, it is the leader's duty to assess the group members
intrapersonal, interpersonal and environmental functioning (Toseland & Rivas, 2012, p. 236).
These factors may affect the way group members communicate with one another. The group
leader must also consider how each individuals race, age and sex affects their functionality
within the group (Toseland & Rivas, 2012, p. 236). In order to accomplish this, the leader must
be observant and request that the group members are proactive in self-observing and selfmonitoring (Toseland & Rivas, 2012, p. 237). Being self-aware aides the group members and
leader in coming up with reasonable strategies (Toseland & Rivas, 2012, p. 237).
With the facilities program lasting only five days, the group is facing time constrictions.
It is vital that the leader address any need the members may have before being discharged
(Toseland & Rivas, 2012, p. 414). It is also important to address any goals members may want to
obtain (Toseland & Rivas, 2012, p. 414). These concerns must be discussed because the worker

Running head: GROUP PROCESS ANALYSIS PAPER ONE

may need to make referrals to further the members progress. The leader should inform the group
member of the need for a referral and tell the client why they think the help is necessary
(Toseland & Rivas, 2012, p. 415). Group members are not always receptive to the worker's
suggestions; in those cases the worker must find out the source of the client's refusal (Toseland &
Rivas, 2012, p. 415).
The discharge process must be addressed in detail, and the leader's goal is to make the
transition as easy as possible. The leader and worker should work collaboratively to come up
with a plan for the clients future. The group leader must also help the clients maintain the
progress they made in the program and also help them in maintaining their independence
(Toseland & Rivas, 2012, p. 404). Once the clients leave the treatment facility they may very
well be returning to the same environment they had difficulty thriving in. As a preventative
measure it is the goal of the leader and group member to come up with ways to combat
dysfunctional environments (Toseland & Rivas, 2012, p. 409).
In working with groups, each member's motives are not always evident. In the case of the
role-play one group member continuously interrupted the leader and used any opportunity keep
the groups focus. This member appeared to have a hidden agenda; the constant demand for
attention caused tension among the group members and slowed the progress of the session. The
constant disruptions along with the leader shifting attention to the deviant group member affected
the groups level of cohesiveness. In the role-play, group members expressed frustration about
the interruptions causing the group to lose focus.
In the future to address such issues the leader should discuss how focusing on one group
member affected everyone (Toseland & Rivas, 2012, p. 231). The leader should ask all parties to
discuss how they were affected and ask the dysfunctional member to listen and think about what

Running head: GROUP PROCESS ANALYSIS PAPER ONE

each member said (Toseland & Rivas, 2012, p. 231). It is important that the group leader
understand that the disruptive behavior has an underlining meaning (Toseland & Rivas, 2012, p.
246). It is important also to address the dysfunctional members perception of his or her behavior
(Toseland & Rivas, 2012, p. 246). Including all group members in addressing the issue, allows
the worker to lead the group to work together which strengthens the functioning of the group
(Toseland & Rivas, 2012, p. 247). Also, the group leader should discuss a policy where questions
that do not directly align with the groups purpose are held for after the group session (Toseland
& Rivas, 2012, p. 247).
Despite the dysfunction within the group the group climate is moderate. The group
members can work collectively and trust each other enough to speak about personal issues, and
that speaks to positivity within the groups climate. In contrast the constant disruption from the
dysfunctional group member effects communication among the group, which adds negativity to
the groups climate.
As mentioned previously, the group members come from diverse backgrounds and are at
different stages in their lives. Diversity impacts the development of the groups culture by
slowing it (Toseland & Rivas, 2012, p. 87). In contrast as mentioned previously these differences
may allow for growth. When members find common ground by learning from one another, they
strengthen the groups culture (Toseland & Rivas, 2012, p. 88). It is the group leaders duty to
address the culture of the group in the early stages of the sessions (Toseland & Rivas, 2012, p.
249). The group leader must help create an environment that values, respects and embraces
differences so that each group member can grow (Toseland & Rivas, 2012, p. 89).
The group is off to a good start, but there are steps the leader can take to improve the
effectiveness of the sessions. The leader must pay close attention to how the group interacts with

Running head: GROUP PROCESS ANALYSIS PAPER ONE

one another to assess the potential for issues and take preventative measures (Toseland & Rivas,
2012, p. 244). The leader should also make more room for the group members to solve their
problems without much guidance (Toseland & Rivas, 2012, p. 244). In the case of the disruptive
group member, the group looked to the leader to address the problem, which impairs the groups
motivation to work through things themselves (Toseland & Rivas, 2012, p. 244). All of these
factors will improve the groups success in the future.
This assignment showed the difficulties that can arise in both task groups and treatment
groups. The scheduling difficulties mentioned earlier acted as a barrier in completing the
assignments for the task group. The dysfunction among group members showed how to deal with
conflicts that arise in treatment groups. All in all, this assignment was important to the learning
process.

Reference

Running head: GROUP PROCESS ANALYSIS PAPER ONE

Toseland, R. W., & Rivas, R. F. (2012). An introduction to group work practice (7th ed.).
Boston,

MA: Allyn & Bacon.