Multicultural

Running Head: Group Participation

Multicultural Group Participation Loretta Kunch Capella University Master of Psychology Fall 2008

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Abstract Voluntary versus involuntary group participation and how this impacts both multicultural learning and self-disclosure in rehabilitation efforts is the objective of this paper. Effective treatment interventions of domestic violence victims require voluntary participants to openly and freely share information about themselves in the group and consequently learn both about themselves and others in the process. When a participant shares a life episode and another then shares a similar episode, then there is an instant feedback. Therefore, the group evolves and develops an identity. On the contrary, treatment efforts in the Department of Corrections suffer from inmates that are court ordered to attend group, and most convicts arrive to group angry, hostile, and reluctant to participate. As a result, resistance hinders any learning process and tosses hurdles in the paths for productive multicultural treatment. Finally, the objective is to clearly develop the distinctions between voluntary and involuntary multicultural group participation, selfdisclosure agendas and the process for measurable multicultural treatment interventions.

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Overview Many important decisions are made in multicultural treatment interventions. Because different group members can bring unique insights, skills, and information to the table, multicultural groups have the potential to outperform individual therapy when it comes to the quality of decisions. Most researchers define a multicultural therapy group as having at least three and no more than twelve or fifteen members. A group needs to have at least three members otherwise it would simply be a dyad. With three members, coalitions can be formed and some kind of organization is present, and too large of a group (more than twelve or fifteen members) inhibits the participants ability to communicate with everyone else in the group. While there are several advantages to self-disclosure, there are also risks. One risk is that the person will not respond favorably to the information. Self-disclosure does not automatically lead to favorable impressions. Another risk is that the other client will gain power in the relationship because of the information they possess. In addition, too much self-disclosure or self-disclosure that comes too early in a relationship can damage the relationship. Thus, while self-disclosure is useful, it can also be damaging to a relationship (Luft, 1969). Self-disclosure performs several functions. It is a way of gaining information about another person. We want to be able to predict the thoughts and actions of people we know. Self-disclosure is one way to learn about how another person thinks and feels. Once one person engages in self-disclosure, it is implied that the other person will also disclose personal information. This is known as the norm of reciprocity. Mutual disclosure deepens trust in the relationships and helps both people understand each other more. Clients begin to feel better about themselves and their relationship when other participants accept information that is self-disclosed. Typically, when people do something that violates their view

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of themselves, it causes an uncomfortable state of dissonance that motivates a change in either attitudes or behavior (Festinger, 1957). Consequently, participation and disclosure are the anchors for multicultural group success. Biological, psychological, and sociological factors influence learning. First, biological refers to unique individual genetic make-up heredity of DNA influences personal learning ability. Second, psychological refers to how clients think and see themselves and the world around within which they live. Psychological make-up heavily influences learning ability. Third, sociological refers to how the environment influences a participants learning ability. Dynamics of environmental surroundings and how people interact within that environment impact learning. Finally, biological, psychological, and sociological factors converge to influence how clients learn, how much they learn, and the rate of their learning. Model Group behavior research suggests that differences among group members cause individuals to interact in ways that may enhance or weaken group performance. Dissimilarities among members may cause the development of negative attitudes about treatment interventions leading to dysfunctional performance. Network theorists have found that demographic factors influence how individuals form network ties within their organizations (Valenti & Rockett, 2008). The goal of most research on multicultural group development is to learn why and how diverse groups change over time. Consequently, researchers examine patterns of change and continuity in multicultural groups over time. Aspects of a group that might be studied include the quality of the output produced by a group, the type and frequency of its activities, its cohesiveness, and the existence of conflict.

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Theories influence the way clients think, interpret the world, and the actions taken. People develop theories about their environment to help organize and interpret their experiences. For example, if a clients theory of communication is that communication is the transmission of information then the participant is likely to embrace others who present clear, concise, wellorganized messages. On the other hand, if a participant thinks of communication as performance measure, then the client will be concerned with shared meanings, sense making, and the way others coordinate their actions. These two approaches to communication suggest that "communication" can be understood in different ways when studied through different theories.

Illustration Multicultural group members must be able to communicate freely and openly with all of the other members of the group. Diverse groups will develop norms about discussion and group members will develop roles which will affect the participants interaction. During a group meeting, the leader provides oral and written instructions for all other group members. Half the group members follow the instructions completely, one-quarter follow some of the instructions, and the remaining members do not follow the instructions at all. With the communication as transmission model, careful examination of the leader's instructions for clarity, detail, and organization is necessary. The goal would be to improve the instructions so all group members could follow them to the letter. Based on the communication as performance approach, it is necessary to know how the leader and group members made sense of the meeting and the instructions. An objective could be to discuss stories the leader and group member told based on their experience. Further, specific focus on the way group members go about coordinating their actions, and possibly work with the group to reflect on overall interaction is a path for selfdiscovery.

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What influenced Skinners theory on behavior was that he believed that phenomena such as language, memory, reasoning and problem solving cannot be addressed adequately without considering thinking. Skinner devised four rules in order to discipline thinking that is still held today in the classroom and home. He provided the tools for teachers to use in order to teach the students how to regulate themselves for studying. Further, behavior principles in selfregulation are derived primarily from Skinner (Mace, et al, 2001, 1989). There are four branches that influenced Skinners theory on self-regulation. First, self-regulation involves regulating our behavior. Second, self-monitoring controls behavior that is often accompanied by frequency or intensity (Mace, et al, 2001, 2008). Third, self-instruction in arranging the environment to produce discriminative behavior is a reminder of what influences behaviors. Forth, selfreinforcement refers to the process whereby people provide themselves with reinforcement that increases the likelihood of repetitive behaviors (Mace, et al, 1989). Learning Dynamics A multicultural group must have a common purpose or goal and they must work together to achieve that goal. The goal brings the diverse group together and holds it together through conflict and tension. Unstructured communication presents a problem for groups making decisions it limits the number of potential solutions that might be proposed. If a problemsolving group is structured so that communications are controlled, more solutions are ultimately proposed. Group problem solving yields a diversification of viewpoints and various types of knowledge which might lead to a better solution of a complex problem. No single, perfect, all-encompassing theory of multicultural treatment interventions exists. Each treatment theory illuminates some features of therapy while hiding others. Still, some theories have greater utility than others do because they provide more insight, more

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practical implications, and lead to more interesting and creative questions about diverse groups. For example, early research on multicultural groups in organizations used a machine metaphor to understand diverse group processes. This research focused on the group's task and ignored interpersonal aspects of group work. Yet, those interpersonal aspects influence the way group members went about accomplishing their tasks. Thus, the machine metaphor may help develop an efficient assembly line for producing automobiles, but it does not help clarify why the team members sabotaged each other's work. Social comparison theory suggests that humans gain information about themselves, and make inferences that are relevant to self-esteem, by comparison to relevant others (Festinger, 1954). Consequently, self-disclosure, or lack of, by multicultural group participants is in direct proportion to rate of participation.

Learning Theory The emergence of numerous learning style models over the past 25 years has brought increasing attention to the idea that students learn in diverse ways and that one approach to teaching does not work for every student or even most students. Active learners prefer doing things, particularly in groups. Reflective learners work better on their own with time to think about the task before doing it. Sensing learners like facts, data, and experimentation and work well with detail. Intuiting learners prefer ideas and theories, particularly when they can grasp new ideas and innovation. Verbal learners like to hear their information and engage in discussion, especially when they can speak and hear their own words. Visual learners like words, pictures, symbols, flow charts, diagrams, and reading books. Sequential learners prefer linear reasoning, step-by-step procedures, and material that come to them in a steady stream. Global learners are strong integrators and synthesizers, making intuitive discoveries and connections to see the overall system or pattern (Hawk, & Shah, 2007).

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Research The prevalence of drug use among diverse probationers, and the entire multicultural offender population, has been well documented. Numerous drug treatment modalities have been shown to reduce recidivism among this population however, analyses of programmatic success are often based on a subset of offenders who complete treatment. Less is known about individuals who fail to complete treatment. The goal of the current study is to consider the interaction of drug use, drug treatment provision, and treatment completion on recidivism using data from the 2000 Illinois Probation Outcome Study. Findings from a series of proportional hazard models indicate that probationers who failed to complete treatment were more likely to be rearrested in the four years following discharge from probation, even when compared to individuals who needed treatment but did not enroll. Moreover, probationers who failed to complete treatment had more serious criminal histories and fewer ties to society. The research has important implications for the measurement of treatment provision in studies of recidivism specifically, for the need to engage and retain probationers in drug treatment (Connors, 2005). The social cognitive theory is a good example on the conditional theories of learning is required for a positive effect for psychotherapy. A positive approach is needed for positive therapy negativity breeds negativity and positivity will breed positivity. Visual and audio cues have a tremendous affect on clients. People cannot escape their environment. When individuals do wrong as adults, then they are punished in the Criminal Justice System likewise, when individuals do right, then they are rewarded by retaining personal freedom. Positive reinforcement has a wonderful effect on psychotherapy.

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Cognitive Development Meta-cognition refers to the ability to monitor, evaluate, and make plans for learning. Research differentiates between cognitive processes used during learning and meta-cognitive processes, whereby students monitor and coordinate the cognitive processes used during learning. Students who approach school learning with an awareness of their own cognitive resources and with the intention to control these resources are displaying primary aspects of their meta-cognitive ability. Knowledge monitoring reflects an active, instrumental approach to learning, and therefore it is expected that students who use knowledge monitoring strategies effectively will be more likely to seek academic help when necessary (Stavrianopoulos, 2007). Basically, the essential skills needed to define the construct of meta-cognitive skills are in using effective cognitive skills and honing personal thinking processes. Self-regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments. Learners with high levels of self-regulation have good control over the attainment of their goals. Conscious self-regulation requires a student to focus on the process of how to acquire these skills (Zimmerman, 1996). Innovation Self-verification theory focuses on clients desire to be known and understood by others. The key assumption is that once people develop firmly held beliefs about themselves, they come to prefer that others see them as they see themselves (Swann, 1983). Substantive participation predicted judgments taken at discussions end, and non-substantive participation and judgments

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were not directly associated with each other. Regardless how chaotic multicultural groups may appear, the results can be extremely rewarding for both participants and therapists. Participation is essential if any multicultural group session is to be effective. The best kind of therapy occurs when everyone engages in meaningful disclosure, seeking a joint conclusion, trying to persuade others, or attempting to cognitively sort information (Broadwell, 1976). The first step in teaching self-efficacy to multicultural group participants is by clarifying the differences between self-efficacy and outcome expectations. Self-efficacy is instilling a personal belief in individual capabilities to learn or perform actions at designated levels (Bandura, 1997). Self-efficacy is the key to promoting a sense of agency in people that they could influence their lives (Bandura, 1997, 2001). Self-efficacy refers to perceptions of personal capabilities to produce actions, whereas outcome expectations involve beliefs about the anticipated outcomes of those actions. Typically, a childs poor behavior is due to a dysfunctional home life, corruptive peers, or a low self-esteem. Even though self-efficacy has nothing to do with esteem, it can certainly build it by the child being aware of his capabilities. Believing in personal capabilities is essential for cognitive development further, self-regulation should also be instilled at the same time. Bias There is conclusive evidence that information search processes are typically biased in favor of the information seeker's own opinion (confirmation bias). Less is known about how knowledge about others' opinions affects this confirmatory information search (Mojzisch, et al, 2008). How about those offenders who want to attend groups with only those who have the same criminal offenses? Would drug dealers prefer to be an exclusive group void of pedophiles? A number of studies suggest that preference diversity is beneficial for the quality of group decision

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making, because it stimulates a more even-handed and less biased consideration of information during the decision-making process. These studies show the benefits of preference diversity in the different stages of the decision-making process: during the search for information, the discussion of information, and the integration of information into group judgments and decisions (Nijstad & Kaps, 2008). Conclusion There is strong evidence regarding the outcome from multicultural group therapy with both voluntary and involuntary multicultural participants and the learning process. Voluntary members welcome group participation and embrace learning. For example, victims of domestic violence, those experiencing grief from death of a loved one, or recovering addicts are searching for healing and recovery. On the other hand, involuntary participants typically are court-ordered to attend groups and resist learning efforts. These individuals commonly resist, refrain, and defy the learning process. Self-disclosure is essential for productive multicultural group therapy. These fundamentals distinguish methodology for productive group therapy in both voluntary and involuntary treatment participants. Those who voluntarily participate typically do not have problems self-disclosing, relating to one another and most of the time are eager to learn with the rest of the group. However, the involuntary participants are forced into group routinely resist participation, self-disclosure and derail the diverse group learning process.

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Stavrianopoulos, K. (2007). Adolescents' Metacognitive Knowledge Monitorin And Academic Help Seeking: The Role Of Motivation Orientation. College Student Journal. Vol. 41, Iss. 2; pg. 444, 10 pgs. Retrieved August 25, 2008 from http://proquest.umi.com.library.capella.edu/ Swann, W. B., Jr. (1983). Self-verification: Bringing social reality into harmony with the self. In J. Suls & A. G. Greenwald (Eds.), Psychological perspectives on the self (Vol. 2, pp. 33-66), Hillsdale, NJ: Erlbaum. Valenti, M. & Rockett, T. (2008). The Effects of Demographic Differences on Forming Multicultural group Relationships. Multicultural group Research. Retrieved September 1, 2008 from http://proquest.umi.com.library.capella.edu/ Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond achievement to self-efficacy. Washington. DC; American P.sychological Association.