Summary notes

Types of groups (CROSSF)

Family and friendship groups:

Kinship ties or social bonds. (Ancestry, marriage or adoption.)

Friendship groups change, family groups do not.

Sporting and leisure groups:

May be short or long term.

Prove a fun way of maintaining health and fitness.
May be age specific. (Little athletics.)

Study and work groups:

Connection in academic or active work.

Businesses with a common work ethic.

Religious Groups:

Formed around common beliefs, traditions and values by a doctrine

or faith.
Provide spiritual growth within the community

Cultural groups:

Based on the geographic area from which a group originated.

Show social and cultural characteristics.

Other specific groups:

People suffering from health, financial status, age, education etc.

can be classed into a minority group.

Why are these groups formed?

-

Similar values
Sense of belonging and unity
Sens of identity.

Reasons for group formation (SCROGLSSSS)

Locality/Geography.
Gender.
Shared interest/common goal.
Security.
Sexuality.

Specific needs.
Social interactions.
Religion
Culture
Other (Conformity, etc.)

Influence of individuals on a groups progress:

Destructive:

Delays task being completed

Distracts others from work.

Task Oriented:

Organised to complete task. (Priorities.)

Expert: Knowledgeable on topic. (Teacher.)

Socio-emotional/relationship:

Encourager: Offers support and assistance.

Mediator.
Support.

Norms, conformity and cohesiveness.

Norms may be established as rules, or implied by group members.
Conformity acknowledges acceptance of group values. Groups that have
common values and have accept have cohesiveness.

Different roles can affect group cohesiveness, such as; a task

oriented role can help complete tasks within a group, keeping them
focussed.
A socio-emotional role can encourage group morale and provide
positive wellbeing.
A mediator can help resolve issues.

Strategies a classroom may use to successfully acknowledge the

contributions of all group members.
Task oriented: Teacher provides educational support to students.
Strategies planning and organising: completes educational needs of
school.
Communication verbal: student contributions are acknowledged through
verbal communication.

Social Factors
Relationship with group members:

Cohesiveness.
Strong connection results in unity.

Attitudes of group members:

Acceptance within a group often depends on the peers.

Maslows hierarchy of needs shows that we need love and
belonging.

Gender Expectations:

Perception of masculinity and femininity begin at an early age.

Media:

Media motivates and influences our thoughts and actions.

Information is spread quickly, can be positive or negative for the
community.

Power bases
Legitimate: power associated with being in a particular position.
Reward-based: Ability to give rewards. Encourage and increase
productivity of group.
Coercive: Opposite of reward based.
Referent: Based on position or status.
Expert: established by person with great skill.
Leadership and self-leadership characteristics and behaviours:
-

Self-awareness
Goal setting
Motivating
Positivity.
Assertive communication.

Four types of leadership:

1.
2.
3.
4.

Autocratic. (Directive and hierarchical.)

Democratic. (Builds trust and connection.)
Laissez Faire. (Not task oriented, members are not motivated.)
Transformational. (Inspiration and encourages higher levels of
achievement.)

Factors influencing leadership

Type of task:
-

Tasks range from high level of urgency to typical.

Task oriented leaders may adopt an autocratic style for giving
instructions.

Knowledge and skills:

Internal factor.
Teams have members with a range of skills and qualities.
Attitudes of individuals:
Self-concept.
Attitudes have a large impact on the culture, environment and mood of a
group.
Relationship between group members:
Can affect the wellbeing of a group, positive relationships mean positive
wellbeing.

Case study as a secondary research method

Advantages:
-

Detail is collected
General predictions are possible
A hypothesis can be developed and then tested.
The researcher controls the situation.

Disadvantages:
-

Data may not be valid for the wider population.

Danger of bias when one person is collecting information.
Vital information may be missed.

Causes of conflict

Incompatible goals.
Individual differences in personality etc.
Limited resources.
Ineffective communication.
Varying values.

Multiple role expectations.

Conflict Resolution
Negotiation: The process of discussion between two or more individuals
who seek to find a solution to a common problem.
Agreement: The positive outcome of mediation.
Resolution: Refers to the process of resolving a dispute or a conflict by
providing for the needs of the disputing parties.
Role of support people: Advocates, mediators and support personnel each
play a similar role in regards to conflict resolution.
Outcomes of conflict resolution
Win-win
-

Goals of both parties are maximised.

A collaborative problem-solving strategy is employed.
Both parties confront the problem rather than each other.

Win-Lose
-

Most common outcome reflects the competitive nature of people

and society as a whole.
Sometimes involves threats and bribes.
Creates an us and them mentally.