Group dynamics: group processes

1993 ◽  
pp. 17-65
Author(s):  
Linda Finlay
Keyword(s):  
Group Dynamics ◽  
Group Processes

How to be a ‘good enough’ group analyst

2018 ◽  
Vol 52 (2) ◽  
pp. 204-217 ◽  
Author(s):  
Mário David
Keyword(s):  
Group Therapy ◽  
Group Dynamics ◽  
Group Processes ◽  
Personal Attributes ◽  
Personal Style ◽  
Face To Face ◽  
The Matrix ◽  
Therapy Sessions ◽  
Training Practice ◽  
Analytic Attitude

A group analyst has an enormous influence over the group dynamics (the ‘matrix’) and this derives from his or her ‘identity or group analytic attitude’ which has been developed through training, practice and group analytic supervision. Each group analyst must develop personal attributes and also affective/cognitive capabilities required to become a ‘good enough group analyst’. Throughout group therapy sessions, specific dimensions appear related to each group analyst. These are of particular importance for a good evolution of group processes, pertaining to his ‘presence’ face-to-face with the group and to his personal ‘style’.

Use of Group Processes in Teaching Group Dynamics

1969 ◽  
Vol 1 (3) ◽  
pp. 167-173 ◽  
Author(s):  
Elvin V. Semrad
Keyword(s):  
Group Dynamics ◽  
Group Processes ◽  
Teaching Group

A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics

2017 ◽  
Vol 26 (1) ◽  
pp. 11-20 ◽  
Author(s):  
Jessica Trach ◽  
Matthew Lee ◽  
Shelley Hymel
Keyword(s):  
Group Dynamics ◽  
Behavioral Problems ◽  
Social Dynamics ◽  
Peer Group ◽  
Group Processes ◽  
Emotional And Behavioral Problems ◽  
Children And Youth ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Positive Effects

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.

scholarly journals Positioning in an Inter-Professional Team Meeting: Examining Positioning Theory as a Methodological Tool for Micro-Cultural Group Studies

2013 ◽  
Vol 9 (4) ◽  
pp. 100-114
Author(s):  
Pasi Hirvonen
Keyword(s):  
Small Group ◽  
Social Services ◽  
Group Dynamics ◽  
Group Processes ◽  
Positioning Theory ◽  
Cultural Perspective ◽  
Team Meeting ◽  
Methodological Tool ◽  
Empirical Perspective ◽  
Basic Concepts

This paper sets out to test the possibilities of the Positioning Theory as a means to approach small group phenomena from a micro-cultural perspective. The study draws on a transcription of a videotaped inter-professional team meeting in the field of social services. Analysis of the data was set to examine how the basic concepts of the Positioning Theory suit the analysis of in-group phenomena, what different forms of positioning are present, and how the positioning is connected to the group processes. Studying the group’s interaction shows how it is possible to approach the interaction via the basic concepts of the Positioning Theory and how the positioning is intervened with group processes, such as decision-making, arguing, and conflict. The study also offers a new theoretical and empirical perspective to the research on small group dynamics.

scholarly journals The Effect of Group-Dynamics, Collaboration and Tutor Style on the Perception of Professional Stereotypes: A Quasi-Experimental Pre-Post-Design on Interdisciplinary Tutorial Groups.

2020 ◽  
Author(s):  
Eva Hammar Chiriac ◽  
Endre Sjøvold ◽  
Alexandra Björnstjerna Hjelm
Keyword(s):  
Health Care ◽  
Group Dynamics ◽  
Speech Therapy ◽  
Group Processes ◽  
Systematic Observation ◽  
Health Care Students ◽  
Professional Boundaries ◽  
Quasi Experimental ◽  
Healthcare Professions ◽  
Nurse Students

Abstract Background: Group processes in inter-professional Problem-Based Learning (iPBL) groups have not yet been studied in health-care educational context. In this paper we present findings on how group-dynamics, collaboration and tutor style influence the perception of professional stereotypes of students collaborating in iPBL groups. Health-care students are trained in iPBL groups to increase their ability for collaboration between healthcare professionals. Previous research focusing iPBL in healthcare, infers that more systematic studies are desired, especially concerning interaction between group processes, and internalized professional stereotypes. The aim of this study is to investigate if changes in group processes, collaboration and if tutor style, influence the perception of professional stereotypes of physician- and nurse-students. Methods: The study is a quasi-experimental pre- post-design. The participants included 30 students from five different healthcare professions, mainly medicine and nursing. Other professions were physiotherapy, occupational therapy and speech therapy. The students were divided into four iPBL groups, each consisting of six to nine students and a tutor. Data were collected through systematic observation using four video-recorded tutorials. SPGR (Systematizing the Person Group Relation), a computer-supported method for direct and structured observation of behavior, were used to collect and analyze data. Results: Traditional stereotypical professional behaviors were identified in the first observed group meeting. Although the groups followed different paths of development, the group-dynamics changed in all groups over the six weeks of collaboration. Two of the groups became more cohesive, one more fragmented and one more polarized. Stereotypical behaviors became less frequent in all groups. Our findings indicate that tutor behavior has a strong influence on the development of the group’s dynamics. Conclusion: Our findings strongly suggest iPBL is a mean to reduce stereotypical behaviors, that may positively increase member’s ability for inter-professional collaboration. Although the pattern of dynamics took different forms in different groups, we argue that iPBL forces students to see the colleague behind his or her profession, thus breaking professional boundaries. The tutor style significantly influenced the IPBL groups development. This study contributes to our field by emphasizing the effect of group-processes to increase mutual understanding across professions.

Conducting Mixed Methods Research: Using Dialectical Pluralism and Social Psychological Strategies

2020 ◽  
pp. 835-874
Author(s):  
Susan A. Tucker ◽  
R. Burke Johnson ◽  
Anthony J. Onwuegbuzie ◽  
Marjorie L. Icenogle
Keyword(s):  
Mixed Methods ◽  
Group Dynamics ◽  
Mixed Methods Research ◽  
Implementation Strategies ◽  
Group Processes ◽  
Process Theory ◽  
Social Psychological ◽  
Counseling Group ◽  
Workplace Justice ◽  
Wide Range

Dialectical pluralism is both a philosophical process theory and grounded approach for producing syntheses from differences, working toward mutually beneficial solutions, and, through group processes, produces procedural/process justice in mixed methods research and evaluation. Ontologically, dialectical pluralism views reality as plural and changing. Epistemologically, it follows a dialectical, dialogical, hermeneutical approach that includes listening, interacting, and learning from the Other. After explaining how the philosophical process theory of dialectical pluralism provides a process for positively and systematically engaging with differences, we draw on concepts and findings from social psychological literatures such as positive psychology, conflict management, negotiation, small group psychology, group counseling, group dynamics, political diplomacy, deliberative democracy, and workplace justice to show how dialectical pluralism enables learning from differences and produces effective collaboration across paradigms. Implementation strategies are identified for integrating DP into mixed methods research and evaluation (MMR/E). We conclude with a brief vision for MMR/E driven by the philosophy of DP that we hope will be attractive to a wide range of practitioners working across different contexts and topics.

scholarly journals Leadership Acceptance Through the Lens of Social Identity Theory: A Case Study of Military Leadership in Afghanistan

2019 ◽  
Vol 46 (4) ◽  
pp. 657-676 ◽  
Author(s):  
Marenne Mei Jansen ◽  
Roos Delahaij
Keyword(s):  
Social Identity ◽  
Group Dynamics ◽  
Social Identity Theory ◽  
Identity Theory ◽  
Single Case ◽  
Contextual Factors ◽  
Group Processes ◽  
Military Leadership ◽  
Single Case Study

This study builds on the experiences of a Dutch reconnaissance platoon deployed in Afghanistan in which leadership was not accepted. Setup as a qualitative single case study, this article advances our understanding of how group dynamics and contextual factors might impact the acceptance of leadership. Rather than primarily focusing on the behavior of the leader, this article highlights the perspective of followers in the ranks. The study also offers empirical evidence for the potential of social identity theory as a framework within which to study leadership acceptance. The case shows that leadership acceptance is largely dependent on group processes rather than on the characteristics of leadership. Additionally, it points to the importance of contextual factors. Finally, it suggests that a lack of attention to in-group dynamics, and a lack of active entrepreneurship by the leader, can catalyze “in-group entrepreneurship.”

THE USE OF GROUP PROCESSES IN TEACHING GROUP DYNAMICS

1951 ◽  
Vol 108 (5) ◽  
pp. 358-363 ◽  
Author(s):  
ELVIN V. SEMRAD ◽  
JOHN ARSENIAN
Keyword(s):  
Group Dynamics ◽  
Group Processes ◽  
Teaching Group

Key Components of the Batterer Intervention Program Process: An Analysis of Observational Data From Two Community-Based BIPs

2021 ◽  
pp. 107780122097550
Author(s):  
Penelope K. Morrison ◽  
Sara Goodkind ◽  
Cynthia L. Holland ◽  
Patricia A. Cluss ◽  
Elizabeth Miller ◽  
...  
Keyword(s):  
Observational Data ◽  
Group Dynamics ◽  
Help Seeking ◽  
Intervention Program ◽  
Full Range ◽  
Group Processes ◽  
Observational Research ◽  
Batterer Intervention ◽  
Mutual Aid ◽  
Community Based

Qualitative research on batterer intervention programs (BIPs) has primarily consisted of interview-based studies of clients and facilitators. To date, no research has utilized observational data to understand how BIPs “work,” or the processes occurring in BIPs that promote prosocial behavioral change. Forty-four observations of BIP group sessions were conducted. Two key processes were found: “facilitator processes” (e.g., managing group dynamics and engaging clients in learning) and “client processes” (e.g., mutual aid, help-seeking, and support). More observational research on BIPs is needed to uncover the full range of processes occurring during BIPs and that can link group processes to client outcomes.

The Validity of Group Marks as a Proxy for Individual Learning in E-Learning Settings

2009 ◽  
pp. 136-150
Author(s):  
Paul Lajbcygier ◽  
Christine Spratt
Keyword(s):  
Learning Environment ◽  
Group Dynamics ◽  
Group Learning ◽  
Group Processes ◽  
Individual Learning ◽  
Learning Objectives ◽  
Project Work ◽  
Learning Group ◽  
E Learning ◽  
Group Interviews

This chapter presents recent research on group assessment in an e-learning environment as an avenue to debate contemporary issues in the design of assessment strategies. The underpinning research measured individual students’ contributions to group processes, individual students’ influence on their peers’ topic understanding of the related curriculum content, and the influence of the overall group experience on personal learning in an e-learning environment designed to act as a catalyst for the group learning. As well, the learning objectives fundamental to the project work were tested individually as part of the final examination. Further, the authors complemented the quantitative aspects of the research with focus group interviews to determine if students perceived that the e-learning environment helped attain the group learning objectives. The authors found that e-learning does not necessarily enhance deep learning in group assignments. They also found that the attainment of group learning objectives does not translate to the attainment of the same individual learning objectives. The chapter provides comment on the relationship that may exist between students’ perceptions of the e-learning environment, the group project work and e-learning group dynamics.

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