By Jarlath Benson
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Extra resources for Working More Creatively with Groups
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Relevance and significance of activity for individuals and the group. • What could be improved, modified? • Where do we go from here? A review like this need not take very long and can usually be talked through although there are times when it is good to do a written evaluation. EXAMPLE OF PROGRAMME DESIGN USING THESE VARIABLES Assessment I had been working with a group of eight eleven- to thirteen-year-old boys and girls. We were about two months through a nine-month therapy group. Members tended to be quite defensive and solitary.
Residential and education settings can also respond to more intensive group meeting. In teaching groupwork skills to social work students I will often use a ‘ten-hour session’. With work teams where the emphasis is on developing and strengthening work relationships, I always start with a one- or twoday ‘nutcracker’ intensive as a way of loosening up rigid procedures and ways of thinking before going into the more usual weekly sessions. Don’t be afraid to experiment with the length of session, number and frequency of meetings to suit your group needs.
The result is to confuse group members, generate insecurity, suspicion, and fear that the worker cannot be relied on in a crisis. Reluctance or refusal by the group worker to provide leadership to act on his authority can be very damaging at critical stages of transition when the group rightfully look to the worker for guidance, reassurance, and structure. Very often when looking back at why a particular group came to be a conflictual or apathetic experience for people, I have found that the roots lie in the vacuum created by a group worker not facing up to the responsibility and obligations of his authority and failing to provide the group with leadership when it needs boundary and direction.