Theories in group work

Theories in group work Reflection on group task This essay is going to reflect on learning gained from a group task carried out in the unit lectures. I will explore the theories which inform group work, inter-disciplinary and collaborative working and the application of these theories in relation to the group work. I will also identify how I will develop my practice in relation to my current skills and areas for development. Finally, I will also reflect on how I have developed my self-awareness, professional values and professional development, in relation to group work task and how this will inform my future professional practice. Toseland and Rivas (2008) define group work as a goal directed activity aimed at accomplishing tasks. Members of the group have the opportunity to share ideas, feelings, thoughts, beliefs, engage in interactions and also share experiences. The group members develop feelings of mutual interdependence and a sense of belonging. Martin and Rogers (2004) define inter-disciplinary working as a team of individuals with different professionals working collaboratively with a shared understanding of goals, tasks and responsibilities. This collaborative working is needed when the problems are complex, a consensus decision is required and also when different competencies are needed. According to Cheminais (2009), the approach to the collaborative working requires clarity on roles, power, accountability and strategic planning. Salas et al. (2012) states that, group work was developed from a philosophy of people working together for mutual gain and theories later emerged to provide clarity regarding the dynamics of groups and to provide an understanding of human behaviour. A group or team can be understood by looking at Tuckman and Jensen’s (1977) model of group formation which comprise of forming, storming, norming, performing and later adjourning. According to Tuchman and Jensen (1977), the forming stage of a group involves clarifying common interests and roles to be played. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin. According to Tuchman and Jensen (1977), the storming stage may involve the problem-solving processes and this is usually where conflict emerges. If the conflict is unresolved, it can inhibit the team’s prog ress. The norming stage usually involves the clarification of the task and establishing the agenda. This stage involves belonging, growth and control. The performing stage involves the allocation, implementation, and evaluation of the task. Finally, the adjourning stage can include the celebration of task completion. Reflecting on the unit group task, I think my group went through Tuckman and Jensen’s (1977) model group formation which included the â€Å"forming†stage in which the group purpose was clarified. The group went through the â€Å"stormimg† stage and at that point, there were disagreements on what should be included and how the task will be presented. One of the group members suggested that a role play was ideal for the presentation and I was not comfortable with the idea, as I thought that all of the information was not going to be included in the role play. I was anxious, as I had not get the general picture of exactly what the role play was about. I alsofeltanxious as other members elected me to take the lead role as I had experience in working with psychiatrists. At that time I felt that the team wanted me to do most of the task and I rejected their ideas they were putting forward. I think I did this unconsciously because I realised my actions later on when my group members gave feedback. The group also decided that we give ourselves time to research on the topic given (norming stage) and then meet the following week. I was very frustrated to find the following week that some of the group members did not bring the material they had researched. As I have worked with psychiatrist before and had researched I took on the lead role and shared the information I had. Belbin’s (2010) work identified roles in teams which each offer positive contributions to team working. The roles include innovator, implementer, completer, evaluator, investigator, shaper, team maintainer, co-ordinator and expert. Reflecting on Belbin’s (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and knowledge in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, â€Å"goal oriented, researched well on the topic, contributed well and very good ideas on the role play†, however I was criticised for being inflexible with ideas of others. I think I took the role of an implementer who turns ideas and decisions into tasks and actions but inflexible and reluctant to change plans. However from my previous placement I think I took the role of an investigator in a proposed group project of working with young mothers to enable them to gain independent skills. The project failed because I lost interest as a result of constraint in obtaining the resources. In Belbin’s (2010) model, an investigator explores opportunities and resources from many sources however can jump from one task to another and lose interest. Looking back at it, I think this was because I tend to do things in a structured way and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I later understood the situation of working in an organisation team by looking at the group system theory. According to Connors and Caple (2005), group systems theory provides an understanding and working with teams or groups in an organisation as it goes beyond a focus on the individual or interpersonal exchanges. They suggested that, a group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, power structures that make decisions and the resources it allocates for group work. The environment impacts the group and the group can impact the larger social environment. I abandoned a project which was going to benefit the young mothers and in a way the community as well. In group systems theory, a change in any part of a system creates change in that system and in the other systems in which it is embedded. Another form of group theory emerged from Bion (1989) who viewed the group working as a collective entity and was concerned with overt and covert aspects. Bion (1989) suggested that overt aspects are the task and purpose of the group. The covert aspects are the unconscious emotions and the basic assumptions of group functioning. Bion (1989) also proposed three basic assumptions in group working. He suggested that there is the dependency group, which assumes that security and protection can be obtained from the group leader. Members expect the leader to have all the answers. As a result, individuals may act helpless and incompetent in the hopes that the group leader will carry the responsibilities. This was evident in my group as they assumed that as I am a mental health nurse and had worked with psychiatrist before, I will have all the information at hand. When this did not occur, group members become angry or expressed their disappointment by acting incompetent and not doing enough research. Bion’s (1989) other basic assumption is the fight-flight group. Examples of flight include absences and fight is demonstrated by resisting reflection and self-examination. In inter-disciplinary working, flight is demonstrated by blaming management for the failure of team work. The final basic assumption identified by Bion (1989) is the pairing group where two group members form a bond. The rest of the group may become inactive as the pair rely on each other and exclude other group members. Salas et a.l (2012) state that, it is necessary to develop a theoretical framework to guide group practice and to support my techniques and interventions. I am responsible for formulating my own theoretical framework that is derived from the synthesis of theories and that is aligned with my natural views and inclinations. To achieve this it is imperative that I be self-aware and grounded in theories of small group work, including the strengths and limitations of the theories. Only then I can select theories and interventions that are advantageous and appropriate fit for the client. The Health and Care Professions Council (HPCP) (2012) also states that, I should understand the key concepts of the knowledge base relevant to social work so as to achieve change and development. Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop problem-solving skills. As a social work student, in order to work collaboratively, I need to develop skills, knowledge, and attitudes in conflict resolution, problem solving, communication, organisational understanding, decision making, and task coordination. This is imperative as I will be working in teams with other professionals or agencies. From the unit group work, I have learnt that co-operation is vital for effective teamwork. Acknowledging and respecting other opinions and viewpoints while maintaining the willingness to examine and change personal beliefs and perspectives are some of the skills I have learnt. I also now have an understanding of the importance of accepting and sharing responsibilities, participating in group decision-making and effective communication. I have also developed skills in exchanging of ideas and discussion and also how to relay and support my own viewpoint with confidence. As a future social worker, specific leadership skills are required to manage an inter-disciplinary team, so I need to develop skills in the ability to recognise the challenges inherent not only in group dynamics, but in trying to blend the different professional cultures represented in the team. According to Crawford (2012), to work effectively and confidently with other professionals, I need to understand my own professional identity as a social worker. The HCPC (2012) states that, I need to be able to engage in inter-professional and inter-agency communication and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self awareness of my behaviour and values. According to Hall (2005), values are internalised, therefore they can create obstacles that may actually be invisible to different team members. Therefore the professional values must be made apparent to all professionals involved. Through experiences in group work feedback received from other group members and self observation, I have learnt about my maladaptive style of interacting with others and perceptual distortions. I have also learnt that I need to acknowledge and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. If faced with the same situation again I would try to take into consideration other people’s ideas and also take into consideration that, as people we are different and we have different approaches to tasks. References Belbin, R. M. (2010) Management teams. 3rd edn. Oxford: Elsevier Limited Bion, W. R. (1989) Experiences in groups and other papers. New edition. London: Routledge Cheminais, R. (2009) Effective multi-agency partnerships : putting every child matters into practice. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9781446203514/startPage/38 (Accessed: 13 January 2014) Connors, J. and Caple, R. (2005) â€Å"Review of group systems theory†,Journal for Specialists in Group Work, 30(2), pp. 93-110, SocINDEX [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=5sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005hid=4108 (Accessed: 30 December 2013) Crawford, K. (2012) Interprofessional Collaboration in Social Work Practice. London: sage Publications Limited Gilley, J.W., Waite, A.M., Coates, T., Veliquette, A. and Morris, M.L. (2010) Integrated theoretical model for building effective teams,Advances In Developing Human Resources12(1) pp. 7-28.SCOPUS [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/detail?sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005vid=10hid=4108 (Accessed: 30 December 2013) Hall, P. (2005) â€Å"Interprofessional teamwork: professional cultures as barriers†,Journal of Interprofessional Care19 pp. 188-196. CINAHL [Online]. Available at: http://0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=13sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005hid=4108 (Accessed: 12 January 2014) Health and Care Professions Council (2012) Standards of proficiency. Available at: http://www.hpc-uk.org/assets/documents/10003B08Standardsofproficiency-SocialworkersinEngland.pdf (Accessed: 20 January 2014) Martin, V. and Rogers, A. M. ( 2004) Leading interprofessional teams in health and social care. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9780203505359/startPage/139 (Accessed: 10 January 2014) Salas, L. M., Roe-Sepowitz, D. and Le Croy, C. W. (2012) â€Å"Small group theory†, in Thyer, B. A., Dulmus, C. N. and Sowers, K. M. (eds) Human behavior in the social environment: theories for social work practice. Dawsonera [Online]. Available at: https://www.dawsonera.com/readonline/9781118227251/startPage/363 (Accessed: 15 January 2014) Toseland, R. W. and Rivas, R. F. (2008) An introduction to groupwork practice. 6th edn. Harlow: Pearson Education Limited. Tuckman, B. W. and Jensen, M. A. (1977). â€Å"Stages of small group development revisited†, Group and Organizational Studies, 2(4) pp. 419- 427. Available at: http://www.freewebs.com/group-management/BruceTuckman(1).pdf (Accessed: 30 December 2013)

Challenges Doing Business in India Essay

Trade barriers are created to encourage domestic players by making it more difficult for foreign firms to compete. Traditionally, India has had several types of trade hurdles for foreign exporters, such as, Import Quotas, Subsidies, Trade Samples and Tariff/Duty. The most critical barrier to trade is tariffs or the tax imposed on imports. High tariffs in several sectors continue to bar foreign businesses from increased market access. Red-tapism and Corruption Traditionally, Indian bureaucracy has been mired in red tape which proved to be a frustrating experience for foreign investors. These include limited access to Government offices, cumbersome and multitude paperwork, lack of coordination between various departments processing the documentation, long waiting period for approvals, and above all ambiguous rules. However, with the economic reforms of early 1990s, the level of bureaucratic hurdles which the MNCs had to overcome, gradually reduced making it easier to do business. Corruption is another big hurdle when doing business in India. Areas like electricity supply, judiciary (particularly lower courts), Police, land administration are counted in the most corrupt category. Since all these are essential in building up a business, corruption proves to be a major hurdle for starting business in India. Inadequate Infrastructure It has long been felt that roads and communication in India need substantial investment in order to make them world class. Problems with the country’s education and power situation are also counted amongst the toughest obstacles for doing business. Today, there is an increased private participation in ports, roads and other key sectors. Infrastructure development has emerged as a niche market for foreign investors in India with several states looking to build world class infrastructure. The problem area is the absence of a clear-cut policy framework, which has hampered private investment in the infrastructure sector.

The Lindbergh Kidnapping Essay - 1599 Words

The Lindbergh Kidnapping Crimes happen all the time. But when it happens to young children who have no way of defending themselves, and hasn’t lived their life to the fullest, it becomes a whole other thing. †¨Kids are innocent, and nobody ever wants to see them hurt. That is why it was such a big shock, when the crime of the century was a kidnapping and murder of an infant. The Lindbergh kidnapping shocked Americans everywhere, and made them realize the possible dangers of celebrities having children who are famous, even before they are born because of their parents. It influenced the way parents choose to raise their children, especially famous children. †¨ That is what happened to the famous aviator, and his wife’s 20 month old baby.†¦show more content†¦He described the noises as if an orange crate had fallen off a chair. He got up to the nursery, only to find out Charles Jr. weren’t there. He freaked out and immediately called on his wife, and they called the police. The police came quickly to the big mansion, and the investigation of the kidnapping was started. It was known to be the crime of the century. During the search at the kidnapping scene, the police found mud traces by the window in the baby’s room. By the window the police also found footprints, but they couldn’t seem to find out who’s it was. By the window they also found a ladder, which they figured was the way the kidnapper came in and escaped through. The ladder had two sections, and one part of the two sections were broken or split off which seemed to have happened when the kidnapper escaped with the baby. It was a homemade extension ladder. †¨In the investigation there wasn’t any fingerprint found, there weren’t any blood either. Mr. Lindbergh did find a weirdly written ransom note demanding 50.000 dollars. He found it in a white strange-looking envelope laying on the radiator case, the note said; â€Å"Dear Sir! Have 50.000$ redy 25 000$ in†¨20$ bills 15000$ in 10$ bills and 10000$ in 5$ bills after 2–4 days†¨we will inform you were to deliver†¨the mony. We warn you for making anyding public or for notify the Police†¨The child isShow MoreRelatedThe Lindbergh Kidnapping1113 Words   |  5 PagesThe Lindbergh Baby Kidnapping Jeff Harris 5/19/2015 There are three main parts that make up our criminal justice system in America, the police, courts, and corrections. The Lindbergh baby, Charles Lindbergh Jr., was kidnapped from his bed sometime between the hours of 7:30pm and 10pm on March 1, 1932. (www.History.com). He was suffering from a cold and was left to drift off to sleep by his nanny, Betty Gow, with the window open. (www.clickamericana.com). When his father came to check on himRead MoreLindbergh Kidnapping Essay725 Words   |  3 PagesImagine a child being kidnapped in the middle of the night. 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Many Americans turnedRead MoreEssay On Charles Lindbergh Kidnapping1521 Words   |  7 PagesThe Kidnapping of Charles Lindbergh Jr. What man is so cold-hearted to murder a baby just to try to acquire some money? Charles Lindbergh Jr. was kidnapped in attempts to get some ransom money from his wealthy father, the famous pilot Charles Lindbergh. The murder of the child almost seemed to be an accident and that it was a slip up in the plan to kidnap the child. The man that all evidence points to and that was convicted was Richard Hauptmann, but a man named John Knoll might have been the mastermindRead MoreCharles Lindbergh : The Murder Of The Child2138 Words   |  9 PagesCharles Lindbergh Jr. was kidnapped in attempts to get some ransom money from his wealthy father, the famous pilot Charles Lindbergh. The murder of the child almost seemed to be an accident and that it was a slip up in the plan to kidnap the child. 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Here in lie the questions that weRead MoreLindberg Baby Kidnapping1038 Words   |  5 PagesUnit 1 Lindbergh Baby Kidnapping Naisha Whitmire Kaplan University CJ101 Lindbergh Baby Kidnapping On March 1, 1932, twenty-month-old baby Charles Augustus Lindbergh Jr was kidnapped from his nursery on the second floor of Lindbergh’s house in Hopewell, New Jersey. Baby Charlie was the son of Charles Lindbergh, a famous aviator, and Anne Morrow Lindbergh in which was â€Å"America’s Family†. When the child’s nurse, Betty Gow, went to check on Charlie around 10:00pm, he was gone but Lindbergh norRead MorePipiena Malafu. Ms. Bettencourt. English 3Cp. 7 April 2017.1678 Words   |  7 Pagesinnocent lives which is unfortunately not unprecedented. A trial that epitomizes such unfair charges, leading to the execution of an innocent, was the Lindbergh Baby Kidnapping Trial. 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Modern Education Is There A Choice - 2575 Words

Endia Jones Matt Simon English 101 Jul 16, 15, 11:57 PM Modern Education: Is there a Choice? Being a parent is scary, overwhelming. No matter how much one might prepare, parenting is a job for which no one can prepare. In the beginning, every time you contemplate the responsibility of that tiny person being placed in your care, awe and freaking out best describe the emotions that roll. Thus begins the journey of parenthood. A parent bathes, cuddles, and prepares the house for baby’s first steps. They record their first words and ultimately start them on the road to lifelong learning. At first, so much is dependent upon you, the parent. You are, after all, your children’s first heroes. In the beginning you can do no wrong, so in†¦show more content†¦One of Howard Gardner ’s eight multiple intelligences , bodily kinesthetic intelligence involves the ability to hold objects, body control and coordination. Possession of bodily kinesthetic intelligence means an individual can initiate body movements in concert with thoughts, feelings, and ideas. Sports activities (for example baseball, basketball, football, soccer, etc.) as well as dance, mime, drama, and martial arts require this ability. Bodily kinesthetic intelligence needs to be developed and must not be sacrificed in favor of verbal linguistic intelligence and logical mathematical intelligence, which most schools today heavily emphasize in their curriculum and assessments. (Leonard, 16) A behaviorist believes that instruction is fostered by observable, measurable, and controllable objectives set by the instructor. The learner is then asked to produce a specified set of responses based upon a controlled set of stimuli. This theory is based on B.F. Skinner’s work with mice in the 1930s. n behaviorism the assumption is made, that by controlling the environment of mice, they could be trained to follow a predetermined pattern. Humans, when given the proper motivation, could also be trained to respond in a specific manner displayed in set of behavioral outcomes. According to behaviorism, instructors are the impetus to specific behavioral outcomes from learners through predetermined learning objectives. The Learning progresses from simple toShow MoreRelatedModern Education : Is There A Choice?2524 Words   |  11 PagesEndia Jones Matt Simon English 101 14 July 2015 Modern Education: Is there a Choice? Becoming a parent is scary, overwhelming. No matter how much one might prepare, parenting is a job for which no one can prepare. In the beginning, every time you contemplate responsibility that tiny being placed in your care I imagine awe and freaking out would be the best way to describe the emotions rolling about. Thus begins the journey of parenthood. 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Mainly, two broad conceptual models are popular in the area of household energy choice and fuel transition in developing countries: Energy Ladder and Energy Stacking Models (Elias and Victor, 2005; Hosier and Dowd, 1987; Leach, 1992; Leach and Mearns, 1988; O. Masera et al., 2000). These models categorize energy resources into modern, transitionalRead MoreSummaries of Presentations on Various Topics928 Words   |  4 Pagesas well. Young women in particular need to be encouraged so that they can eventually achieve equal numbers in leadership roles with males. As educators, it will be necessary to think about gender when dealing with students, particularly in higher educat ion. By either encouraging or discouraging female students from seeking positions of leadership, it is likely that educators are also limiting the possibilities for those students once they have graduated from their chosen institution. 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