Why Beginning Matters
The beginning of the group is often characterized by _______.
Caution
Tentativeness
A primary goal to help members feel comfortable in the group.
- To work together in a cooperative and productive manner
- to feel that their unique contribution to the group is respected and appreciated
Name 1 common early barrier while facilitating early engagement.
Anxiety about being judged or saying the “wrong” thing.
Uncertainty about group norms or expectations.
Power differences (age, race, education, or experience).
Mandated participation, creating reluctance or resistance.
Overly abstract or heavy topics before trust is built.
True or False:
Assessment is a one-time event that occurs during the first session.
False.
Toseland and Rivas remind us that assessment is not a one-time event but an ongoing, evolving process that starts in the very first meeting and continues throughout the life of the group.
Why is it important to use your assessments to plan for future group sessions?
-To plan appropriate interventions.
-Because problems are often multidimensional, several different interventions may be selected to become part of a comprehensive treatment plan.
How the leader manages early dynamics profoundly affects _____. (Name at least 1/3)
cohesion, trust, and participation throughout the life of the group.
Without doing this, members cannot engage in a meaningful way.
Clarifying the purpose.
Why is it helpful for the worker to introduce themselves first in a Round Robin?
Members take cues from the worker who can serve as a model by disclosing personal characteristics. Once members hear the worker's introduction, they are likely to focus on the disclosures as they introduce themselves.
Identify 1 goal of early assessments.
Gather information that informs goal setting and contracting.
Identify strengths and barriers at both individual and group levels.
Monitor early group dynamics for inclusion, safety, and equity.
Plan interventions that meet members where they are.
Planning to ask group members to share ideas for ground rules during the second session does this for the group.
By naming these norms collaboratively, the group builds ownership and accountability.
The leader's _______ (characteristics) answer the questions:...
Can I trust this leader?
Will I feel safe here?
Is this group worth my time and vulnerability?
...long before any formal activity begins.
- warmth
- clarity
- attention to inclusion
True or False?
In the early stages, conflict, criticism, and other forms of negative feedback should be avoided.
DAILY DOUBLE: Explain what a worker should do if any verbal or nonverbal interactions are not supportive or encouraging.
True.
Workers should intervene, gently modeling supportive interactions that are uplifting and self-esteem building. Workers should remember that time will be available later in the development of the group to focus on problems and issues to use confrontation or other strategies that are more appropriate when respectful, trusting relationships have been established.
Putting hesitant members on the spot with probing personal questions.
Overusing structured activities so the group feels mechanical.
Ignoring silence — often a valuable form of communication early on.
Allowing negativity or sarcasm to go unchecked (which can normalize unsafe interactions).
Why is it helpful to share the observations you made during an assessment with group members?
The group members can confirm the validity of the worker's observations and inferences and provide an alternative perspective.
Starting the next session with dyads to lower the pressure for sharing is one example.
Model Welcoming and orienting members while creating safety simultaneously.
- Greeting members by name (possibly as they arrive)
-Introduce yourself
- Explain the purpose of the group
-Start with introductions of group members
-Talk about group guidelines- invite members for their input
-Encourage participation without pressure
Give us an example of how you would set a positive tone during the first session.
Greet each member personally.
Acknowledge contributions and strengths.
Address negativity promptly but calmly.
Encourage members to talk to each other, not just to the leader.
Case Example: When Carlos responds to Jasmine’s comment, the leader notes:
“Thanks for picking up on what Jasmine shared, Carlos. That’s exactly the kind of connection we want in this group.”
During early engagement, how can you, as a leader, encourage members to welcome or at least be open to new perspectives and to explore differences gradually?
Answers can vary.
- Use activities or exercises to help members explore differences in an entertaining and lively fashion.
- ask nonthreatening, direct questions that help members explore, understand, and appreciate different perspectives
Workers should avoid becoming locked into one assessment focus. When can behavioral assessments be useful?
Behavioral assessments can be useful because they do not label the member (such as DSM diagnosis) and identifies specific behaviors that need to be changed.
You have observed that many members are communicating more to you, the leader, rather than other group members. How can you plan to promote more member-to-member communication?
-Encourage members to talk to each other.
-Ice breaker activities to promote conversation.
-*Other ideas*
Model how you would establish a secure environment, helping members feel part of the group.
-Asking members to share what they are willing (workers can share about themselves first)
-Ask members to talk about their goals, aspirations, and dreams and tie those to the group
-Support members' goals
-Be a role model- sharing positive previous experiences with groups
-Avoid conflict, criticism and other forms of negative feedback
-Be empowering- pointing out strengths and resilience
-Be positive and upbeat- encouraging members early on
-Affirm and validate member experiences
A group member, Doug, states "I'm only here because the Judge ordered me to be."
How would you validate this low motivation without judgement?
"Doug, thank you for being honest. It sounds like you are here because you have to be, not because you chose to be. That can make it hard to feel motivated or open."
"A lot of people in groups like this feel unsure, frustrated, or skeptical at first. That's completely normal."
"Even if being here wasn't your choice, what is one thing that would make these sessions more useful for you?"
The leader uses these cues to adjust pacing, revisit norms, or provide additional support. (Identify 2/4)
Member anxiety or readiness,
Group interaction patterns,
Emerging alliances or tensions, and
Barriers to participation (e.g., literacy, language, trauma response).
You are observing that a particular group member appears to be dominant. What characteristics does this group member display?
-speaking over others/unintentionally silences others
-talkative
-takes control of the conversation/decisions
-high confidence or assertiveness
-uses authority or expertise
What are the 4 areas of group dynamics the worker focuses on to assess the group?
1. communication and interaction patters
2. cohesion
3. social integration
4. the group's culture