Interpersonal Characteristics
Includes a client’s tone of voice, pacing, and amount of speech or other form of communication.
communication style
To demonstrate the attitudes and skills desired by members in the group.
model
final outcome of what is achieved at the end of the teaching-learning process
learning goals
Makes personal attacks using belittling and insulting comments, usually in an attempt to decrease another member’s status
aggressor
group has designed and implemented norms and procedures to carry out activities, and it is getting down to work
norming
clients ability to voluntarily tell the therapist what is working and going well in therapy or what is not working
predisposition to giving feedback
An “I message” is a way of communicating feelings without assigning blame for them to another.
assertive communication
the way in which the learner most effectively perceives, processes, stores, and recalls what he or she is attempting to learn
learning styles
Regulates the flow of communication.
gatekeeper
there may be disagreement regard-ing group leadership or the process that will be used to complete the task
storming
client’s observable expression of emotion
affect
goal of this communication style is to dominate and win, forcing the other person to lose by humiliating, degrading, and overpowering him or her.
aggressive communication
mechanism for the classification and categorization of different levels of learning
Blooms Taxonomy
Actively looks for sympathy by expressing feelings of inadequacy and acting helpless.
help seeker
group has to confront issues of getting to know one another and learning about the task they need to perform
forming
client’s ability to work with and accept a therapist who might differ in an important way such as age, gender, race, ethnicity, religion, or sexual orientation.
response to human diversity
fails to express feelings or expresses them with little confidence
passive communication
the gaps in knowledge that exist between a desired level of performance and the actual level of performance
learning needs
Offers to change his or her position for the good of the group, or meets others halfway.
compromiser
group spends the majority of time working effectively on the task at hand
performing
client’s degree of tolerance or preference for touch
preference for touch
State the essence of what a person has communicated.
reflect
Practice is done in a “safe” setting. Learner is very active.
Simulation
provides feedback to the group about how it is functioning.
observer/commentator
members address their feelings about the group ending.
adjourning