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Individuals forging together as one is not so simple. There is often an overt or covert struggle for power amongst certain members, whilst others may assume differential roles such as those of loafer, of leader, of helper, or of needy person, and so forth. That this is so in this group too can be seen from the fact where Diana is quiet and needs to be drawn out, whilst Christine is serious and motivated, and Mike is the class clown. Some need to be drawn out, whilst others need to be gently suppressed. Understanding the different team persona and playing to them may have helped Christine build a more supportive workgroup.
Part III. Retrospective Evaluation
Christine can take two particular steps. Dealing with the conflict as soon as possible is essential. She can have the major parities sit around the table and negotiate, or at least talk out their complaints. She may also being in a professional (as form of mediator) in order to help the members work through their various problems. Alternately, Christine can approach each individual member personally and voice them on their various...
This is particularly necessary in the case of Mike. Dealing with the other in a dignified, respectful way, and allowing the other party to air his concerns is recommended. Each should carefully listen to the other as willingness to get to the base of the problem. Christine could also conduct some self-reflection. The case history implies that she is overly intense and self-demanding and the others may find her leadership manner too much for themselves too.
Part IV. Reflection
It does not seem to me that Christine was an effective leader, since it seems as though she allowed the group to continue to function in a fragmented manner, rather than addressing the obvious differences and problems. Instead of approaching Mike with her concerns and asking how she could help and pointing out his potential, Christine seemed to have allowed the group to drift further and further away
Chapman, a. (nd). Tuckman's 1965 "Forming Storming Norming Performing" Team-Development Model. Retrieved July 27, 2010 at: http://www.businessballs.com/tuckmanformingstormingnormingperforming.ht m
Part IV. Reflection
It does not seem to me that Christine was an effective leader, since it seems as though she allowed the group to continue to function in a fragmented manner, rather than addressing the obvious differences and problems. Instead of approaching Mike with her concerns and asking how she could help and pointing out his potential, Christine seemed to have allowed the group to drift further and further away
Chapman, a. (nd). Tuckman's 1965 "Forming Storming Norming Performing" Team-Development Model. Retrieved July 27, 2010 at: http://www.businessballs.com/tuckmanformingstormingnormingperforming.ht m
Ritalin: The Case History of a Drug One of the most noticeable and prevalent disorders occurring in children is attention deficit hyperactivity disorder (ADHD). It is commonly diagnosed when the child begins to attend school or kindergarten, and occurs in 3 to 5% of the population. A chronic condition, it normally carries over into adolescence and perhaps into maturity as well. ADHD children can be hyperactive, inattentive, distractible, aggressive and impulsive,
Yet the film ends on an optimistic, even triumphant note, with the raised hand of Bender symbolizing victory over the stereotypes subject to which the characters began the film. Conclusion The film "The Breakfast Club" contains myriad examples of group dynamics at play. Doing a close reading of the film was valuable in that it provided insight into how narratives can be shaped by psychological principles. In dissecting the actions of
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