Expectations and Significance of Group Facilitation Learning

Expectations and Significance of Group Facilitation Learning Outcomes

Humans are notoriously difficult subjects to analyze, understand, motivate and lead, and while some group counselors appear to possess a natural ability to facilitate effective group interactions, others struggle to cope with the exigencies of a group setting. Despite the challenges that are involved, the importance of developing the requisite skills needed for effective group facilitation means that counselors must draw on the entire range of group dynamic theories and proven strategies to achieve this goal. In order to gain further insights into these areas, this paper provides a review of the relevant literature to identify relevant expectations from learning about group dynamic theories and strategies, followed by a discussed concerning various aspects of applying these concepts in real-world settings. Finally, a summary of the research and important findings are presented in the paper's conclusion.

Review and Discussion

Expectations concerning application of learning from a group counselor course

When people commit the time and resources needed to become part of a group, they have a reasonable expectation that their investment will not be wasted and their personal goals for membership will be achieved. Absent timely and effective leadership in group settings, not only can a great deal of time be wasted in chit-chatting, flirting and gossiping, individual interactions can devolve into a more threatening situation where violent confrontation can result (Clark, 2002). The research shows that group counselors must possess a broad range of skills based on evidence-based practices, human behavioral and group dynamic theories, but they must also possess the ability to maintain order in situations where emotions can run high and the debates can become heated. Therefore, completion of a group counselor course represents the foundation of the requisite skill set that can help guide a group to desired outcomes (Furr & Barrett, 2000). In this regard, group counselors are generally expected to provide group members with an explanation of the group's purpose; an understanding of what to expect from group counseling; the qualifications of the group facilitator(s); and the identification of their expectations as group members (Zinck & Littrell, 2000).

Significance of leaders developing and maintaining awareness of various personal boundaries

Although a number of positive outcomes are possible using effective group facilitation processes, it is possible for some group members to experience discomfort, anxiety and other negative reactions to group dynamics (Clark, 2002). Therefore, group counselors must maintain a keen awareness of the individual personal boundaries including highlighting confidentiality issues from the outset. For instance, Zinck and Littrell emphasize the importance of discussing the "limitations of confidentiality" and to ensure that "each potential participant makes a verbal contract to preserve confidentiality" (2000, p. 51). Group facilitators should screen potential group members to ensure they are amenable to these conditions prior to beginning group counseling (Zinck & Littrell, 2000).

Summary of personal goals as a group worker

1. Become a more effective group facilitator;

2. Expand personal horizons through empirical observations and experiential learning;

3. Achieve positions of additional authority and responsibility; and,

4. Secure membership in professional organizations and advanced credentials for group counseling.

Two items that are different as a result of taking this course

Achieving numbers two and four above will facilitate the achievement of numbers one and three and therefore should take priority, issues that also affect group leaders' ability to lead groups as discussed further below.

How group leaders' knowledge of group dynamics, theory, and interventions affect their ability to lead groups

Anyone who has taken part in a group can readily testify that some groups seem to "click" right away, with their members readily sharing personal insights and experiences in ways that contribute to the goals of the group while in others, group members are not only reluctant to talk, they may not even show up. Therefore, in order to lead groups effectively, group facilitators must possess a comprehensive knowledge of group dynamics, theory and proven interventions that can keep a group on focus and avoid disruptions that can adversely affect progress, including developing a "safety plan" in case of extreme circumstances (Zinck & Littrell, 2000).

Integration of selected approaches into a personal theoretical framework

While it is tempting to view the relevant literature concerning group dynamics and human behavioral theories as a cookbook from which group facilitators can pick and choose which approaches are most suitable for a given group, the harsh reality facing group facilitators is that people are different from time to time, and change over time, in ways that preclude the use of a static theoretical framework. Therefore, any personal theoretical framework must draw on the entire range of resources that are available, but in ways that are based on group facilitators' understanding of the group setting and these issues are discussed further below.

Synthesize of personal leadership capacity with various group methods, strategies, and theoretical foundations, in addition to exploring professional standards for group leadership