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Challenging Group Situations Assignment:

For each of the following challenging situations, (1) briefly describe and explain the thoughts and feelings you would experience as the group leader in the situation, (2) examine and employ your knowledge of group work methods, dynamics, and skills to outline and apply your approach to dealing with the situation there and then, and (3) illustrate your discussion by writing a short script on what you would say first and foremost. [In your writings, it would be helpful to make the group work concepts that you are applying explicit.] 1. You are leading an educational cum growth group for vulnerable youths with the purpose of equipping them with assertiveness skills to stand up against bullying and peer pressure. In the middle of this first session, Ruben, a 13-year-old, suddenly speaks up, “Someone has taught me these things before, but they don’t work in real life to make those people who keep bullying me stop! I think all these that you are teaching us are all useless!” At this remark, the other youths, who have been participating actively in the session till now, suddenly fell silent. 2. You are leading a committee group, which was set up to review certain organizational policies and practices. You notice that over time, two distinct subgroups have formed – one group consisting of relatively newer employees, while the other consists of those who have worked in the organisation for many years. You also observe that the ‘senior’ subgroup tends to dominate the air time during group conversations. The seniors would speak up actively in a free-floating manner, while the ‘juniors’ tended to keep silent and would speak only a little even when called upon by you. Now in this fourth session, this is happening again. 3. You have been tasked to lead a support group for caregivers of newly diagnosed cancer patients. So far, you have completed three sessions, and have noticed yourself feeling exhausted after each session. In this current fourth session, you notice yourself working very hard again to direct questions at individual members to invite them to share, as well as to elaborate on their sharing. After each member shares or responds, the group will then fall silent, waiting for your next question or cue. 4. You are leading a university project group made up of students from different faculties. Over the few sessions you’ve had so far, you have been sensing a growing feeling of discontent among many of the members over Tom and Jerry’s lack of active contribution to the group. As you are about to wrap up this current group meeting, Mandy suddenly says to you in a firm tone, “The deadline is nearing. Can you please make sure that all of us keep up to task? We cannot afford to have some people here not pulling their weight!” At this point, you notice Tom and Jerry looking down, while a few of the other members begin to exchange glances with one another. 5. You have been leading a therapy group for perpetrators of family violence which has been progressing successfully so far. The group has been experiencing a high level of cohesion, and members have been able to interact freely and openly during group sessions. You are now into the last session and you notice that John has been engaging in lengthy sharing about his positive experiences in the group. Whenever other members try to share their own experiences, John would latch onto things they say and continue to talk about himself. You notice this to be an unusual behaviour from John, and as the session progresses, you notice the other members appearing somewhat put off by John’s frequent interruptions to focus on himself. Guidelines: 1. Required length of paper: 10-12 double spaced pages, with 1‐inch margin all round, and ‘Times New Roman’ font size 12. 2. Provide at least 2 other references (besides your textbook) and cite them in APA