Group Process Analysis - Planning and Beginning Phase

Paper 1- Planning and Beginning Phase Karl Heilman Social Work Practice Method II, SW 4010 Cassandra Barragan

Group Process Analysis - Planning and Beginning Phase Introduction The group mentioned within this document is a task group within an elementary school. The group was formed several years ago to assist with daily tasks around the school and consists of several fifth grade students each year. Students who want to be part of this group, fill out an interest form the year prior and are selected at the beginning of their fifth grade year. Those chosen to be the next Gearing Elementary School Ambassadors, are giving up at least one lunch hour per week to perform tasks throughout the school, but are not limited to the number of days they want to volunteer for. Because of budget cuts throughout the State of Michigan and within the East China School District, student interns are utilized to run such groups as the Gearing Student Ambassador Group. Two school social work interns created an agenda to be used within the groups first meetings that would help in establishing clear roles, goals, norms and culture. The group initially met for the first three Thursdays of the school year during their lunch period until they received their job sites. They will then attend their job sites throughout the school year instead of meeting with the group. Because of the short amount of group meetings, the information within paper one will only pertain to the first initial meeting and the remaining meetings will be introduced in paper two of the Group Process Analysis Assessment Planning was a key component before the groups initial meeting. The main objective within the groups first meeting was to build a rapport with the students as interns, create goals, norms and a culture that would be carried throughout their work at their job sites. Because the Gearing Ambassador Group was successful in the past, tools were given to the school interns to

Group Process Analysis - Planning and Beginning Phase use within the first meeting. The tools used where handouts explaining the proper ways to communicate, take direction, complete tasks, accepting no to a question and the proper way to communicate using body language and eye contact. Because the students which are taking part of the group are in fifth grade, the interns expectations were high. The significance of this session to the groups development as a whole was to prepare each member to communicate with both teachers and students with respect, act responsible and be safe. Because the three Bs (Be Responsible, Be Respectful, Be Safe) are already a part of the schools culture, the members of the group had a thorough understanding of the information portrayed within the handout and throughout the first meeting. The group as a whole and on an individual level did not change in a significant way, yet reminded of the expectations of the group while at school and job sites. Group Dynamics Evident in the First Session