CHAPTER 1 - Introduction Creativity Workshop Group - through various art

Brief Background - General and Specific Objectives of media with individual spontaneity and freedom of
Group expression.
Group Process is the study of group interaction through Organization Group - where the primary objective is
extensive personal growth experience. A group may growth skills of leaders
exist whenever two or more persons show some kind of Team Building Group - designed to develop more
interdependent relationship with one another. Group united and effective working members
dynamics refers to forces that result from the interaction Gestalt Group - utilizes the "holistic concept".
of group members (Toseland, R.W. and Rivas, Robert, Synanon Group or Game - tends to emphasize an
2001). almost violent attach on the defenses of the participants

Group has been defined as an organized system of two Types of Group Dynamic Games
or more individuals who are interrelated so that the It is an experiential education exercises which assist
system performs a function, has a structured set of role people to understand the interpersonal and intrapersonal
relationships among its members, and has a set of relationships between two people or between groups
norms that regulate the function of the group and that of It utilizes game or simulated activities that assist the
its members. Based on the definition, the interdependent participants to resolve the problem
criteria will be:
 Performance of the Group Types of Group Dynamic Games
 Objectives or Goals or Expectation 1. Dancing is derived from the French word danser,
 Structure of the Group - position and roles referring to movement as a form of social expression
 Norms utilizing nonverbal communication
2. Icebreaker or Unfreezing - a game to warm up the
The performance of the group in attaining its objectives group by helping the members to get to know each
is closely related to its internal structure and regulative other.
norms. The kind of structure will depend upon the group 3. Psychodrama - a form of drama therapy principle on
goals or purposes Reciprocally, the success of the group single participants using the following techniques. a.
in its performance is dependent upon the adequacy and Role Playing / Role Reversals
appropriateness of its structure and regulative norms. b. Mirror
The field of group analysis or group dynamics and been c. Soliloquy
in roughly defined areas in the field of social sciences d. Sociometry
because it overlaps with disciplines such as social 4. Electronic Media - videogame with which players can
psychology, sociology, psychiatry, industrial psychology, interact. Example: Man to man war games
social work, and dinical psychology. Group dynamics
was a term introduced by Kurt Lewin, a famous The Individual and the Group
psychologist who worked at Massachusetts Institute of Participation in groups is a way of life in our culture.
Technology. He developed the idea that training in Throughout history, people joined groups to accomplish
human relations skills was an important and essential a wide range of purposes. Joining groups: small groups
aspect for human growth and development. The first so- for that matter is a Tuniversal practice.
called 7 group (T - for training) was held in Bethel, Maine Membership into groups may be forced (family) or not
in 1947, shortly after Lewin's death (gangs).
Our membership in small groups provides us with our
In the '80s, the term group dynamics was commonly first taste of interaction. The first and most immediate
applied to practical attempts to reduce intragroup and social experience social experience of mankind is small-
intergroup tension. group experience.
In industrial setting in the '70s, it referred to the study of
individual interaction in small groups. A group comes into being when the initial event is in
At present, T group is oftentimes a substitute group interaction, the relationship between two or more
terminology for human sensitivity or group interaction or person, is established. In other words, the necessary
encounter group with different emphases as follows: condition for group existence is formation of an initial
Effective grouping results to better quality of life and relationship. According Shaw, the formation of a group is
great interest in improving productivity of groups a continuous process because the group during its
existence is in a never-ending process of change
Group - emphasizes human relation skills,
Encounter Group - emphasizes personal growth and What really is a group? The definitions proposed by
development, improvement of interpersonal scientists represent the different approaches to
communication, and relationship through the experiential conceptualization. Their definitions emphasize one or a
process few of the many characteristics of the group. They define
Task-oriented Group - focuses on the work of the it in terms of perception, motivation, group: goals,
group in its interpersonal process organizational characteristic and interdependence or
interaction. A sufficient definition is given by Shaw: a
group is two or more persons who are interacting with
one another in such a manner that each person The Group Dynamics exercises here are intended for
influences and is influenced by the those purposes. They are recognized as psychological
other(s). tools. These "tools" can help facilitate the process of
growth of a group or groups of people. Basically, group
Studies have produced several theories on why people dynamics exercises are games with a message. The
join groups. The interpersonal attraction theory holds message is not apparent to the individual.
that proximity contact, interaction, physical The games are sort of processes of realizations. For
attractiveness, and similarity are Variables that example, there are exercises that help people discover
encourage group membership. The group activities themselves oi realize how the process of communication
theory proposes that a person joins a group because he works, and many others. After each exercise, discussion
enjoys the things that the group members do. Closely of the experiences and message follows with each
linked to the proceeding theory is the group goals theory participant sharing his or her personal insight.
which holds that an individual joins a group because
apart from enjoying its activities, he also values its goals This sharing makes it possible for people to get to know
and purposes. The membership theory process that one another in a friendly and open atmosphere. Through
membership in a group is in itself already satisfying to an group dynamics, people learn about themselves and
individual; some call it affiliation want. Groups are made others. When people See how similar they are in their
up of individuals, each of whom has his/her own unique weaknesses, it becomes easy for them to trust and
characteristics and ways of behaving. Within a group therefore to communicate.
there may be similarities in personal characteristics of
group members but they often vary widely. The manners Group Dynamics then is the fastest and least painful way
of behavior by group members, their skills and abilities, of bringing about real changes in a community
and their typical reaction to others not only affect their Knowledge of G.B essential in human growth and
own behavior patterns but also the reactions of others to development.
them. Their mere presence influences the behavior of
others. Variables Affecting Group Development

Individual characteristics affect the group processes in 1 Leadership style and skills. This is the ability to
two ways: first, "the characteristic of group members persuade the group member to change and reflect the
determine 19 some extent what their own behavior in the leadership stvle. An authoritarian leader who likes to
group will be and how ethers will react to them. The predominate all group decision will find the group more
second way in which the individual characteristics likely to be compliant and dependent. Democrat leaders,
influence the group's behavior is "the consequence the on the other hand, persuade more active involvement of
particular combination o individual characteristics” the group. This stresses the attainment of an
(Shaw). It is clear that the kinds of individuals who interdependent environment among group members and
comprise a group constitute a set of powerful between group members and the leader.
determinants of behavior. The personality characteristic
of group members plays an important role in determining 2. Environment. It consists of physical factors,
their behavior in a group. The extent of the effect of any space/room, and emotional factors.
given characteristic is smali, but taken together, the а. Physical Factors. It covers space, temperature,
consequences for group processes become significant. seating arrangement. For instance in the nursing group,
they regularly meet where medical model prevails; the
Group Dynamics (G.D.) means the forces and usual procedures where patients are given medicine and
processes of interaction that are at work within a given their daily needs. In such environment. it takes
relatively small human group. It is concerned with skills and perseverance to encourage the patient to
change or growth within a group. According to G,D., a participate actively and to induce them to be confident
small group is a microcosm of society and the individual; and develop courage to change their attitude towards
it is a microcosm of humanity, for in it are reflected the their health condition.
bigger realities b. Space/Room. The location and its set up greatly
outside. affect the group development. Rooms must be
conducive to enjoyable and meaningful learning
To help us cope with these realities, group dynamics, experiences.
through its exercise, allows us to experience ourselves. This likewise covers room temperature, proper lightings,
Experiencing ourselves essentially means knowing or and ventilations. Seating arrangement, like sitting on the
discovering ourselves and exploring our own potentials floor or pillows, can lessen formality and promote
so that we may be able to say, "I'm glad I am me." intimacy Circular arrangement help facilitates better
Experiencing ourselves requires that we face the two communication
conflicting forces (positive and negative aspects). c. Emotional Factors. The leader has the power to
Integration of these two aspects results in fuller growth. create the emotional climate of the group; verbal
This does not come from outside of us. We have to start communication must be congruent with nonverbal
within ourselves. communication. He must recognize the different moods
of an individual member. He must also be aware and and psychological growth, and it can be a start of a
sensitive to the feelings of group participants, happier and healthier life for you

3. Cohesiveness. This is the sense of "we-ness" or When you are OK, you are aware of yourself as both
group identification that gives a feeling of unity and being and becoming a person. As being you feels more
"oneness or solidarity that gives the members comfort confident, you live falls and enjoy the present. There is
and security no doubt that psychological growth is as real and as
to be with the group. The group cohesiveness moves the important as your physical growth. Becoming you
group to enjoy what they are doing and assist the develops, builds, and changes.
members to have stronger sense of trust. The group with
high cohesiveness experiences the following At this point, maybe we can do an exercise to
a. Better attraction and closer bonding to one another understand further what we have started with:
b. Support and caring for all the members
C. Listening and empathy for the needs of the group I am happy. I am sick. I am good. I am beautiful. I'm a
d. Self-disclosure and feedback are easily expressed. loser I'm a winner. I'm dumb. I'm fine. I'm OK. I am bad. I
e. More productive and better cooperation is attained. am clumsy.! am gossip monger. I'm neurotic. I am a
f. Goals and norms of the group goals - The purpose of bore. I'm a mess. I'm cool Tam successful. I'm a failure.
goals of the group must be clarified depending on group I'm lovable. I'm sexy. 1 am sad. I'm smart. lam a good
needs. teacher. I am a good person. I'm a slow learner. I'm not
OK.
In most social or working groups, there are two types of
goals: Which of these sentences best describe you? Go back
Group Goals. It is the role of the leader to facilitate and and draw a circle around each sentence that expresses
assist in establishing goals by group members. It is the how vou feel most of the time. Go ahead. Do it now!
responsibility of the leader to ensure that the member's How many of your circled sentences please you? There
goals are realistic and doable. Monitoring of the group are 26 sentences, 13 that are essentially "positive" and
goals can be accomplished by: 13 "negative”
 Allowing members to share their own When you look at your responses in this light, what kind
assessment of their group progress of picture dande, get of yourself? That picture is a
 Individual members must objectively give glimpse of your self-concept.
accurate feedback of group activities
Individual Goals. These are personal goals of the Your self-concept is composed of all the beliefs and
members. An effective leader can follow this attitudes you have about yourself. They actually
suggestions: determine what you think you are, and what you can
• Invite members to share things learned from the become.
sessions they have participated It is amazing that these internal beliefs and attitudes you
 Request new member "to tell something about hold about yourself are that powerful; but they are, in
himself" fact, in a very functional sense of your SELF.
 Persuade others to explore their problems, and
areas of difficulty On the Value of Self-Esteem
These abovementioned interactions can help the leader The individual's self-concept is viewed as vital for it
gain insight of the individual goals. pertains to the concept of self-esteem. From this
viewpoint emanates a person's view of the world. Thus,
Norms are sets of standards that govern the way in a dim view of the self, particularly one's capabilities,
which members behavior are judged. This is associated tends to lower self-confidence and leads to insecurities,
with works such as "ought" and "should". hence, difficulties in being accountable for one's
decisions. On the other hand, one who has high self-
Two categories of norms. esteem tends to be energetic and productive.
1. Explicit norms - formal norms that a brembers are
cog aware of and stated at the beginning of the group Self-esteem refers to one's own worth; how you feel and
2. Implicit norms - informal norms, not formally slang how you evaluate yourself and others. It gives you
but involve standard practice by members of the som empowerment to be accountable and responsible for
which can elicit positive or negative reactions your decision and judgment. Self-esteem is the
combination of self-efficacy and self-respect.
Enhancement of Self-esteem is Everyone's Potential
At one point or another every person who wants to grow Self-efficacy is the belief that you can achieve what you
and wants to be happier and healthier ask: "Am I OK?" It set out to do in life.
may be the most significant question you will ever ask,
because it ean be you springboard toward becoming
your own person and becoming a more OK person, as
Eric Berne puts it. It can be a beginning of you social
Self-respect is what you think and feel about yourself. It Your changing ision of what you are and what you can
is your integrity. To achieve a sense of self-worth is to be, gives you a goal, a tection to rout aromih
set a realistic standard. Self-esteem includes vour See Appendix E - Checklist To See Yourself Objectively)
feeling about vour adequacy, your potential and
character traits. CHAPTER 2 - Various Aspects of Group Process

People with low self-esteem often set unrealistic When we speak of group aspects, we refer to group
aspirations, the result of which is often the repetitive properties or regularities in the interaction among the
need to prove themselves Pitfalls to avoid regarding self- individuals, and in their activities over time. These
esteem: properties of the group are essential in order to uncover
1 Frequently associating child's character with his the dynamics of each member in pursuing his goals and
misbehavior aspirations.
2 Unfair comparisons with siblings or other children
3 Verbal abuse by belittling or criticizing the child A group refers to two or more persons engaged in any
performance kind of relationships. A group is a dynamic social entity
composed of two or more individuals. These individuals
RESOURCES FOR GROWTH interact and work independently towards common goals
You, like everyone else, have the potential to become a (Bertcher, Harvey J. and Maple, Frank E., 1996). When
more person, takes some resources to make this two members disagree with a third member (triad), the
happen. When you are able to use these resourees, you group is called a coalition.
become hape aware of yourself, you build more effective
ways of living and responding with others. Listening, Group membership is affected by the following
choosing, committing to and taking charge of oneself, 1. Satisfaction (reward)
accepting, trusting and opening up an tools for growing. 2. Problems (cost), which serve to interfere or inhibit
As you go on with the Group Dynamics cours you will performance of action
learn to use and practice these resources 3. Influence upon others (social pressure)
4. Each member influencing other (reciprocal or
You may likewise natice the use of the active voice mutual control)
throughout the rest of this manual. These words we use 5. Cohesiveness - forces acting on the group member
in the active voice indicate the now, the present. This is to remain in the group (commitment)
so because we believe thar growing is a Here and Now 6. Compatibility -the ability of people to develop
process. harmonibus relationships with one another
7 Norms - adherence to uniform patterns of behavior of
Earlier, we have discussed that we can be a being and the group; the set of standard followed by the group
becoming person. By being-becoming, we mean that 8 Morale - optimistic feelings and confidence in the
your actions and feelings it together You feel more group with respect to problems or tasks
confident and can truly be you, you feel more secure and 9 Social climate - emotional atmosphere of the group
you can take risk with your feelings. You feel more social which may be characterized by warm or cold acceptance
and accepted, you enjoy others in an authentic and non- hostilities, being detached or relaxed
manipulative ways. 10 Reference group - any group that has a normative
effect on behavior or standard of the group
Confidence and security give you a sense of vitality and
spontaneity. Thus, creativity naturally flows. You can TYPES OF GROUP INVOLVEMENT
respond effectively to the needs of others and at the 1 Primary group - gneater degree of personal
same time satisfy vourself. You can manage conflicts in involvemen informal. Examples: friends, family
healthy and productive ways. 2 Secondary group - formal and lesser degree of
You can turn games into friendly relationships. persona involvement. Examples: Club or sorority
3 Exclusive group - membership limited to a certain
An ever changing picture of what you can become is a class of individuals.
prime goal when you, are a being -becoming person. 4. Inclusive group - greater interaction with the context
You look at your patential. your capacities, and your of equalization in society.
talents in new, much less limifed ways, You change from 5 "In" group or "We" group - strong feelings of loyalty,
wanting to be somebody else to anderstanding and sympathy, and devotion.
becoming the person you want to be. 6. "Our, Group or "They" Group - more detached and
less cohesive.
Living up to your potentials and developing vour talents
qualties are the avenues you consistently travel - not Any group that has normative effect in our behavior is a
blindly as you grow and as you achieve. reference group because we refer our behavior to its
standard.
When you are doing all these, you are continually in
proces moving, developing, changing, and becoming.
 PURPOSES OF GROUP FORMATION 4 Goal formation. Participants must share purposes
1 Accidental or Voluntary and aspirations.
Accidental formation is beyond control and not at all 5 Flexibility. Group activities should be adaptable to the
deliberated. needs of the group.
2 Task-oriented or Social Function 6 Consensus and degree of solidarity. In the
Task-oriented - formed in order to accomplish a job discussion and deliberation of issues, everyone is given
Social function - developed in order to enhance human a chance to express the views and be gratified for giving
interaction or improve interpersonal relationship a solution to the problem.
7 Process awareness and continue evaluation. There
Table 1 Forms and Purposes of the Group must be an increasing sensitivity to the roles and needs
Form of Task-oriented Social-oriented of different members: Close follow-up and honest
Operation evaluation of acid must be made.
Competition Sportsfest Ball games
Cooperation Cultural Dramatic PSYCHOLOGICAL METHODS USED IN GROUP
Assistance – contests ACTIVITY SESSION
Philippines Fraternities and
1990 sororities 1 Psychoanalytic Method. Freud held that all behavior
Rotary Club determined or caused by some factors which an
Pinatubo victims individual is totally unaware of. An example of this is the
- Lahar so-called Freudian slips made in speech, green jokes,
writings, and ever accidental forgetting and losing of
objects. The psychoanalytic theory states that at some
On whatever purposes, the form of operation could be in point the organism experiences trauma which is not
the as al motive, whether through competition or available to the consciousness. The best way to release
cooperation of members. it into the consciousness is through the contact of
catharsis, a process of reliving repressed memories
Once a group has been formed, it tends totake a certain "crying if out or blowing off' If a person understands his
structure whereby members have positions that stand in unconscious trolves, he car easily gain control of his
relationship to one another. These positions are defined problems. Many of Freud's followers have adapted
by the expectations that the group has for the behavior psychodynamic theory as applied to the groups
of the person occupying these positions Reciprocal role For example: Fric Bernes Transactional Analysis, Fritz
patterns, position, expectations, and certain Perl Gestalt and Frank Moreno Psycho Drama.
predetermined attitudes and precepts constitute the According to psychodynamic theory, group members act
structure that gives the group a degree of stability and out the groups unresolved conflicts from early childhood
predictability or previous life experiences

FACTORS AFFECTING GROUP ACTIVITY 2 Behavioristic and Learning Theories. Important

It is important to remember that the group members are contributors to this method were ].B. Watson, Ivan
made, not born, to see their own efforts in relation to Pavlov, and B.F. Skinner The group believed hat people
those of the group as a whole. To make the kind of can be trained to live effectively through application of
contribution that makes group activity more effective, it conditioning principles to the
will depend on several factors, namely, size of the group society. The role is to re-educate the person behavior
and physical condition, absence or presence of stress or itself. Albert Bandura has develog s paradigm known as
anxiety, kind of leadership, goals and objectives, roles social learning. Learning takes place through
and needs, assessment and evaluation observation by vicarious experience of reinforcement
1. Size of the group. The size of the group should not and punishment.
be too small or too big The ideal number of participants
is 12 to 15 members. Bigger groupings can cause 3 Existentialism. Here, the emphasis on man's freedom
people to withdraw. of choice it of the free will and his responsibility stricerns
2 Threat reduction and degree of intimacy. Removal the now and focuses prin the futuze but on what one
of the element of uncertainty or surprises. It is important doing and sensing.
that people feel accepted and are comfortable. It is vital
that people should know one another, eg. by having 4 Humanistic Approach. The most influential pioneer of
name tags or allowing social interaction A brief method was Carl Rogers. It is also called non-directive
introduction of oneself or relating some funny incident person-centered approach
about oneself will promote familiarity. There must be a The humanistic approach emphasizes that individuals
climate of mutual trust. have mack potentials within them and it is society's
3 Distributive leadership with focus of control on responsibility to encourage its development while
group activity. The absence of stress and tension will interfering as little as possible with its expression.
develop trust and confidence to the accepted leader who The advantages of utilizing various methods is that the
will work for the welfare of the group. defenses are easier to unmask i can bring teher from
anxiety. stress, or tension.
An individual can be assisted to develop insight and be Disconfirmation occurs when others fail to respond in a
more person centered rather than problem-centered. neutral way. Neutrality may not sound disconfirming. but
Through incentives, encouragement, and the consider small children who make continual attempts to
unconditional position of self-regard, positive cues gain responses to their notions of self from their parents.
supplant the negative stimuli associated with the Think about grandparents who are the recipients of little
problem. conversation, and almost no conversation about how
they are seen by others. The individuals are
5 Field Theory. The application of Kurt Lewin's Theory disconfirmed, and their self-concept may be altered as a
combines phenomenological approaches with a system result of such interactions. Disconfirmation suggests to
perspective. It emphasizes the need to understand the of people that they do not exist or they are irrelevant to
the person and likewise applies the rethink the typical others.
manner of understanding the cause of the behavior
being observed. The person must be seen as larger Shown below are changes that may be applied to
system. intergroup relations

a. Roles referring to the status and rights and duties of Known to self Not known to
group members self
b. Norms which are the standard set by the group Known to others Open area/ Blind area
c. Power - abilities to persuade others. public area
d. Cohesiveness - attraction of the members ot the Not known to Hidden area Unknown area
group to remain with one another. others
e. Consensus or the degree of agreement regarding
issues or problem of the group. Known to self Not known to
f. Valence is strength or potence of the goals towards self
life space of the group Known to others 1 2
Not known to 3 4
THE SELF-AWARENESS MODEL others
The objective of group dynamics is patterned after the Figure 1. Johari Window
graphic awareness in interpersonal relations (Loft,
1970). It is called “Johari Window”, taken from Joe Luft Degree of Openness
and Harry Ingham of Through analysis, the Johari Quadrant 1. The area of free activity or openness refers
Window allows us to see why others respond to us to behavior known to self and known to others. "People
differently from what we expect. see me the way I see myself, e.g. name, gender, and
Watzlawick, Beavin, and Jackson have suggested that affiliation
other people respond to us in three distinct ways. These Quadrant 2. The blind area is where we can see things
three responses include: confirmation, rejection, and in ourselves of which we are unaware of. This is the "bad
disconfirmation. breath* area. "People have certain beliefs about me but
they don't tell me Quadrant 3. Repressed or hidden area.
Confirmation occurs when others treat us in the manner These are things we do not reveal to others or that which
consistent with our own notion of who we are. For are sensitive, like embarrassing experiences
instance, if we see ourselves as athletic and Quadrant 4. This is the area of the unknown where
knowledgeable about physical fitness, we are confirmed neither the individual nor others are aware of certain
when others ask our advice about jogging working out, behavior that could influence interpersonal relationships.
and staying in good physical health/shape. Confirmation Sometimes hypnosis, psychotherapy, or other mind-
is not only satisfying, it strengthens our established self- altering experiences allow a person to get a glimpse into
concept. the unknown self.
Later as the group interacts, there is a shift from O4 to
Rejection occurs when others treat us in a manner one of the other quadrants. The changes from one
inconsistent with our self-definition. Consider those quadrant to another requires different levels of trust to
people who mistakenly believe they have unusual insight share self-perception with one another.
in solving problems. These individuals believe their ideas
are generally excellent and that others can benefit from Principles of Changes from Quadrant 1 to Quadrant
them. In meetings, these people offer their ideas freely, 4
but they observe that no one seems to respond 1. Any changes in any one quadrant can have a
positively to their ideas chain reaction to all other quadrants
Their ideas are ignored and are discarded as 2. It takes energy la hide, deny or repress
unworkable. The result is that the individual definitions of behavior. Threat decreases awareness, while
self are rejected. mutual trust enhances interaction
3. An increase in O1 means better interaction. The
smaller the Q1, the poorer ihe communication.
 4. Increased awareness or sensitivity means As facilitators of learning, we are truly open to our
appreciating the covert aspect of behavior in participants and accept them for who they are. When we
Quadrants 2, 3, and 4. can do this, then they too will begin to accept
themselves as worthwhile beings worthy of attention and
Warm Up, Ice Breaker or Unfreezing love
Before the actual sensitivity training an activity is
conducted to break the barrier, usually through an active There seems to be a natural and innate self-healing and
game or any light physical activities; this is allotted a self-actualizing process that occurs when one truly
time of 15 to 30 minutes. The following are just a few accepts oneself and the world as it is. The whole system
examples which can be utilized in any of the session of psychology and many Eastern religious faiths are
(See Appendix D). based on this single premise.
Examples:
a. Identify the persons on your left and right as far as Being facilitators, we do not need to preach about "better
you can. Failure of a participant to identify will make his ways of being" or moralize how one should be. When we
or her "IT". lecture or give the participants theoretical inputs about
b. Bridal Bouquet - The bouquet is passed around and themselves, they tune us out their defenses grow
when the music stops, the one holding the bouquet is stronger and contact is thereby blocked
the "IT*.
c. Truth or Consequences - The top of the bottle is for We can ask them, though, to examine the consequences
the truth and the base is for the consequences. The of their behavior and to explore some alternatives.
bottle will he rotated. The "IT' will be the person to whom However, we need No maintain the nonjudgmental spirit
the top base of the bottle points when it stops. of broadening their options of choice rather than making
them better because they are somehow bad. This works
Reflection - Who am I? better but it may sound foreign to you. It is easy to get
• Identify and answer in terms of attached to a set of absolute values, but we do not
"group" where you belong. intend to preach to you of better way Instead, we simply
• State the beliefs you presently suggest that you suspend your value judgments for a
uphold. week or a day and see what happens
• What are the roles and
responsibilities you enjoy doing with the group? What follows are some procedures for leading a group
• List your answer according to through the process of interacting with concepts. Scott
priority. Pack, in his book
• Form dyads and share your "Exploring the Road Less Travelled* provides us
experiences. direction in this regard. He said: "To be effective, you will
• What kind of grouping does the need to take whatever time and energy are required to
members of the class enjoyed participating? immerse yourself in a learning and group process".

Chapter 3 - Role of Group Facilitators and Further, in facilitating the exercise/s, do it along with the
Participants participants and be willing to be changed and be
stretched in the process. It will take effort and work but
A Facilitator's Guide the results, for yourself as well as the others, will far
Throughout this course, we refer to accepting everyone's outweigh any sacrifices vou make (if at all it is a
responses without judgment or maintaining a sacrifice).
nonjudgmental attitude". By this we mean that if anyone
in the class shares an experience, a reaction, a feeling,
a thought or whatever, we must accept it as a true What You Need to Get Started
expression of his reality lus existence, or his aivareness 1. Eager and committed participants
at that point in time 2 An optimal size group
3. A comfortable, informal meeting place
We may not always agree with what someone else does • The participants Look for men and women who
or says that is because we perceive reality differentiy. want to grow and who are willing to give the
Perhaps we are more evolved in our awareness, our course high priority and are able to invest the
level of consciousness. Owing to our set of past time and energy required
experiences we may come to hold different values than • Size. Size must he just enough for stimulating
our participants. And that's okay. That is who we are. diversity of experiences and viewpoints, but not
The same is true of our participants. That's Who they are too much to make the participation unwieldy.
- unique individuals with differing views of themselves • Meeting place Choose an informal setting with
and their world. While we may be engaged in an movable chairs and adequate space for
endeavor to broaden their perceptions, we heighten their spreading but, to allow both for alone time” and
present state of being, which may be different from ours. for dividing into small groupings, as the exercise
may call for.
Every group needs clearly delineated norms that are that we have to ask ourselves as well as use and test
risible at every session. We suggest that the following be others against our own experience. He asks:
put print and that there be group to govern your a. Can I be perceived by the other person as
interactions in each meeting of the group. trustworthy, dependable, or consistent in some
deep sense? This question is very important. The
Group Norms term congruent is used to describe the way I would
1 Take responsibility for your own learning like to be. This means that whatever feelings or
2 Be regular and on time attitudes I am experiencing would match my
3 When you speak, speak only for yourself, use "I” awareness of that attitude. When this is true then I
messages am unified or an integrated person at that moment
4 When other speak, listen caringly, without judging and and hence I can be whatever I deeply am. This is a
evaluating. reality which I find in others' experience as being
5 Give everyone a chance to participate equally. dependable.
6 Respect confidentiality; nothing personal goes outside
the group. b. b. Can I be expressive enough as a person such that
what I am will be communicated cleariy? I believe that
You may wish to share the leadership of the group most of my failures to achieve a helping relationship lies
especially if vou know someone else who is qualified in the contradiction between what I am saying and what
and wishes to be involved. These are the advantages in 1 feel towards that person. This blocks our relationship
such sharing: It enables you to alternate leadership by making the other person distrustful because he feels
tasks so that while one is leading, the other can observe that am not being true. This means that what I feel
You can participate in the exercises, filling in when there should jibe with what I say: Putting it in another way I
is a need to provide the right number for smaller should accept and be aware of my feelings. Through
groupings. this, the likehood is great that I can form a helping
relationship. It means that if I am to facilitate the
There is a great value in giving yourself to the process personal growth of others in relation to me, then I must
as openly as you ask your group members to do the grow. This is often painful yet very enriching.
sharing. It enables you to assess the meeting
afterwards, to give and get feedback, and improve vour c. Can I let myself experience positive attitudes towards
leadership style. this other person? This is not at all easy. Oftentimes, we
feel afraid to freely express positive feelings toward
Creating an Open and Caring Environment another because we may be trapped by him. Expressing
The subject of the creation of an open and caring positive feelings is sometimes misinterpreted as
environment could be a book in itself. We can only vulnerability or weakness and this may lead to demands
provide here, however, some of the more important on us. This is the outcome that we are afraid of because
concepts from Carl Rogers, Jack Canfield and Harold it is very disappointing Sa as a reaction, we tend to build
Wells. up distance between ourselves and others - aloofness, a
"professional" attitude, or an impersonal relationship.
Students as well as the teachers have vested interest in
the emotional environment in the classrooms. It is d. Can I be strong enaugh as a person to be separate
suggested that the teachers and students should sit from the other? Can I be sturdy, respect my own
together and freely discuss cooperation, competition, feelings, my own nends, as well as his? Can I own and,
trust and fear, openness, deceit, and so on. These and if need be express my own feelings as something
many other topics discussed in the classroom meeting belonging to me lid separate from his feelings? Am I
help create the kind of climate that fosters students total strong enough in awn separateness such that I will not
growth. be downcast by his depression, frightened by his fear,
nor engulfed by his depression? Is my inner self hard
Additional factors that appear, to contribute a "positive" enough to realize that I am not destroyed by his need for
classroom milieu are enumerated by Canfield and Wells dependence, nor enslaved by his love, but that I exist
in their “Self-identity Curriculum", in which elements of a separate from him, with feelings and rights of my own?
supportive dassroom climate are cited as important When I can answer these positively, I can let myself go
facilitators behavior such as much more deeply in understanding and accepting him
1 Accepting participants’ contribution without because I am not fearful of losing myself.
judgment
2 Listening, listening, listening e. Am I secure enough within myself to permit him his
3 Being in all ways a friend separateness? Can I permit him to be what he is -
honest, deceitful, infantile, adult, despairing, or
Creating a Helping Relationship overconfident?
Carl Rogers provides an expanded view of creating a Can I give him freedom to be? Or do I feel that he should
helping relationship in question form instead of follow my advice, or remain somewhat dependent on
enumerating the how sand wherefore of it. He believes me, or mold himself after me?
f. Can I let myself enter fully into the world of his can evolve." If I accept the other person as something
personal meanings and feelings and see what he does? fixed, already diagnosed and classified, already shaped
Can I step into his private world so completely that I lose by his past, then I am doing my part to confirm this
all desire te evaluate or judge it? Can I enter it limited hypothesis. If I accept him, however, as a
sensitivelv such that I can move about in it freely, without process of becoming, then I am doing what I can to
trampling on meanings that are precious to him? Can I confirm or make real his potentialities.
sense accurately that I can catch both implicit and
explicit meanings of his experience? Can I extend this The Role of Group Facilitator
understanding without limit? These questions are quite The group facilitator always keeps the activity focused
significant. Each one of us looks so hard for someone to on the problem and moving along the specific goal,
understand. tactfully preventing anyone to monopolize the activity.
Try to involve everyone.
g. Can I accept each facet of this person which presents
to me? Can I perceive him as he is? Can I communicate Through group activity, one can possess an inherent
his attitude? Or can I receive him conditionally accepting drive for self-actualization. In the medium of the
some aspects of his feelings and silently or openly congenial, accepting emphatic relationship of the
disapproving other aspects? When my attitude is facilitator, positive growth factors can be developed. The
conditional, then he cannot change or grow in those facilitator (mediator or rescuer) accepts the person or
aspects in which I can fully receive him. Usually this participant as he is, reflecting and restating the problem
happens because I am frightened or threatened in expressed, to help or assist in recognizie and darfving
myself by some aspect of his feeling. If I am to be helpful feelings and showing tolerance toward aberrant a
therefore I must myself grow and accept myself in these havior: In an atmosphere
respects devoid of threat, the participant is presumed to be
capable of examining and recognizing this sense of self.
h. Can I act with sufficient sensitivity in the relationships The facilitator is in charge of evaluating group products.
So that my behavior will not be perceived as a threat? A Use the last few minutes to wrap up on a positive insight
research by Dittos indicated how easily individuals are learned from the activities.
threatened at a physiological level. Might I say that if I
can free him (my client) as completely as possible from Table 2. Problem Participants and Ways to Cope with
External threat, then he can begin to experience and Them
dost with the internal feelings and conflicts which he
finds threatening within himself?

i. Can I free myself from the threat of external

evaluation? In almost every phase of our lives - at home,
at school, at work - we find ourselves under the rewards
and punishments of external judgments. "That's good»
"That's naughty", "That work is an A"; "That's a failure"
That's good counseling". Such judgments are part of our
lives from infancy to old age. We all find ourselves doing
these. But, they do not make for personal growth and
definitely not a part of a helping relationship.
If I can keep a relationship free of judgment and
evaluation, it will likewise help the other person
recognize that the center of evaluation and responsibility
lies WITHIN himself. In the last analysis, the value of his
experience is up to him to judge and no amount of
external judgment can alter this. This will set him free to
be a SELF-RESPONSIBLE PERSON. Ideal Group Participants
Table 3. Functions of an Ideal Group Partcipants
j. Can I meet this other individual as a person who is in  Initiate, stimulate, and arouse active discussion.
the process of becoming, or will I be bound by his past
 Clarify ideas and be willing to compromise in
and by my past? In my encounter with the other, I must
order to be creative in resolving differences or
avoid labeling him or classifying him as good or bad,
conflicts.
immature or ignorant, and so on. Instead, we must
 Express the group's feeling and allow consensus
regard him as a potentiality. As Martin Buber, an
of the group.
existentialist philosopher puts it: "Confirming the other",
which has had meaning for me. He says: "Confirming  Explore vital issues and data as factual habit or
means . . . accepting the whole potentiality of the other. decision making.
in him, know in him the person he has beans... created
to become ... I confirm him in myself, and then in him, in
relation to his potentiality that ... can now be developed,
  Give constructive feedback such as "when you," TEACHER/MENTOR
feel," "I would like", "What do you think 1 Presents facts and data
 Listen carefully and accept criticisms 2. Provides the right responses/ questions
3: Emphasizes on one-way communication
4. Delegates activities or task-oriented activities
5. Imposes goals and objectives
Basic Ground Rules for Facilitators 6. Participant is centered on subject matter or theoretical
1. Everyone should be heard, no one should know-how
dominate the discussions.
2. Allows evervone to respond directly to each The facilitator must be an attentive listener and must be
other. skillful in the art of questioning. He must lead the
3. All views are accepted and recognized, participant towards group goals and objectives. He
4. Keep the discussion focused on the issues coordinates activities in such a was that confasion and
5. Guide the participants to express freely and partisanship can be avoided and checks that topics are
lead them ward its goal or purpose not manipulated by one or two assertive participants. He
6. Facilitator needs both unifying theory and must maintain, direct, and sustain interest of all. The
conceptualization of thoughts into activity must enovable, natural, and informal as possible.
reality Structured experience
provides a framework which The Role of an Ideal Facilitator
inductive and deductive process Advanced preparation. The facilitator must be fully
can be facilitated. See figure 2 prepared ahead of time. If possible, early to arrive and
below last to leave. He must be systematic and orderly. Do not
read your
lecture or visual aid.
Figure 2. Cycle ot Experiential Learning (Adapted From Check personal appearance. Be presentable and
a Willian Peter and Leonard O. Goostein, Manual for select an attire consistent with the atmosphere of the
Facilitators. session's place.
Censalants, 1842) Do not suffocate participants with lengthy,
exhaustive content. Concentrate only on the essential
basic aspects. Group process is characterized by
activity, variety, and direction Balance training with
effective, cognitive, and behavioral learning
Create a positive atmosphere. Show enthusiasm and
establish rapport by encouraging openness. Create a
need
information important? How will I benefit from it?
Assess participants. Effort must be made to adjust
topics. methods, and approaches according to the level
Trainor /Facilitator vs. Teacher/ Mentor and background of the participants. Alibis and excuses
Trainor or facilitator is sometimes teacher or mentor. must be avoided absolutely. Not even a slight insinuation
This is a common mistake committed not only by must be detected by the participants. Manifestation of
students but also by learned people. These two words re confidence, reliability, and dependability must at all times
synonymous which are carelessly be shown by the trainor.
used without knowing the difierence in meaning. Provide positive reinforcement of responses. Take
appropriate recognition and sincere appreciation for
To avoid confusion on the usage of these two words, excellent observation, and be able to accept one's
one needs to be clarified difference between a teacher limitation.
or mentor and a facilitator or trainor.
Group Process in the Local Setting
The following are the basic differences: The pioneer of group process started at the Ateneo de
Manila University, Father Jaime Balatao was the
TRAINOR/FACILITATOR founding hither He emphasized this method in las
1. Initiates and guides activity inaugural address in 1965 as President of the
2. Provides and regulates appropriate Psychological Association of the Plalippines. He also
3. Alwavs uses two-way wrote the book titled The Technique
communication In 1965, miny psychologists were
4. Coordinates activities or people inspired to adopt the technique of Father Bulatao. Later,
5. Develops group goals and other ations explored and applied it in persopnel training
objectives like Development Academy of the Philippines for military.
6. Participant centers on application of
actual life situation