SUPPORT GROUP EXPERIENCE PAPER ASSIGNMENT 1

Support Group Experience Paper Assignment

Student’s Name

Institution Affiliation

Instructor’s Name

Assignment Due Date

SUPPORT GROUP EXPERIENCE PAPER ASSIGNMENT 2

Group Experience

I found the group experience to be very engaging, insightful, and enjoyable. It was

eye-opening to see how people responded to various statements made on diverse topics with

substance abuse. The members of the group were respectful to one another, and the majority

of them joined at some stage during the meetings. The dynamics of the group is instructive in

the sense of the group. Everyone in the group took part, with the group leader presenting a

subject and participants discussing their personal experiences.

Substance misuse issues covered in the group included finding causes, everyday

experiences with sobriety, and inspiration for the phases of transition. Each week, between 15

and 30 people attended the party. There were a variety of races, nationalities, and ethnicities

included. The party consisted of a diverse group of people of various ages. When counselors

are introduced to culturally different audiences, they must become more conscious of racial

topics as the country's cultural diversity continues to shift (Hill, Vereen, McNeal, &

Stotesbury, 2013). Owing to the need for anonymity, group members were only able to use

their first names during the meeting.

Content and process

The group leader was upbeat and encouraged group members to give each other good

feedback. There is a feeling of relief as people come together and people will express their

dreams, worries, and concerns, as well as an ability to seek encouragement and constructive

input (Stockton, 2010). When God or a higher force was discussed, the group leader was

cautious. Such participants did not believe in the existence of one, whereas others did. They

spoke about it in one of the classes and during the group's feedback session.

The party was set up so that everyone was in a group during the meeting. There was

no set order for where people stood, who they sat with, or who talked during the group. The
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subjects in the drug dependency community changed from day to day. Triggers for

consuming drugs, levels of transition, inspiration for change, and diverse encounters of drug

abuse during the holidays were among the subjects discussed. The community themes

appeared to resonate with the clients, and it was especially timely given the approaching

holiday season. Counseling is a one-of-a-kind experience that differs from everyday social

experiences. (Prengler, Vasquez, and Adams, 2015).

During the first fifteen minutes of group, the group leader conducted an introduction

in which group members were given the chance to present themselves and inform others

about themselves. The group then moved on to the next section, where the group leader

presented the subject and shared a current event relevant to it. Following that, members of the

community were invited to share their thoughts and experiences on the subject. After

everybody had a chance to talk, the group leader concluded the meeting by sharing some of

the participants' optimistic feelings as well as their success. Counselors-in-training become

mindful of the importance of using their expertise to inspire their clients to set appropriate

targets while they master the art of therapy (Adams, et. al., 2015).

Group Dynamics and Participants

Any of the group members sat alone and were very silent throughout the meeting. As

the party progressed, the participants began to feel more at ease. Individuals who enter a

party become insiders, transforming them from strangers to insiders (Forsyth, 2015). This

encouraged the members of the group to have a more cohesive experience while at group.

The group demonstrated to participants that they could be new to the group and yet contribute

to others who had been there for longer.

To clarify this initial learning mechanism, educators must integrate logical process

instructional approaches, and cognitive mapping pedagogy offers the logical process (Adams,
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et. al., 2015). All shook hands and introduced themselves to the audience, which was very

fun. The leader appeared to welcome participants into the conversations, allowing them to

debate subjects even though they didn't fully comprehend them. She was very detailed with

her descriptions of the subjects discussed.

When I attended, the party was also in the process of settling in. Despite the fact that

group members arrived at various times, the group leader was able to get them to participate

at their own pace and progress to the norming step by engaging them in the conversation,

making them feel comfortable, and encouraging new members to gain a sense of the group's

processes. Members benefited from the community because they were able to listen to the

stories of other members, allowing them to feel relaxed expressing their own. The reluctant

member was another dynamic that I noted.

A few people admitted that they only came to the community to satisfy any kind of

job responsibility as a result of their drug abuse. These participants didn't want to be a part of

the party and they didn't think it was useful, so they declined to join (Jacobs, Schimmel,

Masson, & Harvill, 2016). They were allowed to remain by the group leader, but one of the

existing group rules is that everybody must contribute in some way. Since the reluctant

members did not feel obligated to share, they did not return to the party the next week.

Leadership Behaviors

Due to new people joining the party for the first time, the group's leader addressed the

group rules at each meeting. In her parties, the leader demonstrated inclusive support.

Inclusive reinforcement occurs as a community tells troubled people that they are respected

members and that they are not alone in their struggles (Forsyth, 2015). The group leader did

this by giving positive feedback, answering open-ended questions, and ensuring that all

potential group members who wanted to share their story were able to do so. Any of the
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group members felt at ease and spoke, while others did not speak during the first meeting.

The group leader had excellent eye contact, as shown by her staring each group member in

the eyes directly, and she often grinned often.

The group leader used silence after a significant argument was raised at several times

during the meeting. When used properly, the lack of spoken words may have a profound

effect on the session, helping clients to learn about, process, and frequently discover wisdom

relevant to their personal challenge (Adams, et. al., 2015). This was an extremely valuable

idea to grasp because it allowed community members to process what had been said and

consider how they could relate it to their own lives. The group leader seemed to run the

groups using a group-centered strategy. Through assisting participants in examining issues

and generating solutions, she served as a facilitator and goal setter, but her influence did not

always outweigh that of other group members (Forsyth, 2015).

During the group, the group faced several difficulties, such as saving a member. One

of the group members began telling their story about how they dealt with their drug abuse

over the holidays. Another group member got up and reassured the grieving group member

that it was fine to express her feelings and that we'd all been there together. As the member

was attempting to cut the member off, the group leader began to speak and returned the

conversation to the weeping group member, encouraging them to continue to share and how

they were able to show their discomfort during this period was beneficial to all participants.

The other group member who had interrupted became irritated, but then settled down

and resumed listening. The members of the group were successful because they were willing

to share and benefit about each other's experiences. The psychologist delved into the clients'

apprehensions over transition and elicited their personal desires for change (Iarussi, Tyler,

Littlebear, & Hinkle, 2013). This provided for more personal development within the
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community and showed the participants that they have the ability to alter their attitudes and

habits toward drug abuse.

Application and Conclusion

Efforts must be considered to learn more about how counselors' cultural and

preparation experiences affect interpersonal interactions with a variety of clients. Hill, et al.,

2013, Hill, et al., 2013, Hill, et al., 2013, Hill, et al Since the group was diverse, members

were compelled to tread carefully while speaking. As a group leader, I believe that all

members of the group should be given a disclaimer before speaking publicly so that no one is

offended. In a group of clients with a variety of experiences, even therapies tied to a specific

religion could cause serious problems (Post, Cornish, Wade, & Tucker, 2013).

When engaging with those who do not believe in religion or a greater authority, this

may be a challenge. I'd say in my disclaimer that my views would have no impact on the

community method, and that I'd let them know up front if a religious bias will be used on

occasion. While the group leader did not specifically mention religion, it was inferred. A

important takeaway from this encounter was seeing the group leader's relationships with the

group members. As a squad manager, being able to listen and pay attention to what is going

on around you is a crucial ability.

Since you're speaking to so many voices at once as a community leader, active

listening is a far more difficult activity (Jacobs et. al., 2016).

While I found it difficult to do in groups, the group leader made it seem to be easy. Another

thing I noticed was how the group leader used meditation at the end of each session.

Reflecting has two purposes: it helps the group member who is speaking become more aware

of what he is doing, and it lets him know that you are aware of how he is feeling (Jacobs et.

al., 2016). It was incredible to watch this talent develop throughout the community phase.
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The community leader was very polite, taking the time to address the subject at hand

as well as modeling it. During the group, ethical rules were followed. The group leader went

through all of the rules in detail and asked if anybody had any questions. Following party, I

found that some members of the party lingered. They were making themselves more visible

to the community leader, something I couldn't help but note. I saw her smile and respectfully

decline their assistance, making sure to remind her of the group's laws, which met ethical

standards. She made it clear that no friendships existed between the members of the party and

the leader. Another thing that was noticed during the community phase was this.

As previously reported, the writer found that the group leader had a great deal of

patience. This is one of the facets of the community from which I believe I will benefit. This

experience taught the writer to be polite, kind, and at one with the other members of the

community. During group, the group leader did not display any signs of indignation or

annoyance. My group experience entailed more than just sitting in a circle and listening. I

was offered the chance to get to know these individuals, who are just that: individuals.

They worked as doctors, attorneys, teachers, garbage collectors, street sweepers, and

also in the restaurant industry. It was encouraging to hear how these group members had

discovered their voices as a result of the group encounter. 2010 (Stockton). The group leader

provided the participants with whatever they needed at the time. A place where they can

share how they're feeling and what they want to do with what's bothering them. In a social

environment, I discovered a personal target that I hope to achieve one day. The group

experience provided me with the inspiration, guidance, and commitment to become a better

group leader, as described earlier in this article.

I can now join a community and engage without knowing who the other participants

are and yet feel safe. I will be compassionate regardless of the topic, and I won't be judged
SUPPORT GROUP EXPERIENCE PAPER ASSIGNMENT 8

based on how I learn or cope with it. I'm much more committed than ever to being a great

community leader. To be honest, as a group leader, I had no idea what I could potentially take

away or think from being in a group. Now that I've had this opportunity, I'm able to see the

party from the eyes of the founders, and I understand how they feel about being in a different

place, not wanting to share, and being afraid of the unknown.

It's always a good idea to be aware of other members' experiences, particularly if you

know the distinction between religious and spiritual elements of certain communities. The

difference between faith and spirituality could have an effect on how counselors see such

approaches and whether or not they will include them in their groups. (2013, Post, Cornish,

Wade, & Tucker). In the future, being upfront on the kind of group and the subjects in that

group would be beneficial. I would not fail if I allow God to guide me in my decision-making

process in both my personal and professional lives.

Do not depend on your own understanding; instead, put your trust in the LORD with

all your heart. Recognize him in all your endeavors, and he will turn your paths clear

(Proverbs 3:5-6, ESV). This is how I want to succeed in my career and in guiding group

adventures.
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References

Adams, S., Vasquez, A., & Prengler, M. (2015). A counseling formula: Introducing

beginning counseling students to basic skills. The Professional Counselor, 5(1), 114-

123.

Corey, G., Corey, M. S., & Haynes, R. (2014). Groups in action: Evolution and challenges

(2nd ed.). Belmont, CA: Brooks/Cole. ISBN: 9781285095059. (This package includes

a DVD and workbook.)

counselors. Journal for Specialists in Group Work, 38(4), 264-284.

Forsyth, D. R. (2015). Group dynamics (6th ed.). Belmont, CA: Wadsworth Publishing.

ISBN: 9781133956532.

Hill, N. R., Vereen, L. G., McNeal, D., & Stotesbury, R. (2013). Multicultural awareness,

knowledge, and skills among american counselor trainees: Group differences in self-

perceived competence based on dispositional and programmatic variables.

International Journal for the Advancement of Counselling, 35(4), 261-272.

Iarussi, M. H., Tyler, J. M., Littlebear, S., & Hinkle, M. S. (2013). Integrating motivational

interviewing into a basic counseling skills course to enhance counseling self- efficacy.

The Professional Counselor, 3(3), 161-174.

Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling:

Strategies and skills (8th ed.). Belmont, CA: Brooks/Cole. ISBN: 9781305087309.

Post, B. C., Cornish, M. A., Wade, N. G., & Tucker, J. R. (2013). Religion and spirituality in

group counseling: Beliefs and practices of university counseling center

Stockton, R. (2010). The art and science of group counseling. The Journal for Specialists in

Group Work, 35(4), 324-330.