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Southern New Hampshire University Involuntary Group Members Discussion
Discussion: Involuntary Group Members
Involuntary members have been ordered to attend a group in exchange for some reward. Many times, this is a result of judicial system intervention. Often, these members are not interested in participating and getting to know others. The clinical social worker must understand the potential issues or problems that arise within a group of involuntary members and ways to address these issues. It can be especially difficult to create a sense of empowerment when these members have been mandated to attend.
For this Discussion, pay particular attention to the Schimmel & Jacobs (2011) piece.
By Day 3
Post your description of the strategies for working with involuntary group members presented in the Schimmel & Jacobs (2011) article. Describe ways you agree and/or disagree with their strategies. How might you handle the situations presented in the article differently? Explain ways these strategies promote empowerment.
By Day 5
Respond to a colleague who presents a different point of view on these strategies than you
College 1: Caneshia
Strategies for working with involuntary group members
Self-denial is characteristic a social worker will face. Thus, one must act accordingly to ensure the patient feels comfortable and safe. Patients who desire not to participate will react in negative ways. This can include speaking out of term, rude comments, or will attempt to sabotage the group. Involuntary members are difficult to motivate to participate in groups (Schimmel & Jacobs, 2011). Schimmel and Jacobs discussed several strategies to engage in voluntary members in hopes of them benefiting from the groups. It is important for leaders to be energetic, motivated, patient, and flexible when working with involuntary members (Schimmel & Jacobs, 2011). As a social worker, one must locate the root of lack of motivation to participate within group. For example, the patient could have experienced trauma that has led to hurt and frustration. The primary issues are not the patient unwillingness to work with the group, the patient does not know how to process emotions. There is a lack of education of how to process feelings and emotion. One strategy can that be done is educating the purpose of the group. Hence, the goals of the group. In addition, explain the dynamic of the group. Explain how the group is structured for support and not to attack the patient. A second strategy is to use written exercises. Written exercises will engage in voluntary members by giving them a brief written task to answer incomplete or making a list (Schimmel & Jacobs, 2011). Members will be cooperative if the group leader asked for a verbal response. This strategy will allow the patient to focus on their answers. Thus, causing the patient to become comfortable with reporting to the group. The written exercise can prompt group participants on becoming comfortable in being vulnerable with group members. Group members are presented time to process thoughts. As a group leader I attempted this strategy; however, one member was not able to read in English. Thus, further assistance was needed. I read the question presented so the group participate was able to understand. To reduce anxiety for the patient, I ensured the group that I would not be taking the question up. This also helps with individuals who read and write on a level below their age. Hence, spelling and grammar errors.
Agree and/or disagree with their strategies
I agree with the strategies for working with involuntary group members. Some members may feel ashamed or embarrassed. The actions presented on behave of the group member may not match the emotions and feelings of the group member. Writing down personal feelings and emotions is easier for some. The patient may not know how to put their feelings and emotions to words. Often one will experience difficult times, and our words are difficult to speak. The leader of the group must be prepared for negative reactions at any time of the group session and not take it personal (Schimmel & Jacobs, 2011). While guiding a patient to identifying stressors or triggers, conflict is expected to occur. This, the social worker should act accordingly to the conflict. As the social worker, being transparent of how the group is confidential, here for support, and beneficial for the patient situation. One will be open to cooperate. Some members are mandated to participate, thus, participating and completing group will be the deciding factor of their situation.
How I will react differently
I will research the patient limitations. For example, as I stated, the group member was not able to read English. I understood this limitation due to reading each patient’s report prior to group. I read medications, I read doctor visits, previous notes from other meetings. In addition, I read each group member’s safety plan. I knew each patient’s likes and dislike. I read the motivation skills of each patient. Overall, I knew my patient prior to group. This is to ensure that another patient does not trigger another patient. I knew the comfort zone of all the patients individually prior to placing the members in a group. It is important to understand your patient as an individual first.
Why empowerment
To empower the members the worker should, “emphasize members’ choices, their resiliency in the face of obstacles, and their strengths and abilities to change and to overcome adversity” (Toseland & Rivas, 2017, p.99). The written exercises allow the patient to witness their obstacles. The patient can reflect on those obstacles by reading the obstacles directly. The group member sees those obstacles, reflect on those obstacles, and can speak on the obstacles. For example, the group member can read their triggers, identify the triggers exist, accept those triggers, and speak on the triggers to the group.
Reference:
Schimmel, C. J., & Jacobs, E. (2011). When leaders are challenged: Dealing with involuntary members in groups. Journal for Specialists in Group Work, 36(2), 144– 158.
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
Chapter 7, “The Group Begins” (pp. 197–230)
Chapter 8, “Assessment” (pp. 230-263)
Colleague 2: Stacey Jones
Strategies for working with involuntary group members
Schimmel & Jacobs (2011) suggest various strategies in which social workers can address involuntary group members. One of the essential skills needed to lead involuntary groups is the leaders’ willingness to exert greater control over the group. Greater control can be applied by implementing the group topic or removing the group members’ resistance by becoming more voluntary. Strategies to engage involuntary group members are writing exercises, using prompts, and rounds. Each of these strategies are used to help remove resistance by encouraging the group member to share and become more open-minded in the process group.
Agree or Disagree with the strategies
As a social worker with over three years of facilitating groups, I have unknowingly implemented each of these strategies. Therefore, I agree with their effectiveness when working with involuntary group members. As a group facilitator, I often have difficulties conducting my all-female group due to members being involuntary to the group process. I recently started implementing a journal reflection assignment at the start of my group, which changed the dynamics. According to Schimmel & Jacobs (2011), writing exercise increases group members’ comfort level. In the past, I facilitated an all-male domestic violence group, and I used a prompt of a handmade flag. The flag was created because my clients were court-order to attend a domestic violence course due to their history as a perpetrator of abuse. I used to flag when my clients minimized and justified their role in the abuse. Therefore, the flag assists my client in challenging their irrational and rational thought process. I also used the rounds method to facilitate member introductions and build rapport (Toseland & Rivas, 2017).
How will I react to the situations presented
Schimmel & Jacobs (2011) states that social workers must be flexible and willing to adapt to the needs of their clients. Although I used the strategies mentioned above, I do not force my clients to share because demanding participation will only create hostility. I will handle the situations presented in the article differently by using an individual approach method. I will pay attention to boy language, speech pattern, and voice. For instance, some group members may display a level of resistance due to recent and unrelated trauma. Therefore, paying attention to body language such as crying helps the facilitator gain limited insight into the client’s behavior.
Strategies that Promote Empowerment
The mentioned strategies promote empowerment because they assist clients with gaining control over their lives. According to Toseland & Rivas (2017), empowerment in groups helps assist members in feeling good about themselves and encourages them to make a difference in their lives. For instance, the strategy of the round methods enables clients to identify and process their feelings. This assists in empowerment because clients can take an active role in the healing journey.
Reference:
Schimmel, C. J., & Jacobs, E. (2011). When leaders are challenged: Dealing with involuntary members in groups. Journal for Specialists in Group Work, 36(2), 144– 158.
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
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