Session

Objective

Content and Procedure

1

Orientation and clarify expectations.

-  To facilitate group members to know each other.

-  To build rapport between worker, "teachers" and members.

-  To set up group norms. (eg. no lateness, confidentiality.)

-  To help members get acquainted with each other and draw commonality on their problem.

- To encourage inter-group communication and interaction.

-         To clarify expectation.

-  Self-introduction by worker, "teachers" and group members.

-  Introduce group norms. (no lateness, confidentiality of members's matters.)

-  Clarify expectation of each and every party.

-  Time for members to ask "teachers" about academic difficulties.

-  Ice-breaking games or activities. ("誰先講出名？"”、"見面活動")

2

Target setting and stimulating thought on achieving it.

-  Reinforce the understanding of task-centered group work (task, buddy system, etc.).

-  Facilitate members to have better understanding towards own difficulties.

-  Explore members' difficulties in various aspects, including family, schools, etc.

-  Facilitate members to set up target on academic difficulties.

-  Stimulate members to identify ways to solve the difficulties and achieve the target.

-  Clarify members' expectation towards the group.

-  Strengthen the relationship between members and "teachers".

-  Strengthen the mutual-aid element between the members.

-  Introduction of task-centered group work, including task and buddy system.

-  Facilitate the grouping up of Buddy into two or three members in a group.

-  Introduce the task that can be achieved for the next session.

-  Time for members to ask "teachers" about academic difficulties.

-  Activities about target setting and sharing.

3

 Strengthening the relationship.

-  Strengthening the understanding amongst members, especially buddies.

-  Review the task accomplishment.

-  Provide positive feedback and encouragement.

-  Facilitate the interaction and communication amongst members.

-  Review obstacles on task accomplishment.

-  Introduce task for next session.

-  Time for members to ask "teachers" about academic difficulties.

-  Activities for enhancing the understanding amongst members and sharing.

4

Strengthening the buddy system and EQ sharing.

-  To have a better understanding on EQ.

-  To let members share their experiences and learn from each other.

-  To facilitate "teachers" in discussing and sharing experiences, so as to strengthen the relationship between "teachers" and members, to provide models for members to learn from.

-  To provide an opportunity for members to ventilate their emotions.

-  Review the buddy system.

-  Review obstacles on task.

-  Introduce task for next session.

-  Time for members to ask "teachers" about academic difficulties.

-  Activities on EQ sharing (use of emotion cards).

-  Symbolic meaning of anger release. ( balloons)

5

Enhance the trust and co-operation of "buddy". 

-  Experiential learning, experience the co-operation and trust of buddy.

-  Stimulating members' mutual-trust, leadership.

-  Facilitate the interaction and mutual help amongst members.

-  Review obstacles on task.

-  Introduce task for next session.

-  Time for members to ask "teachers" about academic difficulties.

-  Activities enhancing the co-operation and trust of buddy and sharing. (Trust walk)

6

Enhance the relationship of buddy and show appreciation on others.

-  Provide opportunity for members to show appreciation on themselves and identify the strengths of their buddy.

-  Through emphasis on strengths, strengthen self-esteem and the motivation on self-development.

-  Enhance better understanding between members and "teachers".

-  Learn to give feedback.

-  Review obstacles on task.

-  Introduce task for next session.

-  Time for members to ask teachers' about academic difficulties.

-  Activity on appreciating oneself and others, discussion and sharing. (優點大轟炸)

7

Enhance inter-personal relationship and as-a-group feeling.

-  Strengthen problem-solving skills.

-  Facilitate group interaction and develop as-a-group spirit or feeling.

-  Experience the co-operation of a group.

-  Review obstacles on task.

-  Introduce task for next session.

-  Time for members to ask "teachers" about academic difficulties.

-  Activities for enhancing group cohesion and sharing. (頭頂運球、突圍闖關)

8

Review target and understand the importance of time management.

-  To provide opportunities for members to talk about their daily time schedule.

-  To provide a time for the teachers to share their experiences with time management.

-  To stimulate members' thought on efficient/better time management in balancing studying, spare time, thus, enhance studying skills.

-  To encourage group interaction and mutual feedback.

-  To review the target and its accomplishment. 

-  Review obstacles on task.

-  Introduce task for next session.

-  Time for members to ask "teachers" about academic difficulties.

-  Activities on target review and setting, time management and sharing. (繩網、生活餡餅)

9

Assertiveness training and facilitate as-a-group feeling.

-  To encourage members to openly voice out their view.

-  To facilitate members to be more confident in speaking out own strengths.

-  To stimulate thought on being passive, assertive and aggressive.

-  Review obstacles on task.

-  Introduce task for next session.

-  Time for members to ask the "teachers" about academic difficulties.

-  Activities for enhancing cohesion, (一條龍) exercises and role plays for assertive training and sharing.

10

Problems solving and decision making.

-  To enhance members' problem solving skills.

-  To facilitate members' interaction and communication.

-  To enhance the group cohesion.

-  To let members to discuss the task and learn decision-making.

-  To let members to experience the autonomy and in making decision for themselves.

-  Review obstacles on task.

-  Time for members to ask "teachers" about academic difficulties.

-  Exercise, activities on problem solving and enhancing cohesion.

-  Discussion and sharing on task---decision making.

11

Problem solving, enhancing cohesion, and better memory.

-  To facilitate members to discuss and solving the problems.

-  To let members experiences the closeness between each other.

-         To introduce memory methods, so as to enhance their memory and studying skills. (分類法、串連法、圖像記憶法、等等)

-  Review obstacles on task accomplishment.

-  Discuss task for next session.

-  Time for members to ask "teachers" about academic difficulties.

-  Exercise, games on memory tests, introduction of memory skills.

12

Better revision methods.

-  To introduce better revision methods to members before examinations.

-  To stimulate members' thought on own revision styles.

-  To facilitate members to adopt revision methods that are suitable for them.

-  Review obstacles on task accomplishment.

-  Discuss task for next session.

-  Time for members to ask "teachers" about academic difficulties.

-  Activities on revision methods, introduction of revision methods and sharing.

13

Termination Phase and Tea Party.

-  To evaluate members' experience and comments of the group.

-  To acknowledge members' effort.

-  To summarize members' experiences and learning.

-  To facilitate members to give feedback to each other.

-  To enable members to seek help from "teachers" even after the group has finished. 

-  To facilitate buddy to continue to help each other even after the group has finished.  

-  Group activities.

-  Tea party.

-  Sharing, evaluating achievement, giving feedback, summarising experiences.

14

Visit

-  To provide a chance for members to have a new experience of the visit.

-  To let members to have a better understanding of the outside world.

-  To let members to have an outside classroom learning experience

-  To provide an opportunity for members to hear other children's experiences.

-  Visit to a youth centre.

-  Explanation and sharing.

Name

Presenting behaviours /characteristics

Work done

Behavioural changed /follow up

F    

-Partner of G.

-At the beginning few sessions, she appeared to be a quiet and passive girl. 

-She seldom ask big sisters questions.

-She is hard working and finished the task every time.

-Her mother claimed that she is too passive and  careless.

-Good at Mathematics and Chinese Language, but relatively poor in English Language.

-Feedback was given to her finishing tasks every time.

-Invite her to participate during discussion or sharing.

-Talk to her individually concerning her difficulties both on the relationship with parents, as well as the academic difficulties.

-Facilitate she co-operate and have deeper understanding with her partner.

-Encourage her to ask "star counselors" about academic difficulties.

-It is observed that she is more active during discussion and sharing. She had been given opinion without others' invite at the last few sessions.

-The big sisters identified that F was much more active in asking questions, willing to listen to the way of solving the problems too.

-Willing to help the group to do some minor jobs.

G

-Partner of F.

-She blames herself for poor memory at the beginning for relatively poor in English Language.

-She was very good in Mathematics.

-She was willing to help the group to move the desk before and after the group.

-She was able to finish the tasks every time.

-She would sometimes give opinions during sharing.

-She had some peer difficulties sometimes and would like the worker to help.

-Seek worker's attention and engage in worker-centered while given opinion.

-Acknowledgment of her effort in finishing the tasks for herself.

-Individual counseling for helping her to deal with peer difficulties for twice.

-Encouragement was given in facilitating her to remove the belief that it is her poor memory lead to poor academic performance in English Language.

-Drawing her attention or focus into the group rather than in the worker.

-She had made improvement in her English Language Test.

-It is observed that she was more willing to put effort in studying English Language.

P

-Partner of J.

-New immigrant and studied in a relatively lower standard primary school, thus, faced difficulties in English Language in new school.

-Have very good relationship with parents.

-She is a quiet, passive girl and seldom speak in the group.  Always working hard in the group.   Seldom give opinion during sharing.

-She finished the tasks every time.

-Support and encouragement for her to put more effort in English Language.

-Set up a contract with her for reading 2 English storybooks for a month.

-Actively invite her to give opinion during sharing and discussion.

-Feedback was given for her accomplished of tasks.

-Own reflection during evaluation session: Being more active, able to speak out own view, know more friends from the group.

-It is observed that she is more active and assertive than before, she would voice out her point of view sometimes now.

- She had achieved the goal of reading two English storybooks per month.

J

-Partner of P.

-Rather hard working girl. She had to attend tutorial class for everyday after school. 

-New immigrant and studied in relatively lower standard primary school, thus, face English Language difficulties.

-Has her own target for future as being a nurse.

-Mother has relatively high expectation on her.

-Passive during group sharing.

-She had made very good effort in finishing the task every time.

-Worker actively listens to her needs and difficulties.

-Show acknowledgement for her effort in finishing tasks for herself.

-Actively invite her to participate in discussion and sharing.

-Encourage her to ask "star counselors" concern about the academic difficulties.

-More willing to participate in discussion and opinion giving.

C

-Partner of E.

-Strong resistance towards worker.

-Strong sub-group with E.

-Unwilling to participate in warm up games and the discussion or activities.

-Creative thinking.

-Have poor relationship with mother and younger sister.

-Refuse to finish the tasks.

-Persistence warm, acceptance attitude towards her.

-Contact with her during outside group time. 

-Actively invite her to join the activities.

-Individually talk to her concerned about her unwilling to attend the activities.

-Acknowledgment for her effort in finishing task.

-Willing to participate in warm up games and activities during last few sessions.

-Willing to finish tasks assigned for the last few sessions.

-Lowered resistance towards workers.

-Be more helpful or responsible, willing to help in cleaning up after tea party.

E

-Partner of C.

-She is the good friend of C.

-Unwilling to join in the warm up games and activities.

-Unable to finish tasks sometimes.

-Live in a wealthy family.

-Dependent girl.

-Relatively poorer in English Language.

-Persistence warm, acceptance attitude towards her.

-Contact with her during outside group time. 

-Actively invite her to join the activities.

-Individually talk to her concerned about her unwilling to attend the activities.

-Acknowledgment for her effort in finishing task.

- Feedback will be provided in her book too.

-Willing to participate in warm up games and activities during last few sessions.

-Willing to finish tasks assigned for the last few sessions.

-Lowered resistance towards workers.

-Be more helpful or responsible, willing to help in cleaning up after tea party.

D

-Partner of H, K.

-A very active girl, willing to help in the group.

-Perform the leader role sometimes.

-Have rather poor relationship with mother, the contradicted parenting style between her parents lead to her conflict with her mother.

-Have quite a number of "orange sheets".

-Plan to go to England to continue her study.

-Have outside group conflict with C.

-Have difficulties in finishing tasks at the beginning.

-Individual counseling concern about her relationship with her mother and her future plan.

-Provide guidance while she performed the leadership role.

-Encourage her to finish task for herself.

-Show acknowledgment for her task accomplishment.  Feedback will be provided in her book too.

-Able to finish tasks.

-Build up good relationship with some "star counselors".

H

-Partner of D, K.

-Like to seek others' attention.

-Able to hand in tasks every time.

-Good friend with D.

-Have very poor relationship with father.

-Very emphasis on peer.

-She had help in collecting tasks.

-Individual counseling to ventilate her sadness emotions concern about family and peers.

-Acknowledge for her effort in finishing tasks for herself.

-Encourage her to participate during group discussion more actively.

-Suggest her to search for help from school social worker if necessary.

-School social worker is assessing her cases.

K

-Partner of D, H.

-Relative of D.

-Very quiet, passive girl.

-Able to accomplish task every time.

-Actively invite her to participate during group sharing.

-Acknowledge for her effort in finishing tasks for herself.

-It is observed that she is a bit more active than before.

-Build up a very good relationship with a "counseling star".

Verbatim /Description

Observation/Analysis

Worker’s Feeling/Reflection

-I arrived at the classroom at around 3:23pm, found that F and G were already there, move the desks together for the group.  I greeted them and said, "Thank you, little helpers! Without your help, more time has to be spent in preparing for the group."

-F is more active in expressing herself than before and always involved in helping the group.  The procedural technician performing routine tasks.(Heap, 1985)  This role has been sometimes performed by F and G in the group.  It may reflect that they have established their role or build up a sense of belonging to the group.

-I was glad for their help in the group.  I showed my appreciation because I would like them to know that their efforts were acknowledged by others. Although moving the desks are only a minor job, however, their contribution is useful and important to the group.

-In fact, I think the group belongs to each and every one of us; thus, everyone has to contribute their effort.

-All members arrived and the group started on time.  I said, "It is good that everyone is punctual. Let's start the group by playing a warm-up game, 眾志成城, first."

-Most members were able to follow the rule of punctuality already.  It may be due to a lot of reasons, such as this rule is set up by them. Also, they may be pressurised by the teachers to be punctual. They may also be attracted by the warm-up games that are played at the beginning of the group session.

-In most areas of learning, "doing" rather than "talking" has pedagogic value. But social workers may be slow to recognise or act upon it (Heap, 1985). Although I don't object to transmitting messages to the members through talking, however, I prefer they learn from their experience rather than simply because I have told them so. In the group, I started the game very soon. It is because the time is limited. Also, I want them to experience rather than listening to me for long time.

Comments: Placement worker has a notion of learning that she prefers to see in her practice and in this case, learning by doing and learning from experience. This will shape the way she goes about facilitating the group and her assessment of the group experience. The conception of learning can be further explored so as to accommodate the learning preferences and styles of the different group members.

-I told them the regulations of the game briefly; a small sheet was given to each group to stand on without falling off.  They played with their buddy and big sisters together.  Most members tried the game, however, C and E seemed not interested.  I invited them,"C, E, why don't you join us? See if you can think of the methods and finish it." They had no response.

-C and E were reluctant to join the warm up games and activities. Maybe they did not find the games attractive or challenging enough.  Also, it might be a way for them to show that they were displeased with the group. Refusing to participate may have hidden meaning behind! There may be some differences in their expectation of the group and the actual group itself. For instance, they may only want to have some time in school to do homework and not to play.  If this is the case, it reflects that the clarification of expectation at the beginning is not clear enough.

-I was not shocked by C and E's refusal to join in the games.  I think their decision should be respected.  I would not force them, but leave them to decide.  But I will still continue to invite them because I don't want them to think that the group has neglected them.

-In the heart, I was a bit worried. I was afraid that other members would follow them and refuse to play.  I think it may reflect my lacking of confidence in leading the group.

Comments: It is good to see that the placement worker is attentive to the two members while at the same time giving them space to decide on their own way of participating in the group session. However, she is also worried that other members may follow C ad E when she accommodates different ways of participation. A group worker needs to be sensitive to the impact and influence the action and behaviour of different members (including the workers) in the group have on each other. The worker decides on which course of action to take based on her ongoing assessment of the group's interaction and dynamics. In this case, she has decided to allow C and E to act the way they choose (rather than positioning herself in direct opposite to them) in the hope of connecting better with them. Similarly, she felt that she is taking the risk of other members following suit if she appears overly permissive. The placement student has reflected further on her feelings and experience in handling this incident and drawn connection to her own confidence in facilitating the group and in dealing with members' differences. I feel that she has done well in the latter and also in the way she handles the resistance from C and E.

-After a while, when all members were playing excitingly, C and E move closer and tried the game too.  They tore the sheet of paper into small pieces and each stood on a piece.  They seemed to enjoy their method of play. "It's not difficult at all!  The regulations did not say that I could not use this method, right?"

-In fact, I believe that C and E are observing others although they presented they did not care at all. They were in a bit of contradiction. They did not want to play with others but at the same time, they were eager to show others' their creative/special method in solving the problem. They wanted to get others' attention and admiration by showing they were powerful and able to challenge the regulations.

-Basically, I admired the participation and creative thinking of C and E, as I had never thought of this method too.

-I learnt that I had to set the regulation more specifically and clearly the next time.  It is because although the member’s problem solving skills is strengthened, however, the original objectives of letting them to cooperate and work closely with each other will be neglected. 

Comments: Good observation and attempts at interpreting C and E's behaviour in the group.

-I told them their method is creative indeed!  I asked the big sisters and other members what's their opinion towards that method of solving the task.  They thought for a while and then O said, "I think it is also OK! But the objective of the games, that is, for us to cooperate with each other would be neglected." Before the group started, I have briefed the big sisters about the group session. I agreed with O and asked the members too. Most members seemed to want to continue with the game.  D said, " I like my way of playing it more." I said, "In fact, there are a lot of methods in finishing it. Maybe we can try some more methods that do not need to tear up the sheet of paper. Otherwise, the school workers would be angry with us later. Let's try it!"

-I knew that C and E were paying attention to my reaction towards their behaviour. They might think that we would feel embarrassed, being challenged.  I also understand that if I act as if it is nothing at all, they will lose their interest.  Each member brings into the group his/her attitudes and behaviours (Heap, 1985). I believe that the behaviours of C and E stem from their everyday life with their outer systems.

-Though C and E have resistance towards me, I really appreciate their creativity.  In fact, I hope they can join the game, as I believe games are the means to lower their resistance.

-The big sister really speaks out something very important in my mind. 

-On one hand, I would like to acknowledge C and E's participation and not want to reject their way of doing it.  On the other hand, I would like C and E to think of some more methods and strengthen their problem-solving skills.

-I found myself need to be more flexible indeed.  Sometimes, maybe because I am still inexperienced, I afraid something different from what I expected happened in the group.

-All the smaller groups were able to finish the first round of the game without much difficulty. C and E did not play.   Then, I increased the degree of difficulty of the game so as to enhance the group cohesion. This time, I only gave the whole group a bigger sheet of paper to stand on. 

-The girls seemed quite enjoyed the game.  However, maybe because the regulation is stricter, C and E lose interest again.

-I was disappointed that C and E did not participate again.

-G and P looked curious and apprehensive.  G said in a low voice, "Is it possible?" I think that they need others’ encouragement to put in effort and try.  A big sister told the students that it was achievable, as she had played that game before. 

-The big sisters can also act as facilitators in the group. They shared their successful experiences and that encouraged the members to try.

-I had expected that some students would think that it was impossible. However, the important point was that they finally made it.  The satisfaction, reflection and success feeling would be much greater.

-Sometimes, it is not because we cannot achieve something, but rather because we think we cannot. The lack of confidence in oneself prevents one from trying. I would like the students in my group to pick up their confidence.

-They played the game together, except for C and E. They were walking around and talking with each other.  I observed that while the students were playing the game, a few students had raised out ideas and gave their opinions. D is the one who contributes the most ideas.

-D might be the explicit initiator-contributor who suggests new ideas or ways of working on the group problem or goal. Heap (1985) points out that the individual member's ability to contribute to the group's aims is often a vital determinant of the role that he/she can play in the group and of the status which he/she is accorded.  Thus, D can take up the leader role in the group. 

-I was glad to watch the students discussing how to achieve the goal.  I saw them failed first, and then kept trying other methods, such as a student laid on the back of another one. 

-Suddenly I have the feeling that their development is just like that - trying, failing and learning from the obstacles and failures. 

-When the group finally finished, they looked happy and say "Yeah!" together. Some of them looked tired.

-I think successful experience is really important for them.  The members' experience of overcoming a difficulty is meaningful too. 

-From their happiness, I think a certain degree of satisfaction and cohesion has developed in the group.

-I hope the warm up game can help them to cheer up after a day of classes. Also, the game develops their problem-solving abilities as well as their cooperation with members in the group.

-I helped them to reflect and share the experience, especially with those students who thought the game was impossible.  I asked for their feelings after the game, what they had learnt from the game.  Most of them claimed that the game was fun.  O said that she thought the game needed all members' cooperation. D said that there were a lot of methods and techniques to finish the task. She identified a few methods such as a person lying on another's back, etc. As G had earlier thought that the game was impossible to achieve, I invited her to speak. She told us that she might not need not to say impossible so soon.  I invited her to clarify this point.  She said that although something might looked difficult, such as the game, she could still be able to achieve it. I agreed with her and told the students to give more confidence on themselves and not to be scared by something that appeared difficult.   Though I had invited the other members to speak, most of them just said the game was fun and interesting to them.

-As I had to leave some time for them to ask about their academic work, I did not want to use up too much time for this warm-up game.  Thus, I gave a debriefing at the end by drawing their experiences in the game to their daily life in studying. There were a lot of studying methods too and what was important was for them to explore more and find one that suited them.  Also, the cooperation and mutual help between their partners is important too.  But most importantly, to believe in themselves in the face of difficulties.

-The game is only a mean to achieve the target. Through the game, it is hope that the students will be able to understand that difficult tasks can also be achieved through putting in effort.  Also, what they reflected in the group should be able to be linked to their daily life, such as their attitude towards academic difficulties, the obstacles they faced in their school, peer groups and family, etc.

-I think the members are still not very familiar with giving feedback. Maybe it is a bit difficult for them to reflect on what they learn. Many of them just say that they think the game is fun.

-I think that the game has some elements of experiential learning. Through the experience, students are able to reflect on what they have learnt and this is very important.

-In fact, I was really glad G spoke. Although I don't know what impact the game has on her, nevertheless, she has made some reflection.

-During sharing, I was eager for the members to have some reflection.  Thus, I wanted to spend more time for the members to give comment. However, I was also aware of the need to allocate some time for their academic work. As a result, I was in a bit of a hurry when doing the debriefing. As I thought back, it was probably too rush since the students also needed time to reflect on their experiences. If I had put in more time for the reflection, the members would gain from it.

-I also felt a bit difficult to draw the connection to their daily life.  Fortunately, I had planned something in my mind. 

-The students then went back to the "big desks" to work on their homework, together with C and E.  During that time, I looked at the students' task book, where the big sisters had already marked and given some comments.  I added some more comments too. 

-I also observed the individual members' behaviour, the buddy situation and the relationship between the big sisters and students during that time.

-I observed quite a number of members. F, G, J, C, E and K had asked questions throughout the time given. F and G helped each other in their homework.  It was because G had raised her hand to ask help from the big sisters but they did not realise that. Then, F actively reached out to help G. I think that it is a good sign as the helping between the partners is even more useful than from the big sisters because the partner is often near by and available.

-C and E were quite serious in doing their homework and asking questions.

-My role is less important during that period of time.  Though the students'’ initiative to ask questions is important to the helping process, however, I think the big sister's active reaching out to the students is also very important.  So, I will usually encourage the big sisters to be more active in talking to the students, in asking what they have learnt that day or the homework they are unclear with, etc.

-The big sisters left at around 4:20pm.  Then the activity or discussion on decision making started.  However, some students including P and J were still doing their homework and they were asking for more time.  But I knew that if more time were given we would not have enough time for the discussion, thus, I told them quickly finish the one doing.  L, G, H had helped me to move the chairs in round shape.

-P and J always eager to do their homework, they are very hard-working as observed, even though P did not have homework or questions, she would read textbooks instead of wasting time.  I understand why they are so eager to finish the homework, it is because they don't have to do after going home, but on the other hand, I think maybe they are not very interested in the activity later on. 

-It is hope that through the discussion, the group can decide the task for the next session.  But at the beginning, there was a short evaluation on the obstacles of the previous task done.  Most members said they did not have much difficulty in finishing the task.  C and E failed to do the task.  However, I did not point them out.  I just acknowledged others for their effort and gave some feedback on their homework too.  Also, I gave them a work sheet that was prepared by a big sister.

-We started our discussion on the selection of task.  I ask them to give some ideas.  D spoke first and suggested that the task next time to be the work sheet that was just handed out.  I thank her for her suggestion and asked her why she thought it was good to do that work sheet.  She said it was more convenient and it would not waste the big sister's effort.  I acknowledge her thoughtfulness of the big sister's effort in helping them.

I said the big sisters would be happy if the students recognised their effort.

-The activity for this part of the session is on decision making. I think it is good for them to learn how to make decision and have the autonomy to choose the task for the next time. 

-D is always the first one to speak in the group. She is more active and talkative in the group.

-Before the session, as we were setting the tasks, I realised that it might be more appropriate for them to choose the tasks themselves.  They will be more willing to work on something they have chosen.

-However, I was not keen for the members to choose the work sheet as their task because it was rather academic. I was afraid they might not enjoy the task.  However, I appreciate D's initiative in speaking up and giving her opinion.

-I asked for more opinions from other members.  H stated that the work sheet could only be done by an individual and not with partner.  She preferred to do something else.  However, she failed to say what task she would like to do.  I encouraged them to think of something more interesting.  Then, F suggested doing some newspaper cuttings together with her partner.  I asked her to elaborate on her idea. She explained that it was to translate the English wordings under the photographs of the English newspaper into Chinese wordings.

-H is a talkative girl and a good friend of D. Her partners are D and K.  She can easily voice out her concerns. I think it maybe because D is her good friend they usually argue with each other. 

-In my mind, I hope that they can decide on a task that needs cooperation between partners and suits their standard.  Those were the criteria for me to choose the tasks in the previous sessions.

-Students proposed something, however, they are sometimes not clear enough. Thus, I invited them to clarify further.

Comments: The placement worker seems to face a tension between opening up the decision-making process to the group members and holding on to her own criteria for task selection. The dilemma of clients' self-determination and worker's preferences often emerge in practice. For instance, the worker may find herself more readily agreeing to suggestions more that fall into her own preference, while rejecting clients' suggestions if they fell out of her preference. The latter may be done in a gentle way or even in an unconscious manner at times. This again points to the need for reflection in action. Coming back to this specific context, the criteria and rationale for the task can be made more explicit to the group members (or even better, drawn up together with the group members). This will help them to be in a better position to negotiate and to make more informed decision.

-Later, P said that she preferred to translate some paragraphs in the Chinese textbooks into English instead, as it was more convenient.  F insisted on her ideas by saying that it was more interesting than using textbooks.  I summarised that both their suggestions was basically to do translation.  At that time, J, P's partner, said that she did not have the English Newspaper at home.  H said that there were some English newspapers in school.  The library would also have the English newspapers.

-P is rather passive in the group. I think it is really good for her to speak up actively this time.  In fact, it is observed that P is more active than before.

-I appreciated H's suggestions on the newspaper.  I think it is also a kind of problem-solving. 

-While others were coming up with different ideas, C and E were quiet. Then C said, "why discuss what task?" I invited C to clarify herself.  She said, " I think it is already been set by the worker." E had no response at all. She neither agrees nor disagrees with C's opinion. I asked if the other members agreed with C's point.  But the other members had no comment.  Then, C remained silence too.

-C is using her experience in the group to say that because the tasks for the past sessions are normally set by us. Thus, they think that it is not really an autonomy for them to choose this time. 

-Also, she may feel a bit of contradiction and pressure for sitting there.  She seldom done task before, but she sit by members finished their task every time. She doesn't know what should she say at that time.

-I can see that although E is C's best friend, maybe she is also not agreeable C's opinion. However, she may be reluctant to disagree, thus, she prefers to remain silence.

-Other members had no response to C's opinion. Maybe they have gotten used to C's attitude in the group. She usually refuses to join the warm up games or the discussion. Thus, other members may already started to ignore her.

-I feel a bit being challenged!  However, I don't want to use negative comment to deny C's opinion, thus, I prefer to flow the opinion into the group.

Comments: C does have a valid point here. In fact, she is not only conveying how she feels about the whole process but also challenging worker's genuineness in inviting them to decide on their task. I am not sure if the placement student picks that up. Worker can appreciate C's frankness in revealing how she feels while at the same time reflect on her comments. The worker may have a good intention of empowering the group members to make decision for themselves. However, if you look at the comment in the preceding section, worker may also have been unconscious in steering the group decision towards her own preference. This may have been picked up by C. Therefore, by critically reflecting on worker's thoughts and actions, the worker can begin to look at the dilemmas and contradiction in one's practice.

-I broke the silence by asking G if she had any opinion on choosing the task. G was sitting beside me.  She thought for a while and said, "I think F's idea is not bad." I asked her to tell others the reasons.  She said she had done that before and can learn English vocabulary too. I realised that she always looked at me while speaking.  Thus, when she speaks, I encourage her to look at other members.  Also, I had told myself not to look at her while she was speaking as well.  I was afraid that if I looked at her, she would be reinforced to look at me again and our communication would become worker-centered.

-Concern about the worker-centered communication.  G likes to look me while speaking, even when she sits just next to me.  I think that this type of communication is not healthy enough as it is does encourage more group-centered communication.  Also, while G spoke to me, some of the others failed to hear what she said. 

-I observed that G was rather attached to me even outside the group. She likes to talk and stay with me.  I was concerned about her attachment to worker.

-I reflected that the worker-centered communication gave me some satisfaction at the beginning.  During that time, although not many members listened to me, G would listen to me and watch me while I spoke. I felt good that someone was listening to me.  However, maybe that act reinforces G to just communicate with the worker even during the group session.  Later, I realised that problem and tried to use some methods to avoid that such as using encouragement, reminding myself not to watch a particular person for too long, etc.

-I realised that the group members continued with their discussion. The situation was a bit messy as the members were discussing within their sub-groups and with the people sitting next to them. 

-The sub-group problem is apparent in the group. The setting up of buddy system might have reinforced the students to form the sub-groups.  During the discussion, although some members were sharing their ideas with the group, there were also some sub-groups discussing amongst themselves. I usually tackle the problems by encouraging the members to talk to the group and not only with their partners.

-Now I have already gotten used to the situation and I think that sub-groups are not necessarily bad.  It is because if no one speak, the situation might be even worse. 

-At the beginning, I was really worried about the sub-group situation.  They seemed can't hear others', just concentrated on their partner or friends. Some methods learned in Laboratory are not useful, such as looked at the sub-group.  I understand that the skills in solving the sub-group need to be flexible, depend on the target group, the seriousness of the sub-group situation, contextual consideration, etc, not one skill can be used throughout.

Comments: Many placement students are highly concerned about the typical group issues or dynamics they learn in class or from the textbooks. They often form the lens through which the placement students view or define things. In this case, it is good to see the placement student re-evaluating what she has learnt about sub-groups and comparing it to her actual practice experience. The placement student is able to examine her sub-group situation and assess it in the context of her group. She comes up with the notion that not all sub-groups are bad for the group dynamics or development, therefore, deviating from the standard comments on the negative effect of sub-groups. Good effort.

-H sensed the situation and said to the group, "It is confusing like that, we have a few suggestions now, and maybe one by one can tell me what are the suggestions available now."

-I thought that H is rather sensitive.  She sensed the messy situation in the group and willing to be the leader to help the group in making the decision.

-H collected the suggestions and then suggested using the voting system to decide. 

- At that moment, E questioned whether it was really necessary to choose a task for the whole group. Why can't everyone choose the task they like?

-E had no opinion until that moment. I felt that although E did not speak, she might be attentive to what was happening in the group.  She had also some ideas on the task but there might be some pressure from C, her best friend.  Thus, she seldom participates in the discussion.

-I believe voting is not the only way to make decision, however, it is more efficient and less time consuming.  However, I know that if we use the voting method, the minority group has to sacrifice their suggestion.  I don't think it is fair and I am also afraid they will be disappointed. 

Comments: An excellent suggestion from E. I was thinking about that myself.

-I said that E's suggestion was a good idea.  Then I asked the group members whether they would like the whole group to choose a task or not.

Most of them said they prefer the latter one.

-Then I asked them whether they liked each group to cooperate to do one task or each individual to do one task.  I gave them some time and I saw the members were discussing with each other. Later, they replied that they would like to cooperate with their partner in finishing the task together.

-It might reflect that the members were more willing to make their own decision.  They do not want to be bounded by others. I think that it is the characteristics of the adolescence; they are searching for autonomy and freedom, especially under the strict school regulation.

-I think it is good for the members to choose to cooperate with their partner because it can strengthen their relationship.

-I am glad that E's suggestion is being accepted by most of the members. I hope it can reinforce E to participate in the group.

Comments: The placement worker has done well in handling the group process. This shows her willingness to listen to the suggestions of the members and readiness to acknowledge members' contribution to the group decision-making process. I am positive this experience has demonstrated to the group members, especially to C, the worker's genuineness in engaging with the members to shape and own their group.

-Then each group chose their own task. F and G chose to do newspaper cutting. P and J decided to work on translating two paragraphs in the Chinese Language textbook into English. D, H and K discussed for a longer time and finally chose to do the newspaper cutting too. C and E had no response for what task they would do.  However, E said, "I will have a surprise for next session." I said, "Really, then let's see what kind of surprise next time." E laughed with C.  E told me that she would tell me what task they would do tomorrow afternoon.

-I was curious with what E had said.  What is meant by "surprise"? I don't know whether she will finish the task or not, but I am glad that they have joined in the discussion and really participated in some areas.

Comments: Again, the placement worker has done well in her capacity to accommodate the different ways of participating especially by E and C. This has allowed her to make the connection with these two members who will otherwise resist any effort to make them conform.

-I prepared a sheet of paper and suggested for each group to write down what they had decided to do.

-The group ended at around 4: 55pm.  F, G and H helped to move the desks back to their original places.