70144153 Portfolio

Recruitment

The group was organized for Form six students who experienced stress and had leadership experience and who were motivated to improve themselves. The group had an open recruitment and the eleven members were selected through pre-group interviews.

Reviewing the group stages

As I used both the approaches of education and mutual aid in the group, I found that the mutual support element was more useful than the educational function. It was because members had no interest in listening to me and they wanted to learn through the discussion process. (Comment: This is an overly simplified way of defining the two approaches. It will be helpful for the placement worker to have more depth in discussing the educational and mutual aid approach that she had used in this group and draw connection to those in the literature. The grasping of these concepts appeared weak even at the proposal writing stage. The integration of knowledge with practice implies the placement student's ability to make sense of her practice and offer a connection or critique to propositional knowledge (theories, approaches, frameworks, etc.) that is grounded in her practice knowledge. While not expecting that a first placement student can pick this up quickly, nonetheless she/he will need to gradually achieve more depth and critique in the integration of knowledge with practice.)

In the first session, the group started at a period of pre-affiliation. According to Garland, Jones & Kolondy, building relationship was the main task to achieve. (Comment: To supply references when they are used.) I used games to facilitate their recognition and to help them to get involved in the group. (Comment: What does 'recognition' mean?) The setting of group norms and members' expectation was done in order to enhance their participation. At that stage, it was not easy for the members to behave in a trusting and close manner.

During the second and third session, the stage of power and control appeared. I remembered that a power conflict occurred with member (A). Some members felt (A) acted as a monitor and contact role in the group. I suggested a chance for all members to shift the contact role so as to prevent crystallizing power in any particular member. (Comment: The placement worker can offer her interpretation of the conflict as identified. Why do some members feel this way towards A? What about the other members? Why do different group members experience A differently? How did the group (or different members) deal with the conflict? What happened following worker's intervention? Hopefully, by thinking through some of these questions, the placement worker can sharpen her ability to tune into the multiple experiences within the group.)

During the differentiation stage of the fourth and fifth session, all members were able to share their experience and feelings more openly as compared to the previous stages. They tried to make themselves involved in the group and took turns to help and support the other group members. My leadership function was hidden and less directive to facilitate the members. (Comment: What does 'hidden' mean?) It was because they could freely express their views and established member-to-member communication style. On the other hand they also took turns to listen to the other members and gave their opinion.

From the sixth session onwards; the group proceeded to an affiliation stage. At that time, I prepared a real life experience for them to discuss. I found that all group members seemed to be more and more involved in the group discussion and self-disclosure as compared to the earlier phases. They showed a sense of belonging to the group. Through sharing, members showed deeper understanding of others and gave help and support to each other. Since the members expressed their opinion and feeling in the group more, it formed a sense of mutual aid learning from the other.

In the last session, members naturally expressed some feelings over the separation. (Comment: Why naturally?) I provided a space for them to look back on what they had learnt and done in the group. I also encouraged them to continue their support and sharing with members after the group had ended.

Objectives achieved

(Comment: It is equally important to evaluate the objectives that have not been achieved.)

The main objective of the group was to provide an opportunity for members to share their experience towards stress and in leading. During the whole course of the group, I found that members showed eagerness to express their stress and experience. I continue to engage in the exchange of opinion and giving of feedback after each session. In the later phase of the group, members shared their opinions and methods associated with their real life experience through discussion.

For objective 2, members could achieve this objective through the eyes of others. Through self-disclosure, they could view their weaknesses and strengths in the group. After that they would understand more about themselves.

For objective 3, members only achieved this objective to a certain extent. Although conflict situation was faced and closely related to them, it was not an interesting content in the group. (Comment: It will be helpful to explain why this is the case.) The program planning only stimulated the common methods and thinking. From the members' feedback, they found it difficult to use in a real conflict situation. (Comment: In addition to evaluating in this manner, it will be good to provide some insights into this observation for future practice. What has the worker learnt from this?)

Attendance rate of members

The average attendance rate of members was 87.5%. The details are shown in the following table:

Date	17/03/00	24/03/00	31/03/00	07/04/00	12/04/00	19/04/00	12/05/00	13/05/00
Total	11	8	8	9	10	10	10	11
%	100%	72.8%	72.8%	81.8%	90.9%	90.9%	90.9%	100%

The attendance rate was high and stable. It showed members were interested in the group's content and had formed a good climate. The participating members showed full involvement in the group. It reflected by their active expression and discussion

Worker's roles and functions in the group process

I found that it was necessary for me to adopt different roles such as information giver, consultant, organizer and facilitator, in the group process. Regarding the above description, I tended to act as a facilitator more. As this was an educational and support group, sharing and discussion were important to increase members' self-awareness and learning from other. I facilitated members' communication and interaction with each other. I used a disclosure program to attain that objective. (Comment: The 'disclosure program' as used by the placement worker here is unclear. Elaboration on this is needed.) The use of questions is also a good method to stimulate members' response and participation.

The other roles for me are as an information giver and consultant. It was because I gave them some information and guidance about how to solve conflicts and develops one's confidence.

Another role I played, that is, as an organizer, was because I organized the structure of the group sharing and discussion. In each session, I prepared all program planning and coordination.

Finally another role for me was as a group collaborator with members. I needed to perform the partnership between worker and members. I was also encouraging members to share with and give emotional support to the members. I would also cooperate to discuss the task with members so that members' motivation also acts as a significant role in task planning.

Written and revised by: 70144153(student)

Instructor: W M Kwong

Copy Edited by: Phyllis Chee

Commented by: W M Kwong & Phyllis Chee

Background Study	Learning Contract	Elaborated Proposal	Recording (Case)	Recording (Group)
Evaluative Study	Reflection	Mid-placement Self-evaluation	Final-placement Self-evaluation

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Evaluative Study

Background Information

Group Objectives

Recruitment

Reviewing the group stages

Objectives achieved

Attendance rate of members

Worker's roles and functions in the group process