Theories in group work

Theories in theme spurtReflection on ag collection labor movementThis analyze is going to reflect on learning gained from a free radical designate carried out in the unit lectures. I leave explore the theories which avow root work, inter-disciplinary and cooperative functional and the application of these theories in relation to the collection work. I will similarly identify how I will take on my practice in relation to my current skills and aras for development. Finally, I will in addition reflect on how I perplex authentic my self-aw atomic number 18ness, master key set and professional development, in relation to stem work caper and how this will inform my future professional practice.Toseland and Rivas (2008) define root work as a goal directed activity aimed at accomplishing tasks. Members of the root word have the opportunity to share ideas, feelings, thoughts, beliefs, engage in interactions and also share experiences. The group members develop feeling s of inter throwable interdep final stageence and a sense of belonging. Martin and Rogers (2004) define inter-disciplinary working as a team up of idiosyncratics with antithetic professionals working collaboratively with a share dread of goals, tasks and responsibilities. This collaborative working is needed when the riddles are complex, a consensus finding is required and also when different competencies are needed. tally to Cheminais (2009), the approach to the collaborative working requires clarity on utilizations, power, accountability and strategic planning. Salas et al. (2012) pleads that, group work was developed from a philosophy of people working to requireher for mutual gain and theories later emerged to provide clarity regarding the dynamics of groups and to provide an understanding of human behaviour. A group or team suffer be understood by looking at Tuckman and Jensens (1977) model of group administration which comprise of forming, storming, norming, perfo rming and later adjourning. According to Tuchman and Jensen (1977), the forming grade of a group involves clarifying common inte expects and fibers to be courseed. Martin and Rogers (2004) states that, in an inter-disciplinary team this is the stage where membership is established, team purpose is clarified, roles and boundaries are decided and interpersonal relationships begin. According to Tuchman and Jensen (1977), the storming stage may involve the problem-solving processes and this is usually where conflict emerges. If the conflict is unresolved, it kitty inhibit the teams progress. The norming stage usually involves the clarification of the task and establishing the agenda. This stage involves belonging, growth and control. The performing stage involves the allocation, implementation, and evaluation of the task. Finally, the adjourning stage basin include the celebration of task completion. Reflecting on the unit group task, I think my group went through Tuckman and Jens ens (1977) model group formation which include the formingstage in which the group purpose was clarified. The group went through the stormimg stage and at that point, there were disagreements on what should be included and how the task will be presented. One of the group members suggested that a role play was ideal for the presentation and I was non comfortable with the idea, as I thought that all of the instruction was not going to be included in the role play. I was anxious, as I had not get the general picture of exactly what the role play was about. I also snarlanxious as opposite members elected me to take the lead role as I had experience in working with psychiatrists. At that time I felt that the team wanted me to do most of the task and I rejected their ideas they were putting forward. I think I did this unconsciously because I get my actions later on when my group members gave feedback. The group also decided that we pause ourselves time to research on the topic given (norming stage) and then chance on the following calendar week. I was very frustrated to find the following week that some of the group members did not bring the material they had researched. As I have worked with psychiatrist before and had researched I took on the lead role and shared the information I had.Belbins (2010) work identified roles in teams which each offer positive contributions to team working. The roles include innovator, implementer, completer, evaluator, investigator, shaper, team maintainer, co-ordinator and expert. Reflecting on Belbins (2010) group roles, each team member brought strength and perspectives grounded in their discipline and experience. During the group work task, I had the experience and companionship in relation to the task and I found myself leading the group on sourcing information. I got positive feedback from my group colleagues such as, goal oriented, researched well on the topic, contributed well and very good ideas on the role play, yet I was criticised for being inflexible with ideas of former(a)s. I think I took the role of an implementer who turns ideas and decisions into tasks and actions but inflexible and reluctant to change plans. However from my previous localization I think I took the role of an investigator in a proposed group project of working with young mothers to enable them to gain autonomous skills. The project failed because I lost interest as a will of constraint in obtaining the resources.In Belbins (2010) model, an investigator explores opportunities and resources from many sources til now weed jump from one task to another and lose interest. expression back at it, I think this was because I tend to do things in a structured office and task oriented. The resources in the organisations did not allow me to do the task in time and I end up losing interest. I later understood the situation of working in an organisation team by looking at the group carcass supposition.According to Connors a nd Caple (2005), group bodys surmisal provides an understanding and working with teams or groups in an organisation as it goes beyond a focus on the individual or interpersonal exchanges. They suggested that, a group systems theory is influenced by the interactions within the group and by the external environment. All the group members influence group dynamics however, the organisation in which the group work may impacts the group work with its boundaries, power structures that make decisions and the resources it allocates for group work. The environment impacts the group and the group can impact the larger complaisant environment. I abandoned a project which was going to bene tally the young mothers and in a way the community as well. In group systems theory, a change in any conk out of a system creates change in that system and in the other systems in which it is embedded.Another form of group theory emerged from Bion (1989) who viewed the group working as a collective entity and was concerned with transparent and covert aspects. Bion (1989) suggested that overt aspects are the task and purpose of the group. The covert aspects are the unconscious emotions and the basic assumptions of group functioning. Bion (1989) also proposed three basic assumptions in group working. He suggested that there is the dependency group, which assumes that security and protection can be obtained from the group leader. Members expect the leader to have all the answers. As a result, individuals may act helpless and incompetent in the hopes that the group leader will carry the responsibilities. This was evident in my group as they assumed that as I am a mental health nurse and had worked with psychiatrist before, I will have all the information at hand. When this did not occur, group members become angry or denotative their disappointment by acting incompetent and not doing enough research. Bions (1989) other basic assumption is the fight-flight group. Examples of flight in clude absences and fight is show by resisting reflection and self-examination. In inter-disciplinary working, flight is demonstrated by blaming focus for the failure of team work. The final basic assumption identified by Bion (1989) is the pairing group where two group members form a bond. The rest of the group may become inactive as the pair believe on each other and exclude other group members.Salas et a.l (2012) state that, it is necessary to develop a theoretic framework to guide group practice and to support my techniques and interventions. I am responsible for formulating my own theoretical framework that is derived from the synthesis of theories and that is aligned with my natural views and inclinations. To come upon this it is imperative that I be self-aware and grounded in theories of small group work, including the strengths and limitations of the theories. Only then I can select theories and interventions that are advantageous and appropriate fit for the client. The He alth and business concern Professions Council (HPCP) (2012) also states that, I should understand the key concepts of the knowledge base relevant to sociable work so as to achieve change and development.Gilley et al. (2010) suggested that the purpose of a group is to accomplish the task and for the practitioner to develop problem-solving skills. As a social work student, in put together to work collaboratively, I need to develop skills, knowledge, and attitudes in conflict resolution, problem solving, communication, organisational understanding, decision making, and task coordination. This is imperative as I will be working in teams with other professionals or agencies. From the unit group work, I have learnt that co-operation is vital for effective teamwork. Acknowledging and respecting other opinions and standstills while maintaining the willingness to examine and change personal beliefs and perspectives are some of the skills I have learnt. I also now have an understanding of the importance of accepting and sharing responsibilities, active in group decision-making and effective communication. I have also developed skills in exchanging of ideas and discussion and also how to relay and support my own viewpoint with confidence. As a future social worker, specific leadership skills are required to manage an inter-disciplinary team, so I need to develop skills in the ability to recognise the challenges inherent not only in group dynamics, but in trying to blend the different professional cultures stand for in the team. According to Crawford (2012), to work effectively and confidently with other professionals, I need to understand my own professional identity as a social worker. The HCPC (2012) states that, I need to be able to engage in inter-professional and inter-agency communication and work in partnership with other agencies as part of a multi-disciplinary team. It is also vital that I develop self sense of my behaviour and values. According to Hall (2 005), values are internalised, therefore they can create obstacles that may actually be invisible to different team members. Therefore the professional values must be made unmistakable to all professionals involved.Through experiences in group work feedback received from other group members and self observation, I have learnt about my maladaptive direction of interacting with others and perceptual distortions. I have also learnt that I need to confess and appreciate the differences and adjust, adapt, and mirror interpersonal interactions when interacting with others. If faced with the same situation over again I would try to take into consideration other peoples ideas and also take into consideration that, as people we are different and we have different approaches to tasks.ReferencesBelbin, R. M. (2010) Management teams. 3rd edn. Oxford Elsevier LimitedBion, W. R. (1989) Experiences in groups and other papers. New edition. London RoutledgeCheminais, R. (2009) Effective multi-ag ency partnerships putting every child matters into practice. Dawsonera Online. easy at https//www.dawsonera.com/readonline/9781446203514/startPage/38 (Accessed 13 January 2014)Connors, J. and Caple, R. (2005) Review of group systems theory,Journal for Specialists in Group Work, 30(2), pp. 93-110, SocINDEX Online. Available at http//0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=5sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005hid=4108 (Accessed 30 December 2013)Crawford, K. (2012) Interprofessional coaction in Social Work Practice. London sage Publications LimitedGilley, J.W., Waite, A.M., Coates, T., Veliquette, A. and Morris, M.L. (2010) unified theoretical model for building effective teams,Advances In Developing human race Resources12(1) pp. 7-28.SCOPUS Online. Available at http//0-ehis.ebscohost.com.brum.beds.ac.uk/eds/detail?sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005vid=10hid=4108 (Accessed 30 December 2013)Hall, P. (2005) Interpr ofessional teamwork professional cultures as barriers,Journal of Interprofessional Care19 pp. 188-196. CINAHL Online. Available at http//0-ehis.ebscohost.com.brum.beds.ac.uk/eds/pdfviewer/pdfviewer?vid=13sid=a5e06866-f590-4862-bcbb-3dea9991c6f0%40sessionmgr4005hid=4108 (Accessed 12 January 2014)Health and Care Professions Council (2012) Standards of proficiency. Available at http//www.hpc-uk.org/assets/documents/10003B08Standardsofproficiency-SocialworkersinEngland.pdf (Accessed 20 January 2014)Martin, V. and Rogers, A. M. ( 2004) Leading interprofessional teams in health and social care. Dawsonera Online. Available at https//www.dawsonera.com/readonline/9780203505359/startPage/139 (Accessed 10 January 2014)Salas, L. M., Roe-Sepowitz, D. and Le Croy, C. W. (2012) Small group theory, in Thyer, B. A., Dulmus, C. N. and Sowers, K. M. (eds) Human behavior in the social environment theories for social work practice. Dawsonera Online. Available at https//www.dawsonera.com/readonline/9781 118227251/startPage/363 (Accessed 15 January 2014)Toseland, R. W. and Rivas, R. F. (2008) An introduction to groupwork practice. 6th edn. Harlow Pearson tuition Limited.Tuckman, B. W. and Jensen, M. A. (1977). Stages of small group development revisited, Group and Organizational Studies, 2(4) pp. 419- 427. Available at http//www.freewebs.com/group-management/BruceTuckman(1).pdf (Accessed 30 December 2013)