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Group Leadership in Occupational Therapy
Group leader functions fig 6-1
Task – activity functions: Teach Supply equipment Organize Give feedback
Social-emotional functions: Give support and meet members needs Enable communication and self-expression Motivate and facilitate group cohesion
Leaders role – Activity Group
Mosey’s Group Interaction Skills 1. Parallel group 2. Project (Associative) group 3. Egocentric (Basic) cooperative 4. Cooperative group 5. Mature group
Parallel Group Each member: Engages in some activity, but acts as if
this is an individual task as opposed to a group activity
Is aware of others in the group Initiates some verbal or nonverbal
interaction with others Appears to be relatively comfortable in this
situation
Parallel Group, cont.
Leader role: Chooses and assists with task Meets all social-emotional needs of members Enforce inappropriate behavior such as
engaging in the task, Answering questions, shape behavior by giving praise and ignoring inappropriate behaviors
Project (Associative) Group
Each member: Occasionally engages in the group activity, moving in
and out according to his or her own wish Seeks some assistance from others Gives some assistance when directly asked to do so Competes, cooperates with therapist promptingLeader: Assists group with task and meet members needs reinforces behaviors when two or more members work
together or interact
Egocentric-Cooperative Group
Member behaviors: Aware of group’s goal relative to the task Acts as if he belongs in the group Willing to participate Responsible for organizing their activity Not overly competitiveLeader Less of director role and more of a role model May make suggestions and give assistance Meet love and safety needs
Cooperative Group
Meets needs of other members and express feelings
Leader Consultation Participant Makes own wishes, desires, and needs known Participates in group activity Both members and leader have mutual responsibility
for the group activities and reinforcing behavior
Mature Group
Flexibly take on various roles
Leader Acts as group member Responsive to all group members Take a variety of task roles Take a variety of social-emotional roles Able to share leadership Promotes a good balance between task
accomplishment and satisfaction of group members’ needs
Leader roles- Support Groups
Creation and maintenance of the group Culture building Activation and process illumination Dealing with transference
Group Leadership Styles in OT
Leadership Theory: Kurt Lewin
Leadership experiment at boys’ summer camp (1939)
Used 3 fundamental styles: Autocratic, democratic, and laissez faire
Autocratic: Complete control Democratic: Members make choices, share
leadership responsibilities Laissez faire: Lets group do what it wants
Lewin’s Conclusions
Autocratic groups: Highly productive Poor quality work Created hostility and resentment in members Dependency on leader
Laissez faire groups: Independence from leader Low productivity and low morale
Lewin’s Conclusions, cont.
Democratic groups: Highest morale Highest group cohesiveness Lower productivity but higher quality work Most resembles the “facilitator” role in OT
Lewin’s three styles were a prototype of group leadership for many years
Not always a good fit for OTs
Group Leadership Styles
Types of Political Leadership
1. Autocratic
2. Democratic
3. Laissez-faire
Types of Occupational Therapy Group Leadership
1. Directive
2. Facilitative
3. Advisory
Directive Leadership
Therapist determines structure, activity, and processing
Therapist takes an active role in shaping member participation
Communication groups are an example Group goals are achieved through active
leadership
Directive Leadership is Appropriate When: Members have cognitive impairment, poor capacity
for insight, immaturity, poor verbal skills, or low motivation
Specific goals and activities are desired Topic is educational and requires therapist
expertise/demonstration Most group roles are performed by the leader Feedback to members given mostly by the leader
Facilitative Leadership
Leader gathers support from members OT earns their support by giving them
choices and asking them to collaborate in reaching goals
Presumes a certain level of ability and rational thought
Allows group to experience advanced levels of group development
Facilitative Leadership is Appropriate When:
Members have a middle-high level of cognition and capacity for insight
Members have at least a medium level of maturity, verbal skills and motivation
Members are capable of making choices of activity, topic, structure
Members can learn from experience Therapist can delegate some leadership roles to members Members are encouraged to give each other feedback Therapist/leader does not do anything for the group that they
can do for themselves
Advisory Leadership
Assumes high level of functioning Appropriate for more informal activities Assumes motivation of members OT leader acts as resource OT imparts information as needed
Advisory Leadership is Appropriate When: OT’s role is consulting, wellness, or care-giver
education Members have high cognition, verbal skills, insight
capacity, and motivation Members have selected a specific activity or topic
area Members can seek advice from leader on as-needed
basis Members lead their own group and experience
natural consequences from the environment
Role of OT Group Leader
Select members Design group based on client needs Set goals, write group protocol Determine best leadership style based on client
needs and preferences and purpose of the group Oversee group roles, maintain therapeutic norms,
support positive efforts of members Process group according to member needs Evaluate progress and determine group outcomes
Co-Leadership
Advantages: Offers mutual support Increases objectivity Uses collective knowledge Modeling for each other Taking on different rolesExamples: Male and female COTA /OTR
Disadvantages
Splitting – Member subgroups ally themselves with one or the other
Competition – Need to downplay and recognize one another’s assets as leader
Unequal contribution – Use supervision to discuss how to redistribute responsibilities
Need to meet on a regular basis to coordinate leadership and support one another
Lessler, Dick, and Whiteside (1979)
Studied the development of the co-therapy relationship. They identified four developmental stages that parallel the group’s development
A. Formative Stage. In this stage, co-leaders are pre-occupied with their feelings of self-worth as a leader, and plagued by fears of inadequacy. These feelings naturally lead co-leaders to compete with one another. By trying too hard to be “good” leaders, they could end up in a power struggle with one another, or a popularity contest with the group members
Stages of Co-Leadership
B. Development Stage. This stage requires much interpersonal discussion and the recognition of differences. This stage must be resolved if the co-therapy team is to work effectively together
Stages, cont.
C. Stabilization. After having their fights and talking it out, co-therapists view each other as individuals and recognize each other’s strengths and weaknesses as well as their own. They are able to capitalize on their differences by taking on different leadership roles, and discussing their perceptions openly during the group as well as afterwards
Stages, cont.
D. Refreshment. From the process of the first three stages, a relationship between co-leaders forms that allows each to grow in their role as leader. Their interaction results in renewed enthusiasm for the group experience and it’s potential to help others. They may experiment with new ideas, do research together, or present their group experiences at professional meetings. They take pride and enjoyment from working with each other, and this energizes the group members with a sense of hope and anticipation
Group Leadership in Occupational Therapy:
Cole’s 7 Steps
7 Steps: Overview
1. Introduction
2. Activity
3. Sharing
4. Processing
5. Generalizing
6. Application
7. Summary
Step 1:Introductiona. Names
Acknowledge each member by name Self as OT leader, title of the group activity Ask members to greet each other by saying
their names in turn Important even if members know each other Shows recognition of each individual as
important Reinforces inclusion in the group Creates a friendly atmosphere
Step 1, cont. b. Warm up
How alert are members? Are they ready to begin a new experience? Need to be “warmed up” Provide a short introductory activity Captures attention of members Refocuses member thoughts May be informal or imaginative Prepares group for activity to follow
Examples
Step 1, cont. C. Setting the Mood
Warm-up can facilitate Environmental features:
Lighting Seating: Correct number of chairs Getting rid of clutter and distractions Having needed supplies ready
Therapist facial expression, gestures, and tone
Expectations of group: Serious or light- hearted?
Step 1, cont. D. Explaining the Purpose
Primary task of introduction: Never leave out Include main therapeutic goals Use language members will understand Clients need to know how proposed activity can help
them Encourages member cooperation Facilitates client collaboration In first session of a series, goals for whole series of
activities should be outlined in first session Example: Money Management (budgeting, record
keeping, banking, balancing checkbook, saving for emergencies)
Step 1 cont.E. Brief Outline of Session
Include time frame, media, & procedures Example: 45 min. session
Draw yourself – 15 minutes Sharing & discussion 25 minutes I will be keeping your drawings after we finish Artistic talent isn’t important
What is important in above example? Focus is on discussion and learning Don’t reveal anything you don’t want to share
Step 2: ActivityA. Selection
A very complex process Includes activity analysis Based in OT theory and research evidence Activities designed for peers (students) now Later you will learn to design activities for
clients with disabilities or wellness Focus on personal growth and meaning for
students
Step 2, cont.B. Timing
45 minute sessions 5 more steps to go Activities should be short & simple Activity portion should last no longer than 1/3
of total session (15 minutes) Must be challenging and complex enough to
produce meaningful discussion and learning
Step 2, cont.C. Therapeutic Goals
Goals are desired outcomes May be individually set before group begins Based on client preferences and therapist evaluation
(knowledge of theory and disability) Clients and therapist collaborate to accomplish In planning practice groups, think about what might
be useful for yourselves as students Managing time, managing stress, improving study
habits, enhancing communication, expression of emotions, clarifying values, etc
Goals, cont.
Once goals are defined, an activity is chosen to help meet the goals
Example: personal growth may best be accomplished through creative activities, such as drawing, drama, or storytelling
Example: social goals may best be worked on through activities involving interaction of members, such as communication exercises or group problem-solving
Step 2, cont. D. Physical and Mental Capacities of Members Activity should match capacities of members College students without physical or mental
disabilities, possibilities are unlimited Choose an activity challenging enough to hold their
interest, but not beyond their capacity Persons with cognitive limitations require simplified
instructions and discussion topics Persons with physical limitations require adaptations
in materials and environment Focus on learning something new and meaningful
Step 2, cont.E. Knowledge & Skill of Leader
Students should choose an activity with which they are comfortable
Capitalize on individual talents and skills Go with strengths and experience Select a growth facilitating activity
Step 2, contF. Adaptation of Activity
All potential activities need to be adapted Use knowledge of peers to create a match Activity analysis: Breaking down activity into
components or steps Match each component with the human
functions required to accomplish it Example: Playing Bingo Modifications are made to compensate for
disability or need for added challenge
Step 2, cont. F. Giving Instructions
Activity should be presented in a systematic way Simple and direct language Instructions sequenced step by step Get feedback from members to check understanding
(repeat back instructions) Keep materials hidden until needed and removed
when activity phase ends. Why? Choose to participate as leader (encourages trust) or
not (if it distracts you from giving needed assistance or making observations)
Give warning when time is up (1 minute); stop even if some members are not finished
Step 3: Sharing
After completing activity, each member is invited to share his or her own work or experience with the group
Ask for volunteer to start (OT can role model) Once begun, go around group in order (so no
one is forgotten) Acknowledge each member’s contribution
Verbal and non-verbal responses
Step 3, cont.
For some activities, sharing is not a separate step, but incorporated into the activity
Discussion is involved as part of the activity Requires opinion giving, discussion and
group decision-making Leader must make sure everyone participates
in discussion
Step 4: Processing
Most difficult step to learn Involves how members feel about the
experience, the leader, and each other Ask questions to facilitate expression of both
positive and negative feelings Include recognition of non-verbal
communications and their meaning
Step 4: Processing, cont.
Very revealing when done effectively Examples: (What behaviors are likely?)
Embarrassed by activity (feel stupid) Angry with other members Intimidated by leader Activity too hard, too easy
Underlying dynamics may never be expressed, but will have a powerful influence on the group
Leaders must be keen observers of group process
Step 5: Generalizing
Addresses cognitive learning aspects of group
Verbalize a few general principles learned from activity
Leader asks open questions to generate learning issues
Principles often resemble original goals
Step 5: Generalizing, cont.
Some ways to facilitate generalizing: What are similarities or areas of agreement? What are areas of difference/disagreement? What issues energized the group? Follow up on areas that generate spontaneous
conversation Ask open questions that reveal the meaning of
the activity for members
Step 6: Application
Helps group apply learning to everyday life Each member explains how this group
experience applies to real life situations or has meaning for him or herself
Ask open questions to facilitate application of specific aspects of this activity
Answers may be different for each member Relates back to individual as well as group
goals Encourages members to interact
Step 7: Summary
Verbally emphasize most important aspects of the group (Can ask members to help)
Summarize learning Summarize emotional responses Acknowledge member participation (thank
them for participating, sharing, trusting, disclosing, taking risks, etc)
Leader shares own feeling responses End on a positive note. (Also, end on time)
Additional Leadership Factors
Group Motivation Confidence in the leader Encouraging enthusiasm Encouraging interaction
Setting Limits Limiting inappropriate behavior Assuming appropriate authority Equal time Respectful limit setting
The End
Assignment: Practice group plan Leadership evaluation Sign-ups
Group Leadership
Group Leadership
Leading a group changes according to the type of group
Regardless of the type of group, there are “personhood/leadership skills”
Three important points in leadership:
1. Role/style of leadership
2. Communication skills
3. Personhood skills
Roles and styles of leadership
The responsibilities of the leader varies, some of them are as follows:
1. Demonstrating by using examples
2. Putting rules, limits, boundaries to the group
3. Orienting the members
4. Being tuned into the mood of the group
Roles and styles of leadership
The organiser:
Sets and maintains boundaries, limits and rules
Establishes a tone Sets a feeling of safety and security
Roles and styles of leadership
Role Model : Demonstrates by giving examples to ease the
understanding of a certain idea Provides orientation on how the group is
supposed to go
Roles and styles of leadership
Facilitator:
Determines and directs, enables the group activity and participant interaction among each other
Communication skills
Active Listening: Absorbing the content Noting the persons gestures and changes of
expression Sense underlying messages Have to be in the moment for each interaction
Communication skills
Reflection
Communicating back to a person, given a sense of what he/she has communicated to you
Communication skills
Clarification:
Recounting what one of the members has said
Communication skills
Blocking
Prohibiting either directly or by your interpretation, types of communication that are destructive to the group, gossiping, and invading other members privacy
Communication skills
Facilitating
Inviting others to participate, to express their thoughts and feelings, or to work on the activity of the group.
To work with others and make comments and suggestions about what other members are doing/saying
Communication skills
Empathising
Provide a response to show that you understand what the member wished to communicate to the group
“putting yourself in their shoes”
Personhood skills
Courage The ability to admit mistakes, express fear,
act according to hunches. To be direct and honest with members Be genuine and not defensive in the face of
criticism To do what the leader expects others to do in
that group situation
Personhood skills
Willingness
The model behaviour that one expects from group members
Personhood skills
Being Present
Fully experiencing the groups activity and interactions and not being distracted from the purpose of the group
Personhood skills
Belief in the group
Believing in the value of what is being done or is happening in the group
Personhood skills
Ability to cope nondefensively
Not personalising or withdrawing from comments or actions that you perceive as critical of you or your performance
Personhood skills
Self awareness
Awareness of your personal goals, identity, motivations, needs, strengths and limitations, values and feelings
Personhood skills
Sense of Humour
The ability to laugh at yourself, and to see and understand the imperfection of the human condition
Personhood skills
Inventiveness
The capacity to be spontaneous and creative, often combined with the ability to learn from every experience in your life
Questions?