).
Although the worker did not lead the group in an authoritarian way, the worker's
directive role is still marked in the group. The members followed the
worker's instructions if necessary. Index: L2 / Residential Services for Psychiatric Disability / People with Special Needs / Reflection / 17480691
Keywords: Reflecting on practice / Group work skills / Heart-head-hand model in professional learning and development
Abstract: The student has done a reflection and learning from one of the group sessions (Session 11) she has conducted on sex education with a group of clients with mental handicap. In this reflection, the student has reflected on her strengths and weaknesses in conducting the group session as well as identified the areas for further improvement. The student sees her strengths as her ability to lead the group in an appropriate way; to encourage mutual influences among group members; to use punishment if necessary; and to cope with sudden issues occurring in the group. She sees her weaknesses as not being able to respond well to the members and being unskillful in inviting members to participate. She further identifies the following areas for improving on her group work practice: to learn to be responsive to the members' needs and wants and to learn to encourage members' participation.
(Note: To access the content and process of this session, a process recording of this session can also be found in the student's ortfolio under the recording section.)
Comment: In this reflection, the student seems to have a stronger focus on her skills in facilitating the group. As such, she has given much thought to examining her ability in facilitating participation; enhancing mutual influences amongst group members; ensuring a smooth running of the group in the way of her ability to handle unexpected incidents during the group session and her use of punishment; and responding to members' needs and wants. In this sense, she is learning about her skills in working with a group of people and her ability to work with the group dynamics in order to facilitate learning for the participants.
Having said that, there are other equally important aspects of practice that have been left out in this reflection exercise. Lets take the 'heart-head-hand' model (the three aspects that correspond with the value, knowledge and skill dimensions of professional learning and development) as a way of thinking through and learning from one's practice encounter. Some of the questions can be: Are there value issues that have arisen out of this practice session or the previous ones? Has the worker encountered value dilemmas or conflicts in relation to working on sensitive topics such as on appropriate and inappropriate physical touch and identifying and protecting oneself from sexual abuse? What is the worker learning about working with people with a mental handicap and in relation to these topics? What are some of the difficulties encountered and what has she tried to do about them? What is her value assumption about what this client group needs to know or learn? In other words, is the worker aware of where she is coming from and be aware that this position may influence the way she goes about working with the group? What is she learning about this client group? How are they different from other client groups? What is the knowledge base (such as sex education, people with a mental disability, etc) that has informed her practice - in this session or in previous sessions? Are there theoretical or classroom learning that she is critical of in view of what she is experiencing in practice? By keeping the heart-head-hand dimensions in view when reflecting and learning from one's ractice, it will offer the student a far richer and deeper reflective learning process on her practice.
1) Leading the Group in an Appropriate Way
The fieldwork
instructor commented that the worker could lead the group in an appropriate
way ().
Although the worker did not lead the group in an authoritarian way, the worker's
directive role is still marked in the group. The members followed the
worker's instructions if necessary.
2) Encouraging Mutual Influences Among Group Members
Instead of directing the group, the worker encouraged the members' active participation. For example, the members were asked to invite other members to role-play in the group. It was a means to encourage their direct interaction. Also, the worker invited other members to comment on KH's touching behaviour and this could help KH to be aware of his mistake more easily.
3) Punishing the Members If Necessary
It was believed that the worker had used appropriate punishment. As mentioned before, CP was playing his doll openly during the session. He had not put back the doll into his pocket after the worker asked him to do so. To keep the order of the group, the worker took away his doll.
When the members were too noisy and were not attentive to the group, the worker warned them by telling them that they would be punished if they did not follow the worker's advises. That is, they needed to stay away from the group and did not have the teatime. It was found that the members could follow the worker's advises after the warning.
4) Learning to Cope With the Sudden Issues
In this session, the worker had learnt to cope with several unexpected issues that were occurred at the same time. The worker had learnt that less complicated issues needed to be solved first. Moreover, it is quite effective to involve the whole group to cope with the complicated issues.
1) Cannot Respond Well to the Members
As mentioned in the process recording, the worker could not response well to the members' suggestions and needs. For example, when KY said that she did not understand the sexual abuse situation several times, the worker had not responded to her immediately.
2) Unskillful in Inviting Members to Participate
During the third part of the session, the members needed to invite someone to role-play. Although the members showed interests to the role-play, some of them were not willing to participate. However, the worker had not further encouraged them to do so.
1) Be Responsive to the Members' Needs and Wants
When the worker is leading a group, it is very important that the worker can be responsive to the members' needs and wants. This can encourage the members¦ participation to a great extent.
2) Encourage the Members' Participation
Although some of the members were unwilling to participate in the group activity, it does not mean that they are not interested in the activity. Thus the worker can give them more encouragement to enhance their participation. If the members refuse to participate in the activity, the worker must not force them to do so.
Written and revised by: 17480691 (Student)
Instructor: Mary Cheung
Copy Edited by: Phyllis Chee
Commented by: Phyllis Chee
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