Reflection Paper 3

The assignment's question: Question 1: You have access to a time machine (wow, so cool!), except for that it can only take you back in time to your painful Session 1 with your group (wow, so lame!). What are 3 techniques or strategies that you might try this time around to help your session go more smoothly? Why? How do you think that each strategy might help?

Strategy 1: Providing explanation and breaking it down to a less scary environment.

Due to the awkward and disengaged dynamics that existed in the first session, if I went back, I would make sure, that where members are still getting to know each other and are unclear about roles and purpose, I do a good job of providing why the class will be useful/fun and explain what the purpose of it is in the long run. I would also focus on facilitating activities that didn’t involve that whole group, as that seemed to work later in the sessions. For example, a one-on-one icebreaker activity where there is less pressure on the students to be in front of a group if they are fearing judgement. This would set up a foundation for trust and comfort. Understanding this, I would focus on facilitating activities that promote basic introductions and setting a foundation for trust and comfort, hopefully reducing any uncertainty among group members. It also transitions smoothly into the storming phase, where more profound interactions or potential conflicts can be effectively managed considering you know the group and its dynamic better.

Strategy 2: Applying AID (Acknowledge the Individual, Identify the main theme/core emotion, Direct it to the group)

Using AID would be useful in managing the dynamic between sally’s openness and the disengagement that was seen from the other students in the session. Acknowledging sally’s feelings, and then reflecting on the is a good show of empathy and understanding. The next step would then be to identify a key theme from her story, for example, coping with unmet expectations, and then the task is to direct this theme to the group to invite others to identify with the emotion and maybe share their own feelings, even if their experiences differ. This approach validates sally’s feelings and also bridges her experience to the rest of the group, encouraging others to share and to find a common group. The hope is that this fosters a more inclusive and engaging environment.

Technique/Strategy 3: Principles of Facilitation and Licensing

I would also make sure that me and my co are actively setting clear boundaries and facilitating. We would work to manage the groups expectations and create a structured but flexible environment. The hope is that explaining why they are there, and the point of the group might persuade them to participate more. I would also make sure that if people are hesitant to answer, I attempt to call on someone by name a couple times, so that they feel included and know that I care and am interested by their lives. Openly discussing the group's purpose could also be a large part of this, as then the group is on the same page and knows the direction that we are headed. These techniques might prevent the domination of conversation by one single group member and might also minimize possible distractions like phone use. It would also help to balance the session, so that each member feels that they are a part of the group and a part of its purpose.

To summarise, these strategies, which are rooted in understanding the different intricate stages of group development, empathetic communication, and effective facilitation, are geared towards fostering a more inclusive and engaging group dynamic.

The assignment's question: Question 2: Your supervisor recommended that you not do most of the activities of Session 5, and just do “deeper speed friending” instead. Why do you think your supervisor made this recommendation? Why do you think it worked? What was the group needing at this point in their development that was met by this change in curriculum?

Understanding the Supervisor’s Recommendation

By session 5, the group appeared to be transitioning from storming to norming. In these two stages, members are working through initial conflicts and beginning to establish clearer roles and purposes within the group. The standard curriculum might have been slightly too structured or on the nose for the group and was maybe rushing things. The deeper friend speeding activity offered a more informal and personal way of connecting with each other, probably reducing the group anxiety. The supervisor in this situation likely recognized that the group might need an activity that facilitated personal connection and vulnerability rather than looking for a discussion. This encourages members to open up and connect with one another on a more personal level. It is also more organic than doing it in a group. It worked as it was a direct addressal of the groups need for deeper personal connections. This probably broke down more barriers than doing it in a large group. It also showed the group members that the group can be flexible and that they can relax, with the increasingly personal nature of the questions, working gently to ease them into sharing. It works better than more superficial activities as the group is in a point in their development where they should be engaging on a deeper emotional level and build a sense of trust and general cohesion. I think that overall, it was one of the best options that could’ve been used to build more repour and connections within the group.

The assignment's question: Question 3: Write out, briefly, word for word what you might say in response (aka your version of AID) to each of the stories shared by Sally, Marie, and James. What else might be important to consider about the group and about each of these individual students in terms of your response?

Response to Sally's Story (Parents' Divorce)

Acknowledge:

"Sally, thank you so much for sharing something so personal. It sounds incredibly challenging to have experienced your parents' divorce at such a formative age, and the impact it had on your family dynamics, especially with your brother. I think you have showed an incredible amount of resilience to have come out the other side of it as strong as you are."

Identify:

"It seems like the theme of family relationships changing and coping with those shifts might be something that many of us can relate to in other forms maybe?. It's a journey of balancing loss and gain - in your case, a strained relationship with your brother but a strengthened bond with your mother."

Direct:

"Out of curiosity, has anyone else in the group had to navigate changes in family relationships or dynamics, remember everyone is welcome to share, even if it only relates a little bit. How did it affect you and what did you learn from it?”

Response to Marie's Story (Struggle with Depression)

Acknowledge:

"Marie, it's really brave of you to open up about your struggles with depression and the time that you spent in treatment. The strength to push through all that is truly admirable."

Identify:

"Dealing with mental health challenges, especially in isolating situations like the one you faced during Covid, has some clear themes of resilience or a struggle with isolation. It’s about finding strength in the face of adversity and learning from our own struggles.”

Direct:

"Does anyone else feel comfortable sharing their experiences with mental health or times when they felt isolated? How did you cope and what strength did you find in yourself?"

Response to James's Story (Experiencing Racial Backlash)

Acknowledge:

"James, thank you for sharing such a personal and painful experience. Facing racism, especially in a setting that is as difficult as high school can already be, is incredibly tough and it's powerful to hear how you've navigated that."

Identify:

"It seems like your story touches on themes of racial prejudice and the strength of relationships in the face of adversity. It’s about finding love and support in unexpected places and holding onto it despite external pressures. I think that’s a really powerful thing, thank you for sharing."

Direct:

"Has anyone else faced challenges where they felt misunderstood or prejudiced against? How did you find support, and what did those experiences teach you about love or resilience?"

Extra Points

• Diversity + Sensitivity - it will be crucial to be mindful of the diverse backgrounds and experiences in the group, especially since I hold a lot of privilege. Sensitivity to issues like mental health, family dynamics, and racial experiences is key to foster a safe and healthy environment.
• Balancing Participation: While encouraging participation, it will be important to be careful about not pressuring anyone into sharing or revealing more than they are comfortable with. Also, balance the floor time between everyone to make sure that the narrative is evenly spread.
• Encouraging Support: Making sure that the students work to support eachother as well as the facilitators will be really useful for me and my co so that will be important to foster early on.
• Confidentiality + Respect: Make sure that everyone knows what happens in the room stays in the room and that everything shared should be confidential.