Running Head: ANALYIS OF INTERPERSONAL GROUPS 1

Analysis of Interpersonal Groups

Darnetta Glover

Dr. Jim Cook

CCMH/568

November 16, 2020

ANALYSIS OF INTERPERSONAL GROUPS 2

A group is composed of different individuals who have different opinions and ambitions.

Confining the same people to the same rule and expecting them to act the same way is very

difficult unless one possesses excellent conflict resolution skills (Dymitrowski & Fonfara, 2018).

There are different conflict resolution strategies that an individual can utilize to ensure smooth

running. All groups, academic or just formal groups, require rules and regulations to control

individuals' conduct in a group. Our group was a success; given that we are about to wind it up, it

means we have accomplished what was required. Our goals as academics have always guided our

conduct. The excellent interpersonal skills showcased by each individual ensured a smooth running

in the group even though we lacked written rules to govern us.

As we did in our group, having a group facilitator ensured that every person has equal

chances of representing and airing their views. The facilitator acted as a mediator in the case where

conflicts arose. A good relationship with facilitators is significant as it helps avoid the oppression

of a group's silent members. The different ambitions within a group can act as a catalyst to fuel

conflicts within a group. Those members that have leadership skills or industries have good

communication skills and confidence. A leader's roles in such a scenario are to intervene and

ensure that group members have equal rights with the group's silent members. Such members have

strong characters and are usually very aggressive in making sure that their points have been heard.

The give and take approach is a fundamental strategy in negotiating that the group leader

can apply in the academic group scenario. In give and take, an individual has to provide something

to gain something extra. If individuals use their power and give out their views without considering

or giving others the chance to articulate theirs, the individual is bound to lose since they will not

learn from others. Some group members in the early stages had this trait, but they knew as time

went by and are currently better people with excellent interpersonal skills.

ANALYSIS OF INTERPERSONAL GROUPS 3

The majority of the people argue and try to prove their point as the most critical point, and

want to have their way, even though it is always not right which this is not the best approach to

analyzing conflicts since no one is all-knowing, and man is to error. A person should listen to what

others have to say then they can make an informed decision, which creates an irony with most

others because they want their views to be the best while they do not want to gather as much

information and make rushed decisions that do not have others' needs at heart.

Seeing a conflict from both sides and trying to accommodate the rivaling parties' issues is

also very important in group conflict resolution (Kasyanov et al., 2019). As a mediator in a group,

it is essential to gather as much information as possible from both sides and use it to make an

informed judgment. Solving conflict as a group is also very important for it promotes order within

a group. It enables individuals to be able to understand what to do and when to do it.

The majority of the group members have agreed that they usually become uncomfortable

when they are in a state of disagreement, making them feel a little bit of anxiety. Although many

admit to having such a feeling, they do not want to solve the other person's issue because they do

not want to be seen as losers. They do not know that they are helping themselves once they go and

apologize to the other person.

The wishes of our family and friends are not as crucial as our wishes. What as a group we

are striving for is achieving our desires. We will benefit individually and personally through such

achievements, unlike when we strive to meet others' wishes. It becomes easier for us to keep our

feelings for ourselves rather than solve them amicably with others. Keeping such issues to

ourselves have immeasurable side effects, such as stress and anxiety disorders. It's crucial to solve

the problems by communicating with other people to avoid unhealthy conditions.

ANALYSIS OF INTERPERSONAL GROUPS 4

In the future, we must change our interpersonal relationships in the group. The way we

relate with other people is critical in analyzing how to resolve conflicts within a group. It is

essential to acquire selfless and understanding traits to gain within the settings of a group. It is also

necessary to have set out rules and regulations that will govern our relationships and ambitions

within a group.

To conclude, conflict management and resolution skills are fundamental in any group

setting; it helps individuals make informed decisions on how to interact and associate with other

group members. However, these skills can be self-taught and takes a more significant portion of an

individual's traits. It is also essential to have rules and regulations in a group to avoid chaos and

conflicts.

References

ANALYSIS OF INTERPERSONAL GROUPS 5

Dymitrowski, A., & Fonfara, K. (2018). The Role of Formal Method of Handling Conflicts in.

Retrieved from

https://www.researchgate.net/profile/Adam_Dymitrowski/publication/

327907094_The_Role_of_the_Formal_Method_of_Handling_Conflicts_in_Company's_Foreig

n_Relationships/links/5bacc19c92851ca9ed299069/The-Role-of-the-Formal-Method-of-

Handling-Conflicts-in-Companys-Foreign-Relationships.pdf

Kasyanov, V. V., Chapurko, T. M., Ibrahim, M. S., Klimenko, T. M., Merzakanov, S. A., &

Samygin, S. I. (2019). Subjects of a civil dialogue in the resolution of inter-ethnic conflicts in

societies with ethno-cultural diversity. Dilemas Contemporáneos: Educación, Política y Valore,

6(Special). Retrieved from

https://search.proquest.com/openview/01a2b89b0c11944836c674e6db1d5179/1?pq-

origsite=gscholar&cbl=4400984

Running Head: ANALYSIS OF INTERPERONAL GROUPS 1

Analysis of Interpersonal Groups

Darnetta Glover

Dr. Jim Cook

CCMH/568

November 9, 2020

ANALYSIS OF INTERPERSONAL GROUPS 2

Introduction

There are so many conflict management assessment styles. This depends on so many

factors, such as the environment one has grown up with, the cultures, religion, and education level.

All the styles used in the management and assessment of conflicts in most cases all have

consequences, and therefore, one must make the best decision, especially when dealing with

groups. Interpersonal relationships can be ruined or maintained by analyzing the conflicts and

assessing them before jumping to conclusions.

The interaction of the group members with the facilitator is good because people ar able to

air out their views in different fields about what they think is best for them. Good relationship with

facilitators is very important as it helps in avoidance of maybe oppression because one is able to air

the thoughts out. The members interaction within the group during the discussion is also good but

when there is a large group of people misunderstandings have to be there but the most important

thing is knowing how to handle such a a situation.

Amongst the group members the issue of power is evidenced. All the group members have

different ambitions and some want in future to be leaders and therefore some start practicing as

early as now. This is evidenced when people wants only their views to be heard and they want all

the other people to accept that whatever they say that’s the most important thing and that is what it

should be done by all others. The role of leaders in the group is to intervene in such situations so

that each and every one can be at the same pace and so as to maintain the objectivity of the group.

ANALYSIS OF INTERPERSONAL GROUPS 3

There are so many different ways in which people are dealing with conflict assessment so

that as a group, we can come up with the best strategy of how to do when and what. Most of the

time, the group members have said that they do not discuss with others to get the best solutions that

meet everyone's needs. Nowadays, people decide on the decisions that are only favorable to them

and not considering other people's needs.

Many people do not use the give and take approach. They do not negotiate any conflict

resolution mechanisms. They want to take what others in terms of winning an argument and not

giving others something for the sake of what they have done. People have become very selfish

when it comes to the making of the decision. Very few people try to meet other people's

expectations as long as their self-expectation has been completed; no one cares for different

people's expectations, (Aqqad, et al, 2019)

The majority of the people argue so much and try to prove why their point is always the

right, and people should go as per their saying. This is not the right approach for analyzing

conflicts because no one is all-knowing, and therefore, a man is to error. A person should listen to

what others have to say, and then they can make an informed decision. This creates an irony with

most others because they want their views to be the best while they do not want to gather as much

information to make an informed decision. They make a rush decision without much information

gathering.

Very few, if any tries and see conflicts from both sides. War is always one-sided because

each and everyone has a specific objective and personal interests. The other person's needs are not

a priority to the other party or what issues are involved. This is important because once one

understands the problem solving and analyzing the management case will become automatic. Only

ANALYSIS OF INTERPERSONAL GROUPS 4

a few compromises during the decoding of issues. People are always selfish, and they do not want

to move on. They see this from a different angle, and they see this as defeat, and they want to

protect their ego, (Ayub, et al, 2017).

The majority of the group members have agreed that when they are in a state of

disagreement, they usually become uncomfortable, making them feel a little bit of anxiety.

Although many admitted to having such a feeling, they do not want to solve the other person's

issue because they do not want to be seen as a loser. They do not know that once they go and

apologize to the other person, they are helping themselves.

The wishes of our family and friends are not as crucial as our wishes. What as a group we

are striving for is achieving our desires? Through such achievements, we will benefit individually

and personally, unlike when we strive to meet others' wishes. Some are to avoid hard feelings by

keeping the disagreements for ourselves. This is not the right way to do things because this has got

some side effects, such as stress. It is always right to talk to someone, especially when one feels

some heaviness in the heart, to avoid conditions related to such circumstances, (Musah, et al,

2017).

In the future, there must be changes in the relationship. How we relate with others is very

important in the analysis of how conflicts are managed. When we change our relationship with

others, we will be self-less, and we will be in a position to strengthen our relationship and as well

as to come up with the best strategies for dealing with conflicts, (Vasilopoulos, et al, 2018)

Conclusion

ANALYSIS OF INTERPERSONAL GROUPS 5

Conflict management assessment depends on the person at an individual level, and

therefore it is tough to specify the best approach to deal with a particular situation. This is because

of a combination of so many factors. The method of dealing with conflict depends on a person.

Reference

Aqqad, N., Obeidat, B., Tarhini, A., & Masa'deh, R. E. (2019). The relationship among

emotional intelligence, conflict management styles, and job performance in Jordanian

banks. International Journal of Human Resources Development and Management, 19(3), 225-

265.retrieved from https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&as_ylo=2016&q=Conflict+Management+Styles+Assessment&btnG=

Ayub, N., AlQurashi, S. M., Al-Yafi, W. A., & Jehn, K. (2017). Personality traits and

conflict management styles in predicting job performance and conflict. International Journal of

Conflict Management. Retrieved from https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&as_ylo=2016&q=Conflict+Management+Styles+Assessment&btnG

Musah, A. A., Ghazali, Z., & Isha, S. N. A. (2017). Sources of conflict and conflict management

styles in temporary work environment: a case of plant turnaround maintenance

workers. International Journal of Project Organisation and Management, 9(2), 171-193.

ANALYSIS OF INTERPERSONAL GROUPS 6

Retrieved from https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&as_ylo=2016&q=Conflict+Management+Styles+Assessment&btnG=

Vasilopoulos, T., Giordano, C. R., Hagan, J. D., & Fahy, B. G. (2018). Understanding

conflict management styles in anesthesiology residents. Anesthesia & Analgesia, 127(4), 1028-

1034. Retrieved from https://scholar.google.com/scholar?

hl=en&as_sdt=0%2C5&as_ylo=2016&q=Conflict+Management+Styles+Assessment&btnG=

Running head: ANALYSIS OF INTERPERSONAL GROUPS 1

Analysis of Interpersonal Groups

Darnetta Glover

Dr. Jim Cook

CCMH/568

November 2, 2020

SOCIAL SCIENCE 2

Analysis of Interpersonal Group

he relationships' changes are that everyone has entrusted each other with things that they

have never shared before. However, I still feel like the outsider looking in because this group

has known each other longer, and me sharing too much of my personal feeling I'm not there

just yet. The interpersonal process integrates an individual's ability to give feedback and receive

feedback from peers (Chen & Rybak, 2017). In this case, I can receive input but reluctant to

provide input and perspective about things.

The group interacts with the facilitator; even though there is no one facilitator in this

group, we all look to Lupita to get things started. Lupita guides the group in most areas; she

does not provide opinions; instead, she draws out thoughts and ideas from the group members.

The facilitator develops a structure that allows each group member's ideas to be heard

(Markowitsch, et.al, 2020). The members feel good about their contribution; Lupita asks

everyone to share our masks that everybody does, including herself. The most beautiful part is

that the facilitator makes sure that the group feels that the ideas and decisions are theirs and not

the leaders' (Chen & Rybak, 2017). I noticed that the facilitator did not criticize anyone's ideas

instead supported each one of us.

Each member interacted great with one another. Interpersonal relationships have been

strengthened in the group. It's a significant element because we develop a sense of who we are

based on the group members' perceptions and reflections. Group members respected everyone's

ideas and no interruptions when one was communicating. I enjoyed the fact that the group

members reflected on and made sense of emotional disclosures for increased awareness and

SOCIAL SCIENCE 3

growth. We were sharing effectively, which shaped the interactions in the group, which was

quite impressive. The group built ideas on each person's reflection and emotional experiences.

There are no power issues present; however, the team pushes Lupita to be empowered by

letting her know that she is excellent at getting the group started. The group members feel that

Lupita is their leader even though she makes the role to be decentred. She is influential,

attentive, and holds the perceptions of authority (Chen & Rybak, 2017). The group members

were comfortable about Lupita being the leader; hence the group presented no power issues. I

felt that Cindy was a co-facilitator that increased the ability to respond to individual problems

and difficulties that emerged effectively.

We discussed conflict; however, because the group came up with rules at the beginning

of the first group, everyone understood. In this case, I would say that the group members

integrated collaboration, which means that the group respected the opinions and ideas. Each

member had a high degree of self and was thoroughly invested in the relationship

(Whittingham, 2018). The group highly achieved communication competence; it contributed to

conflict management in the interpersonal group. The group members were satisfied hence

leading to positive problem-solving in the future and strengthen the overall relationship.

There were no roles implemented by the leaders. It was an inclusive group where the

leader did not assume the position to influence the group members. It was more of a let us all

voice our issues and concerns to find the best solution and reflect on other people's

perspectives. The leader should have assumed conflict management during sessions and

managing communication even though the rules have been made clear and familiar among the

group members (Chen & Rybak, 2017).

SOCIAL SCIENCE 4

Lupita is the leader; all others are just members. The group members assumed the role of

communicating effectively in the group. The group members also exhibited coping skills and

established feelings of understanding. The members have met group cohesiveness by

enhancing a sense of belonging (Foster, et.al, 2020). Lupita encouraged the group to express

ourselves openly, increasing the ability to strengthen the interpersonal relationship and build a

foundation for group therapy and interventions.

The therapeutic factors in this specific group psychotherapy include: Instilling

hope. Hope is crucial in process groups because it provides the possibility of better outcomes in

life. Universality; the group therapy process provided each member with the feelings of not

being the only ones who have faced the problem; clients will encounter other people with

similar issues. Imparting information: the group members exchange information and reflect on

what they have learned; our group had to reflect on what each member shared hence

encouraging change. Altruism, the group members tried to reach out to one another to provide

assistance and insight, increasing self-esteem. Imitative behaviors; the group members started

to model new behaviors from the therapist and the surrounding hence impacting change. Group

cohesiveness; We all felt a sense of belonging, considering that each group member was

nurtured and empowered in one way or another (Foster, et.al, 2020).Carthasis; the group

members felt a shift in how they perceive life based on the insights provided through the

interactions. Existential factors such as loss or death tend to surface, allowing them to discuss

them in a safe environment openly.

SOCIAL SCIENCE 5

References

Chen, M. W., & Rybak, C. (2017). Group leadership skills: Interpersonal process in group

counseling and therapy. SAGE Publications.

Foster, S. J., Harris, R. E., & Hudson, D. (2020). Introduction to Group Counseling and

Dynamics. Group Development and Group Leadership in Student Affairs, 3.

Markowitsch, S., Langner, L., & Zolles, M. (2020). Group facilitation–approach to a definition

by three women. Person-Centered & Experiential Psychotherapies, 19(3), 215-227.

Whittingham, M. (2018). Interpersonal theory and group therapy: Validating the social

microcosm. International Journal of Group Psychotherapy, 68(1), 93-98.

ANALYSIS OF INTERPERSONAL GROUP 1

Analysis of Interpersonal Groups

Darnetta Glover

Dr. Jim Cook

CCMH/568

October 12, 2020

ANALYSIS OF INTERPERSONAL GROUP 2

The interpersonal skill is the ability to communicate and interact well with others. The

groups were oriented and assigned tasks to determine how the group members responded. It was

about experience gathering. Hence the members would be given a question, and then you would

explain it to your group. (Grevenstein, 2020) This method made it easy for the members to know

each other well, and also, members would expose their qualities, ability, and weakness. When I

was given a chance, I gave an account of my life and experience that I had gone through. However,

it was a bit hard to explain to my group members since something tried to block my thoughts as I

had no clear picture of whether I was giving an enticing story or was giving an account that

everyone knew about it.

The facilitator was quite good as he emphasized in teamwork. Notably, it's a good virtue

that 'should be embraced in a group to show the unity between the groups. For instance, the group

members' task was done together to enhance teamwork. The group members' flexibility towards

working on a specific job led to the creation of good bonds in the group members. He although had

other qualities that he stressed on regarding leadership and increased exposure to the group

members as he got experience in that field.

We were taught to be our decision-makers; some lessons needed us to be firm and give an

account to help others or show them how. Group gives one ability on how to cater to challenges

that arise and you encounter. This experience one gathers helpful in the lifetime and his/her

working career. The association with different people also makes one's life to change on behaviour

conducts. Furthermore, there are beliefs that one drops since they don't apply to real life and, more

importantly, a way out to know how to socialize and learn everyone's boundaries not to exceed the

ANALYSIS OF INTERPERSONAL GROUP 3

limit for good correlation. (Sabanci & Özdemir, 2016) For instance, a crime that was witnessed of

a boyfriend killing her girlfriend due to misunderstanding was quite a wrong scenario to

experience; it's a reflection of a wrong decision that was triggered. Alternatively, the case would

have been solved well without anyone getting to the extent of being harmed.

Moreover, another essential characteristic is the confidentiality of each group member

would be better to practice well. An individual's privacy helps boost someone's ego; unfortunately,

blowing and opening other people's affairs lowers self-esteem, and they lose the sense of being

mistreated. The concept should be within the group. Every setup would be quickly established to

enhance the required respect and the group's critical technicalities to bind and maintain the group.

These will facilitate loyalty in the group and instil confidence to let each other know how to react

to negative comments when debating or misunderstanding in the group.

The mentorship helped every new group member to gain skills and experience on how to

deal with weirdness and be firm on how to handle new challenges that occurred. (Sockol, 2018).

That feeling of being uncomfortable would be comfortable to fight off and associate with the new

team accordingly. The group members I meet introduce them to some formalities that help them

gain their strength in the weak areas. It's also great to appreciate them according to their ability and

expose them to the right training in a friendly manner. Moreover, there was a gradual change in the

group members; the interactions brought change, self-understanding and instillation of hope among

the group members.

Consequently, being a leader, there are qualities that you should have to be quite eligible in

the task ahead of you in the group. The leader should also be patient and tolerant enough to his/her

group members. They should also be given enough time to express their feelings and be listened to;

ANALYSIS OF INTERPERSONAL GROUP 4

thus, the leader should show strong interpersonal skills like conflict-solving and knowledge

sharing. Above all, as a person, one should be responsible and dependable to lay trust in you.

Reference

ANALYSIS OF INTERPERSONAL GROUP 5

Greenstein, D. (2020). Factorial validity and measurement invariance across gender groups of the

German version of the Interpersonal Reactivity Index. Measurement Instruments for the

Social Sciences, 2(1), 1-8.

Sabanci, A., Sahin, A., & Özdemir, İ. (2016). Interpersonal Communication Skills of the Leaders

of Inspection Groups in Turkey. Online Submission, 5(4), 148-159.

Sockol, L. E. (2018). A systematic review and meta-analysis of interpersonal psychotherapy for

perinatal women. Journal of affective disorders, 232, 316-328.

RUNNING HEAD: LEADERSHIP 1

Group Work Analysis

Darnetta Glover

Dr. Jim Cook

CCMH/568

October 19, 2020

LEADERSHIP 2

In our group, I was the only new member, so there was a significant change in

relationships. The other group members did not know who I was and where I came from, but

they had already gotten to know each other. However, our group leader Luptia welcomed me

warmly, and the rest of the group members were friendly and offered support whenever I needed

it. Everyone was friendly towards me, so I did not take a lot of time adjusting to the new group

and making friends with them. This helped me to feel at ease and contribute evenly to the group

projects. In our group, there were different facilitators at different points in executing the tasks.

It can be assumed that our group was a leaderless one where there was no designated

facilitator to be looked up to, but this was not entirely the case (Gladding, 2019). Luptia took

most of the leadership roles and, most of the time, provided the direction on what to do as the

group members. All group members interacted freely with Luptia because they had already

formed a rapport after I was settled in the group; also, I was able to talk to the facilitator freely.

This had a significant impact on the way that we tabled and executed our strategies. Being open

with each other enabled us to propose our ideas without the fear of being judged by our leader,

and this promoted equal participation from all the group members.

Most of the group members had already been involved in other group activities, and so

interaction was more comfortable for them, and they communicated well together. On the

contrary, I was the only one who was new to the group and so interacting with the other

members was a challenge. I was out of the loop and didn’t know what was going on in the group

before joining. Also, forming relations with them away from the groups was a challenge for me.

However, they were welcoming and friendly, and after a short while, I felt that I belonged in the

group. They were able to fill me in with what had been said and the group's rules, and what was

expected of me as a fellow member in the group.

LEADERSHIP 3

There were no particular power issues that I noted in the group. There was a mutual

understanding between all the members, and each of them knew what was expected of them.

Everything was well coordinated, and the group members did not give the leader a lot of work to

coordinate them. Everything went as planned, and we all cooperated to make sure that we were

abler to achieve our set objectives. We experience some technical difficulties while working on

our project, and therefore we finished our work later than the assigned time. Our leader Luptia

played the role of active listener to all the group members and knew all the issues and challenges

the group members were facing.

She knew worked tirelessly to make sure that we had a conducive environment to

complete our tasks. She also acted as a facilitator to help group members to communicate

(Baker, et al, 2016). When I joined the group, she was welcoming and encourage as members to

communicate and share experiences with each other. Although I had a hard time engaging in this

communication, Luptia encouraged me, and I finally opened up to the rest of the group members,

and I really felt like some weight had been lifted off my shoulders. I was able to communicate

and interact freely with the rest of the group members. According to Gladding, group

communication is vital and the group leader should facilitate the communication between group

members (Gladding, 2019).

The conflict was addressed in the early stages of the group, and all the group members

were requested to table any issues that they had earlier before the project started so that they

could be solved. We all went through the group guidelines together and worked over any

differences and views that we had. This set an environment of teamwork and helped us to avoid

conflicts in the course of our group work. The leaders did not implement any specified roles for

any group member. Being a reading and answering activity, we all took turns in reading the

LEADERSHIP 4

question and then all of us tried to solve these questions, getting different views from all the

group members and then reaching a conclusion.

Luptia regularly took the role of a leader in our group accor5di ng to my observation,

and also Rogue took more of leadership roles than those of members. For the rest of the group

members, Cindy, Dawn and Nebeur all took the group member position. Each part was vital for

the group's success, and collaboration between the two different roles in the group worked for us.

There was free interaction between our facilitators and group members, and this encouraged

teamwork.

LEADERSHIP 5

References

Baker, S. D., Mathis, C. J., Stites-Doe, S., & Javadian, G. (2016). The role of trust and

communication in fostering followers' self perceptions as leaders. Journal of Managerial

Issues, 210-230. Retrieved from https://www.jstor.org/stable/44113705?seq=1

Gladding S. T. (2019). Groups: A Counseling Specialty. (8th Edition). Pearson Publishers

Running head: INTERPERSONAL GROUP 1

Analysis of Interpersonal Group

Darnetta Glover

Dr. Jim Cook

CCMH/568

October 12, 2020

INTERPERSONAL GROUP 2

The group seems to get comfortable with one other as time went on. We came up with

identifying names to call one another, and we also came up with a name for our group, which

was Nightfall. One of the distinctive features of human beings is that we are all social. People

are affected by the presence of other people. Still, due to distinctive features, people form

relationships with other people and join groups with other people and influence the behaviors

through the relationships of our members and other groups.

The group helped the members to develop and work together with other people through

complex and more extensive scale activities. The group had an important site of education

and enhanced the development of the sense of identity and helped in depending on

knowledge, skills, values, and attitude through socialization. As a result of socialization, there

was a change in relationships, and the group formulated a group name, which was Nightfall.

The interactions with the facilitator

The members interacted well with the facilitator, which he made them feel at ease. The

members answered questions that were asked of them. With the atmosphere of trust, the

group could communicate freely among one another and directly with the facilitator.

Individuals started to open up on their feelings describing their problems among one another.

The group feels free concerning one another as the facilitator anticipates. The facilitator does

not push any individuals towards opening up their deep secrets but pushes the group members

to communicate and share freely (Chen & Rybak, 2017). The facilitator allows others to

observe one another as well as develop effectively emotional growth.

Interaction with each other

Each member interacted well; the group had lots of laughter, which made everyone feel

comfortable. The growth members observe one another's emotional growth while the

INTERPERSONAL GROUP 3

facilitator took the role of helping in developing more effective problem-solving skills.

Everyone was free with other people, and none of the individuals had any reasons to open up

about one another. Another aspect that made different entities to talk concerning their issues

is the confidentiality agreement. The agreement minimizes any reasons that an individual

could inhibit speaking up, and the matters they were talking about in the groups would

remain confidential to them only.

Power issues in the group

The facilitator was able to lead the group with zero complaints, and he was able to lead the

group with no power issues within them. The facilitator takes up his role with confidence and

effectiveness. Besides, the facilitator demonstrates a substantial commitment to the time and

effort to the group. The facilitator takes time to understand individual differences and

preferred communication and biases. As a result, the facilitator develops the repair

relationship tools and tries to cut down the damage caused by miscommunication.

How conflict is addressed

There were no conflicts within the group as, and the conflict was avoided with the facilitator

leading the group as the members followed along. As a result, there was no need for

interpersonal conflict management techniques.

Roles implemented by the leaders

The facilitator was able to keep control of the group and keep all the members on

track. The facilitator took up his role with confidence and effectiveness, where he worked as

a catalyst for a discussion and a conductor for an orchestra. As a conductor guides through

the participants, the facilitator helped each of the individuals comply with the agreed-upon

rules and forms. He also made the discussion possible through transformational input, helping

INTERPERSONAL GROUP 4

the individual arrive at the desired outcome without being part of the conversation (Borek &

Abraham, 2018). He also worked as a coach, where he provided the groups with constructive

ways of working together while identifying their needs and wishes and ensuring that they

reach the outcome they desire to achieve jointly.

Member roles among the group members

AJ was the facilitator, Janelle and Nebeur were members of the group.

Therapeutic factors

The guidance was the most conveyed factor through the interpersonal group,

especially in the beginning stage. It was then tailed by recognition, self –disclosure, learning,

and self-understanding from the interpersonal engagements. There was instilling of hope as

some of the members were feeling defeated by life, and they were overwhelmed by the fact

that they were unable to control some circumstances. Hope was used as a curative factor

through the process as small victories were acknowledged and celebrated by the group

members. The facilitator deliberately focused on social skills through role-playing within the

group itself. As a result, the participants engaged in relationships that facilitated change

through the learning of new social skills that helped them to connect with other people in

more meaningful ways.

INTERPERSONAL GROUP 5

References

Borek, A. J., & Abraham, C. (2018). How do small groups promote behaviour change? An

integrative conceptual review of explanatory mechanisms. Applied Psychology:

Health and Well‐Being, 10(1), 30-61.

https://onlinelibrary.wiley.com/doi/abs/10.1111/aphw.12120?af=R

Chen, M. W., & Rybak, C. (2017). Group leadership skills: Interpersonal process in group

counseling and therapy. SAGE Publications. https://www.amazon.com/Group-

Leadership-Skills-Interpersonal-Counseling-ebook/dp/B07C6HHBC2