Discussion 1

Describe two processes for facilitating groups

Attending Skills can be described as nonverbal communication, such as body language or eye contact and verbal communication that displays warmth, empathy, and trust (Toseland & Rivas, 2017). The assessment of this skill would be the leader of a group identifying and describing feelings and behaviors of the members (Toseland & Rivas, 2017). This could look like the social worker eliciting descriptions that clarify the current problem or scanning the group to show attention (Toseland & Rivas, 2017). Reframing and redefining is the intended action of this skill, which can be described as offering alternative perspectives to the group to help them create solution (Toseland & Rivas, 2017).

Focusing group communication involves summarizing and partializing information with the action being labeled as directing (Toseland & Rivas, 2017). By using summarization, the social worker can present the synopsis of what the group has said which gives the members the opportunity to reflect on the issue (Toseland & Rivas, 2017). Partializing breaks down the problem and can help determine member's motivations (Toseland & Rivas, 2017). A social worker uses directing skills when they lead a discussion, offer new information, or help members participate (Toseland & Rivas, 2017).

Explain how each process might create positive outcomes when facilitating a group

Effective attending skills can benefit the group's overall cohesion by creating a genuine and inviting atmosphere where members feel comfortable sharing (Toseland & Rivas, 2017). Focusing the group can aid the members in working together to achieve their goal by deterring irrelevant communications and encouraging full attention on the issue at hand (Toseland & Rivas, 2017). Knowledge of group leadership skills can help facilitate the group process by increasing co-learning and shared decision making (LaRocque, 2017).

Discussion 2

Describe two processes for facilitating groups. For each, define the assessment and action that is intended to take place.

Involving group members: This process is initiated by involving the group members and randomly selecting members of the group to play different roles and responsibilities. As the members learn their roles, you can start to add more responsibilities to their plate (Corder and Whiteside, 1990).

Responding skills: This process involves the worker clarifying messages that may have been delivered in a harsher matter. The worker can also help the group by directing the conversation to where it would be more appropriate for the group as a whole (Toseland and Rivas, 2017).

Explain how each process might create positive outcomes when facilitating a group.

Involving group members gives them the chance to get involved and contribute to the discussions being held. The more members become involved, they are able to identify how problems affect them and what solutions may correct their problems. As the group leader, you will want to help them take on leadership roles and oversee different activities as they arise (Toseland and Rivas, 2017).

Responding skills: By providing a favorable response to the group members' content that was shared they are more like to continue participating in the group and working on the task or concern. The worker will want to be careful with how they respond to messages that are shared by the group member as it may result in them remaining silent for the rest of the group and not wanting to share (Toseland and Rivas, 2017).

Respond to two colleagues indicating how leadership could be accomplished by the process your colleague identified.

RESPOND TO EACH ONE SEPARATELY AND USE IN TEXT CITATION AND REFERENCES PLEASE.