2. 1. When I am preparing to participate in a group, I think… I feel… 2. When I begin to work in a group, I think… I feel… 3. Whole class brief discussion

3.  Staffing  Treatment  Project/Grant  Social change/Advocacy

4.  Personality characteristics  Motivations for being in the group  Thoughts, feelings and expectations related to the group or groups in general  Laws, policies, procedures  Identification with the group, i.e. social identity  Prejudice  Conformity  Ingroup/outgroup

5.  “Generalized trust encourages people to approach others to form social relationships.”  Discuss why this is so.  Discuss how the presence or absence of generalized trust might affect a client’s experience in a treatment group.  Network closure indicates a friendship network where everyone knows everyone else. How might this characteristics be an advantage for a client? How might it be a disadvantage? Consider clients seeking help for different kinds of issues.  What about the cultural comparisons in the article caught your interest?

6.  Conformity  Prejudice  Ingroup/outgroup  Social Cognition  Self-Justification  Social identity

7. Social Identity defined…  Social identity is the individual’s self- concept derived from perceived membership of social groups (Hogg & Vaughan, 2002)  “How personal reality is constructed from social reality.” Sullivan and Johns, 2002, Social Work Education, 21(2).

8. 1. People are motivated to maintain a positive self-concept 2. Group identity contributes to positive self- concept 3. We develop a positive group identity through comparison of our group with others, i.e. ingroup/outgroup dynamic

9.  Degree of identification with the group  Extent of social comparison, how salient are the differences, how reinforced by social context  Relevance or significance of the comparison between one’s ingroup and an outgroup

10.  What does the statement “…the personal often does not become the political?” (pg 218) mean?  Can it also be that the political does not become personal?  What blocks the personal from becoming political or vice versa?  How is social identity relevant to this challenge?

11.  Previously, when we discussed prejudice, we identified many client groups that experience a great deal of prejudice…  Immigrants  Felons  Homeless people  People with disabilities  Youth or older adults  LGBTQ  People of color  Low income or poor people  Addict

12.  Power differences may be highlighted.  They may accept a negative social identity and be subject to self-fulfilling prophecy.  Loss of social identity can create too much imbalance, preventing change.

13.  Acknowledgement of the power of the previous or existing social identity.  Creation and strengthening of positive social identities.  How do you create a sense of group identity?  Empowerment through social identity.  Balancing of the gains associated with a new identity with strengths of the previous identity.  Recognition of the losses that occur with relinquishing a previous identity.

14.  Two key questions:  Is maintenance of one’s ethnic/cultural identity important to the individual?  Are relationships to the new culture and representations of it important?  Four possible outcomes:  Yes and Yes:Integration  Yes and No:Separation  No and Yes:Assimilation  No and No:Marginalization

15. 1. Be aware of how you respond to conflict. 2. Become aware of its occurrence and step back. 3. Consider the source of conflict- Power struggle Frustration at power holders Conflicting goals or priorities Personal dislike Differences in worldview/cultural differences Destructive individual styles

16. 1. Aggressor-nonproductive criticism 2. Blocker 3. Recognition seeker 4. Self confessor (irrelevant personal info) 5. Dominator-manipulative, controlling 6. Emotional support seeker-

17. 1. Philosophy of inclusion 2. Assume the best about others’ intentions 3. One best path doesn’t make other paths wrong-sometimes 4. Group work isn’t about winning or losing 5. Agree on consensus vs. democratic vs. dictator approach to decision making 6. Construct positive beliefs about conflict 7. Self-regulation and shared responsibility

18.  A group member has twice not followed through on what she said she would do. She also missed one of the meetings, and then complained about a decision made at that meeting.  Two people in a your staffing group of five frequently get into what the others describe as shouting matches. The two seem to get over it and move on, but two of the others are so uncomfortable that they want to leave when it’s happening and fear getting yelled at, so they don’t speak up.  You and several co-workers are concerned about unethical practices at your agency. It’s bad enough that you all agree that you need to do something. One person insists on a confrontational approach and seems unwilling to consider anything else. Each time you get together to discuss the situation, she ends up making her case in a way that makes sense. Ultimately, though, no one but her is willing to take a confrontational approach. You are worried that nothing will happen as a result of this impasse.

19.  What did you notice about how you discussed the situation?  What did people say/do that might prevent resolution of the conflict?  What did people say/do that will facilitate resolution?

20.  What helps a group function effectively?  How does conflict affect the group?  How can you respond effectively to conflict?

21. There are many, here are just a few: 1. Full participation 2. Mutual understanding 3. Inclusive solutions 4. Shared responsibility