Group Scenario Analysis

Read the four group dynamics problem scenarios and respond to each question for each scenario:
Using your knowledge of group roles, norms, and dynamics, describe the problem in systemic terms.
Citations no more than 5 years old. Please use Permalink for all citations used.
Identify the group facilitator goal with respect to restoring a functioning group that can meet its objectives.
Identify at least one group facilitation skill to resolve the problem, using Motivational Interviewing and/or
group process concepts.
Create a group facilitator script for each skill, and describe how you imagine the group would respond.
1] In each scenario describe the problem in terms of group processes and/or MI theory.
2] In each scenario, describe how the current group process prevents the group from meeting one or more
of its goals.
3] For each scenario, identify and justify at least one intervention
you would make as a leader.
4] For each intervention, write what you as the leader would say to redirect the group to effective
functioning, and how the group would respond.
Vincent, an African-American social worker in his mid-twenties, has just started a group for older men who
smoke and are already experiencing health effects, like COPD and lung cancer. The stated purpose of the
group is to help the participants make informed choices about smoking and know about smoking cessation
supports, whether or not they are ready to quit. Vincent has done his research about the different illnesses
and the benefits of quitting smoking.
What Vincent is not prepared for is how much the group questions his ability to help them. How can he
possibly know what it’s like to grow old? Or how important smoking is as one of the few pleasures left? The
group is mostly made up of white men from a conservative rural area, and although no one says it out loud,
Vincent feels like a subtext of their doubts is whether he is smart or educated enough to help them as a
black man.
As the group members piggy-back off each other’s concerns, Vincent feels ganged up on. He bristles
inwardly at the covert racism he senses. He is the first in his family to go to college, and yet his intelligence
and expertise are being judged by people who have no idea about his life experiences. At the same time,
Vincent knows that these opinionated men are probably scared on the inside. Otherwise they would not
have shown up for this group.
Exploring Perspectives
Amy is a returning adult student in her 50s who has been leading a group for women who have
codependent relationships with alcoholic partners. Amy herself was in one of those relationships; getting
divorced and going back to school have been important steps in her own journey, of which she is quite
proud. As someone who has finally found her voice, she can find it difficult at times to respect that the
group members may not be ready to stop enabling their partners.
Today’s topic is about how accepting partners’ excuses only perpetuates the problem. However, one group
member after the other shares how making their partners choose between them and alcohol now would
only break up the relationship and cause their partners to sink further into alcoholism. Amy works hard to
contain her frustration, and finally blurts out, “Don’t you all see what you’re doing here? This is
codependent behavior!” Her outburst is met by stunned silence, then by a diversion: one group member
asks “How do you know if someone is an alcoholic, anyway?”
Relieved, Amy launches into a lecture about the signs and symptoms of addiction. The group listens
politely, and everyone pretends that the previous discussion never happened. Amy senses that she is no
longer conducting a Motivational Interviewing group, but she is unsure how to get back on track.
Broadening Perspectives
Yvette is a Somali refugee who has navigated the complex process of adaptation and is now in a position
to help other refugees. At a local middle school, she has formed a group for recently immigrated boys who
are having adjustment issues resulting in poor grades and academic probation. So far, the group has
engaged well around topics of anti-Muslim bullying, learning English, and dealing with parental
expectations. Yvette has some trouble keeping the group focused, but she feels that they are now able to
talk about reasons to go to school even with all the challenges these kids face.
One of the group members loves to talk and get attention by telling funny stories, and up to now Yvette has
gently redirected the group by asking other students questions. She likes this boy and realizes that he has
experienced a lot of trauma, and humor is an important coping skill for him. However, she is aware that her
responsibility is to the whole group, and the school counselor made a comment in the hallway before group
that there has been no improvement in their in-classroom behavior after several weeks