Grand Canyon – PCN 520 Week 4 Complete Work

PCN 520 Grand Canyon Week 4 Complete Work

PCN520

PCN 520 Grand Canyon Week 4 Discussion 1 Latest

What are three symptoms that you might observe in a final group meeting that might indicate that the group had been successful in achieving its primary purpose and goals? What are three symptoms that might indicate that the group had not been successful?

PCN 520 Grand Canyon Week 4 Discussion 2 Latest

What factors would cause you to initiate follow-up contacts with one or more group members?
What would be the purpose of such contacts?

PCN 520 Grand Canyon Week 4 Assignment 1 Latest

Group Design Part 2 Assignment

Details:
Develop a brochure (one page front and back with graphics and descriptions) that will “sell” your group to the public.

1.         Complete this assignment in MS Word.
2.         The brochure should be universal as it should be available in various locations around your community (e.g., schools, doctor’s offices, human services offices, restaurants, agencies serving the population of the group, etc.).

Develop a set of screening questions and criteria that you, as the group leader, will use to choose the members of the group.

1.         Begin with demographics questions (name, age, address, presenting issue, etc).
2.         There should be a minimum of 10screening questions not including the demographics questions.
3.         Describe (500-750 words) the criteria that you as the leader will use to choose the members for the group.

APA format is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
Submit Group Design Part 2 to the instructor by the end of Week 4.

PCN 520 Grand Canyon Week 4 Assignment 2 Latest
Groups in Action Workbook Assignment
Details:

Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s  development.
As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.
Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 4-5).”

Answer these questions:

1.         Icon 17: Questions 1 and 2 (page 59)
2.         Icon 19: Questions 2-5 (pages 61-62)
3.         Icon 20: Question 2 (page 63)
4.         Icon 21: Question 2 (page 64)
5.         Icon 22: Questions 1 and 2 (page 64)
6.         Icon 23: Questions 1 and 3 (page 67)
7.         Icon 24: Questions 3 and 6 (pages 69-70)
8.         Icon 25: Questions 2 and 3 (page 72)
9.         Icon 26: Question 1 (page 78)
10.       Icon 27: Questions 1 and 2 (page 79) and Question 2 (page 81)
11.       Icon 28: Question 1 (page 82)
12.       Icon 29: Questions 1 and 2 (page 83)

You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.
APA format is not required, but solid academic writing is expected.

Groups in Action Workbook – Evolution of a Group (Segments 4 and 5)
Upon viewing the Groups in Action DVD (Segments 4-5, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.
For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21).

Icon 17: Questions 1 and 2 (p. 59)
1) A member (Susanne) tells you she wants to work, yet she keeps herself very vague and global. What do you say to her?
2) You are leading a group and ask, “Who wants to work?” There is a long silence and nobody gives any indication of wanting to work. What assumptions might you draw from this situation? What might you say?

Icon 19: Questions 2-5 (pp. 61-62)
2) Assume that after Casey disclosed that she was gay, one member of the group said, “Casey, I need to let you know that I have a hard time hearing this, because I am not comfortable with homosexuality.” How would you intervene?
3) In a role play, Casey spoke to her symbolic mother in Vietnamese. As she did so, what did you observe?
4) Would you have any concerns for Casey if she indicated her intention to tell her mother that she is gay? Would you address your concerns with her? Why or why not?
5) What would you say if several group members began pressuring Casey to talk to her mother in real life and let her know about her sexual orientation?

Icon 20: Question 2 (p. 63)
2) How would you decide what to focus on with Jyl? Would you focus on her sadness over losing her father? Her issues with men? Her disappointment of not having become a pianist? What would guide you in your decision?

Icon 21: Question 2 (p. 64)
2) Given that Jackie has insight into her behavior, would you be inclined to suggest homework to her, and if so, what would this be?

Icon 22: Questions 1 and 2 (p. 64)
1) Jacqueline talks about striving to get her mother’s approval. What strategies would you use to facilitate her work?
2) Discuss what you consider to be the pros and cons of the leader being utilized by group members in role play.

Icon 23: Questions 1 and 3 (p. 67)
1) How were you personally affected as you observed Darren’s work described above? How might that influence the way you work with him?
3) Assume you are leading the group and after Darren’s work, he announces, “I’m feeling vulnerable and embarrassed. I can’t believe that I lost control like that.” How would you deal with this statement?

Icon 24: Questions 3 and 6 (pp. 69-70)
3) Assume that several members displayed anger toward James for having hurt a woman in his life. How would you respond?
6) Observe the nonverbal behavior of James when SusAnne is finished handing over to him the hurt she’s been keeping inside. How might you work with the nonverbal behaviors James expresses?

Icon 25: Questions 2 and 3 (p. 72)
2) Andrew says, “It’s like I’ve been stabbed, in my heart and my core.” What possibilities do you see of working with his symbolic and powerful words? Did any other words catch your attention for possible exploration?
3) Andrew says, “I want to let my hurt go out the back door. I want to put it in the freezer.” How might you intervene?

Icon 26: Question 1 (p. 78)
1) What value do you see in journal writing once a group terminates? Explain.

Icon 27: Questions 1 and 2 (p. 79) and Question 2 (p. 81)
1) How do you deal with endings in your personal life? How might that influence the manner in which you address group endings?
2) What are your ethical responsibilities to group members with regard to the termination of their group? Explain.
2) What would you say to a member in your group that said he was extremely disappointed in himself for doing so little in the group?

Icon 28: Question 1 (p. 82)
1) As a leader, how will you deal with a conflict that does not surface until the end of a group?

Icon 29: Questions 1 and 2 (p. 83)
1) A member says, “I don’t want this group to end. I’d like to see us continue meeting as a group.” What would you be inclined to do?
2) Assume Jyl were to say, “I revealed a lot about myself and took risks. Now I am sorry that I did because I feel more vulnerable and won’t have any place to go for support.” What might you say or do?
From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges (8th ed.).Belmont, CA: Thomson Brooks/Cole.