One becomes an effective leader when they understand what it takes to lead others and produce expected and desired outcomes as well as meet certain goals. Reflection is essential for one to understand what being a leader truly entails by assessing strengths and weak areas that require improvement (Kenny et al., 2020). In week one of the Group process and dynamics class, I explored what is expected of counselors in leading group sessions using counselling skills and techniques while exhibiting leadership skills to ensure that the group focuses on attaining the set goals and targets. Throughout this course, I have learned effective participation in group processes by working with fellow cohorts and exhibiting my acquired skills using Theravue. The purpose of this paper is to offer a reflection of my experience through my participation of group processes and self-evaluation of my group leadership skills and attributes.
Part I: Experience Working with a Group Cohort
The need to work in in group or cohort is a real and true test of how counselors can develop common approaches to develop proposal on handling different mental health issues like dealing with adolescent victims of abuse (Weinberg, 2020). In week 3 and 4 of Group Process and Dynamics class, I participated in a group of colleagues and we were to work together on a proposal to solve mental health issues. Each member was asked to propose a population and offer reasons for their selection and a group that would benefit from the selected option. The cohort began well by ensuring that all participated by contributing their ideas. Eventually, we settled on my proposal which was about counseling adolescent victims of different forms of abuse. Interestingly, I assumed the leadership role since my proposal was the one selected. Again, I did not sit back but actively participated through sufficient contribution as reflected by the selection of my proposal.
The cohort’s progress was good and members collaborated and cooperated based on their contributions and demonstration of professional disposition. For instance, they demonstrated a great sense of responsibility through engagement and accountability by contribution to the improve the proposed group activity (Miller et al., 2020). They were also fit as they developed better relationships and interactions as well as sensitivity and were impartial. I also felt adequate as a group member, especially based on the level of trust and confidence that the cohort illustrated by giving the leadership role (Maree, 2020). My self-assessment is accurate in this case since the cohort showed significant levels of maturity and integrity. The members were highly aware of the decisions and actions that they were taking and exhibited a willingness to have self-examination as well as challenge some biases and improve their overall competency levels.
I assumed the leadership role and felt that it was a valued and significant part of attaining the group goals and influencing members of the cohort to contribute effectively. The role was familiar since I have been a facilitator in several sessions in our facility and in the community. Besides, leading group therapies, I have always influenced how people develop perspectives in different areas of counseling practice (O’Hara et al., 2021). The leadership role also resembled a role that I play in the family in influencing my siblings and other members, including my parents through offering professional advice on how they can deal with issues that may be affecting them.
With five members of the cohort, I felt that the group was cohesive and all made significant contributions. It is inevitable that in a group some members would be more assertive and responsive than others and even make better contributions. This defines the group dynamics. In this case, it was also evident as some members gave best approaches based on their experience in the counseling field and mental health practice (Gómez, 2019). The vocal members helped the least responsive ones to evaluate their proposed interventions in a more reflective way and when they made their contributions, we unanimously adopted them. The implication is that the group dynamics among members were great and allowed us to improve our proposal and customize it to the targeted population.
The five members of the group and their effective illustration and modeling of professional dispositions ensured that we don’t encounter any problem or conflict. None of the members felt less or being overwhelmed by responsibilities. Conflicts are inevitable when working with individuals from diverse backgrounds (Magill et al., 2020). However, the cohort illustrated effective skills and maturity that there was no need of solving any issue. Except for lack of time keeping by one member that raised serious concerns in week 4, all members were ke
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