Group Dynamics
Group Dynamics
The Nature of Groups
Day one in Group Dynamics was quite interesting. The class as a whole was a diverse mix in culture and age. The activity for that session thankfully helped to break the ‘ice’ and become more comfortable with one another. It amazed me, although strangers, how much we actually had in common. My peers became a familiar face I could seek out in the passing of the hall. Thus, the transition from aggregates to Campbell’s entitative group had begun. In group entitativity, the group perceives themselves as a unified whole in which the members are bonded together. We already chatted and laughed together as if we were already familiar with one another. I was very curious as to what our next meeting would bring. As our group continued to meet every Thursday, I felt a bond grow. We were becoming an educated "quasi-family." My peers made me feel comfortable around them whereas in other classes I barely knew their face. This bonding reminds me of the group I teach on Sunday 's in my church. They are a youth group ranging from ages 13-17 years of age. At first when I started to teach, they listened to the lesson I taught. As time progressed, they became comfortable enough to let me "view" a little piece of themselves with each meeting. I learned in order to engage them, it was important to listen to what they had to say. Usually at such a young age, they are experiencing Leon Festinger 's, "Social Comparison", where there is a need to compare or validate information and inner thoughts. I would warn them of the negative "downward social comparison" some teens would seek to emulate. These types of teens have low self-esteem of themselves so they tended to hang out with gangs or thugs or kids that did drugs, had premarital sex, and usually ended up in trouble with the law. I am there as teacher and friend, helping to guide them according to how God wants us to live so that life can be full of blessings
The Nature of Groups
Day one in Group Dynamics was quite interesting. The class as a whole was a diverse mix in culture and age. The activity for that session thankfully helped to break the ‘ice’ and become more comfortable with one another. It amazed me, although strangers, how much we actually had in common. My peers became a familiar face I could seek out in the passing of the hall. Thus, the transition from aggregates to Campbell’s entitative group had begun. In group entitativity, the group perceives themselves as a unified whole in which the members are bonded together. We already chatted and laughed together as if we were already familiar with one another. I was very curious as to what our next meeting would bring. As our group continued to meet every Thursday, I felt a bond grow. We were becoming an educated "quasi-family." My peers made me feel comfortable around them whereas in other classes I barely knew their face. This bonding reminds me of the group I teach on Sunday 's in my church. They are a youth group ranging from ages 13-17 years of age. At first when I started to teach, they listened to the lesson I taught. As time progressed, they became comfortable enough to let me "view" a little piece of themselves with each meeting. I learned in order to engage them, it was important to listen to what they had to say. Usually at such a young age, they are experiencing Leon Festinger 's, "Social Comparison", where there is a need to compare or validate information and inner thoughts. I would warn them of the negative "downward social comparison" some teens would seek to emulate. These types of teens have low self-esteem of themselves so they tended to hang out with gangs or thugs or kids that did drugs, had premarital sex, and usually ended up in trouble with the law. I am there as teacher and friend, helping to guide them according to how God wants us to live so that life can be full of blessings
References: Margaret Mead. (n.d.). BrainyQuote.com. Retrieved April 24, 2013, from BrainyQuote.com Web site: http://www.brainyquote.com/quotes/quotes/m/margaretme100502.html http://www.brainyquote.com/citation/quotes/quotes/m/margaretme100502.html#e5AoJamWyT6FIM4p.99 Hornsey, Mathew J., Louise Majkut, Deborah J. Terry, and Blake M. McKimmie. "On being loud and proud: Non-conformity and counter-conformity to group norms." proquest 42 (2003): 35-319. Proquest Psychology Journals. Web. 24 Apr. 2013. . Zigurs, Ilze, and Kenneth A. Kozar. "An exploratory study of roles in computer-supported groups." proquest 18.3 (1994): 22+. ABI/INFORM Complete. Web. 24 Apr. 2013. .