This paper is one of a collection of archived papers written for students on the Eigenwelt psychotherapy training programme, now the Tariki Training Programme in Other-Centred Approach.
| Many groupworkers use structured exercises in their work. This pack explains some basic pricipals behind the use of structured activities in groups, and offers exercises which may be used by groupworkers working in a wide range of settings. It is not intended, however, that the pack should simply provide a list of games. Those activities described in it are for the most part ones which group workers will already be familiar with. What is provided is a framework for understanding the possible outcomes and variations of these exercises, and for their adaptation to particular groupwork settings. Whilst the pack is written with led or facilitated groups in mind, there is no reason why it should not also provide useful material for unled groups. In order to use exercises well, the groupworker must have a general appreciation of the way that groups function and general facilitation skills. A good exercise is one which allows the group space for learning and creativity, and the groupworker must have the skills to appreciate and handle the group's response, as well as to set up the learning situation. INTRODUCING STRUCTURE INTO GROUPS All groups have structure. The starting and finishing times provide structure. The chairs or cushions provide structure. The welcome that the groupworker gives provides structure. If the groupworker suggests activities, this provides more structure in the group. Group members may also suggest things that increase the amount of structure. Structure is the framework which gives the group space in which to work. If that framework is tight, the group will have less space in which to explore, but may feel more secure. If the framework is looser, the group will have more space, but may feel a bit exposed. UNSTRUCTURED GROUPS: It is common, though not strictly correct, to call groups in which the groupworker takes on a facilitative role, but does not suggest activities "unstructured". Many therapy groups are unstructured. As these groups can be uncomfortable at first, closed membership is usual, and members may be encouraged to commit themselves to attending all sessions if possible. NEGOTIATED STRUCTURE: In some groups sessions are planned in advance through a negotiation process between groupworker and group members. Others may negotiate activities as they go along. It is hard for a group to plan a programme without ideas, so the groupworker may take on a resource role, bringing ideas, written materials and contacts. Workers in this situation may see themselves as enablers, encouraging group members to take increasing responsibility for planning sessions. This style of working may be particularly suitable for a group that will eventually become an unled group. DIRECTED STRUCTURE: In some groups the groupworker will take on a role which is directive, planning activities and leading sessions. This sort of group often feels the most efficiently run, and may be appropriate if there is an agenda which must be completed, but it also gives least room for the group to find its own focus, and miss important therapeutic opportunities. Some therapeutic activities, such as psychodrama, relaxation and visualisation require a directive style, although the decision to use these techniques may be negotiated. A groupworker will probably use different degrees of structure at different times. Understanding the functions which structure performs in the group clarifies the reasons for flexibility. FUNCTIONS OF STRUCTURE SAFETY: An unstructured group can feel quite frightening to someone who is unused to groups. Learning to confront silence can be important, but if the fear is so great that it stops the person from using the group, it is not helpful. Introducing structure can alleviate some of the tension for group members. It can also make things feel more comfortable for the less experienced groupworker. Structure reduces the unpredictability of groups, but it does not eliminate it. ENSURING THAT PARTICULAR MATERIAL IS COVERED: If a group has a particular task, structure can help it to focus on this. If the group is primarily concerned with education or training, a planned structure may help to present material in a logical and concise way - though it is also possible to run very effective educational groups which are not structured. If the group is therapeutic, structure may help it to focus on a particular topic. GIVING THE GROUP FOCUS: If a group is exploring a topic, there are occasions when offering a structured exercise can help the group to gain greater depth. For example if the group is discussing families, suggesting that everyone draws their family of origin can take group members into more personal material, but will also prevent the group from moving on to other subject areas. EMPOWERMENT: There are many issues of power around the use of structure in groups. A leader who imposes structures on a group may be seen as powerful, but so too may one who refuses to suggest activities. Not "giving a lead" can force people to take responsibility for themselves, but giving them a task which they can do can give them new confidence in themselves. Involving group members in planning can be seen as handing over power, but can also become tokenistic and lead to frustration. The issues of power, leadership and structure are not simple, but it is important that a group leader is aware of power issues both in herself and in the group. Power is not intrinsically bad. Often group members will want to rely on a facilitator to be strong whilst they explore painful feelings. NEGOTIATING STRUCTURE The activities which a group undertakes may be planned in advance by the groupworker, planned "on the spot" by the groupworker in response to the group process, or planned jointly by the groupworker with the group. All of these may be appropriate at different times. Negotiating can be time consuming, and is difficult if the group has little idea of what it wants. The groupworker may do certain things to help the process: BRAINSTORMING IDEAS: Brainstorming can be a useful method for generating ideas. This technique involves all group members in shouting out contributions on a given topic (often single words). The contributions are written on a flip chart as they are said. The aim is to include all possibilities, however bizarre, thus generating new, and nonobvious ideas. A true brainstorm involves writing every suggestion as it is said. Sometimes it makes more sense for the facilitator to negotiate with group members in order to formulate responses which are more thought through, and represent more complex ideas. PROVIDING RESOURCES: One way of encouraging groups to plan activities is to provide them with resources. These might include books of exercises and activities and other ideas. The groupworker may also act as a resource. Materials such as paints, paper, music, clay, flip chart and pens can also be offered in an unstructured way. A group is likely to need a considerable level of sophistication to use materials without more concrete suggestion of activities. OFFERING ALTERNATIVES: Most groups find it hard to plan activities without some direction from the groupworker, particularly in the early stages. A groupworker may suggest a number of possible activities, which can be discussed. A consensus can then be reached by the group. Often the end result will be something that has evolved from the original suggestions. TEACHING BASIC TECHNIQUES: A groupworker can enable a group to take more initiative by teaching them basic techniques. For example: explaining basic principles behind using art to explore feelings; facilitating each other in pairs; doubling (a psychodrama technique). FACILITATING GROUP MEMBERS: A groupworker may help a group to generate ideas by good facilitation. If the groupworker responds mainly to things which are said which are connected with the group's purpose, and in particular with possible activities, it may be possible to help the group to develop these into a programme. GIVING SPACE/ TIME: A group will need space if it is to take responsibility in planning its own activities. Sometimes remaining silent is the most facilitative response. THE PROCESS OF NEGOTIATIONS A groupworker who is intent on involving group members in planning the group's activities will use all of the above methods. For example she may begin the session by explaining a little about groups (teaching) and remind the group of their purpose. Then she might invite suggestions, and brainstorm ideas. Following the brainstorm she would facilitate the group on their reactions to the ideas which have been generated, drawing out the most popular ideas and helping the group to develop them. This may result in some themes which the group would like to explore. At this point she may offer some of the resources which she has brought along. She could then suggest a couple of possibilities for immediate activities for the group to do. The group may select one of these, take part in it, and then discuss the experience. What is clear from this description is that negotiation involves some choice by the group, but is also a directed process. The groupworker chose to brainstorm, suggested possibilities, provided particular resources, and no doubt influenced discussions. The process was less intimidating than an unstructured group might be. It can be longwinded and frustrating to group members, but it does offer the possibility for them to have a hand in making activities relevant. Some types of activity do not lend themselves well to negotiation. These include those involving an element of surprise, such as guided fantasy or simulation exercises; those which are complicated to explain, and activities which sound unpromising or embarrassing when described, but which are actually very effective when undertaken, for example some awareness and body orientated exercises, painting, and role play. In these cases it is often reassuring to the group to be given some idea of what is and is not involved, but it is sometimes necessary for the group to take what is offered on trust. ACTIVITIES IN GROUPS There are many books which include games and exercises for groups. This section gives some general ideas for using structured activities more effectively. There are some general points which need to be taken into account when using exercises. ANTICIPATE THE UNEXPECTED: Whatever the groupworker's intention, it is likely that for some group members at least any exercise will spark off reactions other than those expected. Sometimes this can be anticipated; for example any exercise which involves relaxation may put some people in touch with emotions which they were unaware of. Sometimes a response comes out of the blue. The important thing is that the groupworker is aware of the way that group members are responding and sets time aside either immediately or later to talk through what has happened. USE OPEN ENDED RATHER THAN CLOSED ACTIVITIES WHERE POSSIBLE: Some activities invite the group's creativity, others are more limited. If there is no creative space within an activity, there is usually little to learn from it. ALLOW TIME TO SHARE FEELINGS ABOUT DOING THE ACTIVITY: Group members may have a lot of feelings about being asked to take part in an activity. They may feel interrupted if it cuts across the process, or they may feel embarrassed if it is something they are self conscious about doing. If the groupworker does not allow space for these feelings to be expressed, they may influence the rest of the group process indirectly. Bringing these feelings into the open may mean the groupworker comes in for some degree of criticism, but it is important to go beyond this. For example, if a group member felt uncomfortable about doing an exercise this may be the way that he responds to similar circumstances elsewhere. Exploring the feeling can help him to recognise such responses and the effect they have on his life. GIVE SOME WARNING OF WHAT IS GOING TO HAPPEN: Group members may become anxious if faced with the prospect of an activity which s new to them. This is particularly the case if they have no idea f what may be involved. They may build up unrealistic fantasies of having to expose themselves in ways that they do not want, and feel vulnerable and frightened. Whilst discussing such fantasies may be a useful learning in some cases, generally it is kinder to give group members an idea of what the exercise may entail, even if it is not possible to explain exactly what they will be doing - for example will touch need to be used or will clothes be removed, or will personal details need to be shared with the group? GIVE INSTRUCTIONS CLEARLY: It is easy for instructions to become muddled. If an exercise involves complicated instructions, it is often more helpful to give them in short bits, rather than all at once. BE CONFIDENT: A groupworker's own confidence often helps an exercise to work well. If the groupworker is at ease, this allows the group to get on with the activity, without distraction. USING EXERCISES CREATIVELY Activities used in groups work best when they are a spontaneous response to the group process. In general simple exercises make the best building blocks for adaptation. An experienced groupworker working in this way will have a familiarity with basic techniques and possible variations, but will suggest new activities developed from these. Most exercises used in groups fall into one of a small number of categories. Thinking of this "typology" can give the groupworker a framework of ideas in developing new exercises. ROUNDS: In which each person speaks in turn. Contributions are generally brief, and may be specific, eg sentence completion. USES: ensure that everyone speaks, particularly at beginnings or endings. PAIRS & SUBGROUPS: In which the group is broken down into smaller units. USES: to allow each group member a chance to explore something in more detail; to lower anxiety; to make sure each person knows at least one other person well. EXERCISES WHICH PRESERVE ANONYMITY: In which the group members learn that they are not unique and alone in having problems or anxieties without having to admit to particular problems. An example is the exercise called "fear in a hat". Group members each write something which is then pooled and discussed anonymously. USES: to allow taboo subjects to be raised and discussed. ROLE PLAY & SIMULATIONS: Exercises which involve methods taken from drama. USES: to explore situations outside the group; to rehearse; to illustrate abstract concepts; to achieve catharsis BRAINSTORMING AND SUMMARISATION: Writing ideas, usually on flip chart paper. USES: to generate ideas, summarise discussion or clarify thoughts. CREATIVE & MULTI MEDIA WORK: Art, drama, dance, bodywork, visualisation, music, and any other expressive techniques USES: to express feelings, explore non-verbal themes, gain depth individually or as a group. These kinds of activities can provide rich possibilities in most areas of groupwork. Whilst there are therapy models which focus on each of these themes, which have their own theories and structures, these methods of exploration are extremely useful in any therapeutic group situation. GIVING AND ENDING: Some exercises allow group members to express feelings at the end of the group, either by recording their experience of the group in some way or by giving feedback, often in a written form, to each other. USES: to express feelings at the end of the group. To build links with the future. To give positive feedback. To allow for reflection. SELECTING EXERCISES TO FIT THE GROUP PROCESS Groups have different needs at different stages. At the start, group members need to get to know each other and may have anxieties about the group purpose. Later differences may need to be explored. Intimacy between group members will increase and work become more focused. At the end there is likely to be a phase of review and there may be feelings of loss. The pattern of these changes is roughly equivalent in most fixed length groups, and is called group process. The following exercises are listed in such a way as to reflect their use over the life of the group: ICE BREAKERS & INTRODUCTIONS A good icebreaker or introduction may have a number of functions: * To introduce group members to each other * To communicate ways of working together, such as empathic listening * To bring the group together * To introduce a theme * To ensure that everyone says something * To reduce self consciousness There are many possible icebreakers. In selecting one, it is important to bear in mind the purpose of the group. * ROUNDS: Rounds are often used as introductions. A round classically consists of each person in turn giving a response to a topic or question (eg Who are you and what do you want from this group?) going round the circle. A variation may be to suggest that people introduce themselves but leave the order open, speaking when they feel ready. Rounds have the advantage of getting everyone to say something at the start of the group. They may, however make some people feel pressured. It may also happen that one person speaks about something which has a lot of emotional weight behind it, but then feels left with it as the rest of the group introduce themselves in less revealing terms. In this sense it can cut across the process of the group, and may not be suitable in groups where people have arrived feeling very in touch with severe emotional problems. * PAIRED INTRODUCTIONS: Sometimes it is more appropriate for a group to divide into pairs. Each pair will then spend time getting to know each other, often on a basis of dividing the time between them, and one facilitating the other before exchanging roles. After a given time (say ten minutes) the group will reform, and some form of sharing round will take place. Pairs may be asked to report back together, to each introduce themselves, or to introduce each other. The effect of this last option may be to raise anxiety levels, make the exercise into a memory test, and sometimes raise unnecessary conflict if someone feels misrepresented by their partner. Paired introductions are useful in making sure that everyone gets to know someone, and allowing more material to be shared. It is often an easier option for people who feel intimidated at the prospect of speaking in the whole group, however, some people find the intimacy of one to one contact difficult to handle. Pairing has the disadvantage of disrupting the formation of the group as an entity. Variations: * To split into small subgroups. * To join each pair with another pair and allow sharing, then join these sub-groups to other subgroups, till the whole group rejoins. * To get each pair to write a combined contribution on a flip chart (eg three things they have in common) NAME GAMES: Many warm up games centre on learning names. These have the advantage of introducing everyone in a way that is fun. Some people find them stressful. Others find them helpful. Some people find them silly, or feel they've done them before. In general the simpler the game, the better. It generally helps if the purpose is explained. Any game is likely to set the tone of the group. If a game is seen as silly, it may give the message "This is not a place where serious feelings can be discussed" ICE BREAKER GAMES: Many of the same factors apply to games which are used as icebreakers as apply to name games, although here groupworkers need to be even more sure that the purpose of the activity is clear both to themselves and the group. A good icebreaker will help people feel more in tune with the group. This may mean being more at ease. The activity may involve small degrees of self-disclosure, verbal or physical contact with other group members, a theme that has some relevance to the group, and fun. There are many books of icebreakers and other games, but here are some examples: * HUMAN BINGO: Each group member is given a sheet of paper which is divided into squares. Each square has a fact written in it which might apply to a member of the group eg someone wearing green trousers, someone who smokes, someone who has a dog. The group members all have to rush around finding other group members who fit the statements and getting them to sign their sheet in the appropriate box. The first person to fill all the boxes shouts "Bingo". This game is usually quite lively, and gets group members talking to each other. If the statements have some relevance to the group purpose, they may help to introduce topics, but clearly this needs to be done with sensitivity and is only appropriate to certain groups. No-one wants to sign a box to say that they are suicidal! * KNOTS: Group members all stand and put their hands into the centre of the group. Each person takes hold of two other hands, without knowing whose they are. The group is now knotted together. The group's task is to form a circle without breaking a link. Sometimes the result is two intersecting circles. Usually the problem is solvable. In the process the group gains a feeling of connectedness. * THREADS: As the group talks, a ball of string is introduced. As one member speaks, another will offer a connection which they feel with what the previous person has said. Another group member will then make a personal connection with that member's contribution. As each connection is made, the string is passed around the back of the person who has spoken, so that a web is built up. This method is useful in demonstrating connectedness within the group, and highlighting sociometric relationships. At the end the group may step out of the string, leaving it lying in a web on the floor. This may be left, rewound, or cut. A variation on this exercise may be to use separate lengths of string to demonstrate links within the group. These exercises are useful in that they allow group members to speak for themselves when the want to, rather than having to be chosen by someone else. BRINGING THE GROUP TOGETHER The exercises listed in the previous section will help to bring the group together. If a groupworker particularly wants to help the group to gel, exercises which highlight or demonstrate similarities within the group are useful. Another factor which aids group cohesion is that of going through a common experience, particularly if it is arduous emotionally or physically. It is this principle which underlies some outwards bound teambuilding exercises. Trust exercises are often used to bring groups together. These are often physical, involving one person relying on another or on the whole group. A common trust exercise, with many variants, is that where group members take turns to allow themselves to fall into the arms of another, or of a group. Other trust building exercises provide longer term reliance, such as the "blind" walk, where a blindfolded member of the group is led around by a sighted partner. It is important that a groupworker using trust exercises ensures that the group, or individuals are in a position to be trusted. If the blindfolded group member walks into a wall, or the falling member lands on the floor, trust will not be improved. Such problems arise particularly in groups of adolescents. WARM UPS A warm up is an exercise which puts people in touch with feelings, memories, or thoughts on a given theme. It is usually done by the whole group. Many exercises listed in other sections may be used as a warm up. Alternatively an object real or imaginary may be introduced into the group. Examples of suitable objects might be a doll, money, an old photograph, an item of clothing. Some of these may evoke very strong feelings. Another style of warm up may be a guided fantasy. Another may be to use physical exercises, for example the group leader may ask the group to get into pairs and push against one another. One difficulty with warm ups is that they may be too effective, resulting in a situation where everyone gets in touch with something, and only one person may then be able to work on the material that arises. GAINING DEPTH FOR INDIVIDUALS Some groups concentrate on whole group activities, others allow space for individuals to "work". Exercises which help individuals to gain depth of understanding in a personal issue may be done by one person working within the whole group, facilitated by the groupworker or another group member. The rest of the group may play auxiliary roles or may take a supportive role. Alternatively individual work may be done in pairs, with one person working and the other facilitating. Some activities lend themselves to all members of the group working individually at the same time. In this case a sharing round or paired sharing usually follows. In any piece of work in which one individual is working, with the rest of the group listening or taking secondary roles, the groupworker needs to pay attention to the reintegration of that person into the group. If one person works at depth and no reintegration takes place, that person may be left feeling exposed and unsupported. Some form of sharing after the "work" can help the reintegration process, but it is important that that sharing is of group members own experiences which relate to the work, rather than a discussion of the work itself. There are many groupwork approaches which aim at individual depth. Most will follow a similar pattern: WHOLE GROUP WARM UP ¦ SELECTION OF GROUP MEMBER(S) TO "WORK" ¦ ACTION ¦ SHARING / REINTEGRATION In many groups the "warm up" phase may be facilitated group time. In some a structured exercise may be used to introduce a theme. There are many possibilities for this sort of work. Some groupwork models rely predominantly on individual work, for example psychodrama and gestalt. The following examples demonstrate some possibilities for individual work within groups: EXERCISES INVOLVING ALL GROUP MEMBERS SIMULTANEOUSLY One method of work which lends itself to activities in which individuals work side by side within a group is the use of art materials. In many forms of expressive therapy a warm up will be used, which is followed by painting, clay work, movement, voice work or other mixed media work. * MULTI MEDIA WORK: This form of expressive work requires a good warm up if the group is not accustomed to using art materials. It is important to point out that the aim is to use the process as a means of exploration, rather than to produce a "work of art" at the end. Sharing in pairs can be useful if different group members work at different rates. Facilitation by the groupworker or other group members should focus on helping the participant to find their own meaning or to explore feelings in relation to the picture or model. Interpretative responses should generally be avoided, or at least only offered once group members have had an opportunity to explore their paintings themselves. * GUIDED FANTASY: In guided fantasy work, the groupworker invites the group to relax. This may be a long process, or may be brief. A fantasy situation is then suggested. There are books which contain scripts for guided fantasy work. For the inexperienced these can be useful, but it is often better to construct one's own. Here are some simple basic rules: * Use a relaxed, slow tone of voice. * Make your suggestions clear but open ended. * Don't be afraid to pause and allow the scene to develop. * Make suggestions positive; eg "You are feeling relaxed", rather than "You are not feeling worried" * Bring the group back to the room. * Allow time to finish gently. If someone becomes upset, don't be alarmed. You may like to sit by them, to put a hand gently on their arm, or to whisper instructions to them to bring them out of the fantasy. A co-worker may be able to help out. On the other hand you may feel it is more appropriate not to interfere. Occasionally you may feel you need to bring the whole group "back" so you can give attention to the person who is distressed. If this is the case, do not rush the ending process. PAIRED WORK Some exercises lend themselves to work in pairs. If pairs are used, it is a good idea to give simple instructions on reflective listening. If the group has an uneven number, a groupworker may choose to work "in". This is not entirely satisfactory, as the worker will need to keep some awareness of the rest of the group, and will not be able to give full attention to the process. It is often helpful to have a whole group feedback after any exercise in which the group has divided up. When pairs feedback to the group, it is important to remind them to check with each other how much of what has been said should be fed back to the whole group. * SHARED PAINTING: One member of the pair may paint or draw whilst the other facilitates. In this way the painter may talk during the painting process about what is happening. Another way of using paint in pairs is to produce a painting together. This can be a very interesting activity, and lead to some useful sharing. * PAIRED DISCUSSION: Groupworkers frequently divide the group into pairs for sharing, discussion or personal exploration. Where this happens, it is useful to bear in mind:
INDIVIDUAL WORK When a technique is being used which relies upon one group member "working" in the presence of the rest of the group, the selection of that member is of importance. Three factors will influence the success of the work for the group as a whole. Firstly the person involved needs a readiness, or "act-hunger". In other words they need to be sufficiently warmed up to the subject to have both emotional and cognitive engagement with it. Secondly, the action needs to have relevance to the group as a whole. Ideally it should have arisen from the group process. Thirdly, the group needs to be able to give time to the individual. This cannot happen if group members are preoccupied with their own feelings. Someone who is very needy is likely to find it hard to give to another. There are many styles of working with one individual. Here are some examples: * SCULPTING: An individual may use chairs, cushions, or other objects to represent their family of origin, work team, or even aspects of their personality. The person is asked to place these objects on the floor using proximity and distance to represent the inter-relationships of the people or characteristics. The individual may then see the pattern of relationships, and gain new insights. The sculpt may be developed by the person taking up different positions within the sculpt, substituting for different objects in turn. This may help the person to see the situation from other perspectives. A further development may be to encourage the person to dialogue with one or more of the objects, exchanging places with it in order to give a response. * EMPTY CHAIR WORK: A commonly used technique is to place an empty chair in the centre of the group, and invite group members to imagine someone significant to them sitting on the chair. One person may then take up a position opposite the chair, and speak to the person they see sitting on it. Often this exercise is used simply as a way of offloading unsaid things. Sometimes the person will take the chair's place (called role reversal) and give a response. This technique may be used for quite short scenes, in which case many group members may get a turn, or can be used for longer exploration. The groupworker may remain silent, or facilitate. In both these techniques it is important to "de-role" the object. If a chair has been used, it should be removed from the circle, and treated with respect, as, for the person who has been working, it will retain the character it represented for a long time. It is also important that the person is encouraged to end the work in a way that feels appropriate. This may be by removing chairs himself, by saying good-bye, or by talking about the experience. Sharing and reintegration are also important. These techniques can be very powerful, and groupworkers using need to be aware that they can stir strong emotions. They are not suitable for use by inexperienced groupworkers. UNDERSTANDING GROUP DYNAMICS Some exercises can be used to explore the dynamics of the group. * SCULPTING THE GROUP: Sculpting can be used to explore relationships within the group. Objects, or even the people themselves may be used. The sculpt may be set up by one group member, and then discussed. This method often leads to conflict when group members object to the way that others see them. Sometimes the sculpt can be repeated by a different group member. At times it is more helpful for group member to place themselves in the sculpt one by one. A variation on the sculpt is the moving sculpt. In this a time limit is set, and group members, generally in silence, place themselves in the group in relation to each other. As the sculpt progresses group members are allowed to move in reaction to what others are doing. Gesture, body posture, height and facial expression may be used, as may touch. A verbal sharing follows. * GROUP PAINTING: A large sheet of paper is placed in the centre of the group, and paints are made available. The whole group paint simultaneously. This exercise serves many functions for the group. It can be an icebreaker, a creative activity which unites the group, an exploration. It can also be a useful way of exploring group dynamics. In the feedback round comment may centre on issues of space, boundaries, co-operation and conflict. WORKING ON THEMES AS A GROUP Whilst some exercises lend themselves to individual exploration, others may involve the whole group, or sub-groups in the exploration of a theme. * ROLE PLAY AND SIMULATIONS: Some groupworkers make use of role play or simulations to explore themes. Role plays may be set up by the groupworker, or may arise from the experience of one group member. They may be pre-planned, or may be improvised. - In some roleplays each group member will be given a part, possibly including a character sketch. A situation, such as a meeting, a conflictual situation, a family occasion will be introduced. The group then play out the scene. Sharing will follow. - Some role plays may evolve from one person's experience. The person may be asked to set up the scene, either including himself or with himself as observer. In this situation it is often the feedback from other group members which is most helpful. -Role play can be used for trying out other possibilities. A scene may be repeated several times with variations. This allows the group to see the effects of different strategies. Sometimes different group members may take turns to confront a difficult situation. Role play is useful in a number of situations. It is commonly used in assertiveness training, educational groups and some therapy settings. It can be a powerful technique. For effective role play, a groupworker should help the group members to get into characters in a feeling way. It is also important the group members should have the opportunity to "de-role", particularly if they have played unpleasant parts. This can be done by talking about ways in which they differ from the character which they played. * SEEDING DISCUSSIONS: Sometimes a groupworker will want a group to discuss an issue. Discussions can be started in many ways, but which ever way is chosen, must engage the group's feelings as well as their thoughts. Some common methods of introducing a topic are to introduce: PHOTOGRAPHS MAGAZINE CUTTINGS / ADVERTS MUSIC READING A POEM OR STORY DRESSING UP CLOTHES / PERSONAL OBJECTS PURPOSE MADE RESOURCE PACKS A GROUP MEMBER'S EXPERIENCE * FEAR IN A HAT: This commonly used group exercise can have many variations. Each person writes a fear on a piece of paper and places it in a hat in the centre of the group. The hat is then passed round and each group member takes a piece of paper. The statements are read out and written on a flip chart. Discussion follows. This is a useful exercise for raising the unspeakable. It often emerges that most people in the group have the same anxieties. In the discussion topics which might otherwise have been taboo are raised. This exercise can be used in any circumstances where broaching a subject is overwhelmingly fearful or embarrassing, for example in relation to death, prejudice or sexuality. One difficulty with this exercise may be that people feel less anonymous than they had expected. There may be attempts to guess who wrote what, or groupmembers may suspect that everyone really knows it was their comment which raised the controversy. It can also be difficult if one comment raises criticism, as the originator of it is left unsure whether to admit to their contribution and defend their position, or feel isolated and rejected. If this happens, the facilitator may allude to the plight of the anonymous contributor, which may bring some empathy for that individual. ENDING When a group reaches its end, the groupworker may use structured activities to help the group members review their experience and say good-bye to one another. * REVIEWING: There are many ways that groups can look back over their experience. Sometimes sharing in pairs can give space. Sometimes brainstorming or evaluation sheets are used. Reviewing has two quite separate functions. Firstly it allows group members to reflect on their experience, learn from it, and let it go. Secondly it gives feedback on the success of the group. This may be primarily of use to the groupworker, but may affect the running of future groups. Both functions are valid, but one is primarily for the group, whilst the other is only indirectly so. Groupworkers need to be aware which need they are satisfying. * PARTING: At the end of the group there is a loss. Even when the group members continue to meet in other circumstances, that loss will still be present. How that loss is handled may be an important learning. There are many exercises which deal with endings. Here are a few. * PERSONAL FEEDBACK SHEETS: Each member of the group writes their name on a sheet of paper. The sheets are circulated amongst the group and each group member writes a comment on how they have seen the person in the group, or what they have appreciated about them. This may be done anonymously, or may be signed. Each member receives a sheet of feedback to take home. This may be given as a present from the group. It can be stipulated that comments should be positive. * LEAVING A SYMBOLIC OBJECT: Endings may involve an element of ceremony. One way of satisfying the need to mark the parting may be to leave something in the group that symbolises the experience which it has provided. This may be a personal object, a written or spoken word, a found object (particularly if the group can go out of doors) a drawing or painting, or a contribution to a communal piece of art. Ceremony plays an important part in most cultures, and for many people the opportunity to take part in such an ending can be moving and special. SUMMARY Exercises can be useful tools for the groupworker if they are used with an understanding of the underlying principles of groupwork. If a groupworker has an empathic understanding of the group and the individuals within it, this will help to make exercises relevant and allow fuller use to be made of the material which arises from them. BIBLIOGRAPHY AMIDA TRUST GROUPWORK PAPERS: David Brazier, Group Process David Brazier, Group Dynamics Caroline Brazier, Group Facilitation Caroline Brazier, Working With Eating Issues OTHER USEFUL SOURCE BOOKS: DAVID BRAZIER, A Guide to Psychodrama, AHP publications 1991 SHEILA ERNST & LUCY GOODISON, In Our Own Hands, Women's Press, 1981 TIM BOND, Games for Social and Life Skills, Hutchinson 1988 DONNA BRANDES & HOWARD PHILIPS, Gamesters Handbook (1&2), Hutchinson 1979 GEORGE GOETSCHIUS, Working with Community Groups, Routledge 1971 WORKERS EDUCATIONAL ASSOCIATION produce a number of resource books for tutors, which contain a lot of good group exercises. P.C.J. Brazier |