Reflection On Residential Workshop And Positive Interrelationships Nursing Essay

Recently I attended a 7 day domestic workshop at Findhorn Foundation in Scotland. The two middle older co-leaders were very experienced in running this workshop, but got never worked mutually before. Ineka was Dutch and Annis was from the UK. The twelve members from varying professional backgrounds were of various ages from mid twenties to mid 60s, from all over the world and with several using British as their second words. Although clearly explained in the application form, this was NOT a remedy group however three people experienced slipped through the screening process process and came with diagnosed mental ailments. Two were on medication but the third, Barbara, was not. The higher the level of an individual's psychological pathology e. g. depressive disorder, anger, nervousness the less able they're to develop and keep maintaining caring and enriching human relationships (Johnson & Johnson 2009). This is my second trip to Findhorn, the sooner visit being 34 years ago.

The purpose of the workshop was to present the customers to the work of the Community, a World Traditions Eco Community and a spiritual community which operates many human being development programs in its college or university every year. There is a second purpose of that i was unaware - to experience and work through an array of emotions to increase positive interrelations. I was strangely obtuse relating to this second goal and concentrated only on the first.

Entitativity is the belief a group is cohesive with associates bonded together. The better the joint goals, distributed effects, interpsersonal bonds, the higher the noticeable entitativity of a group (Welbourne, 1999). Our group got incomplete entitativity, I for just one feeling detached throughout. The leaders appeared unacquainted with the dislike many members had for Annis, who frequently exhibited unneeded handling behaviours. Her autocratic design of leadership was turned down, while Ineka's similarly autocratic style was suitable because she was a far more agreeable, more authentic person. This issue was not helped bring into the open up, instead being discussed within subgroups, during recreational times. Annis's controlling behaviour impacted on the group's cohesion; there was entitativity between the group AGAINST Annis. We found a bond in our mutual rejection of her though that bond, for me, had not been sufficient to make me feel a part of the group for many reasons.

Socializing outside the group can boost the group's cohesion but we divided along get older lines. I couldn't get interested in younger ones, their beliefs, interests and testimonies. Counterproductive socializing didn't happen, nobody sense excluded from cliques. One damaging aspect of our group was our refusing to test one another for fear of jeopardizing newly building friendships, and counting on the group as the source of your current public life. We were quite a distance from home, within an unknown setting up, and needed one another for mental security.

Communication was autonomous somewhat than allonomous in its style of interaction. We talked directly to each other, somewhat than via the leaders. There was much praising, aiding and offering of help from people. We all took care to understand and be grasped by those who didn't speak English well even when this required substantial work. Gibb, 1961, founded that evaluation, superiority, certainty and control produce defensive communication. There is a defensive a reaction to Annis's control and certainty. There was evaluation and superiority indicated by participants, but generally the leaders, up against the non-Findhorn world. We were enlightened insiders educating and influencing the ignorant outer world. These attitudes I turned down, which impacted on my dedication to the group.

Much admiration for each other and each other's efforts to the group work were articulated. A lot more accepting and supportive participants were of every other, the much more likely they were to uncover ideas, feelings and reactions. The greater dependable our group's response to such disclosures, the deeper and more personal the thoughts a participant will talk about (Johnson et al, 2009). We had revelations of bisexuality, of partnering with a paedophile, of terror at failing woefully to manage motherhood, to be stressed with the exposure of self applied - revelation. Plainly the group was obtaining its goals for a few of us, but not for me personally. I discovered more than I ever have before, but my core mental wounds I maintained hidden. I got astonished by such revelations and wanted to save those in stress, lacking any respond to such pain.

Corey, Corey & Corey, (2010) explains that if someone confirms it too difficult to witness another's pain, the supportive individual attempts to provide pseudo - support rather than a genuine manifestation of matter, and empathy. I sensed helpless the first time Barbara howled with pain.

I postulate that there may also be pseudo pain. The second time Barbara lay down in foetal position and screamed in agony, I got astonished to see her sit back on her couch calmly, well satisfied with the attention she received. The third time she 'performed' I felt just a little exploited. Thus I remained another observer, wondering easily should feel guilty for not being more empathetic.

Power may be immediately or indirectly portrayed through group norms and values. Norms are agreed modes of conduct and idea that guide the behaviour of group customers (Johnson et al, 2009). Our group obeyed the direct ability exercised by the leaders. We were also systematically educated in the norms expected folks by the Findhorn Community. This is done in discourse and by the leaders' modelling expected behaviours. At one point Annis provided us a lecture on the rules of group sharing sessions, the sole time I thought she was straight criticising us and I didn't trust those rules, wanting to give responses to the person who got just distributed but this is not allowed. Posting was to be received alone. The very first time Barbara damaged into howls of anguish, and shared a nightmarish experience she experienced experienced while on a group characteristics walk, she concluded with "Now I feel foolish". I thought she must have been reassured that people hadn't found her behaviour foolish. I too believed ridiculous after completing an activity 'to show a part of me that others haven't seen yet" and I shown my three calendar year old self possessing a tantrum. I needed opinions.

I was aware that energy is tied up in withholding sense. When released, people typically reported excellent physical and psychological comfort called catharsis. Barbara made an appearance not to. While expressing emotions may be culturally unacceptable in some situations it had not been at Findhorn but later I questioned whether she actually was experiencing the therapeutic of catharsis. Catharsis only is limited in regards to producing long-term change. Barbara had a need to understand her experience by placing into words those extreme emotions but this was forbidden by our group norm which made debate taboo (Corey et al, 2010).

Every specific and group uses a combination of learning styles, specifically experience, reflection, conceptualisation and dynamic experimentation (Ruler & Kiely, 2004). Our program used all these adult learning styles in its assorted tasks. We played games, danced, strolled in Mother nature, meditated, paid attention to lectures, drew, made collages, sang, viewed films and much more. However the program used mainly set up somewhat than unstructured exercises, which Ruler & Kiely (2004) claim is predominantly used for psycho-educational teams. As our market leaders were very experienced that they had developed their own toolkit of creative exercises though one participant started out to cry through the first morning's treatment of encounter video games made to bond the group and I felt uncomfortable, and quite disgruntled, at needing to be a part of these role performs as these were outside my targets. These were too physical, too unpredictable, for me personally to feel safe in the group at this stage.

Our group got no procedures to seek out dissenting viewpoints. Group think is the collective striving for unanimity so that there surely is no appraisal of alternatives. There is lack of reality screening, a weakening of rationality, judgemental thinking and the ignoring of inconsistent external information. Groupthink censors debate of disagreements or arguments (Quinn & Schlenker, 2002). Our group thought strong pressure to agree with each other, and didn't take part in effective dialogue.

If the leaders believe in members' capacities to make important personal changes participants may consequently start to see the group as a very important conduit to personal growth. If the market leaders listen closely non-defensively and converse that they value associates' subjective experience, participants are likely to see the ability in active listing. If the leaders are genuinely able to acknowledge others for who they are, members will figure out how to accept people's rights be themselves and be different. Modelling behaviour in organizations is one of the very most effective ways to instruct customers how to relate with each other constructively and deeply (Corey et al, 2010). We were holding our market leaders' successes, with the exception of Annis's dependence on too much control. If people feel that they are simply deeply known they will trust that others care about them.

A misapprehension of invulnerability, suggested by unjustifiable optimism and too much risk taking was present (Keyton, 2006). The norms of the group meant we were above episode and reproach. One participant, Elka, found that her lover committed suicide while she was around, and as a diagnosed depressive herself who experienced attempted suicide 6 months before, was prone after reading such reports. The leaders offered her no reviews, as per their norms, and welcomed the actual fact that she opened herself up to this 'concern'! They pressured that they were not a therapy group but I claimed Findhorn attracted destroyed people and its leaders should learn in turmoil management. But there have been no contingency strategies available for when individuals became unpredictable.

Absence of disagreement is the primary cause of groupthink (Courright, 1978). I placed my criticisms to myself in group time but discussed them privately for some participants as in the same way did others about Annis's controlling behaviour.

Members understand how they work as a person in the world by looking at the habits they use in the group treatment (Corey et al, 2010). I protected myself from vulnerability by taking on the role of critical assessor, probing for information, attempting to give advice and watching the dynamics of people and the group. Instead of watching how I might be afflicted in the group, I shifted the concentrate to others, thus I had been left behind as the group developed (Corey et al, 2010). The leaders did not sensitively stop this defensive behavior. They can have pointed out to that I got depriving myself of the utmost take advantage of the group by paying more attention to others.

Schutz (1958) recognizes 4 stages in group development. The first, addition, assesses individuals as pondering where they fit in, feeling susceptible, excited and frequently fearful. The next level, control, is the jockeying for command, control and vitality. Who is marginalised, who's threatened, who frustrated with expert problems, who projecting onto the first choice? That's where I fitted in, when i became frustrated with the group's unwillingness expressing negative thoughts or give personal feedback as per the censoring requirements of the leaders. My defensive role of critical observer anchored me to the stage. The third stage, affection, is a period when members feel a sense of belonging, pleasure, love and harmony with each other. Others in the group could actually feel this with one another, however, not with Annis. The last level is termination.

Creating a powerful group requires an appropriate balance between support and task but our group lacked appropriate obstacle. Our norms were supportive and several individuals used that to take chances but that in-itself was not sufficient. Teams that use confrontation to remove the defensive behaviour of members often therefore have increasingly defensive interaction. Leaders are best to refrain from highly confrontational engagement until they are suffering from a trusting romantic relationship with participants. Once social trust is achieved group users are usually more accepting of problem (Corey et al, 2010).

Theasaurus to here: ie done above.

I never quit the basic safety of my defensive detachment nor performed others in the old sub-group. Resistance is a normal process that can lead to productive exploration in the group. The defensive style may take various varieties such as conflict, detachment, distrust or diverting but the underlying dread is to getting close and the vulnerability this implies. By far the most successful way to cope with difficult behaviours is designed for the leaders to simply express to people what they are observing and allow members understand how they are affected by what they see and notice. Showing a determination to understand the member's behaviour is the gentlest form of confrontation. Using such a strategy inside our group could have been helpful (Corey et al, 2010). When responses is given genuinely and sensitively, members have the ability to understand the impact they have got on others and decide, what, if anything, they would like to change about their interpersonal style. Opinions has been associated with an increase of drive for change too (Morran & Wilson, 1997).

Group leaders need to teach participants how to give and receive responses. Members will consider feedback that may be difficult to listen to when there is a balance between positive or supportive opinions and corrective or challenging reviews. Members can reap the benefits of both if the responses is given in a definite, nurturing and personal way (Morran et al, 1997).

Positive feedback should be emphasised during the early stages of the group. However positive and corrective feedback should be balanced during the midsection and later phases (Moran et al, 1997). However this did not happen for us. Corrective feedback is more credible, useful and a lot more accepted by associates through the working and closing sages. Leaders need to aid in establishing appropriate norms that encourage the giving and acquiring of corrective opinions. (Morran et al, 1997). Our market leaders modelled positive reviews but not corrective reviews and the group's success was inhibited accordingly.

Our final program involved tasks to place what has occurred in the group into a significant perspective also to plan ways to continue applying changes to situations inside our daily lives. At this time members need expressing the particular group experience has designed to them and to state where they plan to go from here. People need to handle the reality of termination and understand how to say good-bye. The potential for learning everlasting lessons may be lost if the first choice does not give a structure that helps associates review and incorporate what they have discovered but our market leaders do this (Corey et al, 2010).

We exchanged email addresses and these email messages became a very important support system, specifically for Elka who went back home to find her enthusiast had wiped out himself the day before. Most of us emailed her with this empathy and, in my own case, advice concerning seeking help for herself. I continued to be a rescuer! Supporting members in building a support system is a good way to help them offer with setbacks and keep focused on what they need to do to perform their goals (Corey et al, 2010).

There was an analysis sheet that allowed members to say what was helpful and that which was difficult about the group and ways that the sessions might have been improved. It called for opinions on the command which I didn't give! Even at the very end I remained uncommitted to the group operations. This request for post workshop evaluation was a valid question but not sufficient. Evaluation must have been more repeated, with assessment of the group's needs taking place throughout the programme.

Keyton (2006) talks about that some people enjoy the group experience very much that they do not want it to end. This was especially true of your younger users. They felt enjoyment and pleasure at having possessed a good group experience, nonetheless they also felt sadness and damage that the group was over (Rose, 1989). The ultimate night observed us enjoying a celebratory meal. Keyton, (2006) says that celebrating success solidifies individual's cable connections to the group and helps people gain closure.

I found such expressions of sorrow irrelevant, never having moved from the control level of the group so for me, overall, the group didn't achieve its second goal. It had been, however, successful in regards to this goal for the younger ones. For us all, the goal of being created to aspects of living at Findhorn was achieved.

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