06 May This assignment continues the scenario from the Week 2 assignment, where you imagine you are a student in a special seminar on the formation and ongoing dynamics of a therapy group. As part

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Group Counseling with Inmates

Student’s Name

Institutional Affiliation

Course name

Professor’s name

Due date

Short Summary of the Sessions

This session entails a group of prisoners from San Quentin Jail attending a group counselling and skills development meeting. These meetings always involve discussing guilt, shame, self-esteem, and regret. The session is led by Adam Zagelbaum, a Counseling Professor at Sonoma State University and a volunteer in San Quentin, accompanied by Charlie, an inmate in San Quentin. Primarily, the session aims to reveal how the prisoners have been able to cope with prison life effectively while highlighting some important factors that promote healthy behaviors within and outside the correctional facility (Alexandria, VA, 2017). Additionally, it explains the difficulty of understanding convicts' lives before or after they were incarcerated, thus giving viewers, particularly human service professionals, an informed starting point for establishing a positive rapport with inmates.

Part 3: Group Engagement

Facilitator's use of empathy and interpersonal skill

Facilitators demonstrate empathy and interpersonal skills to build a solid foundation. An example of empathy is Charlie's recognition of the experiences of participants like Richard's child, who reacted to his past behavior emotionally. Furthermore, Charlie develops a space for sharing where participants can freely express their minds and hearts. For instance, when Robert opens up about his shame challenges, Charlie supports him by appreciating his contribution and acknowledging the weightiness of what he has said (Alexandria, VA, 2017). When help is required, Adam assists Charlie in demonstrating that facilitating is not an individualistic venture.

Recognition of diversity to shape practice at the mezzo level

Several cultures among the team members. Charlie and Adam recognize the diversity within the group to shape their practice at the mezzo level. They took into account that each participant had his or her own life experiences and cultural backgrounds. As an example, they recognize that every person in this room has taken a different path to arrive where they are today; one such path is Travis's becoming a member of a gang because he felt left out by normal society. Facilitators understand that there are many varied perspectives within the group and, as such, come up with strategies to suit the individual needs of every member in line with their problems. This inclusivity fosters a sense of belonging and encourages active participation from all members (Ashikali et al., 2020).

Handling of co-facilitation to guide professional behavior

The facilitators effectively handle co-facilitation to guide professional behavior throughout the session. There is mutual respect and collaboration in the way Charlie takes the lead in the discussion, as Adam is supporting wherever needed. Charlie uses his experience as a San Quentin inmate to draw close to the class participants, while Adam advises and provides extra input to keep the group dynamic. Their complementary roles ensure a balanced facilitation approach where two parties have to clearly set out a point of discussion and its purpose (Classen et al., 2023). The co-facilitation provides ample space to flow over the discussion and engage group members.

Facilitator's use of self-regulation

Both facilitators exercised self-regulation by monitoring their personal values, beliefs, and behavior for increased effectiveness. They remained neutral and non-judgmental and did not impose their views on the participants. Charlie and Adam create a space where people can feel a choice whether to share or even take risks without fear of being criticized. This self-awareness gives an upper hand to the facilitators' processes because there will be the absence of potential biases likely to affect the process of facilitation and subsequently encourage openness and trust from the group.

Risks of not monitoring personal values, beliefs, and behaviours

The effectiveness of the group intervention may then be compromised if the facilitators do not attend to their personal values, beliefs, and behaviors. Unconscious biases or judgments may act as a barrier to communication and prevent participants from becoming fully engaged in the process. Facilitators who force their opinions on the group may alienate competing views and break group cohesion (Winter, 2024). Without self-regulation, facilitators may unwittingly propagate stigma or misperception, reducing therapeutic gain for participants.

Group Authority

Oral communication skills

The facilitators handle transitions, confidentiality, and the sum and substance of the session very articulately. They are articulate in their communication and provide clear and concise direction with regard to the areas in which the participants will be led (Ritchie et al., 2020). For instance, Charlie transitions through different segments of the session using a structured flow of activities. He is always able to tell when the members of the group find it difficult to explain some aspects of the questions they are asked or part of their contribution, but they attempt to explain it with the help of gestures. He also brings out links and allows the participants to find a smooth way of making out the whole meaning.

Overall performance

Charlie and Adam exhibit exemplary performance by evaluating the strengths, needs, and challenges of group members and giving really good constructive feedback for improvement. They listen to the contributions of the group members, attest to their experience, and encourage them. For instance, when McGil shares his struggles with shame, Charlie commends him for being open and looks into underlying factors that may be contributing to his experience. This approach to reflection allows the facilitators to give more specifically attuned interventions to what is happening with the participants so as to make the group more supportive and empowering.

Application of evidence-based methods

They use evidence-based methods or interventions to inform their practice, borrowing from established research and moulding techniques to better fit the context of their group. Charlie makes numerous references to shame researcher Ernie Brown when setting the stage for their discussions of shame and its effect on individuals. Using evidence-based principles within their facilitation style improves the effectiveness of this group intervention for the betterment of the outcome for the participants.

References

Alexandria, VA. (2017). Alexander Street, a ProQuest Company. Video.alexanderstreet.com. https://video.alexanderstreet.com/watch/group-counseling-with-inmates-san-quentin-prison/transcript

Ashikali, T., Groeneveld, S., & Kuipers, B. (2020). The role of inclusive leadership in supporting an inclusive climate in diverse public sector teams. Review of Public Personnel Administration, 41(3), 0734371X1989972. Sagepub. https://doi.org/10.1177/0734371X19899722

Classen, J., Vea, T., Kijima, R., Yang-Yoshihara, M., & Ariga, S. (2023). Interactional role negotiation among co-facilitators in an online design workshop. Classroom Discourse, 1–19. https://doi.org/10.1080/19463014.2023.2240907

Ritchie, M. J., Parker, L. E., & Kirchner, J. E. (2020). From novice to expert: a qualitative study of implementation facilitation skills. Implementation Science Communications, 1(1). https://doi.org/10.1186/s43058-020-00006-8

Winter, H. (2024). Peer mediation in refugee shelters what constitutes peer mediation from the participants’ point of view? Opus4.Kobv.de. https://opus4.kobv.de/opus4-euv/frontdoor/index/index/docId/1348