2 reply 200 words per reply Resources Required Forsyth, D. R. (2019). Group dyna
2 reply 200 words per reply Resources Required Forsyth, D. R. (2019). Group dynamics (7th ed.). Cengage. ISBN: 97811337408851. Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2016). Group counseling: Strategies and skills (8th ed.). Cengage. ISBN: 9781305087309. Mindtap (2018). Custom online access to videos accompanying Group counseling: Strategies and skills. ISBN: 9780357762240. [Includes a loose leaf version of the Jacobs et al. (2016) text]. ***Bible must be included as a Reference ******Bible Verse MUST be in the post DISCUSSION ASSIGNMENT INSTRUCTIONS You will complete five Discussions in this course. You will post one thread that is between 300 and 350 words by 11:59 p.m. (ET) on Thursday of the assigned module. You will then post two replies of between 200 and 250 words by Sunday 11:59 p.m. in the same module, except the last two replies, which are due by Friday 11:59 p.m. of the last module. When addressing each assigned topic, you must incorporate relevant ideas from at least two of the required course texts in the thread. In each reply, extend the discussion by analyzing and building upon your classmates’ or instructor’s ideas and reference at least one of the required course texts. Avoid repeating the same ideas across several posts. Threads and replies must demonstrate course-related knowledge and assertions must be supported by references in current APA format. Use of first person and single- spaced formatting is appropriate in Discussions, while inclusion of headings/subheadings is not. Threads and replies must be well written, well organized, and focused. Keeley Hawkins Manage Discussion Entry Some aspects of the beginning stages of a group, according to Forsyth (2019), include guarded interactions that will likely feel like surface level conversations. These types of exchanges allow people to monitor their behavior, keep their personal opinions to themselves, and avoid self-disclosure. Additionally, group member’s have yet figured out their role in the group, what they should be doing, or in some cases who is even in charge. Uncertainty is high to say the least (Forsyth, 2019). Some ways that a group leader can facilitate during this stage, according to Jacobs et al. (2016) is to help members get acquainted, clarifying the purpose of the group, explaining the leader’s role, explaining ground rules on how the group will be conducted, and getting members engaged in one another (Jacobs et al., 2016). If members do not become acquainted they will never reach the next step of the process, and ultimately, they will fail to trust one another. Additionally, clarifying the purpose of the group and explaining the leader’s job will help everyone understand their own and each other’s role. Lastly, it is imperative the leader explain ground rules, such as his/her role of cutting people off if they become hostile. If these boundaries and expectations are not set from the beginning, according to Jacobs et al. (2016), then members will not speak up, blocking the pathway to get to know each other, and thereby never making it into or through the second phase of group development which is storming. Various aspects of the storming or conflict stage of a group, according to Forsyth (2019), include conflicting personalities amongst members, disagreements on the goals and procedures, and overall competition for leadership, power, and authority within the group. Forsyth (2019) goes on to describe that to achieve group cohesion, a period of conflict must take place. During this period the members are essentially learning how to set aside their differences so that they can work together to achieve their agreed upon goals (Forsyth, 2019). Todd Renier ThursdayMay 19 at 9:55pm Manage Discussion Entry As in human growth and development, groups mature similarly within various stages of development and learning (Forsyth, 2019). In comparing group development to human development, it is particularly important in the initial stages of group development for the group leader to be attentive in planning and organizing the group. According to Jacobs et al. (2018) planning in the beginning stages of a group is critical to group development and can determine how the group transitions in later stages depending on the type of group. Things a leader needs to consider in the beginning and transition stages is how to introduce group members and clarify the purpose of the group. Other important activities in these initial stages are how to get group members accustomed to being in the group, and how to organize the initial activities (Jacobs et al., 2018). In my group leader experience, the more time I devoted to thoughtful facilitation during these initial stages, determined how successful the group came together and how the group interacted. These beginning phases determine how the group transitions through the later stages of group development. The transition or storming phase of a group is characterized by mild tensions between group members as the team member maneuvers or competes for power and positions (Forsyth, 2019). In teams with a defined leader, the tension is typically between the leader and the group members. The tensions normally experienced in the development of a group are key to developing cohesive relationships and discovering key elements like procedures and rules. It has been my experience that the leader is key to ensuring that the storming phase does not get overextended, and the group can continue to develop. Lastly, as the group continues to develop, relationships begin to form, and the group members can begin to work through issues and openly discuss issues. I found this especially true if the group has a strong leader and has facilitated well in the initial stages of development. Discussion Grading Rubric Discussion Grading Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeThread 20 to >18.0 pts Advanced • Fully addresses all aspects of the assigned topic. • Incorporates all required sources in a meaningful way. • Meets length parameters. 18 to >16.0 pts Proficient • Addresses most aspects of the assigned topic. • Incorporates the required sources in some way. • Length is acceptable. 16 to >14.0 pts Developing • Addresses some aspect(s) of the assigned topic. • Incorporates sources in a limited way. • May violate length parameters. 14 to >0.0 pts Below Expectations • Addresses the assigned topic in a limited way. • Required sources may not be incorporated. 0 pts Not Present 20 pts This criterion is linked to a Learning OutcomeReplies 15 to >13.0 pts Advanced • Replies extend a meaningful discussion by analyzing & building on threads. • Incorporate literature support in a meaningful way. • Meet length parameters. • The number of replies is as required. 13 to >12.0 pts Proficient • Replies extend a somewhat meaningful discussion by building on threads. • Incorporate literature support in some way. • Length is acceptable. • The number of replies is as required. 12 to >10.0 pts Developing • Replies relate to threads but contribute minimally to the discussion. • May cite or draw on literature in a limited way. • May violate length parameters. • The number of replies is as required. 10 to >0.0 pts Below Expectations • Replies fail to extend a meaningful analysis & discussion. • Literature support may not be incorporated. • May violate length parameters. • The number of replies may be fewer than required. 0 pts Not Present 15 pts This criterion is linked to a Learning OutcomeStructure 15 to >13.0 pts Advanced • Well organized with an engaging introduction, a logic progression of ideas & transitions that are clear & maintain flow of thought. • Focused & concise with main points sufficiently developed. • Spelling, grammar, punctuation, & capitalization is correct. • Sentences are coherent, complete, clear, & varied. • Choice of words, tense & tone is appropriate. • References & in-text citations are correct & in APA format. 13 to >12.0 pts Proficient • Generally well organized with a good introduction, progression of ideas & transitions that are clear & maintain flow of thought. • Focused & concise with main points somewhat developed. • Spelling, grammar, punctuation, & capitalization is acceptable. • Sentences are generally coherent, complete, & clear. • Choice of words, tense & tone is acceptable. • References/citations are correct & generally in APA format. 12 to >10.0 pts Developing • May lack an engaging introduction, a logic progression of ideas and/or transitions that are clear & effective to maintain flow. • Focus may be lacking & main points needing development. • Spelling, grammar, punctuation, or capitalization is incorrect. • Sentence structure needs to be developed. • Word choice, tense, or tone may be problematic. • References may be incorrect or include APA errors. 10 to >0.0 pts Below Expectations • Organization is poor. • There may be a lack of focus; ideas may be vague, confusing, or underdeveloped. • Multiple writing, grammar, or sentence structure errors are present. • References may be incorrect and/or violate APA format. 0 pts Not Present 15 pts Total Points: 50

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