Which of the following is not recommended for the leader to do when handling a talkative member?

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Strategies:
Talkativeness
Strategies:

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Questions:

Which of the following is NOT a recommended leadership technique for handling a talkative member?
According to Jacobs et al., which of the following is FALSE about the focus on process in a therapy group?
According to equilibrium theory, if a group discussion lacks intimacy, participants will probably
In the working phase, it is important for leaders to
According to the dual concern model, which conflict management strategy reflects low concern for both self and other?
Studies of the impact of noise on people indicate that
If a member shares a deep personal concern in a non-therapy group, the leader should FIRST
Which of the following is a good reason for leaders to participate in an exercise?
Which is NOT one of the characteristics of most support groups?
Which of the following is NOT true regarding the use of feedback during the closing stage of group?
According to the authors, all of the following are important, but which is the MAIN focus of the closing stage of the group?
When introducing an exercise, leaders should clearly present the directions for all of the following reasons EXCEPT to
A member who says to another “Don’t worry, everything will be ok, you just have to make the best of things” is a _________ member.
Spinning-off is appropriate for the following reasons, EXCEPT
Which is NOT true about the closing phase of a session?
Which is NOT one of the basic causes of group conflict discussed by Forsyth?
Which of the following is NOT true regarding holding the focus when processing a group exercise?
These are reasons for using exercises in a group, EXCEPT:
Feedback from one group member to another is most closely associated with which therapeutic factor?
Asking a member to leave a group might be done for all of the following reasons EXCEPT
Personal space zones are smaller
Interpersonal psychotherapy groups stress dealing with issues that occur within the group itself, rather than reviewing what the members are experiencing outside of the group or what they experienced in the past. This focus is usually referred to as a(n) _______ orientation.
All of the following represent common mistakes made in middle sessions EXCEPT?
All of the following is true about distracting members EXCEPT
A mixed-motive situation occurs when
Which of the following is NOT recommended as a way to handle a member’s emotional reaction to an exercise?
When a member begins crying during the session, the leader should
Which of the following is true regarding apportioning time to members?
Although ALL of the following are important, the MOST important thing to attend to when leading an exercise is
During conflicts, people are most likely to misinterpret and misperceive ________ behavior.
Balance theory predicts that hostility is greatest when group members who dislike each other also disagree with each other. Tension is greatest when group members
Which of the following is NOT a purpose or goal of the closing phase of a session?
Asking members to position themselves somewhere between two walls in the room that represents their level of comfort in the group in an example of conducting a _________exercise.
Which is FALSE about leading the middle stage of a group?
When a group member breaches confidentiality, the authors recommend that the leader do which of the following first?
Many 12-step programs build _______ into their change program by requiring long-term members to assist newcomers.
Feedback exercises are most valuable when
Which of the following is NOT an important consideration when using touching exercises?
To deepen the focus of the group and the level of commitment of members, Jacobs et al. suggest all of the following EXCEPT
Individuals’ perceptions of their environment are usually based on two dimensions:

HSCO 511 Exam 4 (2019)

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__C___ 2.Which of the following isNOTrecommended for the leader to do when handling atalkative member?A.Maintaining eye contact and nodding when the member speaksB.Addressing the whole group about talkative behavior, in generalC.Seeking other members’ feedback about the member’s behaviorD.Pairing with the member in dyads to discuss the member’s behavior

How to effectively manage the talkative and silent members of a group.

Recognizing and understanding typical team member behaviors – both positive and negative – is helpful to understand as a facilitator. These behaviors can affect team development and performance. Members of the team may exhibit these behaviors at varying times throughout the development cycle of the team. It is crucial that the facilitator model constructive behaviors to help the team reach its goals.

Groups that work well together develop a sense of trust, camaraderie and even synergy. In such groups, communication is open and honest, everyone contributes and people are excited about what they are accomplishing. Sometimes people with “challenging behaviors” can derail the work of a group and make synergy impossible. What are “challenging behaviors?” In groups or teams that have a shared purpose and some goals to accomplish, ‘challenging behaviors’ are those that make accomplishing goals difficult. They may distract, disrupt or get the group off track in some way, or contribute to difficult behaviors by either not participating or dominating the conversation.

The University of Wisconsin-Madison offers a Facilitator toolkit called “A Guide for helping groups get results.” The kit offers a comprehensive guide to tools, methods and techniques for assisting groups. The guide explains that sometimes it will be necessary to intervene with a particular individual or an entire team because of behavior or actions during team meetings. An intervention will include any statement, question or nonverbal behavior made by a facilitator that is designed to help the group.

The goal of any type of intervention is to maintain the group’s autonomy and to develop its long-term effectiveness. Eventually, the interventions used by a facilitator should decrease the group’s dependence on the facilitator.

An intervention is never an easy task, so it is important to recognize when to intervene and whether to intervene with an individual or the entire team. There is no set time or tried and true method for when or how to intervene, but the following are methods to deal with two of the most common issues that arise in groups; those that are silent and those that overly talkative.

Silence

Most groups include some people who are timid about sharing their opinions. They may feel unvalued, unsure of themselves or unfamiliar with the topic or process. Alternatively, they may just need time to listen, think, and formulate their thoughts. This may be a problem if they never feel comfortable sharing ideas.

Strategies:

Use an icebreaker that involves a lot of interaction.
Go round-robin in the group whenever appropriate, asking each person in turn to share a comment.
Ask the quiet person specific questions related to his or her expertise.
Distribute cards in advance for written anonymous input.
Give the group a few minutes to think silently before asking for responses to some questions or tasks.

Talkativeness

Some people talk a lot in groups, which may be a problem if they dominate discussions and don’t let others share their opinions freely. This can sometimes cause others to drop out, thus weakening the group and diminishing its chances of success. Getting through an agenda and making decisions can also be difficult.

Strategies:

Establish and enforce ground rules. Some helpful rules are: keep comments brief; balance participation; listen more than you talk; or, you can speak a second time after everyone has spoken once.
Interrupt the talker and offer to talk to him or her more after the meeting.
Put a time limit on each person’s comments for each topic, and enforce it. It may help to ask someone else to be the timekeeper.
Ask people to raise their hands to speak.
Talk to the person privately and explain that you would like to get more people participating.

MSU Extension offers a three-day facilitation workshop that can help further introduce strategies of facilitation.

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