Which of the following is true regarding the use of dyads to draw out group members.

Abstract

The focus of this paper is the insider's view of the dyad. A table is presented to aid researchers in the generation of dyadic study. The table illustrates the use of one or two informants and various targets of measurement. The discussion addresses the following issues in dyadic research: distinction between individual and relationship properties, clear conceptualization about the pattern between two people, consistency about the relationship as the unit of analysis throughout the research process, conceptual underpinnings of dyadic scores, recognition of diverse and valid perspectives of the dyad, and empirical support for generalizing beyond a particular perspective.

Journal Information

The Journal of Marriage and Family (JMF), published by the National Council on Family Relations, is the leading research journal in the family field and has been so for over sixty years. JMF features original research and theory, research interpretation and reviews, and critical discussion concerning all aspects of marriage, other forms of close relationships, and families. The Journal also publishes book reviews. Contributors to JMF come from a diversity of fields including anthropology, demography, economics, history, psychology, and sociology, as well as interdisciplinary fields such as human development and family sciences. JMF publishes original theory and research using the variety of methods reflective of the full range of social sciences, including quantitative, qualitative, and multimethod designs. Integrative reviews as well as reports on methodological and statistical advances are also welcome. JMF is issued quarterly, in February, May, August, and November of each year. Each issue averages 284 pages in length. World wide, its circulation is more than 6,200 copies.

Publisher Information

For over sixty-four years National Council on Family Relations (NCFR) has linked multi-disciplinary family professionals through its journals, conferences, state affiliate councils, and special interest sections. NCFR is non-profit, nonpartisan and fully member-funded. Researchers, educators, practitioners, and policymakers from all family fields and disiplines share knowledge and information about families. NCFR was founded in 1938. NCFR's Mission: The National Council on Family Relations (NCFR) provides a forum for family researchers, educators, and practitioners to share in the development and dissemination of knowledge about families and family relationships, establishes professional standards, and works to promote family well-being.

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While doing this, A leader must set aside time during the first session to answer members’ questions while keeping in mind that not all questions are relevant to all group members

Informing Members of the Time 

Leaders should do this to keep members informed about how much time is left to complete the exercise. 

Exercises that are designed to get members to reflect on their pasts. 

Assessing Each Member's Participation 

During the middle sessions of any group, the leader will want to consider each member's frequency and style of participation. Although there is no “correct” way to participate in the group, active, verbal participation is usually better for most members than merely observing or occasionally commenting. 

Assessing Members' Trust Level 

During the working stage, the leader needs to be aware of the level of trust that the members are feeling. 

Unfinished business might include an issue or question that was brought up in a previous session but never dealt with or negative feelings about how the leader handled a particular situation during a session.

A leader may ask members to close out a session by writing down their reactions to the session. 

A useful technique for closing certain kinds of growth, support, and wishes. This activity helps build positive and supportive feelings among members. 

Members may have issues that have not been fully resolved during session. The closing phase may be used to refocus on that previous concern, providing an opportunity for a member to express new thoughts or for the leader to help members agree to continue to work on the issue in the next session. 

The leader uses this intervention by making connections between topics that have been discussed throughout the group session. 

An exercise that has members project their lives into the future. 

The closing phase may serve one or more of the following purposes: (1) summarizing and highlighting the main points, (2) reinforcing commitments made by individual members, and (3) checking for unfinished business from the session.

Purposes of the Closing Phase

Members are given a chance to comment to one another about the changes each has made. 

A simple way to close the session is to have one or more members provide a brief review of what has transpired in the session. 

Formats for closing a session

To close a session, leaders can use rounds, dyads, written reactions, or have the members summarize

Formats for Closing a Session 

The choice of format for a particular session should depend on the kind of group, the purpose of the particular session, and what occurred during the session. . 

During the closing stage, it is the leader's responsibility to provide guidance, information, and the names and phone numbers of referral sources for any member who needs to continue working on personal concerns. 

A tool used to list points during the review and can be referred to as those points are discussed. 

During the closing stage, it is common to have a few loose ends that still need to be tied up before the members can comfortably leave the group.  

The final session or sessions of a group. The purpose is to pull together the significant ideas, decisions, and personal changes experienced by the members during the group. This is a time for members to look at their progress in the group and to compare their goals at the start of the group with their accomplishments at the end. 

the leader has the opportunity to encourage members to share their thoughts and feelings about the session. 

The leader's voice can often serve to both energize and change the tone of the group. 

To stimulate the group, leaders may use exercises and various activities. The leader may also use some general questions or comments that encourage and facilitate sharing and discussion. 

There will be times when a leader will have to make the difficult choice of asking a member to leave the group. This should be done only after numerous attempts have been made to help the difficult member become a cooperative group member. 

Members of the group provide updates on aspects of their lives that need to be followed up on. 

Middle-Session Topic Outlines 

It is important for a leader to be prepared to discuss topics. One way to do this is by thinking through and outlining important issues to the group such as need for approval, sex, and self-esteem. 

The stage when members are working, learning, and deriving maximum benefit from being in a group. During this stage, members discuss, share, and work on problems or tasks. 

The guided fantasy provides a chance for members to picture, think about, or get a feeling for the outcome of various solutions generated by the group

The group is divided, with half the members forming an inner circle and the other half, an outer circle. While the inner group discusses an issue or idea, the outer group listens. After a given time period, the members switch places, with the new inner group sharing its reactions to the previous discussion. 

Breach of Confidentiality 

A time when a member of the group breaks confidentiality by sharing what has happened in group outside of the group or to people who are not in the group. 

In brainstorming, leaders have members generate as many ideas as possible without regard to practical limitations. 

Periodically during the middle stage, the leader will want to assess the group's value to its members and make adjustments if the group is not beneficial. 

Assessing Members' Interest and Commitment 

During the middle stage, leaders should also assess members' interest and commitment levels. To assess the interest and commitment of the members, the leader observes the frequency of absences and late arrivals, which is often one indication. Also, the leader observes the energy throughout the session. 

When an exercise has been conducted and completed, it can be processed in several ways: Rounds, Dyads, triads, in the entire group, or in any combination of the preceding four ways 

Present-Centered Exercises 

An exercise that focuses on the current moment. The following questions can help to do this: "How do you think your past affects you today?" "What feelings from your childhood do you need to sort out?" 

Spending time discussing thoughts, feelings, and ideas that result from doing the exercise. 

Proper introduction of an exercise means giving clear instructions to members on how to carry out the exercise. 

Handling Emotional Reactions 

When doing an exercise that focuses members on personal issues, the leader must be prepared for one or more members to react emotionally. 

1. To stimulate sharing and discussion about topics or issues 2. To stimulate members to delve deeper into thoughts and feelings 3. To stimulate sharing and discussion related to the group dynamics and group process. 

Ensuring Members Follow Instructions 

Once members begin the exercise, the leader should observe whether they are following through as expected. 

Deciding Whether the Leader Will Participate 

Leaders have the option of participating or not participating in an exercise. When deciding whether to participate, leaders should consider the possible drawbacks and benefits of his or her participation. 

Changing or Stopping the Exercise 

When doing an exercise, the leader sometimes decides to change it or to stop. He might do this either because he feels that it is not producing the kinds of responses he had anticipated or because a good topic for discussion has emerged. 

Allowing Members to Not Share 

The leader needs to be prepared for a member wanting to pass, either because the member feels uncomfortable sharing or because she has not formed a response. 

being sensitive to multicultural issues

a leader must attend to the cultural, ethic, and gender differences among members. these differences can create misunderstandings among group members 

Checking on Comfort Levels 

By inquiring about members' comfort levels, the leader lets members know he is aware that there may be some anxiety and that it is to be expected. 

The leader makes sure that the purpose of the group is clarified during the first and second sessions. 

Closing the First Session 

The leader allots more time to hear members' reactions and clear up any questions that need clarifying. The closing of the first session is similar to closing any other session. 

Drawing Out Members During the First Session 

A leader should make sure that during the first and second session, everyone has a chance to contribute. Members should not be forced to participate but the leader should show members that the opportunity to contribute is available if they are willing. Disclosures tend to help members feel more comfortable. 

A leader must consider several aspects related to group rules: What should the rules be? Who makes the rules? When should the rules be discussed? 

Explaining How the Group Will Be Conducted 

Leaders should clarify during the first session how they plan to conduct the group. The leader will help ease tension and ensure the smooth functioning of the group if she describes the kinds of discussions and activities that will take place in the group. 

If the leader plans to use special terms, she should explain them to the members. 

A leader may be prepared to refocus any member who is being negative, hostile, or who is trying to dominate or focus the group on an irrelevant tangent. 

Assessing Interaction Styles 

During the first session, the leader will want to note the different ways that members interact in the group. 

Explaining the Leader's Role

During the first session, the leader should explain what their role will be throughout sessions: a teaching role, a facilitative role, an active leadership role, a therapeutic role, or some of each. Offering an explanation helps members form a picture of what to expect from the leader.

Helping Members Verbalize Expectations 

During this process, group members share their expectations of the group. This helps the leader to further clarify the purpose of the group. The leader may need to point out that certain expectations will not be met by the current group because of its structure and purpose. 

A leader thinks not only of holding or shifting the focus but also whether or not to deepen the focus. The key is productive and meaningful for the members. In many groups, members have a tendency to get sidetracked or avoid delving too deeply into their issues. 

Items such as rubber bands, Styrofoam cups, and an empty beer bottle can all be used in group exercises. They help to make counseling multi sensory and concrete. 

an activity that the group does for a specific purpose. it can be as simple as having members get into dyads to discuss a topic or as involved as the “blind trust walk”, which entails one member leading around a blindfolded member. 

are structured activities where members write lists, answer questions, fill in sentence-completion items, write down their reactions, or mark checklists relating to an issue or topic. 

Exercises can be used any time during a group session at the very beginning, during the middle phase, and at the very end. 

Exercises that facilitate the building of trust between members. If the leader finds that members do not trust one another or that more trust seems to be needed in the group, he may choose to have the members participate in exercises. 

An activity where three members of a group discuss issues or complete a task. 

A number of exercises can involve touching. Some are done with the entire group, such as a group massage or milling and touching; others are done in pairs, such as members lightly touching each other's hands or faces. 

4. To shift the focus 5. To deepen the focus 6. To provide an opportunity for experiential learning 7. To provide fun and relaxation 

Reason For using Exercises 4-7

There are at least seven reasons for using exercises in a group: 1. To increase the comfort level 2. To provide the leader with useful information 3. To generate discussion and focus the group. 

Reasons for Using Exercises 1-3

require members to do something of a physical nature; that is, the members move around. 

A story that is read or passed out to members and each member has to decide how he or she would handle the situation. 

There are many kinds of exercises. Certain kinds of exercises will be more useful and relevant than others, depending on the kind of group you are leading; the issues to be dealt with; and the age, cultural background, and needs of the members. 

Activities that involve members working together to solve some sort of problem, such as being lost on the moon with certain supplies. The group would be asked to determine the best way to use the supplies. 

Fantasies help members become more aware of their feelings, wishes, doubts, and fears. An example is the “common object”, in which the leader directs the members to imagine themselves as an object that is in the room (a book, wastebasket, cup, purse, window, pencil, chair, and so forth). 

Feedback exercises allow the members and the leader to share their feelings and thoughts about each other. 

The leader guides the members through the fantasy by asking what it feels like to be the object, what life is like being that object, their role in life, and so forth. 

Exercises that are active and challenging, designed to take individuals and groups beyond their own expectations. An example of includes a ropes course. 

members read a short passage, poem, or story. Such readings often serve the purpose of triggering ideas and thoughts and of deepening the focus on some topic or issue. 

Designated Word or Phrase Round 

The leader asks the members to use one, two, or three possible choices when responding to a question or issue, such as "yes or no" or "very helpful," "helpful," or "not helpful." 

Arts and Crafts Exercises 

require that members draw, cut, paste, paint, or create something with a variety of materials. These exercises can generate interest, focus the group, create energy, and trigger discussion. 

this can cause members to become bored, confused, or resentful of what they may view as a gimmick. Use to get members focused and thinking, not to fill time. 

One approach to pairing is allowing members to choose whomever they wish to be with in a dyad. The leader can say, “Pair up with someone” or “Choose a partner”. 

One of the easiest ways to assign dyad partners is by seating arrangement. While pointing at two members sitting next to each other and then moving to the next pair, the leader says, “The two of you pair up; the two of you, and the two of you”.

The leader also needs to allow enough time for members to formulate their answers and not let an eager member start before the others are ready 

The leader has to think about when a round would be useful and then introduce it in such a way that the members understand what is being asked of them. 

An activity where pairs of members discuss issues or complete a task. 

By placing members in dyads, they can talk to just one person. Dyads also provide better contact between members; members experience each other as individuals rather than as faces in the group. 

A leader gives members a 1-10 scale and asks them to rate something in particular. For example, a leader might say: "On a 1-10 scale, with 10 being very comfortable, how comfortable are you being in the group?" 

For example, a leader might say, "Let's do a brief round of progress reports--how has the week been?"

The comment round is used when the leader wants members to say more than just a few words, either because the leader thinks they will benefit from hearing comments or because the question does not lend itself to a word or phrase answer.  

Voice tone, pitch, and inflection have a lot to do with how effective a leader is in using cutting-off skills. If the leader seems critical, gruff, or angry, members are likely to react in a negative way. 

Cutting off must be timed properly. The leader should stop members before they ramble too long, argue for an extended period, or offer unhelpful advice. Leaders will also want to make sure they are not interrupting a legitimate and worthwhile comment; this can anger and frustrate members. 

A member or members of the group who are not speaking; sometimes due to fear or anxiety, other times this may be due to the nature of the member or they may be deep in thought. 

A leader may use something other than his or her words to signal a member. This includes eye contact or signaling with a hand gesture. 

During the first session, certain exercises can be used to create comfort, interest, and member involvement. Exercises may include rounds, dyads, and sentence completions. 

The idea is to give members permission to speak, possibly even gently encouraging them to do so, without alienating them. 

The skilled leader is able to get a member to talk, share, or express herself without feeling forced or pressured. The challenge is to be able to invite members to share but to give them a number of ways to decline at the same time. 

The skill of eliciting group members' comments. 

Direct Method for Drawing Out members 

ask them if they would like to comment or if they have any reactions to what is taking place. 

Cutting Off A leader stopping a member from talking. There are two broad situations (1) when a member has the floor but is either rambling, storytelling, or avoiding going deeper; (2) when a member is saying something inappropriate. 

It is important in the first session to explain to the members that you will at times cut off certain discussions for various reasons. Often, the leader also explains at the time of cutting off why he is doing it. 

This occurs when leaders consciously decide that there is a need for a change in the group. The shift can go from a topic to a person, from an activity to a topic, etc. 

A group activity where a leader proposes a topic for the purpose of focusing members by having them think about what they are going to say. For example, a leader might say: "Think of what has been the biggest change since you became sober." 

A leader holds the focus when he or she stays on what is currently happening in the group instead of shifting the focus to some other person, topic, or activity. 

Keeping the group's attention and discussion on something such as parents, vanity, the value of staying in school, how to budget money, or any other subject the group is discussing. 

In any group, the focus can easily center on one person. When this happens, it is the leader who decides whether to hold the focus on the person or to shift it to another person or to a topic. 

At any given moment in a session, the focus is either on a topic (love relationships, ways of dealing with parents, trust within the group), an activity (guided fantasy, a written exercise, blind trust walk), or a person (member talking about personal conflicts, fears, concerns, issues, or problems). what is happening in the group. 

The leader typically establishes using comments, activities and exercises, rounds and dyads. 

A leader pairs members together and instructs them to discuss various ideas. For example, a leader might say: "Pair up and talk about ways you can benefit from the group." 

A 10-1 scale, with 10 representing surface-level talking or sharing, and 1 representing deep, intense personal sharing used to discuss the depth of the group in a concrete way. 

The leader can establish by being enthusiastic and drawing out members, cutting off hostile or negative interactions, holding the focus on interesting topics, and shifting the focus when the topics are irrelevant or only interesting to a couple of members. 

Helping Members Get Acquainted 

The process whereby group members begin to feel more at ease after learning each other's names and spending time getting to know each other. Introduction activities include the Name Round, the Repeat Round, the Introduction Dyad, and the Repeated Dyad. 

A leader should spend some time during the first session focusing on the topic being discussed in the group. 

Typically when the leader has many different dynamics and logistics to manage including starting the group, introducing the members, introducing the content, and monitoring the members' reactions