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85-417: There are a variety of definitions for facilitator : The concept of authority (of the facilitator ) is one which can cause confusion. John Heron espouses three alternates (initially in the educational context) as being: Business facilitators work in business , and other formal organizations but facilitators may also work with a variety of other groups and communities. It is a tenet of facilitation that

170-484: A 'group mind,' which had a distinct existence born from the interaction of individuals. Eventually, the social psychologist Kurt Lewin (1890–1947) coined the term group dynamics to describe the positive and negative forces within groups of people. In 1945, he established The Group Dynamics Research Center at the Massachusetts Institute of Technology , the first institute devoted explicitly to

255-485: A Certified Professional Facilitator can be found on the IAF website. These core competencies are: (1) Create collaborative client relationships; (2) Plan appropriate group processes; (3) Create and sustain a participatory environment; (4) Guide group to appropriate and useful outcomes; (5) Build and maintain professional knowledge and; (6) Model positive professional attitude. The International Institute for Facilitation (INIFAC)

340-400: A balance between these two desires. That is, to be similar to others (those who you share group membership with), but also to be different from others (those who are outside of your group). In the social sciences, group cohesion refers to the processes that keep members of a social group connected. Terms such as attraction, solidarity, and morale are often used to describe group cohesion. It

425-424: A body of knowledge or a set of skills to be acquired. (See tutelary authority above.) Wraparound facilitators are facilitators in the social services community. The term "wraparound" refers to the broad, holistic approach used by the facilitators, taking into account a range of factors. They originally served disabled teens who were transitioning into adulthood. Now they include facilitators serving children between

510-403: A collection of people watching a movie in a theater both constitute a group. Past research has identified four basic types of groups which include, but are not limited to: primary groups, social groups, collective groups, and categories. It is important to define these four types of groups because they are intuitive to most lay people. For example, in an experiment, participants were asked to sort

595-427: A consistent, underlying premise: "the whole is greater than the sum of its parts." A social group is an entity that has qualities which cannot be understood just by studying the individuals that make up the group. In 1924, Gestalt psychologist Max Wertheimer proposed "There are entities where the behaviour of the whole cannot be derived from its individual elements nor from the way these elements fit together; rather

680-473: A desire to be similar to others, but also a desire to differentiate themselves, ultimately seeking some balance of these two desires (to obtain optimal distinctiveness ). For example, one might imagine a young teenager in the United States who tries to balance these desires, not wanting to be ‘just like everyone else,’ but also wanting to ‘fit in’ and be similar to others. One's collective self may offer

765-422: A distinct and valued social identity that benefits our self-esteem. Our social identity and group membership also satisfies a need to belong. Of course, individuals belong to multiple groups. Therefore, one's social identity can have several, qualitatively distinct parts (for example, one's ethnic identity, religious identity, and political identity). Optimal distinctiveness theory suggests that individuals have

850-512: A fifth stage for the dissolution of a group called adjourning . ( Adjourning may also be referred to as mourning , i.e. mourning the adjournment of the group). This model refers to the overall pattern of the group, but of course individuals within a group work in different ways. If distrust persists, a group may never even get to the norming stage. M. Scott Peck developed stages for larger-scale groups (i.e., communities) which are similar to Tuckman's stages of group development. Peck describes

935-548: A flash mob, an audience at a movie, and a crowd watching a building burn. Categories are characterized by a collection of individuals who are similar in some way. Categories become groups when their similarities have social implications. For example, when people treat others differently because of certain aspects of their appearance or heritage, for example, this creates groups of different races. For this reason, categories can appear to be higher in entitativity and essentialism than primary, social, and collective groups. Entitativity

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1020-506: A fundamental aspect of group structure as they provide direction and motivation, and organize the social interactions of members. Norms are said to be emergent, as they develop gradually throughout interactions between group members. While many norms are widespread throughout society, groups may develop their own norms that members must learn when they join the group. There are various types of norms, including: prescriptive, proscriptive, descriptive, and injunctive. Intermember Relations are

1105-506: A good facilitator. The basic skills of a facilitator are about following good meeting practices: timekeeping, following an agreed-upon agenda, and keeping a clear record. The higher-order skills involve watching the group and its individuals in light of group dynamics . In addition, facilitators also need a variety of listening skills including ability to paraphrase; stack a conversation; draw people out; balance participation; and make space for more reticent group members (Kaner, et al., 1996). It

1190-399: A group could not exist. As an extension of Lewin's work, Festinger (along with Stanley Schachter and Kurt Back) described cohesion as, “the total field of forces which act on members to remain in the group” (Festinger, Schachter, & Back, 1950, p. 37). Later, this definition was modified to describe the forces acting on individual members to remain in the group, termed attraction to

1275-399: A group is determined by a number of different factors, including an individual's personal traits; gender; social motives such as need for affiliation, need for power, and need for intimacy; attachment style; and prior group experiences. Groups can offer some advantages to its members that would not be possible if an individual decided to remain alone, including gaining social support in

1360-427: A group may be attractive to us in terms of costs and benefits, but that attractiveness alone does not determine whether or not we will join the group. Instead, our decision is based on two factors: our comparison level, and our comparison level for alternatives. In John Thibaut and Harold Kelley's social exchange theory , comparison level is the standard by which an individual will evaluate the desirability of becoming

1445-474: A group must prove themselves to the full members to become accepted, full members have undergone socialization and are already accepted within the group. They have more privilege than newcomers but more responsibility to help the group achieve its goals. Marginal members were once full members but lost membership because they failed to live up to the group's expectations. They can rejoin the group if they go through re-socialization. Therefore, full members' behavior

1530-428: A high level of role differentiation would be categorized as having many different roles that are specialized and narrowly defined. A key role in a group is the leader, but there are other important roles as well, including task roles, relationship roles, and individual roles. Functional (task) roles are generally defined in relation to the tasks the team is expected to perform. Individuals engaged in task roles focus on

1615-669: A level of psychological distinctiveness is necessary for group formation. Through interaction, individuals begin to develop group norms, roles, and attitudes which define the group, and are internalized to influence behaviour. Emergent groups arise from a relatively spontaneous process of group formation. For example, in response to a natural disaster, an emergent response group may form. These groups are characterized as having no preexisting structure (e.g. group membership, allocated roles) or prior experience working together. Yet, these groups still express high levels of interdependence and coordinate knowledge, resources, and tasks. Joining

1700-449: A member of the group and forming new social relationships within the group. This comparison level is influenced by previous relationships and membership in different groups. Those individuals who have experienced positive rewards with few costs in previous relationships and groups will have a higher comparison level than a person who experienced more negative costs and fewer rewards in previous relationships and group memberships. According to

1785-634: A number of groups into categories based on their own criteria. Examples of groups to be sorted were a sports team, a family, people at a bus stop and women. It was found that participants consistently sorted groups into four categories: intimacy groups, task groups, loose associations, and social categories. These categories are conceptually similar to the four basic types to be discussed. Therefore, it seems that individuals intuitively define aggregations of individuals in this way. Primary groups are characterized by relatively small, long-lasting groups of individuals who share personally meaningful relationships. Since

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1870-467: A rallying point for the team. However, some values (such as conformity ) can also be dysfunction and lead to poor decisions by the team. Communication patterns describe the flow of information within the group and they are typically described as either centralized or decentralized. With a centralized pattern, communications tend to flow from one source to all group members. Centralized communications allow standardization of information, but may restrict

1955-461: A sense of collective conscious and an emotion-based sense of community. Beliefs within the ingroup are based on how individuals in the group see their other members. Individuals tend to upgrade likeable in-group members and deviate from unlikeable group members, making them a separate outgroup. This is called the black sheep effect. The way a person judges socially desirable and socially undesirable individuals depends upon whether they are part of

2040-401: A study of the individual. On the sociological side, Émile Durkheim (1858–1917), who was influenced by Wundt, also recognized collective phenomena, such as public knowledge. Other key theorists include Gustave Le Bon (1841–1931) who believed that crowds possessed a 'racial unconscious' with primitive, aggressive, and antisocial instincts, and William McDougall (psychologist) , who believed in

2125-457: A whole in an increasingly less positive manner after they became full members. However, there is no evidence that this affects the way they are judged by other members. Nevertheless, depending on the self-esteem of an individual, members of the in-group may experience different private beliefs about the group's activities but will publicly express the opposite—that they actually share these beliefs. One member may not personally agree with something

2210-408: Is a part of social exchange theory that states that people will join and remain in a group that can provide them with the maximum amount of valuable rewards while at the same time, ensuring the minimum amount of costs to themselves. However, this does not necessarily mean that a person will join a group simply because the reward/cost ratio seems attractive. According to Howard Kelley and John Thibaut,

2295-703: Is characterized by a formally organized group of individuals who are not as emotionally involved with each other as those in a primary group. These groups tend to be larger, with shorter memberships compared to primary groups. Further, social groups do not have as stable memberships, since members are able to leave their social group and join new groups. The goals of social groups are often task-oriented as opposed to relationship-oriented. Examples of social groups include coworkers, clubs, and sports teams. Collectives are characterized by large groups of individuals who display similar actions or outlooks. They are loosely formed, spontaneous, and brief. Examples of collectives include

2380-412: Is critical to the facilitator's role to have the knowledge and skill to be able to intervene in a way that adds to the group's creativity rather than taking away from it. A successful facilitator embodies respect for others and a watchful awareness of the many layers of reality in a human group . In the event that a consensus cannot be reached then the facilitator would assist the group in understanding

2465-436: Is defined by Campbell as the extent to which collections of individuals are perceived to be a group. The degree of entitativity that a group has is influenced by whether a collection of individuals experience the same fate, display similarities, and are close in proximity. If individuals believe that a group is high in entitativity, then they are likely to believe that the group has unchanging characteristics that are essential to

2550-502: Is important that other group members perceive an individual's status to be warranted and deserved, as otherwise they may not have authority within the group. Status differentials may affect the relative amount of pay among group members and they may also affect the group's tolerance to violation of group norms (e.g. people with higher status may be given more freedom to violate group norms). Forsyth suggests that while many daily tasks undertaken by individuals could be performed in isolation,

2635-463: Is often appointed in place of what would once have been a chairperson's role. Along with other officers, the facilitator is appointed at the group's annual general meeting to fill the role for the year ahead. Groups that have adopted this model include prayer groups, men's groups, writing groups and other community organisations. Training facilitators are used in adult education . These facilitators are not always subject experts, and attempt to draw on

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2720-433: Is often their first experience with a group. For example, individuals are born into a primary group, their family, which creates a foundation for them to base their future relationships. Individuals can be born into a primary group; however, primary groups can also form when individuals interact for extended periods of time in meaningful ways. Examples of primary groups include family, close friends, and gangs. A social group

2805-776: Is often useful in the context of work settings, team sports, and political activism. However, the influence of groups on the individual can also generate extremely negative behaviours, evident in Nazi Germany, the My Lai Massacre , and in the Abu Ghraib prison (also see Abu Ghraib torture and prisoner abuse ). A group's structure is the internal framework that defines members' relations to one another over time. Frequently studied elements of group structure include roles, norms, values, communication patterns, and status differentials. Group structure has also been defined as

2890-406: Is paramount to define the ingroup's image. Bogart and Ryan surveyed the development of new members' stereotypes about in-groups and out-groups during socialization. Results showed that the new members judged themselves as consistent with the stereotypes of their in-groups, even when they had recently committed to join those groups or existed as marginal members. They also tended to judge the group as

2975-415: Is similar to the study of culture . For example, there are group dynamics in the U.S. South that sustain a culture of honor , which is associated with norms of toughness, honour-related violence, and self-defence. Group formation starts with a psychological bond between individuals. The social cohesion approach suggests that group formation comes out of bonds of interpersonal attraction . In contrast,

3060-422: Is thought to be one of the most important characteristics of a group, and has been linked to group performance, intergroup conflict and therapeutic change. Group cohesion, as a scientifically studied property of groups, is commonly associated with Kurt Lewin and his student, Leon Festinger . Lewin defined group cohesion as the willingness of individuals to stick together, and believed that without cohesiveness

3145-471: Is top dog here?), and affection (do I belong here?). Schutz sees groups resolving each issue in turn in order to be able to progress to the next stage. Conversely, a struggling group can devolve to an earlier stage, if unable to resolve outstanding issues at its present stage. Schutz referred to these group dynamics as "the interpersonal underworld," group processes which are largely unseen and un-acknowledged, as opposed to "content" issues, which are nominally

3230-460: The social identity approach suggests that a group starts when a collection of individuals perceive that they share some social category (‘smokers’, ‘nurses,’ ‘students,’ ‘hockey players’), and that interpersonal attraction only secondarily enhances the connection between individuals. Additionally, from the social identity approach, group formation involves both identifying with some individuals and explicitly not identifying with others. So to say,

3315-469: The boundaries of the group. Often, there are distinct subgroups within a more broadly defined group. For example, one could define U.S. residents (‘Americans’) as a group, but could also define a more specific set of U.S. residents (for example, 'Americans in the South'). For each of these groups, there are distinct dynamics that can be discussed. Notably, on this very broad level, the study of group dynamics

3400-429: The social exchange theory , group membership will be more satisfying to a new prospective member if the group's outcomes, in terms of costs and rewards, are above the individual's comparison level. As well, group membership will be unsatisfying to a new member if the outcomes are below the individual's comparison level. Comparison level only predicts how satisfied a new member will be with the social relationships within

3485-442: The "comparison level for alternatives can be defined informally as the lowest level of outcomes a member will accept in the light of available alternative opportunities.” Joining and leaving groups is ultimately dependent on the comparison level for alternatives, whereas member satisfaction within a group depends on the comparison level. To summarize, if membership in the group is above the comparison level for alternatives and above

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3570-691: The British Holistic Medical Association was formed. He was the director of the International Centre for Co-operative Inquiry at Volterra , Tuscany , Italy , from 1990 to 2000, where radical forms of spiritual inquiry were developed. He was co-director of the South Pacific Centre for Human Inquiry at Auckland , New Zealand from 2000 to 2022, focussing on long-term co-operative inquiries into charismatic and relational spiritual practices. Heron

3655-590: The Development of Human Potential, New Paradigm Research Group, Research Council for Complementary Medicine. John Heron died on 28 November 2022 in Bristol, UK, aged 94. Group dynamics Group dynamics is a system of behaviors and psychological processes occurring within a social group ( intra group dynamics), or between social groups ( inter group dynamics ). The study of group dynamics can be useful in understanding decision-making behaviour, tracking

3740-468: The Pattern of Fascist Propaganda , and said that "It is not an overstatement if we say that Freud, though he was hardly interested in the political phase of the problem, clearly foresaw the rise and nature of fascist mass movements in purely psychological categories." Jacob L. Moreno was a psychiatrist, dramatist, philosopher and theoretician who coined the term "group psychotherapy" in the early 1930s and

3825-535: The ability of a group to accomplish the work it was nominally engaged in. Bion's experiences are reported in his published books, especially Experiences in Groups. The Tavistock Institute has further developed and applied the theory and practices developed by Bion. Bruce Tuckman (1965) proposed the four-stage model called Tuckman's Stages for a group. Tuckman's model states that the ideal group decision-making process should occur in four stages: Tuckman later added

3910-513: The agenda of group meetings. Wilfred Bion (1961) studied group dynamics from a psychoanalytic perspective, and stated that he was much influenced by Wilfred Trotter for whom he worked at University College Hospital London, as did another key figure in the Psychoanalytic movement, Ernest Jones . He discovered several mass group processes which involved the group as a whole adopting an orientation which, in his opinion, interfered with

3995-427: The ages of 0–3 years who are in need of services. Outside the meetings, the facilitator organizes meetings, engages team members and conducts follow through. During meetings the facilitator leads and manages the team by keeping the participants on track and encourages a strength-based discussion addressing the child's needs. The facilitator encourages equal participation among team members. Many skills are required to be

4080-447: The chance that groups will be successful. These include: Intragroup dynamics (also referred to as ingroup-, within-group, or commonly just ‘group dynamics’) are the underlying processes that give rise to a set of norms, roles, relations, and common goals that characterize a particular social group . Examples of groups include religious, political, military, and environmental groups, sports teams, work groups, and therapy groups. Amongst

4165-427: The comparison level for alternatives but above the comparison level, membership is satisfying but an individual will be unlikely to join. If group membership is below both the comparison and alternative comparison levels, membership will be dissatisfying and the individual will be less likely to join the group. Groups can vary drastically from one another. For example, three best friends who interact every day as well as

4250-405: The comparison level, the membership within the group will be satisfying and an individual will be more likely to join the group. If membership in the group is above the comparison level for alternatives but below the comparison level, membership will be not be satisfactory; however, the individual will likely join the group since no other desirable options are available. When group membership is below

4335-509: The conflicting groups (or societies) and must adhere to the rules of democratic dialogue. They may not take sides or express personal opinions. Their role is to support groups develop shared vision for the future, learn to listen to each other, and understand and appreciate the feelings, experiences and positions of the opposing side. Educators in dialogic learning and other peer instruction approaches often serve as facilitators. According to one common definition, an educational facilitator has

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4420-406: The connections among the members of a group, or the social network within a group. Group members are linked to one another at varying levels. Examining the intermember relations of a group can highlight a group's density (how many members are linked to one another), or the degree centrality of members (number of ties between members). Analysing the intermember relations aspect of a group can highlight

4505-443: The degree centrality of each member in the group, which can lead to a better understanding of the roles of certain group (e.g. an individual who is a 'go-between' in a group will have closer ties to numerous group members which can aid in communication, etc.). Values are goals or ideas that serve as guiding principles for the group. Like norms, values may be communicated either explicitly or on an ad hoc basis. Values can serve as

4590-501: The differences that divide it. Facilitators also require good understanding of processes – how to enable group decision-making, structuring agendas for appropriate results, problem-solving, etc. The International Association of Facilitators (IAF) was founded in 1994 to promote and support facilitation as a profession. The IAF maintains the Certified Professional Facilitator program. The competencies of

4675-434: The existing knowledge of the participant(s), and to then facilitate access to training where gaps in knowledge are identified and agreed on. Training facilitators focus on the foundations of adult education: establish existing knowledge, build on it and keep it relevant. The role is different from a trainer with subject expertise. Such a person will take a more leading role and take a group through an agenda designed to transmit

4760-435: The facilitator will not lead the group towards the answer that they think is best even if they possess an opinion on the facilitation subject. The facilitator's role is to make it easier for the group to arrive at its own answer, decision, or deliverable. This can and does give rise to organizational conflict between hierarchical management and theories and practice of empowerment . Facilitators often have to navigate between

4845-616: The first university-based centre for humanistic and transpersonal psychology and education in Europe. He was assistant director of the British Postgraduate Medical Federation at the University of London from 1977 to 1985, in charge of an innovative programme of personal and professional development for hospital doctors and GPs, including a co-operative inquiry into whole-person medicine, out of which

4930-408: The forms of emotional support, instrumental support, and informational support. It also offers friendship, potential new interests, learning new skills, and enhancing self esteem. However, joining a group may also cost an individual time, effort, and personal resources as they may conform to social pressures and strive to reap the benefits that may be offered by the group. The Minimax Principle

5015-468: The free flow of information. Decentralized communications make it easy to share information directly between group members. When decentralized, communications tend to flow more freely, but the delivery of information may not be as fast or accurate as with centralized communications. Another potential downside of decentralized communications is the sheer volume of information that can be generated, particularly with electronic media. Status differentials are

5100-702: The goals of the group and on enabling the work that members do; examples of task roles include coordinator, recorder, critic, or technician. A group member engaged in a relationship role (or socioemotional role) is focused on maintaining the interpersonal and emotional needs of the groups' members; examples of relationship role include encourager, harmonizer, or compromiser. Norms are the informal rules that groups adopt to regulate members' behaviour. Norms refer to what should be done and represent value judgments about appropriate behaviour in social situations. Although they are infrequently written down or even discussed, norms have powerful influence on group behaviour. They are

5185-511: The group . Since then, several models for understanding the concept of group cohesion have been developed, including Albert Carron's hierarchical model and several bi-dimensional models (vertical v. horizontal cohesion, task v. social cohesion, belongingness and morale, and personal v. social attraction). Before Lewin and Festinger, there were, of course, descriptions of a very similar group property. For example, Emile Durkheim described two forms of solidarity (mechanical and organic), which created

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5270-455: The group does, but to avoid the black sheep effect, they will publicly agree with the group and keep the private beliefs to themselves. If the person is privately self-aware , he or she is more likely to comply with the group even if they possibly have their own beliefs about the situation. In situations of hazing within fraternities and sororities on college campuses, pledges may encounter this type of situation and may outwardly comply with

5355-470: The group, known as essentialism. Examples of categories are New Yorkers, gamblers, and women. The social group is a critical source of information about individual identity. We naturally make comparisons between our own group and other groups, but we do not necessarily make objective comparisons. Instead, we make evaluations that are self-enhancing, emphasizing the positive qualities of our own group (see ingroup bias ). In this way, these comparisons give us

5440-425: The group. To determine whether people will actually join or leave a group, the value of other, alternative groups needs to be taken into account. This is called the comparison level for alternatives. This comparison level for alternatives is the standard by which an individual will evaluate the quality of the group in comparison to other groups the individual has the opportunity to join. Thiabaut and Kelley stated that

5525-539: The helping professions. He was also a researcher and author. Heron was a group facilitator on UK TV programmes on the following topics: medical stress (ITV, 1981), racism ( BBC2 , 1985), AIDS (Channel 4, 1987), Salman Rushdie 's The Satanic Verses (BBC2, 1990), divorce (BBC2, 1991), parents and teenagers ( BBC1 , 1994). One of the founders in the UK of each of the following: Association of Humanistic Psychology Practitioners, Co-counselling International, Institute for

5610-487: The ingroup or outgroup. This phenomenon has been later accounted for by subjective group dynamics theory. According to this theory, people derogate socially undesirable (deviant) ingroup members relative to outgroup members, because they give a bad image of the ingroup and jeopardize people's social identity. In more recent studies, Marques and colleagues have shown that this occurs more strongly with regard to ingroup full members than other members. Whereas new members of

5695-404: The members of a group, there is a state of interdependence, through which the behaviours, attitudes, opinions, and experiences of each member are collectively influenced by the other group members. In many fields of research, there is an interest in understanding how group dynamics influence individual behaviour, attitudes, and opinions. The dynamics of a particular group depend on how one defines

5780-409: The members of these groups often interact face-to-face, they know each other very well and are unified. Individuals that are a part of primary groups consider the group to be an important part of their lives. Consequently, members strongly identify with their group, even without regular meetings. Cooley believed that primary groups were essential for integrating individuals into their society since this

5865-450: The need to control. A community is born when its members reach a stage of "emptiness" or peace . Richard Hackman developed a synthetic, research-based model for designing and managing work groups. Hackman suggested that groups are successful when they satisfy internal and external clients, develop capabilities to perform in the future, and when members find meaning and satisfaction in the group. Hackman proposed five conditions that increase

5950-457: The opposite is true: the properties of any of the parts are determined by the intrinsic structural laws of the whole". As a field of study, group dynamics has roots in both psychology and sociology. Wilhelm Wundt (1832–1920), credited as the founder of experimental psychology, had a particular interest in the psychology of communities, which he believed possessed phenomena (human language, customs, and religion) that could not be described through

6035-748: The pledges to decide if they approve of the situation and if they will voice their disagreeing opinions about it. Individual behaviour is influenced by the presence of others. For example, studies have found that individuals work harder and faster when others are present (see social facilitation ), and that an individual's performance is reduced when others in the situation create distraction or conflict. Groups also influence individual's decision-making processes. These include decisions related to ingroup bias , persuasion (see Asch conformity experiments ), obedience (see Milgram Experiment ), and groupthink . There are both positive and negative implications of group influence on individual behaviour. This type of influence

6120-536: The relative differences in status among group members. When a group is first formed the members may all be on an equal level, but over time certain members may acquire status and authority within the group; this can create what is known as a pecking order within a group. Status can be determined by a variety of factors and characteristics, including specific status characteristics (e.g. task-specific behavioural and personal characteristics, such as experience) or diffuse status characteristics (e.g. age, race, ethnicity). It

6205-404: The same level of knowledge about both education and the subject matter as a teacher , but works with the goal of having students take as much responsibility for their own learning as possible. Instructors at Shimer College , for example, are often referred to as facilitators due to their role in provoking learning by facilitating a conversation among students about the text rather than instructing

6290-452: The spread of diseases in society, creating effective therapy techniques, and following the emergence and popularity of new ideas and technologies. These applications of the field are studied in psychology , sociology , anthropology , political science , epidemiology , education , social work , leadership studies , business and managerial studies, as well as communication studies . The history of group dynamics (or group processes) has

6375-456: The stages of a community as: Communities may be distinguished from other types of groups, in Peck's view, by the need for members to eliminate barriers to communication in order to be able to form true community. Examples of common barriers are: expectations and preconceptions; prejudices ; ideology , counterproductive norms , theology and solutions; the need to heal, convert, fix or solve and

6460-404: The students directly. In language teaching , teachers may shift to a facilitative role to increase student ownership of the learning process. Effective facilitation requires self-monitoring and careful attention to the details of interaction as well as the content of the material. Facilitators can help participants in small and medium-sized groups to work through a meeting agenda. The facilitator

6545-556: The study of group dynamics. Throughout his career, Lewin was focused on how the study of group dynamics could be applied to real-world, social issues. Increasingly, research has applied evolutionary psychology principles to group dynamics. As human's social environments became more complex, they acquired adaptations by way of group dynamics that enhance survival. Examples include mechanisms for dealing with status, reciprocity, identifying cheaters, ostracism, altruism, group decision, leadership, and intergroup relations . Gustave Le Bon

6630-481: The tasks they are forced to do regardless of their personal feelings about the Greek institution they are joining. This is done in an effort to avoid becoming an outcast of the group. Outcasts who behave in a way that might jeopardize the group tend to be treated more harshly than the likeable ones in a group, creating a black sheep effect. Full members of a fraternity might treat the incoming new members harshly, causing

6715-411: The two, especially where overt statements about empowerment are not being borne out by organizational behaviors. Conflict resolution facilitators are used in peace and reconciliation processes both during and after a conflict . They support constructive and democratic dialogue between groups with diverse and usually diametrically opposite positions. Conflict resolution facilitators must be impartial to

6800-442: The underlying pattern of roles, norms, and networks of relations among members that define and organize the group. Roles can be defined as a tendency to behave, contribute and interrelate with others in a particular way. Roles may be assigned formally, but more often are defined through the process of role differentiation. Role differentiation is the degree to which different group members have specialized functions. A group with

6885-869: Was a French social psychologist whose seminal study, The Crowd: A Study of the Popular Mind (1896) led to the development of group psychology . The British psychologist William McDougall in his work The Group Mind (1920) researched the dynamics of groups of various sizes and degrees of organization. In Group Psychology and the Analysis of the Ego , (1922), Sigmund Freud based his preliminary description of group psychology on Le Bon's work, but went on to develop his own, original theory, related to what he had begun to elaborate in Totem and Taboo . Theodor Adorno reprised Freud's essay in 1951 with his Freudian Theory and

6970-535: Was a group facilitator and trainer in the fields of co-counselling (in 1974 he was one of the founders of Co-Counselling International after a split from the Re-evaluation Counseling of Harvey Jackins ), co-operative inquiry and new paradigm research, educational and staff development, group facilitation and interactive skills, management development, personal and transpersonal development, professional development in medicine, psychotherapy and

7055-545: Was based on his work in 1968–69 on the phenomenology of social encounter, and which has been applied by practitioners in many fields of professional and personal development. He was committed to the process of co-operative inquiry , in whatever field it is applied, as a basic form of relational and participative spiritual practice . Heron was the founder and director of the Human Potential Research Project, University of Surrey from 1970 to 1977,

7140-579: Was founded in 2003 to maintain and promote a program of certification for facilitation, the Certified Master Facilitator program. The competencies of a Certified Master Facilitator can be found on the INIFAC website. John Heron (social scientist) John Heron (24 September 1928 – 28 November 2022) was a pioneer in the creation of a participatory research method in the social sciences , called co-operative inquiry. This

7225-407: Was highly influential at the time. Kurt Lewin (1943, 1948, 1951) is commonly identified as the founder of the movement to study groups scientifically. He coined the term group dynamics to describe the way groups and individuals act and react to changing circumstances. William Schutz (1958, 1966) looked at interpersonal relations as stage-developmental, inclusion (am I included?), control (who

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