CHAPTER II: VARIOUS ASPECTS OF GROUP

PROCESS
When we speak of group aspects, we refer to group properties or regularities in the
interaction among the individuals, and in their activities over time. These properties of the group
are essential in order to uncover the dynamics of each member in pursuing his goals and
aspirations.
A group refers to two or more persons engaged in any kind of relationships. A group is a
dynamic social entity composed of two or more individuals. These individuals interact and work
independently towards common goals (Bertcher, Harvey J. and Maple, Frank F., 1996). When
two members disagree with a third member (triad), the group is called a coalition.
Group membership is affected by the following:
1. Satisfaction (reward)
2. Problems (cost), which serve to interfere or inhibit performance of action
3. Influence upon others (social pressure)
4. Each member influencing others (reciprocal or mutual control)
5. Cohesiveness – forces acting on the group member to remain in the group (commitment)
6. Compatibility – the ability of people to develop harmonious relationships with one
another
7. Norms – adherence to uniform patterns of behavior of the group; the set of standard
followed by the group
8. Morale – optimistic feelings and confidence in the group with respect to problems or
tasks
9. Social climate – emotional atmosphere of the group which may be characterized by
warm or cold acceptance, hostility, being detached or relaxed
10. Reference group – any group that has a normative effect on behavior or standard of the
group

TYPES OF GROUP INVOLVEMENT

1. Primary group – greater degree of personal involvement, informal. Examples: friends,
family

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 2. Secondary group – formal and lesser degree of personal involvement. Examples: Club
or society
3. Exclusive group – membership limited to a certain class of individuals
4. Inclusive group – greater interaction with the context of equalization in society
5. “In” group or “We” group – strong feelings of loyalty, sympathy, and devotion
6. “Our” Group or “They” Group – more detached and less cohesive
Any group that has normative effect in our behavior is a reference group because we refer our
behavior to its standard.
PURPOSES OF GROUP FORMATION
1. Accidental or Voluntary
o Accidental formation is beyond control and not at all deliberated.

2. Task-oriented or Social Function

o Task-oriented – formed in order to accomplish a job.

o Social function – developed in order to enhance human interaction or improve

interpersonal relationships.
Table 1. Forms and Purposes of the Group

Form of Task-oriented Social-oriented

Operation

Competition Sportsfest Cultural Assistance – Ball games

Philippines 1990

Cooperation Pinatubo victims - Lahar Dramatic contests, Fraternities and

sororities, Rotary Club

On whatever purposes, the form of operation could be in the kinds of motive, whether
through competition or cooperation of members.

FACTORS AFFECTING GROUP ACTIVITY

It is important to remember that the group members are made, not born, to see their own
efforts in relation to those of the group as a whole. To make the kind of contribution that makes
group activity more effective, it will depend on several factors, namely: size of the group and

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physical condition, absence or presence of stress or anxiety, kind of leadership, goals and
objectives, roles and needs, assessment and evaluation.
1. Size of the group. The size of the group should not be too small or too big. The ideal
number of participants is 12 to 15 members. Bigger groupings can cause people to
withdraw.
2. Threat reduction and degree of intimacy. Removal of the element of uncertainty or
surprises. It is important that people feel accepted and are comfortable. It is vital that
people should know one another, e.g., by having name tags or allowing social interaction.
A brief introduction of oneself or relating some information about oneself will promote
familiarity. There must be a climate of mutual trust.
3. Distributive leadership with focus of control on group activity. The absence of stress
and tension will develop trust and confidence in the accepted leader who will work for
the welfare of the group.
4. Goal formation. Participants must share purposes and aspirations.
5. Flexibility. Group activities should be adaptable to the needs of the group.
6. Consensus and degree of solidarity. In the discussion and deliberation of issues,
everyone is given a chance to express their views and be gratified for giving a solution to
the problem.
PSYCHOLOGICAL METHODS USED IN GROUP ACTIVITY SESSION
1. Psychoanalytic Method. Freud held that all behavior is determined or caused by some
factors which an individual is totally unaware of. An example of this is the so-called
Freudian slips made in speech, green jokes, writings, and even accidental forgetting and
losing of objects. The psychoanalytic theory states that at some point, the organism
experiences a trauma which is not available to the consciousness. The best way to release
it into the consciousness is through the contact of catharsis, a process of reliving
repressed memories “crying it out or blowing off.” If a person understands his
unconscious motives, he can easily gain control of his problems. Many of Freud’s
followers have adapted psychodynamic theory as applied to the groups.
For example: Eric Berne’s Transactional Analysis, Fritz Perl Gestalt and Frank Moreno Psycho
Drama. According to psychodynamic theory, group members act out the group’s unresolved
conflicts from early childhood or previous life experiences.
2. Behavioristic and Learning Theories. Important contributors to this method were J.B.
Watson, Ivan Pavlov, and B.F. Skinner. The group believed that people can be trained to
live effectively through the application of conditioning principles to the individual and
society. The role is to re-educate the person and change the behavior itself. Albert

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 Bandura has developed another learning paradigm known as social learning. Learning
takes place through observation by vicarious experience through the use of reinforcement
and punishment.
3. Existentialism. Here, the emphasis on man’s freedom of choice or from the standpoint of
the free will and his responsibilities for his judgment and action. It concerns the now and
focuses on the moment not on the future, looking into how and what one is currently
saying, feeling, thinking, doing, and sensing.
4. Humanistic Approach. The most influential pioneer of this method was Carl Rogers. It
is also called non-directive or person-centered approach.
The humanistic approach emphasizes that individuals have much potentials within them and
it is society’s responsibility to encourage its development while interfering as little as possible
with its expression.
The advantages of utilizing various methods is that the defenses are easier to unmask. It can
bring relief from anxiety, stress, or tension. An individual can be assisted to develop a mind to be
more person-centered rather than problem-centered. Through incentives, encouragement, and the
unconditional position of self-regard, positive cues supplant the negative stimuli associated with
the problem.
5. Field Theory. The application of Kurt Lewin’s Theory combines phenomenological
approaches with a system perspective. It emphasizes the need to understand the
subjective experience of the person and likewise applies the need to rethink the typical
manner of understanding the causes of the behavior being observed. The person must be
seen as an element in a larger system.
o Roles referring to the status and rights and duties of group members

o Norms which are the standard set by the group

o Power – abilities to persuade others

o Cohesiveness – attraction of the members of the group to remain with one

another
o Consensus on the degree of agreement regarding issues or problems of the group

o Valence is strength or potency of the goals towards life space of the group

THE SELF-AWARENESS MODEL

The objective of group dynamics is patterned after the graphic model of awareness in
interpersonal relations (Luft, 1970). It is called “Johari Window”, taken from Joe Luft and Harry

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Ingham of California, USA. Through analysis, the Johari Window allows us to see why others
may respond to us differently from what we expect.
Watzlawick, Beavin, and Jackson have suggested that other people respond to us in three distinct
ways. These three responses include: confirmation, rejection, and disconfirmation.
 Confirmation occurs when others treat us in the manner consistent with our own notion
of who we are. For instance, if we see ourselves as athletic and knowledgeable about
physical fitness, we are confirmed when others ask our advice about jogging, working
out, and staying in good physical health/shape. Confirmation is not only satisfying; it
strengthens our established self-concept.
 Rejection occurs when others treat us in a manner inconsistent with our self-definition.
Consider those people who mistakenly believe they have unusual insight in solving
problems. These individuals believe their ideas are generally excellent and that others can
benefit from them. In meetings, these people offer their ideas freely, but they observe that
no one seems to respond positively to their ideas.
Their ideas are ignored and are discarded as unworkable. The result is that the individual
definitions of self are rejected.
 Disconfirmation occurs when others fail to respond in a neutral way. Neutrality may not
sound disconfirming, but consider small children who make continual attempts to gain
responses to their notions of self from their parents. Think about grandparents who are
the recipients of little conversation, and almost no conversation about how they are seen
by others. The individuals are disconfirmed, and their self-concept may be altered as a
result of such interactions. Disconfirmation suggests to people that they do not exist or
they are irrelevant to others.

Known to Self Not Known to Self

Known to Others Open Area/Public Area Blind Area

Not Known to Hidden Area Unknown Area

Others

Johari Window and Degree of Openness

Figure 1. Johari Window
Degree of Openness
 Quadrant 1: The area of free activity or openness refers to behavior known to self and
known to others. “People see me the way I see myself,” e.g., name, gender, and
affiliation.

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  Quadrant 2: The blind area is where we can see things in ourselves of which we are
unaware. This is the “bad breath” area. “People have certain beliefs about me but they
don’t tell me.”
 Quadrant 3: Repressed or hidden area. These are things we do not reveal to others or
that which are sensitive, like embarrassing experiences.
 Quadrant 4: This is the area of the unknown where neither the individual nor others are
aware of certain behavior that could influence interpersonal relationships. Sometimes
hypnosis, psychotherapy, or other mind-altering experiences allow a person to get a
glimpse into the unknown self.
Later as the group interacts, there is a shift from Q4 to one of the other quadrants. The changes
from one quadrant to another require different levels of trust to share self-perception with one
another.
Principles of Changes from Quadrant 1 to Quadrant 4
1. Any changes in any one quadrant can have a chain reaction to all other quadrants.
2. It takes energy to hide, deny, or repress behavior. Threat decreases awareness, while
mutual trust enhances interaction.
3. An increase in Q1 means better interaction. The smaller the Q1, the poorer the
communication.
4. Increased awareness or sensitivity means appreciating the covert aspect of behavior in
Quadrants 2, 3, and 4.
Warm Up, Ice Breaker or Unfreezing
Before the actual sensitivity training, an activity is conducted to break the barrier, usually
through an active game or any light physical activities; this is allotted a time of 15 to 30 minutes.
The following are just a few examples which can be utilized in any of the sessions (See
Appendix D):
Examples:
a. Identify the persons on your left and right as far as you can. Failure of a participant to identify
will make his or her “IT.”
b. Bridal Bouquet – The bouquet is passed around, and when the music stops, the one holding
the bouquet is the “IT.”
c. Truth or Consequences – The top of the bottle is for the truth, and the base is for the
consequences. The bottle will be rotated. The “IT” will be the person to whom the top base of the
bottle points when it stops.

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Reflection – Who am I?
 Identify and answer in terms of the "group" where you belong.
 State the beliefs you presently uphold.
 What are the roles and responsibilities you enjoy doing with the group?
 List your answer according to priority.
 Form dyads and share your experiences.
 What kind of grouping does the class enjoy participating in?

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