Group Observation, Participation, and Reflections

Instructions are attached. I have attached the requirements for this assignment. This first step if to write the reflection for the videos which I attached. I have to attend 2 different groups for 3 days which are online. One of them is Group F and the topic is : Imposter Syndrome. The second one is Group E and the topic is: Conflict resolution for adults. Group E Details: Week 5 Synchronous Group: Conflict Resolution Facilitators: Eesha Siddiqui & Kenzie Ward When: Week 5 - Wednesday 5th, Thursday 6th & Friday 7th of February at 5pm PT / 8pm ET Where: Online - Teams Meeting In these sessions, we’ll be exploring the foundations of conflict resolution in a safe, supportive environment; diving into the roots of conflict, ways to develop healthy communication strategies, and techniques to help de-escalate tense situations. Take the first step toward building stronger, more harmonious personal and professional relationships. Background Conflict can impact both personal relationships and professional environments alike. When unresolved, it can lead to stress, emotional distress, and strained connections. Group therapy focused on conflict resolution offers a structured space to explore the dynamics of conflict, understand its root causes, and develop practical skills for managing disagreements. By addressing both personal and professional challenges, our conflict resolution group aims to empower individuals to navigate tensions effectively and achieve collaborative, lasting solutions. Skill Building in Real Time Within the context of group therapy, participants are afforded the opportunity to practice interpersonal strategies in real time and address challenges similar to those encountered in their personal and professional lives. An environment controlled in this way reduces the risks associated with failure and allows individuals to experiment with new behaviors without fear of negative repercussions or judgment. One of the key benefits of group therapy is that interactions within the group often mirror those experienced in everyday life, thereby enabling participants to explore and refine their conflict-resolution skills. Through both role-play and guided discussions, members can reenact challenging scenarios they’ve experienced, experiment with alternative approaches, and gain insight into the dynamics of effective communication (Abedi et al., 2024). The presence of a skilled group facilitator throughout these roleplays ensures that interactions remain constructive and that participants receive real-time feedback from someone who is intentionally modelling positive conflict resolution strategies. Peers also play a critical role here; the diversity of experiences and perspectives within the group enhances each participant’s learning by exposing them to a range of conflict-resolution techniques. In addition, feedback from those group members offers validation and challenges unproductive patterns, which reinforces constructive behavior changes and contributes to a deeper understanding of communication styles and the importance of empathy in resolving disputes (Abedi et al., 2024). Shared Experiences and Support Group therapy fosters an environment of shared experiences and peer support that significantly enhances participants' ability to improve their conflict resolution skills. In these settings, a group of individuals with diverse backgrounds gather to discuss and share their common challenges, creating a space that fosters a sense of universality and community. This shared understanding provides participants with validation and reduces feelings of isolation, thereby laying the groundwork for effective learning and growth (Smit, et al., 2023). One of the most profound benefits of group therapy is that it provides an environment for members to witness and learn from each other’s experiences. By observing their peers navigate interpersonal conflicts, participants can identify alternative strategies, assess the consequences of various approaches, and gain inspiration on ways to apply these insights to their own lives (Smit, et al., 2023). For instance, a group member struggling with workplace conflict might gain practical tools by hearing how another member successfully resolved a similar issue. Feedback from multiple different, empathetic perspectives further strengthens the case of tackling conflict resolution in a group therapy setting. Diverse members reflect a range of cultural, emotional, and interpersonal nuances that enrich understanding. For example, a participant experiencing a professional conflict with someone from a different culture is likely to find new ways to approach their situation after receiving feedback from another group member who belongs to the same cultural group as their colleague. Feedback from peers, as opposed to solely from the facilitator, carries a unique weight, as it comes from individuals who are perceived as equals rather than authority figures. These dynamics foster trust and openness, encouraging participants to experiment with new behaviors and refine their communication skills (Smit, et al., 2023). Emotional Support and Catharsis The collective atmosphere of a therapy group encourages open emotional expression, which is key to helping participants confront deep-seated emotions that may be contributing to ineffective conflict resolution strategies (Zou, et al., 2024). When members share their feelings and struggles, hearing others acknowledge and empathize with their emotions creates a sense of belonging and fosters emotional resilience, building participants’ confidence in their ability to address and resolve conflicts effectively. For example, an individual struggling with recurring conflicts in personal relationships may gain clarity and strength by sharing their story and receiving empathetic feedback from peers. The act of sharing unresolved emotions in the group offers a powerful cathartic release, and, for many, suppressed feelings—whether of resentment from professional disputes or guilt from personal relationships—fuel dysfunctional conflict patterns (Zou, et al., 2024). Group therapy provides a space where emotions can be expressed safely and purposefully, allowing participants to release these pent-up tensions. Such emotional release can lead to clarity and a renewed ability to approach conflicts from a more balanced and less reactive state. Moreover, the group dynamic here reinforces the idea of shared emotional responsibility. Participants learn to navigate the impact of their emotions on others and vice versa. In this context, group members often practice empathic listening and constructive emotional exchange, developing skills directly transferable to real-world conflict resolution scenarios. Improvement in communication skills Improvements in communication styles have been shown to enhance interpersonal relationships and conflict resolution (Safarpour Dehkordi et al., 2020). While stress can affect how a person handles conflict, relationship satisfaction is associated with positive interactions (e.g., listening, engaging, and compromising), and relationship dissatisfaction is associated with negative interactions (e.g., attacking, arguing, withdrawing, manipulating, confrontation) (Stinson et al., 2017). In group settings, positive communication styles can be practiced that can lead to effective conflict resolution. Learner-focused and practice-based techniques can be used to facilitate learning of positive communication and aided with modelling. For instance, using “I” statements can change the way a person expresses their feelings. Instead of saying “You always disrespect me” one can say “ I feel disrespected when you disregard my opinions”. This way of communication conveys feelings without making the other person defensive, hence lessening the conflict. Emotional awareness and regulation Participants can learn to identify emotions that fuel conflicts like anger, resentment, or frustration. Emotional awareness has an impact on the process of emotion regulation because it is a significant predictor of self-regulation and because the results of the self-regulation process are partially dependent on the degree of self-awareness (Hadi & Gharaibeh, 2023). Self-awareness is a process of handling emotions and behavior that involves a more precise comprehension of how different elements impact people's emotional states and behaviors as well as how they influence other people's behavior and emotional states. By controlling these feelings, disputes can be settled and constructive relationships in both the personal and professional spheres can result. Group members who learn self-awareness can be more conscious of their emotions and how those emotions influence their behavior, as well as their early-formed beliefs, presumptions, and values; these factors have an impact on how events are perceived and the extent of their perceived freedom. Being aware of their thoughts and feelings during thought processes aids them in making decisions and taking action. Thoughts, emotions, and perceptions are automatic in the absence of self-awareness. When someone reaches self-awareness, they transition from a mechanical form to one of awareness and deliberation. Boros (2020) asserts that group emotional awareness lessens the negative effects of high levels of initial task conflict on the development of emotion regulation because the latter cannot arise in low-group emotional awareness situations and task conflict, and it can only occur in high-group emotional awareness situations. Group emotional regulation lowers the chance that disagreements over tasks will turn into relationship disputes once it is established. Additional resources Gallo, A., E. (2019, September). The gift of conflict [Video]. Ted Conferences. In this TED talk Gallo (2019) talks about the importance of disagreeing when required. Most people try to avoid disagreeing to avoid conflict but Gallo (2019) shares that staying silent can be damaging. If done with kindness and respect, disagreeing can be very productive. She outlines the tools to approach conflict with calmness and confidence. Learning the ways to disagree with comPASSion and kindness will help the participants resolve the conflict instead of avoiding it. Cohen, A. (2019, October). 3 ways to lead tough, unavoidable conversations [Video]. Ted Conferences. In this TED talk, Cohen (2019) shares that the most important discussions in life are generally the most difficult ones. According to him, one conversation can change everything, and due to fear we either avoid these conversations or have them poorly leading to frustration. Cohen (2019) shares three ways to lead tough conversations. The first is to approach conflict with a desire to learn and ask questions. Move towards conflict. Handled well, conflict is opportunity. Second, listen carefully and assume that you do not know anything about the matter. The third is to have patience while waiting for a response from others. Heitler, S. (2024) What Makes Conflict? How Are Conflicts Resolved? Psychology Today. Psychology Today discusses the origins of conflict and categorizes them into intrapsychic conflicts, interpersonal conflicts, and conflicts between oneself and circumstances. It also introduces a three-step pathway from conflict to resolution, aiming to make life feel easier, happier, and more peaceful. This will be helpful for participants who feel as though they’re entering the group counselling space with no conflict resolution knowledge whatsoever and introduces the concept of collaborative conflict resolution. American Psychiatric Association (2019) Psychotherapy: Understanding group therapy. This article from the American Psychiatric Association provides an overview of group therapy and discusses how this environment acts as both a support network and a sounding board for individuals. It explains what participants can expect within a group session, and how they can help each other by sharing experiences and offering feedback. This would be especially beneficial for participants who’ve never experienced group therapy before and are feeling apprehensive about entering a new environment or dynamic. References Abedi, G. , Ataeifar, R. and Ghamari, M. (2024). The Effectiveness of Group Marital Conflict Resolution Training Based on Choice Theory on Emotional Divorce and Hope for Life in Married Women. International Journal of Education and Cognitive Sciences, 5(3), 136-146. https://doi(dot)org/10.61838/kman.ijecs.5.3.10 Barsky, A. (2016). Conflict resolution for the helping professions: Negotiation, mediation, advocacy, facilitation, and restorative justice. Oxford university Press. Boroș, S. (2020). Controversy without conflict: How group emotional awareness and regulation can prevent conflict escalation. Group Decision and Negotiation, 29(2), 251-269. https://doi(dot)org/10.1007/s10726-020-09659-1 Hadi, S. A. A., & Gharaibeh, M. (2023). The Role of Self-Awareness in Predicting the Level of Emotional Regulation Difficulties among Faculty Members. Emerging Science Journal, 7(4), 1274-1293. https://doi(dot)org/10.28991/ESJ-2023-07-04-017 Safarpour Dehkordi, S., Tajiki, S., Razeghi, S., & Mozaffari, M. (2020). The effect of teaching interpersonal communication skills on improving social relationships and interpersonal conflicts resolution. Scientific Journal of Social Psychology, 7(54), 1-10. https://doi(dot)org/20.1001.1.23455098.1399.7.54.1.9 Smit, D., Miguel, C., Vrijsen, J. N., Groeneweg, B., Spijker, J., & Cuijpers, P. (2023). The effectiveness of peer support for individuals with mental illness: systematic review and meta-analysis. Psychological Medicine, 53(11), 5332–5341. https://doi(dot)org/10.1017/S0033291722002422 Stinson, M. A., Bermúdez, J. M., Gale, J., Lewis, D., Meyer, A. S., & Templeton, G. B. (2017). Marital satisfaction, conflict resolution styles, and religious attendance among Latino couples: Using the actor–partner interdependence model. The Family Journal, 25(3), 215-223. https://doi(dot)org/10.1177/10664807177106 Zou, M., Liu, B., Ren, L., Mu, D., He, Y., Yin, M., Yu, H., Liu, X., Wu, S., Wang, H., & Wang, X. (2024). The association between aspects of expressive suppression emotion regulation strategy and rumination traits: a network analysis approach. BMC Psychology 12, 501 (2024). https://doi(dot)org/10.1186/s40359-024-01993-2 Group F- Imposter Syndrome and Confidence Building Sarah Takahashi posted Jan 8, 2025 4:48 PM Sandra and Sarah T. will present on Tuesday, Wednesday, and Thursday. Tuesday from 6:30pm PST/ 9:30pm EST Wednesday from 6:30pm PST/ 9:30pm EST Thursday from 6:30pm PST/ 9:30pm EST The topic: Imposter Syndrome and Confidence Building -------- We are looking forward to meeting everyone in this group and thank you for choosing to sign up to our session on Imposter Syndrome. We appear to have a good amount of interest in this group and hope that we can share our upcoming sessions with great comPASSion and understanding for one another as we begin our journey in self-discovery and strive to feel increased confidence in all that we set out to do as counsellors. An attached is the background of the topic and an example of the activities we will do together during the first session. It is an optional reading; however, it will offer you some insight into the group orientation and help you feel comfortable with the first activity we will share as an icebreaker. A small reminder of the ground rules we will follow in the process of discovering ourselves and working together over the sessions. If you want to fill out the Clance Imposter Syndrome Assessment. This is NOT necessary to do before we meet but may help you in your path to self-discovery. We will discuss its usage throughout the sessions. -------- We were requested to do an activity of imposter: saying 2 truth and 1 lie: I wrote mine as: • I speak four languages. • I wrote a poem, it got published and I became first in the country. • I once gave a presentation at a national conference on cross-cultural counselling. (Lie) -------- We were sent a Clance IP Scale: I scored 34.