Discussion 1 : Group Development
According to Tuckman’s model, teams develop and mature with time. As they grow, the leader’s leadership style changes. Tuckman’s model can be exemplified by the development of the characters in Dead Poets’ Society film. At the beginning of the film, we are introduced to Welton Academy; an institution founded on excellence. The students are highly dependent on the administration for leadership and guidance. They are subjected to an anti-youth administration that provides strict lessons. This is the forming stage of the group, where there are no specific individual roles and responsibilities. The group moves to the Tuckman model’s storming stage when they get a new English teacher by the name John Keating. The teacher gives the students snippets of information about the dead poets’ society but warns them about pursuing the matter any further. At this point, each member of the group wants to develop his real nature. The students start to pull in different directions after learning about realism and romanticism (Business Balls, n.d). The clash between different ideals is brought to the fore when Dalton decides to print an obnoxious article in the school’s magazine, and Overstreet falls madly in love with someone else’s girlfriend. The culmination of the storming stage is when Neil takes his life after being caught in a web of lies by his father and teacher Keating. The norming stage is characterized by a series of significant changes in the school. After an investigation into Neil’s suicide implicates Mr Keating, he is expelled from the school, and Headmaster Nolan takes his place. All that the parents want is a return to normalcy and Nolan is the right person to take the school through the painful transition. There is general respect for Nolan. In the performing stage, the students demonstrate that they have a high degree of autonomy when they refuse to implicate Keating when they undergo questioning. They even punch Charles right in the face when he tells them to save themselves by implicating their beloved teacher. In the adjourning stage, we see the students’ sad aces when teacher Keating walks into the class to collect his belongings. Not even the head teacher can prevent them from expressing their sadness and disappointment.
Discussion 2 : Supervising of Group Facilitator
The death of 33 people in an educational institution can exert a substantial emotional toll on the students. The situation becomes worse for those who lost their close friends in the disaster. For this reason, the students have to be counselled and monitored closely for the school’s classes serve as a reminder of what happened. A therapeutic group should be dispatched to the school as soon as possible. The group should offer crisis counselling for a few weeks (Paul et al., 2015). The group’s primary objective will be minimizing the stress brought about by the disaster, providing emotional support for the traumatized students and improving their coping strategies. Crisis counselling is not psychotherapy. However, it involves the same steps used in psychotherapy. For instance, the counselling involves assessing the extent of the trauma, planning and treatment. In the assessment stage, the therapeutic group will listen to the students and ask them questions to determine what each student needs to cope with the trauma effectively (Kataoka et al., 2012). In this stage, the therapeutic group has to define the problem while also acting as a source of empathy and support. In the second stage, the students should be educated about the crisis and helped to understand that their reactions to the effects of the tornado are normal but temporary. The main objective of educating the students about the disaster is to help them see that the current situation is not permanent and that they will return to normal functioning. The third and arguably most important stage is the support stage. The students need support now more than ever. They need someone they can lean on and expose their vulnerabilities without being judged. In this light, the therapeutic group should offer unconditional acceptance and reassurance. They should also ensure that all the affected students have supportive people who they can depend on. Lastly, crisis counsellors should help the students to develop coping skills. The counsellors can help the students to explore working solutions such as engaging in stress reduction activities and positive thinking. Undoubtedly, it will take a while or the students to get to terms with the death of their colleagues. However, if these steps are followed to the letter, they can help the students to accept reality and to cope with the stress.
Delegate your assignment to our experts and they will do the rest.
References
Business Balls . (n.d.). Tuckman: Forming, Storming, Norming, Performing model . Business
Balls: https://www.businessballs.com/team-management/tuckman-forming-storming-norming-performing-model/
Kataoka, S., Langley, A., Wong, M., Baweja, S., & Stein, B. (2012). Responding to Students
with PTSD in Schools. Child Adolesc Psychiatr Clin N Am, 21 (1), 119-120. doi:10.1016/j.chc.2011.08.009
Paul, L. A., Felton, J. W., Adams, Z. W., Welsh, K., Miller, S., & Ruggiero, K. J. (2015). Mental
Health Among Adolescents Exposed to a Tornado: The Influence of Social Support and its Interactions with Socio-Demographic Characteristics and Disaster Exposure. Journal of Trauma Stress, 28 (3), 232-239. doi:10.1002/jts.22012
