Group Dynamics final exam22 12 20.edited

Group Dynamics: Final Exam Name: Institutional affiliations: Date: Question 1 Since anxiety is normal for almost everybody, it would be good for me to introduce the teens to the group so that they ought to know that anxiety is just feeling and not personality (Koydemir and Essau 2018). It would be necessary for teens to learn that it is perfectly normal to be anxious at one time or the other. In this respect, it would be good to let the teens know that they are not up for the group therapy because they are unwell but to let them know that they are present at the group because they are normal enough to feel as they do and therefore the need to learn on how to deal with those feelings (Khesht-Masjedi et al., 2019). This kind of introduction is to ease the tension and make them feel normal instead of making them feel as if they have a terminal illness. The essence of letting the teens know that there is nothing wrong with them is to incorporate those that believe their anxiety disorder is not a problem since, from a professional point of view, it means that the teens are in denial. Therefore, I would start the discussion by narrating how I felt as a teenager and how sometimes I feel like an adult. I would also let them know what my younger daughter does and what my teenage son does things, and through this, a mental picture would be formed of how sometimes stressful situations could be and how to deal with them. This would make them understand that anxiety is a feeling that comes and goes, and having it is humanly possible, just like having a heartbeat (Koydemir and Essau 2018). Taking note of a teenager who is so quiet, I may interpret that as indifference or a troubled one, and by letting them all know that a bit of worry is just as normal, I believe that it would be a good starting point. Additionally, since the topic for the day would b mindfulness, I would try to focus the teens on the things that teens do on day one. I would, for instance, try to find out which individual sports the teens like, the best kind of indoor games they enjoyed, and to create a good rapport, I would try to engage them in their favorite sporting activities, either physically or mentally, to have them break the rigid teenage bonds (Khesht-Masjedi et al., 2019). Besides sports, we would discuss the value of good feeding habits and the importance of quality and sleep quantity. We would openly discuss the differences and achieve the desired quality and quantity of sleep for relaxation proposes. I would also make sure that emotion is addressed, whereby I would let it known that emotional expression is very significant. The essence of expressing emotions would be to let them know that besides the feelings of anxiety that they feel, it is good for them to acknowledge other emotions like happiness, sadness, and even elation and euphoria that may sometimes be experienced, especially when with friends (Carlton et al., 2020). Apparently, I would also ensure that I would have a session with their parents and guardians to know how they understand them. By this, the teenagers would feel that their needs are being taken care of, and since professionally, we would understand them as they are, it could be that their parents are not. In most cases, parents and guardians tend to be hard on teenagers, and it happens that judgments are on the higher side as opposed to understanding. By assuring them that a word with immediate family members would make them feel welcome to talk about bothering them and openness is one of the keys to unlocking anxiety and depression (Koydemir and Essau 2018). The best leadership style that I would incorporate would be both democratic and authoritative, whereby engagements amongst the teens would be upheld by all means. Still, negative behavior would be strictly restricted (Schrobsdorff, 2016). This is because teens tend to be rebellious by nature, and therefore, in this case, it is dealing with teens with anxiety disorders. Therefore, they may tend to be moody, irrational, and even to some extent, rowdy, and abusive. Through this, positive behavior would be highly rewarded, and negative behavior would be thoroughly reprimanded. The involvement of each group member would first entail a brief history of each hobby and activity. I would first start with those who are willing to talk first, like, for instance, those that feel they do not have an issue. This would set the tone for the group members, and by the time the quietest is reached, the mood could be lighter due to interactions. Further, we would discuss how individual feeding habits and what they think about their diet (Carlton et al., 2020). I would ensure that each group member tells how they relieve their emotions and how they feel afterward. Finally, we could discuss the real issue of anxiety and how each group member feels about anxiety as a topic, what they think about it in terms of medication, therapy, and treatment (Schrobsdorff, 2016). With all those topics covered, I believe that day one would be a success, and the following session would not be a pain but a look forward to kind of group meeting. References Carlton, C. N., Sullivan-Toole, H., Strege, M. V., Ollendick, T. H., & Richey, J. A. (2020). Mindfulness-based interventions for adolescent social anxiety: a unique convergence of factors. Frontiers in psychology, 11, 1783. Khesht-Masjedi, M. F., Shokrgozar, S., Abdollahi, E., Habibi, B., Asghari, T., Ofoghi, R. S., & Pazhooman, S. (2019). The relationship bet