Running a Group

In running a successful group, there are several factors that need to be considered:

• cohesiveness
• group rules
• format of the session
• evaluating the group

Cohesiveness
Cohesiveness is essential in a group.  As we said in the last issue, children are much more likely to learn and perform if the group has gelled. Cohesiveness is more likely to occur when there is a good match between individual needs and the group goals. 

If this has been achieved then it is hoped that there will be less work in ensuring ongoing group cohesion. However, it is important to ensure that the group gels initially and factors that can help cohesiveness are: interpersonal attraction – people who like one another are more likely to gel; success in completing tasks – bring a group together by setting them a task that they succeed at as a group; arrange the room prior to the group; ensure that everyone feels valued in the group; ensure that everyone feels part of the group and has an equal ‘say’; start each session with a relatively simple activity that is fun and stress-free and which cues each member into the group; and finish each session with another activity that is fun and stress-free. 

Group rules
Group rules are also helpful to develop group cohesion and will hopefully instil a shared sense of responsibility for how the group functions. Asking the group questions such as ‘what makes a group a good group or a bad group?’ is a good basis for discussion around setting up group rules. These rules can then be used or referred to when problems arise that affect the cohesion or running of the group. 

At the same time as discussing group rules, it is also important to help the group members understand the group contract, for example, how long the group will last and what the aims are for the group.  Both the rules and group contract could be done in a written or pictorial format and referred to in later sessions. 

The format of the session
The format of the session will vary from time to time but there are general guidelines which apply to most groups.

1. A group cohesion activity.  This is an essential beginning to the group.  It brings the group together and helps them to focus on the other group members and the purpose of the group.  The activity should be simple and stress-free and all members should participate and feel part of the group. 
2. Recap the previous session. This is important to ensure cohesion between sessions.  It may also be appropriate to recap on the aims and rules of the group and change the session plan if something has occurred that needs attention.  Homework could also be discussed at this point.
3. Introduction to the session.  The theme for that session is then introduced through discussion, brainstorming, playing a game, watching a video etc.
4. Main activity(s). There may be several main activities depending on the length of the session and these may include modelling of a new skill followed by role play by the children and feedback, and then replay where necessary.  It is during this part of the session that it is most important not to lose children’s attention by allowing an activity to go on for too long, or one person to dominate the conversation.
5. Summing up.  The session is then summed up and may include setting home assignments.
6. Finishing activity.  Each session should end with a finishing activity to bring the group back together again and to reduce anxiety if the children have found any of the activities difficult.  The activity should therefore be fun, simple and stress free.

Careful time-tabling in a session is essential if it is going to run smoothly.  Too slow a pace will lead to boredom and a low level of arousal, and too rapid a pace will mean that group members will not have enough time to process the information and respond.

Evaluation
Evaluation is obviously an essential aspect of any group.  Questions that need to be asked are:

• Were the aims of the group met?
• How did the activities go and were they at an appropriate level?
• Did everyone take part?
• Did the children enjoy the session and are they improving and learning new skills?
• What needs to be addressed in the next session that has not been planned for? 

Evaluation is therefore best done with well-structured session notes to evaluate the sessions and activities, rating scales to re-assess the children’s skills and a format for assessing the children’s views on whether they believe they have improved or not and if they have enjoyed the group, such as the ones used in Talkabout (Kelly, 1996). 

Running groups is definitely the most popular way to teach social skills, but the effectiveness of the group will almost definitely be linked to the facilitator’s ability to set up and run the group effectively.  But with the essentials thought through, running social skills groups can be fun, rewarding and effective. 

Alex Kelly
Speech & language therapist and social skills consultant www.alexkelly.biz

Alex Kelly is the author of Speechmark's best selling Talkabout series.