Approaches to Organize the Five Levels of Social Profile

Group Strategies

Parallel Group Leadership


1. Arrange the space so that members have room to participate in the activity
2. Allow the members to participate in the activity independently
3. Supply enough materials for all to use without relating to others present
4. Provide guidance and assistance with the activity when needed
5. Encourage members to carry out the activity that is their own goal

Associative Group Leadership

 

1. Begin the group by asking all members to mention their names
2. Provide supplies for activities so that members need to share and thus interact briefly
3. Encourage members to carry out activity in groups of two or three
4. Facilitate trial and error experimentation during the activity
5. Say goodbye at the end of the group, and encourage members to say goodbye to others

Basic Cooperative Group Leadership

 

1. Foster decision making and planning for the activity or meeting
2. Permit the members to carry out the activity together for one or more sessions
3. Ask the members what the rules of the game, interaction, or activity should be
4. Encourage cooperation of a basic, structured nature within roles of the activity
5. Some competition organized in a cooperative manner can be introduced with teams
6. Provide minimal assistance along the lines of interests and preferences of the group
7. Assume the role of a resource person or moderator to the extent possible.

 

Supportive Cooperative Group Leadership

 

1. Encourage the members to select and organize their activity among themselves
2. Serve as a guide to the group where needed
3. Elicit and permit expression of emotions and feelings fostered by the activity
4. Allow the pace of the activity to place interaction above efficient completion of tasks
5. Facilitate group cohesion as a priority in the group

 

Mature Group Leadership

 

1. Provide initial direction or focus, permitting the group members to become leaders
2. Present as a moderator or advisor, encouraging members to assume a variety of roles
3. Foster a balance between task accomplishment and expression of feelings or emotions
4. Encourage discussion of members’ roles, responsibilities, and choices of activity
5. Facilitate interpersonal concern for the outside lives of group members.