JIN XUAN

The sessions’ overall dynamic was enthusiastic. We used group motivational skills to establish enthusiasm, interaction and confidence in facilitators among the children (Lindsay & Orton, 2014). My group’s activities adopted a supportive and informing type of intervention, where we ensure that children learn in a nurturing group setting. However, there were times where a child with attention deficit hyperactivity disorder (ADHD) disrupts the sessions by refusing to participate. To restore the group’s dynamic, our group adopted a confronting intervention to address his behaviour. Afterwards, he participated in the group activities and displayed mature behaviour during debrief sessions.

 

The overall dynamic in my group was efficient and enthusiastic. We were active in contributing ideas for the activities. However, during the planning stage, we faced a few conflicts with regards to how the activities should be facilitated. Our group mostly used a compromising and avoidance style of conflict management, as we were time-pressed to meet deadlines and did not want to strain our friendships (TKI, n.d.). Afterwards, we adopted the collaborating conflict management style as realised that it is more important to integrate different opinions of the group, to address the issue and maintain our group’s bond (TKI, n.d.). We maintained open and accepting group discussions for subsequent conflicts. In the end, we managed to maintain the efficient and enthusiastic group dynamic throughout the implementation.