Chapter IV: Guidance Through Groups

Abstract

GuiDANCE THROUGH GROUPS is a much more subtle and difficult process than that which is commonly called "group guidance." Its aim is (a) developmental-the satisfaction of basic needs; social and emotional development; the building of values, attitudes, social norms, vocational and esthetic values; and the acquisition of knowledge and skills, (b) diagnostic, (c) therapeutic, and (d) social, in the sense of contributing to the welfare of the group as well as promoting the best development of individuals. Classes, clubs, informal discussion groups, and social events constitute a laboratory in which to solve problems of the democratic way of life. For this reason, group activities assume worldwide importance in bridging the gap between democracy as an ideal and democracy as a reality (111: 1).There is, however, no inevitable magic in group work. The potential dangers and difficulties of guidance through groups must be faced (111: 10-11). The best thinking of certain individuals may be inhibited rather than facilitated in the presence of a group. As a result of group stimulation, quantity of work may be increased at the expense of quality. Inappropriate group experiences may decrease rather than increase the self-confidence of certain individuals, and rejection by the group may intensify their feelings of inferiority. In other cases competing group loyalties may cause mental conflicts. Excessive social activity may be harmful to the best development of certain persons whose supply of psychological energy is low. More widely recognized is the facilitation of crime through association with groups having antisocial tendency (106: 25-26). Because of these potential dangers, effective guidance through groups requires skilful work with individuals as part of the function of group leadership. In conferences with the individual, the guidance worker may discover needs for changes in his environment; in groups, the leader frequently becomes aware of personal problems which must be treated individually. The counselor may sometimes best establish relationship with resistant individuals through shared work or play (111: 27-28,128).The literature on group activities is predominantly philosophical and descriptive, rather than experimental. With the exception of studies of relationships between participation in group activities and student characteristics, and several recent experiments on the influence of group atmosphere or procedures on the behavior of members, the hundreds of articles and books written on group activities consist largely of surveys of group work and descriptions of specific programs and procedures. On the elementary-school level McKown (82) has incorporated the best theory