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Being a Leader

Being a Leader. HPR 450 Chapter 7. Table 7-1 Developing Closeness by Achieving Trust. Communicating clearly in a way a layperson can understand Keeping promises Protecting confidentiality Avoiding negative communications (e.g. blocking, false reassurance) Being available to the client.

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Being a Leader

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  1. Being a Leader HPR 450 Chapter 7

  2. Table 7-1Developing Closeness by Achieving Trust • Communicating clearly in a way a layperson can understand • Keeping promises • Protecting confidentiality • Avoiding negative communications (e.g. blocking, false reassurance) • Being available to the client

  3. Client (needs and characteristics) Environment (situation and setting) Figure 7-1Factors Influencing Choices of Leadership Style Leader (ability and personality)

  4. Figure 7-2Continuum of Leadership Styles Autocratic Democratic Laissez-faire (Leader centered) (Client centered) Dependency Independence

  5. Table 7-2Advantages of Therapeutic Recreation Groups • Feedback • Share thoughts • Self-confidence • Give and take • Transcendence • Validation • Self-awareness • Helping others • Recreation skills • Cost savings Advantages for Clients: • Group identity • Socialization • Empathetic understanding • Social support • Hope • Control • Vicarious learning • Modeling coping • Role-Modeling • Practice new behaviors

  6. Table 7-2Advantages of Therapeutic Recreation Groups Advantages for Group Leaders: • Cost savings • Provide added support • Resources of the group • Stimulating

  7. Stages of Group Development • Forming- anxiety for members; leader must develop trust 2. Storming - hostility toward leader or other members may occur; leader assists members in working through this phase 3. Norming- “we stage”; cohesion 4. Performing- members become functional; performance and productivity

  8. Table 7-3Guidelines for Giving Feedback • Be sensitive • Do not “avalanche” • Do not overpraise the group • Try not to punish, preach, or judge • Feedback should be immediate • Use confrontive feedback carefully • Act as a role model for giving and receiving feedback.

  9. Processing Techniques • No Loading • Frontloading (aka: framing, briefing, prebriefing) • Feedback (including stop-action & reframing) • Metaphors • Debriefing

  10. General Frameworks for Debriefing • What? So What? Now What? • The 5 Question Model • Experiential Learning Model

  11. What? So What? Now What? Model • What Phase - review of what happened • So What Phase - Express what they have learned • Now What Phase - what they will do with learning

  12. The “5 Question Model” • Did you notice…? • Why did that happen? • Does that happen in life? • Why does that happen? • How can you use that?

  13. The “Experimental Learning Cycle” • Experiencing - engagement • Publishing - talking about what occurred • Processing - interpreting why • Generalizing – relating to real life • Applying- how will you change based on what you learned

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