The article by Perrone and Sedlacek (2000) discusses client satisfaction in homogenous and heterogeneous groups. Homogenous and heterogeneous is a debated topic within groups for children. While some argue that students need to be separated by the time they achieve puberty, others state that heterogeneous groups are beneficial in discussing a multitude of aspects. The Perrone & Sedlacek article is a study of which method is successful in a college population. One point brought u by Perrone and Sedlacek was Social identity theory (Tajfel & Turner, 1986 as cited by Perrone and Sedlacek, 2000). Social identity theory is an individual’s sense of who they are based group membership (e.g social class, grade level, sport involvement etc.) Within…show more content… Jones and Robison III (2000) delineate intensity around five major aspects: heighten anxiety, disclosure of group members, awareness of oneself in group, concentration on feelings, awareness of situation, and recognition and involvement of threating issues. Through intensity, the group can grow and expend their processing. Intensity occurs in a linear manner with the stags of the group. As the group progresses the stages, intensity increases as individuals self-disclose. Group members will not progress to intensity until they are ready to self-disclose and challenge the issue. Intensity could be beneficial in a children’s group because it could eclectic real internal feelings. These feeling could get at the root of the issue and progress the students faster when time is limited. Another aspect that was discussed in the article was choosing group activities in relation to the groups stage. When planning activities for a group it is important to consider timing and the groups stage. If one chooses an activity that is too advance they could loose interested from their participants. On the other side by not choosing challenge activities, the facilitator may fail to assist clients in their progression. The article outlined four key steps to follow when choosing an appropriate group. Theses stages are brainstorming group activities that are inline with the group goals, evaluating the intensity of the activity, choosing the correct activity for early, middle and ending stages of the group (Jones and Robison III, 2000). By electing the proper activity at each stage, as group leader I could encourage participation and deter early termination/not wanting to
