08022025-morning presentation for the day.pptx

08022025-morning presentation for the day.pptx

1. CI Recognitions & Associations UNIVERSITY PARTNER AFFILIATION PARTNER Welcome to the Session

2. LET’S START WITH QUICK MEDITATION https://drive.google.com/file/d/1elEA-QaJG1UFSTz-ogjHC0Yb0V_OF2zR/view?usp=sharing I love myself just the way I am. I can manage both positive and negative situations with ease. I can easily see the best in others. I can easily see the best in situations.

3. Agenda of Session Group dynamics and processes

4. OPENING ACTIVITY / PRE-LEARNING

5. Introduction to Group Work

6. Foundations of Group Work 6

7. Group Dynamics 7

8. Therapeutic Factors and Mechanisms of Change 8

9. Types of Therapy Groups 9

10. Leadership Styles and Skills 10

11. Ethical and Legal Considerations

12. Cultural Competence in Group Therapy

13. Ethical and Legal Considerations

14. Group Behavior and Its Influence

15. Leadership Styles and Their Impact on Group Behavior:

16. Ethical and Legal Considerations

17. Subtopics A. Group Classification of Groups Why people join groups? Group development theories Stages of group development Group structure B. Group Making Decision Strengths and weakness of group decision making Groupthink and Group-shift Decision Making Decision Techniques Subtopics Sub-topics

18. Definition of Group (s) & Group Dynamics Group Two or more individuals interacting interdependent, who have come together to accomplish a particular objective, tasks or projects. Group dynamics It refers to the attitude or behavior of a group. Its primarily concern is about the types, characteristics, structure and process.

19. Group Types

20. Why people join group? Security Status Self esteem Affiliation Power Goal Achievement

21. Group Development Theories “Homans Theory of Group Formation” – groups are develop based on activities, interactions and sentiments. The major element in this theory is the interaction between individuals. “Social exchange Theory” – groups are form based on the implicit expectation of mutually beneficial exchanges based on trust and felt obligation. “Social identity theory” - this theory suggests that individuals get a sense of identity and self-esteem based upon their membership in salient groups. 

22. Group Development Theories Bruce Tukman (1960) – provided the common framework on “how” group was made. 5 Stages of Group Development

23. Five stage model of group model

24. Group Structure Roles Norms Status Size Cohesiveness Diversity

25. Group Structure: Roles Role (s) A set of expected behavior patterns attributed to someone occupying a given position in a social unit. Classification of Roles Work/task roles Maintenance roles

26. Group Structure: Roles Role Ambiguity Discrepancy between sent role and received role Role Conflict A situation in which an individual is confronted by divergent role expectations.

27. Group Structure: Norms Norms Acceptable standards of behavior within a group that are shared by the group’s members. Classes of Norms: Performance norms Appearance norms Social Arrangement norms Allocation of resources norms

28. Group Norms & The Hawthorne Studies A series of studies undertaken by Elton Mayo at Western Electric Company’s Hawthorne Works in Chicago between 1924 and 1932. Research Conclusions: The aptitudes of individuals are imperfect predictors of job performance Informal organization affects productivity Work-group norms affect productivity The workplace is a social system

29. Group Properties: Norms Reference Groups Important groups to which individuals belong or hope to belong and with whose norms individuals are likely to conform. Conformity Adjusting one’s behavior to align with the norms of the group.

30. Defying Norms: Deviant Workplace Behavior Deviant Workplace Behavior Also called antisocial behavior or workplace incivility Voluntary behavior that violates significant organizational norms and, in doing so, threatens the well-being of the organization

31. Defying Norms: Deviant Workplace Behavior Typology : Production – working speed Property – damage and stealing Political – favoritism and gossip Personal Aggression – harassment (sexual or verbal)

32. Group Structure: Status Status is a socially defined position or rank given to a group or its group members by other people. Status characteristics theory sources: Power over others Ability to contribute Personal characteristics

33. Group Structure: Status effect On Norms and Conformity High-status members are less restrained by norms and pressure to conform Some level of deviance is allowed to high-status members so long as it doesn’t affect group goal achievement On Group Interaction High-status members are more assertive Large status differences limit diversity of ideas and creativity On Equity If status is perceived to be inequitable, it will result in various forms of corrective behavior

34. Group Structure: Size Group size has an impact with one’s behaviour. Large group Small group

35. Disadvantages of Group size Social Loafing – it is the tendency of an individual to exert less effort when working collectively than when working individual. Managerial Implications: Build individual accountability Prevent social loafing by: 1. Set group goals 3.Increase intergroup competition 2. Use peer evaluation 4. Distribute group rewards based on individual effort.

36. Group Structure: Cohesiveness Cohesiveness is the degree with the relationship of the group members and the desire to remain intact with the group. Increasing group cohesiveness: Make the group smaller. Encourage agreement with group goals. Increase time members spend together. Stimulate competition with other groups. Give rewards to the group, not individuals .

37. Relationship between norms, productivity and cohesiveness

38. Group structure: Diversity It is a degree to which members of the group are similar to, or different from one another.

39. Group Decision Making Group Strengths Group Weaknesses Generate more complete information and knowledge Time-consuming activity Offer increased diversity of views and greater creativity Conformity pressures in the group Increased acceptance of decisions Discussions can be dominated by a few members A situation of ambiguous responsibility

40. Group Decision Making Group-think Group-shift Situations where group pressures for conformity deter the group from critically appraising unusual, minority, or unpopular views When discussing a given set of alternatives and arriving at a solution, group members tend to exaggerate the initial positions that they hold. This causes a shift to more conservative or more risky behavior.

41. Group Think Symptoms Minimizing Groupthink Group members rationalize any resistance to the assumptions they have made. Reduce the size of the group to 10 or less Members apply direct pressure on those who express doubts about shared views or who question the alternative favored by the majority. Encourage group leaders to be impartial Members who have doubts or differing points of view keep silent about misgivings. Appoint a “devil’s advocate” There appears to be an illusion of unanimity. Use exercises on diversity

42. Group Decision Making Techniques

43. Evaluating Group effectiveness Effectiveness Criteria Type of Group Interacting Brain-storming Nominal Electronic Number and quality of ideas Low Moderate High High Social Pressure High Low Moderate Low Money Costs Low Low Low High Speed Moderate Moderate Moderate Moderate Task Orientation Low High High High Potential for Interpersonal Conflict High Low Moderate Moderate Commitment to Solution High N/A Moderate Moderate Development of Group Cohesiveness High High Moderate Low

44. Conclusion Group plays a significant role in an organization. Whether the group is a formal or informal, every person wants the sense of belongingness. Forming a group is easy but what matters most is how you cultivate and nourish each member of the group and let it grow so you could achieve a certain goal. Being in a group also means an active participation and cooperation with each other. It is accepting the diversity of each member while continuously learning and developing oneself.

45. HACK 1 Activity Time

46. HACK 1 Story/Case Study Discussion

47. To Be continued in next Episode The importance of ethical codes in psychology, group dynamics and formation

48. THANK YOU Feedback Link: https://forms.gle/Rj2dLvw2a2siWqHN6

49. Don’t forget to share your Feedbacks after the Session. Important For any technical doubt, fill Doubt clearing form For individual guidance, fill mentoring form. All form links are sent in Announcement section

50. For any assistance or inquiries, please connect with our Learner Success Team: 📲 Call: 7065922160 📧 Email: [email protected] 💬 WhatsApp: [phone] 📚 For academic support: 8130095644 Our team is available from 10:00 AM to 6:00 PM, 7 days a week (excluding public holidays). 👉🏻 Contact Us

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52. Building a Skilled India Life at CI Women & Mental Health Summit & Award 2024 India Startup Conclave 2024

53. Heart Touching Success Stories

54. Thank You 150,000 22+ 10,000+ 100+ 20+ Countries Happy Learners Hiring Partners Certified Counsellors Awards & Accreditations www.counselindia.com

55. CI Recognitions & Associations UNIVERSITY PARTNER AFFILIATION PARTNER Welcome to the Session

56. LET’S START WITH QUICK MEDITATION https://drive.google.com/file/d/1elEA-QaJG1UFSTz-ogjHC0Yb0V_OF2zR/view?usp=sharing

57. Agenda of Session Piaget and Education, Vygotsky socio-cultural theory

58. OPENING ACTIVITY / PRE-LEARNING

59. Piaget’s Theory and Its Implications for Education His work profoundly influenced educational theory, emphasizing the active role of learners in constructing knowledge. Piaget proposed that children go through specific stages of cognitive development, each characterized by distinct thinking patterns: Sensorimotor Stage (0-2 years): Children learn through sensory experiences and motor actions. Preoperational Stage (2-7 years): Language develops, but thinking is egocentric and lacks logical reasoning. Concrete Operational Stage (7-11 years): Children begin to think logically about concrete objects and events. Formal Operational Stage (12+ years): Abstract thinking and hypothetical reasoning develop.

60. Schemas : Mental structures or frameworks for understanding and organizing information. Assimilation and Accommodation : Assimilation involves integrating new experiences into existing schemas, while accommodation refers to modifying schemas to fit new information. Equilibration : The process of balancing assimilation and accommodation to maintain cognitive stability. Key Concepts in Piaget’s Theory :

61. Educational Implications : Active Learning : Piaget emphasized that learning is an active process. In education, this translates to hands-on activities and opportunities for students to explore, experiment, and discover independently. Developmentally Appropriate Teaching : Piaget’s stages highlight the importance of teaching strategies that align with students’ developmental levels. For example, concrete operational children benefit from visual aids and hands-on learning, while adolescents in the formal operational stage can engage in abstract discussions and critical thinking exercises. Encouraging Problem Solving : Piaget advocated for activities that encourage exploration and problem-solving. Inquiry-based learning and open-ended questioning allow students to develop their understanding rather than relying on rote memorization. Building on Existing Knowledge : Teachers can design lessons that build on students’ existing schemas, progressively introducing new concepts that challenge students to assimilate and accommodate their knowledge.

62. Vygotsky’s Sociocultural Theory Lev Vygotsky, a Russian psychologist, proposed the sociocultural theory of cognitive development , which emphasizes the critical role of social interaction and culture in learning. Vygotsky believed that children’s development is not only shaped by personal exploration, as Piaget suggested, but also deeply influenced by social and cultural context. Zone of Proximal Development (ZPD) : The ZPD is the range between what a learner can do independently and what they can achieve with guidance. Learning happens most effectively within this zone, as students are challenged but still able to succeed with support. Scaffolding : Scaffolding is the support provided by a more knowledgeable individual (e.g., a teacher or peer) to help a learner complete a task within the ZPD. Over time, this support is gradually removed as the learner becomes more competent. Language as a Tool of Thought : Vygotsky argued that language is crucial for cognitive development. Through social interaction and language, children learn to internalize knowledge and self-regulate. Cultural Tools : Cultural tools, including language, symbols, and social norms, play a vital role in shaping cognitive development. Vygotsky believed that children’s thinking is strongly influenced by the cultural tools they acquire through interaction with others.

63. Educational Implications Collaborative Learning : Vygotsky’s theory supports the use of collaborative learning in the classroom, where students work together and learn from one another. Group work, peer tutoring, and discussions allow students to operate within each other’s ZPD, enhancing understanding. Guided Instruction and Scaffolding : Teachers can provide structured support or scaffolding by modeling tasks, asking guiding questions, or providing hints. As students become more skilled, the support is gradually removed, fostering independence.

64. VALIDITY Use of Cultural Tools and Language : Since language is central to cognitive development, Vygotsky’s theory encourages dialogue, questioning, and reflection in learning activities. Encouraging students to verbalize their thought processes, for example, enhances understanding and internalization. Learning as a Social Process : Vygotsky emphasized that knowledge is co-constructed through interaction. Teachers can create environments where students engage in social learning, allowing them to acquire and apply new knowledge through conversation and shared activities.

65. Comparison of Piaget’s and Vygotsky’s Theories in Education Role of Social Interaction : Piaget emphasized independent discovery, while Vygotsky stressed that learning occurs through social interaction and collaboration with more knowledgeable others. Role of Language : Piaget saw language as a reflection of cognitive development, whereas Vygotsky viewed it as a fundamental tool for learning and self-regulation. Stages vs. Continuous Development : Piaget proposed distinct developmental stages, while Vygotsky believed development is more continuous and dependent on cultural and social context.

66. HACK 1 Activity Time

67. HACK 1 Story/Case Study Discussion

68. To Be continued in next Episode Language development

69. THANK YOU Feedback Link: https://forms.gle/Rj2dLvw2a2siWqHN6

70. Don’t forget to share your Feedbacks after the Session. Important For any technical doubt, fill Doubt clearing form For individual guidance, fill mentoring form. All form links are sent in Announcement section

71. For any assistance or inquiries, please connect with our Learner Success Team: 📲 Call: 7065922160 📧 Email: [email protected] 💬 WhatsApp: [phone] 📚 For academic support: 8130095644 Our team is available from 10:00 AM to 6:00 PM, 7 days a week (excluding public holidays). 👉🏻 Contact Us

72. Scan the Code and Join our Community for regular Knowledge updates.

73. Building a Skilled India Life at CI Women & Mental Health Summit & Award 2024 India Startup Conclave 2024

74. Heart Touching Success Stories

75. Thank You 150,000 22+ 10,000+ 100+ 20+ Countries Happy Learners Hiring Partners Certified Counsellors Awards & Accreditations www.counselindia.com

76. Welcome to the Session UGC & NCVET Recognized Skills University Sectoral Skilling Partner Govt. of Sikkim Recognitions & Associations of Medhavi Skills University

77. Lets Start with Quick Meditation https://drive.google.com/file/d/1elEA- QaJG1UFSTz- ogjHC0Yb0V_OF2zR/view?usp=sharing

78. What we are going to Cover tod a y . Memory TYPES OF MEMORY

79. Types of Memory As Types: Explicit Memory Implicit Memory As Stages: Sensory memory Short- term memory Long- term memory As Processes: Encoding Storage Retrieval

80. Explicit memory and Implicit memory

81. Stages of Memory: Sensory, Short- Term, and Long- Term Memory

82. short- term memory is not stored Information in permanently but rather becomes available for us to process, and the processes that we use to make sense of, modify, interpret, and store information in STM are known as working memory . Although it is called “memory,” working memory is not a store of memory like STM but rather a set of memory procedures or operations. Parts of Working memory Temporarily storing immediate experience into short- term memory storage Reaching back into long- term memory Mixing and processing the experience and memories together Applying the meaning discovered from this process to the task at hand

83. Working memory model

84. 5 Minute activity

85. Case Study: Patient with Working Memory Loss Patient Profile: John, a 45-year- old software engineer, started experiencing difficulties with working memory after a minor stroke. Symptoms: John struggled with tasks requiring short- term information retention. He often forgot phone numbers and had trouble following multi- step instructions at work. Conversations became challenging as he frequently lost track of the topic. Diagnosis: Neuropsychological assessment confirmed working memory impairment. John’s performance on tasks such as digit span and complex arithmetic was below average. Intervention: John underwent cognitive rehabilitation focusing on memory strategies and exercises to improve attention and executive function. Tools like mnemonic devices, structured routines, and digital reminders were integrated into his daily life. Outcome: After six months, John showed significant improvement. He reported better task management and increased confidence in social interactions. His workplace productivity also improved, enabling him to handle complex projects more effectively. Conclusion: Targeted cognitive rehabilitation and practical aids can significantly enhance the quality of life and functionality in patients with working memory loss.

86. Let’s Wind up now Memory refers to the ability to store and retrieve information over time. For some things our memory is very good, but our active cognitive processing of information assures that memory is never an exact replica of what we have experienced. Explicit memory refers to experiences that can be intentionally and consciously remembered, and it is measured using recall, recognition, and relearning. Explicit memory includes episodic and semantic memories. Measures of relearning (also known as savings) assess how much more quickly information is learned when it is studied again after it has already been learned but then forgotten. Implicit memory refers to the influence of experience on behavior, even if the individual is not aware of those influences. The three types of implicit memory are procedural memory, classical conditioning, and priming. Information processing begins in sensory memory, moves to short- term memory, and eventually moves to long- term memory. Maintenance rehearsal and chunking are used to keep information in short- term memory. The capacity of long- term memory is large, and there is no known limit to what we can remember.

87. Assignment Explanation Q. 1 List some situations in which sensory memory is useful for you. What do you think your experience of the stimuli would be like if you had no sensory memory? Format of the Assignment Types of Submission: This assignment should be typed. 2. Typed: Font: Times New Roman Text Size: 12pt Spacing: Double- spaced Words for each topic - 500 words 3. Submission Format: Submit your assignment in PDF format.

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89. Don’t forget to share your Feedbacks after the Session. For any technical doubt, fill Doubt clearing form For individual guidance, fill mentoring form. All form links are sent in Announcement section

90. Scan the Code and Join our Community for regular Knowledge updates.

91. Building a Skilled India Life at CI Women & Mental Health Summit & Award 2024 India Startup Conclave 2024

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