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Group Leadership Reflection Student's Name Institutional Affiliation Course Name and Code Instructor's Name Assignment Due Date Group Lab Reflection: Hidden Youth This season, I was fortunate to be part of an amazing experiential group experience that set the stage for my analysis of my leadership experience, the lessons gained from the sessions, and ways in which I could use the newly acquired skills to improve my leadership experience in both formal and informal settings. "Hidden Youth", is a support group for youths under the age of 25 years with an inclination to social isolation and a predisposition to emotional disturbance. My participation and leadership experiences in the group were an opportunity for five youths from middle-class homes, most of whom were in high school or college. Selection of the single mother's group was important because it presented an opportunity to lead and interact with and improve the circumstances of socially isolated youths. The group's purpose was to increase the self-value of participants by helping them realize their potential and significance in society. Participation in the group experience and leadership role was a fulfilling and enlightening experience that allowed us to apply a set of impactful, fun, and manageable leadership activities including a music-to-dolls game. The rotational leadership experience saw the group turn on music that played in intervals. Each interval entailed giving a group leader the doll to signify one

turn on the leadership play and allow some low-tone music to play in the background. Every stop of the music signified the need to transfer the baton to the next leader who would then introduce themselves and speak about the games they played during the week. This arrangement saw each leader, lead the participating youth's select five cards representing what they considered appropriate life values, and speak about each of the values. The leader would eventually lead members into selecting life cards that represented values they were yet to consider and engage in discussion about a possible acquisition of these values say material wealth. As a leader, one gets the opportunity to balance their interests with the needs and objectives of the group (Conger & Church, 2017). The group experience provided a much newer and more meaningful experience of leadership, where we co-led sessions in the group. My turn leading the group allowed me to apply my positive leadership qualities by demonstrating good knowledge of the topic we covered and exuding exceptional listening skills. During the session, I understood the need to summarize key points around the issue of discussion and demonstrate an understanding of different perspectives on the topic. With this knowledge, I had the advantage of grasping the areas of agreement and disagreement around the topic. This is besides facilitating a shared understanding of the topic we addressed in a manner that facilitates collective decision-making. My communication skills mainly radiated through my inclination toward active listening and my capacity to resolve conflict. This quality demands genuine attention from group members as they share knowledge, make deliberate efforts to understand them, and provide appropriate feedback (Corey, 2016). This trait helps facilitate group sharing as it fosters trust and promotes collaboration among participants in the session. Conflict resolution was, on the other hand, an instrument for maintaining cohesion, thus facilitating teamwork and productivity during discussion. These positive attributes were, however, not without inconsistencies emanating from the temptation to micromanage group members, and micromanaging threatened to destroy the confidence of some of the team members. This challenge manifested in the initial minutes of the session, where I unnecessarily scrutinized some of the contributions group members made. I saw significant team members passively withdrawing from discussions, thus denying the team the benefit of their input. A speedy realization of this helped me tone down my controlling quality by providing sober directions and encouraging members to participate openly in the project. Participating in the leadership process was effective because I learned numerous things, ranging from the existence and applicability of diverse leadership and counseling frameworks to the significance of diverse leadership qualities. I found out that counseling theories provide a framework for which leaders can inspire, guide, and empower others through group engagement. Applying these theories encourages consciousness and optimizes the leadership process to enhance synergy among members (Lephoto, 2019). The capability made more sense when handling discussions around the isolation of these youths, their emotional challenges, and their desire and need to participate adequately in society. Most participants showed divergent knowledge and viewpoints around handling matters around the subject and finding a way of creating helpful and consistent discussion around the matter. Confronted with the dilemma around the unique challenges of these youth, I found the need to empower all individuals under your leadership by encouraging them about their positive attributes and helping them understand the value of getting out of their shells. Wong (2020)

indicates that hidden youths fail to adequately realize their essence and often feel lost. Helping them understand their situations and participate more in social settings can help improve their experience and the experience of the people they interact with within society. Complimenting them for their good qualities and encouraging them by helping them understand they are not at fault was fulfilling. This was besides maintaining care not to ask questions that are too sensitive, irrelevant, and with the capacity to disrupt the discussion. In the group, social interaction increased between youths who connected in a relaxed environment. I took advantage of these connections to make the youths open up more, realize their potential further, and help them understand they can experience the same connections with others. Besides staying at home and having their time, they could also gain from meeting other people outdoors, developing relationships, and experiencing the world more. found that was key to empowering participants including more than explaining my roles and those of other group participants and clarifying the purpose of the session. It needs to set a positive tone during discussion and encourage members to voice issues, contribute to the discussion, and learn. I also learned the significance of program planning in such group settings. Aspects that featured in the group plan included goal setting, participants' brainstorming, aligning the program with the goal, allocating responsibilities, and proceeding with the discussion. Attributes like inclusion, creativity and inventiveness, insight and perceptivity, and an appreciation of diversity coupled with applying their offerings to the group setting were useful here. Observing the group participants helped me realize the level of creativity and inventiveness and how these attributes helped the group. These participants actively generated innovative ideas through brainstorming, which helped tackle some of the most challenging tasks. The ability to encourage inclusion was tagged along with realizing diversity within the group. Participants in the session had different backgrounds and held different beliefs about the issues discussed. Attaining productivity by the end of the session required that we recognize the unique contributions of different members and encourage the presentation of different viewpoints. The potential for high perception and insight supported the process of inclusivity, among other positive developments within the group. This quality radiated in my realization of the need to understand how the team viewed me and treated situations as they unfolded in the group. Handling truth and feedback effectively as positive outcomes on insight and perceptivity and enforcing individual discipline from the leaders for the good of the team Understanding my performance in leadership and the array of lessons I could learn from the process allows me to examine and evaluate my responsibilities and decisions in leadership settings, even as it deepens and broadens my knowledge and understanding of the practice. It places my focus on becoming a better leader by being open to continuous learning, regularly reflecting on my leadership capabilities and potential, and striving to improve in the necessary areas. Other opportunities to lead any group will find me more equipped with an understanding of more leadership frameworks and a deliberate effort to employ positive qualities like inclusion, member empowerment, and creativity, to mention but a few. References Conger, J., & Church, A. (2017). The high potential advantage: Get noticed, impress your bosses, and become a top leader . Harvard Business Press.

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Corey, G. (2016). Theory and practice of group counseling (9th ed.). Belmont, CA: Brooks/Cole. Lephoto, M. N. R. (2019). Adopting a relational leadership as a strategy for empowering teacher counselors: A pathway to promoting Learners' well-being and empowerment. Gender and Behaviour , 17 (3), 13777-13793. Wong, M. (2020). Hidden youth? A new perspective on the sociality of young people 'withdrawn' in the bedroom in a digital age. New Media & Society, 22(7), 1227-1244. https://doi.org/10.1177/1461444820912530

Untitled document.edited - 2023-11-27T092435.107

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