h e e n d e a v o u r e d to a l l o w the g r o u p a u t o n o m y d u r i n g the m o r e social

Transcription

1 107 h e e n d e a v o u r e d to a l l o w the g r o u p a u t o n o m y d u r i n g the m o r e social a c t i v i t y o f s o c c e r, a l t h o u g h in terms of the P r e m a c k P r i n c i p l e this c o v e t e d g a m e w a s m a d e c o n t i n g e n t o n w o r k in the g r o u p. 9. It. I A r r o c e s s a n a l y s i s o f g r o u p task a c t i v i t i e s ana p r o c e s s e s S e s s i o n 5 A f t e r a b o u t f o r t y m i n u t e s of d i s r u p t i v e b e n a v i o u r d u r i n g w h i c h g r o u p m e m b e r s s w i t c h e d A 9 a o f f the w o r k e r ' s tape r e c o r d e r, s h o u t e d and l a u g h e d w i l d l y and left the r o o m to d i s A l O b rupt a n o t h e r g r o u p n e x t door, the w o r k e r a s k e d t hem w h a t they h a d l e a r n e d that day. B lld A f t e r a f e w m i n u t e s s i l e n c e a few b o y s m u m b l e d " n o t h i n g ". T h e w o r k e r a s * c d the boys w h a t the p u r p o s e o f the g r o u p w a s. T h e y r e p l i e d that the g r o u p w a s for w o r k, fun and Bflc ta l k i n g a b o u t p r o b l e m s. T h e w o r k e r p r o c e e d e d to i n t r o d u c e the s u b j e c t of c o n t r a c t s B I 2 c a n d its m e a n i n g, a n d then a s k e d the m e m b e r s if it w o u l d n ' t be a n idea to e s t a b l i s h a c o n t r a c t b e t w e e n t h e m s e l v e s for w o r k In the group. A n a t t e m p t to c o n s t r u c t such a c o n t r a c t w a s at f i r s t h i n d e r e d by the b o y s w h o led d i s c u s s i o n o f f at a tangent. A f t e r a w h i l e the w o r k e r r e f l e c t e d that e v e r y o n e s e e m e d to be d o i n g t h e i r b e s t to lead B IOc d i s c u s s i o n a w a y f r o m w ork. T h i s c o m m e n t w a s e f f e c t i v e in c o n c e n t r a t i n g d i s c u s s i o n jn w o r k in che g r o u p, a n d p r e v e n t i n g f u r t h e r red h e r r i n g s b e i n g d r a w n by g r o u p m e m b e r s. The worker Introduced the idea of rewards for hard work to the group, w h o then became BlOh so i n v o l v e d in the idea of w o r k in the g r o u p that they c o n s i d e r e d d o i n q a w a y w i t h all g a m e s d u r i n g g r o u p sessions. R e a l i s i n g this to b e u n r e a l i s t i c, the w o r k e r t e m p e r e d the r e s o l u t i o n by s a y i n g it was natural to r e w a r d ones.elf w i t h fun a f t e r h a r d w o r k, a n d BlOh desci ibed h o w he still d i d It in his o w r s t u d i e s. In this s e s s i o n the w o r k e r a l s o d i s c u s s e d ideas o f m a k i n g s t u d y m o r e e x c i t i n g by a c t i n g o u t h i s t o r i c a l s c e n e ; and m a k i n g p a p i e r i a c h m a p s, to w h i c h t h e b o y s r e s p o n d e d w i t h interest. 310a S e s s i o n f T h e g r o u p m a d e a s e r i o u s e f f o r t to w o r k in the s e s s i o n, c o m p l e t i n g E n g l i s h h o m e w o r k f o r f i f t e e n m i n u t e s f o l l o w e d by d i s c u s s i o n a n d c l a r i f i c a t l o n b y the w o r k e r an some A 6 a p o i n t s ( d i r e c t a n d i n d irect s p e e c n ). A t the b o y s r e q u e s t the w o r k e r then c o v e r e d a c h a p t e r o f h i s t o r y f r o m a t e x t b o o k in a quiz, a n d he s h o w e d t hem h o w to m a k e s u m m a r y n o t e s for e a s y learning. A l t h o u g h t here was o n l y time for ten m i n u t e s s o c c e r at the end, the b o y s d i d not s e e m to m i n d. S e s s i o n "* In r e s p o n s e to the w o r k e r ' s s u g g e s t i o n, the g r o u o s t u d i e d for t w e n t y m i n u t e s b e f o r e 310a b e i n g 'quizzed' o n h > s t o r % T h i s p e r i o d w a s u s e d by the w o r x e r to o b s e r v e the b oys' s t u d y b e h a v i o u r s to c o m p i l e a r e c o r d i n g s c h e d u l e. B e n a v l o u r s i n h i b i t i n g g e f f e c t i v e s t u d y i n c luded l o o k i n g o u t o f the w i n d o w o r a r o u r d the room, t a l k i n g and g i g g l i n g, s h u f f l i n g a r o u n d, p u s h i n g o t h e r s, m a k i n g d i s t r a c t i n g n o i s e s I*k«s u c k i n g a p en, f i d d l i n g >*lth items on the d e s k or p e r sonal c l o t h i n g, and leaving seats. On the p r e t e x t of a r e q u e s t to leave the room, John, w h o h a d o b s e r v e d the w o r k e r A l O b w r i t i n g d o w n his o b s e r v a t i o n s, *.an*e u p to see w h i t he w a s doing. T h e w o r k e r d i d not try to conceal w h a t ne w a s do*ng, a n d w h e n the s t u d y p e r i o d w a s o v e r e x p l a i n e d his a c t i o n s to the boys. *e e x p l a i n e d the c o n c e p t o ^ fe e d b a c k and n o w s ome BlOh b e h a v i o u r s s t o p p e d p e c p l e l e a r n i n g e f f e c t i. e l y. O n s e e i n g the u n c e r t a i n, s u s p i c i o u s r e s p o n s e this e v o k e d f r o m the b o y s, the w o r k e r role p l a y e d s o m e of the b e h a v i o u r s he'd o b s e r v e d t hem d o i n g d u r i n g t h*ir s t u d i e s. This D r o u g h t some laughter, the boys

2 108 p o i n t i n g a t e a c n o t h e r as c e r t a i n b e h a v i o u r s w e r e a c t e d o u t r e v e a l i n g s o m e o e r c e p t i o n o f t h e i r studv hapits. S t e v e w a s oft-an s i n g l e d out. D u r i n g the 'quiz-time' :**at f o l l o w e d the w o r k e r n o t i c e d that Edward, H e c t o r and S t e v * r a r e l y p r o f f e r e d an answer, a n d w nen tney d i d t hey w e - e e i t h e r l a u g h e d at by t h e i r peers, o r t n e i r r e s p o n s e s so lacking in c o n f i d e n c e thev w e r e o v e r w h e l m e d by ^ore a g g r e s s i v e a n s w e r s f r o m o t h e r -nemoers. The w o r < e r r e m i n d e d the b o v s of g r o u p p u r p o s e s a y i n g tne g r o u p w c s -neant to pe a p l a c e w n e r e the b o y s c o u l d h e l p e a c h o t n e r r a t h e r t han tease e a c h o t h e r ' s e f f o r t s. T o e m o n a s i s e this tne w o r k e r r e s o o n d e d d i f f e r e n t i a Ily to -nember r e s p o n s e s - p r a i s i n g and e n c o u r a g i n g e f f o r t s by E d w a r d, H e c t o r and S t e v e ano c o n t i n u i n g to g i v e them a t t e n t i o n w n e n o t n e r s tried to o v e r w h e l m t h e i r r e s p o n s e s. 312b Session 3 A7b M o w o r k was a c n e in the s e s s i o n as g r o u p m e m o e r s d i d n o t b r i n g t heir b o o k s a n d w ere n o t i n t e r e s t e d in the h i s t o r y the w o r k e r "tad p r e o a r e d. H o w e v e r, w h e n the b oys star ted d r a w i n g g r a phs on the b l a c k b o a r d the w o rk er used the o p p o r t u n i t y to e x p l a i n SI OH a n d I l l u s t r a t e h o w g r a p h s c o u l d b e u s e d to r e c o r d c h a n g e s In b e h a v i o u r, d r a w i n g up e x a m p l e s in t erms o f g i g g l i n g and t a l k i n g d u r i n g s t u d y times, i m p. o v e m e n t In m a - k s a n d length o f time s pent In study. He I l l u s t r a t e d h o w b e h a v i o u r s c o u l d be c o u n t e d up a n d p l o t t e d o n a g r a p h to s h o * w h e t h e r b e h a v i o u r w a s i mproving. W h e n the g r o u p B 1 0 h m e m b e r s s t a r t e d talking or t e a s i n g o t h e r s, the w o r k e r m e r e l y m a r k e d p o i n t s a g a i n s t " t e a s e s " or " t a l k s " o n the board, a n d the b o y s s e t t l e d down. W h e n the w o r k e r left, B l O d A6a a 6 o the boys were' flaying graphs" on the blackboard * saying 'Tony, laughs" and " H a r o ld g i g g l e s " as they totted u p b e h a v i o u r s a n d p l o t t e d t h e m on graphs. Session? A 7 a A g a i n no w o r k was d o n e in the s e s s i o n, m e m o e r s s u b t l y r e j e c t i n g an a c t i v i t y ( c o n s t r u c t i n g p a p i e r machtf maos) p r o p o s e d b y the w o r i s r. fitter some d i s c u s s i o n the w o r k e r r e f l e c t e d to the g r o u o that n o w o r k h a d o e e n d o n e :n the g r o u p for a ^ew A U b sessions - and the June exams were drawing close. Reminding them of their contracc he. u ggested they p l a n s t u d i e s for s u c c e e d i n g m e e t i n g s so e v e r y o n e c o u l d b r i n g b^oks. G e o g r a p h y was d e c i d e d on c d S e s s i o n 10 A l O b A f t e r i n s p e c t i n g the s c o r i n g s c h e d u l e the w o r k e r nad d e v i s e d *or b e h a v i o u r a l r e c o r d i n g 9 IOe in the group, the -"embers sat d o w n to w o r k. F i s c h e r and G o c h r o s (1975) h a v e n o t e d t h a t the a c t of r e c o r d i n g c a n c n a r g e b e h a v i o u r. D u r i n g the twenty m i n u t e s s t u d y 9!0d p e r i o d the b o y s s t u d i e d q u i e t l y a n d c o n t i n u o u s l y, e x c e o t for Ivan a n d S t e v e w r o s e 9 10c A 6 * a t t e n t i o n w a n d e r e d a f t e r f i f t e e n m l n j t e s. H o w e v e r d u r i n g the t w e n t y m i n u t e d i s c u s s i o n A6a p e r i o d w h i c h f o l l o w e d tne boys w e r e n o i s y, all t r y i n g to s n o u t e a c h o t h e r ' s a n s w e r * A f a d o w n. D e s p i t e a s p o k e n d e s i r e o try to a n s w e r q u e s t i o n s in turn, o n l y H a r o l d and ^ Ivan a t t e m p t e d this, the o t h e r s a o o a r e n t l y l a c k i n g the control to d o so, and p e r h a p s t r y i n g to im o r e * a w i t h th- ir i ndividual k n o w l e d g e. m T he workar shewed the boys how to use the sun for direction finding purposes, I l l u s t r a t i n g p o i n t s of. <> :ompass to them. 8!0a AlOo At thi-. session the worker produced a 'draft' contract wnlch the boys perused 3 12d a n d d i s c u s s e d and d e c i d e d to a c c e p t I* i Sess Ions ' 1, 12 and 13 No w o ^ k was 3one in tt.esc s e s s i o n s - s e s s i o n II (th* day b e f o * e a p u b l i c h o l i d a y ), w a s a t t e n d e d pv t h r e e t e m p e r s, «ni!e all a t t e n d e d s e s s i o n 12, w h i c h was a p l a n n i n g day for the soccer -natch (session 13). I Er

3 109 S e s s i o n 1U T h e Initial s c o r i n g s c h e d u l e w i t h t h i r t e e n o e h a v i o u r c a t e g o r i e s a n a e l e v e n names, c o v e r i n g i f o r t y m i n u t e p e r i o d of s t u d v a n d q u e s t i o n * and o e i n g m a r k e d py the w o r k t r w h o a l s o h a d to ask q u e s t i o n s was m o o s s i b l e to re c o r d a c c u r a r e l y and c o n s e q u e n t l y a c h a n g e «as n e c e s s a r y. 3 1Od 9!0e T h e n e w s c h e d u l e c o m p r i s e d the fol jaing i m p r o v e m e n t s :.) s e n a v i o u rs w e r e d i v i d e d into * our b r o a d c a t e g o r i e s for r e c o r d i n g p u r p o s e s : p a s s i v e b e h a v i o u r s.p ), d i s r u p t i v e b e n a v i o u r s (0), a g g r e s s i v e d e n a v i o u r s (A) and w a n t e d or d e s i r e d P e n a v i c u r s w h i c h w e r e to be r e w a r d e d ( R ). T h i s idea was g l e a n e d from the study aone by Kubany at a I (1971); 3 * 0a b) * tudies w e r e d i v i d e d into t hree d i s t i n c t p h a s e s - a s t u d y p e r i o d of twenty m i n u t e s, a b u z z g r o u p p e r i o d of tan m i n u t e s for mutual a s s i s t a n c e, a n d a q u i z p e r i o d of twenty m i n u t e s ; c) io n s for r e c o r d i n g p u r p o s e s w e r e c o m p l e t e d for f i f t e e n s e c o n d s at f i f t e e n second i n t e r v a l s d u r i n g the initial s t u d y p e r i o d, and in the b u z z g r o u p, a n d d u r i n g the q u i z p e r i o d w h i l e e a c h m e m b e r a t t e m p t e d an a n s w e r ; d) the 'quiz m a s t e r ' role was t aken by a g r o u p m e m b e r, a l l o w i n g the w o r k e r to d e v o t e full a t t e n t i o n to the s c o r i n g schedule. T h e n e w s c h e d u l e was m o r e e a s i l y scored, p r o v i d e d m o r e a c c u r a t e I n f o r m a t i o n a b o u t w» n '*iours o c c u r r e d, and d i f f e r e n t i a t e d c l e a Jy b e t w e e n ' b e h a v i o u r a l ' and 'k.no*» e' c a p a c i t es of i n dividual m e m b e r s. 91 Od A full p r e s e n t a t i o n a n d d i s c u s s i o n or* r e s u l t s o c c u r s in C h a p t e r \ k t s c o r i n g sheets a p p e a r i n g in a p p e n d i x 0. T h e g r o u p s c o r e d o n e h u n d r e d and f i f t y p o i n t s d u r i n g this s e s s i o n w h i c h w a s used as the f irst b a s e l i n i n g session. A 6 a S e s s i o n I1 T h e n e w s c h e d u l e * a s u s e d from s e s s i o n!* o n w a r d s. T h e g r o u p o o t a i n e d o n e h u n d r e d and f i f t e e n p o i n t s in this s e s s ' o n, losing p o i n t s d u r i n g q u i z time w h e n they lost control i n t e r r u p t i n g e a c h other, s h o u t i n g, l e a v i n g t heir s eats a n d b e c o m i n g t o t a l l y u n r u l y 9 e n a v i o u r s w h i c h a p p e a r e d to h a v e a e e n m o d i f i e d In the p r o c e s s of r e c o r d i n g w e r e now r e t u r n i n g to a level w n e r e they had 'seen p r i o r to i n t r o d u c t i o n of the scf ile. 9 lod B l O g S e s s i o n s 16, 17 and *io w o r k w a s d o n e in t hese sessions, s e s s i o n s 16 a n d 17 b e i n g d e v o t e d to U n i v e r s i t y ). o w i n g tc terminal e x a m s h a v i n g just P e e n c o m p i e t e d, soccer, and 18 to a social e v e n t (a v i s i t to the S e s s i o n I? A 7 b D e s p i t e an a g r e e m e n t to s t u d y h i s t o r y, pni t hree aovs a t t e n d e d the session. Sessions 10 1 D e s o i t e m e s s a g e s to g r o u p - e m p e r s tnat w o r k h a d aeen s h e l v e d fcr t hese s e s s i o n s, o n l y four and f i v e o oys a t t e n d e d them. S e s s i o n 22 S o c c e r -\atch. S e s s i i n 21 In v i e w of - e s e a r c h r e c j i r e m e r t s the w o r k e r < n t ro d u c e d an o e s e r v e r to the g r o u p to r e c o r d the b e n a v i o j r a i scnedu.. T h e joys a l r e a d y k n e w 3 as ne was the leader or the

4 g r o u p they h a d p ' e y e d s o c c e r a g a i n s t in s e s s i o n s 13 and 22. T h e w o r k e r e x p l a i n e d to the group that 9 was interested in ho* they were learning and wa n t e d to obs e r v e so that he c o u l d a s s i s t o t h e r g r o u p s in future. G r o u p m e m b e r s w e r e a g r e e a b l e to this, b u t b o y c o t t e d the s t u d y p e r i o d, t e l l i n g the w o r k e r they had f o r g o t t e n to b r i n g thei r b o o k s. d 12d jess ion 2<* T h e o b s e r v e r a n d the w o r k e r r e c o r d e d b e n a v i o u r s w h i l e the g r o u p s t u d i e d G e o g r a p h y. D e s p i t e r e l a t i v e l y c o n t r o l l e d b e h a v i o u r s in the s t u d y and b u z z g r o u p p e r i o d s, the g r o u p s e c a m e so d l s r u p t i e in q u i z time that the p r o c e s s c o l l a p s e d in d i s o r g a n i s a t i o n a f t e r f i f t e e n m i n u t e s. ' 3 I O g S e s s i o n 25 G r o u p m e m b e r s I n f o r m e d the w o r k e r they Ned left t h e i r b o o k s In a c l a s s r o o m w h i c h w a s s u b s e q u e n t l y locked and t hey c o u l d not s t u d y w i t h o u t them. As the b o y s later r e v e a l e d they c o u l d e n t e r this r o o m at w i l l, this s e s s i o n w a s r e c o r d e d as a nil a c h i e v e m e n t (boycott). T h e w o r k e r d i s t r i b u t e d to e a c h b o y a c o p y of c.ract, b e h a v i o u r s c h e d u l e and B l O h s c o r i n g s c h e d u l e, a n d e x p l a i n e d the idea of 'rewards' at i n d i v i d u a l a n d g r o u p levels B 12d for w o r k d o n e In the group. I n d i v i d u a l r e w e r d s w e r e to b e a s w e e t for e v e r y six p o i n t s e a r n e d, a n d g r o u p r e w a r d s, o u t i n g s or s o c c e r m a t c h e s for total p o i n t s g a i n e d. T h e b o y s w e r e v e r v e x c i t e d a n d a s k e d the w o r k e r If h e c o u l d c o m e to the g r o u p m o r e t h e n t w i c e a w e e k so they c o u l d e a r n p o i n t s q u i c k l y. in a d d i t i o n, s o m e d i s c u s s i o n e v o l v e d as to w n e t h e r or not p r o w e s s In s o c c e r s h o u l d be r e w a r d e d. R e a l i s i n g this to be u n f e a s i b l e, the w o r k e r I n f o r m e d the b o y s C h a t as s o c c e r w o u l d a l r e a d y b e a r e w a r d 3!2d for g r o u p a c h i e v e m e n t, in itself, h e d i d n ' t feel they c o u l d b e r e w a r d e d for this as well e T h i s was a c c e p t e d. S e s s i o n 26 T h i s wes the last oaseli.iing s e s s i o n a n d was r e c o r d e d by the w o r k e r and the o b s e r v e *. " h e g r o u p a t t a i n e d o n e h u n d r e d a n d f i f t y - f i v e p o i n t s for the s e s s i o n. T h e t o k e n B log e c o n o m y and b e h a v i o u r s c h e d u l e s w e r e d i s c u s s e d by m e m b e r. and the w o r k e r told them that on the attain m e n t of four hundred points by the g r o u p they could play 31 Oh s o c c e r a g a i n s t 0 ' s g r o u p at the U n i v e r s i t y s o c c e r f i e l d s - g r e a t e x c i t e m e n t e n s u e d..2 S u m m a r y e v a l u a t i o n of t a s k a c t i v i t i e s a n d p r o c e s s e s in the g r o u p T h i s p h a s e of g r o u p d e v e l o p m e n t w a s u s e d f o r the o b s e r v a t i o n and b a s e l i n i n g of s t u d y b e h a v i o u r s, p r i o r to the i n t r o d u c t i o n o f a t o k e n e c o n o m y. D u r i n g this p r o c e s s the w o r k e r m o v e d g r a d u a l l y f r o m the g e n e r a l i n t r o d u c t i o n o f c o n c e p t s a n d ideas s u r r o u n d i n g b e h a v i o u r a l f e e d b a c k a n d r e c o r d i n g, to the i n t r o d u c t i o n a n d u s e o f s p e c i f i c b e h a v i o u r a l s c h e d u l e s for the g r o u p. O p e n d i s c u s s i o n in the g r o u p o f e v e r y s t e p in this p r o c e s s w a s c a r r i e d out,

5 Ill the w o r k e r t r y i n g to p r e v e n t u n n e c e s s a r y f e a r s a n d s u s p i c i o n s b e i n g a r o u s e d, w h i l e i n v o l v i n g g r o u p m e m o e r s in the d e v e l o p m e n t of the e n d p r o d u c t o f his o b s e r v a t i o n s a n d r e c o r d i n g s - the t o k e n e c o n o m y. T h e o b s e r v a t i o n p h a s e e x t e n d e d f r o m s e s s i o n 5 t o 13, and the b a s e l i n i n g p h a s e f r o m 14 to 26. D u r i n g the b a s e l i n i n g p h a s e t h e g r o u p b o y c o t t e d w o r k o n t h r e e o c c a s i o n s o u t o f six s t u d y p e r i o d s that had b e e n p l a n n e d. 9-5 S o c i a l a c t i v i t i e s a n d p r o c e s s e s in the g r o u p O u r i n g t h e c o u r s e o f this s t a g e of g r o u p life the w o r k e r, t h r o u g h o b s e r v a t i o n a n d the u s e of a s o c i o m a t r i x, i d e n t i f i e d a n d in s o m e s i t u a t i o n s t r i e d to m o d i f y the s t r u c t u r e o f the g r o u p in t e r m s o f l e a d e r s h i p a n d o t h e r m e m b e r roles. Social a c t i v i t i e s in the g r o u p (i.c s o c c e r ) w e r e u s e d in t e r m s o f the P r e m a c k P r i n c i p l e to i n c r e a s e low p r o b a b i l i t y b e h a v i o u r s ( s t u d y ), a n d to e n h a n c e the g r o u p ' s a t t r a c t i v e n e s s to m e m b e r s. In a d d i t i o n, the g r o u p m e m b e r s w e r e a l l o w e d c o n s i d e r a b l e a u t o n o m y in t h e a c t u a l o r g a n i s a t i o n a n d p l a n n i n g of s o c c e r g a m e s, w h e r e b y t h e w o r k e r a t t e m p t e d to i m p r o v e d e c i s i o n m a k i n g a n d p l a n n i n g a b i l i t i e s a m o n g s t the b o y s, m o d i f y c o m m u n i c a t i o n s a n d s o c i a l s t r u c t u r e s in the g r o u p and h e l p the g r o u p take r e s p o n s i b i l i t y for its o w n f u n c t i o n i n g * 1 M e m b e r s h ip F l u c t u a t i o n s in g r o u p a t t e n d a n c e w e r e c l o s e l y o b s e r v e d by the w o r k e r as i n d i c a t o r s of g r o u p c o h e ' u v e n e s s, a n d as g u i d e l i n e s for m o d i f i e d p r o g r a m p l a n n i n g. O u r i n g the f o r m a t i v e s t a g e o f g r o u p d e v e l o p m e n t t h e f o l l o w i n g boys d r o p p e d out: G r a h a m w h o d i d not a t t e n d a. y s e s s i o n s, G o r d o n f o r w h o m t h e g r o u p a p p a r e n t l y h e l d n o a t t r a c t i o n, and P i e r r e w h o w a s r e j e c t e d by the g r o u p a n d w h o s e d r o p o u t ( from t h e g r o u p ) w a s r e g a r d e d by the w o r k e r as ' h e a l t h y ', c o n t i n u e d a t t e n d a n c e likely to p r o v e h a r m f u l to h i s s e l f - e s t e e m.

6 I12 T o n y w a s a b s e n t f r o m the g r o u p f r o m s e s s i o n s 7 to 10, o n c e r u n n i n g a w a y w h e n h e s a w the w o r k e r a p p r o a c h i n g. D e s p i t e the o p e n d i s c u s s i v e a t m o s p h e r e t h e w o r k e r h a d t r i e d to c r e a t e in the g r o u p, T o n y w a s c l e a r l y a f r a i d to tell t h e w o r k e r h e n o l o n g e r f o u n d t h e g r o u p a t t r a c t i v e. T o h e i g h t e n g r o u p a t t r a c t i v e n e s s and c o h e s i v e n e s s, the w o r k e r i n t r o d u c e d p e r i o d i c s o c c e r m a t c h e s a n d o u t i n g s f o r the g r o u p. T o n y i m m e d i a t e l y r e t u r n e d to the g r o u p ( s e s s i o n 12), a n d e x c e p t f o r m i s s i n g t h r e e s e s s i o n s d u r i n g the school h o l i d a y s a l o n g w i t h the m a j o r i t y o f m e m b e r s, he m i s s e d o n l y o n e f u r t h e r s e s s ' o n ( s e s s i o n 2*0. A full d i s c u s s i o n o f m e m b e r s h i p f a c t o r s is p r e s e n t e d in C h a p t e r 13, p R o l e s in the g r o u p M e m b e r s ' r o l e s in the g r o u p w e r e a s s e s s e d t h r o u g h o b s e r v a t i o n a n d the u s e o f a s o c i o m a t r i x. T h e s o c i o m a t r i x ( f i g u r e 9) r e v e a l e d s i g n i f i c a n t c h a n g e s in g r o u p s t r u c t u r e a n d r o l e d i.f e r e n t i a t i o n b e t w e e n s e s s i o n s 2 a n d 16. T c b I e k: T a b u l a r s u m m a r y of s o c i o m a t r i c e s c o m p i l e r 1 'n s e s s i o n s 2 a n d 16 S e s s i o n 2 S e s s i o n 16 S u b q r o u p s : 1. T o n y, H e c t o r, Ivan, R o b e r t o 2. H a r o l d, J o h n, B r u c e n o n e a p p a r e n t I s o l a t e s : P i e r r e, S t e v e, E d w a r d, G o r d o n d i f f i c u l t to i d e n t i f y o n s o c i o m a t r i x - o b s e r v a t i o n s s h o w e d S t e v e a n d E u g a n e as p o s s i b l e i s o l a t e s L e a d e r s ( p o p u l a r ) : T o n y (5 n o m i n a t i o n s ) Ivan, B r u c e, J o h n (3 n o m i n a t i o n s each) B r u c e (7 n o m i n a t i o n s ) J o h n (6 n o m i n a t i o n s ) H a r o l d (3 n o m i n a t i o n s ) L e a d e r s ( t ask): not a s k e d for H a r o l d (A n o m i n a t i o n s ) John (2 n o m i n a t i o n s ) B r u c e a n d S t e v e (1 e a c h )

7 I

8 llif Social l e a d e r s h i p in the g r o u p c h a n g e d f r o m T o n y ( s e s s i o n 2) to B r u c e a n d J o h n ( s e s s i o n 16), the s o c i o m a t r i x r e v e a l i n g a s o r t o f r i p p l e e f f e c t o f l i k i n g a r o u n d t h e s e m e m b e r s. in a d d i t i o n, o w i n g to the c e n t r a l i s e d f l o w of g r o u p r e l a t i o n s, the g r o u p a p p e a r e d m o r e c o h e s i v e in s e s s i o n 16 w i t h s u b g r o u p s b e i n g less a p p a r e n t. T h e s o c i o n a t r i x w a s n o t a b l e to s h o w i s o l a t e s in the g r o u p s b u t o b s e r v a t i o n s h o w e d t h a t E u g e n e o c c u p i e d this role, w i t h S t e v e a d o p t i n g t h a t o f a s c a p e g o a t S c a p e g o a t -inq in the g r o u p A s the g r o u p d e v e l o p e d S t e v e r a p i d l y a s s u m e d the c l a s s i c r o l e o f s c a p e c o a t. W i t h r e g a r c to the s c a p e g o a t role, K o n o p k a o b s e r v e s He is n o t r e j e c t e d f o r s o m e t h i n g he is h i m s e l f, but s o m e t h i n g the g r o u p p r o j e c t s o n h i m - g r o u p p r o j e c t i o n f r e q u e n t l y b e i n g as u n c o n s c i o u s as individual p r o j e c t i o n... (and that)... the i r r a t i o n a l i t y a n d u s u a l l y u n c o n s c i o u s m o t i v a t i o n of " s c a p e g o a t i n g " m a k e s w o r k w i t h it e s p e c i a l l y d i f f i c u l t. ( K o n o p k a, 1963, p p. 57-8) F e l d m a n (19/5) d e s c r i b e s the s c a p e g o a t as s h a r i n g a s y m b i o t i c r e l a t i o n s h i p w i t h the g r o u p - e l i c i t i n g n e g a t i v e r e a c t i o n s f r o m the g r o u p b y his b e h a v i o u r, b u t n o t b e i n g r e j e c t e d f r o m nor w i t h d r a w i n g f r o m the g r o u p. T h e s c a p e g o a t o f t e n f u l f i l s a u s e f u l r o l e for the g r o u p, d r a w i n g n e g a t i v e f e e l i n g s ont» h i m s e l f a n d f r e e i n g the g r o u p ' s e n e r g i e s to c o n c e n t r a t e o n t a s k a c h i e v e m e n t. S t e v e f u l f i l l e d s u c h a role. T h e w r i t e r p r e s e n t s a p r o c e s s r e c o r d o f his d e v e l o p m e n t in this role, a n d d e s c r i b e s the m e t h o d s e m p l o y e d to try a n d e a s e S t e v e ' s d i s c o m f o r t in the role.

9 A A process analysis :f scaaesca::-q :n rbe ; n u 3 Session " W h i l e I l l u s t r a t i n g b e h a v i o u r s i n h i b i t i n g e f * e c t i * e l e a r n i n g, g r o u p - e m b e r s identi- A3b f l e d S t e v e as e x h i b i t i n g such a c t i v i t i e s. In a d d i t i o n, h i s a t t e m c t s to a n s w e r A 9 c Q u e s t i o n s w e r e l a u g h e d at b y h i s peers, o r o v e r w h e l m e d b y t h e i r m o r e c o n f i d e n t c r e s p o n s e s. T h e w o r k e r, at this stage, t r i e d to m odel m o r e a p p r o o r i a t e r e s p o n s e s to S t e v e s e f f o r t s, p a y i n g s p e c i a l a t t e n t i o n to his r e s p o n s e s a n d c o n s e q u e n t l y h a v i n g to ignore n o r e a g g r e s s i v e r e s p o n s e s f r o m o t h e r s. 31 lc Session 3 w h e n the b o * s a g a i n o v e r w h e l m e d Steve's e f f o r t s in the g r o u p, the w o r k e r r e f l e c t e d t h e i r b e n a v i o u r b a c k to then by r ole p l a y i n g h o w t hey k e p t h i m ' o u t o f t h e w a y '. H e BI 1c A d b rei t e n t e d wry he h a d c h o s e n oo y s for the grou p, a n d a s k e d the bo y s n o w they w e r e 312 b h e l p i r g s o m e o n e by l a u ghing at h i m w h e n h e h a d d i f f i c u l t y a n s w e r i n g q u e s t i o n s. T h e b o y s a g r e e d this was n e g a t i v e b e h a v i o u r. T h e w o r k e r r e a l i s e d that t e a s i n g «as an e s t a o l i s h e d n o d e o f b e n a v i o u r a m o n g s t the b oys a n d w o u l d n o t be e a i i l y e f f e c t e d. Ses S icn 9 A s a r e s u l t o f s o m e s u r r e p t i t i o u s t e a s i n g in the g r o u p, S t e v e left, b u t r e j o i n e d it d u r i n g the g a m e o f s o c c e r at the end. Session ;2 w h i l e the g r o u p was trying to plin for its s o c c e r n a t c h the n e x t s e s s i o n, S t e v e k e p t A d b l e a v i n g h i s s e a t a n d w a l k i n g a r o u n d the c l a s s r o o m, d i s t r a c t i n g the ^ r o u p as H a r d - A 3d tried to o r g a n i s e the team. A f t e r initially r e f u s i n g to r e s p o n d to Har o l d ' s glares he r e t u r n e d to nis seat at his c h o s e n pace b S e s s i o n 13 A f t e r m a k i n g d i s p a r a g i n g r e m a r k s a b o u t t h e i r s m a l l e r, p o o r l y e q u i p p e d o p p o n e n t s, the g r o u p lost its s o c c e r m a t c h t h r o u g h p oor t e a m w o r k. H a i f - t i m e saw d i s g r u n t l e d g r o u p m e m b e r s pour o u t a c c u s a t i o n s a n d c o m p l a i n t s a g a i n s t the r e f e r e e a n d the o p p o s i n g team. T h e final w h i s t l e a n d d e f e a t saw a c o n t i n u a t i o n o f this. A f t e r l i s t e n i n g 3 w h i l e the w o r k e r said h e ' d t h o u g n t them c a p a b l e o f w i n n i n g b u t t hey h a d m a d e m i s t a k e s - H a r o l d a g r e e d this was the c a s e and the g r o u p ' s m o o d c h a n g e d s l i g h t l y to " w a i t u n-il the return m a t c h ". On tne d r i v e heme, S t e v e took * c o v e t e d f ront s eat n e x t to the d r i v e r o f tne A 3 b Kombi b e f o r e a n v o n e e l s e could. H «, id h e k n e w the w a y h e m e v i a a snort cut, but it b e c a m e I n c r e a s i n g l y a p p a r e n t h e d i d not, this r e v e l a t i o n d r a w i n g a n o u t b u r s t o f t e a s i n g a r d a b u s e f r o m the group. O u r i n g the r e m a i n d e r o f the trip, a n y a t t e m p t s by S t e v e to A 80 j o i n in the g r o u p ' s i n t e r a c t i o n w e ^ e n e t w i t h m o c x e r y a n d t e a s i n g. The a v n a m i c s of A 8b the s i t u a t i o n w e r e c l e a r - S t e v e rakes a c o v e t e d 00s it ion b e i n g u n a c l e to c a r r y the - e s p o n s i b i 1 ty o f it, the g r o u p s a n g e r s i m m e r i n g a f t e r its d e r e a t is d i r e c t e d o n t o him; o n e i n dividual d r a w i n g the a n c e r o f the g r o u p o n t o h i m s e l f * h i l e the g r o u p r e - e s t a c 1 isnes its c o n e s i v e n e s s a n d c o n f i d e n c e t h r o u g h a u n i f i e d a t t a c k o n him. A f t e r a l i g n t i n g f r o m the v e n i c l e tne bovs c o n t i n u e d ro t e a s e Steve, wn' «as n e a r i y c r y i n g, A d d c h a s i n g h i s t o r m e n t o r s and trying to hit tnem. All w e ^ e involved. T o this stage, *re w o r x e r p e i n g var/ of e x a c e r b a t i n g the p r o o l e m p y o v e r t l y p r o t e c t i n g Steve, h a d not intervened. H o w e v e r, it b e c a m e c l e a r that this «a * n e c e s s a r y at this s t a g e to try ano alleviate Steve's torment. T he worker asked the group wnat iteve Had dene to be

10 116 c e a s e d so b a d l y, Ivan r e p l y i n g " i t ' s o kay, -.e a l w a y s t e a s e h i m ; he k n o w s w e '-e o n l y p l a y i n g ". The w o r k e r said S t e v e w a n t e d to h i t them, a n d a s k e d if that w a s p a y i n g - J o h n said "no, it m e a n s h e ' s angry". T h e w o r k e r a g r e e d a n d s a i d it d i d n ' t s e e m to be 3 1!d p l a y i n g a n y n o r e w h e n m a t t e r s r e a c h e d t his p i t c h. T h i s s t o o p e d the p r o c e s s t e m p o r a r i l y, b u t he h e a r d the toys c o n t i n u e teasing S t e v e ^ own the s t r e e t. S e s s i o n ik A8d s e c t o r a c c u s e d S t a v e o f h i d i n g his c a p and t h r e a t e n e d to o e a t n i m up. For the f irst A 3 a A3b tin^e, S t e v e r e c e i v e d s u p p o r t, H a r o l d i n t e r v e n i n g to say H e c t o r had no p r o o f and p r e v e n t i n g tne p h y s i c a l attack. Session i S t e v e b e i n g t e a s e d in the q u i z p e r i o a o f study, w i t h d r e w a n d r e f u s e d to try a n d a n s w e r A8b questions. Hemcers ( p e m a o s angered by Steve's refusal to play the' scapegoat game') A 8 d a c c u s e d h i m o f " n o t t r y i n g ", b e l y i n g h i s i m p o s s i b l e p o s i t i o n : if h e c a r t i c i p a t e s he's teased, if h e w i t h d r a w s h e e l i c i t s g r o u o anger. Ses- o n 16 A 8 d D u r i n g the s o c c e r game, J o h n h i t S t e v e a f t e r s ome i m o u l s i v e foul p l a y. H a r o l d A 8 a immediately suoported Steve.being angry with John for ' hitting' on the soccer field. S e s s i o n l9 A 3 b D u r i n g the v i s i t to the U n i v e r s i t y, S t e v e was b e i n g t e a s e d b y M s p e e r s a n d w a n d e r e d o f f b y h i m s e l f for a while. S e s s i o n 23 T h e w o r k e r p l a n n e d a s t r a t e g y to e x p o s e S t e v e s s c a o e g o a t role, and w h e n the g r o u D b o y c o t t e d task a c t i v i t i e s, he i n v o l v e d the b o y s in a d i s c u s s i o r a n d role p l a y to try ana evoke some experiential und e r s ta n d i n g ' of the problem. 3 1 Ic In e s s e n c e the w o r k e r gave S t e v e ' s p r o b l e m to the g r o u p ^ k n owing s o m e t h i n g o f his l ife s i t u a t i o n ), d i s g u i s i n g it as Che p r o b l e m o f a n o t h e r b o y so that he w o u l d n o t feel e x p o s e d, and a s k e d for t h e i r h e l p in s o l v i n g the s i t u a t i o n. T h e w o r k e r r ook an a c t i v e, d i r e c t i n g r ole in the ensuir.g drama, k e e p i n g it a l i v e w h e n it m i g h t have c o l l a p s e d a n d a c t i v e l y d i r e c t i n g m e m b e r s in t h e i r acting. T h e p r o c e s s is r e p o r t e d v e r b a t i m below, an o b s e r v e r h a v i n g b e e n p r e s e n t to < e e p c l o s e track o f p r o cess. W o r k e r : (after c a l l i n g the g r o u o close} I'm d o i n g,ome w o r k in a n o t h e r a r e a a n d I'm t r y i n g to h e l p a guy like a n y o f y o u w h o ' s a b o u t t h i r t e e n o r f o u r t e e n y ears o ld. H e ' s got some real p r o b l e m s * his f a t h e r ran a w a y w h e n he was s m a l l, a n d now h i s m o t h e r ' s g o n e a n d he h a s n o p a r e n t s look a f t e r him. H e has n o w h e r e to go and he.<*enders a r o u n o a n d Is g i v e n food by f r i e n d s a n d r e l a t i v e s. S o m e t i m e s he sleeos in the bush. 1van; Is this K l i p t o w n? W o r k e r : Yes. * v a n : It's a bad p l a c e w i t h a eoo e w h o like to fight. St ev e : It's very dirty * no-one cleans there. S d w a r c : Is the boy at s c h o o l? w o r k e r : Yes, he goes but he m i s s e s days. 1van and Sdwa r d : The Welfare is the place * they must cone and helo him. W o r k e r : How can the Welfare help him7 How do you think this guy reels * I'm

11 117 a s k i n g b e c a u s e l'm sure you k n o w lots of g u y s like nim. "*aro11 ; H e f e e l s h e a r t b r o k e n : ne n e e d s -nothercare. S t e v e : T h e W e l f a r e are tne ones to do that..yan. T h e y (the welfare) c o m e to f i n d s u c h b o y s a n a then thev p u t t h e n w i t h o t h e r ladies so that t h e y can get tne m o t h e r love. I k n o w a n o l d ladv * n o c o u l d look a f t e r s uch boys. O r thev can g o to St. N i c h o l a s * o m «- b u t tnat isn't too g o o d b e c a u s e thev all fight and b u l l y there, and if you g o there /ou j u s t w a n t to fight as we II. S t e v e A n a they s m o k e d a g g a and lots of b a d g u y s w e r e t h e r e at St. N i c h o l a s. dwar-j : C a n ' t y o u b r i n g h i m to this group, s ir? W o r k e r : W e l l, I'm a f r a i d it's t o o far b u t I'm h o p i n g you'll b e a b l e to h e l p w e w o r k w i t h him. :van : S uch boys are h a r d for a '-K>ther' w h o looks a f t e r them - e v e n w h e n she w a n t s to g i v e h i m a h ome. It w e a n s w n e n s h e b u y s m e a shirt, she m u s t b u y h i m s h i r t too. ( Ivan is r e l a t e d to Steve: his m o t h e r is at p r e s e n t l o o k i n g a f t e r S t e v e ). W o r k e r : Yes it s eems some b o y s ^ive o t h e r p r o b l e m s, they d o n ' t s t a y at the ' m o t h e r ' s ' h o m e and they run aw../ a d s - e e p o u t late. Ivan : Yes, # i then the mothe. t ries to be k i n d but she m u s t h i t the boy b e c a u s e he d o e s n ' t listen to her. Wor>.c-: Okay s n o w m e w h a t h a p p e n s w n e n this g o e s on - Ivor w o u l d y o u like to be the m o t h e r b r e t e n d you a r e her, w h a t d o e s s h e d o a n d say? I'.a.T Well she says... W o r k e r You need a boy, pick someone to be the 'bad boy'. I v a n : E d w a r d... (E d w a r - up to the f ront w i t h Ivan) Y o u ' v e c o m e h o m e late... W o r k e r : 3ut he h a s n ' t run a w a y yet - o u t y o u g o E d w a r d. ( E d w a r d leaves and r e - e n t e r s room). nembers). (Worker t r y i n g to M a k e the s i t u a t i o n as v i v i d as o o s s i b l e for g r o u p Iv a n : You h a v e s t a y e d o u t a g a i n... I do m y b e s t to fe e d you and c l o t h e you an d g i v e vou a h o u s e to stay in - I treat you like m y own son but y o u still run away. N o w w h a t d o you s ay? E d ward: I'm sorry, I won' t do it again. (Both b o y s s t a r t to return to c h a i r s ). W o r k e r : H a r o l d : w o r k e r : But d oes he stay? N o sir, he will run a w a y a g a i n soon. Edward, out of the door... now wnat does mother do Ivan? late... v a n : (to Edward, as he r e t urns) I s p e a k to y o u n i c e l y a n d still you come w o r ke r : is that how she says it? Does she still try to speak nicely? i v a n : N o... sne's angry. w o r ne r : well sound angry then. * v a n :(shouting) Y o u ' r e late a g a i n - I s n e a k n i c e l y to you a n d you do n o t h i n g. I m u s t h i t you b e c a u s e you d o n ' t listen.. b r i n g me the sjamoo*. work e r - who brings it * pick someone.

12 118..jn: B r u c e, y o u ' r e n y son, p r i n g the sjameok. B r u c e c o m p l i e s ). (Ivan p r e t e n d s to b eat E d w a r d - they b o t h s t a r t l a u g h i n g ). w o r k e r : K a n : Do you >augn when you're hitting someone or they're hittirg you? It's only a game sir? worker: Yes it's o n l y a g a m e, b u t y o u ' r e t r y i n g to s n o w w h a t it's r e a l l y like so that I c a n u n d e r s t a n d b e t t e r to h e l p this o t h e r b o y - do you laugh? iv a n : S o ( p r e t e n d s to D e a t E d w a r d m o r e s e r i o u s l y : o c c a s i o n a l l a u g n t e r *rom the g r o u p ). 'Worker: O k a y, n o w w n a t h a p p e n s? H a r o l d : he stavs Home for three weeks, then he goes again. (At this stage, the g r o u p was b e g i n n i n g to e n t e r the a t m o s p n e r e of the w h o l e s e t up, the w o r k e r u s i n g p h y s i c a l s e t t i n g a n d e m o t i o n s s h o w n by -nemoers to lake it as real a s p o s s i b l e ). Edwa d : Work *r: (out and re-enters) This is the th Jrd tin»e, no* what will /ou do, rather? Iv a n : I take h i m to the p o l i c e s t a t i o n. W o r k e r : W h o ' s the p o l i c e m a n? I van: Steve. ( S t e v e sets up a p o l i c e s t a t i o n In the c o r n e r. Ivan a n d B r u c e -narch E d w a r d down). S t e v e : I've heard about you - you are a bad b o y and for that I'll b eat you. T h i s is y o u r last c h a n c e o e f o r e real t r o u b l e. ( p r e t e n d s to b e a t E d w a r d ). W o r k e r : H a r o l d : But he doesn't listen - he runs awav again, what now? He g e t s sent to the welfare. W o r k e r : W h o ' s the W e l f a r e O f f i c e r? ( John sets u p o f f i c e in the niddle o f the room). J o h n : (after listening to the story) T h i s is y o u r last c h a n c e. If y o u ' r e bad a g a i n I'll s e n d y o u to Tokai (a r e f o r m a t o r y ). W o r k e r : ( n o t i c i n g g r o u p u n s u r e here) H o w d oes this w o r k now, h o w d o e s the W e l f a r e O f f i c e r k n o w If E d w a r d is s t a y i n g at h o m e? H a r o l d : He m u s t v i s i t to see and to talk to Edward. (after a s c e r t a i n i n g that E d w a r d has b e e n g o n e for three w e s k s, John v i s i t s ). W o r k e r : ^ k e e p i n g the p r o c e s s alive) L o o k at E d w a r d c r e e p i n g a l o n g the w a l l, like h e ' s s c a r e d P u t *e looks like he d o e s n 't care. J o h n : (puts E d w a r d in S t a v e ' s c e l l s a n d then p h o n e s H a r o l d ( T o kai). At this s t a g e the b o y s w e r e so a b s o r b e d in the 'play' that John s h o u t e d at H a r o l d for not a n s w e r i n g the p n o n e properly!) the re? Mr. Harold, h a v e you got a p l a c e for a n a u g h t y boy H a r o 1d : T h e r e s aiways room at Tokai for naughty boys, send him. W o r k e r : (waikir.g a r o u n d to E d w a r d in the cells) Look at E d w a r d s i t t i n g here, w n a t d o e s he feel - his a r e n t s a r e gone, his m o t h e r * d o e s n ' t * a n t nim, he's in trouble wit h the police and the welfare - is he sad or angry or what? E d w a r d: H e ' s angry. «o r * e r w h a t noes ne *ant to say? Edward: I'm very a n g r y... worker - *hat 3oes someone look like wnen they're angry? Do they sit there with head hanging a o w n, and wnispering pr ao tnev snout and,ufflp ( Illustrates).

13 a n : 9ut h e ' s n o t a n g r y o e c a u s e h e ' s h e a r d it's big a n d b r a v e to go to T o n a i a n d h e ' s got some f r :e n d s there, so he.*ants to go. W o r n e - t O k a y, o f f n e goes. * o u '-e all b o y s in T c k a l n o w - Mr -»arold, w n a t h a o o e n s non? 'v a n : «;II ail the bovs act fr i e n d l y at first but then they fight Him. W o r k e r : Okay, E d w a r d a r r i v e s ''all m e m b e r s s h o u t g r e e t i n g s and wave), n o w w n a t h a p p e n s? i H e m b e r s S t a r t to oush E d w a r d - w o r k e r j oins in to e n c o u r a g e m e m b e r s and they continue n a r d e r ). There's a fight in Tokai, Mr. Harold, what are you going to do? * aro ia : Nothing... (but s toos the fight). t r o u b l e. W o r h e r : N o w w n a t ' s g o i n g to n a o o e n E d w a r d * y o u ' v e got all t hese o t h e r g u y s into Ivan w*nd o t h e r s : We beat him up and fight him (fight scene re-enacted). W o r k e r? tops it and points o u t how t h e y ' v e toid h i m w h a t h a o p e n s to b o y s w h o g o to T o k a i. E d w a r d, d e s e r t e d by his p a r e n t s, s t a r t s w a n d e r i n g, a 'mother' tries to look a f t e r h i m but He d o e s n t listen. S n e t a k e s h i m to the p o l i c e - n o b e a t him, a n d then to the W e l f a r e a n d then T o k a i, w h i c h t u r n s o u t to b e a bad place. W h a t a l t e r n a t i v e s w e r e t h e r e - w e r e t h e r e n o f r i e n d s w h o c o u l d h a v e d o n e s o m e t h i n g? iv a n He n e e d s f r i e n d s and school to take h i s m i n d o f f his w o r r i e s in his m i n d. W o r k e r : Yes but t h e r e ' s a n o t h e r p r o b l e m h e r e - y o u see w i t h all t h e s e H a r d times, he t r i e s to a c t tough, and *.e t s a. e s a n d b u l l i e s a n d f i g h t s h i s f r i ends. A l t h o u g h they're the only on es w h o care for K im, He gets so a n gr y w i t h his Hard times He s o m e t i m e s d o e s t hese things. ( g a t h e r s g r o u p m e m o e - s around) S o w w e ' r e p l a y i n g s o c c e r a n d I'm the b oy, a n d E a w a r d k i c k s me f* c z e d out) so I s tart p u s h i n g all o f you a r o u n d an d b u l l y i n g and t e a s i n g - r o w w h a t do y o u s a y? Iv a n : S t e v e : Y o u ' r e a H*jlly. A s k o l U e W o r k e r : W h a t d o y o u do to b u l l i e s? ( G r o u o a t t a c k s w o r k e r, pushing. D u llin g and punching) So you a t t a c k him - o k a y Ivan y o u ' r e me now, g o o v e r t h e r e (in d ica te s c o r n e r ). s c a o e g o a t and g r o u p ). W h a t can you do? ( W o r k e r p h y sic a lly s e o a r a t e s i v a n ; ( s i lence) T h e y m i g h t t alk to m e and s o m e o n e c ome o n m y s i d e f r o m the group. W o r k e r : Okay if no-cne does, where does ne go? To the gangsters? a w a r d : yes they o o k a f t e r H i m and w a i t o u t s i d e school to b e a t u p h «s o l d f r i e n d s, but then the v g i v e h i m the blame. i v a n : Yes, they take the small boy w h e n t h e y ' r e in t r o u b l e and m a k e h i m take the o i a m e. T h e n the small b o y take the b l a m e c o s h«t h i n k s h e ' s b r a v e and g o i n g to be rhe leader ot a c i t y g a n g... a w a r d : A n d if *e talk they * u r t him. w o r k e r : So H e's d o i n g things the g r o u c a o e s n ' t like a n d n o - o n e likes h i m a n d "e g o e s to the g a n g s t e r s a n d p e r h a p s to T okai anyway. H e l o? Is there a n y t n i n g we c a n do to S t e v e Worker W e can teil h i m to still be f r i e n d s and c o m e sack. Te 11 H im. S t e v e : ( s t e p p i n g forward) *e are s o r r y and we w a n t to be er lends and fo r you to c o m e sack to school 2nd H e > o you. ear Ii e r ). ( l o o k i n g u n c e r t a i n - looked tearful a little

14 120 1 v a n N o... ^ h e s i tates) but m a v o e later w r e n I w a n t to g o w i t h y o u again. ( t u r n i n g to w o r k e r ) W e are not like tne w h i t e school c h i l d r e n - «e h a v e to a c t big in s t a n d a r d five. A n d a l s o if s o m e o n e is o u t of the g r o u p, they w o n ' t as h i m o a c k - it is f o r e v e r. T h e n all ^e can do is a s k the yrouo. w o r k e r : W h a t if there is s o m e o n e like me in the g r o u p? Can he 30 a n y t h i n g to h e l p? E d w a r d : You m u s t talk to h i m a n d tell h i m to c o m e o a c k... 1 v a n : Y es, but here in W e s t e r n t h e r e w a s a big guv - all the g a n g s t e r s w e r e a f r a i d of h i m a n d he c a l l e d a m e e t i n g of all tne g a n g s. T h e y c a m e 'cos they w e r e s c a r e d and ne w o u l d h u r t t h e m If they d i d n ' t - a n d h e told t hem they s h o u l d be f r i e n c s, a n d then * i g h t the w h i t e s o r the B l a c k s b u t n o t e a c h o t h e r, b u t they still do. w o r k e r : Yes, but in a l i t t l e group like this what happens in a fignt? 1 v a n : (in a long m o n o l o g u e ) Well if T o n y k i c k m e a n d I h i t him, then H a r o l d help me and others hold Tony, and others help him, e t c... W o r u e r : S o e v e n if rhere are fights you always have friends in the group to h e 1 you. ( n o n - v e r b a l a g r e e m e n t f r o m g r o u p - n o d d i n g ). At this p o i n t t n e w c r k e r t e r m i n a t e d the -n'e p lay, a n d the g r o u p p l a y e d s o c c e r for the rest of tfnr sess i o n. T h e r ole p lay i n c l u d e d a w a r m - u p p e r i o d w h e n the w o r k e r p r e s e n t e d a p r o b l e m 'case' for d i s c u s s i o n, b e f o r e the m e m b e r s t ook v a r i o u s r o l e s for e n a c t m e n t o f the s i t u a t i o n. T h e role play was u s e d as a s t r a t e g y to h e l p S t e v e w h o was 'trapped' in a s c a p e g o a t r o l e in the group, the w o r k e r t r y i n g to o o e n up h i s d i f f i c u l t i e s to the g r o u p In a n o n f o c u s e d w ay, to d e v e i o o m e m b e r s ' i n s i g n t and e x p l o r e not o n l y w r a t s u c h a b o y ' s f u t u r e h e l d b u t w a y s of n e l p i n g him. Ivan's a r t i c u l a t i o n a n d a b i l i t y to p r o j e c t h i m s e l f into the s i t u a t i o n h e l p e d m o t i v a t e the g - o u p in the role play. Steve's t e n s i o n ( r e s t l e s s n e s s and t e a r f u i n e s s ) w a s a c o a r e n t d u r i n g the d i s c u s s i o n of the o l l g h t o f the s c a p e g o a t, a n d n o t a b l y It was ne w h o s t e p p e d f o r w a r d to a s k Ivan (In the role) to rejoin the grouo. Ivan's initial refusal w a s d i s a p p o i n t i n g but r e a l i s t i c in terms o f the c u l t u r a l a t t i t u d e s r e v e a l e d by the h o y s d u r i n g the c o u r s e of the role play. If a n y t h i n g, the role p l a y p r e s e n t e d the w o r k e r w i t h a f u l l e r p i c t u r e o f S t e v e ' s p l i g h t - the b oys e x p l a i n i n g the p r o c e s s b y w n i c h he w o u l d e n d u p in a r e f o r m a t o r y, or as a g a n g s t e r, and r e l a t i n g the " d o g - e a t - d o g " p h i l o s o p h y o f s u r vival in t heir c o r m u n i t y ( s t ories o f gang f i g h t s, m u r d e r s, a n d illegal w e a o o n s b e i n g common conve»*sation topics a m o n g s t g r o u p m e m b e r s ). T h e m e s s a g e w a s that the r e j e c t e d isolate had to beg to be a c c e p t e d b a c k into the g r o u p, and that in t h e i r w o r l d tnere was little time for s e n t i m e n t or to b e 'a c h i l d '. T h e w o r k e r d e c i d e d it was t i m e l y tc end the r ole p lay o n a d i s c u s s i o n of " t h e r e ' s a l w a v s a friend In the g r o u p " k n o w i n g tr.at H a r o l d h a d b e e n m a x i n g e f f o r t s to b e f r i e n d a n d p r o t e c t S t e v e In - e c e n t weeks. I a d d i t i o n, n o t all g r o u o r e s p o n s e s w e r e u n s v m p a t n e t i c e s p e c i a l l y in the e a r l y o n a s e s o f the role p i a y when the b o y s s u g g e s t e d b r i n g i n g the ' p r o o i e n poy' to the g r o u p and t r y i n g to g ive a l t e r n a t i v e s to h e l p i n g him. T h e role olay *as a s u c c e s s f u l m e a i u m *or d i s c u s s i n g S t e v e ' s s c a o e g o a r i n g plight in the g r o u p in a n o n - f o c u s e d way - o p e n i n g jp a d i s c u s s i o n a n d e n a c t m e n t o f his s i t u a t i o n In its c u l tural c o n t e x t, f u t u r e a l t e r n a t i v e s and r e s u l t s of his s i t u a t i o n, e v o k i n g some e x p r e s s i o n s o f c o n c e r n from the g r o u p and a w a r e n e s s of the g r o u o s sower of mutual a id, and p r o v i d i n g S t e v e w i t h a c h a n c e to ' e x p e r i e n c e h i s own s i t u a t i o n in a 'piay' s e t t i n g and l i t e r a l l y tell o t h e r m ^ n b e r s now ne w o u l d like to oe a s * e d back to the group'.

15 A c l a s s r o o m i n c i d e n t at chis t ime served to r e i n f o r c e the rolt p l a y ' s lessoi.s, a n d to s t r e n g t h e n 'caring* a t t i t u d e s to S teve f r o m g r o u p e n p e r s. S e s s i o n 26 W h e n t h e w o r k e r a r r i v e a, the m e m b e r s w e r e w a i t i n g fo r him, v e r y u p s e t. T h e y told n i m A3a S t e v e h a d b e e n b a a l y b e a t e n up by Hr. T in c l a s s a f t e r ^e h a d b e e n p u s n i n g E u g e n e A 8d T h e v w e r e scared S t e v e w o u l d 30 to r e f o r m a t o r y and a s x e d the w o r k e r to H e l p him. T h e w o r k e s p e n t time d i s c u s s i n g the i n c i d e n t in tne g r o u p a n a r e a s s u r i n g S t e v e h e w o u i d n o t g o to a r e f o r m a t o r y. W h i l e a n e g a t i v e school e x p e r i e n c e for S t e v e, this i n c i d e n t s e e m e d to c r y s t a l l i s e t he s u p p o r t i v e s t r e n g t h s of the g r o u p a r o u n d h im, c o n f i r m i n g that tne -nembers r e c o g n i s e d His p l i g h t a n d w e r e - o n c e r n e d,:o r him. ^ h e ^ecent role play, in the w o r < e r ' s o p i n i o n, had o p e n e d g r o u p m e m b e r s ' a w a r e n e s s to the s i t u a t i o n, the i n c i d e n t c o n f i r m i n g w h a t they h a d e x p e r i e n c e d in ' p l a y ', in r e a l i t y. T h e role p l a y m i g h t be s e e n as h a v i n g h e l p e d the g r o u p 'tune in' to S t e v e ' s special n e e d s at a s i g n i f i c a n t m o m e n t in g r o u p life. W h i l e the g r o u p c o n t i n u e d ^ t o t ease S t e v e In l ater s e s s i o n s, some o f the m a l i c e s e e m e d to h a v e d i s a p p e a r e d, and o n c e the t o n e n e c o n o m y * a s i n t r o d u c e d m e m p e r s e f f o r t s c h a n g e d f r o m t e a s i n g his a c a d e m i c e f f o r t s a n d o v e r w h e l m i n g h ;s r e s p o n s e s, to g i v i n g h i m w n i s o e r e d cues as to c o r r e c t a n s w e r s to H e l p h i m g a i n m o r e p o i n t s (both for h i m s e l f and t he g r o u p ). As s u c h the token e c o n o m y a l s o s e r v e d to c h a n g e a t t i t u d e s a n d b e n a v i o u r s t o w a r d s S t e v ^ p r o v i n g to Have t h e r a p e u t i c i n t e r p e r s o n a I r e s u l t s, in a d d i t i o n to i m p r o v e m e n t o f s t u d y skills ^ C o h e s i v e n e s s and a u t o n o m y in the g r o u p T h e w o r k e r u s e d g r o u p p u r p o s e a n d p r o g r a m to m a k e the g r o u p a t t r a c t i v e to m e m b e r s, b u i l d g r o u p b o n d, a n d devel social s k i l l s a m o n g s t g r o u p m e m b e r s s u c h as l e a d e r s h i p, i n d e p e n d e n t p l a n n i r g a n d d e c i s i o n m a k i n g a n d a s s u m p t i o n of r e s p o n s i b i l i t y for g r o u o f u n c t i o n i n g.?.5 I A process a n a ly sis of :o-es. t - i 3fvJ autonomy in the group S e s s ;o n 3 T h e w o r k e r e x p l a i n e d in deti.i. w h y a n d h o w He hao s e l e c t e d g r o u p -nemcers, in terms of s c h o o l p e r f o r m a n c e, a b i l i t y to h e l p e a c n o t n e r and age. A t che end o f the s e s s i o n A 8 d ' s u m m a r y in C h a p t e r a ) Harold, n a d i s c u s s i o n of the n e x t d i e t i n g, s a i d all s h o u l d A d a a t t e n d o r none " I t ' s a g r c j p, m a n : " 5ess ion * R e s p o n d i n g to t h e s e e a r l y e x p r e s s i o n s p f g r o u p c o h e s i v e n e s s, the w o r k e r g a v e r e s p o n s i b i l i t y fo r the c a r e of the soccer ball to the b o v s in an e f f o r t to r e i n f o r c e g r o u p b o n d and to i n i t i a t e *eeiinq^ o f r e s p o n s i b i l i t y ^or the g r o u o a m o n g s t -nembers. S e s s i o n 5 A 8a R o b e r t o Informed a boy w h o t ried to join the g r o u p that it was not D pen and ne w o u l d ^ a v e to leave - g i v i n g e v i d e n c e of the g r o w t h o f s ome ' g r o u p f e e l i n g '.