The Community Consulting Group, New York City - CCGNY
 BUILDING COMMUNITIES WITHIN COMMUNITIES
INTERACTIONAL ANALYSIS MODEL

This document is Appendix A for the Proposal Model [GO]

Slide show for the [INTERACTIONAL ANALYSIS WORKSHOP]

Executive Summary

WE ARE A GROUP OF PROFESSIONALS experienced in the areas of Clinical, Community and Organizational Psychology, Financial Organizational Management, Cultural Communication, and Creative Arts. We provide individuals with tools to build a "Community" using a workshop format that utilizes individual, dyadic, group and intergroup exercises. The exercises help individuals develop communication lines, identify common goals and network resources in order to create a self-sustaining, supportive community. Defensive strategies and beliefs which impede communication and mutual support are identified and modified as the exercises progress. We present an Interpersonal Empowerment model and discuss how the concepts can be applied as a primary prevention technique to address isolation and fear in the community setting. The interpersonal theory of relatedness is the key to overcoming this fear and the feeling of disconnectedness which can cripple individuals who face these stressors alone. Exercises and concepts are drawn from interpersonal theory, community empowerment and primary prevention. The workshop provides a theoretical and practical intersection where the personal, interpersonal, multicultural, and environmental factors associated with psychological distress and well-being can be addressed from a multi-systems perspective.


Workshop Components

Anxiety Reduction

  • Relaxation Training
  • Self-State Monitoring
  • Stress Inoculation

Relationship Building

  • Bridging Vs. Divisive Beliefs
  • Artistic Expression
  • Cultural Enrichment
  • Identifying Community Goals and Dreams

Self-Sustaining Change Process

  • Asset Mapping
  • Interactional Analysis
  • Group Process Empowerment

Interpersonal Empowerment Principles

  1. The primary purpose of a CCG workshop is to understand the interconnectedness among individuals, their problems and assets, and the environment (organization, community, neighborhood).
  2. Facilitators help members identify assets and challenges in themselves, their relationships and their community.
  3. Workshops are presented in a manner which allows for collaboration between facilitators and community members in the continuing adaptations of the interventions to the environment. The initial "exercises" are suggestions that will facilitate increased ownership of community functioning, emphasizing the ideas inherent in empowerment philosophy.
  4. Exercises are hands-on, focus on present interactions and target specific challenges identified by community members.
  5. The workshop progresses sequentially from individual to dyadic, group and intergroup exercises as more complex levels of interrelatedness are analyzed and built.
  6. Collaborative techniques are designed from within the community itself to require daily and weekly effort by community members.
  7. The effectiveness of the workshop is evaluated continuously from multiple perspectives.
  8. Workshops are designed to promote generalization and long-term maintenance by empowering community members to address community needs and assets across multiple systemic contexts.

Interactional Analysis Mode

Expanding Assets Decreasing Limitations / Anxiety

Self-System

  • Increase awareness of self-experience
  • Increase flexibility
  • Increase self-esteem
  • Increase security and satisfaction
  • Expand individual experience across the domains of feeling thinking and acting
Self-System
  • Reduce anxiety
  • Reduce dissociation
  • Reduce perceptual distortion
  • Reduce rigidity and constriction
Interpersonal Relationships
  • Increase awareness of group-experience
  • Improve Communication
  • Increase social support
  • Identify Common Goals
  • Expand group experience across the domains of feeling, thinking and acting
Interpersonal Relationships
  • Explicate divisive beliefs
  • Reduce conflict
  • Reduce misunderstanding
  • Reduce isolation and alienation
Community Character
  • Identify environmental resources
  • Create self-monitoring system
  • Increase ownership of the change process
  • Expand role availability and cultural resources
  • Evolve new, self-sustaining processes of interaction
  • Cultivate collective resources for social action
Community Character
  • Decrease environmental pressures/stresses
  • Decrease rigid, repetitive community patterns
  • Explicate distorting re-enactments
  • Decrease inter-group conflict





Structural Format

Trainers' Group (N = 100 Students + 10 Faculty Trainers)

  • Includes ten faculty members who have undergone a two-week, intensive "Training for Trainers" workshop.
  • Gender ratio will directly reflect student gender ratio.
  • Ethnically/racially diverse.
  • Meets daily (during initial orientation period) to weekly (ongoing).
  • Bi-weekly teleconferencing with CCG Consultants during initial three-month orientation period.

Goals

  • Establish familiarity with program principles/process to the degree that the leaders feel that they can be effective “trainers” throughout the program implementation.
  • Promote effective communication of needs, desires and concerns of community members.

Home Groups

  • Each group has its own trainer
  • Meet daily (during initial orientation period) to weekly (ongoing)
  • Ten groups (A – J) of ten members (1 – 10).
  • Membership within each group is maximally ethnically/racially diverse and has roughly equal gender representation.

Goals

  • To provide a long term intimate “family” environment where students can express who they are, develop skills and explore interpersonal strengths and weaknesses in a safe venue.
  • To establish a healthy, member-generated sense of group identity and group cohesion.
  • "Home Base" from which to branch out into the larger school and work community.
  • To utilize relaxation training techniques and interpersonal support building exercises to reduce social anxiety and increase self-esteem, in conjunction with basic job skills training (e.g., interviewing role-plays, dressing for success, job communication, teambuilding, etc.).
  • To identify and explore multicultural assets (e.g., ethnic, religious, language, familial differences) through member-generated didactic and artistic forms of expression; to embody the principle that multicultural differences within the group equal potential group resources.
  • To identify and groom potential group leaders and trainers.

Men's / Women's Groups

  • Each group has its own same-sex trainer.
  • Meet weekly.
  • Ten groups of ten same-sex members.
  • Maximal representation of all home groups within each.

Goals

  • Establish a sense of consensual, positive gender identity.
    Explore how gender roles are manifested in the larger community.

Student Leadership Group

  • Meets bi-weekly.
  • Includes one representative from each home groups and all men's and women's groups (n=20).
  • No individual can represent more than one group.
  • Representatives will be elected every six months.

Goals

  • Effectively represent respective groups.
  • Create a self-sustaining process.
  • Establish a sense of ownership of the community.

Additional Meetings

Community Meeting

  • Involves all community members.
  • Meets monthly.
  • Includes celebration (sponsored, alternately, by each home group) of cultural enrichment and community expression.

Student Leadership / Trainers' Joint Meeting

  • Monthly; teleconference link with CCG during orientation period.
  • Follows/de-briefs Community Meeting.
  • Identifies community issues/conflicts/needs/goals.

Men's /Women's Joint Meetings

  • Men's and women's groups will combine bi-monthly (n = 20) to discuss joint concerns and like perspectives.
  • Male and female trainers and representatives from joint meeting (n=4) will meet bi-monthly, to follow/de-brief from men's/women's joint meeting and to identify issues to bring back to their respective men's/women's groups, home groups and the larger community meeting.
  • Ten faculty members who have undergone a two-week, intensive
    "Training for Trainers" workshop.
  • Gender ratio will directly reflect student gender ratio.
  • Ethnically/racially diverse.
  • Meets daily (during initial orientation period) to weekly (ongoing).
  • Bi-weekly teleconferencing with CCG Consultants during initial three-month orientation period.

Conclusion

Interpersonal Empowerment is defined as a combination of three intersecting components. The first is the development of a more flexible and adaptive self-concept, nurtured and supported in the context of social relatedness. The second is the construction of a more critical understanding of one’s social environment, and the ways in which it either facilitates or impedes anxiety reduction. The final component is the cultivation of individual and collective resources for social action. The core of this process involves exercises aimed at cultivating new experiences of the self-in-interaction period. The relationships formed from these experiences are the basis of ongoing, new and increasingly adaptive individual experiences in the context of the family, the community and the larger society.
 

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