Group Dynamic Practices Applied to Health Education

The application of group dynamic techniques as pedagogical tools transforms the classroom into a laboratory for living. In such an environment, concepts relative to man's behavior are not only explained but learned experimentally through the interactive process. Through utilization of this model, the health educator can provide an opportunity for different groups at school to learn about each other's values as well as appreciate their differences. Coping with peer pressure, shyness, others' feelings and defense mechanisms become a part of the learning process. The difficulties of responsible decision making can be periodically examined. Personal expression by a wide range of students is at best difficult to accomplish, and the use of materials and media as motivational devices can not be viewed as ends in themselves. They need to be utilized with regard to a functional analysis of the group dynamic process. Such an analysis should include the teacher's own biases, communication patterns, student roles, reasons for resistance and awareness of sub groups. After making a diagnosis of the system, the teacher is then in a position to orchestrate class behavior through a variety of strategic moves. Such moves include recreating communication channels, controlling stress levels, manipulating seating and modeling desirable behaviors. By incorporating aspects of therapeutic techniques into his/her teaching style, the teacher must not only be knowledgeable but astute and inventive as well.