1. you need to finish it within 20 hours.2. for some questions you will need the text and lecture videos. I will provide you with my canvas account so that you can get the access to the text and the lecture videos.3.only a few sentences is needed for each question.4.good quality

Upon viewing "The Evolution of a Group" from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group's development.As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.Answer the assigned questions below on "Groups in Action Workbook – Evolution of a Group (Segments 4-5)."Answer these questions:  Icon 17: Questions 1 and 2 (page 59)  Icon 19: Questions 2-5 (pages 61-62)  Icon 20: Question 2 (page 63)  Icon 21: Question 2 (page 64)  Icon 22: Questions 1 and 2 (page 64)  Icon 23: Questions 1 and 3 (page 67)  Icon 24: Questions 3 and 6 (pages 69-70)  Icon 25: Questions 2 and 3 (page 72)  Icon 26: Question 1 (page 78)  Icon 27: Questions 1 and 2 (page 79) and Question 2 (page 81)  Icon 28: Question 1 (page 82)  Icon 29: Questions 1 and 2 (page 83)You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.Groups in Action Workbook – Evolution of a Group (Segments4 and 5)Upon viewing the Groups in ActionDVD (Segments 4-5, you will answer workbook questions that emphasize theapplication of concepts and techniques appropriate to the various stages of agroup’s development.As you watch the DVD, you will come to an icon number (17-29). It is atthis time that you must stop the DVD and read the text corresponding to theicon number in the workbook. For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook(pp. 20-21).Icon 17: Questions 1 and 2(p. 59)1) A member(SusAnne) tells you she wants to work, yet she keeps herself very vague andglobal. What do you say to her?2) You areleading a group and ask, “Who wants to work?” There is a long silence andnobody gives any indication of wanting to work. What assumptions might you drawfrom this situation? What might you say?Icon 19: Questions 2-5 (pp. 61-62)2) Assumethat after Casey disclosed that she was gay, one member of the group said,“Casey, I need to let you know that I have a hard time hearing this, because Iam not comfortable with homosexuality.” How would you intervene?3) In arole play, Casey spoke to her symbolic mother in Vietnamese. As she did so,what did you observe?4) Wouldyou have any concerns for Casey if she indicated her intention to tell hermother that she is gay? Would you address your concerns with her? Why or whynot?5) Whatwould you say if several group members began pressuring Casey to talk to hermother in real life and let her know about her sexual orientation? Icon 20: Question 2 (p. 63)2) Howwould you decide what to focus on with Jyl? Would you focus on her sadness overlosing her father? Her issues with men? Her disappointment of not having becomea pianist? What would guide you in your decision? Icon 21: Question 2 (p. 64)2) Given thatJackie has insight into her behavior, would you be inclined to suggest homeworkto her, and if so, what would this be?Icon 22: Questions 1 and 2(p. 64)1) Jacquelinetalks about striving to get her mother’s approval. What strategies would youuse to facilitate her work?2) Discusswhat you consider to be the pros and cons of the leader being utilized by groupmembers in role play. Icon 23: Questions 1 and 3(p. 67)1) How wereyou personally affected as you observed Darren’s work described above? Howmight that influence the way you work with him?3) Assumeyou are leading the group and after Darren’s work, he announces, “I’m feelingvulnerable and embarrassed. I can’t believe that I lost control like that.” Howwould you deal with this statement?Icon 24: Questions 3 and 6(pp. 69-70)3) Assumethat several members displayed anger toward James for having hurt a woman inhis life. How would you respond?6) Observethe nonverbal behavior of James when SusAnne is finished handing over to himthe hurt she’s been keeping inside. How might you work with the nonverbalbehaviors James expresses?Icon 25: Questions 2 and 3(p. 72)2) Andrewsays, “It’s like I’ve been stabbed, in my heart and my core.” What possibilitiesdo you see of working with his symbolic and powerful words? Did any other wordscatch your attention for possible exploration? 3) Andrewsays, “I want to let my hurt go out the back door. I want to put it in thefreezer.” How might you intervene?Icon 26: Question 1 (p. 78)1) Whatvalue do you see in journal writing once a group terminates? Explain.  Icon 27: Questions 1 and 2 (p. 79) and Question 2 (p.81)1) How doyou deal with endings in your personal life? How might that influence themanner in which you address group endings?2) What areyour ethical responsibilities to group members with regard to the terminationof their group? Explain. 2) What wouldyou say to a member in your group that said he was extremely disappointed inhimself for doing so little in the group? Icon 28: Question 1 (p. 82)1) As aleader, how will you deal with a conflict that does not surface until the endof a group?Icon 29: Questions 1 and 2(p. 83)1) A membersays, “I don’t want this group to end. I’d like to see us continue meeting as agroup.” What would you be inclined to do?2) AssumeJyl were to say, “I revealed a lot about myself and took risks. Now I am sorrythat I did because I feel more vulnerable and won’t have any place to go forsupport.” What might you say or do?From Corey, G., Corey, M.S., & Haynes, R.(2006). Groups in Action: Evolution andChallenges (8th ed.).Belmont, CA:Thomson Brooks/Cole.