144 c. "v Vhat im;ights cau we derive from this experience? What arc lhe imrilic. 1tions of our insights tu help us identify alternatives'? Before such ;111 intervention can be utilized, the "facilitator must learn tn be aclept al identifying hcrc-an<l-nuw cxpcric11ccs that need lo be analyzed/proccsst:d. Some pr::iclical lessons Lhat can help her to be sensiti\'e t·o these events include the following: a. Keep on eye or conccn\Tntc not only on the content of the group discussion but on how the messages,ire sent and received. The facilil,1lor should not only he concerned with connol. 1lions and lalenl clements of messages. . Metnco111municatio 11 isanotbcrai;pectc >fo message tbat ncetlto be analyzed. Metacomm11nication refers to n comn H111icalio11 aboul n communication. Yalo1u(1975,p. 122-12:_$)explai11s1ha t it is:, 111csf;;1gc:1ho11l lilcnaturl!ofthe relationship bt!twccn inleracting mcmbcr·s. Fro111 the relationship aspect, for example, Lhe foi;ilitalor can analy%c, wliy is the member making this statement at this time, to this person, in this 111a11ner? The process behi J1cl a scqm:ncc of slalc111cn t rnudc by ;1 member or hy seve,·:il members can help the facilitator determine the relation,;hip between one member and the at. her meml Jers, or behvcc. m clusters or cliques of members or between the members nnd the leader, 01· finally. between the group as whole and its primary Lask. b. Be an active participant of the here-and-now e;,,. 'Perience. Focus on how the interaction is affecting you as a group member rather than on what you fear or hope will bappe11. or what you shoulc. l say next afler a membe r or two have talked. By concentrating on the here-m1d-now, the facilitator strenbrthern; her gut-feeling. This helps her achieve an awarenes s, an objective assessme nt of everything in the situation being faced. The choice of an appropriate intec. ·ention is guided by the g:roup process as experienced in the here-and-now by the facilitator. To help members expeiiem:c conflict a. nd analy-'e the here-aud-uow event it brings, U1e facilitator can utilize u structured exercise which is n modification of the one described in Appendi,-; I). Instead of just task and-maintenance l"Oles lo be played by the group members, some self-serving roles can be incorporated in Envelope 1 of the ex1:1rcise, J\. ny number of the follo·wing self-serving roles can be ndde<l to ·the structured exercise (Wilson and Kneisl 1979, p. 444): a. Aggressor: Deflates status of others by expressing disapproval of their values, acts, or feelings by attacking the group or :the problem it is working on. or by joking aggressively. b. Blocker: Tends to be oegati\le and stubbornly resistant. Atte1npts to maintain or bring back issu. es after the group bas rejected or by passed iliem. · c. Recognitio n s·eeker: Calls attention to self through boasting, reporting on personal uchic\'cments, acting in unnsual ways, or strugglin g to prevent being placed in an "inferior" position. d. Self-confessor: Uses group as audience fo T expression of personal, non g Toup-or iented feelings, insights, or ideology. 