developing and maintainu,g work groups. These interventions, tasks and techniques can help group members to handle the psychological processes-the interplay of valied personali ties, feelings, needs and concerns-that bring about anxiety or discomfort. To facilitate cbanp. e nnd growth in the group, Lhe amdety lhat everyone ex-perieaces in various degrees shou Id be kept tu a level that enhances rational nnd effective decisions and actions. The individual s must feel the rewards for working Logether rather than having to resort to a,·oidance of the discomfort (that the anxiety brings) by leaving the group, being passive members of the group or being overwhelmingly aggress ive to other members. Tbe nursing inlerventions, tasks and techniques emphasize U-1e importance of working on feelingi;, needs and communication. Since most acts of problem-solving in social spheres arc acts of communication, helpillg community members handle the psyd1ulog ical processes as e:... 1>erienced in the g Toup can enhance or strengthen their capabilitie s for l!ffecli\'e prub Jem-solv ing. As group gro"vth reaches tl1e stage of independenc e, thccnpabilityofthegroup for problem-solving increa:;t!s. As the personal relations among group members change from depe11dency to conflict, to cohesion, and eventua JJy to interdependence, the resources of the group improve such that more data are available to help the group go througll effective problem-solving. The group has easy access to t J1e necessary ideas, tools and materials needed for rationa J decision­ making, effective implementation and eva1 uation of activities, pi-ejects and programs. fnlaf:ventio As, ta5ks, and techniques lr. i. ctude the folk>w Tngi ' ·. '. ma ne'8SSary orientatio n, str,ucture and directions. eet'i'nembe r S' Interpersonal needs. '. tfa~ and re,olve conflicts to evervonits s~tfsf~cti,on., i:He effects 9f own behavk>r,on the group:. use the se-:ff for' group to apply learning on another situation Provide the Necessary Orientation, Structure and Direction During the stage of orientation and dependen ce, the level of anxiety can be decreased by helping provide the necessary orientation, structure and direction to the group. Jn instances wl1en the g.-oup members do not know each other, tl,e prelimina i-ies of introductions should be made. There is a great positive impact on group members if they got intrnduced by the leader or facilitator. They can also be encourage~ to get to know one nnother by making them introduce a co-member. The time to interview co­ members should be provided in this instance. Opportunities to clarify or elucidate on the goals and purposes of U1e·gro11 p, the expectation s and perceptions of eve1y members as regards role$ a. nd responsihililics should be maximized. Certain structured learning exercises oo group decision-making and consensus may be utilized to help group member s experience perforn1ing the various t:. tslc and group-bui Jding or maintenance functions necessary for effective gr·oup work. These exercises also provide opportunities to rele. ase, t J1rough a game, the energy generated by anxiety. Moreover, tbe dependence that is aggraw1ted by certain socio-cultural tendencies to be submissive a. ad authority­ oriented can be minimized early in the group's experience. Tbe lines of interaction can be changed markedly from the leader-centered to group-ce ntered (see Figure 6. 2), as members learn how to corumunic ate effectively and participate actively in discussions and group work. 136 