Strokes, games and learning in groups

Abstract

Students’ hunger for strokes plays a key role in improving learning outcomes and emotional literacy in groups. Teachers and facilitators can consciously respond to their learner’s need for recognitionby paying attention to the group culture and creating a responsive environment through modelling.When learners’ hunger for strokes is unmet, they start inviting psychological games. Teachers canrespond adequately by stressing options in relation to the Drama Triangle. Additionally, TA concepts are more effective when applied in a relationship context, as otherwise the interventions become a fruitless, simplistic and formulaic endeavour. Some group settings give rise to the role lock phenomenon, when an individual represents an issue that is collectively avoided by other members. When this is brought into awareness, the group can move forward. On the whole, learners thrive when they receive appropriate strokes and permissions that support their growth and development.