An Introduction to Group Work Practice

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contents or parts thereof may be reproduced with An Introduction to Group Work Practice Seventh Edition by Ronald W Toseland and Robert F Rivas provided such reproductions bear copyright notice but may not be reproduced in any form for any other purpose without written permission from the copyright owner To obtain permission s to use


Copyright 2012 2009 2005 Pearson Education Inc publishing as Allyn Bacon One Lake Street. Upper Saddle River NJ 07458 All rights reserved Manufactured in the United States of America The. contents or parts thereof may be reproduced with An Introduction to Group Work Practice Seventh. Edition by Ronald W Toseland and Robert F Rivas provided such reproductions bear copyright notice. but may not be reproduced in any form for any other purpose without written permission from the. copyright owner To obtain permission s to use material from this work please submit a written request. to Pearson Education Inc Permissions Department 501 Boylston Street Suite 900 Boston MA 02116. or fax your request to 617 671 3447,10 9 8 7 6 5 4 3 2 1 15 14 13 12 11. ISBN 10 0 205 82009 3,www pearsonhighered com ISBN 13 978 0 205 82009 2. Current Listing of Supplements Associated with,Connecting Core Competencies Series Titles v. CSWE s Core Competencies Practice Behaviors Coverage in this Text vii. Sample Syllabus ix,Chapter 1 Introduction 1,Chapter 2 Historical Developments 15. Chapter 3 Understanding Group Dynamics 27,Chapter 4 Leadership 39.
Chapter 5 Leadership and Diversity 53,Chapter 6 Planning the Group 64. Chapter 7 The Group Begins 77,Chapter 8 Assessment 89. Chapter 9 Treatment Groups Foundation Methods 102, Chapter 10 Treatment Groups Specialized Methods 115. Chapter 11 Task Groups Foundation Methods 129,Chapter 12 Task Groups Specialized Methods 142. Chapter 13 Ending the Group s Work 155,Chapter 14 Evaluation 168.
Appendix Assess Your Competence by chapter 180,2012 Pearson Education Inc All Rights Reserved. Current Listing of Supplements Associated With,Connecting Core Competencies Series Titles. IM TB PPTs MyTest Assess,Farley Smith Boyle,Intro 3 3 3 3 3. Introduction to Social Work 12e,Morales Sheafor Scott. Intro 3 3 3 3 3,Social Work Updated 12e,DiNitto Johnson.
Policy 3 3 3 3 3,Social Welfare Brief 1e,Stern Axinn. History 3 3 3 3,Social Welfare 8e,Generalist Cummins Sevel Pedrick. Practice Social Work Skills Demonstrated 3e,Group Toseland. Practice An Introduction to Group Work Practice 7e. Macro Netting Kettner McMurty Thomas,Practice Social Work Macro Practice 5e. Maschi Youdin,Research 3 3 3 3,Practitioner as Researcher 1e.
Yegidis Weinbach Meyers,Research 3 3 3 3,Research Methods for Social Workers 7e. Matich Maroney,The E Practicum Companion,Royse Dhopper Rompf. Field Instruction Updated 6e,DuBois Miley,Intro 3 3 3 3 3. Social Work 7e,Marx Broussard Hopper Worster,Intro 3 3 3 3 3. Social Work and Social Welfare 1e,Popple Leighninger.
Intro 3 3 3 3 3, Social Work Social Welfare and American Society 8e. Cummins Byers Pedrick,Policy 3 3 3 3 3,Policy Practice for Social Workers Updated 1e. Popple Leighninger,Policy 3 3 3 3,The Policy Based Profession 5e. Generalist Miley O Melia DuBois, Practice Generalist Social Work Practice Updated 6e. HBSE 3 3 3 3 3,Human Behavior and the Social Environment 5e.
Research 3 3 3 3,Research Methods for Social Work Updated 2e. Birkenmaier Berg Weger,The Practicum Companion 3e,The Social Work Practicum 5e. 2012 Pearson Education Inc All Rights Reserved, MySocialWorkLab is a dynamic website offered with every Connecting Core Competencies. Series text providing a wealth of resources geared to help students develop and master the skills. articulated in CSWE s core competencies and improve their grades in their Social Work. MySocialWorkLab is available at NO EXTRA COST when bundled with any text in the. Connecting Core Competency Series, Would you like to assign a workbook that assesses student. mastery of CSWE s core competencies, Would you like to use MySocialWorkLab with cases videos.
assessment and much more in ALL the courses you teach. Offered in both printed workbook and MySocialWorkLab website. versions Nichols Connecting Core Competencies A Workbook for. Social Work Students contains 300 assessment questions that test. student mastery of the core competencies plus explanations of each. competency,Printed Workbook version, Each chapter covers one of CSWE s 10 core competencies and includes. A detailed explanation of the competency, Assessment questions that test student knowledge and mastery of the skills in the. competency with multiple choice short case vignette questions and reflective essay. questions And many are written in a format similar to the questions on the licensing. Bundle option to package to MySocialWorkLab version at no extra charge. MySocialWorkLab version, A complete eText of the workbook see above with chapter quizzes. Over 50 Videos illustrating CSWEs Core Competencies with assessment. MySocialWorkLibrary with of over 75 cases with assessment. Assessment that feeds into your Gradebook, MySocialWorkLab can be bundled at no extra charge with any Pearson text the printed version. is available for 5 when bundled with any Pearson text Also available standalone. For more information visit http www pearsonhighered com showcase swcccs workbook. 2012 Pearson Education Inc All Rights Reserved, CSWE s Core Competencies Practice Behaviors Coverage in this Text.
Practice Behavior Chapter,Professional Identity 2 1 1. Social workers advocate for client access to the services of social work 1 5 9 10 12. Social workers practice personal reflection and self correction to assure continual 1 3 4 5 14. professional development, Social workers attend to professional roles and boundaries 1 2 3 4 5 9 10 11. Social workers demonstrate professional demeanor in behavior appearance and 1 4 5. communication,Social workers engage in career long learning 4. Social workers use supervision and consultation 4,Ethical Practice 2 1 2. Social workers recognize and manage personal values in a way that allows 1 4 5 Appendix 1 2 3. professional values to guide practice, Social workers make ethical decisions by applying standards of the National 1 Appendix 1 2 3.
Association of Social Workers Code of Ethics and as applicable of the. International Federation of Social Workers International Association of Schools of. Social Work Ethics in Social Work Statement of Principles. Social workers tolerate ambiguity in resolving ethical conflicts 1 7 Appendix 1 2 3. Social workers apply strategies of ethical reasoning to arrive at principled 1 Appendix 1 2 3. Critical Thinking 2 1 3, Social workers distinguish appraise and integrate multiple sources of knowledge 1 2 3 4. including research based knowledge and practice wisdom. Social workers analyze models of assessment prevention intervention and 1 2 8 9 10 11 12 14. evaluation, Social workers demonstrate effective oral and written communication in working 6 7 14. with individuals families groups organizations communities and colleagues. Diversity in Practice 2 1 4, Social workers recognize the extent to which a culture s structures and values may 3 5. oppress marginalize alienate or create or enhance privilege and power. Social workers gain sufficient self awareness to eliminate the influence of personal 1 3 4 5. biases and values in working with diverse groups, Social workers recognize and communicate their understanding of the importance 1 3 4 5. of difference in shaping life experiences, Social workers view themselves as learners and engage those with whom they 3 4 5.
work as informants,Human Rights Justice 2 1 5, Social workers understand the forms and mechanisms of oppression and 1 5 Appendix 1 2 3. discrimination, Social workers advocate for human rights and social and economic justice 1 5 12. Social workers engage in practices that advance social and economic justice 1 5 12. 2012 Pearson Education Inc All Rights Reserved, CSWE s Core Competencies Practice Behaviors Coverage in this Text. Practice Behavior Chapter,Research Based Practice 2 1 6. Social workers use practice experience to inform scientific inquiry 1 2 3 4 5 6 7 8. 9 10 11 12 13 14, Social workers use research evidence to inform practice 1 2 3 4 5 6 7 8.
9 10 11 12 13 14,Human Behavior 2 1 7, Social workers utilize conceptual frameworks to guide the processes of 2 4 5 9 10 13. assessment intervention and evaluation, Social workers critique and apply knowledge to understand person and 1 2 3 4 5 6 7 8. environment 9 10 11 12 13 14,Policy Practice 2 1 8. Social workers analyze formulate and advocate for policies that advance social 1 2 10 12 14. well being, Social workers collaborate with colleagues and clients for effective policy action 1 2 10 12 14. Practice Contexts 2 1 9, Social workers continuously discover appraise and attend to changing locales 3 4 5 6 7 8 9 10.
populations scientific and technological developments and emerging societal 11 12. trends to provide relevant services, Social workers provide leadership in promoting sustainable changes in service 2 4 11 12 14. delivery and practice to improve the quality of social services. Engage Assess Intervene Evaluate 2 1 10 a d,A ENGAGEMENT 6 7 8. Social workers substantively and effectively prepare for action with individuals. families groups organizations and communities, Social workers use empathy and other interpersonal skills 3 4 5 6 7 8 9 10. Social workers develop a mutually agreed on focus of work and desired outcomes 4 6 7. B ASSESSMENT 8 9 10 11 12 14, Social workers collect organize and interpret client data. Social workers assess client strengths and limitations 1 8 9 10 11 12. Social workers develop mutually agreed on intervention goals and objectives 6 7 8. Social workers select appropriate intervention strategies 8 9 10 11 12 13. C INTERVENTION 2 6 7 8 9 10 11, Social workers initiate actions to achieve organizational goals 12.
Social workers implement prevention interventions that enhance client capacities 7 9 10 11 12. Social workers help clients resolve problems 2 7 9 10 11 12 13. Social workers negotiate mediate and advocate for clients 2 7 11 12. Social workers facilitate transitions and endings 13. D EVALUATION 14, Social workers critically analyze monitor and evaluate interventions. 2012 Pearson Education Inc All Rights Reserved,SAMPLE SYLLABUS. INSERT UNIVERSITY NAME HERE,INSERT COURSE NAME HERE. INSERT COURSE NUMBER HERE,Professor Professor Phone. Office Number Location Professor Email,Office Hours Course Meeting Times.
COURSE DESCRIPTION, This is an introductory course in group work practice Its objective is to teach students the knowledge. and practice skills which are necessary for group work practice The course emphasizes basic theory. about groups and group process demonstrates the skills necessary for effective practice and gives. students the opportunity to discuss and practice these skills In addition the course is designed to. acquaint students with the many uses of task and treatment groups in a broad range of settings with. diverse client groups,COURSE OBJECTIVES, To educate generalist social workers to have the tools to work in various settings with a variety. of client groups addressing a range of personal and social problems and using skills to intervene. at practice levels ranging from the individual to the community. Understanding of the historical and the current use of groups in social work practice. Ability to understand assess and use group properties and group processes occurring in a group. Ability to understand and work with diversity in groups. Ability to assess the need for a group,Ability to plan for begin and conduct a group. Understanding of and ability to use group processes to achieve the goals and. objectives of the group, Ability to evaluate the outcome of a group and to use the information to improve. group practice, Knowledge about resources available to plan for and establish specific treatment and.
task groups which may be needed in specialized fields of practice and in specific. social work settings,STUDENT LEARNING OBJECTIVES OUTCOMES. In this course didactic material will be presented in lecture and through homework assignments This. material will expose the student to different approaches to group work The emphasis will be on. developing generic skills and the differential uses of specific skills for particular problems which are. frequently experienced in treatment and task groups. REQUIRED TEXT S, Toseland R Rivas R 2011 An Introduction to Group Work Practice 6th Ed Boston Allyn and Bacon. 2012 Pearson Education Inc All Rights Reserved,ASSIGNMENTS AND EVALUATION. Below you will find the grading scale and percentages. Grading Evaluation,Assignment,Class Participation 20. Midterm 30,Major Assignment s,Midterm Assignment,Presentation Assignment.
Final Assignmnet,Letter Equivalent,A 90 100 C 70 79. B 80 89 D Less than 70,Major Assignments,Midterm Assignment. The mid term paper is designed to allow you to examine your role in a group The paper should focus on. explicating group as a whole properties and processes leadership and the ways in which you interact. with and influence the functioning of the group I would prefer you to use a current group experience. but you can use a previous group experience if you are not currently participating in a group The paper. should be from 10 to 15 pages in length The paper is not research based It is an analysis of your. experiences in the group using the outline for group dynamics covered in lectures and the book and. your analysis of the leadership of the group,Outline for the Mid term Paper. Type of Group Is the group formed or natural If formed is it a treatment or task group and within. that what type of group is it i e support socialization etc. Communication Interaction Patterns, a What are the communication interaction patterns when the group meets who talks to whom most. often Does the interaction vary by time or topic, b Are there subgroups or isolates If yes what is their basis what do subgroup members have in.
common e g attraction status interest previous acquaintance etc and what effect do they. have on the group, c How does the composition gender racial or ethnic background age affect communication. patterns For example are men Caucasians older persons or professionals listened to more. 2012 Pearson Education Inc All Rights Reserved, a What brings people into this group what do they get out of group membership or what are the. attractions Examples are prestige friendship status with a peer group chance to make. contacts meet prestigious people learn or show off skills liking of group task or purpose ethnic. or racial similarities etc, b Does the group appear to be cohesive or highly attractive to its members What are indicators of. high or low cohesion in this group Examples of high cohesion are regular attendance many. members accepting responsibilities pride in belonging referring to the group as we. considering the group s or members opinion important choosing to do group things when. something else could be done etc, c How does the composition gender racial or ethnic background age affect cohesion For. example do racial ethnic differences make the group more attractive or less attractive. Social Integration Influence and Control Norms Roles Status and Power. a What are the norms in this group, b What type or range of behavior does the group attempt to control or have expectations about.
For example are there expectations about dress topics attendance self disclosure behavior. outside the group associates etc,c What happens to someone who violates the norms. d What roles do members play in the group e g gatekeeper talkative member. e Who normally performs task oriented maintenance functions within the group e g keeping. the group on task coordinating giving or seeking information etc Other than the leader do. certain members take on aspects of these functions. f Who normally performs socio emotional maintenance functions within the group e g. encouraging reducing tension mediating conflict making sure everyone is included etc Other. than the leader do certain members take on aspects of these functions. g How do age gender and ethnicity or race relate to the member roles For example are women. the socio emotional leaders men the task leaders Is the youngest person or most different. person usually the clown a socio emotional role, h Are there differences in status among group members If so what are the indicators cues to. different status, i What are the informal status ranks Who is high and who is lower How does their behavior. differ for example amount of talking initiating interaction dress deference to others freedom. from norms etc, j What appear to be the bases of higher status that is how did higher status persons get to be. higher status Some common methods are prestige appointed or elected position status or. expertise outside the group skills useful to the group for example the star athlete on a team. good writer on a committee to draft a document good conflict resolver length of membership. k What are the effects of non changeable characteristics on the status ranks in this group For. example are women generally higher or lower status Someone of a different ethnic or racial. background,2012 Pearson Education Inc All Rights Reserved.
l Has anyone s status changed over time If so why did it happen For example did the member. violate norms learn or contribute new skills join or leave a subgroup did the group s purpose or. base of attraction change, m Who has the power in the group Is there a formal and informal leader Describe the leadership. and what is done well and what could be improved,Group Culture. a What are the overall values and beliefs that are displayed in the way the group conducts its. If you were the leader of the group name two things that you would try to change about the group. dynamics Present a plan for how you would try to change the group dynamics Do the plans for. changing the two dynamics differ If so how,Presentation Assignment. Depending on the size of the class pick two or three other classmates and decide on a group you would. like to role play This could be any type of treatment group ex anger management children s social. skills group etc Develop roles for other members of the class so that you have a group of 6 to 8. participants Develop a written agenda for the group meeting and a second page where you have some. additional resources references other students could use if they were going to lead such a group If your. group is not a structured group develop a 1 or 2 page resource handout which contains information. about the group what you are trying to accomplish and references from the literature that students could. refer to if they were going to lead this type of group ex support group growth group etc We will use a. fishbowl format where the rest of the class members will sit in a circle around the group you form This. will not be a graded assignment It will be pass fail If it is not done it will take 10 points away from. your 20 point class participation grade It is designed to give you a chance to lead a group and to be a. participant in a group Please sign up for a time slot from session 11 to session 15. Final Assignment, You have three options for the final paper The first option is a research paper which is focused on your. work with a group The second option is for you to plan a group for a specific population children. aged those with substance abuse problems men who batter etc The third option is for you to do a. paper on group work techniques such as psychodrama or types of groups e g teams self help groups. The first two options entail reading specialized literature on group work with the population and. problems faced by the population and then preparing a paper about the group In the first option after a. focused literature review describe the group and your work with it For the first option if you report on. your work with a group you may want to discuss your field experiences work experiences or volunteer. experience with a group The emphasis should be on the leadership of the group and what you would do. differently based on the course After the literature review your description of the group can follow the. planning outline briefly Then you should focus on group dynamics and leadership of the group during. each session your analysis of the positive and negative aspects of the group dynamics and the. 2012 Pearson Education Inc All Rights Reserved, leadership and how it might be lead differently if you have the opportunity to do it again It is fine if the.
group is currently being conducted and it is not finished The second option involves planning for a. group that you have never led If you would rather do this planning option use the planning group. proposal to illustrate how you would develop and conduct a group with which you have little or no. experience After the literature review follow the planning a group option 2 outline on page 7 The. choice of the topic should reflect your interest in a particular area of group work For the third option. you need to discuss the topic with me and how you plan to organize the paper If you are considering the. third option please make an appointment to see me For any of the three options be sure to include. information from lecture and from the text for the course The final paper should be about 15 pages in. Outline for the Final Paper, This is a suggested outline for option one designed to serve as a guide for those who have chosen to. examine their work with a group Although the outline is fairly comprehensive you are free to vary your. analysis based on the practice situation you are attempting to describe. 1 Introductory paragraph explaining the paper, 2 Literature review on the social problem being addressed in the paper. 3 Literature review on the group work methods that have been used to address the social problem. 4 Description of the setting and the group, 5 Planning for the group See below and the text Chapter 6 Planning for topical headings When. choosing option one limit your description of planning to one or two pages. 6 Leadership approach used in the group, 7 Intervention strategies used during the beginning middle and ending phase of the group. 8 Evaluation of the group process use the group dynamics framework in the text to evaluate. group processes i e communication and interaction cohesion social integration dynamics and. 9 Evaluation of the group outcome, 10 Conclusions and recommendations for future practice and how you would change things if you.
were able to do it over,Final Assignment Planning a Group Option 2. Plan a task or a treatment group for a community social service or health care agency you are familiar. Outline for planning a group,1 Introductory paragraph explaining the group. 2 Purpose Purpose of the group its goals, 3 Role of the worker in the group e g chair facilitator therapist. 4 Literature review on the social problem being addressed in the paper. 5 Literature review on the group work methods that have been used to address the social problem. 6 Agency Sponsorship,Agency name and mission, Agency resources relevant to the group i e physical facilities financing staff etc. Agency geographic location community not address sponsorship demographic. characteristics of clientele type of staff any other characteristics that might affect group. 2012 Pearson Education Inc All Rights Reserved, 7 Membership Target population for the group who you would like to reach Appropriateness of.
the population with respect to the agency mission and group purpose. 8 Recruitment Method s for recruiting members, 9 Composition Criteria for including or excluding members. 10 What characteristics you would like group members to be heterogeneous on and what. characteristics homogeneous and why,Size Open or closed membership. Demographic characteristics important to group purpose. How will the expected composition affect interaction or group development Include age. gender ethnicity race sexual orientation disability or any other special considerations that. may affect the composition, 11 Norms and Roles What are the most important group norms you would like to develop. 12 How will composition affect the norms or their development Are there specific roles you would. like members to develop within the group If so describe these roles. 13 Orientation Whether potential members will be screened and if so how and for what. characteristics Preparation for group membership and roles e g pre group interview or letter. discussion at beginning of group, 14 Contract Describe and justify the number of meetings frequency length and times for. meetings If appropriate depending on the type of group describe the types of contracts with. individual group members or the group as a whole that you would try to foster. 15 Environment Physical arrangements room space materials room set up other considerations. Financial arrangements budget expense charges income and any special arrangements child. care transportation access for persons with physical handicaps etc. 16 Structure How will the group conduct its work e g discussion group arts and crafts. exercises role plays etc Will there be a structure for each group meeting How will the. structure help the group achieve its goals,2012 Pearson Education Inc All Rights Reserved.
COURSE OUTLINE,Week Assignment Type,Text Reading,Week 1 Chapters 1 2. Chapter Assignment s,Text Reading,Week 2 Chapter 3. Chapter Assignment s,Text Reading,Week 3 Chapter 4. Chapter Assignment s,Text Reading,Week 4 Chapter 15. Chapter Assignment s,Text Reading,Week 5 Chapters 5 6.
Chapter Assignment s,Text Reading,Week 6 Chapter 7. Chapter Assignment s,Text Reading,Chapter Assignment s. Text Reading,Chapter Assignment s,Text Reading,Week 9 Chapter 9. Chapter Assignment s Mid term paper due today,2012 Pearson Education Inc All Rights Reserved.

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