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Aim of Course. to provide a knowledge base for working with groups and group careto share practical ways of working with groupsto experience being in a group and to rehearse group planning decisionsto lay the foundation for groupwork on placementto learn about the possibilities of groupwork. Content .
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1. Groupwork (SWK318)
2. Aim of Course to provide a knowledge base for working with groups and group care
to share practical ways of working with groups
to experience being in a group and to rehearse group planning decisions
to lay the foundation for groupwork on placement
to learn about the possibilities of groupwork
3. Content Characteristics of groups
Planning groups
Contracting
Processes
Programming
Activities
Conducting
Problems
Anti-oppressive practice
Recording
Endings
4. Weekly structure Week 1 to week 5:
Lecture
Seminar: in small groups – planning a groupwork project
Week 6: assessment for 50% of marks
Small group presentations 15 mins each
5. Assessment criteria: 10% each Content
Expression of aims and objectives
Understanding of groupwork theory
Understanding of decisions re. structure
Understanding of decisions re. content
Issues of power and oppression
Understanding of process
Presentation
delivery
Interesting and involving
Structure and timing
Teamwork
6. Recommended Texts Brown, A. (1992) Groupwork, Third Edition, Aldershot: Ashgate Publishing
Preston-Shoot, M. (2007) Effective Groupwork, 2nd Edition , Basingstoke: Palgrave Macmillan
Benson, J. (1987) Working More Creatively with Groups. London, Tavistock
Doel, M and Sawdon (1999) The Essential Groupworker London: Jessica Kingsley
Lindsay, T and Orton, S (2008) Groupwork Practice in Social Work, Exeter: Learning Matters
Whitaker, D. S. (2001) Using Groups to Help People, Second Edition. Hove: Brunner-Routledge (also 1st edition 1985)
7. What is a group? Key attributes:
Frequent interaction
Identify with one another
Identified by others as a group
Identify themselves as a group
Share beliefs, values and norms in some respect
Come together for a common task or shared purpose
8. What is “Groupwork” Method of social work
Helps individuals (mainly by them helping each other)
Helps groups help themselves
Is purposeful
Directed at enabling people to influence and change personal, group, organisational and community problems
Some groups are directed at group therapy – emotional need and/or psychological process
Some at social functioning
Family therapy can involve groupwork but is best thought of as a social work method in its own right
9. Why Learn About Groupwork? Major social work method
Helps with other situations, e.g. teams
Empowers clients
Provides ways of reaching the unreachable
Provides opportunities to work with colleagues
Provides opportunities for fun
Group experience is fundamental
You have to complete four sessions of groupwork on placement! ICE BREAKERS
1. THE PLANK
FIRST NAMES A-Z
TIME UP THIS AM
HOMETOWN - DISTANCE
2. IN PAIRS - WHAT EXPERIENCE CLASS HAVE OF BEING IN A GROUPS? - BRAINSTORM
3. IN PAIRS - WHAT EXPERIENCE OF WORKING IN GROUPS
BRAINSTORMICE BREAKERS
1. THE PLANK
FIRST NAMES A-Z
TIME UP THIS AM
HOMETOWN - DISTANCE
2. IN PAIRS - WHAT EXPERIENCE CLASS HAVE OF BEING IN A GROUPS? - BRAINSTORM
3. IN PAIRS - WHAT EXPERIENCE OF WORKING IN GROUPS
BRAINSTORM
10. Who is here? Of what groups have you been a member?
11. Potential advantages of groupwork Social living is in groups - transferability
People with similar needs can help each other
Every member is a potential helper
Attitudes feelings and behaviour can be changed through social interaction
Role modelling, reinforcement, feedback
Opportunities for a range of interventions
Can be democratic and self-determining
Particularly suitable for some service users
12. Potential disadvantages of groupwork Confidentiality
Complex to plan, organise and implement
Obstacles at member, colleague and agency levels
Resources
Individual gets less exclusive attention
Can increase labelling and stigma
May be damaging for a small minority
Attacks, rejection, experience of failure, coercion, loss of reality
13. Special Characteristics of Small Helping Groups Develop norms and belief systems
Develop moods and atmospheres
Develop cohesiveness
Develop and change over time
Power and influence are unevenly distributed CLASS EXERCISE: IN PAIRS DISCUSS A GOOD EXPERIENCE WHICH AROSE OUT OF A GROUP EXPERIENCE AND A BAD EXPERIENCE CLASS EXERCISE: IN PAIRS DISCUSS A GOOD EXPERIENCE WHICH AROSE OUT OF A GROUP EXPERIENCE AND A BAD EXPERIENCE
14. People for whom groups can be useful linked fate relationships
needing enhanced skills
life transitions
regarded by others as having problems
unsatisfactory functioning
cannot achieve personal goals
systems of people
people in the community CLASS EXERCISE: WRITE ON A PIECE OF PAPER 3 THINGS ABOUT YOURSELF - TWO TRUE, ONE FALSE
CLASS EXERCISE - FORM GROUPS OF STAR SIGNS - FIND OUT WHAT YOU HAVE IN COMMONCLASS EXERCISE: WRITE ON A PIECE OF PAPER 3 THINGS ABOUT YOURSELF - TWO TRUE, ONE FALSE
CLASS EXERCISE - FORM GROUPS OF STAR SIGNS - FIND OUT WHAT YOU HAVE IN COMMON
15. Types of groups activity groups
support and discussion groups
skill-development groups
therapeutic groups
action groups
self-help groups
family groups
16. Conductor Tasks
structuring
maintaining
monitoring
intervening Structuring
Before the group begins:
such preparatory work as appropriate, e.g. clarifying ideas about the group's purpose
building up agency support and canvassing for referrals
interviewing and selection
making necessary practical arrangements
deciding duration of group, duration of meetings
etc. etc.
When the group starts
stating the goals as the groupworker sees them
clarifying the contract
opening the group, saying when time is up
etc. etc.Structuring
Before the group begins:
such preparatory work as appropriate, e.g. clarifying ideas about the group's purpose
building up agency support and canvassing for referrals
interviewing and selection
making necessary practical arrangements
deciding duration of group, duration of meetings
etc. etc.
When the group starts
stating the goals as the groupworker sees them
clarifying the contract
opening the group, saying when time is up
etc. etc.
17. Structuring preparation
agency support
referrals
interviewing and selection
practical arrangements
decisions about duration, numbers etc
stating goals
clarifying contract etc.. etc Maintaining
marginal work members or their families
following up absentees
liaison with other workers who are involved members
liaison with other professionals
recording
maintaining practical arrangements
planning activities trying them out in advance
Monitoring
i.e. the task of listening and trying to understand individual, the interpersonal, the group
Maintaining
marginal work members or their families
following up absentees
liaison with other workers who are involved members
liaison with other professionals
recording
maintaining practical arrangements
planning activities trying them out in advance
Monitoring
i.e. the task of listening and trying to understand individual, the interpersonal, the group
18. Maintaining marginal work with members and families
following up absentees
liaison with other workers involved
recording
maintaining practical arrangements
planning and testing activities
19. Monitoring listening and observing at three levels
the individual
the interpersonal
the group
20. Intervening doing what belong to the role
doing what no one else can or is doing
supporting the development of a facilitating atmosphere
contributing ideas, facts and values, when useful to the group
providing missing roles
instructing (sometimes)
21. Pre-group stage:Planning decisions The need to be met
The aim of the group
The potential membership
Group structure
Leadership arrangements
Theoretical basis
Methods & techniques
Recording & evaluation
Supervision & consultancy
Agency issues
22. Structure of groups size
duration
constancy of membership
composition
not to isolate one individual
range of personalities
homogeneous/heterogeneous
those for whom it is not appropriate WARM UP - STAR SIGNS?
REVIEW OF LAST WEEK
CHARACTERISTICS
NORMS AND BELIEFS
MOODS AND ATMOSPHERES
COHESIVENESS
CHANGE OVER TIME
POWER AND INFLUENCE
INITIAL PLANNING
- CLIENTS FOR WHOM GROUPS CAN BE USEFUL
OTHER PLANNING DECISIONS:
RELATIONSHIP OF AGENCY AND COLLEAGUES
PURPOSE OF GROUP
WORKERS ROLE - GETTING IT STARTED, FACILITATING, EXPLOITING MATERIAL
STRUCTURING
AFFINITY GAME
HOMEWORK - FIND OUT ABOUT A QUICK GAME - REFER TO LIBRARY
WARM UP - STAR SIGNS?
REVIEW OF LAST WEEK
CHARACTERISTICS
NORMS AND BELIEFS
MOODS AND ATMOSPHERES
COHESIVENESS
CHANGE OVER TIME
POWER AND INFLUENCE
INITIAL PLANNING
- CLIENTS FOR WHOM GROUPS CAN BE USEFUL
OTHER PLANNING DECISIONS:
RELATIONSHIP OF AGENCY AND COLLEAGUES
PURPOSE OF GROUP
WORKERS ROLE - GETTING IT STARTED, FACILITATING, EXPLOITING MATERIAL
STRUCTURING
AFFINITY GAME
HOMEWORK - FIND OUT ABOUT A QUICK GAME - REFER TO LIBRARY
23. Setting up the group Offering the group
Criteria for membership
Preliminary meetings
service user participation
introductions
information
motivation
matching
individualisation
choice
24. Contracting – what to include aims
individual
goals
guarantees
what will happen
practicalities
Expectations (rules and sanctions)
confidentiality
other contacts - with you, with others.
25. Exercise Group members will:
attend all sessions – two misses and you are out
turn up on time
keep the content of sessions confidential
treat each other with respect
be non-discriminatory in verbal and non-verbal interactions
not interrupt when someone else is speaking
trust each other
26. Content vs. process
Content
What of group experience – what is happening what is being said
On the surface and observable
Immediate
Speed Process
How of group experience – the way in which a group behaves – reflected in the quality of the group experience
Underneath and felt
Changes over time
Acceleration
27. The worker and process It is possible to discern themes and patterns in the flow of group process.
We can develop skills of working with process by becoming more receptive to the emotional and physical experience.
The worker can intervene to influence process.
Since the whole process is so fluid knowledge skills and values can be used effectively to promote positive change.
28. Group processes Tuckman’s Linear Model forming
storming
norming
performing
mourning
29. Group ProcessesSchutz’s cyclical model Inclusion: desire to connect with others - becoming familiar - restlessness tension mobility - forming
Control: independent and assertive activity centered on areas of power, authority, influence, decision making and communication. How much influence do I have? How much personal autonomy do I have to sacrifice to belong?
Affection: building emotional ties - sense of identity and pulling together norming People begin to acknowledge difference. People begin to form closer groupings - this leads to relative isolation for others so group needs to return to an inclusion stage.
Schultz suggested that to end, the process had to be reversed - dealing with personal feelings about closure (affection) then comply or rebel against leaders wishes (control), finally discussing continuing, assessing commitment of members and preparing for entry into outside world (inclusion)Inclusion: desire to connect with others - becoming familiar - restlessness tension mobility - forming
Control: independent and assertive activity centered on areas of power, authority, influence, decision making and communication. How much influence do I have? How much personal autonomy do I have to sacrifice to belong?
Affection: building emotional ties - sense of identity and pulling together norming People begin to acknowledge difference. People begin to form closer groupings - this leads to relative isolation for others so group needs to return to an inclusion stage.
Schultz suggested that to end, the process had to be reversed - dealing with personal feelings about closure (affection) then comply or rebel against leaders wishes (control), finally discussing continuing, assessing commitment of members and preparing for entry into outside world (inclusion)
30. Other models Whitaker
Group focal conflict theory
Disturbing motive – basic impulse/wish - love
Reactive motive – fear or guilt in conflict with disturbing motive – losing control, being criticised etc
Solution – restrictive – flight, blame etc
or enabling – acknowledging feelings etc
Solutional conflict
Benson
Love vs. will
Stages theory is a map not a territory
31. Love
Love Behaviour
Making friends
Joining in
Taking sides
Conversation
Sharing
Trusting
Co-operating
Encouraging
Love Distortions
Being shy
Embarrassed
Fear of rejection
Superficiality
Silence
Jealousy
Suspicion
32. Will Behaviour
Starting things
Organising things
Leading
Problem solving
Decision making
Concentrating
Confronting
Distortions
Rivalry
Stubbornness
Selfishness
Powerlessness
Bullying
Apathy
Restlessness
33. Programming - Reasons Provide a medium or context
Provide a structured experience
Directly influence group/individual
Achieve a particular result
Modify undesirable behaviour
Facilitate development of group
34. Programming - Mistakes not based on need
not linked to objectives
unrealistic
too rigid
above/below capacities
separates members breaches defenses too early
repetitious
end in itself
fails to create consciousness
fails to review
dynamic inertia
35. Categorising activities An activity that is done for its own sake > intrinsic pleasure
Designed to generate interaction
Designed as a rehearsal
Activity is alternative, to something which might occur through open discussion
Activity is an accelerating device
Activity is designed to encourage empathy
36. Questions to consider in selecting activity Purpose? - what problem/issue?
What experiences will it generates?
What consequences - the same for all?
Could the consequences be damaging? can I modify/forestall these?
Does device allow for participant choice?
What preparation or follow up is needed?
What happens if device goes wrong?
37. Why games? Fun
Relationship building
Literacy & numeracy
Increase creativity and imagination
Improve communication skills
Cope with tension & stressful situations
Break down barriers
Identify problems & find solutions
Built trust, sensitivity & understanding
Develop self-awareness
Build confidence
38. Problems in groups Problem or symptom or response?
Problem or opportunity?
Problem for whom?
Problem with members? Problem behaviour or problem role?
Problem with whole group?
Problem with conditions/context?
Problem with leadership/co-leadership?
39. Responding to problems direct - say ‘what is’, invite sharing of feelings and resolution
indirect - change programme, e.g. devise exercise
modelling - e.g. use of self disclosure by leader/leaders
psychological - interpreting what is happening
40. Force field analysis
41. Power and oppression Social work takes place with the most disadvantaged
Some groups are specifically aimed at empowerment
Groups reflect the society from which they are drawn complete with prejudices etc
Groupworkers must address both this plus their own anti-oppressive practice
42. Issues to be addressed in anti-oppressive groupwork practice Group composition and structure
Mixed or Single identity. Issue of isolation
Location
Programme
Ground rules
Worker preparation
Being, saying and doing
43. Establishing an anti-oppressive climate Communicating recognition and awareness
Being comfortable in taking about oppressions
Relating to co-worker
Being prepared to challenge agency policies and attitudes
Listening and validating
Being open about power issues in the group
Being open about own behaviour
Acknowledging the reality of social conditions
Recognising and responding to cultural diversity
44. Anti-discriminatory groupwork Consider your objectives
consider your process
consider your content
consider the recipients of your service
consider your values
45. Recording reporting to management and colleagues
reporting to keyworkers
feedback to group members
developing own skills
post group review
training purposes
research and evaluation
46. Methods of Recording Video
Audio tape
Written summary
Diagrams
Group members
record
Check lists - sentence completion
47. Endings Review what has happened
Evaluate achievements
End relationships
Prepare for post group stage
Ending rituals
48. Surviving groupwork(adapted from Benson, 1987) Get your feet wet
Avoid crucifixions - you can’t
be all things to all people
Don’t push the river upstream
- go with the flow
Wait till the mud settles
Don’t beat yourself up
most mistakes are recoverable,
most problems reoccur
- giving you another chance
Cultivate goodwill
Make up your own rules; if it works use it, if it doesn’t use that too