Introduction to Social Work with Groups Faculty ... - Simmons College

www.evidencebasedgroupwork.com (Mark Macgowan’s site dedicated to all thingsevidenced based group work).www.iaswg.org (the official website of the International Association of Social Work withGroups. The Standards for Social Work with Groups can be located on this website, aswell as other helpful group work resources.www.aaswgma.org (the official website of the MA Chapter of the InternationalAssociation of Social Work with Groups.Council on Social Work Education (CSWE) Core Competencies and PracticeBehaviorsThe 2008 Educational Policy and Accreditation Standards (EPAS) developed by theCouncil on Social Work Education (CSWE) both require and provide a framework forcompetency-based assessment of educational outcomes in social work trainingprograms. A description of the 10 core competencies and associated foundation andadvanced practice behaviors can be found on the SSW website through the followinglink within the searchable Field Manual: http://simmons.edu/ssw/for/msw/fieldeducation/manual/files/12%20-%20Student%20Learning%20in%20Field.pdf.Student outcomes and learning objectives for this course are based on five out of the tencore competencies.Competency2.1.2. Apply social work ethical principles to guide professional practice.Practice BehaviorsMake ethical decisions by applying the NASW Code of Ethics and the IASWG Standardsfor Social Group Work Practice.Competency2.1.3. Apply critical thinking to inform and communicate professional judgments.Practice BehaviorsDemonstrate effective oral and written communication in working with individuals,families, groups, organizations, communities, and colleagues.Distinguish, appraise and integrate multiple sources of knowledge, including researchbasedknowledge and practice wisdom.Competency2.1.4. Engage diversity and difference in practice.Practice BehaviorsStudents view themselves as learners and engage those with whom they work asinformants.Gain sufficient self-awareness to eliminate the influence of personal biases and valueswhen working with diverse groups.Competency2.1.6. Engage in research-informed practice and practice-informed research.

Practice BehaviorsUse practice to inform scientific inquiry.Use research evidence to inform practice.Competency2.1.10. Engage, assess, intervene, and evaluate groups, communities, andorganizations.Practice BehaviorsUse empathy and other interpersonal skills in practice with groups.Develop a mutually agreed upon focus of work and desired outcomes with groupmembers.Assess client strengths and limitations.Facilitate transitions and endings.Learning Objective Practice Behaviors Assignments Use of Reciprocal Model/Mutual Aid Perspective. Increase knowledge and use of developmental theory, and worker’s skills during phases of group development. Knowledge of Group Typology Differential use of self in group work practice. Use empathy and other interpersonal skills in practice with groups. Develop a mutually agreed upon focus of work and desired outcomes with group members. Assess client strengths and limitations. Facilitate transitions and endings. (Same practice behaviors as above). Demonstrate effective oral and written communication when working with individuals, families, groups, organizations, and communities. Same practice behaviors as above. Incorporates all of the five competencies and related practice behaviors that this course claims. Classroom discussions, role plays, in-­‐class experiential group, final written assignment. Classroom discussions, role plays, observation of community-­‐based support group, in-­‐class experiential group, final written assignment. Natural group observation and reaction paper. Observation of community-­‐based group and reaction paper. Class discussion In-­‐class experiential group, natural group observation and reaction paper, community-­‐based

Knowledge and application of role theory. Knowledge of the impact of agency culture on group development and group member’s experiences. Explore the impact of worker-­‐group member diversity on group process. Application of evidence-­‐based group work practice Identify and understand the meaning and impact that group member’s roles have on group development, sense of safety and cohesion, and act as catalysts for intrapersonal and interpersonal change. Ability to identify the impact of agency culture and the ways in which it is impacting worker or group member experience. Engage diversity through thoughtful discussion and acknowledge the impact of worker-­client or between group member diversity on safety, cohesion and group development. Identification of an area of inquiry. Formulate an answerable question. Search for evidence. Assess evidence for rigor, merit and utility. Apply evidence to consider changes in practice. Assess group observation and reaction paper, evidence-­‐based classroom small group assignment and paper, final written assignment. Community-­‐based group observation and reflection paper, in-­class experiential group, final written assignment. Classroom discussions. Class room-­‐based role play. Community-­‐based group observation and reflection paper. In-­‐class experiential group. In class evidence based small group assignment and written paper. Final written assignment. Classroom discussions. EBP written assignment. In-­‐class experiential group. Final written assignment. In-­‐class EBP small group assignment. EBP written paper.

effectiveness of practice. Evaluation of Student PerformanceClass participation. You are responsible for completing readings before class and beingprepared to apply them in class discussions. Class discussion includes in-classdiscussions and exercises, and where applicable, on-line assignments. In classdiscussion and on-line participation should reflect the social worker’s professionalresponsibility for respectful interactions and attentiveness with fellow students andfaculty. Please review the student policy manual for SSW standards for professionaldevelopment and the honor code.Written Assignments. Your individual instructor will explain his/her expectations forwritten assignments and specific grading criteria. Each paper is due on the date notedin the syllabus. Any exception must be explained in advance with your instructor. Pleasecheck with your instructor about on-line submission of papers.Attendance, Attentiveness and Punctuality.• You are allowed one absence per semester. More than one absence willinfluence the evaluation of a student’s performance and grade. Students areexpected to let faculty know when they are unable to attend class. Students areresponsible for making up missed content or work during an absence.• Repeated lateness will also impact a student’s performance and grade.• Students are required to apprise faculty of tardiness. When late, please enterinto class quietly and with minimal disruption.• Texting, the use of social networking of any kind, or computers, phones andpersonal electronic devices for non class-related activities is prohibited.Each student’s final grade will be based on the following criteria:• Class participation: 20%• Natural Group Observation and reflection paper: 10%• Attendance at a community-based group of choice and reflection paper: 10%• In-class evidence-based group work practice small group assignment and paper:25%• Critical Incident Analysis/Final Assignment: 35%Statement on DisabilitiesReasonable accommodations will be provided for students with documented physical,sensory, systemic, cognitive, learning and psychiatric disabilities. If you have adocumented disability that requires assistance, you will need to contact the DisabilityServices Office at the beginning of the semester to request accommodations. Contactthe DSO at 617.521.2470. Students requesting accommodation must do so eachsemester. Students receiving accommodations are also encouraged to inform theiradvisor and contact their instructors within the first two weeks of the semester todiscuss their individual needs for accommodation.

example, you may use “a large teaching hospital in an urban area,” rather than referringby name to MGH or Brigham and Women’s Hospital, for example. You can refer to atherapeutic school in a suburb or Boston, or a community health center without using theactual name. You can refer to treatment or services that took place in October, 2010 bysaying that “client presented for help about eight years ago when client was around 10,”and omitting the year in which the work took place. Not adequately obscuring identifyinginformation is a violation of HIPAA and may directly impact your grade on anassignment.Please note that the syllabus is not a contract. The instructor reserves the right toalter the course requirements and/or assignments based on new materials, classdiscussions or other legitimate pedagogical objectives.AssignmentsThe assignments and their requirements are listed in the order that they are due.Assignment #1, Natural Group observation and reflection paper, due in the first class(Session #1). This paper should not exceed 2 pages.For 20 minutes, observe a natural group of choice. A natural group is defined as threeor more people who happen to be in the same place at the same time. You can observenatural groups anywhere. A family is not a group.For the reaction paper, consider and reflect upon the following:• What do you see when you observe this group? How and where do people sit?What do you notice about their non-verbal communication? Body language, etc.• How do the group members interact?• How do people relate to each other?• What about this group makes you curious?• What did you learn about this group?Assignment #2 Community-based group observation and reflection paper, due insession #3. This paper should not exceed 2 pages.Attend any community-based group of your choice. You must identify yourself as asocial work student. Not doing so violates the NASW Code of Ethics as you may beseen to be representing yourself as a consumer and not a student. You may locategroups on-line and in the newspaper. Please be sure not to attempt to attempt a closedgroup, as you will be asked to leave. Please address consider the following in yourwritten discussion:• What did you observe about this group?• Describe the culture of the group? Did you note any rituals or traditions?• What was it like to locate and attend this group? What kinds of thoughts,feelings, and associations did you have when walking into the room andthroughout the meeting?• According to the literature, what type of group did you attend? Please cite thespecfic data source to support your ideas.Assignment #3. Evidence-Based Group Work Assignment

Part I in Session #6: In class, you will be divided into small work groups. As a groupyou will discuss your group work with each other. Decide as a group a domain of grouplife that you all have in common (facilitation, agency culture, group composition, type ofgroup, etc) and formulate an answerable question that assesses the impact of thisdomain on the group. For example, you may collectively decide to assess the impact ofmale-female co-facilitation of safety or cohesion in a group of adolescent males. Onceyou have formulated this question, together, search for evidence. Find two datasources, review them together and then assess their rigor and merit according toMacgowan’s Hierarchy of Rigor and Merit.Part II due in Session #7: Based on your small group work, take the evidence andapply it to your particular group. How does the evidence change your thinking aboutyour practice? How might you apply the evidence to your group to make it moreeffective? If your agency asked you to design a study to prove the effectiveness of yourgroup in order to continue offering it as a service to clients, how would you go aboutassessing this and how would you involve group members in this process, which isconsistent with the values of evidence-based group work practice.Please do not exceed four pages (12 pt font, double spaced, 1” margins) and citeappropriate data sources.Assignment #5, Critical Incident Analysis, Due in Session #13.This assignment offers you the opportunity to reflect on and integrate the readings, classdiscussions, your experience with groups this semester, either at your placement or thein-class experiential group. As yourself: Are there specific critical incidents that standout in my experiences facilitating or co-facilitating, participating in or observing groups?This paper should be 8-10 pages, double spaced, 1” margins, and formatted accordingto the APA Manual, 6 th edition.Critical incidents are those practice situations, classroom events, and lifeexperiences that crystallize an understanding, raise hard questions, presentdilemmas or remain lingering and unresolved.1. Select a “critical incident.” This can be an incident from one group, or a patternthat emerged in a few group sessions.2. Write up in the incident in some detail so that you can use it as a frame ofreference. Please include:• Community and setting where the group takes place.• Group purpose.• Brief description of the group composition: members gender, age, race,ethnicity, culture, presenting complaints and/or reason for referral to the group.• Structure of the group-as-whole (norms, roles, how members interact andcommunicate with each other, sessional beginnings and endings, etc.)3. Focus on the interventions. Use process if you have and if not, try to describethe dialogue in as much detail as possible so that you can capture the contextand conversation.

Association for the advancement of social work with groups, inc., (2006). Standardsfor social work practice with groups. You may retrieve this at the www.iaswg.orgwebsite. Please print them out, review them and keep them with you for the semester.Kurland,R., & Salmon, R. (1998). Purpose: A misunderstood and misused keystone ofgroup work practice. Social Work with Groups, 21(3), 5-17.Kurland, R., & Salmon, R. (1993). Groupwork versus casework in a group.Groupwork, 6(1), 5-16.Suggested reading:Clemans, S.E. (2011). The purpose, benefits, and challenges of “check-in” in a groupworkclass. Social Work with Groups, 34(2), 121-140.Session #IIObjectives:To define group work versus individual casework in a group setting.Discuss latent versus manifest content.Worker’s functions (Gitterman & Shulman)Introduction to group development: three comparative models of groupdevelopment (Boston Model, Mutual Aid, Feminist Relational Model).Assigned Readings:Brandler, S., & Roman, C.P. (1999). Group work: skills and strategies for effectiveinterventions (pp. 9-13; 15-40). New York: Haworth Press.Kurtz, L.F. (2004). Support and self-help groups. In C.D. Garvin, L.M. Gutierrez, andM.J. Galinsky (Eds.), Handbook of social work with groups (pp. 139-159). NewYork: The Guilford Press.Malekoff, A. (2004). Group work with adolescents: principles and practice (pp.35-52).New York/London: The Guilford Press.Session #III:Objectives: We will begin to watch and discuss, in depth, a mandated adolescentgroup, which you will see evolve from the pre-affiliation phase through termination.Assignment #2 is due today.Assigned Readings:Cox, E.O. (1991). The critical role of social action in empowerment oriented groups. InA. Vinik and M. Levin (Eds.), Social action in group work (pp. 77-90). New York:The Haworth Press.

Malekoff, A. (2004). Group work with adolescents: principles and practice (pp. 53-58).New York/London: The Guilford Press.Steinberg, D.M. (2004). The mutual-aid approach to working with groups: helpingpeople help one another (pp. 3-8; 13-33). New York: The Haworth Press.Wayne, J., & Gitterman, A. (2003). Offensive behaviors in groups: challenges andOpportunities. Social Work with Groups, 26 (2), 23-34.Doi: 10.13000/J009v26N02_03Suggested Readings:These are not required readings, but for those interested in reading more about groupconflict, challenging group members, and variations on power and control, you may alsoconsult the following data sources:Gitterman, A. (2003). Dealing with group members’ testing of authority. Social Workwith Groups 25 (1/2), 185-192.Gitterman, A, & Wayne, J. (2003). Turning points in group life: Using high tensionmoments to promote group purpose and mutual aid. Families in Society, 84 (3).For those interested in or are currently working with children:Schechtman, Z. (2007). Group counseling and psychotherapy with children andadolescents (pp. 30-35; 123-137). New York/London: Routledge Press.Session IV and V:Objectives: To define and exemplify the following group work skills:sessional contractinglimit settingelaboration skillsmediation skillsscanningskills of support and sustainmentpre-group planningconsistency and structure.group rules and policies (attendance, lateness, acting out, and leaving thegroup).Content versus process response.Group-as-a-whole interventions.Impact of agency setting and time.Use and impact of silence.Impact of worker’s gender, race, age, ethnicity and sexual orientation onthe group-as-a-whole, and vice versa.Ethics and Group Work Practice (Session V)Assigned Readings: (please note that this is a heavier reading load, but these areassigned readings for two weeks.)

Brandler, S., & Roman, C.P. (1999). Group work: skills and strategies for effectiveinterventions, second edition (pp. 41-80; 207-229). New York: The Haworth Press.Northen, H. (2004). Ethics and values in group work. In C.D. Garvin, L.M. Gutierrez,& M.J. Galinsky (Eds.). Handbook of Social Work with Groups (pp. 76-90). NewYork: The Guilford Press.Olivier, C. (2009). Enhancing the confidentiality within small groups: The experiencesOf AIDS service organizations. Social Work with Groups, 32(4), 274-287.Steinberg, D.M. (2004). The mutual-aid approach to working with groups: helpingpeople help one another (pp. 35-75). New York: The Haworth Press.Suggested Readings:Hall, K.R. (2006). Solving problems together: A psychoeducational group model forVictims of bullies. The Journal for Specialists in Group Work, 31(3), 201-217.Levy, R. (2011). Core themes in a support group for spouses of breast cancer patients.Social Work with Groups, 34(2), 141-157.Lopez, C., & Bhat, C.S. (2007). Supporting students with incarcerated parents inschools: A group intervention. The Journal for Specialists in Group Work, 32(2),139-153.Session VIObjectives: Evidenced Based Group Work Practice. Exploration of values andpractice. In-class exercise.Objectives: Assigned Readings:Macgowan, M.J. (2008). A guide to evidence-based group work. New York: OxfordUniversity Press (pp. 1-17; 21-30; 78-118).Choose one of the following (Please come prepared to discuss your article with theclass.)Ellis, J.A. & Camardese, M. (2011). Group work with operation enduring freedomand operation Iraqi freedom combat veterans. In Greif, G.L., & Ephross, P.H.(Eds.). Group work with populations at risk (pp. 153-169). Oxford/New York:Oxford University Press.Gonzalez, A., Lord, G., Rex-Kiss, B., & Jean Francois, J. (2012). Parents beyondborders: a social work curriculum for supporting immigrant parents and buildingsolidarity. Social Work with Groups, 35(1), 18-34.Macgowan, M.J. (2011). Finding and integrating the best available evidenceInto the group work field practicum: examples and experiences from students.In Macgowan, M.J. & Pollio, D.E. (Eds.). Evidence-based group work in

Community settings (pp. 110-128). New York and London: Routledge Press.Mishna, F., Muskat, B., & Weiner, J. (2011). “I’m not lazy; it’s just that I learndifferently”: development and implementation of a manualized school-basedgroup for students with learning disabilities. In Macgowan, M.J., & Pollio, D.E.(Eds.). Evidence-based group work in community settings (pp. 37-57). New Yorkand London: Routledge Press.Session VII:Objectives: EBP written assignment is due in class today.Conceputalizing group work with at-risk populations- principles andpractices.Assigned Readings:Horvath, T., & Yeterian, J. (2012). SMART recovery: Self-empowering, sciencebasedaddiction & recovery. Journal of Groups in Addiction & Recovery, 7(2-4),1-2-117.Olson-McBride, L., & Page, T.F. (2012). Song to self: A therapeutic dialogue with highriskyouths through poetry and popular music. Social Work with Groups, 35(2), 124-137.Thomas, H., & Caplan, T. (1999). Spinning the group process wheel: Effectivefacilitation techniques for motivating involuntary client groups. Social work withgroups, 21 (4), 3-21.Please choose from one of the following:Goodrich, K.M., & Luke, M. (2010). The experiences of school counselors-in-trainingin group work with LGBTQ adolescents. The Journal for Specialists in GroupWork, 35(2), 143-159.Kenny, M.C. (2009). Child sexual abuse prevention: Psychoeducational groups forpreschoolers and their parents. The Journal for Specialists in Group Work, 34(1),24-42.Spiegelman, J.S., & Werth, J.L., Jr. (2005). Don’t forget about me: the experiencesOf therapists–in-training after a client has attempted suicide. Women & therapy, 28(1), 35-57.Steen, S. (2009). Group counseling for African American elementary students: AnExploratory study. The Journal for Specialists in Group Work, 34(2), 101-117.Strom-Gottfried, K., & Mowbray, N.D. (2006). Who heals the helper? Facilitatingthe social worker’s grief. Families in society, Jan-Mar; 87(1), 9-15.Session VIII:Objectives: To explore how diversity impacts group members and group process, andthe importance of directly addressing difference in group.

Community Organization: Exploring principles, values, and practice.Assigned Readings:Camacho, S.F. (2001). Addressing conflict rooted in diversity: The role of the facilitator.Social Work with Groups, 24(3/4), 135-152.Malekoff, A. (2004). Group work with adolescents: Principles and practice (pp. 207-232). New York: The Guilford Press.Miller, J., & Donner, S. (2000). More than just talk: The use of racial dialogues tocombat racism. Social Work with Groups, 23(1), 31-53.Suggested Readings:Berg, K.K., & Simon, S.R. (2013). Developing a white anti-racism identity: APsychoeducational model. In Tully, G.J, Dolan-Reilly, G., Bacon, J., & Lo Re, A.,(Eds.). Group Work: An international conversation highlighting diversity in practice(pp. 90-115).Shin, R.Q., Rogers, J., Stanciu, A., Silas, M., Brown-Smythe, C., & Austin, B. (2010).Advancing social justice in urban schools through the implementation oftransformative groups for youth of color. The Journal for Specialists in Group Work,35(3), 230-235.Required Preparation for Session IX:In advance of the pre-group planning session, please think and journal about thefollowing. This is not time intensive, or it need not be!1. What kind of a group would I like to participate in?2. What kinds of rules might help me feel safe?3. Would I like to facilitate this group?4. What about creating and participating in this group leaves me feeling curious,excited, fearful, apprehensive, or unsafe?Session IX:Objectives: Pre-group planning for the In-class experiential group.Please note that the entire class will be dedicated to this work.Assigned Readings:Gans, J.S., & Counselman, E.F. (2000). Silence in group psychotherapy: A powerfulCommunication. International Journal of Group Psychotherapy, 50(1), 71-84.Schopler, J.H. & Galinsky, M.J. (1984). Meeting practice needs: Conceptualizing theopen-ended group. Social Work with Groups, 7(2), 49-68.Steinberg, D.M. (2004). The mutual-aid approach to working with groups: Helpingpeople help one another, 2 nd ed (pp. 77-124). New York: The Haworth Press.Session X:

Objectives: First in-class experiential group and post-group debrief.Student facilitated sessional ending.Assigned Readings:Brandler, S, & Roman, C.P. (1999). Group work: Skills and strategies for effectiveinterventions (pp. 83-111; 277-294). New York: The Haworth Press.Malekoff, A. (2004). Group work with adolescents: Principles and practice (pp. 329-338). New York: The Guilford Press.Choose 1 or 2 from the following selections based on your interests or area of practice.These articles cover group work with elders, trauma informed group work, inpatientgroup work, mandated groups, and groups in partial hospital programs.Chovanec, M. (2009). Faciliating change in a group work with abusive men: Examiningstages of change. Social Work with Groups, 32(1-2), 125-142.Emond, S., & Rasmussen, B. (2012). The status of psychiatric inpatient group therapy:Past, present, and future. Social Work with Groups, 35(1), 68-91.Poole, J., Gardner, P., Flower., M.C., & Cooper, C. (2009). Narrative therapy, olderAdults, and group work?: Practice, research, and recommendations. Social WorkWith Groups, 32(4), 288-302.Roe-Sepowitz, D. Pate, K.N., Bedard, L.E., & Greenwald, M. (2009). A trauma-basedGroup intervention for incarcerated girls. Social Work with Groups, 32(4), 330-241.Sessions XI and XIIObjectives: Continue, complete and debrief the in-class experiential group.These sessions will have student facilitated sessional endings.Assigned Readings:As you begin thinking about your critical incident paper, consider what literature wouldsupport your thinking and writing. Do a literature search to find two data sources thatyou might use to support or expand your analysis.Brandler, S., & Roman, C.P. (1999). Group work: skills and strategies for effectiveInterventions. New York: The Haworth Press.Pick a chapter you have not yet read.Dickey, l.m., & Loewy, M.I. (2010). Group work with transgender clients. The Journalfor Specialists in Group Work, 35(3), 236-245.Steinberg, D.M. (2004). The mutual-aid approach to working with groups: HelpingPeople help one another, 2 nd ed. New York: The Haworth Press.Pick a chapter you have not yet read.

Session XIIIObjectives: Final Paper due in class today.This purpose of this session will be determined by your instructor based on class needor interests.Session XIV:Objectives: To evaluate the course, and terminate.Assigned Readings:Denning, Patt (2008). Interacting groups in the treatment of a woman with complexsubstance misuse and psychiatric illness. Journal of Groups in Addiction & Recovery,3(3-4), 193-215.