MASTER ONLINE SYLLABUS
Fall 2012 SW4010
GROUP THEORY AND PRACTICE
Welcome: I look forward to working with each of you. My contact information is as follows: Professor Virgil M.
Williams Jr. LMSW. Phone: (313 850-4731. Email, dq5339@wayne.edu
Dates: Beginning: 8/29/2012
Ending: 12/10/2012
SW 4010 GROUP THEORY AND PRACTICE Fall 2012
(3 credit hours)
Faculty: Virgil M. Williams Jr. LMSW
Contact Policy: Preferred Method: Phone: (313) 850-4731, Email: dq5339@wayne.edu
Prerequisites/Required Materials/Textbook(s): Toseland Ronald.,& Rivas, Robert.(2002). An introduction to Group
Work Practice. (7th ed.).Needham Heights, MA: Allyn/Bacon
Bookstore: http://wayne.bkstore.com
Basic Technology Requirements:
1. You must be familiar with Blackboard. Orientation to Blackboard can be accessed at
http://computing.wayne.edu
2. You must have access to a computer that connects to the internet. The course materials are only accessible
online by logging in to http://blackboard.wsu.edu - If you do not own a computer, the computer labs on
campus will be open during this semester
3. You will need a recent version of MS Word (2003 or 2007) and must be familiar with using Power Point to
review lecture material
4. While you are enrolled in this course you will need access to:
 A reliable internet connection
 An e-mail account
 Access to MS Office 2000, specifically; Word, and or PowerPoint.
You must check your e-mail account regularly throughout the semester. Official announcements will be made by email, and on the course Web site
Hardware/Software Connection:
To ensure you have a successful experience with Blackboard, C&IT recommends using a high-speed/broadband
internet connection ( Cable, DSL, or wireless) when accessing Blackboard off campus
Technical Assistance: Computer and Information Technology
http://computing.wayne.edu/
Help Desk: (313) 577-4778
Email: bbadmin@wayne.edu
Online Office Location:
Online Office Hours: Wednesdays at 6 pm (Subject to change)
WSU Library: http://www.lib.wayne.edu/
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Course Management Considerations
1. Time management is a key element in successfully completing this course.
2. Please do not hesitate to contact me when you are experiencing problems.
3. Remember it is important to be courteous to your fellow classmates. It is absolutely ok to disagree to
disagree with posts however, put downs are unacceptable.
4. You are in charge of your learning, make your efforts count.
Be aware there may be technical glitches. Stay calm and contact the call center via E-mail at
http://computing.wayne.edu/
Course Requirements
 Read the assigned readings
 Engage in positive and meaningful dialog with classmates concerning the topic being discussed
 Answer discussion questions and present reasoning behind answers given to other questions
 Log onto the course at least 5 days per week and demonstrate presence through posting and interaction
 Complete all required postings and assignments
Student Code of Conduct:
Please visit
Http://www.doso.wayne.edu/codeofconduct.pdf
Educational Accessibility Services (EAS)
Any student who feels s/he may need an accommodation based on the impact of a disability should
contact me privately to discuss you specific needs.
Course Domain and Boundaries
The course is a continuation of four-course sequence. It builds upon the knowledge, skills and values
learned in prior courses within this sequence. Utilization of systems and problem-solving approaches to
plan for and apply appropriate social work intervention with emphasis on the utility of groups in practice
at all systems levels, e.g. macro
A major focus of SW4010 is on the development and utilization of communication, relationships and
group membership skills. Students will become familiar with planning group, clarifying a group purpose,
and assessing process and outcome. This course emphasizes a laboratory approach which will provide the
student an opportunity to develop skills in facilitating groups in micro and macro practice necessary for
generalist social work practice.
The concepts, theories principles, methods and skills relevant to group work with diverse populations will
be explored in this course. The application of group work methods with populations-at-risk will also be
examined in this course.
This course incorporates content on types of groups, group development, problem-solving and decision
making in groups. It also explores the interaction between groups and systems with their external
environment
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COMPETENCIES
1- Identify as a professional social worker and conduct oneself accordingly
2 -Apply social work principles to guide professional values to guide practice
3 - Apply Critical thinking to inform and communicate professional judgments
9 - Respond to contexts that shape practice
10- Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities
Benchmarks:
Analysis of group development and group behavior in early stages and behavior during the middle and
termination phases
II. LEARNING OUTCOMES
By the end of this course the student will be able to:
A. differentiate between personal and professional standards in their professional role with clients
(Competency 2A)
B. identify opportunities and implement strategies to advocate for clients differentiate between
personal and professional standards in their professional role with clients (Competency 2D)
C. utilize affective and intellectual processes to critically evaluate knowledge from related
disciplines in conjunction with social work skills and values to help client systems (Competency
3 A)
D. develop client assessment through observations and other data collection (Competency 10 A-1)
E. develop a client treatment plan (Competency 10A-3)
F. apply theoretical concepts regarding the process and dynamics of groups and including group
norms, goal, roles, communication patterns, decision making methods, leadership styles, power,
conflict management and evaluation (Competency 10 B)
G. utilize communication skills particularly those of active listening and feedback as a process
within the group (to monitor practice interventions (Competency 10 A-2; Competency 3C)
H. plan their group’s behavior as facilitator based upon an analysis of the group’s needs (to monitor
group interaction) (Competency 10- C-2)
I. utilize empathic responding and problem solving as the dominate process in generalist practice
(Competency 10C)
J. help clients advocate for needed services Competency 10-C-4)
K. write mutually agreed upon goals and contracts with client systems
L. develop intervention strategies
M. demonstrate generalist skill in client intervention
N. demonstrate an ability to help clients/communities build on and use their strengths
O. demonstrate an understanding and apply the ecological framework to monitor for evaluation
III.
PERFORMANCE CRITERIA
A. Basic Technology Requirements
1. You must be familiar with Blackboard. Orientation to Blackboard can be
accessed at http://computing.wayne.edu
2. You must have access to a computer that connects to the internet. The course
materials are only accessible online by logging in to http://blackboard.wsu.edu 3
If you do not own a computer, the computer labs on campus will be open during
this semester
3. You will need a recent version of MS Word (2007- 2010) and must be familiar
with using Power Point
4. While you are enrolled in this course you will need access to:
 A reliable internet conn
 An e-mail account
 Access to MS Office 2000 and above, specifically; Word, and or
PowerPoint.
5. You must check your Wayne State University e-mail account regularly
throughout the semester. Official announcements will be made by e-mail, and
on the course Web site.
B. Student Achievement of Learning Outcomes
Student outcomes are assessed by a midterm and final exam, Blackboard discussion
participation, weekly one page reflection papers, and a written assessment of the group
process and the various types of groups you will encounter as a professional social
worker.
C. Course Policies
Assignment Policy:
1. Late papers (those not turned in on assigned day), will be downgraded by one grade,
i.e. if the paper is deemed to be an A paper, it will be given a B due to lateness. Each
rewrite of a paper will be downgraded by five points. A zero will be factored in for
missing work.
2. Students are expected to complete all readings, participate in class and perform
satisfactorily on assignments and examinations. The instructor shall be notified of
unavoidable issues in advance which may (will) prevent compliance with assignment
due date. Unless there are serious extenuating circumstances, a student will not be
able to earn an A for the course with more than two sessions of non-participation a B
with more than four sessions of non-participation, or a C with more than five sessions
of non-participation. No incomplete will be given in this class.
3. PLAGIARISM/ACADEMIC HONESTY:
“Plagiarism is using another person’s words or ideas without giving credit to the
other person. When you use someone else’s words, you must put quotation marks
around them and give the writer or speaker credit by revealing the source in a
citation. Even if you revise or paraphrase the words of someone else or just use their
ideas, you still must give the author credit in a note.”
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
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(William Harris, “Anti-Plagiarism Strategies for Research Papers,”
http://virtualsalt.com/antiplag.htm, March 7, 2002)
2. You must cite sources from the Internet or any other form of electronic media used
in your work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to
verify that it is your work and properly cited.
3. Any paper that is plagiarized will result in an “F” for the class and a referral to the
University for further Disciplinary Action.
4. APA FORMAT
All papers written in the School of Social Work require APA format. You may
purchase the Publication Manual of the American Psychological Association (6th
edition), or you may visit the website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
5. WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
“Wikipedia is a free-content encyclopedia, written collaboratively by people from all
around the world. The site is a wiki, which means that anyone can edit entries simply
by clicking on the edit this page link.”
“Because Wikipedia is an ongoing work to which anybody can contribute, it differs
from a paper-based reference source in some important ways. In particular, mature
articles tend to be more comprehensive and balanced, while other (often fledgling)
articles may still contain significant misinformation, un-encyclopedic content or
vandalism. Users need to be aware of this in order to obtain valid information and
avoid misinformation which has been recently added and not yet removed.”
D. Class Participation/Attendance:
1. Student participation is important to the success of any class. For this online
class, your participation is based on you regular (at least once a week)
interaction with activities on Blackboard. Your participation will be monitored
and if you do not participate for two or more weeks, I will ask you to drop the
class. The format for participation will be described at least one week in
advance of the due date and will include blogs, discussion boards, and/or
Wimba sessions. Responses are evaluated based on content quality. They should
reflect familiarity with lecture material and/or the readings and be
approximately 200 words. Use citations and references from the readings, in APA
format.
2. Note: Class participation includes raising questions from the readings, making
relevant comments drawn from personal experience, reacting to opinions
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expressed by the instructor and students, asking for clarification, being actively
engaged in class exercises, or bringing up issues of general interest to the class.
Resources
Please visit
Student Code of Conduct:
Http://www.doso.wayne.edu/codeofconduct.pdf
Student Disability Services (SDS)
If you have a documented disability that requires accommodations, you will need to
register with Student Disability Services for coordination of your academic
accommodations. The Student Disability Services (SDS) office is located at 1600 David
Adamany Undergraduate Library in the Student Academic Success Services department.
SDS telephone number is 313-577-1851 or 313-577-3365 (TDD only).
Web site: http://studentdisability.wayne.edu/disabilities.php
Once you have your accommodations in place, I will be glad to meet with you privately
during my office hours to discuss your special needs. I request that you provide me
with requests for accommodations at least one week prior to the due date of an
assignment or test, so that I can make appropriate arrangements.
Student Disability Services’ mission is to assist the university in creating an accessible
community where students with disabilities have an equal opportunity to fully
participate in their educational experience at Wayne State University.
IV.
ROLE OF STUDENT AND INSTRUCTOR
See university statement of obligation of students and faculty members of the teachinglearning process:
http://www.bulletins.wayne.edu/fib/fibd.html
TEXT/REQUIRED MATERIALS (http://wayne.bkstore.com )
Toseland Ronald.,& Rivas, Robert.(2002). An introduction to Group Work Practice. (5 th
ed.).Needham Heights, MA: Allyn/Bacon
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Required Reading: Shulman, Lawrence, (1999). The Skills of Helping Individuals, Families,
Groups, and Communities (4th ed.). Itasca, ILL: Peacock Publishing. (chapters identified
in syllabus).
Hepworth, D., Rooney, R., Rooney, G., Gottfried, K., Larson, J. (2006).
Direct social Work
Practice: Theory and Skills. (7th ed.) Belmont, CA: Thompson/ Brooks Cole (chapters
identified in syllabus
VI. ORGANIZATION OF THE COURSE
This is a 15 week online course. The course will involve review and participation related to
readings, lectures, online discussions, and reflections. Students are expected to complete
assignments by 11 pm on the due date. All students should actively participate in each session
as a means of demonstrating their mastery of the learning outcomes.
Social work with groups is taught in an experiential mode to enable the student to learn group
work skills first hand. A variety of exercises and lectures are used to introduce theory and
provide a basis upon which students learn and practice skills
VII. ASSIGNMENTS
A. Overview
There are four (7) assignments for this class.
1. Each week you are expected to complete a reflection about the week’s activities
(chapter readings, discussion, reflection) This assignment is due at 11 pm Sunday
evening for each week.
2. Mid- term Exam: You will have access to the test from 12am Saturday morning to 6pm
Sunday evening. The test will be timed, and once the test is opened you must complete
it. Once the time has expired the test will automatically close.
3. Final Exam: You will have access to the test during the last 3 days of the final exam
week. It is important to note the test will be timed. Once the time has expired the test
will automatically close. You should also note once the test is opened you must
complete it.
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B. Assignments and Grades Overview
Assignment
Points
1.
Process recording 1
15
2.
Process recording 2
15
3.
Group Process Analysis 1
25
4.
Group Process Analysis 2
25
5.
WIMBA Sessions 6 @5points each
30
6.
Tests mid- term and final @ 20 points each
40
7.
Reflections @ 5 points per week beginning week 2
70
TOTAL
VII.
220
Grading Policy:
Grade distribution range
220-210 A
165-155 C+
209-199 A154-144 C
198-188 B+
143-133 C-
187-177 B
132-122 D+
176-166 B121-111 D
Student may pass the course with a grade of D but must maintain [achieve] a C (2.5) average
during the junior and senior years. (See Undergraduate Bulletin, Wayne State University,( p.
483).
COURSE OUTLINE
Session
/Week
1
8/29
2
9/5
3
9/12
4
9/19
5
9/26
Assignments
Introduction
Review Generalist Practice
Definition of concepts
Knowledge base of group work practice
Focus of Group work practice; definition of
groups; classification of groups; group versus
individual efforts
Differences between casework and group work;
intervention targets; influential theories systems,
psychodynamic, learning field, and social
exchange
Planning focus elements of treatment group
planning, elements of task group planning,
planning model for group work
Introducing new members; defining the purpose
of the group confidentially facilitating members
T&R Chapter.1 Introduction
T&R Chapter.2 Historical
Developments
T&R Chapter 6 Planning the group
Quiz chaps 1-3
T&R Chapter 7 The group begins
Objectives in the beginning stage
8
6
10/3
7
10/10
8
10/17
9
10/24
10
10/30
11
11/7
12
11/14
13
11/28
motivation
Group Dynamics
The development of helpful group dynamics;
group cohesion; social integration and influence
Infuse
Leadership and Diversity
Leadership and power; Interactional model of
leadership Group leadership skills; approaches to
multicultural group work
work phase/definition of Assessment; the
assessment process; assessing the functioning of
group members; assessing the functions of the
group as a whole; linking assessment to
intervention; foster adolescents in a child welfare
systems; setting limits: an Adolescent acting-out
boys’ group
Work phase continues (contracting (role
plays)the purpose of goals types of goals
guidelines for selecting and defining goals
process of mutually selecting and defining goals
formulating contracts sample contracts
Interviewing skills furthering responses;
paraphrasing responses, closed and open-ended
responding; seeking concreteness; eliminating
nonverbal barriers to effective communication;
eliminating verbal barriers to effective
communication; gauging the effectiveness of
your response.
Factors that influence group endings; the process
of ending; planned and unplanned termination;
ending group meetings; ending the group as a
whole
Ethical Issues practice values; practice ethics;
definition of group work
Adolescent discharge group; Task force on
research utilization in probation; Program
activities for groups of children and activities
Task and treatment groups
First sessions with children and adolescents ten
year old girls in a school setting; unmarried
pregnant teens in a shelter Middle stage skills
working with the reluctant and resistant group
members
T&R Chapter 3 Understanding
group dynamics
T&R Chapter 4 Leadership& chapter
5 leadership and diversity
1st Process Recording due
T&R Chapter 8 Assessment
Course pack
Shulman Chapter 11 The first group
sessions: some variations
T&R Chapter. 8 Assessment H&L
Chapter 12 Negotiating foals and
formulating a contract.
1st paper due
H&L Chap 6 Verbal following,
exploring and focusing skills,
chapter7 Eliminating
counterproductive communication
patterns
T&R Chapter 14 Ending the group’s
work
T&R Chapter 1 Introduction P 6-12
T&R P 485-496 Appendix E-G
Appendix E An example of a
treatment group proposal Appendix
F an Example of a task group
proposal
Appendix g suggested readings on
program activities
2nd Process Recording due
T&R Chapter 9 Treatment groups:
Foundation Methods &
chapter11Task groups: foundation
methods
9
14
12/5
Individual in Group the concept of role in a
dynamic system the scapegoat in the group; the
deviant member; the internal leader; the
gatekeeper; the defensive member; the quiet
member; the monopolizer
Student evaluation, Course wrap-up
Course Pack Shulman Chapter 13
work and ending phase paper due
15
12/10
Note: Syllabus may change based on needs of the class
TYPICAL ASSIGNMENTS:
The assignments presented in this course are reflective of the group process. They include a
means by which students can apply both the knowledge and skill objectives of the course.
Mid-Term (20 points)
A mid-term exam will be given during the semester covering main points in the assigned
reading. The mid-term will consist of multiple choices, true /false and or matching questions
Final Exam (20 points)
A final exam will be given during the semester covering main points in the assigned reading.
The mid-term will consist of multiple choices, true /false and or matching questions
Process Recordings (2) each process recording has a point value of 10 totaling 20 points.
The first Process Recording
due session: 10/10
The second Process Recording
due session: 11/14
For the assignment use the process recording form provided. You may type in columns or
paragraph form. If you use paragraph form include the headings from the process Recording
Outline.
The Process recording assignments are to record what you observed in the structured role plays
carried out in class or in your field placement. Process Recording I will focus on the planning
and beginning group sessions. Process Recording II will focus on the middle and ending phases
of the structured role plays carried out in class or in your field placement.
Include the information below:
Attach a diagram of group
Use circles for women and brackets for men. Put first names in the circles and brackets.
Illustrate the positions of group members, for example in pairs, circles or rows
 Content
A brief summary of the highlights of activities, discussions observed in the
session

Process
Patterns of interaction observed in the group
10
Communication, verbal and nonverbal, etc. indicate in diagram
Social Workers behaviors and members roles in the approach-avoidance phase
of group development
Evidence of diversity (please explain)
Group Process Analysis
(Paper 1 Planning and beginnings phase,
(Paper 2 Middle and Ending phases,
Due Week: 10/24
Due Week: 12/5
point value 25
point value 30
The focus in Paper I is the analysis of the groups’ development and the members behavior in
the early states. Consider the planning for the group, the first session and sessions two or
three. You may write about the structured role play group (s) in class (choose one), or a
group from your field placement.
The objective of the group process analysis is to help the student develop the ability to
remember what s/he observes, separate out her/his thoughts and feelings from the observed
behavior and begin to relate theory to observations. Utilize readings, class handouts and
lectures regarding small group experiences built into the class.
The following outline should be used as a guide. The group process analysis paper will be
approximately five pages in length and typewritten.
Student should incorporate
theories/concepts from the reading assignments in the analysis using APA citation style.
•
Assessment
What is the significance of this session to the group’s development as a whole
and to the
members? How did the group change as a result of this group
session? Was the change a positive one in terms of the group’s development?
•
Group Dynamics evident in these sessions
Group goals and hidden agendas
Group norms
Level of cohesiveness
Group climate
Group culture
•
Impressions
What do you think and feel about what transpired in the group session?
•
Plan of Action
How do you plan to change your group behavior?
What needs to happen for your group to be more effective?
Paper II
The same outline as in Paper I is to be applied, however, it is to be applied for the middle and
ending phases of the group.
•
Assessment
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•
•
•
•
What is the significance of this session to the group’s development as a whole
and to the members? How did the group change as a result of this group
session? Was the change a positive one in terms of the group’s development?
Group Dynamics evident in these sessions
Group goals and hidden agendas
Group norms
Level of cohesiveness
Group climate
Group culture
Impressions
What do you think and feel about what transpired in the group session?
Plan of Action
How do you plan to change your group behavior?
What needs to happen for your group to be more effective?
Based on your observation of diversity, how do you plan to respond?
Ending Phase
a. Social workers behaviors in the middle and ending phase
b. Members role in terms of denial or acceptance.
WIMBA Sessions: Structured Role Play (In-classroom Laboratory).
These sessions are mandatory and designed to allow you to practice your group work skills.
Attendance will be taken at these sessions.
There will be 5 sessions throughout the semester
1 Each class member will be assigned randomly to a (role play simulation), group, e.g., by
number and will remain in that group for the semester.
2. The groups will continue throughout the semester simulating each phase of group-work
3. Each group will have 2 co-leaders and 6 members (depending on size of class).
4. The various roles of the participants should last no longer than 15 minutes each.
5. Roles will rotate so that every class member will experience being a client, social
worker, etc.
6. The purpose of the group(s) will be selected by the class members - e.g. treatment for
substance abuse, community planning, parent education.
7. Member roles will be alternately - participating voluntarily, involuntarily - for example
court ordered.
8. Each group will meet concurrently
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Reflections:
Overview:
The concept of reflection is fundamental to experiential learning. The past experience is
replayed or re-evaluated in terms of new information. This analytic exercise enables you to
formulate new knowledge, perspectives, mental models, and ultimately, changes in behavior or
action.
Objectives
 Review and reflect on what you have learned
 Focus on how you learned
Instructions:
1. Reflect on the following:
 What did you think about, feel, and visualize while participating in this session?
 What attitudes, skills and concepts have you gained from participating in this session?
 What did you know before; What did you want to know, and what did you learn this
session
 What did you learn in this session that you won’t forget tomorrow?
 What was the most significant factor in how you learned?
Evaluation Criteria
Evidence of critical
thinking
Ideas
Reflection Rubric
Advanced
Adequate
Application, analysis, synthesis Some critical thinking is
and evaluation. Postings are
evident. postings tend
characterized by clarity of
to provide good general
argument, depth of insight into statements related to
issues, originality of treatment the content of the
and relevance. Sometimes
session. Assertions are
include unusual insights.
not supported by
Arguments are well supported evidence
(2 pts)
(1pt)
Well developed; shows
evidence of reflection and new
introduces new ideas when
appropriate
(2pts)
Timeliness
Posts on or before deadline
(1pt)
Each reflection has a point value of 5
Poorly developed;
shows little reflection
Not There at all
Poorly
developed
critical thinking
(0 pts.)
Did not
complete
assignment
(1pt)
(0 pts.)
Late post
(0 pts.)
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PROCESS RECORDING SW4010
1. Attach a diagram
CONTENT
#2 WHAT DID YOU SEE?
SOCIAL WORKERS GUT-LEVEL
FEELINGS
LOGICAL INTERPRETATION OF
CLIENT INTERACTION
#3
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Selected Bibliography
Barlow , Constance A. , Blythe ,Judith A., & Edmonds Margaret (
) A Handbook of
Interactive Exercises for Groups Belmont, CA: Wadsworth Publishing.
Bertcher, H., Farris Kurtz, L., Lamont, A. (Eds.) (1999). Rebuilding communities:
Challenges for group work. NY: Hayworth Press, Inc.
DeLucia-Waack, Janice L. (
)
Leading psychoeducational groups for children and
adolescents
DeLucia-Waack Janice L. & Donigian Jeremiah (
) The Practice of Multicultural
Group Work: Visions and Perspectives from the Field
East, J., Henry, S. & Schmitz, C. L. (Eds.) (2002). Social work with groups: Mining the
Ephross, P. H. & Greif, G. L. (2004). Group work with populations at risk (2nd ed).
Garvin , Charles D. (
) Contemporary Group Work (3rd Edition)
Garvin, C. D., Galinsky, M. J., & Gutierrez, L. M. (Eds.) (2004) Handbook of social
gold. Binghamton, NY: Hayworth Press, Inc Guilford Press.
Haight, B. K. & Gibson, F. (Eds.) (2005). Working with older adults: Group process
Kelly, T., Berman-Rossi, T., & Palombo, S., (Eds.) (2001). Group work: Strategies for
Kingsley, Jessica Publishers.
Langer , Georgea M. , Colton Amy B., & Goff Loretta S. (
)
Collaborative Analysis
of Student Work: Improving Teaching and Learning
Malekoff, A. (2004). Group work with adolescents: Principles and practice (2nd ed).
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Musick Helen & Robbins Duffy (
)
Developing Language and Communication
Skills through Effective Small Group Work: SPIRALS: From 3-8 by Everyday Object
Lessons for Youth Groups New York: Oxford University Press.
Northen, H., & Kurland, R. (2001). Social work with groups (3rd ed). New York:
people help one another (2nd ed). Binghamton, NY: Hayworth Press, Inc.
Phillips, J. (2001). Group work in social care: Planning and setting up groups. London:
practice (2nd ed). Toronoto, Canada: University of Toronoto Press.
Schulman, L. (2005). The skills of helping individuals, families, groups and Social work
with groups: Social justice through personal, community, and societal change.
Binghamton, NY: Hayworth Press, Inc.
Steinberg ,Dominique M. (
)
The Mutual-Aid Approach to Working With Groups:
Helping People Help One Another
Steinberg, D. M. (2004). The mutual aid approach to working with groups: Helping
strengthening resiliency. Binghamton, NY: Hayworth Press, Inc.
Sullivan ,N., Mesbur,E., Lang,E. Norma C. & Goodman, D. (
)
Social Work With
Groups: Social Justice Through Personal, Community, and Societal Change
Sullivan, N., Mesber, E., Lang, N., Goodman, D., & Mitchell, L (Eds.) (2003).
Sweeney D,. & Homeyer, L. (
) Group Play Therapy: How to Do It, How It Works,
Whom It's Best For .
Toseland, R. W. W. & Rivas, R. F. (2004). An introduction to group work practice (5th
ed). Boston: Allyn & Bacon.
Tropman , J. (
)
Making Meetings Work: Achieving High Quality Group Decisions
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Webb, N. B. (2003). Social work practice with children (2nd ed). New York: The
Wells, K. , Lochman, J. & Lenhart L. (
) Coping Power: Parent Group Facilitator's
Guide (Programs That Work)
Wickham, E. (2003), Group treatment in social work: An integration of theory and work
with groups. New York: The Guilford Press.
Zastrow, C. (2005). Social work with groups: A comprehensive workbook (6th ed.).
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