SWKK 485 140—Spring 2015
Texas A&M University - Central Texas
SWKK 485-140 Seminar: Working with Groups
INSTRUCTOR AND CONTACT INFORMATION
Instructor: Deanne Matheson Fuller, MSW, LCSW
Phone:
902-577-5853 (personal cell – Canada)
Email:
deanne.fuller@tamuct.edu (school email); caper1972@hotmail.com
(personal email)
The University’s recommendation is that all course-related messages be sent through the
Blackboard system under Messages. Please use that messaging system when available and
my email only when Blackboard is not available or you are unable to access Blackboard.
Skype/ FaceTime: SKYPE: ev.fuller; FaceTime: caper1972@hotmail.com
Office Hours:
My virtual office hours will be on Mondays from 7pm-9pm CST. This means I will be
available to communicate with you and answer questions during this time. It is important
that you schedule ahead via email or text. I am unavailable from 6:30am-2:30pm CST MF due to my full time job but I can arrange to meet with students during other times as well
if requested. For your information and to avoid confusion, the time zone for Nova Scotia
(where I reside) is Atlantic Standard Time, which is two hours ahead of Texas (Central
Standard Time).
Mode of instruction and course access:
The instruction for this course is 100% online and uses TAMUCT Blackboard Learn system
(https://tamuct.blackboard.com). You will use the Blackboard username and password
communicated to you separately to logon to this system. I will post video lectures weekly
and it is expected that students will view these lectures, read all assigned readings,
participate in the weekly Blackboard discussion groups and complete all assignments.
Student-instructor interaction:
This professor physically resides in Nova Scotia, Canada, and will not be present on-campus
at any point during the semester. However, I am available through Skype and through
FaceTime, as well as by email, phone and text. Please note that my phone is a Canadian
phone number so international calling and texting charges apply. If you plan to use these
modes of communication regularly you should discuss your best options with your cell
provider. I will check Blackboard daily for messages and I usually respond to texts very
quickly.
UNILERT
Emergency Warning System for Texas A&M University – Central Texas
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SWKK 485 140—Spring 2015
UNILERT is an emergency notification service that gives Texas A&M University-Central
Texas the ability to communicate health and safety emergency information quickly via
email, text message, and social media. All students are automatically enrolled in UNILERT
through their myCT email account. Connect at www.TAMUCT.edu/UNILERT to change
where you receive your alerts or to opt out. By staying enrolled in UNILERT, university
officials can quickly pass on safety-related information, regardless of your location.
COURSE INFORMATION
Course Overview and Description:
This course is an elective social work seminar. It will provide the student with a practical
skillset in conducting social work groups from a Generalist Social Work Practice Model. The
student will gain an appreciation for the value and power of group work in helping various
clientele, will connect group work with core social work values and understand specific
ethical considerations in group work, and will gain competency in planning a group and
providing group work social work services, from assessment and initial session through to
ending of group work intervention.
Due to the fact that this is a practice skills course that is taught online, there will be
required practice sessions that must be completed with classmates at designated times
throughout the semester (see course outline). The class will be divided into 4 groups of 5
students each. This will allow these practice groups to be large enough to simulate a group
session but small enough to allow the groups to meet with each other without too many
logistical issues. Please note that the groups will not be graded as a group, all grades are
individual. These groups should be seen as a source of support as students work to develop
practical group work skills. It is expected that these groups will meet a minimum of four
times over the course of the semester, with meeting times coordinating with when we learn
planning and initial session, middle, ending and in order to video tape the final assignment.
In order to support these important practice sessions, no lectures or readings will be
assigned during those weeks. Students can request to be grouped with specific classmates.
These groups will be MOST EFFECTIVE if classmates are grouped with other classmates
who have similar availability in their schedules so that it is not too difficult to work
together and support each other (i.e. students who work fulltime day jobs who can only
meet during evenings/ weekends).
Program Mission
The mission of the Texas A&M University-Central Texas Bachelor of Social Work Program
(TAMUCT BSW Program) is to provide a high quality, rigorous, and innovative learning
experience that helps students develop the knowledge, professional behaviors, and values
that are essential in a generalist social work practitioner. The Program aims to achieve its
mission by
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SWKK 485 140—Spring 2015




Responding to the needs of the local community, including the military and nontraditional students,
Providing a student-centered education that fosters personal and professional
responsibility,
Providing compassionate mentorship that models the core values of the social work
profession, and
Fostering commitment to the profession's core values of Service, Social Justice, Dignity
and Worth of the Person, Importance of Human Relationships, Integrity and
Competence, as well as a commitment to human rights and evidence-based practice
*The TAMUCT Social Work Program is currently seeking accreditation with the Council on Social Work
Education (CSWE). For the current status and questions, please contact Tammy Molina-Moore, Interim
Program Director, at tmmoore@tamuct.edu.
Course Objectives:
CSWE CORE COMPETENCIES FOR EFFECTIVE SOCIAL WORK PRACTICE
Course Objectives & Related Council on Social Work Education (CSWE)
Practice Behaviors
With a specific focus on working with groups, this course provides content that helps to
prepare you, the student, to engage in the following CSWE competencies and related
practice behaviors
Identify as a professional social worker and conduct oneself accordingly (2.1.1)
Practice personal reflection and self-correction to assure continual professional
development (2.1.1b)
Attend to professional roles and boundaries (2.1.1c)
Apply critical thinking to inform and communicate professional judgments (2.1.3)
Analyze models of assessment, prevention, intervention, and evaluation (2.1.3b)
Demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, communities, and colleagues (2.1.3c)
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations,
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SWKK 485 140—Spring 2015
and communities (2.1.10)
Engage with individuals, families, groups, organizations, and communities (2.1.10a)
Substantively and effectively prepare for action with individuals, families, groups,
organizations, and communities (2.1.10(a)a)
Demonstrate the ability to assess the impact of multiple oppressions, cultural, economic
and environmental factors on human functioning (2.1.10b)
The objectives of this course, that support the CSWE related practice behaviors, are:
(1) Recognize the core elements of the group work process, with emphasis on the key themes
of engagement, goal-oriented/ purposeful, problem solving, awareness of self and clientworker and client-client relationships.
(2) Demonstrate professional skills related to intervention and communication (both verbal
and written) through the group process.
(3) Demonstrate a basic understanding of stages of group work from the generalist social work
perspective, data collection and assessment, service agreements, strategies for working
with groups, and techniques for evaluating and terminating social work group work
practice.
(4) Engage in professional use of self and the use of professional supervision by critically
evaluating their own practice as well as practice skills of fellow students.
(5) Demonstrate educational growth at the university and program level through selfreflection and self-analysis.
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SWKK 485 140—Spring 2015
The following table shows the relationship between: A) the course objectives, B) the CSWE
related practice behaviors, and C) the assignments used to assess ability to fulfill the
objective related to the practice behavior:
3.
Objectives (By the
completion of the course, it is
expected that you will be
able to…)
CSWE Related
Practice Behaviors (This is
the behavior that objective
supports)
Course Assignments
(The assignment is used to
assess your ability to fulfill
the objective related to the
practice behavior)
1. Recognize the core
elements of the group work
process with emphasis on
the key themes of
engagement, goal-oriented/
purposeful, problem-solving,
awareness of self and clientworker and client-client
relationships
2.1.10(a) a
Discussion Board, Role Plays,
Written Assignments,
Videotape Interview
2. Demonstrate professional
skills related to intervention
and communication (both
verbal and written) through
the group process.
2.1.3c
Discussion Board, Role Plays,
Written Assignments,
Videotape Interview
3. Demonstrate a basic
understanding of stages of
group work from the
generalist social work
perspective, data collection
and assessment, service
agreements, strategies for
working with groups, and
techniques for evaluating
and terminating social work
group work practice.
2.1.3b
Discussion Board, Role Plays,
Written Assignments,
Videotape Interview
4. Engage in professional use
of self and the use of
2.1.1c
Discussion Board, Role Plays,
Written Assignments,
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SWKK 485 140—Spring 2015
professional supervision by
critically evaluating their
own practice as well as
practice skills of fellow
students.
5 D 5. Demonstrate educational
growth at the university and
program level through selfreflection and self-analysis.
Videotape Interview
2.1.1b
Discussion Board, Role Plays,
Written Assignments,
Videotape Interview
Required Reading and Textbook(s):
Brandler, S. and Roman, C.P. (2016). Group Work: Skills and Strategies for Effective
Interventions, 3rd Ed. New York: Routledge.
Various media will be utilized throughout the course, to include movies and short videos.
Many of these will be accessible through Netflix or YouTube. These resources are used to
help students better grasp the concepts and skills taught in this course.
Recommended texts:
Please note that neither of these texts are required for successful completion of this course.
However, both are excellent resources for developing your understanding of group work
and both make excellent accompaniments to the required text. Material from both will be
utilized throughout the semester and will be available on Blackboard but you may decide
you would rather have your own copy.
Brown, L.N. (1991). Groups for Growth and Change. Longman: White Plains, NY.
(Used copies are available on amazon.com for approximately $5-6 shipped and may be
available elsewhere too for a low price.)
Corey, G., Corey, M.S, Callanan, P. and Russell, M.J. (1992). Group Techniques, 2nd Ed.
Belmont, CA: Brooks/Cole.
(This book is available in 3rd and 4th edition also – 3rd edition is available on amazon.com
for less than $10.)
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SWKK 485 140—Spring 2015
COURSE REQUIREMENTS
Course Requirements: (include point values for each- not just a percentage)
FINAL GRADES
A total of 10,000 points can be earned from the course assignments, as follows:
Percentage of final
grade
Total possible points
Weekly Discussion Group Posts
20%
2,000
Group Work Project: Planning: Target Group
10%
1,000
Group Work Project: Planning: Group Plan/
Outline
10%
1,000
Group Work Project: Initial Session
10%
1,000
Group Work Project: Middle
10%
1,000
Group Work Project: Ending
10%
1,000
Group Activities Portfolio
10%
1,000
Video of Group with Analysis Paper
20%
2,000
Course Assignment
A. Weekly Discussion Group Posts – This class will have ongoing discussions on
Blackboard in order to ensure students are engaged and understanding the material
taught. The professor will post 2 discussion questions each Monday by 7pm CST.
These questions will focus on specific practice issues, ethical issues, personal
growth/ self awareness opportunities and other subjects that aid the student in
developing professional social work skills. It is expected that all students will logon
to the Blackboard discussion group at least weekly and will comment/ share
insights/ pose further questions on the discussion board. It is expected that the
student’s comments and questions will be thoughtful and will demonstrate critical
thinking that is in-line with social work values. It is also expected that the content
will be such that it adds to the learning. It is also expected that all posts will be
grammatically correct.
Student posts must be submitted by the following Sunday evening at 7pm CST in
order to get points toward the final grade.
Students are expected to post AT LEAST 1 post per question weekly in order to get
full points. That means that all students should have at least 30 posts by the end of
the semester (no discussion posts will be due the week of Nov. 30). There is no
maximum limit on posts but you will only get credit for 2 posts per week towards
the final grade. Each post generates a maximum of 3 points – 1 for submitting it
within the allotted timeframe, 1 for correct grammar, and 1 for appropriate content.
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SWKK 485 140—Spring 2015
Please note - if you are submitting off-topic posts or otherwise inappropriate posts,
expect that I will communicate with you. If you continue to post inappropriate posts
you will receive a 0 for this portion of the grade. Posts that are rude or abusive to
other classmates will not be tolerated and such behavior will be reported to the
Social Work Department.
I want the discussion board to be a useful, supportive learning tool for all students.
In that way, students are welcome to pose questions that will aid in the learning
process, as well as questions related to the course material.
The group discussion boards will be evaluated over the first weeks of classes and if
deemed more useful, the class will be split into two discussion board groups to
allow for all students to actively participate.
Rubric:
30 posts that meet above criteria – 20%; 2000 pts
30 posts; 3 points max per post:
1 point for submitting it within allotted timeframe (Sunday by 7pm CST)
1 point for using appropriate grammar (spelling and grammar)
1 point for appropriate content (see above for expectations)
B. Group Work Project – The most significant assignment of this course is the group
work project. It will be broken into specific assignments that will be due at different
times throughout the semester (see course outline for due dates). The goal of the
group project in its entirety is to allow the student to understand and experience all
steps involved in planning and executing a social work group intervention. The
group work project requires each individual student to develop and execute a
social work group intervention with a target group of his/her choice. The
assignment will begin with the Planning Assignment: Target Group. Please note
that the target group selected will be the target group for the entire group
assignment.
The Planning Assignment: Target Group assignment is an APA style written
paper. The paper must include an APA style cover page, reference page, and header
and it must adhere to correct grammar and spelling. Each student will choose who
the target population is for this group intervention. The purpose of this assignment
is for the student to become knowledgeable of your chosen clientele so that you will
be a competent social worker in providing group services with them. See back of
syllabus for template, further information and rubric. This paper will be worth
10%/ 1000 pts of final grade.
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SWKK 485 140—Spring 2015
C. The Group Work Project – Planning: Group Plan/ Outline is the next assignment
portion of the group work project. This assignment is a written paper that focuses
on connecting the treatment needs of the target group you identified and researched
in the first assignment with a group work plan that will be appropriate and
culturally competent. For this assignment you will think about what type of group
this will be and what goals are to be achieved in this group. What agency are you
working for/ with and what is your role? Will this be a closed group or an open
group? How many people? How will you select your group members? How will you
know which clients are appropriate for participation in a group intervention? How
long will the group run? What will be the group rules? Will you choose the group
rules or will you decide them as a group? Though you cannot plan for everything,
having a solid understanding of what you plan to achieve by offering this group
intervention is crucial for its therapeutic success. The student will choose the
purpose of the group including the rationale for such purpose and all planning
details will be outlined specifically in this paper. Further details including rubric and
specific instructions will be sent out at a later date via Blackboard. The planning
assignment will be worth 10%/ 1000 pts of final grade.
D. Group Project – Initial Group – The third part of the group work project is the
Initial Group Assignment. This assignment will require students to meet in their
small groups and practice the initial group session through a mock session/ roleplay. Prior to meeting with the small group, each student will prepare a plan for
what the initial group session will look like. How will you greet and introduce
yourself? How will you address the goal (s) / purpose of the group? Is there specific
information you need to address at the beginning of group such as confidentiality
and limits, group rules, how long the group lasts, etc.? What activities will you do
and why? Each student must also bring a summary of the target group information
for each group member to review prior to role-playing. Please do not assign specific
characters to classmates but provide enough information about the target group so
that classmates can empathize and understand how the clients may feel and act. It is
expected that the small groups will meet at this time to practice executing at
least a portion of an initial group session per student. This role-play should
include introductions, ground rules, sharing of purpose/ goals, use of initial
engagement skills, and one icebreaker exercise.
For grade, the student will submit the preparation form that he/she created to
prepare for the role play, the summary of the target population that was provided to
classmates, and a short reflection paper that discusses the student’s experience and
insights gained in the role play setting. Students may submit a video taped portion
of the role-play for feedback but this is not a requirement as part of the grade.
Grading rubric and specific instructions will be distributed at a later date via
Blackboard. The initial group assignment will be worth 10%/ 1000 pts of final
grade.
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SWKK 485 140—Spring 2015
E. Group Work Project – Middle Work– The fourth portion of the group project is
called the Middle Work Assignment and it will have the same format and
expectations as the initial assignment. However, the focus of this assignment will be
on the work done in the middle phase of the group work process. Again, it is
expected that the small groups will meet at this time to practice executing at
least a portion of a middle group session. The small group role-plays should
include at least one group activity and one difficult/ unplanned issue that must be
effectively addressed in the role-play. Ideally, the students who are playing the
members of the group will determine the difficult/ unplanned situation and it will
be a surprise to the student who is leading the group. As with the initial group
assignment, students are welcome to submit video taped portions of the role-play
for feedback.
For grade, the student will submit a form that outlines the plan for the group and
rationale for this plan. This must include at least one therapeutic activity beyond
checking in. The student will also submit a short reflection paper outlining his/her
experience and insights gained from role-play. Grading rubric and specific
instructions will be distributed at a later date via Blackboard. This assignment is
worth 10%/ 1000 pts of final grade.
F. Group Project – Ending – The fifth portion of the group project is called Ending
Phase Assignment and it has the same format and expectations as the initial group
and middle assignments, but the focus on the role play exercises is on ending the
group. Again, it is expected that the small groups will meet at this time to
practice executing at least a portion of an ending group session. It is most
helpful if group members remember that this is often very difficult and emotional if
the group has been effective and strong group cohesion exists.
For grade, students will submit a form outlining the plan for the group session,
including how the student plans to end the final session and what issues they
anticipate, if any, regarding termination. The student will also submit a short
reflection paper outlining his/ her experience and insights gained from role-play.
Grading rubric and specific instructions will be distributed at a later date via
Blackboard. This assignment is worth 10%/ 1000 pts of final grade.
*Please note that students can video tape any of these sessions and send them to me
for feedback. This is not a requirement for the final grade but it can be very helpful
in developing confidence in providing group work social work services.
G. Video Taped Interview with Analysis Paper – The final portion of the Group
Work Project assignment is the Video Taped Interview with Analysis Paper. In
this assignment, each individual student will videotape a 12-18 minute segment of
the group that he/she is leading. This video taped interview can be the initial
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SWKK 485 140—Spring 2015
session, a session during the middle phase or the ending phase/ final session. The
student will analyze the social work skills used in the video and will identify three
interventions/ questions/ activities/ strengths that he/ she feels were effective in
the intervention and why. The student will also identify three areas for
improvement based on the video taped analysis. The video may be made using any
media/resource that the student has access to, including video cams, web cams,
smart phones, etc. However, whichever format is selected, the student must be able
to submit it via Blackboard, which likely requires the video to be downloaded to
your computer first. The student is responsible for ensuring that the video and
audio portions of the videotape are clear enough for the professor to see and hear
all portions. If the student’s video is not able to be viewed/ heard the student needs
to redo the video prior to due date or will receive a 0 for this portion of the grade.
The analysis paper will not be accepted without the video interview. Grading rubric
and specific instructions will be distributed at a later date via Blackboard. This
assignment is worth 20%/ 2000 pts of final grade.
H. Group Activities Portfolio- Each student will submit a portfolio outlining various
group activities/ other resources that she/he feels will be helpful in leading group
sessions with the target group chosen for the group work project. This assignment
will include a cover page (APA not required). References must also be included but
the student can choose to include the reference information in the body of the
portfolio (i.e. with the explanation of the activity) rather than to include an APA
style reference page. The activities chosen must be explained in a manner in which
the reader would be able to recreate the activity him/herself and must include why
it is appropriate for the target group you selected it for and at which stage of the
group process it is most appropriate and why. If the activity requires specific props
or other items to complete, include those items in the explanation in the form of
“materials required”. If handouts are used, please include a copy with the activity
explanation.
Please be creative with this portfolio and include activities you personally connect with and
feel you would actually use in a group setting. In group work, like other interventions, you
will continue to build your resources throughout your career. Learning how to organize
them now will serve you greatly later on! Each portfolio will include 10 appropriate group
activities, 2 books that offer options for group work activities with this specific target
group, and 3 websites that the student can access that offer options for group work
activities. The portfolio must be free of grammatical and spelling errors in order to get full
points. The format of the portfolio is optional – it can be done as a power point or as a
standard paper. I am open to other formats as well but students must discuss these with
me ahead of time to ensure they are acceptable. In order to get full points for this
assignment, the portfolio must be well organized and clearly understandable. Late
submissions will NOT be accepted and will result in 0 for this portion of the final
grade.
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SWKK 485 140—Spring 2015
170 points = 10% of final grade
Full points will be given if assignment:
-Includes a cover page (10 pts)
-Includes references for all resources (20 pts)
-Is free of grammatical/ spelling errors (30 pts for no errors; 1 pt deducted for each
grammatical/ spelling error)
-Includes 10 activities with explanation of how to do activity, what stage the activity is most
appropriate for, what materials are needed, and why this activity is appropriate for your
selected target group (80 pts)
- Includes 2 books and 3 websites (20 pts)
-Is well organized and easily understood and creative/ visually appealing (10 pts)
-Submitted by due date – 0 if late/ not submitted
Posting of Grades:
All student grades will be posted in the Blackboard Grade Book and students should
monitor their grading status through this tool.
Assignments will be graded in a timely manner and this professor will provide specific
dates for when students can expect graded assignments to be returned to them when the
assignments are submitted.
TECHNOLOGY REQUIREMENTS AND SUPPORT.
Technology Requirements.
This course will use the TAMUCT Blackboard Learn learning management system.
Logon to https://tamuct.blackboard.com to access the course.
Username: Your MyCT username
(xx123 or everything before the "@" in your MyCT e-mail address)
Initial password: Your MyCT password
Check browser and computer compatibility by using the “Test Your Browser” button, found
in the “Check Your Browser” module on your Blackboard dashboard, once you have logged
in.
Students will also need to be familiar with video filming options that will allow the student
to download and submit video/ audio in order to complete the final assignment.
Technology Support. For technology issues, students should contact Help Desk Central.
24 hours a day, 7 days a week:
Email: helpdesk@tamu.edu
Phone: (254) 519-5466
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SWKK 485 140—Spring 2015
Web Chat: http://hdc.tamu.edu
When calling for support please let your support technician know you are a TAMUCT student.
For issues related to course content and requirements, contact your instructor.
Technology issues are not an excuse for missing a course requirement – make sure your
computer is configured correctly and address issues well in advance of deadlines.
COURSE OUTLINE AND CALENDAR
Complete Course Calendar
*Please note: Lessons are often adapted based upon the learning needs/progress of the class. Therefore, the
professor reserves the right to amend the course schedule at any time. It is advisable that students consult with
professor on assignment completion before moving too far ahead in the course schedule.
Date
Activity
Readings/Assignments Due
Week 1
Introduction to Course; Review of Syllabus;
Watch movie “The Breakfast Club”
Watch video lecture on Blackboard
August 24
Syllabus; movie “The Breakfast Club”
Discussion question posts #1 and #2
Week 2
History of Group Work; Types of Groups
Watch video lecture on Blackboard
Look for examples of different
types of group work in media –
movies, books, YouTube videos…
August 31
Read chapters posted on
Blackboard
Submit availability for practice
group/ group member requests due August 27
Discussion question posts due
Week 3
Sept. 7
Introduction to Group Work and Ethical issues
inherent to Group Work; Social Work Values; Social
Work Code of Ethics
Watch video lecture on Blackboard
Practice groups assigned;
Brandler text – Chapters 1 and
2, pgs 1-25
Discussion question posts due
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SWKK 485 140—Spring 2015
Week 4
Sept. 14
Planning – What do we need to consider before
executing a group work intervention?;
Watch video lecture on Blackboard
Brandler text Chapter 7, pgs.
119-135; reading materials on
Blackboard
Planning Assignment – Target
Group due Sept. 15
Discussion question posts due
Week 5
Sept. 21
Manifest and Latent Content – Understanding the
Unspoken
Watch video lecture on Blackboard
Planning Assignment – Group
Plan/ Outline due Sept. 24
Brandler Chapter 3, pgs. 26-47
Discussion question posts due
Week 6
Initial Group Session
Watch video lecture on Blackboard
YouTube search of Initial Group
Session role plays
Sept. 28
Brandler Chapter 4, pgs. 48-66
Schedule role play sessions with
small groups
Discussion question posts due
Week 7
Oct. 5
Week 8
Oct. 12
Initial Group Session continued – practice week – meet
Discussion question posts due
with small groups and complete role plays of initial group
session
Working Phase/ Middle; achieving treatment goals and
choosing appropriate activities/ topics to achieve them
Watch video lecture on Blackboard
Brandler Chapter 5, pgs. 67-96
Schedule role play sessions with
small groups
Initial Phase Assignment due
October 16
Discussion question posts due
Week 9
Oct. 19
Working Phase/ Middle continued – practice week –
meet with small groups and complete role plays of
middle session
Discussion question posts due
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SWKK 485 140—Spring 2015
Week 10
Endings
Watch video lecture on Blackboard
Brandler Chapter 6, pgs. 97-118
Oct. 26
Schedule role play sessions with
small groups
Working Phase/ Middle
Assignment due Oct. 29
Discussion question posts due
Week 11
Nov. 2
Week 12
Nov. 9
Ending Phase continued – practice week- meet with
small groups and complete role plays of ending session
Review of group work phases; connecting work to
treatment plan; The Use of Programming in Groups
Discussion question posts due
Watch video lecture on Blackboard
Discussion question posts due
Ending Phase Assignment due
Nov. 13
Read Blackboard materials;
Brandler Chapter 8, pgs 136-170
Week 13
Confronting Acting-Out Behavior
Watch video lecture on Blackboard
Group Work Resource Portfolio
Assignment due Nov. 19
Nov. 16
Brandler, Chapter 9, pgs. 171-187
Discussion question posts due
Week 14
Using Humor in Groups
Watch video lecture on Blackboard
Brandler, Chapter 10, pgs 188-200
Nov. 23
Discussion question posts due
Week 15
Diversity and the use of self
Watch video lecture on Blackboard
Video Taped Assignment and
Analysis Paper due Dec. 3
Nov. 30
Brandler, Chapter 11, pgs 201213; materials on Blackboard
No discussion questions due
Week 16
Dec. 7
Special Practice Issues/ Wrap Up
Watch video lecture on Blackboard
Brandler, Chapter 12, pgs 214231
Discussion question posts due
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SWKK 485 140—Spring 2015
Additional Resources:
Blemont, J.A. and Shor. L. (2012). The Swiss Cheese Theory of Life! Eau Claire, WI:
Premier Publishing and Media.
Brown, L.N. (1991). Groups for Growth and Change. Longman: White Plains, NY.
Cheung, M. (2006). Therapeutic Games and Guided Imagery. Chicago, IL: Lyceum
Books.
Corey, G., Corey, M.S, Callanan, P. and Russell, M.J. (1992). Group Techniques, 2nd Ed.
Belmont, CA: Brooks/Cole.
Delaney, T. (2009). 101 Games and Activities for Children with Autism, Asperger’s, and
Sensory Processing Disorders. New York: McGraw Hill.
Jones, A. (1998). 104 Activities that Build Lusby, MD: Rec Room Publishing.
Malekoff, A. (2004). Group Work with Adolescents: Principles and Practice, 2nd Ed.
New York: The Guilford Press.
Moonshine, C. (2008). Acquiring Competency and Achieving Proficiency with
Dialectical Behavior Therapy, Volumes I and II. Eau Claire, WI: PESI, LLC.
Paleg, K and Jongsma, Jr, A.E. (2000). The Group Psychotherapy Treatment Planner.
New York: John Wiley and Sons.
Wagner, C.C. and Ingersoll, K.S. (2013). Motivational Interviewing in Groups. New
York: The Guilford Press.
Zastrow, C. (2015). Social Work with Groups: A Comprehensive Workbook, 9th Ed.
Stamford, CT: Cengage Learning.
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
Drop Policy. If you discover that you need to drop this class, you must go to the Records
Office and ask for the necessary paperwork. Professors cannot drop students; this is
always the responsibility of the student. The record’s office will provide a deadline for
which the form must be returned, completed and signed. Once you return the signed form
to the records office and wait 24 hours, you must go into Warrior Web and confirm that
you are no longer enrolled. Should you still be enrolled, FOLLOW-UP with the records office
immediately? You are to attend class until the procedure is complete to avoid penalty for
absence. Should you miss the deadline or fail to follow the procedure, you will receive an F
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in the course.
Academic Integrity. Texas A&M University -Central Texas values the integrity of the
academic enterprise and strives for the highest standards of academic conduct. A&MCentral Texas expects its students, faculty, and staff to support the adherence to high
standards of personal and scholarly conduct to preserve the honor and integrity of the
creative community. Academic integrity is defined as a commitment to honesty, trust,
fairness, respect, and responsibility. Any deviation by students from this expectation may
result in a failing grade for the assignment and potentially a failing grade for the course.
Academic misconduct is any act that improperly affects a true and honest evaluation of a
student’s academic performance and includes, but is not limited to, cheating on an
examination or other academic work, plagiarism and improper citation of sources, using
another student’s work, collusion, and the abuse of resource materials. All academic
misconduct concerns will be reported to the university’s Office of Student Conduct.
Ignorance of the university’s standards and expectations is never an excuse to act with a
lack of integrity. When in doubt on collaboration, citation, or any issue, please contact your
instructor before taking a course of action.
Disability Support and Access Services. At Texas A&M University – Central Texas, we
value an inclusive learning environment where every student has an equal chance to
succeed and has the right to an education that is barrier-free. The Office of Disability
Support and Access is responsible for ensuring that students with a disability enjoy equal
access to the University's programs, services and activities. Some aspects of this course or
the way the course is taught may present barriers to learning due to a disability. If you feel
this is the case, please contact Disability Support and Access at (254) 501-5831 in Warrior
Hall, Ste. 212. For more information, please visit their website at
www.tamuct/disabilitysupport. Any information you provide is private and confidential
and will be treated as such.
Tutoring. Tutoring is available to all TAMUCT students, both on-campus and online.
Subjects tutored include Accounting, Finance, Statistics, Mathematics, and Writing (APA).
Tutors are available at the Tutoring Center in Warrior Hall, Suite 111. Visit
www.tamuct.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and
contact information. If you have questions, need to schedule a tutoring session, or if you are
interested in becoming a tutor, contact Academic Support Programs at 254-501-5836 or by
emailing c.garza@tamuct.edu
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMUCT students to log-in and receive FREE online tutoring
and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing,
Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, click on
http://www.tamuct.edu/departments/academicsupport/tutoring.php.
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University Library. The University Library provides many services in support of research
across campus and at a distance. We offer over 200 electronic databases containing
approximately 250,000 eBooks and 82,000 journals, in addition to the 72,000 items in our
print collection, which can be mailed to students who live more than 50 miles from campus.
Research guides for each subject taught at TAMUCT are available through our website to
help students navigate these resources. On-campus, the library offers technology including
cameras, laptops, microphones, webcams, and digital sound recorders.
Research assistance from a librarian is also available twenty-four hours a day through our
online chat service, and at the reference desk when the library is open. Research sessions
can be scheduled for more comprehensive assistance, and may take place on Skype or inperson at the library. Assistance may cover many topics, including how to find articles in
peer-reviewed journals, how to cite resources, and how to piece together research for
written assignments.
Our 27,000-square-foot facility on the TAMUCT main campus includes student lounges,
private study rooms, group work spaces, computer labs, family areas suitable for all ages,
and many other features. Services such as interlibrary loan, TexShare, binding, and
laminating are available. The library frequently offers workshops, tours, readings, and
other events. For more information, please visit our homepage:
http://www.tamuct.edu/departments/library/index.php
The professor teaching this class
My name is Deanne Matheson Fuller, LCSW, and I have been practicing as a professional
social worker since 1998. I first learned about the profession of social work while studying
psychology and law at Carleton University in Ottawa, Canada. I had always had a passion
for social justice issues and for helping others overcome obstacles but had never known
that a profession existed that specifically dealt with these issues until then. Following
completion of my BA degree, I completed an associate’s degree in social services at
Algonquin College of Applied Arts and Technology and then returned to Carleton University
to complete my BSW. After relocating to the US in 2000, I completed my MSW at University
of Maryland, Baltimore, with a clinical concentration in child and families. I have had
various volunteer roles in the social work field to include Boys and Girls Club mentor, child
access volunteer with CPS and CASA volunteer. Throughout my career I have had multiple
moves and have had opportunities to work in various roles within the social work
profession. I have worked in group homes for people living with chronic mental health
issues, in an emergency shelter for indigent women, in a supportive program for young
mothers and pregnant adolescents, in outpatient mental health clinics, in child welfare and
foster care agencies, in a school based outreach program and in outpatient family crisis and
substance abuse agencies. In recent years, I worked in an acute care psychiatric hospital,
first as a clinical social worker and later as social work clinical supervisor. I recently
returned to Canada after living in Harker Heights for 11 years and I have returned to front
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line social work service. The program I am working with provides community-based
mental health services to youth who have significant behavioral and/ or mental health
concerns and their families.
I love to learn and continue to grow and I believe that everyone has wisdom to share. I
believe that personal insight and having an openness to grow and accept feedback are
essential qualities to being an effective social worker.
On a personal note, I have a great love of animals and have a houseful of fur babies. I spend
much of my time trying to keep up with my daughters, which usually involves driving to
and from the soccer fields.
I joined the social work department of TAMUCT as an adjunct professor in January 2014. I
am very excited to have the opportunity to teach this course. I feel privileged to be able to
contribute to the shaping of new social workers. I want students to enjoy this class and to
feel passionate about joining this wonderful yet challenging profession. I have not taught
an online class before, and this is the first class I have designed myself, so in many ways we
are all embarking on a new adventure of learning this semester. My goal is that you realize
group work is powerful and important, that it requires professional skills to be competent
in it and that it does not need to feel intimidating – it is actually a lot of fun!
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THE PLANNING ASSIGNMENT: TARGET GROUP ASSIGNMENT
The Planning Assignment: Target Group assignment is an APA style written paper. The
paper must include an APA style cover page, reference page, and header and it must adhere
to correct grammar and spelling throughout the body of the paper. Each student will
choose the target population for this group project. The purpose of this assignment is for
the student to become knowledgeable of the chosen clientele so that he/she will be a
competent social worker in providing group services with them. This will provide a
knowledge base so that the student can begin to consider what group interventions will be
most effective and appropriate with this target group. This paper will be worth 10%/ 1000
pts of final grade.
For the cover page, use the name of the target group you selected for the title. Use Planning
Assignment: Target Group for the header.
In the body of the paper, begin with a short description of the target group you have chosen
and why you chose this particular target group. This section should be written before you
begin your research.
The rest of the paper should include information you have gained through researching the
target group. The paper should reflect a solid understanding of who the target group is and
should include a comprehensive overview of cultural / psychosocial considerations.
Depending on the target group, this could include common clinical issues, available
resources, available services, cultural norms, health issues, specific stressors, religious
practices, housing issues, attitudes towards mental health, basic demographical
information, and a multitude of other issues. Your task is to locate multiple
resources/references (paper must include at least 3 references and these references must
be valid and reliable) and then critically consider which portions of the information you
glean are most important for you as a social worker becoming culturally competent. Make
sure you share how this information will help you be more culturally competent in the
paper.
Length of paper is maximum 4 pages/ minimum 2 pages, 12-font, Times Roman, double
spaced; not including the cover page and reference page. Single spaced papers will not be
accepted. Subheadings are not required for this paper. References must be correctly cited
throughout body of paper.
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Rubric:
Item
Correct APA Format (cover page, header,
reference page, citations, correct font)
Spelling and Grammar
Possible Points
25
Deductions
5 pts per APA
error
1 pt per error
20
Appropriate Length (2-4 pages, not counting
cover page/ reference page)
10
Why you chose target group
15
Content - Overview of target group
50
Content – How this information will help you
be a culturally competent social worker
20
3 Valid/ Reliable Reference Sources
15
Total Points possible
155
0 if outside
allotted length
0 if missing
Points based on
quality and
relevance of
information
0 if not included
0 if not 3 not
included
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