THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
School of Social Work
COURSE NUMBER: SOWO 769
COURSE TITLE:
Social Work Practice with Groups- Short course
SEMESTER & YEAR: Spring, 2013
INSTRUCTOR:
Marilyn Ghezzi, MSW, LCSW
TTK, 563-C
919-962-6490
mghezzi@email.unc.edu
OFFICE HOURS:
12-2 Tuesdays or by appointment
COURSE WEBSITE:
is available through https://sakai.unc.edu
Course Description: The course is designed to enable students to become more knowledgeable and
skillful as direct practice group workers.
Course Objectives:
1. To develop and deepen understanding of the dynamics and development stages of small groups.
2. To understand the professional social work roles, values, and ethics associated with social work
interventions with small groups.
3. To develop and deepen skills for assessing group problems.
4. To select and apply appropriate theoretically based interventions with clients in small groups based
on evidence based practice principles and to develop practice skills consistent with these
perspectives.
5. To develop awareness of one’s own role as a practitioner and as a member in various group
situations, and to understand the impact of this role on group dynamics and development.
6. To understand the implications and importance of race, gender, ethnicity, class, and sexual
orientation on group work practice.
7. To understand the importance and relevance of the ecological environment and community
setting on assessment and intervention with groups.
Expanded Description:
This course is designed to provide students with knowledge and skills relevant to group work practice
across all areas of direct practice. Students learn basic information through course readings, lectures and
experiential exercises and apply this information about social interventions with groups to their specific
areas of interest. This course builds on the human behavior and practice foundation courses.
Areas of skill to be developed during the course of the semester focus on: (1) assessment of group
structure and processes; (2) interventions in support of individual member goals, group goals, and group
development; and (3) evaluation of worker interventions and goal achievement. Particular skills are
associated with each segment of the syllabus: composition; group development; group assessment; group
dynamics; goal setting and contracting; co-leadership; interventions at individual, group and
environmental levels; diversity and cultural competence; programming; problematic group situations; and
evaluation.
Readings:
Required text:
Yalom, I. D. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic Books.
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Other readings will be posted on our Sakai site.
Teaching Methods: This course is structured as a seminar; all class members are expected to share
responsibility for participating in discussions. At least half of every class will be spent in small task
groups, experiential activities and role plays; therefore, class attendance is crucial. Task group
experiences are selected to reinforce learning about group processes and issues, including diversity and
ethical issues. Assigned and independently selected readings, seminar participation, group experiences,
structured assignments, videos, and the class group itself will provide the material necessary for learning
about group operation.
The development of a supportive learning environment is fostered by respectfully listening to the
ideas of others, being able to understand and appreciate a point of view which is different from your own,
clearly articulating your point of view, and linking experience to readings and assignments.
Class Participation: As noted above, class attendance is crucial and is 20% of your grade. Everyone
will receive a standard score of 100 for participation, in recognition of a norm of attendance,
contributions to small group assignment and informed participation in class discussion. Informed
participation means that you clearly demonstrate that you have completed assigned readings and
can offer analysis, synthesis and evaluation of written material. Excellent participation also
means that your comments are thoughtful, focused and respectful. Points will be deducted from
the base score if you miss class, are late, leave early, disappear for long periods on break or are
unprepared. Points will also be deducted for students who do not participate in role plays or other
activities. Please turn off cell phones during class. Laptops are only to be open when you are
accessing the powerpoint slides for the lecture.
Assignments and Evaluation: Refer to description of assignments at the end of this syllabus.
1. Group development paper50% of grade
2. Take home quiz15%
For the quiz I will provide three brief group scenarios. Students will answer some basic questions
about these scenarios based on what they have learned in the course to that point. Students will
have one week to complete the quiz.
3. Review of culturally competent group intervention- 15%
4. Class participation20%
Grading System:
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
Policy on Incompletes and Late Assignments
It is expected that assignments will be completed at times noted in the syllabus. If you have a
situation arise that may prohibit you from completing the assignment on time, any request for
delay of an assignment/exam must be done in advance of the due date (at least 24 hours) on an
assignment/exam. Approved delays will not affect the grade. Any unapproved delays or
assignments completed after an approved delay date will begin to accrue a 5% reduction every
24 hours that the assignment is late. Papers should be submitted to the Sakai Dropbox at the start
of class on the day the assignment is due.
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If the student meets unavoidable obstacles to meeting the time frame, the student should discuss
the circumstances with the instructor to determine if an initial grade of incomplete (INC) would
be appropriate. I prefer not to give an incomplete grade and will give incompletes only in
compliance with University policy.
Policy on Academic Dishonesty: Students are expected to conduct all academic work within the letter
and spirit of the Honor Code of the University of North Carolina at Chapel Hill, which prohibits the
giving or receiving of unauthorized aid in academic processes.
Please refer to the APA Style Guide, The SSW Manual, and the SSW Writing Guide for information on
attribution of quotes, plagiarism and appropriate use of assistance in preparing assignments. All written
assignments should contain a signed pledge from you stating that, "I have neither given nor received
unauthorized aid in preparing this written work."
In keeping with the UNC Honor Code, if reason exists to believe that academic dishonesty has occurred, a
referral will be made to the Office of the Student Attorney General for investigation and further action as
required.
Policy on Accommodations for Students with Disabilities: Students with disabilities which affect their
participation in the course may notify the instructor if they wish to have special accommodations in
instructional format, examination format, etc., considered.
APA and Written Assignments
The School of Social Work faculty has adopted APA style as the preferred format for papers and
publications. The best reference is the Publication Manual of the American Psychological
Association, Sixth Edition (2009) that is available at most bookstores. The following web sites
provide additional information: http://juno.concordia.ca/help/howto/apa.php
Students are strongly encouraged to review the materials on the School of Social Work’s
website http://ssw.unc.edu/students/writing . This page includes numerous helpful writing
resources such as tutorials on understanding plagiarism, quick reference guide to APA, writing
tips and ESL materials. Students are also strongly encouraged to review the section on
plagiarism carefully. All instances of academic dishonesty will result in disciplinary measures
pre-established by the School of Social Work and the University.
Class Schedule and Readings
Week One – January 15 - Introduction to the course, therapeutic factors, history of group work
Yalom, text – Therapeutic factors, Interpersonal Learning- pp. 1-52
Macgowen, M. J. (2006). Evidence-based group work: A framework for advancing best
practice. Journal of Evidence-based Social Work, 3(1), 1-21.
Week Two – January 22- Group Dynamics, Group composition
Yalom text- Group cohesiveness- pp. 53-76.
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Yalom text- Composition of therapy groups- pp. 259-280.
Forsyth, D.R. (1999). The science of group dynamics. Group dynamics (3rd ed.)
(pp. 5-26). Belmont, Calif.: Brooks/Cole.
Smokowski, P.R., Rose, S.D. & Bacallao, M.L. (2001). Damaging experiences in
therapeutic groups: How vulnerable consumers become group casualties.
Small Group Research, 32(2), 223-251.
Week Three – January 29- Group Development Frameworks
Yalom text: In the Beginning- pp. 309-344.
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological
Bulletin, 63, 384-399
Schiller, L. Y. (1997). Rethinking stages of development in women's groups:
Implications for practice. Social Work with Groups, 20(3), 3-19.
Optional reading- (These readings might be needed for your final paper which covers
group development)
Kosoff, S. (2003). Single session groups: Applications and areas of expertise. Social
Work with Groups, 26(1), 29-45.
Schiller, L.Y. (2007). Not for women only: Applying the relational model of group
development with vulnerable populations. Social Work with Groups, 30(2), 1126.
Tuckman, B. W., & Jensen, M. A. (1977). Stages of small group development revisited,
Group and Organization Studies, 2, 419-427
Galinsky, M. J., & Schopler, J. H. (1989). Developmental patterns in open-ended
groups. Social Work with Groups, 12 (2), 99-114.
Week Four- February 5- Overview of intervention techniques
Take home quiz due
Yalom text: Basic tasks, pp. 117-140.
Kurtz, L.F. (2004). Support and self- help groups. In C. Garvin, M. Galinsky & L.
Gutierrez (Eds.) Handbook of social work with groups (pp. 139-159). New
York: The Guilford Press
Rose, S.D. & Chang, H. (2010). Motivating clients in treatment groups. Social Work with
Groups, 33(2-3), 260-277.
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Galinsky, M., Terzian, M. & Fraser, M. (2006). The art of group work practice with
manualized curricula. Social Work with Groups, 29(1). 11-26.
Bieling, P.J., McCabe, R.E. & Antony, M.M. (2006). Group process in CBT: Using
group dynamics productively. Cognitive-behavioral therapy in groups. (pp.2244). New York: Guilford Press.
Week Five- February 12- Working in the “Here and Now”
Review of culturally
competent intervention paper
due
Yalom text: The therapist: Working in the here and now- pp. 141-199.
Week Six- February 19- Managing conflict/Dealing with group problems
Yalom text: Problem group members- pp. 391-428.
Aronson, S. M. (2004). Where The Wild Things Are: The Power and Challenge
of Adolescent Group Work. Mount Sinai Journal Of Medicine, 71(3), 174180.
Wayne, J. & Gitterman, A. (2003). Offensive behavior in groups: Challenges and
opportunities. Social Work with Groups, 26(2), 23-34.
Earley, J. (1999). Defenses and resistance. Interactive group therapy: Integrating
interpersonal, action-oriented and psychodynamic approaches (pp. 149-157).
Ann Arbor, MI: Taylor and Francis.
Week Seven- February 26- Termination and Evaluation
Yalom text: Termination- pp. 382-390.
Rice, A.H. (2001). Evaluating brief structured group treatment of depression.
Research on Social Work Practice, 9 (2), 148-171.
Gant, L. (2004). Evaluation of group work. In C. Garvin, M. Galinsky & L. Gutierrez
(Eds.) Handbook of social work with groups (pp. 461-475). New York: The
Guilford Press
March 5- No class meeting-
Group Development Paper
Due
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Additional Readings: These articles and books cover a range of topics which may be of
interest to students for the future
Pomeroy, E.C., Kiam, R., & Green, D.L. (2000). Reducing depression, anxiety,
and trauma of male inmates: An HIV/AIDS psychoeducational
group intervention. Social Work Research, 24(3), 156-167.
Jones, A. (2004). Transforming the Story: Narrative applications to a support
group for stepmothers. Families in Society, 85(1), 129-138.
Meier, A. (2000). Offering social support via the Internet: A case study of an
online support group for social workers. Journal of Technology in
Human Services, 17 (2/3), 237-266.
Daste, B.M. (1997). Group work with cancer patients. In G. L. Greif & P.H. Ephross
(Eds.), Group work with populations at risk. (pp. 15-27). New York: Oxford
University Press
VanDuesen, K.M. & Carr, J.L. (2004). Group work at a university: A psychoeducational
sexual assault group for women. Social Work with Groups, 27 (4), 51-54.)
Malekoff, A. (2004). Loneliness, social isolation, scapegoating, and group work. Group
work with adolescents: Principles and practice (2nd ed.) (pp. 313-326). New
York: The Guilford Press.
Miller, R., & Mason, S.E. (2001). Using group therapy to enhance treatment compliance
in first episode schizophrenia. Social Work with Groups, 24 (1), 37-52.
Campbell, R. (2004). Groups for older adults. Handbook of Social Work with Groups.
(pp. 275-291). New York: Guilford Press
Toseland, R.W. & Larkin, H. (2011). Developing and leading telephone groups. Social
Work with Groups, 34 (1), 21-34.
Burlingame, G.M., Fuhriman, A. &Johnson, J.E. (2002). Cohesion in group
psychotherapy. In J.C. Norcross (Ed.). Psychotherapy relationships that work.
(pp.71-87). New York: Oxford University Press.
Books:
Corey, G & Corey, C. (2010). Groups: Process and practice (8th ed.). Belmont, CA:
Brook/Cole. This book has a good overview of children’s groups that I have put
on Sakai.)
MacGowan, M. (2008). Evidence-based group work. New York, NY: Oxford University
Press.
Rooney, R.H. (2009). Strategies for work with involuntary clients (2nd ed.). New
York, NY: Columbia University Press.
Forsyth, D.R. (1999). Group dynamics. (3rd. ed.). Belmont, Calif.: Brooks/Cole.
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Garvin, C.D., Galinsky, M.J. & Gutierrez L. (Eds.) (2004). Handbook of social
work with groups. New York: The Guilford Press.
Malekoff, A. (2004). Group work with adolescents: Principles and practice. (2nd
ed.). New York: The Guilford Press.
ASSIGNMENTS
Review of culturally competent group intervention – 15% of grade
Each student will search for one article or book chapter which describes a culturally competent
group intervention and will briefly summarize the article and write a short (2-3 page) paper about
the article.
The paper should include:
1. The citation for the article or book chapter
2. A brief summary of the intervention that can be handed out to class members
for future reference. (no more than one page) The summary should primarily
describe the intervention and the population it is intended for and should
identify strengths and weaknesses of the intervention.
3. Your assessment of the ‘user friendliness’ of the group intervention. Could
this intervention be practically implemented? Why or why not?
4. Explanation of the therapeutic factors that are inherent in the intervention.
5. An explanation of why you would or would not implement this type of group
based on your knowledge of group work principles and your knowledge of the
population the group is targeted for. (I’m asking you to give your informed
opinion here)
Paper on Group Development- 50% of grade- Students have a choice of two options for
this final paper
Option #1
This paper offers students an opportunity to apply their learning this semester to a group they
may be observing, leading or co-leading in their field placement. In this 7-10 page paper you will
discuss your group's development using one or more of the group development frameworks and
other appropriate references from your reading throughout the semester. The group development
frameworks include Tuckman, Schiller, Galinsky & Schopler. Yalom does not have a group
development framework per se, but you may want to incorporate some of his ideas about group
development. Evaluate the group's progress and your interventions, indicating any future plans,
particularly in relation to termination or transfer.
Thus the paper should include:
An analysis of group development
What stage is the group in?
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How did it get there?
What factors affected this development?
An evaluation of the group experience
Group and individual progress.
Leader interventions and their effects on goal achievement and group development; suggestions
for leader behavior.
Use group development references and other references from the course. Please include
citations and a reference list in APA style.
Option #2
This paper offers students an opportunity to research a type of group they may want to lead in
their future career. In this 7 to 10 page paper you will write a plan for a proposed group. The
paper should include the following:
Type of Group and Target Population, Group Purpose and Goals:
In this section describe what type of group you want to lead for what type of clients and explain
the purpose of the group. What are the broad goals of the group? What factors would you need
to consider in recruiting and screening clients for the group and what issues would be important
in thinking about the ideal group composition?
Strategies to be Used to Promote Goal Achievement and Group Development:
In this section include a description of the sequence of meetings. Specify whether the group is
meeting for a specific number of sessions; or, indicate how you would handle the beginning
stage and facilitate movement into a more "mature" phase if the group will be ongoing or openended. Describe your proposed intervention strategy and give the rationale for this in terms of
composition, purpose, and group development. The group development frameworks include
Tuckman, Schiller, Galinsky & Schopler. Yalom does not have a group development framework
per se, but you may want to incorporate some of his ideas about group development. Include
ideas for program activities/exercises that you think would be useful in helping the group achieve
goals and promoting group development. Discuss the probable nature of group development and
worker behavior needed to enhance development. Also, consider beginning and ending, as these
are central issues, and note how you would deal with them.
Evaluation: How would you evaluate the group and member progress? What would be your
measures of goal achievement? How would you involve members in the evaluation process?
Use group development references and other references from the course. Please include
citations and a reference list in APA style.
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