THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
School of Social Work
COURSE NUMBER:
SOWO 769, Section 2
January- March 2014
COURSE TITLE: Social Work Practice with Groups- Short course
SEMESTER & YEAR: Spring, 2014
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
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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.
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 paper45% of grade
2. Take home quiz20%
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 intervention15%
4. Class participation20%
Grading System:
H = 94-100
P = 80-93
L = 70-79
F = 69 and below
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Policy on Submission of papers, Late Assignments and Incompletes
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. Papers should be submitted to the
Sakai Dropbox at the start of class on the day the assignment is due. Five points (based on a 100
point scale) will be deducted for each 24 hours that a paper is late. Please put only your PID
# on the cover sheet for your paper. Do not put your name on the paper that you submit to
Sakai. Use your PID# as a running head on each page. In class, please turn in a hard copy
of the one page cover sheet with your name, PID# and signed honor code pledge.
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.
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Class Schedule and Readings
Week One – January 14 - 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 21- Group Dynamics, Group composition
Yalom text- Group cohesiveness- pp. 53-76.
Yalom text- Composition of therapy groups- pp. 259-280.
Toseland, R.W. & Rivas, R.F. (2012). Group Dynamics. In An introduction to
group work practice (7th ed.). Boston, MA: Allyn & Bacon (pp. 68-95).
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 28- 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),
11-26.
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.
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Week Four- February 4 - 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.
Bieling, P.J., McCabe, R.E. & Antony, M.M. (2006). Group process in CBT:
Using group dynamics productively. Cognitive-behavioral therapy in
groups. (pp.22-44). New York: Guilford Press.
Peled, E. & Perel, G. (2012). Can a structured model for group intervention be
responsive to group process? A proposal. Clinical Social Work Journal, 40,
391-400.
Week Five- February 11 - 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 18- 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.
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Earley, J. (1999). Defenses and resistance. Interactive group therapy: Integrating
interpersonal, action-oriented and psychodynamic approaches (pp. 149157). Ann Arbor, MI: Taylor and Francis.
Week Seven- February 25 - 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 4- No class meeting Group Development Paper
Due- Submit to Dropbox
Additional Readings: These articles and books cover a range of topics which may be
of interest to students for the future
Breitbart, W. W. (2002). Spirituality and meaning in supportive care: Spiritualityand meaning-centered group psychotherapy interventions in advanced
cancer. Supportive Care in Cancer, 10(4), 272-280.
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.
Campbell, R. (2004). Groups for older adults. Handbook of Social Work with
Groups. (pp. 275-291). New York: Guilford Press
Emond, S. & & Rasmussen, B. (2012). The status of psychiatric inpatient group
therapy: Past, present, and future. Social Work With Groups, 35(1), 68-91
Hancock, T., & Siu, K. (2009). A culturally sensitive intervention with
domestically violent Latino immigrant men. Journal of Family Violence.
24(2), 123-132.
Jones, A. (2004). Transforming the Story: Narrative applications to a support
group for stepmothers. Families in Society, 85(1), 129-138.
Kira, I.A., Ahmed, A., Wasim, F., Mahmoud, V., Colrain, J., and Rai, D.
(2012). Group Therapy for Refugees and Torture Survivors: Treatment
Model Innovations. International Journal of Group Psychotherapy 62(1),
pp. 69-88.
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Malekoff, A. (2004). Loneliness, social isolation, scapegoating, and group work.
Group work with adolescents: Principles and practice (2nd ed.) (pp. 313326). 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.
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.
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.
Poole, J., Garden, P., Flower, M.C., & Cooper, C. (2009). Narrative Therapy,
Older Adults, and Group Work?: Practice, Research, and
Recommendations. Social Work With Groups, 32(4), 288-302
Toseland, R.W. & Larkin, H. (2011). Developing and leading telephone groups.
Social Work with Groups, 34 (1), 21-34.
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.)
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)
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.
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.
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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 for their classmates in a one page
handout and will write a short (2-3 page) paper about the article.
So to complete the assignment, you need to:
1. Find an article that interests you that shows a culturally competent group
intervention. You might want to search the table of contents of recent issues of
the Social Work with Groups journal or the International Journal of Group
Psychotherapy.
2. Then summarize the article for your classmates in a one page handout. You
will turn in a hard copy of this handout. (I’ll make copies for the class). Please
give the article or book chapter citation at the top of the handout. Then describe
the intervention, the population it is intended for and the strengths and
weaknesses of the intervention.
3. Write a 2-3 page paper about the intervention (to be submitted to Dropbox) that
discusses the following:
a. The ‘user friendliness’ of the group intervention. Could this
intervention be practically implemented? Why or why not?
b. Explanation of what therapeutic factors (Yalom) are inherent in the
intervention.
c. 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- 45% 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 open-ended.
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.
Grading Criteria- Option #1 paper
Organization: The paper is organized logically and includes all required parts of
the assignment including:
Analysis of group development: What stage group is in, how it got there and what
factors affected group development. This section includes application of one of
the group development frameworks such as Tuckman, Schiller, etc.
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Points possible
20 pts.
Evaluation of group experience- This section should discuss the group’s
outcomes and individual client outcomes. Suggestions for improvement in the
group in terms of leader interventions should be explained using the course
literature.
10 pts.
Presentation: The paper is well written, free of spelling and grammatical errors.
APA format is followed. Client confidentiality and anonymity is maintained.
5 pts
Creative/Critical Thinking: The paper incorporated readings and concepts
covered in class to reinforce the student’s points. In order to receive the full 10
points in this section, the student must go beyond mere recitation of facts and
offer originality of thought. Several new creative conclusions or connections are
made and fully explained. Critical thinking should be evident.
10 pts
Total Points:
45 pts
Grading Criteria- Option #2 paper
Points
Possible
Organization: The paper is organized logically and includes all required parts of the
assignment including:
Description of group you wish to lead including purpose, screening clients,
recruiting and consideration of group composition.
Strategies to promote group development, proposed intervention strategy with
rationale. This section includes application of one of the group development
frameworks such as Tuckman, Schiller, etc.
Proposed evaluation strategy of group and member progress
10 pts.
10 pts.
10 pts.
Presentation: The paper is well written, free of spelling and grammatical errors. APA
format is followed .
5 pts
Creative/Critical Thinking: The paper incorporated readings and concepts covered in 10 pts
class to reinforce the student’s points. In order to receive the full 10 points in this
section, the student must go beyond mere recitation of facts and offer originality of
thought. Several new creative conclusions or connections are made and fully
explained. Critical thinking should be evident.
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Total Points:
45 pts
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