Mississippi College Department of Sociology and Social Work Generalist Social Work Practice III SWK 433 Fall 2013 Course Syllabus Course Title Social Work Practice With Groups SWK 433 Course Credit 3 semester credit hours Prerequisite(s) SWK 331, SWK 332 Co Requisite(s) SWK 434 Instructor Mary T. Johnston Nicholas Office: 114 Jennings Hall - Office hours are posted Office Phone: 601. 925.3831 Cell: 601. 668-6399 E-Mail Address: [email protected] Required Textbook(s) Zastrow, Charles H., (2012) Social Work with Groups. 8th edition. Belmont, CA: Brooks. ISBN: 978-0-84003450-2. Course Description This course is the third of the four courses in practice sequence of the social work curriculum. It builds on the previous practice courses, (SWK 331, SWK 332) with a specific emphasis on generalist practice social work with groups. It provides experiential learning opportunities to integrate knowledge, values, and skills as both a group leader and group member. The effects of diversity on group interaction are stressed. Course Rationale This course is designed to enhance student ability to practice in settings with various groups by learning to transfer and apply knowledge of group work and the formation of groups in society, especially in areas appropriate to the course units. The theme of cultural diversity will be discussed as it relates to each course unit. Specific approaches related to group intervention will be explored throughout the course. Program Objectives The objectives of the Social Work Program are consistent with the Educational Policy of the Council on Social Work Education. Program objectives include: 1.1. apply critical thinking skills within the context of professional social work practice 1.2. understand the value base of the profession, its ethical standards, principles, and practice accordingly 1.3. practice without discrimination and with respect, knowledge, and skills related to client’s age, class, color, culture, disability, ethnicity, family structure, gender, marital status, national origin, race, religion, sex, and sexual orientation 1.4. understand and interpret the history of the social work profession, its contemporary structures and issues 1.5. apply the knowledge and skills of generalist social work practice systems of all sizes 1.6. use supervision and consultation appropriate to social work practice 2.1. evaluate research studies, apply research findings to practice, and evaluate their own practice interventions 3.1. identify and evaluate social problems 3.2. analyze, formulate, and influence social policies 3.3. function within the structure of organizations, service delivery systems and seek necessary organizational change 3.4. use communication skills differently across client populations, colleagues, and communities 4.1. understand the forms and mechanisms of oppression, discrimination, and apply strategies of advocacy and social change that advance social and economic justice Course Objectives 1. Demonstrate an understanding of the historical and contemporary context structures and values that influence the development of group theories and practice. Meets CSWE EP 2.1.3 as evidenced by quizzes/examinations, the leadership/membership experience and the research paper assignment. 2. Understand and apply the theory of stages of group development and group dynamics. Meets CSWE EP 2.1.3, 2.1.7 as evidenced by quizzes/examinations, the leadership/membership experience and the research paper assignment. 3. Participate in group work, as a member and facilitator, using professional boundaries and professional demeanor. Meets CSWE EP 2.1.1, 2.1.2, 2.1.3, and 2.1.4, as evidenced by 4. 5. 6. 7. 8. the group leadership/membership experience. Use critical thinking skills to continually analyze models for planned change. Meets CSWE EP 2.1.3 as evidenced by quizzes/examinations, the leadership/membership experience, and the research paper assignment. Use group work to advance human rights and social and economic justice. Meets CSWE EP 2.1.5 as evidenced by the leadership/membership experience. Engage group members in planned change. Meets CSWE EP 2.1.10 a-e as evidenced by the leadership/membership experience. a. Use interpersonal skills to engage group members in the planned change process Meets CSWE EP 2.1.10 as evidenced by the leadership/membership experience. b. Assess client system strengths and challenges, develop mutually agreed-on prevention/intervention goals, and select appropriate strategies. Meets CSWE EP 2.1.10 as evidenced by the leadership/membership experience. c. Initiate action to implement prevention/intervention strategies to enhance the capacity of groups that are consistent with organizational goals. Meets CSWE EP 1.10 as evidenced by the leadership/membership experience. d. Continuously analyze, monitor, and evaluate prevention/interventions with groups’ progress toward goals using multiple sources of data. Meets CSWE EP 2.1.10 as evidenced by the leadership/membership experience. e. Facilitate transitions and endings by planning for, integrating, and promoting sustainable and transferable change. Meets CSWE EP 2.1.10 as evidenced by the leadership/membership experience. Use group work to collaborate with colleagues and systems of all sizes for effective policy action and social change efforts. Meets CSWE EP 2.1.8 as evidenced by the leadership/membership experience and the research paper assignment. Provide leadership to develop groups to meet client, agency, and/or community needs to promote sustainability. Meets CSWE EP 2.1.9 as evidenced by the leadership/membership experience and the research paper assignment. Methods of Instruction The methods of instruction to be utilized in this class will be varied. They may include lectures, discussions, readings, guest speakers, experiential exercises, written assignments, and oral presentations. Course Requirements Class Participation 10% of final grade Two unit tests (20% each) 40% of final grade *1st exam-9/26; 2nd exam-10/24; Final exam-12/14 at 8:00 AM Researched Group Role Play 20% of final grade *10/29, 10/30, 11/5 Group Observation Assignment 20% of final grade *12/3 Final Exam 10% of final grade * Final exam-12/14 at 8:00 AM Tests feature a variety of examination formats such as multiple choice, true/false, short answer and essay. Students are responsible for content in assigned text and other assigned readings. Additionally, students are responsible for class handouts, class discussion, class exercises, films, student presentations and lectures that supplement readings in text. Students may not use aids (books and other materials) while taking tests unless authorized by the instructor. Grading Scale 93 -100 = A 84 – 92 = B 75 – 83 = C 70 – 74 = D Below 70 = F Academic Integrity and Honesty Academic dishonesty will not be tolerated in any form. Please refer to the current year’s Mississippi College Undergraduate Catalog at http://catalog.mc.edu. Plagiarism is the presentation of someone else's information as though it were your own. If you use the words or ideas of another person; or if you use material from any source-whether a book, journal, magazine, newspaper, business publication, broadcast, speech, electronic media, or any other source--you must acknowledge that source. Plagiarism on assignments will result in the student not receiving full credit. Attendance A student will receive a grade of F in a course immediately upon accumulating 8 absences in classes meeting once a week. Please refer the current year’s Mississippi College Undergraduate Catalog at http://catalog.mc.edu. for further attendance policy. Tardiness will reflect negatively on student’s grade. If a pattern persists in being late for class the professor has a right to count tardiness as an absence. Class Policies: The instructor retains the right to deviate from this syllabus throughout the semester. The use of cell phones during class time is prohibited. Cell phones must be in the off or silent mode during class unless otherwise discussed with the instructor prior to class time. Personal computers may not be used in class without permission from the instructor. The official drop date for class in the Fall Semester 2012 may be found in the current year’s Mississippi College Undergraduate Catalog. (Friday, October 25, 2013) If a student is absent for a test he/she must contact the instructor prior to the test and provide documentation and/or an official excuse concerning the absence as requested. The possibilities of test retakes will be at the discretion of the instructor. Quizzes and class activities may not be made up. Late papers/presentations will receive a deduction of several points each day they are late at the discretion of the instructor. If a student knows s/he will be unable to attend class on the day papers or projects are due the student is expected to contact the instructor prior to class and present documentation concerning the absence as requested. If a student is involved in outside activities as a representative of Mississippi College, the student is responsible for informing the instructor of the excused absence prior to the missed class. This supplements the information that is disseminated by the Office of Student Affairs. Students are responsible for class assignments and for obtaining missed material from other classmates. Students are responsible for maintaining their own academic standing and attendance record for the class. Statement of Disability Accommodation In order for a student to receive disability accommodations under Section 504 of the Americans with Disabilities Act, he or she must schedule an individual meeting with the Director of Student Counseling Services (SCS) immediately upon recognition of their disability (if their disability is known they must come in before the semester begins or make an appointment immediately upon receipt of their syllabi for the new semester). The student must bring with them written documentation from a medical physician and/or licensed clinician that verifies their disability. If the student has received prior accommodations, they must bring written documentation of those accommodations (example Individualized Education Plan from the school system). Documentation must be current (within 3 years). The student must meet with SCS face-to face and also attend two (2) additional follow up meetings (one mid semester before or after midterm examinations and the last one at the end of the semester). Please note that the student may also schedule additional meetings as needed for support through SCS as they work with their professor throughout the semester. Note: Students must come in each semester to complete their Individualized Accommodation Plan (example: MC student completes fall semester IAP plan and even if student is a continuing student for the spring semester they must come in again to complete their spring semester IAP plan). Student Counseling Services is located in Alumni Hall 4th floor or they may be contacted via email at [email protected] You may also reach them by phone at 601-925-7790. Statement of Compliance Please refer to the current year’s Mississippi College Undergraduate Catalog at http://catalog.mc.edu for further information on the Family Education Rights and Privacy Act of 1974, the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, and Title IX. Non-Discrimination Policy Within the university’s structure as a faith-based university, the Social Work Program and faculty makes continuous efforts to promote, demonstrate professional behavior and maintain a strong value base with regard to diversity, equality, and social justice. Students are admitted to MC and the Social Work program without regard to race, ethnicity, gender, age, creed, physically challenging conditions, political philosophy, or sexual orientation. The Social Work program embraces the University’s policies on non-discrimination as exemplified in the current year’s Mississippi College Undergraduate Catalog at http://catalog.mc.edu. Undergraduate Catalog: In compliance with federal law, including provisions of Section 504 of the Rehabilitation Act of 1973, and Title IX of the Education Amendments of 1972, Mississippi College does not illegally discriminate on the basis of race, color, national origin, gender, age, disability, or military service in admissions, in the administration of its education policies, programs, and activities or in employment. Under federal law, the university may exercise religious preferences in employment in order to fulfill its mission and purpose. Course Outline *Note: Additional required readings may be assigned to each unit. Unit I – Generalist social work practice with groups. Types of groups. Historical perspectives with groups, development of groups. Required Reading: Zastrow- Chapter 1 Unit 2 – Group dynamics: leadership; group dynamics: goals and norms; verbal and non-verbal communication Required Reading: Zastrow, Chapters 3-5 Unit 3 – Practice with different groups – change oriented groups; support and self-help groups; growth and development groups; prevention groups Required Reading: Zastrow Chapters 6-9 Unit 4 – Generalist practice with organizations, the organization as a social system, the change process in organizations, task groups in organizations; Generalist practice with communities; using the change process with communities; task groups in communities; community change; program planning and resource development; group development with community task groups. Required Reading: Zastrow Chapters 10-13 Course Schedule This schedule is intended as a guide – the professor reserves the right to shift sessions and topics around based on the learning needs of the class. The students should complete the readings as they are outlined. This is especially important since the homework will cover the required readings for that period of time. The student is responsible for all readings whether the material is covered as lecture material or not. Week One: Unit I, Review Syllabus, Course Outline, Assignments Week Two: Unit 1, Chapter 1 Week Three: Unit 2, Chapters 3-4; Review for first exam Week Four: Unit 2, Chapter 4; First Exam-Chapters 1, 3-5 Week Five: Unit 3, Chapter 6 Week Six: Unit 3, Chapter 7 Week Seven: Unit 3, Chapter 8: Fall Break Week Eight: Unit 3, Chapter 8-9; Review for 2nd Exam Week Nine: Exam II, Chapters 6, 7, 8, 9 Week Ten: Unit 4, Chapter 10, Researched Group Role Play Week 11: Unit 4, Chapter 11; Researched Group Role Play Week Twelve: Unit 4, Chapter 12 Week Thirteen: Unit 4: Chapter 13 Week Fourteen: Thanksgiving Week Fifteen: Unit 4: Chapter 13; Review for Final; Group Observation Assignment Description of Assignments Class Attendance and Participation: as met by CSWE EP 2.1, 2.2, 2.3, 2.9, 2.10 This course is practice related. Class will include “group discussion activities” and/or “skillbuilding exercises” as opportunities for students to share what they are learning or for practicing the attendant skills. Because we will be sharing life experiences in class confidentiality has to be honored. Students are graded on the following aspects of participation: active class involvement and discussion, demonstrating an understanding of the course materials, and evidence of having read the readings and completed the in-chapter exercises. Class participation grade is not only determined by the quantity of participation but also quality. Grades will be based on the instructor’s observation of class participation. Researched Group Role Play: as met by CSWE EP 2.1, 2.1, 2.2, 2.3, 2.4, 2.10 In addition to weekly experiential practice role plays, students will each conduct an extensive researched group role play. Students will be formed into small groups of no more than 6 members. Each group will role play a treatment group in front of class utilizing specific theoretical frameworks. Students will alternate in the leadership role to demonstrate their practice behaviors. The first facilitator will orchestrate the beginning of the group; successive facilitators will conduct program activities appropriate to the theoretical frame and population; and the final facilitator will conduct closure activities. Each group will reflect adherence to social work values and ethics, and application to a specific (child, adolescent, adult, elderly or family group) population. The groups should target a population which is diverse, at-risk, and/or disadvantaged. The session should demonstrate techniques appropriate to the “middle” group developmental stage and the developmental life cycle of the treatment population. This assignment will be worth 25% of the total course grade. Evaluation components will include: • Evidence of preparation and creativity • Theoretical coherence demonstrated • Group developmental stage (“middle”) represented appropriately • Intervention modeling associated with “middle” stage of group development demonstrated • Social work perspective evident in context of role play • Demonstration of client developmental level (life cycle) taken into account Additionally, each group is to hand out to the class a summary (minimum of four pages) of their role play and relevant research conducted that should include, but is not limited to: • Type of group (brief description addressing purpose, location, number of sessions, open-ended versus closed-ended, etc.) • Theoretical framework(s) being implemented • Member characteristics (general description) • Description for each group member’s character (student’s real name with corresponding name adopted for role play; age; ethnicity; individual goal for group; developmental stage in the life cycle; relevant life and environmental circumstances; role within the group, such as monopolizer, scapegoat, and so on; etc.) A list of references that your group used to prepare the role play so that others interested have a starting list of resources * Also, each member will write a two to three page paper reflecting on the group role play experience. Rubrics for evaluation Researched Group Role Play a met by CSWE EP 2.1, 2.2, 2.3, 2.10 Excellent (93-100) – Student participates in the group process in the role of leader and member as assigned; performs appropriately in each role; submits an thorough summative, evaluative paper on the leadership experience – typewritten, APA style. Good (84-92) – Student participates in the group process in the role of leader and member as assigned; performs appropriately in each role; submits an summative paper on the leadership experience – typewritten, APA style Average (75-83) – Student participates in the group process in the role of leader and member as assigned; performs somewhat appropriately in each role; submits a paper that summarizes but does not evaluate the experience. Not written in appropriate APA style. Below Average (70-74) Student does not participate regularly as a group member and/or does not fulfill group leadership assignment; or performs inappropriately in either role. Does not submit written assignment in APA style; written assignment does not summarize nor evaluate their group participation experience. Poor (Below 70) – Student does not participate in various parts of the experiential exercise, including leadership/membership participation, submission of completed paper. Group Observation Assignment as met by CSWE EP CSWE EP 2.1, 2.1, 2.2, 2.3, 2.4, 2.10 Students will locate a service agency with group work services or support group. When the agency is chosen, permission must be given by an agency administrator or group leader for group observation. You will observe a minimum of two times. In past years, some students have had difficulty finding a group to observe. It is recommended that you be creative and start looking for opportunities early. Many agencies have requirements that student observers be approved as “volunteers” and sometimes approval entails various background checks. Volunteer coordinators at agencies usually know what the agency’s requirements are. Psycho-educational groups are more likely to be open to observers. A second option is to attend THREE 12-step program meetings and writing a paper about selfhelp groups. Joining a therapy or psycho-educational group and observing the interactions in the group while attending. In all cases, confidentiality must be respected and adhered. Observe the group, taking notes while you observe or immediately after the group experience if note-taking would be too disruptive to process (unless the facilitator allows audio taping of the session, in which case notes can be taken after the group). Once you return home and reflect on your experience, create a group profile and reaction paper including the following information: a) The purpose of the group-including the benefits and goals for the group participants b) Group composition and structure c) The facilitator’s leadership techniques and style. (You may interview the facilitator to get more information and to understand the group better). d) Specific dynamics noted re: interactions between members, systems observations, etc. e) The stage of group development f) An overall assessment of the strengths of the group based on “c-f” above. g) Plan what you would do if you were facilitating this group The paper should be no less than 5 pages and no more than 10 pages, typed, double spaced. It is okay to write from a “first person” perspective. No references are required. Rubrics for evaluation Group Observation Assignment Excellent (93-100) – Student demonstrates complete and accurate understanding of the model/theory, its application to group work, uses excellent writing skills, and appropriately references and documents the sources of information, using APA format if references were used. Student communicates verbally in a clear and concise manner, maintains eye contact with the audience, is organized in presenting the information, and able to share information with the audience in a scholarly manner. Good (84-92) – Student demonstrates a mostly accurate understanding of the model/theory, has an accurate understanding of the application to group work, uses good writing skills, and appropriately references and documents the sources of information, using APA format if references were used. Student communicates verbally in a clear manner, maintains eye contact, and able to share most of the information with the audience. Average (75-83) – Student demonstrates an understanding of the model/theory, but may be challenged in understanding the application to group work; uses adequate writing skills, adequately able to references and documents the sources of information, using APA format if references were used. Student communicates verbally, has a moderate level of eye contact with the audience, is moderately organized in presenting the information, and able to share information with the audience in a somewhat scholarly manner. Below Average (70-74) – Student provides information that fails to show a complete or accurate understanding of the model/theory, uses poor writing skills, or fails to appropriately reference and document the sources of information. Student communicates verbally by reading information, having no eye contact with the audience, is not organized in presenting the information, and/or does not share the information in a scholarly manner. Poor (Below 70) – Student fails to complete the assignment. References Brandler, S., & Roman, C. P. (1991). Glossary of group games and exercises. Groupwork: Skills and strategies for effective interventions (pp. 221-233). New York: Haworth Press. Carey, L.A. (1998). Illuminating the process of a rape survivors’ support group. Social Work with Groups, 21(1/2), 103-116. Corey, G. (1995). Ethical and professional issues in group practice. Theory and practice of group counseling (4th ed.) (pp. 26-52). Pacific Grove, CA: Brooks/Cole. Hopps, J. G., & Pinderhughes, E. (1999). Women’s and children’s groups: Vignettes. Group work with overwhelmed clients (pp. 91-124). New York: The Free Press. Keyser, J. L., Seelaus, K., Kahn, G. B. (2000). Children of trauma and loss: Their treatment in group psychotherapy. In R. H. Klein & V. L. Schermer (Eds.), Group psychotherapy for psychological trauma (pp. 209-238). New York: Guilford Press. Lewis, E. (1992). Regaining promise: Feminist perspectives for social group work practice. Social Work with Groups, 15(2/3), 271-284. Lomonaco, S., Scheidlinger, S., & Aronson, S. (2000). Five decades of children’s group treatment – an overview. Journal of Child and Adolescent Group Therapy, 10(2), 77-96. Lonergan, E. C. (1990). Group intervention: How to begin and maintain groups in medical and psychiatric settings. Riverside, NJ: Jason Aronson. Lowy, L. (1992). Social group work with elders: Linkages and intergenerational relationships. Social Work with Groups, 15(2/3), 109-127. Magen, R. H., & Glajchen, M. (1999). Cancer support groups: Client outcome and the context of group process. Research on Social Work Practice, 9(5), 541-554. Marsiglia, F.F., Cross, S., and Mitchell-Enos, V. (1998). Culturally grounded group work with adolescent American Indian students. Social Work with Groups, 21(1/2), 89-102. MacMaster, S.A. & Holleran, L. K. (2005) Incorporating 12-Step Group Attendance in Addictions Courses: A Cross-Cultural Experience. Journal of Teaching in the Addictions, 4(2), 79-91. Middleman, R. & Wood, G. (1990). Reviewing the past and present of group work and the challenges of the future: From social groupwork to social work with groups. Social Work with Groups 13(3), 3-20. Northen, H. (1998). Ethical Dilemmas in Social Work with Groups. Social Work with Groups, 21(1/2), 5-17. Pollio, D. E. (2002). The Evidence-Based Group Worker. Social Work with Groups, 25(4), 57-70. Pomeroy, E.C., Holleran, L.K., & Kiam, R. (2004). Postmodern feminism: A theoretical framework for a field unit with women in jail. Social Work Education, 23(1), 39-49. Reddy, L. A., Spencer P., Hall, T. M., & Rubel, E. (2001). Use of developmentally appropriate games in a child group training program for young children with attention-deficit/hyperactivity disorder. In A. A. Drewes, L. J. Carey, & C. E. Schafer (Eds.), School-based play therapy (pp. 256-274). John Wiley. Roberts, R. W., & Northen, H. (Eds.) (1976). Theories of social work with groups. New York: Columbia University Press. Springer, D. W., Pomeroy, E. C., & Johnson, T. (1999). A group intervention for children of incarcerated parents: Initial pitfalls and subsequent solutions. Groupwork, 11(1), 54-70. Shaffer, J., & Galinsky, M. (1989). Models of group therapy (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall. Shulman, L. (1992). A casebook of social work with groups: The mediating model. Washington, DC: Council on Social Work Education. Shulman, L. (1999). Skills of helping individuals, families and groups (4th ed.). Itasca, IL: F. E. Peacock. Yalom, I. (1983). Inpatient group psychotherapy. New York: Basic Books. Yalom, I., & Greaves, C. (1977). Group therapy with the terminally ill. American Journal of Psychiatry, 134, 396-400. Yalom, I., Leszcz, M., & Norden, M. (1985). The value of inpatient group psychotherapy: Patients’ perceptions. International Journal of Group Psychotherapy, 35, 411-435. Some Relevant Journals and Newsletters Child and Adolescent Social Work Journal – Chicago, IL: Kluwer Academic/Human Sciences Press [Bimonthly.] Groupwork – London: Whiting and Birch Ltd. [Tri-annual.] International Journal of Group Psychotherapy. Journal for Specialists in Group Work – Alexandria, VA: Association for Specialists in Group Work, a division of the American Association for Counseling and Development. [Quarterly.] Journal of Child and Adolescent Group Therapy – New York: Human Science Press. [Quarterly.] Research on Social Work Practice – Newbury Park, CA: Sage. [Quarterly.] Small Group Behavior. Small Group Research: An International Journal of Theory, Investigation, and Application (Incorporating Small Group Behavior and the International Journal of Small Group Research) - Newbury Park, CA: Sage. [Quarterly.] Social Work with Groups: A Journal of Community and Clinical Practice (Vol. 1, No. 1., Spring 1978) – Binghamton, NY: Haworth Press. [Quarterly.] Social Work with Groups Newsletter – Association for the Advancement of Social Work with Groups, Inc., Akron, OH: c/o The School of Social Work, University of Akron. [Tri-annual.] Tell-A-Group Hotline Newsletter – Ann Arbor, MI: School of Social Work, Univ. of Michigan. Youth and Society – Newbury Park, CA: Sage. Youth Today: The Newspaper on Youth Work – Washington, DC: American Youth Work Center. [Bimonthly.] Free.