Ramapo College of New Jersey
School of Social Science and Human Services
COURSE INFORMATION
SWRK 326: Theory and Practice of Social Work II
Prerequisites: SWRK 326.
8 Credits
Spring 2013
Monday and Thursday, 9:45 AM- 11:15 AM
College Web Address: www.ramapo.edu
College Closings Phone Number: 201-236-2902
INSTRUCTOR INFORMATION
Professor Eileen Klein (02) Room E-214
ASB 010 201-684-7165
eklein1@ramapo.edu
Office Hours: MR 8:30 -9:30, 1:30 - 2:30 and
by appointment
Prof. John McLaughlin (03) Room D-215
G-224
(201) 684-7644
Jmclaug3@ramapo.edu
Office Hours: MR 11:30 - 1:30
and by appointment
COURSE DESCRIPTION
Theory and Practice II is the second part of a three semester course sequence. While the primary
goal of the entire course is to teach those skills utilized in generic, beginning level social work,
Theory and Practice II focuses on intervention with small groups and families. Students will
continue with the same field placement begun in the first semester, with the expectation that by
the end of the second semester they will have completed 400 hours of agency based practice for
the year. It is expected that all students will have an experience facilitating an ongoing group.
EXPECTED EDUCATIONAL OUTCOMES for the class segment of the course – See Field Work
Evaluation for Field Outcomes
By the end of the course students will:
1. Acquire the knowledge and skills to apply the principles of generalist social work practice with
individuals and families. (EPAS 2.1.1, 2.1.7,2.1.8,2.1.10,2.1.4,2.1.5)
2. Demonstrate knowledge of the NASW Code of Ethics and identify value and ethical dilemmas that
arise in practice. (EPAS 2.1.2a,2.1.2b,2.1.2c,2.1.d,2.1.3,2.1.5)
3. Demonstrate knowledge of the ways in which culture, diversity, socio economic status and oppression
impact relationship building, assessment and interventions. (EPAS 2.1.4)
4. Demonstrate awareness of how agency structure impacts practice. (EPAS 2.1.8b,2.1.5)
5. Demonstrate an understanding of the variety of social services and community resources available, and
how to help clients make use of them. (EPAS 2.1.8a,2.1.10h,2.1.10)
6. Demonstrate awareness of the role of supervision and process recording in the development of practice
knowledge and skills. (EPAS 2.1.1b,2.1.1c,2.1.1d,2.1.1f)
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7. Demonstrate the ability to use a range of oral, written and technological skills effectively for
professional communication, and for research of community resources. (EPAS 2.1.3a,2.1.3b,2.1.3c)
8. Utilize social research evidence to inform assessment of client systems, practice decisions and practice
evaluation. (EPAS 2.1.6,2.1.8)
9. Demonstrate awareness of the role of generalist social workers as case advocates for oppressed and
vulnerable client systems. (EPAS 2.1.10d,2.1.10e,2.1.10j,2.1.1k)
10. Demonstrate knowledge of the phases (engagement, data gathering, assessment, development a plan
of action, intervention, end and evaluation) of the helping process with client systems. (EPAS
2.1.3,2.1.7a)
11. Utilize individual, family, group and environmental theories to assess client situations. (EPAS
2.1.10,2.1.9)
12. Demonstrate knowledge of beginning communication skills to utilize in interviewing clients. (EPAS
2.1.6,2.1.7,2.1.10)
13. Explain practice theories and models used in generalist practice and demonstrate the ability to choose
appropriate interventions. (EPAS 2.1.10,2.1.7,2.1.8)
14. Apply critical thinking and ethical thinking skills to inform assessment of client systems, practice
decisions and practice evaluation. (EPAS 2.1.8a,2.1.8b)
15. See the Fieldwork Evaluation, Practice I and II for Field Outcomes
ELECTRONIC FORMS OF COMMUNICATION
In accordance with College policy we will use your Ramapo College email address to
communicate with you about all course-related matters. In addition you may receive email
through Luminus, and through receiving email, accessing course information, and group work on
Moodle.
No text messaging or instant messaging in class. This is disrespectful to others in the class and
will result in your grade being reduced – ex. If you were to receive an A, your grade will be
lowered to an A-.
Phones should be off during the class. If an important call is expected during the class time,
advise the professor before class begins and answer call in the hallway.
Laptops are for note taking only and must be approved by the professor prior to us
COURSE REQUIREMENTS, GRADING, & ATTENDANCE POLICY
The expected educational outcomes for this course will be measured through exams, class
presentations, and written assignments. Copies of each assignment are attached to this syllabus.
Papers are to be written in APA style. Class participation will constitute 10% of your grade.
Students are expected to come to class prepared to discuss the reading assignments. Students are
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expected to complete all class and fieldwork assignments in a timely manner. In no case will a
student receive a passing grade if there are outstanding incomplete assignments. Late papers will
be penalized by an incremental drop in grade for each day the paper is late. Part of your grade
will reflect how broadly you are reading and how well this reading is reflected in your written
and classroom work.
Attendance Policy: More than three absences will result in a final grade reduction of one
increment (ex: from A to A-) for each extra unexcused absence. If you miss class, you are
required to e-mail or leave a voice mail for the professor prior to the class, whenever possible,
but not later than the same day. Punctuality is required. Lateness is a factor in your class
participation grade – three late arrivals equal one unexcused absence. Absences will be excused
at the discretion of the professor.
Curriculum Enhancement Component (CEC): Ramapo College requires each course include
a minimum of five (5) hours of unmonitored, relevant, and appropriate experience outside of the
classroom. All Ramapo College Social Work courses require that satisfaction of the five hour
CEC be focused on efforts towards social justice.
The CEC requires that you report, in a 2-3 page paper, on a relevant event(s) that you attended at
RCNJ or another outside venue or a volunteer experience. This is the Curriculum Enhancement
component (CEC) described below:
Ramapo College Social Work Program’s Commitment to Social Justice requires that this course
include a minimum of five (5) hours of unmonitored, relevant, and appropriate experience
outside of the classroom. As stated in the NASW Code of Ethics, social workers should pursue
social change, particularly with and on behalf of vulnerable and oppressed individuals and
groups of people. These activities should promote sensitivity to and knowledge about oppression
and cultural and ethnic diversity. Social workers should strive to ensure access to needed
information, services, and resources; equality of opportunity; and meaningful participation in
decision making for all people.
The professors will make available to students appropriate opportunities throughout the semester.
Ramapo College Social Work students will catalog their Social Justice CEC participation as
directed by the faculty. This assignment is worth 4% towards your final course grade.
Field Grade - High Pass, Pass and Fail. The field grade is based on
Field Assignments
200 hours of placement hours
Learning Contract (not a new one for Practice II)
Completed Field Evaluation (April 29)
Process Recording twice monthly to F.I. (one Agency visit by Field Liaison
submitted to professor during semester by 4/22)
Class Assignments
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Assignment
#1. Reading Discussions
and Pitfalls Exercise
#2 Oral Presentation and
Bibliography
#3 Midterm Exam
#4 Group Work
Signature Assignment
Class Participation
CEC
Date Due
1/31, 2/14, 3/4, 3/11, 4/8, 4/15, and
4/29 (see assignment section)
Between March 25 and April 1
arranged in class
March 14
April 25
%of Grade
21%
Ongoing (attendance, discussion in
class, evidence of reading)
April 18
10%
20%
20%
25%
4%
ACADEMIC INTEGRITY
“Students are expected to read and understand Ramapo College’s academic integrity policy,
which can be found in the Ramapo College Catalog. Members of the Ramapo College
community are expected to be honest and forthright in their academic endeavors. Students who
violate this policy will be referred to the Office of Provost.”
Students are expected to maintain a high level of academic integrity. Cheating, plagiarism, or
fabrication of research will yield a grade of “F” and disciplinary action as determined by the
Office of Provost in consultation with the faculty.
STUDENTS WITH DISABILITIES
If any student needs course adaptation or accommodations because of a documented disability,
please make an appointment with your instructor during his/her office hours.
TEXT BOOKS - REQUIRED
Cournoyer, B. (2011). The social work skills workbook. 6th edition. Belmont Ca: Brooks Cole
Kirst-Ashman, K., Hull, G. (2012). Understanding generalist practice. 6th edition. Belmont Ca:
Brooks Cole.
Toseland, R. & Rivas, R. (2012). An introduction to group work practice, 7th edition, Boston:
Allyn and Bacon.
REQUIRED READINGS
The required readings for this course are listed below and are available electronically on the
course Moodle
Astray, A. & de Roda, A, (2009). Online support. In A. Gitterman & R. Salmon (Eds.) .
Encyclopedia of social work with groups. 309-311. NewYork: Routledge.
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Collins, R. & Kennedy, M. (2008). Service families who have served: Providing family therapy
and support in interdisciplinary polytrauma rehabilitation. Journal of Clinical
Psychology: in session. Vol. 64(8), 993--1003.
Corcoran, J. (2008). Groups in social work: A workbook. Boston: Allyn & Bacon
Cournoyer, B. (2008). The social work skills workbook. 5th ed. Belmont CA.: Brooks Cole.
Cummins, J., Sevel, J., Pederick, L. (2006). Social work skills demonstrated, 2nd ed. Boston:
Allyn & Bacon.
Early, T. & GlenMaye, L. (2000). Valuing families: Social work practice with families from a
strengths perspective. Social Work, 45 (2), 118-134.
Fatout, M. (1993). Physically abused children: Activity as a therapeutic medium. Social Work
with Groups, 16 (3), 83-95.
Gladow, N., & Pecora, P. (1999 ). Homebuilders: Helping families stay together. In C. LeCroy
(Ed.) Case studies in social work practice (2nd ed.). Belmont CA.: Brooks Cole.
Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K., & Larsen J. (2006). Direct social
work practice: Theory and skills, 7th edition, Pacific Groves, CA. Brooks/Cole.
LeCroy, C. (1999). A social skills group for children in LeCroy (ed). Case studies in social
work practice. Boston: Allyn&Bacon.
Padilla, Y.C, Shapiro, E.R, Fernandez-Castro, M.D., & Faulkner, M. (2008). Our nations
immigrants in peril: An urgent call to social workers [guest editorial]. Social Work, 53(1),
5-8.
Pennell, J & Anderson, G. (2005). Widening the circle: The practice and evaluation of family
group conferencing with children, youths, and their families. Washington DC: NASW
Press.
Pollio, D., North, C., Reid, D., Miletic, M., Jennifer R M.(2006). Living with severe mental
illness -what families and friends must know: Evaluation of a one day psychoeducation
workshop. Social Work, 51(1), 31-38.
Reale, M.A. & Rodenbaugh, W. (2011). The self-help and support group directory (26th ed.).
Dover, NJ; New Jersey Self-Help Clearinghouse
Smith, D. & Hall, J. (2008). Strengths oriented family therapy for adolescents with substance
abuse problems. Social Work. 53 (2), 185-188.
Shulman, L. (2006). The skills of helping: Individuals, families, groups and communities (6th
ed.). Belmont, CA; Brooks Cole.
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Yanca, S., Johnson, L. (2008). Generalist social work practice with families. Boston: Allyn and
Bacon.
INTERNET RESOURCES
General WWW links – use these to access a wide range of more specific social work web pages
Association for the Advancement of Social Work with Groups 1http://www.aaswg.org
American Self Help Clearing House http://www.selfhelpgroups.org/
National Self Help Clearing House http://www.selfhelpweb.org/
NASW
www.naswdc.org
Information for Practice
http://www.nyu.edu/socialwork/ip/
New Social Worker Online
http://www.socialworker.com/home/index.php
SWAN Social Work Access Network http://cosw.sc.edu/swan/
Self-Help Resources for Community Groups,
http://www.extension.iastate.edu/communities/tools.html
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Date
Class 1
1-24
Class 2
1-28
Class 3
1-31
Class 4
2-4
COURSE SCHEDULE
Readings
Toseland and Rivas, chapter 1.
KAH 91-101
Toseland and Rivas, chapter 3, skim chapter 2
KAH 101-113
Toseland and Rivas, chapter 4
Corcoran pp. 47-59
Toseland and Rivas, chapter 6 & Appendices D, E, F
Class 7
2-14
Class 8
2-18
Topic
Introduction to
group work
Group dynamics
and theories
Leadership in
groups
Group formation,
planning new
groups.
Beginning stage of
group formation.
Speakers from
NAMI
(Joint Class)
Assessment in
groups.
Group
interventions
Class 9
2-21
Interventions in
task groups
Class 10
2-25
Diversity and
leadership
populations
Self Help Groups
Speaker: Ed
Madara
(Joint Class)
Guest Speaker:
Populations at
risk.
(Joint Class)
Evaluating Groups
Toseland & Rivas, chapter 5
Class 14
3-11
Endings
Midterm Review
Toseland and Rivas, chapter 13
Cournoyer (endings), pp 414 - 432
Class 15
3-14
March
18-23
In class Midterm
Exam
Spring Break
Group work content
Class 5
2-7
Class 6
2-11
Class 11
2- 28
Class 12
3-4
Class 13
3-7
Toseland and Rivas, Chapter 7.
Shulman, chapter 10 (“Beginning Phase in the Group”)
Toseland and Rivas, chapter 8
Hepworth et al. pp 297-312
Toseland and Rivas, chapters 9 & 10 Appendix G
KAH pp 113-122
LeCroy, “ Social Skills Group for Children”
Toseland and Rivas, chapters 11 and 12
Reale and Rodenbaugh, pp. 13 - 33
Toseland and Rivas pp. 27-29
Astray and DeRopa
Fatout, “Physically Abused Children”
Corcoran, Chapter 9
Toseland and Rivas, chapter 14
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Class 16
3-25
Skills
Cummins and Madrigal: Social Work Skills Demonstrated,
Ch. 7, “Pitfalls”. Answer the first six cases. Reading pp 135163, questions 223-230.
Class 17
3-28
Class 18
4-1
Group
Presentation I, II
Group
Presentation III,
IV
Group
Presentation V, VI
Group VII, If
necessary
Dynamics: family
as a system
Beginning with
Families.
Diversity and
families.
Assessment and
contracting in
families
Family
intervention
Psychoeducation
(Joint Class)
Family variations
Group or family interventions with populations at risk.
Mental illness and
the family
(Joint Class)
Evaluation and
Endings with
families
Last class
Pollio et al
Field Work Evaluation due
Final Exam week
No final
Class 19
4-4
Class 20
4-8
Class 21
4-11
Class 22
4-15
Class 23
4-18
Class 24
4-22
Class 25
4-25
Class 26
4-29
Class 27
5-2
Class 28
5-6
5-9
Group or family interventions with populations at risk.
Group or family interventions with populations at risk. Early
& Glenn Maye
KAH pp 327-348
CEC Assignment due
Hepworth Ch 15 pp 457-475
KAH 359-379
Yanca and Johnson, Chapter 3
KAH 389-392
Hepworth, chapter 10
LeCroy – Homebuilders
Hepworth, chapter 15 (pp.475-494,)
KAH 348-353
Pennell & Anderson
Smith
KAH 348-357
Collins & Kennedy
Padilla et al
Signature Assignment due
KAH 353-364
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ASSIGNMENTS
ASSIGNMENT #1Assigned Readings : Use the outline below for submissions 1 through 3 and 5 through 7; do not
summarize the article for submission # 4.
In 2-3 pages (double spaced, 1 inch margins, maximum 12 Times New Roman font) please
summarize and discuss the readings including the following material:
1. Title of article/chapter, author(s), journal or book title, publisher and date (5 points);
2. The main theme of the article/chapter (one paragraph) – (15 pts.);
3. Four important points raised in the reading (paragraph for each); please note the page(s) that
each point is taken from in parentheses. Label each point Roman numeral I, II, III, or IV. – (10
pts. for each point, total of 40; if # 4 below is not applicable, 15 pts./each, total of 60);
4. If the article is about quantitative or qualitative research, please say which type and describe
the research (hypotheses, protocol, data). If this is not applicable, write “N/A” – (20 pts.); and,
5. Implications for practice - relate it to your current practice or how you might use it in the
future (20 pts.).
TOTAL: 100 points.
Submit this write-up in hard-copy form per the schedule below. Comments on all seven required
readings (which include the Pitfalls assignment) represent 21% of your final grade. Each writeup will be graded on the basis of 100 points and the seven will be averaged at the end of the
semester; thus, each write-up is worth 3% of your final grade (maximum grade of 100). It is not
necessary to use in-text citations as there is only one source/reference for the write-up. However,
quotations taken from the reading must be noted as such by the use of quotation marks. These
should be limited as the purpose of the assignment is for you to think about the reading and then
summarize it in your words.
Date
Assignment
Submission #1 - Toseland and Rivas--Chapter 4
1/31
2/14
Submission #2 - Hepworth and Larsen, pp 297-312
3/4
Submission # 3 - Fatout, “Physically Abused Children”
3/11
Submission # 4 – “Pitfalls” in Social Work Skills Demonstrated, Cummins,
Sevel and Pederick. Read material on Pitfalls (pp. 135-163). Answer the first six
cases (pp. 223-230). Do not summarize the article.
4/8
Submission # 5 - Early & Glenn Maye
4/15
Submission # 6- Yanca and Johnson-- Chapter 3
4/29
Submission # 7 - Pollio et al
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ASSIGNMENT #2 - ORAL CLASS PRESENTATION AND BIBLIOGRAPHY
The oral presentation is due between March 28 and April 8.
Students will work in groups of three. This oral presentation will be an in-class presentation of
the theory and a demonstration of a (a) specific intervention method of (b) either group or family
work with a (c) population at risk. The goal is to present information and to engage the class by
providing an activity or demonstration which illustrates the intervention. Review a minimum of
three articles or books on the subject. Each group of students will make a one half-hour
presentation - fifteen (15) minute oral presentation and fifteen (15) minutes for class
demonstration and discussion. There will be two presentations during each class. It is therefore
important that you limit your time to one half hour. Please practice your presentation and time it.
If in your practice you find that you are taking more than the allotted time, please decide what
you will eliminate.
It is not effective to read your presentation to the class. Think of innovative ways of presenting
the material. You are encouraged to bring handouts, make charts or videos, or use other such
materials in your presentation. If you will be using PowerPt. please review guidelines for
effective presentation.
Students should use professional journal articles, books, and government documents in the
preparation of the presentation. Please include one article that provides the evidence that this
technique has been researched and shown to be effective for this population. Agency
documents and web pages might be a resource for you or a handout for the class, but should not
be substituted for peer reviewed journals or books.
Topics for presentation could include, but are not limited to: Populations at risk - work with
immigrants, African-American, Gay or Lesbian, Hispanic, etc. clients, , work with veterans,
victims of 9/11, substance abusers, and HIV clients. Interventions might include: Post Traumatic
Stress Disorder (PTSD) treatment psycho-education, family sculpting, psychodrama groups,
activity in groups, cognitive restructuring techniques, asking the miracle question, technology, or
reward systems. Please discuss the potential topic (intervention method and population) with
your professor several weeks before the presentation.
At the time of your presentation each student should hand in separate annotated (one paragraph
description for each reading), different, individual bibliography of the literature (at least three
readings) you used to prepare for your part of the presentation. This bibliography must be in
APA style.
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ASSIGNMENT # 3: Mid Term Exam March 14
The midterm exam will cover readings and assignments covered up to date of exam.
Competencies concerning group formation, assessment, intervention and ending phases
and diversity in groups will be assessed.
ASSIGNMENT #4 Group Work Signature Assignment due April 30
This paper relates to the topic of social group work. You may choose one from the three
following topics.
1. Group Development: Proposal for starting a group
2. Group Analysis (of a group you are facilitating in field placement)
3. Family Team Meetings-- assessment/analysis (for BCWEP students only)
This paper will be a minimum of 10 (ten) pages and a maximum of 20 pages. For each of the
choices it is expected that you will read at least four articles or books (in addition to the texts) on
the subject matter and that you will appropriately reference them using the APA style in your
paper.
Outline for each of the choices Choice 1. Group Development: Proposal for starting a new group - In this assignment you
are asked to develop a proposal for a new group program to be conducted at your present field
placement agency. Write an evidenced based proposal for a group you think should be
developed. Pick a group that is relevant to the goals and programs of your agency. This may be
a treatment or a task group.
The assignment should include a paper (approximately 10-20 pages) which presents a proposal
for the group, and a one page flyer, advertisement or some form of announcement to either
consumers or social agencies that could be utilized to publicize the group. Please use APA style
to document your research.
I. ABSTRACT- short, fifty word statement summarizing major points of the group.
II. REASON FOR THE GROUP – In this section you will explain why the agency should
consider this new group. In order to justify the need for this group read social work,
sociological and psychological literature that describe client needs and evidence based
alternative plans of action that led you to decide that a group is necessary. Reference the
material describing the problem.
a. State the problems or needs of the agency or the clients that this group attempts
to remedy? How did the problem come to the attention of the agency?
b. In depth, describe the nature of the problem or need including incidence,
statistics, and dynamics of the problem (minimum of 1-2 pages). Use national
and local demographic, descriptive and research information to inform this
section.
c. Describe the methods that were used in the planning process which helped
determine the kind of services that were lacking in the agency. Was a Needs
Assessment conducted by you or the agency? What were the results of the
Needs Assessment that showed the need to serve this population via a group?
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How do the present programs meet the needs of the prospective group
members?
d. Why was a group approach, rather than an individual, family or community,
taken for this problem or need? Cite research from literature justifying this
approach for this population.
III. AGENCY SPONSORSHIP –
a. Agency name and location
b. Is the agency public, private, for profit? Describe this. How is the agency
structured?
(include organizational chart). Describe the board of directors or
other policy/decision making bodies. What is the background of the board members?
c. Describe the agency mission
d. Describe the agency programs
e. Describe the agency staff
f. Describe agency budget, sources of funding and funding issues.
g. How does the purpose of the proposed group relate to the mission and goals of
the agency?
h. Describe other agencies, or community resources that will be utilized for the
group and the group members.
IV PURPOSE
a. Describe the group you wish to implement.
b. Discuss the purpose, goals and rationale of the group.
c. List and discuss at least four (4) initial behaviorally specific group objectives.
d. Discuss and use literature to substantiate the type of group (using Toseland and
Rivas’ models), length of time, open, closed etc.
e. Describe literature (2 readings other than the required texts and readings) that
show evidence that this form of group is effective for this population.
V. GROUP MEMBERSHIP –
a. Discuss the population for the group.
b. Why was this population chosen?
c. Using literature, (at least two articles or chapters) describe knowledge about this
population and the problems that you will need to take into consideration in
order to work with this population. Discuss the risk issues of this population.
What other bio-psycho-social issues does this population tend to have?
d. From where will members be recruited? How will members be recruited?
e. Include a sample recruitment flyer/brochure.
f. Discuss issues of homogeneity, heterogeneity, cultural diversity, size, gender,
race, and social class mix of potential membership in the group (referencing
literature).
g. How will potential members be oriented? How will members be oriented once
the group begins (reference literature)?
VI. PROGRAM – Describe the group intervention - How the group conducts its work
cite research articles describing similar groups working with this population to
meet the problem
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a. Describe in depth what the group will do during its time together. What might
group sessions look like? Provide an outline of the first 3 group sessions.
b. Is this a curriculum developed by others or you? If developed by others, please
describe and reference.
c. How do these activities answer the problem or needs? Reference readings used
to determine that these are appropriate interventions for the problem (s).
d. What activities will the group do? How will you use these activities to achieve
the group’s purpose?
e. Prepare a sample group contract.
f. When and where will the group meet? How and why was the location chosen?
How were member’s needs taken into account in these choices?
g. How will the environment of the room in which you will meet be prepared to
facilitate your purposes?
h. Anticipate how you will handle the group ending.
VII. WORKER ROLES – Utilize literature to discuss leadership issues
a. Discuss and reference what model of practice will be used.
b. What are the expected roles of the social worker(s)?
c. What will be the purposes of the worker interventions?
d. Explain the rationale for a single led or co-led group.
e. What out of group sessions interventions are necessary?
f. What collateral contacts will be necessary?
g. What should be the level of training of the worker? What skills or knowledge
should the worker(s) have to facilitate this group?
VIII. RESOURCES –
a. What space, materials or personnel resources are needed?
b. Write a budget for the program (include staff, supplies, transportation, location
etc).
c. From where will the funds or resources be obtained?
IX. EVALUATION – How will you know if the group is effective?
Provide a quantitative and qualitative research proposal for assessment of
interventions. Relate your evaluation to the goals and objectives that you have
stated earlier in the paper. Show the charts (such as goal attainment scale,
satisfaction studies, pre-post tests and data charts) that you will use.
ASSIGNMENT 4. Choice 2. GROUP ANALYSIS - In this paper you are asked to
analyze a group with which you are working from the pre-group stages through ending and
evaluation. You may need to project your plans for the ending stage.
MODEL FOR PAPER
Part I. INITIAL DESCRIPTION
A. GROUP: short (1-2 paragraphs) description of the group (including its purpose).
B. AGENCY: What is the name or title of this group?
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What is the sponsoring organization?
What is the organization’s purpose? Mission
Why did the agency initiate the group?
Describe the methods that were used in the planning process which helped
determine the kind of services that were lacking in the agency. Was a Needs
Assessment conducted by you or the agency? What were the results to the Needs
Assessment, or any other tool that was used to serve this population via a group?
How does this group complement the goals and purposes of the sponsoring agency?
C. PROBLEM AREA
What are the issues/problems the group is supposed to address? (1-2 page
description of the problem using research and descriptive literature other than the
required texts and readings)
State the research on the demographics of the client population.
Discuss the research on the use of group as an intervention of choice for this
population/problem (use at least two articles or chapters from material other than
the required texts and readings.)
D. GOALS AND OBJECTIVES – Describe the group and individual goals and specific
objectives.
State the group’s goals.
State 3 behaviorally specific objectives of the group.
State the goals for individual members.
State 3 behaviorally specific objectives of the members.
E. THEORETICAL BASE: What knowledge base did you use in preparation for the
group?
What model of social group work practice (remedial, recriprocal, social goals) are
utilized?
What practice model(s) are utilized (cognitive, behavioral, solution focused etc)
Why was these model chosen? Be sure to reference from literature.
Discuss how you used these models.
F. CONTEXT: What cultural factors are influential in the environment surrounding
the group?
What are the gender, social class, and ethnic groups of the members?
How have these influenced the behavior or the group?
What conceptions of age and gender roles exist?
How do these affect group member's behavior?
What are the physical and social environmental issues that affect this
group?
Reference from literature.
GROUP COMPOSITION: Write a brief description of the members (disguise names) of the
group.
Include information such as age, gender, occupation or grade in school, functioning in
school or work, class, race, ethnicity, general personal appearance, pertinent family
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background, coping styles, strengths, weaknesses, obstacles, resources, social or
emotional problems, or other factors in the member’s life.
Why did each member join the group?
H. TIMING and RESOURCES- what resources are utilized
How often are meetings held? Why?
Where are meetings held? Why?
What are the resources and/or obstacles at this site?
What other supplies, resources are used?
Part II. GROUP PROCESS
A. GROUP FORMATION: Why and how was the group formed?
How did social work literature inform your decisions?
What is the membership policy?
How were members recruited? What role did you play here?
How was the initial contract evolved? What was the initial contract?
B. GROUP MOVEMENT: Describe the group in terms of its stages of development (cite
the author whose model you are using).
What has been the pattern of development?
Describe member behavior in terms of those stages.
What role did you play during these stages?
Describe how the members are working towards obtaining the group and individual
goals and objectives.
C. GROUP STRUCTURE: Describe the communication process between members.
Draw two sociograms: one describing the structure at the beginning and one
describing the structure now. Be sure to include a key.
What are the relationships between members?
How do subgroups affect this group?
Describe the roles played by the members and by you.
What do you think is the basis for the behavior?
D. GROUP VALUES AND NORMS:
Are there commonly accepted values affecting the behavior of the group. Are they
formal or informal, manifest or latent?
How do these values reflect those of the sponsoring agency, the wider community,
or you? What are the patterned ways of behaving in the group? Are they functional
or dysfunctional for the group's purposes?
E. GROUP PROGRAM AND ACTIVITIES
What does the group do with its time together to go about reaching its goals?
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Where program activities are utilized which ones are used and why are they used?
How does social work research and literature inform your choice of program and
activities?
F. GROUP EMOTION: Do the members seem to like each other?
What is the social climate?
How do members show attachment to the group?
What outside factors might affect the climate of this particular group?
G. GROUP DELIBERATION AND CONTROL:
What is the group's method of decision making?
How active are the members in making decisions?
Does the group abide by its own rules?
What are the types of conflicts found in the group?
How is control maintained?
H. LEADERSHIP
Who are the agency designated group leaders (facilitators)? Describe choices about
individual vs. co leadership?
What roles do the workers play?
Describe the membership leadership roles.
How and why did the member leaders get their positions?
Part III: EVALUATION AND ENDINGS
A.
EVALUATION OF THE GROUP:
Describe what methods you use to measure this group's effectiveness? Provide a
single subject analysis or another format of analysis of your interventions. Discuss
the research design and your data.
How have the group/individual member identified goals and objectives been met?
How was this measured?
B. GROUP ENDING:
How did or will you discuss endings with the group members?
What group and individual behavior have you seen, or do you expect to see, in
response to ending?
C EVALUATION OF YOUR PRACTICE:
How did you like facilitating this group? Describe the pros and cons.
How do you assess your group practice skills?
What did you learn as a leader from your participation in this group?
What were some of the issues in leading a group that were problematic for you?
Which of your group skills need more work?
ASSIGNMENT 4. Choice 3.
WELFARE
ANALYSIS of FAMILY MEETINGS IN CHILD
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MODEL FOR PAPER – This is more than a description of your office’s use of family team
meetings. It is also an extensive review of a range of family meetings utilized by public child
welfare agencies throughout the United States. Please make sure it is well documented
Part I. INITIAL DESCRIPTION
A. Knowledge base of child welfare family meetings – literature review including research
studies of the efficacy of the following:
1. Client empowerment in child welfare
2. Single session groups
3. Variety of family decision meetings used in child welfare
4. The types of family meetings held by NJ DYFS
5. The specific model of family team meeting you are attending (description, research and
discussion of why DYFS chose this model
B Agency Description
1. What is sponsoring the organization?
2. What is the organization’s purpose?
3. Why did the agency initiate this type of group?
4. How does this group complement the goals and purposes of the sponsoring agency?
C. Client Population – (material from agency data as well as national data)
1. Demographic description of agency clients (race, age, class, gender etc) material from
NY DYFS and national data.
2. Description of client problems
Part II Process of group meetings
A. Discuss the model that is used in NJ for Family Team meetings.
1. What is the process for a meeting (prep, meeting, follow-up)
2. What is the expected role of the facilitator, worker on the case, supervisor for the case,
others present (before, during and after)
3. What is the expected role of the family members (before, during and after)
4. What is the expected role of community members present (before, during and after)
5. What documentation is expected
6. What is the plan for how the meeting is to be evaluated
B. Describe at least three (3) separate meetings:
1. Describe the family
2. Problems, issues, strengths of the family including why they were referred to DYFS
3. What services are they being provided by DYFS or other community agencies? What
other agencies are involved with the family?
4. Purpose (goals and objectives) of the family team meeting for this specific family
5. How was the family members prepared for the meeting
6. Who attended the meeting (family, staff, collateral).
7. Environment: Location of meeting, impact of location
8. Who sat where? Draw a diagram
9. Describe the structure/order of this meeting
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10. What resources are used? How are they used?
11. Diversity and Cultural influences (family, staff and visitors)
12. Leadership: facilitation who played what roles
13. Process of the meeting
Who talked or didn’t talk?
Who took leadership? Describe leadership roles of members
Describe the communication process
How is control maintained?
Describe group norms – which are functional or dysfunctional
Describe the decision making process
What is the group's method of decision making?
How active are the members in making decisions?
Does the group abide by its own rules?
What are the types of conflicts found in the group?
How is conflict handled?
Describe the power interaction
Describe the emotional climate
Describe how people played task and socio-emotive roles
What are the relationships between group members? Describe any sub groups
Draw a sociogram for each group meeting
Part III Evaluation
Was a plan developed? What was it?
What were the mechanisms for follow-up?
How were the explicit and implicit goals accomplished?
Were family members empowered?
Did the group discuss the evaluation of the meeting?
What could have been better?
Describe your opinions of the process.
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Theory and Practice of Social Work II
Group Work – Assignment 4
Grading Rubrics
Choice 1. Rubric Group Development: Proposal to start- start a new group
Topic
Points/
Comments
Grade
I. Abstract
2pts
II. Agency
Sponsorship
Reason for the
group;
2pts
III. Problem
statement
4pts
IV. Purpose And
Goals Of The Group
15pts
V. Group
Membership
VI. Program
7pts
VII Worker Roles
15pts
VIII Resources
4pts
IX. Evaluation
15pts
Citations
3pts
Reference
3pts
Spelling, word use,
grammar and
sentence structure
Total
5pts
10pts
15pts
100pts
2.1.9
A.Continuously discover, appraise and
attend to changing locales, populations,
scientific and technological
developments, and emerging societal
trends to provide relevant services.
8/10=competence
2.1.10 engage, assess, intervene and evaluate
individuals, families, groups,
organizations and communities
12/15 = competence
2.1.7a. Utilize conceptual frameworks to guide the
process of assessment, intervention and evaluation
12/15=competence
2.1.9 B. Provide leadership in promoting
sustainable changes in service delivery and practice
to improve quality of social services
12/15=competence
2.1.7b. Critique and apply knowledge to
understand person and environment
12/15=competence
80/100 = competence
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Choice 2. Rubric GROUP ANALYSIS
Topic
Points/
Comments
grade
Part I. INITIAL DESCRIPTION
A. Abstract - Group
2pts
description
B.Agency/
Population
4pts
Problem Area
6pts
1.1.9
A. Continuously discover, appraise and
attend to changing locales, populations,
scientific and technological
developments, and emerging societal
trends to provide relevant services.
8/10=competence
C. Goals and
Objectives of Group
10pts
2.1.11 Engage, assess, intervene and evaluate
individuals, families, groups,
organizations and communities
8/10 = competence
D. Theoretical Base
10pts
2.1.3 Apply critical thinking to inform and
communicate professional judgments
8/10=competence
E. Group
Composition
5pts
F. Resources
4pts
G. Group
formation/structure
5pts
Part II GROUP PROCESS
H. Group Values and
6pts
norms
I.
Group
program
And activities
J. Group Leadership
and Control
10pts
10pts
20
K. Evaluation Of
The Group
10pts
2.1.3 Apply critical thinking to inform and
communicate professional judgment
8/10=competence
L. Evaluation of
your
practice/endings
5pts
2.2.2 Apply social ethical principles to guide
professional practice
4/5 = competence
Citations
3pts
References
3pts
Spelling,
grammar and
sentence
structure
5pts
Total
100 pts
2.1.10 Engage, assess, intervene, and evaluate
individuals, families , groups and organizations
80/100= competence
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Choice 3 Rubric Family Team Meetings
Topic
Points/
Comments
Grade
Part I Initial Description
A. Knowledge Base
20
of family team
meetings
B. Agency
6
Description
C. Client
6
Population
Part II Process of Group Meetings
A Model of team
meeting
B. Meeting #1
15
Meeting #2
10
Meeting #3
10
Part III. Evaluation
15pts
Citations
2pts
Reference
2pts
Spelling, word use,
grammar and
sentence structure
4pts
10
22
Total
100pts
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