School of Social Work
University of Pittsburgh
Fall Term 2001 - 2002
Professor: Aaron R. Mann
Telephone: 624-6319
Office: 2209 CL
Social Work 1013B INTERVENTIVE METHODS 4
Course Description
This course is designed to introduce the fundamentals of social work with groups practice. The course
includes a survey of small group constructs, research, and principles of application. An emphasis is
placed on learning methods and skills of group observation. Students will learn a variety of methods of
observing groups and analyzing small group processes utilizing these observational methods and specific
group concepts.
The course utilizes a laboratory group environment to learn about social group work practice. This type of
classroom environment is designed to assist students in gaining knowledge about becoming a member of
a group and finally affords the student the opportunity to lead a group. The course combines didactic and
principally experiential materials of learning and gives students a sense of what it is like to be a member of
a group. Also, video and audio equipment is utilized by the class for the study of group dynamics and
practice skill feedback.
Course Objectives
To provide an overview of the field of group dynamics as an introduction to formal
study of social and group processes.
To develop one’s ability to understand and integrate various properties of groups into a
meaningful theoretical framework.
To increase skills in applying social-psychological principles to real life situations
(with special emphasis on face-to-face groups).
-
To develop one’s ability to apply facilitation skills in work with groups.
-
To develop increased objectivity in the analysis of individual and group behavior.
To develop further awareness of one’s personal relationship to and one’s professional
roles with groups.
Required Text
Toseland, Ronald W. and Rivas, Robert F. 1998. An Introduction to Group Work Practice,
Third Edition. Boston: Allyn and Bacon.
Supplementary Readings
Feit, M.D.; Ramey, J.; Wodarski, J.; and Mann, A. 1995. Capturing the Power of Diversity.
New York: Haworth Press.
Heap, Ken. 1978. Group Theory for Social Workers. Oxford: Pergamon Press.
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Heap, Ken. 1979. Process and Action in Work with Groups, The Preconditions for Treatment and
Growth. Oxford: Pergamon Press.
Northern, H. 1969. Social Work with Groups. New York: Columbia University Press.
Zastrow, C. 1993. Social Work with Groups, Third Edition. Chicago: Nelson-Hall.
Course Format
Classroom instruction and assignments are geared toward enabling the students in implementing the
course objectives. The instructional methods to be used will include lecture / discussion, videotapes, role
play, participating exercises, and presentations and are utilized to integrate classroom and practice
learning. Students are expected to participate actively in each class session and to come prepared to
respond to questions concerning content of the course required assignments. As previously mentioned,
this course will utilize an experiential learning approach.
Grading and Evaluation
The reading component of the course is focused purposefully to provide students the opportunity to plumb
the depths of the content and to attain mastery of understanding. Toward that end, it is the responsibility
of students to move beyond reading to actual detailed study of the content for all readings assigned. Inclass discussion will be structured to require each student to demonstrate this level of understanding. In
any instances in which a student fails consistently to demonstrate the requisite levels of mastery of
understanding over several class sessions, the instructor will meet with the student to alert her/him to the
deficiency, to assist the student in developing a plan to correct it, and to identify academic penalties
(including possible reduction in grade) for continued deficiencies in reading.
In addition to detailed study of all reading assignments, each student will be expected to complete the
following:
1.
GROUP ANALYSIS PAPER (term paper): Ten (10) pages maximum, typed, double-spaced.
This paper will focus on your observations and understanding of a small group (in which you
have
personal involvement) in terms of theoretical variables studied during the course. The paper should be
descriptive and analytical and supported by empirical and theoretical
evidence where appropriate. A
guide for writing the paper is attached. The paper is due November 19th (the 12th week of the term).
Refer to the Group Analysis/Term Paper
Outline for more specific information.
All term papers
become the property of your instructor and will not be returned (therefore, it is important that you keep a
copy for your records).
2.
MID-TERM EXAMINATION (October 22nd) and FINAL EXAMINATION (date to be announced)
3. REACTION LOGS: Three course reaction logs or journals to be turned in September 24th (the 4th
week), October 15th (the 7th week), and November 19th (the 12th week). The
logs are to reflect the
integration of your thoughts, readings and experiences throughout the
course.
You are asked to
REACT (not summarize) to the course required readings, the supplementary readings, class exercises
(simulations, role play), and class mandated
materials. The discussion must cover:
a.
b.
c.
d.
e.
the significance of the material
the relationship of the material to what you are learning elsewhere
personal experience(s) that relate to the material
what you do not agree with in the material
what you do not understand about the material
4. GROUP AS A SOCIAL SYSTEM EXPERIENTIAL PROJECT: The instructor will use a random
method to assign students to one of two groups. Each group is to function primarily as a Task Group
in Committee format and is to:
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A. Complete an assigned task as follows: Prepare a detailed plan for the design and adoption of
revised systems of intake record and case record information which accounts fully for variations in
the ethnic/cultural backgrounds and choices of lifestyle of adolescent age consumers of clinical
social welfare services. The plan should include revised bases of information to be collected;
revised forms for intake; theoretically based rationales for the revisions proposed; an instruction
sheet (“tips”) for the professional social worker in executing the revised system; and identification
of social service agencies to which the plan could be submitted. NOTE: The group may want to
“role play in group” the process of asking your suggested questions of clients before deciding to
definitely include these in your recommendations.
B. Maintain a detailed record of the processes of group experienced in the execution of this
assignment. The record must include details of each of the stages of group development
experienced by the group; the various roles played by members within the group; the patterns of
leadership which emerged; techniques used to evaluate the effectiveness of the group process at
at least 2 points in time in the process (the group may select the 2 points); and the outcomes of
the evaluations.
C. Identify and integrate into the group experience portions of other typologies of groups as
presented in the text for the course (refer to text pages 22 and 29-31).
D. Submit on December 3, 2001 a group-prepared written analysis of the group based on the
attached schema. The text of the paper should be 20-25 pages not including attachments and
other appendices. The analysis MUST integrate concepts from the text, lectures, and classroom
discussions and MUST include proper citation of sources.
Weighting of Assignments
Reaction Logs (total of 3)
Mid-Term Examination
Group Analysis/Term Paper
Group as a Social System Experiential Project
TOTAL
25%
20%
25%
30%
100%
IMPORTANT NOTE: This total could be impacted by a student’s continued, uncorrected inadequate
mastery of
readings as discussed individually with the instructor. Additionally, more than two (2)
classes missed, including excused absences, will result in a letter grade reduction. If a final
examination is scheduled, the grades will be based on a total scale of 120.
OFFICE OF DISABILITY SERVICES:
If any student feels s/he has a disability and requires special accommodations of any nature, please let
the instructor know immediately. The instructor will work with you and the Office of Disability Services to
provide reasonable accommodations to ensure you have a fair opportunity to perform in class. The Office
of Disability Services is located on the second floor of the William Pitt Union and can be reached at 412624-7890.
Additional Information
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Prof. Mann’s e-mail:
amssw@pitt.edu
Prof. Mann’s Office Hours:
Posted on Office Door (2209 CL)
Prof. Mann’s Staff Assistant: Ms. Mary Pat Elhattab
2108 CL
624-6348
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COURSE OUTLINE
UNIT ONE:
August 27
(Week 1)
THE KNOWLEDGE BASE OF GROUP WORK PRACTICE
Class Group Experience
Introduction to Course
Handouts:
Student learning contract
READINGS for September 10th and September 17th:
“Introduction”
“Historical Developments”
“1.Guidelines for Ethics”
“2.Ethical Guidelines for Group Counselors”
Northern Chapter II: “The Group as a Unit for Social Work
Practice”
Text Chapter 1
Text Chapter 2
Text Appendix A
September 3
LABOR DAY HOLIDAY – No class
September 10
(Week 2)
History of Social Work with Groups
Values and Ethics
Definitions and Focus of Social Work with Groups
September 17
(Week 3)
Classifying Groups
Typology of Treatment Groups
Typology of Task Groups
READINGS for September 24th:
Text Chapter 3
“Understanding Group Dynamics”
Review Northern Chapter II (see above)
September 24
(Week 4)
Understanding Group Dynamics:
The Toseland & Rivas Model
The Northern Model
DUE:
First REACTION LOG (covering August 27 to September 17)
(Unit One continued)
October 1
(Week 5)
Leadership and Power
Interactional Model of Leadership
Group Leadership Skills
Co-Leadership
Leadership and Diversity
DUE:
Each student’s selection of a group for Group Analysis Paper
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READINGS for UNIT TWO: October 8th and October 15th:
“Planning the Group”
“Case Examples”
“Group Announcements”
“Outline for a Group Proposal”
“An Example of a Treatment Group Proposal”
“An Example of a Task Group Proposal”
Text Chapter 6
Text Chapter 15
Appendix C
Appendix E
Appendix F
Appendix G
UNIT TWO:
GROUP PLANNING
October 8
(Week 6)
Planning the Group
Planning Treatment Groups
Planning Task Groups
October 15
(Week 7)
Basic Planning
Planning Model for Group Work
DUE:
Second REACTION LOG (covering Sept. 24 to October 8)
READINGS for October 29th
Text Chapter 7
Text Chapter 8
Appendix H
OCTOBER 22
(Week 8)
“The Group Begins”
“Assessment”
“Suggested Readings on Program Activities”
MID-TERM EXAMINATION
UNIT THREE: STAGES OF GROUP DEVELOPMENT
October 29
(Week 9)
The Beginning Stage: Treatment and Task Groups
Assessment
READINGS for November 5th
Text Chapter 9
Text Chapter 10
Text Chapter 11
Text Chapter 12
November 5
(Week 10)
“Treatment Groups: Foundation Methods”
“Treatment Groups: Specialized Methods”
“Task Groups: Foundation Methods”
“Task Groups: Specialized Methods”
The Middle Stage: Treatment and Task Groups
Foundation Methods: Treatment and Task
Specialized Methods: Treatment and Task
READINGS for November 12th
Text Chapter 13
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“Evaluation”
Text Chapter 14
“Ending the Group’s Work”
November 12
(Week 11)
The Ending Stage: Treatment and Task Groups
Evaluation and Ending the Group’s Work
November 19
(Week 12)
IN-CLASS PREPARATION TIME for Group Project
DUE:
Third REACTION LOG (covering October 18 to November 15)
DUE:
GROUP ANALYSIS PAPER
UNIT FOUR: STAGES of GROUP DEVELOPMENT VIDEOTAPING and PROCESSING
November 26
(Week 13)
Discussion of Group Analysis Papers
December 3
(Week 14)
Discussion of Group as a Social System Projects
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GROUP ANALYSIS PAPER (Term Paper)
Write a paper covering the dimensions of group work considered in the course using the following
suggestions.
You may want to select a group in which you are currently a member or in which you were recently a
member. This group should serve as the focus for analysis. It is important that you
select a group in which you have been a member for a period of time sufficient to make it possible to
analyze developments within the group beyond the formation stage, to know the individual members well
enough to include factual information about all of the members or about a subgroup of them.
You are to:
1)
observe at length four (4) sessions of the small group;
2)
to interact with the formal agency leader of the group (or an indigenous group leader;
3) to focus on the interactions or comments made by one group member during one of the
sessions (to summarize an individual’s group behavior, both self-oriented and grouporiented. In other words, how does this group meet or not meet the individual
member’s needs? What contribution does he / she make to the group?);
4) to write a summary which includes statements about the group theory characteristics
and discussion of issues needing further study AND stating what you would have done
differently if you were the group leader AND concluding paper
In order to preserve confidentiality, all names of individuals and of groups should be properly disguised in
the preparation of your paper. If you wish to retain a copy of the paper, please submit an original and
keep a copy.
The following standards must be met to comply with the term paper requirement:
-
Use the standard American Psychological Association (APA) format
At least two (2) interviews with professionals working with your target
Minimum of ten (10) pages, typed and double-spaced
Utilization of ten (10) documented citations including journals and text
Appropriate citations of text
Following the outline for term paper as it appears on the next page:
GROUP ANALYSIS PAPER (Term Paper) OUTLINE
I.
Discussion of social problem in which use of group might be an intervention method in
Social Work Practice
a.
b.
Population-at-risk: description
Research describing or analyzing the social condition of the population-at-risk
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II. Discussion of the prior or present use of groups with the population identified
including review of appropriate issues
a. Agency setting and / or organizational domain in group’s system
b. Role and responsibility of social worker (or group leader)
c. The social institutional systems interacting with the group members, i.e.,
economic, family, educational, religious, political, and social welfare
III.
Application of group theory to use of groups to combat social problems
a. Setting
b. Purpose / goals / objectives
c. Formation / composition / size / membership policies
d. Group role(s) / status / position / rank
e. Structure / subgroups
f.
Values and norms
g. Communication pattern(s)
h. Decision-making process(es) / management of conflict
I.
Leadership style: democratic / autocratic / laissez faire?
j.
Leadership: sources of actual power
k. Group activity or program development
l.
Stage of group development
m. Group cohesion
n. Group evaluation and ending of group
o. Role of the worker in all of the above application
p. Individual member focus: interactions or comments by one specific individual in
one of the sessions
IV. Summary and Recommendations
a. Summarize statements about the group theory characteristics and identify issues
needing further study (summary of major points in paper)
b. State what you would have done differently if you were the group leader
GUIDELINES for EXPERIENTIAL LEARNING EXERCISES
I.
GENERAL PURPOSE of EXPERIENTIAL LEARNING
There are two general goals of experiential learning. The first primary goal of experiential activities is
the “transfer of learning” or the application of knowledge to real world situations.Through group exercises,
students are able to test the dynamics of group work by actively participating in simulated group exercises.
Therefore, students learn by an added dimension of learning-by-doing and not just acquiring information
by reading the text.
The second major goal of experiential learning is a “more humanistic approach to the
process of
learning” which emphasizes the affective aspects of learning the person’s feelings, meaning, and
perception (Thayer, 1976).
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In the helping professions, the emphasis on feelings, empathy, sensitivity, and feedback all
the value of experiential activities as a learning tool.
suggest
PURPOSE OF THE EXERCISES
The objectives of the exercises range from desensitizing fears of leading a group and task
maintenance functions to closure procedures, and supplement the information presented in the text.
Besides dealing with specific topics, the exercises are also designed to include the broad educational
objectives of imparting information, assisting students to acquire and develop skills, fostering selfactualization, and helping group make decision or accomplish task.
II.
SOME GUIDELINES for GROUP FACILITATOR USING EXPERIENTIAL GROUP EXERCISES
The following guidelines for planning group exercises should be followed by the group
(co-facilitators) when conducting structural group exercises:
-
Preview and review all the exercises before using them.
-
Consider what the exercise is designed to do and the possible outcomes.
-
Use a single exercise to demonstrate a point or convey a message, not several.
facilitator
Consider the amount of time available, the facilities to be used, the materials required,
and the ideal size of the group.
Never alter motive related exercises (other than those included in the directions for
exercise or in the text) for possible use (see your instructor for additional
resources).
-
the
Develop a design or plan for each exercise that focuses on the following:
a.
What are the objectives of the exercise?
b.
Is this the best exercise to accomplish these objectives?
c.
How can the processing of the exercise be handled?
d.
How can the exercise be tied to real-life practice?
e. Does sufficient flexibility (especially, but not limited to, time) exist in the event
that problems arise?
Construct an outline or flow chart for each exercise with estimated times allowed for
each segment to insure that each stejp is accounted for within a designated time period
class.
a.
State the goals or learning objectives
b.
Summarize theoretical material on how the goals can be accomplished.
of the
c. Lead the class in one or more exercises that are designed to help each participating
member make progress toward achieving the stated goals of the exercise.
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NOTE: Read “Experiential Learning” in the Zastrow (pp. 26 - 28) supplementary reading for further
information pertaining to the subject.
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