California State University, Sacramento – Division of Social Work
ADVANCED GROUPWORK METHODS - SOCIAL WORK 225 – Spring 2008
Mariposa Hall 5002 – Tuesdays: 3:00 – 5:45 p.m.
Janice R. Gagerman, Ph.D., LCSW, BCD
Professor of Social Work
Office:
Mariposa Hall 5035
Phone:
(916) 278-7173 or (530) 898-1952
Office Hours: Tuesdays
1:00 p.m. – 3:00 p.m.
- or by appointment in my office and/or by phone
E-Mail:
gagerman@csus.edu
Chico Office: 1430 Esplanade, Suite 17 – C
Chico, CA. 95926
COURSE DESCRIPTION
This course is designed to 1) emphasize beginning and advanced concepts and issues in
group work practice beyond what has been learned in the basic practice courses, and 2)
examine their application in work with clients in vulnerable life conditions. The course
presents generic social group work practice theory which has potential for application in
different types of settings and with different service populations, including persons
presenting with a range of interpersonal and behavioral problems. Focus includes the
social worker as a group leader. Both generalist social work practice and psychodynamic
practice theories will be addressed. Ecological and systems theory will be integrated
within the concepts of groupwork practice and treatment.
The primary models used in this course examines: 1) psychodynamic theory as
exemplified in Yalom’s curative factors and 2) social work empowerment and mutual
aid which improves the quality of each group members’ life. This intent is to stimulate
each client’s autonomous growth process through participation in a group process.
Vulnerable life conditions and populations at risk will be integrated and applied to all
theoretical material.
Within the context of preparing students for both agency and autonomous practice with
increasingly complex client systems, this course provides a methods - based opportunity
for learning to utilize group interventions with a diverse client population. Assumptions
can be made that these clients have both identifiable and “not so identifiable”
psychosocial problems.
Foundation knowledge for practice is a prerequisite and is incorporated into and built
upon in the course, including knowledge related to Human Behavior and the Social
Environment, Social Policy, Research and the Evaluation of Practice, Values and Practice
Ethics, and Human Diversity. Specific pragmatic interfacing of the classroom content
with the field practicum is achieved via the assignments in your field placement and in
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your specific self-help groups in which you will be expected to participate throughout the
semester.
The student is expected to extend their liberal arts base in the application of multicultural
and gender theory by directly addressing issues of racism, sexism, homophobia, ageism,
and economic stratification. NASW Code of ethics will be strictly adhered to in the
classroom setting.
Two Major Theoretical Frameworks:
The Division of Social Work’s curriculum addressing clients with vulnerable life conditions
will be integrated throughout the course content and assignments. This integrating framework is
provided by Alex Gitterman, (2001). Handbook of Social Work Practice with Vulnerable and
Resilient Populations. 2nd Edition. Columbia University Press: New York.
“Social workers in practice today deal with profoundly vulnerable populations, overwhelmed by
oppressive lives, and circumstances and events they are powerless to control. There problems
are often intractable because they are chronic and persistent, or acute and unexpected. When
community and family supports are weak or unavailable and when internal resources are
impaired, these populations are very vulnerable to physical, cognitive, emotional and social
deterioration. Yet, in spite of numerous risk factors and vulnerabilities, a surprisingly large
number of children, for example, mature into normal, happy adults........To more fully
understand the human experience, this book examines both vulnerability and risk factors as well
as resilience and protective factors....”(Gitterman, p. 1)
Gitterman defines resilience as “ the tendency to rebound or recoil, to return to prior state, to
spring back....the study of resilience lies in the power of recovery and the protective factors that
cushion” adversity. The concept of "life circumstances and events” is further developed with
the focus on desperate life conditions faced by individuals, families, groups, cultures, whole
communities and nations.
A second framework is focused on Trauma, whose definition continues to evolve in theory and
practice. Judith Herman, in Trauma and Recovery (1997) examines post-traumatic stress
disorder as a complex experience involving one or more of the following: 1) A history of
subjection to totalitarian control over a prolonged period including prisoners of war, survivors
of domestic violence, childhood neglect, abuse, molestation and/or sexual exploitation, 2)
alterations in affect regulation, consciousness, self-perception, interpersonal relationships, and
systems of meaning. (p. 121). Integration with Trauma and Vulnerable Life Conditions will
form the basis of theoretical orientations to Group Work Practice and Group Psychotherapy.
COURSE OBJECTIVES
A. Knowledge to be acquired:
1. Broaden and deepen understanding of social group work practice concepts and their
relatedness to work with various groups.
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2. Become knowledgeable in the application of group work practice principles and
techniques in work with clients showing a range of interpersonal and behavioral
problems.
3. Become familiar with some of the major theories of social work with groups, group
counseling, and group treatment.
4. Become knowledgeable of the application of group work practice principles and
techniques in work with groups of men, women, transgender, multicultural/ diversity
backgrounds, age, sexual orientation, and socio-economic classes.
5. Become aware of ethical, legal, and value issues in group work practice.
6. Become aware of approaches to evaluation of effectiveness of group work practice.
7. Populations at risk, in need, traumatic experiences, and living with vulnerable life
conditions will be the primary focus of attention.
8. Stages of group development, group process, and the concept of mutual aid will be
primary foci of attention.
9. Theories based on attachment, mutuality, Self-in-Relation, and Intersubjectivity will
be introduced and integrated into groupwork and group psychotherapy
B. Skills to be acquired:
1. The ability to apply group work practice concepts to various social work groups.
2. Ability to relate professionally to group members of differing diverse/multicultural
backgrounds, sexual orientation, ages, socio-economic classes, and men, women, and
transgender clients.
3. Increased self-awareness and group awareness in relation to participation as a group
work practitioner and counselor/ therapist.
4.
Ability to learn how to empower the group members by using the power of
groupwork for healing and education.
5. Demonstration of ability to synthesize learning and apply it to practice situations
through written assignments, classroom group discussion, and participation in your own
self-help support/ mutual aid group.
6. Ability to analyze and respond to theoretical literature through written course
assignments.
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7. Ability to form, organize, and run a group as a professional social worker, within an
agency, community, or in a private practice setting.
8. Utilize an understanding and become knowledgeable of the stages of group
development, the group process, and the group’s growth towards mutual aid, thereby
empowering the group members to meet their individual needs.
EVALUATION - BASIS FOR GRADING
1. Group and class attendance / participation: 10% This is significant
2. Six (6) weekly sets:
60% Due on assigned day of set
3. Final Paper:
30% Due: Mon. 5/19: 12:00 noon
Course Requirements:
1. Attendance. Students are required to attend all scheduled class sessions, be prepared
and ON TIME. As a matter of fairness and equity, anyone missing more than 3 class
sessions must make an appointment with the professor to discuss whether continuing is
feasible. There is no substitute or make-up for attendance and participation. Unless there
is a serious and/or compelling reason, missing more than 3 class sessions will
automatically result in an “F” - failure - for the course. Please inform the professor when
you will not be in class. Two or more absences during your self-help group sessions will
automatically reduce your final grade by one full letter grade. See # 9 below.
2. Tardiness. Being tardy is unacceptable. Class begins at 3:00 p.m.. If you are unable to
meet these expectations, regardless of the cause, please transfer to another elective which
accommodates your schedule. You need to make arrangements to arrive on time. Give all
consideration to traffic, parking, getting coffee and food, walking to class, etc. Please note
the following consequences of tardiness:
a. 15 minutes =
b. 60 minutes late =
1/2 absence
whole absence
3. Assigned Readings: Students are expected to complete assigned readings PRIOR to
class attendance.
4. Classroom Preparation and Participation: Students are expected to be prepared to
participate in discussions and in oral and written exercises.
5. Assignments: Students are expected to complete assignments and turn them in on time.
There will be a grade reduction of one grade for each week the paper is late. After 1 week
of being late, the paper will be given no credit. Papers must be handed in at the beginning
of class on the due date. Be sure to make a copy of your papers. The final paper should be
typewritten, double-spaced, 12 point font, one inch margins, and free of spelling and
grammatical errors. Apply the basic APA (American Psychological Association) style for
all written assignments both in the main text and in citing references. See further details
below regarding your weekly sets and final paper.
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Written work must be mechanically and stylistically acceptable. Serious deficiencies in
areas such as spelling, punctuation, sentence structure, and coherent organization will
result in lowered grades. Plagiarism (claiming the work of someone else as your own) will
result in a FAILURE for the entire course.
6. Incomplete Grading: A grade of incomplete may be assigned only in cases of illness,
accident, or other occurrences clearly beyond the student’s control. Incompletes are
not given automatically.
It is the student’s responsibility to fulfill the University’s and/or Division’s policies and
procedures for obtaining an incomplete. Students who fail to follow applicable policies
will automatically be assigned a grade of FAIL for the course.
7. Ethical Practice. As developing social work professionals, it is expected that students
will become familiar with and adhere to the NASW CODE of ETHICS. This code for
professional behavior should guide your actions in class and in the field agency setting.
Ethical violations (e.g., disrespect for colleagues, violation of confidentiality from
classroom and support group discussion) may result in failure of this course, particularly if
the instructor has previously advised the student of the violation(s). Class dynamics must
be safe, appropriate, on topic, undominated, and respectful of diversity of opinion and
experience. Consistently insensitive or counterproductive class dynamics will not be
tolerated.
8. E-MAILS: Check your e-mails by Monday, noon, before class, regarding class
material, assignments, reminders, and/or current news articles which are applicable to the
course material, your field work with your clients, etc. I often forward current articles
from the New York Times and/or Sacramento Bee which are applicable to our work. I
reserve the right to adjust assignments and readings according to class needs.
9. Your self-help groups:
Your attendance during your self-help group sessions can significantly influence your final
grade. Two absences during this time of the semester will immediately reduce your final
grade one whole letter grade.
Class sessions # 6 – 14 will have the following format:
3:00 – 4:15 pm.: lecture-discussion
4:15 – 4:30 pm: break
4:30 – 5:45 pm.: meet in your own self-help support group
I have conducted this class for 14 years with this format. Feedback from students has
reported that these support groups have been exceptional towards learning, integration of
material, practice, and advanced understanding of leadership and membership regarding
social group work and group psychotherapy. This experience is a major part of the course.
Mutuality and respect for each other’s contributions and attention is a major part of group
work practice.
10. Assignments:
A. Weekly Sets: You have a choice of five (5) weekly set assignments to do. See each class
session in the syllabus under “CC&H workbook” for the assigned weekly set questions.
Class 6 Weekly Set is REQUIRED.
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1. The weekly sets are to be 1 ½ pages, single-spaced, in bulleted fashion. See p. 19 of
your “Groups in Action” workbook as an example of the STRUCTURE of the weekly
set. APA format required regarding: spelling, syntax, grammar, 12 point font, oneinch margins. CITATIONS AND REFERENCES ARE NOT REQUIRED HERE
a. Page one (one full page) You are to answer the questions which are specified in the
Corey, Corey, and Haynes Workbook under “Weekly Set” in each class session.
b. Page two (One-half page) You are to discuss how one of the Grief and Ephross
Chapters (regarding Group work with a specific population) can be applied to the
material presented in the C&C weekly readings.
i. For example: Class 3 in C&C text material discusses Diversity, Coleadership, and Mutual Aid/ Support Groups.
ii. The G&E chapters for that week work with Victims of Hate Crimes and
African-American Youth in the Criminal Justice System.
iii. You can discuss how the power of a mutual aid group is significant for
victims of hate crimes
iv. You can discuss how diversity concepts can be applied to groupwork with
African American Youth in Criminal Justice settings
v. This is your choice. You decide which G&E reading you want to cover,
along with the topic for that reading.
vi. State which chapter you are doing, what the main ideas are for the group,
and what topics you are going to integrate
vii. Then, integrate the ideas
c. The workbook assignments follow the DVD which is bundled with your Corey and
Corey text and workbook. You are to watch the DVD outside class and answer the
questions for your weekly set according to what you are seeing in the DVD. The DVD can
be played on any computer with a DVD / CDrom or in a regular DVD player. We may
watch the DVD together in class, but not always.
B. Final Paper: see the attachment sent via email and/or on Division Web Site
Required Texts:
1. Corey, M.S. and Corey, G. (2006) Groups:
Brooks/Cole: Belmont.
- identified as “C&C text” in syllabus below
process and practice (7th ed.). Thomson-
2. Corey, G., Corey, M.S., and Haynes, R. (2006) Groups in action: evolution and challenges.
Thomson-Brooks/Cole: Belmont. (workbook)
- identified as CC&R workbook in syllabus below
3. Corey, G., Corey, M.S., and Haynes, R. (2006) Groups in action: evolution and challenges.
Thomson-Brooks/Cole: Belmont. (DVD bundled with above text)
4. Grief, G. and Ephross, P. (2005) 2nd Edition. Group Work with Populations at Risk. Oxford
University Press: New York
- identified as “G & E” in syllabus below
4. Course reader with articles noted on syllabus – in Library Reserve Book Room
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Recommended Texts: Several will be put on reserve in the Library Reserve Book Room per
student request: Several of these books will be extremely helpful for group work practice for
your field and/or employment sites.
1. Anderson, Joseph. (1997) Social work with groups: a process model. Longman Press: New
York
2. Brody, Claire, ed. (1984) Women's therapy groups: paradigms of feminist treatment. New
York: Springer Publishing Co.
3. Brown, Leonard. (1991) Groups for growth and change. New York: Longman Publishing
Group.
4. Corey, Gerald. (2004) Theory and practice of group counseling. 6th Edition. ThomsonBrooks/Cole Publishing: Pacific Grove, CA.
5. Corey, G; Corey, M; Callanan, P; and Russell, J.M. (2004) 3rd Edition. Group techniques.
Brooks/Cole Publishing: Pacific Grove, CA.
6. Gitterman, A. and Shulman, L. (1994) Mutual aid Groups, vulnerable populations, and the life
cycle. Columbia University Press: New York
7. Johnson, D. and Johnson, F. (2000) Joining together: group theory and group skills.
Allyn and Bacon: Boston
8. McKay, M. and Paleg, K., Eds. (1992)
Publications: Oakland, CA.
Focal group psychotherapy.
New Harbinger
9. McManus, R. and Jennings, G., Eds. (1996) Structured exercises for promoting family and
group strengths. Haworth Press: New York
10. Pack-Brown, S; Whittington-Clark, L; Parker, W. (1998) Images of me: a guide to group
work with african-american women. Allyn and Bacon: Boston.
11. Reid, Kenneth. (1991) Social work practice with groups: a clinical perspective. Pacific
Grove: Brooks/Cole Publishing Co.
12. Snead, Rosemary. (1996) Skills for living: (one book is for Elementary students and another
is for Young Adolescents) Research Press: Champaign, Il.
13. Toseland, R. and Rivas R. (5th ed.) An introduction to group work practice. Allyn and
Bacon: Boston.
14. Yalom, I. (1995) Theory and practice of group psychotherapy. Basic Books: New York
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WEEKLY OUTLINE
1/29: Class 1
Topics:
Social Work Through Group Process: Basic Premises and Core Concepts
Overview of course plan, group focus, values, typology of groups, task groups, treatment groups,
ethical guidelines and standards of groupwork practice; Examples of proposals for groupwork.
Required Readings:
1. Toseland &Rivas: Chapters 1, Appendix A3, pp. 473-478; Appendices C, D,E,F pp. 484-488
2. “After Infinite Practice at Grief, a Mother Acts” Self-help Mutual Aid Group- Handout
- handout
We will go over this material in class. If you have the Toseland and Rivas text for your 204B
class, you can refer to this for your own benefit
2/5: Class 2
Topics:
Group Work Theory; Multicultural Perspective; Types of Groups
Required Readings:
1. C&C text: Chapter 1
2. G&E: Chapter 2: Group Work with Seriously Mentally Ill People
3. G&E: Chapter 3: Group Work Services to People with AIDS During a Changing Pandemic
4. G&E: Chapter 10: Group Work with Elderly Persons
Recommended Readings:
1. Anderson, Chapter 1
2. G&E: Chapter 1: Group Work with Cancer Patients
Weekly Set:
CC&H workbook: pp. 18 – 21
2/12: Class 3
Topics:
Group Leadership Skills; Diversity – Competent Group Social Work; Co-leadership; Mutual Aid/
Support Groups; Therapeutic Factors
Required Readings:
1. C&C text: Chapter 2
2. Reid, Chapter 3: Therapeutic Factors in Groups - in Class Reader
3. G & E: Chapter 13: Working with Victims of Hate Crimes
4. G&E: Chapter 16: Group Work with African-American Youth in the Criminal
System: A Culturally Competent Model
5. Gagerman’s Groupwork Packet – PRINT THIS & BRING TO CLASS (emailed)
A. Characteristics of an Effective Group
B. Process Observers
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Justice
C.
D.
E.
F.
G.
H.
I.
What Motivates Me
Sentence Completion Exercise
Problem-Solving Steps
How to Destroy a Group or Organization
Monopolist
Silent/ Uninvolved Member
Responding to a Distressed Member
Recommended Readings:
1. Anderson, Chapters 3 & 5
2. G&E: Chapter 7: Support Group for Widows and Widowers
Weekly Set
CC&H workbook: pp. 22-26
2/19 - Class 4
Mutual Aid/ Support Groups; Ethical and Legal Issues in Group Counseling; Informed Consent;
Court Ordered/Mandated Members; Social Worker’s Ethics/ Values
Required Readings:
1. C&C text: Chapter 3
2. Gagerman, Janice (2004) “Mutual Aid/ Support Group Work Project for MSW I Students: An
Exciting Endeavor” in Reflections: Narratives of Professional Helping. Vol. 10 (3) Summer – in
Reader
3. G&E: Chapter 20 - Group Work with Gay Men
4. G&E: Chapter 21 - Group Work with Lesbians
Recommended Readings:
1. Anderson: Chapter 4 – one of the finest chapters I have ever read on Diversity/ Multicultural
Issues regarding Group Work
2. Anderson, Chapter 6
3. G & E: Chapter 4 – Group Work with Head-Injured People
Weekly Set:
CC&H workbook: pp. 27-31
2/26: Class 5
Input Form re: your self-help group requests
Please give to Dr. Gagerman by the end of class tonight
Topics:
Planning the Group: Process and Selection of Clients; Composition and Creation of Groups,
Place, Time, Size, Preparation, Preliminary & Pre-group Considerations
Required Readings:
1. C&C text: Chapter 4
2. G&E: Chapter 14 - Group Work with Women Who Have Experienced Abuse
3. G&E: Chapter 15 - Group Treatment of Intimate Partner Abusers
4. G&E: Chapter 12 – Group Work with Asian-American Immigrants
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Recommended Readings:
1. G&E: Chapter 7 – Support Group for Widows and Widowers
Weekly Set:
CC&H: pp. 31-36
3/4 - Class 6 - YOUR GROUP BEGINS
Take notes of all group sessions. These notes will form the basis for your final paper. See Form
at end of syllabus.
Topics:
Preaffiliation & Initial Stage: Trust, Principles in The First Meeting; Identifying & Clarifying
Goals; Norms and Cohesion: Members’ Attraction for the Group
Required Readings:
1. C&C: Chapter 5 pp. 131-153 only
2. G&E: Chapter 8: Group Work with Non-Custodial Parents
3. G&E: Chapter 9: Group Work with Children of Divorce
Recommended Readings:
1. Anderson, Chapter 7
Weekly Set- REQUIRED TODAY
CC&H: pp. 39, 40, 41 – bring to your group and discuss these with your group members
3/11 - Class 7 - YOUR GROUP MEETS
Topics:
Leadership: Authoritarian- Democratic- Laissez Faire; Use and Abuse of Power
Establishing Trust; Expressing Feelings; Disclosure; Opening and Closing each Session;
Stages of Group Development; Feminist Models of Group Work / Group Psychotherapy
Required Readings:
1. C&C text: Chapter 5 pp. 153-174
2. Schiller, L (1997) “Rethinking Stages of Development in Women’s Groups” in Social Work
with Groups. Vol. 20 (3) – in reader
3.
Fedele, N. (1994) “Relationships in Groups: Connection, Resonance, and Paradox”.
Working Paper #69, The Stone Center at Wellesley College – in reader
Weekly Set
CC&H workbook: pp. 42-47
3/18 - Class 8 - YOUR GROUP MEETS
Topics: Transition Stage; Common Fears & Anxiety; Conflict; Barriers to Connection
Required Reading
1. C&C text: Chapter 6 pp. 178-205
2. G & E: Chapter 5 - Group Work in the Prevention of Adolescent Alcohol /Drug Abuse
3. G & E: Chapter 18 - Group Work with Sexually Abused Children
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Recommended Readings:
Weekly Set:
CC&H workbook: pp. 47-53
3/25 - Class 9 - YOUR GROUP MEETS
Topics: Self-Disclosure; Working in the Here and Now; Client Transference; Therapist’s
Transparency/ Counter-transference
Required Readings:
1. C&C text: Chapter 6 pp. 205-224
2. Reid, K. “Worker in the Group”- in Reader
3. G & E - Chapter 19 - Group Work with Offenders
Recommended Readings:
1. Anderson, Chapter 8
3. G&E: Chapter 6: Common Themes for Parents in a Methadone Maintenance Group
Weekly Set:
CC&H workbook: pp. 54-57 questions # 1- 6
p. 57 questions # 1-6 “Questions for Discussion and Reflection”
Spring Break: March 29 - April 6
4/8- Class 10 - YOUR GROUP MEETS
Topics:
Connection, Reconnection, & Intersubjectivity in Group Therapy
Gagerman’s Movie: “A Women’s Therapy Group: Intersubjectivity and Meaning-Making” – to
be shown in class. See vignettes of clients and topics discussed in this group at the end of
syllabus and in the journal articles below.
Required Reading:
1. Gagerman, Janice. (1997) “Integrating Dream Analysis with Intersubjectivity in Group
Psychotherapy” in Clinical Social Work Journal, Vol. 25 No. 2, Summer.
2. Gagerman, Janice (2004) “The Search for Fuller Mutuality and Self Experiences in a
Women’s Psychotherapy Group” in Clinical Social Work Journal, Vol. 32, #3 Fall
Weekly Set Questions related to Gagerman’s material:
1. What are the main ideas discussed in these articles?
2. How did the concepts of intersubjectivity and mutuality relate to the women in the group?
3. How did the womens’ dreams help the group process? Help the women?
4. How did the relational/mutuality approach assist the women in their connection with each
other?
5. Why is group treatment indicated/ recommended for working with people who have
traumatic life experiences? Use one of Gagerman’s clients as an example.
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4/15 - Class 11 - YOUR GROUP MEETS
Topics:
Membership Problems; Themes and Issues with Intimacy, Combat-related PTSD; Subgrouping,
Conflicts, Self-Disclosure
Required Readings
1. C&C text: chapter 7 pp. 226 - 244
2. Reader: Koeller, et.al. "Psychodynamic Group Treatment of Posttraumatic Stress Disorder in
Vietnam Veterans" in International Journal of Group Psychotherapy. Vol. 42 (2), 1992 – in reader
3. Treatment of the Returning Iraqi War Veterans and PTSD – emailed article link PDF file
Recommended Readings:
1. Anderson, Chapter 9
2. Goodman, M. and Weiss, D. (1998) “Double Trauma: A Group Therapy Approach for
Vietnam Veterans Suffering from War and Childhood Trauma” in International Journal of Group
Psychotherapy, Vol. 48 (1) - in reader
Weekly Set:
CC&H workbook: pp. 58-63
4/22 - Class 12 - YOUR GROUP MEETS
Interdependence Themes, Intimacy, Working Stage/Middle Phases, Advanced Groups,
Intervention Methods, Structuring the work; Curative Factors in Group Psychotherapy
Required Readings:
1. C&C text: pp. Chapter 7 pp. 245-265
2. G & E: Chapter 17 Group Work with Sex Offenders
Weekly Set:
CC&H workbook: pp. 64-69
4/29 - Class 13 - YOUR GROUP MEETS
Topics:
Separation Stage: Endings; Closure/ Termination Stage;
Critical Incident Stress Debriefing Groups
Planned and Unplanned; Referrals;
Required Readings:
1. C&C text: Chapter 8
2. G&E: Chapter 23 Group Work with Victims of School and Community Violence
Recommended Reading:
1. G & E: Chapter 11: Internet Groups
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2. G&E: Chapter 26: Using Evidence-Based Practice and Intervention Research with Treatment
Groups for Populations at Risk
Weekly Set:
CC&H workbook: pp. 78-82
5/6 - Class 14 - YOUR GROUP MEETS AND ENDS
Topics: Separation Stage for your own Mutual Aid/ Support Group:
Beginnings
Endings and New
Required Readings
1. C&C text: p. 279
- see 7 questions. Be prepared to answer these questions in your group’s final session
today.
Recommended Readings:
1. Anderson, Chapter 11
5/13 - Class 15 YOUR GROUP MEETS AND TAKES A TRIP TO THE MOON
End of Semester & MSW I Year Celebration
Topics: Democratic Decision- Making v. Consensual Decision Making
Recommended Readings:
1. Anderson - Chapters 13 & 14
MONDAY, MAY 19, 2008 - FINAL PAPER DUE AT 12:OO NOON
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Janice R. Gagerman, PhD, LCSW, BCD , Professor of Social Work - CSUS
Clients in the movie reflecting Dr. Gagerman’s two papers referenced above:
Nancy - Anglo, 47 yrs. old, office administrative assistant
- married 22 yrs., husband Hispanic, working full time for a utility company over 20 yrs.
- two sons, 19 yrs. old and 21 yrs. old
-previously seen for family TX due to sons' problems with drug abuse and abusive relationship
with girlfriend
- childhood difficult - mother had various men in her life
- 6 siblings, several molested/abused by the men - recalls impoverished childhood
- all siblings got along well, helped each other survive
Carol - Anglo, 46 yrs. old, RN
-married 25 yrs., husband, Anglo, is professor at Jr. College
- three children: a) son, 19 yrs. old, attending j.c. and working, b) daughter, 17 yrs. old, has
infant, constantly running away, in and out of school, drug / alcohol abuse, caused major
problems for family with this type of incorrigible behavior over the last 2 yrs., in and out of
adolescent treatment facilities, outpatient TX also.
c) daughter, 14 yrs. old, 8th grade, presenting with depression, lethargy, pre-ulcer condition,
school grades falling, isolating self
- initial contact made for family TX re: 14 yrs. old daughter’s depression
- CArol reports history of parents divorcing when she was 3 yrs.
-mother died when she was 4 yrs., had to live with father and step-mother
- father physically and emotionally abused Carol and her brother throughout their childhood
Marcia - Anglo, 34 yrs. old, RN, going to school to obtain another degree - married 10 years to
2nd husband,Anglo
- first marriage involved drugs/alcohol/domestic violence
- daughter from 1st marriage, now 15 yrs.
-son 2 yrs. with current husband
- History similar to Nancy's - 6 siblings - lots of physical abuse, molest, rapes by various men
who were in and out of her mother's life, some violations by other relatives
-Marcia herself was into drugs/alcohol beginning in early teens
- original presenting problem - depression, encouraged to seek individual TX by husband
Helene - Anglo, 34 yrs. old - CPS social worker for county - married to husband, Anglo,for 3 yrs.
He is also a soc.worker.
-similar childhood to Marcia’s - lots of men in mother's life - physical/sexual abuse by them several siblings from various men - into drugs/alcohol as an adolescent, currently struggling with alcohol use now, unsure of
remaining in current marriage due to her "own stuff about intimacy" - current husband
supportive, loving.
-daughter, 14 yrs. old from a previous marriage - struggling
- Helene heard me present at a Child Abuse conference and decided that it was time for her to get
into individual therapy with me. Previous individual TX experience not productive.
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Themes With Which Clients Presented in Dr. Gagerman’s Women’s Group Addressing Issues of
Childhood Molestation and Abuse
I. Being in Group
A. Not easy
B. Okay
C. Improved
D. Helping Others
II. Own life
A. Current
B. Past
III.Current Relationship Issues
A. Husband
B. Children
C. Extended Family
D. Friends
IV. Past History with Family
A. parents, step-parents,adult figures
B. siblings
C. own
V. Abuse/Molestation/Neglect
VI. Alcohol/Drug Issues
A. own
B. family’s
VII. Connecting Feelings with Physical Being
A. Comfort Levels
B. Splitting
C. Self-Injury/Self Abuse
VIII.
A.
B.
C.
D.
E.
F.
G.
Affective States
Anger
Sadness/Depression
Emptiness
Grieving/Loss Issues
Pain
Anxiety
Good/Okay
IX. Crying or Significant Display
of Affect
X. Dreamwork
XI. Self-Psychology
Interaffectivity (D. Stern)
Mutuality/ Self-in-Relation
15
Social Work 225
Dr. Janice R. Gagerman
Course Reader in Library Reserve Book Room – 2 copies.
Please respect the needs of your colleagues and return the articles you copy to the Course Reader.
1. Anderson, Joseph. (1997) Social work with groups: a process model. Longman: New
York.- Chapter outlines
2. Fedele, N. (1994) “Relationships in Groups: Connection, Resonance, and Paradox”. Working
Paper #69, The Stone Center at Wellesley College
3. Gagerman’s Groupwork Packet- EMAILED TO YOU
4. Gagerman, Janice (2004) “Mutual Aid/Support Group Work Project for MSW I Students: An
Exciting Endeavor” in Reflections: Narratives of Professional Helping. Vol. 10 (3) Summer
5. Gagerman, Janice. (1997) “Integrating Dream Analysis with Intersubjectivity in Group
Psychotherapy” in Clinical Social Work Journal, Vol. 25 No. 2, Summer.
6. Gagerman, Janice (2004) “The Search for Fuller Mutuality and Self Experiences in a
Women’s Psychotherapy Group” in Clinical Social Work Journal, Vol. 32, #3 Fall
7. Goodman, M. and Weiss, D. (1998) “Double Trauma: A Group Therapy Approach for
Vietnam Veterans Suffering from War and Childhood Trauma” in International Journal of Group
Psychotherapy, Vol. 48 (1)
8. Koeller, et.al. "Psychodynamic Group Treatment of Posttraumatic Stress Disorder in Vietnam
Veterans" in International Journal of Group Psychotherapy. Vol. 42 (2), 1992
9. Reid, Kenneth. (1991) Social work practice with groups: a clinical perspective. Pacific Grove:
Brooks/Cole Publishing Co.
a. Chapter 3: Therapeutic Factors in a Group
b. Chapter 6: Worker in the Group
10. Schiller, Linda. (1997) “Rethinking Stages of Development in Women’s Groups” in Social
Work with Groups. Vol. 20 (3)
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Social Work 225 - Advanced Groupwork Practice
Dr. Janice R. Gagerman
Group Work Weekly Session Sheet
1. Date......................................................
Session # .........................................
2. Group Members attending today’s session
3. Main topics/ themes discussed
4. Any specific/ concerns addressed
5. Feelings shared among group members
6. Your personal experience
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