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UNIVERSITY OF WINDSOR\SCHOOL OF SOCIAL WORK
47-337 (01) & (02) Theory and Practice of Social Work II (Small Groups)
Dr. Wilf Gallant (Winter, 2009)
Major Paper
Due Date:
Value = 40%
Tuesday. April 8th at 3 p.m. Rm. 2155 CHN
This major paper assignment requires that you take various segments of the group CD interview
[not the whole group interview] to accomplish the basic objectives of the course. It also entails your ability
to indicate how the various stages of group development are important and to what extent your group was
able to accomplish any of these stages in the specific group proposal it set out to achieve.
Your paper should have a Table of Contents, covering each heading in the major paper. The first
paragraph of your paper should include the Introduction to your paper which clearly and forthrightly states
in precise social work terms what you intend to do in this assignment within the context of the following
eight main areas as they relate to either your “treatment” or “task” group.
1. Explain the importance of an individual and group contract and how this was accomplished in your
small group. (See Class Notes, Handouts, and Toseland Rivas.) Show how you used aspects of
the contract handout or how you modified it or used another contract for.
2. Describe the group model or combination of group models which you feel should guide a leader in
his or her actions to achieve specific goals in working with a group and the model or combination
of models which you feel will guide you in the future.
3. Based upon the literature, identify the type/s of facilitative skills, assessment skills and action
skills and characteristics you perceive yourself to possess as a group
Leader?
A) IDENTIFY 3 OR 4 STRENGTHS FROM YOUR DIARY READINGS THAT YOU HAVE
SEEN APPLIED IN THE SMALL GROUP AND THAT YOU HAVE BROUGHT WITH YOU
TO ASSIST THE GROUP IN THE ACCOMPLISHMENT OF ITS TASK.
4.
Identify your knowledge of leadership and co-leadership styles (where applicable). What
perspective did the group. What were your own observations of the group leader/co-leader?
leader or co-leader in your group choose; what characteristics did he/she exhibit, and how
effective or ineffective were they? Give a brief account of your leadership style, and skills, and
the feelings, values and beliefs which you bring with you to your professional practice with groups
A) WHAT DID THE LEADER AND CO-LEADER (where applicable) DO WELL? (USE THE
HANDOUT PRVIDED IN CLASS NOTES (i.e. USE THE CLASS NOTES HANDOUT
PROVIDED ON GROUP MEMBERS’ PERCEPTION OF GROUP LEADER’S ROLE AND
ACTIVITY IN THE GROUP)?
B)
5.
WHAT WOULD YOU DO DIFFERENTLY HAD YOU BEEN THE LEADER OR COLEADER?
What group membership roles were strong or weak for each member? What were the group
dynamics and processes occurring between the leader and the group members?
A) IN WHAT WAY DID YOU SEE THE GROUP PROGRESSING?
B) DID YOU HAVE ANY ISSUES OR CONCERNS ABOUT THE GROUP PROCESS?
C) WHAT DID YOU LIKE MOST ABOUT THE GROUP EXPERIENCE AND WHAT DID THEY
LIKE THE LEAST?
6.
Identify your role as a group member and your ability as well as that of other group members to
use the respective group functions and tasks during the actual group videotape session and the
manner in which the overall group video experience was processed
A) DESCRIBE HOW YOU PERCEIVED THE DIFFERENT ROLES OF THE GROUP
MEMBERS?
B) WHAT WOULD YOU DO WITH THIS GROUP IF YOU MET IN SUBSEQUENT SESSIONS?
7.
What do you see as your own strengths and weaknesses as a group member? Provide a
constructive critique of your role as a group member and also how you experienced the input of
other group members. In your hindsight show specifically how you and others might be more
effective in future as prospective group members.
A) HOW DID YOU SEE YOUR ROLE IN THE GROUP IN TERMS OF YOUR OWN
STRENGTHS?
B) WHAT WOULD YOU INDENTIFY AS YOUR WEAKNESSES IN TERMS OF BEING A
GROUP LEADER/CO-LEADER, GROUP MEMBER OR OBSERVER/RECORDER?
8. Conclusion:
1.
The conclusion of your paper should state what you accomplished in specific reference to the
course objectives. How might things have been done differently or more productively?
2.
How was this assignment valuable to you and in terms of the manner in which you will lead
groups in the future?
3.
How did it enable you to fulfil the course objectives and which specific aspects of the course
objectives and the lecture/class discussion can you actually highlight?
4.
How valuable was it in terms of the evolutionary experience of the group process from
beginning to end?
5.
Identify how the class lecturette material, class notes, the handouts, and small group
discussions were valuable and provide concrete examples. What was the impact of the
course instructor? Give concrete examples.
6.
How was closure exercised in your small group based upon the literature and what is your
overall impression of this group experience and the impact of the feedback from the instructor
in the small group exercises?
337MP Assign & EvalGuide 2009.doc
Created on: 09/02/2009
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STUDENT MAJOR TERM PAPER
EVALUATION FORM GUIDELINE
(The form below is to be completed and
inserted as the last pages of your major
term paper)
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UNIVERSITY OF WINDSOR\SCHOOL OF SOCIAL WORK
47-337 (01) & (02) Theory and Practice of Social Work II (Small Groups)
STUDENT MAJOR TERM PAPER EVALUATION FORM GUIDELINE
(This form is to be completed and inserted as the last pages of your major term paper)
I Amount of Thought and Preparation
1.
Is there sufficient evidence of necessary preparation and effective integration of the course
objectives, the class lecture and discussion material and the use of relevant literature available in
the field?
2.
Does the paper maximize the utilization of the most salient points related to the topic and the use
of careful information gathering as per the guideline of the paper and are the topics explored
diligently?
3.
Does the paper demonstrate readability and evidence of an ability to present thoughts adequately
on paper and to develop material in a unified and sequential manner as well as demonstrating a
careful plan for the selection of relevant material?
Excellent; / Very Good; / Good; / Fair;
/ Poor
A+, A, A-,* / B+, B, B-; / C+, C, C-; / D+, D, D-; / F, F- * (Note: The above letter grades of
A+ to A- are only to be assigned by the student in prior consultation with the instructor and the
rationale must be properly documented in writing.)
Assigned grade __ ( )
II Organization of Thought and Content
1.
Does the paper follow a carefully planned and systematic sequence and is it carefully organized?
Does this organizational pattern show the effective use of definitions, descriptions, comparisons,
analogies and so on?
2.
Does the paper demonstrate the use of knowledge and experience from the various social work
levels (first and second year, as well as knowledge from the social sciences and the humanities)?
3.
Is there a clearly articulated purpose? Is there a TABLE OF CONTENTS, a strong INTRODUCTION of the topic to be covered indicating the major theme or thrust of the paper based on the
guideline provided? Is the purpose of the paper clearly stated and does the paper get off to a
"flying-start"?
4.
Is there an ability to carry out the objectives as stated in the opening paragraph and an ability to
develop the BODY of the paper according to the outline and the instructions provided by the
course instructor? Is the paper sufficiently analytical or merely a regurgitation of someone else's
work?
5.
Is there an ability to present CONCLUSIONS on the evidence presented in the paper (being
consistent with the body of the paper) and is there an ability to express one's own opinion, and to
demonstrate creativity and resourcefulness in one's responses?
Excellent; / Very Good; / Good; / Fair;
/ Poor
A+, A, A-,* / B+, B, B-; / C+, C, C-; / D+, D, D-; / F, F- * (Note: The above letter grades of
A+ to A- are only to be assigned by the student in prior consultation with the instructor and the
rationale must be properly documented in writing.)
Assigned grade __ ( )
III Disciplined Use of Self
1.
Based on the guidelines provided for the paper as well as the content and objectives for the
course, is the work reflective of sound self-investment?
2.
Is the paper well presented? Does the paper indicate professional self-investment? Would one
want to show this paper to an esteemed colleague or another helping profession?
3.
Does the paper elicit a sense of pride and accomplishment in one's work?
Excellent; / Very Good; / Good;
/ Fair;
/ Poor
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A+, A, A-,* /
B+, B, B-; / C+, C, C-; / D+, D, D-; / F, F- * (Note: The above letter grades
of A+ to A- are only to be assigned by the student in prior consultation with the instructor and the
rationale must be properly documented in writing.)
Assigned grade __ ( )
IV Style
1.
Does your own style (the way you express yourself in what you say) emerge naturally from the
words you choose and the way you use them and is the tone (attitude toward your subject) right
for the topic and purpose ? Is it difficult to follow the student’s major thoughts?
Is the manner of expression mature and professional? Is the material presented with reasonable
self assurance? Are the statements you make clear and forceful or timid and reserved? Are you
leaving a positive impression with the reader as a result of your paper?
Based on the major paper requirements is the paper resourceful, insightful and creative?
Is the paper wordy, obscure and pretentious or is it simple, succinct and personable?
Does the reader clearly understand what is articulated in the paper? Does the paper interest and
engage the reader? Based on the guideline presented for this assignment, does the paper make
sense, is it interesting to read and does it reflect the student's best effort?
Is the paper reasonably objective or is it clouded by emotion, stereotyping or unsubstantiated
generalizations? Is sufficient attention paid to detail based on the stated requirements?
Does the paper indicate that it was carefully prepared and refined before its final presentation to
the instructor? Does it show a sufficient grasp of content and process of the course and the class
objectives?
Is there evidence of an ability to use APA in a consistent manner? Is the paper grammatically free
from errors and spelling mistakes? (Papers with more than two or three errors on a page will be
returned to the student automatically with a FAILING GRADE).
Was the paper proofread to check any errors? Was the work properly edited? Has the student
distinguished between what he/she meant to say and what was actually written in the paper?
What about the accuracy of quoted material and the accuracy of references and bibliography
format?
Is there a Table of Contents, a proper title page (the title, your name and I.D., the name of the
instructor and course title and number), one inch margin on all sides, proper use of 8 and ½ x 11
white, unlined paper? Is the paper typewritten and does it look profession? Is it visually appealing;
is the script neat and easy to read?
Excellent; / Very Good; / Good; /
Fair;
/ Poor
A+, A, A-,*/ B+, B, B-; / C+, C, C-; / D+, D, D-; / F, F- * (Note: The above letter grades of
A+ to A- are only to be assigned by the student in prior consultation with the instructor and the
rationale must be properly documented in writing.) Assigned grade __ ( )
2.
3.
4.
5.
6.
7.
8.
9.
10.
To determine your total numeric and letter Grade assigned add all four categories above and divide by
four for Major Term Paper Grade and indicate the same in the chart below
__ ( )
GRADE ASSIGNMENT
T
=
Thought and Preparation
O
=
Organization of Thought
D
=
Discipline Use of Self
S
=
Style
NUMERIC
GRADE
LETTER
GRADE
Student Assigned Total Grade
Student Signature

Instructor Assigned Total Grade
Instructor Signature

337MP Assign & EvalGuide 2009.doc
Created on 09/02/2009
Created by Dr. Wilfred Gallant