SOCIAL GROUP WORK ETHICS
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Cheryl D. Lee, Ph.D., MSW
CSULB School of Social Work
Ukleja Center for Ethical Leadership
May 9, 2014, Ethics Across the Curriculum Grant
OBJECTIVES OF TODAY’S CLASS
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Students will be able to describe the differences
among ethics/values and standards and identify
the ethics and standards for social group work.
Students will be able to explain the importance
of applying ethical standards to social group
work.
Students will be able to identify ethical issues in
social group work, critically examine ethical
conflicts, and discuss decisions regarding
resolution.
Students will significantly improve their scores
from pre to post test on an ethics/standards
measure.
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DEFINITIONS OF ETHICS AND
STANDARDS
Ethics – “The body of moral principles or values
governing or distinctive of a particular culture or
group: the Christian ethic; the tribal ethic of the
Zuni. (from the Greek ethos custom or habit)”
(Dictionary.com Unabridged)
Standards – “a level of quality, achievement, etc.,
that is considered acceptable or desirable
standards: ideas about morally correct acceptable
behavior.” (Merriamwebster.com)
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NATIONAL ASSOCIATION OF SOCIAL
WORKERS (NASW) CODE OF ETHICS
CORE VALUES
“Professional Ethics are at the Core of Social Work”
(NASW, 2008, p. 2).
 Service
 Social Justice
 Dignity and Worth of the Person
 Importance of Human Relationships
 Integrity
 Competence (NASW, 2008)
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SERVICE
Elevate service to others above self interest
Examples:
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Planning a group based on clients or the community’s
needs
 Staying after the group to comfort a distraught
member
 Volunteering your time as a group worker without
significant reimbursement
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SOCIAL JUSTICE
Pursue social change and equality
particularly for oppressed and vulnerable
people.
Examples in Social Group Work:
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Insure access to information, resources, and services
for members of the group.
Everyone in the group is an equal member who
contributes.
The group worker puts a stop to discriminatory
treatment in a group.
Everyone has a voice in decision making.
In task groups, power imbalances need to be
addressed by the group worker.
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DIGNITY AND WORTH OF THE PERSON
Treat each person in a caring and
respectful fashion mindful of individual
differences and cultural and ethnic
diversity.
Examples for Social Group Work:
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The group worker (GW) recognizes indigenous
leaders in a group.
Promote socially responsible self-determination
Consumers develop individual goals.
Members are given the opportunity to share their
cultural backgrounds.
The GW mediates conflict between members.
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IMPORTANCE OF HUMAN
RELATIONSHIPS
Examples for Social Group Work:
 Understand that relationships between and among
people are an important vehicles for change. Engage
people as partners in the helping process.
 Help to strengthen relationships among members and
foster mutual aid.
 Avoid dual relationships.
 Do not exploit group members or a co-leader.
 Involve members in forming the group’s purpose and
goals as well as evaluating the group’s progress.
 Consider other systems and relationships that
impact members of the group.
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INTEGRITY
Social workers act in a trustworthy
manner.
Examples for Social Group Work:
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Come on time and prepared.
Give members notice when leaving the job.
Maintain trust and care of records.
Provide informed consent and notice of
possible harm if appropriate.
Make the purpose of the group and
expectations of group members transparent.
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COMPETENCE
Practice within area of competence and remain
current with evidence based literature.
 Research information for the group
 Evaluate and disseminate knowledge learned in
group practice.
 Seek information about cultures of diverse
members in the group from literature and the
members.
 Consult with colleagues and experts to obtain
wisdom to facilitate the group.
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CORE VALUES OF THE INTERNATIONAL ASSOCIATION
OF SOCIAL WORK WITH GROUPS’ STANDARDS FOR
SOCIAL WORK PRACTICE WITH GROUPS (IASWG,
2006).
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Respect for persons and their autonomy
No person is more important than another
Worker uses influence prudently.
Each person is respected and has something to
offer the group.
High value placed on diversity of all kinds i.e.
culture, ethnicity, gender, sexual orientation,
physical & mental abilities, age, etc.
The emphasis is similar to NASW’s core value
but emphasis is placed on the worth of each
person in the group.
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CORE VALUES IASWG STANDARDS
(CONTINUED)
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Creation of a Socially Just Society
The GW nourishes the democratic principles of
equality and autonomy.
 There is a quest for a society that is just and one
insuring that basic human needs are met.
 Social justice is re-enforced in the group and the
group works toward social justice (Breton, 2004). .
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INTERNATIONAL ASSOCIATION OF SOCIAL
WORK WITH GROUPS (IASWG) STANDARDS
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State of the art knowledge and evidence based research of best practices of
social work with groups
Informed consent necessary for members joining a group – must know purpose,
expectations, and risks (Corey et al. 2010; Topor et al., 2013).
Members exercise self-determination in a group. Group worker encourages
individual and group empowerment. (relates to NASW ethic of selfdetermination and its limits)
Group worker discusses confidentiality and its limits relative to difficulty in
controlling group members’ disclosures and any expression of danger to self or
others.
Maintenance of the group’s purpose with modification as deemed necessary by
members and with consideration of agency’s mission and purpose.
Each member is given help in formulation of individual goals with
consideration of the group purpose and goals.
Clarification of the decision making process
Clarification of group membership selection process with requirement of
referral if there is exclusion
Maintenance and safe storage of group records
Monitoring of ethics involved in technology mediated groups.
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HISTORY OF THE STANDARDS
How were the IASWG Standards Developed?
 Group Theory From the Social Sciences
 Codes of Ethics for Social Work in different
countries
 Historical Roots of Social Group Work –
Settlement Houses, Recreation Movement, and
Education Movements
 Current Practice
 Practice Research(IASWG, 2006)
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HISTORY OF THE STANDARDS
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Bogardus wrote an article on the 10 standards of
group work in 1936 (Abels, 2013) which included:
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Acting as a liaisson between agency and the group
Serving the needs of the community and members
Organizing leisure activities of clientele
Keeping records accurately and confidentially
Training about leadership
Increasing democratic and cooperative spirit of
membership
Maintenance of research and evaluation
First AASWG Standards came out in 1999 and was
revised in 2005 (Abels, 2013; Macgowan, 2012).
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CORE KNOWLEDGE
Knowledge of Person in Environment
 Knowledge of individuals within their familial, social,
political and cultural contexts that influence members
social identities, interactional styles, concerns,
opportunities, and attainment of their potential.
 Knowledge of person within the social environment
and within the group context
 Capacity of members to help one another change
(Gitterman & Shulman, 2005; Shulman, 1986)
 Capacity of members to create social change and
social justice outside of the group (Breton, 2004)
 Emphasis on strengths with understanding of risk
and protective factors
 Has an appreciation and understanding of differences
related to diversity
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CORE KNOWLEDGE CONTINUED
Knowledge of Group Behavior
 Understanding that the group is an entity which has its own culture
 Has an appreciation for mutual aid and encourages it in the group (Gitterman
and Shulman, 2005; Steinberg, 2004)
 Support for members’ ownership of the group and the democratic process
(Northen, 1998)
 Support for empowerment of the group as a whole and individual members
 Support for individual and group goals
 Support for social change in the environment (Breton, 2004)
 Recognition of stages in the group’s development and the use of skills
appropriate to different stages (Gitterman and Shulman, 2005; Toseland and
Rivas, 2012)
 Understanding of group dynamics – roles, norms, communications, expression
of affect, and interaction patterns (Toseland and Rivas, 2012)
 Knowledge of the type of group, the group’s purpose, and the agency where the
group is housed. These variables will influence how the group worker and the
group proceeds and functions (Kurland & Salmon 2005).
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CORE KNOWLEDGE CONTINUED
The Group Worker (GW) and Group Ethics
 Promotes individual and group autonomy
 Helps individuals and the group arrive at purpose and goals
 Has flexibility, creativity and sensitivity in interventions and
assessments (IASWG, 2006).
 Understands group stages and operates accordingly with appropriate
activities (Lang, 2013)
 Uses research based and contemporary practices
 Assesses the group and individual progress with regular input from
the group members and uses reliable and valid measure
 Maintains records on the group and individuals
 Supports research by going to conferences, keeping up to date,
researching own groups, and disseminating knowledge through
meetings, education and scholarship.
 Follows ethical codes of social work within the country where
practicing and prevents harm to members.
 Reflects on group practice and seeks consultation and/or supervision
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PRE-GROUP PHASE
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GW conducts a needs assessment involving potential
members, the agency, the community and relevant research
including scholarship on human development and best
practices.
GW obtains agency/community support for the group
GW establishes the purpose & carefully plans the group
including activities, evaluation, methods, structure, cofacilitation, theories, evidenced based practices, etc.
GW recruits and selects potential members
GW obtains informed consent from members/guardians and
contracts with members regarding purpose and expectations.
Considers how environment will affect group and its members
including barriers and resources
Explains the group’s purpose to other agency personnel and
relevant systems
Researches cultural differences that might arise in the group.
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BEGINNING PHASE
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Establishing a beginning contract
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Develop tasks and goals to be achieved.
Clarify group worker & agency’ roles.
Discuss confidentiality and its limits.
Establish group rules with members.
Help establish group and individual goals linking to the
group’s purpose.
Develop a culture of work.
Solicit full participation and feedback.
Attend to members of mandated groups and their special
concerns (Gumpert & Black, 2006).
Build rapport and identify commonalities among members
establishing a culture of mutual aid, trust and safety – Use
ice breaker activities.
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MIDDLE STAGE
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Cultivating Group Cohesion
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Establish rapport with individual members and the group
as a whole.
Promote mutual aid and relationships with other members.
Encourage direct member to member communication.
Use of programmatic activities that support group purpose
and individual and group goals (Lang, 2013).
Shaping Norms of Participation
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Establish norms for participation.
Promote safety and trust.
Facilitate a culture of work.
Cultivate mutual aid.
Model norms and attend to non-productive norms.
Explore cultural differences with members.
Promote self-determination, autonomy and empowerment.
Self disclose when appropriate (Toseland & Rivas, 2012).
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MIDDLE PHASE (CONTINUED)
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Encourage members to use skills to progress
towards individual and group goals.
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Connect individual needs to group goals
Identify barriers and obstacles to meeting goals
Attend to special cultural and diverse needs of members.
Focus on cognitive, affective and behavioral aspects of
members.
Encourage members to problem solve, make choices, and
evaluate potential outcomes of decisions.
Summarize sessions with the group and plan for next steps.
Re-contract with members, if needed.
Attend to all group dynamics encouraging open and honest
communication among members.
Mediate conflict.
Empower group members by involving them in group
planning.
Use evidence based practices.
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MIDDLE PHASE CONTINUED…
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Attend to group dynamics and processes
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Support development of mutual aid
Clarify & interpret communication patterns among group
members and also between the group and outside systems.
Model, develop and encourage honesty in communication
and feedback.
Mediate conflict that arises within the group.
Assist members articulation of feelings and perception of
non-verbal communication.
Encourage and help members to make connections outside
of the group for additional support and resources, develop
problem-solving skills (Gumpert & Black, 2006).
Assist members to develop ownership of the group.
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MIDDLE PHASE CONTINUED
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Use of best practices within the group and
utilization of resources within and outside
of the group
Resources can include: knowledge and skill of the
GW, expertise within the group, the agency, other
sources of professional knowledge, cultural impacts,
supervision for the GW, & current scholarly
literature.
 Monitor leadership skills and process the group with
discussion as well as record keeping.
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ENDING PHASE
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Prepare group members for the end of the group several weeks prior to termination.
Evaluate individual gains & changes and how participation has influenced these. Task
groups reflect on accomplishments, what was learned and what may be useful in the
future.
Evaluate the group’s achievement of goals and experience (can be qualitative and/or
quantitative).
Discuss of external systems’ effects on the group members and obstacles that may be
encountered.
Discuss of changes over the course of the group.
Process members’ and GW’s reactions and feelings to the group’s ending.
Link members to outside resources.
Assist members to apply new skills to daily life.
Be open to feedback and evaluation of GW role and actions.
Allow documentation to be accessible for the agency, the member, and for a referral (being
cognizant of confidentiality requirements).
Be sensitive to special needs of members for example if a member of the group terminates
while others continue.
Be sensitive to influences of previous losses of members and GW.
Facilitate sharing of member contact information and resources if appropriate.
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ACTIVITY ONE
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Students work in small groups and develop a
comprehensive list of social group work ethics
and standards from the NASW Code of Ethics
and the IASWG Standards. A spokesperson from
each group shares their list of ethics and
standards with the class. The instructor writes
the results on the board and then types the list
for distribution to the students on Beachboard as
a class resource.
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ACTIVITY TWO – APPLICATION OF ETHICS
AND STANDARDS TO CASE VIGNETTES
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Case Study 1:
After working at the local community hospital, a new
social worker encounters several patients from the
oncology unit inquiring about support groups. This
inspires her to begin a support group for women cancer
survivors. Because she lives close to the hospital, she
opens her home to the group that meets every
Wednesday night from 7pm-8pm. It will be an open
group and members are welcome from all stages of
recovery, from newly diagnosed to years in
remission. What are ethical dilemmas the GW may
encounter during the planning stage? Beginning stage?
Middle stage? And End stage?
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CASE STUDY TWO
A community task group, addressing the alarming
number of adolescents involved in human trafficking, is
planning a preventative curriculum to present to the
local high school. They meet monthly with other
committees of the larger City’s Human Trafficking Task
Force to catch up on each sub- committee’s
progress. Aside from the monthly meetings, the sub
committee meets as needed dependent on upcoming
projects. Recently, they interviewed the lead detective
from the city’s police department who stated that a
significant troubling factor to human trafficking in the
city is the internet. After hearing this, the prevention
committee decides to find a pre-existing curriculum
addressing online safety and teen dating violence to
implement as their intervention at the local high
school. What are the ethical dilemmas in this decision?
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CASE STUDY 3
A community health center has created a telephone closed group for patients diagnosed with
Multiple Sclerosis. Members of the group vary in their physical disabilities; however, they
must be able to operate the phone independently. MSW interns are used to co-facilitate the
groups held once a week. Discussions varied on topics that related to living with MS. The
following is a brief conversation between two group members:
GM A: “I’m so over it.”
GM B: “Are you going to be OK?”
A: “I’ll be OK.”
B: “Have you heard back from the transportation service?’
A: “Not yet. I don’t think that will work out.”
B: “They say, ‘When one door closes, another one opens.”
A: “I’m questioning my faith.”
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What are the ethical dilemmas presented with this group format? What are the potential
ethical dilemmas of this conversation?
Cecil, A. H. (2014). An 8-Year Telephone Support Group for Home-Bound People with
Multiple Sclerosis: Adapting Therapeutic Methods to Overcome Isolation and Immobility.
Social Work With Groups, 37(2), 129-141. doi:10.1080/01609513.2013.824371
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WHAT ARE YOUR QUESTIONS ABOUT SOCIAL
GROUP WORK ETHICS AND STANDARDS??????
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