Group Exam Flashcards
Social Work Group Definition
A Social Work Group is defined as three or more people with a common goal, shared beliefs, and interdependence
The types of social work groups (7)
Treatment Groups
Self-Help Groups
Task Groups
Treatment Groups
Reason For Group=members personal needs
Facilitator=mental health professional
Group Member Roles=develop organically through interaction
Communication Patterns=open, conversational interaction based on members needs
Procedures=flexible or formal depending on the group
Group Member Composition=based on members common concerns or presenting problems
Self Disclosure=expected to be high
Confidentiality=group context is generally private and kept within the group
Evaluation of Success=based on members meeting treatment goals
Self-Help Group
Reason For Group Formation=members personal needs
Facilitator=member led-there may be no appointed facilitator, a trained peer or group member may facilitate
Group Member Roles=develop organically through interaction
Communication Patterns=open, conversational interaction based on members needs
Procedures=flexible or formal depending on the group
Group Member Composition=based on members common concerns or presenting problems
Self Disclosure=expected to be high
Confidentiality=group context is generally private and kept within the group
Evaluation of Success=determined by group members- survival of the group indicates success as member attendance is what keeps the group alive
Task Group
Reason For Group Formation=for task to be completed
Facilitator=led by agency employee
Group Member Roles=may be assigned, appointed, or develop organically through interaction
Communication Patterns=focused on the specific task to be accomplished
Procedures=set agenda, may be structured by by-laws or Roberts rules of order
Group Member Composition= based on positions, needed talents, knowledge or expertise
Self Disclosure=expected to be low
Confidentiality=group proceedings may be private but can be open to the public
Evaluation of Success=based on accomplishment of task or mandate, or producing a product
Treatment Group Examples/Subtypes and Focuses
Focuses:
-Socioemotional well-being
-Can be skills-based
-Provide psychoeducation
-Foster mutual support
-Engage in therapy (if within scope of provider facilitating group)
EX:
-Support Groups
-Educational Groups
-Growth Groups
-Therapy Groups
-Socialization Groups
Self-Help Group Examples
-12-step group
-Support groups
-Online self-help groups
-Operate without a trained professional
-May be organized/led by experienced members or peer support specialists.
-Examples: 12 Step Groups, MOPS group
Katz & Bender
1. Groups that focus on fulfillment or personal growth (AA, Weight Watchers)
2. Groups that focus on social advocacy (MADD)
3. Groups focusing on alternative patterns for living (Gay liberation, certain religious “cults”)
4. “Rock Bottom” groups (ex. Sober living house)
5. Mixed groups (2+ categories
Powell
1.Habit-Disturbance Organizations focus on concrete problems (AA, NA, WW)
2.General Purpose Organizations address wider range of problems (Parents anon, compassionate friends, GROW)
3. Lifestyle Organizations (Widow-to- Widow, Parents without Partners
4. Physical Handicap Organizations- focus on major chronic diseases/conditions
5. Significant other organizations (Al- Anon)
Task Group Examples
Focuses
*Focus on Macro or External Goals
*Groups Created to Meet Client Needs
*Groups Intended to Meet Organizational Needs
*Groups that Address Community Needs
-ORGANIZED TO MEET CLIENT, ORGANIZATIONAL, OR COMMUNITY NEEDS
-GENERATE PRODUCT, PLANNING ACTIVITIES, DEVELOPING POLICIES, MAKING DECISIONS
-NOT FOCUSED ON PERSONAL GROWTH OF MEMBERS
Ex
-south dakota child care task forces
-social action groups
-comitees
-teams
Know the three purposes of Task Groups and be able to identify examples of each. (3 questions)
1.Meeting a Client Need (Treatment Team)
-“Kara is a member of the hospital’s Treatment Team. Twice per week, they meet to review each patient’s progress. Each team member provides updates on progress within their area of practice. As the team’s Social Worker, Kara provides updates on identified support systems outside of the hospital and plans for discharge. After updates are shared, the client is pulled in to give and receive feedback about how they are doing so the whole team, along with the patient, are on the same page about next steps”
- Meeting Community Needs (Social Action Group)
-“A group of Vermillion citizens recognized a need for affordable and community-based housing, especially focused on adults as they age. They met for several months together to explore the
concept of co-housing and have bought land with the plans of developing the Dakota Prairie Commons. They are currently developing plans with the input of passionate community
Members.”
Related to Community Need Task Groups=
Coalitions- are groups of organizations or social action groups that come together to exert influence by sharing expertise and resources.
*Ex. South Dakota Child Care Task Force
Delegate- Councils are formed for the purpose of facilitating interagency cooperation and communication while studying community-wide social issues
Ex. South Dakota Child Care Task Force - Meeting Organizational Needs (Committees or Boards)
-“The Southeast CASA program is overseen by a volunteer Board of Directors. Each year, a fundraising committee is established to plan major events, including the upcoming Gala de la Casa. Board members who participate are dedicated to completing tasks to ensure a successful event.”
Know the phases of group formation in order and be able to identify characteristics of each phase. (5 questions)
-Stage 1=Pre Affiliation or Forming
-Stage 2=Power and Control or Storming
-Stage 3=Intimacy or Norming
-Stage 4=Differentiation or Performing
-Stage 5=Separation or Adjourning
Stage 1=Pre Affiliation/Forming
-Stage 1=Pre Affiliation or Forming
Approach-Avoidance Behavior-Apprehensive/ unlikely to engage in deep or extensive behaviors/interactions
-May try to size up other group members
-May try to find common ground with other group members
The Social Worker Should=
-observe and assess
-clarify group objectives
-give group guidelines
-engagement skills
Examples of some appropriate activities at this stage of group development=
-Identity Collage
-Emoji Check In
-“Challenge” activities
-Agree/Disagree style games
-Hopes and Fears Maps
-Speed Friending
Stage 2=Power and Control/Storming
-Stage 2=Power and Control or Storming
-GROUP MEMBERS ARE MOST CONCERNED WITH AUTONOMY, POWER AND CONTROL
-GROUP MEMBERS START TO CHALLENGE THE FACILITATOR’S AUTHORITY
-THERE MAY START TO BE CONFLICTS WITHIN SUBGROUPS
-THERE MAY BE SOME DISENCHANTMENT ABOUT THE GROUP’S PURPOSES.
-Protect safety & property
-Don’t shy away from differences/disagreements
-Demonstrate/model effective communication
-Hold groups accountable
-Acknowledge strengths and accomplishments
Examples of some appropriate activities/interventions in this stage=
-Take personal conflicts tyle and discuss
-Small Group-Survivor Island
-Tug of War Twist
-This Group Needs exercise
-Leadership Challenge
-Leadership Superpower
-Teach emotional regulation skills is overtly struggling with managing emotions
Stage 3=Intimacy/Norming
Stage 3=Intimacy or Norming
-Recognize the significance of the group experience
-Concern for all members
-Mutual trust begins
-Group cultures are developed
-Deeper level exploration and feedback
-Experiment with different roles
-Give feedback on success
-Social worker starts minimizing own role
-Serve as a guide
Appropriate Examples/Activities=
-Compliment webs
-Role play activities
-Advice circles
-Problem solving relays
-Teen led-discussions
-Teen led skill
-One word reflections
Stage 4=Differentiation/Performing
Stage 4=Differentiation or Performing
-Groups members have ability to work through problems
-Group members can handle and resolve conflict within the group
-Group members are secure in their roles in the group.
-Group members are achieving goals of the group
-Support group’s self governance
-Encourage conversion of insight to action
-Interpret and explore common themes
-Encourage continued-deeper level exploration
-Support application outside of group
Appropriate interventions/activities for this stage=
-Expressive techniques
-Collage of growth
-Appreciation Circles
-What is Next
-Group Story
Stage 5=Separation/Adjourning
Stage 5=Termination or Adjourning
-Recognize that saying goodbye to a supportive group may be hard
-Prepare for letting go
-Review group progress
-Direct toward self progress
-Reinforce changes
-Administer evaluation instruments
Appropriate Activities/Interventions=
-THEN & NOW REFLECTION
-“GRADUATIONS”
-AWARD CEREMONIES
-MEMORY JARS
Common Errors=
-Don’t try to do 1:1 work
-Don’t be too rigid
-Don’t scapegoat or attack individual members
-Don’t over emphasize content
-Don’t ignore challenges
-Don’t lecture
-Don’t ignore offensive comments or behaviors
-DO provide consistency and structure
Understand the concept of group cohesion (1 question)
-Cohesion:
*Cohesion is the degree to which members are attracted to one another.
*Correlated with productivity, participation, self-disclosure, risk taking, attendance, satisfaction, and personal adjustment.
*Important for facilitators to try to enhance group cohesion because of these positive factors.
Know and be able to identify examples of the “Power Bases” (4 questions)
The Power Bases by French and Raven:
oReward Power
Reward Power-Person A can reward Person B, typically through things like praise, pay increases, days off, promotions. Attraction between two tends to be positive.
oCoercive Power
Coercive Power-Person A can punish Person B if they do not meet certain tasks, such as military threats, or getting fired; Attraction between two tends to be negative.
oLegitimate Power
Legitimate Power (Most Complex)-Person B believes that Person A has the right to prescribe proper behavior, and that B has an obligation to accept. Cultural basis; formal organizations, election process. Using power outside scope decreases legitimate power and decreases attractiveness/influence.
oReferent Power
Referent Power-Person A influences person B because of identification. B evaluates self against A.
oExpert Power
Expert Power-Person A has knowledge or expertise that is the source of power; such as a physician in medical matters. Person B must believe that A is an expert, and trust A.
Goal Definition
an end toward which an individual or group is working. An ideal or a desired achievement that people value.
Understand concepts of group goals vs individual goals and how that relates to group work. (2questions)
Personal Goals
*Varied and held by individual members
*Can be clearly recognized or not
*If like other group members, can aid in group goals
*If very different to one another, may require attention
Group Goals
*Groups generally have established short range and long-range goals
*Important to gain commitment from individuals towards goals
*Commitment to goals will depend on
*How attracted member is to group
*How likely it appears group can achieve the goal
*The ability to measure progress
*The rewards that will be received
*The challenge presented
*Types of interactions within group
Hidden Agendas are personal goals held by a member but unknown to other group members, which interferes with the group efforts.
◦Monopolizing speaking time
◦Seeking personal validation
◦Derail progress of group goals
◦Use group for external benefits
Understand concepts related to groupthink and group pressure. (2 questions)
Groupthink: Problem-solving technique where group members go along without a critical review of alternative:
*Members have an illusion of being invulnerable, which leads them to become overly optimistic about courses of action.
*Members have an unquestioning belief in the moral lightness of their group.
*The group applies social pressures to display disapproval toward any member who momentarily questions the basic policies or raises questions.
*The group constructs rationalizations to discount warnings and other forms of negative feedback that would cause group members to rethink policies
*Group members hold stereotypical views of opposing groups.
*Members assume mind guard roles in which they attempt to protect their leader
*Members keep quiet about their misgivings and minimize their importance
*The members believe practically everyone else in the group agrees on policies and programs of the group.
Understand ways to handle disruptive behavior in groups. (2 questions)
Disruptive Behavior:
-The Bear
-Eager Beaver
-The Clown
-Psychoanalyze
-The Withholder
-The Beltliner
-Guiltmaker
-Catastrophe Cryer
-Subject Changer
-The Whiner
-Benedict Arnold
-Trivial Tyrannizer
-Shirker
-Power Grabber
-Paranoiac
Handling Disruptive Behavior:
Allow-Allow members to be disruptive. Ignore or minimize effects.
Leader-Leader can confront the disruptive behavior.
Member-Group members can confront disruptive behavior.
Understand common errors in group work. (1 q)
Common Errors=
-Don’t try to do 1:1 work
-Don’t be too rigid
-Don’t scapegoat or attack individual members
-Don’t over emphasize content
-Don’t ignore challenges
-Don’t lecture
-Don’t ignore offensive comments or behaviors
-DO provide consistency and structure
What Can Go Wrong?
-Inadequate definition/understanding of the problem.
-Invalid hypothesis about the cause.
-Poor communication.
-Lack of skills to resolve the problem.
-Lack of resources.
-Lack of motivation.
Encourage Brainstorming:
-Helps to include all members versus dependency on one authority figure
-Provides an avenue to generating ideas in a short period of time.
Conflicts In Groups:
*Get rid of idea that, “conflict is bad”
*Differing ideas lead to more conversation, that can lead to effective problem solving
Know the steps in forming a new group. (1)
Treatment Group=
Steps in Developing Treatment Groups:
Identifying a Need
Establishing a Purpose
Individual or Co-Leadership
Group Composition
Open or Closed
Determining a Size and Location
Frequency and Duration
Conducting Preliminary Interviews
Determining Group Structure
Formulating Preliminary Group
Guidelines
Identifying a Need:
*You are a social worker at an elementary school. Teachers and staff have expressed concern about relational issues between children in 3rd grade related to exclusion and unkind behavior. They approach you about addressing these concerns in group format with students.
Establishing The Group Purpose:
-The Social Worker would consult with colleagues (support staff, teachers) and perhaps reach out to other Social Workers in their professional network to determine an overarching purpose for their group.
-Ideas?
Group Purpose is Established:
-To create a welcoming school environment where every child feels safe and connected.
Deciding on Group Leadership:
Benefits of co-facilitation
*Additional eyes and ears for the group
*One attends to group content, the other takes notes and attends to the process.
*Meta-Messages are unspoken, underlying messages.
Why not ALWAYS do co-facilitation?
*Costs/time
-Check for volunteers or peer support to fill in
-What style would you prefer for this school group & why?
Group Composition:
*Heterogeneous groups are made up of people of differing ages, races, gender identities, or experiences with the problem at hand.
*Homogeneous based on a single demographic or characteristic of the group.
-Discuss treatment groups where a heterogeneous group may be beneficial and groups where homogeneous make up is preferred. What would you recommend for this school group?
Further Considerations-what would you recommend?
Open vs Closed
-Open are always enrolling new members.
-Closed don’t allow new members once a group is started.
-Some groups allow a drop-in format.
-Some groups replace group members as the end involvement.
Size and Location
*Group size depends on purpose, age, types of problem and needs.
*Small enough to feel comfortable, large enough to receive support.
*Educational/tasks groups often have more than therapeutic/support groups.
*In considering location, think of image and convenience
Length of Time: what would work best for school group?
-Many “curriculums” are designed for a set number of sessions
-Develop cohesion but do not drag on indefinitely
-Depends on scope and nature of problem at hand being addressed
Conducting Preliminary Interviews-what would be in your interview for your school group?
-provide information
-establish rapport
-explore concerns
-clarify limits
-mandates
-options for involuntary members
So You Have Your Group, Then What?
*Planning Sessions
*Programming-Content of Sessions
*Evidence-Based, Manualized Curriculum (Pros & Cons)
*Develop your plan for the group beforehand based on purpose, number of members, and length of time.
Suggestions For Preliminary Group Guidelines:
-non negotiable expectations
-decision by consensus
-ask members to share vision of group
-brainstorm ideas for behavioral expectations
Other Considerations at Beginning of Group:
*Help Giving vs Help Seeking
*Procedures for new members
*Individual contacts with Social Worker
*Member contacts outside of group
*Use of recording devices
*Eating and drinking
*Profanity
*Attendance
*Touching
-How would this look different in the school group VS a recovery support group
Self-Help Group=
*Type of questions you might ask as you work with others to form the group:
1.What are the goals?
2.What kind of services are needed?3.What is criteria for membership?
4.What are the costs?
5.Where will the group meet?
6.How will members be recruited?
7.How does someone join or leave the group?
8.What should be the organizational structure?
Task Groups=
*Establish a Group’s Purpose
*Potential Sponsorship of the Task Group *Selecting Potential Members
*Recruiting Members
*Size of the Group
*Orienting Members to the Group
*Meeting Place & Room
*Details for First Meeting
*Resistive and Disruptive Members *Understanding the Middle Stages
*Adjourning Meetings
*Evaluating and Terminating Meeting
Introductions
Purpose
Ground Rules
Inclusion of Members
Set Goals
Anticipate Obstacles
Understand benefits and challenges related to conflict, including strategies to resolve conflicts. (2)
Conflicts In Groups:
*Get rid of idea that, “conflict is bad”
*Differing ideas lead to more conversation, that can lead to effective problem solving
Techniques For Resolving Conflicts:
Win-Lose-Typically, ineffective. Pits two sides against each other, with a “winning” and “losing” side. Losing side is not motivated to carry out the winning decision.
No-Lose-Distinguishes between needs and solutions. Ensures needs are met, but multiple solutions are possible. Problem solving in nature.
Role Reversal-Each person expresses their opinions only after restarting ideas/feelings of the opposing person.
Empathy-Put yourself into the shoes of the person you conflict with and express your understanding of what they are thinking or saying.
Inquiry-Use gentle, probing questions to learn what the other person is thinking or feeling.
I-Messages-Avoid “you messages” to minimize defensiveness.
Disarming-Finding truth in what the other side is saying, expressing agreement with whatever part you find to be true.
Stroking-Say something positive about the other person while you are in the heat of conflict.
Letting Go-Let go of grudges; forgive.
Mediation-Introduce a third part to mediate disputes; can be professionally trained mediators. Includes process of defining problem areas, negotiating, agreeing, and contracting
