lecture 9: groupwork with different populations

Question 1

Ways to define different populations

Answer 1

• Life stages
  o Children  Youth  Young adults  Adulthood  Young seniors  Seniors
  o e.g. Adulthood – sandwiched generation
• Client types (Berg, 1989)
  o Visitors
  o Complainants
  o Customers
   More expectations to be “served”
• Level of motivation (Prochaska & DiClemente, 1983)
  o At varying stages of change
• Issues
  o Single issues vs compiled issues
  o Varying types of issues

Question 2

Groups for children

common Group purposes for children

Answer 2

• Group counselling
  o Focuses on conscious thoughts, feelings and behaviour e.g. anger management
   Guided by Piaget’s theory – concrete thinking stage
• Group guidance
  o Centers on the developmental concerns/tasks of childhood
  o Children can discuss situations that involve moral decisions and values
   Moldable at this stage  guide in the right direction
   Situational learning is the best – right when the situation occurs

Question 3

Groups for children

Possible referral reasons for children group work

Answer 3

• Inability to get along with peers
  o Socialisation skills
  o Build self-esteem, self-worth
• Bullying or being bullied
  o Psychoeducation about protecting themselves
  o Mold correct morals
  o Restorative group
  o Building self-esteem
   Identifying strengths
• Violation of school rules
  o Psychoeducation regarding school rules
  o Enhance motivation
• Depression and anxiety
  o Support
  o Emotional regulation
  o Coping
• Dealing with divorce
  o therapeutic
• Medical issues, traumas

Question 4

Guidelines for group work with children and adolescents

Answer 4

• Know your state’s laws regarding children: MSF | Children and Family
• Consider securing parental or guardian written permission
• Communicate your expectations to those in your group
• Emphasize confidentiality
• Maintain neutrality
• Use appropriate exercises and techniques and listen and remain open
• Prepare for termination

Question 5

Groups for adolescents

What to do when working with reluctant adolescent group members

Answer 5

• Explain: Explain the rationale of the group in jargon-free language
• Allow: Allow members to express reactions to being sent to group
• Go: Go with resistance – Don’t go against resistance, and avoid getting defensive
• Be: Be clear and firm with your boundaries
• More hints
  o It is usually easier to work with youths if you can have a breakthrough in making them trust you. (Importance of engagement phase and use of experiential activities)
  o It is helpful if you can be a friendly professional, and it is fine if you are not a friend. (Boundary issue) It is possible to balance the role of “control agent” versus “counsellor” role.
  o Remember, be one who can offer a relationship with “More of a DIFFERENCE

Question 6

Groups for seniors

themes of working with seniors

Answer 6

• Loss and the struggle to find meaning in life
• Loneliness and social isolation
• Feelings of rejection
• Dependency
• Feelings of uselessness, hopelessness, and despair
• Fears of death and dying
• Sadness over physical and mental deterioration
• Regrets over past events

Question 7

Groups for seniors

How can we work with seniors?

Answer 7

• Provide the space for seniors who have a great need to be listened to and be understood
• Help seniors integrate current life changes into an overall developmental perspective
• Present to seniors a clear explanation of the group’s purposes and potential benefits
• Be sensitive that revealing personal matters may be extremely difficult for some older adults due to their cultural conditioning

Question 8

Groups for seniors

obstacles in working with seniors

Answer 8

• Lack of trust in the social worker
• Language barrier
• Difficulty in changing mindset due to stuck mindset

Question 9

Guide for leading diverse groups

how can we develop cultural sensitivity?

Answer 9

• Explore own cultural identity
• Learn how group members define themselves culturally
• Become familiar with the cultural background of your members
• Be curious to explore prejudices, biases, stereotypical assumptions about working with people from diverse backgrounds

Question 10

Guide for leading diverse groups

How can we assess Cultural Influences on Group Behaviours

Answer 10

• The match between members and leader backgrounds
• The influence of member backgrounsds on group participation -Members’ view of the agency sponsoring the group
• The influence of the larger environmental context where members live
• Members’ acculturation and the way they have fit into society through work or school

Question 11

Guide for leading diverse groups

how to intervene with Sensitivity to Diversity

Answer 11

• Social work values and skills
• Using a strengths perspective
• Exploring meanings and language
• Challenging prejudice and discrimination
• Using culturally appropriate techniques and activities