Trauma-Informed Groups: Baird & Alaggia, 2019

• 5 grace days are available and weekends count as 2 days.
• Only 2 grace days are applicable to the final project.
• The use of grace days must be communicated before the due date.
• The exam covers both readings and lecture materials.
• Specifically, readings from reflections will be on the exam.
• The exam will be multiple choice and multi-selection.
• Tuning in, making note of feelings and experiences in the larger group as well as during small group discussions should be emphasized.

Trauma-Informed Groups (Baird & Alaggia, 2019)

• Ensuring trauma-informed practice in groups prevents inadvertent re-traumatization during service provision
• It ensures people receive appropriate services in a non-pathologizing manner.
• A trauma-informed practice allows practitioners to be alert to the possibility of trauma.
• It utilizes best practices to ensure participants are not re-traumatized from their group experience.
• It is particularly important for group work practitioners where there is a potential for participants to be triggered or re-traumatized.
• Participants relive their own traumatic experiences when hearing other group members speak about their experiences.
• In staged trauma work, trauma-informed work is the initial stage including mindfulness, grounding strategies, and at times distress tolerance.
• Trauma-informed work does not focus on processing trauma; the point of the group is not trauma work.
• In trauma-informed groups, trauma is acknowledged and incorporated into the group development.
• Specifics are not shared within the group but they are contained and noted.

Trauma-Informed

• Trauma-informed practice involves being attuned to how someone's current difficulties can be understood in the context of past trauma.
• Trauma-informed practice does not ignore or focus only on someone's experiences of past trauma.
• This practice identifies how trauma can impact the beliefs, confidence, and behaviour of people seeking services for other reasons.
• Other reasons may include substance use, or mental health problems.
• This practice recognizes the importance of ensuring safety and empowerment across all agency or system policies and practices.
• Safety and empowerment is important in targeted interventions for certain populations.
• In groups for clients with other presenting issues, such as self-esteem or grief, practitioners and group members may not be prepared for traumatic responses.
• Consider whether people in trauma-informed groups should also be engaged in individual therapy, if beneficial or detrimental, and how.

Trauma-Centred

• Trauma-centred directly addresses the need for healing from traumatic life experiences and facilitates trauma recovery.
• Trauma-centred healing is achieved through counselling and other clinical interventions.
• In this approach trauma is the central focus
• Traumatic reminders can activate areas of the brain that are responsible for intense emotions, while deactivating areas of the brain that inhibit emotions.
• Processing of traumatic material requires skills acquisition with respect to grounding, containment, distress tolerance and emotional regulation.
• A degree of overall life stability is required
• Consider whether people in trauma-centred groups be required to also be engaged in individual therapy, if beneficial or detrimental, and how it's different from those in trauma-informed groups.

Core Principles of Trauma-Informed Services

• Recognizes the effects of violence on development and coping.
• Identifies trauma recovery as a key goal.
• Focuses on empowerment.
• Ensures survivors have control.
• Focuses on collaborative relationships.
• Creates a sense of safety, respect, and acceptance.
• Emphasizes strengths and resilience.
• Minimizes possibilities of re-traumatization.
• Recognizes the role of culture and context in life experiences.
• Includes input from survivors in the evaluation and design of services.

Recommendations for Group Practitioners

• Assessment for past trauma is important prior to commencing group: using either an open-ended or direct manner.
• Developing safety and respect within the group setting.
• Building affect regulation skills appropriate in trauma-informed or trauma-centred groups; e.g., mindfulness, psychoeducation component.
• Minimize re-traumatization possibility with self and group containment strategies.
• Acknowledge the role of oppression and marginalization in trauma and explore intersectionality and group composition.
• Taking a trauma-informed approach to gathering a trauma history is important.
• Consider the challenges of developing a safe and respectful group working with mandated clients

CASW Core Values

• Respecting the Dignity and Worth of All People
• Promoting Social Justice
• Pursuing Truth and Reconciliation
• Valuing Human Relationships
• Preserving Integrity in Professional Practice
• Maintaining Privacy and Confidentiality
• Providing Competent Professional Services

Group Work

• Goal-directed activity with 2 primary uses: to bring about change to individual members (intervention group), or to bring about change to social conditions or environment outside of the group (task group)
• Four elements constituting group work: an emphasis on mutual aid, group process, autonomy, and the application of group experience.
• The worker focuses on assisting members to become a system of mutual aid, understands and respects the power of group process, enables the group to increase its autonomy and independence, and facilitates conditions in the group to enable members to apply the group experience.

Learning About Group Work

• Humans are part of groups throughout their lifespan.
• Groups can address multiple issues and needs simultaneously.
• Developing group work skills enables workers to effectively bring about change in both individuals and communities.
• Social change movements are highly dependent on group engagement and processes.
• Groups are versatile, effective, and offer utility: diverse array of purposes and settings: therapy, support, social action, education, recreation, tasks, self-help.
• Group involvement includes participation in committees, working groups, and supervisory groups
• Groups are more effective in solving complex problems due to diversity of membership.
• It is a practical way to address numerous clients when time, finances and social work resources are finite

What is a Group

• Lang identified three basic forms of social organization: aggregates, collectivities, and groups.
• Aggregate: temporary and accidental social gathering lacking social bonds, boundaries, or social purpose.
• Collectivity: an entity capable of becoming a group but not yet developmentally at that point; lacking shared goals and group phenomena.
• Group: plurality of persons with common identity, unity, shared goals, and norms.
• Groups are characterized by direct or indirect communication, standardized roles, and interdependence among members.
• They are a developed collectivity with a distinct identity and social structure based on interaction.

Attributes & Dynamics of a Group

• Membership Boundaries between members and non-members.
• Communication includes direct, indirect, verbal and nonverbal
• Relationships/cohesion arise over time, creating a connected, "we" feeling.
• Purpose defines aims and goals, informing the worker’s activities and ensuring clarity for all members.
• Values/Group Culture preferences regarding what is right, preferable, or worthwhile; influenced and shaped by existing culture; may emerge over time.
• Norms: implicit or explicit rules governing member behavior; can be limiting, liberating, oppressive, or promote authority.
• Roles are sets of expectations defining behavior within the group.
• Flexibility is key in functional groups.
• Power and status refer to the differential power and status hierarchy within the group

Next Week

• The topics next week include Group Tradition in Social Work, Diversity & a Strengths-Based Approach, and Principles of Inclusive Group Work
• Small groups of 3-4 students form, working together throughout the term.
• Small group discussions regarding week 1 and 2 readings, with assigned facilitator and reporter.
• Group Proposal Assignment discussion, assigning topics and exploring member strengths.
• Required and supplementary readings are available in the course outline and ARES.

Today's Agenda (Jan 15, 2025)

• The agenda includes discussing assignments, the course outline, and forming small groups.
• There will be small group discussions on the readings for weeks 1 and 2. Each group will assign someone to the role of facilitator and another member to report back to the class. These roles will be expected to rotate on a weekly basis.
• Lecture on required readings, discussion of the Group Proposal Assignment, and small groups to begin exploring each member's strengths.

Small Group Formation (Jan 15, 2025)

• Discussion groups and group proposals were chosen
• Groups of 3-4 students remain static for the duration of the term.
• Rotating active participants, roles relating to weekly readings: facilitator, reporter, observer
• Important to keep issues of inclusivity and diversity in mind
• Taking notes is encouraged relating to the group, which will create material for the final paper.
• Possible Group Proposal Topics: domestic violence, anger management, grief and loss, substance use, immigration adjustment, mental health, sexual violence, gender transitioning, emotional intelligence, communication/assertiveness, parenting.
• Populations can vary based on demographics such as gender, SES, and age, or by situation such as unhoused, youth in care, and mandated clients.
• Interventions used must be appropriate to the topic and population; eg's - CBT, MI, empowerment-based, strengths-based, creative, harm reduction, psycho-education, etc.

Historical Group Work Approaches

• Settlement House Model addressed mass immigration and the widening gap between social classes.
• Groups aimed to bridge social classes and affect upward mobility; goals include social unity through integration and Americanization.
• Jane Addams challenged assimilationist forces with emphasis on democracy and reciprocity.
• Social Goals model assumed individual growth occurs through collective action for common good.
• Leadership emerges from group membership and is transferred from worker; supports democratic principles.
• Placed groups support agency and community by supporting collective action.
• Remedial Model (Social Tx Model) is grounded in social role theory, psychoanalytic concepts and ego psychology.
• Groups shift focus from community to individual behavioural change through study, diagnosis and medical model regime.
• Focus is on transference, countertransference and defense mechanisms.
• Mediating Model and Mutual Aid (Interactional) Model integrates previous individual and societal approaches.
• The worker's mediating function transforms private troubles into public issues by focusing individual issues at either the agency or community level.
• Includes three enduring constructs; contract, mutual aid, and developing common ground.
• Task-centred and Mainstream Models built on premises of remedial model and casework tradition.
• In task centred approach (Garvin et al, 1976), there are 5 steps in task centred approach : preliminary interview, group composition, group formation, group processes & termination.

Systems/Ecological Theory (1980s)

• It introduced System, Boundaries, Environment & Diversity concepts to groups
• The relationships foster increased capacity for change in this theory.
• All members affect another.
• Emphasis is on adaptation to oppressive conditions.

Empowerment & Feminist Approaches (1990s to 2000s)

• These approaches aimed to change oppressive cognitive, behavioral, social and political structures.
• Empowerment involves developing a positive self-identity, critical analysis of sociopolitical realities, and building resources for goals.
• The steps toward collective work are planning, conscientization, collective action, and embeddedness.
• Feminist group critiques clinically focused approaches as failing to address oppressive structures.
• With feminist approaches there are 5 processes: develop common consciousness, systematic deconstruction, naming, trusting the group, and community with allies.
• Both approaches focus on diversity, power and oppression.

Strengths-Based Approach to Diversity

• Diversity is understood as a quality of being different, not as inherently inferior.
• It encompasses variety, differing backgrounds, and perspectives, beyond just demographic diversity.
• Group characteristics can be associated with power and social identity.
• Diverse groups can reflect established social power dynamics.
• Diversity as a relational concept: shifting understanding to transactions between members and promoting productive relationships.
• Mediated by power, status, and social context.
• This perspective increases consciousness of relationships.

Principles and Skills for Workers in Inclusive Group Work

• Inclusive group work acknowledges, respects, and embraces diversity and individuality.
• Encourages mutual respect and common needs.
• Challenges discrimination and inequity.
• Workers actively listen, express authenticity, and maintain norms of respect.
• Skills include self-awareness, exploring personal sociocultural identities, and examining privilege.
• Important to anticipate tensions, balance membership, and prepare helpful responses.
• Creating safety particularly in early group models exploration and safety.
• Important to be open as well as offer constructive feedback.
• Address taboo issues such as raise cultural & demographic issues while avoiding them.

Today's Agenda (Jan 22, 2025)

• Topics include Diversity of Purposes; Planning a Group with a Focus on Diversity; Ethics and Standards
• Assigning roles within small groups from previous week
• The agenda includes questions regarding assignments and the course outline leading into lectures
• Assignment #1, reflection paper on trauma-informed group work is due on Jan 30th.

Group Discussions Re: Readings (Jan 22, 2025)

• Roles will rotate weekly
• Discussions will be presented, focusing on key take-aways
• Discuss readings from this week, what stood out?

Diversity of Purpose

• Elements that are common among groups, include open or closed memberships.
• Memberships can be ongoing or time limited, or voluntary or involuntary
• The process towards changing one's values occurs through experiencing others as well a shifting from being close minded.

Group Types Breakdown

• Task groups are professionally facilitated and designed to improve service delivery within organizations to modify program goals.
• Board of Directors are an example of ongoing task group
• Intervention groups focused on individual goals regarding communication, interpersonal awareness, and strengths.
• Intervention groups alter past issues and address mutual aid in present conflicts.
• Psychotherapy groups correct deficiencies and restore health in the group's present environment
• Other types of groups offered; eduction groups to grow oneself, support to restabilize the self, growth to reach fuller potential
• CBT is a versatile methodology across the identified groupings

Diverse Practice Considerations

• Structure must mesh with expectations.
• All members agree to a mutual adaptation process, rather than just assimilation.
• Short-term, open-ended groups need regular focus.
• Consider diversity of thought.
• Focus must be on inclusivity.

Framework in Group Planning

• Plan with the community in mind.
• Community and agency support is crucial.
• Membership must be diverse and safe.
• Consider the agency structure and location.
• Process and the framework of the ethical concerns must be at the forefront.
• Take into consideration the costs of the service to give.

Planning

• Take the ethical guiding principles into consideration.
• Plan with diversity in mind.
• Address needs through exploration and analysis.
• Consider cultural assessments.
• When working with a co-facilitator, be a team.
• There should be agreement towards the framework to prevent miscommunication/values

Ethical Standards

• There are a series of standards to adhere to, starting with IASWG.
• In group work, ethical codes must align with CASW.

Assignments and Group Development

• On January 30, the reflection paper assignment on trauma-informed group wotk is due.
• Workers need to build optimal conditions of safety.
• Must integrate strengths from inclusive norms and build tentative participation.
• Authority themes should be addressed through the support of the worker.
• Safety can be crafted by creating an open space with cultural sensitivity
• Important to develop a skill set in group facilitation by practicing and considering the unique challenges.

Stages of a Group, Beginning

• Knowledge group worker is required to understand individual members
• Must understand the interaction, community, agency of these members
• Knowledge in theory and practice in both general and specific
• Worker must examine personal bias, and allow growth within one's self - to grow with one's group

Stages of a Group, Endings

• Variety of responses to pending group endings; approach-avoidance common; flight, denial, regression, need to continue, recapitulation, review and evaluation; share fears, desires and concerns
• When ending is pending, discuss and normalize challenges of group termination and encourage members to attend final week of group
• Worker: help members put separation in realistic context, make connections with endings of group and endings in other situations
• There are a unique challenges regarding an ending of a group; but workers should ensure these are safe and have provided appropriate steps

Group Leaders

• It is the leader's goal to share power.
• Worker must facilitate climate norms to encourage these qualities
• Leaders must be attentive to thoughts and feelings
• Self reflection may be the most important
• Important to uphold integrity and maintain hummer
• Leaders should embrace flexibility

Group's Middle Phase

• Group goals evlove over time
• Members show increased motivation to inquire and offer interpersonal support when others share; evidence of development of cohesion, empathy, connection
• Leaderships must be cognizant to shift group dynamics, always
• Mutual aid helps to assist, enable, advocate, connect and offer the assistance needed for all

Middle Phase of Group: Work and Leaderships

• The group presents feelings and attunes to the direct verbal and indirect communications that can occur
• Comfort and trust must be present to create safety for a group
• Leaders must ensure redistribution of power; must monitor bias

Key Framework

• Leaders should practice with questioning and responding skills
• Leaders work to bring empathy, emotional connections and build process

Diversity in Leadership

• Important the worker matches internal experiences
• The leaders assesses the conflict and makes the choice to intervene in the process
• Leaderships embraces empathy in process
• Should a leadership be harmed; there are actions that should allow the group to repair with themselves

Group Endings

• Responses can vary with anxiety and other issues
• Group discusses challenges in termination
• Leaders help those transition from groups

IASWG standards

• The group reviews and identifies needs and reactions
• There is sharing of appreciation by the workers
• Groups uncover hidden feeling to prevent conflict
• The groups has a critical overview process