Social, Family, and Informal Groups PDF

09/29/24 1 Social, family, and informal groups  These are groups that you joined because of your life circumstances  Important: you build awareness of your and other people’s behavior and intentions when in these groups  Caution: tendency or likelihood of trans...

09/29/24 1 Social, family, and informal groups  These are groups that you joined because of your life circumstances  Important: you build awareness of your and other people’s behavior and intentions when in these groups  Caution: tendency or likelihood of transferring some of the behaviors, reactions, or your unspoken ‘rules’ or expectations from these groups into ‘groupwork’ groups, especially when you start to facilitate them 09/29/24 2 Working groups  The term group covers a wide range of gatherings and forms (i.e. from long-term training, seminars, and workshops, to formal and informal meetings and gatherings, and personal and therapeutic groups  The term work suggests a purpose  Meaning: working groups are groups that have been formed for a specific purpose or issue with a set of agenda or reason for gathering 09/29/24 3 Small Groups A group is defined as:  at least 2 people but usually more  gathered with a common purpose, or interest,  in a cognitive, affective, and social interchange  in single or repeated encounters sufficient for participants to form impressions of one another  creating a set of norms for their functioning together  developing goals for their collective activity  evolving a sense of cohesion so that they think of themselves and  are thought of by others as an entity distinct from all other collectivities 09/29/24 4 the definition accounts for the ff:  size  location  frequency of meetings  purpose for convening  goals for group activity which emerge out of the interaction  mutual influence  creates it own style and culture  adoption of group norms  establishment of a sense of bond, cohesiveness that grows out of members attachment to one another and to the group as a whole 09/29/24 5 versus: ‘Aggregate’ —people bounded by:  location usually experiencing common influences;  gathering of people without a common bond or significant interaction; may share some characteristics and are therefore thought of together as similar, but are not organized; a simple collection of people 09/29/24 6 Reasons why groups can help 1. Being in groups is a normal part of our lives: We spend much of our time in groups Experience in groups provides opportunity to improve part of our human functioning Individuals develop skills in working with others in a group i.e. communicating, relation- ship-building and asserting oneself—these can be transferred to their lives outside 09/29/24 7  Reasons why groups can help 2. People with similar life experiences, situations and problems can be a source of support to each other:  Feelings of people experiencing a particularly damaging and hurtful experiences or are in very difficult situations i.e. isolation, loneliness, loss, guilt, etc.  Sharing similar life experiences leads to a realization that:  their situation is not unique  they are not alone in such situations  Their emotions, feelings and reactions are normal and valid  Gaining acceptance and respect from group members can be more powerful experience and greatly increase feelings of self-worth 09/29/24 8  3. Groupwork can be empowering: must be an integral part of the group experience  Worker’s ‘power can’ be balanced by the power that comes from the group [members] because of their greater number  Members gain courage and confidence thus become more vocal, free, open, and participatory  Empowerment comes  through understanding how the problem lies outside the individual and results from oppressive practices and behaviors where these are founded  Therapeutic experience as an empowering process  Clients put in touch with resources available to them  Clients are encouraged to take responsibility for their own choices and improvement/ growth  Bringing people together to help and support each other is in itself empowering; being with the group adds to each others’ resources  Opportunity for collective action or collectively confront forces of oppression each similarly experience  09/29/24 9 4. Groups offer opportunities for giving and receiving help In a group each member has a number of other people available who can offer support, advice, and suggestions It is also beneficial to have opportunities to give help Important to people who due to their difficulties have feelings of being worthless or inadequate, and whose self-esteem is low---being able to both receive and give can provide the person an emotional boost and increased feelings of worth Provides an opportunity to get away from one’s own problems by helping with another’s 09/29/24 10 5. Groups offer opportunities for social comparison Observing others’ behavior, members may see themselves in each others’ situation and character/ personality Groups have capacity to hold ‘big feelings’ such as shame, terror, rage which individual members may find themselves as different or similar with the others Feelings that are unmet, unheard, and unseen may be recognized and can be managed through sharing of common feelings of anger, fear, sorrow and joy and a desire for close relationships 09/29/24 11  6. Groups offer learning opportunities (groups for learning) 2. Group members have the opportunity to learn from each other:  People who share problems can learn from others about effective ways of dealing with situations that arise  Possibility of learning from each other through a process of discovery—  learning may be more meaningful and natural through discussion and exploration of ideas  Arriving at solutions through discovery with others promote deeper learning than being presented with a ‘ready-made’ solution  Learning from observing others’ behaviors such as implications of outcomes and consequences of behaviors 09/29/24 12  6. Groups offer learning opportunities (groups for learning) 3. Group provides opportunities for acquiring information about how one’s behavior is experienced and responded to by others:  feedbacks from a member who are in similar situations or characteristics /profile such as age, ethnicity, class, etc. can be more powerful  Members are able to see how others relate to each other and what responses they get (feedbacks are greater in group than in a one-to-one contact)  Activities can be provided to encourage feedback and utilize this to help individuals learn about impact of their behavior on others and re-examine their actions 09/29/24 13 6. Groups offer learning opportunities (groups for learning) 4. Group offers opportunities for trying out new behaviors  Provides a safe environment in which people can experiment with behavior that is new to them  Members may try solutions that had not previously occurred to them without feeling threatened  Techniques: rehearsing or practicing assertiveness in a simulated situation 09/29/24 14  Groups provide hope and 7.. optimism  Belief in the possibility of improvement as a major factor in recovery  Self-efficacy (Bandura)—a belief in one’s capabilities to organize and exercise the course of action required to mange prospective solutions  Efficacy is increased—the fact that people come together to work on a problem suggest HOPE for the problem to be remedied  Members observe and hear each other in the process of solving their problems and how they have managed in the past—increases optimism and hope that they will be able to overcome obstacles  Role of facilitator: build self-efficacy of members:  emphasize members’ strengths and capacity to change  Provide information and examples of successes in the group or in other groups 09/29/24 15 Reasons why groups can help Being in groups is a normal part of our lives: People with similar life experiences, situations and problems can be a source of support to each other: Groupwork can be empowering: must be an integral part of the group experience Groups offer opportunities for giving and receiving help Groups offer opportunities for social comparison Groups offer learning opportunities (groups for learning) Groups provide hope and optimism 09/29/24 16 Other reasons for using the group approach: To use the group as the primary means of helping To augment individual methods To augment work with individual families To augment community methods To work with groups in the context of intergroup approaches at the community level (e.g., coalitions of different community 5. groups) 09/29/24 17 09/29/24 18 Features of group approach Group purpose Group composition Group rules Group structures Essential Group 09/29/24 Concepts 19 GROUP PURPOSE  The general aims of the group;  The purpose of the goal: to accomplish a task or meet psychological, emotional, or interpersonal needs  Group’s purpose identifies the reasons for bringing the members together  Group purpose:  Guides group composition;  Guides selection of goal-directed activities;  Defines the broad parameters of the services to be delivered  Elements of a good and clearly articulate purpose statement:  The group goals  The role of the members (what members are expected to do)  The roles of the facilitators (what group leaders are expected to do) 09/29/24 Essential Group Concepts 20 GROUP COMPOSITION  Refers to the members of a group inclusive of members’ personal characteristics and traits such as: gender, race or ethnicity, age, skills or talents  May be characterized as homogenous (commonality in traits and circumstances that is central to purpose of the group)—refers to the ways that the group members are alike  May be characterized as heterogeneous on some characteristics (such as age, race, ethnicity, employment, family composition, etc.)—refers to the ways that the group members are different from each other  Can also refer to the ways that members are selected for group participation:  voluntary participants—individuals who choose to join in a task or treatment group  involuntary participants— required to become members of a group or may be asked to join a group against their own volition 09/29/24 Essential Group Concepts 21 GROUP RULES They establish the behavioral guidelines group members must follow Developed with the goals of the group in mind Groups are governed by basic rules of civility Maybe stated or unstated; written or unwritten Use of basic interpersonal skills and observe/ follow cooperative behavior Task groups adopts a set of behavioral guidelines (sometimes use the rules of parliamentary procedures or Robert’s Rule of Order 09/29/24 Essential Group Concepts 22 GROUP STRUCTURE Refers to the logistics of group meetings Frequency Time, day of the week, Location of group meetings The above can affect achievement of goals, group membership, and attendance Some structural conditions: whether open groups or closed groups and whether group is time limited or open-ended 09/29/24 Essential Group Concepts 23 GROUP STRUCTURE: open groups  the group meets regularly and anyone who is in similar situation with the members is welcome to join in anytime  At any group meeting there may be a combination of members who attended the group before and new ones who are attending the group for the first time (old and new )  Sometimes referred to as “drop-in” group  Advantage: it is available when a group member most needs it  Respects the self-determination of group members to attend or not 09/29/24 Essential Group Concepts 24 GROUP STRUCTURE: closed groups  Groups that maintain the same members throughout the lifetime of the group  Most therapy groups are closed groups  Members are carefully selected  Members meet together for the duration of the group  Members are expected to attend every session  Benefit: builds group cohesion, a therapeutic factor in achieving group goals  Cohesion—the sense of ‘we-ness’ or ‘groupness’ a group experiences; the attractiveness of a group to its members  Evidences: feelings of belonging and comfort group members have toward the group, high attendance rates, high levels of trust 09/29/24 Essential Group Concepts 25 Group Structure in Social Work Group structure: patterns that develop and maintain themselves over time in interpersonal relations (Garvin and Glasser) Structural Properties of Groups 1. Size 2. Communication structure 3. Affectional structure 4. Power structure 5. Leadership 6. Role structure 7. Group norms 8. Status Size Refers to the number of persons in the group; Influence amount and quality of communication among group members Small size  easier it is get to know individual members  easier to observe and intervene in their interactions when necessary  encourages participation and involvement  Treatment groups—desired number is 6-8 members  Task groups—the size or number of members will depend on the purpose and objective of the group 28 Communication structure Process of transferring and sharing messages and meanings through the use of symbols i.e. words, movements and gestures, and sounds may be verbal or non-verbal Communication networks—‘top-down’, ‘bottom-up’ Centralized communication networks—are more efficient at solving simple problems Decentralized—maybe effective at solving more complex problems Desired pattern of channels of communication is group-centered rather than leader-centered 29 Interaction patterns  Maypole—leader is the central figure and communication occurs from the leader to the member and from the member to the leader (leader-centered)  Round robin—members take turns talking (leader-centered)  Hot seat—there is an extended back-and-forth communication exchanges between the leader and one member as the other members watch (leader-centered)  Free-floating—when all members take responsibility for communicating , taking into consideration their ability to contribute meaningfully to the particular topic (group- centered) 09/29/24 30 Affectional structure Evident in the process of interaction (the process of acting and reacting) The phenomenon of developing dislike or liking towards others  some people are drawn to each other and develop liking for each other  while others are repulsed, and develop dislike for each other 31 Patterns of Interpersonal Relations— Results from liking and disliking that developed among group members: a. PAIRS—dyads, mutual friendships, courtship pairs, pairs of enemies, dependency dominance, complimentary b. TRIADS—mediator and two rivals; coalition and one; three person alliance; harmonious threesome c. FOURSOMES—two pairs; three and one; four person alliance d. ISOLATES—people who hang on the fringe of the group with little acceptance from anyone 32 Power Structure In group functioning, some form of power or influence facilitates the group’s organization, its control, and goal attainment Power is not a negative factor but depending on how it is used:  may create or cause adverse effects on human interaction  may enhance/ promote positive / meaningful human interaction Structural properties of groups: Power structure 33 Bases (source of Power— of influence a person wields over another in a group) Reward Power—  Power is based on B’s (one member) perception that A or the entire group has the capacity to deliver positive consequences or negative consequences in response to B’s behavior.  Reward can come in many forms; promotions, praise, tokens, incentives  The more the group members value the reward, and the more they believe they can get it from anyone else, the greater the power will be  Group members will usually work hard to/for someone who has high reward power, will usually like the person, will communicate effectively with him/her  This tends to increase the attraction of B towards A Structural properties of groups: Power structure 34 Coercive Power—  power is based on B’s perception that A can inflict adverse or negative consequences or remove positive consequences in response to B’s behavior  Forms of coercive power—being admonished, being deprived of certain privileges  Will likely decrease the attraction of B toward A  The use of this power to settle conflict often increases the person’s hostility, resentment, and anger  Threats usually results in aggression and counter threats  Use of this power in a conflict situation should be avoided Structural properties of groups: Power 35 structure Referent Power—  Refers to the influence A has because of his being well-liked and/or respected, which results in B’s identifying with him  B is apt to adopt A’s thoughts, beliefs, values because of identification with A  B is often not aware of the referent power A exerts  Considered as having the broadcast power range Structural properties of groups: Power structure 36 Expert power—  Influence is based on the perception that A has expertise, has some special knowledge or skill and can be trusted.  This power is limited to the specific area of on e’s expertise  When the person goes outside the perceived range of expert power, such expert power will be reduced as an undermining of confidence seems to take place Structural properties of groups: Power structure 37 Legitimate power—  refers to that influence resulting from a person’s position in the group and/or from certain responsibilities that go with that position  Among the bases of legitimate power are: 1. Cultural values (e.g. respect for age, intelligence, physical characteristics) 2. Acceptance of a social structure (e.g. power goes with officership in a formally structures group) 3. From a legitimizing agent (e.g. election process that placed one in a position of leadership in the group)  The power outside of the person’s legitimate power range (usually specified as in a job description) will decrease his/her power and attractiveness as an authority figure Structural properties of groups: Power structure 38 Leadership Structure The ability to influence other people in some way which includes positive and negative influences 39 Leadership theories (serves as approaches to leadership) 1. Position Theory— the leader occupies the topmost position and all the others below would be lesser leaders.  The position gives the person power to influence  Power to influence lies with the position rather than the person  Because of his position he has the authority (assigning work or making decisions for others) Structural properties of groups: Leadership structure 40 2. Trait Theory—  assumes that leaders have personal traits or characteristics that make them different from other people  Also called the “great person” theory of leadership  best reflected in Aristotle’s words that “from the hour of their birth, some are marked for subjugation, and other for command”  Implies that leaders are born not made, and that leaders emerge naturally rather than being trained  Personality traits of leaders as compared to followers tend to better adjusted, more dominant, more extroverted, more masculine, and to have greeter interpersonal sensitivity, intelligence, enthusiasm, dominance, self-confidence Structural properties of groups: Leadership structure41 Trait Theory—2 Postulated trait leadership theory: b. Machiavellianism— Machiavelli was an Italian statesman who advocated that rulers use cunning, craft, deceit, and duplicity as political methods for increasing their power and control  Leadership in terms of manipulation for self-enhancement  This theory implies the notion that politics is amoral and that any unscrupulous means can justifiably be used in achieving political power  Machiavellian leadership is based on the concepts that followers: 1. Are basically fallible, gullible, untrustworthy, and weak 2. Are impersonal objects 3. Should be manipulated for the leaders to achieve his or her goals Structural properties of groups: Leadership structure42 Trait Theory—2 Postulated trait leadership theory: a. Charisma—defined as an extraordinary power, as of working miracles; must have a sense of mission, a belief in the social-change movement she or he leads, as/he leads, and a confidence in oneself as the chosen instrument to lead the movement to its destination  The charismatic leaders appears to inspire their followers to adore and be fully committed to them  The leader must appear extremely self-confident in order to inspire others with faith that the movement he or she leads will, without fail, prevail and ultimately reduce their distress Structural properties of groups: Leadership structure43  3 Style Theory—different styles: a. Authoritarian— leaders have more absolute power, they set goals and policies as well as major plans, dictate the activities of the members ­ They are purveyor of rewards and punishments and are the only ones who know the succession of future steps in the group activities ­ Complaints of group members are given in private ­ This style is generally efficient and decisive 44 Structural properties of groups: Leadership structure b. Democratic—  This style seeks maximum involvement and participation from members in all decisions affecting the group,  Processes bring about strong cooperation  Interpersonal hostilities and dissatisfactions with the leader are discussed openly and acted upon  There is less possibility for sabotage Structural properties of groups: Leadership 45 structure b. Laissez-faire—  this style is characterized by minimum input or participation from the leader  members are left to function or struggle by themselves  This style will suit groups that;  Are committed to a course of action,  Have the necessary resources to implement it, and  Need a minimum of leader influence in order to work effectively Structural properties of groups: Leadership structure 46 4. Situational Theory—  leadership is a function of the situation rather than the person or what s/he does  Type of leader needed depends on the work to be done—the situation is what produces leadership (example—a group is divided in its stand on an issue—a members who is perceived as neutral then will be elected as the group’s leader  The difficulty with this theory: it does not tell the kind of leader the group has, and what s/h does; it only tells what the situation is that produced the leader Structural properties of groups: Leadership structure 47 5. Functional leadership theory or the Distributed-Functions approach to leadership—  leadership is viewed from a group perspective  This includes the setting of group goals, the selection and implementation of tasks to achieve the group’s goals, the provision of resources needed for the improvement of the group’s cohesion  Theory believes that any member will be at times be a leader by taking actions that serve group goals Structural properties of groups: Leadership structure 48 INTERACTIONAL MODEL OF LEADERSHIP Group leadership Purpose of the Type of problem group Group members Group leader Environment Group as a 1.Members’ 1.Power base 1.Physical whole characteristics 2.Skill base setting 1.Size and a.interpersonal 3.Personality 2.Agency or physical skills 4.Service organization arrangement b.Information technology 3.Social 2.Time limits c.Motivation systems and 3.Group d.Expectations social dynamics 2. Extent of environment 4.Stages of participation group a)Amount of time development worked together b)Extent decision is implemented by members 09/29/24 c)Reactions of 49 Interactional Model of Leadership  Equal focus/ attention given to group, the worker as designated leader, the members, and the environment in which the group functions  Views leadership as being derived from the interactions of the group, its members, the designated leader, and the environment  Model is akin to ecosystems perspective  Represents leadership as a shared function of both leader and group/ members  Leadership emerges from a variety of interacting factors as group develops: purposes of group; type of problem group is working on; environment the group works; group as a whole; members of group; and leader of the group 09/29/24 50 Role Structure ­ Role refers to the socially recognized patterns of expectations of behaviors on the part of a person in a certain position ­ helps us to interpret what a person is doing or is trying to do ­ All groups (whether organized for therapeutic reasons, for problem solving, or for other objectives) rely on the performance by members of a variety of roles ­ The group’s needs require that both task roles and group-building roles performed satisfactory Structural properties of groups: role structure 51 Task roles Roles needed to accomplish the specific goals set by the group Some examples:  Informal and opinion seeker (asks for facts, information, opinions, etc)  Starter (proposes goals and task to initiate action within the group)  Direction giver (develops plans on how to proceed and focuses attention on the task to be done)  Summarizer (pulls together related ideas or suggestions and restates and summarize major points discussed)  Information and opinion giver (offers facts, opinions, ideas, suggestions, and relevant information to help group discussion) Structural properties of groups: role structure 52 Maintenance roles Roles that serve to strengthen social/emotional aspects of group life. Main concern of the leader is to harmonize and resolve tensions and conflicts within the group Some examples:  Encourager of participation—warmly encourages everyone to participate, giving recognition for contributions, demonstrating acceptance and openness to ideas of other, is friendly and responsive to group members  Harmonizer and compromiser—persuades members to analyze constructively their differences in opinions, searches for common elements in conflicts, and tries to reconcile disagreements Structural properties of groups: role structure 53 Group norms—  They indicate how members control each other, which behaviors are allowed and which are not  Evident at the:  individual level—as ideas in the minds of members about what should and should not be done by a specific member under certain specified circumstances  group level—a normative system organized and largely shared ideas about: expectations on members, sanctions to be applied for failure to comply  Written rules—codified such as professional codes of ethics, or formal written standards; meant to be taken as group rules; enforced by sanctions (both positive or negative), to ensure compliance  Explicitly stated norms—these are stated verbally or are easily recognized by members 54 Structural properties of groups: Group norms Status  Refers to one’s rank or standing in the group based on any of the following:  The person’s closeness to the center of the web of communication in the group  The carrying on of a particular kind of activity or maintaining a certain level of activity  The person’s position in the web of communication and the kind of job he does  Rank or status is based on some characteristics possessed by the person  Assigning of a rank or status to a member may be based on characteristics of members i.e. people are ranked according to age, intelligence, wealth, position  Implication of ranking or assigning status or position—will determine individual motivation (why does a member cling to a particular position) 55 Structural properties of groups: Group norms Norm, Role, Status—are closely related terms: Roles (“Expected to do”): to maintain consistency among sets of behavioral expectations so that people know what behavior to expect on certain persons and how to react to them Norms (“Ought to do”): to maintain consistency among sets of standards so that people know what the rules are, that what they are doing is either ‘right’ or ‘wrong’ Status (Evaluation of worth): to maintain criteria for the judgment of 56 (The changes and movements taking place in a group) 57 B. Group Process: the interaction processes or what goes on between and among members (what is happening between and to group members while the group is working – changes, forces generated by the interactions) 1. Conformity 2. Competition 3. Cooperation 4. Decision-making 5. Groupthink 6. Conflict 7. Group cohesiveness Major Conceptions  They are the changes in the conditions of the group as a whole —  changes that occur in the activities and interaction of group members are related to changes in goal attainment and group maintenance  Refers also to the developmental sequence that groups go through—  The term ‘phases’ or ‘stages’ are used to signify the process of group development  The group goes through the experience of pre-formation, group formation, integration, disintegration/ reintegration, functioning and maintenance, and termination 59 Major Conceptions  Group process may refer also to the interaction processes or what goes on between and among members  Group process refers to:  Changes or forces generated by the relationships between people and their interactions in the group which affect individual members and the group as a whole  Among these forces or processes are acceptance, rejection, participation, contagion, conformity, conflict, competition, cooperation, decision-making an cohesion  Example: a member remaining in or leaving the group, or the continuing to function or disintegrating 2 forms of conformity: 1. conformity wherein a person outwardly agrees but inwardly disagrees (the expedient conformer) 2. conformity wherein one both outwardly and inwardly agrees with the group (true conformer) 60  cooperation— a. Cooperative group—there is open and honest communication, trust, pooling of resources, and cohesion  Occurs when the members’ personal goals are perceived to be compatible, identical, or complementary with the group —  example: a successful basketball team in which the main goal of each member is to win and the main goal of the team is to win  each member seeks to coordinate his/her efforts with those of the other group members to achieve the goals of the group  in establishing a cooperative atmosphere, rewards to members must be based on the quality of group performance rather 2. Competition than on and Cooperation individual as Elements of group performance process 61 b. Competitive group atmosphere—  can be detrimental and destructive;  this condition exists when the members perceive their personal goals to be incompatible, different, conflicting, or mutually exclusive  In a highly competitive group, a member can achieve his/ her goal only if the other group members fail to obtain their goals  Each member seeks to accomplish his/ her goals while blocking other group members from accomplishing their goals 2. Competition and Cooperation as Elements of group process: 62 3. Idiosyncratic credits—  every member of a group gains credits (and status) by showing competence and by conforming to the expectations applicable to his/ her time  Eventually these credits allow a person to beak the group’s norms and rules without being chastised  After credits have been accumulated, nonconformity to general procedures or expectations serves as a conforming feature of one’s status 3. Idiosyncratic credits as Element of group process 63 4. Decision-making-  considered as an integral stage or step in the total problem solving process of the group  As a psychological process, it is similar to individual problem solving  The decision making by one or few person may be justified when:  A decision has to be made quickly and it cannot wait for a meeting to be called  The decision to be made is not that important  A precedent has been set with similar action made previously an there was no objection from the group  group decision making is a time-consuming process, members need to allow time and opportunity to contribute to group deliberations  Group decision making is superior to individual problem solving: 4. Decision Making as an Element of Group Process 64 4. Decision-making- Problems in decision making:  railroading in decision-making—making a decision that will benefit a subgroup but will be counterproductive for the whole group—tactics include  pressuring a group to decide quickly without the benefit of analysis  withholding information  buying votes with promises—suggesting that there are many consequences for those who do not support the desired decision  personal considerations such as friendships and the desire to return past favors received can influence decision  effects of values on decision making—cultural traits such as sense of shame, smooth interpersonal relations, or succumbing to bribery, etc. 4. Decision Making as an Element of Group Process 65  4.Decision-making- 4 types of procedures 1. Voting—2 ways a. Simple majority (one half plus one)  Advantages: decisions are arrived at much faster time than in the consensus approach; does not require much trust, open communication, and willingness to give up one’s position  Disadvantages: minority opinions are not always safeguarded; it tends to split a group into ‘winners’ and ‘losers; the losers may be almost as large in size a the winners but end up feeling their concerns are not attended to, and may not cooperate; the losers may feel controlled or manipulated by the majority b. High percentage majority (two-thirds or three-fourths)—regarded as a compromise between consensus and simple majority  advantage—generally able to draw stronger support from group members  Disadvantage—requires more time as more votes are needed, although less than consensus as not everyone has to be convinced or persuaded 4. Decision Making as an Element of Group Process: 4 types of procedures 66  4.Decision-making- 4 types of procedures 2. Consensus— process involves:  Presentation of suggestions usually by a few members  Other members reflect and evaluate suggestions given through group-wide discussion  Discussion persists in a very informal and flexible manner until someone senses that the group is reaching a decision  Decision by consensus is usually the most effective approach for getting all members to support and work for the decision  The most time consuming as each member’s concerns have to be considered  It requires the group to have a trusting and cooperative atmosphere where divergent views are sought out and respectfully dealt with 4. Decision Making as an Element of Group Process: 4 types of procedures 67  4.Decision-making- 4 types of procedures 3 Postponing decision—  A method wherein a group can’t “agree to disagree”  Serves to protect the minority from the will of the majority Minority is not forced to support something that  violates their convictions  To avoid the dissolution of the group itself—this occurs when the group is unable to make decision  decision-making is deferred—this can mean repeated discussions, sometimes no formal decision is ever made but may arrive at some form of resolution of an issue 4. Decision Making as an Element of Group Process: 4 types of procedures 68  4.Decision-making- 4 types of procedures 4 Delegation of decision making authority—  The group may delegate decision making power to individuals or small committees which in some cases are able to make quicker decisions than the group  Delegation is done when:  it will save time,  certain individuals have the facts upon which decisions can be based, and  the group has sufficient confidence in those who are given the decision making power 4. Decision Making as an Element of Group Process: 4 types of procedures 69 5. Group think—  a group interaction phenomenon influencing group problem solving process  proposals are accepted without a careful review of either pros and cons  influenced by powerful social pressures exerted on a group member who voices objections to what appears to be a group consensus  group think occurs basing on the norms of the group e.g. it is more important to bolster group morale than to evaluate all the alternatives critically  another group norm that increases group think: loyalty of members to the group by sticking with the policies to which the group has already committed itself  Some values support group think—i.e.,  smooth interpersonal relations or concessions—manifested as yielding to the will of the leader or majority;  Sense of shame—uncomfortable feeling that accompanies awareness of being in socially unacceptable position, performing a socially acceptable action 5. Group think as an Element of Group Process 70 6. Conflict—means a sharp disagreement or clash of ideas, interests  The following characteristics describe a conflict situation:  at least 2 parties are involved in the interaction  perceived or real mutually exclusive goals and/ or mutually exclusive values exist  interaction is characterized by behavior intended to defeat the opponent or to gain victory  parties face each other using opposing actions and counteractions  each party attempts to gain a power advantage over the other party 6. Conflict as an element of group process 71 6. Conflict— Different conflict styles: 1. the ‘win-lose’ conflict style—one party in a conflict situation seeks to meet individual goals at all cost, without concern for the needs of his opponent, or their relationship  the situation is defined as one which there will be a winner and a loser, and one will try to win at all cost 2. the ‘yield-lose’ style: one party views the relationship with the other party as the most important consideration, and not the attainment of one’ goals  the party using this style yields, loses his position 3. the ‘lose-leave’ style: one party has low concern for both the goals and the relationship with the opponent  he loses by default through withdrawing from the situation 6. Conflict as an element of group process 72 6. Conflict— Different conflict styles: 4. the ‘compromise’ style: one party has a moderate degree of concern for both the goals and the relationship with opponent  the party will try to reach a ‘compromise’ or what is known as the ‘win some-lose some’ effect 5. the ‘integrative’ style: one party has a high concern for both the goals and the relationship with the opponent  the conflict is resolved by working collaboratively with all concerned parties so that everyone will end up a winner  belief in the effectiveness of the style rests on:  the availability and desirability of a mutually acceptable solution  cooperation rather than conflict and that everyone is of equal value  others’ view are legitimate statements of their positions and that differences of opinions are helpful  the members’ trustworthiness and that other members will choose to cooperate rater than compete 6. Conflict as an element of group process 73 6. Conflict— Strategies to resolve conflicts in inter group intra group settings 1. Role reversal—each person expresses his or her opinion or views only after restating the ideas and feelings of the opposing person  These should be stated in one’s own words. Approval or disapproval, blaming, giving advice, interpreting should be avoided  Role reversal should be the expression of sincere interest in understanding the other person’s feelings, ideas, and position  Can result in a reevaluation and a change of attitude concerning the issue by both parties  The approach allows the issue to be perceived from the opponent’s frame of reference 6. Conflict as an element of group process 74 6. Conflict— Strategies to resolve conflicts in inter group and intra group settings 2. Empathy—involves putting yourself in the shoes of the other person you are in conflict with and expressing your understanding of what the person is thinking and saying  When expressing empathy it is essential to mirror what was said in a non judgmental way and to grasp the essence of what the other person is thinking or feeling  Use of empathy facilitates, increases cooperative behavior and facilitates the process of no-lose problem solving 6. Conflict as an element of group process 75 6. Conflict— Strategies to resolve conflicts in inter group intra group settings 3. Inquiry—involves using gentle, probing questions to learn more about what the other person is thinking an feeling 4. ‘I’-Messages—versus ‘you’ messages—  2-types of you-messages (described generally as counterproductive and frequently result in an on- going struggle between the two people involved  a solution message—orders, directs commands, warns, threatens, preaches, moralizes, or advises  a put-down message—blames, judges, criticizes, ridicules, or name-calls  I-messages foster open communication, they are non blaming messages; do not provide a solution, and they do not criticize; communicate how much more honestly the effects of behavior, and they help the other person to assume responsibility for his or her behavior  they convey to the person your trust in him/ her that s/he will respect your needs and will handle the conflict constructively 6. Conflict as an element of group process 76 6. Conflict— Strategies to resolve conflicts in inter group intra group settings 5. Disarming—involves finding some truths in what the other person (or side) is saying and then expressing disagreement 6 Stroking—it is saying something genuinely positive to the person you are in conflict with, even in the heat of the battle 7 Mediation—involves the intervention of an acceptable, impartial, and neutral third party who has no authoritative decision making power to assist contending parties 6 Mediation leaves the decision making power in the hands of the people outside of those in conflict situation  It is a voluntary process in that the participants must be willing to accept the assistance of the intervener if the dispute is to be resolves  It is usually initiated when partners no longer believe that they can handle the conflict on their own 6. Conflict as an element of group process 77 7. Group cohesiveness—  the result of all forces acting on members to remain in the group  forces arise from the attractiveness of the group  attractiveness of the group to an individual generally depends on his assessment of the desirable and undesirable consequences of his membership in the group 7. Cohesiveness as an Element of Group Process 78 09/29/24 79 Classifying groups Social group Primary group Formed and natural groups In-groups and out-groups Treatment and task groups 09/29/24 80 Social Group--  an exclusive, self-organizing form of social organization  comprised of two or more members who identify and interact with one another on a personal basis as individuals,  possesses a shared sense of the group as a social entity,  are affected by the group-related actions of members,  in which expressive actions dominate 09/29/24 81 Distinguishing social group from other social organizations:  Identity—all members share a common group identity  Members perceive the group as a whole  usually expressed by the use of “we”  Effect on individual behavior—the group performs socialization and social control functions for its members;  Existence of a distinctive subculture  Presence of a normative system influencing the group-related behavior of its members.  Group norms adopted and internalized and become part of the individual’s own value system 09/29/24 82 Distinguishing social group from other social organizations:  Self-organizing— relationships among members and the resulting interactions originate from the internal or natural state of the members—  The group-related actions are driven primarily by emotional factors.  Nature of the relationship is a characteristic of a natural group  Exclusive—the social group is the most exclusive of all forms of social organizations:  has a relative stability as an entity with  corresponding stability of socialization patterns among its members 09/29/24 83  Primary Groups  It comprises the individual’s earliest form of human association, typically the family or its surrogate  It is from the person’s primary association where he / she learns those specific behaviors, values, and other attributes that constitute humanness  The learning process is viewed as an internalization of members of the group through some form of psychological or image representation  The family is one primary group that provide critical primary- group experience and serve as a social medium through which the child acquire humanness and sense of self 09/29/24 84 Natural Groups---  Groups that come together spontaneously on the basis of naturally occurring events, interpersonal attraction, or the mutually perceived needs of members  Examples: families, peer groups, street gangs, cliques, friendship networks  They lack, and do not require formal sponsorship or artificial support  This type of group is not planned, nor it is constructed by any person or group in a deliberate sense  They tend to have long developmental histories  The internal structure of the group is not imposed, but develops over time  Its definition is similar to the definition of the social group and which describes the primary group 09/29/24 85 Formed Groups---  Defined as those groups that come together through some outside influence or intervention  They usually have some sponsorship or affiliation  They are usually convened for a specific purpose (i.e., therapy group, work groups, committees, teams, clubs, social action groups)  Members are confined to a narrower spectrum of roles within which group interaction takes place. 09/29/24 86 In-Groups and Out-Groups— The idea of in-groups and out-groups takes on special meaning at the neighborhood level, in conflicts between street gangs, rivalry between ethnic groups Satisfaction of belonging needs as a major purpose of the group characterized by its boundary setting qualification / criteria for membership 09/29/24 87 In-groups are defined as those social groupings in which the individual feels at home; the group shares some common interests, some shared expectations, and some norms which render behavior more predictable among group members they are similar and fit to the description of a social group or natural group a group designation that highlights the group’s strong beliefs, attitudes, values, and exclusionary behaviors toward out-group members 09/29/24 88 Out-groups-- are defined as those social groupings in which the individual does not feel a sense of belonging definition is focused on the individual member out-group status requires some consensus among members that the individual does not qualify for in-group status 09/29/24 89 Treatment and Task Groups TASK groups  Are formed and maintained so that specific activities or jobs can be accomplished  Also referred to as ‘work groups’  Designed to complete a job or to provide ongoing advice or monitoring TREATMENT groups:  May also refer to as “small helping groups” (groupwork)  In social work, a method of intervention to help meet personal needs of its members 09/29/24 90 A typology of treatment and task groups Groups social workers may encounter may be viewed in terms of their typology of classification system (whether as treatment groups or task groups) A specific type of group under treatment and task groups is usually categorized according to its primary purpose Important:  Groups with only one purpose rarely exists in practice  Best combination by being differential and selective 09/29/24 91  Task groups Treatment groups Based on client needs: Teams Treatment conferences Support Staff development Education Growth Based on organizational needs Committees Therapy Cabinets Socialization Board of directors Self-Help Based on community needs Social action groups Coalitions Delegate councils 09/29/24 92 Task group Used to find solutions to organizational problems, to generate new ideas, and to make decisions 3 primary purposes 1. Meeting client needs (i.e. teams, treatment conferences, staff-development groups) 2. Meeting/ serving organizational needs (i.e. committees, cabinets, and board of directors) 3. Meeting/ serving community need (i.e. social action groups, coalitions, and delegate councils) Important: there is often overlap between different types of task groups in actual practice 09/29/24 93 09/29/24 94 The Pre-group phase (before a group is actually organized) 1. Private pre-group phase  as an ‘idea’ only to organize a group ( possibly from the agency volunteers, officers or social worker  that group service is relevant to the agency’s mission,  that a particular purpose of helping a specific client group can be best served through the group approach  the group does not exist yet and any ideas or plans pertaining to it are still in the mind of the organizer  this is followed by a decision to have a group 09/29/24 95 The Pre-group phase (before a group is actually organized) 2. Public pre-group phase  Decision to have a group is shared with others in the form of announcements (verbally or in writing), fliers are sometimes sent to parties perceived as likely to be interested in the endeavor, including sources of referral  On the part of the agency: the purpose and time frame for the group program, the criteria for group composition, are usually defined at this time  The worker now has in mind the helping techniques that will be utilized  All these are communicated to the prospective group members when intake interviews are conducted 09/29/24 96 The Pre-group phase (before a group is actually organized) 3. Convening phase—  occurs when the prospective members, or some of them, meet for the first time  group is still an aggregate but the potential to become a group begins to materialize  members engage in social rituals and amenities and varied behaviors may be observed such as restlessness, talkativeness, and withdrawal as the participants judge each other  Feelings of resistance and ambivalence about committing themselves are natural in this stage  The worker assumes the lead role  Facilitates establishment of trust and beginning relationship toward group’s passage to group formation  Orients the groups about the purpose of the gw and clarifies expectations, honoring the group members’ struggle about joining or not joining, and points out what positive gains can result from group membership 09/29/24 97 Group formation phase  the period when the group gets organized;  may be achieved during one session or after many sessions depending on the members, their interests, capacities, and the purposes of the group  Group goals and norms evolve; group’s role system begins to develop; interpersonal ties begin to be evident; members start to be influenced or attempt to influence each other  Membership not stabilized yet; communication-interaction patterns observable; indicators of cohesion appears  The key dynamics of this phase—is choosing to unite with others; has two periods: (1) development of strong attachment to other members, to the group, and to the worker, and; (2) the maintenance phase  Major aim: to establish a pattern of member participation to help members develop beginning sense of belonging to the group  Conflicts arise here and are attributed to issues of leadership, decision-making, power struggle, status, and control. These happen because the members have already located themselves in the group and no need to put their best foot forward  Members are more aware of and sensitive to what is happening in the group and the effects on members       09/29/24 98 Group integration, disintegration or reintegration  Interpersonal ties increase, sense of group bond or we feeling begins to be apparent  Goals clarified, role and status structures emerge, tasks and emotional leaders are identified---this means group’s movement toward integration  Conflicts may also appear: disagreement on issues or interpersonal problems (The storming period—the appearance of conflict around interpersonal issues and expressed resistance to group influence and tasks requirements  If conflicts are not resolved, may lead to disintegration, if resolved positively, may create cohesiveness  Important: Use of conflict management techniques  The group may have to restate its goals, modify its structure, establish new rules for operating, define/ modify norms, redefine tasks--- such efforts can lead to reintegration phase  Higher level of reintegration arises—more stable group structure, more stable relationships, a greater influence of the group upon the members, clearer norms  09/29/24 99 Group functioning and maintenance phase  Also referred to as maturation phase, or differentiation phase, or problem solving and stabilization phase  Emergence of group culture---establishment of an ethical system and social contract  The group pursues the fulfillment of its purposes  Period of affection, of emotional integration of members with each other, and of lowering of defenses and an increase in sharing  Described also as period of consolidation and harmony or norming and performing  A sense of group-ness develops manifested in the members’ concern for the group and their engagement in activities which along with relationship patterns promote the functioning and maintenance of the group  More group harmony, the group is now able to deal with conflicts constructively and in more mature and acceptable manner  The group is able to respond in not only in intra-group processes but also to extra-group and inter-group pressures or threats  Group cohesion is apparent, not threatened by problems on withdrawal, poor attendance 09/29/24 100 Termination  in closed groups—members begin and end at same time  termination is a collective experience for which adequate preparation can be made; consisting of 3 phases: 1. pre-termination---the group is prepared for its imminent ending 2. termination—as the actual ending or the last group meeting 3. post-termination--- refers to the period after the group ceases to function and involves plans to continue to meet as a group  involves helping members to get used to the idea that the end of group’s life is forthcoming  opportunity to review the experiences in the group and to evaluate the gains made on both individual and group level  the central theme of this phase is that of mourning and time has to be made available to allow handling of people’s feelings 09/29/24 101 Phases in Group Development (theories) Social Groupwork as a Social Work Method  SOCIAL WORK WITH GROUPS Framework Philosophical Knowledge Foundation Foundation  Philosophy Human Behavior  Values and the Environment  Guiding Principles Social Problems and  Professional Ethics Social Welfare Policy, Formal (Code of Ethics) Programs and Informal (“given”) Services Social Work Practice (methodological knowledge and skill) Social Work Practice (direct professional social work with individuals/families, groups, communities) Focus of curricular area: helping students understand and appreciate application of philosophical and knowledge foundations of social work, teaching method, knowledge and skills for professional practice. Social Work Practice with Groups Generic base: philosophical and knowledge foundations Essential elements of practice: client, worker, problem, process The Group as social work “client” Group (definition) - At least 2 people (usually more), gathered with common purposes or like interests in a cognitive, affective, and social interchange in single or repeated encounters. Webster, 1988  Advantages of the group approach in social work: 1. Many individual feel more comfortable in a group (support; similar problems) 2. Members receive psycho rewards from helping others (“Helper therapy” principle) 3. Internal forces in groups can influence attitudes, values, behaviors (group can be potent instrument for change in the individual/group) 4. The group allows use of variety of activities relevant to individual needs and group goals 5. The cooperative thinking process in a group can hasten decision-making 6. Similar problems of members may be best handled with the group engaged in collective action (instead of individually) 7. It maybe more economical to work with a group (if appropriate) When is work with groups NOT social work? (Kurtland and Salmon, 1995)  when the purpose is change in the individual self without constant reference to and involvement of other members or regard for them  when the group is used essentially as the occasion for personal/ individual gain  when the social worker is referred to as the leader of the group and behaves accordingly, making the clients followers of the leader by definition  when the standard method of understanding member behavior and intervention is couched in terms of psychopathology and treatment; and  when social change and social action are by-products, incidental to the main content of the group membership experience  How Groups Effect Change (Dorwin Cartwright) A. The group as MEDIUM of change  the target of change: individual member  source of influence: the group  social worker guides group processes to achieve goals B. The group as TARGET of change  Target of change: the group as a whole or aspects/conditions of the group in order to change individual members (size, composition, climate, structure, etc.  C. The group as AGENT of change group efforts aim to modify or redirect features/forces in its social environment techniques: information dissemination, persuasion, negotiation, bargaining, pressure, confrontation etc.  USES of Groups in Social Work: 1. For EFFECT on participants: socialization – re-socialization acquiring or changing self-image/identity, motivation attitude change/formation change/formation/modification of values and beliefs behavioral change achieving sense of belonging support education/learning 2. For COLLECTIVE problem-solving work on common/joint tasks or projects dealing with social situations/problems (crisis, family rejection, etc.) 3. For CHANGE in the SOCIAL SITUATION or CONDITIONS outside the group modification of the institution or social system within which the group exists  Groupwork: a working definition “Social groupwork is a method of social work that aims, in an informed way, through purposeful group experiences, to help individuals and groups to individual and group need, and to influence and change personal, group, organizational and community problem” (Linday and Orton 2008) The focus of GW Practice 6/3/2007 114  Groupwork: a working definition Group that has been especially set up by a social worker with the intention of intervening in a way that is helpful to individual, group, organization or community Members that have been brought together for a particular beneficial purpose and that meet at a specified time and place Social worker is deliberate in facilitating or shaping and leading the group (or groupwork) and considers the range of reasons why the group can help The focus of GW Practice 6/3/2007 115 “As an orientation and method, members share interest or common problems, the goals are not necessarily emotional problems, but also include exchange of information, develop social and mutual skills, change value orientations, and divert antisocial behaviors into productive channels” Components of the definition  Goal directed activity:  planned, orderly worker activities carried out in the context of professional practice with people/ group  Activity with small groups of people aimed at meeting socio- emotional needs and accomplishing tasks  Activity is directed to individual members of a group and to the group as a whole  Purposes may include: provision of support, educate members, help socialize and achieve personal growth, treatment for problems and concerns Components of the definition  Reference to working with small group of people—  allowance for sufficient interaction  Term ‘small group’– implies the ability of members to identify themselves as members, to engage in interaction, to exchange thoughts and feelings among themselves through verbal and non verbal cm communication process  Practice with treatment and task groups  Help clients meet their personal needs  Help agency or organization accomplish its tasks  Deliberate use of intervention strategies and group processes to accomplish individual, group, and community goals using the value base and ethical principles of social work Components of the definition  Emphasis on the dual focus within any group e.g. goal directed activities 1. With individual members and 2. With the group as a whole  Worker focus and concern:  Both individual members and group as a whole  Their life histories, developmental patterns, needs, goals, characteristic patterns of behaving  The group does not exist in a vacuum  Considers as important the relationship with community / agency that legitimizes, and influences its purposes 3 ways how group enter the process of change 1. The group as a medium of change  Or a a source of influence over its members  Target of influence or change: individual member  Source of influence/ change: group through interaction with each other  Social worker: acts as guide to induce desired changes among members 2. The group as target of change  Changing group conditions as necessary to change individual behavior of members  Target of influence’ change: group (to affect members too)  Source of influence/ change: use of “indirect means of influence” ---practitioner’s interventions are used to affect modifications in group conditions which in turn affect members 3. The group as agent of change  Target of change/ influence: outside of group  Source of change/ influence: active involvement of group efforts to modify. Change, or redirect features of forces in its social environment Targets of change:  individual member  problems of interpersonal relationship  small system in neighborhood, community, or institution  large systems The focus of GW Practice 6/3/2007 121 The focus of groupwork practice  A generalist practice approach focused on the core competencies  Practice with broad range of treatment and task groups  Critical thinking and evidence-based practice  A focus on individual group members, the group as a whole, and the group’s environment  Application of foundation knowledge and skills from generalist social work practice to a broad range of leadership situations  Integration and use of specialized knowledge and skills based on comprehensive assessment of needs of the group  Recognition of the interactional and situational nature of leadership 122 6/3/2007 The focus of GW Practice Practice with broad range of treatment and task groups  Equal attention should be given to:  Use of groups in clinical practice (therapy and support groups)  Task groups such as committees, teams, and other administrative groups social workers are expected to participate in as members and leaders  Emphasis also on the interface between individuals and their social environments through social action groups, coalitions, and other community groups 123 6/3/2007 The focus of GW Practice Values and ethics in groupwork practice Worker must be familiar with and must indicate in the Groupwork proposal the following Agency’s formal and informal values embodied in its mission, goals, policies, procedures, and practices Community’s value system, traditions, standards, etc. Worker’s professional values Values basic to groupwork practice The focus of GW Practice 6/3/2007 124 Other considerations  Being cognizant of worker’s values as well as members’ values  Identify and resolve value conflicts between leader and members, among members and the larger society  Sensitivity to the effect of cultural diversity on valued behavior in groups  Supervision as means to increasing/ developing self- awareness; help worker to modify or change values that are not consistent with the profession The focus of GW Practice 6/3/2007 125 Core Groupwork Values  Participation of and positive relations among people of different color, creed, age, national origin, and social class in a group  Value of cooperation and mutual decision making  Importance of individual initiative within the group  Importance of freedom to participate:  Express thoughts and feelings about matters of concern to individual members or the group as a whole  Right to be involved in decision making process of the group  Value of high individualization in the group so that each member’s unique concerns are addressed The focus of GW Practice 6/3/2007 126 FOUR KEY VALUES  Respect and dignity ( valuing members’ contributions to the life of the group and adherence to the social work code of ethics at local and global levels)  Solidarity and mutual aid (valuing the power of relationships to help members grow and develop, to help them heal, to satisfy their needs for human contact and connectedness, and to promote a sense of unity and community)  Empowerment (valuing the power of the group to help members feel good about themselves; use their abilities to help themselves and to make a difference in their communities)  Understanding, respect, and camaraderie among people from diverse backgrounds ( valuing the ability of groups to: enrich members by acquainting them to and helping them respect, and appreciate people from other backgrounds; The focus of GW Practice 6/3/2007 127 Requirements for practice Essential knowledge and values that underlie social work practice with groups Tasks that should be accomplished in each phase of groupwork Knowledge that is needed to carry out tasks in each phase The focus of GW Practice 6/3/2007 128 Current trends in treatment groups Widely used groupwork models today: 1 Social goals model 2 Remedial model 3 Reciprocal model 6/3/2007 129 Social Goals Model  Focus: socializing members to ‘liberal’ or ‘egalitarian’ societal values  Values of cultural diversity and power of group action  Worker as enabler:  uses program activities (i.e. camping, discussions, and instructions; group conferencing, etc.) to socialize member  Helps group to make collective decisions and use their collective strength to make society more responsive to their need  Belief that groups could promote growth through group self- direction toward common goals  Importance of matching members’ needs to environmental opportunities for growth  Emphasis on:  autonomy of group members and their freedom to pursue their own self-defined goals  Importance of program activities  Use of empowerment strategies 6/3/2007 130 Remedial Model  Focus: restoring or rehabilitating individuals by helping them change their behavior  Worker:  As change agent, intervenes in the group to achieve specific purposes determined by group members, the worker, and society  Actively intervening in the group’s processes  Leader-centered approach  Use of step-by-step problem solving and task centered and behavioral methods  Time-limited, goal-directed practice, highly structured  Clientele: in-patients, community-based settings with individuals who have severe behavioral problems and social skills deficits, etc. 6/3/2007 131  Reciprocal Model (or Interactional Model )  Draws from the ecological systems theory emphasizing the reciprocal relationship that exists between group members and society  Members both influence and are influenced by the environment  Group-centered and process-oriented approach; Humanistic orientation with emphasis on:  Potential for growth and development of group members  Activation of members’ adaptive capacities through mutual-aid efforts  Making social environment more responsive to members’ needs  Worker acts as:  Mediator: Helps members to find common grounds between their needs and societal demands  Resource person: facilitates the functioning of the group; helps members form a mutual-aid system; explore new ways of coping with and adapting to environmental demands  Use of group processes to foster therapeutic environment in the group as a whole  Encourages agency and wider community to better understand and meet individual member’s needs 6/3/2007 132 Three Models of Social Group Model Selected Social Goals Remedial Reciprocal Characterist Model Model Model ics Social To form a consciousness, To restore and mutual aid social rehabilitate system among Purpose and responsibility, group members group members Goals informed who are to achieve citizenship, and behaving optimum informed political dysfunctionally adaptation and and social action socialization Compatible with clinical Formal agency inpatient and Settlement houses setting, clinical outpatient Agency and neighborhood outpatient or settings and center settings inpatient setting neighborhood and community centers Larger society, Alleviating Creating a self-  Selected Remedial Reciprocal Characterist Social Goals Model Model Model ics Mediator between Change agent needs of members who engages in and needs of the study, diagnosis, Role model and enabler group and the Role of the and treatment to for responsible larger society. Group worker help group citizenship Enable members attain contributing data individual not available to treatment goals the members Clients who are not functioning Partners who work Citizens, neighborhood, Type of group adequately and together sharing and community residents need help coping common concerns with life’s tasks Discussion, participation, consensus, developing Structured Shared authority and carrying out a group exercises, direct where members task, community and indirect discuss concerns, organizing, and other influence—within support one Methods used program and action and outside of another, and to in the group skills to help group the group—to form a cohesive members acquire help members social system to instrumental skills about 135 Group work in the West Roots traced in:  settlement houses  YWCA and the YMCA  Boy Scouts and Girl Scouts  Jewish centers in the 1800’s These agencies focused on providing group programs for the people considered ‘normal’ Recipients of group programs were provided with recreation, informal education, friendship, and social action  Recipients of group work services learned to: cooperate and get along with each others socially; enriched themselves through new knowledge, skills and interests 136 The Settlement Houses The Toynbee Hall in England the first settlement house established in 1884— founded by Samuel Burnett—as extension program the Oxford and Cambridge University The first workers were daughters of ministers from middle and upper classes Settlement workers would live in a poor neighborhood so they could experience the harsh realities of poverty; They used the missionary approach in teaching the residents how to live moral lives, and improve their circumstances, helped improve housing, health and living conditions— The technique settlement houses used to effect change are now called social group work, social action, and community organization 137 The Settlement Houses The Hull House in the US Established by Jane Addams in the late 1800’s was located in an impoverished neighborhood Group activities initiated were: social relationships, sports, music, painting, discussion of current affairs; Also interested in the various ethnic groups in the neighborhood around the Hull House, Addams brought the various nationalities together at Hull House where they could interact and interchange cultural values; Addams received the Nobel Prize for Peace in 1931 for her contributions As a result… Other settlement houses were established—with the belief that changing neighborhoods would improve communities and develop better societies 138 Young Men’s Christian Association (YMCA)  Founder: George Williams from England who grew up in a religious environment  He initially organized prayer meetings with his co- employees  This marked the beginning of YMCA in 1844  Similar prayer meetings were replicated in other work places  Activities: were mainly religious services such as bible reading, discussions of spiritual topics and later expanded its activities which included programs that meet community needs where YMCA were located  Other countries were persuaded to form YMCA 139 Young Men’s Christian Association (YMCA) Thomas Sullivan (1851) established the first YMCA in the US It was the first organization to aid troops during wartime in the field and in prison camps It pioneered community sports and athletics Invented volleyball and basketball Taught water safety and swimming Helped spur the formation of the Young Women’s Christian Association (Boston- 1866) 140 141 Before sixties: Socialization Goals  Traced back to the introduction of socio-civic movements during the period of American colonial period: YMCA in 1911, the YWCA in 1926, and the Boy Scouts of the Philippines in 1936  These movements paved the way for the establishment of agencies that used groups for purposes such as:  personality development  character-building  Purposes are met through wholesome leisure-time recreational activities  Groups were initially led by volunteers and later, these movements moved into training of workers according to agency’s specific program.   At much later time, these workers were required by their agencies to take formal course in group work 142 Before sixties: Socialization Goals First teachers of group work in the Philippines were formerly employed in these socio-civic agencies Focus : the development of the individual through training in social skills and inculcating social values Socialization—as the main goal during this first decade (the process by which the people selectively acquire the values and attitudes of the group of which they are a part; activities include arts and crafts, camping, sport, etc, from which people derived a lot of enjoyment and fun 143 Before sixties: Socialization Goals  By 1950’s social agencies organized groups for socialization goals but not centered on the recreational activities anymore:  Philippine Youth Coordinating Council—focused on preventive and developmental goals through leadership and skills training for OSY  Foster Parents Plan—organize mothers’ groups to promote responsible parenthood, vocational efficiency, and citizenship training  PMHA through its community outreach program for prevention of juvenile delinquency in selected communities in Manila, implement parent-education programs  utilized skits and drama presentations focused on themes related to the problems of delinquency 144 The Sixties: Prevention, Treatment, and development Goals  Agencies started using group method for both preventive and therapeutic purposes:  Special Study center, Inc.—organized parents’ group to help them understand, accept, and deal with their children’s condition  PMHA—conducted group therapy sessions, including psycho- drama with emotionally disturbed patients in its Day Care Center  A great deal of group work was undertaken in the field of housing and resettlement during this period  The then DSW social workers organized groups mostly tenants in numerous tenement housing centers in Metro Manila  Aim: to help tenants deal with common concerns and problems and to help them integrate into the surrounding community  i.e., OSY group addressing the problem of idleness, unemployment, lack of skills and gang wars among themselves, a group of head of households would deal with the problem of water supply and garbage disposal 145 The Sixties: Prevention, Treatment, and development Goals Efforts expanded and emphasized on socio-economic or livelihood programs —nature of group work was described as developmental group work  Contribution of the academe in the development of group work through Field Instruction: Through the cooperative endeavor between Philippine School of Social Work and the Philippine Youth Welfare Coordinating Council—where students worked with young groups for socialization and developmental goals Through UP-Department of Social Work and the St. Luke’s Hospital—where students applied preventive and developmental goals with poverty-stricken families being served on an out-patient basis, and therapeutic goals with patients in the hospital’s psychiatric ward 146  The Seventies: Emphasis on Developmental Goals  Group work thrust  was in accordance with the government’s pursuit of its Developmental Plans as reflected in the efforts of the Department of Social services and Development  to undertake developmental programs and services for the bottom 30- percent of the country’s population Emphasis on developmental social welfare was spurred by the UN’s declaration of the first Developmental Decade in the 60’s and the Second Developmental Decade in the 70’s  to support increased productivity on the part of individuals, groups, and communities  through the implementation of self-employment assistance, leadership, training, day care, responsible parenthood, and family life education program 147 The Seventies: Emphasizing Developmental Goals s  Social workers used ‘baranganic approach’ to facilitate developmental thrust using the group as main instrument of service  the ‘barangay’ as an existing political structure was used as point of entry and basis for problem identification and prioritizing  During the late 60’s and early 70’s—socialization and re-socialization were important concerns but no longer just through wholesome voluntary leisure-time activities:  Social workers in juvenile and domestic relations court used groups to help provide legal offenders with group experiences aimed at their socialization and/or re-socialization  Social workers in orphanages provided their wards with group experiences for socialization purposes 148 The Seventies: Emphasizing Developmental Goals s The declaration of Martial Law (1972) provoked a great deal of consciousness-raising efforts These efforts were aimed at making rural and urban poor citizens realize that many of their problems (lack of amenities like water, low-cost housing, medical facilities, employment opportunities, etc.) were due to deficiencies in their social situations People were organized and use themselves as the major resource for change—termed as community group work 149 The Present Scene Most welfare agencies in the country offer some type of group service for several purposes: 1. Developmental purposes 2. Socialization purposes 3. Treatment purposes 150 The Present Scene Developmental Purposes emphasizes human and community resource mobilization —examples are public agencies which invest a major portion of their resources for the support of livelihood programs Programs include leadership training and small-scale business management Examples: Group and group members make decisions on the livelihood project(s) to be undertaken, rules governing collection and payments of loans, marketing of products, etc. Programs in day care centers organize mothers to help them acquire knowledge and skills in parenting, household management, personal enhancement, etc. 151 The Present Scene Socialization Purposes Focus: Organizing groups to help members acquire the values, attitudes, and norms of the society Examples: Welfare agencies’ programs for street children and runaways which focus on values formation; Probation and correctional institutions also conduct group programs which emphasize on acquisition or reacquisition of acceptable ways of behaving and handling situations or behavior 152 The Present Scene Treatment or therapeutic purposes Use of the small group to help individuals who already have problems or breakdown in their social functioning Example: groups for victims of natural disasters, child abuse, adult sexual abuse, drug abuse) Current use of groups as a form of service: programs serve therapeutic functions as adjunct to the more comprehensive case management activities Treatment purpose manifest in combination with those programs and services that address socio- economic concerns and problems Simultaneous blending of treatment purpose necessary to address the