The Helping Process PDF

The Helping Process P R E S E N T E D BY: F RA N Z L E O N E L E S P E S O , R S W HELPING PROCESS VS. P R O B L E M S O LV I N G P R O C E S S Problem solving concept can be generally traced to the book of a progressive educator and social scientist, John Dewey (1933), entitled “How...

The Helping Process P R E S E N T E D BY: F RA N Z L E O N E L E S P E S O , R S W HELPING PROCESS VS. P R O B L E M S O LV I N G P R O C E S S Problem solving concept can be generally traced to the book of a progressive educator and social scientist, John Dewey (1933), entitled “How We Think”. He describes what goes on in the human mind when confronted with a problem. He believes emotions influence cognitive processes. “ “the problem-solving behavior is based on reflective thought that begins with the feeling of doubt or confusion. ” DEWEY, 1933  In order to solve a problem, a person follows a rational procedure, consisting of steps in an orderly sequence. Referred Recognizing to as “five phases ofthe reflective thinking" difficulty Defining or specifying the difficulty Raising a suggestion for possible solutions and rationally exploring the suggestions, which include data collection Selecting an optimal solution from among many proposal Carrying out the solution. This context was improved by George Polya, a mathematics professor, in a model with the intent to be used as guide by anyone engaged in problem solving. His model consist of these phases; Understanding the problem including the problem situation, the goal of the problem-solver, and the conditions for solving the problem. Devising a plan by which the goal could be attain. Carrying out the plan. And finally he added, Evaluation of the plan, its implementation and the result.  Since the time of Dewey and Polya, many others, in different fields of endeavor, have developed models for problem solving, including social work profession. In general, problem solving process demands that you would be successively involve in the following sequential steps; i. Recognition and definition of the problem, and engagement with the client system; ii. Data collection; iii. Assessment of the situation; iv. Goal-setting and the planning of an action; v. Intervention or the carrying out of the action; v1. Evaluation; and vii. Termination.  These steps constitute the orderly framework for working with people - discernable in the work of different authors from various disciplines including social work. Such a framework is essentially an adaptation of the classical scientific method.  The social work helping process is closely akin to the widely used problem solving process. However, Lee-Mendoza (2002), delineate helping process and problem solving. She defines problem-solving process as essential cognitive process, a rational procedure involving a series of steps to be followed sequentially. While the social work helping process is the context in which problem solving process is used, not just a cognitive process since it involves a relationship between two parties, the worker and the client system. Professional values and ethical principles guide this relationship particularly in relation to the handling of feelings and attitudes that inevitably enter the picture. he Social work Helping Process Helen Harris Perlman is considered the originator of the problem- solving framework in social work which greatly influence social work thinking. In her book Social Casework; A Problem Solving Process, she describes the social work process as a progressive transaction between the professional helper and the client, consisting of problem solving operations. In social work literature, there are a number of well known authors whose writings followed the problem solving framework of Perlman. There are other authors, though, that has created their own model of helping process in working with groups. Among these are the following, whose works became popular and widely use in group work;  Robert Vinter William Scwartz (Treatment Sequence, (Mutual Aid Mode, 1985) 1962) Intake Preliminary Phase Diagnosis & Treatment Planning Group Composition Beginning Phase Group Development & Middle Phase Treatment Evaluation Ending Phase Termination  Part of the generics of social work is the use of this systematic helping process which means the following steps: Assessment; Action Planning; Plan Implementation; Evaluation, and termination. Whereas, Assessment and Action Planning comprise the beginning phase of the helping process; Plan Implementation is the middle phase, while Evaluation and Termination comprise the ending phase. The sequence of this process includes each client’s experiences, the group’s development as affected by the worker, and the worker’s decisions and overt activities. It is helpful that we know how to identify the segments of the helping process, through its distinctive event and activities typical of each stage. However this should not mislead anyone into supposing that the events and activities are invariant or that one stage is always neatly completed before the next begins. Steps in the Helping Process William Schwartz, whom developed the Mutual Aid Model (1961), introduced the preliminary phase (pre- group formation) which he defined as the period prior to the first encounter with the client group. It refers to the effort of the worker to conceive a group service and to make decision about group purpose, size, meeting frequency and duration, membership criteria, meeting place and other group structural issues such as open-ended group (accepting new members while other may be leaving) or closed-ended (closed to new members and have specific start dates and end dates). An important part of this, is meeting with prospective members as part of a recruitment or intake T H E P R E - G R O U P F O R M AT I O N A C T I V I T I E S OF THE SOCIAL WORKER 1. Conceptualizing the Group Service It is usually an agency social worker who would take the initiative of suggesting that the agency start a group program. Sometimes, however, it is somebody; from client feedback or a staff team that discovers an important gap in the service, or even somebody outside the social agency who makes a program proposal. Regardless of the source, what’s important is that there is clarity of purpose behind the program as this will serve as the basic guide for both the agency/worker and the group. A concept paper or a program proposal is then usually prepared which would contain the following: A.) rationale/ purpose of the group program; B.) target client; C.) the need/ problem to be addressed; D.) membership criteria; E.) resource requirements (e.g. staff, space, equipment); F.) procedures for setting up the program; and G.) time frame. The conceptualizing process must answer the questions what, why, who, when and where. Purpose of the Program Its stament should emanate from the agency's purpose of function. It should be clear especially to those implementing it. The purpose of a partcular group program, usually, has a need to have major thrust, e.g. “treatment” or “development”, to guide the worker’s helping efforts. Which, eventually, serves as its guide in identifying the client sector to be served, and what unmeet need or problem should be addressed.  Agency Group Agency Purpose/Function Prospective Members Membership Criteria Program Purpose To provide interested Female, 18 – 40 of The government women in the age, community Women from low- public welfare community with the resident, preferably income families will agency’s Bureau opportunity to has experienced be given priority for Women’s acquire harassment or abuse ( but open to all Concerns to help assertiveness skills related to being a women in the improve the life in order to prevent women; interested in community who conditions of their exploitation by learning how to want to learn women in the others and help become more assertiveness skills) community them find fulfillment assertive in in their various social interpersonal roles (wife, mother, relationships; can employee, citizen) attend weekly 2-hr. sessions for 10 weeks. Membership Criteria It can be stated in specific or in general terms, depending on what the agency plans to do. If from the start the agency wants to organize several groups that will pursue goals relevant to the agency’s group purpose, then it can set criteria that are stated in broad terms. The new program would usually be announced through an office memorandum, or presented in a staff meeting. Once a group program proposal is accepted or approved by the agency, plans have to be made relating to announcing the program, recruiting prospective members, preparing necessary logistics, and enlisting community support. T H E P R E - G R O U P F O R M AT I O N A C T I V I T I E S OF THE SOCIAL WORKER 2. Announcing the Group Service and Recruiting Members There are many ways of publicizing a new program. Written announcements can be posted in strategic places in the community. The announcement should be brief but clear and should mention the purpose of the program, who may apply, and where to make inquiries and the like. Visits can be made with barangay, youth and women leaders, etc. to explain the program and recruit potential members. These efforts are particularly helpful if the agency plans to organize more than one group or wishes to have wider field of service applicants to chose from. Otherwise if only one small group will be serviced, the worker, by himself or with some help from others, should identify the possible members based on the membership criteria and invite them to T H E P R E - G R O U P F O R M AT I O N A C T I V I T I E S OF THE SOCIAL WORKER 3. Preparing Logistics Logistical support for a group program would include personnel, facilities, and materials. T H E P R E - G R O U P F O R M AT I O N A C T I V I T I E S OF THE SOCIAL WORKER 4. Enlisting Community Support Pre- group planning should include identification of those sectors in the community whose support is essential to program success. For example, a street-based program for street children has to be understood and provided support by the residents, storeowners and policemen in the area for otherwise, they may block or resist the program. So, it will be wise to cultivate and know how to use a network of resources that respond to one’s agency program demands. Other questions may also have to be answered during this stage, such as will the focus of the helping efforts be only on the members of the group or can it extend to their families?; if group problem-solving calls for action that will involve addressing other community issues, will the worker’s P R E - G R O U P I N T E RV I E W / I N TA K E Robert Vinter (1985) states that this is the stage by which the potential client achieves client status. For the client, it often involves some kind of self- presentation including the problem or need as the client experiences it. Prospective members of a group are usually interviewed by social worker prior to group formation. The interview may be a private, one- on- one type of meeting, or with a group of other prospective participants, it is usually for the worker to decide. In some cases, the worker may have access to admission or intake and other records and only have to obtain whatever supplementary information needed. When no record exist, though, intake interviews will have to be conducted. When no record exist, though, intake interviews will have to be conducted. The following should be discussed with prospective participants a.) The during agency these and itsinterviews: pre-group services; b.) The agency’s purpose for the group program; c.) Agency expectations in terms of attendance and participation; d.) Activities that are likely to be undertaken since discussion of this helps to increase motivation and discourage those who are not really serious about membership; e.) The duration of the group program; and f.) The basis for termination of membership. During pre group interviews, the worker should explain that the group membership is not permanent. That members may be leaving for reasons that either; Goals for a member have been achieve and another member can replace him, therefore, would also benefit from the experience.; or  Part of this stage is that the worker must encourage prospective participants to raise questions that they may have. This will be an opportunity for the worker to explore client’s interest and concern, that can help establish the person’s eligibility for the group service, which is the primary purpose of intake process. Eventually, this will help the worker with the task of group formation. Background information of each prospective group member is needed ,practically, for individual client profile; the minimum requirement. These should contain the following information; I. Name and other basic identifying information II. Need(s)/ concern(s)/ problem(s) relevant to the group program III. Strengths/ resources and limitations, if any (e.g. employed client and can attend meeting only during weekends) IV. Worker’s observation/ comments  This will be required for assessment process. For treatment oriented group programs, additional individual client interviews may be needed, and if necessary, additional collateral interviews (interviews with significant others) for a comprehensive information necessary for individual case assessment. This intake process cannot be disintegrated with the second stage; assessment. Since, during intake interviews, on the worker’s part, this involves some assessment of the client’s problem or need, and of the adequacy of resources available to resolve it. Assessment and Planning (Beginning phase) Assessment in other literature is referred to as “social study”, “diagnosis”, or “problem definition” – a process and a product of understanding on which the action/treatment is based. These involves information-gathering and analysis towards an understanding and therefore, will ascertain the particular problem or needs that social group work and other social services can help to alleviate. This is the basic reason for assessment. Whereas, information that have been obtained during pre-group interviews should now be studied and analyze with care in order to arrive at an adequate assessment.  In social group work, assessment and action planning are generally undertaken first with the prospective group members individually, and then with group as a whole. INDIVIDUAL ASSESSMENT AND ACTION PL ANNING Part of assessment stage is Preparation of the Assessment/Diagnostic Statement. This is the representation of the worker’s appreciation of the client’s problem(s), needs and the factors in client’s personality and environment which gave rise to the said problem/need. The worker also presents his/her analysis and summary of the information gathered. In addition, worker endeavors to assess the relationships which exist between the client’s problem, his/her personality and his/her environment. The Assessment/Diagnostic Statement serves as the focus and guide in the treatment effort. The three types of assessment/diagnostic statements are: 1.) Preliminary; 2.) Working; and 3.) Terminal.  The preliminary assessment/diagnostic statement includes descriptive information about the client’s presented problem(s) and the decision as to whether client will be accepted for further study and treatment in the agency. Including the motivation of the client, suggested services for the client and a summary of the worker’s contract with the client. If prospective client cannot be accepted for treatment in the agency, the assessment/ diagnostic statement should include the recommendation where client can be referred for the needed professional assistance. The working assessment/diagnostic statement is an analysis and summary of client’s problems/needs, his/her resources, and potentials for change. It also includes the barriers and constraints However, this may be subject for revision at various points of treatment as worker observes new information about the clients from his/her behavior in the group process, or receives new information about the client from outside sources. Thus, revision is necessary to integrate the new information observed and received about the client. The terminal assessment/diagnostic statement is an assessment of the changes in the client’s attitudes and behavior which took place during the treatment process and the client’s level of social functioning in relation to his/her presenting problem. The problem and treatment goals are the basis for assessment of change. When the treatment goals had been achieved vis a vis client’s problem, client’s case can therefor be terminated.  An accurate assessment of the worker is important because this is the basis of goal-formulation and intervention/ action planning for the prospective group members. Action-planning is the outcome of the worker’s assessment. The task involves a consideration of the most appropriate ends and means that should be pursued and that directly respond to the client’s concern or problem. At the culmination of the action-planning stage, a concrete statement should be prepared by the worker to crystallize the assessment of the client and to make explicit objective the worker will pursue and the ways to implement these objectives. Action-planning that is focused on the individual client at this stage will require the following from the worker: Formulating Goals While all social work practice has one ultimate goal- the enhancement or improvement of the client’s social functioning, we have to be very clear about the specific ends, outcomes, or results desired and expected from every professional helping relationship. The simplest way to formulate goals is for the worker to answer the question: “where do I want the client to be at the end of the helping relationship?” or “what is it that I expect to have been accomplished as a result of the helping relationship?”  Here’s a guide in writing statement of treatment goals adapted from an outline of diagnostic statement prepared by Sarri, Galinsky, Glasser, Seigel and Vinter. i. The statement of treatment goals must be directly related to the presenting problem. They must refer to an improved state of functioning transferable outside the treatment group which can be stabilized beyond the treatment sequence. ii. Goals must focus on those changes in attitudes/ behavior attainable through group work service iii. Goals must be reasonable and demonstrable with respect to probable outcome. iv. Goals must include what resources can be tapped from client’s internal SMART is the best practice framework for setting goals. The acronym “S.M.A.R.T.” is widely used in our country, especially by many social agencies, as guide to goal setting. A SMART goal should be; Specific – what exactly do you want to achieve? One way to make your goal specific is to think about the “who”, “what”, “when”, and “where” of your goal. Measurable – you must determine what are the tangible measures for your goal will be. In other words, what will you see, hear, and feel when you have achieved your goal. Attainable – it must be possible for you to achieve your goal. You weigh the effort, time, and other cost to attain your goal. Realistic – Your goal must be within reach and must represent an objective toward which you and the client are both willing and able to work. Time-Bound – a goal should be grounded within a timeframe. This will provide you necessary focus and sense of urgency to make it happen. “By when do I want to have achieved my goal?" Establishing Specific Helping Plans If there are ends, then there are also means to achieve them. These are called intermediate goals, objective, interventive plan, or action plan. These are specific statements of what will be done to achieve the defined goal. What will be done may be limited or comprehensive, depending on what is agreed on between the worker and the client. In working with groups, it is helpful to separate the helping plan which the worker will attend to outside the group, like working with the client’s family. GROUP-FOCUSED ASSESSMENT AND PL ANNING The group-level assessment and planning may be said to start even before the group is convened. This is because as the worker does pre- group interviews with each prospective group members, he is “processing” in his mind the information he has been getting, thinking about who will be in which group (if more than one group is going to be formed), what concern or problem the group will likely address, and what activities may have to be undertaken. The task relating to two important aspects of work with group are group composition and group formation. Group Composition refers to the selection of members and deciding the size of the group, two important group-related task that have to be attended to by the group’s worker.  The selection of members is very important because the members of the group, their behaviors and interactions create the social processes that will later happen in the group. There is no magic in formula for creating the perfect group. The agency’s purpose for the group service serves as the general guide for the selection of members, that is, why it has been established and what the agency expects to achieve. Client attributes – age, interest, interaction style, maturity, and personality characteristics; are also used as basis for group composition. The worker should be guided by “compatibility or complementary and not identity” rule when determining group composition based on his/her assessment of the clients. It will be based on worker’s predictions as to compatibility of needs and behaviors, similarity of problems, range of tolerance for deviance from behavioral norms, cultural and other characteristics, and skills related to the purpose of the group. In cases of group composition are pre-determined, the worker can still observe a  The size of the group is another aspect of group composition that should be given careful attention by the worker. The purpose of the group is a good general guide for deciding on the number of members appropriate for a group. Note the use of odd numbers -seven and fifteen, as the common practice in work with groups because it is helpful when there is a need to break the tie when the group is divided on an issue and must take a vote to resolve. Another important note is that when the group becomes too large (e.g. 20 persons) it may not accomplish its task effectively because of the sheer burden trying to keep all the other members in mind, and a group that is too small (e.g. 4 persons) may not have enough resources within it to be able to carry out its work. Group Formation is the process of getting a group organized so that it can start to function and move toward the attainment of its planned goals. A common practice during the organizational or group formation meeting is to conduct one or two appropriate “unfreezing” or getting-to- know-you exercises which the worker should prepare before coming to the meeting. This may be followed by a review of the agency’s overall goal or mission, its purpose for the group program, and the workers role in relation to it. The worker should encourage questions from its members and if, questions are not ask, he should move into a discussion of the matters that are un his written or mental agenda for the meeting. During group formation, the group should discuss and agree on the following important matters: Common group concern/problem. From the pre-group formation activities it is presumed that the worker has obtained information about the individual member’s backgrounds, as well as their interest, concerns, and problems. Therefor, he already has at least some idea as to what common concern(s) or problem(s) will need to be addressed through the guided group experience. In groups that are being used as means for effecting change in individual members, the latter are made aware that they are together because it is believed that they can be served through the same group. During the group formation stage, therefore, the worker has to engage the members in a discussion of their individual concerns and problems, using his best judgement as to how far the sharing should go, and using his skill in setting limits, when appropriate. In addition, he has to provide the group with the needed focus, that is, for the members to identify common or related problems of social functioning which will be worked through the group. This also means helping the members  Norms and rules. The worker is expected to guide the group towards an agreement on rules and standards of behavior in the group. If members do not raise the matter then the worker should be the one to initiate the discussion on the subject. It should include rules about conduct during group sessions, (e.g. no verbal or physical violence, allowing every member to freely express his opinions, listening to whoever is talking), and outside of the sessions but relating to the group (e.g. not sharing of confidential information with non- members). Rules regarding attendance, punctuality, and task assigned are usually also taken up. The group members realize the importance of abiding by these expectations if the worker tells them that he will himself observe them.  Schedule and venue of group sessions. The worker should discuss and agree with the group on the schedule of the group sessions. Most social work groups meet for one-and-a-half or two hours on a weekly basis, usually on the same designated day of the week for easy recall. However, there are very short-term groups whose concerns are of such nature that more frequent meetings are necessary, given that the worker still have enough time for preparation, recordings, marginal interviews, etc. or considering members who may be working, schooling, have transportation problems, etc. If the holding of sessions in the agency or premises is optional, the group should agree on a place that is most convenient for the members. The worker should also give the group some idea as to how long group life will last for the entire group (if it is closed group), or how long group membership will be for individual members (if it is an open group). This is important as it prepares the members for the reality of termination and minimizes resistance or problems that may develop in relation to this phase in the helping process.  Group Goals. In other social work practice literature it is referred to as “goals”, “ends”, “purposes’, “objectives” and “foci”. This provide direction to all activities, including worker interventions, decision and actions. Goal-setting will depend on whichever approach the worker will use, however, it is important to recognize that the individual members as well as the worker have their own goals. These may not necessarily be the same as what the group as a system defines as its goals, but there should be no contradiction among these different goal perspectives. Goal formulation should derive from the interrelations among client perspective, worker’s perspectives, and group system goals – involves both clients and worker who have their respective motivations for their involvement in the group.  Group Goals. In other social work practice literature it is referred to as “goals”, “ends”, “purposes’, “objectives” and “foci”. This provide direction to all activities, including worker interventions, decision and actions. Goal-setting will depend on whichever approach the worker will use, however, it is important to recognize that the individual members as well as the worker have their own goals. These may not necessarily be the same as what the group as a system defines as its goals, but there should be no contradiction among these different goal perspectives. Goal formulation should derive from the interrelations among client perspective, worker’s perspectives, and group system goals – involves both clients and worker who have their respective motivations for their involvement in the group. Member’s perspective. Members of the group have their own views about the group these relate to their perceptions of why the group exist, as well as their reasons and motivations for membership – that can be analyzed in terms of the following; Members’ understanding of the purpose of the group, i.e., why the agency is providing the service; The members’ individual needs, motivations or purposes for membership; and The composite of the members’ individual purposes for membership, the “common ground” that the group defines as the reason for their coming together, i.e., the purposes of the group.  Worker’s perspective. The worker’s own reasons for the group’s existence can be analyzed in terms od the following; The agency’s societal purpose and its purpose for initiating a group program; The worker’s goals for the individual members based on his assessment if their individual needs and concerns that can be met through group membership; and The worker’s goals for the group as a whole (which consist of the general goal he has for all the group he works with, i.e., the enhancement of the group’s social functioning; and his specific goals for a particular group, i.e., the composite of goals based on his goals for the individual members of the group, which goals he expects will be served simultaneously through the group experience).  Group System perspective: Group Goals. While the worker and the group members usually enter a group with different goal perspectives, they both need to have an initial common ground to guide the group system. This common ground is their shared goal, which are the product of the worker-group interaction process i.e., those goals which the worker and the group have agreed to accomplish. It is conceived as desirable or preferred end states for the group as an entity. They serve as basis for all worker and group action-planning, and eventually basis for assessing accomplishments of the group. Therefore, group goals should be put in writing. The determination of group goals involves two phases – exploration and bargaining.  EXPLORATION is when the worker and the group members discuss areas of mutual concern, consider different means to pursue these concerns, sort out their differences, and incorporate individual interests into common group-oriented goals. Whereas, the worker facilitates the exploration process.  BARGAINING is the process that involves agreeing on concerns or issues confronting the group. It comes in when disagreements about what goals to select, the priorities that should be pursued and the most appropriate means for doing this arise. That is normal, even if, there’s so much care given during group composition.  The worker can make use of his professional self to facilitate an open discussion in selection of group goals. So that decisions made are acceptable to a large number, possibly, to a majority of the group members. He has, after all, certain powers within his command which can be used to the group’s advantage. It is understandable for members to differ in their commitment to group goals or in level of confidence that the group can achieve such goals. The worker can use certain group processes to influence rest of the members for their commitment. So, continuous evaluation and reevaluation of group goals should be done by the worker to consider other goals that were not included earlier.  Agency Purpose for Individual Purpose Group purposes Program Worker's Individual Goals To belong to a To make life in For Lito: at the end of 3 months, group To learn new the institution Lito should have: To provide 1. Overcome his timidity & can things To be with people I more pleasant guided group already express his thoughts and likelearn how to get To by learning how feelings verbally, and in other experiences to get along with 2. learned toways. appropriate be more cooperative by along with others that will bring observing home rules & doing his each other To show cooperation about proper share of choirs. through the 3. acquired some skills in dealing in To share/ discuss socialization/ exercise of self- acceptable ways with provocations personal problems resocializa - control, from peers. To learn self- control tion of 4. overcome his resistance/ hostile cooperation, and To learn how to To discuss and selected attitude towards authority sharing avoid trouble solve common teenage boys 5. come up with a concrete, realistic To change my ways problems plan for himself regarding what he in the wants to do/ achieve at least in the To get advice on relating to peers, institution next 5 years. problems house- parents and custodial To avoid idleness staff.  Worker's Goal for the General Group Specific At the end of 3 months the To enhance/ improve the group should have: group member’s social Learned how to express their thought functioning through guided and feelings in in ways that are not group experiences offensive and violent. focusing on socialization / Acquired adequate understanding of the institution’s rules and developed re-socialization activities attitudes of cooperation and task- sharing Learned acceptable norms of conduct in interpersonal relationships, i.e., with peers and elders/ authority. Identified different resources for solving problems and when to use them, e.g., peers, workers, houseparents, teachers, etc. Have realized the importance of Just like individual goals, SMART goal-setting guide can also be used in creating group goals. Program Media Refers to the activities, verbal or non-verbal, which the group engages in for the purpose of achieving its goals. These are utilized in order to influence the behavior of individual members and the group as a whole. An outline of the program media to be used for a group is a desirable output of the planning stage of the helping process –guided by the worker, with allowances for revision later.  Social group workers in the Philippines are known to have first used program media, such as use of games, arts and crafts, camping, music and dramatics, in their work. Today, we are utilizing variety of program media appropriate for a particular group. Example of these are Group discussions, role-play, group dynamics exercises, play activities, film showing, resource persons, field trips, creative literature, values exercises etc. Program media is an essential tool which can be used to serve a social worker’s different objectives. The social worker who wants to assess the needs and interests of the group members can introduce media that will help him understand them better. Uses of Program Media There are more specific uses of program media. When selected with care to match the characteristics, needs, interests and capacities of the members, program media can: Modify or change attitudes and behavior Promote individual values such as emotional and intellectual growth Influence group climate Promote group interaction Enhance/ enrich group content Promote desired group values, and Facilitate the beginning, middle and ending stages of group life. Selection of Program Media The following factors are taken into consideration in the selection of program media: Goals of the group Members’ objectives for joining the group Appropriateness in terms of time and space requirements Age of group members Emotional and social characteristics of the members Cultural and ethnic background of the members Physical characteristics of the members Mood of the group Availability of materials and resources Worker’s skills and capacities Given these guide, its better to emphasize that the planning of group program media is a task of the group as a whole even as, depending on the type of group, the leas role in the planning could be assumed by the practitioner or the group members. O T H E R G R O U P - G O A L R E L AT E D A C T I V I T I E S Besides the activities that are planned for the group meetings, there are usually other activities relating to goals that have to be undertaken. It is important to take into consideration that even though a group is composed of members with very similar problems on the basis of which the group goals are defined, some of the goal-related plans for individual members may have to be attended outside of the group sessions. This would include plans that require intervention involving other agency staff, family members, the school, or certain sectors of the community like police or town officials. The extent of extra group activities that the worker will undertake may be dictated by the particular theoretical approaches being applied. Extragroup activities and interventions that have to performed by the practitioner, whether for the whole group, or for individual members should be clearly specified and presented separately from the activities that will be undertaken with the group-in-session. Plan Implementation (Middle Phase) Plan implementation refers to all activities, worker intervention and group action which the group system directs towards the achievement of individual and group goals. It is the phase where the “culture of caring”, according to Gitterman (2006), should be given special attention and developed in the early days of plan implementation or work phase; named by William Schwartz (1971). Werner Boehm states that the concern at this stage is to render all specific and interrelated services appropriate to the problem situation in the light of the assessment and planning that have taken place. If assessment and action planning were done on an individual as well as in group level, then plan implementation will also have to be undertaken on these two levels. This means that the worker’s task and activities are not limited to those which are group-oriented, i.e., those which you do with or for the group. They would also include tasks and activities that relate to particular group members. The individual assessments diagnostic statements should provide the worker with the direction he needs in this regard. A S P E C T S O F P L A N I M P L E M E N TAT I O N Besides the activities that are planned for the group meetings, there are usually other activities relating to goals that have to be undertaken. It is important to take into consideration that even though a group is composed of members with very similar problems on the basis of which the group goals are defined, some of the goal-related plans for individual members may have to be attended outside of the group sessions. This would include plans that require intervention involving other agency staff, family members, the school, or certain sectors of the community like police or town officials. The extent of extra group activities that the worker will undertake may be dictated by the particular theoretical approaches being applied. The following are the three aspects of plan implementation, regardless of whether the action the worker is taking is on a group or on an individual level. Interventive Roles of the Worker. The fact that there are different helping approaches of models which the worker can choose from in his work with groups means that he has to be prepared to perform different roles as necessary – therapist or counselor, crisis intervener, mobilizer, educator, mediator, resource person, enabler, and advocate. In fact even if the worker’s agency addresses only a particular clientele and he finds that his work with such clientele engages him mainly in one theoretical or helping approach, he will still find himself having to employ different interventive roles. 2. Resources and Services to be used. The need to utilize concrete community resources and services will always be an important aspect of social work case management especially in our country where a large majority of the social work clientele are poor. Social workers therefore should know these resources – what and where they are, and how they can be effectively utilized when they are needed. Skillful but ethical use of one’s social networks is called for, whether in tapping existing resources or creating non existing ones. 3. Problems and Constraints. Agency social workers are usually faced with many different problems and constraints which affect their work with clients. Among these are heavy workloads, lack of funds, inadequate facilities and equipment, shortage of trained staff, and inadequate supervision. These problems, however, are not beyond solution. Initiative, resourcefulness, W O R K E R S TA N C E S D U R I N G T H E H E L P I N G P R O C E S S Besides the activities that are planned for the group meetings, there are usually other activities relating to goals that have to be undertaken. It is important to take into consideration that even though a group is composed of members with very similar problems on the basis of which the group goals are defined, some of the goal-related plans for individual members may have to be attended outside of the group sessions. This would include plans that require intervention involving other agency staff, family members, the school, or certain sectors of the community like police or town officials. The extent of extra group activities that the worker will undertake may be dictated by the particular theoretical approaches being applied. In relation to worker’s intervention roles, Margaret Hartford presents different stances which the worker may take when working with groups form the time of group formation and onwards. They can be analyzed separately, although they also, in fact, “bland on the edges”. She contends that the worker may shift from one stance to another during one session, or in different sessions; these should be of a great help in guiding practitioners who are usually required to perform different roles when working with group. The Direct Stance The worker assumes the major responsibility for organizing and convening the group, as well as guiding the members, the group process, the discussion, and the flow of ideas and emotion. He plays a directive role in interventions or activities to enhance the group’s development. This stance is indicated when the group needs a strong guiding force, perhaps because of its emotional state, social stage, intellectual capacity, and so on. It is a stance that is often needed at the convening phase, until the group is formed and able to be more self-directing. The Facilitating Stance In this stance the worker sees himself as a member of the group, although one with special expertise and different roles and functions from the group members. Whereas, the worker uses his professional skills to encourage individual members to assume responsibility in the group, and with the group and each other. He takes this stance when the membership has experience in group participation, has social capability, and some independent strength. Other consideration that may call for a facilitative stance are the members’ ages and state of health, and the level of group development.  Other specific requirements from the worker, when he takes this stance, are that he ) promotes the exchange of ideas, affect, and interpretation among members; ) participates with the group members so that his contribution considered along with the others, and which he knows carries a different weigh because he is a professional role; ) provides reinforcement of and support to leadership and patterns of relationships; ) clarifies and focuses problems; and ) assesses group processes and content, and encourages members to do likewise. The Permissive Stance This stance assumes that if correct group composition has been made, and the purpose and focus of the group is clear, the group will emerge because the participant have come together. It is indicated for the highly socially competent, strongly motivated group members who know why they have convened, and are experienced in group participation. He does not abdicate his responsibility for his social work function, but uses his expertise in human relations and group behavior, and link with the agency to help the group when appropriate. He also uses non- verbal interventions, and is alert to internal struggles that may be taking place in the group. The Flexible Stance This stance simply means that the worker will change his stance in the course of a session or over a series of sessions, in response to the following; his assessment of the progress of the group toward its objectives; the needs, capacities, and behavior of members; the level of group functioning; and the problem of content or affect being considered in the group. Each of the stances may be appropriate in specific situations so that the worker should be prepared to “shift gears”. B LO C K I N G B E H AV I O R S During group discussions/activities, the workers should be alert on the blocking behaviors that a member may manifest and should deal with this immediately, so as not to impeded the flow of the group process. These blocking behaviors are i. Hostility. A member is want to criticize and blame others or attacking their motives which triggers hostile reactions from those being attacked. ii. Blocking. A member goes off tangent on an issue/ topics being discussed, argues a lot, filibusters or proposes a vote unnecessarily to delay discussions. iii. Withdrawing. A member acts indifferently, and just sleep, doodles or whispers to others which can be disturbing. iv. Dominating. A member tries to take charge of the situation, These behaviors prevent good participation, communication and a good atmosphere. Worker should therefore take note of who did it, what was said or done and with what effect. This data would guide worker on whom to focus his/her helping process for positive change. C O R E P RA C T I C E S K I L L S Middleman and Wood (1990) identify core practice skills that group workers are likely to use in this phase. Reaching for consensus. To check to see if most members agree on how things are going. Reaching for differences. To help group members see things from various angles to that a range of viewpoints and possibilities are entertained. Confronting situations. To involve relevant members in open exchanges information and affect about a problem or issue as each person perceives it. Reaching for feeling. To invite members to describe the emotions  Amplify subtle messages. To call attention to unnoticed communicative behavior (e.g. words, tone of voice, facial expressions) by commenting on it to others in the group rather than to the particular person. Reporting own feelings. To describe one’s in the moment of emotional experience which self-disclosure is likely to be useful in shedding light on others feelings or the situation. Giving feedback. To repeat the essence of what members have said and to ask if the meaning was in fact, the intended meaning. Check out inferences. To ask if a certain thought, hunch or interpretation is valid for members in a particular situation. Giving information. To offer group facts, opinions or ideas that may increase their knowledge of a situation or event. Established group workers are likely to be familiar with most of the above skills and strategies. When one is experienced in group work the skills are applied almost without thinking – the worker often uses this spontaneously – when he or she senses the benefit to individual members or to the group as a whole. Evaluation (Ending Phase) Evaluation in relation to social work with groups can mean any of the following; regular or periodic evaluation which means the on-going evaluation of action taken during the period of plan implementation which provides feedback and enables the worker and the client to consider the progress in their efforts and to modify their efforts if necessary. The worker’s main concern is to assess or monitor their progress or movement based on the goals that had been formulated and to modify this goals when necessary; and Terminal evaluation which follows implementation and is done primarily to assess the outcome of the helping efforts (on the basis of goals that are defined in the earlier stage) so that the next step In social work with groups, evaluation is done on two levels – on the level of the individual member, and on the level of the group as a whole. Separate statements of the expected ends or outcomes of the helping transaction for the individual and for the group are expected to have been formulated to make this possible. R E C O R D S A S E VA LU AT I O N T O O L Recording in Social Work Dictionary is defined as “the process of putting in writing and keeping on file relevant information about the client; the problem; the prognosis; the intervention; the progress of treatment; the social, economic, and health factors contributing to the situation and the procedure for termination or referral.” Social work recording has long been recognized as a vital component of professional and competent practice in agency, private, and community settings. Social work records – data, documentation, evidence, diary, journal, case history, logbook, case study etc.; have important uses and one of these is in relation to evaluation. In group work practice, like casework, records facilitate the evaluation process. This records will show the significant problems and obstacles encountered, as well as the growth or change in the client, and the success or failure in achieving objectives. The following are the records that group workers usually write/keep: Pre-group/intake interview records – involves the entry of information on agency intake forms. Individual case assessments ( identifying data, problem definition, goals and action/interventive plans) Statement of group concerns/ problems, group goals and plan (for group-in-session and extra-group including environmental interventions, if any) - #2 and #3 are done at the beginning stage of one’s helping relationship 4. Attendance records – just checking attendance which should be easy if one devises a system. 5. Process or summary recordings of group sessions – is very important in all social work practice. Without such records, the worker will not be able to assess whether he and the group are on the right 6. Records of marginal interviews (interviews with members outside group sessions) 7. records of collateral interviews/ interviews with significant others - #6 and #7 can be just one paragraph entries on the main points taken up in these interviews as long as they are adequate for the workers purposes. 8. evaluation records (i.e., individuals, group) – is needed in order to show the effectiveness of one’s interventive efforts, and/or explain why certain helping efforts failed. 9. Transfer/closing summaries – involves the preparation of a brief but clear statement describing what has happened or what have been achieved as to warrant group termination, or, in case of a change in the group’s worker, a statement describing what have been achieved, and what else need to be done in order to guide the new worker. Here is the suggested recording outline for the group practice: A. Information about the Group Group Name or Type Meeting Number / Date Group Members present: B. Purpose of the Group or Meeting Write a brief statement on the overall purpose of the group This statement is included only in the first process recording, or if there is an agreed upon change in the group’s overall purpose. Write a concise statement about the goals of the meeting of the group being recorded. How were these goals perceived by the group? How did you perceive these goals? What are the similarities or differences between the group’s perception of these goals and yours? C. Group Process at the Meeting Initial Observations Describe briefly, in general terms, the physical and emotional climate at the beginning of the group meeting. Describe briefly your initial impressions of the attitudes and feelings of the group members at the beginning of the meeting. Describe any significant changes in the appearance or feelings or attitudes f the group members since the last meeting. 2. Group Member Interaction (Group Process) Describe what went on within the group during its meeting. For example: Describe the means of interaction, e.g., program activity, discussion, debate, tasks, etc. Describe the feeling reactions of the members to this interaction. Describe your feeling reactions to this interaction. Describe the effectiveness, vitality, and responsibility of the group’s members during the interaction. Describe your role in the group’s interaction. Describe the ways the group moved toward attainment of its goals Describe how the group’s members dealt with obstacles to attainment of the meeting’s goals. D. Analysis of the Group Meeting Describe your understanding of the nature of the interaction of the group members, including you, at this group meeting. Indicate the theoretical or other knowledge, learned in you other courses, that helps you to understand the process and content of this group meeting. On the basis of your analysis, what is your current assessment of: The stage of the group’s development; The commitment of the group members to the group’s purpose; The climate and tone of the group; If relevant, discuss specific roles played by individual group members and how they impact the group process. E. Plan for the Group’s Next Meeting Write a brief statement of the plan for the next meeting of the group. Explain how the members of the group, including you, arrived at this plan. Explain how the plan relates to the purpose of the group. Describe what you and the other group members are to do prior to, and in preparation for, the next group meeting. Termination (Ending Phase) Termination is the final step in the helping process. It should be undertaken with the same care given to the earlier stages. It is done when the goals for the client have been substantially achieved and there is no reason to expect that any more significant gains can be achieved by extending the helping relationship. The helping relationship may also be discontinued if after a reasonable period of time there has been very little progress or movement toward the achievement of the agreed-on goals for the individual and/or the group. After having done his best and it is clear that he is not getting there, then the worker has to end the helping relationship. The termination process is focused on ending the entire group, or on one specific member’s departure of the group, while others continue. Whether the group is an open ended or closed group- termination of group membership is simultaneously for all members at one time, or individually, one at a time; it call for the exercise of professional judgement, as do all other activities in the helping process. As group moves into the ending phase, three kinds of problematic behavior might be seen; Denial – the worker informs the group of the duration of the group, and periodically reminds the members of the closing date for termination. However, when the ending is imminent, the group members may deny that the worker ever informed then of this. Regression – problematic behavior patterns that were apparent in he beginning stage of group development, and seemingly resolved, may return. This can, be understood as one way to deliver message that the group and/or the worker continues to be needed. Flight – as the group nears its end, some members may attend sporadically, or not at all. They may be experiencing a sense of loss, and they chose to leave the group and worker before the group ends, and/or the worker leaves them. Hartford describes the following parts of the termination phase; Pretermination This is the period of preparation for the actual ending which can include acknowledgement that the group is about to end. When it is only one member that is being terminated, the worker’s preparation of that member may involve not just informing the group about it ( and briefly sharing the reason especially if it is a positive one) but also discussing it with the member outside of the group session. In the case of a whole group that is being terminated, this is the best time for working through the difficulties some members may feel about ending, reviewing accomplishments and failures, and planning some closing activity. The worker can also mention some post- termination plans and elicit ideas from the group. Group members should be given the chance to talk about the ending of their group experience – either positive or negative. Whatever it is  Termination This is the recognized ending which means the last actual session of the group or of the individual whose membership is being terminated. Whatever closing activity or program has been planned is implemented at this time. If we are to adhere to the principle of participation, then the planning and implementation of the group’s closing activity should be a joint effort between the worker and the group. However, one frequently finds social group workers who make the group assume the full responsibility for planning, preparing and conducting the group’s closing activity. The worker is present but stays in the background and gets up only to give closing remarks. He acts like a guest instead of a key person who must now facilitate the concluding activity and bring it to a satisfying end.  Post-Termination This consist of the plan for follow-up which can be done on either an individual or on group basis. Periodic follow-up meetings could be arranged for as long as these meetings are necessary. The group could continue as a friendship group and the worker could be available for consultations. Arrangements could be made, too, to connect them to someone on the community who can act as their adviser. Treatment groups, for their part can be helped not only through periodic follow-up, usually on an individual basis, but sometimes by being assisted to continue as “self help” group that will still meet regularly so that the members ca provide support to each other. The worker can share with them his knowledge of how self-help groups operate and guide them in adapting some of the procedures and techniques used by these groups.  In our setting, former clients are increasingly being utilized as a resource. Group members can be motivated to act as agency volunteers if they meet the requirements. A group that is being terminated because its goals have been achieved may be assisted or guided to move on to helping others in their community. When this happens, then the group shall have stooped being medium and target for change and is now about to become an agent of change. THANK YOU REFERENCES: Lee- Mendoza, (2002), Social Welfare & Social Work, Megabook Company Lee- Mendoza, (2003), Social Work with Groups, Megabook Company Miclat, (1995), Fundamentals of Social Group Work: Theories and Practice, Mary Jo Educational Supply Vinter, Glasser, Sarri, Sundel, (1985), Individual Change Through Small Groups, The Free Press, retrieved from https:// archive.org/details/individualchange00sund Gitterman, Salmon, (2009), Encyclopedia of Social Work with Groups, Routledge retrieved from https://books.google.com.ph /books? id=Hw6PAgAAQBAJ&pg=PA109&dq=helping+pron_tHVAhWBMZQKHWrB BeoQGAEITTAH#v=onep Gaurav, (September 12, 2013), Recording in Social Group Work, retrieved from https://socialworkbhu.blogspo t.com/2013/12/recording-in-social-group-work.html? m=1 UHR Employee Development, Writing S.M.A.R.T. Goals, retrieved from www.hr.virginia.edu Lee-Mendoza, (1996), SW220 Social Work Theory & Practice in the Philippines, UP