Groupwork-Final-Coaching.pdf

GROUPWORK FINAL COACHING Artem Reynald S. Makipagay, RN, RSW 1. The first teachers of group work in the Philippines were mostly recruited from: a. YMCA b. Hospicio De San Jose c. DSWD d. Philippine School of Social work 1. The first teachers of group work in the Philippines were mostly recruit...

GROUPWORK FINAL COACHING Artem Reynald S. Makipagay, RN, RSW 1. The first teachers of group work in the Philippines were mostly recruited from: a. YMCA b. Hospicio De San Jose c. DSWD d. Philippine School of Social work 1. The first teachers of group work in the Philippines were mostly recruited from: a. YMCA b. Hospicio De San Jose c. DSWD d. Philippine School of Social work YMCA Young Men’s Christian Association Founded in London, England, on June 6, 1844, in response to unhealthy social conditions arising in the big cities at the end of the Industrial Revolution (roughly 1750 to 1850) It was founded on 6 June 1844 by George Williams in London, originally aims to put Christian values into practice by developing a healthy "body, mind, and spirit". YWCA Young Women’s Christian Association is a nonprofit organization with a focus on empowerment, leadership, and rights of women, young women, and girls in more than 100 countries. Founded by Mary Jane Kinnaird Emma Robarts (1855) Founded at London, United Kingdom BEFORE THE SIXTIES: Socialization Goals Traced to the introduction of socio-civic movements during the period of American colonial rule. - YMCA (1911) - YCWA (1926) - Boy Scouts of the Philippines (1936) 1950’s PYWCC using groups for preventive and developmental goals through leadership and skills training for OSY. Foster Plan Inc. began organizing mother’s groups to promote responsible parenthood, vocational efficiency and citizenship training 1958 -1959 the Philippine Mental Health Association already has a community outreach program for the prevention of juvenile delinquency THE SIXTIES: Prevention, Treatment and Developmental Goals Mental Health agencies like the Special Child Study Center Inc. organized parent groups to help the participants to understand, accept and deal with their children conditions A great deal of group work was also undertaken in the field of government housing and resettlement – to help tenants deal with common concerns and problems and to help them integrate into the surrounding community. Contribution of school of social work in the development of social group work were also highlighted. Among the 1st social group workers in government housing community centers were UP graduate social work students who where persuaded to demonstrate developmentally-oriented form of group work. THE SEVENTIES: Emphasizing Developmental Goals Emphasis on developmental social welfare was spurred by the UN’s declaration of the First Developmental Decade in the sixties and the Second Developmental Decade in the seventies SW in juvenile and domestic relations courts also used groups to help provide legal offenders with group experiences Period of Martial law – had significant effects on social work education and practice that provoked a great deal of consciousness raising efforts which were aimed at making many rural and urban poor citizens realize that many of their problems were due to deficiencies in social situations.  Present Stance Most SW agencies offer some type of group service not just for one but for several purposes – developmental, socialization / re- socialization and treatment or rehabilitation. Developmental – emphasizes human and community resource mobilization Socialization – intended primarily to help the members to acquire values, attitudes and norms of the members of the society which they are a part Treatment – focuses on the use of small group to help individuals who already have a problem or breakdown in their social functioning. 2. Both individuals and the group as whole have life histories and developmental patterns, needs, goals and characteristic patterns of behaving that should be of concern to the worker. Emphasis is that the group does not exist in a vacuum. It exists in relation to a community and other aspects of its environment. Given the statement, what do you think the groupworker should do so that she will have a full understanding of individual group members in relation to the group as a whole. a. The group worker is expected to do individual-focused assessment b. The group worker will guide the group in planning phase and assume flexible stance c. The group worker is designed to facilitate group discussions intended to provoke group participation and cooperation. d. The group worker must be aware that every individual has dissimilar needs and aspirations, hence, help them develop sense of awareness and sensitivity. 2. Both individuals and the group as whole have life histories and developmental patterns, needs, goals and characteristic patterns of behaving that should be of concern to the worker. Emphasis is that the group does not exist in a vacuum. It exists in relation to a community and other aspects of its environment. Given the statement, what do you think the groupworker should do so that she will have a full understanding of individual group members in relation to the group as a whole. a. The group worker is expected to do individual-focused assessment b. The group worker will guide the group in planning phase and assume flexible stance c. The group worker is designed to facilitate group discussions intended to provoke group participation and cooperation. d. The group worker must be aware that every individual has dissimilar needs and aspirations, hence, help them develop sense of awareness and sensitivity. HELPING PROCESS IN SW WITH GROUPS GENERIC SW HELPING PROCESS Assessment Planning Implementation Evaluation Termination HELPING PROCESS IN SW WITH GROUPS 1. ASSESSMENT Pre-group formation activities of SW: a. Conceptualizing the group service - Concept paper or proposal - Announcement of new program through office memorandum - Statement of the purpose of the program, in line with the agency purpose - Prospective members - Criteria for membership b. Announcing the group service and recruiting members -publicizing the program – written announcement c. Preparing logistics - Personnel, Facilities and Materials d. Enlisting Community Support - identification of sectors in the community that support program success HELPING PROCESS IN SW WITH GROUPS 2. ASSESSMENT AND PLANNING Individual Focused Assessment and Planning Assessment and action planning are generally undertaken first with prospective group members individually a. Pre-group intake / interviews - Agency Services - Purpose - Agency Expectation - Activities to be undertaken - Duration of Group Program - Basis of termination of group membership b. Individual Client Profile c. Case Assessment / Problem Definition HELPING PROCESS IN SW WITH GROUPS 2. ASSESSMENT AND PLANNING Group Focused Assessment and Planning 1. Group Composition - Selection of group members - Deciding on the size of the group 2. Group Formation - Process of getting the group organized, the group must agreed with the following: a. Common Group concern / problem b. Norms and Rules c. Schedule and venue of group session d. Group goals HELPING PROCESS IN SW WITH GROUPS PERSPECTIVE IN ANALYZING GOAL FORMULATION 1. Member’s Perspectives - members of the group have their own view about the group - analyzed by understanding the purpose of the group, members needs, motivation and purpose of membership and common ground purposes 2. Worker’s Perspectives - Worker’s own reason for group existence - analyzed in terms of agency purpose, worker goal for individual member, worker’s goal for the group as a whole 3. Group System Perspectives - GROUP GOALS – common ground or shared goals - product of a worker group interaction process. HELPING PROCESS IN SW WITH GROUPS TWO PHASES IN DETERMINATION OF GROUP GOALS 1. EXPLORATION - Worker and group members discuss areas of mutual concern, discuss differences, interest etc. 2. BARGAINING - Agreeing on concerns or issues confronting the group HELPING PROCESS IN SW WITH GROUPS PROGRAM MEDIA Activities, verbal or non-verbal which the group engages to the purpose of achieving its goals Important aspect of planning Utilize in order to influence the behavior of individual members and group as a whole. Example: Group discussions, Role Play, Group Dynamic Exercises, Play Activities, Film Showing, Resource Person, Field Trips, Creative Literature, Values Exercises HELPING PROCESS IN SW WITH GROUPS USES OF PROGRAM MEDIA To modify / change attitude Promote individual values Influence group climate Promote group interaction Enhance/enrich group content Promote desired group values Facilitate the beginning, middle and end stage of group life. HELPING PROCESS IN SW WITH GROUPS SELECTION OF PROGRAM MEDIA Goals for the group Members objective for joining the group Appropriateness in terms of time and space requirements Age of group members Physical, emotional and social characteristics of members Cultural and ethnic background Mood of the group Availability of materials or resources Worker Skills capacities HELPING PROCESS IN SW WITH GROUPS 3. PLAN IMPLEMENTATION Direct towards achievement of individual and group goals Rendering all specific and interrelated services ASPECTS OF PLAN IMPLEMENTATION a. Interventive Role of Worker b. Resources and services to be used c. Problems and Constraint HELPING PROCESS IN SW WITH GROUPS 3. PLAN IMPLEMENTATION WORKER’S STANCE DURING HELPING PROCESS a. DIRECT - Worker assume responsibility for organizing and convening the group, guiding the members, group process, discussion and flow of ideas and emotions - Indicated if the group needs strong guiding force b. FACILITATING - worker see himself as member of the group - takes this stance when membership has experience group participation, social capability and some independent strength - encourage members to assume responsibility of the group HELPING PROCESS IN SW WITH GROUPS 3. PLAN IMPLEMENTATION WORKER’S STANCE DURING HELPING PROCESS c. PERMISSIVE - If correct composition has been made - Purpose and focus of the group is clear - For highly socially competent, strongly motivated group - Minimum guidance from the worker d. FLEXIBLE - Means the worker will change his stance in the course of a session or over a series of session HELPING PROCESS IN SW WITH GROUPS 4. EVALUATION Regular or Periodic Evaluation – ongoing evaluation of actions taking during plan implementation which provides feedback and make progress and modify efforts Terminal Evaluation – assess the outcome of the helping efforts Records that should keep: 1. Pre-group / intake interview 2. Individual case assessment 3. Statement of group concern / problems, group goals and plans 4. Attendance records 5. Process or summary recordings of group sessions 6. Records of marginal interview 7. Records of collateral interview 8. Evaluation record 9. Transfer / Closing Summaries HELPING PROCESS IN SW WITH GROUPS 4. TERMINATION Final step in the helping process Pre-termination – preparation for actual ending, 1 -2 months preparation Termination – last actual session of the group Post-termination – plan for follow-up which can be done individually or group basis 3. In a group of employee working in Municipal Social Welfare of Development of Ibaan, Batangas, the head of the agency instructed everyone to do home visitations on the recipient of educational assistance but one employee said “Masyado na kaming matanda para d’yan kayo na lang mga bata bata ang pumunta ng field para maghome visit.” How do you describe his behavior? a. Blocking b. Special Pleading c. Withdrawing d. Recognition Seeker 3. In a group of employee working in Municipal Social Welfare of Development of Ibaan, Batangas, the head of the agency instructed everyone to do home visitations on the recipient of educational assistance but one employee said “Masyado na kaming matanda para d’yan kayo na lang mga bata bata ang pumunta ng field para maghome visit.” How do you describe his behavior? a. Blocking b. Special Pleading c. Withdrawing d. Recognition Seeker NON-FUNCTIONAL ROLE EMANATING FROM SELF-CENTERED BEHAVIOR 1. Special Pleading - introducing or supporting ideas related to one’s own pet concern 2. Blocking - interfere the progress of the group (reject ideas, unrelated topics) 3. Withdrawing - acting indifferent or passive resorting to excessive formality, doodling or whispering with others 4. Recognition seeking - call everyone’s attention (excessive talking, boasting, extreme ideas) NON-FUNCTIONAL ROLE EMANATING FROM SELF-CENTERED BEHAVIOR 5. Aggression - criticizing / blaming others, hostile (attacking motives, deflating the status) 6. Monopolist / Dominating - assert authority (giving directions, interrupting contributions) 4. During the group session, the social worker noticed that the group leader's autocratic style of leadership was ineffective, so he decided to talk with the group leader about changing his style of leadership to become more effective in achieving the group's desired goals. In this situation how groups effect change? a. Group as medium of change b. Group as target of change c. Group as agent of change d. All of the above 4. During the group session, the social worker noticed that the group leader's autocratic style of leadership was ineffective, so he decided to talk with the group leader about changing his style of leadership to become more effective in achieving the group's desired goals. In this situation how groups effect change? a. Group as medium of change b. Group as target of change c. Group as agent of change d. All of the above How Groups Effect Change THE GROUP AS MEDIUM OF CHANGE Target of influence = individual member Source of influence = group THE GROUP AS TARGET OF CHANGE It is necessary for the group as a whole or certain aspect of the group to change in order to effect change in its members Indirect means of influence THE GROUP AS AGENT OF CHANGE Active involvement of the group in efforts to modify or redirect features or forces in its social environment which make demands, create pressures and impose constraints on the group. In St. Mary Magdalene Colleges of Laguna, a group of students experienced injustice in terms of receiving grades on their subjects. With the same concern and situation, the group decided to meet with the College President and Dean to discuss changing the school policy regarding the grading system.  Answer: THE GROUP AS AGENT OF CHANGE An alcoholic attends his first Alcoholic Anonymous meeting post-rehab. He is reluctant to share or participate initially. After several minutes of others sharing and being vulnerable with their feelings, he notices that everyone is supportive with one another and respond to their stories with understanding, compassion, and shared experience. He then is able to share, motivated by the group.  Answer: THE GROUP AS MEDIUM OF AGENT Some high achiever junior high school students were observed to have shown less interest in their studies as evidenced by the poor grade in their major exams. Some of them would even brag about their tardiness in attending their classes while most of them can be seen in the nearby Student Council Office just hanging around. It was later found out that since the school offered unlimited access to the internet, some of them would even stay late in the campus just to play ML. With the guidance of the school social worker, the honor society in the campus for which these same students were members tried to persuade the school administration to impose limit or block the access of the students to the internet during class hours.In this sense, the group is used as:  Answer: THE GROUP AS AGENT OF CHANGE Some of the officers initiated a dialogue with their advisers and laid down their observations such as some instructors tend to be laxed when it comes to the checking of class attendance and some students expressed their opinion on the lack of structured activities after and in-between classes that might have stimulated their interests. In this case, the direction of the intervention would be to use the group as:  Answer: THE GROUP AS TARGET OF CHANGE Some instructors have also observed the changes in the behavior of the majority of the students. They became uninhibited in the use of coarse language even inside the school premises. Some instructors reported that some of these students would not even bother to greet them in the hallway or worse some of them would just get out of the classroom without asking permission to leave. In this instance, the group can best be used as:  Answer: THE GROUP AS MEDIUM OF CHANGE 5. What is Program Media? a) The medium used for creating programs in Social Group Work b) The medium used to deliver programs in Social Group Work c) The medium used for communication among group members in Social Group Work d) The medium used for creating meaningful engagement among clients in Social Group Work 5. What is Program Media? a) The medium used for creating programs in Social Group Work b) The medium used to deliver programs in Social Group Work c) The medium used for communication among group members in Social Group Work d) The medium used for creating meaningful engagement among clients in Social Group Work HELPING PROCESS IN SW WITH GROUPS PROGRAM MEDIA Activities, verbal or non-verbal which the group engages to the purpose of achieving its goals Important aspect of planning Utilize in order to influence the behavior of individual members and group as a whole. Example: Group discussions, Role Play, Group Dynamic Exercises, Play Activities, Film Showing, Resource Person, Field Trips, Creative Literature, Values Exercises HELPING PROCESS IN SW WITH GROUPS USES OF PROGRAM MEDIA To modify / change attitude Promote individual values Influence group climate Promote group interaction Enhance/enrich group content Promote desired group values Facilitate the beginning, middle and end stage of group life. HELPING PROCESS IN SW WITH GROUPS SELECTION OF PROGRAM MEDIA Goals for the group Members objective for joining the group Appropriateness in terms of time and space requirements Age of group members Physical, emotional and social characteristics of members Cultural and ethnic background Mood of the group Availability of materials or resources Worker Skills capacities 6. Several of Justin’s closest friends surprised him with a large birthday party. Which of the following best describes the group of friends? a. Tertiary group b. Reference Group c. Primary Group d. Secondary Group 6. Several of Justin’s closest friends surprised him with a large birthday party. Which of the following best describes the group of friends? a. Tertiary group b. Reference Group c. Primary Group d. Secondary Group 7. Zoe admires the cheerleaders at her school and enjoys watching them at games. She frequently copies hairstyles that she sees the girls wearing. The cheerleading squad is an example of a _____. a. Primary group b. Secondary group c. Tertiary group d. Reference group 7. Zoe admires the cheerleaders at her school and enjoys watching them at games. She frequently copies hairstyles that she sees the girls wearing. The cheerleading squad is an example of a _____. a. Primary group b. Secondary group c. Tertiary group d. Reference group TYPES OF GROUP 1. Deliberate formation groups – formed to accomplished specific tasks 2. Spontaneous formation groups – satisfaction from associating together (ex: social clubs, juvenile gangs, friendship, cliques) 3. Externally designated groups – treated in homogenous way DELIBERATE FORMATION GROUPS 1. Work Groups – to perform some task (expedition to Mt. Everest) 2. Problem Solving Groups – to form a solution (temporary group) – task force 3. Social Action Group – to influence the course of event in society (lobbies, civil rights group) 4. Mediating group – due to rising conflict between and among group (interdepartamental committees, arbitrary bounds) DELIBERATE FORMATION GROUPS 5. Legislative group – to formulate rules, regulations, laws (bord of directors, govt legislative bodies) 6. Client Group – based on the assumption that performance of certain services is more effective or efficient of the clients are treated as group rather than as an individual OTHER GROUPS 1. Social Groups – personal basis, exclusive self-organizing (family, friends, cliques) 2. Primary Groups – based on closeness, proximity, personal/intimate (family, friends, bestfriend) 3. Secondary – large in size, formal, impersonal, voluntary (organization) 4. Reference – basis of liking or disliking / evaluate his or her own situation of conduct 5. Personal – basis of naturally occurring events, mutually perceived needs (affected by typhoon) OTHER GROUPS 5. In-groups – individual identifies himself by virtue of his awareness of likeness 6. Out-groups – feel sense if indifference, avoidance, hostility or competition 7. Treatment group – counseling, small helping groups. To help the members meet their needs. Support, education, growth therapy, socialization 8. Task – activity group, specific activity can be accomplished 8. This provokes a great deal of consciousness-raising efforts which were aimed at making rural and urban poor citizens realize that many of their problems were due to deficiencies in their social situations where people are organize and use themselves as major resource for change which gave birth to the concept of community groupwork. a. The emphasis of treatment and preventive goals in the sixties. b. The rising of EDSA 2 c. The declaration of martial law d. The provision of group work services 8. This provokes a great deal of consciousness-raising efforts which were aimed at making rural and urban poor citizens realize that many of their problems were due to deficiencies in their social situations where people are organize and use themselves as major resource for change which gave birth to the concept of community groupwork. a. The emphasis of treatment and preventive goals in the sixties. b. The rising of EDSA 2 c. The declaration of martial law d. The provision of group work services 9. Worker intervention roles entail the different stances which the worker may take when working with groups from the time of group formation and onwards. Which if the following statement is not true? a. The worker may shift from one stance to another during one session, or in different session. b. Direct stance is indicated when the group needs a strong guiding force, due to its emotional state, social stage, intellectual capacity or because of the worker’s professional expertise. c. Flexible stance is indicated for the highly socially competent, strongly motivated group members and are experienced in group participation. d. Permissive stance is appropriate with task-achievement-oriented groups which need only minimum guidance from the worker. 9. Worker intervention roles entail the different stances which the worker may take when working with groups from the time of group formation and onwards. Which if the following statement is not true? a. The worker may shift from one stance to another during one session, or in different session. b. Direct stance is indicated when the group needs a strong guiding force, due to its emotional state, social stage, intellectual capacity or because of the worker’s professional expertise. c. Flexible stance is indicated for the highly socially competent, strongly motivated group members and are experienced in group participation. d. Permissive stance is appropriate with task-achievement-oriented groups which need only minimum guidance from the worker. HELPING PROCESS IN SW WITH GROUPS WORKER’S STANCE DURING HELPING PROCESS a. DIRECT - Worker assume responsibility for organizing and convening the group, guiding the members, group process, discussion and flow of ideas and emotions - Indicated if the group needs strong guiding force b. FACILITATING - worker see himself as member of the group - takes this stance when membership has experience group participation, social capability and some independent strength - encourage members to assume responsibility of the group HELPING PROCESS IN SW WITH GROUPS WORKER’S STANCE DURING HELPING PROCESS c. PERMISSIVE - If correct composition has been made - Purpose and focus of the group is clear - For highly socially competent, strongly motivated group - Minimum guidance from the worker d. FLEXIBLE - Means the worker will change his stance in the course of a session or over a series of session 10. Sense of groupness developed a. Power and Control phase b. Intimacy c. Intermediate phase d. Group functioning and maintenance phase e. all of the above 10. Sense of groupness developed a. Power and Control phase b. Intimacy c. Intermediate phase d. Group functioning and maintenance phase e. all of the above  HARTFORD GARLAND, JONES NORTHERN SARRI AND TRECKER HENRY TUCKMAN AND KOLODNY GALLINSKY I. Pre-Group I. Preaffiliati I. Preparatory I. Origin Phase I. Initial Phase on Stage II. Convening a. Private Planning Stage b. Public and Intake c. Convening II. Group II. Orientation II. Formation I. Beginning I. Forming Formation Stage Phase II. Emergence of some group feelings, organization and program III. Integration II. Power and III. Exploring and III. Intermediate III. Development IV. Conflict / II. Storming Disintegration Control testing the group Phase I of bond, purpose, Disequilibrium III. Norming Reintegration III. Intimacy IV. Revision Phase and cohesiveness V. Intermediate Phase IV. Group IV. Differentiation IV. Problem- VI. Maturation IV. Strong group V. Maintenance IV. Performing Functioning and solving and Phase feeling, goal Maintenance stabilization attainment V. Decline in interest; less group feeling V. Termination – V. Separation V. Termination VII. Termination VI. Ending stage VI. Termination V. Adjourning Pre-termination, Phase termination, Post termination PHASES OF GROUP DEVELOPMENT (Margaret Hartford) 1. PRE-GROUP PHASE Preparation – what the worker does before the group is actually organized a. Private Pre-Group Phase - idea occurs from one or more persons - group are not yet exist - idea and plans are still in the mind of the organizer b. Public Pre-group phase - decision to have a group is shared with others - announcement are made, written or verbal - purpose and time framed are defined - criteria for group composition are defined c. Convening Phase - Prospective members met for the 1st time - Sizing up the situation (if the goals will be met or not) - Feeling of resistance and ambivalence are common - Worker: Leading Role PHASES OF GROUP DEVELOPMENT (Margaret Hartford) 2. GROUP FORMATION PHASE The group gets organized Group goals and norms evolved Interpersonal ties begin Worker: continues to take the lead role There maybe indications of some members testing the worker: firmness, patience and neutrality PHASES OF GROUP DEVELOPMENT (Margaret Hartford) 3. GROUP INTEGRATION, DISINTEGRATION AND REINTEGRATION PHASE INTEGRATION Interpersonal ties increase Group bond or we feeling begins Goal directed activities Role and status structure changes Great deal of enthusiasm in activities DISINTEGRATION Conflict occur / disagreement REINTEGRATION Higher level of integration, higher level of cooperation With stable relationship Stable group structure Clearer norms PHASES OF GROUP DEVELOPMENT (Margaret Hartford) 4. GROUP FUNCTIONING AND MAINTENANCE PHASE Sense of groupness developed Giving support and helping appear Emergence of group culture Fulfillment of purpose Period of affection – emotional integration Consolidation and harmony Leader-follower patterns develop Implementation of plans PHASES OF GROUP DEVELOPMENT (Margaret Hartford) 5. TERMINATION CLOSE GROUP – begin and end at the same time OPEN GROUP – enter and leave at different times 3 PHASES OF TERMINATION a. Pre-termination – preparing for imminent ending b. Termination – actual ending, last group meeting c. Post Termination – period after a group ceases to function and involved plans to continue to meet as a group if desired 11. Thalia, a newbie social worker, was assigned to work with an existing problematic youth group in the farthest barangay in Tacurong City. She was informed that her primary duty in the initial engagement with the prospective members is to explain the nature and purpose of agency programs that can probably aid the group. Which one below is the most important aspect in the conceptualization effort? a. Thalia has to convince group members that the result of her coming is compelled by the agency. b. Thalia has to explain legibly the functions of the agency and the program it can offer. c. Thalia has to coordinate with the purok leaders as significant others for more information. d. Thalia has to dwell with the youth´s activity place and stay there for quite some time. 11. Thalia, a newbie social worker, was assigned to work with an existing problematic youth group in the farthest barangay in Tacurong City. She was informed that her primary duty in the initial engagement with the prospective members is to explain the nature and purpose of agency programs that can probably aid the group. Which one below is the most important aspect in the conceptualization effort? a. Thalia has to convince group members that the result of her coming is compelled by the agency. b. Thalia has to explain legibly the functions of the agency and the program it can offer. c. Thalia has to coordinate with the purok leaders as significant others for more information. d. Thalia has to dwell with the youth´s activity place and stay there for quite some time. Pre-group formation activities of SW: a. Conceptualizing the group service - Concept paper or proposal - Announcement of new program through office memorandum - Statement of the purpose of the program, in line with the agency purpose - Prospective members - Criteria for membership b. Announcing the group service and recruiting members -publicizing the program – written announcement c. Preparing logistics - Personnel, Facilities and Materials d. Enlisting Community Support - identification of sectors in the community that support program success 12. A group of boy scouts who feel a sense of camaraderie is an example of _____. a. An Out-group b. A Triad c. A Dyad d. An In-group 12. A group of boy scouts who feel a sense of camaraderie is an example of _____. a. An Out-group b. A Triad c. A Dyad d. An In-group  13. The interactionist approach has no special requirements other than that the people need each other and can work together with help on tasks they have agreed on. The group is seen as as mutual aid group that is focused on specific problem or problems, and the agency’s function is to provide help with such problem(s). Which of the following are the major features of this approach? I. The group is a collective in which people face and interact with each other II. The people don’t need each other for certain specific purposes III. People come together to work on common tasks IV. The work is not embedded in a relevant agency function a. I, II, III, IV b. I, II, III c. I, III d. II, IV  13. The interactionist approach has no special requirements other than that the people need each other and can work together with help on tasks they have agreed on. The group is seen as as mutual aid group that is focused on specific problem or problems, and the agency’s function is to provide help with such problem(s). Which of the following are the major features of this approach? I. The group is a collective in which people face and interact with each other II. The people don’t need each other for certain specific purposes III. People come together to work on common tasks IV. The work is not embedded in a relevant agency function a. I, II, III, IV b. I, II, III c. I, III d. II, IV INTERACTIONIST APPRAOCH William Schwartz There is symbiotic relationship between people and their environment Function of SW is to mediate the process through mutual need for self-fulfillment, individual and society reach out to each other No special requirement: as long as people need each other and can work together with help on tasks they have agreed on Seen as a mutual aid group INTERACTIONIST APPRAOCH William Schwartz Worker Skills 1. Helping each individual client negotiate the system immediately crucial to the problems 2. Helping the system reach out to incorporate the client, deliver its service and thus carry out function in the community. SW’s two responsibility 1. Worker addresses each member whose relationship to the group this members need to negotiate 2. The group as a whole that has to negotiate the larger systems which it is a part.  INTERACTIONIST APPRAOCH William Schwartz MAJOR FEATURES 1. The group is a collective in which people face and interact with each other 2. The people need each other for certain specific purposes 3. People come together to work on common task 4. The work is embedded in a relevant agency function. INTERACTIONIST APPRAOCH William Schwartz PHASES 1. TUNING-IN - Worker prepares to enter / re-enter the group - Outcome: worker to tune herself to the coded messages and disguised meanings and visualize the action and reactions 2. BEGINNING - Worker moves into the group and asks: a. Group understanding what they are for b. Agency verifies the nature of service and contract that exist between agency and group - This stage already demonstrate relationship between members and agency where in people and society reach out each other - Outcome: consensus, partialization of task, ground rules and procedures are established. INTERACTIONIST APPRAOCH William Schwartz PHASES 3. THE TASK (MIDDLE PHASE) - search for common ground on the needs of the client and those systems they have to negotiate - detecting/challenging the obstacles - worker’s responsibility for contributing ideas, facts and values - worker’s share her own vision of the work - worker help to define the limits and requirements of the situation in which the work take place - Outcome: Client examine his self-interest, worker reaching repeatedly for feelings of interest and enagagement of energies, expression of conflict, translation of ideas, feelings into work (investment effect) INTERACTIONIST APPRAOCH William Schwartz PHASES 4. TRANSITION AND ENDINGS - to make a transition from one stage of experience to the next a. Temporary Endings – one meeting to another until final separation b. Permanent Endings – bring life the group to close Stages of permanent endings: a. Evasive Period – ending is ignored and denied b. Sudden Angry stage – resisted and suspected c. Period of Mourning – a kind of graduation effect 14. This is one of the perspective in analyzing goal formulation that includes worker’s own reason for group existence. This is analyzed in terms of agency purpose, worker goal for individual member, worker’s goal for the group as a whole a. Member’s perspective b. Worker’s perspective c. Group system perspective d. Community’s perspective 14. This is one of the perspective in analyzing goal formulation that includes worker’s own reason for group existence. This is analyzed in terms of agency purpose, worker goal for individual member, worker’s goal for the group as a whole a. Member’s perspective b. Worker’s perspective c. Group system perspective d. Community’s perspective PERSPECTIVE IN ANALYZING GOAL FORMULATION 1. Member’s Perspectives - members of the group have their own view about the group - analyzed by understanding the purpose of the group, members needs, motivation and purpose of membership and common ground purposes 2. Worker’s Perspectives - Worker’s own reason for group existence - analyzed in terms of agency purpose, worker goal for individual member, worker’s goal for the group as a whole 3. Group System Perspectives - GROUP GOALS – common ground or shared goals - product of a worker group interaction process. 15. Employ the social group work method to promote responsible parenthood, vocational efficiency and citizenship training with a group of mothers a. Integrated Human Resource Development Program b. National Vocational Rehabilitation Center for Disabled c. Foster Parents Plan Inc. d. Kaunlaran Multi-Purpose Center 15. Employ the social group work method to promote responsible parenthood, vocational efficiency and citizenship training with a group of mothers a. Integrated Human Resource Development Program b. National Vocational Rehabilitation Center for Disabled c. Foster Parents Plan Inc. d. Kaunlaran Multi-Purpose Center 16. Group members receive psychological rewards from the experience of helping others with their problems. a. Blessing b. Helper therapy c. Karma d. Self-esteem 16. Group members receive psychological rewards from the experience of helping others with their problems. a. Blessing b. Helper therapy c. Karma d. Self-esteem  Advantages Many individual feel more comfortable, or are encouraged to participate and share ideas because of the interaction takes place in the group Group members receive psychological reward (helper therapy principle) Internal forces in groups can influence attitudes, values and behaviors The group lends itself to the use of a variety of activities that are not only relevant to the group goals but also respond to the individual member’s needs and interest The cooperative thinking process that takes place in the group Many individuals have similar problem that are best handled with a group Economical to work with groups than individuals. 17. It is the heart of the social group work process a. Guided group interaction b. Group Dynamics c. Phases in Group Development d. Helping Process 17. It is the heart of the social group work process a. Guided group interaction b. Group Dynamics c. Phases in Group Development d. Helping Process Guided Group Interaction In Social Group work the primary source of energy which propels the group and influences the individual to change are the interaction or reciprocal responses of the member. The groupworker influences this interaction by the type and quality of his participants 18. This is the main characteristics of a closed group in social work a. Membership is based on strict criteria b. No new members can join after the group has been formed c. The group has to follow rules set by the agency d. The group does not interact with other groups 18. This is the main characteristics of a closed group in social work a. Membership is based on strict criteria b. No new members can join after the group has been formed c. The group has to follow rules set by the agency d. The group does not interact with other groups 19. One of these activities is not a program media in social group work a. Games b. Role play c. Group dynamic exercises d. Counseling 19. One of these activities is not a program media in social group work a. Games b. Role play c. Group dynamic exercises d. Counseling 20. The agency purpose for offering a group program usually emanates from: a. The prospective members’ motivation for membership b. The agency’s general purpose or function c. The worker’s judgment to program priority d. None of the above 20. The agency purpose for offering a group program usually emanates from: a. The prospective members’ motivation for membership b. The agency’s general purpose or function c. The worker’s judgment to program priority d. None of the above 21. This group record is essential to the worker’s doing a terminal group evaluation a. Intake records b. Collateral interviews c. Statement of group problem, group goals and action d. a and b 21. This group record is essential to the worker’s doing a terminal group evaluation a. Intake records b. Collateral interviews c. Statement of group problem, group goals and action d. a and b 22. This concept is not static in nature and is constantly moving and changing like a small system of its own which has its own life. It goes through different phases each of which has certain dynamics that a practitioner must understand and deal with whenever appropriate and necessary. a. Size of the group b. Group composition c. Group development d. Group 22. This concept is not static in nature and is constantly moving and changing like a small system of its own which has its own life. It goes through different phases each of which has certain dynamics that a practitioner must understand and deal with whenever appropriate and necessary. a. Size of the group b. Group composition c. Group development d. Group Group VS. Aggregate Group - is at least two people gathered with common purposes or like interests in a cognitive, effective and social interchange in single or repeated encounters. Aggregate - a simple collection or group of people who are on the same location usually experiencing common influences, without a bond or significant interaction, may share some characteristic; not organized 23. Refers to the tendency of groups to adopt more extreme attitudes than the initial attitudes of their members a. Group dynamics b. Group polarization c. Phases of group development d. Interventive activities 23. Refers to the tendency of groups to adopt more extreme attitudes than the initial attitudes of their members a. Group dynamics b. Group polarization c. Phases of group development d. Interventive activities  Group Polarization Group polarization is a psychological phenomenon in which the beliefs, attitudes and decisions of groups tend to be more amplified or more extreme than those held by individual group members. The phenomenon that after group discussion, the average judgement of group members tends to be more extreme in the direction that was initially favored by the group Group is either riskier or more conservative decisions than individuals 24. In group work method, the individual’s uniqueness is not lost in the group but his contribution to the whole is recognized. This is called: a. Discrimination b. Differentiation c. Marginalization d. Individualization 24. In group work method, the individual’s uniqueness is not lost in the group but his contribution to the whole is recognized. This is called: a. Discrimination b. Differentiation c. Marginalization d. Individualization Principles Principle of Planned Group formation Principle of Specific Objectives Principle purposeful worker-group relationship Principle of guided group interaction Principle of democratic self-determination Principle of functional organization Principle of progressive program experience Principle of continuous individualization Principle of resource utilization Principle evaluation 25. When a Social group worker helps the group arranging with YMCA for free use of its recreational facilities by the group of solvent/drug users, the Social worker is said to be doing: a. Referral b. Networking c. Advocacy and social action d. Relegating her function to other groups 25. When a Social group worker helps the group arranging with YMCA for free use of its recreational facilities by the group of solvent/drug users, the Social worker is said to be doing: a. Referral b. Networking c. Advocacy and social action d. Relegating her function to other groups Networking involves building, maintaining and leveraging professional contacts in the field “connections that we have” 26. What is the preventive measure that can be taken to reduce the chances of group think? a. Support debate and productive conflict in the group. b. Divide group members up into smaller brainstorming groups before sharing ideas with the larger group. c. Encourage full participation by every group member. d. All the answers are correct. 26. What is the preventive measure that can be taken to reduce the chances of group think? a. Support debate and productive conflict in the group. b. Divide group members up into smaller brainstorming groups before sharing ideas with the larger group. c. Encourage full participation by every group member. d. All the answers are correct. GROUP THINK problem solving process in which proposals are accepted without careful review of advantages and disadvantages a phenomenon that occurs when a group of individuals reaches a consensus without critical reasoning or evaluation of the consequences or alternatives. GROUP STRUCTURE arrangement and interrelation of the group 1. Size 2. Communication Structure 3. Affectional Structure 4. Power 5. Leadership 6. Role 7. Norms 8. Status  GROUP STRUCTURE 1. Size number of persons in the group. Odd number 7-15 2. Communication Structure interaction thru verbal or non-verbal form 3. Affectional Structure pattern of liking and disliking within the process of acting and reacting SOCIOMETRY – study of effective relations among group members Pairs – Dyad Triads – mediator and two, rivals and one, coalition and one, three-person alliance, harmonious threesome Foursomes – two pairs, three and one, four person alliance Isolates – little acceptance from anyone GROUP STRUCTURE 4. Power potentiality of inducing forces in other persons toward acting or changing in a given direction Reward – reward system – praising, promotion Coercive – punishment, threaten, fear Legitimate – position (leader, president) Referent – base on the person’s liking or disliking Expert – knowledge and skills GROUP STRUCTURE 5. Leadership ability to influence Position theory – base on the position that grants power Trait theory – leaders have personal traits or characteristics Style theory – Kurt Lewin – authoritarian, democratic, laissez faire Situational theory – The leader emerges depending on the situation (disaster, natural calamities) Functional leadership theory – performance of the acts to accomplish goals, depending on the function/tasks GROUP STRUCTURE 6. Role expected to do based on the position that we have in the group 7. Norms rules and standard (ought to do) Written rules – code of ethics Explicitly stated norms – agreed written or unwritten (minutes of the meeting) Non explicit informal norms – obvious, routine (the leader sits at the center of table) Norms beyond awareness – osmosis (contagious) – greeting of good morning IDEONSYNCRACY CREDIT - pinagbibigyan/entitled, allowing them na gawin nila yung mga non-conforming behavior 8. Status rank or standing in the group (evaluation of worth) GROUP PROCESS changes in the condition of the group, movement, progression, development 1. Conformity 2. Competition and Cooperation 3. Decision Making 4. Group Think 5. Conflict 6. Group Cohesiveness GROUP PROCESS 1. Conformity – yielding to the group pressure Expedient conformer – outwardly agreed, inwardly disagreed True conformer – both 2. Competition and Cooperation Competition – rivalry Cooperation – joint efforts GROUP PROCESS 3. Decision making - integral stage or step in the total problem solving process Voting 1. Simple majority – 50% plus one 2. High percentage voting – setting limit how many percentage – at least 75% agreed Consensus – time consuming, too much effort Postponing Decision – if the group can agree to disagree, to protect the minority from the will of majority Delegation of decision making authority – save to time RAILROADING TACTICS – pressuring the groups by providing limited options without benefit of analysis, did not explain the consequences of each option / choice.  GROUP PROCESS 4. Group Think – problem solving process in which proposals are accepted without careful review of advantages and disadvantages 5. Conflict – disagreement/clash Win-Lose – goal is more important than relationship (COMPETING) Yield-Lose – relationship is more important than goal (ACCOMODATING) Lose-Leave – low concern for both goal and relationship (AVOIDING) Compromise – win some – lose some Integrative – high concern for both goal and relationship (COLLABORATING) 6. Group Cohesiveness – desire to remain in the group 27. A gambling den in remote rural area in Zamboanga Del Sur province is operating very near the school premises, resulting in school truancy and other problems on the part of the teenage children like hanging around with undesirable characters and taking alcoholic drinks. A group of mothers was able to pressure the town mayor to order thee closure of the gambling den. What category of group use is manifested? a. For change in social situation or conditions outside the group b. For collective problem solving c. For effect on participants d. For rehabilitation 27. A gambling den in remote rural area in Zamboanga Del Sur province is operating very near the school premises, resulting in school truancy and other problems on the part of the teenage children like hanging around with undesirable characters and taking alcoholic drinks. A group of mothers was able to pressure the town mayor to order thee closure of the gambling den. What category of group use is manifested? a. For change in social situation or conditions outside the group b. For collective problem solving c. For effect on participants d. For rehabilitation Uses of Groups For effect on participants For collective problem-solving For change in the social situation or conditions outside the group 28. Try to make it possible for another member to make a contribution by saying “ we haven’t heard from Jerwin yet”. a. Encouraging b. Mediating c. Gatekeeping d. Standard Setting 28. Try to make it possible for another member to make a contribution by saying “ we haven’t heard from Jerwin yet”. a. Encouraging b. Mediating c. Gatekeeping d. Standard Setting Group Building Maintenance Role Encouraging - friendly, warm, response, praising others, accepting contributions/ agreeing Mediating - harmonizing, conciliating difference point of view/ making compromises Gatekeeping - suggest limited talking Standard Setting - express standards - procedures, rules, ethical values Following - going along with group, serve as a audience, accept ideas passively, good listener Relieving tension - draining off negative feelings, diverting attention from unpleasant matters Group Task Role Initiating - suggest new ideas, proposing activities Information seeking - asking relevant facts Information giving - providing relevant facts Opinion giving - stating pertinent belief Clarifying - restating, probing the meaning and understanding Elaborating - enlarging message, giving example Group Task Role Coordinating - clarifying relationship of ideas Orienting - defining the progress of discussion Testing - checking if ready to make decision Summarizing - reviewing content of past discussion 29. Refers to the selection of group members and deciding the size of the group a. Recruitment b. Group Process c. Group Composition d. Group Formation 29. Refers to the selection of group members and deciding the size of the group a. Recruitment b. Group Process c. Group Composition d. Group Formation 30. This is not one of the worker’s tasks before a group is organized a. Conceptualizing, preparing the group program b. Recruiting members c. Preparing logistics d. Defining group goals 30. This is not one of the worker’s tasks before a group is organized a. Conceptualizing, preparing the group program b. Recruiting members c. Preparing logistics d. Defining group goals 31. This social work task is the culmination of individual-level assessment that is done in treatment-oriented groupwork. a. Formulating goals b. Action-planning c. Admitting client for agency service d. Writing individual diagnostic statement/ case assessment 31. This social work task is the culmination of individual-level assessment that is done in treatment-oriented groupwork. a. Formulating goals b. Action-planning c. Admitting client for agency service d. Writing individual diagnostic statement/ case assessment 32. Phases in group development is essentially about a. Group procedures/movement b. The life of a group c. Group Structure and processes d. The problem solving process with a group 32. Phases in group development is essentially about a. Group procedures/movement b. The life of a group c. Group Structure and processes d. The problem solving process with a group 33. This principle is premised on the assumptions that there has been established acceptance between the group members and the worker a. Principle of planned group formation b. Principle of democratic self-determination c. Principle of purposeful worker-group relationship d. Principle of individualization 33. This principle is premised on the assumptions that there has been established acceptance between the group members and the worker a. Principle of planned group formation b. Principle of democratic self-determination c. Principle of purposeful worker-group relationship d. Principle of individualization 34. In social work with groups, assessment and action-panning are: a. Generally undertaken first with prospective group members individually, and then with the group as a whole. b. Always undertaken first with prospective group members individually, and then with the group as a whole. c. Generally undertaken first with organized group members individually, and then with the group as a whole. d. Always undertaken first with organized group members individually, and then with the group as a whole. 34. In social work with groups, assessment and action-panning are: a. Generally undertaken first with prospective group members individually, and then with the group as a whole. b. Always undertaken first with prospective group members individually, and then with the group as a whole. c. Generally undertaken first with organized group members individually, and then with the group as a whole. d. Always undertaken first with organized group members individually, and then with the group as a whole. 35. It is the distinguishing characteristics of the remedial model a. Treatment b. View of deviance c. Center-based d. Diagnostic statement 35. It is the distinguishing characteristics of the remedial model a. Treatment b. View of deviance c. Center-based d. Diagnostic statement REMEDIAL MODEL Robert Vinter - Michigan approach - developed by the group of faculty of University of Michigan - Relevant to agencies performing social control functions – deviants - Target Clients: OSY, street children, drug users, juvenile and adult correctional institutions, drug rehab, mental health facilities - Tasked help those who are considered as deviant REMEDIAL MODEL Robert Vinter INTERACTIONAL VIEW OF DEVIANCE Individual with deviant is not only the target but also the person in frequent contact with the deviant (extra group means influence). REMEDIAL MODEL Robert Vinter TREATMENT GROUP Small social system whose influence can be guided in planned ways to modify client behavior. Group as: - Means of Treatment – serve as vehicle through which peer interaction and influences used to affect group members - Context of Treatment – provide opportunities for direct-worker client interactions which contribute to change REMEDIAL MODEL Robert Vinter TREATMENT SEQUENCE 1.Intake 2.Diagnosis and Treatment Planning 3.Group Composition and Formation 4.Group Development and Treatment 5.Evaluation and Termination REMEDIAL MODEL Robert Vinter STRATEGY OF INTERVENTION 1. Direct Means of Influence - Interventions to effect change through immediate interaction with a group member. a. Worker as a central person – object of identification and drive - competence and personal qualities are valued - identification, they want and try to be like her - Drive – they invest emotions in her b. Worker as symbol and spokesman - agent of legitimate norms and values - to inculcate essential values - personify norms and values, spokesperson, create, sanctions, set limits and controls REMEDIAL MODEL Robert Vinter STRATEGY OF INTERVENTION 1. Direct Means of Influence - Interventions to effect change through immediate interaction with a group member. c. Worker as motivator and stimulator - Definer of individual goals and task - Addresses individual interest, aims, activities and skills. d. Worker as Executive Controller of Member’s Roles - Modify the member’s role, change the group member role behavior - Assist member in position to function effectively REMEDIAL MODEL Robert Vinter STRATEGY OF INTERVENTION 2. Indirect Means of Influence - interventions that modify group conditions affecting one or more group members a. Group Purposes – worker purpose for the group b. Selection of Group members - Experiences of the members - Interpersonal Behavior c. Nature of Group Activities – selection of program media in line with worker’s purpose d. Size of the Group e. Group Operating and Governing Procedure f. Group Development REMEDIAL MODEL Robert Vinter STRATEGY OF INTERVENTION 3. Extra Group Means of Influence - events and processes occur outside the treatment group and even outside the treatment - outside activities conducted in behalf of the clients a. Social Roles and relations of client prior to client status - role performance problem b. Significant others - Person outside the treatment group c. Social System which client is member - School, hospital, rehab, factories etc. d. Social Environment of treatment group 36. Consensus decision making requires a. Majority rule b. Minority rule c. Agreement of all members of the group but not necessarily the preferred choice of all members d. Unanimous agreement of members and all members’ first, preferred choice 36. Consensus decision making requires a. Majority rule b. Minority rule c. Agreement of all members of the group but not necessarily the preferred choice of all members d. Unanimous agreement of members and all members’ first, preferred choice 37. Which is odd one out a. Maturation b. Problem solving and stabilization c. Differentiation d. all of the above e. none of the above 37. Which is odd one out a. Maturation - Sarri and Galinsky b. Problem solving and Stabilization - Northern c. Differentiation - Garland, Jones and Kolodny d. all of the above e. none of the above  HARTFORD GARLAND, JONES NORTHERN SARRI AND TRECKER HENRY TUCKMAN AND KOLODNY GALLINSKY I. Pre-Group I. Preaffiliati I. Preparatory I. Origin Phase I. Initial Phase on Stage II. Convening a. Private Planning Stage b. Public and Intake c. Convening II. Group II. Orientation II. Formation I. Beginning I. Forming Formation Stage Phase II. Emergence of some group feelings, organization and program III. Integration II. Power and III. Exploring and III. Intermediate III. Development IV. Conflict / II. Storming Disintegration Control testing the group Phase I of bond, purpose, Disequilibrium III. Norming Reintegration III. Intimacy IV. Revision Phase and cohesiveness V. Intermediate Phase IV. Group IV. Differentiation IV. Problem- VI. Maturation IV. Strong group V. Maintenance IV. Performing Functioning and solving and Phase feeling, goal Maintenance stabilization attainment V. Decline in interest; less group feeling V. Termination – V. Separation V. Termination VII. Termination VI. Ending stage VI. Termination V. Adjourning Pre-termination, Phase termination, Post termination 38. Whatever is the agency’s purpose for a group program, these have to be conducted to obtain at least basic or some other necessary information on the prospective group members a. Pre-group interviews b. Collateral interviews c. Individual intake d. Inquest 38. Whatever is the agency’s purpose for a group program, these have to be conducted to obtain at least basic or some other necessary information on the prospective group members a. Pre-group interviews b. Collateral interviews c. Individual intake d. Inquest 39. This is method where in group can agree to disagree. It serves to protect the minority from the will of the majority as the former is not forced to support something that violates their convictions. a. Consensus b. Delegation of decision making authority c. Postponing Decisions d. Voting 39. This is method where in group can agree to disagree. It serves to protect the minority from the will of the majority as the former is not forced to support something that violates their convictions. a. Consensus b. Delegation of decision making authority c. Postponing Decisions d. Voting 40. ___________ develops in the integration phase of group development. a. Soundness b. Group bond c. Groupness d. Integration 40. ___________ develops in the integration phase of group development. a. Soundness b. Group bond c. Groupness d. Integration 41. This theme of the developmental model responds to the question – what are the worker’s function and relation with the group? a. Phenomenological b. Humanistic c. Developmental d. Reality-oriented 41. This theme of the developmental model responds to the question – what are the worker’s function and relation with the group? a. Phenomenological b. Humanistic c. Developmental d. Reality-oriented DEVELOPMENTAL APPROACH Emmanuel Tropp - Group self-direction toward a common goal is the most effective vehicle for social growth of its members - People are not seen as being sick or healthy - Functionality rather than pathology - Self-actualization rather than treatment or cure - Instead of seeing people as problem - they only face difficult developmental stages - Building strengths rather than analyzing weakness with ways of effective coping - Recognition that human being as main resources to be utilized and interpersonal relationship DEVELOPMENTAL APPROACH Emmanuel Tropp MAJOR THEMES Humanistic worker’s functions and relations with the group (view of human being by another) Respect of the worker to the member Worker value the experience Worker is real with openness Phenomenological Concerned with the content of group experience What is happening currently, reality oriented Developmental Sees people as being continually able to move forward in life long process of realization, fulfillment of potential in social functioning DEVELOPMENTAL APPROACH Emmanuel Tropp’s OTHER BASIC CHARACTERESTICS 4. Based on the proposition that people attain enhancement of their social functioning most effectively through specific kinds of group experiences THREE MOST COMMON FUNCTIONAL MODES COUNSELING GROUP – to discuss common life situations / concerns ACTIVITY GROUP – to pursue common interest ACTION GROUP – to effect some improvement in its social environment DEVELOPMENTAL APPROACH Emmanuel Tropp’s OTHER BASIC CHARACTERESTICS 5. The experiences that enhances people’s social functioning are those in which group has common goal which guides the goal-achieving process 6. The common goal may take the form of a common concern or common interest or common life situation, each of which results in peer relationship among the members 7. In order for the members to have maximum opportunity to achieve individual gains, the effectiveness of the group goal-achieving process should be the primary target for both members and the leaders. The roles assumed by different members, the degree of participation that is elicited, the way deliberation, decision-making and action are undertaken, are all important. DEVELOPMENTAL APPROACH Emmanuel Tropp’s OTHER BASIC CHARACTERESTICS Deliberation and Decision – process of obtaining proposals from the group by asking for and presenting alternative choices and stimulating thinking. To reach a decision, encourages free expression and interaction Action – Having decided what to do, the group is now face with the problem of how to do it and how to go about doing it. DEVELOPMENTAL APPROACH Emmanuel Tropp’s OTHER BASIC CHARACTERESTICS 8. Within the context of group-goal achieving process, the members achieve differential individual gains in social growth and contribute to other members’ gains. BASIC PURPOSIVE PROCESSES WHICH COMMON-GOAL GROUPS GO THROUGH a. Release of feelings – anger, guilt, fear and affection tend to block effective social task performance if not openly expressed and unburdened b. Support – acceptance and affection through belongingness and recognition of self-expression c. Reality Orientation – by seeing other in similar situation d. Self-Appraisal – attaining from all the foregoing a clearer perspective on one’s self and others DEVELOPMENTAL APPROACH Emmanuel Tropp’s OTHER BASIC CHARACTERESTICS 9. The group becomes the medium for the members’ actions, for perception of each other’s actions, and for the leader’s perception of both 10. All of this process is carried out on the basis of open agreements, openly arrived at and openly pursued, resulting in a mutuality of understanding and effort between member and leader. 11. The group is essentially self-directing, within varying limits and each member is self-directing in relation to what he wants to give to and get from the group DEVELOPMENTAL APPROACH Emmanuel Tropp’s METHODOLOGICAL PRINCIPLES 1. Prospective members share a significant common interest, concern and life situations 2. When the group is formed, the worker comes to some agreement with the members about its: - Purpose (Why) - Function (What) - Structure (How) 3. Regardless of its purpose, function and structure, the developmental group will go through: - Beginning Stage - Middle Stage - Ending Stage DEVELOPMENTAL APPROACH Emmanuel Tropp’s THREE BASIC AREAS OF OPERATION 1. Group Goal Achieving Process - The worker initiates and engages the group in the goal achieving processes of deliberation, decision and action. 2. Interpersonal relations– In the group members’ engagement with each other as they pursue their common goal, they are involved in two forms of behavior a. Instrumental Behavior b. Expressive Behavior  INSTRUMENTAL BEHAVIOR EXPRESSIVE BEHAVIOR - directed toward common goal efforts - unintended behavior, emotional in nature - observable behavior, basis for evaluating - manifest in performing instrumental behavior performance - Supporting and accepting others - Likes and dislikes - Accepting support and assistance from others - Approval and disapproval - Opposing and restraining others - Affection - Handling opposition and restraint from others - Concern for others - Engaging others in resolving differences - Pleasure (through assertion, compromise or yielding - Interest submitting to or rejecting appointed or elected - Enthusiasm authority figures) - Apathy - Accepting other’s inputs - Fear - Performing such roles as leading, following - Insistence and carrying out specific individual tasks - Criticism - Guilt - Hostility - blame DEVELOPMENTAL APPROACH Emmanuel Tropp’s THREE BASIC AREAS OF OPERATION 3. Individual Self Actualization - Assessment of behavior (do not call for any special intervention and problematic behavior - After perceiving and evaluating individual behavior, the worker can proceed to use either indirect or direct helping processes during the group session INDIRECT HELP – worker uses the groups instrumental processes by asking the group recognize the worth of an individual contribution, asking the group to use agreed limits with a member, asking the group to reflect back on how a member involved in the goal-achieving process, and asking the group to look at individual behavior that facilitates or block a process DEVELOPMENTAL APPROACH Emmanuel Tropp’s THREE BASIC AREAS OF OPERATION DIRECT HELP – leader may give approval, encouragement, affection, concern, stimulation, empathic reflection, clarification or confront member with role responsibilities, realities of the situation and behavior OUTSIDE CONTACTS – if the direct and indirect help were not productive, refer the member to another professional person. 42. Productivity and cohesiveness in groups are interconnected in which of the following ways? a. As productivity increases, cohesiveness likely decreases b. As cohesiveness increases, productivity likely decreases c. As cohesiveness decreases, productivity likely increases d. None of the above 42. Productivity and cohesiveness in groups are interconnected in which of the following ways? a. As productivity increases, cohesiveness likely decreases b. As cohesiveness increases, productivity likely decreases c. As cohesiveness decreases, productivity likely increases d. None of the above 43. This approach results in maintaining strong interpersonal or intergroup relationships while ensuring that all parties achieve their interests. a. Yield-Lose Style b. Win-Lose Style c. Lose-Leave Style d. Integrative Style 43. This approach results in maintaining strong interpersonal or intergroup relationships while ensuring that all parties achieve their interests. a. Yield-Lose Style b. Win-Lose Style c. Lose-Leave Style d. Integrative Style  GROUP PROCESS Win-Lose – goal is more important than relationship (COMPETING) Yield-Lose – relationship is more important than goal (ACCOMODATING) Lose-Leave – low concern for both goal and relationship (AVOIDING) Compromise – win some – lose some Integrative – high concern for both goal and relationship (COLLABORATING) 44. A hands-off leader who allows members of the group to make their own decisions a. authoritarian leader b. democratic leader c. laissez-faire leader d. instrumental leader 44. A hands-off leader who allows members of the group to make their own decisions a. authoritarian leader b. democratic leader c. laissez-faire leader d. instrumental leader LEADERSHIP STYLE – KURT LEWIN 45. This means of influence is seen as focusing on psychological relationships that are established between the worker and the group members. Worker is object of identification and drives. a. Worker as motivator and stimulator b. Worker as central person c. Worker as symbol and spokesman d. Worker as executive controller of member’s role 45. This means of influence is seen as focusing on psychological relationships that are established between the worker and the group members. Worker is object of identification and drives. a. Worker as motivator and stimulator b. Worker as central person c. Worker as symbol and spokesman d. Worker as executive controller of member’s role REMEDIAL MODEL Robert Vinter STRATEGY OF INTERVENTION 1. Direct Means of Influence - Interventions to effect change through immediate interaction with a group member. a. Worker as a central person – object of identification and drive - competence and personal qualities are valued - identification, they want and try to be like her - Drive – they invest emotions in her b. Worker as symbol and spokesman - agent of legitimate norms and values - to inculcate essential values - personify norms and values, spokesperson, create, sanctions, set limits and controls REMEDIAL MODEL Robert Vinter STRATEGY OF INTERVENTION 1. Direct Means of Influence - Interventions to effect change through immediate interaction with a group member. c. Worker as motivator and stimulator - Definer of individual goals and task - Addresses individual interest, aims, activities and skills. d. Worker as Executive Controller of Member’s Roles - Modify the member’s role, change the group member role behavior - Assist member in position to function effectively 46. Which of the following is not an example of social norm? a. You do not talk loudly in a movie theater b. Giving gifts during holidays c. You shake hand with person when you meet them d. You interrupt someone while she speaking 46. Which of the following is not an example of social norm? a. You do not talk loudly in a movie theater b. Giving gifts during holidays c. You shake hand with person when you meet them d. You interrupt someone while she speaking 47. Group work is basic aspect of social work practice that uses social relationships within the group experience as a means of to individual growth and development a. Harleigh Trecker b. Grace Coyle c. Margaret Hartford d. Sarri and Galinsky 47. Group work is basic aspect of social work practice that uses social relationships within the group experience as a means of to individual growth and development a. Harleigh Trecker b. Grace Coyle c. Margaret Hartford d. Sarri and Galinsky Grace Coyle - Group work is basic aspect of social work practice that uses social relationships within the group experience as a means of to individual growth and development Harleigh Trecker - through which an individuals in groups in social agency settings are helped by a worker who guides their interaction in program activities so that they may relate themselves to others and experience growth opportunities in accordance with their need and capacities to the end of individual, group and community development Wilson and Ryland - process or method through which group life is affected by the worker who consciously directs the interacting process toward accomplishments of goals which are concerned in a democratic frame of reference. 48. In social work, crisis intervention approach is associated with the writings of: a. Howard Rapoport b. Margaret Hartford c. Naomi Golan d. Grace Coyle 48. In social work, crisis intervention approach is associated with the writings of: a. Howard Rapoport b. Margaret Hartford c. Naomi Golan d. Grace Coyle CRISIS INTERVENTION MODEL Actively influencing the pyscho-social functioning of individuals during acute disequilibrium Crisis oriented Time-limited (2-6 week in duration) Should be available within 24-72 hours after application or referral for assistance The Assessment-Planning-Intervention sequence is not always followed because of the urgency Worker’s stance is active, purposive and committed, conveying the message that the worker is capable and willing to take risk CRISIS INTERVENTION MODEL Crisis - upset in a steady sate or disequilibrium Elements of Crisis: 1. Hazardous events / precipitating stress Hazardous - accident, death, disaster Developmental / Maturational - puberty, menopausal Transitional - separation, relocation 2. Vulnerable or upset state Subjective reaction - anxiety, depression, mourning, shame, guilt 3. Precipitating factor or event Viewed as presenting problem , immediate focus of engagement CRISIS INTERVENTION MODEL Elements of Crisis: 4. State of Active Crisis Subjective condition once tension stopped, the time to decide whether the cris intervention of needed 5. State of reintegration or reorganization Adaptively/ maladaptively Adjustment period CRISIS INTERVENTION MODEL TREATMENT 1. Material arrangement tasks - provision of concrete assistance and services 2. Psychosocial tasks - dealing with the client’s feelings, emotions, doubts and anxieties CRISIS INTERVENTION MODEL TECHNIQUES 1. Sustaining - reassurance / encouragement to lower the anxiety, providing emotional support 2. Direct Influence - giving advice, advocating for particular course of action, warning clients of the consequences of maladaptive resolution 3. Direct Intervention - extreme situations - attempt to suicide 4. Reflective Discussion Techniques - recent past and current situation CRISIS INTERVENTION MODEL CRISIS INCIDENT STRESS DEBRIEFING (CISD) A form of crisis intervention that has been found helpful to many Filipinos in collective crisis caused by natural disasters Applied after critical incident has occurred Preventive stress management strategy designed to assist affected people in handling normal severe stress. Target Direct Victim Indirect Victims Hidden Victims CRISIS INTERVENTION MODEL Purpose of CISD: 1. Assist the victims to deal positively with the emotional effects of severe stress-producing event 2. Provide education about current and anticipated stress response 3. Provided information and support for coping and stress management CRISIS INTERVENTION MODEL How CISD done? A. Administrative Preparation B. CISD Process 1. Start up 2. Sharing the Crisis / Stressful Experience 3. Understanding Symptoms / Stress Response 4. Understanding Grief and Loss 5. Coping with Stress 6. Planning for a Contingency 7. Summarizing and Evaluating 49. In developmental approach, Tropp describes four basic purposive processes which common goal groups go through. This is one of the basic purposive processes that involves acceptance and affection through belongingness and recognition of self-expression a. Self-appraisal b. Support c. Reality Orientation d. Release of feelings 49. In developmental approach, Tropp describes four basic purposive processes which common goal groups go through. This is one of the basic purposive processes that involves acceptance and affection through belongingness and recognition of self-expression a. Self-appraisal b. Support c. Reality Orientation d. Release of feelings DEVELOPMENTAL APPROACH Emmanuel Tropp’s BASIC PURPOSIVE PROCESSES WHICH COMMON-GOAL GROUPS GO THROUGH a. Release of feelings – anger, guilt, fear and affection tend to block effective social task performance if not openly expressed and unburdened b. Support – acceptance and affection through belongingness and recognition of self-expression c. Reality Orientation – by seeing other in similar situation d. Self-Appraisal – attaining from all the foregoing a clearer perspective on one’s self and others 50. Conflict in the group is competition on: a. Services and resources b. Attention of the worker c. Dominance of one’s needs and desires d. Affection from group members 50. Conflict in the group is competition on: a. Services and resources b. Attention of the worker c. Dominance of one’s needs and desires d. Affection from group members 51. Schwartz describes four phases of work in Interactionist approach. In this phase, the worker prepares to enter/ re-enter the group, she must understand that life processes with which she is about to join forces began long before she came, will continue after she leaves, and will continue to be subject to many influences than her own. a. Tuning-in b. The Beginning c. The Task (Middle Phase) d. Transitions and Ending 51. Schwartz describes four phases of work in Interactionist approach. In this phase, the worker prepares to enter/ re-enter the group, she must understand that life processes with which she is about to join forces began long before she came, will continue after she leaves, and will continue to be subject to many influences than her own. a. Tuning-in b. The Beginning c. The Task (Middle Phase) d. Transitions and Ending 52. Golan presents two categories of tasks involved in crisis intervention, this task are concerned with dealing with client feelings, doubts, anxieties a. Pyschosocial tasks b. Material arrangement tasks c. Concrete tasks d. Crisis intervention tasks 52. Golan presents two categories of tasks involved in crisis intervention, this task are concerned with dealing with client feelings, doubts, anxieties a. Pyschosocial tasks b. Material arrangement tasks c. Concrete tasks d. Crisis intervention tasks 53. It is the when the worker and the group members discuss areas of mutual concern, consider different means to pursue these concerns, sort out differences and incorporate individual interests into common group oriented goals a. Group Think b. Bargaining c. Exploration d. Brainstorming 53. It is the when the worker and the group members discuss areas of mutual concern, consider different means to pursue these concerns, sort out differences and incorporate individual interests into common group oriented goals a. Group Think b. Bargaining c. Exploration d. Brainstorming HELPING PROCESS IN SW WITH GROUPS TWO PHASES IN DETERMINATION OF GROUP GOALS 1. EXPLORATION - Worker and group members discuss areas of mutual concern, discuss differences, interest etc. 2. BARGAINING - Agreeing on concerns or issues confronting the group 54. Self-help groups are usually set up for mental health goal. This is usually focused on a single, unacceptable situation such as: a. Alcoholism b. Disaster c. Unemployment d. School drop-out 54. Self-help groups are usually set up for mental health goal. This is usually focused on a single, unacceptable situation such as: a. Alcoholism b. Disaster c. Unemployment d. School drop-out 55. Which of the following is not involved in the exchange between the client group and the system in the Mediating Model? a. cooperation b. coercion c. negotiation d. all of the above 55. Which of the following is not involved in the exchange between the client group and the system in the Mediating Model? a. cooperation b. coercion c. negotiation d. all of the above 56. These are the rules and standard of behavior emerge in the group. a. Social Norms b. Social Status c. Social Role d. Social Goal 56. These are the rules and standard of behavior emerge in the group. a. Social Norms – ought to do b. Social Status c. Social Role d. Social Goal 57. Which is the least unlikely to be indicators of expressive behavior? a. Supporting and accepting others b. Carrying out individual task c. Approval and disapproval d. Submitting to rejecting authority e. Performing of roles 57. Which is the least (-) (-) unlikely to be indicators of expressive behavior? a. Supporting and accepting others b. Carrying out individual task c. Approval and disapproval d. Submitting to rejecting authority e. Performing of roles  INSTRUMENTAL BEHAVIOR EXPRESSIVE BEHAVIOR - directed toward common goal efforts - unintended behavior, emotional in nature - observable behavior, basis for evaluating - manifest in performing instrumental behavior performance - Supporting and accepting others - Likes and dislikes - Accepting support and assistance from others - Approval and disapproval - Opposing and restraining others - Affection - Handling opposition and restraint from others - Concern for others - Engaging others in resolving differences - Pleasure (through assertion, compromise or yielding - Interest submitting to or rejecting appointed or elected - Enthusiasm authority figures) - Apathy - Accepting other’s inputs - Fear - Performing such roles as leading, following - Insistence and carrying out specific individual tasks - Criticism - Guilt - Hostility - blame 58. This one of the main elements of crisis, characterized by an acute period of disequilibrium manifested in rising tension, marked discomfort and disturbance in thinking, feeling and day to day behavior, disruption of familiar routines, over-burdened coping capacities, feelings of helplessness and inability to manage within the predictable future, feelings of considerable pressure and anxiety. a. Stressful event or precipitating event b. Perception of stress c. Response phase d. Resolution phase 58. This one of the main elements of crisis, characterized by an acute period of disequilibrium manifested in rising tension, marked discomfort and disturbance in thinking, feeling and day to day behavior, disruption of familiar routines, over-burdened coping capacities, feelings of helplessness and inability to manage within the predictable future, feelings of considerable pressure and anxiety. a. Stressful event or precipitating event b. Perception of stress c. Response phase d. Resolution phase CRISIS INTERVENTION MODEL Crisis - upset in a steady sate or disequilibrium Elements of Crisis: 1. Hazardous events / precipitating stress Hazardous - accident, death, disaster Developmental / Maturational - puberty, menopausal Transitional - separation, relocation 2. Vulnerable or upset state Subjective reaction - anxiety, depression, mourning, shame, guilt 3. Precipitating factor or event Viewed as presenting problem , immediate focus of engagement CRISIS INTERVENTION MODEL Elements of Crisis: 4. State of Active Crisis Subjective condition once tension stopped, the time to decide whether the cris intervention of needed 5. State of reintegration or reorganization Adaptively/ maladaptively Adjustment period 59. In this list, choose the one client group for whom Robert Vinter’s Remedial Model should not be used: a. Juvenile delinquents b. Victim of crisis c. Adult legal offenders d. Street children 59. In this list, choose the one client group for whom Robert Vinter’s Remedial Model should not be used: a. Juvenile delinquents b. Victim of crisis c. Adult legal offenders d. Street children 60. Which one of the following captures implicit and explicit group communication and interaction patterns? a. Genogram b. Cognitive map c. Ecomap d. Sociogram 60. Which one of the following captures implicit and explicit group communication and interaction patterns? a. Genogram b. Cognitive map c. Ecomap d. Sociogram SOCIOGRAM is a tool for charting the relationships within a group. It’s a visual representation of the social links and preferences that each person has – valuable data for leaders. Situation #1 In working with a group of children addicted to online games, the social worker was successful in securing form the barangay officials an ordinance regulating the time for internet café owners to allow students inside the computer cafes and also to supervise and monitor the activities of student during the allowed period. Also, part of the activities is a trialogue among the adviser/teacher of the students, their parents and the owner of internet café to discuss on the group’s problem on addiction to online games 61. Coordinating with barangay council as an extra group means on influence imply: a. Social Roles and relations b. Social Environment c. Social System d. Significant Others 61. Coordinating with barangay council as an extra group means on influence imply: a. Social Roles and relations b. Social Environment c. Social System d. Significant Others 62. In the activity involving the teacher and the owner of the interent café, the teacher and the internet café owner imply: a. Indirect means of influence b. Social System c. Direct means of influence d. Social Environment 62. In the activity involving the teacher and the owner of the interent café, the teacher and the internet café owner imply: a. Indirect means of influence b. Social System c. Direct means of influence d. Social Environment 63. Working with the parents and teachers shows the worker’s understanding of: a. Direct means of influence b. Worker as symbol and spokesman c. Significant others d. Nature of group activities 63. Working with the parents and teachers shows the worker’s understanding of: a. Direct means of influence b. Worker as symbol and spokesman c. Significant others d. Nature of group activities 64. After exhausting all efforts to mobilize resources for a fomal education scholarship shich unfortunately is not feasible, a social worker organizing a group of out of school youth suggested that the group pursue a housekeeping training from TESDA instead. The action of the worker portrays: a. Direct means of influence b. Worker as motivator and stimulator c. Nature of group activities d. Worker as executive controller of member’s role 64. After exhausting all efforts to mobilize resources for a fomal education scholarship shich unfortunately is not feasible, a social worker organizing a group of out of school youth suggested that the group pursue a housekeeping training from TESDA instead. The action of the worker portrays: a. Direct means of influence b. Worker as motivator and stimulator c. Nature of group activities d. Worker as executive controller of member’s role 65. Following a three consecutive group sessions (with group of mothers assessed to have poor home management skills) the worker found the need to innovate things and activities done with the group. Aling Linda (who lacks self-confidence) was assigned by the worker to lead the prayer and be the moderator of the open forum during their lecture seminar. The worker’s action has something to do with: a. Selection of group members b. Indirect means of influence c. Worker as executive controller of member’s role d. Worker as motivator and stimulator 65. Following a three consecutive group sessions (with group of mothers assessed to have poor home management skills) the worker found the need to innovate things and activities done with the group. Aling Linda (who lacks self-confidence) was assigned by the worker to lead the prayer and be the moderator of the open forum during their lecture seminar. The worker’s action has something to do with: a. Selection of group members b. Indirect means of influence c. Worker as executive controller of member’s role d. Worker as motivator and stimulator Situation #2: During the initial interview of children in a youth detention center by the social worker the children complained about the long detention and that one in the family visited them. The worker planned to conduct group work with selected children. Below is the profile of the group:  Name Sex/Age Educational Level Occupation Needs/Interest 1. Edizon Male / 15 Grade 5 None Early release, visits by family / palaro 2. Jonathan Male / 16 Grade 6 None Early release, visits by family / basketball 3. Jomar Male / 16 Grade 6 None Early release, visits by family / study 4. Dennis Male / 18 Grade 5 Hardware Store Early release, visits by family / basketball Agent 5. Al Male / 16 Grade 5 None Early release, visits by family / dancing 6. Jeff Male / 14 Grade 5 None Early release, visits by family / basketball 7. Fred Male / 16 Grade 8 None Early release, visits by family / basketball, pool 8. Gilbert Male / 14 Grade 7 None Early release, visits by family / drawing  Other data about th