SW 326 Social Work Practice with Groups - University of Mindanao

College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0...

College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 UNIVERSITY OF MINDANAO College of Arts and Sciences Education Bachelor of Science in Social Work Physically Distanced but Academically Engaged Self-Instructional Manual (SIM) for Self-Directed Learning (SDL) Course/Subject: SW 326 – Social Work Practice with Groups Name of Teacher: Prof. Anne Jeanette C. Alcebar THIS SIM/SDL MANUAL IS A DRAFT VERSION ONLY; NOT FOR REPRODUCTION AND DISTRIBUTION OUTSIDE OF ITS INTENDED USE. THIS IS INTENDED ONLY FOR THE USE OF THE STUDENTS WHO ARE OFFICIALLY ENROLLED IN THE COURSE/SUBJECT. EXPECT REVISIONS OF THE MANUAL. 1  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Table of Contents Course Outline 5 Course Outline Policy 5 Week 1-3 Big Picture in Focus: ULOa……………………………………… 10 Metalanguage…………………………………………………………............... 10 Essential Knowledge…………………………………………………................11 Self-Help………………………………………………………………................ 17 Let’s Check ……………………………………………………………………… 18 Let’s Analyze ……………………………………………………………………. 18 In a Nutshell …………………………………………………………………...… 19 QA………………………………………………………………………………… 19 Keywords Index………………………………………………………………….. 19 Big Picture in Focus: ULOb…………………………………………………. 21 Metalanguage …………………………………………………………………… 21 Essential Knowledge …………………………………………………………… 22 Self-Help ………………………………………………………………………… 27 Let’s Check ……………………………………………………………………… 28 Let’s Analyze …………………………………………………………………… 29 In a Nutshell …………………………………………………………………… 30 QA………………………………………………………………………………… 30 Keywords Index………………………………………………………………..… 31 Big Picture in Focus: ULOc…………………………………………….…… 17 Metalanguage ……………………………………………………………………17 Essential Knowledge ……………………………………………………………18 Self-Help …………………………………………………………………………. 22 Let’s Check ……………………………………………………………………….22 Let’s Analyze ………………………………………………………………….….22 In a Nutshell ………………………………………………………………… 23 QA…………………………………………………………………………… 19 Keywords Index……………………………………………………………… 19 2  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Big Picture in Focus: ULOd………………………………………………….. 23 Metalanguage ………………………………………………………………….…23 Essential Knowledge ……………………………………………………….……24 Self-Help …………………………………………………………………….…. 27 Let’s Check ……………………………………………………………………… 28 Let’s Analyze ……………………………………………………………………..28 In a Nutshell ………………………………………………………………………28 QA………………………………………………………………………………….19 Keywords Index………………………………………………………………… 19 Week 4-5 Big Picture in Focus: ULOa……………………………………… 29 Metalanguage …………………………………………………………………… 29 Essential Knowledge …………………………………………………………… 29 Self-Help …………………………………………………………………………. 27 Let’s Check ……………………………………………………………………….28 Let’s Analyze …………………………………………………………………… 28 In a Nutshell …………………………………………………………………… 28 QA……………………………………………………………………………… 19 Keywords Index……………………………………………………………… 19 Big Picture in Focus: ULOb………………....................………………… 33 Metalanguage ……………………………………………………………….. 33 Essential Knowledge ……………………………………………………….. 33 Self-Help ……………………………………………………………………… 41 Let’s Check …………………………………………………………………… 41 Let’s Analyze ………………………………………………………………… 41 In a Nutshell …………………………………………………………………… 42 QA……………………………………………………………………………… 19 Keywords Index……………………………………………………………… 19 Week 6-7 Big Picture in Focus: ULOa……………………………........... 43 Metalanguage ………………………………………………………………… 43 Essential Knowledge ………………………………………………………… 43 Self-Help……………………………………………………………………… 47 Let’s Check…………………………………………………………………… 47 Let’s Analyze ………………………………………………………………… In a Nutshell ………………………………………………………………….. 47 3  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 QA…………………………………………………………………………….… 19 Keywords Index……………………………………………………………….. 19 Big Picture in Focus:ULOb………………………………………............... 48 Metalanguage ………………………………………………………………… 48 Essential Knowledge ………………………………………………………… 48 Self-Help……………………………………………………………………… 47 Let’s Check…………………………………………………………………… 47 Let’s Analyze ……………………………………………………………….… In a Nutshell ………………………………………………………………… 47 QA………………………………………………………………………….…… 19 Keywords Index…………………………………………………………..…… 19 Week 8-9 Big Picture in Focus: ULOa……………....................………… 51 Metalanguage ………………………………………………………………… 51 Essential Knowledge ………………………………………………………… 51 Self-Help………………………………………………………………………… 47 Let’s Check……………………………………………………………………… 47 Let’s Analyze ………………………………………………………………… In a Nutshell …………………………………………………………………… 47 QA………………………………………………………………………………… 19 Keywords Index…………………………………………………………….. 19 Course Schedule ……………………………………………………………… 58 Online Code of Conduct……………………………………………………… 59 4  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Course Outline: SW 326-Social Work Practice with Groups Course Coordinator: Anne Jeanette C. Alcebar Email: [email protected] Student Consultation: Done online (LMS) or traditional contact (calls, text, email) Mobile 0948-799-0584 Effectivity Date: August 2020 Mode of Delivery: Blended (On-line with face-to-face or virtual sessions) Time Frame: 54 hours Student Workload: Expected Self-Directed Learning Requisites: SW 224 Credit: 6 units Attendance Requirement: A minimum of 95% attendance is required at all scheduled Virtual or face to face sessions Course Outline Policy Areas of Concern Details Contact and Non-contact Hours This 3-unit course self-instructional manual is designed for blended learning mode of instructional delivery with scheduled face to face or virtual sessions. The expected number of hours will be 54, including the face to face or virtual sessions. The face to face sessions shall include the summative assessment tasks (exams) if warranted. Assessment Task Submission Submission of assessment tasks shall be on the 3rd, 5th, 7th, and 9th weeks of the term. The assessment paper shall be attached with a cover page indicating the title of the assessment task (if the task is a performance), the name of the course coordinator, date of submission, and the name of the student. The document should be emailed to the course coordinator. It is also expected that you already paid your tuition and other fees before the submission of the assessment task. If the assessment task is done in real-time through the features in the Blackboard Learning Management System, the schedule shall be arranged ahead of time by the course coordinator. Turnitin Submission To ensure honesty and authenticity, all assessment (if necessary) tasks are required to be submitted through Turnitin with a maximum similarity index of 30% allowed. This means that if your paper goes beyond 30%, the students will either opt to redo her/his paper or explain in writing addressed to the course coordinator the reasons for the similarity. In addition, if the paper has 5  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 reached more than 30% similarity index, the student may be called for disciplinary action following with the University’s OPM on Intellectual and Academic Honesty. Please note that academic dishonesty such as cheating and commissioning other students or people to complete the task for you have severe punishments (reprimand, warning, expulsion). Penalties for Late Assignments/ The score for an assessment item submitted after the Assessments designated time on the due date, without an approved extension of time, will be reduced by 5% of the possible maximum score for that assessment item for each day or part-day that the assessment item is late. However, if the late submission of the assessment paper has a valid reason, a letter of explanation should be submitted and approved by the course coordinator. If necessary, you will also be required to present/attach pieces of evidence. Return of Assignments/ Assessment tasks will be returned to you two (2) weeks Assessments after the submission. This will be returned by email or via the Blackboard portal. For group assessment tasks, the course coordinator will require some or few of the students for online or virtual sessions to ask clarificatory questions to validate the originality of the assessment task submitted and to ensure that all the group members are involved. Assignment Resubmission You should request in writing addressed to the course coordinator his/her intention to resubmit an assessment task. The resubmission is premised on the student’s failure to comply with the similarity index and other reasonable grounds such as academic literacy standards or other reasonable circumstances e.g., illness, accident, or financial constraints. Re-marking of Assessment You should request in writing addressed to the program Papers and Appeal coordinator your intention to appeal or contest the score given to an assessment task. The letter should explicitly explain the reasons/points to contest the grade. The program coordinator shall communicate with the students on the approval and disapproval of the request. If disapproved by the course coordinator, you can elevate your case to the program head or the dean with the original letter of request. The final decision will come from the dean of the college. Grading System All culled from BlackBoard sessions and traditional contact Course discussions/exercises – 30% 1st formative assessment – 10% 2nd formative assessment – 10% 3rd formative assessment – 10% 6  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 All culled from on-campus/onsite sessions (TBA): Final exam – 40% (of which 20% will come from Dean’s Test) Submission of the final grades shall follow the usual University system and procedures. Preferred Referencing Style Use the 6th Edition of the APA Publication Manual Student Communication You are required to create a umindanao email account, which is a requirement to access the BlackBoard portal. Then, the course coordinator shall enroll the students to have access to the materials and resources of the course. All communication formats: chat, submission of assessment tasks, requests, etc. shall be through the portal and other university recognized platforms. You can also meet the course coordinator in person through the scheduled face to face sessions to raise your issues and concerns. For students who have not created their student email, please contact the course coordinator or program head. Contact Details of the Dean Dr. Khristine Marie D. Concepcion Email: [email protected] Phone: (082)300-5456/305-0647 Local 134 Contact Details of the Program Nikki C. Alburo, MSSW Head Email: [email protected] Phone: (082)300-5456/305-0647 Local 149 Students with Special Needs Students with special needs shall communicate with the course coordinator about the nature of his or her special needs. Depending on the nature of the need, the course coordinator, with the approval of the program coordinator, may provide alternative assessment tasks or extension of the deadline for submission of assessment tasks. However, the alternative assessment tasks should still be in the service of achieving the desired course learning outcomes. Instructional Help Desk Dr. Khristine Marie D. Concepcion - Dean Contact Details Email: [email protected] Phone: (082)300-5456/305-0647 Local 134 Rosyl S. Matin-ao – College LMS Facilitator Email: [email protected] Phone: (082)300-5456/305-0647 Local 149 Library Contact Details Brigida E. Bacani Phone: 0951-3766681 Email: [email protected] Well-being Welfare Support ZERDSZEN P. RAÑISES CASE Guidance Facilitator Email: [email protected] Phone: 09504665431 7  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Course Information: see/download course syllabus in the Blackboard LMS CC’s Voice: Welcome to the course SW 326: Social Work Practice with Groups. Social work practice also works with groups. Your previous subject SW 224 Social Work Practice with Individuals and Families prepared you for this subject. The helping principles and processes are also useful for groups. CO To understand fully this subject, the whole course covers the concepts, history of group work, theories, phases of group development, the helping process, models and approaches, roles and skills of social worker in working with social groups.. Let us begin! 8  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Week 1-3: Unit Learning Outcomes (ULO): At the end of the unit, you are expected to a. Explain concepts used in social groupwork practice; b. Summarize key historical events of social groupwork practice in the US and Philippines; and c. Recognize core groupwork values and theories in real-world situations d. Apply the phases of group development, worker skills, activities and group members’ interaction to a group ULO-a. Explain concepts used in social groupwork practice Metalanguage In this section, the essential terms relevant to the study social work practice with groups and to demonstrate ULO-a will be operationally defined to establish a common frame of reference as to how the texts work. You will encounter these terms as we go through the study of the topics. Please refer to these definitions in case you will encounter difficulty in understanding some concepts. 1. Group or social group is defined as two or more people with a common interest, interacting and interdependent with a collective identity and stable structure. (https://courses.lumenlearning.com/sociology/chapter/types-of- groups/) 2. Social group work (SGW) is a method of social work which helps individuals enhance their social functioning through purposeful group experiences, and to cope more effectively with their personal, group or community problems. (https://guide2socialwork.com/social-group-work/) 3. Formed groups and Natural groups. Formed groups are those that meet because of external influence, with some support or social relationships and converge for a specific purpose. Natural groups are formed thru unplanned gatherings, mutual attraction or perceived needs. (Toseland and Rivas, 2005). 4. Treatment and Task groups. Treatment groups bond for personal needs and common concerns while task groups gather to accomplish a task. 5. In groups and Out groups. In groups identify themselves with the group, out groups do not do so. (https://yourarticlelibrary.com/difference/the-differences-between-in-group-out- group-sociology/6211#:) 6. Group as medium of change refers to the means by which groups bring about change where the focus of change is the individual member. 9  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 7. Group as target of change points to the whole group or certain aspects of the group needing change to effect change on its members. 8. Group as agent of change aims at the active involvement of the group to deal with constraints imposed by the external environment which affects the group’s development 9. Group use for effect on participants is a result of the worker’s efforts to bring changes in values and attitudes of members 10. Group use for collective problem solving is a worker’s purpose for group members to pool ideas on a task 11. Group use for change in social situations is facilitated by groupworkers through pressure, information dissemination, etc. on the external environment. Essential Knowledge https://www.slideshare.net/ShilpaHimanshi/ppt-of-group-dynamics  Social group work concepts by various authors highlights common aspects A. It is a process and method through which group processes is influenced by the worker who purposefully guides the interaction towards the accomplishment of aims which are agreed in self- governing context (Wilson and Ryland,1949). B. As a method of social work which helps individuals to enhance their social functioning through purposeful group experiences, and to cope more efficiently with personal, group and community problems. (Perlman (1957) & Murphy (1959) C. It is a method through which members in many groups in different social agency settings are helped by a worker who facilitates their interchange in programs and activities planned for them to connect themselves to other people and undergo maturation circumstances in line with their needs and capacities towards individual, group and community development (Trecker, 1965). 10  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 D. The treatment procedure in this group work (remedial) approach includes intake, diagnosis and treatment planning, group composition and formation, group development and treatment, evaluation and termination. (Vinter,1974). E. Elements of the different concepts are the Individual who is helped by a groupworker through a process of interaction among group members using activities designed for interaction to meet their individual and collective needs. The goal of the method is enhanced social functioning of the individual through group experiences.  Treatment and Task Groups are a classification of groups according to certain characteristics. A Comparison of Task and Treatment Groups Selected Treatment Group Task Group Characteristics Bond Members’ personal Task to be needs completed Develop through Roles Develop through interaction or are interaction assigned Open, back-and-forth Communication based on members’ Focus on task to be Patterns needs accomplished Flexible or formal Procedure depending on the Formal agenda and group rules Based on common Based on needed Composition concerns, problems or talents, expertise or characteristics division of labor Self-disclosure Expected to be high Expected to be low Proceedings may be Confidentiality Proceedings usually private but are private and kept within sometimes open to the group the public Success based on Success based on Evaluation members’ meeting members’ treatment goals accomplishing task or mandate, or producing a product (Toseland & Rivas, 2005)  Formed groups and Natural groups 11  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Formed groups Natural groups https://www.iconspng.com/image/100731/group- therapy https://www.pngwave.com/png-clip-art-gjgda  Come together through  Spontaneous gathering based outside influence or intervention on events, interpersonal  Have sponsorship or affiliation attraction or mutually perceive  Convened for a particular needs purpose  Lacks formal sponsorship  Examples: barter community,  Examples: family groups, peer online business groups, therapy groups, friendship networks, groups, study groups, street gangs and cliques. committees, social action groups and teams Ingroups and outgroups are sociological terms where persons refer to themselves as “we” and to outsiders as “they”. Ingroups is based on ethnocentrism while outgroups are not. Similarity in behavior, attitude and opinion is observed among the members https://www.apa.org/pubs/highlights/peeps/issue-94 of ingroup. But they show dissimilar behavior; attitude and opinion towards the members of outgroup. Ingroup members express positive attitude towards their fellow members but display negative attitudes towards those outside their group. Ingroup members express sense of belonging, co-operation, good-will, mutual help and possess a sense of solidarity, a sense of brotherhood and willingness to sacrifice for the group. But a sense of avoidance, dislike, indifference and antagonism towards the members of outgroups. Ingroup members feel that their personal welfare relates to other members, but outgroup members do not feel so. Dorwin Cartwright’s three perspectives of how groups are involved in change are discussed here. Group as medium of change refers to the influence of the group on a target member where the social worker guides the group processes to 12  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 achieve the desired change. The groupworker facilitating the processes is focused on helping the members with their problems. https://medium.com/change-becomes-you/surviving-your-first-codependency-meeting-e4a91f5a12cb An example of a desire change would be to learn, unlearn, relearn social norms, enhance self-esteem, obtain a sense of belonging are among those the group can teach him. Those who struggle with anger, depression, anxiety or mental health issues may learn controlling emotions and behavior through a group.  Group as target of change points to changing aspects of the whole group like group size, structure, procedures so that changes on its members can be done. For example. a change in communication style https://insights.careinternational.org.uk/development-blog/the-role-of-evidence-in-programme-quality-a- cross-functional-ally-for-adaptive-management may need to shift to fit the needs of the group. The worker facilitates this change to increase member participation in decision making and interaction. Group as agent of change refers to working with the group to effect changes in the environment, which constrains their growth and development. The group gets actively involved in achieving their own goals, enhancing autonomy and confidence. This leads to imbibing a social work value of human empowerment. https://www.hrw.org/news/2018/02/09/uganda-human-rights-group-targeted- violent-break To illustrate, a group of survivors of violence may decide on involving the whole community to protest and implement programs that protest, educate and advocate to end violence. 13  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Vinter and Galinsky refers to two kinds of groups in the environment as personal social environment (family, school among others) and social entities (security personnel in an institution, house parents in a rehabilitation center. In dealing with personal environments, group attention can be concentrated on sharing past experiences, proper behavior problem-solving strategies. In working with social entities, homogenous groups in the community share common experiences. Modifying the environment may related to varied concerns such as lack of resources (lack of jobs, discriminative attitudes in the community, violation of rules and regulations, excessive agency policies, among others). The worker’s role of information-giver, facilitator, mediator, adviser will guide the group to the changes it seeks. The group may use strategies such as bargaining or negotiation, persuasion and other change techniques. The environment may have opportunities and constraints. Opportunities include availability of resources, facilities, and flexible work schedules. Constraints may be the bureaucratic processes and legalities. The dynamics among group members influences the larger external environment. The more cohesive the members are would lead to better cognition of their influence. And vice-versa, for an environment to influence the group, it should be perceived by the group as supportive to its aim for change. Thus, the social worker’s challenge in work with groups is the skillful use of groups as medium, target and agent of change. Cartwright’s perspectives may share similarities with Margaret Hartford‘s framework for group use:  Group use for effect on participants. The purposes of socialization, resocialization, acquiring, modifying values / attitudes, knowledge of self-esteem, needs for support and belonging.  Group use for collective problem solving. This concept refers to working on tasks which need ideas, group thinking about emotional, social situations. Workers in residential institutions work deal with abused pregnant women who need help in deciding whether to keep the baby or give it up for adoption. Workers help substance abusers deal with pressure to go back and do drugs or stay clean, prostituted women who work to earn money or do tricks again and women on a funded income generating project who meet to resolve issues affecting the organization.  Group use for change in social situations. The group worker may do the social action role in community organizing such as the community people protesting the entry of a mining company in their barangay or organizing a group of fishermen for seaweed production to increase their income. To summarize, (1) SGW can deal beneficially deal with the adverse impact of present-day 14  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 problems that face society (clientele groups) 2) SGW can reinforce human capacities thru group life experiences such as capacity to work with others, to hurdle disappointments, to conduct negotiations, for acquiring self-fulfillment, to rely on others and grow towards autonomy. 3) SGW facilitates provision of human needs through interactions with groups: need for safety, need for self-autonomy and reliance on others, need to be loved, for companionship, for opportunity, etc. Multi-person interaction (groupwork) may suit certain conditions in social work practice which are unsuitable to one-one interaction (casework) The end goal of SGW is the development of the individual, group and community (Pullantes, C.,n.d.). Crawford, K. (2015). Groupwork practice for social workers. Los Angeles: SAGE Publications. Langer, C. L. (2015), Applying theory to generalist social work practice: a case study approach, Hoboken, New Jersey: John Wiley & Sons Lindsay, T. (2014), Groupwork practice in social work ,3rd, Los Angeles: Sage Lee-Mendoza, T. (2003). Social Work with Groups. Philippines: Megabooks Company Rajput, N. S. https://guide2socialwork.com/social-group-work/) Pullantes, C. T. Review Notes for Social Group Work file:///C:/Users/Admin/Downloads/SWP6_Social_Work_Practice_with_ Groups_Mi.pdf 15  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Activity 1. Let us review your knowledge of the groupwork concepts. Write the concept which matches the item. Write your answers on the line before the number. _____________ 1. The Cruz family is considered part of this group. ______________2. The Program Committee belongs to this category. ______________3. Kin shares her sense of “overthinking” with other participants of this batch. ______________4. The Barter community online can be this type of group. ______________5. The online sellers consider themselves as this class of group compared to the online buyers. ______________6. When the person needs to change his passiveness, the group and the worker can help him. ______________7. This group use refers to modification of group guidelines when these no longer meet members’ needs ______________8. The group functions for socialization use according to Hartford ______________9. Hartford’s group use identified where it needs to brainstorm how to earn money ______________10. The group’s use of pressure, informing outsiders to change their view of the group Let’s analyze Activity. Write a brief personal “Group Story”. In your story, highlight the use of groups and how the group effected change on you and other members? ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ __________________________________________________________. In a nutshell What are your insights, arguments, learning on concepts in social groupwork? You can write them on the spaces below. ______________________________________________________________ ______________________________________________________________ 16  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 ______________________________________________________________ ______________________________________________________________ _____________________________________________________________. Do you have any question for clarification? Questions / Issues Answers 1. 2. 3. 4. 5. Group as medium of Group as target of change Group as agent of change change Group use for effect on Group use for collective Group use for change participants problem solving in social situations Treatment and Task groups In groups and Out Group or social group groups Formed groups & Natural Social group work (SGW) groups 17  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Big Picture in Focus ULO-b. Summarize key historical events of social groupwork practice in the United States and the Philippines In this section, the essential terms relevant to the study of social groupwork history and to demonstrate ULO-b will be operationally defined to establish a common frame of reference as to how the texts work. You will encounter these terms as we go through the study of social groupwork history. Please refer to these definitions in case you will encounter difficulty in understanding some concepts.  Recreation movements. The playground and recreation movement that advocated for ‘organized play, health, character, and democracy’. (Anderson, L., n.d.)  Settlement movements. The social reform movement which undertook the needs of the poverty-stricken workers; and embraced a more concerted and integrated approach, concentrating on community values and organizations. (socialwelfare.library.vcu.edu/settlement-houses/origins-of-the-settlement- house-movement/)  Socio civic movements. These movements refer to formal organizations offering groupwork services staffed by workers trained in SGW processes.  Socialization goal of groupwork. SGW process involve people who selectively acquire the values and attitudes of the group they are members of.  Prevention goal of groupwork. SGW processes identify the risk and protective factors, reduce risk and strengthen community capacities for support (McCave & Rishel, 2011).  Development goal of groupwork. SGW emphasizes development of the knowledge, skills, attitude and values of the human being to be a participating, productive contributor to society.  Treatment or therapeutic goal of groupwork. SGW focuses on improving the unpleasant condition of individuals whose behavior deviates from norms of society or caused by workings of an imperfect society. The treatment goal emphasizes apparent personal and social problems and the rehabilitative possibilities of facilitated group processes in reducing these problems These concepts have evolved according to the conditions of society. 18  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 To perform the aforesaid big picture (unit learning outcomes) for the first three weeks of the course, you need to fully understand the following essential knowledge that will be laid down in the succeeding pages. Please note that you are not limited to refer to these resources exclusively. Thus, you are expected to utilize other books, research articles, and other resources that are available in the university’s library, e.g., ebrary, search.proquest.com, etc. SGW history in the United States Prior historical accounts posit that groupwork began when individuals joined groups for self-help and self-development. Early group workers borrowed knowledge from education and sociology whose practitioners were involved in the self-help movements. o Recreation movement The recreation movement was the wellspring of character-building, value of play and social activities. The English influence of this movement can be traced to informal play. Later, athletics became part of the education in English universities. The English influence spread to Germany, Sweden and Denmark through the playground movement. The movement influenced the introduction of sports in college and organization of the Playground and Recreation Association of America in 1911. The use of groups as a medium for change began during first three decades of this century (probably 1800’s) during the development of settlement houses, informal self-help recreational organizations, Jewish centers and the scouting movement (Zastrow, 1992). These agencies focused on providing group programs for people considered “normal”. Recipients of early group services came for leisure, informal education, friendship and social action. Early recipients learned to work together and adjust with others socially; they enhanced themselves through new knowledge, skills and interests; and the general state of society was improved through active participation in community concerns. Social group work method obtained its institutional foundation from the settlements. Concepts for the development of responsible citizenry, mutual aid, and group action originated from the English educators. Service workers and volunteers once chose to live in specific districts with the working people. The service workers strived to educate and assist them to find solutions to problems. o Settlement House (Prototype of modern-day community center) Toynbee Hall was the first settlement house established in London in 1884. The middle-class volunteers prioritized “environmental reform” but also endeavored to teach the poor, middle-class values of work, thrift, and abstinence as to key to success. The Toynbee Hall played a critical role in preparing and lobbying for social policy and legislation. 19  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Settlement-house leaders believed upgrading neighborhoods would improve communities and would lead to a better society. Social group work originated from the English settlements where the poor can participate in trainings through lectures, discussion groups, and special groups. The purpose was to enhance their moral and mental capacities to insure full participation in a democracy in the U.S. The interaction benefitted both educated volunteers and the poor, the latter learning common work and studies while former exert cultural influence. Social group work activities in the English settlements were 1) Personality development 2) Teaching of democratic value 3) Character-building 4) Enhancement of interpersonal skills The concept of settlement in London was later adopted in the United States and added certain necessary and relevant functions. Functions of SGW activities in U.S settlements were 1) Encouragement and support of cultural and ethnic contributions 2) Framing of democratic values 3) Assisting active and responsible involvement in community life. 4) Organization of neighborhoods for social reform 5) Demonstration of ethical and middle-class morals Hull House (1889) Jane Addams co-founded Hull House Chicago with Ellen Gates Starr. She was the most noted leader in the settlement-house movement. Hull House workers provided prompt aid to individuals such as food, shelter, and information on and referral for other services. Its achievements served as a blueprint for settlement houses in other areas of Chicago and many large cities in the United States. The residents advocated for social change such as equal opportunities for the poor and handicapped and elimination of the prejudice and discrimination against people because of skin color, religion, race and foreign birth. Settlement houses provided programs like Boys and girls club, Kindergarten, Adult education, Handicraft, Art and cultural workshops o Socio-civic movements Social group work may have evolved from socio-civic movements during the American colonial rule. These agencies initiated the formal organization of group- serving agencies using recreation as a means of character building. BSP and GSP popularized camping as a place for citizenship preparation and instilling of positive values. While casework was introduced from the United States during the 1920s, the socio-civic organizations initiated recreation activities for personality development and moral enhancement. These organizations used the “socialization function” of institutions in catering to groups. Young Men’s Christian Association (YMCA) George Williams founded YMCA as a prayer circle consisted of 12 fellow employees of Williams. Organized for the improvement of the spiritual and mental conditions of young men. 20  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 U.S YMCA The first organization to help army soldiers during wartime o First to implement community sports and athletics, invented volleyball and basketball and taught water safety and swimming Designed an international program of social service similar to the Peace Corps. The Young Women Christian Association (YWCA) was established by Thomas V. Sullivan, a retired mariner. and organized in Boston in 1866 Gave affordable shelters for young girls and women. Group activities of missionary and religious nature began on latter part of 1800s 19th century Evolution of SGW in the Philippines When the Americans colonized the Philippines, they brought the democratic way of life and a democratic system of government. 1911 - The Americans organized the YMCA in the Philippines 1926 - The Americans organized the YWCA in the Philippines 1936 - The Boy Scouts of the Philippines (BSP) organized The establishment of schools of social work in the Philippines in the early 50s notably the Philippine School of Social Work brought about the practice of fieldwork placement of social work students in welfare agencies. Most of the pioneer faculty teaching groupwork were former staff of these socio-civic agencies. Philippine Youth Welfare Coordinating Council (PYWCC) was the first agency to demonstrate social group work services can support and augment youth services. Jose Abad Santos Memorial School (JASMS) initiated social group work services to augment counseling and guidance services. Other schools/institutions who used SGW for counselling & guidance services: Institute of Social Work and Community Development at the University of the Philippines also placed their students in welfare agencies for field practice. Social group work was later acknowledged by welfare agencies as effective method to supplement casework services in expediting recovery of client groups. The schools of social work hastened the development of SGW as a method in the Philippines. UNICEF-Assisted Social Services Project Provided scholarships for graduate studies in social work that specified group work and community organization as the area of concentration for the scholars of the schools of social work 1965 The Philippine YMCA policy required secretaries to acquire units in SGW and community organization as requirements of a staff position. 1966 YMCA prioritized hiring staff with SGW training. Other welfare institutions started to use the SGW method: Child welfare institutions, 21  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Institutions for the elderly, rehabilitation centers for the handicapped/PWDs, Youth centers and community centers of the Department of Social Welfare Social group work services in public and private caring institutions arranged for street children, group experience close to a family and neighborhood environment to deter the onset of nonconforming behavior. For youth delinquents, SGW is used to deflect deviant values and behavior to socially accepted norms and enhanced social functioning, Foster Parents Plan, Inc. A family welfare agency that employed SGW method to promote responsible parenthood, livelihood skills training and citizenship training programs for group of mothers. Home for the Aged Elderly are helped with group experiences for socialization, recreation, vocational and intellectual interests.  Social group work for parents of the mentally retarded enabled acceptance and positive attitude towards their handicapped children which added to their well-being and better treatment. National Vocational Rehabilitation Center for the Disabled (DSW) The agency used SGW to develop positive work behavior and values among its PWD clients who who were former beggars and find begging more profitable. Integrated Human Resource Development Program A DSW program employed SGW for destitute out of school youth to meet varied problems and needs. Other Private Agencies that Pioneered SGW 1) Christian Children’s Fund (National Office) The use of SGW as an avenue of personality growth and development among mothers in 74 CCF Project Affiliates has been the agency’s direction as a crucial role in their children’s development. Mothers are grouped to organize activities in the day care, nutrition, education, spiritual and value formation/enhancement programs of their children. 2) Kaunlaran Multi-Purpose Center A 6-month group building program to develop skills in five levels among youths aged 13-17 y/o. a) Self-awareness skills where members must be able to name and exhibit both personal positive and negative feelings through group dynamics, song analysis and bible reading. b) Interpersonal relations skills among members who are assisted to demonstrate positive and negative feelings about others, to volunteer to help others and express their need for others. These purposes are achieved through role playing, reflection sessions, and other group activities. c) Verbal and non-verbal communication skills for members assisted to express his/her ideas, perception, feelings and give feedback on topics discussed. The aims of enhancing relationships and self-expressions are realized using group dynamics, outings, sports, group discussion and slide presentation. 22  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 d) Group maintenance e) Leadership 3) Rizal Youth Development Foundation (RYDF) Focused on the physical, economic and social development of Rizal’s OSY. Youth involvement in sports activities engender camaraderie, strengthen physical well-being and imbibe value of sportsmanship. Skills training and self-employment through income-generating programs develop economic acumen. 4) Salvation Army An international organization noted for its disaster services. The focus is on the Golden Agers Club which aim to: Foster and maintain a sense of usefulness and dignity for the elderly and Promote physical, intellectual and spiritual well-being of members. o Membership criteria are age, available time and need for companionship, recognition of the sense of usefulness o Its recreational and educational programs give members renewed interests and zest for life. Details are determined by the group and agency’s facilities. 5) The Young Women’s Christian Association Members are in-school and OSY girls women aged 10-25 y/o and employed female or homemaker 25 years and above Holistic dimensions of its programs; o Physical well-being using recreation and camping as activities o Economic well-being through vocational guidance; training and placement o Social well-being through family life educations o Spiritual and cultural well-being through Christian education, world fellowship and housing for women. Group solidarity and group accomplishments are emphasized 6) The Girl Scouts of the Philippines Has 5 Basic Features o Optimum participation for national development plan (economic self-sufficiency) o Linkage with environment o Social amelioration programs o Cultural values o Moral values The patrol system depicts a democratic self-government among group of 5-8 girls on each program level emphasizes self-development, socialization and international friendship. The GSP’s four program levels of star-scout, junior scout, senior scout, recognizes different yet unique development of girls from one stage to the next 7) The Philippine Mental Health Association (PMHA) Group work service is carried out in its organized groups in high schools known as PMHA’s Student Mental Health Clubs Members are given edifying experiences that increase capacity for effective coping with problems of daily life. These group experiences aim to o develop awareness of mental health needs o deepen sense of values 23  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 o modify attitudes for personal improvement o develop a clearer consciousness of one’s societal responsibilities o provide a perspective of national progress and human welfare as a whole Program media for personality development are leadership and human relation training, skills training, camping, group discussions on varied subjects, group dynamics, seminars and workshops Social group worker guides the group through purposeful use of techniques which result in desired thinking and changes of outlook of students on their problems and needs 1970s-Developmental Goals -Department of Social Welfare/DSSD pursued developmental goals targeting the bottom 30% of the country’s poor. Development goals were achieved through programs on self-employment assistance (SEA), leadership training, responsible parenthood, family life education programs and day care services (SPDEFS). -Social workers in juvenile and domestic relations courts used group experiences to socialize/resocialize legal offenders and wards in orphanages. -Community group work was used by organizers during the Martial Law years, where consciousness-raising efforts focused on rural and urban poor. These groups worked on modifying situations of lack of basic needs such as water, electricity, housing, medical facilities, etc. Social participation was subsumed under developmental goals in this discussion. Organizing these small groups using SGW will enable citizen involvement, devolution but shared decision-making and engaging pursuance of goals, as part of a democratic society (Bergh,2004). Current Times  Developmental goal of groupwork focuses on enhancement of capacities of human and community resources. Private and government agencies include livelihood trainings as program component where project management skills, financial management, marketing connections are part of the package for the recipients. Day care parents are organized for effective parenting sessions, household management, personal development and the like  Socialization goals intend to help the group members obtain the norms, values and attitudes of society of which they were part of and intend to return to after release from the institution. Probation offices, drug rehabilitation centers, women, girls and youth centers incorporate values formation, handling emotional responses to situation as part of their treatment modality.  Treatment goals intends to restore the impaired social functioning of individuals in small groups. Therapeutic services are available to survivors of abuse, disasters and substance abuse. Therapies are also given to patients with cancer, kidney problems, physically handicapped and other long-term illnesses. However, most agencies integrate the developmental, socialization and treatment goals in a comprehensive plan of intervention of the groupworker, considering the socio-economic problems members’ face. 24  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Bergh, S. (2004). Democratic decentralisation and local participation: A review of recent research. Development in Practice. 14. 780-790. 10.1080/0961452042000284012.) Conyne, R. K. (2014), Group work leadership: an introduction for helpers, Los Angeles: SAGE Cordero, E., Pangalangan, E., Fondevilla, R. (2000). Philippine Social Work Encyclopedia Vol. 1. Megabooks Company, Quezon City Crawford, K. (2015). Groupwork practice for social workers. Los Angeles: SAGE Publications. Hansan, J. (2013). Playground and Recreation Association of America. (1925). The beginning of the recreation movement in the United States. Social Welfare History Project. https://socialwelfare.library.vcu.edu/youth/recreation-movement-in-the-united- states/ Langer, C.L. (2015), Applying theory to generalist social work practice: a case study approach, Hoboken, New Jersey: John Wiley & Sons Lindsay, T. (2014), Groupwork practice in social work ,3rd, Los Angeles: Sage Lee-Mendoza, T. (2003).Social Work with Groups. University of the Philippines. Megabooks Company. Quezon City Miclat, A. N. (1995). The Fundamentals of Social Group Work: Theories and Practice. Mary Jo Educational Supply, Sampaloc, Manila Pullantes, C. T. Review Notes for Social Group Work file:///C:/Users/Admin/Downloads/SWP6_Social_Work_Practice_with_Groups_Mi.pdf Rajput, N. S. https://guide2socialwork.com/social-group-work/) Zastrow, C. (1992). The practice of social work. Belmont, Calif: Wadsworth Pub. Co. Zastrow, C. (2006). Social Work with Groups: A Comprehensive Workbook. University of Wisconsin-Whitewater. Activity 1. Now that you have understood key historical events 25  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 that contributed to the evolution of social groupwork in the United States and the Philippines, let us check your comprehension. Write letter of the answer on the space before the number. ___1. The movement which was the source of character- A. Settlement House building, health and movement democracy B. Socio-civic movement ___2. Parents of these project C. Treatment/therapeutic affiliates implemented goal child development activities D. Socialization goal ____3. The London-based E. Developmental goal settlement house F. Hull House ____4. The Chicago-located G. Toynbee Hall settlement house H. Jane Addams ____5. Groupwork goals for I. YMCA cancer patients J. PMHA ____6. Groupwork goals for K. Christian Children’s Fund mental health agencies Inc. ____7. Playgrounds and camps L. Recreation movement achieve this purpose ____8. Skills training achieve This goal ____9. One of the founders of Hull House ____10. First socio-civic organized in the Philippines. Let’s analyze. After understanding some agencies using SGW goals, programs and activities, let us look at current agencies using SGW. Activity. Do an online survey of one public or private welfare agency offering groupwork services. Fill in the following information A. Agency information: Name/Address_____________________________________________________ Contact details: ___________________________________________________ Clients:_____________________________________________________________ Programs and services for groups: 1.___________________________________________________________________ 2.___________________________________________________________________ 3.___________________________________________________________________ 4.___________________________________________________________________ 26  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 5.___________________________________________________________________ In a nutshell Now that you are familiar with the events that influenced development of social groupwork, write down your insights, ideas and arguments from this topic. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Do you have any question for clarification? Questions / Issues Answers 1. 2. 3. 4. 5. Treatment or Socialization therapeutic goal of goal of Prevention goal of groupwork groupwork groupwork Recreation Hull House YMCA movements 27  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Socio civic Settlement Development goal movements movements of groupwork Christian Children’s Salvation Army Social Fund Inc. participation Girl Scouts of the Philippine Philippines Mental Health Association 28  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 Big Picture in Focus ULO-c. Recognize core groupwork values and theories in real- world situations In this section, the essential terms relevant to the study of social groupwork values and theories and to demonstrate ULO-c will be operationally defined to establish a common frame of reference as to how the texts work. You will encounter these terms as we go through the study of social groupwork values and theories. Please refer to these definitions in case you will encounter difficulty in understanding some concepts. 1. Acceptance – Social workers must understand the significance and reason of individual behavior that compose the group and the significance and reason of the behavior of the group as a one. 2. Participation - Social workers must require the participation of the whole group throughout the steps of the problem-solving process. 3. Self-determination – Social workers must recognize the right of the group to decide its own goals and the methods for achieving them 4. Individualization – Social workers must recognize the group’s distinct circumstances and know the specific characteristics of each group. 5. Confidentiality – Social workers must determine boundaries on the scope of disclosing private information in the group 6. Worker self-awareness – Social workers must be conscious of his beliefs, values, biases, and his personal or professional responses to the group. 7. Purposeful relationship – Social workers’ professional connection is based on the problem-solving procedures toward the set goal. (Mendoza, 2003) 8. Systems Theory ventures to know the group as a system of interchanging components 9. Psychodynamic Theory explains group members’ behavior as exhibiting behavior from infancy or childhood 10. Learning Theory interprets the group and members’ interaction as controlled by stimuli, consequences and modeling with vicarious reinforcement 11. Field Theory views the group as a progressing unit of contrasting forces that dominates the group and advances the group toward goal achievement 29  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 12. Social Exchange Theory focuses on behavior of individual group members influencing each other while seeking rewards and decreasing punishment (Toseland and Rivas, 2005) To perform the aforesaid big picture (unit learning outcomes) for the first three weeks of the course, you need to fully understand the following essential knowledge that will be laid down in the succeeding pages. Please note that you are not limited to refer to these resources exclusively. Thus, you are expected to utilize other books, research articles, and other resources that are available in the university’s library, e.g., ebrary, search.proquest.com, etc. A. Philosophy of Social Group Work “Belief that that need for group experience is basic and universal. That individuals can be helped to grow and change in personality attitudes and values through group experiences… that persons not only develop in groups but also through groups. And that groups are dynamic, ever changing and must be accepted by the social worker at its level of development.” (Miclat) It is good and desirable for man to fulfill his potentials, to realize himself and balance this with equal effort to help others do the same (Lee-Mendoza, 2003). A groupworker’s actions in a group are affected by values in the practice setting (that is, the community, agency and profession), client value system and worker’s personal value system. In this discussion, the Filipino groupworker is heavily influenced by the American values of Judeo-Christian doctrine, democratic values of equality and participation, Puritan ethic, Social Darwinism and Filipino values. The details of this sources of values have been discussed in SW 124. You may review them for added learning. Lee-Mendoza (2003) discusses F. Biestek’s helping relationship principles as applied to social group work. A. Key Social Groupwork Values 1. Acceptance. Respect and dignity are rooted in the social work value of belief in the dignity and worth of the individual. Social work values, professional and unwritten code of ethics and principles flow from this value. The dignity of the individual lies in the freedom to express his thoughts and ideas on matters about himself and his social environment. The freedom is to be experienced by all men regardless of race, creed, color, religion or political persuasion. It means that the social worker must deal with the group in its own reality. This reality includes the meaning and causes of the individual and group behavior. It means accepting the individual and the group but not always approving their behavior. As example, you can watch COVID-19 and Human Rights: Protection of the Most Vulnerable at https://www.youtube.com/watch?v=Y3k9ltpBwBw 2. Participation. The group worker should make it clear that member’s participation is required in all steps of the problem-solving process. Participation means giving 30  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 each other the freedom to express one’s self. This freedom leads to participation in decision-making in the group and the community. The worker should build upon and utilize the group’s own strength and resources. The professional training is not an excuse for “taking over” the helping relationship. This is akin to the Filipino value of damayan or bayanihan) where people go out of their way to help those in need. Its root word is “bayan” which means nation. It therefore evokes a sense of solidarity and service. “Bayanihan” is related to “damayan” or the capacity to be compassionate to another. “Bayanihan” is done without expecting a reward although generally people who have been helped feel obliged to return the favor some other time in their lifetime (Ealdama, 2012) An illustration can be watched at this link: https://www.up.edu.ph/video-talunin- natin-ang-covid-19-bayanihan-na/ 3. Self-determination. The group’s right to set its goals is accompanied by the groupworker’s contribution of his experience and knowledge towards the group’s problem-solving efforts. Understanding this principle can help avoid manipulating the group for personal ends or agreeing to everything the group wants regardless of implications or consequences. Self-determination does not imply the worker should not set limits on plans and actions. However, if there is a need to do so, the worker may intervene. 4. Individualization. Each group is unique and possesses distinct characteristics. The groupworker is required to discover and identify these distinct features. These features include the people that compose it, their concerns, values, attitudes, expectations, goals. For the group, the groupworker will look at the level of organization, goals, its structure-communication, affect, leadership, its environment in which it exists and interacts with. Application of this principle makes the groupworker conscious of the group’s particular situation and the need to respond accordingly. Considering the poverty situation of Philippine communities, it is easy to generalize the nature of needs and problems, making one ineffective in his helping efforts. 5. Confidentiality. In working with groups, the worker finds members sharing confidential information during planned exercises. The uninhibited expression of feelings presumes the worker will be applying this principle. However, the realities of the Filipino settings make this principle difficult to observe. These realities cover the personalistic culture, inadequate facilities plus the use of emails for data transfer pose challenges to the worker. Thus, the worker should use discernment and handle situations to protect client privacy like setting limits on the extent of sharing confidential information in the group. 6. Worker self-awareness. This principle requires self-knowledge (beliefs, values, biases, etc.) and consciousness of one’s responses to the group, that is, whether they are professionally or personally motivated. The worker will need self- discipline because the value of utang na loob underlying client gratitude will open doors to manipulation. The opposite may be true also, the group manipulating an inexperienced worker. The conscious use of self is crucial to effective helping. 31  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 7. Purposeful relationship. The worker-group relationship is intentionally planned, based on a careful study of the group’s situation. The groupworker guides the group using the generic helping process of assessment, planning, implementation, evaluation and termination. Values of Respect for persons and their autonomy groupwork The creation of a socially just society http://files.drdeen.webnode.com/200000356-b5800b6f54/Social-Group-Work.%20Complete%20notes.pdf The humanistic values of groupwork point out that people are responsible for each other. The two core values, as espoused by the Association for the Advancement of Social Work with Groups (AASWG), summarizes the core concepts of Gisela Konopka, a social work educator, who highlights these values as crucial to social work with groups. 1. Individuals are of inherent worth 2. People are mutually responsible for each other 3. People have the fundamental right to experience mental health brought about by social and political conditions that support their fulfilment As all persons are created equal, everyone is to be treated with respect and dignity. In group discussions, all participants have equal status whether a worker, a group member or the agency director. In a group, this occurs when a worker helps each member to recognize the ideas and opinions of the other members so that everyone’s ideas are heard and considered. This principle implies that persons with authority (worker, director, house parent) have influence and should consciously use such influence prudently. A crucial inference of this principle is a respect for and a high value placed on diversity of culture, ethnicity, gender, sexual orientation, physical and mental abilities and age. The group offers a microcosm to live out the democratic principles of equality and autonomy. The worker should use his/her knowledge and skills to further this. The worker should be conscious of the pursuit of just and democratic society that ensures the basic human needs of all its members are met. This value is presented to the group whenever it is appropriate and reinforced when members articulate it. (http://docshare02.docshare.tips/files/8795/87954214.pdf) Four additional values considered fundamental to practice with any type of task or treatment group (Toseland & Rivas, 2005). 1. Respect and dignity. We value the worth and dignity of all group members no matter how devalued or stigmatized they may be by society. 32  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 This includes valuing members’ contribution to the life of the group and adhering to all aspects of the NASW Code of Ethics. 2. Solidarity and mutual aid. We value the power and promise of relationships to help members grow and develop, to help them heal, to satisfy their needs for human contact and connectedness, and to promote a sense of unity and community. 3. Empowerment. We value the power of the group to help members feel good about themselves and to enable them to use their abilities to help themselves and to make a difference in their communities 4. Understanding, respect and camaraderie among people from diverse backgrounds. We value the ability of groups to help enrich members by acquainting to people from other backgrounds. Members’ respect and appreciation for each other grow as their relationships deepen over the life of a group. Thus, one powerful aspect of social groupwork is that it helps to decrease ignorance, misunderstanding and prejudice among people from diverse backgrounds. B. Social Groupwork Theories This section discusses common social work theories applicable to social group work. The features of these theories have been discussed in other professional courses you have taken earlier. You can review these materials at the Self-help section, library and online sources. 1. Psychodynamic Theory The psychodynamic perspective is generally ascribed to the psychoanalytic concepts of Sigmund Freud and assumes that human ideas and actions are determined by conscious and unconscious psychological processes. Freud believed that many of our unconscious processes — especially those expressed as dysfunction can be traced to childhood events and disturbances. Psychodynamic theory also emphasizes the significance of relationships and their effect on our sense of reality and feeling of belonging. The author on psychodynamic group treatment, Yalom (2003), emphasizes the ‘here https://www.socialworkdegreecenter.com/study/psychodynamic-theory-introduction/ and now’ experiences of the group. Current literature refers to this concept as interpersonal group therapy. From these present experiences, the leader can reconstruct unresolved conflicts and have ‘corrective emotional experiences.’ Application to Social Work In social work, psychodynamic theory centers on the internal mental processes and feelings that results in individuals behaving in unique ways. These internal processes compel us to react to situations and crises in certain ways. Psychodynamic social work examines the unconscious main reason of these 33  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 processes and firmly uses psychoanalytical clinical treatment strategies to approach these unique client issues. The group, then, becomes a reenactment of family dynamics. The worker can employ transference and countertransference to help the group resolve past conflicts. The case of a father of a child who suffered from separation anxiety disorder symptoms illustrates application of the theory. https://www.researchgate.net/publication/257363863_Psychodynamic_clinical_social _work_practice_with_parents_in_child_and_adolescent_mental_health_services_A_ case_study_on_the_role_of_the_father 2. Social Learning Theory In the late 1970s, Albert Bandura proposed that people learn and obtain new behaviors by observing others. According to Bandura's social learning theory, people learn in social environments, and therefore, the behavior of others can have an intense effect on what we perceive as acceptable behavior. This impact is supported further by watching punishment and reward related to certain behaviors. https://www.socialworkdegreecenter.com/study/social-learning-theory-introduction/ Bandura's theory added to existing behaviorist models by acknowledging that there are different internal cognitive processes in motion when we adopt and copy observed behaviors, especially during the beginning stages of our development. Application to Social Work For social workers, the social learning theory is an important lens to recognize the connection between cognitive function and certain behaviors in clients. By identifying where dysfunctional behavior has been learned, it may be possible to plan a focused intervention. In particular, social learning theory gives social workers a framework through which to challenge negative learned associations, especially between dysfunctional behaviors and perceived rewards. This can be the basis for treatment methods such as positive modeling and vicarious reinforcement. To illustrate, when a group member is praised for arranging his beddings neatly, that group member and other group members will replicate the behavior, hoping to receive similar praise. The reverse is also true. When a member is reprimanded for leaving his beddings in disarray, the same member and other members will learn not to behave in that manner to avoid the punishment. Check the story of Donald Scott and how social learning theory helped his situation at this link: https://socialworklicensemap.com/social-work-resources/social- learning-theory-and-its-importance-to-social-work/ 34  College of Arts and Sciences Education Social Work Program 2nd Floor, DPT Building, Matina Campus, Davao City Phone No.: (082)300-5456/305-0647 Local 134 3. Systems Theory Systems theory concerns the