Web viewThe midterm exam will cover readings and assignments covered up to date of ... statistics, and dynamics of the problem ... word use, grammar and sentence structure

Ramapo College of New JerseySchool of Social Science and Human Services

COURSE INFORMATIONSWRK 326: Theory and Practice of Social Work IIPrerequisites: SWRK 326.8 Credits Spring 2013Monday and Thursday, 9:45 AM- 11:15 AMCollege Web Address: www.ramapo.eduCollege Closings Phone Number: 201-236-2902

INSTRUCTOR INFORMATION

Professor Eileen Klein (02) Room E-214 Prof. John McLaughlin (03) Room D-215ASB 010 [email protected]

G-224 (201) [email protected]

Office Hours: MR 8:30 -9:30, 1:30 - 2:30 and by appointment

Office Hours: MR 11:30 - 1:30and by appointment

COURSE DESCRIPTIONTheory and Practice II is the second part of a three semester course sequence. While the primary goal of the entire course is to teach those skills utilized in generic, beginning level social work, Theory and Practice II focuses on intervention with small groups and families. Students will continue with the same field placement begun in the first semester, with the expectation that by the end of the second semester they will have completed 400 hours of agency based practice for the year. It is expected that all students will have an experience facilitating an ongoing group.

EXPECTED EDUCATIONAL OUTCOMES for the class segment of the course – See Field Work Evaluation for Field OutcomesBy the end of the course students will: 1. Acquire the knowledge and skills to apply the principles of generalist social work practice with individuals and families. (EPAS 2.1.1, 2.1.7,2.1.8,2.1.10,2.1.4,2.1.5) 2. Demonstrate knowledge of the NASW Code of Ethics and identify value and ethical dilemmas that arise in practice. (EPAS 2.1.2a,2.1.2b,2.1.2c,2.1.d,2.1.3,2.1.5) 3. Demonstrate knowledge of the ways in which culture, diversity, socio economic status and oppression impact relationship building, assessment and interventions. (EPAS 2.1.4) 4. Demonstrate awareness of how agency structure impacts practice. (EPAS 2.1.8b,2.1.5) 5. Demonstrate an understanding of the variety of social services and community resources available, and how to help clients make use of them. (EPAS 2.1.8a,2.1.10h,2.1.10) 6. Demonstrate awareness of the role of supervision and process recording in the development of practice knowledge and skills. (EPAS 2.1.1b,2.1.1c,2.1.1d,2.1.1f)

1

7. Demonstrate the ability to use a range of oral, written and technological skills effectively for professional communication, and for research of community resources. (EPAS 2.1.3a,2.1.3b,2.1.3c) 8. Utilize social research evidence to inform assessment of client systems, practice decisions and practice evaluation. (EPAS 2.1.6,2.1.8) 9. Demonstrate awareness of the role of generalist social workers as case advocates for oppressed and vulnerable client systems. (EPAS 2.1.10d,2.1.10e,2.1.10j,2.1.1k) 10. Demonstrate knowledge of the phases (engagement, data gathering, assessment, development a plan of action, intervention, end and evaluation) of the helping process with client systems. (EPAS 2.1.3,2.1.7a) 11. Utilize individual, family, group and environmental theories to assess client situations. (EPAS 2.1.10,2.1.9) 12. Demonstrate knowledge of beginning communication skills to utilize in interviewing clients. (EPAS 2.1.6,2.1.7,2.1.10) 13. Explain practice theories and models used in generalist practice and demonstrate the ability to choose appropriate interventions. (EPAS 2.1.10,2.1.7,2.1.8) 14. Apply critical thinking and ethical thinking skills to inform assessment of client systems, practice decisions and practice evaluation. (EPAS 2.1.8a,2.1.8b) 15. See the Fieldwork Evaluation, Practice I and II for Field Outcomes

ELECTRONIC FORMS OF COMMUNICATION

In accordance with College policy we will use your Ramapo College email address to communicate with you about all course-related matters. In addition you may receive email through Luminus, and through receiving email, accessing course information, and group work on Moodle.No text messaging or instant messaging in class. This is disrespectful to others in the class and will result in your grade being reduced – ex. If you were to receive an A, your grade will be lowered to an A-.Phones should be off during the class. If an important call is expected during the class time, advise the professor before class begins and answer call in the hallway. Laptops are for note taking only and must be approved by the professor prior to us

COURSE REQUIREMENTS, GRADING, & ATTENDANCE POLICY   The expected educational outcomes for this course will be measured through exams, class presentations, and written assignments. Copies of each assignment are attached to this syllabus. Papers are to be written in APA style. Class participation will constitute 10% of your grade.

2

Students are expected to come to class prepared to discuss the reading assignments. Students are expected to complete all class and fieldwork assignments in a timely manner. In no case will a student receive a passing grade if there are outstanding incomplete assignments. Late papers will be penalized by an incremental drop in grade for each day the paper is late. Part of your grade will reflect how broadly you are reading and how well this reading is reflected in your written and classroom work.

Attendance Policy:  More than three absences will result in a final grade reduction of one increment (ex: from A to A-) for each extra unexcused absence. If you miss class, you are required to e-mail or leave a voice mail for the professor prior to the class, whenever possible, but not later than the same day. Punctuality is required. Lateness is a factor in your class participation grade – three late arrivals equal one unexcused absence. Absences will be excused at the discretion of the professor.  Curriculum Enhancement Component (CEC): Ramapo College requires each course include a minimum of five (5) hours of unmonitored, relevant, and appropriate experience outside of the classroom. All Ramapo College Social Work courses require that satisfaction of the five hour CEC be focused on efforts towards social justice.The CEC requires that you report, in a 2-3 page paper, on a relevant event(s) that you attended at RCNJ or another outside venue or a volunteer experience. This is the Curriculum Enhancement component (CEC) described below:Ramapo College Social Work Program’s Commitment to Social Justice requires that this course include a minimum of five (5) hours of unmonitored, relevant, and appropriate experience outside of the classroom. As stated in the NASW Code of Ethics, social workers should pursue social change, particularly with and on behalf of vulnerable and oppressed individuals and groups of people. These activities should promote sensitivity to and knowledge about oppression and cultural and ethnic diversity. Social workers should strive to ensure access to needed information, services, and resources; equality of opportunity; and meaningful participation in decision making for all people. The professors will make available to students appropriate opportunities throughout the semester. Ramapo College Social Work students will catalog their Social Justice CEC participation as directed by the faculty. This assignment is worth 4% towards your final course grade.

Field Grade - High Pass, Pass and Fail. The field grade is based on

Field Assignments 200 hours of placement hours

Learning Contract (not a new one for Practice II) Completed Field Evaluation (April 29)

Process Recording twice monthly to F.I. (one submitted to professor during semester by 4/22)

Agency visit by Field Liaison

3

Class Assignments

Assignment Date Due %of Grade#1. Reading Discussions and Pitfalls Exercise

1/31, 2/14, 3/4, 3/11, 4/8, 4/15, and4/29 (see assignment section)

21%

#2 Oral Presentation and Bibliography

Between March 25 and April 1 arranged in class

20%

#3 Midterm Exam March 14 20%#4 Group WorkSignature Assignment

April 25 25%

Class Participation Ongoing (attendance, discussion in class, evidence of reading)

10%

CEC April 18 4%

ACADEMIC INTEGRITY“Students are expected to read and understand Ramapo College’s academic integrity policy, which can be found in the Ramapo College Catalog. Members of the Ramapo College community are expected to be honest and forthright in their academic endeavors. Students who violate this policy will be referred to the Office of Provost.”

Students are expected to maintain a high level of academic integrity. Cheating, plagiarism, or fabrication of research will yield a grade of “F” and disciplinary action as determined by the Office of Provost in consultation with the faculty.

STUDENTS WITH DISABILITIESIf any student needs course adaptation or accommodations because of a documented disability, please make an appointment with your instructor during his/her office hours.

TEXT BOOKS - REQUIRED

Cournoyer, B. (2011). The social work skills workbook. 6th edition. Belmont Ca: Brooks Cole

Kirst-Ashman, K., Hull, G. (2012). Understanding generalist practice. 6th edition. Belmont Ca: Brooks Cole.

Toseland, R. & Rivas, R. (2012). An introduction to group work practice, 7th edition, Boston: Allyn and Bacon.

REQUIRED READINGS

The required readings for this course are listed below and are available electronically on the course Moodle

Astray, A. & de Roda, A, (2009). Online support. In A. Gitterman & R. Salmon (Eds.) .Encyclopedia of social work with groups. 309-311. NewYork: Routledge.

4

Collins, R. & Kennedy, M. (2008). Service families who have served: Providing family therapy

and support in interdisciplinary polytrauma rehabilitation. Journal of Clinical

Psychology: in session. Vol. 64(8), 993--1003.

Corcoran, J. (2008). Groups in social work: A workbook. Boston: Allyn & Bacon

Cournoyer, B. (2008). The social work skills workbook. 5th ed. Belmont CA.: Brooks Cole.

Cummins, J., Sevel, J., Pederick, L. (2006). Social work skills demonstrated, 2nd ed. Boston:

Allyn & Bacon.

Early, T. & GlenMaye, L. (2000). Valuing families: Social work practice with families from a

strengths perspective. Social Work, 45 (2), 118-134.

Fatout, M. (1993). Physically abused children: Activity as a therapeutic medium. Social Work

with Groups, 16 (3), 83-95.

Gladow, N., & Pecora, P. (1999 ). Homebuilders: Helping families stay together. In C. LeCroy

(Ed.) Case studies in social work practice (2nd ed.). Belmont CA.: Brooks Cole.

Hepworth, D., Rooney, R., Rooney, G., Strom-Gottfried, K., & Larsen J. (2006). Direct social work practice: Theory and skills, 7th edition, Pacific Groves, CA. Brooks/Cole.

LeCroy, C. (1999). A social skills group for children in LeCroy (ed). Case studies in social work practice. Boston: Allyn&Bacon.

Padilla, Y.C, Shapiro, E.R, Fernandez-Castro, M.D., & Faulkner, M. (2008). Our nations immigrants in peril: An urgent call to social workers [guest editorial]. Social Work, 53(1), 5-8.

Pennell, J & Anderson, G. (2005). Widening the circle: The practice and evaluation of family group conferencing with children, youths, and their families. Washington DC: NASW

Press.

Pollio, D., North, C., Reid, D., Miletic, M., Jennifer R M.(2006). Living with severe mental illness -what families and friends must know: Evaluation of a one day psychoeducation

workshop. Social Work, 51(1), 31-38.

Reale, M.A. & Rodenbaugh, W. (2011). The self-help and support group directory (26th ed.). Dover, NJ; New Jersey Self-Help Clearinghouse

Smith, D. & Hall, J. (2008). Strengths oriented family therapy for adolescents with substanceabuse problems. Social Work. 53 (2), 185-188.

Shulman, L. (2006). The skills of helping: Individuals, families, groups and communities (6th

ed.). Belmont, CA; Brooks Cole.

5

Yanca, S., Johnson, L. (2008). Generalist social work practice with families. Boston: Allyn and

Bacon.

INTERNET RESOURCESGeneral WWW links – use these to access a wide range of more specific social work web pages

Association for the Advancement of Social Work with Groups 1http :// www . aaswg . org

American Self Help Clearing House http :// www . selfhelpgroups . org /

National Self Help Clearing House http :// www . selfhelpweb . org /

NASW www . naswdc . org

Information for Practice http :// www . nyu . edu / socialwork / ip /

New Social Worker Online http :// www . socialworker . com / home / index . php

SWAN Social Work Access Network http :// cosw . sc . edu / swan /

Self-Help Resources for Community Groups, http :// www . extension . iastate . edu / communities / tools . html

6

COURSE SCHEDULEDate Topic ReadingsClass 11-24

Introduction to group work

Toseland and Rivas, chapter 1.KAH 91-101

Class 21-28

Group dynamics and theories

Toseland and Rivas, chapter 3, skim chapter 2KAH 101-113

Class 31-31

Leadership in groups

Toseland and Rivas, chapter 4Corcoran pp. 47-59

Class 42-4

Group formation, planning new groups.

Toseland and Rivas, chapter 6 & Appendices D, E, F

Class 52-7

Beginning stage of group formation.

Toseland and Rivas, Chapter 7.Shulman, chapter 10 (“Beginning Phase in the Group”)

Class 62-11

Speakers from NAMI(Joint Class)

Toseland and Rivas, chapter 8

Class 72-14

Assessment in groups.

Hepworth et al. pp 297-312

Class 82-18

Group interventions

Toseland and Rivas, chapters 9 & 10 Appendix GKAH pp 113-122LeCroy, “ Social Skills Group for Children”

Class 92-21

Interventions in task groups

Toseland and Rivas, chapters 11 and 12

Class 102-25

Diversity and leadership populations

Toseland & Rivas, chapter 5

Class 112- 28

Self Help GroupsSpeaker: Ed Madara(Joint Class)

Reale and Rodenbaugh, pp. 13 - 33Toseland and Rivas pp. 27-29Astray and DeRopa

Class 123-4

Guest Speaker: Populations at risk.(Joint Class)

Fatout, “Physically Abused Children”Corcoran, Chapter 9

Class 133-7

Evaluating Groups Toseland and Rivas, chapter 14

Class 143-11

EndingsMidterm Review

Toseland and Rivas, chapter 13Cournoyer (endings), pp 414 - 432

Class 153-14

In class Midterm Exam

Group work content

March18-23

Spring Break

7

Class 163-25

Skills Cummins and Madrigal: Social Work Skills Demonstrated, Ch. 7, “Pitfalls”. Answer the first six cases. Reading pp 135-163, questions 223-230.

Class 173-28

Group Presentation I, II

Group or family interventions with populations at risk.

Class 184-1

Group Presentation III, IV

Group or family interventions with populations at risk.

Class 194-4

Group Presentation V, VI

Group or family interventions with populations at risk. Early & Glenn Maye

Class 204-8

Group VII, Ifnecessary Dynamics: family as a system

KAH pp 327-348CEC Assignment due

Class 214-11

Beginning with Families.

Hepworth Ch 15 pp 457-475KAH 359-379

Class 224-15

Diversity and families.

Yanca and Johnson, Chapter 3KAH 389-392

Class 234-18

Assessment and contracting in families

Hepworth, chapter 10LeCroy – Homebuilders

Class 244-22

Family interventionPsychoeducation(Joint Class)

Hepworth, chapter 15 (pp.475-494,)KAH 348-353Pennell & AndersonSmith

Class 254-25

Family variations KAH 348-357Collins & KennedyPadilla et alSignature Assignment due

Class 264-29

Mental illness and the family(Joint Class)

Pollio et alField Work Evaluation due

Class 275-2

Evaluation and Endings with families

KAH 353-364

Class 285-6

Last class

5-9 Final Exam week No final

8

ASSIGNMENTSASSIGNMENT #1- Assigned Readings : Use the outline below for submissions 1 through 3 and 5 through 7; do not summarize the article for submission # 4.In 2-3 pages (double spaced, 1 inch margins, maximum 12 Times New Roman font) please summarize and discuss the readings including the following material:

1. Title of article/chapter, author(s), journal or book title, publisher and date (5 points);

2. The main theme of the article/chapter (one paragraph) – (15 pts.);

3. Four important points raised in the reading (paragraph for each); please note the page(s) that each point is taken from in parentheses. Label each point Roman numeral I, II, III, or IV. – (10 pts. for each point, total of 40; if # 4 below is not applicable, 15 pts./each, total of 60);

4. If the article is about quantitative or qualitative research, please say which type and describe the research (hypotheses, protocol, data). If this is not applicable, write “N/A” – (20 pts.); and,

5. Implications for practice - relate it to your current practice or how you might use it in the future (20 pts.).TOTAL: 100 points.

Submit this write-up in hard-copy form per the schedule below. Comments on all seven required readings (which include the Pitfalls assignment) represent 21% of your final grade. Each write-up will be graded on the basis of 100 points and the seven will be averaged at the end of the semester; thus, each write-up is worth 3% of your final grade (maximum grade of 100). It is not necessary to use in-text citations as there is only one source/reference for the write-up. However, quotations taken from the reading must be noted as such by the use of quotation marks. These should be limited as the purpose of the assignment is for you to think about the reading and then summarize it in your words.Date1/31

2/14

3/4

3/11

4/8

4/15

4/29

AssignmentSubmission #1 - Toseland and Rivas--Chapter 4

Submission #2 - Hepworth and Larsen, pp 297-312

Submission # 3 - Fatout, “Physically Abused Children”

Submission # 4 – “Pitfalls” in Social Work Skills Demonstrated, Cummins, Sevel and Pederick. Read material on Pitfalls (pp. 135-163). Answer the first six cases (pp. 223-230). Do not summarize the article.

Submission # 5 - Early & Glenn Maye

Submission # 6- Yanca and Johnson-- Chapter 3

Submission # 7 - Pollio et al

9

ASSIGNMENT #2 - ORAL CLASS PRESENTATION AND BIBLIOGRAPHY

The oral presentation is due between March 28 and April 8.

Students will work in groups of three. This oral presentation will be an in-class presentation of the theory and a demonstration of a (a) specific intervention method of (b) either group or family work with a (c) population at risk. The goal is to present information and to engage the class by providing an activity or demonstration which illustrates the intervention. Review a minimum of three articles or books on the subject. Each group of students will make a one half-hour presentation - fifteen (15) minute oral presentation and fifteen (15) minutes for class demonstration and discussion. There will be two presentations during each class. It is therefore important that you limit your time to one half hour. Please practice your presentation and time it. If in your practice you find that you are taking more than the allotted time, please decide what you will eliminate.

It is not effective to read your presentation to the class. Think of innovative ways of presenting the material. You are encouraged to bring handouts, make charts or videos, or use other such materials in your presentation. If you will be using PowerPt. please review guidelines for effective presentation.

Students should use professional journal articles, books, and government documents in the preparation of the presentation. Please include one article that provides the evidence that this technique has been researched and shown to be effective for this population. Agency documents and web pages might be a resource for you or a handout for the class, but should not be substituted for peer reviewed journals or books.

Topics for presentation could include, but are not limited to: Populations at risk - work with immigrants, African-American, Gay or Lesbian, Hispanic, etc. clients, , work with veterans, victims of 9/11, substance abusers, and HIV clients. Interventions might include: Post Traumatic Stress Disorder (PTSD) treatment psycho-education, family sculpting, psychodrama groups, activity in groups, cognitive restructuring techniques, asking the miracle question, technology, or reward systems. Please discuss the potential topic (intervention method and population) with your professor several weeks before the presentation.

At the time of your presentation each student should hand in separate annotated (one paragraph description for each reading), different, individual bibliography of the literature (at least three readings) you used to prepare for your part of the presentation. This bibliography must be in APA style.

10

ASSIGNMENT # 3: Mid Term Exam March 14

The midterm exam will cover readings and assignments covered up to date of exam. Competencies concerning group formation, assessment, intervention and ending phases and diversity in groups will be assessed.

ASSIGNMENT #4 Group Work Signature Assignment due April 30This paper relates to the topic of social group work. You may choose one from the three following topics.

1. Group Development: Proposal for starting a group2. Group Analysis (of a group you are facilitating in field placement)3. Family Team Meetings-- assessment/analysis (for BCWEP students only)

This paper will be a minimum of 10 (ten) pages and a maximum of 20 pages. For each of the choices it is expected that you will read at least four articles or books (in addition to the texts) on the subject matter and that you will appropriately reference them using the APA style in your paper.

Outline for each of the choices -

Choice 1. Group Development: Proposal for starting a new group - In this assignment you are asked to develop a proposal for a new group program to be conducted at your present field placement agency. Write an evidenced based proposal for a group you think should be developed. Pick a group that is relevant to the goals and programs of your agency. This may be a treatment or a task group.

The assignment should include a paper (approximately 10-20 pages) which presents a proposal for the group, and a one page flyer, advertisement or some form of announcement to either consumers or social agencies that could be utilized to publicize the group. Please use APA style to document your research.

I. ABSTRACT- short, fifty word statement summarizing major points of the group.

II. REASON FOR THE GROUP – In this section you will explain why the agency should consider this new group. In order to justify the need for this group read social work, sociological and psychological literature that describe client needs and evidence based alternative plans of action that led you to decide that a group is necessary. Reference the material describing the problem.

a. State the problems or needs of the agency or the clients that this group attempts to remedy? How did the problem come to the attention of the agency?

b. In depth, describe the nature of the problem or need including incidence, statistics, and dynamics of the problem (minimum of 1-2 pages). Use national and local demographic, descriptive and research information to inform this section.

c. Describe the methods that were used in the planning process which helped determine the kind of services that were lacking in the agency. Was a Needs

Assessment conducted by you or the agency? What were the results of the Needs Assessment that showed the need to serve this population via a group?

11

How do the present programs meet the needs of the prospective group members?

d. Why was a group approach, rather than an individual, family or community, taken for this problem or need? Cite research from literature justifying this approach for this population.

III. AGENCY SPONSORSHIP – a. Agency name and location

b. Is the agency public, private, for profit? Describe this. How is the agency structured? (include organizational chart). Describe the board of directors or other policy/decision making bodies. What is the background of the board members?

c. Describe the agency missiond. Describe the agency programs e. Describe the agency staff f. Describe agency budget, sources of funding and funding issues.g. How does the purpose of the proposed group relate to the mission and goals of

the agency? h. Describe other agencies, or community resources that will be utilized for the

group and the group members.

IV PURPOSE a. Describe the group you wish to implement.b. Discuss the purpose, goals and rationale of the group.c. List and discuss at least four (4) initial behaviorally specific group objectives.d. Discuss and use literature to substantiate the type of group (using Toseland and

Rivas’ models), length of time, open, closed etc.e. Describe literature (2 readings other than the required texts and readings) that

show evidence that this form of group is effective for this population.

V. GROUP MEMBERSHIP – a. Discuss the population for the group. b. Why was this population chosen? c. Using literature, (at least two articles or chapters) describe knowledge about this

population and the problems that you will need to take into consideration in order to work with this population. Discuss the risk issues of this population. What other bio-psycho-social issues does this population tend to have?

d. From where will members be recruited? How will members be recruited? e. Include a sample recruitment flyer/brochure. f. Discuss issues of homogeneity, heterogeneity, cultural diversity, size, gender,

race, and social class mix of potential membership in the group (referencing literature).

g. How will potential members be oriented? How will members be oriented once the group begins (reference literature)?

VI. PROGRAM – Describe the group intervention - How the group conducts its workcite research articles describing similar groups working with this population to meet the problem

12

a. Describe in depth what the group will do during its time together. What might group sessions look like? Provide an outline of the first 3 group sessions.

b. Is this a curriculum developed by others or you? If developed by others, please describe and reference.

c. How do these activities answer the problem or needs? Reference readings used to determine that these are appropriate interventions for the problem (s).

d. What activities will the group do? How will you use these activities to achieve the group’s purpose?

e. Prepare a sample group contract.f. When and where will the group meet? How and why was the location chosen?

How were member’s needs taken into account in these choices?g. How will the environment of the room in which you will meet be prepared to

facilitate your purposes?h. Anticipate how you will handle the group ending.

VII. WORKER ROLES – Utilize literature to discuss leadership issues a. Discuss and reference what model of practice will be used. b. What are the expected roles of the social worker(s)? c. What will be the purposes of the worker interventions? d. Explain the rationale for a single led or co-led group. e. What out of group sessions interventions are necessary?f. What collateral contacts will be necessary?g. What should be the level of training of the worker? What skills or knowledge

should the worker(s) have to facilitate this group?

VIII. RESOURCES – a. What space, materials or personnel resources are needed? b. Write a budget for the program (include staff, supplies, transportation, location

etc). c. From where will the funds or resources be obtained?

IX. EVALUATION – How will you know if the group is effective?Provide a quantitative and qualitative research proposal for assessment of

interventions. Relate your evaluation to the goals and objectives that you have stated earlier in the paper. Show the charts (such as goal attainment scale, satisfaction studies, pre-post tests and data charts) that you will use.

ASSIGNMENT 4. Choice 2. GROUP ANALYSIS - In this paper you are asked to analyze a group with which you are working from the pre-group stages through ending and evaluation. You may need to project your plans for the ending stage.

MODEL FOR PAPER

Part I. INITIAL DESCRIPTION

A. GROUP: short (1-2 paragraphs) description of the group (including its purpose).

B. AGENCY: What is the name or title of this group?13

What is the sponsoring organization? What is the organization’s purpose? MissionWhy did the agency initiate the group? Describe the methods that were used in the planning process which helped determine the kind of services that were lacking in the agency. Was a Needs Assessment conducted by you or the agency? What were the results to the Needs Assessment, or any other tool that was used to serve this population via a group?

How does this group complement the goals and purposes of the sponsoring agency?

C. PROBLEM AREAWhat are the issues/problems the group is supposed to address? (1-2 page description of the problem using research and descriptive literature other than the required texts and readings)

State the research on the demographics of the client population.Discuss the research on the use of group as an intervention of choice for this population/problem (use at least two articles or chapters from material other than the required texts and readings.)

D. GOALS AND OBJECTIVES – Describe the group and individual goals and specific objectives.

State the group’s goals.State 3 behaviorally specific objectives of the group.State the goals for individual members.State 3 behaviorally specific objectives of the members.

E. THEORETICAL BASE: What knowledge base did you use in preparation for the group?

What model of social group work practice (remedial, recriprocal, social goals) are utilized?

What practice model(s) are utilized (cognitive, behavioral, solution focused etc) Why was these model chosen? Be sure to reference from literature.

Discuss how you used these models.

F. CONTEXT: What cultural factors are influential in the environment surrounding the group? What are the gender, social class, and ethnic groups of the members? How have these influenced the behavior or the group? What conceptions of age and gender roles exist? How do these affect group member's behavior? What are the physical and social environmental issues that affect this

group? Reference from literature.

GROUP COMPOSITION: Write a brief description of the members (disguise names) of the group.

Include information such as age, gender, occupation or grade in school, functioning in school or work, class, race, ethnicity, general personal appearance, pertinent family

14

background, coping styles, strengths, weaknesses, obstacles, resources, social or emotional problems, or other factors in the member’s life.

Why did each member join the group?

H. TIMING and RESOURCES- what resources are utilized

How often are meetings held? Why?

Where are meetings held? Why?

What are the resources and/or obstacles at this site?

What other supplies, resources are used?

Part II. GROUP PROCESS

A. GROUP FORMATION: Why and how was the group formed? How did social work literature inform your decisions? What is the membership policy? How were members recruited? What role did you play here? How was the initial contract evolved? What was the initial contract?

B. GROUP MOVEMENT: Describe the group in terms of its stages of development (cite the author whose model you are using). What has been the pattern of development?Describe member behavior in terms of those stages. What role did you play during these stages? Describe how the members are working towards obtaining the group and individual goals and objectives.

C. GROUP STRUCTURE: Describe the communication process between members. Draw two sociograms: one describing the structure at the beginning and one describing the structure now. Be sure to include a key.What are the relationships between members? How do subgroups affect this group? Describe the roles played by the members and by you. What do you think is the basis for the behavior?

D. GROUP VALUES AND NORMS: Are there commonly accepted values affecting the behavior of the group. Are they formal or informal, manifest or latent? How do these values reflect those of the sponsoring agency, the wider community, or you? What are the patterned ways of behaving in the group? Are they functional or dysfunctional for the group's purposes?

E. GROUP PROGRAM AND ACTIVITIESWhat does the group do with its time together to go about reaching its goals?

15

Where program activities are utilized which ones are used and why are they used?How does social work research and literature inform your choice of program and activities?

F. GROUP EMOTION: Do the members seem to like each other? What is the social climate? How do members show attachment to the group?What outside factors might affect the climate of this particular group?

G. GROUP DELIBERATION AND CONTROL: What is the group's method of decision making? How active are the members in making decisions? Does the group abide by its own rules? What are the types of conflicts found in the group? How is control maintained?

H. LEADERSHIPWho are the agency designated group leaders (facilitators)? Describe choices about individual vs. co leadership? What roles do the workers play?Describe the membership leadership roles. How and why did the member leaders get their positions?

Part III: EVALUATION AND ENDINGS

A. EVALUATION OF THE GROUP: Describe what methods you use to measure this group's effectiveness? Provide a single subject analysis or another format of analysis of your interventions. Discuss the research design and your data.How have the group/individual member identified goals and objectives been met? How was this measured?

B. GROUP ENDING:

How did or will you discuss endings with the group members? What group and individual behavior have you seen, or do you expect to see, in response to ending?

C EVALUATION OF YOUR PRACTICE: How did you like facilitating this group? Describe the pros and cons. How do you assess your group practice skills? What did you learn as a leader from your participation in this group? What were some of the issues in leading a group that were problematic for you? Which of your group skills need more work?

ASSIGNMENT 4. Choice 3. ANALYSIS of FAMILY MEETINGS IN CHILD WELFARE

16

MODEL FOR PAPER – This is more than a description of your office’s use of family team meetings. It is also an extensive review of a range of family meetings utilized by public child welfare agencies throughout the United States. Please make sure it is well documented

Part I. INITIAL DESCRIPTIONA. Knowledge base of child welfare family meetings – literature review including research studies of the efficacy of the following: 1. Client empowerment in child welfare 2. Single session groups 3. Variety of family decision meetings used in child welfare 4. The types of family meetings held by NJ DYFS 5. The specific model of family team meeting you are attending (description, research and discussion of why DYFS chose this model

B Agency Description1. What is sponsoring the organization? 2. What is the organization’s purpose?3. Why did the agency initiate this type of group? 4. How does this group complement the goals and purposes of the sponsoring agency?

C. Client Population – (material from agency data as well as national data)1. Demographic description of agency clients (race, age, class, gender etc) material from

NY DYFS and national data.2. Description of client problems

Part II Process of group meetings

A. Discuss the model that is used in NJ for Family Team meetings. 1. What is the process for a meeting (prep, meeting, follow-up)2. What is the expected role of the facilitator, worker on the case, supervisor for the case,

others present (before, during and after)3. What is the expected role of the family members (before, during and after)4. What is the expected role of community members present (before, during and after)5. What documentation is expected6. What is the plan for how the meeting is to be evaluated

B. Describe at least three (3) separate meetings:1. Describe the family2. Problems, issues, strengths of the family including why they were referred to DYFS3. What services are they being provided by DYFS or other community agencies? What

other agencies are involved with the family?4. Purpose (goals and objectives) of the family team meeting for this specific family 5. How was the family members prepared for the meeting6. Who attended the meeting (family, staff, collateral).7. Environment: Location of meeting, impact of location8. Who sat where? Draw a diagram9. Describe the structure/order of this meeting

17

10. What resources are used? How are they used?11. Diversity and Cultural influences (family, staff and visitors)12. Leadership: facilitation who played what roles13. Process of the meeting

Who talked or didn’t talk?Who took leadership? Describe leadership roles of members Describe the communication processHow is control maintained?

Describe group norms – which are functional or dysfunctionalDescribe the decision making processWhat is the group's method of decision making? How active are the members in making decisions? Does the group abide by its own rules? What are the types of conflicts found in the group?How is conflict handled? Describe the power interactionDescribe the emotional climateDescribe how people played task and socio-emotive roles

What are the relationships between group members? Describe any sub groupsDraw a sociogram for each group meeting

Part III EvaluationWas a plan developed? What was it?What were the mechanisms for follow-up? How were the explicit and implicit goals accomplished?Were family members empowered?Did the group discuss the evaluation of the meeting?What could have been better?Describe your opinions of the process.

18

Theory and Practice of Social Work IIGroup Work – Assignment 4

Grading Rubrics

Choice 1. Rubric Group Development: Proposal to start- start a new groupTopic Points/

GradeComments

I. Abstract 2pts

II. Agency SponsorshipReason for the group;

2pts

10pts

2.1.9 A.Continuously discover, appraise and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services. 8/10=competence

III. Problem statement

4pts

IV. Purpose And Goals Of The Group

15pts 2.1.10 engage, assess, intervene and evaluate individuals, families, groups, organizations and communities12/15 = competence

V. Group Membership

7pts

VI. Program 15pts 2.1.7a. Utilize conceptual frameworks to guide the process of assessment, intervention and evaluation12/15=competence

VII Worker Roles 15pts 2.1.9 B. Provide leadership in promoting sustainable changes in service delivery and practice to improve quality of social services12/15=competence

VIII Resources 4pts

IX. Evaluation 15pts 2.1.7b. Critique and apply knowledge to understand person and environment12/15=competence

Citations 3pts

Reference 3pts

Spelling, word use, grammar and sentence structure

5pts

Total 100pts 80/100 = competence

19

Choice 2. Rubric GROUP ANALYSISTopic Points/

gradeComments

Part I. INITIAL DESCRIPTIONA. Abstract - Group description

2pts

B.Agency/ Population

Problem Area

4pts

6pts

1.1.9 A. Continuously discover, appraise and attend to changing locales, populations, scientific and technological developments, and emerging societal trends to provide relevant services.

8/10=competence

C. Goals and Objectives of Group

10pts 2.1.11 Engage, assess, intervene and evaluate individuals, families, groups, organizations and communities

8/10 = competence

D. Theoretical Base 10pts 2.1.3 Apply critical thinking to inform and communicate professional judgments

8/10=competenceE. Group Composition

5pts

F. Resources 4pts

G. Group formation/structure

5pts

Part II GROUP PROCESSH. Group Values and norms

6pts

I. Group program

And activities

10pts

J. Group Leadership and Control

10pts

20

K. Evaluation Of The Group

10pts 2.1.3 Apply critical thinking to inform and communicate professional judgment

8/10=competence

L. Evaluation of your practice/endings

5pts 2.2.2 Apply social ethical principles to guide professional practice

4/5 = competenceCitations 3pts

References 3pts

Spelling, grammar and sentence structure

5pts

Total 100 pts 2.1.10 Engage, assess, intervene, and evaluate individuals, families , groups and organizations

80/100= competence

21

Choice 3 Rubric Family Team MeetingsTopic Points/

GradeComments

Part I Initial DescriptionA. Knowledge Base of family team meetings

20

B. Agency Description

6

C. Client Population

6

Part II Process of Group Meetings

A Model of team meeting

15

B. Meeting #1 10 Meeting #2 10

Meeting #3 10Part III. Evaluation 15pts

Citations 2pts

Reference 2pts

Spelling, word use, grammar and sentence structure

4pts

Total 100pts

22