1. Spring/Summer 2013
SW 672 - 03 – Social Work Practice with Groups
Wednesdays, 6:30 – 9:50pm Classroom: DeVos, 305E
No Prerequisites
Credits: 3
Office Hours: To Be Announced
Professor: Dr. Lopez-Arias
SSW office: 616-331-6550
Phone: 616-331-6553
Email: lopezars@gvsu.edu
MISSION AND GOALS
School of Social Work Mission
The School of Social Work prepares its students to attain social work practice and
professional leadership; advance the field’s knowledge of effective professional practice and
education through research and evaluation; enhance and sustain the welfare and well-being of
the citizens, organizations and communities of West Michigan, the state, the nation, and the
world; and further the goals of the University and of the social work profession in this region
and beyond.
All of the School's programs are grounded in the profession's body of knowledge, values and
skills that support and enhance the opportunities, resources, and capacities of people to
achieve their full potential; prevent and alleviate personal, interpersonal, organizational and
societal problems; and improve the conditions that limit human development and adversely
impact the quality of human life. The School celebrates and affirms the importance of
diversity in all of its forms, and it supports the expansion of human rights, cultural
competence, empowerment, social and political justice, civic participation and equality in
West Michigan and around the world.
The School’s legacy emphases on social justice and on meeting the significant professional
workforce needs of an expansive West Michigan social services sector remain strong. A third
distinctive feature of the School is its integration and promotion of domestic and
international service learning opportunities that prepare of students for 21st century practice
in increasingly global economic and social contexts.
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2. M.S.W. Program Goals
• To award the graduate degree to individuals who are not only skilled practitioners but
also capable of assuming leadership and scholarly professional roles in the community,
region, state, national and global communities.
• To contribute to the ongoing development of professional social work knowledge and
practice through research and scholarly inquiry that employ state-of-the-art technology.
• To maximize the strengths and assets within local, regional, statewide, national and
international social welfare and human services communities through direct
participations in organizing, leading and participating in effective capacity building and
social and political action activities.
Council on Social Work Education [CSWE]: Commission on Accreditation [CSWE, CA].
(2008). Educational policy and accreditation standards [EPAS].
Accommodation needs:
Any student in this class who has special needs because of a learning disability, or other kinds of
disabilities, must report to the Disability Support Resources. This is a required action if you
wish special consideration. Also, please feel free to come and discuss this with me. For further
information check the website at http://www.gvsu.edu/dsr/ or call 331-2490. The office is
located at 200 Student Services Building on the GVSU Allendale campus.
Chalk and Wire Requirement
All students are required to purchase and use Chalk and Wire, at a minimum, to upload
the one Common Assignment listed for each required course. This assignment is clearly
noted in each syllabus. In addition, the School of Social Work STRONGLY encourages
students to upload every other written assignment into Chalk and Wire as an “artifact”.
This accomplishes two purposes:
1)
Chalk and Wire serves as a “cloud” and provides remote off-site storage of all
uploaded documents for you in case of loss/theft/crash of your computer, and
2)
uploaded documents will be helpful and dramatically simplify your SW 640
Capstone course where you assemble relative documents to demonstrate your
achievement of the 10 core competencies and advanced practice behaviors required
in order to achieve the M.S.W. degree.
Uploading your Common Assignment, and scoring of this one document by the faculty
member, is the primary mechanism the GVSU School of Social Work has to assess how all
of our students are progressing in developing competencies. This assessment is required
for our continued accreditation by the Council on Social Work Education (CSWE), which
provides significant added value for your M.S.W. degree.
COURSE DESCRIPTION
This course is designed to help students increase their knowledge and awareness of group
dynamics and group processes, as well as integrating the underlying theories and concepts of
both task and personal change group structures. Effective participation and group planning in a
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3. variety of situations will be covered. This course will also include content on treatment groups
with all ages, gender, and other diversity factors, task groups, educational groups, and crisis
groups. The experiential model of teaching with supporting didactic material will be
emphasized.
CORE COMPETENCIES & PRACTICE BEHAVIORS
2.1.4. Core Competency: Incorporate diversity into practice.
Advanced Practice Behaviors:
e) Transform one’s behavior in response to recognition of one’s biases based
in difference and culture. KO1, KO5, V3, V4
f) Modify and adapt mainstream knowledge and interventions to meet needs
of diverse populations and that challenge oppression. K3, K4, V5, V2
g) Apply strengths and empowerment perspectives as practice approaches
with diverse groups at multiple levels. K3, K5, V3, V5
h) Examine one’s role as the life-long learner in the area of diversity and
culture. K1, K4, V3, V4
2.1.7
Core Competency: Apply knowledge of human behavior in the social environment.
Advanced Practice Behaviors:
c) Differentially apply theories and frameworks of human behavior and the
environment, recognizing underlying assumptions, values, strengths, and
weaknesses of these theories. K3, K5, V1, V2
2.1.10. Core Competency: Engage, assess, intervene, and evaluate with individuals, families,
groups, organizations, and communities.
Advanced Practice Behaviors:
Engagement
n) Adapt one’s ability to engage diverse clients and client systems. KO2,
KO5, VO1, VO2
Assessment
o) Show increasing ability to independently conduct assessments as a
continuing and dynamic process that guides goal and objective setting
with clients and client systems at multiple levels. KO1, KO3, VO1, VO2
Intervention
p) Differentially utilize a variety of evidence based tools and strategies with
more depth and breadth to assess client systems at all levels and guide
interventions. KO2, KO3, VO1, VO2
q) Evaluate the multi-system dimension of client problems and design
approaches that affect change at multiple client system levels. KO4, KO1,
VO1, VO2
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4. Evaluation
r) Evaluate advanced generalist practice interventions across systems at
multiple levels with diverse populations. KO2, KO3, VO3, VO5
SW 672: KNOWLEDGE, VALUES & SKILLS
Knowledge Objectives
Students will:
1. Understand groups as a means of and context for helping individuals grow and change.
2. Distinguish the technical processes and integration of various theories in group work
treatment.
3. Employ a working knowledge of various theories and models of group work change.
4. Appreciate the historical background, current trends and dominant issues in the use(s) of
groups in various settings and field of practice.
Value Objectives
Students will:
1. Recognize and describe the potential value of groups as a mode of enhancing individual
growth and functioning.
2. Express awareness of value issues in the use of group for different purposes.
3. Identify the impact of diversity and demonstrate sensitivity to the use of group in
different class, cultural and ethnic contexts.
4. Demonstrate a commitment to developing self awareness, leadership, critical judgment
and openness in group process.
5. Explain the value of groups in treating, supporting, educating, and empowering family
members in the ability to handle the stresses of family life and to effectively nurture
children and adolescents.
Skill Objectives
Students will:
1. Systematically assess group needs and goals in order to promote individual and group
change.
2. Show development of member participation skills that will serve as a basis for
understanding group process.
3. Distinguish the phases and meaning of group development issues.
4. Guide, lead and facilitate group process.
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5. 5. Demonstrate an ability to observe interactions, interpret dynamics, record observations
and insight, analyze group process, formula plans and evaluate results.
6. Select socio-educational and support groups in providing services to diverse families at
risk and/or caregivers of children.
Attendance and Participation
Attendance is required and participation is expected from the graduate learners in this class.
Absence from class will lead to a reduction of your final point total by up to five (5) points per
absence. People who are chronically late for class (“chronically” = if I notice) will have five (5)
points deducted from their final grade.
Because this course is experiential/ “hands-on” and your absence will impact your group
immensely any absence beyond two (2), please consider dropping the class.
Class focus/Purpose/Expectation:
In preparation of professional practice and in accordance with social work values, the School of
Social Work expects students to demonstrate professionalism within the classroom and in
completion of course requirements. This includes compliance with attendance and assignment
policies, as well as appropriate use of technology within classroom and internship settings. The
use of informational and communication technologies (ICT) in the classroom should be for
educational purposes only, including note taking, reference checking or adding to the course
content and thus knowledge building. If you have your lab top in class to take notes please e-mail
these to me after each class session. Twittering and texting or other phone use is not allowed in
class.
In this class students will demonstrate the ability and willingness to gain self insight and to
become more comfortable with one’s own emotions in order to better assist clients in processing
theirs. To demonstrate the ability to provide and receive constructive feedback from fellow
group members and instructor in order to grow, and move away from one’s comfort zone in
order to be challenged and improve the therapeutic skill needed in a therapeutic setting. Be
honest with your self and assess your and other class member’s relational patterns, coping
mechanisms, and roles. This is a “hands-on” class. You will participate as a group therapy
member. In order to learn about groups you need to learn about yourself. See page seven
for a better explanation of the experience and learning in this class. Be ready to be challenged.
Students should come to class ready to discuss the readings and materials presented in class.
Students who do not participate willingly will be called upon - graduate preparation for a career
in social work is serious business. Therefore, “hiding” in class, hoping for an easy grade will not
be allowed. Given that this class is based on “hands-on participation” students outright refusing
to participate may have up to (30) points deducted from their final point total at the end of the
semester (this will be evaluated by me and an evaluation sheet will be filled by your fellow class
mates). Peer evaluation is a part of your learning to assess the growth in group members and you
will need to learn this as part of your role (Leader/co-leader) when you are running groups in the
social service field. Although group participation is based on a developmental process, you must
take the opportunity to push yourself to grow.
Remember mediocrity is not acceptable when working with the lives of others or with your own
Social Work competence.
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6. Course Requirements
Assignments: All writing is to be done in APA format.
Common Assignment - Populations-At-Risk Paper: Each student must write a short (6-8
page) paper about a specific population-at-risk, proposing a group method that the student
believes would be appropriate for a chosen minority/multicultural group/population. In this
paper, students present a short literature review about the specific population in group treatment,
and then propose a group program (session by session and topic) include a discussion of
specific barriers, ethical issues, and other cautions that one must keep in mind when working
with this particular population. Remember to address the interactive effect of culture, group
developmental stages, and the therapist on the client. In writing this paper, follow the outline for
group treatment and stages of group development provided by Corey in the class text (make sure
you address the different group stages and issues you will encounter that are relevant to your
group program/treatment- initial, transition, working, etc).
Do not let the brevity of this paper be an excuse for lack of comprehensiveness when considering
the population and issues. This paper is worth 20 points.
Process Journal: To enhance your experience in this seminar, students keep a process journal
during the term. This journal is a running account of your experiences in the class, reactions to
the readings, group process, and peer evaluations. See handout for specific content and process
guidelines for journal writing. Furthermore, you will do a mid term and final evaluation on
your fellow classmates (See hand outs). Be advised: Grading for this assignment is based on
the handout (page 11 of syllabus)—READ IT! At times, certain questions will be given as
part of your journal through out the semester. There will be several questions for the final
journal given toward the end of the class.
I will randomly give you feedback on three journals.
The journal is worth 30 points and submitted on blackboard Sunday night 11:59 p.m. prior
to Tuesday’s class
Interview/Reflection Paper: Students will locate an individual who has participated in group
treatment as a CLIENT and conduct an in-depth interview with a goal of understanding the
person’s experience as a group member. Remember to keep anonymity and change the name of
the person you interview when you submit your paper. Students will also visit a treatment group
and discuss the group process as it is outlined through out the chapters of the Corey book.
Remember to get permission and or introduce yourself to the group leader or facilitator as a
GVSU graduate student prior to being part of that session. The group must be a psychodynamic
or processing group. Twelve step substance abuse, emotional, and eating anonymous groups are
allowed, but they can not be a First Step group. Psycho educational groups are not allowed.
The group must consist of four or more participants and the facilitator.
Following the group, students will discuss the group procedures and dynamics, roles if any, body
language, and what they would have done differently if this had been their own therapeutic group
to lead. Furthermore, they will discuss how they felt and what they learned. Following the
interview, students will present their subject’s experience (and their own in the group visitation)
in a well-written 5 - 8 page paper, concluding with an “Implications for MY Social Work
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7. Practice” section (written in 1st person). The key here is to demonstrate how another’s
experience—positive and negative —influences YOUR practice. This paper is worth 10
points.
Final Exam: It will be cumulative, worth 10 points.
Student Evaluation (100 Points Possible)
Common Assignment –Populations-At-Risk Paper:
Process Journal:
Interview/Reflection Paper:
Participation in class and in group:
Final Exam
20 points
30 points
10 points
30 points
10 points
SW 672 Rubric for Common Assignment: Population at Risk Paper (20 points)
Assessment Item
Avail.
Points
Points
Earned
Practice
Behavior
1 Description of Population and Methodology – Specific ethno-cultural
minority/group/population at risk, including a group method that is appropriate
for this population.
2
2.1.10 N
2 Literature Review of Culture and Group Topic – Provide at least 6 peer
reviewed sources addressing population studied. Based on cultural and
historical issues discuss specific barriers, ethical issues and other issues to
keep in mind in working with this population.
5
2.1.3 D
3 Best Practices/Reasoning – Propose best practices approach that is
appropriate for chosen group. Based upon lit review, discuss rationale,
theoretical approach and literature findings in proposal.
5
2.1.7 C
4 Group Treatment Plan – Follows outline for group treatment and stages
development (Corey), including group development, initial, transition, working
and final). Addresses different group development stages and issues one would
encounter in group sessions and cultural/historical issues as part of session-bysession proposal.
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2.1.10 Q
TOTAL:
20 possible
Grading Scale
A = 96+ points
A- = 92-95
B+ = 89-91
B = 85-88
B- = 82-84
C+ = 79-81
C = 75-78
F = 74 and below
Required text(s)
Corey, G. (2011). Theory & practice of group counseling, (8th ed). Belmont, CA:
Thomson and Brooks/Cole.
Writing Standards
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8. As graduate students, it is reasonable to expect that all written work (except in class
examination) will be written to the highest professional standard. Therefore, you will present
your written work in APA format, especially related to in-text citations, references, and genderfree language.
All work is to be word processed and double-spaced, using no larger than a 12 point font (I
prefer Arial or New Times Roman). Do not go below an 11 point font. You are to use 1”
margins all around and include a separate title page that includes your name, title of the paper,
critique # (if applicable) and the date. Correct all grammar and spelling errors. Fifteen percent
of each graded paper will be based on writing style (grammar and APA format).
Tips on Grading
An “A” is reserved for the very best student work. It means that the student has exceeded
expectations for the assignment in all aspects—accuracy, creativity, and depth of analysis plus
quality of expression.
An “A-“ means the student has exceeded expectations in most aspects but not all.
A “B+” indicates that, while accurate and adequate in depth and quality of expression, the
assignment could be significantly improved.
A “B” indicates the student has met minimum expectations for graduate work, but the output is
generally undistinguished in its accuracy, creativity, depth of analysis, and quality of expression.
If you receive a “B ”, it means you’re just getting by.
A “B-“ or below means that the student has not met expectations for graduate study, for the
course, and that serious deficiencies exist.
Miscellaneous
Late Papers
I expect a hard copy of your assignments handed to me in class on the day they are due. I also
expect the common assignment submitted to Chalk and Wire on the same day. Late papers are
not acceptable from graduate students preparing for professional placement in the social work
profession. If you have an unthinkable or very unusual circumstance, see me before the paper is
due. Excuses after the due date are not accepted. Late papers will have their points reduced by 5
for each day late, unless otherwise negotiated.
Extra Credit
I do not allow students to resubmit any paper for re-grading, nor do I allow extra credit
assignments. Late papers are also not accepted. This is unfair to students who did the
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9. assignment correctly the first time and on time. While there are unusual and rare exceptions, be
aware that once an assignment is graded, the grade is final. The key here is not to be “gradeobsessed”, but concerned about preparing for practice with real human beings.
Additionally, I will not pre-read papers before the due date just to “see if you are on the right
track.” If you are unsure of how to complete an assignment, there is always plenty of time in
class to get these questions answered.
Week 1
May 8
Introduction of course
Group Selection-Basics-Fishbowl
Reading: Corey, Chapter 1
Week 2
May 15
Group decision-making procedure and leadership
Corey, Chapter 2
Groups (Fishbowl)
Week 3
May 22
Ethical issues in working with groups and individuals
The influence of multiculturalism
Reading: Corey, Chapter 3
Groups (Fishbowl)
Week 4
May 29
Early stages in group development
The importance of self-awareness and self-growth in the establishment of the
therapeutic relationship
Reading: Corey Chapter 4
Groups (Fishbowl)
Week 5
June 5
Later stages in group development
Personality styles, group roles and stages of development in groups
Reading: Corey Chapter 5
Groups (Fishbowl)- group roles (First part due)
Week 6
June 12
Psychoanalytic approach
Reading: Corey Chapter 6
Groups (Fishbowl)- family roles
Week 7
June 19
Adlerian Approach
Reading: Corey Chapter 7
Groups (Fishbowl)
Peer evaluations
Week 8
June 26
Psychodrama
Reading: Corey Chapter 8
Groups (Fishbowl)
Week 9
July 3
Existential approach
Reading: Corey Chapter 9( really focus on development and this theory )
Groups (Fishbowl) Due: Populations-At-Risk Paper
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10. Week 10 Agency Visit for interview
July 10
Reading: Corey Chapter 10 and 11
Groups (Fishbowl)
Week 11 Person Centered and Gestalt Approaches
July 17
Reading: Corey Chapter 12 and 13
Groups (Fishbowl)
Week 12 Transactional Analysis and CBT
July 24
Reading: Corey Chapter 14 and 15
Groups ( Fishbowl)
Due: Interview/Reflection/Group Paper
Week 13 Rational Emotive Behavior and Reality therapy
July 31
Reading: Corey Chapter 16, 17 and 18
Groups ( Fishbowl)
Final Exam/ Wrap up
Due: Final Journal
(e-mail me the final questions and a journal entry for the last day)
SW 672 – Social Work Practice with Groups: Journal Writing Outline
The journal is the most important tool for learning and student evaluation in this class.
Therefore, it is critical that students follow these instructions and put significant time into this
assignment. This is not the type of journal where students can write it the day of class and
receive full credit. Place headings where you address each part of the prescribed requirement
detailed below.
Students will summarize each Chapter assigned. Students will write at least one (1) journal entry
per class period. In each entry, students are expected, minimally, to include substantive
information about the following topics:
Progress notes on both groups that day. Include group process information, taken from readings
and class lecture. Respond to and interact with feedback given to your group from classmates
and professor.
During the “fish bowl” section of class, include substantive critique of the other and your group’s
process, including identifying strengths and weaknesses and a critique of the leader’s role and
performance. Discuss defense mechanisms, general behavioral patterns and verbal and nonverbal language of self and others. Discuss transference and counter-transference in the group
process. Discuss your and others’ reactions to other group members sharing and to the professor.
Discuss roles taken by individuals or the specific group. Discuss what defense/coping
mechanisms are being used by each individual to cope with their anxiety or any other need
( need to rescue, need to be liked, need to control, etc.)
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11. Refer to class readings in the journal, by showing how they apply to what occurred that day in
class/group. It is helpful to use quotes.
This is a class where you simultaneously experience the social worker role and client role.
Respond clearly to any issues or feelings (your feelings/emotions regarding the class, the group,
the professor and what is going on with you) you had about the days activities FROM BOTH
ROLES. Although it is understood that opening up, and at times just talking in front of others
can take time and it’s a developmental process, it is your responsibility to push yourself to grow.
You are ethically bound to improve your skills, but also to assist others to push themselves. You
must be willing to demonstrate the ability and willingness to gain self insight and to become
more comfortable with your own emotions in order to better assist clients in processing
theirs. You must demonstrate the effort to provide and receive constructive feedback from
fellow group members and instructor in order to grow, and move away from your comfort
zone in order to be challenged and improve the therapeutic skill needed in a therapeutic
setting.
This is a confidential place for students to process any significant personal issues that will arise
as a function of their participation in this class. Respond to any human diversity issues that
arose, or were ignored in that day’s group(s). Respond to assigned questions given in class.
Journals are to be submitted according to the “Writing Standards” of this class, noted above.
Thus, they must be typed.
Fair Warning: These are graded very carefully!
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12. Peer Student Evaluation—SW 672
Spring/Summer 2013
Print: __________________________________________________
(Last Name)
(First Name)
Date:_____________
Lowest
Highest
1.
Attended Class
1
2
3
4
5
2.
Was on Time
1
2
3
4
5
3.
Did Assigned Readings
1
2
3
4
5 NA
4.
Completed Assignments on Time
1
2
3
4
5
5.
Participated in Class Discussions
1
2
3
4
5
6.
Was Attentive in Class
1
2
3
4
5
7.
Was involved in group
1
2
3
4
5
8.
Shared, and gave feed back
1
2
3
4
5
9.
Led/co-led appropriately
1
2
3
4
5
10.
Total points they earned today.
E
D
C
B
A
11.
Reasons why I believe they deserve this grade are:
_____________________________________________________________________________
_
_____________________________________________________________________________
_
_____________________________________________________________________________
_
Instructor’s Comments
_____________________________________________________________________________
_
_____________________________________________________________________________
_
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13. Final Student Self-Evaluation—SW 672
Spring/Summer 2013
Print: ________________________________________________________
(Last Name)
(First Name)
Date:____________
Lowest
Highest
1.
Attended Class
1
2
3
4
5
2.
Was on Time
1
2
3
4
5
3.
Did Assigned Readings
1
2
3
4
5
4.
Completed Assignments on Time
1
2
3
4
5
5.
Participated in Class Discussions
and in group
1
2
3
4
5
6.
Was Attentive in Class
1
2
3
4
5
7. The number of class sessions I missed ______.
8. The final grade I expect in this class is ______.
9. Reasons why I believe I deserve this grade are: _______________________________
________________________________________________________________________
________________________________________________________________________
Instructor’s Comments
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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14. Student Self- Evaluation—SW 672
Spring/Summer 2013
Print: _______________________________________________________
(Last Name)
(First Name)
Date:______________
Lowest
Highest
1.
Attended Class
1
2
3
4
5
2.
Was on Time
1
2
3
4
5
3.
Did Assigned Readings
1
2
3
4
5 NA
4.
Completed Assignments on Time
1
2
3
4
5
5.
Participated in Class Discussions
1
2
3
4
5
6.
Was Attentive in Class
1
2
3
4
5
7.
Was involved in group
1
2
3
4
5
8.
Shared, and gave feed back
1
2
3
4
5
9.
Led/co-led appropriately
1
2
3
4
5
E
D
C
B
A
10. Total points I earned today.
11. Reasons why I believe I deserve this grade are:
_____________________________________________________________________________
_
_____________________________________________________________________________
_
_____________________________________________________________________________
_
Instructor’s Comments
________________________________________________________________________
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15. ________________________________________________________________________
Student Self- Evaluation—SW 672
Print: ________________________________________________________
(Last Name)
(First Name)
1. What is your personality style and how is it exhibited? ___________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________
2. What if any family roles do you fit in and how is it exhibited?
_______________________________________________________________________
_______________________________________________________________________
__
3. What group roles have you fallen into, if any, and how are they exhibited?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________
4. What transference issue are you exhibiting if any?
__________________________________________________________________________
__________________________________________________________________________
_____________________________________________
5. Who are their object of transference and what is the issue?
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________
6. What are some strengths that you are exhibiting?
__________________________________________________________________________
__________________________________________________________________________
____________________________________________
7. For the sake of engagement with future clients and fellow group members what do you
need to work on?
__________________________________________________________________________
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16. __________________________________________________________________________
____________________________________________
Student Peer - Evaluation—SW 672
Print: __________________________________________________
(Last Name)
(First Name)
1. What is their personality style and how is it exhibited?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________
2. What family roles do they fit in and how is it exhibited?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________
3. What group roles have they fallen into if any and how are they exhibited?
_______________________________________________________________________
_______________________________________________________________________
________________________________________________
4. Who are their object of transference and what is the issue?
_______________________________________________________________________
_______________________________________________________________________
___________________________________________________
5. What are some strengths/qualities you admire or that they are exhibiting?
__________________________________________________________________________
__________________________________________________________________________
____________________________________________
7. For the sake of engagement with future clients and fellow group members what do they
need to work on?
__________________________________________________________________________
__________________________________________________________________________
____________________________________________
8.
Are they opening up and sharing as much as you think they should ? If yes how so, and
if no why not? Give examples:
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17. 9.
How is their sharing or not sharing helping or inhibiting your own sharing?
Important points to remember about SW 672:
1.
2.
3.
4.
5.
SW 672 is not your regular class where you can hide out and not participant.
You must share of yourself.
You will sit in a circle and share your feelings.
This class is experiential and part of this class emulates therapy.
You will participant in this class from the standpoint of a client. You will understand
their struggles in reaching out for help and opening up in therapy.
6. This class is not just about reading or regurgitating from books and other classes, you
must apply and practice on yourself and other classmates what you are being trained and
educated to do. You are to develop your clinical and engagement skills. Group skills will
assist you in micro, mezzo, and macro areas and with individuals, committees, task
forces, etc.
7. Students commonly experience the following feelings in the process of accepting that
they must open up and share feelings and of themselves in this class:
a. Anxiety
b. Confusion
c. Fear
d. Stress
e. Frustration
f. Anger
g. Sadness
8. Students commonly cope with the above feelings by doing the following:
a. Detaching
b. Avoiding
c. Intellectualizing
d. Rescuing
e. Blaming
f. Projecting
g. Devaluing the group/process/class/professor
h. Giving up
9. For some students this class leads them to understand that they might have areas of
personal self growth that still need to be addressed for personal health and professional
growth.
10. What occurs in class can commonly continue to impact you and you will continue to
think about it outside of class for the rest of the week.
11. This class can provide you the opportunity to learn about yourself, emotions, defense
mechanism, therapy and what clients experience.
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18. 12. At the end of this class, there are commonly a couple students who by the end wished
they had truly pushed themselves because they realize that this class could have been so
much more but they did not try hard enough. Take this opportunity to grow and learn and
do not be one of those students.
13. When other class members share they are giving of themselves to you and everyone else
in the class. For that reason and because of your ethical responsibility to your clients of
being a competent social worker if you do not feel that you can commit fully to this class
it might be better to drop.
Social Work 672 Groups
Given that this is an experiential class to assist students to learn how to a access and process
feelings several things must be adhered to: when working with the lives and well beings of other
human beings mediocrity from the social worker is not acceptable; the adherence to the SW
Code of Ethics and to the tenets of SW competency and self improvement is essential; and as
Social Work students you are pledging to abide by the SW Code of Ethics.
Group Rules
1. Conflict Management
a. Take a time out
b. Process feelings and issues in group
c. Talk to me the professor one on one
2. Participation (time or group manipulation/over talking or not participating, talking
while the other group is running)
a. Assertive reminders
b. Supportive reminders
c. Take into considerations developmental issues and trust
3. Confidentiality
a. All that is shared in this room must stay in this class room
b. Fraternizing is limited to non class related material
c. Breaking of confidentiality is an infraction of the SW code of Ethics and
leads to punitive action by the State Licensing Board
4. How to establish trust
a. Model unconditional positive regard/respect
b. Support each other in caring fashion
c. Believe that other group members are considering safety, competence,
and growth
d. Do not personalize uncomfortable feedback
5. This is a processing and psycho-dynamic group
6. Class is scheduled for 3 to 3 hours and 20 minutes. It may run over due to the
group’s needs.
There will be two groups that will run for over an hour each.
Tentatively there will be a 20-30 minute lecture in the beginning of class.
There will also be a 5-10 minute processing session after group.
18

19. The group receiving feedback from the outside group is only to listen unless
directed otherwise by the professor.
If you do not feel comfortable sharing yourself in a deep manner in front of others and are
unwilling to push yourself to grow please consider dropping the class.
I agree to push myself weekly to share, open up, and participate in class and group and by
signing below, I also agree to the above rules.
Name and Signature_________________________________Date___________________
SW 672 Groups
Final Group questions
1. Given that this class emulated therapy, how did you do with trust in the beginning and
in the end and why?
2. Given that this class emulated therapy, how did you do with expressing emotions to
help yourself and others in the class grow?
3. Given that this class emulated therapy, how did you do with unconditional positive
regard toward yourself and toward others?
4. Given that this class emulated therapy, how did you do with personalizing feedback?
5. What have you learned in this class about what clients go through?
6. What have you learned in this class about yourself in the aspect of roles?
7. What have you learned in this class about yourself in regards to transference issues?
8. What have you learned in this class about others and transference issues?
9. What have you learned in this class about yourself in regards to openness?
10. What have you learned in this class about yourself in regards to flexibility?
11. What have you learned in this class about yourself and others and control issues?
12. What have you learned in this class about defense mechanisms?
13. What have you learned in this class about how you treat yourself?
14. What did you learn in class about transference and counter transference?
15. What have you learned in this class about group roles?
16. What have you learned in this class about group dynamics?
17. What have you learned in this class about verbal and non verbal communication?
18. What have you learned in this class about past relational patterns and current needs
and behaviors for yourself and others in group?
19. What did you learn about different groups, (women, men, teen age, children,
substance abuse, support, processing, psychodynamic, etc)?
20. What did you learn about social work?
21. What is your conclusion regarding how you ended in the group you did and what was
the reason?
22. What was the reason (scholastic and otherwise) that you ended in this class and in
your particular group?
23. Over all what did you learn about yourself?
24. Overall what did you learn about groups?
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20. GVSU School of Social Work
Teaching and Learning Goals
CSWE Accreditation Standards
• Identify with social work profession and behave professionally.
• Apply ethical principles to guide professional practice.
• Apply critical thinking to inform and communicate professional judgments.
• Engage diversity and difference in practice.
• Promote human rights and social justice.
• Engage in research-informed practice and practice-informed research.
• Apply knowledge of the human condition.
• Engage in policy practice to deliver effective social work services.
• Respond to and shape an ever changing professional context.
•
Engage, assess, intervene, and evaluate with individuals, families, groups,
communities, and organizations.
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21. Rubric:
S13
SW 672 Common Assignment: Population at Risk Paper
Criterion : 1
20 pts.
General Assignment Overview
Common
description:
Each student must write a short (5-6 page- not counting the reference page) paper about a
specific ethno-cultural minority/ group/population -at-risk. proposing a group method that
the student believes would be appropriate for a chosen ethno-cultural minority/
group/population. The student must use the APA style of writing and the quality of writing
must be of a graduate student level.
Maximum
Score:
2
Criterion : 2
Literature Review of Culture and Group Topic
Common
description:
The student must present a short literature review about the specific ethno-cultural
minority population. The student must provide at least six ( 6) professional/peer reviewed
sources addressing the population studied . Based on cultural, and historical issues provide
a discussion of specific barriers, ethical issues, and other cautions that one must keep in
mind when working with this particular population.
Maximum
Score:
5
Criterion : 3
Literature Supported Reasoning/ Best Practice for the Group
Common
description:
The student must propose a group method and treatment group (best practice approach) that
the student believes would be appropriate for the chosen ethno-cultural minority/
group/population. Based on the literature review the student must answer the reasoning
behind their use of the group method and treatment group they choose and incorporate their
theoretical approach and literature findings in their group proposal.
Maximum
Score:
5
Criterion : 4
Group Treatment Plan
Common
description:
In writing this paper, follow the outline for group treatment and stages of group
development provided by Corey in the class text ( group development, initial, transition,
working, and final) . The student must address the different group development stages
and issues one would encounter in the different group session based on the developmental
stages of group as well as the cultural/historical issues as part of the session by session
proposal.
Maximum
Score:
8
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22. Student_____________________________________Total________________________
SW 672
Interview/Reflection Paper
Criterion : 1
Common
description:
Maximum
Score:
Point Total=10
Overall Assignment
The students will write a 5-8 page paper on their attendance of a treatment or support
group and their interview of an individual who has participated in groups. In writing the
student must use the APA style of writing and the document must be of a graduate level
quality.
2.0
Criterion : 2
Group Attendance Awareness, insight and self-examination as SW
Common
description:
The students will visit a treatment group and discuss the group development, and process as
it is outlined through out the chapters of the Corey book. Remember to get permission and
or introduce yourself to the group leader or facilitator as a GVSU graduate student prior to
being part of that session. The group must be a psychodynamic or processing group.
Twelve step groups are allowed, but they can not be a First Step Group. For 12-Step
groups they must be “Open” groups. The student is not allowed to attend groups where
their clients might attend or groups they facilitate or co-facilitate.
Maximum
Score:
1.0
Criterion : 3
Group Participant Interview
Common
description:
The students will locate an individual who has participated in group treatment as a CLIENT
and conduct an in-depth interview with a goal of understanding the person’s experience as a
group member. Remember to keep anonymity and change the name of the person you
interview when you submit your paper.
Maximum
Score:
1.0
Criterion : 4
Student experience, analysis and insights
Common
description:
Following the group, students will discuss the group procedures and dynamics, roles if any,
body language, and what you would have done differently if this had been your own
therapeutic group to lead. Furthermore, the students will discuss how they felt and what
they learned as well as their own experience while attending the group. Following the
interview, students will present their subject’s experience and view of group therapy and
support groups.
Maximum
4.0
Score:
Criterion : 5
Student experience, analysis and insights
Common
Following the interview, students will present their subject’s experience and view of group
description: therapy and support groups. The student will conclude with an “Implications for MY Social
22

23. Work Practice” section (written in 1st person). The key here is to demonstrate how
another’s experience—positive and negative —influences YOUR practice.
Maximum
Score:
20
Student_____________________________________Total________________________
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24. SW 672
S13 Journal Assessment I and II Review
Criterion : 1
CC 2.1.4. Culture and Identity Influence on Development and the use of the Strengths
Perspective
Common
description:
Specifically looked for students to identify ongoing progress, development to date, and
targeted areas for future growth regarding consequences of ones culture and identity.
Specifically looks for student use of strengths-based language in describing and assessing
classroom and group processes.
Maximum
Score:
1.0
Criterion : 2
Reception to and Integration of Feedback
Specifically looked for student ability to recognize and consider feedback provided
Common
description:
from peers and the instructor during class interactions.
Maximum Score: 1.0
CC 2.1.7 Recognition of Student Development: Thoughtful Documentation of Personal
Criterion : 3
Observations
Common
description:
Specifically looks at student ability to Identify ongoing progress, development to date, and
targeted areas for future growth. Provides During the “fish bowl” section of class, include
substantive critique of the other and your group’s process, including identifying strengths
and weaknesses and a critique of the leader’s role and performance. Discuss defense
mechanisms, general behavioral patterns and verbal and non-verbal language of self and
others. Discuss transference and counter-transference in the group process. Discuss your
and others’ reactions to other group members sharing and to the professor. Discuss roles
taken by individuals or the specific group. Discuss what defense/coping mechanisms are
being used by each individual to cope with their anxiety or any other need ( need to rescue,
need to be liked, need to control, etc.)
Maximum
Score:
4.0
Criterion : 4
CC 2.1.7 Integration of Reading Materials - Human Behavior Theory & Technique
Common
description:
Specifically looks at student Inclusion of content from the assigned chapters regarding
group processes, formulation and human behavior associated with group processes.
Differentially apply theories and frameworks of human behavior and the environment,
recognizing underlying assumptions, values, strengths, and weaknesses of these theories.
Provides summaries of the chapters assigned.
Maximum
Score:
4.0
Criterion : 5
CC 2.1.10
Personal Observations: Engagement and Participation
Common
description:
Specifically looks at student highlight of personal observations of their participation in
classroom processes, their efforts at engagement and interaction, and their assessment of
rapport building with diverse others.
Maximum
Score:
2.5
Criterion : 6
CC 2.1.10Assessment Effort Documentation
Specifically looks for student documentation of assessment efforts made in the group
Common
description:
setting and evaluate individual efforts and progress during these interactions.
Maximum Score: 2.5
Student__________________________________________________________________Total_________________
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25. SW 672 – Social Work Practice in Groups
Course Bibliography
Capuzzi, D. (2002). Approaches to group work: A handbook for practitioners. Upper
Saddle River, NJ: Merrill Prentice Hall.
Corey, G., Corey, M.S., Callahan, P., and Russell, J.M. (1992). Group techniques (2nd
Ed.). Pacific Grove, CA: Brooks/Cole.
Johnson, D.W., & Johnson, F.P. Joining together: Group theory and group skills (6th
ed.). Boston: Allyn and Bacon.
Kurland, R., & Salmon, R. (1995). Group practice in a troubled society: Problems and
opportunities. Binghamton, NY: The Haworth Press.
Pack-Brown, S.P., Whittington-Clark, L.E., & Parker, W.M. (1998). Images of me: A
guide to group work with African-American women. Boston: Allyn and Bacon.
Toseland, R.W., & Rivas, R.F. (2000). An introduction to group work practice (4th ed.).
Boston: Allyn and Bacon.
Yalom, I. (1995). The theory and practice of group psychotherapy (4th ed.). New York:
Basic Books.
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