More than half of the women in India are married before the legal minimum age of 18. By contrast, men in the same age group get married at a median age of 23.4 years. Sixteen percent of men aged 20-49 are married by age 18 and 28 percent by age 20.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
This study on the denotified, nomadic tribes in India.
With there current culture and tradition, livelihoods about the denotified, nomadic tribe.
Also discuss about the Union Budget 2020-21.
What are problems faces by this communities?
Why are denotified tribes and nomadic tribes far away from the development even after so many years of independence.
More than half of the women in India are married before the legal minimum age of 18. By contrast, men in the same age group get married at a median age of 23.4 years. Sixteen percent of men aged 20-49 are married by age 18 and 28 percent by age 20.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
This study on the denotified, nomadic tribes in India.
With there current culture and tradition, livelihoods about the denotified, nomadic tribe.
Also discuss about the Union Budget 2020-21.
What are problems faces by this communities?
Why are denotified tribes and nomadic tribes far away from the development even after so many years of independence.
Attachment, trauma, emotional regulation in school to make sense of 'nonsensi...Helen Oakwater
Poor attachments, trauma, developmental delay can cause children act in apparently "nonsensical ways" which can make managing classrooms very tricky. Seeing childrens behaviour through the trauma lens throws new light on old issues and helps teachers manage challenging children with more empathy, compassion and effective strategies
Nirbhaya Movement and Impact of Nirbhaya schemes hemurathore1
The case of 23 years old girl-known as “Nirbhaya"
Brutally raped by six men on moving bus in Delhi on December 16,2012
Died after 13 days of this incidents
After news of gang rape spread, protest erupted in Delhi and other parts of the country
“Hang the rapists” was the vociferous cry of the Indian Media
The protest movements were lead by the commoners.
Provoked unprecedented protests in India
Harassments and violence against women and girls in India came into international spotlight
The attack sparked wide spread protests and a campaign by civil society group.
The protests against rape has become a mass movements
The Integrated Child Protection Scheme is expected to significantly contribute to the realization of Government/State responsibility for creating a system that will efficientlyand effectively protect children. It is based on cardinal principles of “protection of child rights” and “best interest of the child”. Hence, the ICPS objectives are: to contribute to the improvements in the well being of children in difficult circumstances, as well as to the reduction of vulnerabilities to situations and actions that lead to abuse, neglect,exploitation, abandonment and separation of children. These will be achieved by: (i) improved access to and quality of child protection services; (ii) raised public
awareness about the reality of child rights, situation and protection in India; (iii)clearly articulated responsibilities and enforced accountability for child protection (iv) established and functioning structures at all government levels for delivery of statutory and support services to children in difficult circumstances; (v) introduced and operational evidence based monitoring and evaluation.
Understanding the Islamic beliefs about fostering and adoption.
Simple explanations about the differences between Islamic fostering/ adoption law, and the regulations of the West.
Attachment, trauma, emotional regulation in school to make sense of 'nonsensi...Helen Oakwater
Poor attachments, trauma, developmental delay can cause children act in apparently "nonsensical ways" which can make managing classrooms very tricky. Seeing childrens behaviour through the trauma lens throws new light on old issues and helps teachers manage challenging children with more empathy, compassion and effective strategies
Nirbhaya Movement and Impact of Nirbhaya schemes hemurathore1
The case of 23 years old girl-known as “Nirbhaya"
Brutally raped by six men on moving bus in Delhi on December 16,2012
Died after 13 days of this incidents
After news of gang rape spread, protest erupted in Delhi and other parts of the country
“Hang the rapists” was the vociferous cry of the Indian Media
The protest movements were lead by the commoners.
Provoked unprecedented protests in India
Harassments and violence against women and girls in India came into international spotlight
The attack sparked wide spread protests and a campaign by civil society group.
The protests against rape has become a mass movements
The Integrated Child Protection Scheme is expected to significantly contribute to the realization of Government/State responsibility for creating a system that will efficientlyand effectively protect children. It is based on cardinal principles of “protection of child rights” and “best interest of the child”. Hence, the ICPS objectives are: to contribute to the improvements in the well being of children in difficult circumstances, as well as to the reduction of vulnerabilities to situations and actions that lead to abuse, neglect,exploitation, abandonment and separation of children. These will be achieved by: (i) improved access to and quality of child protection services; (ii) raised public
awareness about the reality of child rights, situation and protection in India; (iii)clearly articulated responsibilities and enforced accountability for child protection (iv) established and functioning structures at all government levels for delivery of statutory and support services to children in difficult circumstances; (v) introduced and operational evidence based monitoring and evaluation.
Understanding the Islamic beliefs about fostering and adoption.
Simple explanations about the differences between Islamic fostering/ adoption law, and the regulations of the West.
SlideShare now has a player specifically designed for infographics. Upload your infographics now and see them take off! Need advice on creating infographics? This presentation includes tips for producing stand-out infographics. Read more about the new SlideShare infographics player here: http://wp.me/p24NNG-2ay
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No need to wonder how the best on SlideShare do it. The Masters of SlideShare provides storytelling, design, customization and promotion tips from 13 experts of the form. Learn what it takes to master this type of content marketing yourself.
10 Ways to Win at SlideShare SEO & Presentation OptimizationOneupweb
Thank you, SlideShare, for teaching us that PowerPoint presentations don't have to be a total bore. But in order to tap SlideShare's 60 million global users, you must optimize. Here are 10 quick tips to make your next presentation highly engaging, shareable and well worth the effort.
For more content marketing tips: http://www.oneupweb.com/blog/
Are you new to SlideShare? Are you looking to fine tune your channel plan? Are you using SlideShare but are looking for ways to enhance what you're doing? How can you use SlideShare for content marketing tactics such as lead generation, calls-to-action to other pieces of your content, or thought leadership? Read more from the CMI team in their latest SlideShare presentation on SlideShare.
Each month, join us as we highlight and discuss hot topics ranging from the future of higher education to wearable technology, best productivity hacks and secrets to hiring top talent. Upload your SlideShares, and share your expertise with the world!
Not sure what to share on SlideShare?
SlideShares that inform, inspire and educate attract the most views. Beyond that, ideas for what you can upload are limitless. We’ve selected a few popular examples to get your creative juices flowing.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
Presented at WordCamp San Francisco 2013 #wcsf
P2 from Automattic is an atypical WordPress theme that works for longer posts but really lends itself to quick updates, inline commenting, and real-time communication. In this session, see how a P2-powered internal blog has improved staff communication and cohesion at UCSF Library resulting in a much better user experience for the researchers and students we support.
5 secret steps to becoming a travel virtuosoMark Crocker
What is the difference between a tourist and a traveller? A traveller has learned how to understand the stress of travel and make it work for them!
Here are the tools for you to become a Travel Virtuoso (a person highly skilled in an artistic pursuit)
Here's a quick history of Haiku Deck (www.haikudeck.com). If you feel inspired by our startup story, please consider joining our movement! Learn more about our free app (iPad and Web) for creating beautiful presentations available at www.haikudeck.com.
This assignment contains four parts that flow together and complem.docxhowardh5
This assignment contains four parts that flow together and complement one another. I've included the point value for each section. Again, the page number references are from the book, The One Page Marketing Plan. You will also find additional resources at the bottom and in the module.
1. Create your USP – 10 points. State in paragraph form why your business exists. Why should they buy your product/service and why should they buy it from you or specifically, what sets you apart from your competition?
2. Write a succinct elevator pitch (examples on p. 54 – think problem, solution, proof) - 10 points.
3. Create a Business/Company Profile - 20 Points - see links below
How to Write a Business Profile (Links to an external site.)
https://m.wikihow.com/Write-a-Business-Profile?amp=1
7 Creative Company Profile Examples (Links to an external site.)
https://blog.hubspot.com/marketing/company-profile
In addition to these two articles, I encourage you to also review company profiles of companies similar to yours to get ideas. These can be smaller, local companies.
4. Give your business or service a name. 10 points
Be sure to choose clarity over cleverness, but if you can do both, then do it. If it is an established business or franchise, write why you choose this business and if you would revise it based on
.................
Elevator Pitch ExampleElevator Pitch Examples with Chris Westfall (Links to an external site.)Links to an external site.https://www.youtube.com/watch?v=98WlZJqscVk
6 Elevator Pitches for the 21st Century –Daniel Pink6 Elevator Pitches for the 21st Century (Links to an external site.)Links to an external site.https://www.youtube.com/watch?v=XvxtC60V6kc
Make Your Pitch Perfect – Youtube video:Make your Pitch Perfect: The Elevator Pitch (Links to an external site.)Links to an external site.https://www.youtube.com/watch?v=bZTWx2bftaw
School Social Work with Grieving Children
Lisa Quinn-Lee
The purpose of the research reported in this article was to advance understanding of the
work of school social workers with grieving students. This research was aimed at answering
the following question; What are school social workers' experiences working with grieving
children? There were two steps in this study. Fifty-nine school social workers in the Twin
Cities, Minnesota, agreed to participate in the preliminary e-mail survey. Of these partici-
pants, 22 school social workers were interviewed in person for approximately 45 to 60 min-
utes. This exploratory study required an open-ended, inductive approach using qualitative
methods. Interviews were transcribed and coded. Major codes were developed using the
guided interview questions. Constant comparison was also used. The data analysis identified
four main themes in the responses; (1) harriers to helping grieving students, (2) variations on
how grief is defined, (3) social workers' preparation for dealing with grief and loss issues, and
(4) referrals of grieving students to outside re.
Pat Dolan, Professor and Carmel Devaney, Lecturer and Researcher UNESCO Child and Family Research Centre, School of Political Science and Sociology, Research and Innovation Centre, NUI Galway – Family support for families at risk, Expert Consultation on Family and Parenting Support, UNICEF Office of Research – Innocenti Florence 26-27 May 2014
Each response needs to be ½ page or more with one referenceeleanorabarrington
***Each response needs to be ½ page or more with one reference***
RESPONSE 1
Respond
to two colleagues who presented a different strength and/or solution in analyzing one of the levels of practice.
Colleague 1:
Kevin
Micro-Level
practice focuses on personal interaction with the client on an individual level or with a couple or family. The intervention of micro social work effects change on an individual basis and involves working closely with clients to support them through their challenges while maintaining the client’s self-determination (NASW, 2017).
Mezzo-Level
intervention entails bringing people together who are not as intimate as a couple or group of family members but might mutually build and benefit from this social or resource network (Holosko, Dulmus & Sowers, 2012). It might directly change the system that is affecting a client, such as a classroom or neighborhood group. Mezzo work may include group therapy counseling, self-help groups or neighborhood community associations (NASW, 2017).
Macro-Level
practice focuses on systemic issues. It might include creating and maintaining a network of service providers in order to establish a continuum of care. Macro-level intervention can intersect with the political realm by creating and lobbying for policy changes. The planning, implementation, and maintenance of social programs are also processes which macro-scale approach is applicable. Coordinating multiple services and policy work offers an opportunity to address several overlapping social problems (NASW, 2017).
Explain how you would assess Paula Cortez’s situation applying the micro-level of social work practice and specifically identify two strengths and/or solutions in this level
The student understands the essential concepts of Paula’s self-determination. Nevertheless, a micro-level approach could assist her through counseling, empathy, active listening, goal setting and building rapport with her to produce a healthy therapeutic relationship (Arendt, 2017). The directive for recognizing and focusing on Paula’s strengths is crucial to the committed client empowerment and fulfillment. Paula’s resilience was drawn from her cultural background that played a part in her independence especially from mainstream medicine. Also, Paula’s strengths were exhibited in her uniqueness in teaching herself how to paint with her non-dominant hand and her ability to gather professionals together to work with her (Cowger, 1994).
Describe how you would assess Paula Cortez’s situation applying the mezzo-level of social work practice and specifically identify two strengths and/or solutions in this level
The student would be non-judgmental and resourceful and use the mezzo-level approach when it comes to connecting Paula with the right referrals to assist her with preparation for the pregnancy (Plummer, Makris & Brocksen, 2014).The psychiatrist also was a supportive example of a mezzo interaction regarding Paula’s well-being during her pr ...
April 23 Wellness Strategies, Burnout Prevention & Mindfulness-Part 2MFLNFamilyDevelopmnt
This 2 hour webinar will explore not only current research findings linked to wellness and mindfulness but also how mental health clinicians and those in helping professional roles can utilize this information to implement preventative and restorative practices in their work and personal lives. The presentation will also include practical examples that individuals can provide to families dealing with stress, anxiety and other difficulties that can provide barriers to wellness.
EDU 5200, Building Professional and Community RelatiEvonCanales257
EDU 5200, Building Professional and Community Relationships 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
1. Analyze issues within their local communities
1.1 Investigate and uncover general issues impacting education within the educational setting and
the larger community.
4. Construct systemic steps to help individuals adapt to change.
4.1 Discuss ways you can accommodate the needs of your staff and faculty during the process of
change.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit Lesson
Chapter 5, pp. 74–88
Unit II Compare/Contrast Essay
4.1
Unit Lesson
Chapter 6, pp. 90–102
Unit II Essay
Required Unit Resources
Chapter 5: Building Relationships With Your Internal Publics, pp. 74–88
Chapter 6: Embracing Your External Publics, pp. 90–102
Unit Lesson
What will it look like? That is a tough question. Let’s not put the cart before the horse. Take a step back for a
moment. In Unit I, we brought into the conversation research by Glickman, Fullan, Epstein et al., Sergiovanni,
and your textbook author, Fiore. In Unit II, we will explore three huge topics: change, motivation, and process.
One of the constants in education is change. We are all products of our environment and upbringing. Those
who have gone before us have impacted who we are and how we view the world. The transformation is a
slow process. When we view systems holistically, we can see the changes that have taken place, and, more
often than not, we can trace the steps that took place to get us to this point in time. Despite everyone
understanding that change takes place, this does not imply we like the change process. The vast majority of
us resist change. Later in this unit lesson, we will discuss the start of a process to build relationships internally
and externally. The key to this process and the acceptance of change is keeping it simple. Henry W adsworth
Longfellow (as cited in Mycoskie, 2011) stated, “In character, in manner, in style, in all things, the supreme
excellence is simplicity” (p. 97). With Longfellow’s comments tucked away in our brain, we will seek simplicity
encased in quality as we move forward as teacher leaders.
UNIT II STUDY GUIDE
What Will It Look Like?
EDU 5200, Building Professional and Community Relationships 2
UNIT x STUDY GUIDE
Title
Let’s start with some assumptions. Let’s assume “most schools and classrooms operated on the reward or
punishment model, and use stimulus-response, behavior modification, or assertive discipline techniques”
(Sullo, 2007, p. 5). For over a century and a half, many educators have (and some still do) assumed human
behavior is a result of some environmental factors, and most of those are out of our control as educators. If
that were the case, then educators could count on extrinsic rewards to get learners, regardless of age, to
comply. Veteran educators and admi ...
This presentation was held in International Week of Satakunta University of Applied Sciences (SAMK, Pori, Finland), Intensive International Pilot Course on Parenting. It was based on comparative co-learning. Participants from ZUYD University of Applied Sciences (The Netherlands) and HOWEST University of Applied Sciences (Belgium)
This presentations was held in International week of Satakunta University of Applied Sciences (SAMK), Intensive International Pilot Course on Parenting, which was based on comparative learning. Participants from Zuyd University of Applied Sciences (The Netherlands) and HOWEST University of Applied Sciences (Belgium).
Task Groups in the School SettingPromoting Children’s Socia.docxjosies1
Task Groups in the School Setting:
Promoting Children’s Social and
Emotional Learning
Patricia Van Velsor
San Francisco State University
Through social and emotional learning (SEL), individuals develop skill in
negotiating relationships successfully and expressing emotions appropriately.
The socially and emotionally intelligent child reaps benefits in school and later
life. Counselors are best qualified to promote children’s SEL and the task group
in the classroom provides an excellent opportunity for them to do so. In the task
group, students can learn and practice crucial skills in vivo while they work
together to complete a task. The counselor’s strategic attention to promoting task
completion while facilitating SEL can serve to highlight the benefits of group work
in the school learning environment.
Keywords: schools; social and emotional learning; task groups
Because humans are social beings, they spend a great deal of time
interacting with others and much of that interaction takes place in
groups. As Sonstegard and Bitter (1998) so aptly stated, ‘‘to be human
is to ‘live’ in groups’’ (p. 251). The group (e.g., family, peer) serves as
the ‘‘primary socializing influence’’ in children’s development (Kulic,
Horne, & Dagley, 2004) and the nature of the social environment in
those groups leads children down a path toward either prosocial or
antisocial behavior and beliefs (Hawkins, Smith, & Catalano, 2004).
Children develop social skills and prosocial behaviors through
social and emotional learning (SEL). Although there are various defi-
nitions of SEL, Zins, Bloodworth, Weissberg and Walberg (2007)
define it succinctly as ‘‘the process through which children enhance
their ability to integrate thinking, feeling, and behaving to achieve
important life tasks’’ (p. 6). Five competency areas—self-awareness,
self-management, social awareness, relationship skills, and responsible
Patricia Van Velsor, Ph.D., is an assistant professor in the Department of Counseling at
San Francisco State University. Correspondence concerning this article should be
addressed to Patricia Van Velsor, Department of Counseling, San Francisco State
University, BH 524, 1600 Holloway Avenue, San Francisco, CA 94132. E-mail:
[email protected]
THE JOURNAL FOR SPECIALISTS IN GROUP WORK, Vol. 34 No. 3, September 2009, 276–292
DOI: 10.1080/01933920903033495
# 2009 ASGW
276
decision-making—are basic to negotiating school, work, and life
responsibilities effectively (Collaborative for Academic, Social, and
Emotional Learning, 2000–2009).
Social and emotional intelligence, acquired through SEL, has been
associated with various positive outcomes in school and life. A socially
and emotionally intelligent child is less likely to develop aggressive-
ness, depression, and=or violent behaviors (Poulou, 2005). Children
who develop social and emotional intelligence are also more resistant
to difficulties related to drugs, teen pregnancy, and gangs (Elias et al.,
1997). Moreo.
Who helps the people in the helping professionals manage their stress?? This important workshop was presented at the LiveOn NY's 26th Annual Conference on "The Transformation of Aging". It covers the types of stress (physical and mental) encountered in the workplace. It gives specific assessment tools to help you see how "stressed out" you are, covers "compassion fatigue" and helps you see your personal risk factors contributing to your stress. But, don't fear - the presentation also focuses on self-care; what you can do for yourself to make things better. Bottom line - strengths to combat this stress come from identifying the stress and acting to manage it. And, it ends with extremely practical solutions on things you can do - even if you only have two minutes to relieve your stress!
This is case study of Head Master of Government Sanskrit school. Padihara, Rajasthan. This is based on my observation during working with him one last year till the date. There are some key findings how they effects student and self growth.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
3. The Impact of Setting and Service
A Family’s Fear of Invasive Practice: Subverting the Contract
- The work must be guided by the specific agency function (Shulman, 2015).
- Fear of subversion causes clients to be defensive and resistant in early
sessions (Shulman 2015).
- The worker’s subversion can cause them to ignore the original issue that
brought them to the family (Shulman, 2015).
4. The Impact of Setting and Service
Rural Areas and Limited Service
- Where few services are available, workers may often have to take on more
roles (Shulman, 2015).
- While trying to provide all services to all clients, workers may become less
effective on their main responsibilities (Shulman, 2015).
- Social workers should try to work with colleagues, the political system, and
community leadership in order to establish new agencies and services to
meet the needs of the community (Shulman, 2015).
5. The Child Welfare Setting
Work With Foster Parents
- In the FY of 2015, 427,910 kids were in the foster care system (AFCARS,
2015).
- Both the worker and the alternative caregiver often misunderstand what the
role of social worker really is (Shulman, 2015).
- Social workers and foster parents should act as collaborators to help the
child (Shulman, 2015).
6. The Child Welfare Setting
Work With Foster Parents
- Social workers play an important role
within the family by becoming the mediator
between the foster parent, the child, the
birth family, the agency, and other
systems within the community (Shulman,
2015).
Photo retrieved from: https://ccainstituteblog.org/2011/03/21/social-workers-make-a-difference/
7. The Child Welfare Setting
Potential Problem Areas in Work With Foster Parents
- Foster families may feel unappreciated when the agency makes decisions
without consulting them (Shulman, 2015).
- Difficult foster children can raise problems between family members of the
home they were placed in (Shulman, 2015).
- The child may have unrealistic expectations for a return home, or may feel
anger and rejection with the birth parents (Shulman, 2015).
8. The Child Welfare Setting
Work With Children in Residential Care
- Children in residential care are often physically and emotionally cut off from
their family of origin (Shulman, 2015).
- Key treatment is contact with the people who become responsible for the
residents (Shulman, 2015).
- Staff members serve as substitute parents for those in the care of the facility
(Shulman, 2015).
9. The Child Welfare Setting
Work With Children in Residential Care (Cont.)
- Staff must understand that acting out behavior is typically used as a form of
communication by the residents in residential care (Shulman, 2015)
- Residents who were severely abused may become predators themselves
and may exploit younger or weaker residents (Shulman, 2015).
10. The Child Welfare Setting
Work With Teen Parents and Their Family of Origin
- Children having children is a growing problem
in North American society (Shulman, 2015).
- In the United States, 249,078 babies were
born to mothers between the ages of 15-19
(Hamilton et.al., 2015).
- The welfare agency often helps teens who are
struggling to meet their own needs while
simultaneously trying to meet the needs of
their child as well (Shulman, 2015). Image retrieved from: http://lionheart.org/youth/
11. Family Practice in the School Setting
- School settings are often mistaken as a
place to provide mental health services,
but they are supposed to focus on the
educational missions of the school
(Shulman, 2015).
- Students may use this resource to to
reach out for help with his or her education
(Shulman, 2015).
- This relationship can be complicated by
other obstacles that the student is facing
at the time including the family, the
community, the staff, etc. (Shulman,
2015).
Image retrieved from: http://fxgallery.com/everything-elementary-school-
counseling.html
12. Work With a Single-Parent Family
- Single parents can feel a lot of relief from having a professional around to
discuss their child’s development with (Shulman, 2015).
- Single parents face many of the same challenges that two parent families
face, but they have to deal with these issues on their own (Shulman, 2015).
- Single parents face many issues involving housing, loss or lack of friends,
and on-going relations with their ex-spouse (Shulman, 2015).
13. Practice With Armed Forces Families:
On Base, Predeployment, & Postdeployment
- Helpers focus on three developmental
stages including preparation for
separation, separation, and reunion
(Shulman, 2015).
- During preparation for separation, the
family expresses any fears they may have
and get help with responding to indirect
cues from the children (Shulman, 2015).
- During preparation for separation, the
family also explores and prepares for
uncertainties (Shulman, 2015). Photo retrieved from:
http://acidcow.com/pics/38550-great-pictures-
of-military-families-reunited-21.html
14. Practice With Armed Forces Families:
On Base, Predeployment, & Postdeployment
- During the separation phase, a balance of of communication must be
reached in order to avoid anxiety or distraction between the family and the
deployed soldier (Shulman, 2015).
- Reunion occurs as the family begins to prepares to be reunited.
- Problems arise in this stage because the deployed family member expects
the family to still be functioning in the same way, which is rarely the case
(Shulman, 2015).
15. Practice With Armed Forces Families:
On Base, Predeployment, & Postdeployment
- Service members and their families may build a wall of denial and may not
seek help when they need it (Shulman, 2015).
- Stress from the deployment process can cause an increased risk in child
abuse, substance abuse, and domestic violence (Shulman, 2015).
16. Chapter 9 Summary
- Family social work centers around agency mandates in order to focus on
specific problems.
- Family work can occur in many different settings.
- Within family social work helpers may come into contact with many different
types of families including single parent homes and military families.
18. What is Mutual Aid?
- Within this helping system, the group
members need each other, as well as their
leader and this builds multiple helping
relationships (Shulman, 2015).
- Members must overcome their previous
stereotypes about people, the group, and
the process in order for the group to be
successful (Shulman, 2015).
Photo retrieved from: http://www.clearviewclinicsa.co.za/addiction-group-
therapy/
19. Mutual Aid in Group Therapy
https://www.youtube.com/watch?v=nKmbV1bZk_w
20. The Dynamics of Mutual Aid
Sharing Data
- Sharing data is one of the easiest and most important ways that the group
can help each other (Shulman, 2015).
- Group members can each contribute a new and unique perspective to the
pool of knowledge in order to help each other.
21. The Dynamics of Mutual Aid
The Dialectical Process
- Debates can take place as each member of the group introduces a new
idea or opinion (Shulman, 2015).
- The group is a place where the members’ views can be challenged or where
they can possibly be changed by other members (Shulman, 2015).
- Confrontation is an important part of mutual aid and it can be used as a
learning tool (Shulman, 2015).
22. The Dynamics of Mutual Aid
Discussing a Taboo Area
- One job of the group leader is to develop new norms and to possibly
challenge some taboo areas in order for the group to be more effective
(Shulman, 2015).
- Each member will experience the urgency and the power of the taboo
differently, but as the work proceeds, the group will become more
comfortable (Shulman, 2015).
23. The Dynamics of Mutual Aid
The “All-in-the-Same-Boat” Phenomenon
- Members discover the reassuring fact that they are not alone in their
feelings (Shulman, 2015).
- Guilty feeling can be eased and self-destructive cycles can be broken once
members realize that others have the same concerns and that their thoughts
are shared by others (Shulman, 2015).
- When people here stories and worries similar to their own they feel that they
are, “all-in-the-same-boat.”
24. The Dynamics of Mutual Aid
Developing a Universal Perspective
-Similar to the All-in-the-Same-Boat Phenomenon
-Where a group of people with common experiences meet and share those
experiences with one another (Shulman, 2015).
-Having a group of people with all common experiences makes it easier to share
their experiences (Shulman, 2015).
25. The Dynamics of Mutual Aid
Mutual Support
-People who are sharing their common experiences get the empathy they feel
themselves, from others, since they have had those experiences or are having
those experiences as well (Shulman, 2015).
-There is often a set of mood that is set from the group leader (Shulman, 2015).
-People who share their experiences with a group who has common experiences
will be better understood (Shulman, 2015).
Image retrieved from:
http://globalharvest.asia/partnership
26. The Dynamics of Mutual Aid
Individual Problem Solving
-An individual often brings a problem to group counseling for more help
(Shulman, 2015).
-Emotion focused therapy is beneficial for individual problem solving (Greenberg,
2017)
-This benefits the other group members as well because then they can use their
thoughts and the other group members thoughts for when they come across a
similar problem and resolve their problem individually, this is known as, “self-
help” (Shulman, 2015).
27. The Dynamics of Mutual Aid
Rehearsal
-To help solve a problem/issue that a group member is uncertain of how to solve
it, it is important to practice or “rehearse” (Shulman, 2015).
-A group leader will pretend to be the person causing the problem, and the group
member who is having the problem will be themself and practice what she
should say and all of the other group members will give their feedback on how it
sounds (Shulman, 2015).
28. The Dynamics of Mutual Aid
The “Strength-in-Numbers” Phenomenon
-Sometimes us humans find it easier to discuss experiences in a group rather
than just individually (Shulman, 2015).
-When we discuss our problems with other people with similar problems we then
don’t feel like we are inferior. We feel like we are being more encouraged with
our feelings because they feel the same way (Shulman, 2015).
29. The Dynamics of Mutual Aid
Summary of the Dynamics of Mutual Aid
-Although there are group sessions listed, Lawrence suggests that group
processes are not always the best method (Shulman, 2015).
-Most people choose group methods to get more comfort when discussing their
problems (Shulman, 2015).
-Lawrence suggests that it is important to have individual and group counseling
available that way people are getting both of the experiences (Shulman, 2015).
30. Obstacles to Mutual Aid
Identifying the Common Ground
- When a group is listening and relating, each member can also find how they
can learn from it (Shulman, 2015).
-When a group is listening to give their feedback they learn that they can
grow from their own feedback for their own situations (Shulman, 2015).
-For example: While I am listening to others and giving my feedback, by sharing
my feelings I can learn how I can use those same skills some day for my own
relationships I have. Image retrieved from:
https://www.linkedin.com/pulse/helpful-
tips-collaboration-group-work-guillermo-
florido
31. Obstacles to Mutual Aid
The Complexity of the Group-as-a-Whole
-Getting group members to work as a whole is not an easy task.
-There are lots of roles that can be assigned to each member of the group to
make the project much easier (Shulman, 2015).
-When assigning roles to each member it is important to know what skills each
individual is strong at therefore, the job will get done with higher standards
(Shulman, 2015).
32. Example of what you do want your
group to look like →
Example of what you do not want
your group to look like ←
Image retrieved from: https://www.theodysseyonline.com/7-kinds-of-
group-members-in-class-project
Image retrieved from: http://ethicalresponsibility.blogspot.com/
Complexity to a group-as-a-whole
(Cont.)
33. Obstacles to Mutual Aid
Difficulty to Open Communications in Taboo Areas
-We, as individual humans, are all different.
-There are limits that need to be made at some point so we can form a “culture
of work” (Shulman, 2015).
-According to the text, forming a “culture of work” will help members
communicate easily with one another (Shulman, 2015).
*Here is a video to show how sometimes there are simple things us Americans
do that can offend other countries: https://www.youtube.com/watch?v=UTE0G9amZNk
34. The Role of Group Leader
-The biggest goal of a group leader is to let all members of the
group know what is going on (Shulman, 2015).
-If one group member strongly disagrees with something that the group is doing,
take it to the group leader and it is then their job to let the rest of the members know so it can get
resolved.
- Another role of the leader is knowing how to read each of your members
(Shulman, 2015).
- If the leader feels like a member of the group is having an “off” day is it their job
to ask them what is going on and to then help them by listening and comforting
them (Shulman, 2015).
Image retrieved from:
http://www.clipartguide.com/_pages/
0511-1105-1820-1535.html
35. Preparing for Group Practice
-You have your group members name so now what?
-Reaching out to all of the group members.
-Finding a time or place to meet with those group members.
-Discussing what all needs to be brought to the
table when meeting.
Image retrieved from:
https://www.roberthalf.com/creativegroup/need-
work/career-resources/preparing-for-a-job-
interview/7-essential-tips-on-preparing-for-an-
interview
36. Engaging Other Professionals in Developing the
Group
-It is important to first recognize what institution is being dealt with to assign a
group to an appropriate institution topic (Shulman, 2015).
-If no time is taken to discuss certain skills that each group member obtains, then
the group might be setting themselves up for failure (Shulman, 2015).
Image retrieved from:
https://www.pinterest.com/shellso
werby/seal-phsce/
37. Engaging Other Professionals in Developing the
Group
Achieving Consensus on the Service
-Throughout a group, many ideas are going to be tossed
around and it is important for everyone in the group to give
their feedback (Shulman, 2015).
-Some ideas might cause problems for other ‘parts’ of the project (Shulman,
2015).
-Therefore, if an idea is brought up and a group member decides that will be a
problem for their certain part it is important for that group member to step up and
say something (Shulman, 2015).
Image retrieved from:
http://www.123rf.com/photo_11079356_
businesswoman-idea-leader-around-
lead-problem-group.html
38. Engaging Other Professionals in Developing the
Group
Identifying Group Type and Structure
-Identify length of time group will be meeting, or is group an open-ended group
without a set membership (Shulman, 2015).
-Identify commonalities in membership. Ie. Race, ethnicity, age, similar crisis, or
perhaps a community centered type group (Shulman, 2015).
-Schedules and structure of group should be tailored to the needs of the
particular group members (Shulman, 2015).
39. Engaging Other Professionals in Developing the
Group
Group Versus Individual Counseling
- Rather than competing between one-on-one vs group settings, it is
important to recognize and utilize the value of each approach (Shulman,
2015).
- Maintain cooperative communication between session leaders for the
benefit of the client rather than the professional (Shulman, 2015).
- Each setting has strengths and weaknesses, but they can be married
together into a viable client-centered approach that meets the individual’s
needs (Shulman, 2015).
40. Engaging Other Professional in Developing the
Group
Agency or Setting Support for Groups
-Some groups may need additional services such as publicity, transportation,
refreshments, or perhaps staffing and child care (Shulman, 2015).
-Setting Support Agencies can help professionals (Shulman, 2015).
-Care must be taken that groups are not formed simply to see more clients per
hour, or take advantage of ‘hobby’ group leaders (Shulman, 2015).
41. Group Composition, Timing, & Structure
-There are several resources on group sizing and composition, but the rules and
formulas appear to differ by the needs / age / focus of the group. There are no
hard and fast rules on composition, timing, or structure (Shulman, 2015).
-The group leader should consider the focus of the group and limit membership
accordingly. If a lecture-style, then higher members are reasonable, but if
members are to communicate on a deep level, then few members is reasonable,
rr a mixture of, if the lecture that later breaks down into small group discussions
(Shulman, 2015).
-The needs of the leader, members, and venue often dictate timing and structure
(Shulman, 2015).
42. Group Composition, Timing, & Structure
Group Member Selection
-It is essential to have common ground between group members’ individual
needs and the purpose of the group as a whole (Shulman, 2015).
-Group members should feel a personal sense of urgency that connects them to
the cause of the group. Examples of this include marriage restoration, dealing
with AIDS, early substance abuse recovery, etc (Shulman, 2015).
-Group leaders should consider the impact that different factors will have on the
cohesiveness of the group, such as gender, age, race, ethnicity, and language,
among others (Shulman, 2015).
43. Group Composition, Timing, & Structure
Group Timing
-Time related factors to consider when
organizing a group include: how often a group
will meet, how long the meetings will last, and
how many weeks/months group will meet
(Shulman, 2015).
Image Retrieved From http://thelifeofpsi.com/category/philosophy-of-time/
44. Group Composition, Timing, & Structure
Group Structure, Setting, and Rules
-Take into account the meeting place when establishing a group, especially
regarding ease of access and privacy issues (Shulman, 2015).
-Rooms should be able to accommodate seating in a circle or semicircle. Any
work with children should be done in a child-safe area (Shulman, 2015).
- Establish rules of behavior for the group in terms of attendance or “acting out”
with other group members (Shulman, 2015).
45. Interviewing Prospective Members
Most group counseling practices involve outreach to recruit members.
Prospective members may be found as a result of posters, letters, newspaper
stories, or other means of advertising the group. Other clients may be referred by
colleagues (Shulman, 2015).
Image retrieved from: http://www.agpa.org/cgp-certification/
46. Interviewing Prospective Members
Strategizing for Effective Referrals
-In order to maximize the effectiveness of referrals from colleagues, it is often
helpful to conduct a tuning-in session. This allows group leaders to address any
concerns that clients may have about joining a group and role-play strategies to
best address these concerns. For example, for a group aimed at helping men
who physically abuse their partners, it may be difficult to recruit members without
triggering anger and defensiveness. Honest discussion and role-playing can
help uncover issues and develop more productive strategies (Shulman, 2015).
47. Interviewing Prospective Members
Group Leader Skills in the Initial Interviews
-Group leaders will often interview members in order to describe what the group
has to offer and to determine what the client needs. During these interviews, the
leader uses the skills of clarifying purpose, clarifying role, and reaching for
feedback (Shulman, 2015).
Image retrieved from:
https://aircto.com/blog/an-expert-interview-doesnt-happen-all-the-time/
48. Interviewing Prospective Members
Screening Criteria for Group Practice
-Some individuals may meet the general criteria of group in terms of age,
gender, and so on, but still not be a good candidate for group practice. Leaders
should use screening criteria during the initial interview to help them decide
whether to include particular individuals (Shulman, 2015).
-”Highly cohesive groups have a better overall outcome than group with low
esprit de corps,” (Yalom & Lesczc, 2005).
49. Ethical Issues in Group Practice
Certain ethical issues should be addressed when meeting clients in a group
setting. In particular, the leader should clarify the guarantees and limits of
confidentiality in scenarios where other clients are involved (Shulman, 2015).
Image retrieved from: http://overflowlegalnetwork.com/ outsourcing-
contract-attorney-duty-confidentiality-ethical-series-part-5/
50. Ethical Issues in Group Practice
Guidelines for Practice in Group Work
- Group leaders should address the consequences of intentionally breaching
confidentiality on the part of the group members. The group itself should discuss
the issue and develop appropriate ground rules. Some of the complex issues
involving confidentiality in the group context arise when group members disclose
information about criminal activities or abuse (Shulman, 2015).
- A recent study illustrated this difficult situation. It found that 63.1% of
counselors felt that it is unethical to guarantee confidentiality for group members
(Neukrug & Milliken, 2011).
51. Ethical Issues in Group Practice
Confidentiality and Group Counseling: Unique Dilemmas
Most states classify group members as “third parties,” meaning that they are not
bound by the same privacy laws that protect a client in individual counseling.
Group members may be required to testify in legal proceedings if allegations
should arise. Because of this, the informed consent of all group members is
especially important (Shulman, 2015).
Image retrieved from:
https://www.hsj.co.uk/topics/technology-and-
innovation/social-media-protecting-
patient-
confidentiality/5061216.article
52. Chapter 10 Summary
- Group members can help each other through mutual aid (Shulman, 2015).
- There are three major obstacles to the mutual-aid process. These are:
difficulty in identifying common ground, tasks to develop a positive group
culture, and the difficulty of open communication (Shulman, 2015).
- Counselors need to employ their training to deal with the difficulty of
establishing working relationships with colleagues to develop the group.
53. Chapter 10 Summary (Cont.)
- Issues of composition, timing, and structure should also be considered.
Care and attention should also be taken in recruiting group members
(Shulman, 2015).
- Unique ethical and legal issues arise in group counseling settings (Shulman,
2015).
54. References
Adoption and Foster Analysis and Reporting Center. (2016). Preliminary estimates for FY 2015 as of June 2016 (23) 1-6.
Greenberg, Leslie S. (2017). Emotion-Focused Therapy (Revised ed.). Washington D.C.
Hamilton, B.E., Martin, J.A., & Osterman, M.J.K. et.al. (2015). Births: Final data for 2014. National Vital Statistics Reports, 4(12). 1-64
Neukrug, E. S., & Milliken, T. (2011). Counselors' Perceptions of Ethical Behaviors. Journal of Counseling & Development,89(2), 206-216.
Shulman, L. (2015). The skills of helping individuals, families, groups, and Communities (8th ed.). United States of America: Cengage
Learning.
What to expect from group therapy [Video file]. Retrieved from https://www.youtube.com/watch?v=nKmbV1bZk_w
10 surprising ways to offend people in other countries [video file]. Retrieved from https://www.youtube.com/watch?v=UTE0G9amZNk
Yalom I.D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.) New York: Basic Books