This document proposes an 8-session treatment group for MSW students at the University of Montana called the Agency of Associated MSW Students (AAMSWS). The goal is to educate students on self-care to prevent compassion fatigue, secondary traumatic stress, and burnout. Six MSW students were selected to participate based on their enrollment in a required course. The sessions will use various therapeutic approaches and provide skills practice, education, and mutual support for managing stress.
This document outlines principles for social caseworkers to follow when working with clients. It discusses the importance of the worker being sensitive to the client's feelings by making an effort to understand them. Feelings can be expressed verbally or nonverbally. The document provides 7 steps for workers to identify a client's feelings, reflect them back, and validate the feelings without judgment. Finally, it notes the worker should provide purposeful and appropriate verbal or nonverbal responses while maintaining controlled involvement through self-discipline.
This document discusses social work practice with groups. It notes that human beings are dependent on interactions and groups can enhance learning and address physical/mental illnesses caused by social/emotional issues. Group work aims to accomplish goals through personal and social growth. Different models of group work are described including goals focused on social issues, clinical/remedial issues, and both individual/societal issues. Factors like group size, rules, open/closed membership, and time limits are reviewed in structuring effective groups.
The document discusses several fields of social work including generalist social work, approaches like micro, mezzo and macro, essential elements of social work practice, and dynamics of planned change. It also covers specific fields like child welfare and legal guardianship. For child welfare, it describes the focus on strengthening family relationships and supplemental services for at-risk children. It outlines social work activities in child welfare settings and policies from Ra 8552 regarding adoption and case studies. For legal guardianship, it discusses the process of appointing a guardian to provide substitute parental care for a minor.
Social work practice with individuals.ppt (1)saniladappatt
Social work with individuals is a key part of generalist social work practice. Social casework aims to help individuals solve problems through a relationship that taps personal resources. Various methods have been used in casework over time, including psychosocial, functional, problem-solving, behavioral, and task-centered approaches. Current trends favor a selective eclectic approach that is empirically grounded and solution-focused.
This document discusses program media, which are programs that can enhance group relationships and address members' needs and issues. The key points are:
1) Program media includes activities like games, drama, arts and crafts, music, and talks that allow members to work through feelings and problems.
2) The group worker's roles include helping plan programs based on member needs, sparking interest, and ensuring effective use of resources.
3) Effective program planning principles include addressing member interests/factors, providing voluntary and engaging experiences, and flexibility to satisfy a variety of needs.
This document provides an overview of assessment in social work. It defines assessment as the process of gathering and analyzing information about individuals to understand their situation and determine recommendations. The document discusses the significance and critical role of assessment, noting that accurate assessment is fundamental to determining goals and interventions. It also summarizes different definitions of assessment and factors that should be addressed, such as problems, strengths, resources, and causes. The document frames assessment as an ongoing process as new information emerges throughout a case.
Stages of group development in social group work by Md HabeebShaikh Farooqui
The document describes a five-stage group development model:
1) Forming - Members learn about each other and the task. Problems can include unclear objectives and low morale.
2) Storming - Members engage in arguments about structure and struggle for status. Problems include lack of cohesion and anger.
3) Norming - Relationships become close and cohesive. Problems can include fear of disbanding and resistance to change.
4) Performance - The team reaches an optimal level of performance. Problems include becoming too social and losing focus on tasks.
5) Adjourning - Members disband after tasks are finished. Problems include feeling depressed over lost friendships.
This document provides an overview of several theories and approaches in social work case management practice, including psychosocial approach, functional approach, crisis intervention theory, and behavior modification. It describes the key principles, objectives, stages, and targets of each approach. The psychosocial approach emphasizes attention to both interpersonal relationships and personality systems. The functional approach focuses on understanding the client's situation and using agency functions and processes to facilitate change. Crisis intervention theory aims to restore functioning and coping capacity during times of stress.
This document outlines principles for social caseworkers to follow when working with clients. It discusses the importance of the worker being sensitive to the client's feelings by making an effort to understand them. Feelings can be expressed verbally or nonverbally. The document provides 7 steps for workers to identify a client's feelings, reflect them back, and validate the feelings without judgment. Finally, it notes the worker should provide purposeful and appropriate verbal or nonverbal responses while maintaining controlled involvement through self-discipline.
This document discusses social work practice with groups. It notes that human beings are dependent on interactions and groups can enhance learning and address physical/mental illnesses caused by social/emotional issues. Group work aims to accomplish goals through personal and social growth. Different models of group work are described including goals focused on social issues, clinical/remedial issues, and both individual/societal issues. Factors like group size, rules, open/closed membership, and time limits are reviewed in structuring effective groups.
The document discusses several fields of social work including generalist social work, approaches like micro, mezzo and macro, essential elements of social work practice, and dynamics of planned change. It also covers specific fields like child welfare and legal guardianship. For child welfare, it describes the focus on strengthening family relationships and supplemental services for at-risk children. It outlines social work activities in child welfare settings and policies from Ra 8552 regarding adoption and case studies. For legal guardianship, it discusses the process of appointing a guardian to provide substitute parental care for a minor.
Social work practice with individuals.ppt (1)saniladappatt
Social work with individuals is a key part of generalist social work practice. Social casework aims to help individuals solve problems through a relationship that taps personal resources. Various methods have been used in casework over time, including psychosocial, functional, problem-solving, behavioral, and task-centered approaches. Current trends favor a selective eclectic approach that is empirically grounded and solution-focused.
This document discusses program media, which are programs that can enhance group relationships and address members' needs and issues. The key points are:
1) Program media includes activities like games, drama, arts and crafts, music, and talks that allow members to work through feelings and problems.
2) The group worker's roles include helping plan programs based on member needs, sparking interest, and ensuring effective use of resources.
3) Effective program planning principles include addressing member interests/factors, providing voluntary and engaging experiences, and flexibility to satisfy a variety of needs.
This document provides an overview of assessment in social work. It defines assessment as the process of gathering and analyzing information about individuals to understand their situation and determine recommendations. The document discusses the significance and critical role of assessment, noting that accurate assessment is fundamental to determining goals and interventions. It also summarizes different definitions of assessment and factors that should be addressed, such as problems, strengths, resources, and causes. The document frames assessment as an ongoing process as new information emerges throughout a case.
Stages of group development in social group work by Md HabeebShaikh Farooqui
The document describes a five-stage group development model:
1) Forming - Members learn about each other and the task. Problems can include unclear objectives and low morale.
2) Storming - Members engage in arguments about structure and struggle for status. Problems include lack of cohesion and anger.
3) Norming - Relationships become close and cohesive. Problems can include fear of disbanding and resistance to change.
4) Performance - The team reaches an optimal level of performance. Problems include becoming too social and losing focus on tasks.
5) Adjourning - Members disband after tasks are finished. Problems include feeling depressed over lost friendships.
This document provides an overview of several theories and approaches in social work case management practice, including psychosocial approach, functional approach, crisis intervention theory, and behavior modification. It describes the key principles, objectives, stages, and targets of each approach. The psychosocial approach emphasizes attention to both interpersonal relationships and personality systems. The functional approach focuses on understanding the client's situation and using agency functions and processes to facilitate change. Crisis intervention theory aims to restore functioning and coping capacity during times of stress.
This document discusses the intake and engagement process in social work. It outlines the goals of building rapport and developing a connection with clients. The intake process involves introducing oneself, explaining confidentiality and services, and gathering basic information. This information is used to inform the assessment. Developing empathy, understanding the client's perspective, and avoiding countertransference are important for engagement. The overall goal is to improve client well-being through a helping relationship.
This document provides guidance on starting and maintaining a support group. It discusses defining the key issue and purpose of the group, finding members, holding initial meetings, establishing structures and rules, and ongoing evaluation. Maintaining the group over time requires promoting the group, managing membership, administration, finances, and potentially incorporating as a legal entity. Securing funding can help support ongoing activities. The document offers a comprehensive overview to establishing and sustaining a successful support group.
Social work practice with individuals.ppt (1)saniladappatt
Social work with individuals is a key part of generalist social work practice. Social casework aims to help individuals solve problems through a relationship that taps personal resources. Various methods have been used in casework over time, including psychosocial, functional, problem-solving, behavioral, and task-centered approaches. Current trends favor a selective eclectic approach that is empirically grounded and solution-focused.
This document discusses social work theory and generalist practice. It covers several key topics:
1) Social work practice is informed by theories that help practitioners decide how to choose between alternative actions. Different perspectives in social work lead to disagreements about the definition of social work.
2) Social work can be viewed as a social construction, with reality and knowledge guided by social processes and conventions. Understanding social work is a circular and shifting process.
3) Generalist practice applies an eclectic knowledge base and skills across micro, mezzo, and macro levels of service to empower clients and promote critical thinking. The strengths perspective focuses on clients' capabilities rather than problems.
4) Planned change involves developing
MODELS IN SOCIAL GROUP WORK , BY ARSHIL PC ,DEPARTMENT OF SOCIAL WORK, CENTR...Arshu Pc
MODELS IN SOCIAL GROUP WORK IS THE IMPORTANT PART OF SOCIAL GROUP WORK. IT ALSO EXPLAINS THE FEATURES AND THE ROLE OF A SOCIAL WORKER IN DIFFERENT MODELS.
The presentation dealt with the introduction, meaning, definition, purpose, values, assumptions and ethical principles of social casework.
Historical development of casework
The presentation looks into the aspect of doing group work with women. The things explained in here are that of the objectives of group work with women, its formation stages etc..
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
The document outlines a workshop on incorporating a gender perspective in the workplace, including defining key terms like sex, gender, gender sensitivity, and gender mainstreaming. It discusses concepts of gender socialization and the different roles of men and women. The workshop aims to provide insights into approaching gender equality and assessing organizational performance on gender issues.
This document provides a summary of a family assessment conducted by Gayatri Ist M.Phil PSW at NIMHANS. It includes details on the family's socio-demographic background, constellation, genogram, communication patterns, roles, boundaries, development stage, and coping strategies. The genogram maps out family relationships and traits using standardized symbols to identify patterns influencing a patient's mental state. Overall, the assessment comprehensively examines the family's structure, dynamics, and support systems.
The ecological perspective is an approach to social work practice that addresses the complex transactions between people and their environment. A broad frame work that synthesizes ideas from a number of human behavior and social work practice theories, the ecological perspective offers a rich, eclectic social work knowledge and practice base.
The document discusses trauma informed care and the social-ecological model of trauma. It explains that trauma can impact individuals on multiple levels - individual, interpersonal, community/organizational, societal, and cultural/developmental factors. Trauma is influenced by gender, age, race/ethnicity, sexual orientation, homelessness and other demographic factors. The effects of trauma can include emotional, physical, cognitive, and behavioral reactions both immediately and delayed. The document also discusses secondary traumatization, screening tools, co-occurring disorders with substance use, combat stress reaction, and strategies for recovery coaches.
A substance abuse social worker helps individuals overcome their substance abuse by counseling them, and helping them find additional services and resources
This presentation is an overview of multisystemic family therapy which is an approach to work with children and families where the system in which families live their lives is the target of intervention. Thus, professionals operate within the various ecologies in which families live their lives. There are multiple evaluations of this approach, and in general when implemented accurately has good outcomes.
Group work is a primary method in social work that develops constructive relationships through group activities. It can help address stress faced by children from various sources like academic difficulties, relationships, and school policies. Stress left unattended can lead to mental health issues and dropping out. Group work provides an effective way to deal with stress and offer guidance through education and support outside the formal classroom. It helps with issues like helping slow learners, preventing dropouts, and teaching life skills and values.
This document discusses gender roles and the patriarchy through a sociological lens. It begins by defining sex as biological differences between men and women, while gender refers to societal expectations. Hunter-gatherer societies had relatively egalitarian roles, but the rise of private property, marriage alliances, agriculture and organized religion contributed to the establishment of patriarchal systems where men held power over women. Functionalists view traditional gender roles as natural divisions of labor, while conflict theorists see inequality persisting due to male control of resources. Interactionists believe gender roles are socially constructed through socialization. The document examines how media perpetuates stereotypes to appeal to audiences and promote consumerism, ultimately naturalizing gender roles and hierarchies of power.
Muted Group Theory originated with the work of Edwin and Shirley Ardener in 1975. It proposes that groups that do not hold power in a culture, like women, must communicate through languages and systems established by dominant groups, like men. This constrains the expression of subordinate groups' experiences. The theory suggests women perceive the world differently than men due to different experiences rooted in gender roles and divisions of labor. However, because of men's political dominance, women must translate their experiences into terms set by men in order to participate in society. While social media may provide new means of expression, dominant groups still hold power in establishing communication norms online.
Senator Pia Cayetano gave a speech urging more women to participate in leadership roles and politics. She cited that women make up half the population but only hold about a fifth of government positions. The document discusses how the Muted Group Theory, which argues that women are suppressed by men as the dominant group, helps explain this imbalance. It also references the Genderlects Theory that men and women communicate differently. Personal examples are provided to illustrate experiences of women feeling muted or dominated in interactions with men.
This document discusses the intake and engagement process in social work. It outlines the goals of building rapport and developing a connection with clients. The intake process involves introducing oneself, explaining confidentiality and services, and gathering basic information. This information is used to inform the assessment. Developing empathy, understanding the client's perspective, and avoiding countertransference are important for engagement. The overall goal is to improve client well-being through a helping relationship.
This document provides guidance on starting and maintaining a support group. It discusses defining the key issue and purpose of the group, finding members, holding initial meetings, establishing structures and rules, and ongoing evaluation. Maintaining the group over time requires promoting the group, managing membership, administration, finances, and potentially incorporating as a legal entity. Securing funding can help support ongoing activities. The document offers a comprehensive overview to establishing and sustaining a successful support group.
Social work practice with individuals.ppt (1)saniladappatt
Social work with individuals is a key part of generalist social work practice. Social casework aims to help individuals solve problems through a relationship that taps personal resources. Various methods have been used in casework over time, including psychosocial, functional, problem-solving, behavioral, and task-centered approaches. Current trends favor a selective eclectic approach that is empirically grounded and solution-focused.
This document discusses social work theory and generalist practice. It covers several key topics:
1) Social work practice is informed by theories that help practitioners decide how to choose between alternative actions. Different perspectives in social work lead to disagreements about the definition of social work.
2) Social work can be viewed as a social construction, with reality and knowledge guided by social processes and conventions. Understanding social work is a circular and shifting process.
3) Generalist practice applies an eclectic knowledge base and skills across micro, mezzo, and macro levels of service to empower clients and promote critical thinking. The strengths perspective focuses on clients' capabilities rather than problems.
4) Planned change involves developing
MODELS IN SOCIAL GROUP WORK , BY ARSHIL PC ,DEPARTMENT OF SOCIAL WORK, CENTR...Arshu Pc
MODELS IN SOCIAL GROUP WORK IS THE IMPORTANT PART OF SOCIAL GROUP WORK. IT ALSO EXPLAINS THE FEATURES AND THE ROLE OF A SOCIAL WORKER IN DIFFERENT MODELS.
The presentation dealt with the introduction, meaning, definition, purpose, values, assumptions and ethical principles of social casework.
Historical development of casework
The presentation looks into the aspect of doing group work with women. The things explained in here are that of the objectives of group work with women, its formation stages etc..
it is a presentation on the crisis intervention model proposed by Lydia Rapoport. the slides contains information on crisis and the model of intervention proposed by Rapoport
The document outlines a workshop on incorporating a gender perspective in the workplace, including defining key terms like sex, gender, gender sensitivity, and gender mainstreaming. It discusses concepts of gender socialization and the different roles of men and women. The workshop aims to provide insights into approaching gender equality and assessing organizational performance on gender issues.
This document provides a summary of a family assessment conducted by Gayatri Ist M.Phil PSW at NIMHANS. It includes details on the family's socio-demographic background, constellation, genogram, communication patterns, roles, boundaries, development stage, and coping strategies. The genogram maps out family relationships and traits using standardized symbols to identify patterns influencing a patient's mental state. Overall, the assessment comprehensively examines the family's structure, dynamics, and support systems.
The ecological perspective is an approach to social work practice that addresses the complex transactions between people and their environment. A broad frame work that synthesizes ideas from a number of human behavior and social work practice theories, the ecological perspective offers a rich, eclectic social work knowledge and practice base.
The document discusses trauma informed care and the social-ecological model of trauma. It explains that trauma can impact individuals on multiple levels - individual, interpersonal, community/organizational, societal, and cultural/developmental factors. Trauma is influenced by gender, age, race/ethnicity, sexual orientation, homelessness and other demographic factors. The effects of trauma can include emotional, physical, cognitive, and behavioral reactions both immediately and delayed. The document also discusses secondary traumatization, screening tools, co-occurring disorders with substance use, combat stress reaction, and strategies for recovery coaches.
A substance abuse social worker helps individuals overcome their substance abuse by counseling them, and helping them find additional services and resources
This presentation is an overview of multisystemic family therapy which is an approach to work with children and families where the system in which families live their lives is the target of intervention. Thus, professionals operate within the various ecologies in which families live their lives. There are multiple evaluations of this approach, and in general when implemented accurately has good outcomes.
Group work is a primary method in social work that develops constructive relationships through group activities. It can help address stress faced by children from various sources like academic difficulties, relationships, and school policies. Stress left unattended can lead to mental health issues and dropping out. Group work provides an effective way to deal with stress and offer guidance through education and support outside the formal classroom. It helps with issues like helping slow learners, preventing dropouts, and teaching life skills and values.
This document discusses gender roles and the patriarchy through a sociological lens. It begins by defining sex as biological differences between men and women, while gender refers to societal expectations. Hunter-gatherer societies had relatively egalitarian roles, but the rise of private property, marriage alliances, agriculture and organized religion contributed to the establishment of patriarchal systems where men held power over women. Functionalists view traditional gender roles as natural divisions of labor, while conflict theorists see inequality persisting due to male control of resources. Interactionists believe gender roles are socially constructed through socialization. The document examines how media perpetuates stereotypes to appeal to audiences and promote consumerism, ultimately naturalizing gender roles and hierarchies of power.
Muted Group Theory originated with the work of Edwin and Shirley Ardener in 1975. It proposes that groups that do not hold power in a culture, like women, must communicate through languages and systems established by dominant groups, like men. This constrains the expression of subordinate groups' experiences. The theory suggests women perceive the world differently than men due to different experiences rooted in gender roles and divisions of labor. However, because of men's political dominance, women must translate their experiences into terms set by men in order to participate in society. While social media may provide new means of expression, dominant groups still hold power in establishing communication norms online.
Senator Pia Cayetano gave a speech urging more women to participate in leadership roles and politics. She cited that women make up half the population but only hold about a fifth of government positions. The document discusses how the Muted Group Theory, which argues that women are suppressed by men as the dominant group, helps explain this imbalance. It also references the Genderlects Theory that men and women communicate differently. Personal examples are provided to illustrate experiences of women feeling muted or dominated in interactions with men.
This document summarizes the key points of muted group theory and gendered communication styles. It discusses how muted group theory proposes that women are a marginalized group due to communication being constructed by men. This gives men an advantage and makes it difficult for women to express their experiences. The document also examines how gendered communication styles differ between men and women, with men focusing on status and women on connection. It provides examples of this, such as derogatory words used for women's tones of voice. Finally, the document considers whether muted group theory is still relevant given changes in gender roles over time.
The document provides an overview of muted group theory, which proposes that dominant groups create language that mutes subordinate groups. It discusses applications of the theory to gender, including how men created language to better express themselves while limiting women. The document then proposes a new study to apply muted group theory to romantic relationships, hypothesizing it may reveal communication issues between partners from dominant and subordinate groups. Interviews and surveys of different relationship types would test if muted group impacts expression.
Groups who are marginalized by the dominate because they do not speak the same language and do not have power. Experiences are discounted because they do not fit the dominant
Cheris Kramarae developed Muted Group Theory to describe how women and other marginalized groups have difficulty expressing themselves in public discourse dominated by men. As the dominant group, men have shaped language and communication norms in ways that disadvantage muted groups. Kramarae showed how women were muted in cartoons from the 1940s, depicted with vague language and as emotional. She has worked for over 25 years to address how muted groups can alter their muted status and gain more control over communication.
Yes, my social position and identity would likely influence my reaction and experiences with Muted Group Theory. As a [DEMOGRAPHIC INFORMATION REDACTED], I have not personally experienced systemic silencing or marginalization due to my gender or other social identities. I have not faced the interpersonal and institutional barriers to having my voice heard that are described by MGT. At the same time, I recognize that power dynamics around social identity are complex, and that silencing occurs in varied and intersecting ways. An open and considerate examination of these issues requires acknowledging both my own privileges and the lived experiences of those from other backgrounds.
Muted Group Theory proposes that women are a muted group in society whose communication is discredited and whose perspective is not heard because language is constructed by men. The theory was developed by Cheris Kramarae, former director of Women's Studies at the University of Illinois. Kramarae analyzed 1970s cartoons depicting women as emotional and weak and noted that men and women see the world differently and communication between genders is uneven. Critics argue that the theory does not account for progress toward gender equality or contributions from men.
Muted Group Theory was developed by Cheris Kramarae to describe how women are muted or silenced in society due to male dominance over language and communication norms. Specifically, (1) language is constructed by the dominant male group, muting the female experience; (2) there are many more derogatory terms used against women than men, showing male control over language; and (3) women must adopt male-dominated language to be successful, muting their own perspectives. Men also act as gatekeepers over media and publishing, historically muting female representation and influence over communication norms.
The document discusses several theories of intercultural communication:
1. Gudykunst's anxiety/uncertainty management theory which focuses on reducing anxiety and uncertainty in cross-cultural encounters.
2. Ting-Toomey's face negotiation theory which examines how people from different cultures negotiate issues of respect and social status.
3. Theories that examine how gender, power dynamics, and social marginalization can influence communication styles and the interpretation of language between cultural groups.
1) The document discusses using task groups in classroom settings to help children develop social and emotional intelligence. Task groups allow children to work collaboratively on academic tasks while also learning social skills.
2) A social worker can help facilitate the task groups by modeling social skills and conflict resolution. They can also implement team-building exercises to build cohesion.
3) The document recommends using a six-step problem solving model to structure task groups. This model provides a clear approach to identifying and addressing problems in a group setting.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
EFFECTIVENESS OF COOPERATIVE LEARNING IN SECONDARY SOCIAL STUDIES OF DEPARTME...AJHSSR Journal
ABSTRACT: This study assessed the effectiveness of the utilization of Cooperative Learning (CL) in
Secondary Social Studies instruction, in Zone 2, Department of Education, Division of Zambalesduring the 3rd
quarter of the school year 2018-2019. A descriptive research design and survey questionnaire were the main
data-gathering instruments.The researcher concluded that the teacher-respondents are female, in their early
adulthood, specializing in Social Studies, Teacher I, holders of Bachelor Degrees with Master’s units, quite new
in the teaching profession and have attended few seminars.The level of performance of high school students in
Social Studies using Cooperative Learning Methods and Activities improved from Pre-Test which is
Approaching Proficiency to Proficient in the Post Test, increased chances for students’ conflict, noise and
limited techniques in maintaining students’ motivation were the challenges sometimes encountered when
cooperative learning was utilized in teaching Social Studies lesson and contents.There is a significant difference
in the perceived effectiveness of cooperative learning to students of the elements of Individual Accountability,
Small Group and Interpersonal Skills, and Group Processing when attributed to teachers’ age. There are no
significant differences in the perceived effectiveness of cooperative learning to students for Face to Face
Interaction when attributed to teachers’ profile and the perception of the extent of occurrence of
problems/challenges in the utilization of cooperative learning when grouped according to teachers’ profile
variables, and there is a highly significant difference on the result of pre-test and a post-test score of the high
school students in Social Studies using cooperative learning method and learning activities was established.
Teachers may plan ahead cooperative learning activities and tasks in which students work together on specific
roles and materials (Positive Interdependence); learn how to strengthen communication skills (Individual
Accountability); encourage each other to learn and perform the task (Face to Face Interaction); develop more
sensitivity and appreciate with others (Small Group and Interpersonal Skills), and reflect on the feedback they
receive (Group Processing).
KEYWORDS: Cooperative Learning, Positive Interdependence, Individual Accountability, Promotive
Interaction, Small Group, and Interpersonal Skills, Group Processing
Teacher wellbeing a new prespective - by dr anan azouzAnan Azouz
This document discusses teacher wellbeing and its importance. It begins by stating that healthy, motivated teachers positively impact student wellbeing, attainment and overall school performance. It then discusses various causes of teacher stress like workload, accountability pressures, and large class sizes. High stress can lead to burnout and negative impacts on teaching quality. The document also discusses the importance of social-emotional competencies for teachers, which are linked to better classroom management, relationships with students, and student outcomes. It proposes assessing teacher wellbeing and establishing a sense of urgency around addressing it in order to improve teacher retention, involvement, and student results. The overall goal is to convince school leadership of the need to prioritize initiatives to enhance teacher wellbeing.
Trauma informed clinical supervision in the field- Social WorkerAisha Walters, LCSW
For many social work students in the field, this may be their first exposure to traumatic events therefore field supervisors need to be prepared to discuss these potential risk
A Literature Review On Stress And Coping Strategies In Nursing StudentsGina Rizzo
This literature review examined 13 studies on stress and coping strategies among nursing students. The studies found that nursing students experience moderate to high levels of stress, with their main stressors being academic demands like exams, assignments, and workloads, as well as clinical stressors such as caring for patients and negative interactions with staff. Common coping strategies utilized by nursing students included problem-solving approaches like developing objectives to resolve issues, adopting various strategies to solve problems, and finding meaning in stressful events. Nurse educators are encouraged to implement interventions to help students reduce stress and improve their coping skills.
Social Emotional Learning in ELT Classrooms: Theoretical Foundations, Benefit...AJHSSR Journal
Abstract: This paper aims to explore the effective utilization of social emotional learning (SEL) in English
Language Teaching (ELT) environments. In other words, it will provide a comprehensive overview of the key
components and offer practical guidance for teachers looking to implement SEL practices in their own unique
teaching classrooms and situations. It starts by detailing the theoretical foundations or roots and importance of
SEL, as well as the five core competencies (self-management, responsible decision-making, relationship skills,
social awareness, and self-awareness) and what each one means. After that, several key case studies are
presented in an effort to underscore the positive impact of SEL on academic achievement. Following this, ways
to implement SEL in ELT environments are showcased, to include preparation and planning, learning objectives,
supportive classroom communities, teacher self-care, language teaching methodologies, instructional strategies
and tools, curriculum design, lesson planning, materials selection and development, multimedia and technology,
assessment, and reflective practice. To conclude, the need for continued research on effective SEL practices and
its impacts on long-term student outcomes are discussed.
KEYWORDS:humanistic psychology, self-management, responsible decision-making, relationship
skills, social awareness, self-awareness
A Multilevel Study Of Self-Beliefs And Student Behaviors In A Group Problem-S...Jeff Nelson
This study examined relationships between students' self-beliefs (self-construal and self-efficacy), observed behaviors, and performance in friendship and acquaintance groups working on a problem-solving task. Data was collected through self-reports and observations of 126 students in 42 groups from 5 high schools. The study found that higher self-efficacy for working with acquaintances related to more on-task behaviors like developing and critically reviewing ideas. This provides insights into relatively unexplored phenomena of group work with friends and acquaintances.
Exploring Adventure Therapy as an Early Intervention for Struggling AdolescentsWill Dobud
This paper presents an account of a research project that explored the experiences of adolescents struggling with behavioural and emotional issues, who participated in a 14-day adventure therapy program in Australia referred to by the pseudonym, ”Onward Adventures.” All participants of this program over the age of 16 who completed within the last two years were asked to complete a survey. Additionally, the parents of these participants were invited to complete a similar survey. The qualitative surveys were designed to question participants’ and parents’ perceptions of the program (pre- and post-), the relationships (therapeutic alliance) built with program therapists, follow-up support, and outcomes of the program. Both participants and parents reported strong relationships with program leaders, stressed the importance of effective follow-up services, and perceived positive outcomes when it came to self-esteem and social skills, seeing comparable improvement in self-concept, overall behaviour, and coping skills.
Inter-professional work a follow-up study of supporting children in needinventionjournals
This document summarizes a study on inter-professional collaboration to support children in need. The study examined a local project in Sweden where professionals from education, social services, health care, and recreation worked together. In the initial phase, the project faced challenges redesigning aims but also opportunities like mapping truancy and starting a short-term school. Over time, the initial shared vision broke down but other forms of collaboration emerged. The conclusion is that high-level political and financial support is needed for inter-professional collaboration, not just engagement among front-line staff.
Using Action Research to Identify Data During Clinical Experience (main)Antwuan Stinson
Critical thinking is the focal point missed in many students’ education. Learning to ask appropriate questions and deduce information in order to build a deeper connection to the information is imperative. This paper discusses alternative master’s preservice teachers’ use of action research to serve as a guide during a 16-week clinical experience. Semi-structured interviews and reflection papers were conducted to create a comparative case study that analyzed the clinical experiences.
Coping Strategies among Youth of Professional Collegesijtsrd
The document summarizes a study on coping strategies among medical and engineering students in Kolhapur, India. The study found that medical students have higher coping abilities than engineering students. Gender, family income, and family type did not have a significant relationship with coping strategies. Only academic stream (medical vs. engineering) had a significant influence on coping strategies. The study assessed coping strategies using the COPE inventory scale and found that positive reinterpretation was the highest used strategy, while substance use was the lowest. The study concluded there is a need for stress management programs and counseling support for all students.
A Descriptive Review of ADHD Coaching Research Implications for College Stud...Leslie Schulte
This document summarizes 19 studies that examined outcomes of ADHD coaching. 10 of the studies focused specifically on college students. The studies showed that ADHD coaching supports improved ADHD symptoms and executive functioning. Quantitative studies generally found statistically significant benefits, while qualitative studies reported positive trends. Some studies also found improved well-being, maintenance of gains, and high participant satisfaction with coaching. ADHD coaching is distinguished from other treatments by its focus on skill acquisition and implementation to support goal attainment and performance enhancement.
This document provides an overview of a teacher counselor training program at Ateneo de Naga University. The training aims to empower classroom teachers with counseling skills to better support students' holistic development. It consists of 5 parts: understanding oneself as a teacher-counselor, understanding students and their developmental stages, learning basic counseling techniques, practicing skills through role-playing, and learning about the school's crisis intervention services. The goal is to help teachers build empathy with students and address their personal, social, emotional, and academic needs through individualized support. Completing this training can assist teachers in their role as mentors according to the university's Ignatian philosophy of education.
Behavioral modification programs aim to eliminate negative behaviors and teach positive behaviors through techniques like behavioral skills training and functional behavioral assessments. These programs are implemented in various environments like schools, community programs, and homes, and can be carried out by teachers, parents, and other trained individuals. Studies show that behavioral modification programs can effectively produce clinically significant changes in behaviors. For example, a study found that over 60% of children participating in one program made meaningful improvements after just 9 months. Another program integrating positive behavioral supports into an urban school system aimed to simultaneously support students' educational, health, and socio-emotional needs.
The Healthy Mindsets for Super Kids program is a new 10-module program aimed at building resilience in children aged 9-14. Each module uses superhero themes to teach skills related to communication, social skills, anger management, and positive thinking. The program was developed in response to the need for universal prevention programs to build resilience in at-risk children. Two trials of the program showed promising results in improving participants' resilience skills.
1. Running head: ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
Assignment One: Group Work Proposal and Agenda
Wendy Davis, Laura Funk, Kim McKeehan, Shanna Romero, Nora Rye, Shannon Smith,
Diana Stonehouse, and Dauna Wareham
The University of Montana
March 6, 2015
Group Formation:
Introduction
2. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
The profession of social work has a long history of providing service, advocacy, support,
outreach, and organizing to vulnerable populations that face a variety of systemic barriers.
Constant engagement with systematic oppression, trauma and organizational barriers can be
overwhelming, yet little effort has been made to encourage social workers to give back to
themselves. Newell & Nelson-Gardell (2014) advocate for greater integration of professional self
care, secondary traumatic stress (STS), compassion fatigue and professional burnout into the
classroom subject matter of all MSW programs. They assert both that education on these topics
are integral for a comprehensive learning experience and that MSW students are particularly
vulnerable to compassion fatigue, STS, and professional burnout during practicums and upon
entry into the profession (Newell & Nelson-Gardell, 2014).
With more emphasis on self care as a method for mediating the effects of STS,
compassion fatigue and burnout, the Agency of Associated MSW Students (AAMSWS) has
decided to take self care into the classroom. The AAMSWS will be conducting a series of
treatment groups for current MSW students with the purpose of providing opportunities for
growth and education related to professional self care (Toseland & Rivas, 2012; Newell &
Nelson-Gardell, 2014). The AAMSWS will describe the intention of the group, setting, group
structure, recruitment methods, orientation, contract and environment in following sections.
Achieving consensus on the Service/ Purpose
Graduate students are subjected to high levels of stress (Newell & Nelson-Gardell 2014).
Master of Social Work (MSW) students deal with particularly high levels of stress associated
with exploring their own biases, prejudices, personal shortcomings and trauma, while addressing
various client needs in their work and practicums, as they attempt to rapidly acquire and
assimilate a variety of interpersonal skills (Cunningham, 2004; Knight, 2010). Self-care, through
3. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
mutual support, within a group setting has proven valuable in the reduction of stress among
MSW students (Napoli and Bonifas, 2011). The purpose of this treatment group is to attempt to
address the socio-emotional needs of MSW students, while educating students in various forms
of treatment groups designed for the purpose of stress reduction and self-care.
AAMSWS is a psychoeducational socio-emotional treatment support group for MSW
students at the University of Montana. The group will draw from various disciplines including;
Dialectical Behavioral Therapy (DBT), developed by Marsha Linehan (1993a), Mindfulness
(Brown, & Biegel in Shapiro, 2007), an Existential Approach (Corey, 2012), and Appreciative
Inquiry (Cooperrider & Srivastva, 1987). Existentialism works from the premise that,
individuals are free beings and responsible for their choices (Corey, 2012, p. 222). The focus is
on transcending tragedies, and feelings of isolation, alienation, etc… (Corey, 2012)
Group leaders will engage the group in varying ice breaker activities, conduct a brief educational
session followed by a therapeutic demonstration, and conclude with debriefing using Maypole,
Round Robin, Free Floating, and combinations of these strategies for group interaction (Toseland
& Rivas 2012). The social worker running the group will act as the group facilitator; conducting
education, guiding practice sessions, and leading the group discussions (Shulman, 2012;
Toseland & Rivas 2012).
Agency Setting/ Agency Sponsorship
The mission of the AAMSWS is to provide a safe setting for Social Work graduate
students to receive interactional aid in coping with life events, both in their educational and
professional endeavors (Shulman, 2012; Toseland & Rivas, 2012). The group as a whole will
demonstrate an empathic response toward the primary purposes of support, education, growth,
therapy, socialization and self-help (Toseland & Rivas, 2012). The Dictionary of Social Work
4. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
(Garthwait, 2012) will be utilized to provide framework for the professional social work issues
that will be discussed. The NASW Code of Ethics provides a written baseline for guiding ethical
behavior for AAMSWS facilitators, as well as students and social work professionals (NASW
Code of Ethics, 2008). The AAMSWS meets in the Gallagher Business Building on the
University of Montana campus in Missoula, Montana on Thursdays between the hours of 1pm-
5pm.
Group Type
This treatment group will attempt to meet the socioemotional needs of the MSW students
through eight sessions focused on support, education, and growth opportunities (Toseland &
Rivas, 2012). Unmet socioemotional needs are noted by many researchers as a vulnerability to
burnout, compassion fatigue, and Secondary Traumatic Stress, but other stressors may arise
through the group process and dialogue (Cunningham, 2004; Knight, 2010; Newell & Nelson-
Gardell, 2014). Furthermore, Napoli and Bonifas (2011) suggest that social work students’
ability to learn and engage is affected by general stress and emotional exhaustion. They
recommend teaching mindfulness to enhance students’ practice, a technique the AAMSW group
will incorporate.
Eight group sessions will offer skills ranging from mindfulness to professional resilience,
seven sessions will contain educational components. Students will acquire practical skills to
share with future clients while simultaneously creating space for mutual aid when they describe
individual accounts of stress and share responses and coping skills (Shulman, 2012; Toseland &
Rivas, 2012).
Newell and Nelson-Gardell (2014) recommend that social work curricula incorporate
self-care. The purpose of support and growth in these interventions meets this proposal by
5. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
providing resources for students to develop new coping strategies to prevent burnout in their
careers (Toseland & Rivas, 2012). Additionally, the insight gained through the mutual aid
process and group dialogue may help students “identify the signs and symptoms of [burnout
related] problems,” that researchers identify as important for graduates to know (Newell &
Nelson-Gardell, 2014).
Group Composition, Timing, and Structure:
Group Membership Selection
The individuals in the treatment group include six students enrolled in the University of
Montana’s Masters of Social Work (MSW) program. They were recruited for this intervention
because they are enrolled in a class that requires their participation in either a treatment or task
group (Toseland & Rivas, 2012). Utilizing fellow students as participants provides practice
opportunities for those with diverse interests, such as therapeutic groups and community
organizing. According to the course syllabus (Walker, 2015) those who chose to facilitate the
task group would participate in the treatment group. Students self-selected their membership
given the choice between treatment and task groups.
From a wider perspective, these MSW students have been selected to participate in a
treatment group due to the inherent risk factors associated with their educational program and
professional careers. Newell and Nelson-Gardell (2014) expand the idea that developing
Secondary Traumatic Stress (STS), burnout, and compassion fatigue is a risk not only for
practicing social workers, but for students in the profession, as well. In particular, the authors
consider how field placement experiences and exposure to case studies in class could adversely
affect students nascent to the field. Possibly new to the field of traumatic events and stories,
students may also be new to the idea of self-care and other ways to manage their reactions to the
6. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
educational material (Cunningham, 2004; Newell & Nelson-Gardell, 2014).
Considering that students learn about and practice in scenarios dealing with trauma
without also being providing adequate education on self-care, they may be particularly
vulnerable to developing conditions such as STS while in school and upon entering the field
(Knight, 2010; Newell & Nelson-Gardell, 2014). Newell & Nelson-Gardell (2014) have
recognized few resources on these topics exist for social work professionals. They recommend a
prevention-oriented approach by introducing self-care topics before students leave school. The
AAMSWS treatment group aligns with Newell and Nelson-Gardell’s (2014) recommendation
and seeks to educate, support, and provide growth for social work students.
Recruitment
The establishment of the AAMSWS treatment group was predetermined due to the
facilitators and members enrollment and affiliation with the University of Montana (UM); its
members consist of 1st year part time and 2nd year full time students in the MSW program.
Students enrolled in the required SW 525 Theory and Practice of Groups and Communities
course were afforded the opportunity to join their colleagues as facilitators of either a treatment
or task group. By choosing to facilitate the task group, the members were therefore assigned to
be participants of the treatment group.
Toseland and Rivas state that “the bond present in a group is based on the purpose for
which it is convened” (2012, p. 14). The intention of AAMSWS group is to educate, support and
provide growth in the areas of self-care, to prevent secondary traumatic stress (STS), compassion
fatigue and professional burnout. While this objective was determined by the facilitators of the
AAMSWS students and not the participants, the group members are united in their shared
investment in the professional field of social work. Hardcastle, Powers and Wenocur (2004)
7. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
argue that a group is formed from the necessity for collaboration with others in order to achieve a
common purpose, a process known as integration, rather than working alone, or differentiation..
The AAMSWS aims to work alongside each other to increase our “social capital…[as] created
by changes in people’s knowledge and abilities that enable them able to act in new ways”
(Compton, Galaway, & Cournoyer, 2005, p. 278).
The AAMSWS group, as with the larger UM MSW program, is founded on the belief
that we can aid one another’s personal and professional growth by “using the assets, resources,
and strengths available in the community” (Saleebey, 1999, p. 231). Therefore, should the
AAMSWS facilitators wish to continue in their mission to provide support to graduate students
in the social work program, the members would need to seek participants who would engage not
merely as passive recipients of information, but as active contributors. Such measures of
recruitment would include placing flyers throughout campus, particularly in the Jeannette Rankin
Hall, giving class presentations to undergraduate students of the BSW program intending to
enroll in the MSW program, as well as presentation in graduate level classes and seeking
referrals from professors. The group would need to secure a space to meet for the continuation of
the AAMSWS group.
Composition
The strategic plan of the University of Montana names diversity as one of its four core
values: “In its effort to enhance diversity, The University of Montana recognizes that particular
focused effort must be placed on including members of groups who have historically been
subject to discrimination and are still underrepresented in the campus community” (Brown,
2014). However, of the 2,260 graduate students enrolled in 2014, well over half the students,
8. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
1,540, identify as caucasian while only 395 identify as African American, Asian,
Hawaiian/Pacific Islander, Hispanic or Native American (University of Montana). In the fall of
2014, 923 men and 1,337 women were enrolled at the graduate level, 389 of whom were 24 or
younger, 1,711 were 25-49, and 160 were 50 and over (University of Montana).
The AAMSWS group is specifically comprised of UM graduates students in the Masters
of Social Work program. The group is open to all MSW students, though currently only
members of the SW 525 course are enrolled. Seven of the eight female facilitators are 2nd year
part time students, the other being a 1st year full time student. The participants are believed to be
seven females, one male, seven 1st year full time students and one 2nd year part time student.
The ethnic makeup is unavailable at this time.
Orientation, Contract, and Environment
The AAMSWS is a STS and burnout prevention group that will specifically focus on
developing coping skills, practicing mindfulness and promoting self-care. There is a
confidentiality contract that must be signed for members to participate (Appendix A; Psychology
Department, West Chester University, 2015). The group will meet one time per week for a total
of five weeks, with eight separate 30 minute sessions. Some weeks will have up to three sessions
in one day, while other weeks will have just one session. The sessions will always be held on
Friday afternoons between 1pm and 5pm in the Gallagher Business Building room 226, although
each session’s facilitator has the opportunity to move the group to a different location such as
another room in the Gallagher Business Building or outside. No childcare, transportation or
financial arrangements will need to be made considering the group will be meeting during a time
that has already been allotted for class. Following is a description of each session:
9. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
The first session will address informed consent, including how to maintain confidentiality
and what potential risks and benefits are entailed in group participation (American Group
Psychotherapy Association, 2007). The facilitator will open a discussion for setting ground rules
and group goals, suggesting that everyone to be committed to a culture of support through
empathy, listening, sharing, and learning as a means of creating a “culture of work” (AGPA,
2007; Corey, 2012; Shulman, 2012, p. 25). The discussion will gather participants’ comfort
levels with self-disclosure, such as personal reactions, feelings, and stories they choose to
contribute (Corey, 2012). Additionally, participants will discuss their preference on receiving
feedback, such as reactions from the facilitator and other group participants (Corey, 2012).
Session two will focus on how to take care of oneself during the winter months in
Montana. The group will explore the signs and symptoms of Seasonal Affective Disorder (SAD)
and the “winter blues.” A person who is diagnosed with SAD typically has recurrent depressive
episodes that most commonly occur during the fall and winter months, although some people
experience SAD during the summer months (Partonen, 1998). These symptoms usually do not
require hospitalizations, nor do they typically require psychotropic drug intervention, but are best
treated with light therapy (Partonen, 1998). Discussion will also focus on how to prevent and/or
combat SAD symptoms. The session will include an opportunity for members of the group to
share what helps them stay energized throughout winter.
A circle of chairs will be formed in the classroom with all members facing each other,
and if possible, we will situate near the large windows so that we can incorporate that day’s
weather into the discussion. Each person in the group will be provided with the Seasonal Pattern
Assessment Questionnaire so that each person can decipher for themselves what symptoms may
or may not be present (Ennis, 2004). This questionnaire will not be used to diagnose, nor will
10. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
group members be encouraged to share results, but rather to help each member further
understand what the symptoms of SAD are and how much the symptoms may or may not be
interfering with each group member’s functioning.
Session three will focus on the importance of relaxation in maintaining healthy coping
skills to combat emotional and behavioral problems which lead to increased stress levels
(Zastrow, 2008.). Coping skills refer to “the specific efforts, both behavioral and psychological,
that people employ to master, tolerate, reduce, or minimize stressful events” (Taylor, 1998). The
facilitator will provide education about three techniques for relaxing: progressive muscle
relaxation, guided imagery and deep breathing. “A stress-reduction intervention that consists of
systematically tensing and relaxing various muscle groups from head to feet” (Dolbier & Rush,
2012) is known as progressive muscle relaxation (PMR). During PMR, participants are asked to
focus on the sensation of tensing and relaxing their muscles which can later be recalled without
generating tension (McCallie, Blum & Hood, 2006). Guided imagery is a “mind-body relaxation
technique” in which participants are helped to “exert active control over the focus of
attention…[to] invoke a comforting image” (Watanabe, Fukuda, Hara, Maeda, Ohira & Taro,
2006, p. 60). Deep breathing as a treatment “has been shown to decrease stress and neuroticism”
(Jerath & Barnes, 2009, p. 3) by focusing attention to the pace and depth of one's breathing.
The session will begin with the facilitator and participants in their chairs in a circle
formation. The facilitator will provide handouts regarding the three relaxation techniques. After
the participants have received information on the techniques, they will have an opportunity to
select one of the three techniques to practice as a group; at this point the participants will be
invited to get in a comfortable position, whether sitting or lying down. “Because participants
become very relaxed, it is advisable to do relaxation exercises at the end, rather than beginning,
11. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
of classes, workshops, and therapy sessions” (Zastrow, 2008, p. 93). Therefore, relaxation will
conclude this session of the treatment group.
Session four will present Dialectical Behavioral Therapy (DBT) skills, which are helpful
in regulating difficult emotions during stressful situations (Linehan, 1993a). DBT was originally
developed by Marsha Linehan as a treatment approach for people experiencing symptoms of
Borderline Personality Disorder and/or people with frequent suicidal or self injurious behaviors
(Linehan, 1993a). Recent studies have demonstrated that DBT skills are effective interventions
in numerous populations such as domestic violence survivors and emotionally dysregulated
college students (Fruzzetti, Iverson & Shrenk, 2009; Rizvi & Steffel, 2014).
Members will sit in a circle, arranged on the left side of the room, to facilitate open group
discussion. All materials will be provided by the facilitator and will include an example of a self
soothe box (herbs, colorful stones, tea packet, bell & picture) that will be passed around for
members to gather some ideas about what tools they might incorporate to practice self soothe in
the future. As the facilitator already has all of the necessary items no financial cost will be
incurred.
Session five is a treatment group that will start with a DBT Mindfulness tool called One
Mind (Zastrow, 2015, p. 604) to set the stage to explore an Existential Approach (Cory, 2012).
With this approach the group will explore how to create more self-awareness and meaning
(Corey, 2012) in graduate school by using journaling (Flinchbaugh et al, 2012) to explore how
social work students care for themselves and prevent stress while in school. The group will
explore ideas of self-care with guided writing and sharing experiences. The purpose of the group
is to learn mindfulness to focus and create more meaning by writing. The group will explore and
share the ways graduate students cope and thrive while pursuing MSW.
12. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
Session six is a treatment group focused on academic related stress reduction and self-
care for students and social work professionals. The group will utilize the principles of
mindfulness. “Mindfulness is the English equivalent of Pali words sati and sampajanna, which
as a whole can be translated as awareness, circumspection, discernment, and retention. Bhikkhu
Bodhi, Theravadin scholar and monk, integrated these multiple definitions of mindfulness as
meaning to remember to pay attention to what is occurring in one’s immediate experience with
care and discernment (Wallace & Bodhi, 2006). … mindfulness is both a process (mindful
practice) and an outcome (mindful awareness).” (Carlson, L., Austin, J., & Freedman, B. 2006)
The Mindfulness group will sit in a circle and will be broken into a 2 minute ice breaker
(recapping a discussing the previous group topic and experience), a 10 minute Psychoeducational
session of the practice of mindfulness, followed by a 5 minute, recorded, mindfulness relaxation
exercise, and finish with a 10 minute question and answer debriefing.
Session seven will offer an intervention informed by Appreciative Inquiry (AI) that will
increase students’ personal capacity to “generate his or her role anew through inner work and an
inside-out orientation” (Hart, Conklin & Allen, 2008). AI is a strengths-based approach to
organizational development that explores what gives life to human systems when they operate at
their best (Fieldhouse & Onyett, 2012). AI asserts that a dialogue about strengths or successes is
itself transformational: interaction is the starting point for change. As an intervention for
individuals, AI has been used in the contexts of leadership development (Hart et al, 2008) and
healthcare (Moore & Charvet, 2007) to improve generativity.
Erik Erikson first defined generativity as a developmental struggle against stagnation,
which Slater (2003) further defines as occurring at the intersection of society and the human life
cycle. Paranjpey (2013) describes five aspects of generativity: curiosity, hope, self-efficacy, and
13. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
positive affect. Social work students vulnerable to compassion fatigue, STS and professional
burnout are especially at risk for compromised generativity, expressed as a prolonged response to
chronic emotional and interpersonal stressors (Maslach, Schaufeli, & Leiter, 2001). This session
will use narrative and interview techniques to develop students’ own best practices for self-care.
Session eight will cover the area of professional resilience and goal setting. Professional
resilience is the balance kept between occupational stress and life trials (Love, Hagberg, &
Dellve, 2011). The focus of the group is on maintaining professional values and avoiding or
combating burnout. Burnout is the consequences of severe stress experienced by people working
in the “helping” professions; also commonly known as “compassion fatigue” (Pubmed, 2013).
One strategy for professional resilience is effective goal setting. The group will focus on peer-
supported goal setting, as well as shared experiences dealing with successes and obstacles.
Group goal setting and brainstorming performance are used to increase group identification.
The professional resilience and goal setting group will concentrate on long term priority
goal setting as it pertains to maintaining good mental health while at work or performance at a
practicum while in graduate school. The focus will be to set achievable, realistic goals that will
enhance self efficacy during times of high stress. This group is the last in a series of support
groups and will also be responsible for terminating the group process. Concluding comments will
guide participants along their journey to maintaining good mental health while they are no longer
meeting together. The group will function as a peer supported group that will incorporate the free
falling (Toseland & Rivas, 2012) method. Through shared experiences and brainstorming the
group will be supportive of each others’ obstacles and successes. Finally, the group will provide
a framework for appropriate goal setting that will be reasonable for each member to achieve on a
14. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
daily or weekly basis to aid them in maintaining a healthy balance between occupational stress
and life trials (Love, Hagberg, & Dellve, 2011).
Conclusion
Burnout affects the quality of a social worker’s mental and physical health, the health of
their relationships, and their job performance (Maslach, Schaufeli, & Leiter, 2001). Newell and
Nelson-Gardell (2014) recommend that curriculum for students of social work incorporate self-
care as a preventive intervention. Self-care, through mutual support, within a group setting has
proven valuable in the reduction of stress among MSW students (Napoli and Bonifas, 2011). The
AAMSWS treatment group will provide eight sessions of psychoeducational treatment to a small
experimental group of MSW students. A series of treatment methods designed to improve
relaxation and personal generativity as well as self-efficacy and group identification will expose
participants to coping skills for preventing burnout and managing secondary trauma stress.
Through these interventions, participants as well as the AAMSWS will gain experience and
perspective about the content as well as the context of treatment group processes.
15. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
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Appendix
Agency of Associated MSW Students (AAMSWS)
Members Statement of Confidentiality
20. ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
The information that group members share in group therapy is private. What’s said in group,
stays in group. This is a learning group for class SW 535. Please have respect for one another’s
privacy in the following ways:
· Don’t tell other’s private information shared in group to family, friends, spouses, or
anyone else who is not a member of the AAMSWS.
· Please do not talk about the contents of this group where anyone else who is not apart of
this group could be overheard by other’s NOT in the group
· We will not release any information without your consent, unless it’s a medical
emergency.
By signing below, you agree that you understand this contract of confidentiality and agree to it.
Signature of Student _____________________Date_________________
Signature of Instructor____________________Date_________________