Mega assignment social group work

Uzma Batool, M.phil Scholar at Social Work Department IUB
Mega Assignment
On
Group Dynamics and
Group Work process
Course Instructor
Dr. H.R.AHMAD QAZI
Chairman
Social Work Department
The Islamia University of Bahawalpur
M.Phil Scholar
Uzma Batool
Batch: 3rd
Semester: 1st
ID No: 01
Date of submission- 30/05/2017

Letter of Transmittal
Date- 30-May- 2017
To
Dr. H.R.AHMAD QAZI
Chairman
Subject: Application for Submission ofAssignment.
Respected Sir,
It is great pleasure to submit my Assignment on “Group Dynamics and Group Work Process”. I have
tried my best to complete this mega assignment properly following the guidelines provided by you.
I have confidence that the Assignment has increased my theoretical knowledge to a great extent. I will be
obliged to answer any query that may arise during the evaluation of this assignment. So, I am passionately
requesting and hope that you would be kind enough to accept my Assignment and oblige thereby.
Yours Sincerely,
Uzma Batool ID No : 01
M.Phil Batch : 3rd
Semester: 1st

Acknowledgement
I am very much happy and feel relieved to have completed mega assignment on “Group Dynamics and
group work process”. At first I am grateful to the almighty ALLAH.
Then I would like to convey my heartiest thanks to my honorable course instructor
“Dr. H.R.AHMAD QAZI ” who has given me such a wonderful opportunity to complete my
assignment.
I would like to pay thanks to my parents, friends and fellows who keep my spirit up to complete this
assignment timely.
At last, I thanking to my department of Social Work to give opportunity to study this course.
In this assignment I present the idea in as much as details and clear manner as possible.

Contents
Chapter 1
DEFINITIONS OF SOCIA GROUP WORK………………………………………………………………………………………………….. 01
Chapter 2
GROUPWORK AND TEAM WORK………………………………………………………………………………….……………………… 02
Differences between GroupOf Work AndTeam Of Work………………………………………..………….……………….. 05
Chapter 3
WORKING WITH GROUPS …………………………………………………………………………………………………………………….. 06
Social Group………………………………………………………………………………………………………………………………………….. 06
Types of Groups…………………………………………………………………………………………………………………………………….. 06
Other Influences that shapedSocial GroupWork Practice …………………………………………………………………….. 09
Objectives of GroupWork……………………………………………………………………………………………………………………… 10
Purpose of Social Work withGroups……………………………………………………………………………………………………… 10
Social Group Work Process…………………………………………………………………………………………………………………….. 11
Group Formation………………………………………………………………………………………………………………………………..... 15
Chapter 4
TECHNIQUES FOR PREPARING SOCIAL GROUPS………………………………………………………………………………………. 16
Areas to agreement withindividualmembers…………………………………………………………………………………………. 18
Preliminarymeetings-while preparingfor socialgroups……………………………………………………………………..…… 19
Qualities of a group worker while preparingfor socialgroups……………………………………………………………..…… 20
Chapter 5
THE KNOWLEDGE BASE OF GROUPWORK AND ITS IMPORTANCE WITHIN SOCIAL WORK………………………… 21
Chapter 6
LEADERSHIP……………………………………………………………………………………………………………………………………………….. 22
Concepts of leadership for social work………………………………………………………………………………………………….……. 22
do you want to become a leader………………………………………………………………………………………………………………… 23
What is the importance of
leadership...................................................................................................................................................... 23
What is the workof leader............................................................................................................................ 24
What is the visionaryleadership................................................................................................................... 24
Seven qualitiesof visionaryleaders:………………………………………………………………………………………..................... 25
What is the achievement withleader andperformance without leader...................................................... 25
What is the prime role of a leader................................................................................................................. 26
What is the right and fair/true or idealleadership....................................................................................... 27
Significance ofsocialleadership…………………………………………………………………………………………………………………. 28
Chapter 7
GROUPWORK IN ACTION-RECORDING AND EVALUATION………………………………………………………………………….. 29
Principle to be followed while groupwork inaction……………………………………...…………………………………………….. 29
Elements of groupinaction…………………………………………………………………………………………………………………………. 29
Group work recording…………………………………………………………………………………………………………………………………. 30
Importance ofrecording……………………………………………..………………………………………………………………………………. 30
Principles of recording……………………………………………………………………………………………………………………….………… 31
Evaluation……………………………………………………………………………………………………………………………………………..……... 31
Chapter 8
TUCKMAN'S GROUPDEVELOPMENT MODEL………………………………………………………………………………………………….
34
Chapter 9
CHARACTERISTICS OF GROUP WORK……………………………………………………………………………………………………………. 37
Goal & functions of socialgroup work…………………………………………………………………………………………………………… 37
Functions of group work……………………………………………………………………………………………………………………………….. 38
Knowledge base for social groupwork…………………………………………………………………………………………………..……… 38
Chapter 10
SKILLS OF SOCIAL GROUPWORK…………………………………………………………………………………………………………………... 40
Trecker - basic skills of social groupwork…………………………………………………………………………………………….………. 40
Jenkins- skills that are essential for a socialgroupworker ……………………………………………………………………………. 41
Chapter 11

A HISTORYOF GROUPWORK…………………………………………………………………………………………………………………... 43
Evolutionof Social GroupWorkinthe United States Pre-1930s………………………………………………………………..….. 43
The Mid-Thirtiesto the 1950s………………………………………………………………………………………………………………… 43
The 1960s to the present…………………………………………………………………………………………………….…………………… 44
Chapter 12
GROUPDYNAMICS………………………………………………………………………………………………………………………………….… 45
Group Structure andSize……………………………………………………………………………………………………………………….…. 45
Group Development………………………………………………………………………………………………………………………..………… 46
Group Functions………………………………………………………………………………………………………………………………………… 46
Group Norms………………………………………………………………………………………………………………………………………..…… 48
Roles……………………………………………………………………………………………………………………………………………..………….. 48
Status……………………………………………………………………………………………………………………………………………………………..……...……. 48
Cohesiveness……………………………………………………………………………………………………………………………………………………..…………. 49
Support…………………………………………………………………………………………………………………………………..……………………………………. 49
TransactionalAnalysis………………………………………………………………………………………………………………………………………………….. 50
Effective Teams……………………………………………………………………………………………………………………………….…………………………… 51
Chapter 13
PRINCIPLES OF SOCIAL GROUP WORK………………………………………………………………………………………………………………………….. 52
Douglas has described fourteen principles ofsocialgroupwork…………………………………………………………………………………… 52
Trecker’s 10 Principles ofSocial GroupWork………………………………………………………………………………………………….…………….. 53
Konopka has described certain principles to work with thegroups………………………………………..……………………………………… 55
Chapter 14
SOCIAL GROUP WORK AND ETHICS………………………………………………………………………………………………………………………………… 57
Definitions ofethics andstandards…………………………………………………………………………………………………….…………………………… 57
Core values………………………………………………………………………………………………………………………………………………..…………………… 57
Social workers’ ethical responsibilities as professionals…………………………………………………………………………………………………… 59
Chapter 15
TYPES OF GROUPS…………………………………………………………………………………………………………………………………………………………… 61
Informal groups………………………………………………………………………………………………………………………………………………………….…… 62
Formal groups………………………………………………………………………………………………………………………………………………………………… 63
Other groups………………………………………………………………………………………………………………………………………………………………….. 64
Chapter 16
GROUP WORK – DOUBLEEDGED SWORD?........................................................................................................................... 66
Chapter 17
GROUP DECISION-MAKING……………………………………………………………………………………………………………………………………………… 67
Different techniques in group decision-making……………………………………………………………….……………………………………………… 67
Some different ways ofdecision-making in groups………………………………………………………………………………………………………….. 68
Chapter 18
GROUP WORK: HOW TO USE GROUPS EFFECTIVELY………………………………………………………………………………………………………… 70
Chapter 19
ROLEOF GROUP WORKER………………………………………………………………………………………………………………………………….……………. 75
REFERENCES
BIBLIOGRAPHY

[Type text] Uzma Batool, M.phil Scholar at Social Work Department IUB
DEFINITIONS OF SOCIA GROUP WORK
INTRODUCTION
WHAT IS GROUP?
According to oxford dictionary “A number of people or things that are located, gathered, or classed
together.”
WHAT IS GROUP WORK?
Group itself doesn’t have significance unless and until it involved in certain activity, thus the role of
group work come into existence. Group work as defined as
(Newsletter -1935)
Group Work maybe defined as an educational process emphasizing the development and social
adjustment of an individual through voluntary association and the use of this association as a means of
furthering socially desirable ends.
(Coyle 1937)
Social Group Work aims at the development of persons through the interplay of personalities in group
situations, and at the creation of such group situations to provide for integrated, co operative group action
for common
(Association for the Advancement ofGroup Work-1948)
Group work is method by which the group worker enables various types of groups to function in such a
way that both group interaction and programme activities contribute to the growth of the individual and
the achievement of desirable social goals
(Wilson & Ryland -1949)
Group Work as a social process and a method through which group life is affected by a worker who
consciously direct the interacting process toward the accomplishment of goals which are conceived in a
democratic frame of reference
Coyle -1954
Group Work is used within group experience as a means to individual growth and development, and that
the group worker is concerned in developing social responsibility and active citizenship for the
improvement of democratic society
Chapter No. 1

H.B.Trecker -1955
Social Group Work is a method through which individuals in groups and in agency settings are helped by
a worker who guides their interaction in programme activities so that they may relate themselves to others
and experience growth opportunities in accordance with their needs and capacities to the end of the
individual, group and community development
Konapka -1963
Social Group Work is a method of social work which helps individuals to enhance their social functioning
through purposeful group experiences and to cope more effectively with their personal, group or
community problems.
H.Y.Siddiqui -2008
Social Group Work will refer to working with a small group (members ranging from 7-10) to a medium
size group (members ranging from 10-20) for a variety of purposes beginning from recreation to
behaviour modification on the one hand and accomplishing tasks including social change and
development on the other, with a variety of clients ranging from children to elderly. The worker makes
use of the expertise in human relationships to help these groups to achieve the group goals in a
participatory manner while paying adequate attention to individual needs and social norms.

Group Work and Team Work
For some group work is just another way of talking about teamwork. In this context, working in groups is
often presented as a good way of dividing work and increasing productivity. It can also be argued that it
allows for the utilization of the different skills, knowledge and experiences that people have. As a result,
in schools and colleges it is often approached as a skill to be learnt – the ability to work in group-based
environments. Within schools and colleges, working in groups can also be adopted as a mean of carrying
forward curriculum concerns and varying the classroom experience - a useful addition to the teacher or
instructor's repertoire. But the focus of Group Work is somewhat different. In the process of working
with groups, group members may undertake particular tasks and become environments where members
can share in a common life, form beneficial relationships and help each other. Entering groups or forming
them, and then working with them so that members are able be around each other, take responsibility and
work together on shared tasks, involves some very sophisticated abilities on the part of practitioners.
These abilities are often not recognized for what they are – for when group work is done well it can seem
natural. Skilled group workers, like skilled counsellors, have to be able to draw upon an extensive
repertoire of understandings, experiences and skills and be able to think on their feet. They have to
respond both quickly and sensitively to what is emerging in the exchanges and relationships in the groups
they are working with.
What Is a Group?
A group in the workplace usually comprises three or more people who recognize themselves as a distinct
unit or department, but who actually work independently of each other to achieve their organizational
goals. For example, a small business may have a client services group, but one person may focus on local
clients, one person may focus on regional clients and a third person may assist those individuals. Also,
groups tend to be permanent fixtures with ongoing goals or responsibilities.
What Is a Team?
A team comprises three or more people who may come from different departments within a business, but
they collaborate together over time to achieve some set purpose, goal or project. For instance, before a
small business creates a new product, it may organize a team composed of people from all departments –
engineering, finance, legal, marketing, etc. – to consider all aspects of the potential new product to avoid
costly surprises down the road. With a team, individuals recognize the expertise and talents of others
needed to achieve the team’s goal. Additionally, teams are often formed for temporary assignments with
one specific goal, focus or outcome in mind.
Chapter No. 2

Why Form Groups?
Managers recognized many years ago that two heads are better than one, thus small businesses have
turned to groups or departments for many reasons. With group work, members have a shared knowledge
of the group’s objectives, but specific tasks or responsibilities are assigned to different individuals. By
separating work into groups – such as one devoted to marketing, one devoted to accounting, etc. –
individuals within those groups are able to maximize their expertise on a long-term basis.
Why Form Teams?
Businesses form teams usually to tackle a specific – and usually temporary – goal or project with the
intent of leveraging the collective expertise of a variety of people. Because experts from various
departments are involved, teams can avoid potential problems early on in a project. For instance, a team
of only engineers may create a new product but may not understand whether it’s affordable until someone
with a finance background completes a “return on investment” or ROI analysis on its feasibility. Having a
finance member involved in the team from the beginning will help the engineers to create an affordable
product in the first place, saving time and resources. Teams can be very productive because involving
people with different talents provides teams with increased opportunities to work more efficiently.

Differences between group of work and team of work
WORKING GROUP WORKING TEAM
TASKS
A group of people within an organization perform
a similar work
Teamwork means that a group o peoplework in
coordination in the execution of a project
RESPONSIBILITIES
In the working group each person responds
individually.
The team responds for their work as a whole.
AUTONOMY
They tend to be close physically, have the same boss,
doing the same type of work but are autonomous,not
dependent on the work of their peers: each one
performs its work and responds individually
They do not need to be close physically,are not
autonomous, some are dependent on others; the work
done by each partner interferes and affects the final
result.
PROFESSIONAL EXPERIENCE
In the working group members have similar training
and do the same type of work (are not
complementary)
In a working team each member dominates one
particular facet and performs a specific part of the
project(yes they are complementary)
PERFORMANCE MODEL
In the working group each person can have a
particular way of working.
In team coordination is needed, which will require
establishing common standards of performance (speed
of response,efficiency, precision, dedication, etc...).
COHESION
This does not have to occur in the working group. In the team cohesion is critical, there is close
collaboration between its members
HIERARCHY
The working group is structured in hierarchy levels. In the team instead diluted hierarchies: there is a team
leader with a number of partners,chosen for their
knowledge, operating within the equally although their
labor categories may be very different.

WORKING WITH GROUPS
Social Group
A common conceptualization of the small group drawn from the social work literature is “...a
social system consisting of two or more persons who stand in status and role relationships with
one another and possessing a set of norms or values which regulate the attitudes and behaviours
of the individual members in matters of consequence to the group. A group is a system of
relationship among persons. Therefore, group as a social system has a structure and some degree
of stability in interaction, reciprocity, interdependence and group bond. Open social systems do
not exist in a vacuum; they are part of and transact with their surroundings”. Thus group is a
collection of people who need each other in order to work on certain common tasks, and the
social group work(er) provides a hospitable environment (agency setting) to achieve those
tasks.”
Definition
Conceiving of a group as a dynamic whole should include a definition of group that is based on
interdependence of the members (or better, the subparts of the group). Kurt Lewin (1951: 146)
A group is a collection of individuals who have relations to one another that make them
interdependent to some significant degree. As so defined, the term group refers to a class of
social entities having in common the property of interdependence among their constituent
members. Dorwin Cartwright and Alvin Zander (1968: 46)
Types of Groups
There are various ways of classifying groups, for example in terms of their purpose or structure,
but two sets of categories have retained their usefulness for both practitioners and researchers.
They involve the distinctions between:
1. Primary and Secondary groups; and
2. Planned and Emergent groups.
Primary and Secondary Groups
Charles Horton Cooley (1909) established the distinction between 'primary groups' and
'nucleated groups' (now better known as secondary groups):
Primary groups are clusters of people like families or close friendship circles where there is
close, face-to-face and intimate interaction. There is also often a high level of interdependence
between members. Primary groups are also the key means of socialization in society, the main
place where attitudes, values and orientations are developed and sustained.
Chapter No. 3

Characteristics:
 Physical proximity
 Small in size
 Stability
 Similar status
 Self interest towards group
 Mutual sharing between individuals
Secondary groups are those in which members are rarely, if ever, all in direct contact. They are
often large and usually formally organized. Trades unions and membership organizations such as
the National Trust are examples of these. They are an important place for socialization, but
secondary to primary groups.
Characteristics:
 Large in size
 Formal and impersonal relationship
 Active & Inactive
 Indirect relationship
 Goal oriented
 State of individual
This distinction remains helpful – especially when thinking about what environments are
significant when considering socialization (the process of learning about how to become
members of society through internalizing social norms and values; and by learning through
performing our different social roles). The distinction helps to explain the limited impact of
schooling in important areas of social life (teachers rarely work in direct way with primary
groups) and of some of the potential of informal educators and social pedagogues (who tend to
work with both secondary and primary groups - sometimes with families, often with close
friendship circles).

Planned and Emergent Groups
Alongside discussion of primary and secondary groups, came the recognition that groups tend to
fall into one of two broad categories:
Planned groups. Planned groups are specifically formed for some purpose – either by their
members, or by some external individual, group or organization.
Emergent groups. Emergent groups come into being relatively spontaneously where people find
themselves together in the same place, or where the same collection of people gradually come to
know each other through conversation and interaction over a period of time. (Cartwright and
Zander 1968).
As Forsyth (2006: 6) has put it ‘People found planned groups, but they often find emergent
groups’. Sometimes writers use the terms 'formed' groups and 'natural groups' to describe the
same broad distinction – but the term 'natural' is rather misleading. The development of natural
groups might well involve some intention on the part of the actors.
More recently the distinction between formed and emergent groups has been further developed
by asking whether the group is formed by internal or external forces. Thus, Arrow et. al (2000)
have split planned groups into ‘concocted’ (planned by people and organizations outside the
group) and ‘founded’ (planned by a person or people who are in the group). They also divided
emergent groups into ‘circumstantial’ (unplanned and often temporary groups that develop when
external forces bring people together e.g. people in a bus queue) and ‘self-organizing’ (where
people gradually cooperate and engage with each other around some task or interest).
Social Group Work
Social group work is a method of social work which develops the ability of individuals through
group activities. It is a distinct way of helping individuals in groups based upon and growing out
of the knowledge, understanding and skill that is general to all social work practice. Social group
work is concerned with the social development of individuals. Practice of group work requires a
deep knowledge about how humans interact in groups.
Definition
“Social group work is a psycho-social process which is concerned no less than with developing
leadership ability and cooperation than with building on the interests of the group for a social
purpose.” (Hamilton – 1949).
“Social group work is a method through which individuals in groups in social agency settings are
helped by worker who guides their interaction in programme activities so that they may relate

themselves to others and experience growth opportunities in accordance with their needs and
capacities.” (Trecker – 1955).
“As an educational process generally carried as an in leisure time with voluntary groups with the
aid of a group leader under the auspice (support) of an agency for the satisfaction of the social
needs of individuals and for the development of legitimate group goals.” (Stroup – 1960)
“Social group work is a method of social work, which helps individuals to enhance their social
functioning through purposeful group experiences and to cope more effectively with their
personal, group and community problems.” (Konopka)
Other Influences that shaped Social Group Work Practice
Historically, we can distinguish many significant thought systems developed in the western
hemisphere, particularly in America and Europe, which have given direction and content to the
conceptual framework of social group work from its inception till the present date. These are:
1. The ethical, social and theistic beliefs embodied in the Judeo-Christian religions;
2. The humanitarian thinking of the late nineteenth century which found expression in the social
settlement movement in England and later in America;
3. The educational philosophy of John Dewey and his followers who formulated the theories of
progressive education;
4. The theories of certain early sociologists, particularly Durkheim, Simmel, Cooley and Mead,
who saw in the small group the key to studying the relation of the individual to society;
5. Recent basic research in small group theory by social scientists such as Kurt Lewin, Moreno,
Elton, Mayo and Merton;
6. Contemporary developments such as the interaction theory which conceives of the group as a
system of interacting individuals, the system theory which views the group as a system of
orientation, interlocking positions and roles, Communication and equilibrating processes,
empiristic statistical orientation which maintains that the concept of group dynamics should be
discovered from statistical procedures rather than pure theory, and makes considerable use of
procedures developed in the field of personality testing, and formal models orientation which
attempts to construct these models with the aid of mathematics in order to deal vigorously with
some -rather limited aspects of groups;
7. The democratic ethic not only as it applies to a political system, but as it permeates all forms
of social relationships, and as expressed in the writings of authors such as Mary Follet and
Edward C. Lindeman;

8. General psychology orientation wherein the influence of each of the major theories of
motivation, learning and perception can be seen, important contributions to the study of groups
having been made in this area by Asch, Festinger, Heider and Krech and Crutchfield;
9. The psychoanalytic school of psychiatry initiated by Freud resulting in a growing interest in
group psychotherapy elaborated by writers such as Bion, Schiedlinger, Stock and Thelen;
10. The liberation theories especially those of Paulo Freire, and the culture of silence which have
arisen in Latin America;
11. The school of liberation theology in the last decade (giving new interpretations to the Bible
and Christian doctrine in the light of prevalent socio-economic structures) which has inspired
and fostered activist movements amongst the Christian missionaries;
12. The values, principles and methods of social work as the profession within which social
group work as a method has developed.
Objectives of Group Work
Group work helps to achieve the overall objectives of social work through its own specific
objectives which are:
 to assist individuals in their maturation;
 provide supplemental emotional and social nourishment;
 promote democratic participation and citizenship; and
 remedy individual and social disorganisation or maladjustment through group
intervention strategies.
Purpose of Social Work with Groups
In 1964 the Committee on Practice of the Group Work Section of the National Association of
Social Workers proposed that group work was applicable for the following purposes:
 corrective/treatment;
 prevention;
 normal social growth and development;
 personal enhancement; and

 citizenship indoctrination.

Common needs addressed by social work groups include:
 coping with major life transitions;
 the need to acquire information or skills;
 the need to improve social relationships;
 the need to cope with illness;
 the need to cope with feelings of loss or loneliness.
Social Group Work Process
I. In-take (The Planning Phase)
Pre group planning - Here the worker has to focus his thinking on the individual member
i.e., consider their motivations and expectations for joining the group. This phase is
subdivided into the following activities:
 Recruiting Members - Through the agency, contacting members directly,
accepting referrals, through mass media, meeting people at church or hall,
contacting other social service agencies, etc.
 Composing the Group - Planned group formation, considering the homogeneity
and heterogeneity of the members.
 Orienting the Members - By means of interviews and discussions, clarifying the
client’s expectations; allowing members to ask questions during the orientation
process; familiarizing the members with the group procedure.
 Preparing the Environment - Three aspects should be considered here:
 Physical Setting - Room size, seating arrangements, furniture, carpet,
lamps, work tables etc. These physical arrangements convey the
agency’s recognition of its clients’ or agency’s regard for its members.
 Financial Support - Expenses incurred for the arrangement of meetings
or programmes, rooms and other physical arrangements, etc. In case of
group therapy we can collect fees from the members.
 Special Arrangements - Minimizing the barriers which prevent
members’ attendance, for example, meeting place, transportation, safety

of the meeting place, comfortable seating etc.
II. Study & Diagnosis (The Beginning Phase)
This phase is most important because an impression gets created in this phase. The first
meeting stimulates the members’ and they all have their own expectations based on their
previous group experience. The tasks involved in this stage are:
 Introduction of Members
The introduction should not be artificial. It should make the members comfortable
and it should be in a creative manner, so as to leave behind a lingering interest for
its members. Common expectations may form through this introduction.
 Stating the purpose and functions of the group
It should include, presenting a positive and hopeful image of what can be
accomplished in the group; narration of successful experience and thus stating the
purpose of the group; giving information about the agency; linking the agency’s
functions, workers’ function etc. and if possible make a mention about the
limitations of the group.
 Creating a climate or opportunity for members feed back
Praise the member’s feelings and thoughts. Consider them seriously. Give values
for their word attitudes etc. Make it clear that group is meant to serve their needs.
 Facilitating member’s motivation
Even while stating the purpose of the group, the motivation would have taken
place; narrating successful events will facilitate this motivation.
 Setting goals
Set common goals and individual goals and if the group is a matured one then the
goals can be discussed with them.
III. Treatment (Middle Phase)
The actual social work process takes place in this phase, it involves:
a) Leading the group
 Preparing for group meetings - Providing the agenda and deciding the programme.

 Structuring the group’s work - It implies beginning and ending meetings in time.
Making use of the end of the meeting for summarizing. Not including any new
agenda at the end. However, too much emphasis on structure may decrease member
commitment and initiative.
 Helping members to achieve goals - Create awareness of goals or agency’s purpose.
The group worker has to analyze or check or identify member’s obstacles to their
development.
 Monitoring and evaluating the group’s progress - This implies concurrent
evaluation. It requires feedback to the worker and is useful in developing and
changing treatment plans.
b) Intervention
Intervention may be at intra-personal level, or inter-personal level or environmental level.
 Intra–personal level: Here interventions are focused on members’ values, beliefs,
thoughts, emotions etc.
 Inter-personal level: Here the focus is on members’ relationship with others.
 Environmental level: Helping with material resources or providing some aids.
Sometimes referring them to some other persons. Behavior modification on the part
of the family members.
c) Problem-solving approach
 Minimizing irrational beliefs about problematic situations
 Creating a willingness to work on the problem
 Wiping out inhibiting tendencies
 Using members perceptions and experiences on the problem
 Brain storming and freewheeling and avoid criticism-quality emphasis.
 Re-arranging and improvement of ideas for deciding the treatment.
IV. Ending Phase
It includes termination and evaluation stages.

a) Termination
Termination may be of two types: Planned termination and Unplanned termination.
Conditions for termination:
 End the group when objectives are fulfilled
 When mutual aid and trust are strong among the member (cohesiveness)
 Termination can take place when member’s independent functioning is promoted to
certain level.
 Termination may result in making referrals.
b) Evaluation (The ending Phase)
According to Trecker, “Evaluation is that part of social group work in which the worker
attempts to measure the quality of group’s experience in relation to the objectives and
function of the agency”. Evaluation may be centered upon:
1. Individual growth,
2. Program content, or on
3. Worker’s performance.
Purpose of Evaluation:
 Evaluation is essential because it enables the worker to discover to what extent
group has achieved its objectives.
 Evaluation enables the group to see both strengths and weaknesses and it helps to
discover points at which group members need to alter their procedures.
 Evaluation helps to formulate new objectives and to renew unsuited objectives.
 Evaluation helps the group worker to adjust and modernize his methods of working
with group.
 Evaluation can be stimulation to greater professional growth.
 Evaluation can be an extension of the learning process because its very nature is
scientific and its aim is educational.

Group Formation
There are a number of stages or phases in formation of a social work group. Ken Heap
(1985) discussed these as group formation and planning, the first meetings, the working
phase; use of activities and action; and the termination of the Group. According to Douglas
(1979) there are five stages viz; conceptualization, creation, operation, termination and
evalution. He has discussed these as the functions of leader while Toseland and Rivas
(1984) discussed the stages under planning phase, beginning phase, middle phase and
ending phase.
Reasons for Group Formation
1. Locality/Geography - You may join a group based on the fact that it is in the local
area.
2. Gender – You may join a group according to whether you are a male or female
based on social etiquette.
3. Shared Interest/Common Goal – These groups may form because group members
have a particular interest such as a hobby, artistic or sporting talent and or a
common goal.
4. Security – Being part of a group provides us with a sense of security. They may be
formed in order for members to gain a feeling of security such as neighborhood
watch groups. They also share a common interest.
5. Sexuality – Groups may be formed on a person’s sexuality. For example gay and
lesbian groups.
6. Specific Needs – This type of group forms in responses to a particular need, it may
be temporary and the group disbands when the need is met.
7. Social Interaction – Groups may be formed with a primary goal of social interaction
including a gathering at a party, work social club or a mothers group.
8. Culture – The group may form from a particular culture to enjoy communicating in
a native language, eating traditional food and experience activities familiar to this
culture.

TECHNIQUES FOR PREPARING SOCIAL GROUPS
FORMATION OF GROUPS
The success or failure of a group rests to a large extent on the thoughtful creation of groups and the
careful selection and preparation of members for the group experience. Approaches to achieve the initial
conditions essential to positive group outcome are presented in this section.
 Establishing group purpose
Clarifying the overall purpose of the group is vital, for the groups objective which influence all the
process that follow. Levine (1967) “Clarity about the purpose for which the group is formed provides a
framework for observation, assessment and action provides a base for group members to develop a bond
and a means for attaining the common goals.”
 The agency’s social worker perspectives
Because every agency have its specific areas of working, social workers must assure that agency
objectives are reflected in the group’s overall purpose. In cases where agency and social worker’s goal
differ, social worker must address such disparities with administration and bargain for general group
purpose that is agreeable to both parties.
 The client’s perspective
 The potential member of a group wants to know
Why I should join a group?
What is in it for me? What will it do for me?
Will it help me?
At the point of entery to a goup, the client’s goal may differ considerably from those of either agency or
the social worker. The social worker must carefully explore clients expectations of the group and help
them to develop individual and collective goals that are realistically achievable.
 Group composition
The factor in selecting group members is whether a candidate is motivated to make changes and is willing
to expend the necessary effort to be a productie group member. Another factor is likelihood of a persons
compatibility with other members in the group. Social workers also address the following in the
composition of groups:
 Age
 Sex marital status
 Ego strength
 Type of problem
Homogeneity versus heterogeneity these characteristics is a vital issue in composing a group. Significant
homogeneity in personal characteristics and purpose for being in the group is necessary to facilitate
communication and group cohesion. Without such homogeneity, members will have little basis for
interacting with each other.
Chapter No. 4

 Open versus closed groups
Groups may have either an open format, in which the group remains open to new members, or a closed
format in which no new members are added once the group gets under way. open ended groups are used
to helping clients cope with transitios and crises, providing support.
 Group size
(K. E. Ried, 1991)
The size of the group depends in large part o the purpose, the age of client, and the needs of members.
Five to 12 members is usually and optimum number for a group with an emphasis on close relationship.
Bertcher and maple 1985
“in general the group should be small enough to allow it to accomplish its purpose, yet large enough to
permit members to have a satisfying experience”
 Frequency and duration of meetings
Close groups benefit from having a termination date at the outset, which encourages productive work.
Regarding the possible lifespan of group G. Corry 1990 notes “the duration varies from group to group,
needing on the type of group and the population. The group should be long enough to allow for cohesion
and productive work yet not so long that the group seems to drag on interminably”
 Formulating group guideline
Developing guidelines for behavior among group members should based on mutual agreements of group
worker and group members. Possible voluntary agreements are helpful. Social worker may establish
parameters for the group, merely informing members of behavioral expectations to which they are
expected to adhere. Formulating guidelines is a critical process that influence the success of group, these
suggestions are given by writer
 Additional group issues to address
 Help giving an help seeking role of members
 Visitors
 New members
 Eating, drinking smoking
 Attendance
 Ask group members to share their vision
 Ask members to identify guidelines for behavior

 Individual contacts with social worker1
AREAS TO AGREEMENT WITH INDIVIDUAL MEMBERS
 The aim for the group as a whole
The researcher found that the group-as-a-whole partly explains the behavior of team members and that
intervening from this perspective could improve negative relationships.
 The aims and goals for individuals within the group
These may be different but consistent with group goals
 Guarantees
What undertakings are being given by the facilitator, regarding their attendance, their commitment, the
protection of vulnerable members, resources, etc
 What will happen in the group
What methods/activities will be used? What experiences will the individual have and what will be
required of him or her in respect of these. For example in relation to physical activities.
 Venue, time, duration
 What rules if any, are there to be?
 How negotiable are these to be?
 Are there any expectations?
 What sanctions will there be for rule breaking?
 Confidentiality
What can the members expect of the workers and of each other?
 Other contacts what is to happen about the service users’ contact with other workers in the
agency, or indeed with the facilitator2
1 Hepworth, D. H., Rooney, R. H., Rooney,G. D.,& Strom-Gottfried, (6th edition). Direct social work
practice: theory and skills. Boston, MA: Cengage Learning.
2
Lindsay, T., & Orton, S. (2014). Groupwork practicein social work. Learning Matters.

PRILIMINARY MEETINGS- WHILE PREPARING FOR SOCIAL GROUPS
It is good practice to meet with each person before a group begins and a number of authors discuss the
advantages of preliminary meetings
1. Introductions
Introductory meeting is helpful to get impression of group members, how they might interact with
each other and any special individual characteristics that you may to taken in account.
2. Provision of information about the group
The information which a worker gives helps in understanding the purpose of and plan of the
group. Detailed information is needed here. People will want to know what benefits the group
will have for them individually, what the activities will be and what demands membership will
make of hem. They also want to know who else is going to be in the group and will already have
some strong ideas about people they already know .confidentiality will certainly be an issue. May
be there will be practical issues. How will they get there? Will to pay their travel expenses.
3. Promoting motivation
If the group members are not motivated, towards the group, especially at this stage, the group will
fail. In this initial contact with worker service user’s attitude will be greatly influenced by the
perception about social worker. If worker appear confident, knowledgeable an enthusiastic about
the group, this will in it self be a motivator. Demonstrating good listening skills and a supportive
intention is helpful too.
4. Ensuring and actual match between the needs of member an service
A meeting is an opportunity to explore the potential member’s motivations and to make sure that
the group is relevant to their needs. People may have responded to the initial offer of a group for a
number of reasons. Not all of these will be appropriate. The individual may be under pressure
from someone else.
5. Individualization
Having individual contact with perspective group members will be affirming and validating both
for them and for you. Service users will be assured that the purpose of social group is to meet
their needs that they are valued as an individual and that can hear their concerns.
6. Giving people choice
It is important that people know that they have choices and that their right to choose is a central
issue for the group facilitators. Allowing and negotiating around choices is one of the important
of being human and is central to the philosophy of group work as an empowering and democratic
method. Workers supportive behavior now will also demonstrate to be flexible about decisions to
be made during the life of group.3
3
Lindsay, T., & Orton, S. (2014). Groupwork practice in social work. LearningMatters.
Chicago

professionalism knowledge
skills supervision
Qualitis of social worker
while preparing social
groups
QUALITIES OF A GROUP WORKER WHILE PREPARING FOR SOCIAL GROUPS
Group worker is thus constantly operating at two levels
— the client as an individual and the group as a social
system, whose influence can be utilized to develop client
abilities, modify self-images and perspectives, resolve
conflicts and inculcate new patterns of behavior. These
changes must be stabilized beyond the duration of the
group experience if they are to gain significance.
1. Professionalism
Professionalism is not an easy skill to develop, since it is the make-up of many different skills all linked
together and tends to take years of experience to perfect. The group worker work with nonprofessional
people who hold positions of responsibility in group agencies. Group members want new workers to be
responsible, ethical, and team oriented, and to possess strong communication, interpersonal, and problem
solving skills. So while preparing for social groups professionalism is essential.
2. Knowledge
Group worker qualification includes both knowledge and skills. Group worker should understand the
implications of group experience for individual behavior and growth. He should know about the nature of
group life, the various forms of group behavior which exists, role of group worker and members while
working in groups. He should know how to provide content for group work programs by offering his
groups a variety of activities. All of the general understanding of group or society is no substitute for
concrete knowledge of the group work activities themselves.
3. Skill
In a general sense skill means the capacity to perform activities. The Webster Dictionary defines it as
“knowledge of and expertness in execution and performance”. Virginia Robinson refers to skill as “the
capacity to set in motion and control a process of change in specific material in such a way that the
change that takes place in the material is affected with the greatest degree of consideration for and
utilization of the quality and capacity of the material”. Trecker defines methods and skill as “Methods
means the purposeful use of insights and understanding based upon a body of knowledge and principles.
Skill is the capacity to apply knowledge and understanding to a given situation. Skills are essential for a
social group worker to become more productive in-group situation.
4. Supervision
Bromberg (1982) defines supervision as a relationship between two people, one of who has the purpose of
using it to improve his work with someone in his or her life and the other who has the purpose of helping
him or her to do this (ibid, cited in, Inskipp & Proctor, 1995).The professionally trained group worker

usually finds supervision an important part of his work. The group work supervisor seeks to orient the
group worker to the agency and to the community. through supervision social group worker becomes able
to formulate the appropriate group strategy at every step of group work process
The knowledge base of group work
and its importance within social work
There are many dentitions of group work, which in the United States tends to be called ‘social group
work.
People work together towards a common purpose. The term group work is also used to describe a context
for practice, where social work practice is conducted in groups Knowledge base of group work covered.
The following headings describe the theoretical and practice themes that are included in the handouts
provide for students and practitioners. It is not possible to look in detail at these headings, although some
themes are covered later in this paper.
 different kinds of groups, groupings and group work approaches (covered above)
 the advantage and limitations of group work over individual performance and one-to-one
interventions
 practical, structural and boundary issues to consider when setting up groups in relation to
venue, duration, membership, size of the group, choice of workers,time, format,
activities
 Selection
 Icebreakers,group games and activities
 Leadership styles and approaches
 General, speciﬁc , advanced and specialist skills and interventions (covered later)
 What happens in groups: group dynamics, process and development (covered below)
 Roles taken up in groups and the part played by defense
 Dealing with difficult situations and behavior
 Understanding the family as a group
 Understanding teams as a group
 Understanding day and residential institutions, and therapeutic communities from a group
work perspective
 Understanding organizations from a group work perspective
 Evaluating practitioner effectiveness
 Evaluating the effectiveness of group work as a method of intervention
 Role of research in relation to group work
As already stated, different group work approaches will approach these themes in ways that are both
similar and dissimilar. The following section provides an example of how we might use theory to help us
to analyze the task and purpose of group work, taking as its theme the different ways that group
dynamics, process and development have been conceptualized. According to Douglas, group dynamics
Chapter No. 5

provides ‘a static analysis of a group’ (1976, p.12). It describes what is happening in the group, that is,
‘the properties of groups and interactive events which occur within groups’ (Whitaker, 2000, p.34), which
for Shulman, is seen more systemically - as a ‘dynamic system’ in which the movements of each part
(member) are partially affected by the movements of the other parts (other members)’ (1999, p.475).
Other writers also analyse the group in terms of phases or stages of group development.
Leadership
According to Oxford dictionary: “The action of leading a group of people or an organization.”
John Maxwell states, "Leadership is about influence;
nothing more, nothing less."
Mark Sanborn once said “Leadership is not an
obligation but an opportunity.”
Another definition of leadership “Leadership is the
capacity to work creatively, constructively, and effectively
with individuals, families, groups, organizations, and
communities to promote social justice, catalyze social
change, and address individual and social problems.”
Leadership is ability of an individual or organization to
"lead" or guide other individuals, teams,or entire
organizations.
Concepts ofLeadership for Social Work
Five common elements emerged from responses to the request to define the concept of leadership for the
social work profession. These elements were:
1. Pro action
2. Values and ethics
3. Empowerment
4. Vision
5. Communication
1. Pro action is defined as "acting in anticipation of future problems" (Merriam-Webster,1999)
2. Values included: to activate the values of the profession, demonstrate ethical behavior and
commitment to the profession, taking on the responsibility to further the goals of NASW and the
profession, to be a role model for the profession, and altruism.
3. Empowerment is defined as "the process of helping individuals, families, groups, and communities
to increase their personal, interpersonal, socioeconomic, and political strength and to develop
influence toward improving their circumstances" (Barker,1995)
4. Vision is defined as "the act or power of anticipating that which will or may come to be" (Merriam-
Webster,1999).
Chapter No. 6

5. Communication was defined as "the verbal and nonverbal exchange of information, including all
the ways in which knowledge is transmitted.

Question 1: do you want to become a leader.
I've always wanted to be a leader, because leader in inspires people.
Some of the main reasons I love leading and want to continue to lead are:
 Inspiring people to be their best
 Learning from other leaders
 Seeing all kinds of ethnic groups come together to solve problems
 Becoming a better leader myself
 Learning about the world's problems
 Helping to solve problems with others
 Becoming more creative
 Learning about my weak spots
 Learning what other people are excited about
 Serving people, and learning how to remain genuine about this
 Educating others on my own passions
 Learning how to become a better listener
Question 2: What is the importance ofleadership?
Leadership is an important function of social worker which helps to maximize efficiency and to achieve
goals. The following points justify the importance of leadership in a concern.
1. Clear vision- Proper leadership sets a clear vision and effectively communicates how to work
collectively
2. Motivation- A leader proves to be a source of motivation for group members. He keeps the
spirits high among group members.
3. Providing guidance- A leader has to not only supervise but also play a guiding role for the group
members. Guidance here means instructing the members in the way they have to perform their
work effectively and efficiently.
4. Creating confidence- Confidence is an important factor which can be achieved through
expressing the work efforts to the group members, explaining them clearly their role and giving
them guidelines to achieve the goals effectively
5. Builds work environment- leadership is getting things done from people. An efficient work
environment helps in sound and stable growth. Therefore,human relations should be kept into
mind by a leader. He should have personal contacts with group members and should listen to their
problems and solve them. He should treat employees on humanitarian terms.
6. Co-ordination- synchronization can be achieved through proper and effective co-ordination
which should be primary motive of a leader. https://www.reference.com/world-view/leadership-
important-f152d10910f5cc89

Question 3: What is the work ofleader?
Of course, there’s a lot of skill that goes into each of these responsibilities. That is, in fact, what The Work
of Leaders is all about the model is broken down into three key things effective leaders do at each step,
and describes specific behaviors for each.
 Crafting a Vision: imagining an improved future state that the group will make a reality through its
work.
 Building Alignment:getting to the point where everyone in the group understands and is committed to
the vision.
 Championing Execution: ensuring that the conditions are present for the imagined future to be turned
into a reality.
The true value of this model is that it lays out a manageable, realistic framework to guide the process. The
goal is to provide straightforward explanations of where you might choose to target your personal
development efforts. http://workofleaders.com/#model
Question 4: What is the visionary leadership?
A visionary leader has good communication skills. He knows how to verbalize dreams and goals and can
explain them to his team. For the leader, communication isn't just one-sided. In addition to sharing her
vision for the future, a visionary leader is also an active listener. Visionaries involve others in reaching
their milestones and help the team members meet their personal goals.
Visionary leadership focus on what goes on and what come around.
Jesse Stoner “Vision makes work meaningful.”
Jim Kouzes and Barry Posner in the Leadership Challenge “Being forward-looking is the quality that
most separates leaders from individual contributors.”
Vision
 Creates vitality.
 Focuses energy.
 Explains purpose.
 The clearer the vision the greater the vitality.
Apart from clear vision:
 Distraction directs.
 Desperation disrupts.
 Despair discourages.
Hope: Vision feels like hope.
Hope creates and energizes vision. Separated from hope, vision is futility. Leaders without hope are lost,
along with everyone who follows them.

SEVEN QUALITIES OF VISIONARYLEADERS:
Over the years,Brad has spent quality time with the world’s top leaders. He writes, “I’ve observed that
the most hopeful, vision-centered leaders are:
1. Optimistic about the future.
2. Focused on the best in their people. They focus on the unique strengths of every employee.
3. Never satisfied but always content. They seem happy where they are but refuse to stay there.
4. Consumed with making tomorrow better than today. Hopeful leaders never settle.
5. Accepting of change.
6. Inclusive, not exclusive. Hopeful leaders invite others into their vision.
7. Personally bought in. Vision is inside them.”
Question 5: what is the achievement with leader and performance without leader?
Leaders Influence Team Performance and Goal Achievement. If we talk about the achievement with
leader we will se these differences achievement with leader and performance without
Sr.No Achievement with leader Performance without leader
1 Have clarity and vision No clarity about vision and goals
2 Engage people to achieve goals Less participation
3 Inspiration and motivation No inspiration
Leader is role model for group
members
Without leader there will be no role model
4 Monitoring and supervision No monitoring and supervision
5 Feedback and evaluation No proper evaluation

Question 5: What is the prime role ofa leader?
Attracting and recruiting the right People: Right set of people can even contribute to the clarification
of a vision in the making. Vision and the team required to execute the vision, are complementary. In
today's complex world, a lone ranger type leader cannot do much. The problem is getting the right people,
it is not easy. Most of the times, a leader has to work with whatever materials he has.
Bringing out the best in the people: And when the followers do things, which they consider as
impossible, they start realizing their potential and gain confidence. Leaders create this transformation
process and they do so without making it evident. Therefore the critical role of the leader is bringing-out
the best in others. Most of us do not believe that we possess many potentials that can be applied to
accomplish things that we have never imagined as possible. Leaders are also good in identifying their
followers’ potential.
Providing the glue to hold the team together: The next important role that a leader plays is to act as a
glue to bond all the team members and create a structure and framework for an institution. This is
challenging particularly when leader has to deal with people with different strengths and weakness,
different ethos, culture and expectations. This binding glue that leader creates comes out of the
commitment the leader has for the success of the team and the conviction he has to achieve the goal. The
glue is created from a mix of vision, drive, hope, integrity, knowledge, concern for the team members,
being selfless, larger purpose and serious intention.
https://www.linkedin.com/pulse/20140423104521-28641-what-are-the-primary-roles-of-a-leader

Question 6: what is the right and fair/true or ideal leadership?
It is human nature to want to be treated fairly, and now here is this more evident than in the
workplace. Leaders need to work fairly because leaders are source ofinspiration for group members.
Below are some qualities of fair/true or ideal leadership.
Honest – Display sincerity, integrity, and candor in all your actions. Deceptive behavior will not inspire
trust.
Competent – Base your actions on reason and moral principles. Do not make decisions based on
childlike emotional desires or feelings.
Forward-looking – Set goals and have a vision of the future. The vision must be owned throughout the
organization. Effective leaders envision what they want and how to get it. They habitually pick priorities
stemming from their basic values.
Inspiring – Display confidence in all that you do. By showing endurance in mental, physical, and
spiritual stamina, you will inspire others to reach for new heights. Take charge when necessary.
Intelligent – Read,study, and seek challenging assignments.
Fair-minded – Show fair treatment to all people. Prejudice is the enemy of justice. Display empathy by
being sensitive to the feelings, values, interests, and well-being of others.
Broad-minded – Seek out diversity.
Courageous – Have the perseverance to accomplish a goal, regardless of the seemingly insurmountable
obstacles. Display a confident calmness when under stress.
Straightforward – Use sound judgment to make a good decisions at the right time.
Imaginative – Make timely and appropriate changes in your thinking, plans, and methods. Show
creativity by thinking of new and better goals, ideas, and solutions to problems. Be innovative!

Question 7: Significance ofsocial leadership
Social leadership means to devote one's life and talents to improving society regardless
of social standing, wealth, or privilege. Social leaders serve and bless others. They create beauty in the
world, lift the vision of mankind, broaden our possibilities, and deepen our life experience.
The six pillars of social leadership form the following acronym:
S ubmission
O neness
C alling
I ntegral Education
A ction
L iberty
Submission
Social leaders believe in and submit to a Higher Power, by whatever name and through whichever means
they choose. They find inspiration, guidance, and stability from a source higher than themselves.
Submission is the source of motivation and vision and ensures humility.
Oneness
Social leaders feel an abiding sense of unity between themselves and nature, other individuals,
institutions, and the universe at large. They knew their thoughts, habits, and actions directly result in
societal consequences. They know they are cells within a larger body.
Calling
To be a social leader is to know with certainty that you were born for something great, unique, and
specific. Furthermore, it is to know that if you don’t live up to your mission, the world suffers. The
calling of a social leader is the thing that he or she can’t not do because of the inner voice that compels
and drives them. It permeates their thoughts, emotions, actions, and habits.
Integral Education
Integral means entire; complete; whole. Integral education, therefore, is education that leads to whole
truth and complete “beingness.” It extends far beyond technical knowledge and specialized expertise. It
explores human nature and seeks to answer such questions as, “Who are we? Why are we here? What is
the purpose of life? What should our ideals be and how can we achieve them?” Not only is such an
education whole in scope and methodology, but also its core purpose is to develop whole individuals —
in other words, social leaders.
Action
Social leaders bridge the gap between what is and what should be. While others are confused, despondent,
and waiting, social leaders are confident, optimistic, and acting. They know that profound thinking must
lead to appropriate and energetic action.
Liberty
Social leaders are intimately aware of the art, science, and process of government. They understand its
nature and proper role. They do all in their power to secure and preserve freedom for all races, genders,
and cultures.

GROUP WORK IN ACTION
RECORDING AND EVALUATION
INTRODUCTION
Group itself doesn’t have significance unless and until it involved in certain activity, thus the role of
group work come into existence. Group work as defined as
“as a method of social work which help individual to enhance their social functioning through purposeful
group experience and to cope more effectively with their personal, group and community problems.”
(Giselle Konopka)
PRINCIPLE TO BE FOLLOWED WHILE GROUP WORK IN ACTION
• To maintain confidentiality.
• A group worker should not be biased.
• Purpose and goal of a social worker should be described.
• Listen to the opinions of the group members whether you agree or disagree.
• Choose those activities which are useful and enjoyable for the members.
• Starts preparing for the termination process before a student start showing the sign of dependency
on the group worker.
• Homogeneity in terms of age, sex, and class is a prerequisite for the success of group work in
children.
ELEMENTS OF GROUP IN ACTION
 Communication
 Content vs process
 Decision
 Influence
 Task vs relationships
 Roles
 Membership
 Feelings
 Norms
 Group atmosphere
 Group maturity
Chapter No. 7

GROUP WORK RECORDING
what is social work recording?
The Social Work Dictionary (1995) defines “recording” as
The process of putting in writing and keeping on file relevant information about
the client; the problem; the prognosis; the intervention; the progress of
treatment; the social, economic, and health factors contributing to the situation
and the procedures for termination or referral (p. 317).
The social work record should also emphasize the client’s strengths and solutions for
change. The dictionary acknowledges that there are many types of social work recording
and the type used may depend upon factors such as agency requirements, the social
worker’s theoretical base, style and type of intervention. Kagle (1991), describes that
“social work records
Recording helps in remembering the various events, activities, relationship among members etc. If
recorded, things can be remembered as there remains a proof in black and white and it is not forgotten or
skipped easily.
Content of Record
1. Identifying information of the Group- Name of the group, time of meting, place of meeting, name of
present and absent members, name of new members, physical settings of the agency, important
observations.
2. Member participation by Name- Role performed conversations, talks, expression of views, sequence of
participation in activities, special contributions made, interaction type, level, duration and creativeness,
emotional quality of participation.
3. Description of the group as a whole- General atmosphere in the group- formal/ informal/ competitive/
cooperative/ hostile/ supportive/ permissive etc
4. Description of the group problems- Conflict /fight – nature, types, reasons, involvement level
5. The relationship and the role of group worker- Material provided by the worker, arrangement made,
agent’s help taken, suggestions given, techniques used for problem solving, members participation in
group decision. 6. Special assistance given- Member’s name, problems, nature of assistance provided.
IMPORTANCE OF RECORDING
1. Records help the group worker to understand individuals in the group.
2. Helps the worker understand the group as a whole.
3. Provides evidences of growth and change in the members and in the group worker himself.
4. Helps the worker to do more effective job with his group.
5. The worker can see emerging and changing interests of individual members.

6. Helps in observing the development of skills and social attitudes.
7. Helps to gain knowledge of special problems in the group.
8. They are the sources of future planning.
9. They are source of information for other workers.
10.Records provide a permanent and continuous record for the agency.
PRINCIPLES OF RECORDING
1. Principle of flexibility – Group worker should record as a disciplined professional, that should be
in accordance with the agency and group.
2. Principle of selection – Significant observation about individuals and their interactions, group
behavior, activities should be recorded.
3. Principle of Readability – Keep it short and simple, should be well described and presented.
Should contain outline and summaries.
4. Principle of Confidentiality – Records should be kept under lock and key.
5. Principle of worker acceptance – Worker should be accepted by the group as a faithful and
reliable and trustworthy person. Worker should take the responsibility of being accepted.
EVALUATION
WHAT IS EVALUATION
Evaluation is a systematic determination of a subject's merit, worth and significance, using criteria
governed by a set of standards. It can assist an organization, program, project or any other intervention or
initiative to assess any aim, realizable concept/proposal, or any alternative, to help in decision-making; or
to ascertain the degree of achievement or value in regard to the aim and objectives and results of any such
action that has been completed.
The primary purpose of evaluation, in addition to gaining insight into prior or existing initiatives, is to
enable reflection and assist in the identification of future change.
Evaluation is often used to characterize and apprise subjects of interest in a wide range of human
enterprises, including the arts, criminal justice, foundations, non-profit organizations, government, health
care, and other human services. It is long term and done at the end of a period of time.

Purposes of evaluation
• Evaluating group work can provide valuable information about the degree to which:
• The use of group work enhanced (or otherwise) student achievement of learning outcomes and
engagement
• The use of group work enhanced (or otherwise) your delivery and/or assessment of the unit of study
Timing of evaluation
Evaluation can occur at any time during the unit of study program, but it usually occurs at the end of the
semester or at the end of the task that is being undertaken and evaluated. Ideally students should be given
time to reflect upon their experiences prior to completing any form of evaluation, especially if you desire
some specific information about their experiences of group work or have a reflection component within
the work being evaluated. It is also important to clearly explain why you are undertaking the evaluation.
It’s a good idea to explain all of this at the start of the unit of study and to provide opportunities for
students to reflect along the way.
Evaluation can also be built into the requirements of the group work tasks by asking students to complete
an evaluation of their own or the whole group’s experience of group. This could also be a requirement of
their assessment. It is up to you whether or not to allocate marks (see Section Four). Also remember that
your ongoing monitoring is also a form of informal evaluation of the workings of the groups.
Methods for collecting data for evaluation
There is no single method for designing or conducting an evaluation; methods can be quantitative or
qualitative, formal or informal, formative or summative, self administered or externally administered, or
any combination of these. There are advantages and disadvantages to each method and your choice will
largely depend upon the purpose of the evaluation and the content, material, practices, tasks or activities
being evaluated.
Questionnaire: a common approach that involves having students complete a survey either online or in
class. You can use established evaluation tools like those provided by the Institute of Teaching and
Learning or you can design your own. When designing your own questionnaire ensure that there is an
introduction which explains the purpose of the evaluation, that there are clear instructions for completion,
and that the questions are unambiguous. The questions posed can be open ended or closed, or a
combination.
 Open-ended questions: have the advantage of allowing students to identify what was the most
important elements of their experience. A disadvantage is that they may not write much or maybe
nothing at all. Examples include: ‘What did you like most about the group work task?’ or ‘The
most useful aspect of working in a group was …’
 Closed questions: are statements that allow students to rate their agreement or disagreement with
a comment or statement by using a Likert scale. For example:

 ‘I found the use of group work enabled me to develop my negotiating skills’ strongly agree
neutral disagree strongly agree disagree. Students are usually willing to answer these questions,
especially if the questionnaires are anonymous. A disadvantage is that they do not give detailed
responses or answer ‘why’ or ‘how’ questions. Adding an open ended question such as, ‘Provide
reasons for your answer (optional)’ gives students an opportunity to elaborate on their answer if
they wish to do so.
Checklist: is another method that can provide basic data. An example may be a list of provided unit
outcomes (knowledge, skills, attributes, abilities etc) and students circle or tick the ones that apply.
Alternatively you could ask students to generate their own list of outcomes. For example ‘Group work
provided me with … (you list items, start a list or provide a blank space)
• Autonomy
•Opportunity to get to know my classmates
• Opportunity to work on a ‘real-life’ problem
Students are usually willing to complete these lists but again the disadvantage is that they do not give
detailed responses or answer ‘why’ or ‘how’ questions.
Evaluation handout: some academics design their own evaluation handouts that can combine a number
of evaluative methods and are anonymous, quick and easy to complete. They can take any form, use
images, diagrams, comment boxes, or questions and lists as above.
Interview: can be done individually or in small groups and provide the opportunity for you to probe for
deeper analysis of the process and experience. The disadvantage of this method is that it can be time
consuming for both you and the students, and in a larger group maybe some students may be more vocal
than others.
Focus Group: uses a facilitative rather than direct questioning approach and is a useful way of having
students discuss the process of group work. This method allows students to work off and build upon each
other’s answers. The disadvantage is that it is time consuming for both you and the students and there is
the added difficulty of arranging a time that will suit every one.

Tuckman's Group Development Model
1. Forming
In the first stages of team building, the forming of the team takes place. The individual's behavior is
driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and
feelings are avoided, and people focus on being busy with routines, such as team organization, who does
what, when to meet, etc. But individuals are also gathering information and impressions - about each
other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the
avoidance of conflict and threat means that not much actually gets done.
The team meets and learns about the opportunities and challenges, and then agrees on goals and begins to
tackle the tasks. Team members tend to behave quite independently. They may be motivated but are
usually relatively uninformed of the issues and objectives of the team. Team members are usually on their
best behavior but very focused on themselves. Mature team members begin to model appropriate behavior
even at this early phase. Sharing the knowledge of the concept of "Teams - Forming, Storming, Norming,
Performing" is extremely helpful to the team.
Supervisors of the team tend to need to be directive during this phase.
The forming stage of any team is important because, in this stage, the members of the team get to know
one another, exchange some personal information, and make new friends. This is also a good opportunity
to see how each member of the team works as an individual and how they respond to pressure.
2. Storming
Every group will next enter the storming stage in which different ideas compete for consideration. The
team addresses issues such as what problems they are really supposed to solve, how they will function
independently and together and what leadership model they will accept. Team members open up to each
other and confront each other's ideas and perspectives. In some cases storming can be resolved quickly. In
others, the team never leaves this stage. The maturity of some team members usually determines whether
the team will ever move out of this stage. Some team members will focus on minutiae to evade real
issues.
The storming stage is necessary to the growth of the team. It can be contentious, unpleasant and even
painful to members of the team who are averse to conflict. Tolerance of each team member and their
differences should be emphasized. Without tolerance and patience the team will fail. This phase can
become destructive to the team and will lower motivation if allowed to get out of control. Some teams
will never develop past this stage.
Supervisors of the team during this phase may be more accessible, but tend to remain directive in their
guidance of decision-making and professional behavior. The team members will therefore resolve their
differences and members will be able to participate with one
another more comfortably. The ideal is that they will not feel that they are being judged, and will
therefore share their opinions and views.
Chapter No. 8

3. Norming
The team manages to have one goal and come to a mutual plan for the team at this stage. Some may have
to give up their own ideas and agree with others in order to make the team function. In this stage, all team
members take the responsibility and have the ambition to work for the success of the team's goals.
4. Performing
It is possible for some teams to reach the performing stage. These high-performing teams are able to
function as a unit as they find ways to get the job done smoothly and effectively without inappropriate
conflict or the need for external supervision. By this time, they are motivated and knowledgeable. The
team members are now competent, autonomous and able to handle the decision-making process without
supervision. Dissent is expected and allowed as long as it is channeled through means acceptable to the
team.
Supervisors of the team during this phase are almost always participative. The team will make most of the
necessary decisions. Even the most high-performing teams will revert to earlier stages in certain
circumstances. Many long-standing teams go through these cycles many times as they react to changing
circumstances. For example, a change in leadership may cause the team to revert to storming as the new
people challenge the existing norms and dynamics of the team
5. Adjourning
Many teams will reach this stage eventually. For example, project teams exist only for a fixed period, and
even permanent teams may be disbanded through organizational restructuring. Team members who like
routine, or who have developed close working relationships with other team members, may find this stage
difficult, particularly if their future now looks uncertain.
Conclusion:
We learned that there are stages that a team goes through as it grows together to reach a goal.As members
of a group, team, or family, it is important for you to understand those stages,how they work,and what
you can do to help that process along. Each stage is unique. We had a chance to try an activity and
identify some of those stages in action. Now that you understand these stages, watch other teams and try
to identify what stage they are operating at. Tuckman's traditional model is very useful for understanding
a team's basic functional stages, but his model needs to be expanded for greater understanding of team
development, especially during a team's dysfunctional phases. Many people think this model is very
useful, but other research has shown it is not applicable to all teams or situations. This article will identify
some new characteristics or phases of team development that complement the classic five phases
developed by Tuckman.

Characteristics of Group Work
Group work is essential to work with a systematic plan having understanding, we feelings and
concentration. Group workers are viewed as helping persons whose job is to help people by identifying
her/his problem, skill and ability.
There are specific characteristics of group work which are distinct from those of the other methods of
social work.
1. Group work practiced by group itself
2. It‟s based on humanitarian philosophy
3. It gives aspiration to help each other
4. Group work provides more information and more skill
5. It develop human personality
1. Group work is practiced by group itself With the help of group workers, development of the
individual changes and personality growth are happen. The group practiced and take steps by his
own worth and dignity by the help of its workers.
2. Based on humanitarian philosophy: Group work is based on humanitarian philosophy. A group get
its inspiration from the happiness, joy and prosperity of the member of that particular group within
a community. A group must have a belongingness and group philosophy.
3. It gives aspiration to help each other: Because of living together, sharing problem and emotion of
each other they get a aspiration to help each other. The group help the individual when she/he is in
problem.
4. It provides more skill and information: After formation of a group by a worker the group member
get more information and skill. Because of belongingness and helping mind the member can share
their knowledge among themselves. They get more information about science, resources and
techniques.
5. It develops human personality: After making a group their networking with other groups, workers
and agency develop their personality.
Goal & Functions of Social Group Work
1. Social group work is a orderly, systematic plan, way of working with people in groups. Social
group work is not an activity but a way of conducting many different activities. The members are
helped to learn new ideas, develop skills, attitude changes & responsibilities.
2. Through participation in a social process. In group work group itself has utilized by the individual
with the help of the worker as a primary means of personality growth, change & development of
individual. Goal (Purpose) of Group work
3. To teach the individual to live & work together and participate in the group activities for their
intellectual emotion& physical growth.
Chapter No. 9

4. To live a good life within the group and family. The individual is also taught to work together with
other people & participate in different activities.
5.
the individual to learn how to safe responsibility in a democracy style of working.
6. To give opportunity to them who have potentiality, worth and dignity of leadership.
7. To make best use of leisure time.
8. To learn division of labour & specialization of role just to indicate to play individual role in the
group.
9. To provide suitable task to the individual according to her/his skill, knowledge and interest
widen ones horizon.
10. To prepare people for social change.
11. To apply group therapy in need of physical, mental and emotional adjustment
Functions of group work
1. Group works mainly sees the situation & the needs of all the individuals & try to solve the
problems of the individuals. For every individual the group is the main source of strength & renders
everybody helping hand.
2. A group fulfil the social desires and need of each individual in the group.
3. Group work is carried on with voluntary group in the setting of social agency.
4. Group workers tale care of social agencies in many fields as education, religious & recreational
field.
5. It‟s a helping process with dual purpose of individual & group growth.
6. The function of the group work is always for the betterment of the individual as well as for the
growth of the entire group.
7. Group worker plays role of enabler & helping person, by earning an effective group. The group
worker is a main person who by her/his better knowledge try to make the group better.
Knowledge Base for Social Group Work
There are special areas of knowledge that enable group workers to more ably serve the group. Besides
the knowledge of the history and mission of social work profession as it impacts, group work with poor
people, minorities and other disenfranchised people, a worker should have a knowledge of individuals,
small group process and what is expected (functions) from the about the group work.
1. Knowledge about the nature of individual human growth and behaviour, that too from a
biopsycho-social perspective (person-in-environment) that means viewing the member in the
context of the group and the community.
2. Knowledge about the familial, social, political and cultural contexts that influence members‘
social identities, interactional styles, concerns, opportunities, and the attainment of their
potentials.
3. Knowledge about the capacity of members to help one another and to change and contribute to
social change in the community.

4. Knowledge about the protective and risk factors that affect individuals‘ needs for services and
their ability to act.
5. Knowledge about how to appreciate & understand differences due to culture, ethnicity, gender,
age, physical and mental abilities and sexual orientation among members that may influence
group life and group work practice.
Knowledge about individual
1. Knowledge about the group as an entity, its dynamics, culture and other social conditions.
2. Knowledge about the group‘s multiple helping relationships, and ―mutual aid.
3. Knowledge about the group process and structures that shape and influence the members
individual as well as collective transaction and how the group develop goals that contribute
individual member growth, group development and/or social change.
4. Knowledge about the phases of group development and how it influence change throughout the
life of the group.
5. Knowledge about how groups are formed for different purposes and goals (e.g., education
problem solving, task accomplishment, personal change, social action) and this influences what
the worker does and how the group accomplishes its goals as well as the nature of the contract
between the worker and members, among the members, and between the group and the
sponsoring organization.
Knowledge of groups & small group behaviour
1. Knowledge about how to promote individual and group autonomy, how to promote group goals,
how to remain flexible, sensitivite and creativite.
2. Knowledge about the worker‘s tasks and skills that are specific to each stage of group
development and the related group character, members‘ behaviour and tasks.
3. Knowledge about the recent advancement and research related to group process and
contemporary practice principles.
4. Knowledge about methods of monitoring and evaluating the group process, how to involve the
members in evaluation process
5. Knowledge about appropriate recording of the group processes and how to disseminate
knowledge about effective practices through professional meetings, education and scholarship. 6.
Knowledge about professional, ethical, and legal requirements generally associated with social
work practice as well as those specifically associated with social work with groups and how to
assess their own practice and seek supervision and/or consultation in order to enhance their
practice.

Skills of Social Group Work
In a general sense skill means the capacity to perform activities. The Webster Dictionary defines it as
“knowledge of and expertness in execution and performance”. Virginia Robinson refers to skill as “the
capacity to set in motion and control a process of change in specific material in such a way that the
change that takes place in the material is affected with the greatest degree of consideration for and
utilization of the qualityand capacity of the material”. Trecker defines methods and skill as “Methods
means the purposeful use of insights and understanding based upon a body of knowledge and principles.
Skill is the capacity to apply knowledge and understanding to a given situation.
Trecker has listed the following basic skills of social group work.
1. Skill in Establishing Purposeful Relationship
a) The group worker must be skilful in gaining the acceptance of the group and in relating himself
to the group on a positive professional basis.
b) The group worker must be skillful in helping individuals in the group to accept one another
and to join with the group in common pursuits.
2. Skill in Analysing the Group Situation
a) The worker must be skillful in judging the developmental level of the group to determine
what the level is, what the group needs and how quickly the group can be expected to move.
This calls for skill in direct observation of groups on a basis of analysis and judgement.
b) The group worker must be skillful in helping the group to express ideas, work out objectives,
clarify immediate goals and see both its potentialities and limitations as a group.
3. Skill in Participation with the Group
a) The group worker must be skillful in determining, interpreting, assuming and
modifying his own roles with the group.
b) The group worker must be skillful in helping, group members to participate, to locate
leadership among themselves and to take responsibility for their own activities.
4. Skill in Dealing with Group Feeling
a) The group worker must be skilful in controlling his own feelings about the group and must study
each new situation with a high degree of objectivity.
b) The group worker must be skillful in helping groups to release their own feelings, both
positive and negative. He must be skillful in helping groups to analyze situations as part of the
working through group or intergroup conflicts.
5. Skill in Programme Development
a) The group worker must be skillful in guiding group thinking so that interests and needs will
be revealed and understood.
b) The group worker must be skillful in helping groups to develop programmes, which they want
as a means through which their needs may be
met.
6. Skill in Using Agency and Community Resources
a) The group worker must be skillful in locating and then acquainting the group with various helpful
resources which can be utilized by the members for programme purpose.
Chapter No. 10

Mega assignment social group work

Mega assignment social group work

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