The document summarizes different types of program media that can be used in social group work practice. It discusses activities like play, music/arts/crafts, talk, movement, work, camps, actual experiences, brainstorming, buzz groups, case studies, and demonstrations. These program media provide opportunities for meaningful interaction, involvement in social tasks, and development of interpersonal skills among group members. The social group worker's role is to help plan programs and select appropriate media to meet the needs and interests of the group.
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.
The document discusses programme planning in social group work. It explains that planning involves thinking about activities to achieve goals and occurs before action. A programme includes all deliberately planned activities, relationships, and experiences to meet member needs. Principles of programme planning include basing programmes on member needs and interests, considering member demographics, providing voluntarily chosen experiences, and evolving programmes over time from personal to social concerns. Programmes are a tool used by social workers to enhance relationships and achieve other goals. Effective programme planning requires considering community context and resources and tailoring programmes to member needs and interests. The social worker's roles include helping plan programmes, discovering interests, enabling effective environment use, and limitations realization. Various programme media like play, drama, music
Group work in Correctional & Industrial settingsgaya3lavanya92
This document discusses the scope and role of social group work in correctional and industrial settings. Social group work aims to help individuals enhance their social functioning through purposeful group experiences. In correctional settings, social group work is used with juvenile delinquents, in prisons, de-addiction centers, and with children with disabilities. Groups in these settings address problems, build self-confidence and esteem, and facilitate adjustment. In industries, social group work forms task-oriented and peer groups and runs programs on stress, family issues, and substance abuse to improve productivity and employee well-being. Social workers assess needs, provide counseling and referrals, and coordinate welfare services in correctional and industrial settings.
Role of social group worker in different settingsSai Karthick Raj
The document discusses the role of social group workers in various settings. Social group workers help individuals enhance their social functioning through purposeful group activities. They work in community development settings, industries, prisons, educational institutions for children and youth, institutions for children and adolescents, and services for the aged. In each setting, social group workers form groups to address setting-specific issues like skills development, emotional support, education, recreation, and adjustment. They aim to improve individuals' well-being and ability to cope with personal and social problems through collaborative and therapeutic group activities.
This document discusses the principles and history of social group work. It provides definitions of social group work and outlines its basic assumptions. Some key points:
1. Social group work aims to help individuals through guided group interaction and experiences to address personal and social issues. It recognizes the power of small groups to enable personal and social change.
2. The origins of social group work can be traced back to recreational organizations in the late 19th century that aimed to provide communal benefits. It developed formally in the 1930s with the establishment of social group work as a method within social work.
3. Social group work is based on the assumption that humans are social beings and that purposeful group experiences and interactions can help address
The document discusses the various settings of social case work including family and child welfare, geriatric care, schools, and industrial settings. It defines social case work as assisting individuals in dealing with problems in their social environment. For each setting, it describes common problems and the role of the social worker in providing support such as counseling, advocacy, and referral services. The goal is to help individuals and families develop skills to address challenges through a team approach involving social workers, teachers, families, and the community.
Social work aims to help individuals and communities achieve satisfying relationships and standards of living according to their wishes and abilities. It deals with solving social, economic, psychological, educational, political, and environmental problems at the individual, group, and community levels. The objectives of social work are to help people make use of their capacities and environmental resources to achieve personal satisfaction and adjustment, and to modify environments so people face fewer problems. Social work functions include curative, correctional, preventive, and developmental functions to assist individuals' adjustment to society and modify institutions appropriately.
Social action is a method of social work used to mobilize masses and bring about structural changes in society. It aims to solve mass problems and improve living conditions through organized efforts like social legislation, reforms, and community organization. Skills needed for social action include relational, analytical, intervention, communication, and training abilities. Some challenges are empowering clients, managing groups, remaining unbiased, and balancing micro and macro issues. The overall goal of social action is to create a society with richer opportunities and a better life for all citizens.
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.
The document discusses programme planning in social group work. It explains that planning involves thinking about activities to achieve goals and occurs before action. A programme includes all deliberately planned activities, relationships, and experiences to meet member needs. Principles of programme planning include basing programmes on member needs and interests, considering member demographics, providing voluntarily chosen experiences, and evolving programmes over time from personal to social concerns. Programmes are a tool used by social workers to enhance relationships and achieve other goals. Effective programme planning requires considering community context and resources and tailoring programmes to member needs and interests. The social worker's roles include helping plan programmes, discovering interests, enabling effective environment use, and limitations realization. Various programme media like play, drama, music
Group work in Correctional & Industrial settingsgaya3lavanya92
This document discusses the scope and role of social group work in correctional and industrial settings. Social group work aims to help individuals enhance their social functioning through purposeful group experiences. In correctional settings, social group work is used with juvenile delinquents, in prisons, de-addiction centers, and with children with disabilities. Groups in these settings address problems, build self-confidence and esteem, and facilitate adjustment. In industries, social group work forms task-oriented and peer groups and runs programs on stress, family issues, and substance abuse to improve productivity and employee well-being. Social workers assess needs, provide counseling and referrals, and coordinate welfare services in correctional and industrial settings.
Role of social group worker in different settingsSai Karthick Raj
The document discusses the role of social group workers in various settings. Social group workers help individuals enhance their social functioning through purposeful group activities. They work in community development settings, industries, prisons, educational institutions for children and youth, institutions for children and adolescents, and services for the aged. In each setting, social group workers form groups to address setting-specific issues like skills development, emotional support, education, recreation, and adjustment. They aim to improve individuals' well-being and ability to cope with personal and social problems through collaborative and therapeutic group activities.
This document discusses the principles and history of social group work. It provides definitions of social group work and outlines its basic assumptions. Some key points:
1. Social group work aims to help individuals through guided group interaction and experiences to address personal and social issues. It recognizes the power of small groups to enable personal and social change.
2. The origins of social group work can be traced back to recreational organizations in the late 19th century that aimed to provide communal benefits. It developed formally in the 1930s with the establishment of social group work as a method within social work.
3. Social group work is based on the assumption that humans are social beings and that purposeful group experiences and interactions can help address
The document discusses the various settings of social case work including family and child welfare, geriatric care, schools, and industrial settings. It defines social case work as assisting individuals in dealing with problems in their social environment. For each setting, it describes common problems and the role of the social worker in providing support such as counseling, advocacy, and referral services. The goal is to help individuals and families develop skills to address challenges through a team approach involving social workers, teachers, families, and the community.
Social work aims to help individuals and communities achieve satisfying relationships and standards of living according to their wishes and abilities. It deals with solving social, economic, psychological, educational, political, and environmental problems at the individual, group, and community levels. The objectives of social work are to help people make use of their capacities and environmental resources to achieve personal satisfaction and adjustment, and to modify environments so people face fewer problems. Social work functions include curative, correctional, preventive, and developmental functions to assist individuals' adjustment to society and modify institutions appropriately.
Social action is a method of social work used to mobilize masses and bring about structural changes in society. It aims to solve mass problems and improve living conditions through organized efforts like social legislation, reforms, and community organization. Skills needed for social action include relational, analytical, intervention, communication, and training abilities. Some challenges are empowering clients, managing groups, remaining unbiased, and balancing micro and macro issues. The overall goal of social action is to create a society with richer opportunities and a better life for all citizens.
Group work can be used in developmental programs related to health, family welfare, education, community development, and housing. In India, where poverty, disease, illiteracy and low living standards are widespread, group workers must strive for social action and social change. This includes establishing literacy programs, parent-teacher associations, vocational guidance, and organizing groups to demand changes from local authorities. If studied in India, group work will largely focus on organizing the majority of the normal population into self-help and self-governing groups, while continuing therapeutic services for those with issues. The efforts will aim to strive for social justice and removal of inequalities through partnership with social education.
The remedial model focuses on remedying social dysfunction through a treatment group led by a worker. The group targets individuals experiencing social problems and aims to create individual change through applying theories of role, behavior, ego psychology, and group dynamics. The worker directly intervenes as the leader and change agent to achieve treatment objectives by creating a stable, recognized environment within the agency for regular, frequent group meetings over a set number of sessions.
The presentation dealt with the introduction, meaning, definition, purpose, values, assumptions and ethical principles of social casework.
Historical development of casework
I. The case work process involves 7 main stages: intake, study, diagnosis/assessment, treatment/intervention, evaluation, termination, and follow up.
II. During intake, basic identifying information about the client is collected including personal data, family background, and early family history. Referrals can come from agencies, institutions, family or self-referral.
III. The study stage involves acquiring knowledge about the client's problem through tools like interviewing, home visits, and collateral contacts to understand the nature and circumstances of the problem.
The document discusses the psychosocial approach in social case work. It examines how the psychosocial approach looks at how psychological factors and the social environment influence individuals' well-being and functioning. The approach was first used by Erik Erikson and further developed by others. It involves assessing clients' issues and contributing factors, setting treatment goals to alleviate distress and improve functioning, and using techniques like environmental modification, counseling, and ego support to help clients.
The document discusses the concept of community, including definitions from various sociologists. It describes community as a social group bound together by common interests, geography, values or experiences. The key elements that make up a community are a group of people, a definite locality, community sentiment, likeness, permanence, neutrality and size. Community sentiment involves a sense of "we", roles within the community, and feelings of dependency. Types of community include geographic and communities of interest. Community social work aims to address community needs, promote participation, and support formal and informal relationships and institutions within a community.
This document outlines the key stages of the group work process: intake, study, defining objectives, goal setting, intervention strategies, and evaluation. Intake involves selecting members who will benefit from the group. Study involves collecting facts about members. Objectives provide clarity on how the group will function. Goal setting involves determining goals and responsibilities. Intervention strategies can include gestalt therapy and transactional analysis. Evaluation assesses individual growth, the group's development, and members' contributions. The overall purpose is to understand and help fulfill members' needs through the group process.
The document discusses the role of social workers in disaster management. Social workers can play an important role both before (pre-disaster) and after (post-disaster) situations. In pre-disaster situations, their roles include policy development, risk and vulnerability assessments, prevention and mitigation activities, preparedness planning, and disaster risk reduction. In post-disaster situations, social workers assist with damage assessments, providing support to victims, coordinating disaster response and recovery efforts, and facilitating rehabilitation programs. The document provides details on the various activities social workers undertake in each phase of disaster management.
This document outlines four principal models of social welfare: 1) The familial model, best exemplified by France, where the family plays a large role in welfare. 2) The residual model, best exemplified by the US, where public welfare aims to help only the poor and needy. 3) The mixed economy model, seen in countries like Germany and Britain, that blend public and private insurance. 4) The model of state control, exemplified by the former Soviet Union, where the state controls all welfare. Each model is then described in 1-2 paragraphs.
The document outlines the key functions of social work:
1. Curative functions aim to cure physical, social, and psychological issues through services like health care, psychiatry, child welfare, and services for the disabled.
2. Correctional functions include reform services like probation and parole as well as services to improve social relationships and push for social reform.
3. Preventive functions deal with services that prevent problems through ensuring security, education, and legislation to promote public assistance and prevent diseases.
4. Developmental functions focus on developing individuals, families, communities through education, recreation, and urban/rural development programs.
The document outlines several key skills of the social work professional, including empathy, self-awareness, boundary setting, active listening, social perceptiveness, critical thinking, and strong written and verbal communication abilities. A social worker must be able to understand others' perspectives, evaluate their own performance, maintain appropriate boundaries, listen carefully, pick up on social and verbal cues, think critically about each case, and document cases clearly in writing. These diverse skills allow social workers to wear many hats and help meet the varied needs of all clients who seek their assistance.
This document outlines the stages of the group work process, including intake, selection of members, assessment and planning, group development and intervention, and evaluation and termination. It describes the different stages in detail, including fact finding, goal setting, and various intervention strategies. Evaluation is presented as an ongoing and continuous process involving measuring the group's experience against objectives, member performance and growth, and level of achievement.
The document summarizes the history and development of social work in India. It divides the history into three periods: ancient, medieval, and modern. In the ancient period, charity and religion formed the basis of social work. In the medieval period under Muslim rule, zakat and efforts by rulers to reform society continued social work. In the modern period, social reformers like Raja Ram Mohan Roy established organizations to develop the movement. Formal social work education began in the 1930s with the establishment of schools of social work. The number of such training institutions has now grown to over 100 across India.
Group work evolved from informal community organizations in the late 19th/early 20th century United States in response to industrialization, immigration, and urbanization. It was used by settlement houses, youth organizations, unions and others to help communities adapt. In the 1920s, thinkers recognized its potential and it became a recognized method. After World War II, literature and theories on group work increased and it professionalized although its popularity declined in the 1960s. It reemerged in the 1970s and continues globally with adaptations to different contexts.
Social Group Work with Educational Setting Solomon Raj
Group work is an effective method for working with children, youth, and the elderly in educational institutions. It can be used for remedial, supportive, and psychoeducational purposes. Common goals of group work in educational settings include helping slow learners, mainstreaming out-of-school youth, addressing dropout issues, developing life skills, and generating awareness around health issues. The social group worker's roles include facilitating the group, advocating for members, educating, and interpreting communications to help address issues like academic stress, relationship problems, and mental health concerns faced by students.
The document provides an overview of social casework including its history, definitions, objectives, components, techniques, and types of problems addressed. Some key points:
- Social casework aims to help clients better adjust their relationships and develop self-sufficiency through understanding their full circumstances and motivations.
- It originated in religious/charitable work and evolved into a scientific approach focused on treating each person as a unique individual.
- The main objectives are helping clients mobilize their own capacities to solve problems and achieve a healthy adjustment between their situation and environment.
- It involves understanding clients' problems in the context of internal/external forces and social functioning, while also considering their resources and agency/community support
The document discusses the history and evolution of social casework as a method of social work. It outlines how social casework began as informal helping by individuals throughout history but became a more formal, professionalized method in the late 19th/early 20th century. Key developments included the establishment of charity organizations in the US and UK in the 1800s that used volunteers and later paid agents to assess individual needs, and the opening of the first US School of Social Work in 1898 in response to modern problems requiring specialized training. The document then discusses how early 20th century developments like standardized training programs and the publication of Mary Richmond's influential book "Social Diagnosis" helped establish social casework as a core method of the social work profession.
The document discusses various phases and methods involved in community organization. It begins by outlining key phases like study, analysis, assessment, decision making, organization, action, evaluation and modification. It then examines specific methods that can be used in each phase, such as surveys, interviews, meetings and committees for gathering and analyzing information. The summary emphasizes that community organization involves systematic planning, assessment of community needs and resources, and collective decision making and action to address issues in a sustainable manner.
This document provides discussion techniques and activities to facilitate structured talk in the classroom. It discusses the importance of talk in developing understanding and learning. Various types of structured discussion formats are described, including circle time, philosophy for children, rainbow groups, pair talk, listening triads, and envoys. These activities encourage speaking, listening, sharing of ideas, and developing concepts. The document also provides information on stimulating further discussion through techniques like jigsawing, value continuums, hot seating, and freeze frames. The overall summary is that structured discussion activities can help students learn through articulating and exploring ideas together.
Students are discussing various techniques for facilitating discussion and debate in the classroom. The document introduces discussion circles, where students sit in a circle and take turns speaking while holding an object. It also describes thinking routines like Philosopy for Children and jigsawing where students explore topics by first discussing in groups and then sharing insights. Overall the document provides a toolkit of activities to encourage purposeful and structured student talk.
Group work can be used in developmental programs related to health, family welfare, education, community development, and housing. In India, where poverty, disease, illiteracy and low living standards are widespread, group workers must strive for social action and social change. This includes establishing literacy programs, parent-teacher associations, vocational guidance, and organizing groups to demand changes from local authorities. If studied in India, group work will largely focus on organizing the majority of the normal population into self-help and self-governing groups, while continuing therapeutic services for those with issues. The efforts will aim to strive for social justice and removal of inequalities through partnership with social education.
The remedial model focuses on remedying social dysfunction through a treatment group led by a worker. The group targets individuals experiencing social problems and aims to create individual change through applying theories of role, behavior, ego psychology, and group dynamics. The worker directly intervenes as the leader and change agent to achieve treatment objectives by creating a stable, recognized environment within the agency for regular, frequent group meetings over a set number of sessions.
The presentation dealt with the introduction, meaning, definition, purpose, values, assumptions and ethical principles of social casework.
Historical development of casework
I. The case work process involves 7 main stages: intake, study, diagnosis/assessment, treatment/intervention, evaluation, termination, and follow up.
II. During intake, basic identifying information about the client is collected including personal data, family background, and early family history. Referrals can come from agencies, institutions, family or self-referral.
III. The study stage involves acquiring knowledge about the client's problem through tools like interviewing, home visits, and collateral contacts to understand the nature and circumstances of the problem.
The document discusses the psychosocial approach in social case work. It examines how the psychosocial approach looks at how psychological factors and the social environment influence individuals' well-being and functioning. The approach was first used by Erik Erikson and further developed by others. It involves assessing clients' issues and contributing factors, setting treatment goals to alleviate distress and improve functioning, and using techniques like environmental modification, counseling, and ego support to help clients.
The document discusses the concept of community, including definitions from various sociologists. It describes community as a social group bound together by common interests, geography, values or experiences. The key elements that make up a community are a group of people, a definite locality, community sentiment, likeness, permanence, neutrality and size. Community sentiment involves a sense of "we", roles within the community, and feelings of dependency. Types of community include geographic and communities of interest. Community social work aims to address community needs, promote participation, and support formal and informal relationships and institutions within a community.
This document outlines the key stages of the group work process: intake, study, defining objectives, goal setting, intervention strategies, and evaluation. Intake involves selecting members who will benefit from the group. Study involves collecting facts about members. Objectives provide clarity on how the group will function. Goal setting involves determining goals and responsibilities. Intervention strategies can include gestalt therapy and transactional analysis. Evaluation assesses individual growth, the group's development, and members' contributions. The overall purpose is to understand and help fulfill members' needs through the group process.
The document discusses the role of social workers in disaster management. Social workers can play an important role both before (pre-disaster) and after (post-disaster) situations. In pre-disaster situations, their roles include policy development, risk and vulnerability assessments, prevention and mitigation activities, preparedness planning, and disaster risk reduction. In post-disaster situations, social workers assist with damage assessments, providing support to victims, coordinating disaster response and recovery efforts, and facilitating rehabilitation programs. The document provides details on the various activities social workers undertake in each phase of disaster management.
This document outlines four principal models of social welfare: 1) The familial model, best exemplified by France, where the family plays a large role in welfare. 2) The residual model, best exemplified by the US, where public welfare aims to help only the poor and needy. 3) The mixed economy model, seen in countries like Germany and Britain, that blend public and private insurance. 4) The model of state control, exemplified by the former Soviet Union, where the state controls all welfare. Each model is then described in 1-2 paragraphs.
The document outlines the key functions of social work:
1. Curative functions aim to cure physical, social, and psychological issues through services like health care, psychiatry, child welfare, and services for the disabled.
2. Correctional functions include reform services like probation and parole as well as services to improve social relationships and push for social reform.
3. Preventive functions deal with services that prevent problems through ensuring security, education, and legislation to promote public assistance and prevent diseases.
4. Developmental functions focus on developing individuals, families, communities through education, recreation, and urban/rural development programs.
The document outlines several key skills of the social work professional, including empathy, self-awareness, boundary setting, active listening, social perceptiveness, critical thinking, and strong written and verbal communication abilities. A social worker must be able to understand others' perspectives, evaluate their own performance, maintain appropriate boundaries, listen carefully, pick up on social and verbal cues, think critically about each case, and document cases clearly in writing. These diverse skills allow social workers to wear many hats and help meet the varied needs of all clients who seek their assistance.
This document outlines the stages of the group work process, including intake, selection of members, assessment and planning, group development and intervention, and evaluation and termination. It describes the different stages in detail, including fact finding, goal setting, and various intervention strategies. Evaluation is presented as an ongoing and continuous process involving measuring the group's experience against objectives, member performance and growth, and level of achievement.
The document summarizes the history and development of social work in India. It divides the history into three periods: ancient, medieval, and modern. In the ancient period, charity and religion formed the basis of social work. In the medieval period under Muslim rule, zakat and efforts by rulers to reform society continued social work. In the modern period, social reformers like Raja Ram Mohan Roy established organizations to develop the movement. Formal social work education began in the 1930s with the establishment of schools of social work. The number of such training institutions has now grown to over 100 across India.
Group work evolved from informal community organizations in the late 19th/early 20th century United States in response to industrialization, immigration, and urbanization. It was used by settlement houses, youth organizations, unions and others to help communities adapt. In the 1920s, thinkers recognized its potential and it became a recognized method. After World War II, literature and theories on group work increased and it professionalized although its popularity declined in the 1960s. It reemerged in the 1970s and continues globally with adaptations to different contexts.
Social Group Work with Educational Setting Solomon Raj
Group work is an effective method for working with children, youth, and the elderly in educational institutions. It can be used for remedial, supportive, and psychoeducational purposes. Common goals of group work in educational settings include helping slow learners, mainstreaming out-of-school youth, addressing dropout issues, developing life skills, and generating awareness around health issues. The social group worker's roles include facilitating the group, advocating for members, educating, and interpreting communications to help address issues like academic stress, relationship problems, and mental health concerns faced by students.
The document provides an overview of social casework including its history, definitions, objectives, components, techniques, and types of problems addressed. Some key points:
- Social casework aims to help clients better adjust their relationships and develop self-sufficiency through understanding their full circumstances and motivations.
- It originated in religious/charitable work and evolved into a scientific approach focused on treating each person as a unique individual.
- The main objectives are helping clients mobilize their own capacities to solve problems and achieve a healthy adjustment between their situation and environment.
- It involves understanding clients' problems in the context of internal/external forces and social functioning, while also considering their resources and agency/community support
The document discusses the history and evolution of social casework as a method of social work. It outlines how social casework began as informal helping by individuals throughout history but became a more formal, professionalized method in the late 19th/early 20th century. Key developments included the establishment of charity organizations in the US and UK in the 1800s that used volunteers and later paid agents to assess individual needs, and the opening of the first US School of Social Work in 1898 in response to modern problems requiring specialized training. The document then discusses how early 20th century developments like standardized training programs and the publication of Mary Richmond's influential book "Social Diagnosis" helped establish social casework as a core method of the social work profession.
The document discusses various phases and methods involved in community organization. It begins by outlining key phases like study, analysis, assessment, decision making, organization, action, evaluation and modification. It then examines specific methods that can be used in each phase, such as surveys, interviews, meetings and committees for gathering and analyzing information. The summary emphasizes that community organization involves systematic planning, assessment of community needs and resources, and collective decision making and action to address issues in a sustainable manner.
This document provides discussion techniques and activities to facilitate structured talk in the classroom. It discusses the importance of talk in developing understanding and learning. Various types of structured discussion formats are described, including circle time, philosophy for children, rainbow groups, pair talk, listening triads, and envoys. These activities encourage speaking, listening, sharing of ideas, and developing concepts. The document also provides information on stimulating further discussion through techniques like jigsawing, value continuums, hot seating, and freeze frames. The overall summary is that structured discussion activities can help students learn through articulating and exploring ideas together.
Students are discussing various techniques for facilitating discussion and debate in the classroom. The document introduces discussion circles, where students sit in a circle and take turns speaking while holding an object. It also describes thinking routines like Philosopy for Children and jigsawing where students explore topics by first discussing in groups and then sharing insights. Overall the document provides a toolkit of activities to encourage purposeful and structured student talk.
Public speaking involves speaking to an audience to inform, influence, or entertain them. It commonly refers to face-to-face communication with a group intended to share knowledge or perspectives to achieve a purpose. Successful public speaking requires considering elements like the speaker, purpose, message, medium, setting, listener response, potential interferences, and consequences. An effective speech structure includes an attention-grabbing introduction, presentation of main points organized logically in the body, and a conclusion that restates the key themes.
This is a presentatio on different techniques of teaching.It includes all the varieties of techniques that can be actually implemented in the classroom.And the adavanatages and disadvanatages of each techniques is also given in an abstract.
The document discusses socialized methods that can be used to teach commerce. It defines socialized instruction as presenting commerce education in a realistic social context by pooling various societal views. The objectives are to make knowledge socially relevant and develop groupwork and thinking skills. Major methods discussed are panel discussion, group discussion, symposium, workshop, and seminar. Panel discussion involves a small group discussing an issue in front of an audience. Group discussion is an exchange of ideas among group members on a topic. A symposium has different speakers presenting on different aspects of a theme. A workshop involves practical work and discussions among 10-25 people on a common issue. The seminar method involves structured group discussion that may follow a lecture.
Small group discussion and buzz group methodKalpanaKawan1
This document discusses small group discussion and the buzz group method. It defines small group discussion as a teaching method where a small number of people (4-8) learn from exchanging ideas and experiences to solve problems by consensus. Buzz groups are small temporary groups of 2-6 members formed during a lecture to discuss a topic and generate ideas. The document outlines the objectives, types, purposes, principles, roles, communication patterns, steps, advantages, disadvantages and limitations of small group discussions. It also defines and discusses the purpose, uses, principles and steps of the buzz group method.
A group is a collection of individuals who come together and interact with each other for a common purpose or objective.
the key points which i have discussed in this ppt are , Purpose Of Group Discussion?, What is Group Discussion?, Types of Group , Important Points in Group Discussion , Types of People in GD, Conclusion and many more. this ppt is outstanding and serve the best content and knowledge to the viewer or over presenter.
This document discusses different training methods: roleplay, brainstorming, and lecture. It provides details on how to conduct roleplay, including identifying a situation, adding details, assigning roles, acting out scenarios, and discussing lessons learned. Brainstorming techniques are explained like freewriting, nominal group technique, and individual brainstorming. The advantages of both roleplay and brainstorming are covered. Finally, the document defines lecture method, describes types of lectures, their purposes, and advantages and disadvantages.
This document discusses methodologies for adaptive and systemic development. It introduces complex systems theory and how it can be applied to development work. Participatory methodologies are explored that incorporate feedback and learning. Case studies are analyzed to exemplify adaptive approaches. Systems thinking tools like the iceberg model are used to map challenges in development by examining symptoms, patterns, structures and underlying mental models. The document advocates for approaches that consider interconnected dynamics and contexts rather than linear reductions.
Global Challenges is a required content-based English course for all first-year students in our program. This presentation will focus on course design, development and delivery for this twice-a-week course, with emphasis on learning outcomes, teaching activities and assessment.
This document discusses innovative teaching techniques and strategies. It begins by outlining objectives of implementing teaching skills and identifying various methods into the classroom. These include lecture-based teaching, case studies, group discussions, brainstorming, field trips, role-playing, and other active learning strategies. The document then examines different teaching methods like jigsaw puzzles, concept mapping, debates, cooperative learning, and using panels of experts. It emphasizes the importance of using teaching aids and varied techniques to increase learner participation. Throughout, it promotes the idea that teaching requires utilizing diverse "lures" and "instruments" to engage different learners, and that combining methods creates an amazing learning experience.
This document discusses panel discussions as a teaching technique. It defines a panel discussion as a discussion of a public interest topic by a group of people in front of an audience. It notes that panel discussions aim to provide information, analyze issues from different perspectives, and organize mental reactions. The key roles in a panel discussion are the instructor, moderator, panelists, and audience. The document outlines the objectives and procedures of panel discussions as well as their advantages in encouraging social learning and developing problem-solving skills. However, it also notes potential limitations like discussions deviating from the topic or some members dominating.
This document discusses five methods for social work: social case work, social action, community organization, focus groups, and social welfare administration. For each method, the document outlines goals, tools/space needed, participants, time, implementation, expected results, references, discussion questions, and reflections. The methods aim to help individuals cope with problems, encourage social functioning, gain community benefits, organize communities, test assumptions, and administer social welfare programs through activities like counseling, resource provision, and staff development.
Dialogue based learning focuses on using dialogue and discussion to promote learning. It recognizes that learners' life experiences influence how they learn new concepts. Through dialogue, teachers can understand students' perspectives and help overcome misunderstandings. Curriculum is dynamic and views learning as experiences. Teaching methods include lectures, discussions, demonstrations, group work and role-playing to encourage creativity. Teachers act as facilitators and role models. Evaluation considers daily observations, oral contributions, projects and tests. Dialogue helps resolve issues, promote understanding, and reveal inconsistencies in thoughts. It keeps the story moving forward and reveals characters.
This document discusses various teaching strategies including narration, description, exposition, review, group discussion, role playing, dramatization, brainstorming, buzz session, simulation, debate, symposium, and seminar. It provides details on the purpose and process for each strategy. For example, it states that narration involves giving oral accounts of events to pupils, description provides a mental picture through vivid language, and exposition gives new information and clarifies details to promote thinking.
21st Century Learning and Regional Training Center's Thinking Skills CourseRegional Training Center
RTC's Course Encouraging Skillful, Critical and Creative Thinking embodies the FOUR C's of 21st Century Learning: Critical Thinking, Creative Thinking, Communication, and Collaboration
Module 8 assignment 3 daniel downs final project communication training programDaniel Downs
This document outlines a proposed 5-day communication training program for school leaders. The first two days focus on collaborative leadership, public speaking, and communication models. Activities include pairing exercises, listening skills, team building, and presenting scenarios in groups. The third and fourth days have participants apply these skills in their schools by forming committees, speaking engagements, and journaling. They will choose a communication approach and assess their style. The goals are for participants to improve communication and leadership skills, feel more confident speaking, and better understand verbal/nonverbal cues. Outcomes include appreciating diverse perspectives, effective teamwork, appropriate initiatives, and analyzing experiences using communication models.
This document outlines the objectives and strategies for teaching home economics. For grade 4, objectives include responsibilities to oneself and family, basic knowledge of agriculture and handicraft tools, and simple food preservation and sewing. Grade 5 focuses on further knowledge and skills to improve family and community life through work ethics and various types of work. Grade 6 develops interest in different jobs and home management. Teaching strategies discussed include discussion, panel forums, debates, lectures, laboratory methods, problem-solving, and project-based learning through individual, family and community experiences.
UiPath Test Automation using UiPath Test Suite series, part 6DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 6. In this session, we will cover Test Automation with generative AI and Open AI.
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What will you get from this session?
1. Insights into integrating generative AI.
2. Understanding how this integration enhances test automation within the UiPath platform
3. Practical demonstrations
4. Exploration of real-world use cases illustrating the benefits of AI-driven test automation for UiPath
Topics covered:
What is generative AI
Test Automation with generative AI and Open AI.
UiPath integration with generative AI
Speaker:
Deepak Rai, Automation Practice Lead, Boundaryless Group and UiPath MVP
In his public lecture, Christian Timmerer provides insights into the fascinating history of video streaming, starting from its humble beginnings before YouTube to the groundbreaking technologies that now dominate platforms like Netflix and ORF ON. Timmerer also presents provocative contributions of his own that have significantly influenced the industry. He concludes by looking at future challenges and invites the audience to join in a discussion.
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Partecipate alla presentazione per immergervi in una storia di interoperabilità, standard e formati aperti, per poi discutere del ruolo importante che i contributori hanno in una comunità open source sostenibile.
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Dr. Sean Tan, Head of Data Science, Changi Airport Group
Discover how Changi Airport Group (CAG) leverages graph technologies and generative AI to revolutionize their search capabilities. This session delves into the unique search needs of CAG’s diverse passengers and customers, showcasing how graph data structures enhance the accuracy and relevance of AI-generated search results, mitigating the risk of “hallucinations” and improving the overall customer journey.
UiPath Test Automation using UiPath Test Suite series, part 5DianaGray10
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
Removing Uninteresting Bytes in Software FuzzingAftab Hussain
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In this work, we equipped AFL, a popular fuzzer, with DIAR and examined two critical Linux libraries -- Libxml's xmllint, a tool for parsing xml documents, and Binutil's readelf, an essential debugging and security analysis command-line tool used to display detailed information about ELF (Executable and Linkable Format). Our preliminary results show that AFL+DIAR does not only discover new paths more quickly but also achieves higher coverage overall. This work thus showcases how starting with lean and optimized seeds can lead to faster, more comprehensive fuzzing campaigns -- and DIAR helps you find such seeds.
- These are slides of the talk given at IEEE International Conference on Software Testing Verification and Validation Workshop, ICSTW 2022.
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Whether you’re tweaking your current setup or building from the ground up, this session will arm you with the tools and insights needed to transform your FME usage into a powerhouse of productivity. Join us to discover effective strategies that simplify complex processes, enhancing your productivity and transforming your data management practices with FME. Let’s turn complexity into clarity and make your workspaces work wonders!
Climate Impact of Software Testing at Nordic Testing DaysKari Kakkonen
My slides at Nordic Testing Days 6.6.2024
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1. THE OXFORD COLLEGE OF ARTS
Dept. of Social Work
Date : 29/11/2011 Day : Tuesday
Topic : Types Of Programme media
Submitted To :
Mr.Lokesh reddy (Faculty)
Dept. Of Social Work
Oxford College Of Arts
Submitted By :
Mr.Naveen . R
1st Year MSW
Oxford College Of Arts
3. Introduction
Planned activities play on important role in social group work practice. These planned activities are the programmes
which are organised for many purposes. These include attaining improvement in member‟ s own environmental
conditions, promoting a sense of achievement, sublimating and canalising certain impulses, actualizing problems in
an on-going social situation and working through or articulating symbolically problems and feelings which members
are unable to express verbally. Programme is a concept which, when broadly conceived, includes the entire range of
activities, relationship, interactions and experience that have been deliberately planned and carried out with help of
the worker to meet the needs of the individuals and the group.
Factors in Programme Planning
In planning programmes, the social group worker must take into account a number of factors.
1. The programme must in accord with the facilities and traditions of the community
2. The programme must be tailored to fit into the needs and interest of the group members.
3. The programme must be based upon the resources which exist in the community
4. The programme should provide opportunities for all members to participate
Role of group worker in programme planning
1. Helping the members to plan the programme
2. Discovering and arousing interests
3. Enabling the group to use environment effectively
4. Making the group to realize limitations
Social group worker translates his /her knowledge with the groups through the use of programme as a tool to
enhance group relationships. Most of the tools in group work used are that of recreation and that is why social group
work is thought to be equivalent to recreation. It is as if we should say that the surgeon is a butcher because he uses
knife and cuts into flesh, or that the case worker is a talker because he uses only words. Like wise social group
worker is not a recreationist/craft teacher nor a story teller.
Use of Programme Media
Largely because of its early linkages to the field of recreation, group work has recognized the value of additional
types of activities in pursuit of change goals. Often, group workers introduce varied tasks and programme to
supplement discussion, depending on the particular composition and goals of the group. Since verbal abilities are
less developed among younger children, games and craft activities have been effectively used as part of their
programme. With adolescents and adults, on the other hand, a number of social activities and planning for group
action are found effective. Within institutions client groups can be helped to explore problems of the social milieu
by being permitted to undertake limited self-government. Many messages for social development and
conscientization are given through the use of folk media in villages and urban community groups. All these
programme activities extend the opportunities for meaningful interaction among clients, significant involvement
with social tasks and acquisition of valued interpersonal skills. For any of the types of models or approaches of
groups referred there are in any setting of group work practice, one or a combination of the following programme
activities which can be used for diagnostic problem-solving or treatment purposes.
1. Play:
The use of all types of games (physical, intellectual, memory, sensory) including playing with blocks, toys, sand and
water, in the case of young children.
4. 3. Music and arts and crafts:
The former which can be vocal or instrumental on a solo or group basis depict and provide an outlet for all varieties
of human emotions whereas the latter, through work with diverse materials such as wood, clay, paper, straw or
paints, give ample scope for self-expression, creativity, balance and harmony.
4. Talk:
This is the action most people associate immediately with group activities especially of a problem-solving or
therapeutic nature dealing with critical topics related to the clients' personal lives. Included in this activity are small
group discussions, lectures, seminars, conversations, sensitivity games and encounter sessions. (A much-used mode
of communication, talk is an essential part of most of the other activities).
5. Movement:
This kind of activity is being used, as counter to the rather overemphasized verbal communication just referred to.
Activities include exploration of touch, non-verbal communication, dance, mime and physical encounter.
6. Work:
This activity speaks for itself and covers projects and tasks of all kinds of complexity which involve an ongoing
process of cooperative endeavour.
7. FOLK MEDIA:
Folk media have various descriptors. The terms “oramedia,” “traditional media,” and “informal media” have often
been used interchangeably in referring to folk media. Ansu-Kyeremeh defines folk media as “any form of
endogenous communication system which by virtue of its origin from, and integration into a specific culture, serves
as a channel for messages in a way and manner that requires the utilization of the values, symbols, institutions, and
ethos of the host culture through its unique qualities and attributes.” Folk media are often used for personal as well
as group information sharing and discussion and draw their popularity from their entertaining nature. Types of folk
media include storytelling, puppetry, proverbs, visual art, drama, role-play, concerts, gong beating, dirges, songs,
drumming, and dancing.
Folk media include storytelling, puppetry, proverbs, visual art, drama, role-play, concerts, gong beating, dirges,
songs, drumming, and dancing.
8.Camps:
The ground or spot on which tents, huts, etc., are erected for shelter, as for an army or for lumbermen, etc. . a place
where tents, cabins, or other temporary structures are erected for the use of military troops, for training soldiers, etc
5. Actual Experience
Definition: This is any direct, purposeful activity relating to a real object or conducted in a real situation.
Uses: For job experiences
Group worker needs to: Determine if an environment is available to enable learners to have an actual experience,
such as:
Interacting or surveying people in a specific department
Designing a policy that could be proposed
Writing a news article to publish
Participating on a committee
Doing a service project.
Brainstorming
Definition: Brainstorming is a group process that collects as many ideas as possible in a short time, without concern
for quality. Ideas don’t have to be practical or
original.
Uses: To develop a list to help find solutions to problems or create new
opportunities.
Group worker needs to: Ask one or two volunteers to write all ideas on a board or flip chart where people see ideas
while they hear the ideas.
The rules are:
List as many ideas as possible.
Feel welcome to add ideas quickly
“Free-wheeling” and wild ideas are welcome
It’s O.K. to expand an idea that’s already been mentioned
No judgment is allowed regarding any idea that is offered
At minimum, a key word from every idea will be noted
Brainstorming will continue until no new ideas are added.
Invite comments from individuals who have not spoken.
Stop the brainstorm session when no new ideas are added.
Invite the participants to review and discuss the list of ideas
Buzz Group
A small discussion group formed for a specific task such as generating ideas, solving problems, or reaching a
common viewpoint on a topic within a specific period of time. Large groups may be divided into buzz groups after
an initial presentation in order to cover different aspects of a topic or maximize participation. Each group appoints a
spokesperson to report the results of the discussion to the larger group. Buzz groups are a form of brainstorming.
Definition: a buzz group involves every member of a larger group, directly in a discussion process.
6. Uses: To help expand thoughts and opinions about a controversial topic; or to gather potential solutions to a
problem.
Group worker needs to:
Divide a large group into smaller groups (3-5)
Pose a question or topic
Allow a limited time
o 5 minutes for a simple topic
o 10 minutes for a more complex topic
Allow small group discussion to be valuable in it’s own right
Or, ask each group to report (1-2) key thoughts from their discussion
Case Study
Definition: A story or situation is written for learners to read and consider. It may be presented on paper, read or
seen on video.
Uses: A case study helps learners develop skills in identifying concerns, analyzing problems, and considering
solutions.
Group worker needs to:
Select or develop a written situation that incorporates opportunities for learning concepts that Group
worker wants to convey
Distribute written case study and review case study with the group.
Have a common set of questions for all learners or groups of learners to address.
Questions should reinforce learning objectives
Complete the process by giving individuals/small groups an opportunity to share analysis and discussion
with larger group.
Demonstration
Definition: Visual presentation or explanation of a fact, idea or process.
Uses: To show “ingredients” or steps to accomplish a task or end result
Group worker needs to:
Determine if this concept is best learned by showing it, step-by-step, to learner Decide whether:
Group worker or learners will demonstrate
Groups or individuals will present the demonstration.
The demonstration will be planned and practiced or impromptu?
Gather supplies.
Plan the step-by-step approach
7. Discussion Group
Definition: Two or more people discuss a topic informally. One topic may be assigned to the entire group
. Several related topics may be assigned to small group. Small groups may select their own topic from a broad,
general issue.
Uses:
Increase the opportunities for all learners to contribute to discussion.
To encourage adults to share experiences
To invite a larger number of ideas
Group worker needs to:
Plan and state discussion questions clearly
Assign a time deadline
State expectations as to whether or not groups will need to report key elements back to the larger group, or
if a written report will be submitted
Drama
Definition: To experience events or ideas when we cannot confront a situation in it’s real form.
Uses: To have fun and learn through interaction.
Group worker needs to: Choose a type of dramatization that best fits the learning situation or type of learners
Choose a drama such as a:
Skit
Role-play
Writing or analyzing prepared “Dear Abby” type situations
A learner designed commercial
Key Word Match
Description: Matching key words or definitions with situations or processes that are necessary for doing a task or
job.
Uses: To instill accuracy of information
Group worker needs to:
Provide a list of key words or phrases that are necessary to learn.
8. Provide second list of definitions or situations that can be connected to the key words, but List #2 is in a
“Mixed Up Order”
Invite learners to draw lines to connect each key word with its appropriate concept or definition.
Modeling
Description: Group worker will select specific words or behavior to use within a situational context, while learners
observe.
Uses: Group worker may “model” correct words, posture, and behavior to use within a conflict situation. Or greet
everyone at the door with a special greeting—as modeling for hospitality and extra customer service.
Group worker needs to:
Consider Specific learning objectives you can deliver via modeling
Tell learners that you are going to model specific behavior or methods immediately before modeling. This
enables the greatest degree of learning. For variation, facilitator may discuss it immediately following
modeling.
Demonstrate by using words and actions within a situation
Invite learners to share observations made during the modeling situation.
Panel
Description: A dialogue between three to seven invited individuals who are experts on an assigned topic in front of
an audience. A facilitator or moderator ensures that each panel member receives equal time and that the sufficient
depth of the topic is covered. The audience or facilitator may ask question of the panel.
Uses: A panel may be used to examine several views on an issue, different phases of a problem or a variety of
potential solutions. Panel presentations may be followed by audience comments and questions.
Group worker needs to:
Choose panel members with experience or knowledge about aspects of a topic
Communicate specific assignments per panel member
Introduce panel to learners stating each member’s unique contribution to the panel discussion.
At the close of the panel, invite open discussion from others.
Quotes
Description: Quotes can stimulate advanced, “metaphor” learning, by inviting learners to think about words that are
related, but not the same as the learning concept.
Uses: Quotes can stimulate thinking and open learners to learning
Group worker needs to:
9. Select one or several quotes that relate to the topic.
Provide print copies to individuals or small groups
Encourage individuals or small groups to discuss and determine their personal interpretation of the quote.
(There is no “right” answer.)
Invite learners to share their quote and individual interpretation with the larger group.
Role Playing
Description: A small group of participants acts out a real-life situation in front of a larger group. Usually there is no
script. Participants make up their parts as they act. The larger group discusses the roles and behaviors that were
observed, in relation to the situation or problem under consideration.
Uses: Best and worst scenarios can provide an educational role-play. Skills and attitudes can be portrayed for
observation and discussion. Humor is often a part of this experience.
Group worker needs to:
State the goal of this role-play, such as: to observe the worst behavior between a nurse and the emotional
spouse of the patient.
Remove personal aspects of the role-play, by stating: These colleagues are actors now. Their choice of
words and actions shall not be judged as how they would respond in “real life”
The facilitator watches for key concepts to be presented, then ends the role-play by thanking the “actors”
Skill-a-thon
Description: A task or idea is divided into small, progressive (1-5) assignments. Each assignment becomes a
“station.” Learners will attend each station in progressive order and completes that assignment. By the final station,
the learner will have successfully accomplished a task.
Uses: To assist learners in understanding the parts of a whole task or concept.
Group worker needs to:
Determine if task (concept) can be divided into parts.
Determine if there is an interactive assignment that each learner can accomplish with each part of this
task.
Break a task (concept) into parts
Gather equipment/materials and place into stations
Place a number and written instructions at each station.
Skit
Description: A short rehearsed drama.
Uses: A skit can present or interpret a situation for a group to discuss. It differs from a role-play because it usually
involves a fully developed situation.
10. Group worker needs to:
Provide a narrative or suggest key concepts to use
Bring a variety of props that “actors” may choose
Allow actors time to prepare for the skit
Thank the actors
Invite others to comment on the concepts they observed.
Video (TV or Movie) Viewing
Description: This is a concrete example, if exaggerated, where learners can recognize similarities to life, without
emotional involvement.
Uses:
Popular entertainment can present difficult topics in a fun or humorous way.
Stimulate new learning through presenting media that has high emotions conveyed
Group worker needs to:
Select a video that has message(s) that reinforce concepts
Guide learner observations by posing questions before the video
Pose questions after the video to help viewers recall concepts and reinforce learning.
Invite general comments and observations, to gain from unplanned learning