Methods by which practitioners obtain information and feedback about their work with a group.

ANSWER THESE DISCUSSIONS FOR SOCIAL WORK GROUP PROCESS CLASS

1. From chapter 1 in the text, choose a type of treatment (support, education, growth, therapy, socialization, self-help) or task (client needs, organizational needs, or community needs) group. Summarize, in your own words, what the group is about and what it does. How might such a group be relevant to a social service or community setting? What client needs can be met through the group? What are some examples of goals that might be set for the group? Who will make up the group? In what type of agency might you find such a group? Give a specific example of such a group from you home community. What was the reputation of the group? Was it successful? Why or why not?
2. After reading chapter 3 and watching the Jonestown documentary in its entirety, answer the following questions. Identify at least one aspect of group dynamics from the film (communication/interaction patterns, cohesion, social integration/influence, or group culture). Why was this dynamic important? How was it helpful? How was it harmful? How did the dynamic contribute to or detract from the group’s success? What effect do you think this group had on the life of the participants? How will you use this knowledge to understand and enhance your ability to work with both task and treatment groups?
3. Choose a type of treatment (support, education, growth, therapy, socialization, self-help) or task (client needs, organizational needs, or community needs) group. Summarize, in your own words, what the group is about and what it does. How might such a group be relevant to a social service or community setting? What client needs can be met through the group? What are some examples of goals that might be set for the group? Who will make up the group? In what type of agency might you find such a group? Give a specific example of such a group from you home community. What was the reputation of the group? Was it successful? Why or why not?
4. The Intergroup Resources website offers a number of ideas, materials, and activities for group work. Find a resource from this website or a different evidence based website that addresses an aspect of framework for leading diverse groups from this week’s textbook reading chapter five (developing cultural sensitivity, assessing cultural influences on group behavior, or intervening with sensitivity to diversity). Share your link/resource. What perspective is provided to help the leader? How does it help with the effective work from differing backgrounds? What components of the resource help the leader develop cultural sensitivity through a process of self-exploration? Is knowledge about cultural and ethnic groups provided? If so, what? Does the resource help with planning and composing groups from different backgrounds? Overall, is this a useful resource for use in your future practice of social work? Why or why not?
5. After watching the brief video on Icebreakers. Perform an internet search for icebreaker activities. Choose an activity and share the link with fellow learners as part of your discussion. What objectives in the beginning stages of group are met through this activity? How so? How does the activity set the tone for a group’s future development? What patterns of relating are established with the activity? What patterns of task accomplishment are facilitated through the activity? Video https://www.youtube.com/watch?v=s3a57OKYH3k. Ice Breaker Games and Activities for Meetings: How to set up Successful Ice Breakers.
6. This module focuses on the assessment of group members. Complete a web search or library search for an evidence-based assessment of a diagnosis or problem area a group member may be struggling with and the reason for coming to the group. Share the assessment tool in you discussion post. Why did you choose this assessment tool? How do you know it is evidence based? Using Fig 8.4 “Linking Assessment and Intervention in Treatment Groups” on page 262 of the textbook, focus on the Individual Assessment and identify an intervention you might choose to use because of your chosen assessment. Why did you choose this intervention? How would you implement the intervention based on the assessment?
7. Using the case study from this module, identify one social policy at the local, state, or federal level that impacts well-being, service delivery, and access to social services in this case. Local, state, and federal policies have important implications for group work. How can task groups such as social action group’s coalition or delegate councils affect the policies? Consider using the “Problem Solving Process in Task Groups” from page 353 of your textbook to explain as detailed as possible how the identified group might affect the policy.
8. A variety of methods have been developed in industry, business administration and human service organizations to help task groups accomplish their goals during the middle stage. Choose one of the most widely used methods identified in your textbook (brainstorming, reverse brainstorming, trigger groups, focus groups, the nominal group technique, social judgement analysis, quality circles, or quality improvement teams), apply this method to a task group you are actively involved in or would like to be involved in. Explain how the chosen technique would work to accomplish an identified goal. Be as specific as possible, being sure not to use an example that has already been generated in the thread.
9. The ending stage is a critical time in the life of a group. During the ending stage, the work of the group is consolidated and lasting impressions are made about the efficacy of the entire group experience. Identify one group termination activity and share the resource with the group. Describe how you would use this activity to help with the group ending. Define the ethical issues considered in using this activity. How does this activity promote a sympathetic environment for group members? How does the activity help with maintaining the change effort? Does the activity help to empower individual action? How so? Identify how the activity helps members plan for the future. Challenge yourself to identify an activity not been used in the thread.
10. Evaluation is the method by which practitioners obtain information and feedback about their work with a group. Practitioners faced with a dilemma when considering whether to evaluate their practice. They must decide whether the demands of serving client are compatible with developing and conducting evaluations. Share the evaluation tool used with your community group. Identify the type of method used for evaluation (Planning, monitoring, developing, or testing the effectiveness). Explain how the evaluation tool was developed, tested, and implemented. Share whether you believed the tool was effective. Why or why not?