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110 Cards in this Set
- Front
- Back
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Definition of group work |
*A number of individuals who come together to achieve a goal by interacting with one another. *Goal-oriented activity with small treatment and task groups aimed at meeting socio-emotional and task needs. |
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Define a small group |
Two or ore interdependent individuals who influence one another through social interaction. |
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Examples of groups |
Sports group, religious, activist, work group, 12 step group, social groups, |
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Natural group |
Come together because of naturally occurring events or interpersonal attraction. *lack formal sponsorship |
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Formed group |
Come together through some outside influence or intervention *has sponsorship and purpose (Used for commercial, peer purposes) |
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Treatment group |
Focus on meeting members' needs (E.g 12 steps groups) |
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Task group |
Focus on accomplishing a task that may or may not help members of the group. Primarily focus on those outside the group (E.g. activist) |
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Advantages |
-Every member is potential helper -Can be more economical in terms of worker time and energy -A group can be democratic -Self determining -Empowering of group members -source of mutual support -attitudes and feeling may be changed |
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Disadvantages |
-Confidentiality is more difficult to maintain -Formed groups are complex to plan, organise and implement -Groups require resources -Individuals get less exclusive attention in a group -Group membership can increase labeling and stigma |
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Charity organisation societies |
-Focused on scientific methods and systematic assessment to analyse social problems -Focused on micro practice and the individuals -Worked with individuals -Blamed individuals |
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Settlement movement |
-Worked with people in context of their environments and focused on macropractice -Problems viewed as deficiencies in people's environments rather than people themselves -Influenced group work first |
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Early aims of group work |
-Socialization -Education -Social action -Social justice |
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Virtual groups |
-members do not meet face-to-face -meet over phone or Internet Advantages: -accessible -if time poor -anonymity -more cohesive |
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Influential theories |
-Systems theory -Psychodynamic theory -Learning theory -Field theory -Social exchange theory |
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Systems theory |
Concerned with equilibrium or homeostasis: sense of balance between the system and the larger social environment |
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4 major task groups in systems theory |
*Integration *Adaptation *Pattern maintenance *Goal attainment |
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Integration |
Ensuring that members of groups fit together |
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Adaptation |
Ensuring that groups change to cope with the demands of their environment |
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Pattern maintenance |
Ensuring that groups define and sustain their basic purposes, identities and procedures |
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Goal attainment |
Ensuring that groups pursue and accomplish their tasks |
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Factors of systems theory |
-Awareness that groups must relate to an external environment as well as attend to their internal functioning -Groups are in a constant state of becoming, developing and changing -Have development life cycle |
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Psychodynamic theory |
Group members and leaders experience transference and counter-transference *Shift feelings/thoughts about significant people onto other people |
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Transference |
-Transfer feelings of other people onto groups |
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Learning theory |
-Focused on individuals -stimulus response, classical conditioning -Operant conditioning -Social learning: learning task places through observation and vicarious reinforcement and punishment |
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Field theory |
Groups are in a state of Flux and are constantly changing and evolving to cope with their social situation *Environment causes group to evolve instead of the individuals changing themselves *Environment causes group to evolve instead of the individuals changing themselves |
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Field theory leadership styles |
-Authoritarian -Laissez-faire -Democratic |
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Field theory roles |
Duties, rights and responsibilities of group members |
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Field theory norms |
The rules governing group behaviour |
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Field theory power |
All members have it and can use it to influence |
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Field theory cohesion |
Extent to which group members feel attraction towards each other group processes |
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Field theory valence |
Extent to which group goals and other group phenomena are seen to meet present needs |
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Social exchange theory |
-Group members initiate interactions because the social exchanges provide them with something of value, e.g approval, status, attention -exchanges are based on social power and social dependence -Focused on ways members influence one another during social interaction |
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Narrative and constructivist theories |
-Create and maintain realities through life stories and subjective experiences -create new life stories that are empowering and build on strengths |
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Types of treatment groups |
-Support groups -Education groups -Growth-oriented groups -Therapy groups -Socialization groups -Self-help groups |
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Support group purpose |
-To cope with stressful life events -To enhance coping abilities -To foster mutual aid |
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Support group roles |
-Facilitator=help members to share experiences, demonstrate empathy and share coping strategies |
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Support groups skills |
Validating, normalizing experiences |
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Support group communication pattern |
Much sharing, frequent self-disclosure Emotionally charged |
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Support group composition |
Diverse Based know shared life experiences |
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Support group examples |
-depression -domestic abuse -carers -miscarriage |
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Norms of support groups |
-punctuality -Confidentiality -peer support -use proactive approach |
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The job of worker/facilitator |
-Open meetings -established group norms -not assuming -validating group members -linking -coping skills -summarizing |
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Education group purpose |
-To learn new information and skills -Often involves presentation of information -Can also involved experimental learning "learning by doing" |
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Roles in education groups |
*Teacher=delivering information *Facilitator= Organising guest speakers, planning and leasing group discussions or activities |
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Educating group skills |
-Public speaking -Planning |
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Communication Pattern |
-Leader-to-membership, didactic -member-to-member -relatively low self-disclosure |
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Education group composition |
Common interest or identity |
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Growth orientated groups purpose |
-To help members live life to the fullest -To becoming aware of and change thoughts; feelings and dbehavioura -Not remedial; promoting health not fixing illness |
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Growth orientated groups roles |
-Facilitator=facilitator open discussing, encouraging participants to share experiences -Role model |
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Growth orientated groups skills |
Supporting Encouraging |
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Growth orientated groups communication pattern |
-Members centered, interactive -High self-disclosure |
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Growth orientated groups composition |
-similar or diverse -common goals |
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Therapy groups purpose |
-To change behaviour -Correction, rehabilitation, coping and problem solving -Remedial=addressing problems |
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Therapy groups roles |
-expert or authority figure -Facilitator |
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Therapy groups skills |
-Intake and assessment; members carefully selected -Planning |
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Therapy groups communication pattern |
-Leader-to-membership, focusing on one member at a time -member-to-member -High self-disclosure |
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Therapy groups composition |
-Similar or diverse -Common problems or concerns |
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Socialization groups purpose |
-To learn communication and social skills -Emphasises experiential learning |
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Socialization groups roles |
-Facilitator= planning and leading activities i.e games, role plays, excursions, encouraging participation |
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Socialization groups skills |
-modelling -supporting, encouraging |
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Socialization groups communication pattern |
-Often non-verbal, focused on activity -Low self-disclosure *Helping members to improve existing social skills |
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Socialization groups composition |
Similar or diverse |
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Self help groups purpose |
-To help members address their own problems or concerns -May focus on micro level i.e helping members change or social change and advocacy |
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Self help groups roles |
-led by members -May be supported by professionals -leadership may be shared |
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Self help groups skills |
-empathy -support |
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Self help groups communication pattern |
Follow set format, structure |
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Self help groups composition |
- Often membership, people "come and go" -shared problem or concern -growth group=more structured |
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Classifying task groups |
-Common in most agencies, organisations -Used to find solutions to organisational problems, generate new ideas and make decisions |
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3 purpose of task groups |
-To meet client needs -To meet organisational needs -To meet community needs *Solutions to problems *Come up with ideas etc. |
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Task groups to meet client needs |
-Teams -Treatment conferences -staff development groups |
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Teams purpose |
-To work together, meet clients' needs -Discuss issues, accomplish tasks |
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Teams roles |
Leaders may be managers or natural leaders |
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Team skills |
Team building, goal setting, interpersonal relations, problem solving, role clarification, facilitation, coordination, conflict resolution |
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Team communication pattern |
Low to moderate self disclosure |
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Team composition |
Based on common interest, shared purposes Multi disciplinary, bring different knowledge and skills |
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Case conference purpose |
To develop coordinate and monitor a case plan for a client Sharerelevant information Make assessments Make decisions, plan Share concerns |
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Case conference role |
Neutral chair or chaired by member with most responsibility |
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Case conference composition |
All prof3ssionals who work with the client, often from different agencies Consultants or experts Clint and their family |
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What are some Task groups to meet organisational needs |
Committees Cabinets Board of directors |
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What are meetings? |
The vehicle through which many task groups function May be a single event or series of events Meet to build teams, develop staff, complete particular tasks, solve problems, make decisions, satisfy organisational demands |
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Common difficulties with meetings |
Purpose unclear Inadequate preparation by chair or members Poorly structured agenda Poorly focused discussion Group process problems |
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Strategies for successful meetings |
Establish the purpose of the meeting Set an agenda Be prepared Take minutes |
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Meeting skills |
Seeking input from different members Linking members contribution Summarizing Focusing Conflict resolution Building consensus |
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Types of task groups to meet community needs |
Social action group Coalitions Delegate councils |
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Social action groups purpose |
To empower members to engage in collective action and planned change efforts to alter some aspects of their social or physical environment |
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Social action groups roles |
Enabler, directive role |
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Social action group skills |
Conscious raising Facilitating participation Advocacy Planning |
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Social action group communication pattern |
Open |
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Social action groups composition |
Shared perception of injustice, need for change |
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Coalitions purpose |
To exert influence by sharing resources and expertise |
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Coalitions roles |
Charismatic or dedicated leader who brings people together |
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Coalitions skills |
Public speaking Planning Building and maintaining consensus and partnership |
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Coalitions composition |
Common interest in an issue |
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Commonunication pattern |
Loose, often temporary, informal Maybe formalized |
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Networks purpose |
TTo facilitate communication and cooperation To study social issues To engage in collective social action |
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Networks roles |
Coordinator |
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Network skills |
Capacity building Help groups gather information, plan and get training |
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Network communication pattern |
LLow self disclosure, represent agency |
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Network Composition |
Representatives from a number or organizations |
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Group enabler/ facilitator |
Helps members utilise their own resources and strengths, encourages members to share thoughts and supports a culture of mutual aid amongst members |
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Group broker |
Identifies community resources that may help members carry out their individual planes and connects members to resources |
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Group mediator |
R3solves disputes, conflicts or opposing views within group and helps members arrive at a mutually acceptable agreement |
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Group advocate |
Represents members interests and needs, helps members obtain services and access to resources |
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Group educator |
Presents new information to help members resolve concerns including demonstrating behaviours, leading role plays, and activities and helping membe4s practice new ways of behaving difficult situations |
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Large groups |
Offer more ideas, skills and resources Can handle more complex tasks More potential for role modelling Allow members to occasionally with draw and reflect on their participation Enough members to interact if some are away |
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Small groups |
Leader can pay pretty attention to each member Greater cohesion, less opportunity for subgroups to form, less opportunity for members to withdraw, easier to manage |
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Open groups |
Allow new ideas and resources to be brought to the group Can be more creative But can be disrupted and unstable New members can delay development of the group as a whole |
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Closed groups |
Greater cohesion Greater stability of roles and norms Easier to plan If members drop out or are absent, group may be too small May engage in group think |
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Homogeneous group |
Members have much in common May increase bonding Members may identify with and relate to each other's concerns |
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Heterogeneous groups |
Greater diversity Can provide multiple opportunities for support, learning |
