Direct Service Ii Exam 1 Chs. 1-7 (Introduction To Group Work Practice

Front 1

1 . In this text, group work is conceptualized from what perspective?
a. An ecological perspective
b. A systems perspective
c. A cognitive behavioral perspective
d. A generalist practice perspective

Back 1

1 - d. A generalist practice perspective

Front 2

-Group work entails the deliberate use of _ _ and _ _ to accomplish _ _, _, and _ _ using the _ _ and of the _ _ _.

-Falck (1988) said that It is not possible to be a member of a society without becoming a _ of _ _-_-_ _ and being _ by _

Back 2

-intervention strategies; group processes; individual; group; community goals; value base; ethical practice principles; social work profession
-member of numerous face-to-face groups
and being influenced by others

Front 3

-Groups provide the _ on which _ and the _ _ are built.

-Groups provide _ & _ _ in the workplace.

-More important, they provide a means through which _ with_ _ are _ _.

-Participation in family groups, peer groups, and classroom groups helps members:
(1) _ _ _ of _ _,
(2) engage in _ _ _,
(3) _ _ _, and
(4) derive a variety of other benefits that result from _in _ _ _ _.

Back 3

-structure; communities; larger society

-formal and informal structure

-relationships; significant others; carried out

(1) learn acceptable norms; social behavior
(2) engage in satisfying social relationships,
(3) identify personal goals, and
(4) derive a variety of other benefits that result from participating in closely knit social systems.

Front 4

-Group work can be understood as a _ of _ _ _ by the worker during the _ of a _.

Groups activites are divided into 6 developmental stages:
1. _
2. _
3. _
4. _
5. _
6. _

Back 4

- series; activities carried out; worker; life; group

1. Planning
2. Beginning
3. Assessment
4. Middle
5. Ending
6. Evaluation

Front 5

- The group worker’s task is to engage in _ that
the _ and _ of the _ and its _ during each _ _

THE FOCUS OF GROUP WORK PRACTICE
-Social work practitioners use _ _ _ to help _ the _ of _ _ _, the _ as a _,"", and the _

Back 5

- activities; facilitate; growth; development; group; members development stage


-group work skills; meet; individual group members, the group as a whole, and the community.

Front 6

-In this text, group work is conceptualized from a _ _ perspective.

Group Work Practice (involves the following aspects):
➧ A _ _ _ approach focused on the _ _in the
_ _ and _ _ of the _ on _ _ _ (_)
➧ Practice with a _ range of _ & _groups
➧ _ _ and _-_ practice
➧ A focus on _ _ _, the _ as a _, and the _'s _
➧ Application of _ _ & _ from _ social work practice to a _ range of _ & _ situations
➧ _ and use of _ knowledge and skills based on a _ _ of the _ of a _ _
➧ Recognition of the _ & _ nature of _

Back 6

-generalist practice



➧generalist practice; core competencies; Education Policy; Accreditation Standards; Council on Social Work Education (CSWE)
➧ broad; treatment and task
➧ Critical thinking; evidence-based; individual group members'; group as a whole, and the group’s environment
➧ foundation knowledge and skills; generalist; broad; leadership and membership
➧ Integration; specialized; comprehensive assessment; particular group
➧ interactional and situational; leadership

Front 7

-This text is firmly grounded in a _ approach to practice.
-To accomplish the _ mission and goals of the social work profession, generalist practitioners are expected to possess _ _ based on the , which enable them to _ _ with individuals, families, groups, organizations, and communities.

-Macgowan (2008) points out that evidence-based group work practice incorporates _ _, which includes _ _ and _ what is taken for granted.

Back 7

-generalist
-broad; core competencies;
-Council on Social Work Education’s (2008) Education Policy and Accreditation Standards (EPAS); intervene effectively


-critical thinking; challenging assumptions, questioning

Front 8

-The evidence-based practitioner seeks out the _ _ that can be brought to _ in _ _ and _, evaluating sources of evidence for their _, _, and _.

Macgowan (2008) suggests a four-step process in evidence-based group work practice that can be used when planning the group & in between groups:
(1) formulating _ _,
(2) _ for _
(3) _ _ the _
(4) _ & _ the _

Although this rigorous process
cannot be done while in the midst of practicing with a group, practitioners can
follow this advice when planning for a group, and in-between sessions. Part of
the art of practice is using critical thinking skills, stored evidence, and prac-
tice skills that the group worker can instantaneously retrieve during the
process of practice to achieve the very best outcomes for clients.

Back 8

-best evidence; problems in group processes; outcomes; rigor, impact; applicability

(1) formulating answerable questions,
(2) searching for evidence,
(3) critically reviewing the evidence,
(4) applying and evaluating the evidence.

Front 9

5 Group Work Values (core values): --of central importance to group work--
(1) _ of and _ _ among people of _ _, _, and _ _in the group
(2) The value of _ and _ _ _ embodied in the principles of a _ _
(3) The importance of _ _ within the group
(4) The importance of _ to _, including expressing
thoughts and feelings about matters of _ to _ _ or the _, and having the right to be _ in the
_-_ _ of the group
(5) The value of _ _ in the group so that each member’s _ _ are_

Back 9

(1) Participation; positive relations; different color, creed, age, national origin; social class
(2) cooperation; mutual decision making; participatory democracy
(3) individual initiative
(4) freedom to participate; concern to individual members; group; involved; decision-making process
(5) high individualization; unique concerns are addressed

Front 10

4 KEY VALUES (not core values nut still fundamental to practice with any type of task or treatment group)

Back 10

1 -- RESPECT & DIGNITY
2 -- SOLIDARITY & MUTUAL AID
3 -- EMPOWERMENT
4 -- Understanding, respect, and camaraderie among people from diverse backgrounds

Front 11

6 Important social work values summarized by Siporin (1975) include:
(1) _ the _ & _ of the _
(2) _ a person’s _ & _ - _ ,
(3) _ a person’s _ in the _ _,
(4) maintaining a _- _ _ ,
(5) ensuring _ _ to _ & _ _ , and
(6) _ the _ of the _ & _

Back 11

(1) respecting the worth and dignity of the individual,
(2) respecting a person’s autonomy and self-direction,
(3) facilitating a person’s participation in the helping process,
(4) maintaining a non-judgmental attitude,
(5) ensuring equal access to services and social provisions, and
(6) affirming the interdependence of the individual and society.

Front 12

2. Key values of social group work do not include:
a. Respect and dignity of all group members
b. Solidarity and mutual aid
c. Empowerment
d. Insight

3. A group worker should be especially sensitive to:
a. The effects of cultural diversity on valued group
behavior
b. Too much talking
c. Whether or not there is a table in the middle of
the group
d. If one member becomes emotional

4. The following should always be discussed with group members:
a. The seating arrangements
b. The limits of confidentiality
c. The group leader’s previous job history
d. Group members’ family backgrounds

Back 12

2 --- d. Insight



3 --- a. The effects of cultural diversity on valued group





4 --- b. The limits of confidentiality

Front 13

5. Which of the following does not guard against potential ethical violations?
a. Worker’s values are consonant with the needs and problems of group members.
b. Workers are not pushing their own agenda.
c. Workers are free to talk about any topic they
choose.
d. Each member’s needs are individualized.

6. The purpose of a task group is to:
a. Accomplish goals.
b. Meet social needs.
c. Get work done.
d. Talk about problems.

Back 13

5 --- c. Workers are free to talk about any topic they
choose.





6 --- a. Accomplish goals.

Front 14

7. The purpose of a treatment group is not to:
a. Talk about members’ family backgrounds
b. Meet members’ socioemotional needs
c. Intervene with selected members
d. Intervene with members outside the group

8. The advantages of treatment groups do not include:
a. Empathy from multiple sources
b. Reality testing
c. Vicarious learning
d. Working with paranoid members

9. Which is not a good example of a support group?
a. Children meeting to discuss the effects of divorce
b. Cancer patients meeting to discuss the effects of
the disease
c. Psychiatric patients undergoing psychiatric
rehabilitation
d. Single parents discussing the difficulties of raising
children alone

10. Which is not a good example of a team?
a. A group of professionals working together meetingto discuss treatment plans in a psychiatric hospital
b. A group of professionals who deliver home-based
hospice care
c. A group of school and community agency personnel and a psychiatrist who meet twice to discuss a child’s treatment plan
d. A group of professionals and paraprofessionals
working together with stroke patients in a rehabilitation hospital

Back 14

7 --- b. Meet members’ socioemotional needs




8 --- d. Working with paranoid members




9 --- c. Psychiatric patients undergoing psychiatric
rehabilitation






10 --- c. A group of school and community agency personnel and a psychiatrist who meet twice to discuss a child’s treatment plan

Front 15

Ethical Principles
➧ Screening procedures lead to the _ of members whose _ & _ can be met by the group
➧ Workers help members _ & _ _ _
➧ Workers discuss whether the proceedings of the group are _ and make _ so that they are _ _
➧ Members are protected from _ _, _, the imposition of _ & _ _, and other forms of _ & _ _ that are not therapeutic
➧ Members are treated_ & _
➧ Workers avoid _ _ for their own gain
➧ _ _ are made when the _ of a particular member cannot be met in the group
➧ The worker engages in _ _, _, and_-_ of members to ensure that the group meets their needs

Back 15

Ethical Principles
➧ Screening procedures lead to the selection of members whose needs and goals can be met by the group
➧ Workers help members develop and pursue therapeutic goals
➧ Workers discuss whether the proceedings of the group are confidential and make provisions so that they are kept confidential
➧ Members are protected from physical threats, intimidation, the imposition of worker and member values, and other forms of coercion and peer pressure that are not therapeutic
➧ Members are treated fairly and equitably
➧ Workers avoid exploiting members for their own gain
➧ Appropriate referrals are made when the needs of a particular member cannot be met in the group
➧ The worker engages in ongoing assessment, evaluation, and follow-up of members to ensure that the group meets their needs

Front 16

- Two organizations, the _ for _ in _ _ (_) & the _ _ _ _ (_), have taken the lead in developing specific
codes of ethics for interdisciplinary group work practice. The codes of ethics of these associations appear in Appendixes A1 and A2.

-Both codes focus on three main areas: (1)_ _, (2) _ _ & _, and (3) the _ _ of group meetings.

FIRST THINGS TO DO IN GROUP WORK
(1) TELLING MEMBERS ABOUT THE _ & _ OF THE GROUP & GIVING THEM _, SUCH AS THE _ _ OF _
(2) the _, _ & _ OF SESSIONS
(3) whether_ IS _
(4) what is _ of _ _ during meetings;
(5) procedures to ensure _; and
(6) _ and _ procedures

Back 16

-Association for Specialists in Group Work (ASGW) and the American Group Psychotherapy Association (AGPA)

- (1) informed consent, (2) leader competence and training, and (3) the appropriate conduct of group meetings.

(1) PURPOSE; GOALS' IMFORMATION; POTENTIAL RISKS' PARTICIPATION
(2) cost, timing, and duration of sessions;
(3) participation is voluntary;
(4) expected of group members
(5) confidentiality
(6) screening and termination procedures

Front 17

- a _, _-_ environment is related to positive outcomes in treatment groups
-Group work can be defined as: _-_ _ with small treatment and task groups aimed at _ _ _ and _ _. This activity is directed to _ _ of a group and to the group_ _ _ within a system of _ _
-Workers may also help members of a group develop _ _ so that they can take increasing _ _ for the _ _
- the term small group implies the ability of members to _ _ as members, to _ in _, and to_ _ & _ among themselves through _, _ & _ _ processes.

Back 17

-safe, low-conflict
-Goal-directed activity; meeting socioemotional needs; accomplishing tasks;; individual members; as a whole; service delivery.
-leadership skills; responsibility; group’s development.
-identify themselves as members; engage in interaction,; exchange thoughts and feelings;verbal, nonverbal, and written communication

Front 18

- Within treatment and task groups, attention should be paid to _ _ _ _ as well as to _ _

Back 18

-meeting members’ socioemotional needs; accomplishing tasks.

Front 19

-Formed groups are those that come together through some _ _ or _.
-formed groups usually have some _ or _ and are convened for a _ _
-examples of formed groups:

Back 19

-outside influence or intervention
-sponsorship or affiliation; particular purpose.
- therapy groups, educational groups, committees, social action groups, and teams.

Front 20

-Natural groups come together _ on the basis of _ _ _, _ _, or the _ _ _ of members.
-They often lack_ _.
-Natural groups include _ _, _ _, _ _, _ _ and _

-this text focuses on _ groups

Back 20

-spontaneously; naturally occurring events, interpersonal attraction, mutually perceived needs
- formal sponsorship
-family groups, peer groups, friendship networks, street gangs, and cliques.

-formed

Front 21

-Formed groups can be classified according to the _ for which they are _.

-The term purpose can be defined as the _ _ of a group.

- A group’s purpose identifies the reasons for bringing members together

Back 21

-purposes; organized

-general aims

Front 22

- treatment group is used to signify a group whose
major purpose is to _ _' _ _.
-The purposes for forming treatment groups might include meeting members’ needs for _, _, _, _ & _

-In contrast, the term task group is used to signify any group in which the overriding purpose is to_ a _ that is neither _ nor _ _ to the _ of the members of the group.
- the primary purpose of task groups is to accomplish a goal that will affect a _ _, not just the _ _

Back 22

-meet members’ socioemotional needs
-support,
education, therapy, growth, and socialization.

- accomplish a goal; intrinsically nor immediately linked; need
-broader constituency; group members

Front 23

A Comparison of Task and Treatment Groups
Selected Characteristics

BOND
-Bond bw members in Treatment group: _' _ _
-Task group bond: _ to be _

ROLES
-TREATMENT GROUP ROLES --- _ _ _
-TASK GROUP ROLES--- _ _ _ OR ARE _

COMMUNICATION PATTERNS
-TREATMENT GROUP Communication patterns: _, _-_-_ _ based on _' _
-TASK GROUP COMMUNICATION PATTERNS: are _ on a _ to be _

PROCEDURES
-TREATMENT GROUP PROCEDURES: _ or _ depending on the _
-TASK GROUP PROCEDURES: _ _ & _

Back 23

A Comparison of Task and Treatment Groups
Selected Characteristics

-TX GROUP BOND: Members’ personal needs
-TASK GROUP BOND: Task to be completed

ROLES
-Develop through interaction
-Develop through interaction or are assigned

COMMUNICATION PATTERNS
-Open, back-and-forth interaction based
on members’ needs
-focused on a task to be accomplished

PROCEDURES
-TREATMENT GROUP PROCEDURES: Flexible or formal; group
-TASK GROUP PROCEDURES: Formal agenda and rules

Front 24

TREATMENT GROUPS VS. TASK GROUPS

COMPOSITION
-TREATMENT GROUPS COMPOSITION: Based on _ _, _ OR _
-TASK GROUPS COMPOSITION: Based on _ _, _ OR _ OF _

SELF-DISCLOSURE
-SELF-DISCLOSURE in TREATMENT GROUPS is expected to be _
--SELF-DISCLOSURE in TASK GROUPS is expected to be _
CONFIDENTIALITY
-CONFIDENTIALITY IN TREATMENT GROUPS: Proceedings usually _ and kept _ the _
-CONFIDENTIALITY IN TASK GROUPS: Proceedings may be _ but are sometimes _ to the _

EVALUATION
-IN TREATMENT GROUPS: Success based on members’ _ _ _
-IN TASK GROUPS: Success based on members’ _ _ _, or producing a _

Back 24

TREATMENT GROUPS VS. TASK GROUPS

COMPOSITION
-TREATMENT GROUPS COMPOSITION: Based on common concerns, problems, or characteristics --TASK GROUPS COMPOSITION: Based on needed talents, expertise, or division of labor

Self-disclosure
- high
- low

Confidentiality
-TX GROUPS: Proceedings usually private and kept
within the group
-TASK GROUPS: Proceedings may be private but are
sometimes open to the public

Evaluation
-IN TX GROUPS: meeting treatment goals
-IN TASK GROUPS: accomplishing task or mandate, or producing a product

Front 25

-The bond present in a group is based on the _ for which it is convened.
-Members of treatment groups are bonded by their _ _ & _
-Task group members _ a common bond by _ _ to _ a _, _ _ a _, or _ a _

-In both types of groups, common _, _, _ or _ characteristics can also help to form bonds among members.

Back 25

-purpose
-common needs & situations
-create; working together; accomplish a task; carry out a mandate; produce a product.
-cultural, gender, racial, or ethnic characteristics

Front 26

ROLES
➧ In treatment groups, roles are _ _ before the group forms, but _ through _ among _
➧ In task groups, members may take on roles through a _ of _, but roles are more likely to be based on members’ _ within the _; and roles are frequently _ by the group based on the _ to be _.
➧ Roles that may be assigned in task groups include _ or _ _, _, and _ _.

Back 26

ROLES
➧ In treatment groups, roles are NOT SET before the group forms, but DEVELOP through INTERACTION among MEMBERS.
➧ In task groups, members may take on roles through a PROCESS of INTERACTION, but roles are more likely to be based on members’ POSITIONS within the ORGANIZATION; and roles are frequently ASSIGNED by the group based on the TASKS to be ACCOMPLISHED.
➧ Roles that may be assigned in task groups include CHAIR or TEAM LEADER, SECRETARY, and FACT FINDER.

Front 27

GROUP LEADERSHIP SKILLS:

Back 27

01 -- ACTIVE LISTENING
02 -- RESTATING
03 -- CLARIFYING
04 -- SUMMARIZING
05 -- QUESTIONING
06 -- INTERPRETING
07 -- CONFRONTING
08 -- REFLECTING FEELINGS
09 -- SUPPORTING
10 -- EMPATHIZING
11 -- FACILITATING
12 --INITIATING
13 -- SETTING GOALS
14 -- EVALUATING
15 -- GIVING FEEDBACK
16 -- SUGGESTING
17 -- PROTECTING
18 -- DISCLOSING ONESELF
19 -- MODELING
20 -- LINKING
21 -- BLOCKING
22 -- TERMINATING

Front 28

➧ACTIVE LISTENING➧

-ACTIVE LISTENING IS _ TO _ AND _ ASPECTS OF _ WITHOUT _ OR _
-AIMS/DESIRED OUTCOME OF ACTIVE LISTENING IS TO _ _ & CLIENT _-_ & _

-RESTATING IS PARAPHRASING WHAT A PARTICIPANT SAID TO CLARIFY ITS MEANING

Back 28

-ATTENDING; VERBAL; NONVERBAL; COMMUNICATION; JUDGING; EVALUATING

-ENCOURAGE TRUST; SELF-DISCLOSURE & EXPLORATION

Front 29

➧CLARIFYING➧

-CLARIFYING IS _ THE _ OF A MESSAGE AT _ THE _ AND _ _
-AIMS/DESIRED OUTCOME: (1) TO HELP CLIENTS _ _ _ & _ _ & _; (2) TO _ AT A _ _ OF WHAT IS BEING _

Back 29

➧CLARIFYING➧

-GRASPING; ESSENCE; BOTH FEELING& THINKING LEVELS

(1) SORT OUT CONFLICTING & CONFUSED FEELINGS & THOUGHTS; (2) ARRIVE; MEANINGFUL UNDERSTANDING; COMMUNICATED

Front 30

➧SUMMARIZING➧

-SUMMARIZING --- IS_ _ THE _ _OF AN _ OR _

-AIMS/DESIRED OUTCOME: TO _ _ & GIVE _ TO A SESSION; TO PROVIDE FOR _ & _

Back 30

➧SUMMARIZING➧

-PULLING TOGETHER; IMPORTANT ELEMENTS; INTERACTION; SESSION

-AVOID FRAGMENTATION' DIRECTION; CONTINUITY; MEANING

Front 31

➧QUESTIONING➧

—QUESTIONING—— IS ASKING _-_ QUESTIONS THAT LEAD TO _-_ OF THE "_" & "_" OF _

—AIMS/DESIRED OUTCOMES—
(1) TO ELICIT _ _;
(2) TO GET _;
(3) TO _ _;
(4) TO INCREASE _ & _;
(5) TO PROVIDE FOR _ _-_

Back 31

➧QUESTIONING➧

-OPEN-ENDED; SELF-EXPLORATION; "WHAT" & "HOW" BEHAVIOR

(1) ELICIT FURTHER DISCUSSION;
(2) INFO;
(3) STIMULATE THINKING;
(4) CLARITY & FOCUS
(5) FURTHER SELF-EXPLORATION

Front 32

➧INTERPRETING➧

—INTERPRETING is the _ of _ _ for certain _, _ & _

—AIMS/DESIRED OUTCOMES—
(1) TO ENCOURAGE _ _-_
(2) TO_ _ _ OF _
(3) TO BRING ABOUT _ OF _-_

Back 32

➧INTERPRETING➧

—OFFERING, EXPLANATIONS; THOUGHTS, FEELINGS, BEHAVIORS

—AIMS/DESIRED OUTCOMES—
(1) DEEPER SELF-EXPLORATION
(2) PROMOTE FULL USE OF POTENTIALS
(3) AWARENESS OF SELF-CONTRADICTIONS

Front 33

➧CONFRONTING➧

—CONFRONTING is _ _ to look at _ between their _ & _ or their _ & _ _; the _ _ of _ _ or _

—AIMS/DESIRED OUTCOMES—
(1) TO ENCOURAGE _ _-_
(2) TO PROMOTE _ _ OF _
(3) TO BRING ABOUT _ OF _-_

Back 33

➧CONFRONTING➧

—CHALLENGING MEMBERS; DISCREPANCIES; WORD & ACTIONS; BODILY & VERBAL; POINTING OUT OF CONFLICTING INFORMATION OR MESSAGES

—AIMS/DESIRED OUTCOMES—
(1) HONEST SELF-INVESTIGATION
(2) PROMOTE FULL USE OF POTENTIALS
(3) AWARENESS OF SELF-CONTRADICTIONS

Front 34

➧REFLECTING FEELINGS➧
—is _ _ of the _ of _

—AIMS/DESIRED OUTCOMES—
(1) TO LET _ _ THAT THEY ARE BEING _ & _ BEYOND THE _ OF _

Back 34

➧REFLECTING FEELINGS➧
—COMMUNICATING UNDERSTANDING OF THE CONTENT OF FEELINGS

—AIMS/DESIRED OUTCOMES—
(1) MEMBERS KNOW, HEARD & UNDERSTOOD, LEVEL OF WORDS

Front 35

➧SUPPORTING➧
—is _ & _

—AIMS/DESIRED OUTCOMES—
(1) TO CREATE AN _ THAT _ _ TO _ _ _
(2) TO _ _ WHEN CLIENTS ARE _ _ _
(3) TO CREATE _

Back 35

➧SUPPORTING➧
—PROVIDING ENCOURAGEMENT & REINFORCEMENT

—AIMS/DESIRED OUTCOMES—
(1) ATMOSPHERE, ENCOURAGES MEMBERS; CONTINUE DESIRED BEHAVIORS
(2) PROVIDE HELP; FACING DIFFICULT STRUGGLES
(3) TRUST

Front 36

➧EMPATHIZING➧
—is _ with _ by _ their _ of _

—AIMS/DESIRED OUTCOMES—
(1) TO _ _ IN THE _ _
(2) TO _ _
(3) TO ENCOURAGE _ _ OF _-_

Back 36

➧EMPATHIZING➧
—is IDENTIFYING, CLIENTS, ASSUMING, FRAMES OF REFERENCE

—AIMS/DESIRED OUTCOMES—
(1) FOSTER TRUST; THERAPEUTIC RELATIONSHIP
(2) COMMUNICATE UNDERSTANDING
(3) DEEPER LEVELS OF SELF-EXPLORATION

Front 37

➧FACILITATING➧
—is _ _ _ & _ _ within the _;; & _ members _ _ _ for the _'s _

—AIMS/DESIRED OUTCOMES—
(1) TO PROMOTE _ _ AMONG _
(2) TO _ MEMBERS _ THEIR _ _ IN THE GROUP

Back 37

➧FACILITATING➧
—OPENING UP CLEAR & DIRECT COMMUNICATION, GROUP; & HELPING, ASSUME INCREASING RESPONSIBILITY, GROUP'S DIRECTION

—AIMS/DESIRED OUTCOMES—
(1) EFFECTIVE COMMUNICATION, MEMBERS
(2) TO HELP MEMBERS REACH THEIR OWN GOALS IN THE GROUP

Front 38

➧INITIATING➧
—_ _ & INTRODUCING _ _ IN THE GROUP

—AIMS/DESIRED OUTCOMES—
(1) TO _ _ _ _
(2) TO _ THE _ OF THE _ _

Back 38

➧INITIATING➧
—PROMOTING PARTICIPATION & INTRODUCING NEW DIRECTIONS IN THE GROUP

—AIMS/DESIRED OUTCOMES—
(1) PREVENT NEEDLESS GROUP FLOUNDERING
(2) INCREASE THE PACE OF THE GROUP PROCESS

Front 39

➧SETTING GOALS➧
—__ _ _ FOR THE GROUP PROCESS & _ PARTICIPANTS _ _ & _ _

—AIMS/DESIRED OUTCOMES—
(1) TO _ _ TO THE _'S _
(2) TO _ MEMBERS _ & _ THEIR _

Back 39

➧SETTING GOALS➧
—PLANNING SPECIFIC GOALS FOR THE GROUP PROCESS & HELPING PARTICIPANTS DEFINE CONCRETE & MEANINGFUL GOALS

—AIMS/DESIRED OUTCOMES—
(1) GIVE DIRECTION TO THE GROUP ACTIVITIES
(2) TO HELP MEMBERS SELECT & CLARIFY THEIR GOALS

Front 40

➧EVALUATING➧
—_ the _ _ _ & the _ & _ _

—AIMS/DESIRED OUTCOMES—
(1) TO PROMOTE BETTER _-_ & UNDERSTANDING OF _ _ & _

Back 40

➧EVALUATING➧
—APPRAISING THE ONGOING GROUP PROCESS & THE INDIVIDUAL & GROUP DYNAMICS

—AIMS/DESIRED OUTCOMES—
(1) TO PROMOTE BETTER SELF-AWARENESS; GROUP MOVEMENT & DIRECTION

Front 41

➧GIVING FEEDBACK➧
—EXPRESSION OF _ & _ _ BASED ON _ OF MEMBERS' _

—AIMS/DESIRED OUTCOMES—
(1) TO OFFER AN _ _ OF HOW THE _ _ TO _
(2) TO INCREASE THE CLIENT''S _-_

Back 41

➧GIVING FEEDBACK➧
—CONCRETE & HONEST REACTIONS, OBSERVATION; BEHAVIORS

—AIMS/DESIRED OUTCOMES—
(1) EXTERNAL VIEW; PERSON APPEARS; OTHERS
(2) SELF-AWARENESS

Front 42

➧SUGGESTING➧
—_ _ & _, _, & _ FOR _ _

—AIMS/DESIRED OUTCOMES—
—TO HELP MEMBERS _ _ _ OF _ & _

Back 42

➧SUGGESTING➧
—ADVICE & INFORMATION, DIRECTION, & IDEAS FOR NEW BEHAVIOR

—AIMS/DESIRED OUTCOMES—
—DEVELOP ALTERNATIVE COURSE OF THINKING & ACTION

Front 43

➧PROTECTING➧
—_ MEMBERS FROM UNNECESSARY _ _ IN THE GROUP

—AIMS/DESIRED OUTCOMES—
(1) TO _ MEMBERS OF POSSIBLE _ IN _ _
(2) TO _ THESE _

Back 43

➧PROTECTING➧
—SAFEGUARDING; UNNECESSARY PSYCHOLOGICAL RISKS

—AIMS/DESIRED OUTCOMES—
(1) WARN; RISKS; GROUP PARTICIPATION
(2) REDUCE THESE RISKS

Front 44

➧DISCLOSING ONESELF➧
—_ ONE'S _ TO _-_-_ _ IN THE GROUP

—AIMS/DESIRED OUTCOMES—
(1) TO FACILITATE _ _ OF GROUP _
(2) TO CREATE _
(3) TO _ WAYS OF _ _ TO OTHERS

Back 44

➧DISCLOSING ONESELF➧
—REVEALING

—AIMS/DESIRED OUTCOMES—
(1) DEEPER LEVELS, GROUP INTERACTION
(2) TRUST
(3) MODEL, REVEALING ONESELF

Front 45

➧MODELING➧
—_ _ _ THROUGH _

—AIMS/DESIRED OUTCOMES—
(1) TO PROVIDE _ OF _ _
(2) TO _ MEMBERS TO _ _ THEIR _

Back 45

➧MODELING➧
—DEMONSTRATING DESIRED BEHAVIOR THROUGH ACTIONS

—AIMS/DESIRED OUTCOMES—
(1) EXAMPLES; DESIRABLE BEHAVIORS
(2) INSPIRE MEMBERS TO FULLY DEVELOP THEIR POTENTIAL

Front 46

➧LINKING➧
—_ THE _ THAT MEMBERS DO TO _ _IN THE GROUP

—AIMS/DESIRED OUTCOMES—
(1) TO PROMOTE _-_-_ _
(2) TO ENCOURAGE THE _ OF _

Back 46

➧LINKING➧
—CONNECTING THE WORK; COMMON THEMES

—AIMS/DESIRED OUTCOMES—
(1) MEMBER-TO-MEMBER INTERACTIONS
(2) DEVELOPMENT OF COHESION

Front 47

➧BLOCKING➧
—_ TO _ _ GROUP _

—AIMS/DESIRED OUTCOMES—
(1) TO _ MEMBERS
(2) TO ENHANCE THE _ OF _ _

Back 47

➧BLOCKING➧
—INTERVENING TO STOP COUNTERPRODUCTIVE GROUP BEHAVIOR

—AIMS/DESIRED OUTCOMES—
(1) PROTECT MEMBERS
(2) FLOW OF GROUP PROCESS

Front 48

➧TERMINATING➧
—_ THE GROUP TO _ A _ OR _ ITS _

—AIMS/DESIRED OUTCOMES—
(1) TO HELP MEMBERS _, _, & _ _-_ LEARNING TO _ _

Back 48

➧TERMINATING➧
—PREPARING, CLOSE, SESSION; END ITS EXISTENCE

—AIMS/DESIRED OUTCOMES—
(1) ASSIMILATE, INTEGRATE; APPLY IN-GROUP LEARNING TO EVERYDAY LIFE

Front 49

—Effectively _ & _ each session ensures _ from meeting to meeting
—Continuity makes it more likely that participants will _ about what _ in the group when they are _ of it & they will be more likely to _ what they have _ to their _ _
—Together with _ & _ from the leader, effective _ & _ facilitate the members task of _ their own level of _ at each session
—PREGNANT 16 YO STRUGGLING BW ABORTION VS. ADOPTION ----- MAKE SURE SHE IS _-_ AND PROMOTE _ _

Back 49

—opening, closing; continuity
—think, occurred, outside; apply, learned, everyday lives
—ENCOURAGEMENT & DIRECTION; SUMMARIZING, EVALUATION; ASSESSING, PARTICIPATION
—WELL-INFORMED, INDEPENDENT THINKING

Front 50

—Communication patterns in treatment groups are _.
—Members are usually encouraged to interact with _ _.
—Task group members are more likely to address their communications to the _ and to keep their communication _ on the _ to be _.
—In some task groups, the amount that members communicate on a particular agenda item may be limited by the worker.
—In other task groups, members may _ their _ _ because they believe they will not be _ _ by the group.

Back 50

—open
—one another
—Leader; focused; task to be accomplished
—Limited; worker
—Limit; own communication; well received
—

Front 51

—Four patterns of group interactions:

Back 51

1. Maypole
2. Round Robin
3. Hotseat
4. Free-floating

Front 52

—Maypole is when the_is the central figure and communication occurs from the_to the_and from the_to the_
—Round Robin is when_ take _ _
—Hotseat is when there is an _ _-_-_ between the _and _ _ as the _ _ _
—Free floating is when _ _take _ for _, taking into consideration their _ to _ _ to the _ _

Back 52

—Leader; leader; member; member; leader
—Members take turns talking
—Extended back-and-forth between the leader and one member as the other members watch
—All members; responsibility for communicating; ability to contribute meaningfully to the particular topic

Front 53

—These 3 patterns of group and her actions are leader centered:
—They are considered leader centered because the _ _ them
—Free-floating is considered to be _ centered because it emerges from the _ of _ _
—In those situations, workers should strive to facilitate the development of _-_ rather than _-_ interaction patterns

Back 53

1. Maypole
2. Round-robin
3. Hotseat
—Leader structures
—Group; initiative of group members
—Group-centered; leader-centered

Front 54

—In group centered patterns, members _ _ with _ _
—In group centered patterns, Communication channels between members of the group are _
—In leader-centered patterns, communications are directed from _ to the _ or from the _ to _ _, thereby _ _' _ to _ _ with _ _
—Group-centered communication patterns tend to increase _ _, _ _, members' _ to _ _, and _-_HOWEVER, group-centered communication patterns can be _ _ than leader-centered patterns because communication may be _ or _ to _ _

Back 54

—Freely interact with each other
—Open
—Member to worker: worker to group members; reducing members' opportunities to communicate freely with each other
—Social interaction,
group morale,
members' commitment to group goals, &
innovative decision-making;;;; HOWEVER
Less efficient; superfluous or extraneous to group tasks

Front 55

—Sorting out useful communications can take a _ _ of _ _
– therefore, in task groups that are making _ _, when _ _ are important and when there is little need for _ _ _, the worker may deliberately choose to encourage _-_ rather than _-_ interaction patterns

Back 55

– Tremendous amount; group time
– routine decisions, time constraints; leader-centered rather than group-centered

Front 56

– To establish and maintain appropriate interaction patterns, the worker should be familiar with the factors that can change communication patterns, such as:
•Ÿ _ and the _ that members receive for _ _ _
• The _ _ that develop between _ _
• The _ that develop in the group
•Ÿ The _ & _ _ of the group
• The _ & _ _ in the group

Back 56

➧ CUES & REINFORCEMENT; specific interactional exchanges
➧ EMOTIONAL BONDS; group members
➧ SUBGROUPS
➧ SIZE & PHYSICAL ARRANGEMENTS
➧ POWER & STATUS RELATIONSHIPS

Front 57

➧Treatment groups often have _ procedures for meetings, including a _-_ _, a period for working on _' _, and a period for _ the _'s _
– Task groups are more likely to have _ _ such as _ _ that governs how members _ _ _ & _ _

Back 57

➧Flexible; Warm-up period, members' concerns, summarizing the group's work
– Formalized rules; parliamentary procedure; conduct group business & reach decisions

Front 58

– Treatment groups are often composed of members with _ _, _, & _
– Task groups are often composed of members with the _ _ & _ to _ the _'s _

Back 58

– Similar concerns, problems, & abilities
– necessary resources & expertise to accomplish the group's mission

Front 59

➧ In treatment groups, members are expected to _ their own _ & _
--Therefore, self disclosures may contain _ _, _ _
➧ In task groups, member self-disclosure is _ _
--in task groups it is generally expected that members will _ themselves to _ about _ the group's _ and will not _ _, _ _

Back 59

➧Disclose; concerns & problems
--emotionally charged, personal concerns
➧ relatively infrequent
--confine; discussions; task; share intimate, personal concerns

Front 60

CONFIDENTIALITY DIFFERENCES
– Treatment group meetings are often _
– Some task group meetings, such as the meetings of _ conferences & _, may be_, but the meetings of other task groups, such as _ & _ _, are often described in _ that are _ to interested persons & organizations

Back 60

– Confidential
– Treatment; Cabinets; confidential; Committees & Delegate Councils; minutes; circulated

Front 61

– The criteria for evaluating _ differ between treatment and task groups
– Treatment groups are successful to the extent that they _ _meet their _ _ _
– Task groups are successful when they _ _ _, such as generating _ to _ & _ _, or when day _ _ _, such as a report, a set of _, or a series of _ concerning a particular community issue

Back 61

– Success
– Help members; individual treatment goals
– accomplish group goals; solutions to problems & making decisions, or when they develop GROUP PRODUCTS, such as a report, set of regulations, or series of recommendations concerning a particular community issue

Front 62

Case Example--Treatment & Task Group
Distinguish whether the following is a treatment or task group
GROUP 1 – PARENTING GROUP: the worker meets with adults who have recently become parents for the first time---Purpose of parenting group is to provide a forum for discussion about their adjustment to parenthood
GROUP 2 – the worker brings together COMMUNITY REPRESENTATIVES from several different social service agencies & school districts to study day-care resources for the purpose of making recommendations to a government agency regarding changes in government support for a day-care for low-income children---Aim of worker is to bring together representatives of the community to study day-care resources & make recommendations

GROUP 1/PARENTING GROUP
– GROUP 1/PARENTING GROUP is classified as a _ _ because it is convened to _ the _ _ of its _
– The group is bonded by its _ _ & the _ _ & _ of its _
– It is expected that _ may develop among group members & that members will _ _ _ in their _ to _
– It is also expected that the_ level & the level of _-_ will be _ because of the _ _ of the members & the _ they face
– because members may _-_about _ _, the proceedings of the group are _
– ROLES developed on the basis of how members _ in _ the _ of the group sand how members _ each other's _

Back 62

GROUP 1/PARENTING GROUP
– TREATMENT group; meet, personal needs, members
– common purpose & common needs & concerns of its members
– Friendships; help each other, adjustment to parenthood
– Feeling; & self-disclosure; high; similar circumstances; problems
– Self-disclose; confidential
– Assist in accomplishing the purpose; meet; need

Front 63

GROUP 1/PARENTING GROUP
– Because parenting is a _ phenomenon involving constant _ and _, the procedures of the group are _ to allow members to _ their immediate weekly concerns
– The parenting group was composed with the similarity of _' _ in mind
– To evaluate the success of the group, the worker focuses on the _' _ with the group _ & whether the group has _ their _

GROUP 2/COMMUNITY REPS & DAY-CARE
– the focus is _ oriented, and the purpose is _ to the _ _ of the _
– Members are bonded by the _ _ of _ day-care services
– They are expected to reveal their _ _only to the extent that they _ to the _'s _
– Personal feelings are _ _, but _ _ given greater weight
– The group is _ & seeks _, _ testimony to _ to its deliberations
– Confidentiality is _ because it would _ the _ of the group's task
– Roles are _ by the _ on the basis of _' _

Back 63

GROUP 1/PARENTING GROUP
– Developmental; discovery & change, FLEXIBLE, share
– Members' needs
– Members' satisfaction; group experience; met; needs

GROUP 2/COMMUNITY REPS & DAY-CARE
– Task; External; personal needs; members
– Common cause; improving
– Personal viewpoints; contribute; group's task
– Occasionally shared, factual data
– Publicized; outside, experts; contribute
– Impractical; hinder; accomplishment
– Assigned; worker; members' preferences

Front 64

GROUP 2/COMMUNITY REPS & DAY-CARE
– To facilitate an _ approach to the tasks, the group works from an _, which is _ in advance to give participants _ to _ for the _
– To facilitate a division of _ & encourage different _, the group is composed by _ _who have some
_ of the-care programs & other _ _ of _, such as zoning restrictions, local, state, and federal child-care regulations, & financing
– Patterns of communication focus on the _ rather than on _' _ _
– In evaluating the effectiveness of the group, the worker examines the _'s_, _, _ _, & _ for _,_, &_

Back 64

GROUP 2/COMMUNITY REPS & DAY-CARE
– Organized; agenda; published; time; prepare, proceedings
– Labor; perspectives; selecting members; knowledge; needed areas; expertise
– Task; members' personal concerns
– decisions, actions, written reports, & recommendations for CLARITY, THOROUGHNESS, & FEASIBILITY

Front 65

When assigning clients to treatment groups you must:
1._ _-_-_ With a client
2. _ Clients & _ to self-help focus groups _ _
3. Give them _ to _ _ in order to feel _ & in _ of their _ _

Back 65

1. Meet one-on-one
2. Assess; & Refer; as necessary
3. Access to Resources Needed; Empowered & in control of their own lives

Front 66

– When working and task groups you must sit in a _so no one is _ _ & everyone feels a _ of the _
– Then begin _
– One person should take on a _-_role
– begin with the _ at hand---_ goes over the _ to be done and _ _
– Go around and let each individual say which _ they are _ in & why
– Take a _ on which _ are to be chosen---_ _

Back 66

– Circle; left out; part of the group
– Introductions
– Leadership-type
– Task---leader; tasks & available options
– Tasks; interested; why
– Vote; options---majority rules

Front 67

– Individuals are empowered through the _ _
**GROUP WORK IS DEFINED AS A _ OF _ THAT ARE _-_

6 PHASES OF GROUP WORK PRACTICE:

Back 67

– Group process
**GROUP WORK---A SERIES OF ACTIVITIES THAT ARE GOAL-DIRECTED

1. PLANNING
2. BEGINNING
3. ASSESSMENT
4. MIDDLE STAGE/WORK HORSE
5. EVALUATION
6. TERMINATION

Front 68

– In generalist group work practice, the facilitator must be tuned into:
1. The _ _ the group
2. The _ _ _ _
3. The _ (includes the _, _, _)

– Usually need _ people to be considered a group (more than _)
– Treatment groups are different from natural groups, natural groups are things like _
– we are concerned about _ _ that have been brought together/_ for some kind of _ / _

Back 68

1. INDIVIDUALS in the group
2. GROUP AS A WHOLE
3. ENVIRONMENT (community, agency, funders)

– 3; (more than two)
– Families
– Organized Groups; arranged; intervention/purpose

Front 69

– Major purpose of treatment groups is to _ _ _ of _ of the group
– People bond over _ based on _ _

Back 69

– MEET SOCIOEMOTIONAL NEEDS OF MEMBERS of the group
– Time; Common Need

Front 70

4 GROUP WORK PRACTICE VALUES:

Back 70

1. Empowerment
2. Understanding
3. Respect
4. Dignity

Front 71

– The purpose of treatment groups is always about _ _ that _ that group to _ _ _
– there are many _ in each group; there are _ these _ in each group
– Procedures in treatment group is always a little bit more _, though you as the facilitator should always have an _, though these are _ as well
– TASK GROUPS are formed to actually _ a _ _ by _ _, not by the _ of the group
– task groups are not connected by the _ of the _ _

Back 71

– General aims; cause; come into existence
– ROLES; always; roles
– flexible; agenda; flexible
– meet a need identified by another party, not by the members of the group
– Needs; individual members

Front 72

– Generally, the communication and task groups is much more _
– Composition is based on the _ members might bring to the group
– self-disclosure and task groups is only about that _ _
– task groups are evaluated on the basis of what they have _, _they _the task, and how _ it took them to do so

Back 72

– Structured
– expertise
– Particular purpose
– Accomplished, How; completed; long

Front 73

ADVANTAGES OF TREATMENT GROUPS: (RRRRSSSINNMF TVV H-T PE)
(1) _ _
(2) _ (_)
(3) _
(4) _ _
(5) _ _
(6) _
(7) _ _ & _
(8) _ _
(9) _
Other advantages include:
– getting _ from _ _ ---vicarious _ with & _ of members' situations by _ & the _
–_ of hope by other group members who have _ _with similar situations
–_ _, which is _ ways of _ & getting _ about whether they are _ & _ _
– _ --- members sharing how they _ _ & _ _ disabilities (T)

Back 73

(1) ROLE MODELS
(2) RECAPITALIZATION
REALITY TESTING
RESOURCES
SOLIDARITY
(3) SOCIALIZATION
(4) SOCIAL SUPPORTS
(5) INCREASES HOPE
(6) NORMALIZATION
(7) NEW BEHAVIORS & FEEDBACK
(8) MUTUAL AID
(9) FEEDBACK
TRANSCENDENCE
VALIDATION
VICARIOUS LEARNING
HELPER-THERAPY
PRACTICE OF NEW BEHAVIORS
EMPATHY
– Empathy from multiple sources---vicarious identification with & understanding of; peers & worker
– Instillation; coped effectively
– REALITY TESTING---sharing; being; feedback; realistic & socially acceptable
– TRANSCENDENCE---member sharing how they adapted to and compensated for disabilities

Front 74

ADVANTAGES OF TREATMENT GROUPS
– Social supports is _ of all treatment groups since the members are _ _ the _ _ which _ _ _; it lets them know that they are not _ in their _ & that there are other people out there who are _ _ the _ _
– Treatment groups increases _ in people since they are seeing that _ are _ _ & _the _ _ or something _
– Socialization allows group members to _ _ & _ _ _

Back 74

ADVANTAGES OF TREATMENT GROUPS
– Representative; going through; same problem(s); brings them together; alone in their struggle, going through, same thing
–; Others; going through & overcoming; same thing; similar
– Overcome isolation & Learn social skills

Front 75

ADVANTAGES OF TREATMENT GROUPS
– NORMALIZATION is the _ of _ from _ seen as _ _ by the _ _
– Normalization is mostly an _ though it can also be a _
– NORMALIZATION-when people _ that _ are _ _ the _ _ they begin _ their _/_ & start feeling _about it since _ are in the _ _ (start feeling it is not so _, not that _ of a _)

Back 75

ADVANTAGES OF TREATMENT GROUPS
Removal of stigma from problems seen as socially unacceptable by the larger society
– Advantage, disadvantage
– See that others are going through the same thing; normalizing; problem/situation; better; others; same situation; (weird, big, deal)

Front 76

ADVANTAGES OF TREATMENT GROUPS
– ROLE MODELS: certain members of the group to begin _ _, _ & _ _ _ _ _ of the group who are _ and _ their _ _/_
– Recapitalization is the _ _ of _ _ _ with _ _, _ & _ with the help of _ _
– Recapitalization gives individuals the opportunity to _ _ previously _ _ &/or _ _ or anything else in their life that they needed to _ _
– Recapitalization is very _ & often brings up things from _

Back 76

ADVANTAGES OF TREATMENT GROUPS
– Bonding with, Admiring & Looking up to other members; sharing and overcoming their same problem/situation
– Working through previously unsatisfactory relationships with family members, peers & friends with the help of group members
– Work through; unresolved issues &/or unsatisfactory relationships; deal with
– Psychoanalytic; childhood

Front 77

ADVANTAGES OF TREATMENT GROUPS
– Mutual aid is when members _ & _ _
– PRACTICE OF NEW BEHAVIORS –– other members _ _ to _ _ _ _ in the _ _ of the group
– VALIDATION –– group members _ _ _, _ and _
– VICARIOUS LEARNING ––– learning that occurs by _ _ other members' _ _

Back 77

ADVANTAGES OF TREATMENT GROUPS
– Give & receive help
– Provide opportunities to try out new behaviors in the safe environment of the group
– Confirming similar experiences, problems, concerns
– Hearing about other members' coping responses

Front 78

ADVANTAGES OF TREATMENT GROUPS
– SOLIDARITY –– _ with _ _
– Both the members and the leader serve as _ _
– Treatment groups provide RESOURCES –– a _ _ of _ about _ as well is the _ & _ to _ with them

Back 78

ADVANTAGES OF TREATMENT GROUPS
– SOLIDARITY ––Connectedness with other members
– Role models
– Wide pool of knowledge about concerns & resources & services to help with these concerns

Front 79

ADVANTAGES OF TREATMENT GROUPS
– It is advantageous to have _ _ of _ shared by group members (FEEDBACK)
– Helper-therapy –––providing _ & _ _to other _ _ is _ for the member who _ _ & _; This principle holds that those who _ _ derive _ _ _
– Recreation of the family origin is when group members serve as _ _ & _ _ _ _

Back 79

– Multiple points of view shared by group members
– Help and mutual support; group members; therapeutic; shares experiences & knowledge;;; Provide help derive therapeutic benefit themselves
– Surrogate family & symbolically represent family members

Front 80

– The advantages of group treatment stem from the fact that in addition to the worker, _ can be helpful to _ _
– Members provide opportunities for _ & for _ & _ of problems and concerns
– The presence of others also gives members an opportunity to _ from the _ of _, to receive _, and to have _ _ & _ _ who can help with _ to _
–Feedback from peers is often seen as _ _ & less _ than what it is received from a paid professional worker who may not have _ _ _ or who may be viewed as an _ _ by reluctant or involuntary clients
–Mutual aid gives members an opportunity to _ _ _ & to _ _ vicariously

Back 80

– Members; each other
– Socialization; validation & normalization of problems and concerns
– learn, experience, others; feedback; role models and practice partners; efforts to change
– More grounded & less coercive; experience similar concerns; authority figure
– Share experiental knowledge & gain insights vicariously

Front 81

DISADVANTAGES OF TREATMENT GROUPS
– While all the disadvantages provide justification for using group work in treatment, there are also several potential disadvantages, such as the fact that groups can encourage _ _ & _ _
– When members open themselves to other members through self-disclosure, they are _ to _ of _ & other _ _
– Groups can _ individual members
– _ --- this can create a danger that these _' _ will receive attention while other, _ _ or less _ members will receive _ _
– The best way to avoid these problems is to make sure that _ _ has _ to _ in a group

Back 81

– Member conformity & member dependency
– Vulnerable to breaches of confidentiality & other harmful responses
– scapegoat
– Assertive or talkative members---members' problems; less assertive or less talkative; little help
– each member; time; speakGroup sometimes focus on a few particularly _ or _

Front 82

– Group work has some advantages over _ _ at times
– Members can benefit from treatment groups win may have some ability to _ with others & when they are concerns or problems lend themselves to _ _
– In the case of autistic children and schizophrenic adults who cannot _ effectively, group work must be _ to include _ _ _ & where appropriate, _ , _ _ _ that are consistent with those members' _ _
– People have an extreme need for _ or _ may also be unable to take part in group treatment without considerable _ or _
– Groups or contraindicated for people whose behavior is so _ to others' that it results in _ rather than _ _ or when it leads to the _ of others to _ with the group

Back 82

– Individual casework
– Communication; group discussion
– Communicate; modified; nonverbal program activities; simple, brief verbal activities; skill levels
– Privacy or confidentiality; considerable support for reassurance
– Alien; negative; positive interactions; failure; continue

Front 83

– empirical studies tend to _ clinical reports of the effectiveness of treatment groups
– Toseland & Siporin (1986) found that group treatment was _ _ than individual treatment in _% of the studies that were reviewed, but individual treatment was _ _ to be _ _ than group treatment in any of the studies
– Group work was also found to be _ _ then individual treatment & to produce _ _ from treatment
– The effectiveness of group treatment has been confirmed for both _ & _
– In a meta-analysis of 23 studies comparing group & individual treatment they were found to be _ _

Back 83

– Support
– more effective; 25; not found; more effective
– More efficient; fewer dropouts
– Inpatients & outpatients
– Equally effective

Front 84

ADVANTAGES AND DISADVANTAGES OF TASK GROUPS
– A group approach, as compared with an individual effort, has advantages in helping _, _, & _accomplish _
– in working with groups of people in organizations and communities, _ _ is highly desirable
–Participation through group interaction help members feel they have a _ their organization or community
– also, resistance to _ is _ windows you are to be affected are given the opportunity to _ and the change through _ _ & shared _ _
– the increased quantity of information available and groups can be beneficial for generating alternative _ _, for _ _, & for _ _

Back 84

ADVANTAGES AND DISADVANTAGES OF TASK GROUPS
– Individuals, organizations, communities; tasks
– democratic participation
– Stake
– change; minimize; group discussion; decision-making
– action plan; problem solving; making decisions

Front 85

ADVANTAGES AND DISADVANTAGES OF TASK GROUPS
– Certain tasks are complex, requiring a pool of _, _, or _ for them to be completed in a satisfactory manner
– the _ of _ that occurs in well-run groups can help members complete tasks quickly and efficiently
DISADVANTAGES OF TASK GROUPS
– Group problem-solving may take more _ than individual problem-solving, and the presence of others may interfere with the _ of best members' problem-solving abilities
– poorly run groups can make members feel _, _, or unappreciated and often accomplish _
– Groups are also sometimes used to make _ decisions or solve _ problems that could be dealt with more easily by _

Back 85

– Talents, expertise, opinions
– Division of labor
DISADVANTAGES OF TASK GROUPS
– time; effectiveness
– frustrated, bored, unappreciated; little
– simple; simple; individuals

Front 86

DISADVANTAGES OF TASK GROUPS

Back 86

DISADVANTAGES OF TASK GROUPS