School of Social Work hategtog Mla, Lestig Change, Tratrming Us MASTER SYLLABUS SOCIAL WORK PRACTICE METHOD I: SW 4010 (3 credit hours) COURSE DESCRIPTION The third course providing knowledge skills and a framework for social work practice related to groups; knowledge and theories related to groups COURSE COMPETENCI PRACTICE BEHAVIORS FOR TI E 2.1.1 Identify as a professional social worker and conduct oneself accordingly Practice Behaviors: ‘Advocate for the client access to the services of social work; practice personal reflection and self-correction to assure continual professional development; attend to professional roles and boundaries; demonstrate professional demeanor in behavior, appearance and communication; ‘engage in Career long learning; use supervision and consultation 2.1.2 Apply social work ethical principles to guide professional practice Practice Behaviors: ‘Recognize and manage personal values in a way that allows professional values to guide practice make ethical decisions by applying standards of the NASW Code of Ethics; tolerate ambiguity in resolving conflicts; apply concepts of ethical reasoning to arrive at principled decisions 2.1.3 Apply critical thinking to inform and communicate professional judgments Practice Behaviors Distinguish, appraise, and integrate multiple sources of knowledge, including research based knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and evaluation; demonstrate effective oral and written communication in working with individuals, families, groups, organizations, communities, and colleagues 2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups, organizations and communities Practice Behaviors:Substantively and affectively prepare for action with individuals, families, groups, organizations and communities; use empathy and other interpersonal skills; Develop a mutually agreed-on focus of work and desired outcomes (b) Assessment Collect, organize, and interpret client data; assess client strengths and limitation develop mutually agreed-on intervention goals and objectives ; select appropriate intervention strategies (¢) Intervention Initiate actions to achieve organizational goals; implement prevention interventions that enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for clients; facilitate transitions and endings @ Evaluation Critically analyze, monitor, and evaluate interventions TEXT AND REQUIRED MATERIAL Toseland Ronald., & Rivas, Robert.(2013). An introduction to Group Work Practice. (7" ed.). Needham Heights, MA: Allyn/Bacon. Required Reading: Shulman, Lawrence, (2009). The Skills of Helping Individuals, Families, Groups, and Communities (6" ed.). Itasca, ILL: Peacock Publishing. (chapters identified in syllabus). Hepworth, D., Rooney, R., Rooney, G., Gottfried, K., Larson, J. (2010). Direct social Work Practice: Theory and Skills. (8 ed.) Belmont, CA: Thompson/ Brooks Cole (chapters identified in syllabus. INTRODUCTION: The course is a continuation of four-course sequence. It builds upon the knowledge, skills and values learned in prior courses within this sequence. Utilization of systems and problem-solving approaches to plan for and apply appropriate social work intervention with emphasis on the utility of groups in practice at all systems levels, e.g. macro A major focus of SW4010 is on the development and utilization of communication, relationships and group membership skills. Students will become familiar with planning group, clarifying a group purpose, and assessing process and outcome, This course emphasizes a laboratory approach which will provide the student an opportunity to develop skills in facilitating groups in micro and macro practice necessary for generalist social work practice. ‘The concepts, theories principles, methods and skills relevant to group work with diverse populations will be explored in this course. The application of group work methods with populations-at-risk will also be examined in this course.This course incorporates content on types of groups, group development, problem-solving and decision making in groups. It also explores the interaction between groups and systems with their external environment PERFORMANCE CRITERIA Alll students are expected to participate fully in the learning experience through readings, discussions, role play and exercises. Student achievement of the course objectives outlined in section II will be measured by written assignments quizzes, and or examinations. While it is expected that each faculty member adhere to the overall framework of the course syllabus incorporating concepts and structure, you are free to utilize a variety of methods to accomplish the objectives such as video taping role play ete. GRADING AND ASSIGNMENTS ‘Assignment Points | Percent_| Competency # Quiz 10 | 10 The first Process Recording is [a8 ized (engagement/assessment) The second Process Recording isis 2i3eb 21100 (intervention/evaluation) Paper 1 Planning and beginnings phase (| 2ildeb Paper 2 Middle and Ending phases 30 [30 2ited 21.100 Total 101 BENNCHMARK ASSIGNMENT ‘Analysis of group development and group behavior in early stages and behavior during the middle and termination phases GRADING POLICY: Students may pass the course with a grade of D but must maintain a C average during the junior and senior year. (See Undergraduate Bulletin, Wayne State University http://www.bulletins.wayne.edu/ubk-outpu/index. html) Grade distribution range 100-95 A 949-90 A~ 399-87 BY 369-83 B 829-80 B- 79.9-T71C¥ 769-73. C 72.9-10 C- 69,9-67 D+ 669-63 D ORGANIZATION OF THE COURSE ‘The course is a continuation of four-course sequence. It builds upon the knowledge, skills and values leamed in prior courses within this sequence. Utilization of systems and problem-solving approaches to plan for and apply appropriate social work intervention with emphasis on the utility of groups in practice at all systems levels, e.g. macro ‘A major focus of SW4010 is on the development and utilization of communication, relationships and group membership skills. Students will become familiar with planning group, clarifying a 3group purpose, and assessing process and outcome. This course emphasizes a laboratory approach which will provide the student an opportunity to develop skills in facilitating groups in micro and macro practice necessary for generalist social work practice. The concepts, theories principles, methods and skills relevant to group work with diverse populations will be explored in this course. The application of group work methods with populations-at-risk will also be examined in this course. This course incorporates content on types of groups, group development, problem-solving and decision making in groups. It also explores the interaction between groups and systems with their extemal environment Social work with groups is taught in an experiential mode to enable the student to leam group work skills first hand. A variety of exercises and lectures are used to introduce theory and provide a basis upon which students learn and practice skills. ROLE OF THE STUDENT AND INSTRUCTOR See University Statement of Obligation of Students and Faculty Members of the teaching - learning process http://www.bulletins. wayne.edw/fib/fib2d.htm! POLICIES FOR THIS COURSE Assignment Policy: Late papers (those not turned in on assigned day), will be downgraded by one grade, i.e. if the paper is deemed to be an A paper, it will be given a B due to lateness. Each rewrite of a paper will be downgraded by five points. A zero will be factored in for missing work. Students are expected to complete all readings, participate in class and perform satisfactorily on assignments and examinations. The instructor shall be notified of unavoidable issues in advance which may (will) prevent compliance with assignment due date. Unless there are serious extenuating circumstances, a student will not be able to earn an A for the course with ‘more than two sessions absences a B with more than four absences, or a C with more than five absences. No incomplete will be given in this class. PLAGIARISM/ACADEMIC HONESTY: “Plagiarism is using another person’s words or ideas without giving credit to the other person. When you use someone else’s words, you must put quotation marks around them and sive the writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase the words of someone else or just use their ideas, you still must give the author credit in a note.” Plagiarism, Cheating: See WSU References: http://www.otl.wayne.edu/pdf/2006 july aibrochure, http://www.doso. wayne.edu/codeof conduct. pdf(William Harris, “Anti-Plagiarism Strategies for Research Papers,” http:/virtualsalt,com/antiplag.htm, March 7, 2002) ‘You must cite sources from the Internet or any other form of electronic media used in your work. Any paper suspected of plagiarism will be reviewed at Tumitin.com to verify that it is your work and properly cited. Any paper that is plagiarized will result in an “F” for the class and a referral to the University for further Disciplinary Action. APA FORMAT All papers written in the Schoo! of Social Work require APA format. You may purchase the Publication Manual of the American Psychological Association (6” edition), or you may visit the website listed below http://owl.english.purdue.edwowl/resource/560/01/ WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE What is Wikipedia? “Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the world. The site is a wiki, which means that anyone can edit entries simply by clicking on the edit this page link.” “Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paper-based reference source in some important ways. In particular, mature articles tend to be more comprehensive and balanced, while other (often fledgling) articles may still contain significant misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to obtain valid information and avoid misinformation which has been recently added and not yet removed.” Class Participation/Attendance: Class participation include raising questions from the readings, making relevant comments drawn from personal experience, reacting to opinions expressed by the instructor and students, asking for clarification, being actively engaged in class exercises, or bringing up issues of general interest to the class. Performance Criteria Student Responsibility/ and course policy: Student achievement of the knowledge and skill objectives is assessed via quizzes, which include multiple choice, true false and short answers. Also included is a written asses: it of the historical trends of a particular social welfare policy, including the various definitions of the problem over time. WSU STUDENT RESOURCESStudents with disabilities http://studentdisability. wayne.edu/rights.php. Academic integrity and student code of conduct http://www.doso. wayne.edu/student-conduct/Academic_Integrity.html Counseling and Psychological Services (CAPS) at Wayne State: http://www.caps.wayne.edu/ COURSE LEARNING UNITS Module Topic Reading Assignment Week 1 | Introduction Review Generalist Practice Definition of concepts Week2 | Knowledge base of group work practice T&R Chapter.1 Introduction Focus of Group work practice; definition of ‘groups; classification of groups; group versus individual efforts Week3 | Differences between casework and group work; | T&R Chapter.2 Historical intervention targets; influential theories systems, | Developments psychodynamic, learning field, and social exchange Week 4 | Planning focus elements of treatment group | T&R Chapter 6 Planning the planning, elements of task group planning, group planning model for group work Quiz chaps 1-3 Week 5 | Introducing new members; defining the purpose | T&R Chapter 7 The group of the group confidentially facilitating members | begins Objectives in the motivation beginning stage Week 6 | Group Dynamics T&R Chapter 3 ‘The development of helpful group dynamics; | Understanding group ‘group cohesion; social integration and influence | dynamics Infuse Week 7 | Leadership and Diversity T&R Chapter 4 Leadership& Leadership and power; Interactional model of _| chapter 5 leadership and leadership Group leadership skills; approaches | diversity to multicultural group work 1° Process Recording due Week 8 | work phase/definition of Assessment; the T&R Chapter 8 Assessment assessment process; assessing the functioning of | Course pack ‘group members; assessing the functions of the _ | Shulman Chapter 11 The group as a whole; linking assessment to Beginning phase in group intervention; foster adolescents in a child work welfare systems; setting limits: an Adolescent acting-out boys’ group Week | Work phase continues (contracting (role T&R Chapter. 8 Assessment plays)the purpose of goals types of goals H&L Chapter 12 Developing guidelines for selecting and defining goals Goals and Formulating a process of mutually selecting and defining goals | Contract formulating contracts sample contracts 1" paper dueWeek 10 | Interviewing skills furthering responses, H&L Chap 6 Verbal paraphrasing responses, closed and open-ended | following, exploring and responding; seeking concreteness; eliminating | focusing skills, chapter7 nonverbal barriers to effective communication; | Eliminating eliminating verbal barriers to effective counterproductive communication; gauging the effectiveness of | communication patterns our response. Week 11 | Factors that influence group endings; the T&R Chapter 14 Ending the process of ending; planned and unplanned group’s work termination; ending group meetings; ending the ‘group as a whole Week 12 | Ethical Issues practice values; practice ethics; | T&R Chapter I Introduction definition of group work P6-12 Adolescent discharge group; Task force on T&R P 485-496 Appendix E- research utilization in probation; Program G activities for groups of children and activities | Appendix E An example of treatment group proposal Appendix F an Example of a task group proposal Appendix g suggested readings on program activities 2° Process Recording due Week 13 | Task and treatment groups T&R Chapter 9 Treatment First sessions with children and adolescents ten | groups: Foundation Methods year old girls in a school setting; unmarried —_| & chapter] 1 Task groups: pregnant teens in a shelter Middle stage skills | foundation methods working with the reluctant and resistant group members Week 14 | Individual in Group the concept of role ina | Course Pack Shulman dynamic system the scapegoat in the group; the | Chapter 13 Working with the deviant member; the internal leader; the Individual and the Group & gatekeeper; the defensive member; the quiet _| Chapter 14 Endings and member; the monopolizer ‘Transitions with Groups Week 15 | Student evaluation, Course wrap-up Note: Syllabus subject to change based on the needs of the class. COURSE ASSIGNMENTS: ‘The assignments presented in this course are reflective of the group process, They include a ‘means by which students can apply both the knowledge and skill objectives of the course. Quiz. (10 points) One quiz will be given during the semester covering main points in the assigned reading. ‘The quiz will consist of multiple choices, true /false and or matching questions. It will be given at the beginning of class. Process Recordings (2) each process recording has a point value of 18 totaling 36 points,The first Process Recording due session ‘The second Process Recording due session For the assignment use the process recording form provided. You may type in columns or paragraph form. If you use paragraph form include the headings from the process Recording Outline. ‘The Process recording assignments are to record what you observed in the structured role plays carried out in class or in your field placement. Process Recording I will focus on the planning and beginning group sessions. Process Recording II will focus on the middle and ending phases of the structured role plays carried out in class or in your field placement, Include the information below: Attach a diagram of group Use circles for women and brackets for men. Put first names in the circles and brackets. Illustrate the positions of group members, for example in pairs, circles or rows © Content A brief summary of the highlights of activities, discussions observed in the session © Process Patterns of interaction observed in the group Communication, verbal and nonverbal, etc. indicate in diagram Social Workers behaviors and members roles in the approach-avoidance phase of ‘group development Evidence of diversity (please explain) Group Process Analysis (Paper 1 Planning and beginnings phase Due Week point value 25 (Paper 2 Middle and Ending phases Due Week point value 30 ‘The focus in Paper I is the analysis of the groups’ development and the members behavior in the early states. Consider the planning for the group, the first session and sessions two or three. You may write about the structured role play group (s) in class (choose one), or a group from your field placement. ‘The objective of the group process analysis is to help the student develop the ability to remember what s/he observes, separate out her/his thoughts and feelings from the observed behavior and begin to relate theory to observations. Utilize readings, class handouts and lectures regarding small group experiences built into the class. The following outline should be used as a guide. The group process analysis paper will be approximately five pages in length and typewritten, Student should incorporate theories/concepts from the reading assignments in the analysis using APA citation style. : AssessmentWhat is the significance of this session to the group’s development as a whole and tothe members? How did the group change as a result of this group session? Was the change a positive one in terms of the group’s development? Group Dynamics evident in these sessions Group goals and hidden agendas Group norms Level of cohesiveness Group climate Group culture Impressions What do you think and fee! about what transpired in the group session? Plan of Action How do you plan to change your group behavior? ‘What needs to happen for your group to be more effective? Paper II The same outline as in Paper 1 is to be applied, however, itis to be applied for the middle and ending phases of the group. Assessment ‘What is the significance of this session to the group’s development as a whole and to the members? How did the group change as a result of this group session? Was the change a positive one in terms of the group’s development? Group Dynamics evident in these sessions Group goals and hidden agendas Group norms Level of cohesiveness Group climate Group culture Impressions ‘What do you think and feel about what transpired in the group session? Plan of Action How do you plan to change your group behavior? ‘What needs to happen for your group to be more effective? Based on your observation of diversity, how do you plan to respond? Ending Phase a. Social workers behaviors in the middle and ending phase b. Members role in terms of denial or acceptance. Examples of Structured Role Play (In-classroom Laboratory). 1 Each class member will be assigned randomly to a (role play simulation), group, e.g., by number and will remain in that group for the semester. The groups will continue throughout the semester simulating each phase of group-work Each group will have 2 co-leaders and 6 members (depending on size of class). ‘The various roles of the participants should last no longer than 15 minutes each.Roles will rotate so that every class member will experience being a client, social worker, etc. Each phase will take approximately three laboratory sessions. ”. The purpose of the group(s) will be selected by the class members - e.g, treatment for substance abuse, community planning, parent education. . Member roles will be alternately - participating voluntarily, involuntarily - for example court ordered. Each group will meet concurrently1, Attach a diagram PROCESS RECORDING SW4010 CONTENT #2 WHAT DID You SEE? SocIAL Workurs Gut- LEVEL FEELINGS: LOGICAL INTERPRETATION OF CLIENT INTERACTION #8Social Work 4010 Analytical Grading Rubric Process Recording 1 based on observed role play 18 Points possible Student ‘Al papers must Include a cover page & include the title ofthe assignment, information about the class (SW4010), the date of submission and your student identification number. All papers must include an introduction and conclusion. You will receive a zero if ‘your paper does not include these components ‘Available Competent Developing Beginning Not Acceptable Excellent | Points Diagram Content ‘© Summary of the highlights of activities, | 2 discussions observed in the session Process ‘© Patterns of interaction observed inthe | 5 group ‘© Communication, verbal and nonverbal, | 3 Indicated in diagram ‘© Social workers behaviors and members | 4 roles in the approach-avoidance phase of group development ‘* Evidence of diversity 2 ‘Overal structure, grammatical and spelling errors wil result in a 1 point deduction for each errorSocial Work 4010 Analytical Grading Rubric Process Recording 1 based on observed role play 18 Points possible Student ‘All papers must include a cover page & include the title ofthe assignment, information about the class (SW4010), the date of submission and your student identification number. All papers must include an introduction and conclusion. You will receive a zero if /our paper does not include these components Diagram Content. ‘© Summary of the highlights of activities, | 1 discussions observed in the session Excellent Competent Developing Beginning Acceptable Points Achieved | Points Available Process ‘Patterns of interaction observed in the | 5 group ‘* Communication, verbal and nonverbal, | 3 indicated in diagram * Social workers behaviors and members | 4 roles in the approach-avoidance phase of group development © Evidence of diversity. 2 (Overall structure, grammatical and spelling errors will result ina I point deduction for each errorSocial Work 4010 Analytical Grading Rubric Paper I Planning and Beginning Phase =25 points ‘Al papers mustinciude a cover page & include the tle ofthe assignment, information about the cass ° (SwatiO) the at of sabision sd your sen elelzle| 2 ieentfcaton number. Alpapers mustincucean | g | 2 || 8/2] 8] » & introduction and concuson. You wil receive aeroit| § § | i Ells F 54 | your paper does not include these components <|a Assessment. Significance of session 1 What changes occurred 1 Was change positive or negative and why 1 Group Dynamics Group goals and hidden agenda 2 Group norms 2 Levels of cohesiveness 1 Group climate 2 Group culture 2 Impressions Assessment of group interaction 5 Plan of Action How do you plan to change your group a behavior ‘What needs to happen for your group tobe | 4 more effective ‘Overall structure, grammatical and spelling errors will result & I point deduction for each rorSocial Work 4010 Analytical Grading Rubric Paper 2 Middle and ending phase =30 points ‘All papers must include a cover page & include the title of the assignment, information about the class (84010), the date of submission and your student identification number. All papers must include an Introduction and conclusion. You will receive a zero if ‘your paper does not include these components Developing Beginning Not ‘Acceptat Points Avaliable Excellent Competent Points Achieved ‘Assessment ‘Significance of session 2 ‘What changes occurred ‘Was change positive or negative and why ‘Group Dynamics Group goals and hidden agenda (Group norms Levels of cohesiveness Group climate nee lel Group culture impressions. je ‘Assessment of group interaction Plan of Action ‘How do you plan to change your group 3 behavior ‘What needs to happen for your group tobe | 4 more effective ‘Based on your observation of diversity, how | 2 do you plan to respond ‘Ending Phase Social worker's behaviors in the middle and | 4 ending phase ‘Members role in terms of denial or acceptance | 2 Wverall structure, grammatical and spelling errors will result ima 1 point deduction for each errorSelected Bibliography Addams, J. (1909). The spirit of youth and the city streets, New York: Macmillan, Addams, J. (1926). Twenty years at Hull House. New York: Macmillan. Barlow, C. A. , Blythe ,J. A., & Edmonds M. (1998). 4 Handbook of interactive exercises for groups Belmont, CA: Wadsworth Publishing. Bertcher, H., Farris K., L., Lamont, A. (Eds.) (1999). Rebuilding communities: Challenges for group work. NY: Hayworth Press, Inc. Crethar, H. Torres, R., & Nash, S. (2008). In search of common treads: Linking multicultural, feminist, and social justice counseling paradigms. Journal of Counseling and Development, 86, 269-278. Davis, M., Eshelman, E., & McKay, M. (2008). The relaxation and stress reduction workbook (6" ed.) Oakland, CA: New Harbinger. DeLucia-Waack, Janice L. (2006). Leading psychoeducational groups for children and adolescents Brooks/Cole DeLucia-Waack J. L. & Donigian J. (2003). The practice of multicultural group work: Visions and perspectives from the field Brooks/Cole DiGiuseppe, R. (2010). Cultural diversity: A primer for the human services. Belmont CA: Wadsworth, Dimeff, L., & Koemer, K. (Eds.). (2007). Dialectical behavior therapy in clinical practice. NY: Guilford Press. East, J., Henry, S. & Schmitz, C.L. Eds.) (2002). Social work with groups: Mining the gold Ephross, P. H. & Greif, G. L. (2004). Group work with populations at risk (2" ed). Oxford sity Press. Ephross, P.H., & Vassil, T. (2005). Groups that work (2" ed.). New York: Colum University 16Press. Forsyth, D.R. (2010). Group dynamics (4 ed,). Belmont, CA: Wadsworth Cengage Learning. Forsyth, D.R., & Bumette, J.L. (2005). The history of group research, In S.A. Wheelan (Ed.), The handbook of group research and practice (pp.3-18) Thousand Oaks, CA: Sage Publications Inc. Garvin, C. D., Galinsky, M. J., & Gutierrez, L. M. (Eds.) (2004) Handbook of social gold. Binghamton, NY: Hayworth Press, Inc Guilford Press. Haight, B. K. & Gibson, F. (Eds.) (2005). Working with older adults: Group process Jones and Bartlett Publishers, Inc. Kelly, T. B., Berman-Rossi, T., & Palombo, S. (Eds.) (2001). Strengthening resiliency through group work. New York: Haworth Press Kurtz, L. F. (2004), Support and self-help goups. In C. D. Garvin, L.M.,Gutierrez, & M. J. Galinsky (Eds.), Handbook of social work with groups. (pp. 139-159). New York: The Guilford Press Langer, G. M. , Colton A., & Goff L. S. (2003). Collaborative analysis of student work: improving teaching and learning Library of Congress. Malekoff, A. (2004). Group work with adolescents: Principles and practice (2™ ed). Guilford Press. Northen, H., & Kurland, R. (2001). Social work with groups (3"' ed). New York: Columbia University Press. Phillips, J. (2001). Group work in social care: Planning and setting up groups. (2 ed). Toronto, Canada: University of Toronto Press. Rose, S.E. (2004), Cognitive-behavioral group work. In C.D. Garvin, L.M. Gutierrez, & M.J. Galinsky (Eds.). Handbook of social work with groups (pp.111-135). New York: The Guilford Press. Schulman, L. (2005). The skills of helping individuals, families, groups and Social work with 7‘groups: Social justice through personal, community, and societal change. Binghamton, NY: Hayworth Press, Inc. Steinberg (1997). The mutual-aid Approach to working with groups: Helping people help one another Binghamton, NY: Hayworth Press, Inc. Steinberg, D.M. (2004). ‘The mutual aid approach to working with groups: Helping strengthening resiliency. Binghamton, NY: Hayworth Press, Inc. Mesbur, E. Sullivan, N., Lang, E., & Goodman N. (2003). Social work with groups: Social Justice through personal, community, and societal change Routledge. Steinberg, d. M. (2004). The mutual- aid approach to working with groups: Helping people help each other (2" ed.), Northvale, NJ: Jason Aronson. ‘Sweeney D, §. & Homeyer L.,E.(1999). Group play therapy: How to do it, how it works, whom it's best for . Jossey-Bass. Toseland, R. W. W. & Rivas, R. F. (2004). An introduction to group work practice (5 ed). Boston: Allyn & Bacon. ‘Tropman , John E. (2003). Making meetings work: Achieving high quality group decisions Sage Wells, K., Lochman, J. E. & Lenhart L. (2008). Coping power: Parent group facilitator's guide: programs that work. Oxford University Press Wickham, E. (2003). Group treatment in social work: An integration of theory and work with groups. New York: The Guilford Press. Zastrow, C. (2008). Social work with groups: A comprehensive workbook (7" ed). Brooks/Cole