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University of Vermont College of Education and Social Services Department of Social Work SWSS 333 Social Work with

Groups Summer 2011 Syllabus Logistics: In-Person: Friday, 6/3 & 17, 3:00-8:00 p.m.; Saturday, 6/4 & 18, 8:30-6:30 On-Line: The weekend of 6/10-6/11 Credits: 3 Completion of MSW foundation course work, advanced standing, or instructor permission Susan Roche, Ph.D., M.S.W. 436A Waterman Bldg. 863-9646 (Home); 656-8565 (FAX) susan.roche@uvm.edu; Usual pattern of checking e-mail: M-F, 9 am & 5 pm By appointment

Prerequisites: Professor: Office: Summer Phone: E-mail: Office hours:

1.0 COURSE DESCRIPTION Overview of Course SWSS 333 is an advanced MSW focus course that integrates professional history, conceptual overviews, and direct experience with methods for group work distinctive to social work practice. Because this is a weekend intensive, the course will move quickly and the classes will be taught in modules that combine theory, application, and analysis. As with other courses in this program, group work is engaged as a social construction, and an interpretive and relational practice that is informed by many factors including historic and current trends in our profession, and the local setting in which it is performed. Most of all, in this course, it is intended to be understood as responsive and accountable to those who participate in the groups. With this in mind, we will hold constant an interest in the meaning of groups to the members and their facilitation and co-facilitation by social workers. This focus course augments the transformative social work concentration by taking up the special case of transformative social work with small groups. The core social work philosophy is directed at group work from the key elements of relational, profound, and generative practices with the members of the group. It builds upon, expands, and deepens MSW foundation and BSW level content on group work practice with clients, communities, and organizations.

Underlying Assumptions Learning is enhanced by social, active, and constructive processes (Millis & Cottell, 1998). Moreover, the teacher must be a learner in order to teach, and the student must be a teacher in order to learn (Thich Nhat Hanh, 1998). Working with groups is performative and therefore, core social work abilities are flexibility and improvisation, that is making resonsive method in the moment. A transformative vision of social work is anti-oppressive and combines social and personal-relational change in working with groups. Course Objectives Knowledge Objectives: K.1. Summarize key concepts and themes that indicate the unique role of social work in facilitating transformational change through group work. Demonstrate and illustrate understanding of social work frameworks and theories for transformative practice with small groups. Demonstrate recognition and understanding of the diverse and unique needs and opportunities that shape the engagement process in pursuing transformative change with groups. Demonstrate and illustrate understanding of the relationships between assessment and intervention strategies and goals related to transformative change in social work with groups. Discuss and illustrate understanding of the assumptions, methods, and purposes of various transformative approaches to social work practice with groups. Convey familiarity with approaches to evaluating the success of social work groups according that are consistent with transformative social work






Skill Objectives: S.1. Assess how social difference operates among members and facilitators of social work groups in various transformative practice contexts. Demonstrate group skills that facilitate collaborations and alliances in the service of transformative change. Listen openly to and collaboratively engage the concerns, knowledge, and skills of diverse groups as they elaborate their own priorities for transformation. Evaluate, select, and apply assessment strategies with prospective group members and groups according to their relevance to individual and shared meanings and priorities in diverse communities. Identify social work opportunities for promoting transformative change that expand group members capabilities, resources, and choices. Incorporate a reflexive approach into group practice that routinely solicits and weighs and applies evaluative feedback from group members, co-facilitators, and other colleagues, in analyzing and developing ones own and others group practices in complex situations. Interpret and communicate the evaluation of groups, facilitation, and cofacilitation, integrating the understanding of social construction of difference and knowledge of privilege.







Values & Ethics Objectives: V.E.1. Convey and illustrate understanding of ethical issues related to transformative practice with small groups. Discuss and illustrate understanding of multiple constructions of human rights and social justice as applied to diverse groups at local and global levels. Identify and critically analyze everyday practices that create and perpetuate privilege and oppression in the lives of group members and social workers and demonstrate anti-oppressive group social work approaches. Apply ethical decision-making skills in transformative social work practice situations with small groups.




Evaluation of the Learning Fulfillment of all course objectives will be evaluated according to one of the means identified on Table 1. below. Each assignment is defined further on the class blackboard, rather than in this syllabus. We will discuss the purposes, methods and evaluative criteria in the first two sessions of the course. The following table presents the assignments by title, percent of course grade, and time lines: Table 1. Course Assignments by Percentage of Grade and Time Lines PERCENT OF COURSE GRADE 20% 60 % (50% of paper) (50% of paper) 20% 100%

ASSIGNMENTS Critical Literature Review Co-Facilitation & Groupwork Paper Group & Co-Facilitation Analysis Section Group Design Section Collaborative Learning Self-Evaluation TOTAL

DEADLINES Monday, 6/13, 5 pm Tuesday, 6/21, 5 pm

Wednesday, 6/22, 5 pm

If you believe you have a disability that might affect your participation or performance in this class, please discuss this and your need for accommodation, auxiliary aids, or services with me in private at the beginning of the semester before the course gets underway. Required Readings Articles in Social Work with Groups and other journals (available electronically through Bailey-Howe Library web page) Readings posted on the Course Blackboard. 2.0 COURSE METHODS Aspiring for consistency with the course objectives, the following course methods are emphasized: critical reading and preparation between meetings of the class; attentive listening, active experimentation, generative dialogue, collaborative learning, and thoughtful reflection on the process and the content. The course incorporates the following cognitive, affective, and experiential methods of instruction: Cognitive Methods: Reading, writing, and small and large group discussions will be employed as the major cognitive approaches. Written analytical and evaluative

assignments will also be employed. Students are encouraged to develop understandings and content that supports the ability to think group. Affective Methods: Affective methods have to do with the feeling and values aspects of social work practice and relationships. Exploration and discussion of individual and group affective responses to various simulated group practice situations, values issues, and power relations will be the primary affective methods. Discussion questions and written self-evaluation also will be employed. Experiential Methods: Co-generating, experimenting with ones own impact in, and collaboratively producing and analyzing group practice situations in person and on-line will allow first-hand practice, feedback, and fine-tuning. These methods will serve as sources of learning and applied demonstration of that learning. They will draw on individuals experiences and aspirations as members, facilitators, and co-facilitators of social work groups. 3.0 COURSE OUTLINE AND SCHEDULE The following outline (along with the course objectives) serves as a guide for what to read and how to focus your reading and preparation before coming to the corresponding meeting of the class: 6/3 Recognizing and Cultivating Group Practice Perspectives 3:00-5:30 Our Professional Ancestors Legacy: Social group work & social justice Breton, M. (2006). Learning from social group work traditions. Social Work with Groups, 28(3), 107-119. Konopka, G. (2006). The significance of social group work based on ethical values. Social Work with Groups, 28(3), 17-28. Lewis, S. (2003). Social justice: A global perspective, In Sullivan, N. E., Mesbur, E. S., Lang, N. C., Goodman, D., & Mitchell, L. (Eds.). Social work with groups: Social justice through personal, community, and societal change (pp. 3-7). Binghamton, NY: The Haworth Press, Inc. 5:30-8:00 Social Work Group Theory and Group Practice Wood, G. G., & Tully, C. T. (2006). The group worker. The structural approach to direct practice in social work: A social constructionist perspective (3rd ed.). New York: Columbia University Press.

Berman-Rossi, T. (2002). My love affair with stages of group development. Social Work with Groups. 25(1/2), 151-158. Becvar, R. J., Canfield, B. S., Becvar, D. S. (1997). Issues in group dynamics and group work. Group work: Cybernetic, constructivist, and social constructionist perspectives (pp. 37-58). Denver: Love Publishing Company. 6/4 Designing, Forming, and Starting Groups 8:30-11:00 Designing Social Work Groups: Purposes and types of groups Kurland, R. (2006). Planning: The neglected component of group development. Social Work with Groups, 28(3), 9-16. Schopler, J. H. (2005). Meeting practice needs: Conceptualizing the open-ended group. Social Work with Groups, 28(3), 49-68. Kosoff, S. (2003). Single session groups: Applications and areas of expertise. Social Work with Groups, 26(1), 29-44. Welsh, B. L. (2003). A social group worker as a resident in an independent living facility. In Sullivan, et al. (pp. 169-179). 11:00-1:30 Social Work Group Skills Association for the Advancement of Social Work with Groups, Inc. (2006). Standards for social work practice with groups (2nd Ed.). Alexandria, VA: Author. Caplan, T., & Thomas, H. (2004). If we are all in the same canoe, why are we using different paddles?: The effective use of common themes in diverse group situations. Social Work with Groups, 27(1), 53-74. Duffy, T. K. (2001). White gloves and cracked vases: How metaphors help group workers construct new perspectives and responses. Social Work with Groups, 24(3/4), 247-254. 1:30-4:00 Forming and Starting Groups Muskat, Barbara , Mishna, Faye , Farnia, Fataneh and Wiener, Judith(2010) 'We may not like it but we guess we have to do it: Bringing Agency-Based Staff on Board with Evidence-Based Group Work', Social Work With Groups, 33: 2, 229 247

Recommended: Hannah, P. J. (2000). Preparing members for the expectations of social work with groups: An approach to the preparatory interview. Social Work with Groups, 22(4), 51-65. (This is a review for students who took SWSS 212 Social Work Practice I in fall 2010.) Sloan, C. (2003). How did we get here? The importance of sharing with members the reasons for a groups formation and the history of Its development. Social Work with Groups, Vol. 26(2), 35-48. (This is a review for students who took SWSS 212 Social Work Practice I in fall 2010.) 4:00-6:30 Values and Accountability Gumpert, J., & Black, P. N. (2006). Ethical issues in group work: What are they? How are they managed? Social Work with Groups, 29(4), 61-74. 6/10 Co-Facilitation: On-Line Paired Practice (Instructions for this On-line Learning will be provided and finalized on Saturday, June 4.) Readings will be added to the class blackboard for this class. Also, see the recommended reading below. Recommended: Wright, M. M. (2002) Co-facilitation: Fashion or function? Social Work with Groups, 25(3), 77-90. (This is a review for students who took SWSS 212 Social Work Practice I in fall 2010.) 6/11 Groupwork Practice: Reading and On-Line Peer Supervision Group Practice (Instructions for this On-line Learning will be provided and finalized on Saturday, June 4.) Meier, A. (2006). Technology assisted groups. In C. D. Garvin, L. M. Gutierrez, and M. J. Galinsky (Eds.). Handbook of social work with groups (pp. 481-497). New York: The Guilford Press. Hawkins, P. & Shohet, R. (2000). Exploring the dynamics of groups, teams, and peer groups. In Supervision in the helping professions (pp. ). Philadelphia: Open University Press.

Bogo, M., Goberman, J., & Sussman, T. (2004). Field education in social work-The field instructor as group worker: Managing trust and competition in group supervision. Journal of Social Work Education, 40, 13-24. 6/17 Accompanying and Sustaining the Group and the Members 3:00-5:30 Clinical and other Direct Practice Groups Becvar, R. J., Canfield, B. S., Becvar, D. S. (1997). Second-order cybernetics/ Constructivism, social constructionism, and group work. Group work: Cybernetic, constructivist, and social constructionist perspectives (pp. 103139). Denver: Love Publishing Company. Hopmeyer, E. (2003). Worker self-disclosure in groups. N. E., Mesbur, E. S., Lang, N. C., Goodman, D., & Mitchell, L. (Eds.). Social work with groups: Social justice through personal, community, and societal change (pp. 147-157). Binghamton, NY: The Haworth Press, Inc. Schiller, L. Y. (2002). Process of an ideaHow the relational model of group work developed. Social Work with Groups, 25(1/2), 159-166. 5:30-8:00 Anti-Oppressive and Advocacy Groups Jordan, J. V. (2008). Commitment to connection in a culture of fear. Women & Therapy,31, 235-252. Cohen, M. B., & Mullender, A. (2006). The personal in the political: Exploring the group work continuum from individual to social change goals. Social Work with Groups, 28, 187-204. Staples, L. H. Social action groups. In C. D. Garvin, L. M. Gutierrez, and M. J. Galinsky (Eds.). Handbook of social work with groups (pp. 344-357). New York: The Guilford Press. Recommended: Brown, A., & Mistry, T. (2005). Group work with mixed membership groups: Issues of race and gender. Social Work with Groups, 28(3), 133-148. (This is a review for students who took SWSS 212 Social Work Practice I in fall 2010.) 6/18 Dealing with Difficult Situations in Groups and Ending Groups 8:30-11:00 Review, Evaluate, and Fine-Tune Facilitation & Co-Facilitation Challenges

Rooney, R., & Chovanec, M. ( ) Involuntary groups. (pp. 227-242). Wayne, J., & Gitterman, A. (2006). Offensive behavior in groups: Challenges and opportunities. Social Work with Groups, 26(2), 23-33. Recommended: Kendler, H. (2002)). Truth and reconciliation: Workers' fear of conflict in groups. Social Work with Groups, 25(3), 25-40. (This is a review for students who took SWSS 212 Social Work Practice I in fall 2010.) 11:00-1:30 Ideas for Original Social Work Group Designs No Reading for this one. Rather, please bring your ideas for your last papers. We will have a peer & instructor consultation group process. 1:30-4:00 Evaluating and Ending Groups Solrzano, L., & Glassgold, S. (2010). Powerful youth: Determining successful participation in an HIV support group for youth. Social Work with Groups, 33, 288-303. Cusicanqui, M., & Salmon, R. (2005). Seniors, small fry, and song. Journal of Gerontological Social Work, 44, 189-210. 4:00-6:30 Closing the Circle of Our Group

4.0 THE RELATIONSHIP OF THIS COURSE TO THE REST OF THE CURRICULUM The timing in the program of this advanced practice course shapes its design and relationship to the rest of the curriculum. It builds on BSW or foundation curricula and the social work experiences with groups gained in BSW or foundation field practica. The course enables participants to examine the content according to their past and immediate professional and personal experiences and to apply it to the concentration in transformative social work and the concentration field practica to come. As designed, the course serves to integrate and expand the thinking and deepen the skills developed in for example, discourse analyses, externalizing, respecting social difference, antioppressive and social relational practices. Likewise, it functions as a segue into advanced social work practice in the M.S.W. concentration curriculum and augments the required courses and practicum in that curriculum. The collaborative learning methods enable and require the members

of the class to develop group work content and processes and to evaluate experientially and analytically the impact of ones participation and learning on groups and their individual members.