GENERALIST PRACTICE III: GROUPS

ILLINOIS STATE UNIVERSITY INSTRUCTOR: Dr. Deneca Avant SCHOOL OF SOCIAL WORK OFFICE: Rachel Cooper 326 SEMESTER: Spring 2015 OFFICE HOURS: By Appointment COURSE: SWK 337 OFFICE PHONE: (309) 438-4498 SECTIONS: 01 and 02 EMAIL: dwinfre@ilstu.edu DAY: Wednesday LOCATION: Fairchild Hall room 203 GENERALIST PRACTICE III: GROUPS CATALOG DESCRIPTION Expands the theoretical foundation and practice methodology for social work by focusing specifically on knowledge and skills to effect change in small groups. 3 semester hours. Prerequisites: SWK 222, 225, 310, 329, 336; majors only or consent of advisement coordinator. COURSE DESCRIPTION The course presents small group theory, models for intervention, strategies, practice skills, and ethics necessary for beginning, culturally competent, practice in social service agencies. Lecture, discussion, demonstration, small group exercises, papers, and examinations are required. Extensive opportunity is provided to acquire and apply knowledge through experiential learning. Each student team designs and facilitates a group experience and participates as a group member in the groups led by classmates. RELATIONSHIP TO OTHER COURSES SWK 337 (Generalist Practice III: Groups) is the fourth course in the undergraduate, generalist practice sequence. This course extends the practice foundation developed in SWK 325 (Generalist Practice I: Individuals), SWK 326 (Practice Skills Laboratory), and SWK 336 (Generalist Practice II: Families) to focus on group work. COURSE GOALS The goals of this course are to: 1. Promote awareness of the diversity of group forms and dynamics 2. Acquaint students with small group theories. 3. Develop skill in assessment, case planning, and intervention with small groups. 4. Promote the ethical responsibility of social workers to approach groups from a strengths perspective. 5. Explore the use of groups to serve populations at risk. 6. Explore the impact of cultural diversity on group dynamics. 5. Enhance understanding of the importance of evaluating practice.

STUDENT LEARNING OBJECTIVES Upon completion of the course, students will have achieved the following outcomes. Students will be able to: 1. Articulate the values and ethics necessary for social work practice with groups. 2. Articulate a strengths perspective for group work with diverse clients. 3. Describe the stages of group development and the dynamics associated with each stage. 4. Develop a multi-session group curriculum and manual. 5. Demonstrate the skills from each of the stages of the problem solving model for facilitating groups. 6. Describe the knowledge and skills necessary for specialized groups (e.g., clients experiencing violence, substance abuse, disability, illness). 7. Describe the knowledge and skills necessary for age-specific groups. 8. Describe various theoretical applications to groups. 9. Describe leadership skills for challenges in groups (e.g., group conflict, group stagnation, negative alliances, etc.) REQUIRED READING(S) AND TEXTBOOK(S) Jacobs, E. E., Schimmel, C. J., Masson, R. L., & Harvill, R. L. (2015). Group Counseling: Strategies and Skills (8th ed.). Pacific Grove, CA: Brooks/Cole. Reserve Reading(s) (Available at the Reserve Desk at Milner Library locate by title): - Toseland, R.W., & Rivas, R.F. (2009). An introduction to group work practice (6th ed.). Boston, MA: Allyn and Bacon. - Corey, M.S., & Corey, G. (2010). Groups: Process and practice (8th ed.). Pacific Grove, CA: Brooks/Cole. - Zastrow, C. (2001). Social work with groups (5th ed.). Pacific Grove, CA: Brooks/Cole. EXPECTATIONS OF STUDENTS Attendance and Participation: Students are expected to attend and participate in all class sessions. A student should not be enrolled in a course if other obligations will interfere with getting to class sessions regularly and punctually. More than two absences will automatically result in a lowered grade for the course. Repeated tardiness or leaving class early also will result in a lowered grade. Additional Instructor Expectations: As adult learners, students are expected to read all assigned readings prior to class. Students are strongly encouraged to read other related materials, make notes on readings, prepare study questions based on readings and lecture materials, discuss readings and class lecture material with other students, form study groups, explain research concepts to others; and schedule consultation time with the instructor as needed. Class Preparation: You are expected to have prepared thoroughly for each session. Preparation may include reading and/or watching the assigned materials prior to class SWK 337 Revised: 1/8/2015 School of Social Work Page 2 of 12

(see COURSE SCHEDULE ), summarizing the content and being prepared to discuss it; writing questions or reactions to the material; and making connections between concepts in current readings and earlier readings. Students are strongly encouraged to read other related materials, make notes on readings and visual material, prepare study questions based on readings, case material, and instructor presentation/lecture materials; discuss readings and class lecture material with other students, form study groups, explain concepts to others, and schedule consultation time with the instructor as needed. Assignments: Promptness in completing class assignments and required readings is a requirement. When an extenuating circumstance occurs, appropriate arrangements must be made in advance. All assignments are due on the date assigned (See ASSIGNMENTS and COURSE SCHEDULE ). Late or emailed assignments will NOT be accepted; however students are permitted to turn assignments in early. Missed or late work: If a student misses a class, he or she will be responsible for any missed class content. Missed in-class work generally cannot be made up. Make-up tests, quizzes, and examinations, as a rule, will NOT be permitted. Written Work: Written work should show thoroughness, accuracy, clarity and professionalism. Such writing generally requires first writing, then review, then editing and rewriting. All work should be carefully proofread and corrected. Papers should be free of errors in spelling, grammar, and punctuation. All papers written from sources must include citations following the style requirements of the 6 th edition of the Publication Manual of the American Psychological Association. This reference text also provides excellent information on the organization and writing of papers. An excellent resource for questions about APA format and other paper writing skills is the Purdue University on-line writing laboratory at www.owl.english.purdue.edu All work must be typed, double-spaced, with numbered pages. Each assignment should be titled, dated, annotated with your name, and stapled or placed in a binder. Papers should use standard margins: 1 top, 1 bottom, and 1 each left and right. The header and footer default setting is 0.5 from the edge. Papers should use the department standard font: Times New Roman 12 point. Students should retain copies of all work turned in to the instructor. Nondiscriminatory language: Oral presentations and written work should be language sensitive with non-sexist, non-racist, and non-stigmatizing terminology. Academic Misconduct: Plagiarism, cheating, and all other forms of academic misconduct are not only considered a violation of university regulations, but are also considered a serious breach of the ethical code of conduct for the social work profession. SWK 337 Revised: 1/8/2015 School of Social Work Page 3 of 12

Students are expected to remember that they are in the process of becoming professional social workers. As such, they are expected to abide by the ethical standards of the profession. The National Association of Social Workers (NASW) Code of Ethics is available to students on the Internet at www.naswdc.org. Special Needs: Students with special needs should notify the instructor immediately so that available accommodations can be made. Any student needing to arrange a reasonable accommodation for a documented disability should contact Disability Concerns at 350 Fell Hall, 438-5853 (voice), 438-8620 (TTY) or http://www.disabilityconcerns.ilstu.edu/. Mental Health Resources: Life at college can get very complicated. Students sometimes feel overwhelmed, lost, experience anxiety or depression, struggle with relationship difficulties or diminished self-esteem. However, many of these issues can be effectively addressed with a little help. Student Counseling Services helps students cope with difficult emotions and life stressors. Student Counseling Services is staffed by experienced, professional psychologists and counselors, who are attuned to the needs of college students. The services are FREE and completely confidential. Find out more at Counseling.IllinoisState.edu or by calling (309) 438-3655. Communication: Email communication is the best way to contact me; I will do my best to respond within a 24 hour time frame. When you email me please indicate our course number in the subject line along with your topic. Please know that I do not always check email on weekends. Electronics: All cell phones, pagers, laptops, tablets, and other electronics (unless the student has a documented need for assistive technology) should be turned off during class. ASSIGNMENTS The following assignments are designed to facilitate and measure students progress toward the learning objectives for this course. A group practice paper, a group manual, facilitation of a group session, and three examinations are required. Exam/ Assignment Schedule Percentage Date 1. Examination # 1 130 February 18, 2015 2. Group Practice Paper 175 February 25, 2015 3. Group Manual Draft March 4, 2015 4. Examination # 2 130 March 25, 2015 5. Group Manual 200 April 1, 2015 6. Examination # 3 130 April 8, 2015 7. Group Facilitation 155 April 8 th, 22 rd, & 29 th 8. Last Chance For Eden Worksheet 15 April 15, 2015 9. Assessment of Group Process 50 April 29, 2015 10. Participation 15 April 29, 2015 Total 1000 SWK 337 Revised: 1/8/2015 School of Social Work Page 4 of 12

Assignment #1: Group Practice Paper (175 points) Due: February 25, 2015 Each facilitation team will select a practice issue (e.g., divorce, loss, adoption, foster parenting, eating disorders) affecting a specific population (e.g., young children, teenagers, women, older adults) that can be addressed by a group intervention. Your choices must be approved by the instructor. Each team will research the issue and group approaches and write a paper in preparation for Assignment #2 (planning a group, developing a group session, and writing a manual) and Assignment #3 (facilitating a group session). Your paper should be 7-10 pages. It must follow APA style guidelines and the School s writing guidelines (see EXPECTATIONS OF STUDENTS above). Your paper should include a minimun of 7 sources from the professional literature. Assignment #2: Group Manual (200 points) PRELIMINARY Draft Due: March 4, 2015; Final Manual Due: April 1, 2015 Write a group manual with your co-facilitator for the psychoeducational group session you will co-lead during the group laboratory. Specific information about the laboratory and additional instructions for writing the manual will be provided in class. Prior to beginning this assignment, read your text and the reserved readings on starting and leading groups. The readings provide several examples of psycho-educational groups. The manual should be clearly written and comprehensively detailed including references so that it can be used by other group leaders to design and run a similar group in an agency. Assignment #3: Group Facilitation (155 points) Due: April 8th, 22rd, & 29th Lead a group session based on materials in your group manual. Groups will facilitate their psychoeducational group while some class mates participate as members and others observe. Examination #1 February 18, 2015 Examination #1 will cover Jacobs, Schimmel, Masson, & Harvill (2015), Chapters 1,2,3,4,6, and 18; Toseland & Rivas (2009), Chapters 1,3,5,6; Corey & Corey (2002), Chapter 3; lecture and class discussion. Examination #2 March 25, 2015 Examination #2 will cover Jacobs, Schimmel, Masson, & Harvill (2015), Chapters 5 and SWK 337 Revised: 1/8/2015 School of Social Work Page 5 of 12

7 through 12 and Chapter 15; Corey & Corey, Chapter 8; lecture and class discussion. Examination # 3 April 8, 2015 Examination #3 will cover Jacobs, Schimmel, Masson, & Harvill (2015), Chapter 13,14, 16, and 17; Corey and Corey, Chapters 9 through 12; lecture and class discussion. GRADING Grades will be assigned in accord with the following scale. Students must achieve the full value of the lower end of each subscale to be awarded the corresponding letter grade. A 900-1000% B 800-890% C 700-790% D 600-690% F 590% and below COURSE SCHEDULE Session 1: General topic: Course introduction, introduction of group practice; purposes and types of groups. Date: January 14, 2015 Jacobs et al. (2015), Chapter 1, Introduction Jacobs et al. (2015), Chapter 3, Purpose of Groups Reserve Toseland & Rivas - Chapter 1, Introduction Pick two students to be your group members. Please take into account your individual schedules and academic learning styles when selecting partners. These are the individuals with whom you will be working intensely throughout the semester to plan and write your group manual and present your group. Session 2: General topic: Collaborative Writing Date: January 21, 2015 Each team must submit three desired practice issues and populations for their group presentation. Julia N. Visor Academic Center Presentation Social Sciences Internship Fair from 1:00 to 4:00 Section 1: Will dismiss by 11:00am Section 2: Will begin at 2:15pm SWK 337 Revised: 1/8/2015 School of Social Work Page 6 of 12

Session 3: General topic: Group developmental stages and dynamics Date: January 28, 2015 Jacobs et al. (2015), Chapter 2, Stages of groups, group process and therapeutic forces. Reserve Toseland & Rivas - Chapter 3, Understanding Group Dynamics Session 4: General topic: Group process: Planning, content and composition Date: February 4, 2015 Jacobs et al. (2015), Chapter 4, Planning. Jacobs et al. (2015), Chapter 6, Basic Skills for Leaders Reserve Toseland & Rivas - Chapter 6, Planning the Group Group scenario discussions The class will plan sample groups discussed in this week s reading Session 5: General topic: Group process: Ethics, diversity, and Leadership Date: February 11, 2015 Jacobs et al. (2015), Chapter 18, Issues in Group Counseling Reserve Corey & Corey (2002), Chapter 3, Ethical and legal issues in group counseling. Toseland & Rivas (2009), Chapter 5, Leadership and Diversity Discuss case studies Session 6: General topic: Group process: The beginning stage and phase. Date: February 18, 2015 Jacobs et al. (2015), Chapter 5, Getting Started Examination #1 Session 7: General topic: Group process: The middle stage and phase SWK 337 Revised: 1/8/2015 School of Social Work Page 7 of 12

Date: February 25, 2015 Jacobs et al. (2015), Chapter 7, Focus. Jacobs et al. (2015), Chapter 8, Cutting off and drawing out. Jacobs et al. (2015), Chapter 9, Rounds and dyads. Assignment #1: Group practice paper Due Return Examination #1 Session 8: General topic: Group process: The middle stage and phase continued Date: March 4, 2015 Jacobs et al. (2015), Chapter 10, Exercises and Jacobs et al. (2015), Chapter 11, Introducing, conducting, and processing exercises. Jacobs et al. (2015), Chapter 12, Leading the middle stage of a group exercise. Preliminary draft of group manual due The class will break into small groups and practice group exercises Session 9: General topic: No Class- Spring Break Date: March 11, 2015 Session 10: Date: March 18, 2015 General topic: Group process: Evaluation and termination; Closing: Re-entry and planning for aftercare Jacobs et al. (2015), Chapter 15, Closing a session or group. Reserve Corey & Corey Chapter 8, Final Stages of a Group Role plays of closing a session and terminating group Group manual drafts returned Session 11: General topic: Group work with specific populations Date: March 25, 2015 Jacobs et al. (2015), Chapter 17, Working with special populations. Reserve Corey and Corey - Chapter 9, Working with Children Corey and Corey - Chapter 10, Working with Adolescents Corey and Corey - Chapter 11, Working with Adults, SWK 337 Revised: 1/8/2015 School of Social Work Page 8 of 12

Corey and Corey - Chapter 12, Working with the Elderly Examination #2 Small group discussions followed by a presentation of 10 things each group learned about working with a specific population Session 12: General topic: Counseling Theories in Groups; Group work with problem situations; Group laboratory preparation Date: April 1, 2015 Jacobs et al. (2015), Chapter 13, Using Counseling Theories in Groups Jacobs et al. (2015), Chapter 14, Counseling and Therapy in Groups Jacobs et al. (2015), Chapter 16, Working with problem situations. Reserve Individualized reading for group laboratory Assignment #2: Final group Manual due Discuss handling problem situations in groups Return Examination #2 Session 13: General topic: Group Facilitation Date: April 8, 2015 Examination #3 Assignment #3: Group presentations Groups will facilitate their psychoeducational group while some class mates participate as members and others observe Session 14: General topic: Group Facilitation Skills Date: April 15, 2015 Return Examination #3 View DVD Last Chance for Eden. Discussion will follow. Complete the Discussion Worksheet Session 15: General topic: Group Facilitation Date: April 22, 2015 Assignment #3: Group presentations Session 16: General topic: Group Facilitation, Process group experiences, and Wrap up Date: April 29, 2015 Assignment #3: Group presentations Assessment of Group Process SWK 337 Revised: 1/8/2015 School of Social Work Page 9 of 12

BIBLIOGRAPHY AND FURTHER READINGS Anderson, J. (1997). Social work with groups: A process model. White Plains, NY: Longman. Birnbaum, M. L., Mason, S. E., & Cicchetti, A. (2002). Impact of purposeful sessional endings on both the group and the practitioner. Social Work with Groups, 25(4), 3-19. Camacho, S. F. (2001). Addressing conflict rooted in diversity: The role of the facilitator. Social Work with Groups, 24(3/4), 135-152. Caplan, T., & Thomas, H. (2001). The forgotten moment: Therapeutic resiliency and its promotion in social work with groups. Social Work with Groups, 24(2), 5-26. 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), 53-73. Christie, A., & Mittler, H. (1999). Partnership and core groups in the risk society. Child and Family Social Work, 4, 231-240. Cohen, M.A. (1999). Bereavement groups with the elderly. Journal of Psychotherapy in Independent Practice, 1, 33-41. Corey, M.S., & Corey, G. (2002). Groups: Process and practice (6th ed.). Pacific Grove, CA: Brooks/Cole. Dennison, S.T. (1999). Multiple-family groups: Practice implications for the 21st century. Journal of Family Social Work, 3, 29-51. Devore, W., & Schlesinger, E.G. (1999). Ethnic-sensitive social work practice (5th ed.). Needham Heights, MA: Allyn & Bacon. Goodman, H., & Munoz, M. (2004). Developing social group work skills for contemporary agency practice. Social Work with Groups, 27(1), 17-33. Kendler, H. (2002). Truth and reconciliation : Workers fear of conflict in groups. Social Work with Groups, 25(3), 25-41. Kurland, R., & Salmon, R. (1999). Education for the group worker's reality: The special qualities and world view of those drawn to work with groups. Journal of Teaching in Social Work, 19, 123-137. Kurland, R., Salmon, R., Bitel, M., Goodman, H., Ludwig, K., Newmann, E. W., & Sullivan, N. (2004). The survival of social group work: A call to action. Social Work SWK 337 Revised: 1/8/2015 School of Social Work Page 10 of 12

with Groups, 27(1), 3-16. Lesser, J. G., O'Neill, M. R., Burke, K. W., Scanlon, P., Hollis, K., & Miller, R. (2004). Women supporting women: A mutual aid group fosters new connections among women in midlife. Social Work with Groups, 27(1), 75-88. Lindsay, J., Turcotte, D., Montminy, L., & Roy, V. (2003). Therapeutic factors in groups for abusive spouses: A review of research. Canadian Social Work Journal, 5(1), 126-137. Magen, R.H., & Glajchen, M. (1999). Cancer support groups: Client outcome and the context of group process. Research on Social Work Practice, 9, 541-554. McKay, M.M., Gonzales, J., Quintana, E., & Kim, L. (1999). Multiple family groups: An alternative for reducing disruptive behavioral difficulties of urban children. Research on Social Work Practice, 9, 593-607. Nicholas, D. B., McNeill, T., Montgomery, G., Stapleford, C., & McClure, M. (2003). Communication features in an online group for fathers of children with spina bifida: Considerations for group development among men. Social Work with Groups, 26(2), 65-80. Saino, M. (2003). A new language for groups: Multilingual and multiethnic groupwork. Social Work with Groups, 26(1), 69-82. Salzer, M.S., Rappaport, J., & Segre, L. (1999). Professional appraisal of professionally led and self-help groups. American Journal of Orthopsychiatry, 69, 540. Saulnier, C. F. (2000). Incorporating feminist theory into social work practice: Group work examples. Social Work with Groups, 23(1), 5-29. Schaefer, R.T. (1993). Racial and ethnic groups. New York: Harper Collins College Publishers. Sloane, C. (2003). How did we get here? The importance of sharing with members the reasons for a group s formation and the history of its development. Social Work with Groups, 26(2), 35-49. Thomas, H., & Caplan, T. (1999). Spinning the group process wheel: Effective facilitation techniques for motivating involuntary client groups. Social Work with Groups, 21, 3-21. Toseland, R.W., & Rivas, R.F. (2001). An introduction to group work practice (4rd ed.). Boston, MA: Allyn and Bacon. Valdez, A., & Kaplan, C.D. (1999). Reducing selection bias in the use of focus groups to SWK 337 Revised: 1/8/2015 School of Social Work Page 11 of 12

investigate hidden populations: The case of Mexican-American gang members from South Texas. Drugs and Society, 14, 209-224. Wayne, J., & Gitterman, A. (2003). Offensive behavior in groups: Challenges and opportunities. Social Work with Groups, 26(2), 23-34. Wilson, S., & Stevens, B. (1999). Introduction to groups. Activities, Adaptation and Aging, 23, 135-137. Wituk, S., Shepherd, M.D., Slavich, S., Warren, M.L., & Meissen, G. (2000). A topography of self-help group: An empirical analysis. Social Work, 45, 157-165. Wright, M. M. (2002). Co-facilitation: Fashion or function? Social Work with Groups, 25(3), 77-92. Zastrow, C. (2001). Social work with groups (5th ed.). Pacific Grove, CA: Brooks/Cole. SWK 337 Revised: 1/8/2015 School of Social Work Page 12 of 12