Diary Assignment Part One

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Diary Assignment

Diary Assignment Part One

47-337(02) Theory and Practice of Social Work II

Presented to: Dr. Wilfred Gallant

February 22, 2007

Journal Entry #1

January 16, 2007

“No man is an island entire of itself; every man is a piece of the continent, apart of the main” (Donne, 1624, p.130). We do not live in a world in which we can function by ourselves, but in one in which we need others. This class is not only important because we will be working with groups as social workers, but because we live in a group. And as a piece of this ‘continent’, we all hold some responsibility to make this whole the best it can be.

As this course has begun to unfold in the last three classes, I admit to feelings of anxiety and uncertainty. Though these feelings are not in themselves unusual, the source of them may be unlike others’ in the class. My fears are not based on being shy or feeling unable to function within a group (after all, I grew up in a family of seven!), but rather based on the fact that this course is a very applicable, real-life kind of class. It is not a class that requires excessive amounts of information that must be retained in our memories and regurgitated in an exam, but rather a class that will dig into the 2/3 of our consciousness that is below the cerebral learning (W. Gallant, personal communication, January 16, 2007). Dr. Gallant stresses the importance of reaching into that unknown self and not remaining ignoramus, and I admit that this scares me a bit. I enjoy facts, memorization, and cerebral learning. But this class has challenged me to go beyond this and to really and truly learn in a way that it can be used. After all, as Kierkigaard (n.d., as cited in ThinkExist, 2006) notes, “the highest and most beautiful things in life are not to be heard about, nor read about, nor seen but, if one will, are to be lived.”And thus I begin this experience of digging deeper, with journal-writing as my initial attempt.

In class today, we discussed many things. One was about the ways that we as social workers could help take care of ourselves. We mentioned things like eating well, using deep-breathing relaxation techniques, and talking with family and friends. Though all of these are valuable, one technique touched me the most: incorporating spirituality in your life and using it as an outlet. It was refreshing to hear that religion and faith can be used as a tool to build upon in my practice, rather than stifling and ignoring it. I also found it so interesting that Dr. Gallant (personal communication, January 16, 2007) noted that you can use the same concept (belief in a higher being) with many types of people, whether Christian or not. Of course, keeping an open mind and not pushing your beliefs on others is crucial (especially in a group setting) but I was inspired to hear that my faith can really be an asset to me.Tuck, Alleyne, and Thinganjana (2006) contend that “there are a number of studies that support the beneficial effects of spirituality and religion on health” (p.245), both physical and mental. Maintaining and growing in my spirituality can be beneficial to my practice all around.

Another important concept that we discussed was confrontation in a group setting. We mentioned how you should always keep timing and manner in mind when confronting another person. This is true in all group settings. It has been found that “[h]ow an individual reacts to being confronted…will likely be determined in part by the manner in which the issue is broached” (Czopp, Monteith, & Mark, 2006, p.785).Being a member of my church’s young adult’s group, I have come to realize just how important timing and style is in confrontation.

We also discussed nonverbal communication in group work, and I was brought aware of the large impact nonverbal implications really have in a group. In a group, you can easily express disinterest or annoyance with a simple roll of your eyes. Isbister and Nass (2000) note that “studies that looked at how people detect deception have found that people turn to non-verbal cues to see if they are inconsistent with the verbal ones” (p.254), and therefore it is extremely important that your non-verbal communication corresponds with your verbal.Because of a hearing-impairment I have had since infanthood, I take special interest in nonverbal cues. I will have to take special care to ensure that my nonverbal communication signals interest and appreciation in the group.

Another concept we discussed in class was the different characteristics that are favourable for people to have in a group setting. These things included being caring, having a willingness to change, being open-minded, and being able to cope with criticism. The one that I will have to work on the most is the last that I listed: being able to take criticism. I am a perfectionist, and have a difficult time handling others criticising my attitudes and skills. This class highlighted the fact that this is essential to working in groups, and therefore I am determined to humble myself and understand that others can often better pick out the areas in which I need improvement.

Finally, Dr. Gallant (personal communication, January 16, 2007) mentioned something very insightful in class, which really touched me. He said that in a group setting, each member needs to be willing to be vulnerable, and to share the obstacles that he/she faces with the other group members. To become mutually vulnerable, you can really strengthen the group as a whole and promote growth as a group. I have a particularly difficult time becoming vulnerable with other people, and am rather guarded. This class will challenge me not only to allow myself to be vulnerable in our groups in class, but will hopefully foster future vulnerability in other group settings.

Toseland and Rivas (2001) noted in their introduction that “[e]xperiences in social, church, recreation, and other work groups are essential in the development and maintenance of people and society” (p. 3). This emphasizes the importance of all group experiences, and how each group forms and sustains society. Like Donne expresses in the quote above, society is a large group which consists of smaller ones. We must learn to function within those smaller groups to be able to function well within the larger group (society), and this class aims to teach us those skills.

Toseland and Rivas (2001) also state that treatment groups are compiled of members who are “bonded by their common needs and common situations” (p.15). This makes me wonder if many social groups could be considered ‘treatment groups’, since people will often join together if they share needs and situations. When people who share certain struggles or circumstances come together, it can be comforting to each member to share the things they are experiencing. Many of my social groups are formed based on common experiences (for example, many of my friends are trying to get out of the cycle of poverty our families have experienced), and they can be very therapeutic.

Talk about group work has led me to a question: how much of a person’s social skills can be learned? It seems as though some people were simply born with advanced social skills, and can communicate with people easily and well, and some people never develop healthy social skills at all. Toseland and Rivas (2001) state that socialization groups help people learn social skills, which assumes that these skills can be taught. For this class’s sake, I will also have to presuppose that social and communication skills can be learned, or at least improved. This will enable me to open myself to the possibility of change and development, and hopefully my skills will be refined.

Journal Entry #2

January 18th, 2007

“Whatever else it means to be human, we know beyond doubt that it means to be relational”(Eldredge, 2005, p. 22). One very unique characteristic about humans is that we need people. We are not only amongst people, but we need them. We form different relationships with different people, and share different things with each of them. Even within a group, each relationship between people is distinctive, and they can motivate, crush, or inspire you. Groups are so very important because humans are so relational.

There were some major topics we discussed in class that I wish to touch upon. The first of those is the topic of equilibrium that we discussed at length.This term is based on the systems theory, and notes that groups are constantly trying to maintain a stable equilibrium in the group (Toseland & Rivas, 2001). Dr. Gallant (personal communication, January 18, 2007) stated that equilibrium is also needed in the classroom. He also mentioned that it is easier for a person to stay in equilibrium than move onto the next plateau, but that it is essential to leave the state of equilibrium in order to succeed. Disturbing equilibrium may be uncomfortable and painful for a person, but it is the only way growth can occur. Just as John Bunyan’s (1965) character, Christian, in Pilgrim’s Progress, needed to leave the comfort and stability of his home in the City of Destruction to grow and find true life, we must leave the comfort of equilibrium if we want to grow.I may want to stay the same, but if I want to become a better person, I must be constantly willing to leap onto the next plateau.

Another topic that came up in class came from a poem about Native spirituality. One line mentioned that we are cruellest to ourselves, and that we are our worst enemies. This touches a certain spot in me, because it is so applicable to my life. Being a perfectionist, I have higher standards for myself than anyone else does for me. If I feel that I have failed, I will put myself down and get angry at myself. Often it is not the criticisms from others that are most destructive, but our own. However, “self-criticism is a destructive personality tendency that has wide-ranging negative ramifications” (Thomson & Zuroff, 1999, p.197). In a group setting, it is important that we build each other up, and realize that it is not that serious if we fail sometimes. We can reassure each other that there are times when we will all stumble, but that we can all help each other stand up again. Though it is important that we critically review our skills and attitudes, it is also important that we move beyond simply beating on ourselves because of our shortcomings.

Another very important point that Dr. Gallant (personal communication, January 18, 2007) made in class was about the social worker learning from the client. It is imperative that we as social workers never get to the point that we think that only we have something to teach and to share. We can learn so many valuable things from everyone, including our clients. This is especially important for me, as I work with children with intellectual and developmental disorders. Their minds work in a totally different way than my own does, and I have already learned so very much from each of them. As Kierkegaard (n.d., as cited in Educational Quotes, 2007) states,“instruction begins when you, the teacher, learn from the learner; put yourself in his place so that you may understand . . . what he learns and the way he understands it”. We can only be effective if we learn from our clients.

Another piece that I found valuable from class was the idea of working-out or exercising in the morning to enhance our day. If you exercise in the morning, you will be vibrant and alive and ready to be the best helper possible (W. Gallant, personal communication, January 18, 2007). Duffy and Atwater (2005) concur that exercise can do a great deal of good, as they note that “regular participation in physical activity…appears to reduce depression and anxiety, improve mood, and enhance ability to perform daily tasks throughout the life span” (p.143).Though I often lack motivation to get up early and exercise, it would benefit me, my workplace, and my clients to do so.

A final point from class that I would like to touch upon is from my experience during the ice breaker exercise. We were to partner up with someone in the class that we did not know well, and ask them a series of questions in order to get to know them. It was difficult to resist the temptation to choose a partner that I was very familiar with already, but I knew that I must step out of my comfort zone of familiarity in order to learn from the exercise. This is an example of jumping to the next plateau and disturbing my equilibrium as mentioned above. I partnered with a fellow peer who I had never talked to one-on-one before, and the experience was extremely valuable. After going over the questions in our exercise, we had an opportunity to chat about other matters, as well. This exercise really made me realize that there is value in every new relationship we form, and that I should seize every opportunity I have to become acquainted with another person.

Toseland and Rivas (2001) also made some other very good points in our readings. As I was reading, I initially wondered why they devoted a whole chapter to the historical development of group work. But soon I came to realize that we can highly improve our group work skills if we know how group work has developed, and that we can learn so much from past experiences. To understand the developments that have occurred throughout history about the uses of group work can assist us as group workers and guide us to be more successful. This section helped me to appreciate the large impact group work has had in social work, and encouraged me to experience group work as it has been in the past.

Another piece I was extremely interested in was the section on learning theory. It is noted that “[p]erhaps no theory has stirred more controversy within social group work than learning theory” (Toseland & Rivas, 2001, p.63), and I am always eager to jump in the middle of a controversial topic. I have always used learning theory to describe others’ behaviour, and to understand some of the arguments against using this theory was very interesting for me. Though some people see learning theory as being antithetical to the values that group work is based upon (Toseland & Rivas, 2001), this theory can also hold many valuable insights to group work. I have used reinforcements and punishments to alter some undesirable behaviours in the child I do respite work with, and this can also be used when leading a group. For example, if I were leading a group of young girls that have self-esteem issues, I could give them tokens for every self-compliment they give, and take one away every time they put themselves down.

The fantastic dyad experience I had in class raises a few questions in my mind. One lies in wondering if and how we can make a large-group experience as personal as a dyad-experience. I was able to really understand my partner and feel close to him, and I wonder if that is possible in a larger group. I suppose it may be possible if each member is willing, but it will take effort on each member’s part. It will also likely take longer to develop close relationships with each member, and to feel close as a group. I can only hope that I will be able to connect with my future group as well as I was able to connect with my partner.

Journal Entry #3

January 30, 2007

“Individually, we are one drop. Together, we are an ocean” (Satoro, n.d., as quoted in United Planet, 2006). Though each person is highly important in a group, it is only when we come together that we form something amazing and huge. We can only create something large if we join together and become one entity.

Our groups were chosen in class, but we have yet to meet in these groups. Already, however, there are feelings associated with group-experiences. I found myself being glad that certain people would be in my group, noting that they would be highly valuable assets to a group. I had to consciously note, however, that each person would be valuable to a group, and that it is not only those who are vocal that will have something very important to contribute. Each person will play a significant role in the group, and bring different special pieces to the experience.

Much of our discussion in class revolved around the topic of leadership. This is an especially interesting topic to me, as I have been considered a ‘natural-born leader’ since birth. I am quick to take control of a situation, and I learned a great deal about myself as we discussed leadership. Last class, Dr. Gallant (personal communication, January 25, 2007) mentioned that the role a person plays in his/her family is often the role that a person will play in a group setting elsewhere. This is particularly relevant to my life, as I have always been noted to take on an authoritative and leading role in my large family. Likewise, I find myself eager to take on the leadership role in other group settings, and want to control the group. In this way, I am much like the authoritarian or autocratic leader described by Toseland and Rivas (2001). This type of leadership, however, can be very dangerous and hindering to a group. They mention that “[g]roup members…preferred the democratic group’s process” (p. 100)as opposed to the autocratic one, and therefore it will be a personal goal in this group experience to avoid being autocratic in any way. Casal (2002) concurs that authoritarian leadership can be harmful in a group, noting that autocratic leadership often results in dissatisfaction within a group, and can foster passiveness and low intrinsic motivation in group members.