California State University, Sacramento Division of Social Work

CaliforniaStateUniversity, Sacramento – Division of Social Work

ADVANCED GROUPWORK METHODS - SOCIAL WORK 225 – Spring 2008 Mariposa Hall 5002 – Tuesdays: 3:00 – 5:45 p.m.

Janice R. Gagerman, Ph.D., LCSW, BCD

Professor of Social Work

Office: Mariposa Hall 5035

Phone: (916) 278-7173 or (530) 898-1952

Office Hours: Tuesdays 1:00 p.m. – 3:00 p.m.

- or by appointment in my office and/or by phone

E-Mail:

Chico Office: 1430 Esplanade, Suite 17 – C

Chico, CA. 95926

COURSE DESCRIPTION

This course is designed to 1) emphasize beginning and advanced concepts and issues in group work practice beyond what has been learned in the basic practice courses, and 2) examine their application in work with clients in vulnerable life conditions. The course presents generic social group work practice theory which has potential for application in different types of settings and with different service populations, including persons presenting with a range of interpersonal and behavioral problems. Focus includes the social worker as a group leader. Both generalist social work practice and psychodynamic practice theories will be addressed. Ecological and systems theory will be integrated within the concepts of groupwork practice and treatment.

The primary models used in this course examines: 1) psychodynamic theory as exemplified in Yalom’s curative factors and 2) social work empowerment and mutual aid which improves the quality of each group members’ life. This intent is to stimulate each client’s autonomous growth process through participation in a group process. Vulnerable life conditions and populations at risk will be integrated and applied to all theoretical material.

Within the context of preparing students for both agency and autonomous practice with increasingly complex client systems, this course provides a methods - based opportunity for learning to utilize group interventions with a diverse client population. Assumptions can be made that these clients have both identifiable and “not so identifiable” psychosocial problems.

Foundation knowledge for practice is a prerequisite and is incorporated into and built upon in the course, including knowledge related to Human Behavior and the Social Environment, Social Policy, Research and the Evaluation of Practice, Values and Practice Ethics, and Human Diversity. Specific pragmatic interfacing of the classroom content with the field practicum is achieved via the assignments in your field placement and in your specific self-help groups in which you will be expected to participate throughout the semester.

The student is expected to extend their liberal arts base in the application of multicultural and gender theory by directly addressing issues of racism, sexism, homophobia, ageism, and economic stratification. NASW Code of ethics will be strictly adhered to in the classroom setting.

Two Major Theoretical Frameworks:

The Division of Social Work’s curriculum addressing clients with vulnerable life conditions will be integrated throughout the course content and assignments. This integrating framework is provided by Alex Gitterman, (2001). Handbook of Social WorkPractice with Vulnerable and Resilient Populations. 2nd Edition. ColumbiaUniversity Press: New York.

“Social workers in practice today deal with profoundly vulnerable populations, overwhelmed by oppressive lives, and circumstances and events they are powerless to control. There problems are often intractable because they are chronic and persistent, or acute and unexpected. When community and family supports are weak or unavailable and when internal resources are impaired, these populations are very vulnerable to physical, cognitive, emotional and social deterioration. Yet, in spite of numerous risk factors and vulnerabilities, a surprisingly large number of children, for example, mature into normal, happy adults...... To more fully understand the human experience, this book examines both vulnerability and risk factors as well as resilience and protective factors....”(Gitterman, p. 1)

Gitterman defines resilience as “ the tendency to rebound or recoil, to return to prior state, to spring back....the study of resilience lies in the power of recovery and the protective factors that cushion” adversity. The concept of "life circumstances and events” is further developed with the focus on desperate life conditions faced by individuals, families, groups, cultures, whole communities and nations.

A second framework is focused on Trauma, whose definition continues to evolve in theory and practice. Judith Herman, in Trauma and Recovery (1997) examines post-traumatic stress disorder as a complex experience involving one or more of the following: 1) A history of subjection to totalitarian control over a prolonged period including prisoners of war, survivors of domestic violence, childhood neglect, abuse, molestation and/or sexual exploitation, 2) alterations in affect regulation, consciousness, self-perception, interpersonal relationships, and systems of meaning. (p. 121). Integration with Trauma and Vulnerable Life Conditions will form the basis of theoretical orientations to Group Work Practice and Group Psychotherapy.

COURSEOBJECTIVES

A. Knowledge to be acquired:

1. Broaden and deepen understanding of social group work practice concepts and their relatedness to work with various groups.

2. Become knowledgeable in the application of group work practice principles and techniques in work with clients showing a range of interpersonal and behavioral problems.

3. Become familiar with some of the major theories of social work with groups, group counseling, and group treatment.

4. Become knowledgeable of the application of group work practice principles and techniques in work with groups of men, women, transgender, multicultural/ diversity backgrounds, age, sexual orientation, and socio-economic classes.

5. Become aware of ethical, legal, and value issues in group work practice.

6. Become aware of approaches to evaluation of effectiveness of group work practice.

7. Populations at risk, in need, traumatic experiences, and living with vulnerable life conditions will be the primary focus of attention.

8. Stages of group development, group process, and the concept of mutual aid will be primary foci of attention.

9. Theories based on attachment, mutuality, Self-in-Relation, and Intersubjectivity will be introduced and integrated into groupwork and group psychotherapy

B. Skills to be acquired:

1. The ability to apply group work practice concepts to various social work groups.

2. Ability to relate professionally to group members of differing diverse/multicultural backgrounds, sexual orientation, ages, socio-economic classes, and men, women, and transgender clients.

3. Increased self-awareness and group awareness in relation to participation as a group work practitioner and counselor/ therapist.

4. Ability to learn how to empower the group members by using the power of groupwork for healing and education.

5. Demonstration of ability to synthesize learning and apply it to practice situations through written assignments, classroom group discussion, and participation in your own self-help support/ mutual aid group.

6. Ability to analyze and respond to theoretical literature through written course assignments.

7. Ability to form, organize, and run a group as a professional social worker, within an agency, community, or in a private practice setting.

8. Utilize an understanding and become knowledgeable of the stages of group development, the group process, and the group’s growth towards mutual aid, thereby empowering the group members to meet their individual needs.

EVALUATION - BASIS FOR GRADING

1. Group and class attendance / participation: 10% This is significant

2. Six (6) weekly sets: 60% Due on assigned day of set

3. Final Paper: 30% Due: Mon. 5/19: 12:00 noon

Course Requirements:

1. Attendance. Students are required to attend all scheduled class sessions, be prepared and ON TIME. As a matter of fairness and equity, anyone missing more than 3 class sessions must make an appointment with the professor to discuss whether continuing is feasible. There is no substitute or make-up for attendance and participation. Unless there is a serious and/or compelling reason, missing more than 3 class sessions will automatically result in an “F” - failure - for the course. Please inform the professor when you will not be in class. Two or more absences during your self-help group sessions will automatically reduce your final grade by one full letter grade. See # 9 below.

2. Tardiness. Being tardy is unacceptable. Class begins at 3:00 p.m.. If you are unable to meet these expectations, regardless of the cause, please transfer to another elective which accommodates your schedule. You need to make arrangements to arrive on time. Give all consideration to traffic, parking, getting coffee and food, walking to class, etc. Please note the following consequences of tardiness:

a. 15 minutes = 1/2 absence

b. 60 minutes late = whole absence

3. Assigned Readings: Students are expected to complete assigned readings PRIOR to class attendance.

4. Classroom Preparation and Participation: Students are expected to be prepared to participate in discussions and in oral and written exercises.

5. Assignments: Students are expected to complete assignments and turn them in on time. There will be a grade reduction of one grade for each week the paper is late. After 1 week of being late, the paper will be given no credit. Papers must be handed in at the beginning of class on the due date. Be sure to make a copy of your papers. The final paper should be typewritten, double-spaced, 12 point font, one inch margins, and free of spelling and grammatical errors. Apply the basic APA (American Psychological Association) style for all written assignments both in the main text and in citing references. See further details below regarding your weekly sets and final paper.

Written work must be mechanically and stylistically acceptable. Serious deficiencies in areas such as spelling, punctuation, sentence structure, and coherent organization will result in lowered grades. Plagiarism (claiming the work of someone else as your own) will result in a FAILURE for the entire course.

6. IncompleteGrading: A grade of incomplete may be assigned only in cases of illness, accident, or other occurrences clearly beyond the student’s control. Incompletes are not given automatically.

It is the student’s responsibility to fulfill the University’s and/or Division’s policies and procedures for obtaining an incomplete. Students who fail to follow applicable policies will automatically be assigned a grade of FAIL for the course.

7. Ethical Practice. As developing social work professionals, it is expected that students will become familiar with and adhere to the NASW CODE of ETHICS. This code for professional behavior should guide your actions in class and in the field agency setting. Ethical violations (e.g., disrespect for colleagues, violation of confidentiality from classroom and support group discussion) may result in failure of this course, particularly if the instructor has previously advised the student of the violation(s). Class dynamics must be safe, appropriate, on topic, undominated, and respectful of diversity of opinion and experience. Consistently insensitive or counterproductive class dynamics will not be tolerated.

8. E-MAILS: Check your e-mails by Monday, noon, before class, regarding class material, assignments, reminders, and/or current news articles which are applicable to the course material, your field work with your clients, etc. I often forward current articles from the New York Times and/or Sacramento Bee which are applicable to our work. I reserve the right to adjust assignments and readings according to class needs.

9. Your self-help groups:

Your attendance during your self-help group sessions can significantly influence your final grade. Two absences during this time of the semester will immediately reduce your final grade one whole letter grade.

Class sessions # 6 – 14 will have the following format:

3:00 – 4:15 pm.: lecture-discussion

4:15 – 4:30 pm: break

4:30 – 5:45 pm.: meet in your own self-help support group

I have conducted this class for 14 years with this format. Feedback from students has reported that these support groups have been exceptional towards learning, integration of material, practice, and advanced understanding of leadership and membership regarding social group work and group psychotherapy. This experience is a major part of the course.

Mutuality and respect for each other’s contributions and attention is a major part of group work practice.

Assignments:

A. Weekly Sets: You have a choice of five (5) weekly set assignments to do. See each class session in the syllabus under “CC&H workbook” for the assigned weekly set questions. Class 6 Weekly Set is REQUIRED.

The weekly sets are to be 1 ½ pages, single-spaced, in bulleted fashion. See p. 19 of your “Groups in Action” workbook as an example of the STRUCTURE of the weekly set. APA format required regarding: spelling, syntax, grammar, 12 point font, one-inch margins. CITATIONS AND REFERENCES ARE NOT REQUIRED HERE

Page one (one full page) You are to answer the questions which are specified in the Corey, Corey, and Haynes Workbook under “Weekly Set” in each class session.
Page two (One-half page) You are to discuss how one of the Grief and Ephross Chapters (regarding Group work with a specific population) can be applied to the material presented in the C&C weekly readings.
For example: Class 3 in C&C text material discusses Diversity, Co-leadership, and Mutual Aid/ Support Groups.
The G&E chapters for that week work with Victims of Hate Crimes and African-American Youth in the Criminal Justice System.
You can discuss how the power of a mutual aid group is significant for victims of hate crimes
You can discuss how diversity concepts can be applied to groupwork with African American Youth in Criminal Justice settings
This is your choice. You decide which G&E reading you want to cover, along with the topic for that reading.
State which chapter you are doing, what the main ideas are for the group, and what topics you are going to integrate
Then, integrate the ideas

c. The workbook assignments follow the DVD which is bundled with your Corey and Corey text and workbook. You are to watch the DVD outside class and answer the questions for your weekly set according to what you are seeing in the DVD. The DVD can be played on any computer with a DVD / CDrom or in a regular DVD player. We may watch the DVD together in class, but not always.

Final Paper: see the attachment sent via email and/or on Division Web Site

Required Texts:

1. Corey, M.S. and Corey, G. (2006) Groups: process and practice (7th ed.). Thomson-Brooks/Cole: Belmont.

- identified as “C&C text” in syllabus below

2. Corey, G., Corey, M.S., and Haynes, R. (2006) Groups in action: evolution and challenges. Thomson-Brooks/Cole: Belmont. (workbook)

- identified as CC&R workbook in syllabus below

3. Corey, G., Corey, M.S., and Haynes, R. (2006) Groups in action: evolution and challenges. Thomson-Brooks/Cole: Belmont. (DVD bundled with above text)

4. Grief, G. and Ephross, P. (2005) 2nd Edition. Group Work with Populations at Risk. OxfordUniversity Press: New York

- identified as “G & E” in syllabus below

4. Course reader with articles noted on syllabus – in Library Reserve Book Room

Recommended Texts: Several will be put on reserve in the Library Reserve Book Room per student request: Several of these books will be extremely helpful for group work practice for your field and/or employment sites.

1. Anderson, Joseph. (1997) Social work with groups: a process model. Longman Press: New York

2. Brody, Claire, ed. (1984) Women's therapy groups: paradigms of feminist treatment. New York: Springer Publishing Co.

3. Brown, Leonard. (1991) Groups for growth and change. New York: Longman Publishing Group.

4. Corey, Gerald. (2004) Theory and practice of group counseling. 6th Edition. Thomson- Brooks/Cole Publishing: Pacific Grove, CA.

5. Corey, G; Corey, M; Callanan, P; and Russell, J.M. (2004) 3rd Edition. Grouptechniques. Brooks/Cole Publishing: Pacific Grove, CA.

6. Gitterman, A. and Shulman, L. (1994) Mutual aid Groups, vulnerablepopulations, and the life cycle. ColumbiaUniversity Press: New York

7. Johnson, D. and Johnson, F. (2000) Joining together: group theory and group skills.

Allyn and Bacon: Boston

8. McKay, M. and Paleg, K., Eds. (1992) Focal group psychotherapy. New Harbinger Publications: Oakland, CA.

9. McManus, R. and Jennings, G., Eds. (1996) Structured exercises forpromoting family and group strengths. Haworth Press: New York

10. Pack-Brown, S; Whittington-Clark, L; Parker, W. (1998) Images of me: a guideto group work with african-american women. Allyn and Bacon: Boston.

11. Reid, Kenneth. (1991) Social work practice with groups: a clinical perspective. Pacific Grove: Brooks/Cole Publishing Co.

12. Snead, Rosemary. (1996) Skills for living: (one book is for Elementary students and another is for Young Adolescents) Research Press: Champaign, Il.

13. Toseland, R. and Rivas R. (5th ed.) An introduction to group work practice. Allyn and Bacon: Boston.

14. Yalom, I. (1995) Theory and practice of group psychotherapy. Basic Books: New York

WEEKLY OUTLINE

1/29: Class 1

Topics:

Social Work Through Group Process: Basic Premises and Core Concepts

Overview of course plan, group focus, values, typology of groups, task groups, treatment groups, ethical guidelines and standards of groupwork practice; Examples of proposals for groupwork.

Required Readings:

1. Toseland &Rivas: Chapters 1, Appendix A3, pp. 473-478; Appendices C, D,E,F pp. 484-488

2. “After Infinite Practice at Grief, a Mother Acts” Self-help Mutual Aid Group- Handout

- handout

We will go over this material in class. If you have the Toseland and Rivas text for your 204B class, you can refer to this for your own benefit

2/5: Class 2

Topics:

Group Work Theory; Multicultural Perspective; Types of Groups

Required Readings:

1. C&C text: Chapter 1

2. G&E: Chapter 2: Group Work with Seriously Mentally Ill People

3. G&E: Chapter 3: Group Work Services to People with AIDS During a Changing Pandemic

4. G&E: Chapter 10: Group Work with Elderly Persons