Direct Practice in Social Work, 2e Scott W. Boyle Grafton H. Hull, Jr. Jannah Hurn Mather Larry Lorenzo Smith O. William Farley University of Utah, College of Social Work This multimedia product and its contents are protected under copyright law. The following are prohibited by law: any public performance or display, including transmission of any image over a network; Preparation of any derivative work, including the extraction, in whole or in part, of any images; Any rental, lease, or lending of the program. © 2009 Allyn & Bacon Power Points by Julie Emmer, University of Central Florida

Direct Practice in Social Work In Chapter 11 we will explore: How task groups differ from treatment groups The typology of task groups Leadership issues with task groups Stages of treatment groups process Leadership issues with treatment groups © 2009 Allyn & Bacon

Types of groups Task groups vs. Treatment Groups © 2009 Allyn & Bacon

Typology of task groups Client needsOrganization al needs Community Needs TeamsCommitteesSocial Action Groups Treatment conferences CabinetsCoalitions Staff development Board of Directors Delegate Councils © 2009 Allyn & Bacon

Leadership in task groups Directing Providing Processing Catalyzing © 2009 Allyn & Bacon

Procedures and exercises Decision making Nominal group techniques Brainstorming Brainwriting Parliamentary procedure © 2009 Allyn & Bacon

Treatment groups Support groups Education groups Growth groups Therapy groups Socialization groups © 2009 Allyn & Bacon

Techniques and exercises Techniques for building cohesion Techniques for dealing with reticent group members Techniques for dealing with difficult behavior Techniques for dealing with disagreement Techniques for fostering self-awareness © 2009 Allyn & Bacon

Developmental stages of groups © 2009 Allyn & Bacon

Beginning stage of group tasks: Planning the group  Establishing groups objectives  Recruiting and screening new members  Developing physical space and materials Forming the group  Clarifying the guidelines and procedures  Facilitating member involvement and communication  Guiding the formation of norms and behaviors  Establishing individual and group contracts  Asserting the self in a conflict situation  Processing the group following a conflict situation Group work assessment © 2009 Allyn & Bacon

Social worker’s functions in a therapy group (Corey, 2004) Teach participants general guidelines and ways to participate Develop ground rules and set norms Teach the basics of group process Assist members in working toward trust Model facilitative dimensions of therapeutic behavior Being open and present Clarify division of responsibility Help members establish concrete personal goals Deal openly with member concerns and questions Provide the right degree of structure Assist members in sharing their thoughts and feelings Teach basic interpersonal skills Assess and respond to the needs of the group © 2009 Allyn & Bacon

Middle stage of group tasks: Recognize the flow of dynamics from early-middle, to middle-middle, to end- middle stages Clarify communication Mediate differences Confront group members Identify commonalities Identify and respect differences © 2009 Allyn & Bacon

Signs of lack of trust in a group (Corey, Corey, Callanan, and Russell, 2004) Participants are slow to initiate work Members say little when called on Members keep negative reactions to themselves or express them indirectly Members deflect by telling elaborate stories Members intellectualize Members are vague and focus on others There are long silences Members focus more energy on “helping” others than themselves Members maintain they have no problems to discuss Members refuse to acknowledge or deal with conflict © 2009 Allyn & Bacon

Conflict resolution skills Personalizing Role reversal Empathy Questioning Moderating, negotiating, mediating Invoking the contract © 2009 Allyn & Bacon

End stage of group tasks: Encourage members to face and discuss the end of the group Complete any unfinished business Teach members to take what they have learned into their lives Establish specific plans for change after the end of group Identify support systems outside of group Set specific plans for follow-up and evaluation Teach relapse prevention strategies © 2009 Allyn & Bacon