Social Work Practice III Social Work with Groups
Running head: Social Work Practice III: Social Work with Groups
Social Work Practice III: Social Work with Groups
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Question 1:
Social work entails frequent interaction with persons from diverse background and hence ethical concerns should be addressed effectively in order to curb relative conflicts. A sustainable ethical framework is one that is driven by the need to enhance equity and social justice at all levels. Groups offer a viable platform upon which such a framework can be developed as it provides a chance for inclusion of all views and perspectives. While providing a critical framework of addressing the relative ethical dilemmas is imperative, it is important to augment this with viable arguments that seek to accredit the need for social and economic justice and equality.
Question 2:
At a micro level practice, Janzen, Harris, Jordan and Franklin (2005) indicate that groups enhance attainment of goals as efforts as well as resources are pooled together for a common good. At a macro level, Corey and Corey (2010) ascertain that groups enhance the quality of the attained goals because of the fact that the different views and perceptions are incorporated in the final product. Groups at this level also offer diverse opportunities to the members who have a chance to benefit from this. Perhaps the most important aspect is the ability of the group at a macro level practice to cushion the members against the societal challenges that compromise effective functioning.
Question 3:
This person can be assisted in identifying the respective talents that characterize the self as well as the opportunities that the environment offers. The person can be instrumental in enabling the peers to identify their strengths too. Then, s/he can also participate actively in encouraging the peers and giving them hope during challenges. Such a person can also be useful as s/he can be encouraged to apply the relative skills and talents for the betterment of the group. In this regard, Lindsay (2008) ascertains that the entirely group will definitely benefit from the talents.
Question 4:
The characteristics of this stage include increased dynamism within the group and variance with respect to individual functioning. Corey and Corey (2010) indicate that leaders take the initiative to make therapeutic interventions too. Examples of therapeutic factors include cohesion, universality, feedback and catharsis amongst others. Norms entail increase cohesion within the group, members use direct ways when interacting with their peers and the members develop some form of resilience that enables them to heal. Examples of choices to be made at this stage pertain to cohesion verses fragmentation, acceptance verses rejection and honesty verses universality amongst others. Unlike a non working group where members tend to withhold information and therefore undermine communication, working group’s members disclose information and therefore enhance trust amongst themselves (Corey, Corey, Callanan & Russell, 2004). Goals in the latter are clear and focused while in the former, they are largely unclear.
Question 5:
The final stage of the group entails adjourning and it s characterized by termination of the group activities. Corey and Corey (2010) cite that his is usually characterized by mixed emotions and may have a degree of negative thoughts especially when embers realize they need to part ways. Members have a chance to review the activities they have undertaken as well as voice their concerns regarding the effectiveness of the group. Members at this stage also need to dedicate themselves to changing their behavior to be in line with the values learnt within the group context. Leaders are responsible for promoting interaction at this stage and ensuring that members reflect on the functions of the group (Northen & Karland, 2001). Further, follow up plans are made to monitor the performance of the group members within the community context. Of great importance according to Corey et al (2004) is to review the process in order to identify areas of weaknesses and cite sustainable measures that can be employed in countering these in the next session.
Question 6:
Children experience various problems that pertain to difficulties in problem resolution, decision making and self esteem. According to Preston-Shoot, qualifications that are required in order for one work with children entail having a college or university degree in child care and social work related courses. With respect to personal qualifications, the social worker needs to be a good communicator and one that is active and predisposed to secure environment. Play therapy enables children to perform optimally as they become resilient to stress and handle challenges with ease (Corey & Corey, 2010). School environments that cater for children need to be secure in different aspects. Given a chance to interact with the children, the creative idea that I would explore would be craftwork because it would enable the child to not only explore his or her creativity but will also give the same a chance to learn about different things while maintaining his or her personality.
Question 7:
Adolescents have diverse needs that range from substance use and abuse, concerns relating to self esteem, peer pressure, sexual pressure, the desire to succeed, intimacy and need for closeness amongst others. The good thing about working with this group is the fact that their developmental stage allows them to adapt ideal values accordingly. Of great importance is the fact that they are creative and easy to work with. One of the important aspect that needs to be considered when dealing with adolescents is the fact that they are experiencing different developmental challenges and that group environments provide them with a chance to address the issues sustainably. Challenges when dealing with this group include the need to establish trust and enhance motivation. The topic that I would address given this group would be drug use and abuse and the main goal would be to inform the teens about the negative implications of this practice.
Question 8:
Working with adults requires knowledge in diverse fields that undermine their social welfare. Specific areas of concern in this regard pertain to issues of loss of weight, domestic violence, emergent diseases such as HIV and AIDS. The most important thing to remember when working with adult groups is to understand their relationships. If I were to write a proposal for this group, I would focus on parenting. This is due to the fact that most problems that this group of individual face tends to stem from poor parenting skills.
Question 9
Older adults are a sensitive group to work with because of their diverse needs. Facilitators need to enhance interaction and a sense of belonging as most adults tend to lack this. Also imperative is to note that in some instances, these individuals exhibit some disabilities. It is important to ensure that specialists are available to cater for their diversified needs too. Social workers working for this group need to have background information about aging as well as the relative complications. If I were to prepare a proposal for this group, I would focus on spiritual satisfaction. The main aim for this would be to enable the members to have peace and tranquility in preparation for the next inevitable stage of life, death (Surowiecki, 2005).
Question 10:
Some of the ethical dilemmas when dealing with groups constitute infringement on one’s decision to participate and incidences of prejudice for individuals who exhibit extreme rebellion. Other cases entail soliciting for more funds than agreed. The NASW recommends that all individuals within a group need to be given an equal treatment based n professional values and they should not be forced to participate in the same (Turner, 2000; Greenwald, 2007). With respect to finances, a clear understanding between the social worker and group needs to be undertaken before they commence their duties.
Question 11:
Stages of a group entail formation; where members contact and get acquainted with each other, storming that is characterize by a high degree of conflict although at the end, members tend to accept one other and acknowledge the existent leadership. The third stage is norming that has a high degree of group cohesion as members appreciate each other and take responsibility for group activities. Performance solely constitutes working towards a given goal. Finally, termination is also referred to as adjourning and it includes dissolution of the group after the goals have been met. Leadership plays a fundamental role of providing vital guidance in a group context (Becker, 2007). Essentially, the main objective of a group is to meet specific goals that reflect the interest of members.
Question 12:
Things to look for non verbally from members within a group include gestures, eye contact, facial expression, type of clothing of participants, their touching behavior, different gestures that they make, their tendency to mark territories, physical appearances and the type of voice they employ when speaking (Zatrow & Karen, 2006).
Question 13:
The first concept is to recognize the critical cultural, racial as well as ethnic differences within the group. As a leader, I am ensuring that I am well versed with the different facets and inherent dynamics in this respect. Then, anticipation of the implications of these differences to enables the leader to align the same to development of group goals (Zatrow & Karen, 2006). To understand this, I seek to consider diversity during group formation. Then, problem solve enables the leader to address and resolve any emergent problems accruing from the inherent diversity. In this, I would employ different problem solving models to enhance objectivity.
Question 14:
According to Corey & Corey (2010), a group leader ascertains the rules and policies governing the group and informs the members of these. Further, the leader provides a demonstration of how to assume responsibility. Then, the leader supports the members in the acknowledgement of the relative issues and assumption of viable measures to address them. Being a leader, I would remind the conflicting parties of the rules of the group and objectively review their concerns. These would be done in light of the set standards. Basing on the results, I would provide more information about the problem to the affected parties and inform them about how to avoid this in future.
References
Becker, H. (2007). Writing for Social Scientists. Chicago: University Press.
Corey, S. & Corey, G. (2010). Groups: Process and Practice 8th Edition. Belmont CA: Brooks/Cole.
Corey, G., Corey, M., Callanan, P. & Russell, J. (2004). Group Techniques 3rd Edition. Belmont CA: Brooks/Cole.
Doel, M. (1999). The Essential Group worker: Teaching and Learning Creative Group work. USA: Jessica Kingsley.
Doel, M. (2005). Using Group Work. USA: Rutledge.
Greenwald, H. (2007). Organizations: Management without Control. USA: Sage Publications.
Janzen, C., Harris, O., Jordan, C. & Fraklin, C. (2005). Family Treatment: Evidence based Practice with Populations at Risk. Cambridge: University Press
Lehrer, J. (2010). How we Decide. USA: Mariner Books.
Lindsay, T. (2008). Group work Practice in Social work. USA: Learning Matters.
Northen, H. & Kurland, R. (2001). Social Work with Groups. Columbia: University Belmont: Brooks/ Cole.Press.
Preston-Shoot, M. (2007). Effective Group work. UK: Palgrave Macmillan.
Surowiecki, J. (2005). The Wisdom of Crowds. USA: Anchor.
Turner, M. (2000). Groups at Work. Theory and Research. USA: Psychology Press.
Zatrow, C. & Karen, K. (2006). Understanding Human Behavior and Social Environment. Belmont CA: Brooks/Cole