505 Syllabus Simon Posted Spr. 2013 (1)

8/11/2019 505 Syllabus Simon Posted Spr. 2013 (1)

http://slidepdf.com/reader/full/505-syllabus-simon-posted-spr-2013-1 1/25

LOYOLA UNIVERSITY CHICAGOSchool of Social Work Syllabus – SOW !"!

Course Title: Social Work #rac$ic% &i$h Grou's Course Number- Section Number: SOW !"!

Prerequisite: Social Work &i$h I()i*i)uals a() +a,ili%s -SOW !"./ or co(curr%($ %(roll,%($

Semester/Year: S'ri(01 2"3. Class Time: W%)(%s)ay1 245! #6 7!43! #6Class Location: Corboy La& C%($%r – Roo, 528

Instructor: Shirl%y R9 Si,o( .Office Location: 32"! L%&is To&%rsOffice Hours: W%)(%s)ays1 324." 734." #61 !45! 7 845! #61 : by a''oi($,%($ Phone: .327;3!7<.3"Email: ssi,o(=luc9%)u

COURSE >ESCRI#TIONThis course resents theoretical an! ractical aroaches to social "or# "ith small $rous% "ith articular emhasis on the !&namics of small $rou rocess an! aroriate "or#er inter'entions( )fi'e-sta$e mo!el of $rou "or# is the basis for concetuali*in$% lannin$% assessin$% inter'enin$% an!e'aluatin$ $rou "or# ractice( )ttention is ai! to issues of mutual ai!% emo"erment% social an!economic +ustice% an! $rou "or# ractice "ith !i'erse an! at ris# oulations(

Throu$h a $eneralist ersecti'e% stu!ents e,lore both tas# an! treatment $rous% inclu!in$committees% teams% an! a!'isor& boar!s% as "ell as $rous for e!ucation% sociali*ation an!reme!iation( Critical thin#in$ s#ills are emhasi*e! throu$hout the course 'ia !ecisions surroun!in$the aroriate use of $rous as a metho! of inter'ention% the assessment of membershi an! the

e'aluation an! research of $rou "or# ractices( Other content areas a!!ress the roles an! functionsof the $rou "or#er% issues an! consi!erations of ethical $rou "or# ractice% an! aroaches forestablishin$ an! maintainin$ $rous in an a$enc&(

o!e of Teachin$: .len!e! a combination of face-to-face an! online class sessions0

RELATIONSHI# TO OTHER COURSESSocial 1or# Practice "ith 2rous SO13 4540 is a foun!ation course for both the clinical an!lea!ershi concentrations( The content of this course further !e'elos the #no"le!$e% 'alues an!s#ills learne! in Social 1or# "ith In!i'i!uals an! 6amilies SO13 4570(

LEARNING OUTCO6ES4 -E#AS?#@/Throu$h class assi$nments% stu!ents are e,ecte! to !emonstrate master& of the follo"in$ CS1Ecometencies an! ractice beha'iors:

29393 8 I)%($ify as a 'rof%ssio(al social &ork%r a() co()uc$ o(%s%lf accor)i(0ly9

#@ 7 ractice ersonal reflection an! self-correction to assure continual rofessional!e'eloment9Assi0(,%($s4 0 Professional )ssociation E,erience /T"el'e Ste Paer9 ;0

)ssessment of Your Small 2rou E,erience Paer



2939. 8 A''ly cri$ical $hi(ki(0 $o i(for, a() co,,u(ica$% 'rof%ssio(al u)0,%($s9#@ - !istin$uish% araise% an! inte$rate multile sources of #no"le!$e% inclu!in$

research-base! #no"le!$e% an! ractice "is!om9#@ - !emonstrate effecti'e oral an! "ritten communication in "or#in$ "ith in!i'i!uals%

families% $rous% or$ani*ations% communities% an! collea$ues(

Assi0(,%($s4 0 Professional )ssociation E,erience /T"el'e Ste Paer9 ;0 E,am9 70)ssessment of Your Small 2rou E,erience Paer

29395 8 E(0a0% )i*%rsi$y a() )iff%r%(c% i( 'rac$ic%9#@ - reco$ni*e an! communicate their un!erstan!in$ of the imortance of !ifference in

shain$ life e,eriences9Assi0(,%($s4 0 Professional )ssociation E,erience /T"el'e Ste Paer9 ;0


2939< 8 A''ly k(o&l%)0% of hu,a( b%ha*ior a() $h% social %(*iro(,%($9#@ - utili*e concetual frame"or#s to $ui!e the rocesses of assessment% inter'ention%

an! e'aluation#@ - critique an! al& #no"le!$e to un!erstan! erson an! en'ironment(Assi0(,%($s4 0 Professional )ssociation E,erience /T"el'e Ste Paer9 ;0 E,am9 70


2939; 8 R%s'o() $o co($%B$s $ha$ sha'% 'rac$ic%9

#@

- continuousl& !isco'er% araise% an! atten! to chan$in$ locales% oulations% scientifican! technolo$ical !e'eloments% an! emer$in$ societal tren!s to ro'i!e rele'ant ser'ices(Assi0(,%($s4 0 Professional )ssociation E,erience /T"el'e Ste Paer9 ;0 E,am(

29393"-a/–-)/ 8 E(0a0%1 ass%ss1 i($%r*%(%1 a() %*alua$% &i$h i()i*i)uals1 fa,ili%s10rou's1 or0a(ia$io(s1 a() co,,u(i$i%s9

#@ - substanti'el& an! affecti'el& reare for action "ith in!i'i!uals% families% $rous%or$ani*ations% an! communities9#@ - select aroriate inter'ention strate$ies(#@ - facilitate transitions an! en!in$s(#@ - criticall& anal&*e% monitor% an! e'aluate inter'entions(Assi0(,%($s4 0 Professional )ssociation E,erience /T"el'e Ste Paer9 ;0 E,am9 70


COURSE STRUCTURE?TEACHING 6ETHO>LOGYIt is anticiate! that course ob+ecti'es "ill be achie'e! throu$h a combination of lectures%!iscussions% rea!in$s% au!io'isual materials% face-to-face an! online $rou e,eriences% an!

comletion of course assi$nments( )cti'e articiation in an on$oin$ small $rou b& all stu!entsthrou$hout the term is e,ecte!( In a!!ition% 'i!eotae! material an! role-la&in$ "ill be use! forillustration uroses(

ED#ECTATIONS AN> RESOURCES +OR STU>ENTS4

Each stu!ent is e,ecte! to rea! an! be familiar "ith the stu!ent han!boo# an! refer to that!ocument "ith an& class concerns( The comlete !ocument ma& be foun! on the School of Social1or# "ebsite<s a!'isin$ a$e at htt://"""(luc(e!u/social"or#/aca!emics/ms"a!'isin$(shtml (

;

http://www.luc.edu/socialwork/academics/mswadvising.shtml

http://www.luc.edu/socialwork/academics/mswadvising.shtml



The s&llabus is a !ocument that ro'i!es the course frame"or#% sche!ule% an! content an!e,ectations of stu!ents an! instructor( Ho"e'er% unforeseen circumstances ma& lea! to chan$es inassi$nments% rea!in$% an! assi$nment !ue !ates( Stu!ents "ill be notifie! re$ar!in$ an&mo!ifications/u!ates/e!its to the s&llabus )s a result% it is each stu!ent<s resonsibilit& to chec# hisor her L=C e-mail% mail fol!ers% an! the course "ebsite re$ularl& an! frequentl& each "ee#

throu$hout the semester(

I(s$ruc$or A*ailabili$y - The best "a& to reach the instructor is 'ia email at ssimon>luc(e!u( Office

hours are on 1e!nes!a&s an! b& aointment( Phone consultations throu$hout the "ee# are

a!!itional otions(

S$u)%($s &i$h S'%cial N%%)sStu!ents "ith secial nee!s or !ifficulties in learnin$ an! comletin$ courses assi$nments arestron$l& encoura$e! to notif& the instructor as soon as ossible so that aroriate resources an!accommo!ations can be ro'i!e!(

1ithin the first "ee# of class% stu!ents "ith !ocumente! !isabilities shoul! submit the letter from theSer'ices for Stu!ents "ith ?isabilities Office an! !iscuss an& accommo!ations recommen!e! 'iaemail/ in erson/ on the hone( If stu!ents !o not ha'e !ocumentation for their !isabilities% the&shoul! contact the Ser'ices for Stu!ents "ith ?isabilities Office @@7-45A-7@55 an!SS1?>luc(e!u0 as soon as ossible( )ccommo!ations be&on! those !ocumente! ma& be ro'i!e!at the !iscretion of the instructor(

Stu!ents shoul! refer to the Stu!ent Han!boo# or contact the Learnin$ )ssistance Center re$ar!in$stu!ents< ri$hts an! a'ailable resources ertainin$ to assistance "ith secial nee!s or !isabilities(

R%sourc%s for Wri$i(0The 1ritin$ Center% Lo&ola =ni'ersit& Chica$o% is a'ailable to hel "riters !e'elo an! clarif& i!easan! "or# on secific issues such as unctuation% $rammar% !ocumentation% an! sentence structure(Stu!ents are encoura$e! to 'isit the 1ritin$ Center "ebsite at htt://"""(luc(e!u/"ritin$/home/ fora!!itional information( Ser'ices are a'ailable at both 1TC B LSC(

R%s'%c$ for >i*%rsi$y2ui!e! b& the N)S1 Co!e of Ethics an! the mission of the =ni'ersit&% the School of Social 1or# iscommitte! to the reco$nition an! resect for 'ariations in racial% ethnic% an! cultural bac#$roun!san! in class% $en!er% a$e% h&sical an! mental abilit&% reli$ion% se,ual orientation% $en!er i!entit& an!$en!er e,ression( The School 'alues ethnicall& sensiti'e an! culturall& cometent social "or#e!ucation an! ractice(

Stu!ents ha'e a share! resonsibilit& for chamionin$ social an! economic +ustice for all members ofsociet&( This inclu!es a commitment to eliminate ersonal an! institutional !iscrimination% ensureaccess to nee!e! resources an! oortunities for all ersons% eseciall& those "ho are !isa!'anta$e!or !isenfranchise!( Pre+u!icial attitu!es an! !iscriminator& ractices are e,amine!% an! stu!ents aree,ecte! to be resectful of the oinions of others "hile at the same time stri'in$ to attain the i!ealsof social +ustice(

The School of Social 1or# e,ects that stu!ents "ill !emonstrate resect for !i'ersit& of theirclassmates% facult& an! clients% an! commit to a!!ress issues of mar$inali*ation% oression%

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http://www.luc.edu/writing/home/

http://www.luc.edu/writing/home/





• Stu!ents ma& eat snac#s an! !rin# be'era$es in class if resectful of the imact on others(Stu!ents are as#e! to #ee !istractin$ o!ors% foo!s an! ba$s chis% etc(0 outsi!e of theclassroom(

• =ni'ersit& classrooms are laces of a!ult learnin$( Stu!ents can aroriatel& challen$e eachother an! the instructor% but it must be !one in a resectful manner "ith the $enuine ob+ecti'eof learnin$(

• )ll aers must be submitte! in comliance "ith the most recent e!ition of the Publication Manual of the American Psychological Association format unless !irecte! other"ise b& theinstructor( esource for )P) 6ormattin$: Pur!ue O1L "ebsite

• Fiolation of these class norms ma& result in !e!uction of articiation oints from the finalclass $ra!e(

Attendance and Participatione$ular atten!ance an! class articiation are ma+or e,ectations for this course( This is articularl&imortant in blen!e!-online classes( Learnin$ is !een!ent uon stu!ent in'ol'ement% an!stu!ents are therefore e,ecte! to rea! all assi$nments rior to class% articiate acti'el& in class!iscussions% an! en$a$e in e,eriential learnin$ acti'ities inclu!in$ $rou resentations( ualit& of

articiation% is% ho"e'er% more imortant than quantit&(

Stu!ents must be resent to articiate( Promtness an! atten!ance% therefore% "ill be note! b&instructor an! "ill be a contributin$ factor in the articiation $ra!e( If stu!ents are unable to atten!class for an& reason% the& are to notif& the instructor an! their small $rou in a!'ance b& hone oremail( Such courtes& reflects a rofessional an! mutuall& resectful attitu!e to"ar!s classmates an!the instructor(

Aca)%,ic War(i(0sStu!ents are resonsible for trac#in$ their ro$ress throu$h each class( )s a result% stu!ents shoul!i!entif& an! resol'e an& aca!emic !ifficult& as earl& as ossible( Please see the Stu!ent Han!boo#for a!!itional information re$ar!in$ aca!emic concerns(

CRITERIA +OR GRA>ING2ra!es are base! uon criterion-reference! $ra!in$( In $eneral% letter $ra!es are assi$ne! usin$ thecriteria belo":

) J E,cetional "or#-outstan!in$: This $ra!e "ill be assi$ne! to "or# that sho"s e,tensi'e use of the literature as "ell as "i!e use of concrete e,amles from ractice an! careful attention touse of rofessional lan$ua$e% $oo! $rammar an! sentence structure in "ritten ro!ucts(2enerall&% D)K le'el "or# !emonstrates intellectual e,loration that $oes be&on! rotelearnin$( D)K le'el "or# !emonstrates s#ill in critical thin#in$ as "ell as a hi$h le'el of

un!erstan!in$ an! alication of course theor&(. J 6ull& meets $ra!uate stan!ar!s: This $ra!e "ill be assi$ne! to "or# in "hich all asects of

assi$nments are comlete! satisfactoril&% sho"in$ a combination of accurate use of theor&

an! rinciles% an! recise !escritions of ractice(

C J O'erall erformance is unsatisfactor&% belo" $ra!uate stan!ar!s% althou$h all asects of

assi$nments "ere comlete!(

? J O'erall erformance is oor% an! the stu!ent must reta#e the course(

4



6 J 6ailure: O'erall qualit& of "or# is unsatisfactor& an!/or some asect of assi$nments are not

!one(

Incomlete $ra!es J ) temorar& $ra!e of Incomlete ma& be assi$ne! to a stu!ent "ho% for a

reason be&on! the stu!ent<s control% has been unable to comlete the require! "or# in a

course on time( Ho&%*%r1 i(co,'l%$%s ar% (o$ i($%()%) as a( o'$io( for 'oor

or0a(ia$io(al skills1 i(a)%ua$% $i,% ,a(a0%,%($1 or (o$ b%i(0 'roac$i*%9 Stu!ents areresonsible for requestin$ an Incomlete from the instructor( ) request si$ne! b& the stu!ent

an! the facult& member must be on file "hen $ra!es are submitte!( =n!er some

circumstances% aro'al must be $rante! from not onl& the instructor% but also from the .S1

un!er$ra!uate0 or S1 Pro$ram ?irector $ra!uate stu!ent0 or the $ra!e "ill

automaticall& chan$e to an 6(

The follo"in$ $ra!in$ scale "ill be utili*e!(

Grad

e

Value

A 4.00 (96-100%)

A- 3.67 (92-95%)

B+ 3.33 (88-91%)

B 3.00 (84-87%)

B- 2.67 (80-83%)

C+ 2.33 (76-79%)

C 2.00 (72-75%)

C- 1.67 (68-71%)

D+ 1.33 (64-67%)

D 1.00 (60-63%)

F 0.0 Below 60%

Late aers "ill be !o"n$ra!e! unless an e,cetion has been $rante! rior to the !ate theassi$nment is !ue(

>ESCRI#TION O+ ASSIGN6ENTS

)ssi$nments ha'e man!ator& !ue !ates( Smaller% "ee#l& assi$nments% "ill ha'e !ue !ates assi$ne! inclass or 'ia email( )ssi$nments that are submitte! late% "ithout rior instructor aro'al% "ill recei'e are!uction of one $ra!e oint er !a&(

Course )ssi$nments inclu!e the follo"in$:

( 1ee#l& require! rea!in$s an! brief reflection assi$nments suort course ob+ecti'es an! reare stu!ents for class !iscussions( Secific rea!in$ assi$nments are liste! in the coursesche!ule(



;( e$ular class atten!ance% careful rearation for an! thou$htful articiation in all classsessions are a critical comonent of the course( If a stu!ent nee!s to miss a class foremer$enc& or other si$nificant reasons s/he shoul! inform the instructor an! her/his small$rou ahea! of time(

7( Stu!ents "ill be as#e! to articiate in an on$oin$ small $rou e,erience 'ia both onlinean! classroom interactions( Consistent% resectful% an! effecti'e articiation in the small$rou is require!( There "ill be brief $rou assi$nments as "ell as one lon$er term ro+ectStu!ents "ill submit a aer summari*in$ an! assessin$ the small $rou e,erience an! thecontributions of each member( Please see assi$nment $ui!elines near the en! of this s&llabus()!!itional !etails "ill be ro'i!e! 'ia classroom an! online communications(

G( One in-class e,am focusin$ on basic course information "ill be a!ministere!(

4( Each stu!ent "ill be as#e! to atten! a meetin$ of either a0 a rofessional 'oluntar&association N)S1% I)S12% etc(0% or b0 a t"el'e-ste meetin$% an! "rite a aer assessin$

this e,erience throu$h 0 the lens of a $rou "or#er% an! ;0 its otential influence on one<s ersonal/rofessional asirations( Please see assi$nment $ui!elines near the en! of thiss&llabus( )!!itional !etails "ill be ro'i!e! 'ia classroom an! online communications(

?etermination of 6inal 2ra!es: M of 6inal 2ra!e

( Paer: Professional )ssociation E,erience an! )nal&sis

or Fisit to an! )nal&sis of a T"el'e-Ste eetin$ ;4M

;( E,am 74M

7( Small 2rou Presentation 4M

G( Small 2rou E,erience - Summar& Paer: ;5M6inal "ritten assessment of small $rou e,erience%inclu!in$ assessment of contributions of each member

4( Prearation for an! articiation in all class sessions 4M an! small $rou e,eriences:

• Consistent% resectful an! ro!ucti'e contributions

• Timel& an! thorou$h comletion of rea!in$s• Timel& an! thorou$h comletion of small $rou

assi$nments an! online ostin$s

Total 55M

@





- Professional associations: role% 'alue% an! oortunities(

Assi0(,%($ >u%4#%rso(al @lo0 a() R%s'o(s%s $o Thr%% S$u)%($sS$u)%($ u%s$io((air%

U()%rs$a()i(0 Yours%lf i( Grou's Worksh%%$s

R%uir%) R%a)i(04

osenber$% P(.( AG0( Suort $rous: a secial theraeutic entit&( Small roup *esearch% 4% @7-A(

o&ce% C()( an! Hechtman% ( ;550( 6orces at 1or#: The To 4 easons for .elon$in$to a Professional )ssociation( Science Scope+ ;G 0% ;A-7(

Simon% S(% 1ebster% (% an! Horn% 3( ;55@0( ) critical call for connectin$ stu!ents an! rofessional associations( Social Work #ith roups% 75 G0% 4-(

Putnam% ( ;5550( ,o#ling Alone! "he Collapse and *e-i-al of American Community. Ne" Yor#% NY: Simon an! Schuster( Ch(9 Thin#in$ about Social Chan$e in )merica% ( 4-;A9 Ch( 49 Connections in the 1or#lace% ( A7-A49 Ch(9 )$ainst the Ti!e Small 2rous%Social o'ement% an! the Net% (GA- 4;9 Ch( 49 1hat 3ille! Ci'ic En$a$ementSummin$ =% (;A7-;AG9 Ch(;59 Health an! Hainess% ( 7; - 774(

Toselan!% (1( an! i'as% (6( ;5;0( An $ntroduction "o roup Work Practice. Se'enthE!ition( .oston% ): )ll&n an! .acon( Ch( 9 Intro!uction% ( -GG(

a(9 ."9 W%%k III9 7 Th% Grou' Work 6%$ho) i( Social Work #rac$ic%

- Histor& of social "or# "ith $rous- Essential 'alues an! ethics of social "or# "ith $rous- Helin$ factors of $rou "or# - The role of mutual ai! an! emo"erment in social "or# "ith $rous

R%uir%) R%a)i(04

?rumm% 3( ;550( The essential o"er of $rou "or#( Social Work #ith roups+ /;-70% @-7(

Lee% ( ;550( ane )!!ams( Encyclopedia of Social Work #ith roups. Ne" Yor#% NY: outle!$e% (7 -(

2itterman% )le,( ;550( utual ai!: .ac# to basics( In ?( ( Steinber$ E!(0. (rchestrating the po#er of groups! ,eginnings+ middles+ and endings 0o-erture+ mo-ements+ and finales1(Lon!on: 1hitin$ B .irch(

Simon% S( (% an! 1ebster% ()( ;550( Social 2rou 1or# To!a&: ) o!alit& an!Orientation in Crisis( Encyclopedia of Social Work #ith roups. Ne" Yor#% NY: outle!$e( (77-7A(



Toselan!% (1( an! i'as% (6( ;5;0( An $ntroduction "o roup Work Practice. Se'enth E!ition(.oston% ): )ll&n an! .acon( Ch( ;9 Historical an! Theoretical ?e'eloments% ( G4-9)en!i, )7% Stan!ar!s for Social 1or# Practice "ith 2rous% ( G4;-G7(

Yalom% I( ;550( "he "heory and Practice of roup Psychotherapy9 6ifth E!ition( .asic .oo#s( Ch( -G(

+%b9 89 W%%k IV9 7 Grou' >y(a,ics

- Communication an! interaction atterns occurrin$ "ithin $rous- 2rou cohesion- 2rou lea!ershi- The social controls e,erte! in $rous norms% roles% in!i$enous lea!ers% status0- The culture that !e'elos in $rous

R%uir%) R%a)i(04

Hanson% ( ;550( Peole "ith Problematic )lcohol =se( In 2itterman% )( an! Salmon% (E!s(0 ;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% (;;-;4(

Har'ar! ental Health Letter ;55@0 &o# Alcoholics Anonymous Works( """( Healthhar'ar!(e!u(% (G-(

Toselan!% (1( an! i'as% (6( ;5;0( An $ntroduction "o roup Work Practice. Se'enth E!ition(.oston% ): )ll&n an! .acon( Ch( 7 B G9 =n!erstan!in$ 2rou ?&namics% ( @-% BLea!ershi% ( @-7G(

+%b9 3.9 W%%k V9 7 Grou' >%*%lo',%($

Th% Us% of Ac$i*i$y i( Grou' Work #rac$ic%

- The !e'elomental rocess of $rous- 2arlan!% ones an! 3olo!n&Qs fi'e sta$e mo!el(- The role of ro$ram an! acti'it& in $rou "or#(- ?ifferential use of acti'it& in !ifferent sta$es of $rou !e'eloment(- The use of acti'it& "ith !ifferent oulations

R%uir%) R%a)i(04

.ernstein% S( 40( Explorations in roup Work! Essays in "heory and Practice.

.loomfiel!% CT: PractitionerQs Press% Ch( ;(

.erman-ossi% T( 70( The tas#s an! s#ills of the social "or#er across sta$es of $rou!e'eloment( Social Work #ith roups% -;0% -A(

.irnbaum% ( L( an! Cicchetti% )( ;550( Sessional En!in$s( In 2itterman% )( an! Salmon% (E!s(0 ;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% (@-A(

5



Comer% E( an! Hira&ama% 3( ;550( )cti'it&: =se an! Selection( In 2itterman% )( an! Salmon% (E!s(0 ;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% (;-G(

1ri$ht% 1( ;5540( The use of urose in on-$oin$ acti'it& $rous: ) frame"or# for ma,imi*in$ the theraeutic imact( Social Work #ith roups+ ;A7/G0% ;54 -

;;@( +%b9 2"9 W%%k VI9 7 #r%7Affilia$io( a() #o&%r a() Co($rol 7 @%0i((i(0 #has% of

Work &i$h Grou's

- Essential issues of this sta$e- ?&namics characteristic of this sta$e(- 1or#er roles an! functions in this sta$e- Imact of culture an! !i'ersit& on this sta$e- )ssessment !urin$ this sta$e

R%uir%) R%a)i(04

ei!% 3( @0( Conflict mana$ement in $rou treatment: 2et out of m& face% &ouS(O(.R in (3( Parr& E!(0% %rom Pre-ention to Wellness "hrough roup Work ( Ne" Yor#: The Ha"orth Press% - @@(

Toselan!% (1( an! i'as% (6( ;5;0( An $ntroduction "o roup Work Practice. Se'enth E!ition(.oston% ): )ll&n an! .acon( Ch( @ B A9 The 2rou .e$ins% ( @-;;A% B )ssessment% ( ;;-;4(

+%b9 2<9 W%%k VII9 7 I($i,acy a() >iff%r%($ia$io( – Th% 6i))l% #has%4 Tr%a$,%($ Grou's

- Essential issues of this sta$e- ?&namics that are characteristic of this sta$e(- 1or#er roles an! functions in this sta$e- Imact of culture an! !i'ersit& on this sta$e- )ssessment !urin$ this sta$e

Assi0(,%($ >u%4 #a'%r – O'$io( A1 #rof%ssio(al Associa$io( EB'%ri%(c% or O'$io( @1 T&%l*%7S$%' Visi$

R%uir%) R%a)i(04

2ans% (S( B Counselman% E(6( 0( Silence in $rou s&chothera&: ) o"erfulcommunication( $nternational 2ournal of roup Psychotherapy% 450% @-A4(

Steinber$% ?( ( ;5540( She<s !oin$ all the tal#in$% so "hat<s in it for me The use of time in$rous0( Social Work #ith roups% ;A7/G0% @7 - A4(

Toselan!% (1( an! i'as% (6( ;5;0( An $ntroduction "o roup Work Practice. Se'enth E!ition(.oston% ): )ll&n an! .acon( Ch( B 59 Treatment 2rous: 6oun!ation etho!s% (;-;7% Treatment 2rous: Seciali*e! etho!s% ( ;G-77(





R%uir%) R%a)i(04

ei!% 3( AA0( D.ut I !on<t "ant to lea! a $rouRK Some common roblems of social"or#ers lea!in$ $rous( roup#ork+ ;% ;G-7G(

Toselan!% (1( an! i'as% (6( ;5;0( An $ntroduction "o roup Work Practice. Se'enth E!ition(.oston% ): )ll&n an! .acon( Ch 9 Plannin$ the 2rou% ( 5-9 )en!i, .% 2rou)nnouncements% ( GG-G49 )en!i, C% Outline for a 2rou Proosal% ( G9)en!i, ?% )n E,amle of a Treatment 2rou Proosal% ( G@ - GA9 )en!i, E% )nE,amle of a Tas# 2rou Proosal% ( G - G@5(

A'r9 .9 W%%k DII9 7 Th% Us% of T%ch(olo0y i( Grou' Work

- Online $rous- Telehone $rous

Assi0(,%($4 I(7class EBa,

R%uir%) R%a)i(04

Perron% .( E( an! Po"ell% T( ( ;550( Online $rous( In 2itterman% )( an! Salmon% (E!s(0;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% ( 7-7G(

Toselan!% ( 1( ;550( Telehone $rous( In 2itterman% )( an! Salmon% ( E!s(0% Encyclopediaof social #ork #ith groups. Ne" Yor#% NY: outle!$e% ( 7G-7@(

A'r9 3"9 W%%k DIII9 – Grou' L%a)%rshi' a() >i*%rsi$y

7 R%s%arch i( Grou' Work

- Inter'enin$ "ith sensiti'it& to !i'ersit&- )ssessin$ cultural influences on $rou beha'ior - The state of research in $rou "or#(- Tools for !ata collection(- Oortunities for research in $rou "or#

R%uir%) R%a)i(04

ac$o"an% ( ( ;550( E'i!ence-base! $rou "or#( In 2itterman% )( an! Salmon%

( E!s(0% Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% ( 7-7(

Toselan!% (1( an! i'as% (6( ;5;0( An $ntroduction "o roup Work Practice. Se'enth E!ition(.oston% ): )ll&n an! .acon( Ch( 4: Lea!ershi an! ?i'ersit&% ( 74-49 Ch( G9E'aluation% ( G;5 - GG(

A'r9 3<9 W%%k DIV9 7 Grou' Work &i$h S'%cific #o'ula$io(s a() S%$$i(0s

7



- 2rou 1or# "ith Chil!ren- 2rou 1or# "ith )!olescents- 2rou 1or# "ith Ol!er )!ults- 2rou 1or# "ith In'oluntar& Clients- 2rou 1or# "ith Trauma Sur'i'ors

-2rou 1or# "ith Lesbian% 2a&% .ise,ual% an! Trans$en!er In!i'i!uals

- 2rou 1or# in Schools

R%uir%) R%a)i(04

.ehroo*i% C( S( ;0( ) mo!el for social "or# "ith in'oluntar& alicants in $rous( Social Work#ith roups% 4;/70% ;;7 - ;7A(

3ni$ht% C( ;550( Chil!ren( In 2itterman% )( an! Salmon% ( E!s(0 ;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% ( ;G - ;4(

3ni$ht% C( ;550( Trauma Sur'i'ors( In 2itterman% )( an! Salmon% ( E!s(0 ;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% ( ;G5 - ;G7(

ale#off% )( ;550( )!olescents( In 2itterman% )( an! Salmon% ( E!s(0 ;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% ( ;4; - ;44(

ose% S( ;550( Schools( In 2itterman% )( an! Salmon% ( E!s(0 ;550( Encyclopedia of social#ork #ith groups. Ne" Yor#% NY: outle!$e% ( @ -A5(

osen"al!% ( ;550( Lesbian% 2a&% .ise,ual% an! Trans$en!er In!i'i!uals( In 2itterman% )( an!Salmon% ( E!s(0 ;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY:outle!$e% ( A - ;5(

Toselan!% ( ;550( Ol!er )!ults( In 2itterman% )( an! Salmon% (E!s(0 ;550( Encyclopedia of social #ork #ith groups. Ne" Yor#% NY: outle!$e% ( ;4@ - ;5(

A'r9 259 W%%k DV9 – Cours% Su,,ary a() Closur%

Assi0(,%($ >u%4 Su,,ary #a'%r o( S,all Grou' EB'%ri%(c%

FTh% i(s$ruc$or r%s%r*%s $h% ri0h$ $o ,ak% ,o)ifica$io(s $o $his syllabus1 if (%c%ssary9Ti,%ly (o$ic% &ill b% 0i*%( shoul) $h%r% b% a(y (%c%ssary cha(0%s9

COURSE +EE>@AC Stu!ents "ill recei'e an email communication near the en! of this semester from the )ca!emic ?eanof the School of Social 1or# requestin$ fee!bac# about this course% its content% assi$nments%

G



instructor% etc( Stu!ent fee!bac# is 'aluable an! influences future course re'isions( Please be sure tocomlete the course assessment in a timel& manner(

4



OURNALS AN> NEWSLETTERS

2rou"or#( Lon!on: 1hitin$ an! .irch Lt!( Tri-annual(

ournal for Secialists in 2rou 1or#( )le,an!ria% F):)ssociation for Secialists in 2rou 1or#% a

!i'ision of the )merican )ssociation for Counselin$ an! ?e'eloment( uarterl&(

esearch on Social 1or# Practice( Ne"bur& Par#% C): Sa$e Perio!icals Press( uarterl&(

Small 2rou esearch: )n International ournal of Theor&% In'esti$ation% an! )lication(Incororatin$ Small 2rou .eha'ior an! the International ournal of Small 2rouesearch(0( Ne"bur& Par#% C): Sa$e Perio!icals Press( uarterl&(

Social 1or# "ith 2rous: ) ournal of Communit& an! Clinical Practice( Fol( % No( % Srin$@A0 - .in$hamton% NY: Ha"orth Press( uarterl&(

#RO+ESSIONAL GROU# WOR ASSOCIATIONS

I)S12 International )ssociation for Social 1or# "ith 2rous ias"$(or$

)2P) )merican 2rou Ps&chothera& )ssociation a$a(or$

I2PS Illinois 2rou Ps&chothera& Societ& il$s(or$



ASSIGN6ENT 7 O#TION A4 #RO+ESSIONAL ASSOCIATION ED#ERIENCE

Select a social "or#/social "elfare rofessional association that interests &ou% atten! a meetin$ ofthat or$ani*ation% an! "rite a 4-@0 a$e aer anal&*in$ &our e,erience utili*in$ the outline belo"(

Cu$ a() 'as$% $h% %($ir% assi0(,%($ ou$li(% a() r%s'o() $o %ach i$%, u()%r i$s Ro,a(

(u,%ral a() full $o'ic h%a)i(09 #l%as% 'roof7r%a) car%fully1 a() b% sur% $o i(cor'ora$%e,tensi'e% rele'ant course literature %s'%cially i( i$%, DII9 Li(ki(0 your %B'%ri%(c% $o cours%li$%ra$ur% a() )iscussio(s is a cri$ical co,'o(%($ of $his assi0(,%($9

E,amles of or$ani*ations "hose meetin$s mi$ht interest &ou inclu!e National )ssociation of Social1or# N)S10% the )ssociation for the )!'ancement of Social 1or# "ith 2rous ))S120% an!the Illinois 2rou Ps&chothera& Societ& I2PS0(

Information about secific meetin$ times for man& social "or#/social "elfare associations is a'ailablefrom t"o lists oste! un!er )ssociation Information on our .lac#boar! site 'ist of Professional Associations+ and Professional Associations near Chicago.

) ma+or ob+ecti'e of this assi$nment is to enhance &our #no"le!$e% e,erience% areciation an!critical thin#in$ about the role of rofessional associations as a si$nificant comonent of &our chosen rofession an! a otentiall& suorti'e communit& for &our on$oin$ !e'eloment( Fie"in$ theseassociations not as bureaucratic or$ani*ations% but rather as $rous !esi$ne! to suort an! enhanceone<s life "or#% can be a 'aluable frame of reference for the ne" rofessional( Social "or#ers% in articular% nee! one another<s suort in to!a&<s climate of increasin$ !eman!s% limite! resources%an! frequent burnout( Professional associations ro'i!e one 'ehicle for !e'eloin$ theseconnections(

)SSI2NENT O=TLINE

Fie"in$ the association meetin$ throu$h the lens of a $rou "or#er% lease reson! to the follo"in$items:

#ART ONE

I( Name of associationII( ?ate% time an! len$th of meetin$III( Place of meetin$IF( Particiants number% rofessions% !emo$rahics a$e% race/ethnicit&% $en!er%

social/economic class% !isabilities0% assi$ne! rolesF( T&e of $rou an! uroses0 of the meetin$ =se Toselan! an! i'as<s T&olo$ies of

2rous0FI( .rief summar& of the content an! structure of the meetin$

-Co($i(u%)/FII( )ssessment of the roerties of the $rou atmoshere% cohesion% lea!ershi% articiation

atterns% communication atterns% !ecision-ma#in$ rocesses% sociometric atterns% etc(0FIII( The theraeutic/helin$ factors e'i!ence! in the meetin$ =se Yalom<s theraeutic factors0(

I!entif& ho" these factors "ere !emonstrate! in the meetin$(I( Clarit& an! effecti'eness of urose an! the use of time(

@



( )ssessment of the sta$e of the $rou<s !e'eloment( =se 2arlan!% ones% 3olo!n&<s 6i'eSta$e o!el of 2rou ?e'eloment0( Cite e,amles to suort &our assessment(

#ART TWO

eflect uon the otential 'alue an! influence of this $rou/association on &ou an! &our ersonal/rofessional asirations( Consi!er an! reson! to the follo"in$:

I( Ho" !i! &ou feel as an atten!ee at the meetin$II( 1hat asects of the meetin$ !i! &ou li#e 1hat su$$estions for imro'ement "oul! &ou

ma#eIII( Ho" !i! &our e,erience relate to course rea!in$s an! !iscussions inclu!in$% but not limite!

to% the selections from obert Putnam<s ,o#ling Alone an! other articles in the unit on rofessional associations .e sure to cite multile theoretical concets from class rea!in$s in&our obser'ations an! assessments(

IF( Comment on the otential 'alue an! influence of this association for &ou an! &our

ersonal/rofessional asirations an! the fiel! of social "or#(F( Conclu!in$ comments(

A





eflect uon the otential 'alue an! influence of this $rou/association on &ou an! &our ersonal/rofessional asirations( Consi!er an! reson! to the follo"in$:

I( Ho" !i! &ou feel as an atten!ee at the meetin$II( 1hat asects of the meetin$ !i! &ou li#e 1hat su$$estions for imro'ement "oul!

&ou ma#e

III( Ho" !i! &our e,erience relate to course rea!in$s an! !iscussions inclu!in$% but notlimite! to% the articles b& P( .( osenber$% Support groups! A special therapeuticentity3 ( Hanson% People #ith Problematic Alcohol 4se3 an! the Har'ar! entalHealth Letter% &o# Alcoholics Anonymous Works .e sure to cite multile theoreticalconcets from class rea!in$s to &our obser'ations an! assessments(

IF( Comment on the otential 'alue of such $rous for &our ersonal/rofessionalasirations an! the fiel! of social "or# as a "hole(

F( Conclu!in$ comments(

;5









Lee% ( )( ;550( "he empo#erment approach to social #ork practice. ;n! e!(0( Ne" Yor#:

Columbia =ni'ersit& Press(

ale#off% )( ;55G0( roup #ork #ith adolescents! Principles and practice ;n! e!(0( Ne" Yor#:

2uilfor! Press(

ale#off% )(% B 3urlan!% ( E!s(0( ;5540( A )uarter century of classics 05/=>9<<;1! Capturing

the theory+ practice+ and spirit of social #ork #ith groups( Ne" Yor#: Ha"orth Press(

canus% (% B ennin$s% 2( E!s(0( @0( Structured exercises for promoting family and group

strengths! A handbook for group leaders+ trainers+ educators+ counselors+ and therapists(

Ne" Yor#: Ha"orth Press(

N( 1arren B )ssociates( G0( "he #armups manual $$ ( Toronto% Cana!a: Learn,s Press(

Pele!% E(% B ?a'is% ?( G0( roup #ork #ith children of battered #omen! A practitioner?s

manual ( Ne"bur& Par#% C): Sa$e Publications(

Pfeiffer% ( 1( A0( "he encyclopedia of group acti-ities! 56< practical designs for successful

facilitating ! 56< practical designs for successful facilitating. San ?ie$o% C): Pfeiffer an!

Coman&(

Pfeiffer% ( 1(% B .alle"% )( C( AA0( 4sing structured experiences in human resource

de-elopment ( San ?ie$o% C): =ni'ersit& )ssociates(

Putnam% ( ?( ;5550( ,o#ling alone! "he collapse and re-i-al of American community( Ne" Yor#%

NY: Simon B Schuster(

ei!% 3( AA0( .ut I !onQt "ant to lea! a $rouR Some common roblems of social "or#ers

lea!in$ $rous( roup#ork % % ;G-7G(

ei!% 3( E( 0( Social #ork practice #ith groups! A clinical perspecti-e ;n! e!(0( Pacific

2ro'e% C): .roo#s/Cole Publishin$ Coman&(

Simon% S( (% B 1ebster% ( )( ;55A0( Social $rou "or# to!a&: ) mo!alit& an! orientation in crisis(

In Encyclopedia of Social Work #ith roups ( 77-7A0( Ne" Yor#% NY: outle!$e(

;G



Documents

505 Syllabus Simon Posted Spr. 2013 (1)