Instructor:  Nancy A. Amos, ACSW, LCSW
                    123 Bradley Hall
                    677-3614
                    amos@hilltop.bradley.edu
Office Hours:  M 2:00 - 3:00 p.m.; W 10:00 a.m. - 12:00 noon; TH 3:00 - 4:00 p.m.;     F 10:00 a.m. - 12:00 noon; and by  appointment.
Class Hours: T and TH 10:30 - 11:45 a.m.     BR 203

Accommodation:  Any student with a disability or special need who requires accommodation should inform the instructor at the beginning of this course.

Non-Discrimination Statement: Students will be expected to display respect of fellow students? unique characteristics including race, color, religion, creed, ethnic or national origin, age, appearance, veteran status, disability, socioeconomic status, gender, sexual orientation, and political orientation.  All written assignments will use non-discriminatory language.

Intercollegiate Competition:  Any student representing Bradley University in an intercollegiate competition may be excused from class for a scheduled event if she/he discusses this with the instructor in advance and with the proper documentation.  Students will be allowed to make up any work; however, the student has the responsibility to arrange this with the instructor.

Relationship to Other Courses in the Social Work Curriculum:  This course builds on the micro practice skills learned in SW 351.  The skills learned in this course will be used to better accomplish the skills for practice at the macro level studied in SW 353.  The course also uses the theoretical and research knowledge base acquired in SW 354 and SW 358.

Confidentiality:  Any information shared in this course which is protected under legal codes or the NASW Code of Ethics must be treated in accordance with legal and ethical standards.  In addition, students are expected to use discretion in discussing any agency information which they may acquire in their volunteer experience.

Creation of a Proper Learning Environment: The instructor encourages students to ask questions and to critically evaluate class material.  However, this must be done while still creating a proper learning environment.  Any behavior which disturbs the learning of others such as talking with peers during a lecture or presentation by a peer will not be allowed and the student will be asked to leave class.  Students are encouraged to discuss with the instructor any concerns or suggestions for improvement for the class as soon as possible and not to wait until the end of the course.  This allows the instructor to modify the course to meet student needs as much as possible.

Generalist Practice Principles: The following eight generalist practice principles support all courses in the social work curriculum:
1.  A systems approach provides the basic framework for understanding the generalist practice perspective and planning interventions with multiple systems.
2.  Problems in living are presented from a person-in-environment perspective, with focus on the transactions between individuals and the environment.
3.  Assessments and interventions must address both intrapsychic and environmental strengths and stressors.
4.  Generalist practice involves assessments and interventions at the micro, mezzo, and macro levels.
5.  Practice is based on the problem-solving process and the knowledge, skills, and values which are applicable across settings with diverse populations and in a variety of problem areas.
6.  Critical analysis of social problems is inherent in and results in both practice and policy responses.
7.  Empirical research provides a solid foundation for both education and practice, and generalist practitioners are expected to participate in practice evaluation activities.
8.  Generalist practice often requires the social worker to function in multiple roles depending on the needs of the client system.

Course Description:

This course will emphasize generalist practice with a focus on families and small groups.  Assessment, appropriate use of groups, methods of creating groups, phases of group development, and utilization of group skills at the mezzo level will be studied.  Methods of assessment, intervention, and evaluation of families and various types of small groups such as task groups, self-help groups, and therapy groups will be examined.  Special emphasis will be placed on the role of diversity in group functioning and leadership and on the social work ethics specific to group work.  This course requires a volunteer project.  Learning methods will include assigned readings, class lecture, audiovisuals, class discussion, group experiential exercises, presentations by speakers about their group social work practice, peer and instructor evaluation of group leadership skills, and ongoing task group assignments.  Students will be assigned to a small group with which they will work throughout the semester to develop skills in social work with groups including families.

Course Objectives:

Students will be expected to demonstrate learning in the following areas:

Knowledge--
1.  Students will gain knowledge of the fundamental concepts of group dynamics and their application to social work practice.
2.  Students will gain knowledge of family dynamics and intervention techniques.
3.  Students will gain knowledge of application of mezzo interventions to diverse populations and how assessment of areas such as culture and developmental level change group work interventions and planning.
4.  Students will gain knowledge of ways to evaluate group work practice.
5.  Students will gain self awareness into their own intrapersonal and interpersonal
attributes that may enhance or interfere with therapeutic relationships or the social work role at the mezzo level.

Skills--
1.  Students will develop the beginning mezzo level skills to enable them to develop
working relationships with client systems of various sizes and to formulate an
initial assessment of group needs.
2.  Students will develop the practice skills essential for organizing, facilitating,
leading, and evaluating groups.
3.  Students will develop the beginning skills which will enable them to join with a family and to complete an initial assessment of family functioning
4.  Students will be able to describe and complete documentation for group work and family sessions.
5.  Students will be able to list and employ methods of evaluation applicable to group work services.

Values--
1.  Students will display regard for individual worth and dignity and a person?s unique characteristics of race, color, appearance, religion or creed, ethnic or national origin, age, veteran status, disability, socioeconomic status, gender, sexual orientation, and political orientation.
2.  Students will appreciate the importance of advocating for populations at risk with organizations and communities to ensure protection of rights, access to needed resources, and to strive to influence social institutions and agencies to be more responsive to human needs.
3.  Students will show appreciation for professional ethics and recognize clients? right to self-determination, confidentiality, honesty, and active participation in the helping process.  Students will be able to appreciate how the form of case recording is influenced by social work core values.

Resources:

Text:
A.  Zastrow, Charles.  (2001)  Social Work with Groups – Using the Class as a Group Leadership Laboratory.  Fifth Edition, Pacific Grove, CA:  Brooks/Cole.

On Reserve:
A.  Rothwell, J. Dan.  In Mixed Company: Small Group Communication.  (3rd Edition) Fort Worth: Harcourt Brace College Publishers, 1998.
B.  Glajchen, M. and R. Magen.  "Evaluating Process, Outcome, and Satisfaction in Community-based Cancer Support Groups," Social Work with Groups.  V. 18, No. 1.  1995,  pp 27-40.
C.  Tonkins, S.A.M. and M. J. Lambert.  "A Treatment Outcome Study of Bereavement Groups for Children," Child and Adolescent Social Work Journal.  V. 13, Fall 1996, pp. 3-21.

To be distributed in class:
Standards for Social Work Practice with Groups.  Association for the Advancement of Social Work with Groups, Inc., Adopted October 17, 1998.

Coser, Lewis.  (1956).  “Chapter IX” from The Functions of Social Conflict.  Glencoe, IL:  Free Press.

All students are expected to have a copy of the NASW Code of Ethics, 1999.

Other readings may be assigned throughout the course.

It is expected that students will come to class prepared by having read the assigned readings.
Learning Evaluation:

Written assignments should be typed and double-spaced, grammatically clear, and properly documented.  Please leave adequate margin space for comments.  Final grades will be determined on points earned by successfully completing the assignments as described below.  Points will be deducted for assignments submitted after the due date.
A.  Attendance and Participation - 25 points
Preparation, attendance, and participation in this course is the responsibility of the student.  Students will be expected to actively participate in an on-going task group as assigned in class.
B.  Group Leadership Evaluation - 25 points
Students will be assigned a class period in which their group leadership will be evaluated by both peers and the instructor.  A form for evaluation will be provided.  Some or all of the evaluations will be videotaped.
C.  Examinations (3 exams of 100 points each)
There will be three exams during the course.  Each exam may cover material from assigned readings, exercises, lecture, and class discussion.  Part of the final examination will be a take-home project.
D.  Volunteer Project - 100 points
At least 15 volunteer hours with a group during the semester is to be arranged by the student with a community agency in which group services are provided.  If the student is concurrently enrolled in field work, the hours may be done at the field work agency but they must be in addition to the 420 hours already required for field assignments.  The purpose of this exercise is to provide direct experience in or direct observation of group work services.  By SEPTEMBER 20, the student must provide the instructor with the name, address, and telephone number of the agency, the staff person responsible, and the volunteer experience that will be undertaken.

A five to six page report about the group volunteer project is to be submitted by NOVEMBER 27.  A separate hand-out will describe the expectations for this paper.  The paper must be accompanied by documentation of the required hours completed signed by agency personnel.  A form will be provided for this purpose.

The following is the evaluation scale for the course final grade:
405-450 points = A
350-404 points = B
315-403 points = C
270-314 points = D
below 270 points = F

CLASS SCHEDULE:

A.  History of Group Work, Types of Groups, How Group Work Differs from Work with Individuals, Group Work as Mezzo Level Social Work Practice
This section discusses the history and roots of group work from the settlement house movement to the evolution of current agencies serving populations in a primarily group work model such as the YMCA and the YWCA, Boy Scouts and Girl Scouts, Club Houses, and the Jewish Centers of the 1800's.  The different types of groups as well as the way in which the group goals and norms influence methods and outcome studies are explored.  Finally, this section looks at the unique characteristics of mezzo level social work practice; how group work can be a part of generalist social work practice; and the use of the problem-solving approach in setting group goals.  Students will also be divided into groups during this time and the procedures for conducting of group exercises throughout the semester will be discussed. Students will begin to discover their comfort level in group work approaches.

Learning Resources:
Zastrow--Chapter 1 pp. 3-17, Chapter 2
Dates:  August 30, September 4, 6

Learning Resources:
Zastrow - Chapter 1 pp. 17-30.
Standards for group practice hand-out
Dates: September 11, 13, 18, 20

Learning Resources:
Zastrow - Chapters 3, 4, 5, 9
Experiential in class exercise designed to examine leadership functions of task and maintenance functions.
Experiential in class exercise designed to explicate the process of establishing group goals, the impact of personal goals or hidden agendas on the group process.
Experiential in class exercise to examine the functions of conflict in group settings.
Experiential in class exercise role playing how disruptive behavior can be respectfully handled in a group setting.
Experiential in class exercise designed to role play problem solving, controversy, and conflict resolution in groups.
Dates: September 25, 27, October 2, 4

OCTOBER 11 - EXAM 1

D.  Group Communication Techniques
This section examines verbal and nonverbal communication techniques in group and family settings.  The use of communication skills to enhance group cohesion and meet the needs of clients to enhance well being and functioning are addressed and practiced.
 

Learning Resources:
Zastrow - Chapters 7, 8
Experiential in class exercises will examine communication skills for group intervention and increase students? self-awareness of personal styles of communication which may enhance or detract from helping clients.
Dates: October 16, 18

Learning Resources:
Zastrow - Chapters 14, 17, 32
NASW Code of Ethics
Glajchen and Tonkins reserve readings
Experiential in class role playing exercises will practice group skills.
Dates: October 23, 25

Learning Resources:
Zastrow - Chapters 6, 23
Rothwell reserve reading
Experiential exercises will examine myths and stereotypes and will increase students? self-awareness of the experience of many people of nondominant groups.
Dates: October 30, November 1

Learning Resources:
Zastrow - Chapters 22, 25
Guest speaker from grief and loss group
Dates: November 6, 8

Learning Resources:
Zastrow – Chapters 26, 28
Guest speaker from chemical dependency treatment group
Guest speaker from sexual assault treatment group
Dates:  November 15, 20

H.  Mezzo Level Interventions with Families
This section will focus on understanding family systems, providing an assessment with families, and intervening with families to further individuals? well-being and the ability to function.  The impact of the social, political, and economic environment on the family will be examined.  The different forms of family will be examined as reflecting the diverse nature of this in society.  The setting in which services to families are provided will be discussed.

Learning Resources:
Zastrow - Chapter 24
Two videos will be used and discussed in class demonstrating two well known family therapists working with a family.  This includes Consultation with A Divorcing Family by Carl Whitaker and Conjoint Family Therapy by Virginia Satir.  Methods of engagement, assessment, and intervention will be examined.
Dates: November 27, 29

Learning Resources:
Videotaping of group leadership and family intervention skills
Dates: December 4, 6, 11