Instructor: Nancy A. Amos, ACSW, LCSW
                    123 Bradley Hall
                    677-3614
                    amos@hilltop.bradley.edu
Office Hours: M 4:00 - 5:00 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. BR301

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, 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.

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 speciEc to group work. This course requires a volunteer project. Learning methods will include assigned readings, class lecture, audiovisuals, class discussion, group experiential exercises, peer and instructor evaluation of group leadership skills, and ongoing task group assignments.

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 intial 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, religion or creed, ethnic or national origin, age, veteran status, disability, socioeconomonic 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. SocialWorkwith Groups. Chicago: Nelson-Hall, 1997.
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 2740.
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.

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

Other readings may be assigned throughout the course.

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 14, 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 three to five page report about the group volunteer project is to be submitted by NOVEMBER 21. A separate hand-out will describe the expections 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:
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 mov~ment 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 24, 29, 31

B. Stages of Group Development This section discusses the stages of group development and skills necessary to enhance the group development. Several models of group stages will be presented. Students will practice group leadership at various stages of development with their inclass groups.

Learning Resources:
Zastrow- Chapter 1 pp. 17-30.
Standards for group practice hand-out
Dates: September 5, 7, 12, 14

C. Characteristics of Groups and Group Skills This section examines the skills necessary to facilitate groups characterized by mutuality, collaboration, and respect for all clients that will enhance well-being of people and ameliorate the environmental conditions that affect people adversely. This section examines the skills for group formation, leadership roles in groups, power in groups, the development of group goals, the establishment of norms in groups, problem solving in groups, and the management of disruptive behavior and conflict in groups. Time will also be spent in this section in looking at how the above principles are also used in working with families.

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 power of conformity in group settings.
Experiential in class exercise role playing how disruptive behavior can be respecffully handled in a group setting.
Experiential in class exercise designed to role play problem solving, controversy, and conflict resolution in groups.
Dates: September 19, 21, 26, 28

OCTOBER 3 - EXAM 1

(NO CLASS ON THURSDAY,OCTOBER5,FOUNDER'SDAY)

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 group2intervention and increase students' self awareness of personal styles of communication which may enhance or detract from helping clients. Dates: October 10, 12

E. Group Treatment Techniques and Ethical Practice This section examines techniques for self-help and therapeutic groups which help to promote, restore, maintain, or enhance the functioning of individuals, famiiies, or groups by helping them to accomplish tasks, prevent and alleviate distress, and use resources. The processes of engagement, problem and issue definition, assessment, planning and contracting, assessing intervention strategies and implementing intervention strategies, evaluation of effectiveness of groups, contraindications for group treatment, and the termination of groups will be discussed. Methods for case recording of group sessions will be shown and students will practice case recording. This section will examine the standards of ethical practice at the mezzo level of intervention.

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 17, 19

F. Working with Issues of Diversity in Groups This section examines differential assessment and intervention group skills that enable practitioners to serve diverse populations. Discussion will examine skills that transmit respect for unique characteristics of race, ethnicity, culture, class, gender, sexual orientation, mental ability, age, political orientation, or national origin.

Learning Resources:
Zastrow- Chapters 6, 23 Rothwell reserve reading Experiential exercises will examine myths and stereotypes and wili increase students' self-awareness of the experience of many people of nondominant groups. Dates: October 24, 26

G. Group Interventions Applied to Specific Populations and Problems This section examines the application of group intervention skills with specific populations. Guest speakers will address these areas that are common in social work practice. Guests will discuss the use of group treatment to enhance well being and functioning and to alleviate distress. This section will further point out the need for differential assessment in planning group interventions.

Learning Resources:
Zastrow - Chapters 25, 26, 27, 28
Guest speaker from adolescent group
Guest speaker from juvenile sex offender group
Guest speaker from grief and loss group
Guest speaker from domestic violence group
Dates: October 31, November 2, 7, 9

NOVEMBER 14 - EXAM 2

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 16, 21

I. Assessment of Skills Accomplished and Needs for Further Practice Students will practice skills acquired during the semester and will learn from both demonstrating specific skills and by evaluating other students.

Learning Resources:
Videotaping of group leadership and family intervention skills
Dates: November 28, 30, December 5

SATURDAY, DECEMBER 9 2:30 - 4:30 P.M. - EXAM 3