SOWK-320 Social Work Practice/Mezzo Systems

Please note that this syllabus is intended as an example only. It may not exactly match each session of the class offered.

Instructor: Linda McIntire, LCSW, LMFT

Download Syllabus

General Course Description

Social Work Practice with emphasis on medium-size systems. Emphasis is on theories, methods, and techniques of practice within the contexts of secondary social systems such as reference, peer, and support groups. Approaches for integrating practice with smaller and larger systems are included. Laboratory work includes role-playing, simulations, observations, and videotaping as an integral part of the course.

Prerequisites/Co-requisites

• Admission to the Social Work Program
• successful completion of SOWK 360 Micro/Mezzo Human Behavior in the Social Environment
  

Academic Course Standards

Criteria from the Council on Social Work Education Curriculum Policy Statement (CSWE C.P.S.) relevant to this course are as follows:

• Social Work Values and Ethics
  • B6.3 Programs of social work education must provide specific knowledge about social work values and their ethical implications and must provide opportunities for students to demonstrate their application in professional practice. Students must be assisted to develop an awareness of their personal values and to clarify conflicting values and ethical dilemmas. Among the values and principles that must be infused throughout every social work curriculum are the following:
    • B6.3.1 Social workers' professional relationships are built on regard for individual worth and dignity and are furthered by mutual participation, acceptance, confidentiality, honesty, and responsible handling of conflict.
    • B6.3.2 Social workers respect people's right to make independent decisions and to participate actively in the helping process.
    • B6.3.3 Social workers are committed to assisting client systems to obtain needed resources.
    • B6.3.4 Social workers strive to make social institutions more humane and responsive to human needs.
    • B6.3.5 Social workers demonstrate respect for and acceptance of the unique characteristics of diverse populations.
    • B6.3.6 Social workers are responsible for their own ethical conduct, the quality of their practice, and seeking continuous growth in the knowledge and skills of their profession.
• Populations at Risk
  • B6.6 Programs of Social Work must present theoretical and practice content about patterns, dynamics, and consequences of discrimination, economic deprivation, and oppression. The curriculum must provide content about people of color, women, and gay and lesbian persons. Such content must emphasize the impact of discrimination, economic deprivation, and oppression upon these groups. Each program must include content about populations-at-risk that are particularly relevant to its mission. In addition to these mandated above, such groups include, but are not limited to, those distinguished by age, ethnicity, culture, class, religion, and physical and mental ability.
• Social Work Practice
  • B6.9 At the baccalaureate level, professional social work education prepares students for generalist practice with systems of all sizes. Practice content emphasizes professional relationships that are characterized by mutuality, collaboration, and respect for the client system. Content on practice assessment focus on the examination of client strengths and problems in the interactions among individuals and between people and their environments.
    Social work practice content must include knowledge, values, and skills to enhance the well-being of people and to help ameliorate the environmental conditions that affect people adversely. Practice content must include the following skills: defining issues; collecting and assessing data; planning and contracting; identifying alternative interventions; selecting and implementing appropriate courses of action ;using appropriate research to monitor and evaluate outcomes; applying appropriate research-based knowledge and technological advances; and termination.
• Diversity
  • B6.4 Professional social work education is committed to preparing students to understand and appreciate human diversity. Programs must provide curriculum content about differences and similarities in the experiences, needs, and beliefs of people. The curriculum must include content about differential assessment and intervention skills that will enable practitioners to serve diverse populations.
    Each program is required to include content about population groups that are particularly relevant to the program's mission. These groups include, but are not limited to groups distinguished by race, ethnicity, culture, class, gender, sexual orientation, religion, physical or mental ability, age, and national origin.

Course Objectives and Measures

This course has the following objectives and measures:

1. Apply critical thinking skills within the context of professional social work practice by integrating learning from other disciplines, into a comprehensive model of social work assessment and practice. (CSWE C.P.S.: B5.7.1)
   Measurement of this objective includes performance on examinations and successful completion of the Group Analysis Paper.
2. Engage in practice within the values and ethics of the social work profession with an appreciation of, understanding of, and respect for the positive value of human diversity in many contexts. (CSWE C.P.S.: B5.7.2)
   Measures include performance on examinations and participation in class activities and discussions, particularly the co-leading of groups.
3. Understand the forms and mechanisms of political, economic, and social oppression and discrimination. (CSWE C.P.S.: B5.7.3)
   Measures include performance on examinations and participation in various class activities.
4. Identify and apply physiological, social, familial, cultural, and psychological influences upon individual development and behavior, using various theoretical frameworks. (CSWE C.P.S.: B5.7.7)
   Measures include performance on examinations, successful completion of the Group Analysis Paper, and the Community Component experience.
5. Analyze the implications, values, and impact of social policies on client systems by focusing upon recent and current issues relevant to the field. (CSWE C.P.S.: B5.7.8)
   Measures include class discussions and performance on examinations.
6. Students will apply and use the knowledge and skills of generalist social work practice in order to practice with systems of all sizes. (CSWE C.P.S. B5.7.6)
   Measures include the Group Analysis Paper, both exams, the Community Component assignment, and Class Performance.

Resources

There is one required text for this course:
Group Work: Skills and Strategies for Effective Interventions, edition II, Brandler & Roman,1999

Additionally, a Course Reader is required for this course. All other readings (as well as class notes!) are included in this reader. The reader will be available for purchase from Office Depot at Southern Plaza on Monday, September 6 in the Printing area. Included in the Reader are the following works:

• "Therapeutic Factors in Group Therapy"
  The Theory and Practice of Group Psychotherapy, 3d edition
  I.D. Yalom (1985)
• "Deanna's Dilemma"
  Case Studies in Generalist Practice, 2nd edition
  R.F. Rivas and G.H. Hull (2000)
• "No Mad Dog Looks: Group Work and Mediating Differences"
  Case Studies in Generalist Practice, 2nd edition
  R.F. Rivas and G.H. Hull (2000)
• "Transference and Transparency"
  The Theory and Practice of Group Psychotherapy, 3d edition
  I.D. Yalom (1985)
• "Evaluating Process, Outcome, and Satisfaction in Community-Based Cancer Support Groups"
  M. Glajchen and R. Magen, in Support Groups: Current Perspectives on Theory and Practice
  M. Galinsky and J. Schopler, Eds. (1995)
• "Groups for Children"
  Groups: Process and Practice, 3d edition
  Corey & Corey (1987)
• Ethical Guidelines for Group Counselors
  American Counseling Association, in Skills and Techniques for Group work with Children and Adolescents
  R. Smead (1995)
• "Interventions with Chemical Dependence"
  Social Work with Groups, 4th edition
  Charles Zastrow (1997)

Course Design

The content of this course begins with definitions and types of groups. Students will explore the theories and oncepts involved with planning, composing, and organizing a group. With the primary focus of the course being techniques and skills, the rest of the course flows from the Initial Stage of groups to the Work and Termination stages. Students will learn intervention and communication techniques, as well as objectives, for each stage of group development. Each class session will begin with the formal instruction which is foundational to the experiential activity which is to follow. Typically these activities consist of group facilitation, with the two co-leaders and the members all being role-played by class members. These groups are typically videotaped, and the tapes will be used for in-depth exploration of dynamics and interventions.

Students will have some control over the types of groups facilitated throughout the semester, and are encouraged to suggest and/or facilitate groups which would be of interest to them in practice. There are some mandated group topics, although facilitating students can use creativity in setting up the experiences. Mandates topics include the following: HIV/AIDS, gays and lesbians, inclusion of some type of content related to poverty and oppression,
and one group which is comprised of adolescents.

Community Component

Students are required to complete on Community Component experience during the course of the semester. Community Components are opportunities for students to get real-life experience out of the classroom which reinforces or demonstrates concepts taught in the classroom. In this course, students will have a choice of groups which they can attend as a participant-observer. These are real groups, in the field, led by social workers. Though most options are available only during the day, at least one will be available during the evening, to accommodate non-traditional students. The list of practitioners and times of their groups will be provided.

Class Performance

Students will be evaluated by performance on the following measures:

• Examinations – 25 % each
  Two examinations are designed to measure comprehension of the course. These examinations will be short-answer and essay, with no objective questions used. For each examination, a detailed study guide will be provided, and students will participate in guided review prior to the examination. The final examination is cumulative.
• Group Analysis Paper – 20%
  The purpose of this assignment is to practice and to demonstrate the application of all course content relevant to group dynamics and leadership. Students will be given a handout detailing the expectations of the exercise prior to viewing a film of a group. Based upon instructions on the handout, students will analyze the group dynamics such as norms, roles, conflict, subgroups, and leadership style.
• Community Component – 10%
  Students will select from a list of groups which they are to attend, as scheduled with this professor and the field practitioner. Upon completion of this observation, students will submit a written assignment which addresses questions asked on the assignment handout. In order to protect the clients’ experience, students cannot attend these groups together unless permitted to do so by the instructor, and all legal and ethical guidelines must be followed.
• Group and Class Performance – 20%
  In this course, due to the experiential nature of the learning process, being present and active in the class sessions will comprise a significant percentage of the overall course grade. This 20% is based upon the following: attendance (6 groups), participation in groups and discussions (6 points), successful completion of mandatory co-facilitation (4 points), and submission of group log after facilitating (4 points).

Portfolio Requirement

Students must submit two copies of the Group Analysis Paper; one will be maintained for their portfolios. The portfolio copy should include the student’s birth date rather than number.

Course Policies

1. Attendance is mandatory and participation in discussions, lectures, groups, and activities is expected.
2. Paper, exam, and assignment deadlines are to be adhered to strictly. Late work is not accepted, and no make-up exams will be given.
3. All University policies regarding Academic Misconduct will be strictly followed.
4. Specific handouts outlining the expectations for the paper and the community assignment will be provided to students. It is therefore anticipated that students will closely adhere to these expectations, including all mandated content or formats. Failure to do so will affect the student's grade.
5. For each exam, students will receive a comprehensive study guide and participate in a guided review session.
   Only content from this study guide, or that which is added to the study guide during review, will be covered
   on the exam.
6. Pagers and cell phones are to be placed in silent mode during class and should be turned off during exams and groups.
7. The professor is committed to being available to students when needed. Students may utilize Email or present Tuesdays through Fridays as well as Wednesday evenings. It is advantageous for the student to make an appointment when possible, but this is not necessary.
   

Class Schedule

Week 1
INTRODUCTION TO GROUPS
• What is a Group?
• Types of Groups
• Settings for Groups

Read: Ch 1, “Introduction”
Ch. 5, “Group Planning” and
Ch. 10, pages 247-264, “Special Practice Issues”

Week 2
PLANNING A GROUP
• Purpose
• Physical Setting
• Sessions
• Co-Facilitators
• Open vs. Close-ended structure
GROUP COMPOSITION
• Homogeneous and Heterogeneous Groups
• Number, age, and characteristics of members

Read: Ch. 2, “In the Beginning”
Yalom ch. 1,“The Therapeutic Factors in Group”

Week 3
GROUP DEVELOPMENT
• The 6 Gs
• Initial, Work, and Termination Phases
INITIAL STAGE
• Tasks
• Use of Self
• Client Issues in the Beginning

Read: Ch. 7, “Manifest and Latent Content”
Ch. 6, The Use of Programming in Groups”
Rivas and Hull, “Deanna’s Dilemma”

Week 4
SETTING GOALS
• Worker, individual, and group goals
• Hidden Agendas
• Guidelines for Effective Goals
BASIC INTERVENTION SKILLS (list I)
• Application of Foundations skills to Mezzo Practice
• Group-Specific skills

Read: Ch. 3, “In the Middle”

Week 5
SKILLS FOR FACILITATIVE EFFECTIVENESS (list II)
• Application of Foundations skills to Mezzo Practice
• Group-Specific skills
RECEIVE STUDY GUIDE FOR MIDTERM EXAM

Week 6
REVIEW FOR EXAMINATION

Week 7
MIDTERM EXAMINATION

Read: Ch. 8, ‘Confronting Acting-Out Behavior and Powerful Latent Themes”
Rivas and Hull, “No Mad Dog Looks: Group Work and Mediating Differences”
Yalom ch. 7, “Transference and Transparency”

Week 8
RESISTANCE AND RELATIONAL ISSUES
• Interventions for Resistance, Ambivalence, and Reluctance
• Worker Effect on Group Perceptions

Week 9
GROUP DECISION-MAKING
• Decision-making and Power
• Majority vote, multiple vote, consensus
LEADERSHIP STYLES
• Dictatorial, Autocratic, Democratic, and Laissez-Faire

Week 10
GROUP DYNAMICS
• Conflict
• Roles
• Rules
• Norms
• Subgroup formation
COMMUNICATION TECHNIQUES
• Interpersonal, Physical, and Behavioral Interventions

Read: Ch. 4, “Endings”
Glajchen and Magen, “Evaluating Process, Outcome, and Satisfaction in Community-Based
Cancer Support Groups”

Week 11
SELF-HELP GROUPS
• Definitions
• Types
• Significance of self-help to clients
TERMINATION STAGE
• Tasks
• Member Issues
• Skills
• Self-Awareness
• Ethical Dilemmas
MEASURING OUTCOMES
• Informal Evaluation
• Formal Measures, Variables, and Techniques

Read: Corey & Corey, “Groups for Children”

Week 12
WORKING WITH CHILDREN AND ADOLESCENTS
PREGRADE DEADLINE FOR PAPER

Read: Ch. 11, “Value Dilemmas in Group Practice”
“Ethical Guidelines for Group Counselors,” American Counseling Association
Zastrow, “Treating Chemical Dependence”

Week 13
Thanksgiving Break – no class!!

Week 14
ETHICAL ISSUES IN GROUP
• Privacy and Client Disclosure
• Coercion, Abuse, and Power
• Self-Awareness
GROUPS WITH ADDICTED POPULATIONS
• Overview of Addiction
• Treatment of Choice of Addiction: Goals and Approaches
DEADLINE FOR COMPLETION OF COMMUNITY COMPONENT ASSIGNMENT
RECEIVE STUDY GUIDE FOR FINAL EXAM

Week 15
GROUP DYNAMICS IN ORGANIZATIONS
• Roles, Norms, Power, Subgroups – in Organizations!
• Surviving, Adapting, and Creating Change
TERMINATION
REVIEW FOR FINAL EXAMINATION
ANALYSIS PAPER FINAL DEADLINE

Week 16
Finals week

Bibliography

The following are recommended for students, though not required for successful completion of this course.

• Alonseo, A. (1981). "Process in Family Groups". The Journal of the Eastern Group Psychotherapy Society, vol. 5(2), p. 3-10.
• Anstey, M. (1982). "Scapegoating in Groups; Some Theoretical Perspectives and a Case of Intervention." Social Work with Groups, vol. 5(3), p. 51-63.
• Bernstein, G. and Klein, R.H. (1995). "Counter transference Issues in Group Psychotherapy with HIV Positive and AIDS Clients." The International Journal of Group Psychotherapy. vol. 45(1), p. 91.100.
• Bowles, D.D. (1994). "Black Humor as Self-Affirmation." Journal of Multicultural Social Work, vol. 3(2), p. 109
• Daniels, R. and Gordon, R. (1996). "Interpersonal Conflict in Group Therapy: An Object Relations Perspective." Group, vol. 20(4), p. 303-331.
• Epstein, L. (19909). "Some Reflections on the Therapeutic Use of the Self." Group, vol. 14(3), p. 151-156.
• Ginsberg, L. H. (2001). Careers in Social Work, 2nd edition. Needham Heights, MA: Allyn & Bacon.
• Loewenberg, F.M., Dolgoff, R., and Harrington, D. (2000). Ethical Decisions for Social Work Practice. Itasca, IL: Peacock Pulishers.
• Morganett, R.S. (1990). Skills for living: Group Counseling activities for Young Adolescents, 6th edition. Champaign, IL: Research Press.
• Wells, C.C. (1989). Social Work Day to Day: The Experience of Generalist Social Work Practice, 2nd edition. White Plains, NY: Longman Press.