SCK2601/101/0/2019

Tutorial Letter 101/0/2019

FACILITATING COMMUNICATION WITH

GROUPS AND COMMUNITIES

SCK2601

Year module

Department of Social Work

This tutorial letter contains important information

about your module.

BARCODE
 CONTENTS
Page
1 INTRODUCTION ............................................................................................................... 3
2 PURPOSE AND OUTCOMES .......................................................................................... 4
2.1 Purpose ............................................................................................................................. 4
2.2 Outcomes and assessment criteria ................................................................................... 4
3 LECTURER(S) AND CONTACT DETAILS ...................................................................... 6
3.1 Lecturer(s) ......................................................................................................................... 6
3.2 Department ....................................................................................................................... 7
3.3 University .......................................................................................................................... 7
4 RESOURCES.................................................................................................................... 7
4.1 Prescribed books............................................................................................................... 7
4.2 Recommended books ....................................................................................................... 8
4.3 Electronic reserves (e-reserves)........................................................................................ 8
4.4 Library services and resources information ....................................................................... 8
5 SUPPORT SERVICES ...................................................................................................... 8
6 STUDY PLAN ................................................................................................................. 10
7 PRACTICAL WORK AND WORK-INTEGRATED LEARNING ...................................... 11
8 ASSESSMENT................................................................................................................ 11
8.1 Assessment criteria ......................................................................................................... 11
8.2 Assessment plan ............................................................................................................. 11
8.3 Assignment numbers....................................................................................................... 12
8.3.1 General assignment numbers ......................................................................................... 12
8.3.2 Unique assignment numbers ........................................................................................... 12
8.4 Assignments due dates ................................................................................................... 12
8.5 Submission of assignments ............................................................................................. 12
8.6 The assignments ............................................................................................................. 13
8.7 Other assessment methods ............................................................................................ 21
8.8 The examination .............................................................................................................. 21
9 FREQUENTLY ASKED QUESTIONS ............................................................................ 22
10 SOURCES CONSULTED ............................................................................................... 22
11 IN CLOSING ................................................................................................................... 23
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 SCK2601/101/0/2019

Dear student.

Welcome to your second year level transitional module which you need to study because of the
different circumstances which characterizes your 2019 academic year registration.

Studying sometimes becomes a process of the unexpected demands of adapting to the

inevitable changes. You are reading this tutorial letter because you have been affected by the
social work programme re-curriculation process. It is hoped that you will still find the module
enjoyable towards your social work studies completion in spite that you are not doing it for the
first time.

I am looking forward to working with you and I am excited to be your module leader and to take
you through the discovery of the fundamentals of facilitating communication with groups and
communities. I trust that you will find the module informative. I wish you an enjoyable and
rewarding year of study.

I advise you to start studying early in the year and resolve to do the assignment(s) properly.

We hope that you will enjoy this module and wish you all the best!

1 INTRODUCTION

A tutorial letter is our way of communicating with you about teaching, learning and assessment.
Tutorial Letter 101 contains important information about the scheme of work, resources and
assignments for this module. We urge you to read it carefully and to keep it at hand when
working through the study material; preparing the assignment(s); preparing for the examination
and addressing questions to your lecturers.

In Tutorial Letter 101 you will find the assignments and assessment criteria as well as
instructions on the preparation and submission of assignments. This tutorial letter also provides
all the information you need with regard to the prescribed study material and other resources
and how to obtain it. Please study this information carefully and make sure that you obtain the
prescribed material as soon as possible. We have also included some general and
administrative information about this module. Please study this section of the tutorial letter
carefully.

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You may receive a number of tutorial letters during the year. Right from the start we would like
to point out that you must read all the tutorial letters you receive during the year immediately
and carefully, since they always contain important and, sometimes, urgent information.

Students who are not registered for the 99309 BSW degree must ignore the above
message. This module will be offered to non-BSW students until the end of 2022.

2 PURPOSE AND OUTCOMES

2.1 Purpose
The module will equip students with broad knowledge of various theories, approaches, models,
skills and techniques to identify, assess, plan, implement, evaluate and terminate appropriate
social work intervention processes with groups. The module will introduce students to various
theories, approaches, techniques and intervention models in community work within varying
contexts. Qualifying students will be equipped with knowledge based on community work and
group work as primary methods in social work.

2.2 Outcomes and assessment criteria

Specific Outcome 1
Describe the nature of group work as a primary method in social work.
Assessment criteria

 Different types of group are compared.

 Group dynamics are described.
 Leadership skills related to group work are identified and discussed

Specific Outcome 2

Outline the group work process.

Assessment criteria

 The needs assessment process is explained.

 The development of a group work proposal based on needs assessment is explained.
 Methods of recruitment, screening and selection of group members are explained.
 Contracting in group work is explained.

Specific Outcomes 3

 Planning a group work intervention/programme is described.

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Assessment criteria

 The procedure for planning a group work intervention/programme informed by the outcome
of the needs assessment conducted is explained.
 Group work and other related theories and approaches informing a group work plan are
explained.

Specific Outcome 4

Explain the skill involved in facilitating a group work intervention/programme.

Assessment criteria

 The different stages in the life cycle of a group and the accompanying characteristics
related to each stage are explained.

 The different stages related to a specific group session are explained.

 The role of the social worker in the different stages of the life cycle of the group is
explained.

 The various leadership skills and techniques for facilitating a group are explained.

 The group dynamics related to group facilitation are explained

Specific Outcome 5
Explain planning for termination in group work
Assessment criteria

 The dynamics pointing to a fact that the group is ready for termination are explained.

 Aspects to take into consideration in preparing group members for termination are
explained.

 The group worker tasks related to termination are discussed.

Specific Outcome 6

Describe the nature of community work as an intervention method in social work.

Assessment criteria

 The terms “community work” and “community development” are described.

 The purpose, goals and objectives of community work are outlined.
 Different dimensions of communities are identified and explained.
 Causes of community change and reaction to community change are outlined and critically
reflected on.
 Selected community work theories, models, approaches, techniques and principles are
identified and explained.
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 The various roles of the social worker within diverse community settings are identified and
described.

Specific Outcome 7

Describe the process of community-work intervention.

Assessment criteria

 The process and the goals of contact making are discussed.

 The process of community needs and resources identification is discussed.
 Formulation of a plan is described.
 Implementation of a plan is explained.
 Evaluation of the process, results and sustainability of change are discussed.

3 LECTURER(S) AND CONTACT DETAILS

3.1 Lecturer(s)
The lecturers responsible for this course are:

Ms T Baloyi
(012) 4296344
baloytr@unisa.ac.za
TvW Building, Room 5-14

All queries that are not of a purely administrative nature but are about the content of this
module should be directed to me. Please have your study material with you when contacting
us.

E-mail and telephone numbers are included above, but you might also want to write to us.
Letters should be sent to:

Ms T Baloyi
Department of Social Work
Theo van Wyk Building 5-14
PO Box 392
Unisa
0003

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PLEASE NOTE: Letters to lecturers should not be enclosed with or inserted into
assignments.

3.2 Department
The Department of Social Work can be contacted on 012 429 6744 or the Chairperson of the
Department at 012 429 3807. Please remember to include your contact details when sending a
fax or leaving a message.

Should you send an enquiry to the departmental fax machine, please include on the fax the
name of the person to whom the fax is addressed. If there is no name on the fax, the
administrative staff cannot divert it to the correct lecturer.

3.3 University
Communication with the university

If you need to contact the university about matters not related to the content of this module,
please consult the publication Study @ Unisa, which you received with your study material. This
brochure contains information on how to contact the university (to whom you can write for
different queries; important telephone and fax numbers; addresses; and details of the times
certain facilities are open). Always have your student number at hand when contacting the
university.

4 RESOURCES
4.1 Prescribed books

Your prescribed books are as follows:

 Grobler, H, Schenck, R & Mbedzi, P. 2013. Person-centred facilitation: process, theory and
practice. Cape Town: Oxford

 Swanepoel, H & De Beer, F. 2011. Community development: breaking the cycle of poverty.
Cape Town: Juta.

 Toseland, RW & Rivas, RF. 2012. An introduction to group work practice. New York:
MacMillan.

 Consult the list of official booksellers and their addresses listed in Study @ Unisa.

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4.2 Recommended books
You do not have to purchase the additional books/materials. They are usually available through
the student library services of Unisa in cooperation with certain public libraries.

 Corey, MC, Corey, G & Corey, C. 2014. Group process and practice. USA: Brooks/Cole.

 Schenck,R, Nel, H & Louw, H. 2010. Introduction to participatory community practice.

Pretoria: Unisa Press.

 Weyers, ML. 2011. The theory and practice of community work: A Southern African
perspective. Potchefstroom: Keurkopie.

4.3 Electronic reserves (e-reserves)

There are currently no e-reserves for this module. You are welcome to consult any other
sources you find interesting or helpful in your quest for knowledge about the content of this
module, but remember that you will be examined on your prescribed study material.

4.4 Library services and resources information

For brief information, go to www.unisa.ac.za/brochures/studies
For detailed information, go to http://www.unisa.ac.za/library. For research support and services
of personal librarians, click on "Research support".

The library has compiled a number of library guides:

 finding recommended reading in the print collection and e-reserves –

http://libguides.unisa.ac.za/request/undergrad
 requesting material – http://libguides.unisa.ac.za/request/request
 postgraduate information services – http://libguides.unisa.ac.za/request/postgrad
 finding, obtaining and using library resources and tools to assist in doing research –
http://libguides.unisa.ac.za/Research_Skills
 how to contact the Library/finding us on social media/frequently asked questions –
http://libguides.unisa.ac.za/ask

5 SUPPORT SERVICES
Please take note that e-tutors have been appointed to assist and support you with your study
material. You will be allocated to a specific group, which will give you access to material and
important notices and reminders. The groups also allow for discussions about different aspects
of the study material. Therefore, participation is strongly encouraged.

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Teaching assistants
Students’ primary point of contact in this module will be through their teaching assistants, also
referred to as e-tutors. Each student will be assigned to a group and provided with the teaching
assistant’s name and informed that he/she can be contacted via the group site on myUnisa.
Teaching assistants are experienced qualified professionals who will help to guide you through
the module, and assist you with assignments. This means that you may ask teaching assistants
all kinds of questions regarding Module SCK2601 and they will usually respond to your
question/s in about two working days.

An e-tutor system has been introduced to enhance the learning experience for Unisa students.
Students registered for SCK2601 will be linked to an e-tutor on the e-tutor site where they will
have the opportunity to interact with an e-tutor and other students registered for the same
module in an online environment. It is recommended that all students participate in an online
discussion on the e-tutor site. All enquiries of an academic nature should be directed to your e-
tutor and not to your lecturers.

REMEMBER: You need to join myUnisa if you have not done so already. Please consult the
Study @ Unisa publication about joining myUnisa as well as activating your myLife email
account.

Free computer and internet access

Unisa has entered into partnerships with establishments (referred to as telecentres) in various
locations across South Africa to enable you (as a Unisa student) free access to computers and
the Internet. This access enables you to conduct the following academic-related activities:
registration; online submission of assignments; engaging in e-tutoring activities and signature
courses; etc. Please note that any other activity outside of these is for your own account e.g.
printing, photocopying, etc. For more information on the various student support systems and
services available at Unisa (e.g. student counselling, tutorial classes, language support), please
consult the publication Study @ Unisa, which you received with your study material.

Important information appears in the Study @ Unisa brochure which you received with your
study material

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6 STUDY PLAN
Use the Study @ Unisa brochure for general time management and planning skills. This module
requires careful planning to be able to complete all the activities for the assignments and
examination in the required time frame.
Below is a suggested schedule to help you to focus:

Breakdown of workload module for SCK2601 Hours

Reading and comprehending study guide 102 including the recommended and 40
prescribed materials. (at five to ten
pages an hour)
Reading and comprehending Tutorial Letter 101 (average of five pages an hour) 18
Completing learning activities in study guide (average 30 minutes) 10
Completing 2 assignments 20
Reading and comprehending other tutorial letter/s 5
Revision 25
Examination 2
TOTAL number of notional hours 120

 Demanding nature of the module

Training in social work prepares you to be a professional person. Therefore, your studies will
demand much time and commitment on your part. You will have to plan the year's activities in
advance and keep to your schedule throughout. Nevertheless, the end results will make it
worthwhile.

 Holidays
The module is structured in such a way that you will derive the maximum benefit from it. The
dates scheduled for the compulsory assignments must be strictly observed in order to
meet all the requirements. You are therefore strongly advised not to arrange any trips or
holidays during the year that will clash with your studies. You may not make any alternative
arrangements for the compulsory assignments.

 Illness or personal crises

It sometimes happens that students fall behind in their theoretical work because of a personal
crisis or ill health. In such an event, you are requested to contact your MODULE LEADER
immediately, so that you can come up with a solution before the due date of the assignment.
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A very busy year of study lies ahead. I urge you to compile a realistic work schedule and then
KEEP TO IT. I will assist you wherever I can.

7 PRACTICAL WORK AND WORK-INTEGRATED LEARNING

There is no practical work for this module.

8 ASSESSMENT
8.1 Assessment criteria
In this module, we use multiple-choice questions (MCQs) for both summative and formative
assessment. MCQs are a form of assessment in which students are asked to select one or
more of the choices from a list of answers. MCQs do not require any specific grading standards
or criteria, as the answers are usually set and defined.

 There are two compulsory assignments for this module.

 By submitting ALL the compulsory assignments by the respective due dates, you will obtain
the necessary examination admission.
 Take note that you will receive examination admission only if you have completed BOTH
assignments in accordance with the requirements.
 Assignments 01 and 02 are based on the theoretical contents of the module and contribute
to your year mark

8.2 Assessment plan

The assessment plan for SCK2601 includes two multiple-choice assignments which will prepare
you for the examination paper. To answer the questions, you should consult all the prescribed
books and the study guide for this module.

You will receive the correct answers for the multiple-choice questions automatically. As soon as
you have received the feedback, please check your answers. The assignments and the
feedback on these assignments constitute an important part of your learning and should help
you to be better prepared for the next assignment and the examination.

 The final mark consists of the year mark (consisting of the assignment) and examination
mark. Assignment 01 counts 50% towards the year mark while Assignment 02 counts 50%
towards the year mark.

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 The two assignments count 20% towards the final mark. Your final year examination counts
80% towards the final mark.

 The examination consists of a one two-hour paper. The paper will consist of multiple-choice
questions.

 You require a mark of 50% to pass the main examination and a sub-minimum of 40% to
qualify for a supplementary exam.

 Students qualifying for the supplementary examination will write this examination in January/
February of the next year.

For general information and requirements as far as assignments are concerned, see the
brochure, Study @ Unisa, which you received with your study material.

8.3 Assignment numbers

Each assignment has two numbers – a general number (for example, 1, 2, 3) and a unique
number (for example 8 digits) (see below).

8.3.1 General assignment numbers

Assignments are numbered consecutively per module, starting from 01 to 02.

8.3.2 Unique assignment numbers

The unique numbers for your assignments are as follows:
Assignment 01: Unique number: 895198
Assignment 02: Unique number: 715636

8.4 Assignments due dates

The due dates for your assignments are as follows:

 14 June 2019 for Assignment 01 (MCQ)

 19 July 2019 for Assignment 02 (MCQ)

8.5 Submission of assignments

PLEASE NOTE: For enquiries about assignments (whether or not the university has received
your assignment or the date on which an assignment was returned to you), consult the Study @
Unisa brochure. You may also find information on myUnisa. To go to the myUnisa website, start
at the main Unisa website, http://www.unisa.ac.za, and then click on the ‘login to myUnisa’ link
under the myUnisa heading on the screen. This should take you to the myUnisa website. You
can also go there directly by typing in http://my.unisa.ac.za.
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You may submit written assignments and assignments done on mark-reading sheets either by
post or electronically via myUnisa. Assignments may not be submitted by fax or email. When
posting assignments, use the UNISA envelop provided. To submit an assignment via
myUnisa:

 Go to myUnisa.
 Log in with your student number and password.
 Select the module.
 Click on assignments in the left-hand menu.
 Click on the assignment number you want to submit.
 Follow the instructions on the screen.

8.6 The assignments

SCK2601 Unique number: 895198

ASSIGNMENT 01 Due date: 14 JUNE 2019 (NO EXTENSION)

Answer questions 1 to 20: Choose the CORRECT option.

1) A theory means ...

1. facts or sometimes fiction
2. an organised body of concepts and principles
3. a way of looking at people and the world
4. a group of assumptions

2) Why is theory important?

1. It enables a social worker to be congruent as a helper.
2. It helps one to understand change.
3. It enhances the body of knowledge as it is revised constantly.
4. All of the above.

3) What is social group work?

1. It is a meeting of people gathered at a political rally.
2. It’s a purposeful activity that gives priority to the worker’s ideals.
3. It’s a purposeful activity with a small number of people to meet socio-emotional needs.
4. All of the above.
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4) What is group work?
1. It is a series of activities carried out by a social worker during the life of a group.
2. It is a series of activities implemented by the worker during the life of a group or community.
3. It is casework consisting of a series of activities by a worker during the life of a group.
4. It is similar to community work carried out by a worker during the life of a group.

5) What is empathy?
1. It is telling the group members that you understand.
2. It is mirroring what the group is feeling.
3. It is experiencing the world from the group’s view.
4. It is listening to what members say in the group.

6) When are roles formed in treatment groups?

1. Roles are established before the group begins.
2. Roles are not established before the group forms, but develop through interactions among
group members.
3. Roles are established in the middle of the sessions.
4. Roles are established by the end of all the sessions.

7) How are treatment groups formed?

1. Treatment groups are often formed with members of diverse concerns, problems and
abilities.
2. Treatment groups are often formed with members with similar concerns, problems and
abilities.
3. Treatment groups are formed with members with diverse concerns, problems and dissimilar
abilities.
4. Treatment groups are formed with members of similar abilities, but different concerns and
problems.

8) In which groups is self-disclosure infrequent?

1. Support groups
2. Therapy groups
3. Task groups
4. Self-help groups

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9) The group formation process is as follows:

1. forming, storming, norming, conforming and performing
2. storming, forming, norming, conforming and performing
3. performing, storming, forming, norming and conforming
4. forming, norming, storming, conforming and performing

10) In ...group the worker may focus on the development of mutual aid among members
of the group as a whole.
1. an educational
2. a growth
3. a support
4. a socialisation

11) Values are defined as …

1. a person’s faith and preferences.
2. belief that delineates preferences about how one ought to or ought not to behave.
3. perceptions of people.
4. All of the above.

12) Attentiveness in groups relates ...

1. to the behaviour of the group members individually and not the group as a whole.
2. more to what the group members say and less about how they say it.
3. to the behaviour of the group members individually and to the group as a whole.
4. to what group members say and how they say it as well as the behaviour of the group
members, individually and to the group as a whole.

13) What does the following represent in interviewing?

“Uh….uh” and “Mm…mm”
1. Probes and questions
2. Minimal encouragers
3. Empathic responses
4. Interjections

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14) In one of the group work sessions the facilitator said: "I think Mr N is wrong to have
four wives."
1. It was correct of the facilitator to say that because he is in charge of the group sessions.
2. It was correct of the facilitator to say that because Mr N cannot have more than one wife.
3. The facilitator was wrong, because he should have consulted with the other group members.
4. It was incorrect of the facilitator, because when a member speaks about anything, it is from
their own frame of reference.

15) The value of confidentiality is absolute.

1. True – because under no circumstances can it be breached
2. False – because it can be breached at the sole discretion of the facilitator
3. False – because the facilitator can breach it without the knowledge and consent of the client
4. False – because the facilitator can, in consultation with the client’s circumstances, breach it,
for instance, when the client’s behaviour poses a threat to himself or herself

16) To create a safe space for the group implies that the facilitator must …
1. be congruent.
2. be empathic.
3. demonstrate unconditional positive regard.
4. be self-centred.

17) How are natural groups formed?

1. Natural groups come together spontaneously on the basis of naturally occurring events,
interpersonal attraction or the mutually perceived needs of members.
2. Formed groups come together spontaneously on the basis of naturally occurring events,
interpersonal attraction or the mutually perceived needs of members.
3. Natural groups come together through some outside influence of intervention.
4. Formed groups include family groups, peer groups, friendship networks, street gangs and
cliques.

18) A group of children who meet to discuss the effects of divorce, is an example of a …
group.
1. support
2. educational
3. therapy
4. self-help

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19) A group of young people participating in a play to communicate openly about issues
of drugs, can be classified as a… group.
1. support
2. therapy
3. growth
4. socialisation

20) A group of single parents who share their difficulties of raising children alone, is an
example of a ... group.
1. support
2. therapy
3. growth
4. socialisation

SCK2601 Unique number: 715636

ASSIGNMENT 02 Due date: 19 JULY 2019 (NO EXTENSION)

Answer questions 1 to 20:

Fill in the missing words to complete the sentences below.

1) The primary aim of … group is to foster mutual aid, to help members cope with
stressful life events and revitalise and enhance members' coping abilities in order for
them to effectively adapt to and cope with future life events.
1. a support
2. an educational
3. a therapy
4. a self-help

2) An encounter group for married couples is an example of … group.

1. an educational
2. a support
3. a therapy
4. a growth

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3) A wellness-in-the-workplace group, designed by a social worker facilitating an
employee assistance programme is an example of … group.
1. an educational
2. a support
3. a therapy
4. a growth

4) A gamblers anonymous group is an example of a … group.

1. self-help
2. support
3. therapy
4. growth

5) The primary purpose of … group is to help members learn new information and skills.
1. an educational
2. a support
3. a therapy
4. a growth

6) To be …in the empathic response, the facilitator has to capture, in his or her response,
the content and feeling encapsulated in the group member’s message.
1. effective
2. advance
3. accurate
4. helpful

7) To be … in his or her response, the facilitator needs to have the skills of good hearing
and the ability to articulate a rapid response.
1. effective
2. advance
3. accurate
4. helpful

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8) During … the facilitator rephrases, in his or her own words, the essence of the
member’s message.
1. paraphrasing
2. summarising
3. recapitulation
4. probing

9) A condition of … exists when the facilitator is able to live and communicate his/her
experience in personal encounters with others where this is appropriate.
1. unconditional positive regard
2. acceptance
3. congruence
4. personal power

10) When a facilitator allows a group to decide what they really want, he/she is showing
the value of …
1. respect.
2. individualisation.
3. self-determination.
4. confidentiality.

11) The … environment consists of political leaders and political groupings with political
activities such as meetings and marches.
1. political
2. social
3. cultural
4. psychological

12) The … environment consists of the institutions such as the primary institution of the
family and the secondary institutions such as the school, the church, clubs and
interest groups.
1. political
2. social
3. cultural
4. psychological
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13) Negative factors such as delinquency, power struggles, group forming and antisocial
behaviour such as drug abuse and child abuse can also be found in a …
environment.
1. political
2. social
3. cultural
4. psychological

14) The … environment consists of the values and mores of society.

1. political
2. social
3. cultural
4. psychological

15) The … environment consists of the attitudes that people display towards life around
them.
1. political
2. social
3. cultural
4. psychological

16) The … approach is based on the assumption that local individual and collective
assets should be mobilised as the primary building blocks in a community-driven
development effort.
1. developmental
2. asset-based community development
3. basic needs
4. collectivism

17) According to the … approach, it is necessary for the government and private sector
to mobilise their resources to create the measures that would protect citizens from
economic hardships.
1. community development
2. social planning
3. developmental
4. basic needs

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18) The … approach believes that the people should have their rightful share in and
access to power and resources.
1. asset-based community development
2. basic needs
3. collectivism
4. social action

19) In terms of the … approach, everything that the social worker does should be based
on the principle of helping the client system discover, embellish, explore and exploit
their strengths and resources.
1. strengths perspectives
2. asset-based community development
3. basic needs
4. collectivism

20) The … approach espouses the idea that the best society is one in which collectives,
made up of associations of people, own resources and share authority to make
decisions.
1. developmental
2. collectivism approach
3. asset-based community development
4. basic needs

8.7 Other assessment methods

There are no other assessment methods for this module.

8.8 The examination

Use your Study @ Unisa brochure for general examination guidelines and examination
preparation guidelines.

The examination consists of a two-hour paper. This paper only consists of multiple-choice or
true and false questions. To pass you have to obtain at least 50%.

You will gain examination admission by submitting your assignments on time. Although you will
gain examination admission with the submission of Assignment 01, both assignments count

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towards your year mark. If you do not submit Assignment 02, your year mark may cause you to
fail. If you submit Assignment 02 and NOT Assignment 01, you will not gain admission to
write your examination. The year mark you receive for the assignments counts 20% towards
your final mark at the end of the year.

This module is a year module. This means that you will write the examination in
October/November 2018. During the year, the Examination Section will provide you with
information about the examination venues, examination dates and examination times.

Please remember that Unisa provides all students with two examination opportunities, provided
that the applicable requirements have been met. These two examination opportunities must be
consecutive examinations. This has the following implications:

 Should you fail SCK2601 and qualify for a supplementary examination (i.e. obtain the sub-
minimum requirement of 40% for the module), you will write a supplementary examination in
January the following year.

 Should you fail SCK2601 and not qualify for a supplementary examination, you will have to
re-register for the module in the next academic year and write the examination at the end of
that year, if you meet the minimum requirements.

Supplementary examinations are based on the same syllabus and module content as the
main/first examination. Students who qualify for an aegrotat examination will NOT get any study
material or correspondence from the university. Please make sure that YOU contact the module
leader well in advance if you need any assistance in this regard. There are no special
examinations for this module.

9 FREQUENTLY ASKED QUESTIONS

The Study @ Unisa brochure contains an A–Z guide of the most relevant study information. You
should also visit myUnisa for module information and announcements on a regular (weekly)
basis.

10 SOURCES CONSULTED
Grobler, H, Schenck, R & Mbedzi, P. 2013. Person-centred facilitation: process, theory and
practice. Cape Town: Oxford

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 SCK2601/101/0/2019

Swanepoel, H & De Beer, F. 2011. Community development: breaking the cycle of poverty.
Cape Town: Juta.

Toseland, RW & Rivas, RF. 2012. An introduction to group work practice. New York: MacMillan.

11 IN CLOSING
Please note that this tutorial letter had to be written and finalised at least six months before you
registered for the module. Therefore, there may be changes due to decisions taken afterwards.
In such an event, we will announce these changes on myUnisa and communicate them in
follow-up tutorial letters and postings on myUnisa. If, however, you come across something that
does not make sense, or if you find contradictions, information that is unclear, or any
information that causes confusion, please feel free to contact the module leader for assistance.

Kind regards

Ms T Baloyi

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