Course Code SW 116- SOCIAL WORK PRACTICE WITH GROUPS

and Title:
BICOL UNIVERSITY Term 1st Semester Class Schedule M 9-12 BSSW 3A; W 1-4 BSSW
Legazpi City 3B; Th 1-4 BSSW 3C
Revision Date Co-Requisite/s None
Credit 3 Units Pre-Requisite/s All major subjects in lower years
Course Placement Type of course Lecture
College: College of Social Sciences & Philosophy Faculty Prof. Tania L. Añonuevo, RSW,MSS Consultation Hours Tues 1:00-2:00 pm
Department: Social Work Contact Details tlanonuevo@bicol-u.edu.ph Atty. Alex B. Nepomuceno,
FB Messenger: Tania Lana Anonuevo Dean/Director Ph.D
Program: BS Social Work Department Chair Dr. Ma. Vida Teresa O. Sales,RSW
A world-class university producing leaders and change
Vision Core Values Scholarship, Leadership, Character, Service
agents for social transformation and development
Give professional and technical training, and provide Bicol University commits to continually strive for excellence in instruction, research and extension by meeting
advanced and specialized instruction in literature, the highest level of clientele satisfaction and adhering to quality standards and applicable statutory and
Mission philosophy, the sciences, and arts besides providing for Quality Policy regulatory requirements
the promotion of scientific and technological researches
(RA5521, Section 3.0)

Institutional Learning Outcomes:

Every BU graduate should:
1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.

Program Learning Outcomes:

a. Demonstrate knowledge, skills and attitudes in engaging in a generalist helping processes and planned change process for therapeutic, protective,
Preventive, and transformative purposes;
b. Analyze critically the origin, development, and purposes of social work in the Philippines;
c. Critique the impacts of global and national socio-cultural inadequacies, discrimination, and oppression on quality of life;
d. Apply knowledge of human behavior and social environment with emphasis on the person-in-situation dynamic for social work assessment and intervention;
e. Critique social welfare policies, programs and services of the locality, country and/or region in terms of relevance, responsiveness, accessibility and availability

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 To target populations;
f. Engage in advocacy work to promote socio-economic and cultural rights and well-being;
g. Generate resources for networking and partnership development;
h. Identify with the social work profession and conduct oneself in accordance with social work values and ethical principles;
i. Engage in social work practices that promote diversity and difference in client-systems; and
j. Use supervision to develop critical self-reflective practice for personal and professional growth; and
k. Produce a portfolio of recordings, case studies and other social work documents to reflect the quality and progress of practice.

Course Description:

Theories, principles, methods, skills and techniques in assessing and working with social groups.

Course Learning Outcomes:

Course Learning Outcomes P1 P2 P3 P4 P5 P6 P7 P P9 P10 P11 Legend: I - Introduced

8 concepts/principles; P -
1. Examine the theoretical and conceptual foundations in working with social work groups. I Practice with
supervision; D -
2. Discuss the social group work process as it applies to effecting changes in individuals, and the group I I I Demonstrated across
itself. different settings with
3. Distinguish the unique characteristics of social work groups as target, medium and agent of change. I P P P minimal supervision
4. Recognize the contribution of groups and social work groups to individual and societal change. I
5. Apply values, knowledge and skills at every stage and process of group development I
6. Display beginning competency in facilitating group process and utilizing appropriate program and I
important tools in social group work.

Course Outline:
Specific Learning Outcomes Learning Content Instructional Delivery Instructional Resources Performance Standard Assessment Time
Tasks Allotment
/Outputs

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 At the end of the course, the students are able
to:
 Explain the Vision, Mission and Goals
of the University, College and Social
Work Department
 List and define the rules and
regulations that students should
observe and abide by in the entire
duration of the learning process.
 Articulate the requirements of the
subject
 Describe the expectations about the
subject
Vision, Mission, Goals, and
Objectives of the University, College
of Social Sciences & Philosophy and
Social Work Department
Orientation of the course
- Course syllabus
- Expectation & Learning Goal
Setting
- Class Rules and
Regulations
Students with strong connectivity
BU-LMS/Google Classroom
A walk through to the BU Website,
visit the link http://bicol-
u.edu.ph/bu/index.php
Discussion Forum through BU-
LMS/Zoom/Google classroom
Meet in a synchronous
At the end of the course, at
least 80% of the time, the
students will be able to:
Learning Management Describe the VMGO of the Students Week 1
System University, College and with Strong 2 hr
Social Work Department in and poor
Internet Connectivity connection to the Connectivity
course/subject
Google form for online Online Forum
quiz List and agree on the rules
and regulations for the Online quiz
Bicol University learning process and
Website http://bicol- engagement in the course
u.edu.ph/bu/index.php

Students with poor connectivity Bicol University

Student Handbook
Discussion Forum through BU-
LMS/Zoom, Google Meet
Meet in an asynchronous mode

Student with No Connectivity

Review of Student Handbook
Manifest appreciation of the historical - Historical background of Students with Strong Connectivity Course Modules Discuss the For all Week 2
development of group work and its influence on Group work as a method in BU-LMS/Google classroom (Printable & developmental, Students 3hours
the growth of group work practice in the social work. Lesson 1: Historical Background downloable) socialization & treatment
Philippines. oriented goals behind Open ended
Video Lecture LMS/Google social agency group Questions
Discussion Forum (Synchronous Classroom programs. Activity 1:
or asynchronous); self directed Written
learning Internet connection Output

Students with Poor Connectivity Videos Student with

LMS strong &
Lesson 1: Historical Background poor
connectivity

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 Printed Modules
Discussion Forum (Asynchronous) Online
Forum
Student without Connectivity
Online quiz
Lesson 1: Historical Background
Printed Modules Students
with poor
connectivity
Written
Output
Demonstrate appreciation of group work in - Thematic Movements of Students with Strong Connectivity Course Modules Discuss group work in For All Week 3-4
restoring, developing and strengthening social group’s goals BU-LMS/Google classroom (Printable & helping individual restore, Students 6 hrs
functioning of individuals, families and groups - Social Goals Lesson 2: Group work Goals downloable) develop and improve social Sharing of
- Remedial & Reciprocal functioning insights
models Video Lecture LMS/Google
- Prevention Discussion Forum (Synchronous Classroom Student with
- Treatment or asynchronous) strong &
- Developmental goals Internet connection poor
- Current practice trend Students with Poor Connectivity connectivity
LMS Videos
Lesson 2: Group Work Goals Online
Forum
Printed Modules
Discussion Forum (Asynchronous) Online quiz

Student without Connectivity Students

with poor
Lesson 2: Group work Goals connectivity
Printed Modules Written
Output
Discuss the generalist concept of social group Definition and nature of groups Students with Strong Connectivity Course Modules Discuss the general For All Week 5-6
work practice - The small group as the BU-LMS/Google classroom (Printable & concepts of social work Students 6 hrs
focus of social work practice Lesson 3: Concepts of Group downloable) practice Activity 3:
- Small group theory Work Practice The
- Definition of social group LMS/Google experience

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 work Video Lecture Classroom of being a
Discussion Forum (Synchronous group
or asynchronous) Internet connection member

Students with Poor Connectivity Videos Student with

LMS strong &
Lesson 3: Concepts of Group poor
Work Practice connectivity

Printed Modules Online

Discussion Forum (Asynchronous) Forum

Student without Connectivity Online quiz

Lesson 3: Concepts of Group Students

Work with No
Printed Modules connectivity
Written
Output
Differentiate uses and purposes of groups - Purposes of group Students with Strong Connectivity Course Modules Compare uses and For All
BU-LMS/Google classroom (Printable & purposes of groups. Students Week 7-9
Explain how groups effects individual & social Lesson 4: Uses and Purposes of downloable) Open Ended 9 hrs
change - How groups effect change Groups Describe how groups Questions
How groups effect change Lesson 5: Effects of Groups to LMS/Google effects change Activity 4 and
The Medium of change The Individuals & Social Change Classroom 5
group as target of change
and The group as agent of Video Lecture Internet connection Activity 6:
change Discussion Forum (Synchronous Essay
or asynchronous) Videos
Student with
Students with Poor Connectivity strong &
LMS poor
Lesson 4: Uses and Purposes of connectivity
Groups
Lesson 5: Effects of Groups to Online
Individuals & Social Change Forum

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 Printed Modules Online quiz
Discussion Forum (Asynchronous)
Students
Student without Connectivity with No
connectivity
Lesson 4: Uses and Purposes of Written
Groups Output/Essay
Lesson 5: Effects of Groups to
Individuals & Social Change
Printed Modules
MIDTERM EXAMINATION Week 9 (October 6-9) 1 hour

Discuss the phases or stages of group The phases in group development Students with Strong Connectivity Course Modules Explain the For All Week 10-
development and corresponding social work - Pre-group formation (private & BU-LMS/Google classroom (Printable & downloable) phases or stages Students 13
skills needed at every stage. public pre-group formation) Lesson 6: Phases in Group Devt of group Reaction 12 hrs
- Group Formation Lesson 7: The Helping Process in LMS/Google Classroom development and Paper &
- Group integration, Disintegration Social Group Work needed skills of Reviews/Re
and Reintegration Phase Internet connection the group adings:
- Group Functioning & Video Lecture worker. Activity 7
Maintenance Phase Discussion Forum (Synchronous or Videos
- Evaluation & termination asynchronous) Activity 8:
Case
The Helping Process in Social Group Students with Poor Connectivity Analysis
Apply the helping process in group work context Work: LMS
- Intake Lesson 6: Phases in Group Devt Student with
- Assessment Lesson 7: The Helping Process in strong &
- Treatment Plan Social Group Work poor
- Plan implementation connectivity
- Evaluation Printed Modules
- Termination Discussion Forum (Asynchronous) Online
Forum
Student without Connectivity
Online quiz
Lesson 6: Phases in Group Devt
Lesson 7: The Helping Process in Students

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 Social Group Work with No
Printed Modules connectivity
Reaction
Paper
Case
Analysis
Compare the uses and advantages of the Models and Approaches In Group Work Students with Strong Connectivity Course Modules Connect the For All Week 14-
different social group work approaches and - Developmental Approach BU-LMS/Google classroom (Printable & downloable) uses and students 15
models - Remedial Model Lesson 8: Models & Approaches in advantages of Written 6 hrs
- Interactionist Model Group Work LMS/Google Classroom the different Report
- Crisis Intervention (emphasis on social group Activity 9
psycho-social intervention) Video Lecture Internet connection work approaches
Discussion Forum (Synchronous or & models
asynchronous) Videos Student with
strong &
Students with Poor Connectivity poor
LMS connectivity
Lesson 8: Models & Approaches in
Group Work Online
Forum
Printed Modules
Discussion Forum (Asynchronous) Online quiz

Student without Connectivity Students

with No
Lesson 8: Models & Approaches in connectivity
Group Work Written
Printed Modules Output
- Gender responsive case
management model
Articulate appreciation of the role of the social - Background study/observation of Students with Strong Connectivity Course Modules Enunciate deep For All Week 16-
worker as group worker actual group BU-LMS/Google classroom (Printable & downloable) understanding Students 18
Lesson 9: The Social Worker as and grasp of the Activity 10: 8 hrs
- Issues and trends in social work Group Worker LMS/Google Classroom roles of the Video
Critically analyze group work as a method and with groups social worker as presentation
its role in a broader context (national and global) Video Lecture Internet connection group worker. of roles of

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 Discussion Forum (Synchronous or group
asynchronous) Videos worker/ role
play
Students with Poor Connectivity
LMS
Lesson 9: The Social Worker as Student with
Group Worker strong &
poor
Printed Modules connectivity
Discussion Forum (Asynchronous)
Online
Forum
Student without Connectivity Online quiz

Lesson 9; The SW as group worker Students

Printed Modules with No
connectivity
Written
Output

Self
assessment

FINAL EXAMINATION (Week 19 – December 16-19) 1 hour

Course Requirements:
Type of Requirements
Tests and Examinations
Written Work
Report/Presentation
Midterm & Final Requirement
Specific Requirements Modality of Submission Due Date
Quizzes
Midterm Examination Oct.6-9, 2020
Final Examination Dec. 16-19, 2020
Lesson Activities 1-5; 7-9 Online submission/Drop Box Every other week
Case analysis Online Submission/Drop Box
Individual Report Online Submission/Drop Box
Group Report (video presentation activity 10) Online Submission/Drop Box
Essay Online Submission/Drop Box Midterm Requirement:

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 Activity Proposal for Groups Oct 9 5:00pm
Final Requirement:
Dec 19 5:00pm
Class Participation
(Faculty will discuss with the student deadline of submission of required outputs)

Course Assessment:
BU Grading System (To include performance standards)

Midterm & Final exams 35% System of Computing Grades:

Lesson Activities 20% Final Grade = tentative grade x 2 + Midterm Grade
Final Requirement 30% 3
Discussion Forum 15%
100%
References: (APA Format)

Primary References:
1. Appleby, G. A., Hamilton, J. (2014). Diversity, Oppression, and Social Functioning: Person-in-Environment Assessment and Intervention. Allyn and Bacon
2. Bieling, P. J., McCabe, R.E. & Anthony, M. M. (2006). Cognitive-behavioral therapy in groups. New York: The Gilford Press
3. Brill, N., Levine, J. (2005). Working with people: The helping process (8th ed.) Boston: Allyn and Bacon.
4. Brueggemann, W. G. (2014). The Practice of Macro Social Work (4th ed.). Brooks/Col
5. Colby, I. C., Sowers, K. M. (2014). Connecting Social Welfare Policy to Fields of Practice. Wiley
6. Corey, M., Corey, G., & Corey, C. (2010). Groups: Process and practice (8th ed.). Belmont, CA: Brooks and Cole.
7. Corliss, L. A., Corliss, R. A. (2009). Group work: A practical guide to developing groups in agency settings. Hoboken, New Jersey: John Wiley and Sons, Inc.
8. Cournoyer, B. R. (2011). The social work book skills workbook (6th ed.). California: Brooks and Cole.
9. Mendoza, T.L. (2003). Social Work with Groups
10. Miller, B.C. (2012). Quick brainstorming activities for busy managers. New York: Amacom.
11. Moorhead, G., Griffin, R. (2012). Human behavior in organization (2nd ed.). Pasig City, Philippines: Cengage Learning Asia.
12. Ortigas, C. D. (2012). Group process and the inductive method: Theory and practice in the Philippines. Quezon City: ADMU Press.
13. Sheafor, B. W., Horejsi, C. J. (2012). Techniques and guidelines for social work practice. New York: Allyn and Bacon.
14. Thyer, B. A., Dulmus, C.N. (2014). Generalist Practice Skills: Developing Evidence-Based. Wiley Press.
15. Toseland, R. W., Rivas, R. F. (2012). An introduction to group work practice. Arlington Street, Boston: Allyn and Bacon.
16. Vecchiolla, F. J., Mullin, W. J. (2014). Competency-Based Social Work Practice: An in integrated approach to decision making. Pearson
17. Zastrow, C. H. (2010). The practice of social work. A comprehensive work text. (9th ed.). California: Brooks and Cole.

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Websites:
1. https://sci-hub.tw/https://doi.org/10.1300/J009v29n02_08
2. https://www.sagepub.com/sites/default/files/upm-binaries/66682_Crawford___Groupwork_Practice_for_Social_Workers.pdf

Journals:
1. Mallon, B., & Houtstra, T. (2007). Telephone technology in social work group treatment. Health and Social Work, 32(2), 139+. Retrieved from https://link.gale.com/apps/doc/A165164962/GPS?
u=phbicol&sid=GPS&xid=c5af222a
2. Lang, N. C. (2010). Group Work Practice to Advance Social Competence: A Specialized Methodology for Social Work. (2011). Journal of Social Work Education, 47(1), 176. Retrieve
fromhttps://link.gale.com/apps/doc/A253625673/GPS?u=phbicol&sid=GPS&xid=b3dafdb1

Course Policies

Ethical Policies:
1. Students are expected to act with decorum in communicating with the professor and classmates either one-on-one or in the discussion boards. Proper etiquette/netiquette is expected. Students are expected
to be mindful of what they are doing as well as choose well the place/room where they will position themselves in attending the online class to avoid noise or interruptions.
2. Students and faculty are expected to be fair and respectful. This also applies to administrators, non-teaching staff and others with whom the student interact as members of the academic community. The
same also extends to the evaluation of students course work/outputs.
3. Be at the meeting site 10-15 minutes ahead of schedule.
4. For purposes of attendance checking, students must turn on their video.
5. Turn off the video and audio in meetings/classes of more than three people and stay on mute unless you need to say something. While students will be asked to turn off their video, from time to time, the
professor may ask the student to turn it on as a way of checking their actual presence in the group/class.
6. Breaks for the asynchronous class maybe given as the need arise or as may be agreed by the class for a three-hour class.
7. Students are expected to be focused, connected and to do what is right.

Academic Integrity Policy:

1. Plagiarism shall not be tolerated. Students caught/found submitting papers copied from others and presenting them as their own shall be given a failing grade. Proper citation must be accorded to authors
whose work were used in the process of developing and submitting course work. See https://www.plagiarism.org/article/what-is-plagiarism
2. No one is allowed to share/upload/post any instructional materials in electronic, printed format or any format, unless with the consent of the professor. Instructional materials refer but is not limited to handouts,
reading materials, exercises, workshops, course guide, modules, videos, syllabus, evaluation tools, exams/assessment tests and the like.
3. Honor Code will be observed throughout the process of learning particularly in submitting/accomplishing assigned course work.
4. Students at the onset of the semester’s meeting needs to notify the professor which would be applicable for them in terms of their category for online capability (with strong connectivity, poor connectivity or
without connectivity so that the professor will be able to determine what learning modality will be given to them. Once it is determined, no one can switch from one mode to the other at least for the whole
duration of the semester.

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Policies on Absences and Tardiness:
Since the mode of instruction would be either synchronous and or asynchronous, recording of absences and tardiness would depend on the mode of class that will be used per lessons. However, logging in
during online meetings will be recorded and required. Should face-to-face meetings be allowed, the policy on tardiness and absences as stipulated in the BU Student’s Hand Book will be observed.

Language of Instruction:
The primary language of instruction is English. Filipino maybe used with the permission of the professor during on-board discussions. To ensure inclusivity in communication, vernacular or mother tongue is
not encouraged as there maybe diversity in dialects used by students in the class. However, all required course work/outputs should be in English.

Use of the Learning Management System:

The Bicol University Learning Management System (BU-LMS) will be used as the primary Course Site for online classes, as soon as its operational for those students with strong and poor internet
connectivity. However, Google Classroom, Google Meet, Zoom or any other similar platforms that the class will find accessible and applicable will also be used. During the duration of online classes, students will be
prompted by the professor to activate their video from time-to-time as a form of checking the student’s actual presence in the class.

For students without internet connectivity, communications can be done via their phone and they will use modules and will be expected to submit the required coursework/outputs via drop boxes in specified official
locations within the campus or through courier. Expenses of which will be the responsibility of the student.

Use of Mobile Phones and Gadgets:

While the class will mainly be using asynchronous mode of engagement which would require them the use of mobile phones, laptops, tablet and the like for class meetings, these will not be allowed, unless
with the permission of the professor during face-to-face meetings. Self-regulation is expected in the use of these gadgets and as mentioned in the enumerated ethical policies.

Special/Make-Up Quiz/Examinations/Work:
It is important to pay attention to deadlines – there will be no special or make up assignments or quizzes, or late work will not be accepted without serious and compelling reasons. Special/Make-up Quiz will
only be given to those with reasonable excuse and upon approval of request by the subject professor.

Dress and Grooming Codes:

While classes will be conducted through asynchronous and synchronous modalities, which will not require students to be physically present in the university campus, students are required to wear appropriate
attire during online classes reflective of their professional self as future social workers.

Accommodations:
For students/learners with special educational needs (LSENs), it is important that the Office of Admissions or the Department Chair/Subject Professor be informed the earliest possible time before the start of
classes. If this is not possible, it is important that the professor be informed at the beginning of the class meetings so that the subject professor can make the necessary arrangements. Special
accommodation/curriculum modification or adaptation shall be implemented to students with special learning needs. An individualized Educational Plan (IEP) maybe prepared if there are LSENs mainstreamed in class.

Statement on Student Wellness:

The health and safety of every student is fundamental to all learning process. If a student experiences any academic stress, difficult life events, or feelings like anxiety or depression, it is strongly encouraged
that the student seek support. Please feel free to contact the subject professor, Department Chair or the College Guidance Counselor for appropriate intervention or help.

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Advising and Support:
The regular consultation schedule of the subject professor is every Tuesday from 1:00pm -4:00pm. However, for concerns needing immediate response by the professor, she can be reached within the office
hours from 8:00 to 5:00pm through her Mobile No. 09495988950 or Facebook Messenger, Tania Lana-Anonuevo. Just in case there is a dire need for a face-to-face meeting, an advance notice and request for
appointment may be done and only upon approval of the Dean or Department Chair, whichever will apply.

Caveat: The subject professor reserves the right to make some adjustments or changes throughout the semester and that it is the responsibility of the students to learn of these changes, should they miss any class
time.

Prepared by: Reviewed by: Approved:

TANIA LANA-ANONUEVO, RSW,MSSW MA. VIDA TERESA O. SALES, Ph.D ATTY. ALEX B. NEPOMUCENO, Ph.D

Faculty Department Head/Committee on Syllabi Review Dean, BUCSSP

Date: August 2, 2020

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