COVER PAGE

Student’s names:

Table of contents Page

1. Abstract 3

1.1 Introduction 3-4

1.2 The rationale for the group 4-5

2. The purpose of the group 6

3. Recruiting the group members 6

4. Composing the group 6-7

5. Screening and orientating the group members 7-8

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 6. Contracting with the group members 8

7. Preparing the environment 9

8. Reviewing literature and the group work models

and theories adopted 9-11

9. Session Plan 12-14

10. Selecting the monitoring and evaluation tools 15

11. Conclusion 15

12. Bibliography 16-17

1. Abstract

According to Toseland and Rivas (2017:27) group work can be defined as goal-
directed activity with small treatment and task groups aimed at meeting socio-
emotional needs and accomplishing tasks. This activity is directed to individual
members of a group and to the group as a whole within a system of service
delivery and a larger community and societal environment.

Groups are classified into different categories where the facilitator and members
of the group work together. For achieving the goal of the group, this will be referred
to an educational group because the aim is to accomplish a certain goal. In a
group setting different group members get to share feelings and exchange ideas
for the effectiveness of the group with the help of the facilitator as this is discussed
by Weyers (2011:35) that group leader use small group dynamics and resources in
order to assist members to achieve individual and shared goals.

This is a groupwork proposal for an educational group for males ranging between

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 the age of 18 to 35 years in Atteridgeville, City of Tshwane Metropolitan
Municipality in Gauteng ,aiming to educate group members about substance
abuse effects on families and the community.
The key terms are the following: substance abuse, family and the community

1.1 Introduction

(a) Definition of terms

(i) Substance abuse

Substance abuse is referred to as a maladaptive pattern of substance use
manifested by recurrent and significant adverse consequences related to
the repeated use of substances (Sekudu and Bhuda 2017:75).
(ii) Family

According to Erlank and Dhludhlu (2018:53) a family can be defined as a

primary group whose members usually share the same residence; and
each member assumes certain responsibilities in the family.
(iii) Community
According to Skhosana and Morake (2019:32-34) a community can be
defined in a variety of ways, namely, by identifying culture, placing in space,
making boundaries and sites of conflict, by citizenship and governance or by
shared needs/aspirations.

(b) Adolescent substance abuse has a number of adverse consequences for

both the individual and society. Anecdotal evidence suggested the existence of a
serious substance abuse among learners in Atteridgeville, part of the City of
Tshwane Metropolitan Municipality in Gauteng,SouthAfrica (Moodley, Matjila and
Moosa 2012:1).

Like most of the township areas across South Africa, Atteridgeville faces many
intersecting health and social challenges, among which is the perception of the
widespread presence and broad-ranging adverse effects of substance abuse.The
main goal of this group is to educate members about the effects of substance
abuse on families and the community.

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 The group will help the members to know about substance abuse effects on
families and the community.The group will be conducted by Ms Rebecca Mtshali,
a student social worker, under the auspices of Community Oriented Substance
Use Programme (COSUP). According to Shelly (2019:1), COSUP is a funded,
community-based programmatic response to the use of illegal substances that
uses the principles and infrastructure of the community oriented primary care
(COPC) approach to health and well-being to provide services to people who use
drugs in the City of Tshwane.

1.2 The rationale for the group

In 2005, an estimated 22 million Americans struggled with a drug or alcohol
problem. Almost 95 percent of people with substance use problems are
considered unaware of their problem.Of those who recognize their problem,
273,000 have made an unsuccessful effort to obtain treatment. These estimates
highlight the importance of increasing prevention efforts and improving access to
treatment for substance abuse and co-occurring disorders (Office of Disease
Prevention and Health Promotion 2020:1).

Substance abuse has a major impact on individuals, families and communities.

The effects of substance abuse are cumulative, significantly contributing to costly
social, physical, mental and public health problems. These problems include:
teenage pregnancy; Human Immunodeficiency Virus / Acquired Immunodeficiency
Syndrome (HIV/AIDS); other sexually transmitted diseases (STDs); domestic
violence; child abuse; motor vehicle crashes; physical fights; crime; homicide and
suicide (Office of Disease Prevention and Health Promotion 2020:1).

The Central Drug Authority (CDA) (2012) indicates that the rate of substance abuse
in South Africa is double the global average and that South Africa is one of the top
ten alcohol-consuming countries worldwide. The prevalence of illegal drugs in
South Africa is lower than in the USA and Australia but higher than in most
countries (Erlank and Dhludhlu 2018:130).

The finding that alcohol is the substance most commonly used by learners in

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Atteridgeville is consistent with studies conducted among learners in other parts of
South Africa. When considering substance abuse by gender, males in this study
generally had higher prevalence rates than females. A striking finding of the
Atteridgeville study is the high lifetime prevalence of alcohol use in female learners
when compared with black female learners in previous South African studies.The
higher rates of lifetime alcohol use in female learners in Atteridgeville may be part of
a national trend of increased use of alcohol among black female learners in the
period since those studies were conducted. The wide gender difference in cannabis
use in this study has been demonstrated previously among black learners in other
studies. 

Moodley et al (2012:1)  suggest that differing male and female social roles could be
one of the explanations for gender differences in the prevalence of substance
abuse, cannabis use by females has historically been considered a taboo amongst
black people in South Africa.
Therefore it is crucial to educate the group members of Atteridgeville about the
effects of substance abuse on families and community.

2.The purpose of the group

The group’s purpose seeks to identify the reasons for members to come together
in a group. It also helps guide the group’s selection of goal-directed activities and
defines the broad parameters of the services to be provided (Toseland & Rivas
2017:29).
In the proposed group, the overall purpose is “to educate members about the
effects of substance abuse on families and community” through discussion and
experience. To help members of the group understand the behaviour of a person
with substance abuse disorder in a way that allows them to support the individual
in recovery and learn about their own needs for change.

3. Recruiting the group members

The methods of recruiting members will be within a social service agency,

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 COSUP. potential members will be identified from the caseloads of colleagues,
from records or from mailing lists (Toseland and Rivas 2017:185).
In the proposed group, the group worker intends to use caseloads for recruitment
purposes. She will visit COSUP where she will have meetings with a manager, a
qualified social worker, peer educators and eventually the clients themselves with
the aim of recruiting them for these group.

4. Composing the group

Since this educational group will be about the effects of substance abuse on
families and community, group members will be males who abuse substance. The
size of the group will be consisted of 10 members. This group size will allow the
group worker to attend to members individually, have closer face-to-face
interaction, minimise the formation of subgroups and manage the members.

It will be a closed group whereby group will begin and end with the same
membership and frequently meet for a predetermined number of sessions.This will
allow for the development of trust among members – a necessary ingredient for
sharing concerns openly.

In terms of heterogeneity, the worker wants members to be of different age groups

between 18 years and 35 years.They will be coming from different sociocultural and
educational backgrounds.
In terms of homogeneity, the following will apply: members will be from the same
village (Atteridgeville), all males and they will have to be substance abusers
(Toseland and Rivas 2017:188-194).

5. Screening and orientating the group members

After potential members have been recruited the group worker will screen them for
appropriateness and orient them to the group.The primary orientation method for
education group will be the intake interview. The members who indicate an interest
in this group will be screened in face-to-face interviews to determine if they will
benefit from the group and if the group’s purpose matches their needs. Subsequently

6
they will be orientated on how the group will conduct its work and what will be
expected of them in this regard.
Only members who meet the following criteria will be considered:
(i) members with a demonstrated interest in the group
(ii) members who join the group of their own volition (without being influenced or
coerced by anyone)
(iii) members who can speak the local languages (Tswana, Pedi and IsiZulu) in
Atteridgeville.

Generally, intake interviews are conducted individually. Intake interviews are

important because they offer facilitator and members their first impressions of each
other. Therefore, the specific procedure that will be used is individual intake
interviews. It is suitable for the context of education about the effects of substance
abuse on families and community which are recommended as useful procedure to
use to orientate prospective group members.
The group facilitator will also explain the purpose of the group and enable members
to familiarise themselves with the group processes. These include, among others,
the entire process of the group, the practical and logistical issues such as the venue
for the group, who to contact for the key of the venue, where the toilets are located,
and the relevant people who will assist in case the caretaker of the venue is not
available. (Toseland and Rivas 2017:194-196).

6. Contracting with the group members

A contract is a verbal or written agreement between two or more members of a

group. Contracting normally happens during the planning stage and it involves two
forms: contracting for group procedures and contracting for individual members’
goals. During the planning stage, the facilitator begins the contracting process.

Contracts usually result from the dynamic interaction of the facilitator and the
members during the beginning stage of the group but certain contracting procedures
are initiated before the group begins.The facilitator should make some preliminary
decisions about group procedures before beginning. These decisions include the
duration and frequency of group meetings, attendance requirements, procedures to

7
ensure confidentiality, and other considerations such as time, place and any fees for
meetings. The facilitator should also begin the process of contracting for individual
member goals, although most of this type of contracting takes place during the
beginning stage of group work.

The group will have six sessions in total, two sessions per week,Tuesdays and
Thursdays. Each session per week will last for forty-five minutes and the group will
meet face to face when the group members (men who are substance abusers) are at
COSUP centre. Since the sessions will take place face to face, the rule that
members will be required to adhere to is that of respecting each other’s
views,respecting sessions starting time and confidentiality – group members will not
under any circumstances be allowed to share discussions of the group sessions with
their friends and relatives. Group sessions will commence at 11h00 to 11h45
(Toseland and Rivas 2017:196-198).

7. Preparing the environment

The environment in which the group is conducted must be prepared by considering

the physical setting, arrangements to accommodate members with special needs
and financial support (Toseland & Rivas 2017:198). It is crucial for the plan to
clearly incorporate measures for preparing an environment in which the group is to
be conducted. Toseland and Rivas (2017:198) provide a checklist for preparing an
environment and this include among others, room size, furnishing, technology,
atmosphere, special needs and financial support.

(a) Physical arrangements of room, space and materials

Physical arrangements of room, space and materials will be required.
The group session will take place in the boardroom which has an open space
that can accommodate all members of the group. Group members will be
sitting on the chairs and adhering to COVID-19 protocols.

(b) Budget/Financial arrangements (income & expenses)

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 The facilitator will not have to do the budgetary/financial arrangements
(income and expenditure) and special arrangements (for example stationery),
because the COSUP centre will take care of that.

(c) Special Arrangements (for transport)

Since the group members are using their own means of transport to and from
COSUP centre, no special arrangements for transport will be made.

8. Reviewing literature and the group work models and theories adopted

According to Radebe (2015:4-6), globally substance abuse, which includes alcohol,

prescription and illicit drugs, is reported as a socio-economic problem by the United
Nations Office on Drug and Crime. The World Drug Reports indicate a global
problem that is neither declining nor abating. Statistics from the WDRs indicate a
global increase of addiction from 80 million in 2004 to 200 million in 2010, a further
increase between 2012 and 2013 to 324 million.

Briefly, substance abuse, recently grouped under addiction disorders, is defined

according to American Psychiatry Association (APA) Diagnostic and Statistical
Manual, fifth version, 2015:481, (DSM-V) as “a maladaptive pattern of substance
use manifested by recurrent significant adverse consequences related to the
repeated use of substances, occurring within six months.”

Substance abuse is characterised by repeated failure to responsibly fulfil the social

roles at home and at work, resulting in job loss and an inability to develop and
sustain close relationships, while continuing to expose self to physically threatening
situations as tolerance results in a need for increased amounts of the substance to
avoid withdrawal.
South African researchers Mothiba and Malema (2009) reported that alcohol use by
the youth resulted in poor educational achievements due to physical and
psychological dependence.
Studies indicate that social pathologies such as substance abuse alter the persons’
mind and social functioning leading to poor decision making, which further limits

9
future life opportunities resulting in dependence and disrupted social life that
maintains poverty and indirectly increases the burden of psychological instability.
Family members and communities also 0 face socio-economic and health related
consequences supporting the addict, getting help to eliminate or reduce the
detrimental behaviour or dealing with the psychosocial implications of substance
abuse.
The finding that alcohol is the substance most commonly used by learners in
Atteridgeville is consistent with studies conducted among learners in other parts of
South Africa. When considering substance use by gender, males in this study
generally had higher prevalence rates than females (Moodley et al. 2012:1).

Group work makers make use of various models, theories and approaches to guide
their interventions. The remedial model for instance aims to remedy the
psychological, social and cultural adjustment to problems by means of group work
(Mohapi,Lekganyane and Alpaslan 2019:13).

The social goal model aims to socialise members to democratic societal values and
embraces diverse cultural practices and exercise of power through the group
(Toseland & Rivas 2017:64).
Among the theories adopted in group work is the systems theory, the psychodynamic
theory, the learning theory, field theory, social exchange theory, narrative and
constructivist theories, the strength-based perspective and the social development
theory and the ecological model. A brief discussion of the systems theory and the
learning theory will be done because these are the theories that will guide the
proposed group. The systems theory believes that a change in one system affect
changes in other systems and therefore call for an understanding and interventions
in entire system and its related components/subsystems (Mohapi et al. 2019:15).
Thus, the group leader should strive to understand the members as individuals as
well as the group as a collective and all the support systems that are available for
members and the group such as their family members, religious and other leaders
who can serve as support systems.

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According to Mohapi et al. (2019:16), the learning theory focuses on the behaviour of
the individual rather than that of the group. Learning theory has contributed to the
focus on goal setting, contracting, the effect of the environment on the group and
group members, treatment planning and evaluation.According to this theory, one of
three methods of learning explain the behaviour of group members:
(i) The classical method according to which behaviour is associated with a stimulus.
(ii) Operant conditioning according to which the behaviour of group members and the
group leader are ruled by the consequences of their actions.
(iii) The third method is called social learning theory. Here the assumption is that
most learning takes place through observation and reinforcement or
punishment.
Learning undesirable behaviour as acceptable and normative can change the
individuals’ life direction resulting in undesirable changes especially when there is
lack of supportive structures to challenge the new behaviour and its status (Radebe
2015:10).Substance abuse is one such learnt undesirable behaviour.

9.Session Plan

The session plan will comprise beginning phase (first session), transition phase
(second session), working phase (third,fourth and fifth sessions) as well as the
ending phase (sixth session/termination).

(i) Beginning phase or initial phase- Setting ground rules, norms and programme
planning.
Topic: Getting to know you.
The purpose: Is to outlined the main objectives of the group and contracting.
Objective: The aim of this session will to build rapport with the group
members and establish ground rules.

According to Toseland & Rivas (2017:212-213), the beginning stage of the group is
considered, by both novice and experienced workers, to be a difficult stage of the

11
 group because members often seek direction about how to proceed but ambivalent
about following any suggestions.
During the beginning stage, the group will focus on activities to build trust and
cohesion with other members, as the group population may not be so willing to
form relationships with other members due to their inability to trust others. The
activities in this group, will promote commonality and relatedness between the
group, and will also allow the members to feel less isolated in terms of their issues
or concerns.

(ii) Transition phase

Session 2 - Topic: Recovery is about progression not perfection

The purpose: Is to educate group members about about the effects of
substance abuse on families and community
Objective: Is to help them to overcome the challenges presented by
their addiction.
The transition stage follows after the initial stage. According to certain author,
members in the transition stage are concerned about what they will think of
themselves, when and if they have developed more self-awareness and about
others’ acceptance or rejection of them. Members test the social worker and
other members to determine if the environment is non-threatening. In addition,
members struggle between wanting to play it safe and wanting to risk getting
involved. Control and power issues may emerge or some members may
experience conflict with others in the group (Masombuka and Mathibela
2018:59-60).
During the transition stage, the group’s focus will be to begin to explore their
relationships with their substance-abusing family,community and other strained
relationships.

(iii) Working phase

Session 3,4 & 5 - Topic: Chase your dreams, not drugs

The purpose: Is to educate group members about the the
effects of substance abuse and dependence

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 such as physical health, psychological well-
being, interpersonal relationships and
economic consequences
Objective: Is to educate group members on causes of
substance use disorders such as peer groups,
home environment, personality, life events and
the school environment (Masombuka and
Mathibela 2018:134-136).

According to Toseland and Rivas [2012: 267], during the middle stage, groups are
focused on accomplishing the objectives, goals, and tasks developed earlier in the
life of the group. It is assumed that by the middle stage, workers have already
discussed the group’s purposes; developed a group contract concerning
confidentiality, attendance, and the number of the sessions; and developed individual
contracts with particular treatment goals for each members.

During the working stage, the group will move from a more reluctance to share
personal relationship experiences to more willingness to share experiences. There
will be less structured activities and more encouragement to share journal entry
homework assignments. There will be more encouragement of feedback and
reflection from other members and there will also be time for group members to
journal group experiences while in the session.

(iv) Termination / Ending phase

Session 6 - Topic: I am assertive, strong and socially connected

The purpose: Is for the members to share what they have learnt
Objective: Is for the group members to share how they plan to use
the information

During the ending stage, the group’s work is consolidated. In treatment groups, the
changes made by individual group members are stabilised, and plans are made for

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maintaining these gains after the group ends. In groups in which members’ self-
disclosure has been high, it is necessary to help members work through their
feelings about terminating their relationships with the facilitator and with each other.
It is also a time when facilitator confront their own feelings regarding ending their
work with a particular group (Toseland and Rivas 2012:398).

During the final sessions, members will be encouraged to assess their goals and
objectives and the group will evaluate the experience both on a personal and group
level. At the close of the group experience, the group should have developed a
greater understanding of their relationship with their substance-abusing
families,community as well their relationships with others, and how both impact or
influence their probable or current behavior. The members should also have a more
positive view of themselves in relation to their environment.

10.Selecting the monitoring and evaluation tools

Evaluation is a process through which formative and summative or evaluative

information about the group is obtained (Toseland and Rivas 2017:433).
For the evaluation of the group, there will be an informal means of evaluation.

During the last sections of this proposal, the facilitator will encourage members to
begin to evaluate the group experience. One way in which the group will informally
be evaluated is through the assessment of the member’s goals and objectives. The
members will have the opportunity to assess whether or not their goal was achieved
and what role the group experience played in the achievement of their goals.

The group facilitator will observe for willingness to participate and relational skills
with other members. She will also use collateral contacts as a means to

14
evaluate the group’s effectiveness.

11. Conclusion

This proposal served as a negotiating document for permission to compose an

educatinal group for men who are substance abusers in and around Atteridgevile in
City of Tshwane. It will further served as a negotiating tool for an educational group
for men who are substance abusers with the aim of empowering them to overcome
the challenges presented by their addiction.

It outlined the plan regarding the proposed group and explained how each section of
the process is to be implemented. In the proposed group, evaluation will be
conducted through some discussions with members to determine their opinions and
experiences regarding the group process. The facilitator will also make her own
observations as the group develops.

12. Bibliography

Erlank,E.and Dhludhlu,S.L.2018. Focus Areas and Fields of Social Work Practice.

Only study guide for BSW 2602. Pretoria: UNISA

Masombuka J.and Mathibela 2018. The Social Work Helping Process within a
Developmental Approach. Only study guide for BSW2601.Pretoria: UNISA

Mohapi, B.J., Lekganyane, M.R.and Alpaslan, A.H. 2019. Group work: theories,
approaches & methods.Only study guide for BSW 3702.Pretoria:UNISA

Moodley,S.V.,Matjila,M.J.,and Moosa, M.Y.H.2012.Epidemiology of substance

use among secondary school learners in Atteridgeville,Gauteng
South African Journal of Psychiatry 18(1):6.https://www.researchgate.net /

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 publication/ 317307559. (Accessed on 04/06/2022).

Office of Disease Prevention and Health Promotion.Substance Abuse.2020.

https://www.healthypeople.gov/2020/topics-objectives/topic/substance-abuse
(Accessed on 04/06/2022).

Radebe, N.G. 2015.Exploring the effects of substance abuse on the family in a

selected Ethekwini District.https://researchspace.ukzn.ac.za (Accessed on
04/06/2022).

Sekudu,J.and Bhuda,G. 2017. Introduction to social work as a profession.Only

study guide for BSW1502. Pretoria: UNISA

Shelly,S. 2019.The community-Oriented Substance Use Programme (COSUP).

University of Pretoria | UP.Department of Family Medicine PG Dip.
https://www.researchgate.net/profile/Shaun-Shelly. (Accessed on 04/06/2022).

Skhosana, R.and Morake, W. L.2019. Community Work: Theories, Approaches and

Methods.Only study guide for BSW 3703. Pretoria: UNISA

Toseland, R.W. and Rivas, R.F.2012. An introduction group work practice.

Boston: Allyn & Bacon.

Toseland, R.W. & Rivas, R.F. 2017. An introduction to Group Work Practice. 8th
Edition. London: Pearson.

Weyers M.L. 2011.The Theory and Practice of Community Work: a Southern

African Perspective 2nd Edition. Keurkopie: Potchefstroom South Africa.

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