BROWN BOOK SUMMARY

CHAPTER 1 – INTRODUCTION

SOCIAL WORK WITH GROUPS

SOCIAL WORK’S FOCUS OF CONCERN

-Every profession has a focus of concern.
-Social Work as a profession is concerned with the person-in-his-life situation or more, specifically, the individuals social functioning.
-Social Functioning, results from the individuals performance of a diversity of roles in society, such as husband and wives in their
marital roles, in their parental roles if they have children, and in their work roles if they are employed.

PROBLEMS IN SOCIAL FUNCTIONING

-when the demands of a role do not match a person’s capacities, or when one’s role performance is in conflict with those of other.
-can also occur because of factors in the environment, such is its failure to provide resources needed for role performance or
because the resources or opportunities that are available are beyond the coping capacities of people.

THE GOAL OF SOCIAL WORK

-is the “enhancement of social functioning whenever the need for such is either socially or individually perceived.”
-aim is to help individuals deal with their social situation’s by changing themselves, their environment, or both.

3 GENERAL FUNCTIONS OF SOCIAL WORK - These functions are interrelated.

(1) Preventive - concerned with identifying and dealing with potential areas of disequilibrium between person and the environment.
(2) Remedial- (including rehabilitative) aim to assist people in identifying and resolving problems that have resulted from the
disequilibrium between themselves and their environment.
(3) Developmental- aim to seek out, identify, and strengthen the maximum potential in individuals, group and communities,
frequently through the provision of individual and social resources.

THE TRADITIONAL METHODS INTRODUCED BY THE WESTERN WORLD.

-separate practice of casework
-group work or
-community organization

THE DEVELOPMENT OF CASEWORK, GROUP WORK AND COMMUNITY ORGANIZATION

-In 1920’s the Associated Charities, utilize the casework methods in the Philippines, and in government child welfare service.
-The first social work-trained practitioners in the country studied in the United States.
-casework concepts and principles in the field and in the few schools established in early 1950’s.
-the method of social work that prevailed in the country, not only in the field of practice but in social work education as well.
-while the courses in schools with social offerings included social casework, social group work and community organization, social
casework appeared to receive the greater emphasis.
-There were courses on the historical development of social work and interviewing which portrayed the one-to-one helping method.
-About the same period that casework was starting to be introduced in social welfare agencies in the country during the 1920’s,
socio-civic organizations like Young Men’s Christian Association (YMCA) and the Young Women’s Christian Association (YWCA) were
already starting leisure-time activities for personality development and character-building purposes.
-Unfortunately, the perception in the country of group work as leisure-time pursuit which requires mainly skills in recreational
activities made it quite unattractive to social work graduates, compared to the scenarios conjured by casework practice which in the
50’s and 60’s was being practiced in mental health and other therapeutic settings.
-Community Organization as a practiced in our country today is far cry from the way it was done in the late 1950’s.
-It started as “community chest” work, which originated from the United States.
-The need for a community chest was felt because of the proliferation of private social welfare organizations after World War II.
-The Community Chest of Greater Manila (CCGM) was organized on December 20, 1949, with 19 privates agencies as its first
affiliates.
-The concept of a community chest is in line with one of the objectives of the community organization method as defined by
Dunham, that is “the meeting of broad needs and bringing about and maintaining adjustments between needs and resources in a
community and other areas.”
THE GENERALIST APPROACH
-In 1968 , an initial effort was made to develop “models of intervention” applicable to all types of Filipino client systems.
-This was premised on the fact that separate practice of the three traditional methods by different social workers is not relevant and
appropriate to local realities.
Ex: there is usually just one social worker responding to the needs and problems presented by a client system, whether individual,
family, group or community.
-This trend in the direction of a generalist approach to practice is clearly seen in the more recent social work literature which uses
such terminology as “integrated method”, “genetic practice”, “multi-method practice”, unitary approach”, and “general method of
social work practice”.
-These efforts in the direction of a generalist approach to practice stem from the view that social problems involve different social
systems and that one cannot/should not deal with one system in isolation from other systems.
-Social worker has the capability of dealing with different social system.

VALUES FOUNDATION
-Professional social work consists of its philosophy, values, principles and professional ethics.

-Philosophy or basic belief of social work is that every human being has worth (halaag) and dignity (pagkatao).

VALUES
-Implies that every individual has a potential and capacity that can be harnessed toward his own self-realization, but that the
individual also has a social responsibility, that is, to contribute to the common good.
-Is clearly evident in the way a social worker uses the group as an instrument to respond to the need or problem of one group
member even as this person also contributes to the development or problem solving of other group members.

PRINCIPLES
1.ACCEPTANCE - The social worker’s education and the agency’s support of his helping role from the basis for respecting the group
whatever its circumstances.
2.PARTICIPATION - This principle requires the worker to involve the group in all the steps of problem solving.
3.SELF-DETERMINATION - The worker must respect the group’s right to determine its own goals and the means for achieving them.
4.INDIVIDUALIZATION - No two groups are the same even as there are characteristics common to all groups.
5.CONFIDENTIALITY - In working with groups, the worker often finds members sharing information of a confidential nature.
6.WORKER SELF-AWARENESS - This requires self-understanding (beliefs, values, biases, etc.) and consciousness of one’s response to
the group, whether they are professionally motivated or personally motivated.
7.PURPOSEFUL RELATIONSHIP - A social worker’s professional relationship with a group does not just happen or move in a desired
direction.

ETHICS
-Is the science that is concerned with morals and right conduct.
-Is the system of ethical principles and rules of conduct which, in social work, is the concrete expression of its philosophy, values and
principles that have just been described.
-This system of ethics - written and unwritten -serves as a compass which guides social workers on what path to follow in their
professional relationship.

KNOWLEDGE FOUNDATION
-Human Behavior and the Environment - personality theory, ego psychology theory, learning theory, role theory, communication
theory, culture theory, small group theory, community process, bureaucracy, etc. - fit in this system framework.
-Social Welfare Policies, Programs and Services - (including general policies, laws, institutions) that respond to the unmet needs of
people in society.
-Social Work Practice - includes the goal of social work (enhancement of the person-situation interaction), its functions (preventive,
remedial/rehabilitative, and developmental), and the social work helping process and helping tools .

CHAPTER 2 – SOCIAL WORK WITH GROUP: A HISTORICAL BACKGROUND

GAMES AND RECREATIONAL ACTIVITIES ARE WHAT MANY PEOPLE ASSOCIATE WITH SOCIAL WORK PRACTICE WITH GROUPS.

However, social work practice with groups in the country has changed through the years because of different events which we will
now review.
BEFORE THE SIXTIES: SOCIALIZATION GOALS

The development of the social work method of working with groups or “social, group work” (henceforth to be simply referred to as
“group work”) may be traced to the introduction of socio-civic movements during the period of American colonial rule.
The YMCA (Young Men’s Christian Association). (1911), YWCA (Young Men’s Christian Association) (1926), and Boy Scouts of the
Philippines (1936) were movements that established agencies for personality development and character-building through leisure
activities. Volunteer leadership was initially carried out, but these movements later move to training workers in specific programs.
Socialization- These agencies service-users were organized into groups that participated in whole some recreational activities such
as arts and crafts, camping, sports, etc.
-By the late 1950's there were already group-serving agencies like the Philippine Youth Welfare Coordinating Council using groups
for preventive and developmental goals through leadership and skills training for out-of-school youth.

THE SIXTIES: PREVENTION, TREATMENT, AND DEVELOPMENTAL GOALS.

-At the Philippine Mental Health Association, this writer was part of a team (consisting of a psychiatrist, a clinical psychologist, and a
psychiatric social worker) which conducted group therapy sessions, including the use of psycho-drama with emotionally disturbed
patients in its Day Care Center.

A great deal of group work was also undertaken in the field of government housing and resettlement during the sixties. Much of the
work involved efforts of social workers in the (then) Department of Social Welfare.

-the DSW's numerous tenement housing community centers in the Metropolitan Manila area. These centers were established
mainly to help the tenants deal with common concerns and problems and to help them integrate into the surrounding community.
sixties: (1) the cooperative endeavour between the Philippine School of Social Work(Philippine Women's University) and the
Philippine Youth Welfare Coordinating Council, where students worked with youth groups for socialization and developmental goals
and the University of the Philippines'(then)Department of Social Work (now College of Social Work and Community Development)
and he St. Luke's Hospitals field placement program for social work students where preventive and developmental goals with
poverty stricken families being served on an out-patient, basis and therapeutic goals with patients in the hospital’s psychiatric ward
were pursued.

THE SEVENTIES: EMPHASIZING DEVELOPMENTAL GOALS.

- Emphasis on developmental social welfare was spurred by the United Nations ‘declaration of the First Developmental Decade in
the sixties and the Second Developmental Decade in the seventies.
-Intended mainly to support increased productivity on the part of individuals, groups, and communities, social workers implemented
self-employment assistance, leadership training, day care, responsible parenthood, and family life education programs.
-The "barangay approach” facilitated these efforts, i.e., the use of the existing political structure, the barangay, as the worker's point
of entry and the basis for problem identification and prioritizing.
-Efforts alone this line again invariably engaged social workers in work with small groups, or, what is referred to in the literature-as
“community group work."

THE PRESENT SCENE

Today, most social welfare agencies in the country offer some type of group service. Many of these agencies engage in group service
not just for one but for several purposes, eg. developmental, socialization/re-socialization, and treatment or rehabilitation.

-The developmental purpose emphasizes human and community resource mobilization.

Examples: are public agencies which invest a major portion of their resources for the support of livelihood programs.

-The socialization purpose is carried out by organizing groups that are intended primarily to help the members to acquire the values,
attitudes and norms of the society of which they are a part.

-The treatment purpose focuses on the use of the small group to help individuals who already have a problem or breakdown in their
social functioning.
Thus, we find in the country today many social agencies which organize groups of victims of natural disasters, child abuse, adult
sexual abuse, and drug abuse.

-There are also group programs for the terminally ill, the physically handicapped, patients undergoing kidney dialysis, etc. Many of
these programs serve mainly therapeutic functions.
 CHAPTER 3 - THE USES OF GROUPS

ADVANTAGES OF GROUP APPROACH

1. The group members receives support and assurance from the realization that other participants have the same, or even more
serious problems.
2. Receives psychological rewards from the experience of helping others. "Helper Therapy"
3. Internal forces in groups can influence attitudes, values and behaviors, making groups potent instruments for effecting desired
changes (individual and group)
4. The group lends itself to the use of a variety of activities that are not only relevant to the group's goals but also respond to the
individual members' needs and interests (eg, group discussions, group dynamics exercises, roleplay, audio-visuals).
5. The cooperative thinking process that takes place in a group, especially if guided properly, can hasten decision making on the part
of its members.
6. Many individuals have similar problems that are best handled with, a group engaged in collective action instead of acting
individually.
7. It may be more economical to work with groups than with individuals. The best laid-out plans for working with individual clients
on a one-to-one basis are often not implemented in many agencies in the country because of staff constraints. The group approach
should be considered as an alternative, supplemented, if appropriate, with work with individual members.

REASONS FOR USING GROUP MODE OF SERVICE

1. To use the group as the primary means of helping (e.g, form a treatment/rehabilitation-oriented group for youth offenders in a
correctional institution);
2. To augment individual methods (e.g, form a counseling group to reinforce treatment goals in a one-to-one hel-ping relationship);
3. To augment work with individual families (e.g, organize a parents' group);
4. To augment community methods (e.g, form a “core group” to facilitate community problem-solving); and
5. To work with groups in the context of intergroup app-roaches at the community level (e.g, help a group to become effective in
coalitions of various community groups toward defined objectives).

USES OF GROUPS
- No clear-cut rules that tell us when or when not to use groups.
- Margaret E. Hartod's suggestion on the use of groups can serve as a helpful fram of reference
- Targets for what calls a "common-sense classification"
1. the individual members;
2. problems in interpersonal relationships; 3. a small system in the neighborhood, community, or institution; and
4. large systems of institutions, regions, state, or nation.

CATEGORIES OF GROUP USE:

1. EFFECT ON PARTICIPANTS
- primary purpose is to effect desired changes of the group members.
Example: The work being done in child-caring institutions for former street children. The children are provided with group
experiences that are intended to help them learn or re-learn positive attitudes and values and be motivated to give up street life.
2. COLLECTIVE PROBLEM-SOLVING
- work on common or joint task.
- Groups are organized because there are people who need help in dealing with their common problem.
Example: building multi-purpose community center, helping teenage mothers, and women who are victims of domestic violence.
3. CHANGE IN THE SOCIAL SITUATION OR CONDITIONS OUTSIDE THE GROUP.
- Modification of the institution or social system within which the group exist.
Example: A group of mothers in a remote rural area in the Mountain Province was able to pressure their town mayor to order the
closure of a gam-bling den in the area. The gambling den was operatingvery near the school premises, resulting in school truancy
(absenteeism) and other problems on the part of their teen-age children like hanging around with undesirable characters and taking
alcoholic drinks.

HOW GROUPS EFFECT CHANGE.

- Dorwin Cartwright

3 WAYS OF VIEWING HOW GROUPS ENTER INTO THE PROCESS OF CHANGE ARE PARTICULARLY RELEVANT.
- To make constructive use ofthese pressures the group must be a medium of change.
- In the second view, the group itself becomes the target of change. To change the behavior of individuals it maybe necessary to
change the leadership, its emotional atmosphere, or its stratification into cliques and hierarchies. Even though the gods may be to
change the behavior of individuals, the target of change becomes the group.
- In the third view, it is recognized that many changes of behavior can be brought about only by the organized efforts of groups as
agents of change.

1. THE GROUP AS MEDIUM OF CHANGE

- target of influence is the individual member, and the source of that influence is the group.
- the group serves as a small social system whose influence can be guided by the social worker so as to induce desired changes
among individual participants. Thus, the group becomes a medium of change.

2. THE GROUP AS A TARGET OF CHANGE

- its necessary for the group as a whole or certain aspects of the group change in order to effect change in its members
- Robert Vinter "indirect means of influence

3. THE GROUP AS AGENT OF CHANGE

- Active involvement of the group to achieve their goal
- the worker enable the group to be an active player in its own goal-achieving process

-Vinter and Galinsky Group's social environment

a. Separate social affiliations and personal environment of the group's members (family, school, etc)
b. Objects, persons and other units collectively encountered by the group as a social entity (guards in a correctional institution, the
house parents in a rehabilitation center, local officials who promulgate and enforce rules)

A Intergrated Approach to Work with Groups

- Worker uses the group as a medium of change, target of change, and agent of change.
- this does not mean that the worker MUST use every group as Medium, Target, and Agent of change in order to help.
- What is expected is that a SOCIAL WORKER will do what is necessary and appropriate, not with holding any effort that WOULD
make for more effective helping.

CHAPTER 4 - PHASES IN GROUP DEVELOPMENT

GROUP
- At least two people or more gathered with common purpose or like interest in cognitive, affective and social interchange in single
or repeated encounters.
- It’s not static, but a constantly moving and changing small system. It goes through different phases each of which has certain
dynamics that a practitioner must understand and deal with whenever appropriate and necessary in order to beeffective in her
interventive works.

GROUP PHASES
⁃Are natural aspect of group development.
⁃Can be observed from the process, internal structures, and culture of the group

CONCEPTS OF GROUP PHASES

-The different conceptions show that all groups have a beginning, a middle and an ending phase. These phases can be discerned.
They all considered in short- term groups, and certainly, are more apparent in long-term groups.
-There is also an agreement that the movement from one phase to the next is not linear and that the phases or stages are not clearly
demarcated. Example: An existing rehabilitation group does not need to undergo with pre-group phase anymore.

THE PHASES IN GROUP DEVELOPMENT

PRE-GROUP PHASE
⁃Refers to what happens and what the worker (or group organizer) does before a group is actually organized.

CONSIST 3 PHASES
PRIVATE PRE-GROUP PHASE
⁃period when an idea occurs to one or more persons to organize a group some purpose.
-this can be agency volunteers or officers who think that group service is relevant to the agency's mission.
-a social worker who thinks a particular purpose can be best served through the group approach or prospective participants who see
the agency as having the capacity to offer a group program that can respond to their needs or concerns.

PUBLIC PRE-GROUP PHASE

⁃Announcements are made, verbally or in writing.
-The purpose and time frame of the group program and the criteria for group composition are usually already defined at this time.
-All these are communicated to the prospective group members when pre group and/or intake interviews are conducted.

SUE HENRY
⁃refers to these two phases as the " Initial Stage" contends that while there may be no group dynamics yet at this time, “ the
embryonic group will be affected by the workers actions in identifying the potential cast of characters and in projecting what the
group will be like and how it can be moved toward attainment of its goals"

HUFFORD
⁃submits that the original orientation that is given to the potential member during the Public Pre-Group Phase will affect his
expectations and the procedures that follows.
-these expectations may be in relation to the membership, the goals and the content or activities of the group.
-importance of clarifying the individual members expectations cannot be overemphasized.
-the reality of many agency groups disintegrating after a few sessions can often be traced to the groups loss of interest owing to
their expectations not being met.

CONVENING PHASE
⁃is when the prospective members, or some of them, meet for the first time.
-the members at this time are sizing up the situation in terms of whether or not their expectations are going to be met.
-they engage in social rituals and amenities and varied behaviors may be observed such as restlessness, talkativeness, tension, and
withdrawal as the participants judge each other
-feelings of resistance and ambivalence about committing themselves are natural during this phase, and these feelings can recur at
other periods of their membership.
-the usually assumes a leading role during this phase.
-the worker also answers questions and clarifies expectations, and while honoring their struggle about joining or not joining, points
out what positive consequences or gains can result from group, membership.

THE GROUP FORMATION PHASE

⁃is the period when the group gets organized.
-the formation process may be achieved during one session or many session depending on the members, their capacities and
purpose of the group among other things.
-group goals and norms evolve and the group's role system begins to develop during this phase.
-ties begin to be evident and members start to be influenced or attempt to influence each other.
-while membership may not yet be stabilized communication-interaction pattern are observable and indicators of cohesion may
already be evident.

SUE HENRY
⁃key dynamic of the formation stage is choosing to unite with others simply "union"
-this phase is the first two periods of strong attachment to other members to the worker (the second period is the maintenance
phase)
-In Social Work with groups, the practitioner continues to take a lead role in promoting communication and interaction between
herself and the members and among the members of the group.
-uses program media appropriate for this phase and responsive to the needs and interest of the group.
-major aim is to establish a pattern of member participation that will help the members to develop a beginning sense of belonging to
the group.
-there may be indications of members "testing" the worker, i.e,
-firmness (such as in group's observance of agency rules)
-patience (such as in dealing with members negative or aggressive behavior)
-neutrality (such as in responding to the ideas of members representing different economic or educational background)
-members are usually sensitive to the way the worker responds to their behavior. This can motivate them to remain in or withdraw
from the group.
THE GROUP INTEGRATION, DISINTEGRATION OR REINTEGRATION
⁃interpersonal ties increase and a sense of group bond or "we feeling" begins to become apparent.
⁃in the case of developmental and task groups, the role and status structures usually begin to emerge, and task and emotional
leaders can already identified.
-members can show a great deal of enthusiasm for the group's activities, and while they may not be equally participative, the worker
is optimistic that the group will be able to achieve its goals.
-all these are aspects of the group's movement
-when you have a group of people in face to face interaction especially if this is over an extended period of time, conflicts are bound
to occur
-members may openly express anger, frustration or hostility and withdraw from participation.

TUCKMAN
⁃call this phase "storming ", the appearance of conflict around "interpersonal issues and expressed resistance to group influence and
task requirements"

GARLAND, JONES AND KOLODNY

“POWER AND CONTROL PHASE"
⁃the subject attribute the conflicts to issues of leadership, decision-making power, status and control.
•members have already located themselves in the group
•they know each other better as they have had time to observe each other and form different opinions and conclusions.
•more aware of and sensitive to what is happening in the group and the effects of the members.
•They no longer feel inhibited in expressing their thoughts and feelings or even in controlling their impulses.
•there will be members who will want certain things to be different from the way they are in the group.

SUE HENRY
⁃conflict in a group is really competition for the dominance of one's needs and desires over those of all the group members.
•conflict is really over ownership of the group, i.e, each member wants to fashion the group according to his or her own design.
•the struggle or conflict may be serious and if not resolved can lead to the groups total disintegration
•the process of handling conflicts that occur in a group requires the worker to be prepared to bring such conflicts into the open
discussion and resolution.
•restate its goals, modify its structure, establish new rules for operating, define/modify norms and redefine tasks.
•the effort can make the group move forward to a reintegration phase.
•sometimes in order to save a group from total disintegration, certain individuals may have to be terminated from the group.

FUNCTIONING AND MAINTENANCE PHASE

SARRI AND GALINSKY
⁃refer to this phase as “Maturation”

GARLAND, JONES AND KOLODNY

⁃refer to this phase as “Differentation,” and
•Northern “Problem-solving and Stabilization
•During this phase, the social emotional qualities of giving support and helping appears according to Bales.
•Berne states that in this phase, the group pursues the fulfillment of purposes even though the work may lead to change in structure
and activity.
•Schutz says that this is a period of affection, of emotional integration of members with each other, and of a lowering of defenses
and an increase in sharing.
•Thelen describes this period as one of consolidation and harmony which Tuckman refers to as “norming” and “Performing”
•This is the period when the group, with the guidance or help of the worker, works at implementing its plans in order to achieve the
defined goals
•A sense of “Groupness” is developed during this phase.
•Because the group has matured, it is on a relatively high level of functioning and, having reached this far, may be expected to
achieve its goals.

TERMINATION PHASE
⁃Hartford sees the termination phase as consisting of three phases.
•Pre-termination phase
⁃The group is prepared for its imminent ending
•Termination Phase
⁃The actual ending, which means the last meeting of the group.
•Past termination Phase
⁃The period after the group ceases to function and involves plans to continue to meet as a group if this is desired.

CHAPTER 5 – THE HELPING PROCESS IN SOCIAL WORK WITH GROUPS

Part of the generics of social work is the use of the systematic helping process which means the following steps: Assessment
(Study and Problem Definition);,Action Planning, Plan Implementation; Evaluation, and Termination.
The preceding steps are also followed in social work with groups, although concededly, they are condensed in short-term groups.

This unit will provide a discussion of

the social worker's tasks and activities in the helping process with social work groups,1 However, only the basics will be presented.

PRE-GROUP FORMATION ACTIVITIES OF THE SOCIAL WORKER

1. CONCEPTUALIZING THE GROUP SERVICE
Usually an agency Social worker would take the initiative of suggesting that the agency start a group program. it is somebody outside
of the Social agency who makes a program proposal.
A CONCEPT PAPER OR A PROGRAM PROPOSAL IS THEN USUALLY PREPARED WHICH WOULD CONTAIN THE FF.
a. Rationale/purpose of the group program
b. target client
c. the need/problem to be addressed
d. membership criteria
e. resource requirements (staff, space, equipment)
f. Procedures for setting up the program
g. time frame

The conceptualizing process answers the questions of what, why who, when, and where.
The new program would usually be announced through an office memorandum (to which the concept paper or may be attached), or
presented in a staff meeting. Through this, the staff members acquire a sense of participation in planning the program, which they
will now own rather than perceive as somebody's "pet project".
The statement of the purpose of the group program, which is perhaps the most important aspect of the conceptualization effort,
should emanate from the agency's purpose or function.
The agency purpose for a group program serves as it’s guide in identifying the client sector to be served and what unmet need or
problem should be addressed once these are known, the next step, defining membership criteria. The ff. illustrates the process.
In Agency C. example, if a big number of women apply, they can be assigned later on to different groups based on common needs
and characteristics (this aspect of social work with groups is called group composition.

On the other hand, if Agency C, from the start wants to organize only one group at a time, with one specified thrust to help the
members become more assertive so as to prevent their exploitation by those who take advantage of their perceived "weak natur"
then it can have something like the ff. For its guide:

Once a group program proposal is accepted or approved by the agency, plans have to be made relating to announcing the program,
recruiting prospective members, preparing necessary logistics, and enlisting community support.

2. ANNOUNCING THE GROUP SERVICE AND RECRUITING MEMBERS

There are many ways if publicizing a new program. Written announcement in the community center, parish hall, barangay hall,
agency waiting room, health center. The announcement should be brief but clear and should mention the purpose of the program,
who may apply, where to make inquiries. Visits can be made with barangay, youth, and women leaders, etc. to explain the program
and recruit potential members.
3. PREPARING LOGISTICS
Logistical support for a group program would include personnel, the assignment of a regular worker to the group, and of
administrative staff who are "on call" should their help be needed; facilities, and materials.
4. ENLISTING COMMUNITY SUPPORT
Pre-group planning should include identification of those sectors in the community whose support is essential to program success.
Individual -Focused Assessment and Planning
Assessment is also termed "social Study" and "diagnosis" in the social work literature.
Pre-group interviews/intake
-prospective members of a group are usually interviewed by the social worker prior to group formation. The interview may be a
private, one on one type of meeting or with a group of other prospective participants.
Whether intake is being done or just additional interviews to supplement previous intake work, the ff. Are usually discussed during
these pre-group Formation interviews:

a. the agency and it's service

b. the agency's purpose for the group program;
c. agency expectations in terms of attendance and participation;
d. activities that are likely to be undertaken since discussion of this helps to increase, motivation and discourage those who are not
really serious about membership;
e. the duration of the group program; and
f. the basis for termination of membership.

INDIVIDUAL CLIENT PROFILE

-should be written up, these should contain the ff. information:
1. Name and other basic identifying information
2. Needs/concerns/problems relevant to the group program
3. Strengths/resources and limitations, if any client is employed and can attend meetings only during weekends
4. Workers observations/comments
CASE ASSESSMENT/PROBLEM DEFINITION
-this is referred to as "social study" "social diagnosis" "problem definition" and "assessment" in the social work literature - a process
and a product of understanding on which action is based.

ACTION-PLANNING
- is based on assessment and is the outcome of assessment.
-Focused on the individual Client at this stage will require the ff. Tasks from the worker.
a.) Formulating goals
b.) Establishing speci helping plans.

GROUP-FOCUSED ASSESSMENT AND PLANNING

-this refer to the selection of group members and deciding the size of the group, two important group related tasks that have to be
attended to by the group's worker.
*Selection of members and *The size of the group
GROUP FORMATION
-is the process of getting a group organized so that it can start to function and move toward the attainment of its planned goals

During the group formation, the group should discuss and agree on the ff. important matters:
a. Common group concern/problem b. Norms and rules
c. Schedule and venue if group sessions d. Group Goals
Schopler and Galinsky analyze goal formulation from the interrelations among client perspectives, worker perspectives, and group
system goals

3 PERSPECTIVES
1. MEMBER'S PERSPECTIVE
-analyzed in terms of the ff.
a. Member's understanding the purpose of the group
b. Member's individual needs, motivation, or purpose of membership, and
c. The composite of members individual purposes for membership, the "common ground" that the Group defines as the reason for
their coming together.
2.WORKER'S PERSPECTIVE
The workers own reasons for the group's existence can be analyzed in terms of the ff.
a. Agency societal purpose and its purpose for initiating a group program.
b. The worker’s goals for the individual members based on his assessment of their individual needs it concerns that can be met
through group membership; and
c. The worker’s goals for the group as a whole.
ff. is an illustration of goals from the two preceding perspectives.
3. GROUP SYSTEM PERSPECTIVE. GROUP GOALS
-While the worker and the group members usually enter a group with different goal perspectives, they both need to have an initial
common ground to guide the group system. The common ground is their shared goal.
The determination of group goal is not an event, but a process that involves two phases - exploration and bargaining
PROGRAM MEDIA
-refers to the activities, verbal it non-verbal, which the group engages in for the purpose of achieving it's goals.
-utilized in order to influence the behavior of individual members and the group as a whole.
-essential took which can be used to serve a social workers different objectives.

USES OF PROGRAM MEDIA

There are more specific uses of program media. When selected with care to match the characteristics, needs, interests and
capacities of the members, program media can:
1. Modify or change attitudes and behavior
2. Promote individual values such as emotional and intellectual growth
3. Influence group Climate
4. Promote group interaction
5. Enhance/enrich group content
6. Promote desired group values and
7. Facilitate the beginning, middle, and ending stages of group life.
Selection of Program Media
-ff factors are taken into consideration in the selection of program media:
1. Goals for the group
2. Member's objectives for joining the group
3. Appropriateness in terms of time and space requirements
4. Age of group members
5. Emotional and Social characteristics of the members
6. Cultural and ethnic background of the members
7. Physical characteristics of the members
8. Mood of the group
9. Availability of materials or resources
10. Workers skills and capacities.

OTHER GOAL-RELATED ACTIVITIES

Extra group activities and interventions that have to performed by the practitioner, whether for the whole group, or for individual
members should be clearly specified and presented separately from the activities that will be undertaken with the group -in-session.

PLAN IMPLEMENTATION
Plan implementation refers to all activities, worker intervention and group action which the group system directs towards the
achievement of individual and group goals.
Werner Boehm states that the concern at this stage is to render all the specific and interrelated services appropriate to the problem
situation. “the worker is therefore faced with challenge of putting into operation his professional capability of not only deciding what
to do but also of doing the decide”.
ASPECTS OF PLAN IMPLEMENTATION
1. Intervene roles of the worker there are different helping approaches or models which the worker can choose from in his work
with group’s means that he has to be prepared to perform different roles as necessary therapist or counselor, crisis intervenor,
mobilizer, educator, mediator, resource person, enabler and advocate. Gitterman and Germain caution social workers about the
need to take into account the consequences and implication of their action on clients, regardless of the interventive strategies being
used, as ‘clients can be hurt by professionals with benign intentions but dysfunctional intervention’.
2. Resources and services to be used social workers therefore should know these resources – what and where they are, and how
they can be effectively utilized when they are needed.
3. Problems and constraints our agency social workers are usually faced with many different problems among these are heavy
workloads, lack of funds, inadequate facilities and equipment, shortage of trained staff, and inadequate supervision. However, these
problems are not beyond solution.
WORKER STANCES DURING THE HELPING PROCESS
Margaret Hartford presents different stances which the worker may take when working with the groups from the time of group
formation and onwards.
1. The Direct Stance this stance is indicated when the group needs a strong guiding force, perhaps because of its emotional state,
social stage, intellectual capacity and so on.
“This means that in task oriented groups, the worker may have to assume the role of chairman usually until the group gets organized
to facilitate task accomplishment”.
2. The Facilitating Stance in this stance, the worker sees himself as a member of the group.
“The worker uses his professional skills to encourage individual members to assume responsibility in the group’.
3. The Permissive Stance this stance assumes that if correct group composition has been made, and the purpose and focus of the
group is clear, the group will emerge because the participants have come together.
“It may be used with task-achievement-oriented groups which need only minimum guidance from the worker”.
“He does not totally abdicate his responsibility for his social work function, but uses his expertise in human relation and group
behavior”.
4 The Flexible Stance this stance simply means that the worker will change his stance in the course of a session or over a series of
sessions, in response of the ff.
a.His assessment of the progress and the group toward towards its objective; the needs, capacities, and behavior of members the
level of group functioning.

EVALUATION IN RELATION TO SOCIAL WORK WITH GROUPS CAN MEAN ANY OF THE FOLLOWING;
1. regular or periodic evaluation means the on-going evaluation of action taken during the period of plan implementation which
provides feedback and enables the worker and client to consider the progress in their efforts
2. terminal evaluation done primary to assess the outcome of the helping efforts
3. systematic evaluations the worker has a responsibility to the client system whom he engaged in a helping transaction, he also
accountable to the agency that employs him and to the public that provides the sanctions for the practice of social work.
In social work with group, evaluation is done on two levels 1) on the level of the individual member 2) on the level of the group as a
whole.

RECORDS AS EVALUATION TOOLS

Social work records have important uses and one of these is in relation to evaluation.
The following are the records that group workers usually write/keep. If done well, these records will facilitate the evaluation of one’s
social work practice with groups.
1.Pre-group/intake interview records
2.Individual case assessments (identifying data, problem definition, goals and action/interventive plans)
3.Statements of group concern/problems, group goals, and plans (for group-in-session and extra group including environmental
interventions if any)
4.Attendance records
5.Process or summary recordings of group sessions
6.Records of marginal interviews (interview with members outside group sessions)
7.Records of collateral interview with significant others
8.Evaluation records
9.Transfer/closing summary

TERMINATION
Termination is the final step in the helping process. It should be undertaken with the same care given to the earlier stages.
Hartford describes the ff. parts of the termination phase:
1. Pre termination
2. Termination
3. Post Termination

Part of the generics of social work is the use of the systematic helping process which means the following steps: Assessment (Study
and Problem Definition); Action Planning, Plan Implementation; Evaluation, and Termination.
The preceding steps are also followed in social work with groups, although concededly, they are condensed in short-term groups.

CHAPTER 6 – THEORETICAL MODELS APPROACHES

RESEARCH: A systematic search or investigation of a specific topic or problem involves

the gathering of data and information helps clarify or solve a problem, or answer a
question
SOCIAL WORK RESEARCH: a systematic collection of available evidence that can help us understand better the situation of an
individual, a group, a n institution, or community toward enhancing the social functioning and quality of life. (CQA)
SOCIAL WORK RESEARCH: is a diligent and systematic inquiry or investigation into a subject in order to discover and revise facts,
theories, application and to study thoroughly so as to present details. (PRC)
-"to research again, to take another more careful look, to find out more" (Selltiz et al, 1976)
-Structures inquiry utilizes acceptable scientific method-solve problems & create a new knowledge generally applicable. (Grinnell,
1993)
-Cyclical process of finding answers to a problem thru collection, analysis, and interpretation of data & plying the findings to practice.
(Quieta, 2000)
-Scientific investigation of phenomena which includes collection, presentation,analysis and interpretation of facts that links man's
speculation of reality (Calmorin, 2002)

4 CHARACTERISTICS OF RESEARCH
Purposive - focus on specific problem-solve it Systematic - logical, step by step, orderly manner
Scientific - guided body of knowledge Empirical - based on facts, evidences

FEEDBACKING: A deliberate effort to report back the study's resuts to the informants, participants, or stakeholders. Corollary, a
member is accountable to his/her "intellectual community" for the proper conduct of investigation and report of findings.

4 ATTRIBUTES OF RESEARCH:
Purposive: focuses on a specific problem, with the intent of solving it.
Systematic: follows a logical, sequential and orderly procedure
Scientific: quided by a body of knowledge
Empirical: based on facts or evidence/experiences

7 SOCIAL WORK RESERCH TYPOLOGIES

1.Basic Research - A study of the discipline for theory building. Seeks knowledge for theory refinement and/or support. A study to
expand the knowledge of the discipline. Less done is social work practice
2.Applied Research - Study of the daily problems of/in the discipline and their solutions. It is also a study of the practice of "social
work", for finding solutions to immediate problems that is faced by the social work practitioner.
3.Exploratory Research - study that aims to find facts, breaks new ground, or elucidate on a problem.
4.Descriptive Research - A study to observe and then describe a phenomenon or particular situation. For instance, in describing
poverty, the researcher explicates through a sequence of events, why poverty cycle may be difficult to break.
5.Explanatory Research - A study that, beyond describing, seeks to relate causes with
effects. Researcher deals with a limited set of variables
Example: Study of the effects of theatre arts program on institutionalized, disadvantage children.
6.Evaluative Research - A study to determine the extent to which certain goals or objectives have been attained.
Example: program impact on socio-economic development of a region or target community
7.Predictive Research - A study that is partly explanatory because it seeks to predict specific outcomes with accuracy.

4 RESEARCH PURPOSES IN QUALITATIVE AND QUANTITATIVE STUDIES:

Exploration: examining a new interest, when the subject of study is relatively new and unstudied, or when a researcher seeks to test
the feasibility of undertaking a more careful study or wants to refine the methods to be used in a more careful study; commonly
used in qualitative research.
Description: In quantitative studies, description typically refers to the characteristics of a population. In qualitative studies,
description is more likely to refer to a thicker examination of phenomena and their deeper meanings.
Explanation: to explain thing, simply reporting that some cities have higher child abuse rates than others is a case of description, but
analyzing why the child abuse rates differ is explanation; can follow a quanti or quali research process.
Evaluation: to evaluate social policies, programs, and interventions; the evaluative purpose of social work research actually
encompasses all three of the preceding purposes: exploration, description, and explanation. Studies can have more than one
purpose

Paradigm: is a set of philosophical assumptions about the nature of reality--a fundamental model or scheme that organizes our view
of some things

Contemporary positivist: emphasizes the pursuit of objectivity in our quest to observe and understand reality; often use
quantitative methods and formulate all or most of their research procedures for a specific study in advance, and then attempt to
adhere precisely to those procedures with maximum objectivity as they collect data.
Social constructivist: emphasizes multiple subjective realities and the difficulty of being objective; more likely to use qualitative
methods and begin with a more flexible plan, one that values subjective processes and the need for the research processes to evolve
as more observations are gathered, rather than being determined completely in advance

Interpretivism: focuses on gaining an empathic understanding of how people feel inside, seeking to interpret individuals' everyday
experiences, their deeper meanings and feelings, and the idiosyncratic reasons for their behaviors; more likely to use qualitative
methods

Critical social science: focus on oppression and its commitment to using research procedures to empower oppressed groups; more
likely to use qualitative methods

Feminist paradigm: using research procedures to address issues of concern to women and to empower women; more likely to use
qualitative methods

Theory: a systematic set of interrelated statements intended to explain some aspect of social life or enrich our sense of how people
conduct and find meaning in their daily lives

Inductive method: a research process based on inductive logic, in which the researcher begins with observations, seeks patterns in
those observations, and generates tentative conclusions from those patterns.
Deductive method: a research process based on deductive logic, in which the researcher begins with a theory, then derives
hypotheses, and ultimately collects observations to test the hypotheses

Variable: A characteristic of a unit of observation or subject that can take on different values, e.g. age, sex, education, color, size,
shape, etc.

5 TYPES OF VARIABLES:
1.Independent-Characteristic or factor which is presumed to be the "cause" of a certain
phenomenon. Sometimes called "predictor" or explanatory variable.
2.Dependent- presumed "effect" or then phenomenon itself. Sometimes called "outcome" variable.
3.Intervening/mediating (extraneous) - factor which alters the "cause & effect relationship between the independent & dependent
variable.
4.Qualitative: Takes on non-numerical values. It simply describes which class or category the observation falls; also termed
categorical variable.
5.Qualitative: may take any value from a given set of values. It has actual units of measure (e.g. height, family size, age, levels); also
termed numerical variable.

2 TYPES OF HYPOTHESES:
Operational form- stated in the affirmative, e.g. there is a significant difference between variable A and variable B.
Null hypothesis- stated in the negative, e.g. there is no significant difference between variable A and variable B.
Assumption: Self-evident truth based upon a known fact or phenomenon; not tested. Defended or argued
Inductive reasoning: particulars (fact, observation) are given first before generalization.
Deductive reasoning: Generalizations are given first before giving the particulars

RESEARCH DESIGNS AND METHODS

3 TYPES OF RESEARCG DESIGN

1.Exploratory research: focuses on a relatively new research area or that which has very limited available evidence to be able to test
a hypothesis.
2.Descriptive research: describes and interprets what is; focuses on prevailing
conditions- how a person, group behaves or a thing functions in the present. Interpretation is often combined with comparison and
contrast.
3.Experimental research: used to determine the cause and effect relationship of certain phenomena under controlled conditions.

2 TYPES OF EXPERIMENT:
1.Quasi-experiment- Some conditions required to be true experiment is not met. Most often this condition is the inability to
randomize group assignments.
Example: Testing the effectiveness of 2 different ways of teaching research (didactic vs. hands on) but professor- researcher can't
control how students are assigned to each class.
2.Classical experiment- imposes all random selection steps based on assumption that random sample and randomly assigning these
subjects to groups produces equivalent groups for comparison.
Example: Physics/chemistry experiments; medical experiment on drugs; psychotherapeutic experiments on interventions

3 TYPES OF EXPERIMENTAL STUDIES:

-"Explanatory" means studies begin with hypothetical explanation or hypothesis that is to be tested in the real world. Explanatory
studies usually quantitative methods.
-Cross-sectional survey design- entails measurement of some characteristic in a defined sample or group at a given time period.
-Longitudinal Study Design- participants are exposed to some independent variable followed by repeated measurements through
time. This is a time-series design.
Ex: A study of a nutrition program among selected children aged 0-3 years in Barangay X for a period of 3 years.

TYPES OF LONGITUDINAL STUDIES

Trend study- involves drawing a sample of participants on different occasions from a group (pool) of potential participants. The pool
tends to change overtime.
Example: A group of men may be selected at random from six barangays of Sorsogon to participate in a 3-year study to assess
changes in attitudes toward women's participation in community activities. Although some men may be included in more than one
stage of data collection, the sample of men will be different each year from the sample selected any other year.
Cohort study- a pool of potential participants does not change, but the specific cases selected for study will differ during stages of
data collection.
Panel study- same group of participants would be studied over time. In the above example, the same randomly selected men would
be studied over time to monitor changes in their attitude towards women.

THE INTERACTIONIST APPROACH

-William Schwartz
-there is a symbiotic relationship between people and environment.
-the function of social work is to “mediate the process through which individual and society reach out to each other through a
mutual need for self-fulfillment.”

THE MEDIATING FUNCTION

-Schwartz contends that social work’s function in society is most powerfully expressed when it directs itself not to the individual or
society but to the relationship between the two.
-Mediate transactions between people and various systems.
-In this approach, the worker’s skills come from two interrelated responsibilities, that of (a) helping each individual client negotiate
the system immediately crucial to the problem, (b) helping the system reach out to incorporate the client, deliver service and carry
out its function to community.

THE GROUP
-The social worker has a two-client responsibility; the worker addresses each member and whose relationship to the group this
member needs to negotiate and the group as a whole that has to negotiate to larger systems- the agency, the neighborhood, etc.
-The group is described as an alliance of moving, interdependent beings with the worker being one of them.
-The worker moves are directed toward specific purposes, limited in scope and time, and only those within her reach.
- “mutual aid group” focused on specific problems and agency’s function to provide help.

THE GROUP IN THIS APPROACH HAS 4 MAJOR FEATURES.

1)The group is a collective in which people face and interact with each other.
2)The people need each other for certain specific purposes.
3)People come together to work on common tasks, and
4)The work is embedded in a relevant agency function.

SCHWARTZ 4 PHASES OF THE WORK IN THIS APPROACH WHICH INCLUDE.

1)Assumptions that can be made about the laws of nature appropriate to the tasks of the worker.
2)The valued outcomes that need to be brought about,
3)The implementing acts which the worker may have to do.

PHASES ASSUMPTIONS VALUED OUTCOMES IMPLEMENTING ACTS

- “tunning in” as the worker prepares to enter or re-enter the group.
 -about human behavior: there is a human experience (expectations will be based on past experiences) -worker’s ability to “tune”
herself to the coded messages and disguised meanings.
-worker can begin to visualize the actions and reactions through which she and the members in each other in the beginning stage of
work together. -emphatic skills
-skills in both generalizing and partializing the data
-organizing information into patterns and breaking down her general knowledge relevant to the clients she will be working with.
-worker prepares both agency and members to an open recognition of what will be the work all about.

THE H-MOLE WOMEN’S GROUP

THE SETTING
-Ospital ng Bayan is a large government training, service and research hospital in the Metro Manila area.
-It has a Medical Social Service (MSS) Department which provides programs and services aimed at helping patients and their families
with personal and environmental difficulties related to the prevention, treatment and rehabilitation of patients.
-MSS mainly using casework method.
-group work method had been used on an “on and off” basis, as a supplement to casework method.
-1996 MSS Social Workers participated in “Approaches to Group Work Practice.”
- “H-Mole” which is the most common, abnormal pregnancy characterized by “multiple grapelike vesicles filling and distending the
uterus usually in the absence of an intact fetus.”

THE TREATMENT FOR THIS CONDITION INVOLVES:

1)Evacuation or suction curettage or hysterectomy
2)Prophylactic chemotherapy
3)Follow-up treatment
Some side effects are: loss of appetite, mouth sores, allergy, baldness, and diarrhea.

THE CRISIS INTERVENTION APPROACH

-an approach used in individuals, families, groups and communities that are in a sate of disequilibrium because of the crisis they
experienced.
-CISD “Crisis Incident Stress Debriefing” a form of crisis intervention that has become popular and many social workers are trained
because it as been found to be very helpful for the victims of natural disasters.

WHAT IS CRISIS?
- “an upset steady state”
-an emotional reaction of individual, family, or group to a threatening life event.
-a struggle to cope with and master an upsetting situation and regain a state of balance.
-not considered a disease or a pathology but a part of normal growth process.

THE FF ARE THE MAIN ELEMENTS OF CRISIS:

1)Stressful event or precipitating stress
a.Hazardous circumstance or experience (accident or sudden death of loved one)
b.Developmental/maturational stress (puberty, entering school, becoming a parent, menopause, retiring)
c.Transitional or situational process (getting, leaving or losing a job, relocating, separations)
2)Perception of stress, a threat to life goals, security, or affectional needs
3)Response phase characterized by an acute period; discomfort, disturbance in thinking, disruption of familiar routines, helplessness,
pressure, anxiety.
4)Resolution phase, the problems caused by the stressful event are resolved adaptively or maladaptively on the perception of the
stressful event. The coping and response patterns to those who were affected. Availability of support and problem-solving process.

CRISIS INTERVENTION
-a process for actively influencing the psychosocial functioning of individuals, families and groups during a period of acute
disequilibrium.
-help these systems through differential assessment, intervention techniques to move toward adaptive and away from maladaptive
resolution.

CHARACTERISTICS OF CRISIS INTERVENTION

-involves crisis-oriented, time-limited work.
-should be readily available and properly timed in order to be effective.
-24-72 hours of the “request of cry for help”
-since prompt intervention is necessary, there should be no intake procedures, and no waiting lists and no transfer of workers.
-the Assessment-Planning-Intervention sequence is not always followed because of the urgency of person’s need that requires
immediate action.
-most crisis states are limited to 4-6 weeks, max of 6 sessions as this is seen adequate.

TWO MAJOR GOALS OF CRISIS INTERVENTION

1)To cushion the immediate impact of disruptive, stressful event
2)To help those directly affected as well as significant others in the social environment mobilize and use their psychosocial
capabilities, interpersonal skills, and social resources for coping adaptively with the effects of stress.

PHASES IN CRISIS INTERVENTION

3 PHASES IN CRISIS ORIENTED WORK.

A.ASSESSMENT B.IMPLEMENTATION OF TREATMENT – “middle phase” C.TERMINATION

TARGET POPULATION
1)Individuals in crisis (victims of rape and domestic violence)
2)Those in collective crisis (victims of natural disasters)
3)Those associated with persons in crisis (professionals and volunteers helping people in crisis)

ADVANTAGE OF GROUP CRISIS INTERVENTION

 Group allows ventilation of feelings and emotion with others the same situation.
 Group support helps to assuage pain and offers hope.
 Group sharing helps to mobilize personal strengths and resources.
 Group participation makes for mutual assistance in considering alternative ways of coping with the crisis.
 Group members help each other in identifying community resources needed for problem solving.
SPECIAL FEATURES OF CRISIS INTERVENTION GROUPS
 Membership may be open or closed, depending on the situation and need.
 There is no rule about group size. (Four to Twelve considered manageable).
 Group are time-limited (Six to Twelve weeks, depending on expediency and worker style).
 Group process is usually accelerated in a crisis group because of the sense of urgency inherent in crisis and the constraint of
time limits.
 Worker assumes a very active directive role in order to hold on to the goal of the crisis group which has to be achieved
within a tight time structure.
 Individual assessment of group members is necessary.

FOUR STEP APPROACH IN GROUP CRISIS INTERVENTION

Theoretical notions about crisis and crisis intervention as applied to individuals are today being applied also to groups in crisis.
Step 1. The Search for the Precipitating Event and Its Meaning to the Client.
 This line of inquiry enables the worker to formulate the client’s dilemma (Ex. The problem which is behind the client distress
and confusion).
Step 2. The Search for Coping Means Utilized by the Client.
 This line of inquiry helps the client and the worker to identify what has been tried by way of resolving the problem and
what has not worked.
Step 3. The Search for Alternative Ways of Coping that Might Better Fit the Current Situation.
 This line of inquiry helps the client to mobilize new problem-solving efforts and to take action on the basis of consideration
of new alternatives.
Step 4. Review and Support of Client’s Efforts to Cope in New Ways: Evaluation of Result.
 This line of inquiry brings closure to the problem-solving experience, hopefully underscoring the gains made by the client.

THE MAPAYAPA GROUP

The Setting
Mapayapa, a town in the southern part of Luzon, and the area known to be a “sanctuary” of guerillas of New People’s Army (NPA)
was recently attacked by the Armed Forces of the Philippines in line with their counter-insurgency operation (Lasted for Three
Months Military Operations end of February, 1994).
On March 10, 1994, a five-day fact-finding medical mission composed of government representative and NGOs to investigate reports
of military abuses and to bring food and medical relief to the resident. When the mission arrived, Mapayapa was abandoned by the
resident.

The Helping Team

The mission team immediately put up a makeshift clinic and provided emergency medical and food assistance to the victims. Social
work of FIND (Families of Victims of Involuntary Disappearances), was a member of the team, saw serious problem: The violent
abduction from the victims’ present location of seven male residents who were accused of being either NPA guerrillas or guerrilla
supporters by a group of armed men on March 8. This plunged this displaced community into a greater depression, particularly the
families of the seven who had disappeared.
On the first day, the FIND social worker quickly made home visits with the families, giving each family a “one-shot-psychological first
aid.” Who was the most affected and would benefit from participation in a crisis group which the social worker decided to organized.
In order for the social worker Identify the issues needed to be addressed in the group immediately and what issues could be
addressed later.

The Group Members

1. Monina, 32 years old, with three children, aged 1 to 5, and a wife of Ramon.
2. Myrna, 36 years old, with two children, aged 4 and 7, and a wife of Miguel.
3. Elisa, 26 years old, six months pregnant, and wife of Ric.
4. Cora, 35 years old, with four children, aged 2 to 14, and wife of Mario.
5. Milagros, 28 years old, with a four-month-old baby, and wife of Jaime.
6. Aling Miling, 54 years old, with six children, aged 18 to 34, and her youngest son Melo.
7. Aling Lydia, 56 years old, with four children, aged 22 to 30, mother of Fidel.

The Group’s Problem

The group was composed of five wives, ages 26 to 36, and two mothers, 54 and 56 years old. All witnessed the violent abduction of
their love ones, and forces to leave their town had been burned and property destroyed.
The group members immediate problem was how to cope with these two recent events, the disappearance of their loved ones. All
of them had difficulty sleeping, crying, felt confused and hopeless and were extremely anxious about their situation.

Helping Goals
At the end of four three-hours session for four consecutive days, the group shall have been able to;
o Cope with the emotional crisis caused by the disappearance of their loved ones.
o Make realistic plans about what action to take in connection with their disappearance.

Helping Plans
Day 1: Provide the members with the opportunity to; and engage the group in relaxation and encourage them to do it even after the
termination of the crisis intervention.
 Express their thoughts and feelings about the abduction.
 Interact, support and counsel to reduce each one’s emotional distress.
Day 2: The aim of the session is for the group to have a clear understanding of the whole crisis situation and confront doubts, fears
or beliefs that may be unrealistic and not helpful.
Day 3: Help the group members recognize and assess their personal resources, identify family and community resources that they
can utilize in response to their needs, and learn how to go availing of the latter.
Day4: Help the group make short-term plans that will meet their immediate needs and help them adjust to the reality of their
present situation. Evaluate what the crisis group have achieved.

CRISIS INCIDENT STRESS DEBRIEFING

Is a formed of crisis intervention that has been found helpful to many Filipinos in collective crisis caused by natural disaster like
earthquakes and floods. CISD is applied after a “critical incident” has occurred. A critical incident is any incident, situation or event
that can cause powerful or overwhelming, even unusual reactions from those exposed to it.
Critical Incident Stress Debriefing (CISD) is a preventive stress management strategy designed to assist affected people in handling
normal severe stress. Victims who may be classified as:
1. Direct Victims (those hurt or injured)
2. Indirect Victims (family, friends and others)
3. Hidden Victims (crisis worker “silent sufferers, not directly affected by crisis)
CISD is a tool to achieve the following purposes:
1. Assist victims to deal positively with the emotional effect of a severe stress-producing event.
2. provide education about current and anticipated stress responses.
3. provide information and support for coping and stress management.

HOW IS CISD DONE?

A. ADMINISTRATIVE PREPARATION
If the worker’s assistance is sought by another agency, the worker should take up the follow matters with the management of the
agency before conducting a CISD:
1. Timing (immediately after the critical incident 3 to 4)
2. Physical Arrangements (Ideally, not more than 10 participants, privacy, uninterrupted room/space)
3. Facts of the critical incident (role of the participants should be ascertained)
4. The debriefing group (same experience should be group together)
5. Announcement of debriefings. (Assistance should be offered in preparing debriefing announcements)
B. THE CISD PROCESS
Specific phases comprise the CISD process which normally takes 3 to 4 hours to conduct:
Phase I. Start-Up
1. Introduction of the participants.
2. Conduct of a 5-minute experiential exercise.
Phase II. Sharing the Crisis/Stressful Experience
1. The worker/facilitator asks each participant: Ex. Unsay na hitabo, unsa iyaha gibatu atu, unsa iyang gibati karon.
2. Identifies a participant who is ready to share or who seems to be in need to talk and share with the group.
3. Each participant is given 10 to 15 minutes to share (the time limit depends on the group size)
4. Compliments the group members for their openness and willingness to share thoughts, feeling and reactions.
a) The Noisy Sigh (Deep breath and inhaling with sound) quick and easy method of discharging tension.
b) Optional Breathing Exercise (Close their eyes and breath naturally without extra effort).
Phase III. Understanding Symptoms/Stress Responses
1. Lead the participants in an interactive discussion of their stress response during and after the critical incident.
2. The worker guides the group categorizing the responses shared through the ff question:
What are the Stress Responses?
a. Physical Stress Response (bodily functions)
b. Emotional Stress Response (feelings affected by incident)
c. Cognitive Stress Response (affects the way they think)
d. Behavioral Stress Response (show the effects stress on the behavior)
e. Spiritual Stress Response (spiritual dimension)
Phase IV. Understanding Grief and Loss
1. The worker/facilitator elicits the participants concept of loss. (Also mean loss of property, status, reputation)
2. The worker explains that when we lose something/someone important, we go through a grieving process. (Five grieving Denial,
Bargaining, Anger and Frustration, Depression/Sadness, Acceptance/ Resignation).
3. The worker helps the group to deepen their understanding of crisis.
Phase V. Coping with Stress
1. Ask the participants what they did or are doing to cope with the stressful situation.
2.Emhasizes that their coming to the group session is a form of coping by using communication among team.
3. Point out that stress can be managed without using pills, cigarettes, alcohol, or other drugs. (Exercise, proper nutrition, rest and
relaxation time & Spirituality/praying).
Phase VI. Planning for a Contingency
The Worker/facilitator ask the group about their plans after the incident. They may have personal plans, and they may now want to
be prepared in case another disaster may come and know what to important things to secure.
Phase VII. Summarizing and Evaluating
1. The worker/facilitator asks the participants to review their CISD experience.
2. The worker summarizes discussion on ways in which participants can help themselves and ways to help others.

APPENDIX A

GROUP STRUCTURE AND PROCESS IN SOCIAL WORK

GROUP STRUCTURE- Is the arrangement or interrelation of all the parts of a whole “This arrangement or interrelation can be
especially appreciated when working with groups. (Webster)

There are groups that have highly formalized structures, their operations or activities carried out through clear assignments of
leadership/ officership and responsibilities, complete with constitutions and by-laws, rules and procedures.
Example
A worker will motivate a group member who is passive and shy and has no status in the group to perform a task that will make the
members recognize his leadership capability, leading to their acceptance of him, in turn resulting in that member’s improved self-
image.

Garvin and Glasser’s defined group structure as patterns that develop and maintain themselves over time in interpersonal relations.
In the context of social work with groups we recognize the importance of structure in moving the group towards goal-attainment.

STRUCTURAL PROPERTIES OF GROUPS

1. Size- refers to the number of persons in the group.

2. Communication Structure- encompasses who interacts with whom about what, and this interaction may take verbal and/
or nonverbal forms.
3. Affectional Structure- The process of acting and reacting which takes place between people meeting together in a small
group

Grace Coyle attributes the phenomena to two factors:

a) Natural attraction- result from having similar or complimentary qualities and values, as well as positive feelings out of
some previous relationship with similar persons.
b) Unconscious needs of members- include unfulfilled love from a parent or parent figure, sibling conflict, competition or
rivalry, and transference aspects (feelings, attitudes and patterns or response toward significant persons in previous
relationships are relived with the persons in current relationships)

The following are among the patterns of interpersonal relations that are produced from the liking and disliking that
develop among members of a group
a. Pairs- dyads, mutual friendships; courtship pairs; pairs of enemies; dependency- dominance; complimentary
b. Triads- mediator and two; rivals and one; coalition and one; three-person alliance; harmonious threesome
c. Foursomes- two pairs; three and one; four person-alliance
d. Isolates- people who hang on the fringe of the group with little acceptance.

Sociometry- technique of studying the affective relations among group members. (Jacob L. Moreno)
4. Power Structure- Power in the context of interpersonal relations is social power, the ‘potentiality for inducing forces in
other persons toward acting or changing in a given direction.

FIVE BASES OF POWER (French and Raven)

a. Reward Power- Reward can come in many forms - promotion, praise, etc. The more the group members value the reward, and
the more they believe they cannot get it from anyone else, the greater will the power be. Group members will usually work hard
with someone who has high reward power, will usually like the person, and will communicate effectively with him/her. However, it
can lead to dislike of the high-reward person if group members feel they are being bribed.
b. Coercive power- Power is based on B's perception that A can inflict adverse or negative consequences or remove positive
consequences in response to B's behavior. Being admonished, being deprived of certain privileges are examples. The use of coercive
power to settle a conflict often increases the other per son's hostility, resentment and anger. Threats usually result in aggression and
counter threats it is suggested that the use of coercive power in a conflict situation should be avoided.
c. Legitimate power- This refers to that influence resulting from a person's position in the group and or from certain responsibilities
that go with that position. Among the bases of legitimate power are cultural values (eg., respect for age, intelligence, physical
characteristics acceptance of a social structure .
d. Referent power- This kind of power refers to the influence A has because of his being well-liked and/or respected, which results in
B identifying with him/her. B is apt to adopt A's (or the group's) thoughts, beliefs and values because of the identification with A.
French and Raven note that B is often not aware of the referent power A exerts.
e. Expert power- This kind of influence is based on the perception that A has expertise, or some special knowledge or skill and can
be trusted. Expert power is limited to the specific area of one's expertise and
Leadership- Leadership is essentially the ability to influence other people in some way.

Here some of the theories for understanding leadership to guide the practitioner in his work with groups.

a. Position theory- If one was to draw a ladder like structure, the leader is that person who would occupy the topmost
position, and all the others below would be lesser leaders. How then, does one become a leader? There are, of course,
many ways; by election, by appointment or designation by a higher authority and sometimes, by taking control, usually by
manipulating situations. This then gives a person authority or influence over people.
 b. Trait theory- It assumes that leaders have personal traits or characteristics that make them different from other people.
This has been called the "great person" theory of leadership, best reflected in Aristotle's words, that from the hour of their
birth, some are marked for subjugation, and others for command.
c. Style theory. Lewin, Lippitt and White concentrated on examining different leadership styles, and came up with the
following."
1) Authoritarian- In this style of leadership the leaders have more absolute power they set goals and policies as well as major
plans, dictate the activities of members, are the purveyor of rewards and punishments and are the only ones who know the
succession of future steps in the group’s activities.
2) Democratic- This style of leadership seeks maximum involvement and participation from members in all decisions affecting
the group, which brings about strong cooperation.
3) Laissez-faire- This style of leadership is characterized by minimum input or participation from the leader; the members are
left to function or struggle by themselves.
d. Situational theory- This theory states that leadership is a function of the situation rather than the person of what he or she
does. This means that the type of leader needed depends primarily on the work to be done.
e. Functional Leadership Theory- Leadership here is viewed from a group perspective; leadership means the performance of
acts that help the group to accomplish its goals.

Benne and Sheats three major categories of members roles found in problem-solving groups
1. Group Task Roles which involves facilitation and coordination of group problem-solving activities

2) Group Growing and Vitalizing Roles which involves building group-centered attitudes and orientation; and

3) Anti-Group Roles which tries to meet felt individual needs at the expense of group health rather than through cooperation with
the group

Role Structure- The term role refers to the social-recognized pattern of expectations of behavior on the part of a person in a certain
position which helps us to interpret what a person is doing or is trying to do. Individuals perform many different roles in life. There
are sex roles (male, female), age roles (young, old) occupational roles (lawyer, teacher, social worker), marital roles (wife, husband),
etc. In relation to each of these roles, there are certain things a person is expected to do. What these are, one learns formally, such
as through education, and informally, such as from exposure to "role models."

Task specialist - who provide the best ideas and does the most to guide the discussion thereby moving the group toward us god
even if he may not always be liked,

Social-emotional or group maintenance specialist- whose main concern is group harmony and resolving tensions and conflicts
within the group.

In addition, any of the following roles may have to be assumed by a designated leader depending on the needs and developmental
stage of a group:

1. Executive being the top coordinator of the activities of a group

2. policymaker establishing group goals and policies
3. planner deciding the means by which the group shall achieve its goals
4. expert (source of readily available information and. skills)
5. external group representative (being the official spokesperson for the group)
6. controller of internal relations (through controlling the structure the leader may be a controller of in-group relations)
7. purveyor of rewards and punishments (including promotions, demotions, and assigning pleasant or unpleasant tasks)
8. arbitrator and mediator (the leader may act as both judge and conciliator, and has the power to reduce or to increase
factionalism within the group)
9. Exemplar (serving as a model of behavior to show what the members should be and do)
10. ideologist (serving as the source of the beliefs and values of the members)
11. scapegoat (serving as the target for ventilating members' frustrations and disappointments)

Group Norms- In the process of interaction, "norms" or rules and standards of behavior emerge in a group. These norms tell us how
members control each other, which behaviors are allowed and which are not. Norms can be viewed on an individual as well as on a
group level
DIFFERENT KIND OF NORMS NAPIER AND GERSHENFIELD LIST THE FOLLOWING:

a. Written rules. These are norms that are codified like professional codes of ethics, or formal written statements that are
meant to be taken as group rules.
b. Explicitly stated norms. These are norms that ate stated verbally (we take turns in taking the minutes of meetings) or are
easily recognized by members (the very informal attire of the members inform the newcomer about what he should wear
to meetings) Explicitly stated norms, however, may not be the actual norms practiced.
c. Non-explicit, informal norms. These are norms that are neither written nor explicitly stated, but are understood by the
members to be the way things should be done. For example, the chairman sits at the head of the table, the vice-chairman
next to him.
d. Norms beyond awareness. These are the norms that are created as if by osmosis in a gradual, unconscious pattern.
Status- is a term used to refer to one's rank or standing in the group based on any or all of the follow ing: a. the person's closeness
to the center of the web of communication in the group; b. the carrying on of a particular kind of activity or maintaining a certain
level of activity, and c. the person's position in the web of communication and the kind of job be does.

Ex. Age, intelligence, wealth, position, etc.

Role ('expected to do"): to maintain consistency among sets of behavioral expectations so that people know what behavior to
expect of certain persons and how to react to them.

Norms ("ought to do"): to maintain consistency among sets of standards so that people know what the tules are, that what they are
doing is either "right or "wrong."

Status (evaluation of worth): to maintain criteria for the judgment of persons or positions, thereby making social reward seems just.

Group Process- Mean the helping process where the social worker regardless of type of client system, engages in the processes of
assessment (which include data-gathering and problem definition), action-planning, implementation of plans, evaluation, and finally,
termination. It's also essentially the "problem-solving process' ' which calls for a series of systematic, if frequently overlapping steps
in helping people.
Example: when a social worker works with a group in order to help with some concern or problem affecting the group's social
functioning. Thus, when the group is used as the means and context for individual change, for example, the specific steps are intake,
diagnosis and treatment planning, group composition and formation, group development and treatment evaluation and
termination.
Conformity- The need to depend on others to help us define reality and to test the validity of our opinions. Research findings have
shown that when a situation is ambiguous and there is no objective way to determine the "right" answer, members rely on the
group for information. Group membership thus becomes a very powerful source of influence on the members in terms of what they
learn, think and do.

There are two forms of conformity:

Conformity wherein A person outwardly agrees but inwardly disagrees ('expedient conformer')
Conformity wherein one both outwardly agrees with the group ("true conformer").

Decision Making

Decision-making is at the center of our very being. Who we are as decision makers is no more or less complex than who we are as
people. The weave of factors influencing us can be incredibly complex: our cultural backgrounds, parents, schooling,feelings of
attractiveness, social status, religion, and general level of achieved success. Add to this very special mix our willingness to risk, our
shyness, our inclination toward bias and stereotypes, jealousy, fear of failure, and a hundred other variables and we begin to have
the same idea of how complex even our most casual or spontaneous decisions might really be.

Affirmative based on the following reasons

1) group interaction allows for the pooling of the knowledge, abilities, and resources of each member;
2) the presence of other people provides motivation to a person to do his /her best;
3) the presence of many people working on a problem increases the probability that one of them will suggest the
highest quality solution;
4) group interaction facilitates the members' building on each other's ideas and formulating a high quality decision;
5) the group discussion that takes place results in the identification of both positive and negative consequences of each
alternative so that the better, if not the best decision is arrived at;
6) it is always easier to identify the mistakes of others than it is to identify our own.

Gordon offers four types of decision-making procedures:

1.Voting. This is usually employed in a traditional leadership situation (i.e., there is a designated leader who holds a commanding
position in the power structure), but can pose problems in group-centered decision-making where there is no leader to call for the
vote and so, no vote is called.
There are two ways of taking a vote - by simple majority (one half plus one), and by high percentage majority (such as two
thirds or three fourths). Zastrow describes each one thus.

Simple majority. Issues are discussed until they are darified and until it appears that a simple majority of the members have arrived
at an alternative. Its disadvantages: minority opinions are not always safeguarded; it tends to split a group into "winners" and
"losers," the losers mar be almost as large in size as the winners but end up feeling their concerns are not attended to, and may not
co-operate, or even subvert the decision; the losers may feel controlled or manipulated by the majority.

High percentage majority vote. This is regarded as a compromise between consensus and simple majority voting. Its advantage is
that it generally is able to draw stronger support from group members than the simple majority approach. Its disadvantage is it
requires more time as more votes are needed, although less time than consensus as not everyone has to be convinced or persuaded.

2. Consensus. The process of reaching a consensus involves the presentation of suggestions usually by a few members which are
evaluated by the others through stoup-wide discussion until someone senses that the group is reaching a decision.

3. Postponing decisions. Gordon characterizes this as a method wherein a group can "agree to disagree." It serves to protect the
minority from the will of the majority as the former is not forced to support something that violates their convictions.

4. Delegation of decision-making authority. Because democratic group decision-making is frequently criticized for being slow
moving, inefficient, and time-consuming, groups may, and in fact, do delegate decision-making power to individuals or small
committees which in some cases are able to make quicker decisions than groups. Delegation is done when this means that it will
save time.

APPENDIX B

SYSTEMS THEORY

GENERAL SYSTEMS THEORY - Develop concepts about human systems that have provided social work a useful model for practice.

SYSTEM - Defined as a whole consisting of interdependent and interacting parts or as a “set of units with relationship among them.”
In social systems theory, all social units individuals, group, organizations, and communities are conceived of as systems.

SYSTEMS THEORY - Provides social work with a tool for analysing and organizing data about clients, and offers many options for
intervention. (Based on understanding a client’s unique set of circumstances)

-Systems theories held that individuals could not be viewed as islands. Instead, they are parts of groups, organizations, societies, and
families. Furthermore, individual problems shape and influence many levels of an individual’s ecology.

Concepts in System Theory that are useful to social work are:

 Open and Closed System - Open system is one that is engaged in interchanges with its environment and therefore continues to
grow and change. Closed Systems do not interact with other systems, neither accepting inputs from them, nor producing
outputs to them.
 BOUNDARIES - Boundary is a closed circle around selected variables where there is less Interchange of energy or
communication across the circle around than there is within the circle.
 TENSION - System theory conceive of tension as characteristics of and necessary to complex, adaptive systems, though there is
recognition that tension may manifest itself in either destructive or constructive ways. Tension or Conflict, are not seen as
positive or negative, but rather, as attributes of all system simply because they are alive and open to transaction across their
boundaries.
 FEEDBACK - This refers to "a communications net-work, which produces action in response to an input of information and
includes the results of its own action in the new information by which it modifies its subsequent behavior." Negative feedback
 conveyys information that the system's behavior is making it difficult to achieve its goal, and therefore correction is needed in
line with its goal. Positive feedback means that the system is behaving correctly in relation to its goal and so, more behavior of
the same quality if called for.

(Feedback is crucial to social work practice. It’s important to be open to receiving feedback, whether positive or critical. It’s also
important for improving self-awareness.)

 CHANGE AND STABILITY - Open systems are constantly in the process of change, which represents their attempt to take
purposive goal-directed action However, a system must also maintain a dynamic equilibrium - a steady state, ie., a certain
amount of order and stability is necessaryy.
- Change and stability are interpreted relative to each other and over given time scales)

 ROLE - This refers to the expected behavior of a person occupying a particular social status or position in a social system.
Besides being useful in understanding the interaction within the system, the concept of role serves as a bridging concept
between the individual and the larger social systems.
ALLEN PINCUS and ANNE MINAHAN developed a related concept about Six types of social systems with whom the social worker
interacts in the course of practice.

1. The change agent system - The agency or organization that employs the social worker who will plan and work with the six systems
toward change.
- A helper or social worker with different specialist working with different system.

2. The client system - Those who have asked for the worker's services, and are expected to benefit from these services, and those
who have entered into an explicit or implicit contract with the worker.
- Includes both the client and members of the clients support network.

3. The target system - The people that the change agents need to change or influence in order to accomplish their goals (this may
also be the client system when iris the party that needs to be changed)
- The social worker main duty or goals is to determine the specific people or the targets.

4. The action system - Those with whom the social worker interacts in a cooperative way in order to bring about change helpful to
the client
- A system through which a social worker deals with his/her effort to accomplish the task and achieve the goals of the change effort.

5. The professional system - The professional association of social workers, the educational system by which workers are prepared,
and the values and sanctions of professional practice; and
6. The problem identification system - System that acts to bring a potential client to the attention of the worker.
-The social worker actively listening to the client discusses what has brought them into treatment.

APPENDIX C

Diagnostic Statement

ELSA

I. Identifying Information

Elsa Bernabe, born April 5, 1988, residing at 2021 Bustos, Sampaloc, Manila, second grade pupil at the P. Gomez Elementary School,
second child of Prima Santos and Juan Bernabe, was referred by the school guidance counselor to the school social worker because
of her "problem behavior and failure in class."

II.Synthesis of Background Information

A. Elsa
Elsa is a 9-year old girl, of medium build and height, healthy, and with no physical handicaps. She tends to be too quiet and inhibited
though one can surmise that if she would only smile she could be an attractive girl. On a school-administered aptitude test six
months ago, she scored a C+, which is "average." She is presently repealing Grade Two. The social worker saw that the homeroom
teacher had checked the following characteristics for Elsa on the usual referral form: bullies other children, often left out of play
groups, withdraws from everybody, engages in malicious and destructive play with other children, frequently tardy, and
performance way, below average academic work. In their discussion, the teacher informed worker that Elsa is extremely withdrawn,
because of which she finds great difficulty reciting or reading orally in class. One teacher reported her to be always quarreling with
classmates though no one could say how the quarrels start. She was also described as having mannerisms like twisting her hair,
picking her nose, rolling her eyes, and being neurotic. Later, in talking to Elsa, she said the other children picked on her.

Two meetings with Elsa have so far revealed very little. She answered questions almost inaudibly, is aware that she was referred to
worker because of her behavior and performance in class. She seemed very willing to see worker regularly, however.

B. The Family
The child's parents are married but separated. The mother seems to be an emotionally insecure person who admits to projecting her
hostilities on Elsa whom she describes as prone to tantrums, picking quarrels with her sisters without provocation, and being very
withdrawn. She is annoyed by Elsa's mannerisms, particularly her bed-wetting which has no medical basis. She blames herself partly
for this, saying she is a very nervous and unhappy person, because of her own unhappy childhood and present difficult financial
situation. She seems to be always scolding Elsa and has ignored and neglected her compared to the two other girls (Elsa is the
middle child. The favorite in the family is the eldest, Corazon. The mother realizes that Elsa feels this and reacts by being hostile and
with-drawn, but that she is trying now to give her some attention. The mother finished her elementary grades and seems to be an
intelligent person. Nothing much is known of the father except that he abandoned his family six years ago. He had "unpredictable
behavior" and was in the mental hospital once for several weeks for observation. A brother of his, now living in the South, is known
to have had epileptic attacks.

The family of four Mrs. B and the three girls, ages 7,9, and 10) occupies two rooms of a big, old, dingy apartment which they rent for
P950.00 a month. The family lives on Mrs. B's income as a market vendor which nets her an average of P160.00 a day. She complains
about being very hard-up. They have, in the past, received help from some community agencies in the form of food and medicine.

C. The Environment
Elsa's environment is limited to their neighborhood and her school. The houses which are of the multiple-dwelling type are mostly
old, and poorly. The physical surrounding is clean, though quite overcrowded, with children playing in the streets most of the time. A
basketball court across Elsa's house provides both recreation and entertainment in the area. The residents in the area obviously
belong to the same socio-economic background, as do most of Elsa's classmates. She has no close friends, and her sisters are
indifferent to her. They both resemble Elsa in looks, but seem more pleasant and sociable.

Worker observed Elsa once in the school premises. During a play situation, she seemed passive and, at first not interacting with
anyone else. When a classmate tried to snatch the ball Elsa had just caught, she became very violent, stamping her feet on the
ground and aiming her fist at the class-mate. She finally threw the ball to the ground and left the group.

I. Definition of the Problem

Elsa's problem is her very low self-esteem and distorted self image. This makes for her inability to form positive peer relationships or
to participate fully in peer interaction. She is a very deprived child, materially and emotionally. The history of deprivation and
rejection has resulted in this damaged self-image and, at present, maintains the problem. Her anxiety, manifested in nervous
mannerisms, are also part of this problem.

II. Helping Goals

A. For Esa:
1) Improve her self-image
2) Help, her identify and cultivate satisfying relationships with her peers.
3) Help her improve her capacity for verbalization and self-expression
4) Help her do away with her nervous manner-isms, and
5) Help her to curb her aggressive tendencies and channel these into more acceptable out-lets.

B. For Elsa's Family

1. Improve home situation economically and emotionally.

III. Helping Plans

1. Play (worker) the role of an accepting and understanding adult with whom Elsa can identify and relate freely.
2. Provide group activities that will promote peer in-traction as starting point for more satisfying relationships with others.
3. Influence peers (classmates and siblings) to help Elsa develop feelings of belonging and being liked.
4. Provide opportunities to encourage verbalization and self-expression (in individual sessions with worker; in the group, guided by
worker; in the class with teachers' cooperation).
5. Help the child do away with mannerism by providing a variety of activities which will also channel aggressiveness and physical
energies.
6. Work closely with child's family to improve relationships at home.

7. Fully explore family's economic situation, focusing on the following: a) maximizing the mother's potential to earn a more decent
income; b) mobilizing community resources to help the family economically; and c) tracing Mr. B's whereabouts and exploring the
possibility of supporting his family

APPENDIX D

Social Work Practice with Groups:

Other Models and Approaches

ORGANIZATIONAL MODEL

Underlying Theory:
Eclectic, using social role theory, social behavior theory, systems theory, ego psychology, group dynamics, and organizational theory.
-The Model emphasizes the organizational context of practice. The organizations which employ social workers are for people in
social transition (they provide service to people in the midst of transition from one status or position to another; emphasis is anomie
reduction and socialization) and for people in the midst of social conflict (emphasis is social control of those who have violated the
legal and normative systems of the society of re-socialization of those whose adaptation to their present environment is no longer
functional).
-The goal is individual change through the group, using direct and indirect influence. The helping process involves intake, diagnosis
and treatment planning, group composition, group treatment, evaluation and termination.
Usage: For malperforming individuals who need help in order to achieve improved social functioning

PSYCHOSOCIAL APPROACH

Underlying Theory:

Psychoanalytically-oriented ego psychology, social systems theory, communications theory, role theory and culture theory

-The characteristic of the approach is its psychosocial orientation, emphasis is on the relationships between psychological and social
forces and the interaction between the person, the small group of which he/she is a member and the environment. The group is the
means for problem-solving and goal-achievement, supplemented by the worker's direct influence on members.
-The approach is aimed at prevention and enhancement as well as restoration or rehabilitation, and is therefore applicable to
persons with actual or potential problems in psychosocial functioning.
-Excluded in this approach is work with task-oriented groups in which goal-achievement is the purpose instead of the growth or
effective functioning of members.
Usage:
Can be used with all persons so long as there is a service designed to meet an established need for enhancement, prevention, or
treatment of problems in psychological functioning. Client motivation to engage in group experience is necessary.

SOCIALIZATION MODEL

Underlying Theory:
Socialization theory is derived from social psychology, anthropology, sociology, and current work in the behavioral sciences on
systems and communication theory.
The Model is conceptualized as follows: the major problem focus is inadequate opportunity for role-learning in the social network.
The social worker's challenge is to provide opportunities for changed role performance and interactions in new /unusual situations.
The targets of change are the self-concepts, internalized values, and expectations of self and others. The social worker, as an agent
of socialization and change, actively teaches, models, sets explicit expectations, helps stimulate learning and competence in roles,
and provide feedback on performance.

The helping process consists of an Initial Phase, Assessment

- unsocialized - adults with deficient socialization, severely neglected and deprived as children, and therefore internalized
few social values and have poor control on impulses.
 - inadequately socialized- not exposed and did not learn from adequate role models in early life, as preparation for social
roles in adulthood.
- adequately socialized- to a subculture in which they learned to carry specific roles which are dysfunctional for themselves
or for others in their social setting)
- Treatment/Helping with the worker performing three major functions in her role as agent of socialization: parental role,
teaching/ educational function, and modeling.

Usage.

With individuals and families who have not learned basic socialization skills and who need help of a concrete nature (e.g., multi-
problems individuals and families who have to be taught new behaviors, attitudes and skills).

TASK-CENTERED APPROACH
Underlying Theory: Essentially eclectic, using, when appropriate,
General systems theory, psychoanalytic theory, role theory, communication theory, and learning theory.
The Task-Centered Approach is brief and time-limited. Its intervention is concentrated on alleviating specific problems which the
client and the practitioner agree to work on "Task" is what the client is to do to alleviate the problem, and represents both an
immediate goal the client is to pursue and the means of achieving the larger goal of problem alleviation. Worker facilitates client's
selection of the problem; determination of task, and task activity.

THE STEPS IN THE HELPING PROCESS CONSIST OF THE

a) preliminary interview- (individual interviews in which problems are elicited, explored and clarified, and worker and client agree
on the problem to be addressed)
b) group composition- how individual member characteristics will affect group cohesion or compatibility and subsequently how the
group interacts.
c) group formation- provide a sense of belonging, support, and connection to others. They can also offer a sense of empowerment
and self-efficacy. There are four stages of group formation: forming, storming, morning challenges, and performing.
d) group processes for task accomplishment- refers to the behaviors of the members of small working groups (usually between
three and twelve members) as they engage in decision-making and task performance.
e) termination- The final phase of work is termination, separation or ending.

Appendix E

Group Records

(Sample Forms)

Individual Diagnostic Statement

NAME OF CLIENT
A. Identifying Information
B. Background information
1. Client
2. Client’s Family, Parents, Siblings
3. Significant others ( if important or related to client’s problem/situation
4. Client Environment (neighborhood, community: physical, social characteristics, etc
C. Definition of Problem (also called “Problem to be worked” may not be the same as the Presenting Problem; the problem that will
be the focus of the helping relationship; to be agreed on between the client and the worker)
D. Helping Goals (the “ends” desired to be achieved at the end of the helping relationship)
E. Helping/Action plans “the means” to achieve the defined goals, specific interventions, activities, tasks that have to be done to
achieve the goals; separate those that will involve work with the client and those that will involve work with others)

INDIVIDUAL ASSESSMENT/PROFILE

A. Identifying Information
B. Problem to be Worked
C. Helping Goals “ends” to be achieved or expected results/outputs
D. Helping plans “ means” to achieve desired goals/ results
GROUP PROFILE

A. Name of Group
B. Members (list complete names and nicknames, if any)
C. Group Information: when organized/ first meeting how group was formed (the members sought agency assistance? Did
agency worker reach out to informally organized group to other group services?; venue for session, schedule, time frame (if
known); other pertinent data.
D. The groups Concern/ Problem to be Worked (may or may not be that Presenting Problem; mutually defined by group
members and social worker)
E. Group Goals (the “ends” to be pursued; what group and worker expect to have been achieved at the end of the helping
relationship)
F. Helping Plans/Action Plans (the “means” to be achieve the defined goals, the interventions, activities(including known
program media) and tasks that have to be done to achieve the groups goals; separate action plans that will involve direct
work with the group from action plans that will involve work with others, institutional staff, community leaders etc)

GROUP SESSION RECORDING

A. Name of Group; Date of Session:

B. Name of Worker
C. Attendance (list names but not necessary if worker has a check-list type attendance form).
D. Preparations for this Session (e.g., worker borrowed a video-tape as a "trigger" for group discussion
E. Content of Session (can be a Session Summary, or a Process Recording of Session, depending on what worker is able, or
prefers, or is required to do) -how session started (e.g., was it difficult to start the session, or was the group spontaneous?
What attitudes/behaviors were displayed?)
-the theme/topic/concern to be taken up in this session (e.g., how was it handled, what questions/points were raised, how
did members interact with each other and with worker, note significant member attitudes, behaviors and actions observed
by worker, including leaders, isolates, cite any important developments relating to group structure and group processes
etc.; cite specific worker interventions such as during conflicts, if any; group response to program media or activity

-significant results/outputs from the session

F. Plans for Next Session

G. Insights/Comments On This Session (analytical/ evaluative/interpretive comments about what happened during the
session)

GROUP EVALUATION FORMS

Individual Member Terminal Evaluation Form

A. Name of Group Member

B. Problem to be Worked (from Diagnostic Statement or Individual Assessment/Profile)
C. Goal Achievement (an objective statement of whether or not the defined goals were achieved; a description of the progress
made by client in relation to the "ends" desired for him/her at the end of group membership; cite concrete/observable
indicators to support claim of goal-achievement, whether full or partial; explain "failure" if any, in goal-achievement and
corresponding plans/recommendations)
D. Other Goal-Related Work Undertaken (cite other worker interventions relating to client's problem/ situation, if any, e.g.,
work with family, members, employer, etc.; describe changes that took place that were beneficial to client, etc.)
E. Recommendations/Plans for Follow-Up

GROUP TERMINAL EVALUATION FORM

A. Name of Group
B. Group Members ( List names and attendance record of each, if pertinent)
C. Number of Sessions, Time, Venue
D. The Group’s Concern/ Problem ( as stated in Group Profile)
E. Program Activities Undertaken ( List program media used in each session)
 F. Goal-Achievements (describe group’s progress/movement from start to end of group of group file in the context of the
group goals stated in the Group Profile; cite concrete/ observable indicators of the success/effectiveness of the group, and
of the helping relationship with the group; support claim of group goal achievement including feedback from relevant
sources, family members, teachers, cottage staff
G. Recommendations/ Plans for Follow -up

TRANSFER SUMMARY

A. Name (individual client or group being transferred to another worker)

B. Problem Addressed (briefly describe the concern/ problem of the individual client or the group that was the focus of the helping
relationship)

C. Helping Goals Pursued and Interventions Undertaken (state, which goals have been achieved/not achieved; explain how/why,
state significant events/ occurrences, concerns/problems that the next worker should know to guide her in her work with the
client/group; cite specific, important interventions undertaken and any pertinent concerns)

D. Recommendations

APPENDIX F

Selected Program Media/Activities

That Can Be Used In

Social Work with Groups *

GROUP DISCUSSION
Tests the candidate's skills, such as leadership skills, communication skills, social skills and behavior, teamwork, listening
ability, General awareness, confidence, problem-solving skills, etc.
AUDIO-VISUAL MATERIALS: TAPES, FILMS
designed to aid in learning or teaching by making use of both hearing and sight.
Example: PowerPoint presentation in support of a verbal lecture, Video clip with voice over, Interactive whiteboard,
Television, etc.
STRUCTURED LEARNING AND GROUP DYNAMICS EXERCISES
Group dynamics refers to the patterns of interaction and relationships that emerge among individuals within a group. It
involves understanding how individual behavior, attitudes, and emotions are influenced by the group's structure,
processes, and context.
Example: Team building
ROLE-PLAYING
Members of the group are asked to act in various parts which have significance to their problems or difficulties.
Individuals thereby gain insight into their own behavior and that of others.
Example: In a group of adolescents, where Life Skills are to be imparted, the students are asked to perform role-play for
simulating decision-making skill to overcome peer pressure.
VALUES EXERCISES: value listing, values sharing, values voting, values continuum, value dilemmas, etc.
To think critically about their values, decision making, thoughts and behaviors both by themselves and as a group. The
goal of the values exercise may be to create, explore, alter or reinforce values.
RESOURCE PERSON, PANEL INTERVIEWS
Resource persons are experts who contribute information and opinions to participants in a learning situation. They
frequently are used to conduct educational activities. Ensure a good training where participants gain well-presented
knowledge. Resource persons do not just add expertise but also make the course more interesting and attractive for the
participants, as they can integrate their own experiences.
Example: workshop
GAMES/PLAY ACTIVITIES (indoor and/or outdoor, indigenous, etc.)
Games as programme media have the most visible and tangible results. These are simple to handle also. The use of all
types of age-appropriate games (physical, intellectual, memory, sensory). Several games both outdoor and & indoor can
be organized. Apart from the popular games, most of which do not require costly resources, the worker can use his/ her
creativity in designing new games and modifying the prevalent games,
Field Trips/Visit
A FIELD VISIT is when a social worker goes out into the community to observe a situation firsthand. This allows them to
see things as the underprivileged sees them, and gives them a better understanding of the marginalized needs.
EASY-WRITING/ESSAY-SHARING
Writing is the way to express opinions. One of the best ways to work in a group on writing is a process of brainstorming
ideas.
ASSERTIVENESS- LEARNING EXERCISES
Assertiveness training and share some exercises, tips, and tools to help your client become more assertive without
falling into the trap of aggression.
MOVIES
Viewing movies inspires everyone to work better together and to believe in a common goal and important lessons.
ARTS AND CRAFTS
Group basis depicts and provide an outlet for all varieties of human emotions whereas the latter, through work with
diverse materials such as wood, clay, paper, straw, or paints, is given ample scope for self-expression, creativity, balance,
and harmony. Art and Craft are used as a medium in group work for engaging the members and helping them to express
themselves.
Example: Poster making, Collage preparation, etc. are powerful media to focus attention on any problem of social
relevance
APPENDIX G

Review Questions Let us test your recall, comprehension, and integration of the material in this book with the following
questions:

A. True or False (If false, be sure you know why.)

_ False _1. A group that meets only once, even if organized by a social worker, cannot be considered a social work group.
_ False _2. A social work group can address only one of the three general functions of social work at any given time.
_ False _3. When a group-serving agency has primarily a socialization function, its services are focused on helping people who have
difficulty in making friends and belonging to a group.
_ False _4. There should be no difference in the practice of group work in an institution or in a community setting as long as the
practitioner applies her knowledge of the philosophical and scientific foundations of social work.
_ False _5. It is more important for the worker to understand and deal with the dynamics occurring in a group rather, than for her to
exert effort in dealing with the group's environment.
_ False _6. The observance of the basic social work principle of confidentiality can hardly be expected when working with a group.
_ False _7. Personality theories are hardly applied when working with task groups.
_ False _8. Socio-civic movements like the YWCA and YMCA during the American rule offered opportunities for leisure-time activities
which have nothing to do with the development of social group work in the Philippines.
_ False _9. Social work with a group for the purpose of group empowerment is no longer social group work but community
organization work.
_ False _10. The main reason a social worker forms a group is so that she can augment her casework and make it more effective as a
helping method
_ False _11. In social work, groups are used mainly for collective problem-solving rather than to effect individual change.
_ False _12. Modification of the social system within which the group exists is the task of an administrator and not of a client group.
_ False _13. The concept of the group as a medium of change means that the group involves itself in efforts to modify features of the
environment which can have adverse effects on its development and goal achievement.
_ False _14. In the concept of the group as target of change, group conditions like its climate and governing procedures are modified,
rather than its size and composition, for desired effects on the members.
_ False _15. The degree of influence a group can exert on its environment is not affected by the degree of group cohesiveness, that
exists.
_ False _16. A group worker must always engage individual members in one-to-one helping relationships and deal with their
community problems for her to be able to say that she is doing generalist or integrated method of practice.
_ False _17. Knowledge of group phases is necessary be- cause without it the worker cannot decide on appropriate program media.
_ False _18. The main, phases of group life are not discernible in very short-term groups.
_ False _19. Great disparities exist in different authors' conceptions of the phases in group development.
_ False _20. A group program or service is always conceptualized by the agency social worker or staff member.
_ False _21. A social worker working with a group should perform a facilitator role to avoid imposing her will on the group.
_ False _22. After a group starts to disintegrate, it is not likely to become cohesive anymore.
_ False _23. A closed group is better than an open group because it assures all of the individual members' being involved in all the
steps of the social work-helping process.
_ False _24. There is really no need to discuss the matter of membership termination in the group during the early stage of the
helping relationship as this will only create anxiety on the part of the members.
_ False _25. It is not necessary to enlist community support if a group program is to be offered within an institutional setting.
_ False _26. Individual case or diagnostic statements are prepared only for members of treatment oriented groups.
_ False _27. When an intake interview has been done and a client has been admitted to an agency or institution, it is not necessary
to do pre-group interviews since all data are already available on the prospective group members.
_ False _28. Group intake should be used only as a supplement to individual intake.
_ False _29. Intake is "a process and a product of understanding on which action is based."
_ False _30. Action planning is based on intervention planning.
_ False _31. Group action planning is all about the selection of program media appropriate to the goals defined for the group.
_ False _32. Except in Emanuel Tropp's Developmental Model, all other models or approaches in work with groups require the
worker to have at least some background data on every group member. .
_ False _33. Treatment-oriented groups will always require a direct stance from the worker because such groups need a strong
guiding force owing to their members' emotional problems.
_ False _34. There are no pre-determined groups in social work so the worker is tasked with selecting individuals whose situations
and attributes are compatible and can be served in the same group.
35. Seven is neither too large nor too small and therefore the "right size" group for a social worker to handle.
_ False _36. Group norms should emanate only from the group members.
_ False _37. While individual members have their own purposes for group membership, it is the worker who defines the group's
goals which guide the group's direction and will be the main basis for evaluating the effectiveness of the helping relationship.
_ False _38. Bargaining over group goals should not be allowed since the worker-group relationship is a professional relationship.
_ False _39. Skill in the conduct of "G.D." or group dynamics exercises as group program media is indispensable to a social group
worker.
_ False _40. While assessment and action planning are done on both an individual and group level, intervention or plan
implementation, in social work with groups is done only on a group level.
_ False _41. Group evaluation is done only when the group is nearing termination in order to assess individual as well as group goal-
achievement.
_ False _42. In relation to evaluation, group-level evaluation is all that is necessary in social work with groups.
_ False _43. The helping relationship with a group is terminated only when the defined goals have been achieved.
_ False _44. When the group goals have been achieved, there is really no need to do post-termination planning with the group. 321
_ False _45. Knowledge of the "generics" in social work practice is enough to assure competence in work with groups.
False _46. Robert Vinter's "Interactional View of Deviance" is similar to William Schwartz "Interactionist Approach" in work with
social work groups.
_ False _ 47. The Crisis Intervention approach involves mainly the provision of emergency material aid to victims of natural and man-
made disasters.
_ False _48. Emanuel Tropp's Developmental Approach in group work advocates work with group. members whose concerns are
problems of daily living and not problems involving interpersonal relationships.
_ False _49. Case management is a task common to all helping professionals and the social work approach to case management is
the same as everyone else's approach.
_True_50. The different models and approaches in group work have very distinct characteristics that require careful group
assessment for the worker to decide which is the most appropriate to use with her group.
Correct Answers: Except for the last statement, No. 50, all the statements are false!