Department of Social Work Social Group Work

BSW3705

Groupwork report no. 4

Student name: Ncebakazi Jara

Student number: 11929324

Student Email address: 11929324@mylife.unisa.ac.za

Lecturer: Dr Lekganyane

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Identity details
Name and Surname: Ncebakazi Jara
Student number: 11929324
Date of report: 19 June 2023
Name of primary lecture: Dr Lekganyane
Name of Supervisor: Mr Siniko Madikizela
Placement organisation: Department of Social Development – Pofadder sattelite office
Duration: 1 hour
Time: 10:00
Venue: Pofadder community Hall
Name of contact person: Ms Sharon-lee Botes

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Table of Contents

1. Group name ......................................................................................................... 3

2. Attendance register.............................................................................................. 3

3. Group program (agenda) ..................................................................................... 3

4. The purpose of the session ................................................................................. 4

6. Assessment of the session ................................................................................ 19

7. Self-reflection ....................................................................................................... 20

9. Bibliography ....................................................................................................... 21

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GROUP WORK PROCESS REPORT
1. Group name
Psychosocial support group for young mothers
Number of the process report - 03
Date of session – 14 June 2023
Duration – 1 hour, it started from 10h00 till 11:00 am

2. Attendance register
Name and Surname Date Attended
Student social worker 14-06-23 ✓
Member A 14-06-23 ✓
Member B 14-06-23 ✓
Member C 14-06-23 ✓
Member D 14-06-23 ✓
Member E 14-06-23 ✓
Member F 14-06-23 ✓
Member G 14-06-23 ✓
Member H 14-06-23 ✓
Member I 14-06-23 ✓
Member J 14-06-23 ✓

3. Group program (agenda)

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 4. The purpose of the session
In line with Erlank, E. and Dhludhlu, S. L (2018, p. 136) the purpose of the session
was to educate group members about the effects of substance abuse and
dependence such as interpersonal relationships (mezzo system).

5. Process
This process enables the social worker to utilize theories and implement methods
that are found to be the most appropriate and effective for the theory described,
explains, or predicts certain phenomenon the methods specify what to do when
faced with certain phenomenon. Perspective A refers to the way of viewing or
understanding certain experiences; based on words and principles, Model A
theory or method depicted logically or graphically current client and situation. As
(Adrian Payne, Kaj Storbacka, Pennie Frow and Simon Knox, 2009) stated,
‘reflecting critically entails reviewing different perspectives and options before
deciding on “best practice”’. “Modern social work practice replaces the medical
associations of reflection with ideas such as ‘assessment’, but the implication
remains of trying to put together a full picture of what difficulties a client faces from
a multitude of different pieces of evidence, some of which might not be
immediately obvious” (Payne, 1998). Critically reflective practice requires social
workers to be both reflective and critical, about social work practice. Social
workers can begin to participate in this process by asking themselves the following
questions after a social work encounter (Adams, 2009) like, what happened? how
did it compare with previous experience? how did I do? How well did I do? what
could I have done better? what could I have done differently?

Process Theory Skills & Supervisor’s

techniques comments
Student social Proposition 17: Verbal
worker: “Good Conducive communication:
morning everyone. environment so Choices of words
(smiled) Thank that the group and speech
you for coming to members feel free patterns can
our fourth group to share his assist in
session. Please problem and feel identifying a
take a seat. safe and person’s culture,

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 comfortable to talk socio-economic
to me. status and
(Rogers, 1987) literacy.
By greeting the (Corey, M. S.,
group members, Corey, G., &
you create a safe Corey, C, 2009)
place or safe
environment and Warmth
offering them a portrays a feeling
seat (Carelse, of acceptance,
2019) interest, and
concern for the
client.
(Kirst-Ashman, K.
K., & Hull Jr., G.
H., 2012)

Tone setting refers

to setting the mood
of the group. The
SSW created an
atmosphere that is
conducive for
work and change
(Mohapi, B.J.,
Lekganyane,
M.R.and Alpaslan,
A.H. , 2019).
Group members: A safe Attending: entails
“Good morning environment in listening to the
mam. Thank you which Proposition content, voice,
for being here with 17 clients feel free and body
us”. to share their language of the
experiences, this person speaking

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 safe environment (Corey, M. S.,
must be Corey, G., &
maintained Corey, C, 2009) It
throughout the also involves
process. communicating
(Rogers, 1987) To the person
speaking that you
are really
listening. To show
the group
members that I
am with them,
(Corey, M. S.,
Corey, G., &
Corey, C, 2009)
Student social Proposition 10 - Initiating: The
worker: “Thank values: own and SSW took an
you, Ladies. Can adopted from other initiative by asking
anyone lead us by people. Prayer – a volunteer from
prayer to before value taken over the group to lead
we start our from others and with a prayer and
session?” assimilated into that brings about
self as if they had group
been experienced participation and
personally. to introduce new
directions in the
group (Mohapi,
B.J., Lekganyane,
M.R.and Alpaslan,
A.H. , 2019)
Member D started
praying.
Student social Prayer for Group: Supporting:
worker: ““Thank Humility According to
you Member D for (Mohapi, B.J.,

6
that powerful and Peace – Lekganyane,
prayer These simple M.R.and Alpaslan,
and short prayers A.H. , 2019) the
will help us invite skill and
the Holy Spirit into techniques are to
our heart and provide
minds and bless encouragement
our time together. and
reinforcement.
In applying the
skills and
techniques the
SSW created an
atmosphere that
encourages
people like
Member D to
continue
with the desired
behaviour.
Student social Proposition 3:
worker: Group wholeness,
“The purpose of The organism
today’s session is reacts as an
to educate you organised whole to
ladies about the this phenomenal
effects of field (Rogers,
substance abuse 1987)
and dependence
such as
interpersonal
relationships”.
Student social Summarizing: To
worker: give direction to
the session,

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“I would like us to (Corey, M. S.,
recall on what we Corey, G., &
did during our Corey, C, 2009)
previous session.
Can anyone tell us Facilitating: To
what we did promote effective
during our third communication
session”?”. among members,
(Corey, M. S.,
Corey, G., &
Corey, C, 2009)
Member I:
“Everyone told the
group what their
superpower is”
Member D: “We
spoke about
coping skills and
how they can help
you.”
Member E: “The
behaviour of
depressed
people”.
Member J: “What
we can do to
neutralise
depression”.
Member G: “How
we can you help
a person who
experiences
perinatal mental
health problems

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might not want to
ask for help.”
Student social Initiating: The
worker: Student social
“Well done worker took action
everyone (smiled) to bring about
“Thank you very group participation
much for and introduce new
reminding us direction (Mohapi,
about what we B.J., Lekganyane,
discussed on our M.R.and Alpaslan,
previous session. A.H. , 2019, p. 31)
All points
mentioned are
correct. Can we
move on to the
next activity for
today”?”.
Member G:
(smiling) “Yes
ma’am”.
Student social Creating a According to
worker:” For therapeutic Colindres (2020,
today’s icebreaker frame. A p. 64) an
activity I would like therapeutic frame icebreaker is a
us to stand up and provides adequate facilitation
move to the back structure in which exercise intended
of the Hall for few group work can to help members
minutes.” take place, of a group begin
enables leaders to the process of
be aware of forming
external themselves into
(Membership, a team.
time, Icebreakers are
commonly

9
 unhealthy presented as a
alliances both game to "warm
inside and outside up"
group, and the group by
informational) and helping the
internal (boundary members
between therapist to get to know
and group) each other. The
boundaries, and activity also foster
creates a safe group
Environment, cohesion.
(Rogers, 1987)
Group members:
Everyone stood
up, pushed out
their chairs and
moved to the back.
Student social According to Initiating: The
worker: “I have Ronald W. facilitator wanted
two tennis balls in Toseland; Robert to explain the ice
my hand that we F.Rivas breaker of the day
will use for today’s (2017, p. 79) in and how it works,
ice breaker social exchange (Corey, M. S.,
activity. Please theory, group Corey, G., &
line up in two rows behaviour Corey, C, 2009).
and face the is analysed by
person opposite to observing how Shifting focus:
you in the other individual According to
row. I will give members Mohapi et al
each row a tennis seek rewards (2019, p.
ball which will be while dealing with 39)comments,
taken with one the sustained activities and
hand and hold social interaction exercises can be
with the neck. You occurring in a used to establish
a focus that can

10
will the pass it to group. For an be on either a
the next person. individual in a person, topic or
The next person group the decision activity. In
will hold it once in to express a given applying the skills
their hand and behaviour is and techniques
put on his neck. based on a the student social
Each person in comparison of the worker explained
the row is allowed rewards and the ice breaker
to touch it once punishments that exercise of the
while putting it on are expected to be day.
their neck. If you derived from the
drop the ball, then behaviour
the whole row
fails. The group
which will finish
first will be our
winners.
Group members,
struggled to
pass the ball to
the next person.
Laughing while
trying to find a
technique.
Eventually
members of the
second row
managed to get it
right and
celebrated their
achievement by
clapping hands.
Student social According to Questioning:
worker: (smiled Gladding (2018, p. Asking the
and liked at group 458)cognitive question to get

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members) “What framing more information
have you Ladies encourages about the client
learnt from today’s members to and to increase
ice breaker reframe their clarity
exercise”? experiences (Ronald W.
regularly and Toseland; Robert
consistently into a F.Rivas, 2017)
coherent world
view that helps Evaluation:
them find meaning According to
in their Mohapi
experiences and et al (2019, p. 18)
behaviours, the aim of
especially evaluation
their problem as a skill and
behaviours. technique is to
The specific promote deeper
methods self-awareness
and techniques and better
found most useful understanding of
by the student the
social worker group movement
include education, and direction
reflection,
clarification,
confrontation and
interpretation.
Member F: “To
never stop trying
until you get it
right.”
Member A: “To
never give up
Mam”.
Member D:”I have

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learned that
anything is
possible.”
Member B: “We
are all winners;
you just need to
apply your mind”.
Member E: “There
are different ways
to play tennis”
(laughing).
Member C: “I must
always apply my
mind”.
Member I: “I have
learned that a ‘I
can’ attitude can
be your secret
weapon to
success”.
Member J: “The
mind is a very
powerful tool one
can use.”
Member G: “The
exercise taught me
to stay come in
every situation”.
Student social According to Supporting: To
worker: Mohapi et create an
“Wonderful! al (2019, p. 18) atmosphere that
(smiled and the strengths encourages
looked at all perspective members to
theory states that continue desired

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members) Thank every environment behaviour, to
you for always is full of create trust
participating. I am resources. (Corey, M. S.,
happy that Regardless Corey, G., &
learning is taking of the environment Corey, C, 2009)
place in this in which group
group.” members function.
They have a
contribution to
make and may
possess
something
that another group
members need
Group members:
smiled
Student social Therapeutic Open-ended
worker: “Do you relationship: questions that
still remember Therapist self- help explore
Today’s topic?” monitoring issues or feelings
(self-awareness). more extensively:
Member G: This self- To promote
(raised her hand) awareness effective
“Yes Mam. It’s is important to communication
Substance abuse”. better understand among members,
subjective and (Corey, M. S.,
Student social objective types of Corey, G., &
worker: “Well countertransferen Corey, C, 2009)
done Member G, ce and
that’s correct. Give identification with Supporting: To
her a round of group create an
applause. members, atmosphere that
(Brabender, V., encourages
Group members Smolar, A. I., members to
clapping hands. continue desired

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 Fallon, A. E., behaviour, to
2004) create trust,
Goal setting: To (Corey, M. S.,
give direction to Corey, G., &
the group session. Corey, C, 2009)
Student social Proposition 1: Questioning:
worker: “Is there The SSW treated Asking the
anyone who can each member as question to get
volunteer to tell an individual more information
me on how because every about the client
substance member is unique, and to increase
dependence with a specific clarity
creates conflict identity and (Ronald W.
within family behaviour Toseland; Robert
members?”. even though he is F.Rivas, 2017)
part of the group
(Qalinge, L.I.,
Mathe, and
Mbedzi, R.P.,
2019, p. 37)

Member B: “By
stealing from our
family members.”

Member H:
“Ma’am breaking
promises and
violence can
create conflict with
family members”.

Member A: “How
sure are you

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about that
Member H?”
Student social Proposition17 Blocking: By
worker:” Member must do with blocking, the SSW
A, Can we please creating a safe intervened in the
give each other a space. This is group to stop
chance please.”. done to accept counterproductive
group members behaviour
and make sure (Mohapi, B.J.,
that they feel safe Lekganyane,
(Carelse, 2019, p. M.R.and Alpaslan,
206). A.H. , 2019)
According to
Mohapi et
al (2019, p. 32)the
mediator role
means that the
mediator resolves
disputes, conflicts,
or opposing
points of view
within the group.
The SSW played
this role.
Student social The strengths Supporting: The
worker: “Thank perspective: SSW provided
you for your Members support and
contributions, have contributions reinforcement to
Ladies.” to make and may group members
possess (Mohapi, B.J.,
Member I: “How something that Lekganyane,
can abusing other group M.R.and Alpaslan,
substance among members need A.H. , 2019)
young parents (Mohapi, B.J.,
Lekganyane,

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affect their M.R.and Alpaslan,
children? A.H. , 2019)
Student social Empowerment Disclosing
worker: “Young Theory: oneself:
mothers who are Toseland and To facilitate
abusing Rivas deeper levels of
substances often (2017, p. 80) interaction in the
neglect their stated that group and to
children this leads empowerment is create trust
to the children not intricately related (Corey, M. S.,
being cared for to narrative and Corey, G., &
and in most constructivist Corey, C, 2009)
cases, they don’t theories because
attend school, go by understanding
for hours without their own life
eating anything.” stories, group
members can be
empowered to
take on new ways
of being and
behaving.
As an educator,
the SSW presents
new information to
the members
(Mohapi, B.J.,
Lekganyane,
M.R.and Alpaslan,
A.H. , 2019)
D Member G:
“Ma’am, children
get raped”.
All members,
laughing at
member G.

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Student social Social exchange
worker: “That is theory:
true Member G.” Emphasises the
behaviour of
SSW continued: individual Protecting: The
“Ladies one of our group members. use of this skill
rules is that we According to this helps to warn
will not be theory, group members of
laughing at each behaviour is possible
other during these analysed by risks in group
sessions. We are looking at how participation
all here to learn individual (Mohapi, B.J.,
about what we do members Lekganyane,
not know,” look for rewards M.R.and Alpaslan,
pointing at a chart while dealing with A.H. , 2019).
pasted on the the social
wall. interaction in the Supporting refers
group. The SSW to providing
SSW, continued: requested supporting and
“Thank you all for members to reinforcement. As
your contributions. give themselves a a SSW, one must
Let us give round of applause create an
ourselves a round as a way of atmosphere that
of applause”. rewarding for encourages a
their contributions member to
(Ronald W. continue with his
Toseland; Robert desired
Group members F.Rivas, 2017) behaviours
clapped hands (Mohapi, B.J.,
Lekganyane,
M.R.and Alpaslan,
A.H. , 2019)
Student social Proposition 17: Facilitating: To
worker: “Thank the facilitator promote effective
you for your made the communication

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 participation in members feel The facilitator
todays’s session I welcomed to the wanted the group
will see you in our group by thanking members to
fifth session and them for coming decide on the
our topic wil be topic of the next
‘Chace your session. (Corey,
dreams, not M. S., Corey, G., &
drugs’.” Corey, C, 2009)

Respect, the
facilitator thanked
the
group members for
coming to the
session.
Group members:
“Thank you,
goodbye,”.

6. Assessment of the session

According to Ronald W. Toseland; Robert F.Rivas (2017, p. 246) a thorough generalist
assessment focuses on both the strengths and problems encountered by individual
group members and the group as a whole and carefully considers the effect of the
larger social environment of the group and its members. Assessment of the session
helps social workers with examining their clients and their situation. The session went
well, group members were participating on the group matter and on the activities. All
members participated and looked interested, because they had a lot of contributions
in the session although they broke one of the group rules by laughing at Member G
for a contribution, she made which was valid. According to (Ronald W. Toseland;
Robert F.Rivas, 2014) methods for assessing the group as a whole have been given
less attention in the group work literature than have methods for assessing individual
members, Member J, Member G, Member E Member B ,Member D and Member H
participated and was very active throughout the session. Member A maintained eye
contact, she tried to interrupt once but throughout the session she was acting

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accordingly. Member C, Member I and Member F was talkative during the session.
In making the group productive, I used educator role, where the group worker presents
new information to resolve members’ concerns. Educational training can help group
members learn substance abuse among young mothers and how it affects children.
Ice breaker Is important serves to relieve inhibitions and tension between group
members. The Tennis ball excercise as an icebreaker where everyone had to name
one superpower that makes them special and unique.

7. Self-reflection
As the student social worker, I still need to practise the facilitation skills to facilitate
the group session better. I felt encouraged to study more and help those group
members to interact and recover from substance abuse and have courage to chase
their dreams. In terms of my professional personality, I would like to believe that
being in the group has made me to be able to apply professional values to the
members. I was able to respect group members as unique individuals who have a
potential to develop themselves.

8. Planning for the next session

Session 3: Chase your dreams, not drugs
Date: 20 June 2023
Place: Pofadder Community Hall
Time: 10:00 am

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9. Bibliography

Adams, S. S.-D. (2009). Racial Differences in Follow-Up of Abnormal Mammography

Findings among. Cancer, 115. Herwin van https://doi.org/10.1002/cncr.24633
Adrian Payne, Kaj Storbacka, Pennie Frow and Simon Knox. (2009, March). Co-
creating brands: Diagnosing and designing the relationship experience. Journal
of Business research, 62(3), 379-389.
Brabender, V., Smolar, A. I., Fallon, A. E. (2004). Essentials of Group Therapy.
Hoboken: NJ: John Wiley & Sons.
Carelse, S. (2019). Theories for decolonial social work practice in South Africa (1st
uitg.). Cape Town: Oxford University Press.
Colindres, M. (2020, March 22). Interventions, Resources We Love, Tools for Practice.
Herwin van Ice Breakers. Pre K – 12 Grades:
https://schoolsocialwork.net/icebreakers
Corey, M. S., Corey, G., & Corey, C. (2009). Groups: Process and practice (8th uitg.).
Pacific Grove: Brooks/Cole.
Erlank, E. and Dhludhlu, S. L. (2018). Focus Areas and Fields of Social Work Practice
Only study guide for BSW 2602. Pretoria: UNISA.
Erlank, E. and Dhludhlu, S. L. (2018). Only study guide for BSW 2602. Focus Areas.
Pretoria: UNISA.
Gladding, S. (2018). Counseling: a comprehensive profession (8th uitg.). Wake Forest
University:Pearson.
J. Rothman, J. Sager. (1997). Case Management: Integrating Individual and
Community practice. Political Science.
Kirst-Ashman, K. K., & Hull Jr., G. H. (2012). Understanding generalist practice (6th
uitg.). Cengage Learning: Brooks/Cole.
Mohapi, B.J., Lekganyane, M.R.and Alpaslan, A.H. . (2019). Group work: theories,
approaches & methods. Only study guide for BSW 3702. Pretoria: UNISA.
Payne, M. (1998). Social work theories and reflective practice. In R. D. Adams, Social
Work (ble. 119-137). London: Palgrave.
Qalinge, L.I., Mathe, and Mbedzi, R.P. (2019). Case Work: Theories, Approaches and
Methods: Only study guide for BSW 3701. Pretoria: UNISA.
Rogers, C. (1987). Client centred therapy: its current, practice, implications and theory.
London: Constable.

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Ronald W. Toseland; Robert F.Rivas. (2014). An introduction to group work practice
(7th uitg.). London : Pearson.
Ronald W. Toseland; Robert F.Rivas. (2017). An Intoduction to group work practice.
London: Pearson.
Sheafor BW, Horejsi CR & Horejsi GA. (1994). Techniques and Guidelines for social
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