Syllabus

Master of Social Work

SSWO 571 – Social Work Practice with Groups (Spring 2024)

Credits - 3

Description

Social Work Practice with Groups teaches the conceptual base, professional values, ethics, and practice skills of social group work. Emphasizing social work with groups as integrative practice, this course encompasses the continuum from therapy groups to task-oriented groups. Course content highlights the health promoting, empowerment, and relational aspects of social group work and its potential for mutual aid, community building, and social justice. The use of groups to achieve individual and social change goals is emphasized. Group dynamics and development will be assessed with attention to agency, community, cultural, and societal contexts. This course emphasizes ethical group work practice and evidence-based group approaches. Group work with diverse populations and the use of groups with client populations experiencing the structural and personal impacts of inequity and cultural oppression is a unifying course theme.

Overview: Group leadership involves a new way of seeing interaction and requires a specialty mindset. Social Work Practice with Groups teaches professional values, ethics, theoretical foundations, and practical skills needed for effective group work. Building on skills and theories introduced in SSWO 553, this course emphasizes integration of theoretical concepts and skill and encourages the application of knowledge and research to assessment and intervention in group settings. Foundations of group work, development and application of beginning and advanced group leader skills, and addressing issues and challenges specific to group work are emphasized. This course encourages self-awareness and implementation self-regulation strategies to help the leader lean into the discomfort that may accompany group work. Social justice concerns including structural and personal impacts of inequality and cultural oppression are reflected throughout the course.

Materials

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.

eBook ISBN: 978-1-7935-0192-9

Print ISBN: 978-1-5165-2650-5

Learning Objectives and Outcomes

School of Social Work Program Outcomes:

Graduates of the UNE SSWO will demonstrate knowledge, skills, and leadership in the following:

Practice social inclusion to enable people, populations, and communities to fully participate in society, enhance human bonds in the context of cultural diversity and ensure improved quality of life and equitable resource distribution. EPAS Competencies 2 & 3
Engage in culturally-informed relationship building, being respectful of the complexity and diversity of contexts and circumstances. EPAS Competencies 3 & 6
Utilize theories of human behavior, social systems and social inclusion when offering interventions with people and their environments. EPAS Competency 8
Promote ethical reflection, critical consciousness and shared decision-making based in social work values and with consideration of the broader contexts of the world in which we live. EPAS Competency 1
Balance the roles of helpers, activists, and advocates through collaboration with communities to build healthy and sustainable resources. EPAS Competencies 2, 5, & 6
Engage as critical consumers and producers of research as it relates to assessment, intervention and evaluation of clinical and community practices. EPAS Competencies 4, 7, 8 & 9
Practice person-centered and collaborative community partnerships across diverse settings. EPAS Competency 6

Upon successful completion of this course, students will be able to:

Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse populations. EPAS 1a, 2b
Synthesize theoretical foundations and practical skills to develop and implement effective interventions with diverse populations. EPAS 4a, 7a
Assess fit of potential group members in an empowering, collaborative, and strengths-based manner. EPAS 7b
Develop mutually agreed group goals and objectives that enhance capacities of diverse populations. EPAS 8a
Facilitate effective transitions and endings that advance mutually agreed goals and objectives. EPAS 8a
Critically evaluate impact of selected interventions on diverse populations. EPAS 9b

Assignments

Whole-Class Discussions

The discussion forums required in SSWO 571 spring from the content you will cover in this course from week to week. These forum posts should demonstrate the assimilation of the material covered during that particular week and from previous weeks. Each week, you must post your initial response by Saturday 11:59 PM, and respond to at least two classmates before Tuesday at 11:59 PM. This schedule is adjusted in the final (short) week. See your course for specific dates.

Small-Group Discussions

Participation in groups is an important part of a groups course; this small group discussion forum is where you will brainstorm and reflect throughout the course, especially as you work on developing your major assignment, your unique group curriculum. You may use this forum as you wish to connect with small group members; graded participation will be required in weeks 1, 2, 4, 6, and 7.

Reflective Practice Journals (EPAS 1 & 6)

At the beginning and end of this course, you will reflect on your experiences and course materials in reflective practice journals. These journals are only viewed by the course faculty, not shared with your peers or classmates. There is no requirement to disclose information that may be uncomfortable. It is only expected that critical thinking is demonstrated in reflection of the learning material and experiences that may support your thoughts.

Major Assignment: Group Curriculum (EPAS 6, 7, & 8)

The heart of this assignment is developing the curriculum for an actual 4- to 6-week, evidence-based group curriculum on your chosen topic. The curriculum must address relevant group dynamics and concepts covered in this course. Be sure to include information on core practice considerations like ethics, culture, social policy, oppression, and a trauma-informed perspective as they relate to your area of focus.

Important: Your group curriculum must be original and uniquely yours. Existing models cannot be copied and used; for example, you cannot use Marsha Linehan’s DBT Group curriculum, or Seeking Safety, or TREM, or any other published curriculum that has been developed. If you have any questions at all about this please talk to your instructor early in the term.

Foundational Assignments

Throughout the course, you will complete short papers and assignments that build toward the content of the Major Assignment, your Group Curriculum, which is due in Week 7.

Week 2 Assignment: Topic Selection (EPAS 8)
Week 3 Assignment: Critical Assessment of Group Experience (EPAS 6 & 7)
Week 4 Short Paper: Group Curriculum Clinical Information (EPAS 2, 3, 4, & 6)
Week 5 Assignment: Group Announcement
Week 6: Role Play Activity and Reflection (EPAS 1 & 6)

Grading Policy

The School of Social Work uses the following grading system for all courses with the exception of field education courses. Students are expected to maintain a “B” (3.0) average over the course of their study. Students with less than a GPA of 3.0 will be placed on academic probation. Students must have an overall GPA of 3.0 in order to receive their Master’s Degree.

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignment	Points
Acknowledgement of Academic Engagement	1
Video Introduction (Discussion)	2
Whole Class Discussions (8 @ 3 points each)	24
Small Group Discussions (4 @ 2 points each)	8
Reflective Practice Journals (2 @ 8 points each)	16
Week 2 Assignment: Topic Selection	2
Week 3 Assignment: Critical Assessment of Group Experience	10
Week 4 Short Paper: Group Curriculum Clinical Information	5
Week 5 Assignment: Group Announcement	3
Week 6 Small Group Discussion: Role Play Activity (Recorded Presentation & Script)	4
Week 6 Assignment: Role Play Activity (Reflection)	10
Week 7 Major Assignment: Group Curriculum Project	15
Total	100

Schedule

Course weeks run from 12:00 AM ET on Wednesday through 11:59 PM ET on Tuesday, with the exception of Week 8, which ends on Sunday at 11:59 PM ET. Unless otherwise specified, all discussion comments and assignments are due the last day of the week. Initial responses to discussion prompts are due by the end of Saturday unless otherwise noted.

ALL TIMES ARE IN THE EASTERN STANDARD TIME ZONE, NO EXCEPTIONS.

Course Weeks

Week 1: Jan 17 – Jan 23
Week 2: Jan 24 – Jan 30
Week 3: Jan 31 – Feb 6
Week 4: Feb 7 – Feb 13
Week 5: Feb 14 – Feb 20
Week 6: Feb 21 – Feb 27
Week 7: Feb 28 – Mar 5
Week 8: Mar 6 – Mar 10

Week 1: Foundations

Readings:

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.
- Chapter 1 (The World of Groups) and Chapter 2 (Your Behavior in Groups)
Gardella, L. G. (2023). Origins of social group work: Local stories from around the world. Social Work with Groups, 46(4), 285–288. https://doi-org.une.idm.oclc.org/10.1080/01609513.2022.2149086
Skolnik, S. (2019). Coming together: Factors that connect social workers to group work practice. Social Work with Groups, 42(1), 2–17. https://doi-org.une.idm.oclc.org/10.1080/01609513.2017.1384948
International Association for Social Work with Groups, Inc. (2022). Standards for social work practice with groups. https://www.iaswg.org/standards

Discussions:

Whole Class: Introductions
Whole Class: Social work groups and the “use of self” (EPAS 6 & 8)
Small Group: Introductions and icebreakers (EPAS 6 & 8))

Assignments:

Week 1 Reflective Practice Journal (EPAS 6)

Week 2: Foundations, continued

Readings:

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.
- Chapter 3 (Understanding Group Dynamics and Systems) and Chapter 4 (Stages of Group Development)
Giacomucci, S. (2021). Experiential sociometry in group work: Mutual aid for the group-as-a-whole. Social Work with Groups, 44(3), 204–214. https://doi-org.une.idm.oclc.org/10.1080/01609513.2020.1747726
Popa, M. (2017). About groups and group work approaches. Revista de Asistenta Sociala (Social Work Review), 16(1), 49–63.

Multimedia

Ken Kinter. (2020, May 21). Group facilitation part 2: Game on! [Video]. YouTube. https://youtu.be/47ZBElkhuvc?si=xaOJVZe-fuspxEkA

Discussions:

Whole Class: Developing group goals and norms (EPAS 8)
Small Group: Planning for Week 6 Zoom Role Play Activity (EPAS 6 & 8)

Assignments:

Week 2 Assignment: Topic Selection (EPAS 8)

Week 3: Foundations, continued

Readings:

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.
- Chapter 6 (Theories of Group Intervention)
Henshaw, L. A. (2022). Trauma-informed group work in social work academia: Responding to students’ indirect trauma. Social Work with Groups, 45(2), 187–199. https://doi-org.une.idm.oclc.org/10.1080/01609513.2021.2006109
Rosenwald, M., & Baird, J. (2020). An integrated trauma-informed, mutual aid model of group work. Social Work with Groups, 43(3), 257–271. https://doi-org.une.idm.oclc.org/10.1080/01609513.2019.1656145

Discussions:

Whole Class: Theoretical approaches to group leadership (EPAS 9)

Assignments:

Week 3 Assignment: Critical Assessment of Group Experience (EPAS 6 & 7)

Week 4: Leader Skills

Readings:

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.
Chapter 7 (Assessment and Group Diagnostics) and Chapter 8 (Specialized Leadership Skills)
Fleming, J. & Ward, D. (n.d.). Tips for facilitating for empowerment in groupwork practice. International Association for Social Work with Groups, Inc. https://www.iaswg.org/tips-empowerment-Groupwork
LaRocque, S., Popiel, M., Este, D., Pelech, W., Pillay, R., Nicholas, D., & Kilmer, C. (2022). Responding to diversity in groups: Exploring professional uses of self. Social Work with Groups, 45(3/4), 370–386. https://doi-org.une.idm.oclc.org/10.1080/01609513.2021.1953284

Multimedia:

Clip: Pre-Screening Potential Group Members (length 15:22) From: Microtraining Associates. (2014). Group leadership in action. [Video]
Impact Therapy. (2013, August 22). Group counseling – Leadership skills I – Impact therapy [Video]. YouTube. https://youtu.be/Mz6E1-Lu3wM?si=ePLMjgg3knPzItnZ
Impact Therapy. (2013, August 22). Leadership Skills II Impact Therapy [Video]. YouTube. https://youtu.be/UDkKIZm2IC0?si=2xZ_CsIkghsXEtPX

Discussions:

Whole Class: Assessing the “fit” of group membership (EPAS 2, 3, & 7)
Small Group: Addressing anger and conflict (EPAS 1 & 6)

Assignments:

Week 4 Short Paper: Group Curriculum Clinical Information (EPAS 2, 3, 4, & 6)

Week 5: Leader Skills

Readings:

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.
- Chapter 9 (When to Intervene in Groups) and Chapter 10 (Group Techniques and Structures)
Brown, M., & Jarldorn, M. (2023). Overcoming fear of conflict in group work: Reflections from practice and teaching. Social Work with Groups, 1–16. https://doi-org.une.idm.oclc.org/10.1080/01609513.2023.2220115
Ivan Anđelković & Ana Jovančević (2023) Drama Triangle roles – Linking attachment and mentalization with internalizing and externalizing problems. Social Work with Groups, DOI: 10.1080/01609513.2023.2228384

Discussions:

Whole Class: When You Must Do Something (EPAS 6)

Assignments:

Week 5 Assignment: Group Announcement (EPAS 6)

Week 6: Application and Significant Issues

Readings:

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.
- Chapter 11 (Co-Leadership) and Chapter 12 (Critical incidents, Challenges, and Obstacles)
Somali Boys Group Case Study

Multimedia:

Chad Littlefield. (2021, Dec 14). Co-facilitation best practices [Video]. YouTube. https://youtu.be/4UmqvdlNmjI?si=GL0oSfChT90Fp-wk
Zenergy Global. (2021, Sep 29). Co-facilitation [Video]. YouTube. https://youtu.be/zSOfImYRmRo?si=vs76B-tcx-dbFj4A

Discussions:

Whole Class: Somali Boys Case Study (EPAS 2 & 6)
Small Group: Role Play and Feedback Activity (EPAS 6 & 8)

Assignments:

Week 6 Assignment: Reflection on Role Play Activity (EPAS 1 & 6)

Week 7: Ethics and Advanced Skills

Reading:

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.
- Chapter 13 (Ethical Issues Unique to Group Work) and Chapter 14 (Advanced Group Leadership: Creative Interventions and Difficult Members)
National Association of Social Workers. (2021). Code of ethics of the National Association of Social Workers. https://www.socialworkers.org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English

Multimedia:

Understanding Psychology with Dr. Daniel Kaplin. (2021, September 6). Legal and ethical considerations for group counseling: What you need to know. [Video]. YouTube. https://youtu.be/IiJ1Okump9s?si=gum4L7IBoCnToc-X

Discussions:

Whole Class: Ethical Dilemmas (EPAS 1)
Small Group: Closing and Ending Practices (EPAS 6 & 8)

Assignments:

Major Assignment: Group Curriculum (EPAS 6, 7, & 8)

Week 8: Advanced Skills, continued

Note: This is a short week, ending on Sunday. Please plan accordingly!

Reading

Kottler, J., & Englar-Carlson, M. (2020). Learning group leadership: An experiential approach (4th ed.). Sage Publications, Inc.
- Chapter 15 (Adjunct Structures to Group Work) and Chapter 17 (The End of Our Journey: Where to Go Next?)
Michalski, E., & Smith, S. J. (2023). The use of mindfulness in group work. Social Work with Groups, 1–14. https://doi-org.une.idm.oclc.org/10.1080/01609513.2023.2257755
Kelly, B. L., & Doherty, L. (2017). A historical overview of art and music-based activities in social work with groups: Nondeliberative practice and engaging young people’s strengths. Social Work with Groups, 40(3), 187–201. https://doi-org.une.idm.oclc.org/10.1080/01609513.2015.1091700

Multimedia

Clip: Group Leaders Sharing Their Opinions on Leading Groups (length: 22:22) from: Microtraining Associates. (2014). Group leadership in action. [Video]

Discussion:

Whole Class: Group Curriculum Presentations

Assignments:

Week 8 Reflective Practice Journal (EPAS 1 & 6)

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Social Work page

UNE Libraries:

Library Access for all students: Your library login ID and password are the same as the ones you use to log into Blackboard/Brightspace.
Social Work Databases: https://library.une.edu/library-materials/find/research-by-subject/social-work/
Library Tutorial: Find an article
Video Tutorials: https://library.une.edu/research-help/guides-tutorials/video-tutorials/
Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

Information Technology Services (ITS)

ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Policies

Essential Academic and Technical Standards

Please review the essential academic and technical standards of the University of New England School Social Work (SSW): https://online.une.edu/social-work/academic-and-technical-standards-une-online-ssw/

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Confidentiality Statement

Student and faculty participation in this course will be governed by standards in the NASW Code of Ethics relating to confidentiality in sharing information from their placement sites and practice experiences. Students should be aware that personal information they choose to share in class, class assignments or conversations with faculty does not have the status of privileged information.

Attendance Policy

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

Cheating, copying, or the offering or receiving of unauthorized assistance or information.
Fabrication or falsification of data, results, or sources for papers or reports.
Action which destroys or alters the work of another student.
Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.