Red Deer College SOWK 210 A, B and C Social Work Practice with Groups Winter Section B Baiju Pallicka Vareed, PhD. Office:

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1 Red Deer College SOWK 210 A, B and C Social Work Practice with Groups Winter 2014 Sections: Section A Rosemary Ignacio, MSW, RSW Section B Baiju Pallicka Vareed, PhD Section C Carmen Plante, MSW, RSW Office: Phone: Office Hours: Classroom & Time: Fridays 1:00 p.m. 2:00 p.m. or by appointment Friday 10:00 a.m. 12:50 p.m. Room B501A Fridays 1:00 p.m. 2:00 p.m. or by appointment Friday 10:00 a.m. 12:50 p.m. Room B501 Wednesday 1:00 2:30 or by appointment Friday 10:00 a.m. 12:50 p.m. Room 2205 COURSE DESCRIPTION This course is about the theory and practice of working with groups. The focus is on the knowledge and skill for effective social work practice in groups, as both group member and leader. Task and treatment groups and their various applications in practice are explored. Credit Hours: (3-0) Prerequisite: SOWK 201 REQUIRED TEXTS McKinlay, L., & Ross, H., (2008). You and others: Reflective practice for group effectiveness in human services. Toronto: Pearson Allyn and Bacon. REQUIRED READINGS Occasional readings will be assigned with links posted on Blackboard or distributed in class. Learning Activities Learning activities will include lecture, discussion, small group activities, case study, and various experiential learning opportunities. It is expected that students will come to class having completed the preparation as per the topic schedule, as this will enhance one s ability to participate in class. Classes will follow an integrated learning/lecture & lab format. As part of the lab experience, students will be focusing not only on the work being done, but also on their experience of the group referred to as the

2 process of group work. Students will have the opportunity to reflect upon their individual roles and contributions as well as the dynamics and synergy of their group within the learning environment. 2 Recognize the role & functions of groups in social work practice. Implement skills for effective presentations. Appraise leadership styles and apply group leader functions. Apply theoretical knowledge of group development. Following completion of the course, students will be able to Contribute to the facilitation of groups as a leader and/or group member. Evaluate one's effectiveness as a group participant and as a group leader. Evaluation Participation 15% Ongoing Group Work Reflections 5% January 10 Case Study Responses (completed in class or as negotiated) 30% February 7, 14 Group Presentation & Debrief 15% March 21 Puzzle Exercise 15% March 28 Group Analysis 20% April % Participation - Value 15% Your grade for participation will be earned by active listening and constructive contribution in small and large group exercises, attending classes, arriving on time, and by taking risks in your learning as appropriate throughout the term.

3 Group Work Reflections 3 Due: January 10, 2014 Value: 5% Length: minimum 2 pages, maximum 4 pages, Times New Roman, 12 font, double-spaced McKinlay and Ross (2008) define a group as people who work towards common goals, influence each other and interact on a regular basis within a framework of mutual expectations (p. 203). As we begin the Social Work Practice with Groups class, think about your previous experience with groups, including those experienced through volunteerism, school, leisure activities, employment, and other group experiences that come to mind. What emotions and reactions were generated by these experiences? Reflect upon the values and beliefs you have about working in groups, and the influences on these over the years. Come to our first class prepared to discuss what s comfortable for you. How have these experiences influenced your anticipations, thoughts and feelings about what this class might involve? Your submitted assignment should include a cover page, and use professional language (i.e. avoid slang and texting English), and is intended to be reflective in nature. Discuss, look at experiences, offer more than one perspective if you like, but focus on your lived experience of group (this means you own it, and process it through your own lens while reflecting on what it can further teach you about yourself). The following questions can be used as guiding questions: Describe some of the groups you ve been part of, and your assigned (or perceived) role. How did you experience your role, and/or your group experience? What s your basis for that experience? Feelings? Values? Beliefs? Something else? What are your general feelings about participating in groups? Are there differences for you when consider different types of groups? What is the basis for the difference? As we begin SOWK 210 Social Work Practice with Groups, what thoughts, anticipations, feelings and strengths do you bring with you/have about the class? What thoughts, anticipations, and feelings do you have about social work in this particular area? Graded assignment will be returned the week of January 24, Case Study Learning Due: Feb. 7/Feb. 14 Value: 15% each = 30% total Case study learning is a structured learning method that involves applying theoretical concepts to a concrete case scenario to enhance comprehension of material as well as promote critical thinking skills. Scenarios will be available on Blackboard in advance of the class, and you will be expected to review the material and any related readings prior to the class. Students will work in small groups to incorporate their learning, and will submit their work and responses at the end of the class or as negotiated. More information will be discussed in class. Feedback and grades will be posted on Blackboard during the week following the group s submission.

4 4 Group Presentation & Debrief Presentations: March 21, 2014 Skill Development Analysis Due: March 21, 2014 at the end of class Value: 15%. Working in your base groups, you will develop a short presentation on a topic with the objective of creating an effective presentation using appropriate professional presentation skills. You will develop an individual area of focus as well as a group goal. The debriefing process will allow your group to critically reflect upon individual and group strengths and areas for development. Puzzle Activity Puzzle: March 28, 2014 Puzzle activity Analysis Due: March 28, 2014 at the end of class Value: 15%. Working in your base groups, you will participate in a guided activity. Immediately following the activity, the groups will note their observations as well as have the opportunity to discuss them as a group. The debriefing process will allow your group to critically reflect upon individual and group strengths and areas for development. Details will be discussed in class. Group Analysis Due: April 04, 2014 at the beginning of class Value: 20%. Length: 7 to 10 pages This assignment will enable you to demonstrate comprehensive learning from the term as you bring theory, critical reflection, and analysis into a final paper. As a starting point for the final assignment, students will be expected to keep journal entries for the duration of the class. The journal in its entirety is to be submitted with the final assignment. ASSIGNMENT EXPECTATIONS: All assignments are required to use APA format, citing sources as required (see: Plagiarism). All papers are due on the dates and times indicated. Late submissions, without prior discussion with the instructor, will be deducted 5% of the assignment value for each day late. Assignments will normally not be accepted more than two weeks past the original due date. Extensions will not be granted on the due date. All assignments must be completed in order to receive a passing grade in this course. In the event of a medical or other emergency that necessitates an absence during a class involving assessment (case study or activity for group analysis), an alternative assignment will be offered.

5 ATTENDANCE 5 It is necessary to attend all classes in order to obtain the full benefit of the opportunities for learning. For this reason, any student who misses more than three (3) classes or equivalent including late arrival or early departure, for whatever reason, will have their participation grade reduced and may place their passing in jeopardy. CHANGES TO THE COURSE OUTLINE: If necessary, changes to the course outline will be made following consultation with the students. IMPORTANT DATES: Students may add/drop courses up to and including Thursday, January 13, Students may withdraw from class and receive a WD on the transcript up to and including Tuesday, March ACADEMIC MISCONDUCT: Please become familiar with what constitutes academic misconduct, as well as the consequences. Plagiarism involves submitting work in a course as if it were the student s own work. Plagiarism may involve the act of submitting work in which some or all of the phrasing, ideas, or line of reasoning are alleged to be the submitter s own but in fact were created by someone else. The complete RDC policy is available at: uct_processes_policy.pdf GRADING Grade Grade Points Percent Value Description A+ 4.0 * Exceptional A Excellent Performance A B B Good Performance B C C Satisfactory Performance C D D Pass F Fail * A grade of A will generally be the top grade in a course, with A+ being reserved for recognition of exceptional achievement.

6 OTHER INFORMATION: 6 This course may be eligible for Prior Learning Assessment. Students should refer to the RDC Course Calendar for more information, page 13. The RDC Final Examination Policy will be followed with respect to Final Examinations. Please review this document to ensure you understand the contents and implications of the policy. olicy.pdf Classroom Learning Resources may be available to students in alternative formats. Students should be aware that Personal Counselling, Career, Learning and Disability Services are provided free of charge by RDC. It is the student s responsibility to discuss their specific learning needs with the appropriate service provider. Learning Support (Cenovus Learning Common) Writing Skills Centre ( ), Math Skills Centre, Learning Strategies (notetaking, studying and exam-writing strategies; ), Peer Tutoring (one-on-one tutoring by students), Peer-Assisted Study Sessions (PASS) (student-led study groups), Prescreening and referral for learning disabilities. Disability Services (Library Information Common; ) Coordination of services (tutoring, alternate format text, note-taking etc.), Academic accommodations, including exam accommodations, Accessibility issues, Funding information and referral. Counselling and Career Centre (Room 1402; ) Personal counseling, Career counseling, Employment and Career Services (resumes, job postings, etc.). It is the student s responsibility to be familiar with the information contained in the Course Outline and to clarify any areas of concern with the instructor. Students should refer to the Student Dispute, Appeal and Misconduct Processes Policy and Standard Practice should questions or concerns about the Course Outline not be resolved directly with the instructor. December 19, 2013 Chair Date

7 SUGGESTED READINGS 7 Barlow, C., Blythe, J., & Edmonds, M. (1999). A handbook of interactive exercises for groups. Toronto: Allyn and Bacon. Beer, J., & Stief, E. (2002). The mediator s handbook. Gabriola Island: New Society Publishers. Dimock, H., & Devine, I. (1994). Assessing group dynamics (3 rd ed.). North York: Captus Press. Dimock, H. (1994). Making workgroups effective (3 rd ed.). North York: Captus Press. Dimock, H.G., & Kass, R. (2007). How to observe your group (4 th ed.). Ontario: Captus Press. Gastil, J. (2002). Democracy in small groups: Participation, decision-making and communication. Gabriola Island: New Society Publishers Glassman, U., & Kates, L. (1990). Group work: A humanistic approach. London, England: Sage Publications Inc. Johnson, W., & Johnson, F. (2003). Joining together: Group theory and group skills (8 th ed.). Toronto: Pearson Education Inc. Kaner, S., Lind, L., Berger, D., Todd, C., & Fisk, S. (2002). Facilitator s guide to participatory decisionmaking. Gabriola Island: New Society Publishers. Kottler, J. (2001). Learning group leadership: An experiential approach. Toronto: Allyn and Bacon. Poynter, M. (2010). Group work: Assessment, intervention, evaluation. Toronto: Nelson. Schneider Corey, M., & Corey, G. (2010). Groups: Process and practice (8 th ed.). Pacific Grove, California: Brooks/Cole. Stanfield, B. (2002). The courage to lead: Transform self, transform society. Gabriola Island: New Society Publishers. Stanfield, B. (2002). The workshop book: From individual creativity to group action. Gabriola Island: New Society Publishers. Shulman, L. (2006). The skills of helping individuals, families, groups, and communities (5 th ed.). Belmont, California: Thomson. Toseland, R. W., & Rivas, R.F. (2009). An introduction to group work practice (6 th ed.). Toronto: Allyn and Bacon. Wickham, E. (2003). Group treatment: An integration of theory and practice (2 nd ed.). Toronto: Thompson Educational Publishing Inc. Zastrow, C. (2001). Social work with groups: Using the class as a group leadership laboratory. Pacific Grove, California: Brooks/Cole.

8 SCHEDULE OF TOPICS, READINGS, AND ASSIGNMENTS (Colour = primary learning outcome) Date Topic Readings/Class Preparation January 10 January 17 January 24 January 31 February 7 February 14 Course Outline Previous Experiences in Groups Reflection & Group work/creating a Base Group/ Types of Groups in Social Work *Text Ch.1 Group Lab: Icebreakers Group Dynamics and Stages of Groups Ch. 2 Group Lab: Who are We? Planning the Group Intro to Case Study Learning Reading link on Blackboard Group Lab: Group Proposal Text, Ch. 3 Group Development Theory Case Study Prep on Group Lab: Case Study Blackboard Ch. 2 Group Elements in detail Case Study Prep on Group Lab: Case Study Part 2 Blackboard 8 Assignments Group Work Reflections: January 10 Case Study #1 Case Study #2 February 21 Reading Week No class February 28 March 07 March 14 March 21 March 28 Leadership Styles and Facilitation Skills Group Lab: Leadership Activities Member Roles Power Practical Lab: Presentation Skills Decision-Making Dealing with Conflict Time for developing Group Presentation Group Presentations Group Presentations Debrief Unfinished Pieces: Making Connections It s a Puzzle: Putting it All Together Ch. 4 Ch. 4 (cont d) Ch. 5 Handouts on Blackboard Text, Ch.6 -Presentations -Skill Development Analysis Puzzle Activity and Analysis April 04 Group Evaluation and Group Endings Endings and Celebrations *Text/Ch. references are from MacKinlay & Ross. Reading- link on BB Group Analysis: April 04

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