Reference no: EM131384195
Discussion 6000
1. Discussion -
Discussion: Group Facilitation
Consider how a conversation between two people changes when the circle expands to include five or six. Social workers must address those changing dynamics when moving between practice with individuals and practice with groups.
For this Assignment, consider potential characteristics of a good group facilitator. Think about which seem particularly accessible or challenging.
Post by Day 4 a description of at least four characteristics you identified. Explain which of these characteristics represent your strengths and why. Explain which characteristics you might need to develop further.
2.A. Posted dis. By students 6000 week 9
Respond by Day 6 to at least two colleagues by offering suggestions for steps he or she might take to develop in identified areas.
Julie Braley
RE: Discussion - Week 9
A good group facilitator will encourage group cohesion, allowing the group to work together and coordinate and cooperate with one another (Case & Maner, 2014). A cohesive group will be more committed to group goals and have increased interpersonal trust (Case & Maner, 2014). A good group facilitator will be comfortable with resolving conflicts among group members. Similarly, the social worker may have to confront a group member when something contrary is said or implied (Kirst-Ashman & Hull, 2015). Finally, a good group facilitator will provide the group with structure, specifically "[structuring] time, ensuring that topics or activities to be covered are known to all" (Kirst-Ashman & Hull, 2015, p. 124). Crews and Melnick (1976) determined that groups that have initial structure will begin to self-disclose faster than groups that lack structure.
I expect that I will more easily be able to encourage group cohesion and provide structure. I am able to display warmth, genuineness, and empathy and I am an organized person. I do not like confrontation, so I expect to have more difficulty in resolving conflicts or confronting group members. I appreciate Kirst-Ashman and Hull's (2015) advice to use "I" statements when confronting a group member. Another example is: "'Is anyone else bothered by Mike's assertion that he is going straight, after saying that he was arrested again last night?' This approach places responsibility for confronting Mike on the group instead of the worker, underscoring an important principle in treatment groups" (Kirst-Ashman & Hull, 2015, p. 123).
Case, C.R. & Maner, J.K. (2014). Divide and conquer: When and why leaders undermine the cohesive fabric of their group. Journal of Personality and Social Psychology, 107(6), 1033-1050. doi: https://dx.doi.org.ezp.waldenulibrary.org/10.1037/a0038201
Crews, C.Y. & Melnick, J. (1976). Use of initial and delayed structure in facilitating group development. Journal of Counseling Psychology, 23(2), 92-98.
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2015). Understanding generalist practice (7th ed.). Stamford, CT: Cengage Learning
. Said Ali RE: Discussion - Week 9
Group Facilitation
Group facilitators play a significant role. First, a competent group facilitator should know the behaviors of the group. It is important to know how people behave in a group as well as knowing some of the significant things that people can do in groups. With this regards, good facilitators usually improve their skills by reading more about group behaviors to enrich their knowledge.
Different people have different behaviors and personalities. In a group setting, it is possible to have people who are ‘know it all' characters, the silencers, those with superior traits, and others who are shy. Therefore, a good facilitator should be able to control everyone's personal view so as to allow equal opportunities to each group member. This way, a group facilitator controls others from endorsing their personal opinions over the ideas of the group.
Being a group leader, the facilitator may face criticism in different ways. Huss, Einat & Ester (2012) notes that the facilitator is in a position whereby he/she is the recipient of the anger, emotions and feelings of the group member. Sometimes conflicts arise which requires the wisdom of the group facilitator to bring things to normal. Therefore, a facilitator should be comfortable to handle the group members' emotions, withstand tension, and learn to take criticism positively.
As explained by Huss, Einat & Ester (2012), a facilitator should treat group members with respect at all times. Mutual respect is what keeps the group going. Everyone in the group should aim at achieving a common goal by the end of the day. This demands treating each other with mutual respect and valuing everyone's personality.
My strength is in handling group the members' emotions as well as handling tension in the group. There are several causes of tension in a group setting. Therefore, remaining calm and listening to everyone's thought will help me understand the situation well and calm it down. Another strength that I possess as a group facilitator is the ability to moderate the group members' opinions. I can easily identify silent members and encourage them to participate and moderate the opinions of those who speak much. However, my weakness is in handling criticism. Sometimes it might be hard to respond to those members who try to belittle me as the group facilitator. But as a professional, I will learn to accommodate every member in the group for the purpose of cohesion and leading the group members towards achieving the goals of the group.
Reference
Huss, E., Einat, E., & Ester, M. (2012). Art in group as an anchor for integrating the micro and macro levels of intervention with incest survivors. Clinical Social Work Journal, 40.
3. Posted Discussion 6101 week 9
Respond by Day 5 to at least two colleagues by suggesting an alternate evaluation scale and explain why that scale might be appropriate, given the case study your colleague selected.
Discussion 1 Posted by students - Week 9
Anne Solari
RE: Discussion 1 -
In the case of Abdel, I would use the Program Outcome Analysis. Abdel took part in a war trauma program as a result of his imprisonment . I feel at this point it is good to analyze the results of participating in that program (Plummer, 2014). Because analyzing the outcomes of a program is designed to tell if the program worked and was cost effective (Kirst, 2012).
Using the outcomes Planning, Monitoring and Evaluating, which was designed as an evidence-based practice to be used in clinical or educational settings, can be a good way to get an authentic study. It is seen as an excellent resource to evaluating a program in an authenic, flexible, and economic way (Stoiber, 2002).
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding generalist practice (6th ed.). Stamford, CT: Cengage Learning. Chapter 8, pg 308.
Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader]. Working with Immigrants and Refugees: The Case of Abdel
Stoiber, K. C., Kratochawill, T. R., 2002. Outcome: planning, monitoring and evaluating. Mental Measurements Yearbook - Year 5. Pearson. 15.
Christina Burns
RE: Discussion 1 -
As social workers, it is imperative that we are reflective on our work with our clients. We need to know that the interventions we put in place are effective. This knowledge must come from an objective place stemming from some type of evidence. That is why the evaluation step of GIM is so important. According to Kirst-Ashman & Hull, " at the macro level of practice, evaluation is designed to help us determine to what extent our work with a specific client was successful" (2012, p. 290). In the case of Pedro, a HIV postive man who is a former addict, coping with his disease as well as his lifestyle, and grief due to loss of loved ones, looking from the micro lens is appropriate (Plummer, Makris, & Brocksen, 2014).
There are various scales that could be used to evaluate whether or not the social worker was truly serving as a benefit to Pedro. One scale that could be used would be the single subject design. This design simply tracks the progress of attaining a certain goal (Zastrow & Kirst-Ashman, 2012). For example, Pedro had a goal of obtaining health care by navigating the system. This goal would be charted and tracked on the scale using this particular model. It is important that we as social workers are knowledgeable about the various types of ways to evaluate a client's growth so that we know if we are doing our job correctly and more importantly the client is being successful.
Kirst-Ashman, K. K., & Hull, G., Jr. (2012). Understanding generalist practice (6th ed). Stamford, CT: Cengage Learning
Plumer, S.-B., Makris, S., & Brocksen, S.M. (Eds.). (2014). Social work case studies: Foundation year. Baltimore, MD. Laureate International Universities Publishing. [Vital source e-reader]
@Discussion2 Posted by students
Respond by Day 6 to at least two colleagues by sharing an alternate suggestion for dealing with the negative feelings that can occur with terminating client relationships.
Syreeta Hill
RE: Discussion 2 -
Termination is the end of the professional social worker-client relationship (p. 315). Many emotions arise when termination is put on the table. Two positive feelings for clients are feeling successful that you completed a task and encouraged to want to do better. As for the worker you get a sense of pride that you were able to get your client to where they needed to be to function without you. Clients respond to the worker's leaving with regression, acting out, avoidance, protest, and refusal to discuss transfer to another worker ( Siebold, C., 2007). Workers for their part feel guilty, ambivalent, relieved, and prone to boundary violations ( Siebold, C., 2007). When I left my last employer at the department of social services I informed a client of mine of my last day.
Surprising to me she did not react the way expected. A week later her behaviors became unusual and the therapist stated it was because I was leaving. I had been in her life since she came into foster care three years ago. Ways she has been dealing with my absence is going to therapy on a weekly basis. When I last met with this child I empowered her. I told her how well she had done and encouraged her to continue to do well so she could find her forever family. As for me, of course I was sad to leave but I know as a professional this is my job.
Kirst-Ashman, K. K., & Hull, G. H., Jr. (2012). Understanding Generalist Practice (6th ed.). Stamford, CT: Cengage Learning.
Siebold, C. (2007). Everytime we say goodbye: Forced termination revisited, a commentary. Clinical Social Work Journal, 35(2), 91-95.
Anne Solari
RE: Discussion 2 -
The client may protest, or act out when termination of services is done in an abrupt manner. The social worker may feel guilty or ambivelent. (Siebold, 2007) On the other hand the client and the social worker may feel relieved, or accomplished that things are settling. It depends on the circumstances and the progress the team has made. I also believe it relies heavily on how it was done and presented to the client. Sometimes it can help the client understand they can withstand so much more than they thought they could (Siebold, 2007).
The skill I would use is to focus on the positives of what has been accomplished and how far we have come. Look to their positives in their lives as well as in the work.
Siebold, C. (2007). Everytime we say goodbye: Forced termination revisited, a commentary. Clinical Social Work Journal, 35(2), 91-9