SCWK3000 Social Work with Groups and Families...

Unit study package code: SCWK3000

Mode of study: Internal

Tuition pattern summary: Note: For any specific variations to this tuition pattern and for precise information refer to the Learning Activities section.

Lecture: 1 x 1 Hours Weekly Workshop: 1 x 2 Hours Weekly

This unit does not have a fieldwork component.

Credit Value: 25.0

Pre-requisite units:312649 (v.0) Indigenous Cultures and Health 130 or any previous version OR INDH1000 (v.0) Indigenous Cultures and Health or any previous version OR 13196 (v.0) Working in Indigenous Australian Contexts 300 or any previous version OR INDH1006 (v.0) Indigenous Cultures and Health Behaviours or any previous version

AND

312018 (v.0) Social Work Lifespan, Resilience and Risk 241 or any previous version OR 10016 (v.0) SW 231 - Statutory Work or any previous version OR BEHV2001 (v.0) Social Work Lifespan, Resilience and Risk or any previous version

AND

312012 (v.0) Social Work Integrity and Accountability in Practice 241 or any previous version OR 2803 (v.0) Law (Social Issues) 210 or any previous version OR SCWK2000 (v.0) Social Work Integrity and Accountability in Practice or any previous version

AND

312016 (v.0) Citizenship, Culture and Diversity 241 or any previous version OR 1638 (v.0) Behavioural Science 171 or any previous version OR

Unit Outline

SCWK3000 Social Work with Groups and Families Semester 2, 2016

Faculty of Health Sciences Department of Social Work

SCWK3000 Social Work with Groups and Families Bentley Campus 14 Jul 2016 Department of Social Work, Faculty of Health Sciences

Page: 1 of 13CRICOS Provider Code 00301J

The only authoritative version of this Unit Outline is to be found online in OASIS

Acknowledgement of Country We respectfully acknowledge the Indigenous Elders, custodians, their descendants and kin of this land past and present.

Syllabus Students will be introduced to the theory, skills and practice of group work. The unit focuses on the development and consolidation of theoretical knowledge and core practical skills in working with and counselling families.

SCWK2001 (v.0) Citizenship, Culture and Diversity or any previous version

Co-requisite units: Nil

Anti-requisite units: Nil

Result type: Grade/Mark

Approved incidental fees: Information about approved incidental fees can be obtained from our website. Visit fees.curtin.edu.au/incidental_fees.cfm for details.

Unit coordinator:

Title: DrName: Antonia HendrickPhone: 929662597Email: [email protected]: Building: 401 - Room: 374b

Teaching Staff: Name: Damian GreenPhone: 9266 5192Email: [email protected]: Building: 401 - Room: 258

Administrative contact: Name: Kerrylyn JohnstonPhone: 92661976Email: [email protected]: Building: 401 - Room: n/a

Learning Management System: Blackboard (lms.curtin.edu.au)





http://fees.curtin.edu.au/incidental_fees.cfm

http://lms.curtin.edu.au/

Introduction It is with pleasure that I welcome you to Social Work with Families and Groups. This unit builds upon all your units undertaken to date. In this Unit, we focus on developing further your knowledge of theoretical frameworks and practice competencies for working with families and groups and provide opportunities for you to consider the complex inter-relatedness of individuals and families within the wider context of community. The lectures and experiential workshops provide an introduction to a variety of theoretical frameworks in developing knowledge, competencies and confidence when working with families and groups, in their many and diverse forms.

I am sure you will find Social Work with Groups and Families exciting, challenging and very rewarding. I encourage your questions, comments, and critical dialogue as we journey our way through the semester. I further encourage you to consider when and where these skills are transferrable to other areas of your work. As the use of self is paramount to the work we do as Social Workers, this unit encourages you to critically reflect on self in relation to family and group practices, and self in relation to 'other'.

Dr Alan Campbell and Damian Green are working collaboratively with me on this unit to bring you a rich and challenging, yet enjoyable, learning experience. I would also like to acknowledge the two guest speakers who have accepted an invitation to present: Violet Bacon and Rose Walley. I also acknowledge Kirsty Oehlers and Dr Carolyn Johnson for sharing their knowledge and expertise in developing this unit over the past few years. We look forward to working with you this semester. Dr Antonia Hendrick (Unit Coordinator)

Unit Learning Outcomes All graduates of Curtin University achieve a set of nine graduate attributes during their course of study. These tell an employer that, through your studies, you have acquired discipline knowledge and a range of other skills and attributes which employers say would be useful in a professional setting. Each unit in your course addresses the graduate attributes through a clearly identified set of learning outcomes. They form a vital part in the process referred to as assurance of learning. The learning outcomes tell you what you are expected to know, understand or be able to do in order to be successful in this unit. Each assessment for this unit is carefully designed to test your achievement of one or more of the unit learning outcomes. On successfully completing all of the assessments you will have achieved all of these learning outcomes.

Your course has been designed so that on graduating we can say you will have achieved all of Curtin's Graduate Attributes through the assurance of learning process in each unit.

Curtin's Graduate Attributes

On successful completion of this unit students can: Graduate Attributes addressed

1 Demonstrate introductory practice competencies in group work

2 Analyse contemporary construction of family

3 Demonstrate appropriate strategies for engaging with families and assessing their needs

4 Incorporate theoretical principles and therapeutic skills into family counselling

Apply discipline knowledge Thinking skills (use analytical skills to solve problems)

Information skills (confidence to investigate new ideas)

Communication skills Technology skillsLearning how to learn (apply principles learnt to new situations) (confidence to tackle unfamiliar problems)

International perspective (value the perspectives of others)

Cultural understanding (value the perspectives of others)

Professional Skills (work independently and as a team) (plan own work)

Find out more about Curtin's Graduate attributes at the Office of Teaching & Learning website: ctl.curtin.edu.au





http://ctl.curtin.edu.au/

Learning Activities A summary of what lectures and tutorial/workshops cover can be found below listed in the Calendar Planner. Each week a workshop sheet will be posted to Blackboard (BB) for you to print off and bring along to class. Please acquaint yourself with what is required each week and what will be covered: the more prepared you are (reading etc) the greater your learning opportunities and outcomes.

Students are expected to attend all tutorials/workshops. This is in accordance with accreditation requirements in ensuring you meet the course learning outcomes.

IMPORTANT: If you do not attend all of the role plays, for both the family and group work, then you are disadvantaging yourselves and members of your group. This can reflect in your final mark also. Please be sure to advise your tutor and your group members of your absence in the event you are unable to attend a workshop.

Assessment Assessment schedule

Detailed information on assessment tasks

1. Reflective Journal – a critical reflection on working with families 20%.

Due Monday 22th August, 11.59pm. Minimum of 7 references. 1000 word limit +/- 10%.

You are to reflect (critically) on the first few weeks of semester. In particular, you will reflect on:

l How do you view 'family'? Here you are asked to make links with your family of origin: what shapes your views, why and how. Make links to your self (or many selves) in your family of origin.

l How does what you know of 'self/ves' in family shape how you view working with families? l How you view working with families is shaped by What values you bring to your work and what

informs these? l And finally, How does this knowing (above) inform How you connect and work with families?

Importantly, you are to consider these three points in relation to your culture and how ‘culture’ has influenced your views and your values. You are to reflect specifically on these questions in bold. You may also wish to focus on these points in your reflections: What might challenge you in this field of practice? What are your strengths? What more do you need to know when working with families?

Link your reflections with the readings over the first few weeks of semester and include other academic sources where required. A total of no less than 7 scholarly references are to be used (this does not include Wikipedia). Please see the rubric on BB for further details. You are required to submit your paper (final complete copy) to Turnitin and marking is completed directly on the electronic rubric via Grade Centre.

Task Value % Date DueUnit Learning Outcome(s)

Assessed

1

Reflective paper 20 percent Week: 4 Day: Monday 22nd August Time: 11.59pm

2,3

2

Case Study Discussion Paper 40 percent Week: 10 Day: Wednesday 5th October Time: 11.59pm

2,3,4

3

Simulation and Oral Presentation 40 percent Week: 13 &14 Day: Usual workshop day Time: Usual workshop time

1,3,4





2.

Case Study discussion paper (with attached genogram and ecomap) 40%.

Due Wednesday 5th October, 11.59pm. Minimum 9 references. 1500 word limit +/-10% (wordcount does not include eco-map, genogram or reference list).

This assessment will be based upon a role play you will conduct in weeks 4, 6 and 7 (see Planner below). You will be provided with a case study for the role play. You will need to devise a case assessment of the family based on an assessment model that will be presented in the lecture in week 4. Further information on what to include in your assessment will be given to you in the marking guide. Please see further details on BB.

3.

Group Work - simulation and oral reflection 40%

Weeks 13 & 14 during normal workshop times - please make sure you are available.

Group Simulation (25%) and Oral Reflection (15%) - Total mark 40%. Both components accrue an individual mark - there is no group mark. However, it is worthwhile to note that how you work together as a group can impact upon your individual performance. Group Simulation exercises will commence during Due Weeks 13 and 14 in normal workshop time (weeks commencing 24th October and 31st October). Oral reflections, on your simulated activity, is due at the commencement of Exam Week, Monday 14th November by 11.59pm. NB: you may consider submitting your oral reflection soon after your simulation while your reflections are 'fresh'.

Pass requirements

Students must complete, submit and be available for all pieces of assessment to pass the unit. Submission of a blank assignment does not constitute ‘completing’ an assessment. Please also make sure that the final submission is complete and the one you wish to have marked. No submission will be possible past the due date and any draft or incomplete submission will be marked as your final submission. Students are required to achieve an overall unit grade of 50% or greater to pass the unit.

Fair assessment through moderation

Moderation describes a quality assurance process to ensure that assessments are appropriate to the learning outcomes, and that student work is evaluated consistently by assessors. Minimum standards for the moderation of assessment are described in the Assessment and Student Progression Manual, available from policies.curtin.edu.au/policies/teachingandlearning.cfm

Late assessment policy

This ensures that the requirements for submission of assignments and other work to be assessed are fair, transparent, equitable, and that penalties are consistently applied.

1. All assessments students are required to submit will have a due date and time specified on this Unit Outline. 2. Students will be penalised by a deduction of ten percent per calendar day for a late assessment submission

(eg a mark equivalent to 10% of the total allocated for the assessment will be deducted from the marked value for every day that the assessment is late). This means that an assessment worth 20 marks will have two marks deducted per calendar day late. Hence if it was handed in three calendar days late and given a mark of 16/20, the student would receive 10/20. An assessment more than seven calendar days overdue will not be marked and will receive a mark of 0.

Assessment extension

A student unable to complete an assessment task by/on the original published date/time (eg examinations, tests) or due date/time (eg assignments) must apply for an assessment extension using the Assessment Extension form (available from the Forms page at students.curtin.edu.au/administration/) as prescribed by the Academic Registrar. It is the responsibility of the student to demonstrate and provide evidence for exceptional circumstances beyond the student's control that prevent them from completing/submitting the assessment task.





http://policies.curtin.edu.au/policies/teachingandlearning.cfm

http://students.curtin.edu.au/administration/

The student will be expected to lodge the form and supporting documentation with the unit coordinator before the assessment date/time or due date/time. An application may be accepted up to five working days after the date or due date of the assessment task where the student is able to provide an acceptable explanation as to why he or she was not able to submit the application prior to the assessment date. An application for an assessment extension will not be accepted after the date of the Board of Examiners' meeting.

l Applications for extension should be submitted via email to [email protected] l If circumstances for your extension application are likely to impact on multiple units, please contact the course

coordinator

Deferred assessments

Supplementary assessments

Supplementary assessments are not available in this unit.

Reasonable adjustments for students with disabilities/health circumstances likely to impact on studies

A Curtin Access Plan (CAP) is a document that outlines the type and level of support required by a student with a disability or health condition to have equitable access to their studies at Curtin. This support can include alternative exam or test arrangements, study materials in accessible formats, access to Curtin’s facilities and services or other support as discussed with an advisor from Disability Services (disability.curtin.edu.au). Documentation is required from your treating Health Professional to confirm your health circumstances.

If you think you may be eligible for a CAP, please contact Disability Services. If you already have a CAP please provide it to the Unit Coordinator at the beginning of each semester.

Referencing style

The referencing style for this unit is APA 6th Ed.

More information can be found on this style from the Library web site: http://libguides.library.curtin.edu.au/referencing.

Copyright © Curtin University. The course material for this unit is provided to you for your own research and study only. It is subject to copyright. It is a copyright infringement to make this material available on third party websites.

If your results show that you have been granted a deferred assessment you should immediately check OASIS for details.

Deferred examinations/tests will be held from 12/12/2016 to 16/12/2016 . Notification to students will be made after the Board of Examiners’ meeting via the Official Communications Channel (OCC) in OASIS.





mailto:[email protected]

http://life.curtin.edu.au/health-and-wellbeing/CAP.htm

http://life.curtin.edu.au/health-and-wellbeing/disability_services.htm

http://life.curtin.edu.au/health-and-wellbeing/disablity_services_eligibility.htm#/health-and-wellbeing/10126.htm

http://life.curtin.edu.au/health-and-wellbeing/contact_disability_services.htm

http://libguides.library.curtin.edu.au/referencing

Academic Integrity (including plagiarism and cheating) Any conduct by a student that is dishonest or unfair in connection with any academic work is considered to be academic misconduct. Plagiarism and cheating are serious offences that will be investigated and may result in penalties such as reduced or zero grades, annulled units or even termination from the course.

Plagiarism occurs when work or property of another person is presented as one's own, without appropriate acknowledgement or referencing. Submitting work which has been produced by someone else (e.g. allowing or contracting another person to do the work for which you claim authorship) is also plagiarism. Submitted work is subjected to a plagiarism detection process, which may include the use of text matching systems or interviews with students to determine authorship.

Cheating includes (but is not limited to) asking or paying someone to complete an assessment task for you or any use of unauthorised materials or assistance during an examination or test.

From Semester 1, 2016, all incoming coursework students are required to complete Curtin’s Academic Integrity Program (AIP). If a student does not pass the program by the end of their first study period of enrolment at Curtin, their marks will be withheld until they pass. More information about the AIP can be found at: https://academicintegrity.curtin.edu.au/students/AIP.cfm

Refer to the Academic Integrity tab in Blackboard or academicintegrity.curtin.edu.au for more information, including student guidelines for avoiding plagiarism.

Information and Communications Technology (ICT) Expectations Curtin students are expected to have reliable internet access in order to connect to OASIS email and learning systems such as Blackboard and Library Services.

You may also require a computer or mobile device for preparing and submitting your work.

For general ICT assistance, in the first instance please contact OASIS Student Support: oasisapps.curtin.edu.au/help/general/support.cfm

For specific assistance with any of the items listed below, please contact The Learning Centre: life.curtin.edu.au/learning-support/learning_centre.htm

l Using Blackboard, the I Drive and Back-Up files l Introduction to PowerPoint, Word and Excel

Additional information Students should receive marks, assignments and feedback as soon as practicable, to maximise their opportunity to improve their performance. Research consistently highlights the significant loss of impact to learning when feedback to student is delayed. Ideally, feedback to students for items other than a final examination will be provided under normal circumstances within 15 working days and no later than 20 working days. Further information on this can be found under section 7 in the assessment and student progression policy. http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Enrolment

It is your responsibility to ensure that your enrolment is correct - you can check your enrolment through the eStudent option on OASIS, where you can also print an Enrolment Advice.





https://academicintegrity.curtin.edu.au/students/AIP.cfm

http://academicintegrity.curtin.edu.au/

https://oasisapps.curtin.edu.au/help/general/support.cfm

http://life.curtin.edu.au/learning-support/learning_centre.htm

http://policies.curtin.edu.au/findapolicy/docs/Assessment_and_Student_Progression_Manual.pdf

Student Rights and Responsibilities It is the responsibility of every student to be aware of all relevant legislation, policies and procedures relating to their rights and responsibilities as a student. These include:

l the Student Charter l the University's Guiding Ethical Principles l the University's policy and statements on plagiarism and academic integrity l copyright principles and responsibilities l the University's policies on appropriate use of software and computer facilities

Information on all these things is available through the University's "Student Rights and Responsibilities" website at: students.curtin.edu.au/rights.

Student Equity There are a number of factors that might disadvantage some students from participating in their studies or assessments to the best of their ability, under standard conditions. These factors may include a disability or medical condition (e.g. mental illness, chronic illness, physical or sensory disability, learning disability), significant family responsibilities, pregnancy, religious practices, living in a remote location or another reason. If you believe you may be unfairly disadvantaged on these or other grounds please contact Student Equity at [email protected] or go to http://eesj.curtin.edu.au/student_equity/index.cfm for more information

You can also contact Counselling and Disability services: http://www.disability.curtin.edu.au or the Multi-faith services: http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm for further information.

It is important to note that the staff of the university may not be able to meet your needs if they are not informed of your individual circumstances so please get in touch with the appropriate service if you require assistance. For general wellbeing concerns or advice please contact Curtin's Student Wellbeing Advisory Service at: http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

Recent unit changes Students are encouraged to provide unit feedback through eVALUate, Curtin's online student feedback system. For more information about eVALUate, please refer to evaluate.curtin.edu.au/info/.

Recent changes to this unit include:

All previous feedback from eValuate and the teaching team is considered in the development of this unit. Additionally, the importance of embedding Aboriginal ways of working, knowing and doing has informed the content of this unit in 2016.

To view previous student feedback about this unit, search for the Unit Summary Report at https://evaluate.curtin.edu.au/student/unit_search.cfm. See https://evaluate.curtin.edu.au/info/dates.cfm to find out when you can eVALUate this unit.





http://students.curtin.edu.au/rights/

mailto:[email protected]

http://eesj.curtin.edu.au/student_equity/index.cfm

http://www.disability.curtin.edu.au/

http://life.curtin.edu.au/health-and-wellbeing/about_multifaith_services.htm

http://life.curtin.edu.au/health-and-wellbeing/student_wellbeing_service.htm

http://evaluate.curtin.edu.au/info/index.cfm

https://evaluate.curtin.edu.au/student/unit_search.cfm

https://evaluate.curtin.edu.au/info/dates.cfm

Program calendar

Social Work with Groups and Families

Semester Two, 2016

Program Calendar Semester 2, 2016*

*Please note that all attempts are made to keep to the Program Calendar set out below. This may not be possible in some situations and you will be notified if there is any change required.

Wk Begin Date

Lecture/

Seminar

Pre-readings Tutorial/Other Assessment Due

O-Week

25 July Essential reading:

Unit Outline and start readings for week 1.

1. 1 Aug Dr A. Hendrick

Introduction:

How does working with families and groups fit within the A.A.S.W practice principles?

What are constructions of ‘family’ and who influences our own constructions/ experiences?

Essential Reading:

Scott, D., Arney, F., & Vimpani, G. (2010) “Think child, think family, think community”. In Fiona Arney and Dorothy Scott (Eds) Working with Vulnerable Families: A Partnership Approach. Port Melbourne: Cambridge University Press. Pp 7-28 (eReserve)

Walter, M., et al. (2013). “Australian social work is white. In Bennett, B., Green, S., Gilbert, S., & Bessarab, D. (Eds.). Our Voices: Aboriginal and Torres Strait Islander Social Work. South Yarra: Palgrave Macmillan. 230-247 (eReserve)

Reupert, A. (2007). Social Worker’s Use of Self. In Clinical Social Work Journal. 35 (107): 107-116. (eReserve)

Refer to throughout: AASW Practice Standards (2013) & AASW Code of Conduct (2010) Available online

Introduction to the group

Working with families and groups: reflecting on ‘selves’ in (family) practice

2. 8 Aug LECUTRE ONLINE (BB) –

Essential Reading:

Henderson, D., & Thompson, C. (2011). Family

Genograms





not live

Dr A. Campbell

Family work:

Her/histories of Family Work.

counselling. In D. Henderson and C. Thompson (Eds). Counselling children. Belmont C.A: Brooks/Cole. pp.474-527. (eReserve)

Nicols, M. and Schwartz, R. (2004). Family therapy in the twenty-first century. In M. Nichols & R. Schwartz (Eds). Family therapy: Concepts and methods. 6th Edition. Boston M.A: Pearson Education. (eReserve)

Recommended Reading:

Elliot, B., et. al., (2000). Promoting Family Change: The Optimism Factor. In Developing Practice: The Child, Youth and Family Work Journal. Pp 1-14. (eReserve)

Developing our skills: constructing

and applying genograms.

3. 15 Aug Rose Walley:

Working with Aboriginal Families

Essential Reading:

Young, S., Zubrzycki, J., Bessarab, D., Jones, V., Stratton, K., & Green, S. (2014). 'Getting it Right: Creating partnerships for change’: integrating Aboriginal and Torres Strait Islander knowledges in social work education.

Wight, M. (2013) Open Hearts, Open Hands: A Spiritual Journey of Change.

Both readings on BB under tutorial materials.


Young, S., McKenzie, M., Omre, C., Schjelderup, L., & Walker, S. (2014). What can we do to bring the sparkle back into this child's eyes? Child Rights/Community Development Principles: Key elements for a strengths based child protection practice. Child Care in Practice. (eReserve)

Eco-systemic case study.

4. 22 Aug

LECUTRE

Essential Reading:

Campbell, A. (2013). I Wish the Views Were Clearer: Children’s Wishes and Views in Australian Family Law. Children Australia.

What would you consider before the first session?

Introducing Case





Assessment 1 due Monday 22th August

20%

Reflective journal – critical

reflection on working with

families

(Please see rubric on BB)

ONLINE (BB) – not live

Dr A. Campbell

Family work:

Context of Family Work – Intake & Assessment

(eReserve)

Aschieri, F. et al. (2012). Therapeutic Assessment with Children in Family Therapy. The Australian & NZ Journal of Family Therapy. (eReserve)

Hill, J. et al. (2014). The application of a domains-based analysis to family processes: implications for assessment and therapy. Journal of Family Therapy (eReserve)

Study (Assess 2)

Part 1: Rolling role-play

5. 29 Aug Tuition Free Week

6. 5 Sept

Dr A. Campbell

Family work:

Theoretical Approaches to Family Work.

Essential Reading:

Miller, L. (2012). Using systemic and family interventions in Social Work Practice (chp 8). In Counselling skills for social work. London: Sage Publications (eReserve)

Wallis, A. and Rhodes, P. (2011). Structured guidelines for the first session of post-Milan systemic therapy. In P. Rhodes & A. Wallis (Eds). A practical guide to family therapy. (p.16-42). East Hawthorn: I.P Communications. eReserve


Goldernberg, I., & Goldernberg, H. (2004). The Milan Systemic Model. In (6th ed.) Family Therapy: an overview. Pacific Grove, CA: Brooks/Cole – Thomas. Pp 267-287. (eReserve)

Cowger, C., and Snively, C. (2002). Assessing client strengths: individual, family & community empowerment. In D. Saleeby (Ed), The strengths perspective in social work practice, 3rd ed., p.106-123. Boston: Allyn & Bacon. (eReserve)


7. 12 Sept

Dr A. Campbell

Family work – Ways of

working with diverse families

Essential Reading:

Lim, S., & Nakamoto, T. (2008). Genograms: Use in Therapy with Asian Families with Diverse Cultural Heritages. (eReserve9)

Khisty, K. (2001). Transcultural Differentiation: A Model For Therapy With Enthno-culturally Diverse Families. (eReserve)







Hendrick, A., & Young, S. (2013). Working the 'spaces' between policy and practice: the contributions offered by resilience theory and action research. Child & Family Social Work, 18, 179-188. (eReserve)

8. 19 Sept

Dr A. Campbell

Family work:

Working with couples

Essential Reading:

Milner, J. M. (2001). Combining narrative and solution-focused approaches. In Women and Social Work Narrative Approaches. New York: Palgrave. Pp 1-27 (eReserve)

Johnson, S. (2004). The practice of emotionally focused couple therapy: creating connection. New York: Brunner-Routledge. ebook available

Developing skills in working with

families

9. 26 Sept

Tuition Free Week

10. 3 Oct Dr A. Hendrick

Group work: Introduction to group work: types; ethical issues; group work as choice of intervention

Life Cycle: Forming/ Norming and Storming

Essential Reading:

Zastrow, C. (2001). Social Work with groups: using the class as a group leadership laboratory. Pp 2-26. Pacific Grove CA: Brooks/ Cole (eReserve)

McDermott, F. (2002). Theoretical Basis of Group Work. In Inside group work: A guide to reflective practice. 30-57. Crows Nest, N.S.W: Allen & Unwin. ebook available

Corey, M.S., and G. Corey. (2013). Forming a group. In Groups: process and practice. Belmont, Calif: Brooks/ Cole. eReserve

Introduction

to working with groups

Forming groups for simulation exercise

(Assessment 3)

Assessment 2 due

Wednesday 5th October

40%

Case study discussion paper

(attach genogram/ ecomap as appendix)

11. 10 Oct

Dr Antonia Hendrick Group work:

Life Cycle: ending stages; performing and adjourning

Essential Reading:

McDermott, F. (2002). The Life of the Group. In Inside group work: A guide to reflective practice. 138-160. Crows Nest, N.S.W: Allen & Unwin ebook available


Corey, G. (2008). Theory and Practice of Group Counselling. Chp 2 “Group Leadership” (eReserve)

Lindsay, T., & Orton, S. (2011). Groupwork practice in social work. Exeter: Learning Matters. (eReserve)

Working with groups

Norming and Storming

12. 17 Oct Damian Green

Group Work – practice stories

Essential Reading:

Toseland, R., & Rivas, R. (2012). An Introduction to Group Work Practice (7th ed.). Boston: Pearson Education. Chp 13 pp 397-419. (eReserve)

Working with groups

Forming – Adjourning





McDermott, F. (2002). Doing ‘good’ group work: ‘Outward looking and moving on’. In Inside group work: A guide to reflective practice. 193-206. Crows Nest, N.S.W: Allen & Unwin ebook available

13. 24 Oct Violet Bacon

Working with Indigenous families and groups

Essential Reading:

Bacon, V. (2013). ‘Yarning and listening: yarning and learning trough stories’. In Bennett, B., Green, S., Gilbert, S., & Bessarab, D. (Eds.). Our Voices: Aboriginal and Torres Strait Islander Social Work. South Yarra: Palgrave Macmillan.pp136-165. (eReserve)


McIntosh, M. (1988). White Privilege: Unpacking the Invisible Knapsack. http://nymbp.org/reference/WhitePrivilege.pdf

Bunston, W., T. Pavlidis, and P. Leyden. (2003). Putting the GRO into groupwork. Australian Social Work. 56 (1): 40-49. (eReserve)

Assessment

Assessment 3. 40%

Simulation

14 31 Oct Dr A. Hendrick

Group work and closing

Summing up

Essential Reading:

Fook, J. (2012) The Challenges of Creating Critically Reflective Groups. In Social Work With Groups. 35 (3): 218-234. (eReserve)

Dominelli, L., (2012). “Group Work: A Critical Addition to the Social Work Repertoire”. In Social Work Practice with Groups, communities, and organizations: Evidence-Based Assessments and Interventions. New Jersey: John Wiley & Sons Inc. 41-58. (eReserve)


Revisit any readings not read above.

Assessment Assessment 3. 40%

Simulation

15 7 Nov Study Week

16 14 Nov Assessment 3 Oral Reflections due

17 21 Nov





http://nymbp.org/reference/WhitePrivilege.pdf

SCWK3000 Social Work with Groups and Families...

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