The purpose of the group and theory used
According to Antony (2020:1), “Social Group Work is a method of social work, and it helps individuals to adapt to their problems and environment through learning, changing behavior and improving skills to cope with dynamic demands of life”. Working in a group setting allows people to share their common experiences and learn from each other The student social worker facilitated a psychoeducational group with 10 grade 4 learners aiming to educate them about the skills to adopt positive behaviors and coping skills to deal with mental issues they encounter in their journey. Tseland and Rivas 2012 describe the psychoeducational group as a structured therapeutic setting where group members learn about mental health issues, coping strategies, and skills relevant to their specific challenges. The SSW uses the social learning theory which emphasizes that individuals learn behavior through observations and imitation within the social context. This theory posits that cognitive process, suggesting that learning can occur without direct reinforcement, through various experiences Bandura (1997).
Pre-planning phase
Through communication with the agency supervisor, the student was recommended to partner with the conflict resolution team since they work directly with schools. The student social worker collaborated with the conflict resolution team to facilitate access to the schools. Trainees consulted with the schools, and the schools agreed to our visits. Upon arrival, the student noticed that not all Grade 4 teachers were informed about the group work and its criteria. The student took the initiative to inform all Grade 4 teachers, who then understood the purpose of the group. As a result, the teachers provided a list of learners exhibiting behavioral problems in class. The student conducted an individual needs assessment to select the prioritized need and decided to work on behavioral issues as it was a common challenge the group experienced. The student then conducted an introduction, giving each member a chance to introduce themselves and a brief background. After that, the student discussed group rules and expectations about being in the group to formulate the goals and objectives. Additionally, when group rules were established, the SSW explained the time slot of the group meeting, the number of sessions that would be conducted, and the day of the group meeting. After that, the facilitator and the group members interacted about the group experiences.
Criteria for inclusion
The criteria of the group include grade 4 learners at Siyabulela Primary School who have behavioral challenges.
Group membership
The student social worker facilitated a closed group meaning that once the group started no members were allowed to join. The gourp consisted of 10 members both girls and boys from grade 4. According to Hepworth et al ( 2013), a closed is a type of group where membership is fixed and participants are not replaced once the group has formed.
Preparing clients for membership
In preparation for the group membership, the student clarified her role as a facilitator in the group and expectations allowing the group members to share their experiences. The SSW explained the purpose of the group which is to to equip and empower people with knowledge and skills to enhance their capabilities to solve their life challenges. The student explained that the group will be every Thursday in the school hall from 13:45 until 14:40. Moreover the student clarified that group members are not forced to be in the group if they want to exit the group they are allowed as it is in their choice to be in the group. The student wanted the group members to have self-determination if they wanted to take part in the group.
Resources
During the group sessions, several resources were used including:
chairs
pen
papers
Flirp chat
Evaluation
Evaluation is a critical aspect of assessing the effectiveness and contribution of members within a group setting Toseland and Rivas (2012). The student used different evaluation methods to evaluate the group goals and objectives these include group discussions, asking group members for feedback about the lesson of the day, group reflection, and individual assessment.
References
Toseland, R.W. and Rivas, R.F., 2012. An introduction to group work practice. Boston, MA: Pearson/Allyn and Bacon.
Antony, S. (2020). Social Group Work: Guidance for Practice. https://doi.org/10.13140/RG.2.2.13113.72800
Hepworth, D.R., Rooney, R.D., Strom-Gottfried, G. and Larsen, K., J. (2010) Direct Social Work