Group Work in Different Settings PDF

MSW-031
SOCIAL WORK
Indira Gandhi INTERVENTION IN
National Open University
School of Social Work
CORRECTIONAL SETTINGS
Block
5
SOCIAL GROUP WORK II
UNIT 1
Skills and Techniques of Social Group Work 5
UNIT 2
Relevance of Life Skills Education in Social Group Work 13
UNIT 3
Programme Planning in Social Group Work 25
UNIT 4
Group Work in Institutional Settings 36
UNIT 5
Role of Social Worker in Group Work 48
EXPERT COMMITTEE
Prof. Surender Singh Prof. Sanjai Bhatt Prof. Anjali Gandhi
Former Vice Chancellor University of Delhi Jamia Milia Islamia
Kanshi Vidhyapeeth New Delhi New Delhi
Varanasi
Prof. Thomas Kalam Dr. Joseph Xavier Dr. Leena Mehta

St. John’s Medical College Indian Social Institute M.S. University
Bangalore Bangalore Vadodara
Dr. Mukul Srivastava Dr. Usha John Dr. Archana Dassi

Dr. B. R. Ambedkhar Loyala College Jamia Milia Islamia
University, Agra Trivandrum New Delhi
Dr. Jyoti Kakkar Dr. Ranjana Sehgal Dr. Beena Antony

Jamia Milia Islamia Indore School of Social Work Delhi University
New Delhi Indore New Delhi
Prof. Gracious Thomas Prof. Neil Abell Prof. Patricia Lager

IGNOU Florida State University Florida State University
New Delhi USA USA
BLOCK PREPARATION TEAM
Units 1, 2 & 3 Dr. R. Nalini, Pondicherry University, New Delhi

Unit 4 Mr. Joseph Varghese, Christ University, Bangalore
Unit 5 Ms. Manju Kumar, Dr. B.R.A.C., University of Delhi, New Delhi
COURSE EDITOR PROGRAMME COORDINATOR

Prof. Gracious Thomas Dr. Sayantani Guin
IGNOU, New Delhi IGNOU, New Delhi
PRINT PRODUCTION
Mr. Kulwant Singh
Section Officer (P)
SOSW, IGNOU
June, 2011
© Indira Gandhi National Open University, 2011
ISBN-978-81-266- 5360-7
All rights reserved. No part of this work may be reproduced in any form, by mimeograph or any
other means, without permission in writing from the Indira Gandhi National Open University.
Further information on the Indira Gandhi National Open University Courses may be obtained
from the University’s Office at Maidan Garhi, New Delhi -110 068.
Printed and published on behalf of the Indira Gandhi National Open University, New Delhi by
Director, School of Social Work.
Laser Typeset by : Graphic Printers, Mayur Vihar, New Delhi
Printed by :
BLOCK INTRODUCTION
The Block on “Social Group Work II” is the last block in MSW-031. It has five units.
The first unit on ‘Skills and Techniques of Social Group Work’ will give you an
understanding of the roles of the group worker and elaborate on the various skills
required for group worker and how to acquire them.
The second unit is on ‘Relevance of Life Skills Education in Social Group Work’.
This unit describes the importance of life skills education in social group work. You
will learn about the meaning of life skills education and programmes; its need and
techniques of learning and how it is relevant in social group work.
The third unit titled ‘Programme Planning in Social Group Work’ will introduce the
learners to the concept of programme planning. You will learn about the principles of
programme planning and factors influencing it. You will also know about recording in
social group work, its principles and types. The contents in a group work record have
also been described in this unit along with some tips on recording.
In the fourth unit on ‘Group Work in Institutional Settings’you will be exposed to the
group work carried out in institutional settings like psychiatric setting, child welfare,
hospitals etc.
The fifth unit elaborates on the ‘Role of Social Worker in Group Work’. Factors
effecting roles of group worker, role of group worker according to the type of groups,
stages of group development and the role of group worker have been described in
this unit.
After going through this block, you will have a comprehensive understanding of different
aspects of social group work especially in the Indian Context.
Social Group Work II
4
UNIT 1 SKILLS AND TECHNIQUES OF
SOCIAL GROUP WORK
Contents
1.0 Objectives
1.1 Introduction
1.2 Roles of the Group Worker
1.3 Skills and Techniques of Group Work
1.4 How to Acquire Group Work Skills?
1.5 Let Us Sum Up
1.6 Further Readings and References
1.0 OBJECTIVES
After studying this unit you should be able to:
 understand the meaning of skills;
 elaborate on the various skills relevant for a group worker; and
 demonstrate how to acquire group work skills.
1.1 INTRODUCTION
A social worker has to understand and imbibe skills of social group work. It would
be one of his or her major tasks in the job as social work often involves work with
groups differing in its size and composition. What is a skill? “The term skill refers
to a conscious, disciplined use of one’s self and one’s abilities which can be acquired
reliably only through the disciplined experience of professional training for social
group work, during which the potential group worker not only takes help in his
learning from teachers and supervisors but carries responsibility in a group work
agency simultaneous with his acquisition of group work theory. On the one hand the
social worker has to understand his profession’s philosophic values and also draw
from social work’s professional purposes. These are the roots of social group work
skill. The capacity to translate values into professional efforts that precipitate
movement toward the fulfillment of purpose constitutes social group work skill.”
(Philips: 1957).
1.2 ROLES OF THE GROUP WORKER

A group worker plays two vital roles while working with groups: as a member and
as a leader switching roles as and when tasks emerge. Membership and leadership
skills are viewed jointly due to the following rationale:
For the group’s efficient functioning, the leader and his members need to be dealt
with skillfully.
Similar concerns of individualistic communication emerge for leaders and members.
A group worker has to perform various functions which are broadly grouped into 5
Social Group Work II (i) job oriented functions that facilitate the group to converge and concentrate
towards fulfilling group’s objectives (ii) individual oriented functions to cater to the
personal needs of group members that ensure healthy group cohesiveness and (iii)
maintenance oriented functions that ensure the consistency of group members’
contribution.
1.3 SKILLS AND TECHNIQUES OF GROUP WORK

According to Trecker (1955), skill is the capacity to apply knowledge and
understanding to a given situation. Trecker (1955: 36-37) also has specified skills
for social group work as follows:
1) Skill in Establishing Purposeful Relationships
A) The group worker must be skillful in gaining the acceptance of the group
and in relating himself to the group on a positive professional basis.
B) The group worker must be skillful in helping individuals in the group to
accept one another and to join with the group in common pursuits
2) Skill in Analyzing the Group Situation
A) The group worker must be skillful in judging the developmental level of
the group to determine what the level is, what the group needs, and how
quickly the group can be expected to move. This calls for skill in direct
observation of groups as a basis for analysis and judgment.
B) The group worker must be skillful in helping the group to express ideas,
work out objectives, clarify immediate goals, and see both its potentialities
and limitations as a group.
3) Skill in Participation with the Group
A) The group worker must be skillful in determining, interpreting, assuming
and modifying his own role with the group.
B) The group worker must be skillful in helping group members to participate,
to locate leadership among themselves, and to take responsibility for their
own activities.
4) Skill in Dealing with Group Feeling
A) The group worker must be skillful in controlling his own feelings about the
group and must study each new situation with a high degree of objectivity.
B) The group worker must be skillful in helping groups to release their own
feelings, both positive and negative. He must be skillful in helping groups
to analyze situations as a part of the working through of group or intergroup
conflicts.
5) Skill in Programme Development
A) The group worker must be skillful in guiding group thinking so that interests
and needs will be revealed and understood.
B) The group worker must be skillful in helping groups to develop programs
which they want as a means through which their needs may be met.
6
6) Skill in Using Agency and Community Resources Skills and Techniques of
Social Group Work
A) The group worker must be skillful in locating and then acquainting the
group with various helpful resources which can be utilized by them for
program purposes
B) The group worker must be skillful in helping individual members to make
use of specialized services by means of referral when they have needs
which cannot be met within the group.
7) Skill in Evaluation
A) The group worker must have skill in recording the developmental processes
that are going on as he works with the group.
B) The group worker must be skillful in using his records and in helping the
group to review its experiences as a means of improvement.
Thus, the social group worker has many skills to master, but the important ones are
discussed below:
Skills in Building Group Cohesiveness
The group worker must know his group members – their strengths, capacities,
fears, problems and roles they can play in the group’s progress. The following are
the other factors the worker needs to concentrate upon in building himself within
the group:
 Effective rapport building with the group members; to get on the same wave
length with people easily and quickly
 Winning the confidence and trust of people by accepting members as they are
and enabling them to see the worth of every job that has to be done in the
group large or small
 Establishing a good working relationship, based on friendship and mutual
confidence that would facilitate influence over the group members
 Ability to avoid splinter groups, especially sub groupism by empathizing and
thinking for all the group members. The group worker has to be cautious to
interpret the silence of the group members. Silence always does not denote
negative aspects; it could just indicate the individuals’ hesitation.
 Skill to remain cool and composed while listening to the distasteful –
understanding and internalizing the fact that two people can look at the same
thing and look at it differently. It is important that the worker has to strengthen
his inner self without getting upset or hitting back at unpleasantness of the
group. He needs to understand that this is in light of the larger good of the
group.
 Capacity to get the group to willingly shoulder responsibilities rather than
taking up all the burden on himself – the ability to segregate works that can
be delegated and executing those which are best done by the worker.
Facilitation Skills
This involves the group worker helping the group to stay focused on the goals to
be achieved, to ensure that the group members work towards a common direction.
7
Social Group Work II Facilitating skill, also sometimes called the “here-and-now” of group interaction is
often missed by the group workers. This is because group processes take a back
seat when group interactions are intense. Also, at times the group worker may
hesitate to intervene during a lively yet dispersed discussion.
However, the group worker has to acquire this skill to enable spirited group
accomplishments. To help a group accomplish the goals it has set for itself, the
worker will often find it helpful to guide the group’s interaction in a particular
direction. By limiting or blocking a group member’s communications, by encouraging
another member to speak or by linking one group member’s communication to
those of other group members, the worker can guide the group’s interaction patterns.
This method has been referred to as selecting communications patterns purposely
(Middleman & Wood, 1990).
Helping the group maintain its focus can promote efficient work by reducing irrelevant
communications and by encouraging a full exploration of issues and problems. The
group worker does this by minimizing unwanted interactions and by stirring optimum
search investigation of concerns and tight spots.
Skills of Information Collection and Evaluation
Information is power and this is true in working with groups too. It is handy in
impacting communiqué designs in the group. Through information gathering and
evaluation skills, the group worker bridges the gap between the process-oriented
approach of facilitating group processes and the task oriented approach of using
action skills to achieve goals and satisfy members’ needs. Without effective data
gathering and assessment skills, workers’ interventions are not ground in a complete
understanding of the situation. This can result in the use of premature, oversimplified,
or previously attempted solutions that have not been carefully analyzed and weighed.
Requesting Information, Questioning and Probing
By skillfully questioning and probing the group worker may gather data effectively.
A broad outlook to the task in question and to the pursuits of the group could be
added (with this supplementary information) that could benefit the group immensely.
Skills are needed in properly wording the questions – leading questions; double
questions etc should be avoided. The questions need to extract information that is
clear and precise. Care should be taken while dealing with sensitive issues and
concerns.
Analyzing Skills
Once the data have been gathered and organized, the worker can use analyzing
skills to synthesize the information and assess how to proceed. Analyzing skills
include:
 Pointing out patterns in the data,
 Identifying gaps in the data, and
 Establishing mechanisms or plans for obtaining data to complete an assessment.
Synthesizing Skills
Another useful data gathering and assessment skill is blending verbal and nonverbal
communications. Examples of synthesizing skills include:
8
 Making connections among the meanings behind a member’s actions or words, Skills and Techniques of
Social Group Work
expressing hidden agendas
 Making implicit feelings or thoughts explicit
 Making connections between communications to point out themes and trends
in member’s actions or words
Synthesizing skills can be useful in providing feedback to members about how they
are perceived by others.
Listening Skills
We convey our listening skills verbally and non verbally. By appropriate feedback
and playback the group worker conveys verbally whereas through his eye contact,
gestures and body language he conveys it non verbally. Egan (2002) suggests that,
in addition to body position and eye contact, skills that indicate that a worker has
heard and understood a member are part of effective listening. Research has shown
that effective listening skills are an important characteristic of successful leaders
(Johnson & Bechler, 1998). Effective listening skills include repeating or paraphrasing
what a member says and responding empathically and enthusiastically to the meaning
behind members’ communications. They also include what Middleman (1978) has
referred to as ‘scanning’ skills. When scanning the group, the worker makes eye
contact with all group members, which lets them know that the worker is concerned
about them as individuals. Scanning also helps reduce the tendency of workers to
focus on one or two group members.
Reframing and Redefining
Often, one of the greatest obstacles to the work of a group or an individual is failure
to view a problem from different perspectives that block attempts to find a creative
solution (Clark, 1998). Redefining and reframing the problem can help members
examine the problem from a new perspective. Thus, a worker may want to reframe
or redefine an issue or concern facing the group.
Action Skills
This includes modeling, role playing and rehearsing situations in the group. Action
skills can be helpful in both task and treatment groups. Modeling refers to the
worker or a member demonstrating behaviors in a particular situation so that others
in the group can observe what to do and how to do it. Role playing refers to having
group members act out a situation with each other’s help. The two primary purposes
of role playing are to assess members’ skill in responding to an interpersonal
situation and to help members improve particular responses. Responses can be
improved through feedback, rehearsal of a new response, or coaching (Etcheverry,
Siporin, & Toseland, 1987). Role playing can be a very useful tool when trying to
help members improve responses to stressful situations.
Rehearsing refers to practicing a new behavior or response based on the feedback
received after a role play. Because it is difficult to learn new behaviors or to
diminish less adaptive but habituated behavior patterns, a member may have to
practice a new response several times.
Confrontation Skills
From handling conflicts and resistance to enthusing group members, confrontation
9
Social Group Work II skills could be a valuable tool for the group worker. Confrontation is the ability to
clarify, examine, and challenge behaviors to help members overcome distortions
and discrepancies among behaviors, thoughts, and feelings (Egan, 2002; Toseland
& Spielberg, 1982). However, one has to vigilantly judge the state of affairs and
about the acceptability of his interventions during confronting situations. He has to
be fully aware that confrontations are forceful, emotionally charged and also anticipate
strong responses. Since confrontations often involve indicating members’ mistakes
and limitations, the worker has to prepare the group for a candid examination on
these lines by underlining the fact that ultimately such discussions aid in identifying
potentials and abilities of the group.
Skills of Conflict Resolution
Conflict resolution skills are needed to smoothen out frictions within the group and
also with those outside the group – inclusive of social systems. There could be
several grounds for conflicts among the members. The group worker should facilitate
the group to consider conflicts as a factor nourishing the group’s development.
Conflicts, if constructive and issue based, help the group to get a clearer vision of
its goals and discover individual strengths and weaknesses. It is well known that
conflicts are bound to happen; through efficient group facilitation, conflicts could be
minimized and antagonistic disagreements avoided.
Critiquing Skills
Constructive criticism is an important skill for the worker, for lots of learning happens
while critiquing the group’s progression and activities. It enables retaining the focus
on the group’s primary purpose. It also means appropriate questioning of the
leader’s inputs and interventions, contribution of members and patterns of group’s
functioning. Critiquing by members is healthier and many a times anticipates and
prevents flaws.
Leadership Skills
This is a vital skill that is disputed by researchers – is leadership a trait or a
behavior? Is a leader born or made? Despite differing views, it has been proved
beyond doubt that leadership skill can be learned. However, there is no ‘one size
fits all’ solution to mastering leadership skills. Group leaders have to constantly
remind themselves that they are working with human beings each with different
viewpoints, personalities and ways of functioning.
The key skill of the leader is communicating and keeping communication channels
open within the group at all times. This means the leader has to involve all members
in discussions – the quiet ones, the ones who may not be comfortable talking in
groups or those who can be easily silenced. The other key skills of leadership are:
 Consensus seeking
 Gate keeping
 Setting standards
 Self understanding that leads to enhanced communiqué
 Inter-personal understanding that leads to understanding members’ viewpoints
 Preventing disruptive behaviour such as diverting, blocking, dominating, silence,
10
attention seeking, sympathy seeking etc
Skills and Techniques of
Check Your Progress I Social Group Work
Note: Use the space provided for your answer

1) Mention the skills specified by Trecker for social group work.
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2) What do you understand by listening skills?
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1.4 HOW TO ACQUIRE GROUP WORK SKILLS?

Reach out and ascertain the qualities of individuals who are successful in working
with groups. By checking yourself against this list of traits you could perhaps figure
out where you stand with regard to working with groups. The most important point
to be kept in mind is that no one individual shall possess all the qualities and that
all of us can endeavour to imbibe them.
Keenly observing democratic leadership styles in action and understanding reasons
behind all the reverence and influence these individuals possess over their groups.
Experience shows that it is worthwhile observing good presiding officers and good
discussion leaders. Do not stop with observation, but do take hold of the skills of
competent leaderships.
Reading relevant material from libraries, authenticated websites, journals, reports
etc will keep you updated on the latest in the field.
Maintaining a dairy of everyday work with the group gives a written documentation
for reference. It indicates the areas for improvement, when reviewed periodically.
It is a tool for self evaluation if done methodically and with honesty.
Interacting with social work fraternity and with group workers in professional forums
such as workshops, seminars, conferences, training programmes etc facilitates
interchange of ideas and experiences in working with groups. It is a practical
knowledge bank and feeds the group worker with skills largely demanded in the
field.
Gain hands on training through observing a group or by becoming a member of an
existing group.
Lastly, by lending a hand to others to acquire group work skills, one can constantly
check and reinvent oneself about the skills needed in working with groups. 11
Check Your Progress II
1) Mention any two methods to acquire group work skills.
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1.5 LET US SUM UP

Thus group work skills described above are vital for successfully working with
groups. The group worker needs confidence, love for people and a belief in team
work to accomplish his task. For, “great people are those who make others feel
that they too, can become great”.
1.6 FURTHER READINGS AND REFERENCES

Benson, F. J. (1987). Working more creatively with groups. London: Tavistock
Publications
McConnell, T. (1974). Group leadership and self-realization. Leviathan House
Milson, F. (1973). An introduction to social group work skill. London: Routledge
and Kegan
Philips, U.H. (1957). Essentials of social group work skill. New York: Association
Press
Trecker, H.B. (1955). Social group work: Principles and practices. New York:
Whiteside
Wilson, G., & Ryland G. (1949). Social group work practice. Boston: Houghton
Mifflin
http://www.hci.com.au/hcisite2/toolkit/smallgro.htm
htt p://findart icles.com/p/art icles/mi_m0CYZ/is_4_28/ai_83530630/
pg_11?tag=artBody;co11
http://www.see.ed.ac.uk/~gerard/Management/art0.html
http://www.indiana.edu/~teaching/ourservices/assess/groupskills.shtml
http://www.indiana.edu/~teaching/ourservices/assess/groupassess.shtml
http://www.evergreen.edu/washcenter/resources/acl/b2.html
http://www.portables1.ngfl.gov.uk/ssoames/gworkskills.html
http://www.casw-acts.ca/practice/mayhew_e.html
http://www.addedvaluelearning.co.uk/training_facilitationskills.asp
http://www.iml.uts.edu.au/learnteach/groupwork/
12
UNIT 2 RELEVANCE OF LIFE SKILLS
EDUCATION IN SOCIAL GROUP
WORK
Contents
2.0 Objectives
2.1 Introduction
2.2 Understanding Life Skills education
2.3 The Life Skills Education Programme
2.4 The Indian Scenario
2.5 Need for Life Skills Education
2.6 Techniques of Learning Life Skills Education
2.7 Social Group Work and Education
2.8 Relevance of Life Skills Education in Social Group work
2.9 Let Us Sum Up
2.0 OBJECTIVES
After reading this Unit you should be able to:
 understand Life Skills Education and its components;
 comprehend the need and techniques of Life Skills Education;
 appreciate the role of Social Group Work in Education; and
 sketch the relevance of Life Skills Education in social group work.
2.1 INTRODUCTION
Life Skills Education was evolved to equip individuals, especially the adolescents,
with the aptitude to face life with its challenges and opportunities, successfully. “In
the recent years enthusiasm for education about health and social issues has been
growing in communities around the world. Though recognized by different names
– “life skills”, “life skills based education”, “skills based health education” or “health
and family life education” the central idea is shared: young people, especially girls
and young women, regularly face risks that threaten their health and limit their
learning opportunities. Life skills based education can endow girls with skills to
manage challenging situations, particularly in the context of supportive communities
and environments. Around the world, life skills based education is being adopted
as a means to empower young people in challenging situations. It refers to an
interactive process of teaching and learning which enables learners to acquire
knowledge and to develop attitudes and skills that support the adoption of healthy
behaviours. It is also a critical element in UNICEF’s definition of quality
education”.http://www.unicef.org/lifeskills/index_7308.html
13
2.2 UNDERSTANDING LIFE SKILLS EDUCATION
Life skills are problem solving ways fittingly and conscientiously employed in the
regulation of our daily dealings. Found in the principles of experiential adult learning,
life skills could be split into trainable, workable, components and taught to group
members. Life Skills could be utilized in all of the 5 areas of our lives (self, family,
job/school, leisure and community) lessons and programmes can be designed to
meet the specific needs of a wide range of client groups.
Thus, Life Skills Education can be employed to take up a broad range of subjects
that concern youngsters and its coverage is not restricted to a specific milieu.
According to UNICEF, “life skills based education is behaviour change or behaviour
development approach designed to address a balance of three areas: knowledge,
attitude and skills”.
The term life skills refers to a large group of psycho-social and interpersonal skills
which can help people make informed decisions, communicate effectively, and
develop coping and self-management skills that may help them lead a healthy and
productive life. Life skills may be directed toward personal actions and actions
toward others, as well as actions to change the surrounding environment to make
it conducive to health. It includes items intended not only to deal with young
people’s personal identity but also to encourage them to reject, where they feel this
is appropriate, comments on their behaviour which they believe is untrue. http://
www.unicef.org/lifeskills/index_7308.html
Life Skills Education Groups
A Life Skills Education programme is conducted with a group of participants led
by a trained group worker. Whatever the type of group (occupation, youngsters,
health, professional development) members begin with various skills and with varying
capacities to utilize those skills. Gradually, by self-awareness and assessment of
their skill levels, the members learn to assess their needs and focus on aspirations.
Group members of Life Skills Education programme are expected (i) to cultivate
the aptitude to draw from a gamut of problem-solving behaviours (ii) to face the
tribulations of daily life with self-confidence and (iii) to grow to be well-adjusted,
self-determined citizens.
Group Worker’s Role in Life Skills Education
A group worker is a trained professional, (mostly in social work) equipped with the
knowledge, skill and experience in handling Life Skills Education programmes and
also in working effectively with groups. He/She should be confident in dealing with
a wide range of clients, not necessarily with problems but also those who seek to
develop their personalities. A group worker facilitates group members of a Life
Skills Education programme to:
 Periodically self-introspect, with honesty
 Think more productively
 Understand that they are not alone in their challenges and struggles
 Perceive and comprehend their ways of thinking
 Equip themselves with and utilize problem solving skills
14
Relevance of Life Skills
 Balance their intellectual, physical and emotional requirements Education in Social
Group Work
 Build on apposite ambitions
Check Your Progress I
1) What do you understand by Life Skills Education?
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2) Briefly describe the group worker’s role in Life Skills Education.
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2.3 THE LIFE SKILLS EDUCATION PROGRAMME

Across the globe, Life Skills Education programmes are gaining grounds. However,
keeping in mind the varying cultures and the equally varying demands of life skills
accordingly, the components of the Life Skills Education have been deliberately
kept broad and generic. “There is no definitive list of life skills. The list below
includes the psychosocial and interpersonal skills generally considered important.
The choice of and emphasis on different skills will vary according to the topic and
local conditions (example decision making may feature strongly in HIV/AIDS
prevention whereas conflict management may be more prominent in a peace education
programme). Many skills are used simultaneously in practice. Ultimately, the interplay
between the skills is what produces powerful behavioural outcomes, especially
where this approach is supported by other strategies such as media, policies and
health services”. http://www.unicef.org/lifeskills/index_7308.html
However, the World Health Organization has specified life skills for the youth in
order to enable broad guidelines for life skills educators and professionals. “The
World Health Organization (WHO) laid emphasis on LIFE SKILLS, which are
necessary to all youth alike across the globe. In 1997 the WHO addressed this
issue and a well-researched package of Life Skill Development was produced.
“Life Skills are living skills or abilities for adaptive and positive behaviour that
enable individuals to deal effectively with demands and challenges of everyday life”
(WHO 1997). The following are the ten generic skills the Life Skills Education
hopes to transfer. They are five pairs of related skills.
Critical Thinking: It is the ability to analyse information and experience in an
objective manner. 15
Social Group Work II Creative Thinking: It is an ability that helps us look beyond our direct experience
and address issues in a perspective which is different from the obvious or the norm.
It adds novelty and flexibility to the situation of our daily life. It contributes to
problem solving and decision making by enabling us to explore available alternatives
and various consequences of our actions or non-actions.
Decision-Making: The process of making assessment of an issue by considering
all possible/available options and the effects different decision might have on them.
Problem Solving: Having made decisions about each of the options, choosing the
one which is the best suited, following it through the process again till a positive
outcome of the problem is achieved.
Interpersonal Relationship: It is a skill that helps us to understand our relations
with others and relate in a positive/reciprocal manner with them. It helps us to
maintain relationship with friends and family members and also be able to end
relationships constructively.
Effective Communication: It is an ability to express ourselves both verbally and
non-verbally in an appropriate manner. This means being able to express desires,
opinions, and fears and seek assistance and advice in times of need.
Coping with Emotions: It is an ability, which involves recognizing emotions in
others, and ourselves, being aware of how emotions influence behaviours and being
able to respond to emotions appropriately.
Coping with Stress: It is an ability to recognize the source of stress in our lives,
its effect on us and acting in ways that help to control our levels of stress. This may
involve taking action to reduce some stress for example changes in physical
environment, life styles, learning to relax etc.
Self-Awareness: Includes our recognition of ourselves, our character, strengths
and weaknesses, desires and dislikes. It is a pre-requisite for effective communication,
interpersonal relationship and developing empathy.
Empathy: Is an ability to imagine what life is like for another person even in a
situation that we may not be familiar with. It helps us to understand and accept
others and their behaviour that may be very different from ourselves.
It is evident that the Life Skills are comprehensive including various areas like
Thinking, Behaviour, and Emotions. The final target being self-awareness, self-
esteem and accepting of others. In an individual, Life Skills develop over the years
continuously in an active manner. There are many skills, which are needed to
successfully negotiate each and every interaction”. http://www.leadership. fau.edu/
ICSE12006/Papers/Pai.doc
2.4 THE INDIAN SCENARIO

“In the Indian-Scenario considering the heterogeneity of the levels of childcare
givers ranging from school teachers to grass root level NGO workers, the need of
training are varied. The Indian Youth is currently at crossroads. India being a vast
and diverse country, The Indian Youth is slowly undergoing a cultural transition in
their outlook due to globalization, communication and media. 40 per cent of the one
billion population of India are below the age of 16. Adolescents form about 10 per
cent to 15 per cent of the population. In absolute numbers the Indian youth are a
16 significant population of the world’s youth population. On an average 40 per cent
of the Indian adolescents are not in school, those in school are under severe stress Relevance of Life Skills
Education in Social
due to a very competitive system of evaluation, heavy syllabus, and a low teacher Group Work
– student ratio. Due to the above reasons motivation to stay in the schools system
is very low especially in the rural areas”. http://www.leadership.fau.edu/ICSE12006/
Papers/Pai.doc
However, after the Central Board of Secondary Education asked schools to ensure
social well-being of children, teaching life skills now forms an integral part of the
curriculum of almost all schools. Several life skills trainers, comprising of social
workers, psychologists, school teachers, Human Resource (HR) specialists, and
like minded professionals are engaging actively in Life Skills Education of varied
clientele in India. Schools across the country and NGOs working with non school
goers are the prime providers of Life Skills Education programmes, mainly catering
to adolescents.
The contents of a Life Skills Education programme organized for school
children in a rural Indian school are listed below:
 Learning about society
 Focusing on the family
 Reproductive health and related information
 Environment
 Current trends – changing social and economic realities
 Relating to others
 Self development
The sessions were put together in such a way that gender figured as the centre
spread in all the themes that were taken up for discussion. The programme
was designed to enable the school students to think critically about the world
they find themselves in. The programme wanted to create an awakening in the
minds of the students that they are the makers of their lives. They wanted to
inculcate in them the habit of introspection so that they have an insight about
themselves. At the end of the programme, the trainers found themselves
responding to a deep need for information, counseling and understanding in the
student population.
2.5 NEED FOR LIFE SKILLS EDUCATION

Acquiring Life Skills is a process that happens during an individual’s developmental
years. As we all know, physical growth and development of mental faculties are two
vital aspects to be fulfilled by any human being. Physical growth is visible to the
naked eye in the form of height and weight, hair growth, and other noticeable
changes in the child. Development is however, rather complicated involving
multifaceted aspects.
Life skills calls for comprehending and equipping oneself in a different spheres of
personality development such as (i) social skills (ii) interpersonal skills (iii)
communication skills (iv) emotional stability (v) scholarly abilities and
(vi) empathy/sensitivity to others. A child’s development in all these areas is largely
shaped by the environment and the adults (parents, teachers, relatives) with whom
he or she interacts on a daily basis. This process continues in adulthood also and 17
Social Group Work II friends and peer group have an important role in an individual mastering the life
skills. The ultimate aim of life skills is to enable the all-round development of an
individual who will be able to face challenges and troubles with the right attitude and
through appropriate problem solving techniques, cope with life’s pressures and
traumas. It is very important that the foundation for acquiring these life skills is laid
at the right age and time. Life Skills Education is thus needed for equipping
adolescents and young adults with the abilities, knowledge and aptitude to take on
life with self-esteem, confidence and self-determination.
1) Mention the skills a Life Skills Education Programme seeks to enhance.
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2) Briefly describe the need for Life Skills Education.
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2.6 TECHNIQUES OF LEARNING LIFE SKILLS

EDUCATION
As evident from our discussion above, Life Skills are applied to various aspects of
life. This includes (i) Interpersonal Relationships (ii) Understanding one’s rights and
responsibilities (iii) Promoting Good Health (iv) Mental Health (v) Prevention of
HIV/AIDS, STD (vi) Prevention of Substance Abuse (vii) Self Development (viii)
Preventing suicides and (ix) Promoting Peace
To achieve this goal of imparting Life Skills Education, various methods and techniques
are used by the trainers. This includes (i) Vigorous training (ii) Functioning in small
groups (iii) Brainstorming (iv) Play-acting (v) Empirical education (vi) Games and
deliberations and (vii) Homework
The aim of Life Skills Education is to enable the group members to develop their
aptitudes in exploring alternatives when faced with challenges. A group member on
attending Life Skills Education programme should be able to communicate effectively;
be assertive (the capacity to stay balanced between aggression and submission);
assess pros and cons and arrive at logical decisions.
It also provides environment education, consumer education, education in socio-
18 cultural issues and peace education. Finally, the significance of Life Skills Education
is that it empowers group members in taking positive actions, promoting healthy Relevance of Life Skills
Education in Social
social relationships and in building confidence in self. Group Work
2.7 SOCIAL GROUP WORK AND EDUCATION

Social group work is a primary method of social work that utilizes the group as a
conduit of goal accomplishment. Group work enables its members to bring about
desired changes in their life, through collective efforts. Groups, comprising of people
from varied backgrounds are social worker’s key channels for enabling individuals
to face life with all its problems, successfully. Social workers use group work in all
fields of social work practice such as workplace, hospitals, schools, correctional
settings, etc. Group workers work with children, women, disabled, substance abusers,
elderly, adolescents and any other individuals wanting help to help themselves.
Social group work tries to find remedies for social illness and strives towards social
growth and integration. Generally, microscopic groups are thought of as constructive
mechanisms of social transformation and progress.
“Social group work had its origins in progressive, informal, and adult education, in
recreation, in camping, in settlement houses and in youth serving organizations.
Much of the support, research, programming and education in group work have
taken place outside the boundaries of social work and much continues to do so,
particularly in the field of education. Partly for these reasons, group work and
educational objectives have always been compatible. Whether these objectives are
defined, as they used to be, as “citizenship training” or “character building”, or as
they now often are as “creative problem solving” or “family life education”, there
is a fundamental fit between group work and learning objectives. Perhaps this is
because group work, more than other social work methods, views group members
as learners, whose behavioural repertories need to be enhanced and enlarged.
Individual group members are viewed as creating and, in a sense, owning their
group” Ephross, J. (1985).
According to Douglas the following are the assumptions on which the practice of
social group work rests:
 Group experience is universal and an essential part of human existence
 Group can be used to effect changes in the attitudes and behaviour of individuals
 Group provides experiences which can be monitored or selected in some way
for beneficial ends.
 Life outside the group is in no way neglected, it tends to be put out of focus.
 Group offers experience shared with others so that all can come to have
something common with the sense of belonging and of growing together
 Groups produce change which is more permanent than can be achieved by
other methods and the change is obtained more quickly also
 Groups assist in the removal or diminution of difficulties created by previous
exposure to the process of learning
 Groups as instruments of helping others may be economical in the use of
scarce resources, e.g. skilled workers, time etc.
 Group can examine its own behaviour and in so doing learn about the general
patterns of group behaviour. 19
Social Group Work II Thus, a careful analysis of these assumptions reveals that working with groups
enables change amongst its members at an individual and collective level. The main
feature of functioning with groups in societal milieu is that of reciprocal benefits. It
is assumed that individuals progress and transform as they associate with others.
Group work emphasizes that its members are not restricted to only take away but
also put in their contributions to the group, directly or indirectly, knowingly or
unknowingly.
2.8 RELEVANCE OF LIFE SKILLS EDUCATION

IN SOCIAL GROUP WORK
Having discussed about Life Skills Education and social group work, let us try and
understand the relevance of Life Skills Education in social group work. It is clear
that both group work and life skills have the common goal of enhanced social
functioning of its members. From its beginnings, group work practice and theory
has been rooted in “social reform, social responsibility, democratic ideals, and
social action as well as social relatedness and human attachment” (Lee, 1991: 3).
The work done in groups was seen as purposeful activity that involved a process
that considered both the individual in the group as well as the group as a whole as
well as the larger community. A description of American Association of Group
Workers’ (AAGW) nature and functions written in 1947 clarifies group work’s
philosophy:
Group work is method of group leadership used in organizing and conducting
various types of group activities. While group work developed first in connection
with recreation and voluntary informal education … its use is not confined to
those fields. It is increasingly being used in various types of institutions, in
hospitals and clinics, in the extra-curricular activities of schools in similar
situations. The guiding purpose behind such leadership rests upon the common
assumptions of a democratic society, namely, the opportunity for each individual
to fulfill his capacities in freedom, to respect and appreciate others and to
assume social responsibility in maintaining and constantly improving our
democratic society. (http://findarticles.com/p/articles/mi_m0CYZ/is_4_28/
ai_83530630/pg_11?tag=artBody;co11)
Life Skills Education is thus an important aspect of group work. “To apply group
work premises to Life Skills Education is to try to incorporate role flexibility,
responsiveness to stage of group development, and an ability to be comfortable
with the shared human condition between worker and members. One needs to treat
group members with respect for their group, not as an artificial stance but as a
genuine component of the group’s life. As for the participants, the group members
need to be viewed as motivated and competent people who are choosing to take
part in learning experiences. They learn from each other through informal group
interaction, as well as from a process of motivated inquiry. The primary task of the
group leader is to motivate, to facilitate, to promote and to orchestrate teaching and
learning resources. The subject of learning – the course topic is important for two
reasons, both for its own values and as a vehicle around which interpersonal
learning, role elaboration and behavioural modeling can take place”. http://
et d. r a u. a c. z a/ t hese s/ available/ et d- 0 422 2004 - 10 0006 / r e st r ict e d/
chapter1MAThesis.pdf
Radin (1975: 605-613) states that school social workers must be concerned about
20 all children in a school and not only with those with apparent problems and that all
children should be prepared for their future roles in society. To enable the social Relevance of Life Skills
Education in Social
worker to reach more than just the individual pupil, working in groups enables the Group Work
worker to attend to not only the individual with the group, but the group collectively.
The advantage of attending to pupils in a group context is that there are times for
individual reflection and discovery but these are usually the outcomes of some
group interaction. Personal learning is shared with at least one another person.
Pupils have experience of being in a group in some form or other. Thus, to use
group work is to use something to which most pupils can relate. (Rooth, 1995;
Kruger, 1998).
Group work provides a context in which members help each other and learn from
and with each other. Very importantly, group work teaches members to function in
a democratic life style. Group work is also a method of participatory teaching
(Rooth, 1999), which is based on democratic practices. It promotes the
empowerment of the member in the group. The methods of group work are empirical
and the group worker plays a facilitator’s role.
Working in groups is in itself an important life skill (Nelson-Jones 1991: 89).
According to Konapka, a healthy group life has the following ingredients:
1) Provision for identification with equals
2) Provision for warmth and belonging to more than one person. Fear of the
threatened loss of the one and only beloved person is always present and
becomes overwhelming if a wider relationship is not established in the course
of life.
3) Freedom to be and to express one’s self and to be different in the presence
of others.
4) Freedom to choose the friends one prefers combined with a responsibility to
accept others if they need to be accepted, even though no close friendly
relationship can be established.
5) Opportunity to try out one’s own individuality while at the same time permitting
the enjoyment of the uniqueness of others
6) Opportunity to exercise independence and be allowed to be dependent when
this is necessary and indicated, as in childhood or in distressing situations in
adulthood.
7) Opportunity to give to others as well as receive from them
8) Opportunity to feel that as an individual or as a group, one has the strength
to influence one’s own fate (Konapka; 1972: 31)
Much of the education is based on the individual, competitive learning and teaching
styles. This means that members get the opportunity to learn how to co-operate,
compromise and work in a group and community context (Rooth 1999; Kruger
1998). Group work has many advantages besides being the method for empirical
learning. Increasingly teachers use group work and find that it is an excellent way
of teaching and learning (Nelson-Jones, 1991).
Social group work facilitates members in appreciating and treasuring their colleagues
and peers. They understand that the transformation in their personality is also largely
due to the contributions of the other members. This leads to increase in self- 21
Social Group Work II confidence, self-belief and eventually enhancement of social skills and the role of
group work cannot be undermined in this process. Simultaneously, group work
causes increased coverage of themes, thereby resulting in increased member
involvement and interaction. Responsibility and sense of empowerment can result
from involvement in group work. Pupils need to be empowered and group work
is one way that aids empowerment (Rogers, 1983; Rooth 1999; Kruger 1998).
The aim of Life Skills Education in group work is to get the members work in
groups rather than as individuals or as a large gathering. Within the framework of
the group, members may assume diverse functions and stimulate immense amount
of learning. The collective endeavor of every group member is vital. Another objective
is to present life skills in the group context as component of outcome-based education.
Social group work with classroom groups is a preventative field of social work and
since prevention is an ultimate aim of social work in any setting, it is believed that
research in a preventative area would serve as a worthwhile contribution to school
social work (Konapka, 1972: 113).
Check Your Progress III
1) Mention any two assumptions of social group work.
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2) “Working in groups is in itself an important life skill”. Discuss.
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2.9 LET US SUM UP

Thus we understand the relevance of Life Skills Education in social group work.
Group experiences are indispensable requirements of individuals. The mutual and
vigorous communications involving people and environment are intrinsic in social
22
group work. Group work aids human beings in eliminating drawbacks and Relevance of Life Skills
Education in Social
strengthening self to face life effectively. Group Work
Finally, practicing life skills leads to qualities such as self-esteem, sociability and
tolerance, to action competencies – to take action and generate change, and to
capabilities – to have the freedom to decide what to do and who to be. Life skills
are thus distinctly different from physical or perceptual motor skills, such as practical
or health skills, as well as from livelihood skills, such as crafts, money management
and entrepreneurial skills. (http://en.wikipedia.org/wiki/Life_Skills_Based_Education)

1) Douglas, T. (1976). Group work practice. New York: International University
Press
2) Ephross, J. (1985). Jewish family life education: Its group work roots
and group process implications. Journal of Jewish Communal Service,
pp. 65-72
3) Falck, H. (1998). Social Work: The membership perspective. New York:

Springer.
4) Garvin, C. (1997). Contemporary group work. Needham Heights, MA:

Allyn and Bacon.
5) Konapka, G. (1963). Social group work: A helping process. Englewood

Cliffs, New York: Prentice Hall.
6) Lewis, E. (1988). Social group work: A central component of social work

education and practice. In Leiderman, M., et al. Roots and new frontiers in
social group work. New York: The Haworth Press, 217-231.
7) Pai, N.P. (2006). Life Skills Education for school effectiveness and
improvement. Paper presented in Round Table Presentation at International
Congress for School Effectiveness and Improvement, Florida, USA.
8) Trecker, H.B. (1955). Social group work: Principles and practices. New
York: Whiteside
Websites
1) http://www.infed.org/archives/bernard_davies/davies_in_whose_interests.htm
2) http://www.education.nairobi-unesco.org/PDFs/Lifeskills%20facilitators
%20manual.pdf
3) http://etd.rau.ac.za/theses/available/etd-04222004-100006/restricted/
chapter1MAThesis.pdf
4) http://www.blackdoginstitute.org.au/docs/LifeskillsProfile.pdf
5) http://www.lifeskillstraining.com/training_overview.php
6) http://findarticles.com/p/articles/mi_m0CYZ/is_4_28/ai_83530630/
pg_11?tag=artBody;co11
23
Social Group Work II 7) http://www.unicef.org/lifeskills/index_7308.html
8) http://www.unicef.org/lifeskills/index_whichskills.html
9) http://en.wikipedia.org/wiki/Life_Skills_Based_Education
10) http://www.expressindia.com/latest-news/life-skills-now-part-of-school-
curriculum/394750
11) http://www.leadership.fau.edu/ICSE12006/Papers/Pai.doc
12) http://www.iapindia.org/iapfiles/AFSI_MODULE/life_skills.ppt
24
UNIT 3 PROGRAMME PLANNING IN
SOCIAL GROUP WORK
Cotents
3.0 Objectives
3.1 Introduction
3.2 Concept of Programme Planning
3.3 Principles of Programme Planning
3.4 Factors Influencing Programme Planning
3.5 Recording in Social Group Work
3.6 Principles of Recording in Social Group Work
3.7 Types of Recording in Social Group Work
3.8 Contents in a Group Work Record
3.9 Tips on Recording
3.10 Let Us Sum Up
3.0 OBJECTIVES
This Unit describes programme planning in the social group work process. Tracing
the concept, principles, skills in programme planning, the Unit journeys to recording,
types of recording and culminates in programme planning model. After reading
through this Unit you must be able to:
 Picture the concepts and principles of programme planning in social group
work;
 Prepare a programme plan for a group; and
 Perceive recording and types of recording in group work
3.1 INTRODUCTION
Careful planning is necessary for any successful group and it is a very important,
ongoing group process. A well planned programme gives direction to the group and
enables each member to know and prepare his/her responsibility. The group worker
should possess abilities and skills to guide the members through an effective
programme planning process. The programme planning process includes (i) setting
goals (ii) brainstorming with members (iii) planning the programme in line with the
goals (iv) obtaining the approval of the group (v) assigning individual and sub group
responsibilities (vi) implementation of the programme (vi) periodic evaluation and
feedback (vii) Follow-up
3.2 CONCEPT OF PROGRAMME PLANNING

Groups achieve their objectives through programmes that are split into achievable 25
Social Group Work II targets, tasks and activities. Therefore, deciding on appropriate programmes becomes
very important for the progress and development of group and its members.
“Programme as a concept and working tool is not prominent in the group work
literature. This may be because it tends to be equated with a structured, goal-
oriented approach. In reality, every group has a programme if we define it as what
the group does as a means of trying to achieve its aims. With this definition, a
decision to run a group on an existential creative spontaneity basis is as much a
programme decision as is an elaborate timetable of visits, talks and structured
activities. There is distinction to be made between potential or planned programme
and actual programme. The former is what is planned in advance, the latter is what
the group actually does, and the two do not always coincide.
Some basic considerations affect decisions about programme. The first two are
philosophical as well as technical:
a) Structure and Spontaneity: Every group has to reach some balance between
prearranged structure and spontaneous development. Some groups are so
preplanned and rigid that there is no scope for response to the needs of
individual members and their unique group. Others are so vague and unstructured
that they drift along aimlessly, without anyone really knowing what they are
there for, or what they are supposed to be doing. Groups need both the
security of some known structure and the flexibility necessary for learning and
change.
b) Person and Task: Every group is concerned with its members as people, and
with the tasks for which it is met. A group with person-centered aims, as in
group psychotherapy, is likely to devise a person-centered programme. A
group which is highly task-oriented, whether the task is located at the individual,
group or community level is likely to devise a programme emphasising
procedures, decisions and the monitoring of task achievement. Most social
work groups require a sensitive balance between focus on persons and focus
on task. This is one reason why programming is a highly skilled aspect of
group work.
c) Individual Factors: Programme depends on what the members are capable
of, and this varies according to age, verbal ability, motivation and self-control.
In groups with a wide ability range, programme needs to include activities
adaptable to individual differences.
d) Group Factors: Programme takes into account fixed factors such as group
composition and size, and variable factors associated with the stage of
development the group has reached, and its current state. This includes group
morale, cohesion, conflict and the level of commitment to task.
e) The Individual and the Group: Programme should be consistent with what
has been agreed with individuals and the group in the initial contract, although
as the group develops, needs and interests change, and opportunities for
renegotiating programme should be available. Programme involves a blending
of activities which include the whole group with those which individuals undertake
on their own, or in pairs, or sub groups. As a guideline, individual and pairs
activities may be more needed in the early stages when group experience is
rather daunting for some members.
26
f) Resources: many activities need resources, both cash and in kind. This may be Programme Planning in
Social Group Work
a real limitation on programme and it is unethical to raise members’ expectations
about exciting activities unless necessary resources will be available.
Given these basic considerations, the groupworker then faces a number of questions.
The choice within this range is dependent not only on the task, resources and
member capabilities, but also on the skills and capability of the groupworker. Group
members are quick to sense whether the worker feels comfortable with the methods
she is using, and if she reveals excessive anxiety and uncertainty it will be transmitted
rapidly to others. It may make them reluctant to engage in the activity, and more
vulnerable to failure. Groupworkers wishing to extend their repertoire of activities
and skills by trying out a new approach for the first time, can usually do so with
more confidence if they have rehearsed it beforehand in the relatively ‘safe’ setting
of the team or a training session, perhaps using video play-back” (Brown, A; 1994:
97-98).
For people to be served effectively in a group, sound preparation for the initiation
and subsequent development of that group is essential. Thorough and thoughtful
planning contributes mightily to the success of social group work. Planning comprises
the thinking, preparation, decision-making, and actions of the group with facilitation
by the social worker. Max Siporin notes, the planning process is deliberate and
rational, designed to assure the achievement of specific objectives. The programme
decisions are based on knowledge of social contexts, group processes, agency
policies and procedures, and assessments of clients in their networks of interacting
social systems.
3.3 PRINCIPLES OF PROGRAMME PLANNING

Providing a programme of activities is one of the main tasks of a group. Planning
the group’s activities in advance helps a group run smoothly because:
 Members understand and accept their responsibilities
 Optimum utilization of resources
 Better coordination between group members, agency and the worker in
accomplishment of objectives
Programmes in group work have to be effective since the groups’ effectiveness is
largely dependent on its programmes. Programme planning is an instrument in the
hands of the group and the worker and its efficient use results in feasible, well
thought out programmes. Programme planning in social group work has to follow
certain principles, termed by Trecker (1955) as the ‘criteria of effectiveness’:
 Programme should grow out of the needs and interests of the individuals who
compose the group
 Programme should take into account such factors as age of group members,
cultural background, and economic differences
 Programme should provide individuals with experiences and opportunities which
they voluntarily choose to pursue because of their inherent values
 Programme should be flexible and varied to satisfy a variety of needs and
interests and to afford a maximum number of opportunities for participation
27
Social Group Work II  Programme should evolve from the simple to the more complex with movement
coming as a result of group growth in ability and readiness. Movement from
initially “personal” to “social” or “community” concerns should be an ultimate
objective if our programmes are to have a greater social significance.
A Set of Guidelines to Programme Planning
Stage 1
 What is the objective of the programme?
 What is the group members’ wants/welfare
 What are the resources accessible?
 What is the relevance of the programme to the group’s objective?
Stage 2
 Splitting the programme into smaller realizable goals and tasks
 Actual implementation commences
Stage 3
 Periodic evaluation of the programme and progressing to the next phase

of the programme based on the evaluation and inputs of members
themselves
Stage 4
 Reflection – giving members a chance to look back on their experiences

of the programme and see how they have progressed, in the process.
3.4 FACTORS INFLUENCING PROGRAMME

PLANNING
All initiatives and efforts of the group in pursuit of fulfilling its goal is considered to
be a programme in the social group work context. Though one tends to equate
programme with activity, let us be clear that programme is a concept that comprises
of not only activities but also emotional aspects such as group bonding,
communications, experiences etc. One important aspect is that all these should
result out of conscious planning by the group under the guidance of the worker.
Programme is thus a process rather than the periodic culmination of a process. In
the light of the above, let us discuss the factors influencing programme planning:
The primary responsibility for programmes in groups lies with its group members
– the group worker is only a facilitator in the entire process. The programmes have
to be person-centered, catering to the requirements of its members. The group
members, therefore, have to engage themselves to their best possible extent in
programme planning, fully understanding that its successful implementation calls for
their cooperation and contribution.
If a programme has to be person-centered, it has to respond to the wants and

welfare of the group members. The group worker has to make the group understand
28
that (i) there is a vast distinction between the wants of the group members and their Programme Planning in
Social Group Work
welfare (ii) This can be gathered when group members put across their views during
programme planning sessions. However, when group starts spelling out ideas for the
programme, the worker needs to carefully evaluate them on the basis of collective
interests, fine foundation, feasibility in terms of resources and agency’s objectives,
feasibility of personal partaking of members and also of group’s cooperation.
It is of equal importance that the worker consistently taps the wants and welfare
of the group from its members. Gathering this vital information is not a one time
affair to be done in the initial stages of the programme, but has to flow at periodic
intervals to ensure that the programme is on the right path. The worker has to
understand and also convey to the group members that programme planning is an
ongoing process – that as the programme evolves in sequence, one could
comprehend the group’s progress as well.
Any discussion of programme in social group work must take into account such
items as content and area, media of expression, and methods of conducting it.
Programme area or content refers to a segment of life experience that has general
meaning for the individuals at their specific point of development. The programme
process is not segmental; in actual work all these are interrelated and almost
indistinguishable (Trecker; 1955).
In order to grow and execute its programmes, the group has to have systems for:
 Decision-making and its support from group members
 Delegation of responsibilities and its accountability
 Develop whole-hearted involvement of all the group members, in all the phases
of a programme such as planning, execution, evaluation etc.
 Direct day-to-day affairs of the agency and its members
The group worker enables the group to understand their role in programme planning
and implementation – that programmes are successful largely due to the members’
willingness to share responsibilities. During the planning stages, the group members
should clearly assign and accept duties and responsibilities – individually, in pairs or
through forming smaller committees within the group. The group worker assists the
members in functioning in unity towards executing the programme.
Healthy, purposeful and friendly communication among group members is the essence
of programme planning and development. The group worker’s role here is imperative.
He steers the group members to meaningful communication which in turn leads to
the group working towards aims that reciprocate with the agency’s functioning.
Thus communication is a fundamental mode on the road to the group’s goals.
Thus, the programme planning process is influenced by various factors such as: (i)
consistent unearthing of the wants and welfare of members (ii) identification of the
point wherein the programme shall commence (iii) studying and scrutinizing work
responsibilities involved in programme execution (iv) delegating duties and
responsibilities to various members (v) synchronization of individual efforts and
striving for harmony among the group members and programme evaluation
29
Note: Use the space provided for your answer.
1) Mention some basic considerations that affect decisions about programme
in group work.
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2) What is stage 1 in ‘Set of Guidelines to Programme Planning’?
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A Sample Programme
The following is a very brief outline of a programme to help a group learn listening
skills.
 The ‘Indicators’ are how the leader identified the need of the group and what
skill to develop
 The ‘Activities’ are how the group learned and practiced the skills
 The ‘Skills Practiced’ breaks the skill down into small achievable steps and
each activity is matched to the step it helps the group to take
 ‘The Learning’ is the aim of the programme/activity
Identify The Need Activities Skills Practiced The Learning
A group has trouble Group games asking and waiting Listening is impor-
listening to each other for a reply tant for having fun
listening for another and achieving
Indicators
person’s voice
 Members have
trouble taking turns Listening games Awareness of What skills make
to make a point & group listening skills me a better listener
discussion
 disagreements
caused by not Problem solving Practice of the skills The group works
taking time to game in which learnt so far better when we
understand others the group has to Practicing the skills listen to each other
 difficult to facilitate listen to each
Recognition for
group discussions other
being good at the
skills
30
The above outline shows how very different activities can help the group learn Programme Planning in
Social Group Work
listening skills. Lots of different skills can be developed in this way from practical
skills like swimming to complex skills like team work.
http://www.cdysb.ie/publications/PDF/Programme%20Planning.pdf
3.5 RECORDING IN SOCIAL GROUP WORK

Writing and maintaining group work records is an essential element of professional
social work. A recording well done saves the group worker the trouble of having
to emphasize to the agency about the group’s progress in various aspects. But how
seriously does the social work fraternity take up recording or written communication?
Let us read what experts have to say on this:
“We believe that it is important that social work educators, students and professionals
focus on developing their written communication skills for a range of reasons. These
include:
 Writing is a core mode of communication in many fields of social work practice.
The capacity to communicate effectively in writing can enhance practice in
many ways, from promoting inter disciplinary team communication to advancing
the capacity to attract funds and influence policy
 Writing skills, like all professional skills, can be learnt. Just as social work
professionals can develop effective spoken communication skills, so too their
professional writing skills can improve through sustained attention and effort
 Written communication can represent complex matters better than speech can.
So it is a vital tool for social workers, who are often involved in complex
situations with individuals, families and communities and need to be able to
convey the intricacies to others who may have limited first-hand experience of
the specific situations. In addition, some professional writing tasks, such as
completing tender documents, can require the integration of detailed and complex
information in a succinct and cohesive format.
 Social workers’ approach to writing should reflect the distinctive character of
their professional purpose. This is shaped by the institutional context and
audience, and must always be driven, at least in part, by professional knowledge
and an ethical value base” (Healy & Mulholland; 2007: 2-3).
3.6 PRINCIPLES OF RECORDING IN SOCIAL

GROUP WORK
Recording in social group work aims to make better the quality of service to the
members. The agency could assess the quality of its service, thereby understanding
its efficiency. Group records are imperative in study, research and experimentation.
Principle of Flexibility: the record must be adapted to the agency’s purpose
because group work practice and agency purpose are inseparably interwoven
Principle of Selection: worker does not include everything in his record but selects
significant material in the light of individual and group development
The Principle of Readability: form and style are important and that clarity of
expression is essential for all written material
31
Social Group Work II The Principle of Confidentiality: the record is a professional document and that
as such its contents are guarded by as sense of professional ethics.
The Principle of Worker Acceptance: the worker must accept his responsibility
to write records because of his conviction that records have value in rendering high
quality professional service. (Trecker; 1955: 208)
1) Mention any two principles of recording in social group work.
.................................................................................................................
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3.7 TYPES OF RECORDING IN SOCIAL GROUP

WORK
Group work recording is more difficult than recording one-to-one interviews because
of the complex nature of a small group. In groups with a task oriented focus,
recording will be concerned with tangible tasks, plans, actions and decisions. In a
person-oriented group, where feelings, relationships, and non-verbal communication
receive high priority, recording is dealing with intangibles, perhaps the most difficult
of all to write about. Most group records attempt to communicate both content and
process. Group work recording has several different purposes as follows:
 Agency requirements
 Training and skill development
 Planning, evaluation and research
 For direct use in work with members (Brown, A; 1994: 99-100).
Thus recording in group work is based on (i) Contents and (ii) Process.
Content Recording:
Numerical information on registration, enrolment and attendance of individuals and
groups
Programme reports, depending on the types of activities the group is involved in.
Process Recording:
Another kind of record kept by group workers is the chronological narrative write
up of the group-work process as it develops. In this kind of record each meeting
of the group is described in full detail. It is a process record in the sense that
primary attention is given to the participation and interaction of the members, with
a view of determining the role of each individual in the affairs of the group. The
major value of the narrative process record from the standpoint of the worker is
32
that such records help the worker to do a more effective job with his groups. Every Programme Planning in
Social Group Work
other purpose is in a sense a sub purpose of this major one: to improve the quality
of experience provided for the group. The record is thus a tool in the process of
understanding the group and learning how to help it. The process records help the
worker to (i) become more aware of the members of the group (ii) see emerging
and changing interests of the individuals (iii) see evolving needs and how these
needs are being met (iv) see the development of skills and social attitudes (v)
becomes sensitive to special problems which may interfere with the individual’s full
use of the group (vi) it shows the variety of patterns of interpersonal relationship
which take place within the group (vii) The development of the worker’s relationship
and role can be ascertained from careful recording of what he does while helping
the group. (Trecker; 1955).
3.8 CONTENTS IN A GROUP WORK RECORD

A group record is expected to hold the following information. This is especially
important in the case of a worker leaving the group and when a new group worker
takes over. By referring to the group records, (assuming it is done professionally),
the new worker can be relatively at ease since group records consist of information
that enables him to take hold of the appropriate ‘strings’.
Given below is a gist of the contents a group work record shall consist of:
 Individual behaviour of the group members
 Nature and degree of members’ involvement in the group’s affairs
 Source and progress of suggestions, initiatives and innovations
 The worker’s role with minute details of what he exactly does in executing his
responsibilities
 The worker’s thoughts and feelings about the group situation
 The development, transformation and evolution observed in members and in
the group as a whole
 Affiliation among the group and the agency community relationships inclusive
3.9 TIPS ON RECORDING

Thus, recording skills calls for the worker’s keen observation, understanding of
dynamics of relationships within individual members and among the group as a
whole and understanding the importance of how group cohesiveness is built. The
worker also consciously puts in writing his contribution to the group’s functioning.
Recording is not difficult, but thinking and analysis that precede the actual writing
is difficult. Here are some tips for recording in social group work:
 Organize a concise, thematic sketch prior to putting things in writing as it
facilitates in arranging the information/facts and in the choice of the main issues
 Clear-cut language, concise sentences, frequent paragraphing along with
appropriate titles all through the document assists in subsequent assessment
 All the records should be accompanied with the dates, place and time to
ensure
33
Social Group Work II  The dating of all entries is important because it shows continuity
 Regular summations of individual and group progress are important means for
appraisal of the group’s development
Check Your Progress III
Note: a) Use the space provided for your answer.
1) What are the contents in a group work record?
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
2) Mention any two tips on recording in social group work.
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
3.10 LET US SUM UP

Thus, programme planning is a significant part of social group work and the group
worker is expected to navigate the group with its individual members in this process.
All groups have natural processes or group dynamics and the skill of the group
worker lies in developing a programme of activities which phase in with the stages
and condition of the group, to provide the best possible opportunities for task
achievement. Group workers need to be flexible and pragmatic in their use of
programme, drawing on different sources and ideas (Brown, A; 1994).
A proper record of all his initiatives will be a knowledge bank from which academicians
and practitioners alike can draw from and build upon.

1) Brown, A. (1994). Group work. Burlington, USA: Ashgate Publishing Company.
2) Healy, K., & Mulholland, J. (2007). Writing skills for social workers. London:
Sage Publications.
3) Konapka, G. (1963). Social group work: A helping process. Englewood Cliffs,
New York: Prentice Hall.
4) Northen, H., & Kurland, R. (2001). Social work with groups. New York:
34 Columbia University Press.
5) Trecker, H.B. (1955). Social group work: Principles and practices. New York: Programme Planning in
Social Group Work
Whiteside.
Websites
1) http://www.cdysb.ie/publications/PDF/Programme%20Planning.pdf
2) http://www.scoutbase.org.uk/library/hqdocs/facts/pdfs/fs315007.pdf
3) http://ohioline.osu.edu/4h-fact/0007.html
4) http://www.ncbi.nim.nih.gov/books/bv.fcgi?rid=hstat5.section.44417
35
UNIT 4 GROUP WORK IN INSTITUTIONAL
SETTINGS
Contents
4.0 Objectives
4.1 Introduction
4.2 Group Work and Child Welfare
4.3 Group Work and Geriatric Care
4.4 Group Work in Psychiatric Setting
4.5 Group Work in Hospitals
4.6 Let Us Sum Up
4.0 OBJECTIVES
After reading the unit you should be able to:
 know the role of group work in different institutional settings; and
 know the principles how group work in these settings can be made effective
4.1 INTRODUCTION
Group work is used in numerous institutions- hospitals, child welfare institutions,
alcoholic and drug rehabilitation agencies, old age agencies, family counselling agencies
and industries. Group work, if effectively used can alleviate the problems and
reduce its psychosocial effects.
Every institution has its own ideology, implicit or explicit. It influences the way the
organization leadership and other employees’ view group work. It will determine to
a large degree, the support, the group worker will get from institution for doing
group work. The institution will also expect the group work sessions to further
those goals that are set by the organization. Thus the group worker will be expected
to work within the framework.
Group work in formal institutions has its own advantages and limitations. The group
worker will have to understand the organizational context in which group is being
done. Every organization is unique and has to be understood in its own way. This
unit will introduce the different institutional settings; their unique characteristics and
the use of group work in these settings.
According to Kirby (quoted in Trecker, 1972) the major areas in which the group
worker performs in an institutional setting are as follows
1) The direct practice of social group work with small groups of clients and
patients.
2) Working with other staff members toward helping them understand the group
process in the institution.
36
3) Sharing with other staff members the group worker’s observation and Group Work in
Institutional Settings
recommendations with reference to individual and group behaviour in the agency.
4) Sharing with other staff members the group worker’s observation and
recommendations with regard to social climate and group living factors in the
institution.
5) Analyzing the need for and recommending the formation of various kinds of
groups to meet the needs of the individual clients of the agency.
6) Assuming the responsibility for coordinating and enriching the recreational
program along with supervising and training recreational staff and students.
7) Assuming the responsibility as a professional group worker for helping in
maintaining the limits and standards of the agency.
8) Interpreting the agency programme to the community through contacts with
volunteer groups, community agencies, service clubs and similar organizations.
4.2 GROUP WORK AND CHILD WELFARE

The function of child welfare is to ensure that workers evaluate incidents of potential
maltreatment, supervise children deemed at risk for ongoing abuse and neglect,
develop effective services to reduce re-occurrence of maltreatment, and discharge
those children believed to be safe (Rittner, 2002 quoted in Rittner in Handbook of
Social Work with Groups, 2004; 245).Child welfare programmes in India are
reflected in the constitution and five year plans. The National Policy for children
1974 provide the much needed guidance. The constitution advocates that the State
shall provide adequate services towards children, both before and after birth and
during the growing stages for their full physical, mental and social development. A
comprehensive health programme, supplementary nutrition for mothers and children,
free and compulsory education for all children up to the age of 14 years, promotion
of physical education and recreational activities, special consideration for children
of weaker sections like SCs and STs and prevention of exploitation of children are
some of the major benefits enlisted. The legislations related to the child welfare are
The Child Marriage Restraint Act, 1929, Child Labour (Prohibition and
Regulation) Act, 1986, The Juvenile Justice (Care and Protection of Children)
Act, 2000, The Infant Milk Substitutes, Feeding Bottles and Infant Foods
(Regulation of Production, Supply and Distribution) Act, 1992 The Pre-
conception and Pre-natal Diagnostic Technique(Prohibition of Sex Selection) Act,
1994, The Persons with Disabilities (Equal Opportunities, Protection of Rights and
Full Participation) Act, 1995, The Immoral Traffic (Prevention) Act, 1956, The
Guardian and Wards Act, 1890, The Young Persons (Harmful Publications) Act,
1956.
Various governmental ministries and departments look after child welfare in India.
In the Union government the Ministry of Women and Child Welfare, Ministry of
Social Justice and Empowerment, Ministry of Labour along with other ministries are
involved in child welfare policies and programmes. State governments run observation
homes, children home for boys and girls, sishu bhavans etc. The state governments
also run the juvenile justice board and child welfare committee. The civil society is
also engaged in a large scale in child related issues. Many NGOs have taken up
the cause of child rights, prevention of child labour, adoption services and, the care
and rehabilitation of juveniles. Orphanages and homes for children are also run by
37
Social Group Work II NGOs and religious organizations. It is but natural that a variety of organizations at
different levels work for the welfare of the children-they being future citizens of the
country. Child welfare and child rights are important areas of social policy. From
social work profession point of view child welfare is important for one more significant
reason. Many problems of adults are directly related to their experiences as a child.
The Adverse Childhood Experience Study on about 17,000 adult participants show
significant correlation between childhood trauma and negative sequences in later
life. Thus to prevent social problems later on, it is important that problems of
children are handled effectively and sensitively.
Group work has been used effectively to deal with many of children’s problems in
different institutions. We will see how it is used in different settings. It would be not
be possible to cover all settings. Before we see how group work principles and
knowledge is useful for practice with children its usefulness to the professional
themselves has to be highlighted. Different professionals work in these organizations
and often have to work together- a group activity in itself. Social workers often
work with lawyers, doctors, child psychologist, policemen and public officials to
solve children problems.
Group work objectives in child welfare agencies are:
1) Training them in alternate behaviour patterns. Many children are from
dysfunctional families and lack appropriate role models in the family. Handling
frustration, anger, and disappointment becomes difficult for these children leading
to harmful reactions.
2) Training in survival skills-maintaining relationships, seeking assistance, keeping
jobs etc.
3) Treatment for symptoms related to anxiety, depression, posttraumatic stress
disorder, substance abuse and poor interpersonal relations. Many children in
the street are addicted to fluids (mainly whiteners) and drugs, which need cure.
Incidence of Psychiatric problems is also high.
4) Training in personality development especially building self-confidence and self-
esteem, public speaking and ability to face personal interviews.
5) Recreational activities in their free time- play groups etc
Group work in juvenile homes
According to the Juvenile Justice Act 2000, two types of children need intervention
(i) children in need of care and protection and (ii) Children in conflict with law. The
first category are children who have been child labourers, found begging on the
street and the second category are children who have committed crimes but cannot
be tried in normal courts as the law does not allow children (below the age of
eighteen) to be tried here. The first category children are produced before the Child
Welfare Committee(CWC) which then determines what is the best course of action
for securing the child’s future. The CWC may order the child to be placed in a
government run Children home for Boys/ Girls if they find that the family does not
exist or is incapable of looking after the child. Alternatively it may hand over the
child to NGO run fit institution. Either way these institution will then look after the
child till he is an adult and fend for himself or herself. Meanwhile if any parent wants
him back arrangements are made.
38
An effective child rehabilitation programme will be sensitive to the child’ s Group Work in
psychological condition and his social environment.
Unfortunately, the organizations are bureaucratic in nature and the special needs of
children are ignored. Problems of the child due to ill treatment and abuse are not
addressed adequately. Current research demonstrates that if earlier maltreatment
occurs, most likely the child is to develop associated behavioural and emotional
problems. (Heffernan & Cloitre 2000, Zanarini et al., 2002) To make matters
worse often the condition of children deteriorates after they experience neglect and
abuse in these organizations. The group worker should be able to take into
consideration these factors when he plans his group work programme.
The purposes of doing group work in juvenile delinquents centers are -
1) It seeks to facilitate adjustment in the center
Group can be used to develop a positive attitude in the inmates about the
agency. The inmate will learn to accept the unavoidable strains of life there and
make use of the opportunities available.
2) It seeks to further diagnostic understanding
Individual’s behaviour in a group situation helps the social worker in getting
data about the inmate. This data is useful to understand his present situation
and to plan his future.
3) It sought to contribute to the beginning of the treatment process
Again it is in the group situation that the nature of the inmate relationship with
others can be assessed. The value systems that the inmates have are understood
and its consequences are known. Through the group process the inmates
receives feedback about his behaviour and gains insight into his behaviour.
Greater self-awareness could be the beginning of the treatment for the inmates.
4) It sought to meet normal growth needs
The inmates are experiencing a crucial developmental phase in their lives and
confinement to the agency can be frustrating. Opportunities for making choices,
self-expression, exhibiting leadership and participating in activities could help
them develop healthier personalities.
5) It seeks to influence the institutional milieu
Obtaining opinions. feedback and views of the inmates improves the agency
climate.(quoted in Trecker, 1972)
Example of group work in juvenile delinquent
Group approach to intervene in client problem is used in an agency for juvenile
delinquents. The agency is a fit institution under the Juvenile Justice Act, 2000. It
is allowed to reside delinquents who have been ordered by the juvenile justice
board to be placed in institutions for reform and observation. Most inmates are
from economically backward and dysfunctional families. Often families are unwilling
to accept them after the police charge them with a crime. Arrested for crimes and
public humiliation as a result of it, and bitter experience in the police station and with
the police causes trauma to the juvenile. His self esteem and confidence is negatively
affected. There is a need therefore to reconstruct his personality.
39
Social Group Work II The agencies training programmes and activities are done in groups. They are open-
ended groups which do not go beyond the use of groups in a very general way.
But group work is used in the weekly meeting this agency has with the inmates. It
is held every Sunday with the director and the inmates only. Other staff members
are not allowed so that free communication takes place in the group. The aim of
the group sessions is to empower the inmates by giving them opportunities to
participate in the functioning of the agency. Secondly, there are often problems
between inmates as they live together in the agency. There are quarrels and fights
between inmates. Thirdly, many issues related to division of responsibilities and
common problems faced by inmates are addressed through group work. Often,
there are complaints about the staff members’ actions which the inmates find offensive.
The aim of group sessions is to address these issues. There is no restriction on the
members raising any issues if they are done so in a proper way. But the issues are
to be resolved in democratic and participatory way. The director who is also the
group worker discusses the matters raised by the members. The aim is to train the
inmates in democratic ways of behaviour and control of frustration and anger.
Further the self esteem and self confidence of the inmates is improved as they are
treated with this respect. The group feedback improves the agency’s functioning as
bureaucratic and insensitive practice are identified and set right. This group can be
termed as a training group which trains new behaviour to the inmates.
Group work with street children
An international NGO conducts a week end camp for street children. Street children
many of whom come to their open shelter- shelter for street children are without
any compulsions or rules and regulations. Children are free to come and leave the
shelter whenever they please. The shelter provides them facilities to sleep, to take
bath and watch television. Many children become attached to the agency and to the
staff members. Once a rapport is established the staff members’ attempts to influence
the child’s behaviour through various life skills and survival skills are common. A
variety of means are used to do this- activities mainly group based, games and
sports, film shows etc.
An important element in the education of street children is organising an annual
camp. The annual camp is held for three days in a location away from the city. The
location has an informal situation again with minimum restrictions- only time for
various activities are fixed and children are not allowed to hurt each other. Otherwise
the campers are allowed to move freely and act without restrictions. Learning
sessions are organised where information about various issues are given. Issues are
directly related to the life of a street child. Issues like HIV/AIDS, substance abuse
and vocational trainings are discussed. Animators who can communicate skillfully
with the target group conduct these sessions. Subjects are presented in very simple
and informal way. Question regarding the subject is thrown open to the audience
and they are encouraged to try answer them. Clarifications are given when necessary.
The sessions prove to be beneficial to the campers.
In between the sessions camper spend their time watching movies and playing
games. Some climb the coconut trees and pluck coconuts. Others even indulge in
habit of inhaling whiteners and smoke.
The agency has adopted this strategy to reach to the most vulnerable and at the
same time the most unreachable section of children. Street children for all the
trauma they experience in the street still prefer to be free and away from the fetters
40
of the institution. Thus the agency has modified its institutional approach to the open Group Work in
approach.
Group work has been also modified in line with this approach. No longer does the
group worker insist on the group meeting on the predetermined place and time
regularly. However, most of the principles of group work can be observed in the
approach. Principles of acceptance, group self determination, functional flexible
organization are used with suitable modifications. Self-help and mutual aid are
stressed. Members are encouraged to help and learn from each other. Networks
among the children are encouraged to substitute for families as a support system.
mentoring by ‘senior’ street children of the younger children is done purposefully.
The approach of the agency can be seen as a innovation in group work in institutional
settings. Its adaptation of the group work is creative and can be used in other
agencies.
Group work with parents of mentally challenged children
An NGO work with Spastics children organizes support group for the parents of
the children of mentally challenged. A staff member of the agency says that the
parents of these children need treatment as much as the children do. Newly enrolled
parents are encouraged to join existing groups. These groups are meant for sharing
and learning session. Parents are often in the state of denial about the condition of
their children. They cannot see why this should happen to them and their children.
Parents are depressed and anxious about the future of the children. They do not
know how to react when their children are unable perform the actions that other
children are able to do. Answers to most of the problems are found in the group-
shared knowledge and from the experiences of other parents. The group facilitates
the process of universalization of experience and the installation of hope.
1) What are the group work objectives in child welfare agencies?
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
................................................................................................................
4.3 GROUP WORK AND GERIATRIC CARE

Geriatric care is becoming important in the present world as people are healthier
and live longer. The problem is more in Western countries than in India and other
developing countries. In India the breakdown of joint families, rise of the nuclear
families, individualism and lack of living space in urban areas have made the care
of old age a challenge to society. The government of India has list of about 1000
old age homes in India which provide free care while others do so on a paying
basis. The number of old age homes are likely to increase in the future.
Old aged persons suffer from a number of mental and physical ailments. More
41
Social Group Work II importantly, their social situation and their somatic condition affect their physical
condition. They need special care and attention. According to Corey and
Corey(1982;348) some of the major characteristics of the old aged are-
1) Intense loneliness and social isolation; loss; poverty; feeling of rejection; struggle
to find meaning in life; dependency; feeling of uselessness, hopelessness and
despair; fear of death and dying; grief over other people’s death
2) Difficulty in reaching the old aged and greater resistance to counselling and
other intervention.
3) Short attention span
4) Medication induced problems of concentration.
5) Poor reality orientation
6) Poor attendance at group sessions
7) Need for support and encouragement is greater than that of confrontation
8) Greater need for being listened to and understood.
The types of group that can be organized for the aged are the following.
1) Support group
These groups can give psychosocial support to the members which will address
the problems of social isolation and loneliness. Very often the elderly live
together but have minimal interaction because of some of the problems mentioned
above. Groups bring the members together and promote interaction. Often the
focus of discussion is the feelings of hopelessness, uselessness, despair and
regret over past events.(Susan Rice in Greif and Ephross,2005; 152)
Many group activities have been suggested - going on an imaginary trip with
the other members, picking up a new name and discovering what it means to
them, drawing picture of yourself and your family and describing pleasant
experiences of the past( Corey and Corey, 1982;343). Reminiscencing in an
important process for the elderly and is proved beneficial for them. It can be in
the oral or written form. Butler called reminiscences as ‘a naturally occurring,
universal mental process characterized by the progressive return to consciousness
of past experiences and particularly the resurgence of unsolved conflict,
simultaneously and normally these reviewed experiences and conflicts can be
surveyed and reintegrated. (Quoted in Campbell in Gravin et. al.2004; 281).
However Campbell also mentions that not all want to review past experiences
and the technique should be used based on the need and willingness of the
elderly themselves. Another technique used is to list down the various items
related to the life of the members- Most stressful situation, aspect in the
personality one want to change and something one wants to self disclose
(Corey, ibid; 354)
2) Recreational group
These groups can be used to enable the elderly spend time in an enjoyable
manner. Activities can include group games which will involve all the members
of the group either as direct participants or as a team. Depending on the
physical and mental condition games can be chosen.
42
3) Therapeutic groups Group Work in
Therapeutic groups include standardized and non-standardized group therapies.
The standardized group therapies are Dialectical behavior therapy and Cognitive
behavioural therapy while the non-standardized therapies use non structured means
focusing on emotional condition of the members and life review. Studies have found
these therapies to be useful. (Campbell in Gravin et.al.; 2004;278-280). Members
have been empowered by these group experiences, reducing isolation and achieve
greater control and meaning in their lives.
Group workers who have worked with elderly found that much of the “information”
about the elderly are wrong and based on false assumptions. Some of the false
assumptions include (1) The inability of the elderly to change for the better (2)
Ability to contribute positively to the betterment of others (3) Willingness of the
elderly to take part in group activities. On the contrary group have been found to
be generally beneficial to the elderly.
4.4 GROUPS WORK IN PSYCHIATRIC SETTING

Group work is an important component in the treatment and care of mentally ill
people. It is being increasingly used in mental health setting in India and abroad. The
incidence of mental illness is high in India.A trend in the care of mentally ill which
is influencing the practice of group work is de-institutionalization- increasing numbers
of mentally ill people were being taken care in the families and in their homes rather
than being confined to the hospital. (Gravin in Greif et al.; 2005)
Some of the characteristics of the seriously mentally ill are-
1) Many suffer from multiple problems- Mental illness with substance abuse or
alcoholism.
2) Severe mental illness limits the ability to cope with stress and function adequately
in stressful situations.
3) They are unable to perform daily tasks.
4) Their behaviour is unpredictable leading to difficulties to the family members
and others
5) Incidence of homelessness and destitution is high
6) Many of them having exposed to drugs and alcohol exhibit aggressive and
rebellious behaviour which makes managing them a big challenge to the social
workers and other professionals. Gerhart, 1990, quoted in Garvin in Greif,
2005; 32)
According to Rostov the goals of group work in psychiatric settings are:
1) to socialize including forming satisfying social relations, establishing an awareness
of others, learning and relearning social skills
2) to offer ego supports and develop ego strengths as well as broadening interest
and scope of activities, building self confidence, self esteem, self worth, achieving
tangible things, acceptance..
3) to test and see cause-and-effect relationship
43
Social Group Work II 4) to increase responsibility, develop good judgments and self control and handle
group living problems
5) to influence one another in a positive way, develop better morale , and challenge
group hostility
6) to feel and exert some control over one’s future
7) to adjust to a new mode of living and interrupt the deterioration process and
counteract the regression of institutional living
8) to prepare and test for discharge and return to community life
9) to promote insights, develop the proper perspective on problems and feelings,
release and drain off tensions
10) to accept one’s illness and prepare for and use the individual and other therapies
more positively
11) to increase the opportunities for observation and diagnosis by the staff. (quoted
in Trecker,1972; 178)
Research available has indicated that group work has been useful for the members.
George Getzel surveyed the available research and summary of his findings are
presented here. Some of the research he surveyed -Moore and Starkes observed
that the use of group work with mentally ill individual in short stay homes increased
their capacity to avail its services. In other words the organizational milieu improved
when group work was used. Somewhat similarly, Robert and Smith found that
group work created a sense of community in the psychiatric ward and improve their
capacity to adjust to the external environment. Armstrong who observed that groups
do prepare the mentally ill for the future did increase their capacity has supported
these conclusions. Group work has also been found to be useful in the treatment
of mental illness.
Garvin suggests principles, which has been found useful in the process are:
1) Groups sessions with the mentally ill should be highly structured, meaning that
the group worker should take control of sessions by planning the activity well.
Patient‘s condition does not generally allow them to take initiative and contribute
to the session beyond a certain level. Hence, it will be upto the group worker
who has to plan how he is going to give his presentation to share information,
identify problems and resolve the various issues.
2) Training the members in new skills is an important component in the treatment
process which while increasing their capacity to become self reliant to the
extent possible also increases their confidence.
3) Each group session should be a rewarding one in the sense that the members
should derive some pleasure and enjoyment from it. Patients may be undergoing
significant stress to attend the session and unless they feel good they may not
want to attend the sessions. A game, a play, a music or a craft may be ideal
activity.
4) The group worker must be able to create a sense of accomplishment and
achievement in the members which can be done by teaching a social skill or
improving on the existing skill.
44
5) The group worker should also be careful that anxiety producing events and Group Work in
actions should be avoided and be prepared to deal with them. For example,
the abnormal behaviour of one of the members like hallucinations, will create
fear in others. The behaviour should be explained to the members, if possible
or else avoided altogether.
Example of group work in mental heath setting
Group sessions were conducted for patients in a mental health setting for Obsessive
Compulsive Disorder (OCD). As you know OCD is a neurotic disorder that compels
individuals to repeat specific behaviour though he or she has no desire to do so.
It may affect 2 to 3 percent of the population. The main activities were role-plays,
counselling and skill training. At the end of the group sessions the researcher finds
that adherence to treatment and social skills are improved. (George, Tony Sam,
2002)
4.5 GROUP WORK IN HOSPITALS

Hospitals are important settings for social work practice. Psychological factors and
physical health are related. Adverse psychological negative factors can worsen the
health conditions of the patients. The recognition that the healing process is more
than what the medical model advocated is wide spread in India and more so in the
developed countries. Getzel notes an increase in the interest in group work practice
and corresponding increase in the health system ‘s efforts to make group work
more responsive to the clients need.(Getzel in Garvin ;2004;196).
Another important factor is the growing importance of multidisciplinary teams which
will address the various dimensions of the illnesses and its effect of the patient.
Teamwork, therefore is an important method of work in health care settings. Thirdly,
group work is seen as humanizing the bureaucratic system and giving holistic care
for the clients. Lastly group work is cheap and effective in disseminating information
to the clients.
Type of groups that are used in the hospital are:
1) Educational Groups- Educational groups disseminate information about the
disease and its effects on the patients. They educate the person about the
causes of diseases, its effects on the body, its pattern of progression and its
debilitating effects. They are trained to avoid those behaviour patterns that will
worsen the conditions. Adherence to the treatment process like taking medicines
and taking the necessary tests are taught. For example, cancer affected
individuals are told about the cancer and its treatment. In the sessions the
group members are educated about the various aspects of cancers- its causes
and its effects. Fears about early death, pain and disfigurement are discussed.
Patients fear about the effects of chemotherapy on the body and hair are
discussed. Clarifications and doubts are removed. Often it is the members
themselves rather than the group worker who provides knowledge to the
group members. Experiences are shared in the group to help others.
The free sharing of experiences and information is more an effective tool for
educating the patients rather than through other methods
2) Support groups- These groups provide the necessary social and emotional
support to the patients. Often the experience of knowing that a potentially life
threatening illness is shocking to the patient. 45
Social Group Work II Weissman defines 15 coping strategies in cancer patients but the same coping
patterns have been applied to other types of patients(Lillington, Barbara: !985)-
rationalization; seeking of additional information; sharing concerns with others;
Displacement; confrontation; Fatalism Acting out ; repeating previous behaviour;
Tension reducing behaviour like taking alcohol ; social isolation; blaming others;
compliance to authority and masochistic surrender. Many of these coping strategies
have a negative impact on the psychosocial health of the patients.
Group work can enable the patients to have an appropriate coping mechanisms
keeping in mind the individual’s needs and her environment. It will result in better
quality of life and better adherence to treatment programme. Universalization of the
experience and identification with others are important processes which take place
in the group. Newcomers whose have been recently diagnosed with cancer are
relieved to see the cancer survivors who have successfully battled with the disease.
Cwikel and Behar(1999) study of intervention in cancer patients found that group
interventions helped in the treatment phase.
3) Training groups- Training groups focus on teaching new social skills to the
patients which would help them after they are discharged from the hospitals.
Practice principles health settings
Daste and Ross (in Grief and Ross;2005 ) make following suggestions:
Firstly, Group work in health setting needs to understand that patients suffer from
pain and fatigue due to illness and often due to their treatment. She should therefore
encourage patients to attend the meetings but not use excessive pressure.
Secondly, the group worker should be flexible in her approach to group. The
treatment cycle may vary with person to person and therefore the time period of
attending the group sessions cannot be specified.
Thirdly, individualization of clients is another important aspect, as client’s characteristics
will differ in terms of stages of disease, social support available in family, community
and workplace and the psychological condition. Fear of death, fear of disease
recurrence, problems related to treatment (pain, changes in appearances, fatigue),
changes in relationship and economic issues (income, future job prospects, costs of
treatment,) are important concerns that group worker must address.
1) What are some of the goals of group work in psychiatric settings given by
'Rostov'?
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46
Group Work in
4.6 LET US SUM UP Institutional Settings
The practice of social work in different settings has been described briefly and
important practice principles have been highlighted. The list is not comprehensive
and as group work in its generic form can be practiced almost anywhere. Also
institutions differ in many ways even when they are dealing with the similar problems.
This will no doubt influence the practice of social work. The group worker would
therefore be flexible in his approach. Group work practice has to adapt to the
institutional requirement and clients need.
These are some of the important institutions that group work is practiced. The
practice of social work in different settings has been described briefly and important
practice principles have been highlighted. The list is not comprehensive and as
group work in its generic form can be practiced almost anywhere. Also institutions
differ in many ways even when they are dealing with the similar problems. this will
no doubt influence the practice of social work. The group worker would therefore
be flexible in his approach. Group work practice has to adapt to the institutional
requirement and clients need.
Group work is certainly being practiced in many institutions in India. But as mentioned
earlier mostly non-professionals are practicing it in a generic form and in majority
of the cases no particular theory seems to guide the practice. More importantly, no
efforts are made to evaluate the process. Records maintained convey bare minimum
from which nothing very significant can be learnt. The benefits of group work are
evident. But there is need for evidence to show the importance of group work in
these settings. Professional social workers have to work towards that goal.

Lillington, Barbara(1985), Psychosocial Response to Traumatic Physical Disability,
Social work in Health Care, Volume 10(4), Summer.
Breman-Rossi, Toby(1994), Social Work: The Collected Writings of William
Schwartz, F.E. Peacock Publishers Inc. Itasca.
Brown, Allan(1994), Group Work, 3rd edition, Ashgate Publishing Limited,
Hampshire.
Dwivedi, K.,N., and Robin Skynner(1993), Group Work with Children and
Adolescents: A Handbook, Jessica Kingsley Publishers, London.
Corey and Corey (1987), Groups Process and Practice, Third edition, Brook/Cole
Publishing Company, California.
Cwikel J.G.& Behar L.C. (1999), Psychosocial Response to Traumatic Physical
Disability, Social work in Health Care, Volume 29(4), Summer
Greif, Geoffrey Land Paul Ephross(2005), Group work with Population at risk,
Second edition, Oxford University Press, New York.
Gravin et al. (2004), Handbook of Social work with groups, Rawat Publications,
Jaipur.
Siddiqui, H.Y. (2008), Group Work, Theories and Practices, Rawat Publications,
Jaipur.
Trecker, Harleigh (1972), Social Group Work, Principles and Practices, Follet
Publishing Company, Chicago.
George, Tony Sam (2002), Unpublished PHD dissertation, NIMHANS, Bangalore. 47
UNIT 5 ROLE OF SOCIAL WORKER IN
GROUP WORK
Contents
5.0 Objectives
5.1 Introduction
5.2 Concept of Role and Its Implication for a Group worker
5.3 Group Worker as a Leader of the Group
5.4 Role Differentiation: Factors Affecting Roles of Group Worker
5.5 Purpose of the Group and Roles of a Group Worker
5.6 Types of Groups and Roles of a Group Worker
5.7 Stages of Group Development and Roles of a Group Worker
5.8 Let Us Sum Up
5.0 OBJECTIVES
By the end of this unit, you will be able to:
 comprehend group worker’s roles from different perspectives and along
different dimensions,
 assess your functioning as a professional within your practice setting and with
specific client groups ,
 improve your professional inputs in group work settings effectively,
5.1 INTRODUCTION
You may look at this Unit as a recapitulation of all that you have learnt about the
method and practice of social group work, especially, in terms of what a group
worker does in different kinds of groups, within the context of values and philosophy
of social work profession.
Social workers adopt many roles to achieve their goals of social justice, the
enhancement of the quality of life of people, and the development of the full potential
of each individual, family and group in society. Some social workers act as planners
and developers of services. Others manage services and try to ensure that systems
work smoothly. Some act as advocates and negotiators for those discriminated
against or unable to act for themselves.Other social workers work as therapists
with individuals, couples, families and groups as they deal with issues that arise
throughout their lives. Some social workers act as information givers, providing
enquirers with information about a large range of resources and services. In some
areas of practice, such as corrections and child protection, social workers make
assessments of situations and may write reports with recommendations that may
affect the lives of those with whom they work.
48
The very fact that social group work has been acknowledged as a method of social Role of Social Worker in
Group Work
work implies that group work method shares with other social work methods the
goal, basic premises, values and beliefs, generic principles and interventional strategies
of social work profession. The concept of ‘role’ is widely used to clarify group
worker’s authority, responsibilities, functions, and tasks; thereby highlighting the
impact of group work practice on persons who come together as members of a
group.
For the sake of convenience, the term ‘group worker’ in the masculine, rather than
‘social worker in group work’, will be used throughout the following discussion.
5.2 CONCEPT OF ROLE AND ITS IMPLICATION

FOR A GROUP WORKER
Role and status are two important concepts which prove to be valuable in explaining
the responsibilities, obligations and power that devolve on the group worker in his
capacity as a professional associated with some social agency.
Role: Definitions
The dictionaries define role as ‘the actions and activities assigned to or required or
expected of a person’; ‘normal or customary activity of a person in a particular
social setting’; and, ‘behavior in relation to a specific function or task that a person
(the group worker) is expected to perform’. The roles are concomitant to a status
or a social position. A set of expectations govern the behavior of persons holding
a particular role in society; a set of norms that defines how persons in a particular
position should behave.
As a sociological term, a role is described as a comprehensive pattern of behaviour
that is socially recognized, providing a means of identifying and placing an individual
in a society. It also serves as a strategy for coping with recurrent situations and
dealing with the roles of others.
The social ‘worker’ is an achieved status, a position that a person assumes voluntarily
which reflects personal skills, abilities, and efforts. Roles associated with this status
are governed by the norms, standards and professional ethics.
A role, therefore, is a series of actions which guide and determine our behaviour
according to what is expected of us in a certain situation. Roles generate consistency
and predictability of behaviour. All roles are functional in that they serve some
purpose.
Each social status, further, involves not a single associated role, but an array of roles
or role-set, that is, a complement of role-relationships in which persons are involved
by virtue of occupying a particular social status. While working with groups the
social worker performs a variety of roles, depending on different situations, groups
and persons. However, the roles remain relatively stable even though different
people occupy the position of a group worker.
The discussion of roles of group workers, therefore, is useful in conceptualizing their
activities, evaluation of professional interventions, and training of new professionals.
Roles of a social worker working with Groups
Widely quoted authors Compton and Galaway (1984) focused on social worker’s,
49
Social Group Work II interventive roles whose enactment meant the translation of expectations (of the
profession) into behaviour. These roles refer to the behaviours through which the
client – an individual, a family, a group or a community – expects the worker to
help accomplish goals, agreed upon mutually by the client and the worker. The roles
conceptualized by the authors include the following:
a) social broker – connecting the client system with the community resources
based on broad knowledge of community resources and the operating
procedures of the agencies; the worker may bring the specialized resources to
the group; referral is a basic part of enactment of the broker’s role.
b) enabler – assisting clients to find coping strengths and resources within
themselves to produce changes necessary for accomplishing the stated objectives
with the supporting and enabling function for the client, whether individual or
group; for example, the worker who assists a group of residents in a community
in thinking through the need for and then in identifying ways of establishing a
day-care centre; who helps a group to identify sources of internal conflict and
influences blocking a group’s goal achievement and then to discover ways of
dealing with these difficulties is serving as an enabler in relation to the group.
Encouraging verbalization, providing for ventilation of feelings, examining the
pattern of relationships, offering encouragement and reassurance, engaging in
logical discussion and rational decision-making are other avenues through which
enabler’s role may be enacted. (Compton & Galaway, 1984, p. 430)
c) teacher – providing groups with new information necessary for coping with
difficult situations, assisting group members in practicing new behaviour or
skills. It is different from broker’s role as it implies providing additional resources
to members’ environment; for example, supplying information about low cost
nutritional diet; informing parents regarding child development for coping with
difficult problems of children; providing vocational guidance to adult patients
requiring rehabilitation after loss of limbs. Teacher’s role helps group members
make informed choices and cope better with social reality. One important
dimension of this role is role-modelling - offering to group members a model
of behaviour, of communication and relating.
d) mediator – efforts to resolve conflicts that may exist between the client system
and external systems like other persons or organizations by finding a common
ground on which they might reach a resolution of the conflict (utilizing techniques
of constructive conflict resolution); for example, residents’ group wishing to
secure a playground but not having adequate political clout to do so.
e) advocate – Speaking for the client (individual, family, group or community) by
presenting and arguing the clients’ cause. It becomes essential when working
with client-systems who belong to disadvantaged and marginalized groups in
society, are oppressed due to structural social inequalities, or are invisible and
voiceless. Advocacy is becoming increasingly popular role of social workers
in the context of focus on social justice concerns and human rights. Unlike
other roles, advocacy can be used without direct involvement of the client-
system.
Besides these roles conceptualized by Compton and Galaway, others mentioned in
social work literature include the roles of Organizer (covering planning and
implementing action), consultant and facilitator. The role of facilitator is relevant in
the changed perception of group members as interdependent entities engaged in
50
mutual aid based support groups and self-help groups which require minimal Role of Social Worker in
Group Work
professional intervention.
On one point all the experts agree that the roles mentioned above are neither
discreet entities nor comprise an exhaustive list. There is often blurring of boundaries
and hence overlap. The roles also get into a new constellation as and when required
by the demands of the situation, purpose of the group (the client) and the dynamics
emerging out of interaction among the three basic elements of group work practice,
that is, group (along with its members), worker and the social environment.
5.3 GROUP WORKER AS A LEADER OF THE

GROUP
One of the frequently debated dimensions of the role of a group worker is that of
leadership. While some authors perceive group workers in the role of group leaders
others focus more on the worker’s ‘helping’ role. A brief exposition of both the
perspectives follows below.
A) Leader refers to a person who is designated to exert positive influence over
others. The process and the function through which he does so are defined as
leadership. Leadership is a process by which a person influences others to
accomplish an objective and directs the group in a way that makes it more
cohesive and coherent. Leadership is critical—for the vision and to see the
commonalities; to see the group through; and to identify and mobilise resources
for the group.
The group worker occupies the position of a leader on account of his employment
with the social agency; the position which gives the worker authority to
accomplish certain tasks and objectives, based, in turn, on professional
knowledge and skills.
As a leader, the worker is the ‘central person’ in the group, often being the
person who formed the group and to whom more communications are made
than anyone else. At the initial stages of group formation, the worker decides
about the membership, structure and the rules of conducting the group sessions.
Even later, if the members are not sufficiently confident, the worker may have
to play an active role in guiding members to take necessary decisions about
group structure, norms and tasks to be performed by different members.
Another facet of the role as a leader is that the worker acts as an ‘influence
person’. ‘Influence has been defined as the general acts of producing an effect
on another person, group, or organization through exercise of a personal or
organizational capacity. Influence is powerful in that it can produce change,
persuade or convince, overcome obstacles, motivate and bring about attitudinal
changes. As a leader and an influence person, the worker’s input is to create
a climate favourable for the needed work (achieving the group goal), heighten
the motivation of those who need to work, ‘provide a vision’ for the work to
be done together, and deal with the resistance involved. An important base for
influence is the skill and knowledge of the worker in developing and using
relationships with a variety of persons in a variety of situations. The relationship
between the worker and the group members is a major source of a worker’s
influence. Influence can be exerted by those who know about and can use the
planned change process. Influence derives from understandings about human
51
Social Group Work II development, human diversity, the variety of social problems, and the availability
of services and resources. (Johnson, p. 89)
The real power of the worker arises, therefore, from his capacity to influence
situations within the group - to influence, guide and direct group processes and
interactions within the group. The fact that group work is described also as
‘guided group interaction’ goes to validate the group worker’s role as a leader
who guides as well as directs group situations and processes so as to achieve
group goals. The worker is an important influence on members’ behaviour,
interpersonal relationships, patterns of communication, on roles members are
willing to perform, and on realization of group’s purpose. The worker may, for
supporting the group’s purpose, influence persons and systems operating in the
external environment of the group in the form of negotiation, mediation, referral,
and advocacy.
Despite the fact that the worker has authority and power to influence the group
processes, the worker is bound by professional ethics or code of conduct to
use this power in the service of the clients, that is, the group members and not
for his own ends. Workers need to be aware of the nature of the power and
influence they wield in relationship with the group members. Every effort needs
to be made to guard against the potential for abuse of power with the clients
(group members). These two facets of group work functions, namely, expertise
and its selfless use for the benefit of group members place the worker at a
distance from the members. Although the worker participates in the group
processes, he is not a member of the group in the same way that the other
participants are. Unlike the group members, a worker is mandated to participate
in the group on account of his professional understanding of the members’
needs and interests. The worker, in fact cannot deny authority devolved on
him. “Reluctance or refusal by the group worker to provide leadership to act
on his authority can be very damaging at critical stages of transition when the
group rightfully looks to the worker for guidance, reassurance and structure”.
(Benson, p. 38)
B) The other view point focuses on the worker in the helping role. The worker
is seen in the group as an enabler to do things with the group rather than for
the group. His influence, it is claimed, is indirect rather than direct. A great deal
of facilitation may be done nonverbally, with eye contact and a nod to someone
who is trying to participate or a smile when a member has made a valuable
contribution. He works through the members of the group, helps members to
determine group’s objectives and purpose; helps them to develop group-
feeling; acquire an understanding of their capacities and limitations; recognize
internal conflicts and problems and to resolve the same with the worker’s help.
The worker helps the group to identify indigenous leaders to take responsibility
for group’s effective functioning. (Trecker, p.26)
Another role which is preferred by those favouring a non-leadership stance is that
of a facilitator. The group worker is not seen as the only expert in the group. In
fact, each group member is a potential leader and helper for the other members.
The primary task of the group worker is to facilitate the group process so that the
group becomes a prime influence on the behaviour of the group members. Facilitating
the group process involves motivating and assisting members to participate actively
and collaboratively in the process because the primary means of help in the group
is the support and challenge members give to each other, supplemented by the
52
worker’s inputs to the members’ work. The group dynamics comprising of Role of Social Worker in
Group Work
interactions, relationships, communications, and role performances within the
boundaries set by the members themselves by definition, is the prime source of
change, growth and satisfaction. The worker facilitates this process to run smoothly,
without conflicts and road blocks so that members can benefit from positive and
constructive group experience. The group worker makes it possible that the group
becomes a mutual aid and mutual need-meeting system, a primary source of help.
In the role of a teacher the worker teaches the group how to function as a group.
The group members, identifying with the worker, are likely to learn roles of a leader.
Leadership will shift during the course of a group’s life with several members taking
turns as leaders, or sharing leadership depending on the session or content.
In a support group of parents of disturbed children, the worker and parents both
perform the role of experts, though in different spheres. The worker has to appreciate
the expertise of parents in the context of their experiences of having a disturbed
child. In encouraging and guiding one parent, the worker shares his helping role with
other members (parents) of the group.
The aim of the facilitator is a) to establish the conditions and trust in the group
whereby members can help one another and then to ‘get out of the way’ to allow
them to do it; b) to benefit the persons in a group through making as full use as
possible of the potentials of the group as a medium for help. Although, the extent
to which this is possible will depend on the type of group in question. (Whitaker,
1985) In the final analysis, however, the facilitator has ultimate responsibility for the
group and can never give this over.
Social group work is often best done by combining these roles. A competent
worker will move from one to the other as needed by the group. It is important
not to be more active, not to be a leader or a teacher, when the group can do just
fine with a facilitator or enabler. The idea of many groups is to have members
exercise self-determination and learn how to make more effective decisions. The
achievement of these goals is threatened by a dominant group worker. It is also
important to recognize when the group needs a leader and to act effectively if so,
or to teach when the group needs to learn new ways to interact or need new
information. The most important thing is to be aware that groups have different
needs at different times in their development, and that different groups need different
mixtures of these roles. Three main activities of the worker, described first by
Benne and Sheats in 1948 (cited by Benson, p.70) whether as a leader or a
facilitator/enabler include task, maintenance and personal functions. Task functions
refer to those needs and behaviours and roles that are required to help the group
achieve its goals; the second, maintenance functions encompass those behaviours
and roles that help the group look after its emotional and interpersonal well-being;
and the third functions are concerned with personal motives, needs and interests
that each individual member brings to the group.
1) Describe briefly the roles that a social worker performs in group work?
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2) Explain the concept of group worker as a group leader.
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3) Differentiate between group worker’s roles of leader and facilitator. Which
role is more appropriate in group work practice?
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5.4 ROLE DIFFERENTIATION: FACTORS

AFFECTING ROLES OF GROUP WORKER
In the preceding discussion, there have been numerous references to changes
occurring in the perception of group worker’s roles according to different group
situations. Here we are selecting two important factors which influence the roles
of a group worker, namely, the purpose and types of group. Because groups and
the situations within which they operate are so different, the worker needs to first
understand the group and the circumstances surrounding it before attempting to
define specific aspects of his role. (Trecker, p.34)
5.5 PURPOSE OF THE GROUP AND ROLES OF

A GROUP WORKER
Purpose for which a group comes into being is the most basic determinant of what
the worker’s responsibilities are. The amount and nature of help that the group
members expect from the worker, the amount of autonomy that the members are
anxious to retain and the content of the group experience (programme) that is
essential or advisable to achieve the specific purpose – are some of the important
determinants of the worker’s role.
Purpose is the dynamic force that can be mobilized into different groups. Groups
based on purpose provide different group experiences to its members. Accordingly,
the interventive roles expected of the group worker also vary. While the basic three
elements of the worker’s role – task-achievement, group maintenance and personal
need satisfaction – remain constant (though with varying emphases and combinations),
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the purpose determines the nature of relationship between the worker and the Role of Social Worker in
Group Work
group members through which these functions are performed. Given below are
some of the categories of purposes for which the groups come into existence.
 Enhancement of relationships – to resolve problems in social relationships, to
cope with deficits, to strengthen mutual and reciprocal relationships. Whether
the purpose is to correct maladaptive patterns of relationships or to help
‘normal’ persons grow socially, the worker has to use his authority in a flexible
manner. The specific purpose will determine whether he provides direction,
support, a role-model, a comfortable and a stress-free environment in which
to interact and relate; or he facilitates content of the group experience
(programme) that offer opportunities for expression, mutual give and take, and
growth.
 Dealing with problems of social functioning- One of the purposes which
traditionally belong to group work practice is dealing with problems of social
functioning. The worker engages the group members in problem-solving process
and helps them to acquire coping skills in the context of problems of social
functioning. Whether the worker has a more directive and active stance or
relatively more non-directive depends more on the needs and capacities of the
group members than on the worker’s orientation.
 Enhancing Social competence –is preventive in nature. The need for group
work service stems from lack of adequate knowledge, social experience, and
skills for coping with anticipated event or situation out of a psycho-social
development phase or transition to a new or changed role like persons about
to get married, or prospective adoptive parents; and persons with physical
disability to get socialized into new or changed roles expected of them. Teaching,
information giving, brokering, facilitating role-rehearsing and help develop a
structure to the group that provides safe and comfortable group environment
for experimenting are some of the roles expected of the worker. The worker
may also have to engage in referral, negotiation for procurement of needed
resources and services, mediation, and advocacy.
 Coping with stress –development of capacities to cope effectively with stress
caused by situations due to life transition, life-threatening illness, divorce, physical
violence, or rape. Members need support from the worker but also from their
peers or members of the group. They need to disclose and manage emotions,
release tension, enhance damaged self-esteem, and discover new ways of
dealing with stress and realities of life. The worker’s role primarily is that of
an enabler or even that of a therapist. The worker, though, encourages the
members to draw upon the potentials of group processes as medium of help.
He offers necessary information about available services and provisions that
the members can have recourse to so as to deal with post traumatic experiences.
Handling emotions, clarification and interpretation are important inputs by the
worker. His role in establishing group structures and patterns of open
communication, and encouraging participation in group processes go a long
way in alleviating stress of the members.
 Empowerment – Democratic, empowering and participatory approaches are
inherent in the ethos, Group Work as being a part of the broader Social Work
Philosophy. “Helping people to help themselves” implies worker’s intervention
to empower people to take charge of their own lives. However, empowerment
55
Social Group Work II belonging to the category of purposes of group formation is more specific. It
acquired prominence relatively recently due to social work’s adopting securing
of social justice as its mission.
Empowerment comes through being able to understand how the problem lies outside
the individual and results from oppressive policies, practices, behaviours and the
ideas on which these are founded. Empowerment becomes a strategy of choice
while working with minority groups, disadvantaged groups, women or populations
at risk. It is meant to provide the group members with support, skills, understanding
needed to allow them take control of their own lives and achieve power in situations
where earlier they felt powerless. Considering that power equation is tilted in favour
of the worker in worker - member relationship, it is essential that the members feel
equal to the workers, engage in a dialogue rather than submit to directives of the
worker. Once the necessary information for consciousness-raising has been provided,
the members are expected to take their own decisions, deal with internal conflicts,
and negotiate with external systems. The worker may need to be more active
initially while motivating the members to form the group; then, perform the role of
a teacher, facilitate the process of capacity building, engage in supportive roles to
enhance their self-esteem and sometimes assist in negotiating with the systems
which have been oppressive and discriminatory towards the group members.
However, the purpose of empowering the members precludes continued or active
role of the professional. The mutual-aid potential of the group, rather than the
expertise and authority of the worker, is heavily drawn upon. People, who come
together as a consequence of having similar problems or concerns, find themselves
in a position where they can collectively confront these forces of oppression, in
ways which they could not do single-handedly. Empowerment connotes that members
have acquired necessary capacity, skill and confidence to deal with oppressive life
experiences. The role of the professional facilitator who is successful in empowering
peer leadership will gradually transfer into that of a consultant to deal with specific
work-related problems.
The discussion above does not include a complete list of purposes for which people
come together in groups. It is only illustrative of how purposes affect the kind of
roles a group worker is expected to perform in the group.
5.6 TYPES OF GROUPS AND ROLES OF A

GROUP WORKER
One of the important determinants of roles of a group worker is the type of the
group with which he is engaged. The worker’s inputs, stance, approach and style
is differentially aligned to the type of a group – is it voluntary group or involuntary?
Has the group been deliberately formed or has sprung up spontaneously? Is group
open-ended with fluid membership or closed with specified tenure and fixed
membership? Is the group comprises of children, adults; able-bodies or differently-
abled? Is it a support group, self-help group, social action group, interest group or
a treatment group? Keeping generic roles in mind, the worker offers a combination
of different roles, in varying emphases and perspectives.
Involuntary groups in which members’ participation is mandatory- like group of
probationers or delinquent youth – the worker has to put in considerable time and
effort to clarify the purpose and win the members’ trust. As the worker is perceived
to belong to the establishment with power to supervise their bahaviour and reactions,
56
maintaining records and reporting to authorities, this task is very tough and requiring Role of Social Worker in
Group Work
deep empathic understanding. The worker has to deal with internal conflicts, to
facilitate establishment of safe and stress free group structures and norms, and to
encourage interest-based programme content. Challenging and confrontation,
interpretation and building self-esteem along with provision of support are vital
interventive roles of a worker in such groups.
In open-ended groups, the worker is responsible in helping existing members to
accept new members, the latter to understand the group structure and rules of
participation; and help members review group’s purpose. Since composition of a
group impacts the group dynamics in a significant way, the gate - keeping becomes
an important function of the worker. Open-ended groups pose another challenge
to group leadership-whether professional or indigenous -, that is, the size of the
group at any given time. The kind of programme that the group wishes to engage
in may present limitations either because the group has become too large or too
small; the skill levels may also change. The worker has to quickly assess the
situation and enable the group members to adapt to the new situation; divide the
group into sub-groups or change the programme.
We have already mentioned that worker’s role in support groups is of a facilitator;
helping members to draw upon the helping potentials of their peers (members) in
the group. The worker’s role in self-help groups involves more behind-the-scene
activities, such as recruiting, linking group members with other groups and systems,
limited role as a facilitator within the group, supporting indigenous leaders and
acting as a consultant. Worker rarely has an active role in the group’s activities.
The worker has considerable control over who is invited to join a therapy group.
Therapy groups seek to produce individual growth and change through the
relationships established among members with the help of a professional therapist.
Using professional methods, therapist encourages and interprets “here and now
“events among members to produce insight and change. The worker often plays an
active role in helping the members decide group structure and group norms. As far
as the interpersonal relationships are concerned, the worker is more of an enabler
than a leader. The worker, however, is responsible for group maintenance and
personal growth tasks, encouraging the members to identify and plan positive
programme content as an instrument for achieving treatment goals.
Task groups clearly focus more on accomplishing a specific task. While the task-
related responsibilities of the worker take precedence over the other two, namely
personal growth and group maintenance, the latter are nevertheless as essential
because it is through the instrumentality of the positive group experience that the
goal of task accomplishment is achieved. Depending on the level of skills and
capacities of the members, the group - feeling in the group, the worker has to
undertake roles comprising all the three components. Recreational groups also
need development of group cohesion before the content of group experience adds
to the pleasure and satisfaction of the members.
5.7 STAGES OF GROUP DEVELOPMENT AND

ROLES OF A GROUP WORKER
In earlier units you have learnt that groups change overtime. Group process is “a
frame of reference which limits, focuses and directs the worker’s efforts in a group”
(Saari & Galinsky quoted by Benson, p.74) It is based on the assumption that
57
Social Group Work II group process can be controlled and influenced by the worker’s actions. Group
process can be defined as change over time in the internal structure, organization
and culture of the whole or part of the group or individual member. There is a
movement and change in the quality of interactions, relationships and communication
patterns, in the degree of trust and cohesion, and in the nature of members’
participation in group’s programme. To observe and understand these changes
occurring over time in the group’s life span, comprehending the concept of group
development is very useful for the group worker as it helps him to determine what
needs to be done at a given point of time. Groups do not move sequentially through
discreet phases; they may move backwards and forwards or sideways. Each group
may spend different amount of time at any one phase of growth or may even move
cyclically. Consideration of broad phases of development in terms of major tasks
expected of the worker is likely to prove more useful, especially to a new professional.
At the pre-group or pre-affiliation stage, the worker acts as a visionary who
establishes the need and feasibility of launching a group and then a motivator to
recruit potential members to the group. The role of the worker changes once the
members have come together. At the initial stage, variously designated as inclusion,
forming, orientation or affiliation stage, the members look to worker for direction,
structure, approval and help at difficult times. The worker has to be more active
at this time as the members are dependent on the worker. The worker welcomes
all the members; allays their anxieties; helps members to communicate with each
other and explore; clarifies purpose; to make connections among the members; and
establish tentative group structure and norms, that is rules for conducting group
sessions and for members’ participation. The worker assumes a nurturing and
guiding stance with the members.
At the beginning of the middle stage, the previously friendly members may reveal
a negative streak. The members here are seeking individual roles. In what is described
as storming or stage of seeking power control, conflicts develop and there is search
for individual autonomy. If not handled appropriately, there may be drop outs. The
worker recognizes this conflict as a natural phenomenon and helps the group to
revise group structure and group norms. Development of new norms is ensured
through members’ sharing of ideas and feelings about their expectations from the
group and about how the group should function. Giving opportunity to the members
to express their feelings and ideas, the worker plays a vital role in group maintenance.
He encourages the members in the tasks of harmonizing, compromising, setting
standards and expressing group feeling. At the same time he ensures that individual
goals are not submerged in the group goals. He ensures that each member gets an
opportunity for expression of ideas and feelings. The worker, while performing the
roles of facilitator and enabler, does not relinquish his control over the group
processes. Judicious use of challenging and confronting and clarifying issues helps
the members to view their behaviour in the right perspective. His interventions
enable the members move from less intimate to more intimate system of relationships
within the group. Setting of norms (also called stage of norming or negotiation)
and emergence of indigenous leadership take the group to the next level of
development. The members engage in conflict resolution; goals, roles and tasks are
designated and accepted. Group traditions are stronger, norms develop, personal
involvement intensifies; group cohesion is stronger; and members are freer in sharing
information and opinions. (Johnson, p.207)
After the control issues are resolved, the group now settles down to work on its
58
tasks and goals, whether dealing with personal problems and anxieties of the members Role of Social Worker in
Group Work
or accomplishing tasks for which the group came into being. Variously called
performing, functional, operation or cohesion stage, the role of the worker becomes
less active and more facilitative or consultative. The worker provides support, or
relevant information, The members work together more effectively. There is growing
ability to plan and carry out projects relevant to the purpose of the goal. There is
higher degree of integration and cohesion. The worker moves into a less central
role. The worker monitors the group’s functioning, gives appropriate feedback to
the group whether there is an affinity between the purpose and the group programme.
Here the worker’s influence is more indirect and subtle than direct. The group will
expect the worker to be available and provide necessary inputs in case of crisis or
some difficulty. Encouraging members to make choices and fostering creativity are
other tasks that a worker performs at this mature stage of the group.
Termination, disintegration, separation, mourning or ending stage requires different
set of inputs from the worker. According to Benson (p.155), the worker is again
more dominant in this stage and offers a mix of nurturing, guidance, and protection
and support roles. The worker deals with physical fact of separation; feelings of
anxiety and facilitates members’ intellectual understanding of what have they gained
through the group experience. The worker helps the members to assess their group
experience and to identify ways of stabilizing the gains achieved.
Identifying a group’s stage of development allows the worker to respond to the
group with better understanding about structures and functioning of the group –
which is a means for enhancing the interactional process of the group. (Johnson, p.
208)
1) How does purpose of the group determine group worker’s roles? Give one
illustration.
..................................................................................................................
..................................................................................................................
2) Explain the role of a group worker in self-help and support groups.
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
3) Differentiate group worker’s roles at the forming and performing stages of
group development.
..................................................................................................................
..................................................................................................................
..................................................................................................................
..................................................................................................................
59
5.8 LET US SUM UP
Depending on the needs of the individual members, purpose of the group and the
stage of group development, the group worker performs a range of roles in his
work with the groups- ranging from role of a leader, organizer, motivator, and
planner to helper, broker, enabler, facilitator, guide, consultant, mediator, advocate
and role-model.
Authority and power are inherent in a group worker’s position on account of his
professional knowledge, skills and access to certain resource. While the worker
need not deny this, he is expected to make judicious use of his authority in the
service of the client groups and not for his own benefit. The professional code of
conduct offers a number of safeguards to make it possible. The challenge before
the group worker is that even while performing the role of a leader, he shares this
role with group members. Each group member is a potential helper in the group and
may offer a particular kind of expertise. Even when he directs the group members,
he is expected to facilitate the members’ capacity to get empowered to do things
themselves, to take control of their own lives; in short, encourage the emergence
of indigenous leadership. The worker has to operate from democratic, empowering,
participative perspectives maintaining strength - based orientation. He is committed
to foster group’s mutual-aid propensities. Besides, the worker does not perform
any one role from among those mentioned above, at any given point of time. He
is usually performing a mixture of different roles, the emphasis and amount of the
ingredients being different in different groups and situations. As mentioned earlier,
social group work is often best done by combining these roles. A competent
worker will move from one to the other or combine them as needed by the group.

Compton, Beulah Roberts, Galaway, Burt, Social Work Processes, 1984, 3rd ed.,
he Dorsey Press, Illinois.
Malekoff, Andrew, Group Work with Adolescents: Principles and Practice, The
Guilford Press, New York, 2nd Edition, 2004
Wilson, Gertrude, Ryland, Gladys, Social Group Work Practice: The Creative Use
of the Social Process, Houghton Mifflin Co., The Riberside Press, Cambridge,
USA, 1949.
Brown, Allan, Groupwork, Gower Publishing Company Ltd., Aldershot 2nd ed.
1986
Johnson, Louise C., Social Work Practice: A Generalist Approach, Allyn and Bacon,
Boston, 6th Ed.1998
Northen, Helen & Kurland, Roselle, Social Work with Groups, Columbia University
Press, New York, 3rd Ed.2001
Benson, Jarlath F., Working More Creatively with Groups, Tavistock Publications,
London, 1987
Konopka, Gisela, Social group Work: A Helping Process, Prentice-Hall, Inc.,
Englewood Cliffs, N. J., 1972, 1963
Balgopal, Pallassana R. & Vassil, Thomas V., Groups in Social Work- An Ecological
60
Perspective, Macmillan Publishing Co. Inc., New York, 1983 Role of Social Worker in
Group Work
Trecker, Harleigh B., Social Group Work: Principles and Practices, Association
Press, New York, 1955.
http://www.britannica.com
http://en.wikipedia.org/wiki/Role
www.mtsu.edu/~jsanborn/groups/leadership.htm
Australian Association of Social Workers 2002
http://www.aasw.asn.au/becomeamember/aboutsw/sw_role.htm
61

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MSW-031

Prof. Thomas Kalam Dr. Joseph Xavier Dr. Leena Mehta

Dr. Mukul Srivastava Dr. Usha John Dr. Archana Dassi

Dr. Jyoti Kakkar Dr. Ranjana Sehgal Dr. Beena Antony

Prof. Gracious Thomas Prof. Neil Abell Prof. Patricia Lager

BLOCK PREPARATION TEAM

Units 1, 2 & 3 Dr. R. Nalini, Pondicherry University, New Delhi

COURSE EDITOR PROGRAMME COORDINATOR

1.2 ROLES OF THE GROUP WORKER

1.3 SKILLS AND TECHNIQUES OF GROUP WORK

Note: Use the space provided for your answer

1.4 HOW TO ACQUIRE GROUP WORK SKILLS?

1.5 LET US SUM UP

1.6 FURTHER READINGS AND REFERENCES

2.3 THE LIFE SKILLS EDUCATION PROGRAMME

2.4 THE INDIAN SCENARIO

2.5 NEED FOR LIFE SKILLS EDUCATION

2.6 TECHNIQUES OF LEARNING LIFE SKILLS

2.7 SOCIAL GROUP WORK AND EDUCATION

2.8 RELEVANCE OF LIFE SKILLS EDUCATION

2.9 LET US SUM UP

2.10 FURTHER READINGS AND REFERENCES

3) Falck, H. (1998). Social Work: The membership perspective. New York:

4) Garvin, C. (1997). Contemporary group work. Needham Heights, MA:

5) Konapka, G. (1963). Social group work: A helping process. Englewood

6) Lewis, E. (1988). Social group work: A central component of social work

3.2 CONCEPT OF PROGRAMME PLANNING

3.3 PRINCIPLES OF PROGRAMME PLANNING

A Set of Guidelines to Programme Planning

 What is the objective of the programme?

 What is the group members’ wants/welfare

 What are the resources accessible?

 What is the relevance of the programme to the group’s objective?

 Splitting the programme into smaller realizable goals and tasks

 Actual implementation commences

 Periodic evaluation of the programme and progressing to the next phase

 Reflection – giving members a chance to look back on their experiences

3.4 FACTORS INFLUENCING PROGRAMME

If a programme has to be person-centered, it has to respond to the wants and

 Decision-making and its support from group members

 Delegation of responsibilities and its accountability

 Direct day-to-day affairs of the agency and its members

3.5 RECORDING IN SOCIAL GROUP WORK

3.6 PRINCIPLES OF RECORDING IN SOCIAL

3.7 TYPES OF RECORDING IN SOCIAL GROUP

3.8 CONTENTS IN A GROUP WORK RECORD

3.9 TIPS ON RECORDING

3.10 LET US SUM UP

3.11 FURTHER READINGS AND REFERENCES

4.2 GROUP WORK AND CHILD WELFARE

4.3 GROUP WORK AND GERIATRIC CARE

4.4 GROUPS WORK IN PSYCHIATRIC SETTING

4.5 GROUP WORK IN HOSPITALS

4.7 FURTHER READINGS AND REFERENCES

5.2 CONCEPT OF ROLE AND ITS IMPLICATION

5.3 GROUP WORKER AS A LEADER OF THE

5.4 ROLE DIFFERENTIATION: FACTORS

5.5 PURPOSE OF THE GROUP AND ROLES OF

5.6 TYPES OF GROUPS AND ROLES OF A