MidTerm Flashcards
1
Q
Define Group Work (2 answers)
A
1 Goal-directed activity with small treatment
and task groups aimed at meeting
socioemotional and task needs
2 Activity directed at individual members, and
the group as a whole within a system of
service delivery
2
Q
What is a goal directed activity with small treatment and task groups aimed at meeting socioemotional and task needs?
A
Group Work
3
Q
What is an activity directed at individual members and the group as a whole within a system of service delivery.
A
Group Work
4
Q
What are the Four Key Values of Group Work?
A
- Respect and dignity-for the worth of all group members
- Solidarity and mutual aid
- Empowerment
- Understanding, Respect, and Camaraderie
5
Q
What does Respect and dignity, Empowerment, Solidarity and Mutual Aid, and Understanding, Respect, Camaraderie have in common?
A
They are the Four Key Values of Group work.
6
Q
What are six examples of Values in Group Work (expanding from the 4 KEY VALUES)
A
- Participation of and positive relations in the group
among diverse populations - Cooperation and mutual decision making embodied
in the principles of a participatory democracy - Individual initiative within the group
- Freedom to participate
- The right to be involved in the decision making of the group
- High individualization so that each member’s unique concerns are addressed
7
Q
What are the following examples of?
Participation, Cooperation, Individual Initiative, Freedom to Participate, Right to be Involved, and High Individualization.
A
Values in Group Work
8
Q
What are key Group Ethics for Group Work? (7 examples)
A
- Members treated fairly and equitably
- Workers avoid exploiting members for their own
personal gain - Appropriate referrals when needs can’t be met in
the group - Ongoing assessment, evaluation and follow-up
- Screening group members
- Confidentiality
- Protecting group members
9
Q
What does the following have in common?
Treated fairly and equitably, avoiding exploiting members, appropriate referrals, ongoing assessment, screening, confidentiality, and protection.
A
These are examples of Group Ethics
10
Q
What is the difference between a natural versus a formed group?
A
Formed groups are those that come together through some outside influence or intervention. They usually have some sponsorship or affiliation and are convened for a particular purpose. Some examples of formed groups are therapy groups, educational groups, committees, social action groups, and teams
Natural groups come together spontaneously based on naturally occurring events, interpersonal attraction, or the mutually perceived needs of members. They often lack formal sponsorship.
11
Q
What is an example of a formed group?
A
Some examples of formed groups are therapy groups, educational groups, committees, social action groups, and teams
12
Q
What is an example of a Natural Group?
A
Natural groups include family groups, peer groups, friendship networks, street gangs, cliques, and groups created by peers within social media platforms.
13
Q
What is the difference between a Treatment Group vs a Task Group
A
Treatment: focus on meeting members needs.
Task: a focus on task accomplishment that may affect members of the group but that primarily focus on those outside the group.
A Treatment Group is used to signify a group whose major purpose is to meet members’ socio-emotional needs. The purposes for forming treatment groups
might include meeting members’ needs for mutual aid, support, education, therapy, growth, and socialization.
A Task Group is used to signify any group in which the overriding purpose is to accomplish a goal that is neither intrinsically nor immediately linked to the needs of the members of the group. Although the work of a task group may ultimately affect the members of the group, the primary purpose of task groups is to accomplish a goal that will affect a broader constituency, not just the members of the group.
14
Q
Give an example of a Treatment Group.
A
A grief group, PTSD support, new parent group, etc.
A Treatment group is usually convened to meet the personal needs of its members.
15
Q
Give an example of a Task Group
A
A group working on day-care services, a group researching how to better support new immigrants, an environmental group.
The focus is task oriented, and the purpose is external to the personal needs of the members. Members are expected to reveal their personal viewpoints only to the extent that they contribute to the group’s task. Personal feelings are occasionally shared, but factual data are given greater weight. The group is publicized. It seeks out experts to contribute to its deliberations. Confidentiality is impractical because it would hinder the accomplishment of the group’s task.
16
Q
What do Treatment Groups focus on? (6 options)
A
1 Support 2 Education 3 Growth 4 Therapy 5 Socialization 6 Self-help
17
Q
What do the following have in common?
Support, Education, Growth, Therapy, Socialization, Self-help.
A
These can be goals or styles of Treatment Groups
18
Q
What are 3 types of Task Groups?
A
1 Task groups to meet client needs
• Teams
• Treatment Conferences
• Staff Development Groups
2 Task groups to meet organizational needs
• Committees
• Cabinets
• Boards
3 Task groups to meet community needs
• Social Action Groups
• Coalitions
• Delegate Council
19
Q
What are Teams, Treatment Conferences, and Staff Development Groups examples of?
A
Task Groups to meet client needs.
20
Q
What are Committees, Cabinets, and Boards examples of?
A
Task Group to meet organizational needs.
21
Q
What are Social Action Groups, Coalitions, and Delegation Councils examples of?
A
Task Groups to meet community needs.
22
Q
What are dynamics in groups (4 parts)?
A
- Communication and interaction patterns
- Cohesion
- Social Integration and Influence
- Group Culture
23
Q
What are the steps for Communication as a Process?
A
- Sender (encoding meaning)
- Transmission (distortions in message)
- Receiver (understanding/decoding)
24
Q
What are some communication problems we can have while running a group?
A
Selective Perception
Non-verbal messages
Noise and Other distortions
25
What do Communication and Interaction patterns, Cohesion, Social Integration and Influence, and Group Culture have in common?
These are what form Group Dynamics.
26
What are patterns of Group Interaction?
* Maypole—when the leader is the central figure and communication occurs from the leader to the member and from the member to the leader
* Round robin—when members take turns talking
* Hot seat—when there is an extended back-and-forth between the leader and one member as the other members watch
* Free floating—when all members take responsibility for communicating, taking into consideration their ability to contribute meaningfully to the particular topic
27
What are Cues and Reinforcers?
Cues, such as words or gestures, can act as signals to group members to talk more or less frequently to one another or to the worker. Workers and members can also use selective attention and other reinforcements to encourage beneficial interactions.
For example, praise and other supportive comments, eye contact, and
smiles tend to elicit more communication, whereas inattention tends to elicit less communication.
28
Explain Emotional Bonds regarding Styles of Interaction for Groups.
Positive emotional bonds, such as interpersonal liking and attraction, increase interpersonal interaction, and negative emotional bonds reduce solidarity
between members and result in decreased interpersonal interaction. Attraction and interpersonal liking between two members may occur because they share common interests, similar values and ideologies, complementary personality characteristics, or similar demographic characteristics.
29
Explain the importance of Subgroups within Group Interactions
Subgroups also affect the interaction patterns in a group. Subgroups form from the emotional bonds and interest alliances among subsets of group members. They occur naturally in all groups. They help make the group attractive to its members because individuals look forward to interacting with those to whom they are particularly close.
The practitioner should not view subgroups as a threat to the integrity of the group unless the attraction of members within a subgroup becomes greater than their attraction to the group as a whole.
30
What can impact group interactions (5 parts)?
```
Cues and reinforces
Emotional Bonds
Subgroups
Size and Physical Arrangements
Power and Status
```
31
What does Size and Physical Arrangement have to do with Group Interactions?
As the size of the group increases, the possibilities for potential relationships increase exponentially.
With increased group size, there are also fewer opportunities and less time for members to communicate. In some groups, the lack of opportunity to participate might not be much of a problem. Members who are not actively participating may be actively listening and engaged in the group process.
It is the worker’s responsibility to assess whether all members are actively engaged in the group and to consider how to intervene when members appear not to be engaged.
32
How does Power and Status effect group interaction?
Initially, members are accorded power and status because of their position and prestige in the community, their physical attributes, and their position in the agency sponsoring the group. As a group develops, members’ status
and power change, depending on how important a member is in helping the group accomplish its tasks or in helping other members meet their socio-emotional needs.
When members carry out roles that are important to the group, their power and status increase.
Workers should continue to monitor how power and status are distributed within the group as it progresses and make interventions when necessary to ensure that each member feels like an important part of the group.
33
Why is there cohesion in groups (4 parts)?
1 The need for affiliation, recognition and security
2 The resources and prestige available through group participation
3 Expectations of the benefits of the group
4 Comparison of the group to other group experiences
34
What does the following have in common?
The Need for Affiliation, Resources and Prestige from Groups, Expected Benefits, Comparison of the group
Theses are reasons for group cohesion.
35
Name some of the effects of Group Cohesion (Steps in a Flow Chart, 9 examples)
A willingness to take responsibility for group functioning.
A Willingness to Listen and be Open to others.
Effective use of feedback and evaluations.
Greater members influence over each other.
Feelings of self confidence, self esteem and personal adjustment.
Greater Goal attainment and organizational commitment.
Higher levels of attendance, fewer dropout, longer length of participation.
Satisfaction with the group experience.
Perseverance towards goals.
36
What effects Social Integration, Influence, and Culture of Groups? (4 parts)
1 Norms
2 Roles
3 Status Hierarchies
4 Power
37
What does the following have in common?
Norms, Roles, Status Hierarchies, and Power
They are part of Social Integration, Influence and Culture.
38
What are the four Stages of Group Formation?
Beginning, Middle, Ending, Impact of open vs closed membership on group development
39
What are Norms?
Norms are shared expectations and beliefs about appropriate ways to act in a social situation, such as a group. They refer to specific member behaviors and to the overall pattern of behavior that is acceptable in a group. Norms stabilize and regulate behavior in
groups. By providing guidelines for acceptable and appropriate behavior, norms increase
predictability, stability, and security for members and help to encourage organized and
coordinated action to reach goals.
40
What are Roles?
Like norms, roles can also be an important influence on group members. Roles are closely related to norms. Whereas norms are shared expectations held, to some extent, by everyone in the group, roles are shared expectations about the functions of individuals in the group.
Unlike norms, which define behavior in a wide range of situations, roles define behavior in relation to a specific function or task that the group member is expected to perform. Roles continue to emerge and evolve as the work of the group changes over time
41
What is Status?
Status refers to an evaluation and ranking of each member’s position in the group relative to all other members. A person’s status within a group is partially determined by his or her prestige, position, and recognized expertise outside the group. To some
extent, however, status is also dependent on the situation. In one group, status may be determined by a member’s position in the agency sponsoring the group. In another group, status may be determined by how well a member is liked by other group members, how
much the group relies on the member’s expertise, or how much responsibility the member has in the group. It is also determined by how a person acts once he or she becomes a member of a group.
42
Regarding Dynamics, what is important to note when facilitating a group? (3 parts)
1. IDENTIFY group Dynamics as they emerge during group interaction.
2. ASSESS the impact of group dynamics on group members INDIVIDUALLY.
3. ASSESS the impact of group dynamics on the group as a WHOLE.
43
What are important things to do and note regarding group communication? (Flow chart, 8 steps)
Members are always communicating so assessment should be ongoing.
Change communication patterns when they are not helpful.
Members communicate for a purpose.
Help members understand and appreciate the meaning of communications
Identify the intent, clarify, and seek feedback.
Educate members on how to give helpful feedback and model this yourself.
Clarify unclear or ambiguous messages to avoid distortion.
Encourage open group-centered communication.
44
How can we increase group Cohesion? (3 parts)
A higher level of interaction interaction promotes cohesion: use program activities and group discussion.
Help members meet individual and group needs.
Help members cooperate rather than compete.
45
Are members always communicating?
Yes, whether they are speaking or note members are always communicating something.
46
What should a worker be aware of and do regarding Interaction and Culture (6 parts)
Workers should help members examine, compare and respect each others value systems.
Workers should help members understand the values of the agency, community and society.
They should balance socio-emotional and task needs.
Develop a safe and positive group culture.
Remember that disagreements are a normal part of group development.
Develop sufficient structure in early group meetings to increase feelings of safety and satisfaction.
47
True or False: Disagreements are not a normal part of group development.
False
48
Define Leadership (5 parts)
The process of guiding the group.
Task leaders help members achieve goals.
Relationship leaders meet the socio-emotional needs of members.
Leaders should play both roles.
KEYWORDS: Reciprocal, transactional, transformational, cooperative and adaptive.
49
Reciprocal, transactional, transformational, cooperative and adaptive are a part of?
Leadership
50
What are two types of Leadership?
Indigenous and Designated
51
What is an Indigenous (organic) Leader?
A leader who comes from within the group.
They stimulate and support indigenous leadership, and members begin to feel they have power, influence, control, and stake in the group outcome. It encourages their abilities and builds self esteem.
52
What is a Designated Leader?
Their power can come from a variety of sources.
They usually have professional status, education, organizational position, and there is a clear boundary between the leader and members.
53
What are two types of Leadership Power?
Attributed and Actual
54
What is Attributed Power?
It is power from the perception among group members, and others outside of the group.
The workers own leadership abilities can increase or decrease attributed power.
55
What are the four types of Actual Power?
Connections, Expert, Informational, Legitimate power
56
What are three methods to share power?
Encourage member-to-member rather then member-to-leader communication.
Ask for members input into the agenda and the future direction of the group.
Support indigenous (organic) leadership.
57
What are three factors that influence Leadership?
Leadership Expectations of Members
The Way Leadership was Obtained
Interaction between Designated and Indigenous Leadership
58
What do these have in common?
Leadership Expectations of Members
The Way Leadership was Obtained
Interaction between Designated and Indigenous Leadership
They are Factors that Influence Leadership
59
What are four factors that Influence Groups?
Needs, Tasks, and the goals of the group as a whole.
The Task and Socio-Emotional skills of members
Worker Skill
Agency Mandate
60
What do these have in common?
Needs, tasks, and the goals of the group as a whole.
The task and socio-emotional skills of members
Worker skills
Agency Mandate
These are factors that Influence Groups.
61
What are three Leadership Skills?
Facilitating Group Process
Data Gathering and Assessment
Action
62
What do these have in common?
Facilitating Group Process
Data Gathering and Assessment
Action
They are examples of Leadership Skills
63
What does Facilitating Group Processes mean? How is this done?
By attending and responding to others.
Expressing self.
Focusing on group communication.
Attending and Responding to Others.
64
What do these have in common?
By attending and responding to others.
Expressing self.
Focusing on group communication.
Attending and Responding to Others.
They are how a worker Facilitates Group Processes.
65
What is Data Gathering and Assessment? How is it done?
Summarizing and Partializing
Synthesizing thoughts, feelings and actions.
Analyzing Information
66
What does Summarizing and Partializing, Synthesizing thoughts, feelings and actions, and Analyzing Information have in common.
They are part of Data Gathering and Assessment.
67
For a worker, what does Action mean when working with groups?
```
Supporting
Reframing and redefining
Linking members communications
Directing
Giving advise, suggestions, instructions
Reframing and redefining
```
68
What does the following have in common?
```
Supporting
Reframing and redefining
Linking members communications
Directing
Giving advise, suggestions, instructions
Reframing and redefining
```
They are Actions a worker can take with groups.
69
What are some Benefits of Co-Leadership?
Support and Feedback
70
What are some Disadvantages of Co-Leadership?
Disputes
More coordination
Conflict and Tension
71
When being a Leader in Multiracial Groups, what are two things one should do?
1. Engage in ongoing self assessment of the group, it's members, and their environment.
2. Anticipate potential sources of tension.
72
What are the three steps in Multicultural Group Intervention?
Develop, Assess, and Intervene
Develop cultural sensitivity.
Assess cultural influences on group behavior
Intervene with sensitivity to diversity.
73
How can group members differ from each other?
Race, ethnicity and culture.
Genders, social class, geographic background, education, disabilities and abilities, language
Level of acculturation and assimilation, sexual preference, age.
And many other ways
74
There are many ways to assess the role of culutre in the group. Name some (part of a flow chart, 12 parts).
Match between leader and member backgrounds
Influence of members backgrounds on their participation
Members views of the Agency
Potential members help seeking behavior
The cultural sensitivity of outreach and recruiting efforts
Formation of relationships among persons from diverse backgrounds.
Larger environmental context where members live and their behavior in the group.
Preferred patterns of behavior, values, and attitudes.
Subgroup formation and identity
Language
Experiences of discrimination, marginalization, and oppression.
Feelings about themselves, family and group identity and the larger society
75
What do these have in common?
Match between leader and member backgrounds
Influence of members backgrounds on their participation
Members views of the Agency
Potential members help seeking behavior
The cultural sensitivity of outreach and recruiting efforts
Formation of relationships among persons from diverse backgrounds.
Larger environmental context where members live and their behavior in the group.
Preferred patterns of behavior, values, and attitudes.
Subgroup formation and identity
Language
Experiences of discrimination, marginalization, and oppression.
Feelings about themselves, family and group identity and the larger society
These are ways of Assessing the role of Culture in a Group.
76
How does Culture influence Group Dynamics regarding Communication and Interaction? (5 parts)
1. Use of language, symbol and nonverbal communication by people of different backgrounds
2. Language sensitivity and knowledge of words.
3. Stylistic elements of communication
4. Nonverbal communication, space and distance
5. Interaction patterns specific to diverse groups
77
What does the following have in common?
Use of language, symbol and nonverbal communication by people of different backgrounds
Language sensitivity and knowledge of words.
Stylistic elements of communication
Nonverbal communication, space and distance
Interaction patterns specific to diverse groups
These are ways cultural can influence the communication and interaction of Group Dynamics
78
How can culture influence the Cohesion of Group Dynamics? (3 parts)
1. Subgroup formation and patterns brough about by similarities within the diversity of the group.
2. Expectations and motivations among persons from diverse backgrounds.
3. Cultural characteristics that influence group goals and content.
79
What do the following have in common?
Subgroup formation and patterns brough about by similarities within the diversity of the group.
Expectations and motivations among persons from diverse backgrounds.
Cultural characteristics that influence group goals and content.
There are ways Culture can influence the cohesion of Group Dynamics
80
How can culture influence the Social Integration of Group Dynamics (3 parts)?
Culturally determined normative behavior.
Influence of culture on task and socio-emotional role development in groups
Influence of discrimination, marginalization and oppression on how member experience power and control in the group.
81
What does the following have in common?
Culturally determined normative behavior.
Influence of culture on task and socio-emotional role development in groups
Influence of discrimination, marginalization and oppression on how member experience power and control in the group.
These are ways Culture can influence the Social Integration of Group Dynamics.
82
How can Cultural Influences effect Group Culture for Group Dynamics? (3 parts)
Emerging indigenous (organic) leadership and cultural preferences.
Shared ideas, beliefs, and values held by members from diverse cultural backgrounds.
Level of feelings and strong emotions expressed by members as influenced.
83
What do the following have in common?
Emerging indigenous (organic) leadership and cultural preferences.
Shared ideas, beliefs, and values held by members from diverse cultural backgrounds.
Level of feelings and strong emotions expressed by members as influenced.
These are ways Cultural can effect Group Culture of Group Dynamics
84
How can we intervene with sensitivity? (8 parts)
Using Social Work Values and Skills.
Using a Strengths based perspective
Exploring commonalities and differences among members.
Exploring meaning and language.
Challenging prejudice and discrimination.
Advocating for members.
Empowering Members.
Using Culturally appropriate techniques and program activities.
85
What does the following share?
Using Social Work Values and Skills.
Using a Strengths based perspective
Exploring commonalities and differences among members.
Exploring meaning and language.
Challenging prejudice and discrimination.
Advocating for members.
Empowering Members.
Using Culturally appropriate techniques and program activities.
These are ways we can Intervene with Sensitivity.
86
What is the process for Group Planning? (flow chart, 11 parts)
1. Establishing the groups purpose
2. Assessing the potential sponsorship and membership.
3. Recruiting Members
4. Composing the group
5. Orienting members to the group.
6. Contracting
7. Preparing the Groups Environment
8. Reviewing the literature
9. Selecting monitoring and evaluation tools
10. Preparing a written group proposal.
11. Planning Virtual Groups
87
What are the following steps of?
1. Establishing the groups purpose
2. Assessing the potential sponsorship and membership.
3. Recruiting Members
4. Composing the group
5. Orienting members to the group.
6. Contracting
7. Preparing the Groups Environment
8. Reviewing the literature
9. Selecting monitoring and evaluation tools
10. Preparing a written group proposal.
11. Planning Virtual Groups
These are the steps for Group Planning (don't worry, you don't need to memorize this!)
88
What kind of groups and people generate a Groups Purpose?
Group Worker Generated
Agency or Staff Generated
Member Generated
Community Generated
89
What are factors that effect Group Sponsorship?
Costs and Benefits
The Mission, Goals, Objectives, and resources of the agency.
Fit between Agency policies and goals of the proposed group.
Support within the Agency
Nature of unmet and ongoing needs
90
What do these have in common?
Costs and Benefits
The Mission, Goals, Objectives, and resources of the agency.
Fit between Agency policies and goals of the proposed group.
Support within the Agency
Nature of unmet and ongoing needs
These are factors that effect group sponsorship.
91
How can we we Gather Group Support? What questions can be asked, or actions performed? (7 parts)
Does it fit the mission and goals of the agency?
Would resolution of the problem facing the group be valued by the agency and the community?
Does the Administration of the Agency support the proposed group?
Is the need being met elsewhere?
Would co-sponsorship with another agency be possible?
Resolve differences in perspectives and identify hidden agendas.
Obtain consensus from staff about goals and methods to achieve them.
92
What does the following have in common?
Does it fit the mission and goals of the agency?
Would resolution of the problem facing the group be valued by the agency and the community?
Does the Administration of the Agency support the proposed group?
Is the need being met elsewhere?
Would co-sponsorship with another agency be possible?
Resolve differences in perspectives and identify hidden agendas.
Obtain consensus from staff about goals and methods to achieve them.
These are ways of Gathering Group Support.
93
How can we assess Membership? (7 parts)
The Nature of the problem or need facing the group.
Potential members recognition and shared perceptions about the purpose of the group.
Cultural and other differences that could influence perceptions of the group.
Perceptions of the sponsoring.
Effects of ambivalence, resistance, or involuntary nature of the group.
Specialized knowledge needed to work with members.
Demographics differences and commonalities of potential members.
94
What do the following have in common?
The Nature of the problem or need facing the group.
Potential members recognition and shared perceptions about the purpose of the group.
Cultural and other differences that could influence perceptions of the group.
Perceptions of the sponsoring.
Effects of ambivalence, resistance, or involuntary nature of the group.
Specialized knowledge needed to work with members.
Demographics differences and commonalities of potential members.
These are ways of assessing Membership.
95
What are some Methods of Recruitment? (8 parts)
Directly through interview and telephone contacts.
Contacting key people and community leaders in the network of potential members.
Announcements through the mail, internet.
Posting announcements in community organizations and other sites.
Using websites to advertise the group.
Speaking at public meetings
Appearing on radio and television shows.
Issuing press releases, publishing announcements in organizational newsletter.
96
Do we want a homogeneity (same) or heterogeneity (different) of members purpose and personality characteristics when composing a group?
A homogeneity of members’ purpose and personality characteristics.
97
Do we want a homogeneity (same) or heterogeneity (different) of members coping skills, life experiences, and expertise?
A heterogeneity of members coping skills, life experiences, and expertise.
98
What do we want in terms of members, skills, and overall structure when composing a group? (3 parts)
A homogeneity of members’ purpose and personality characteristics
A heterogeneity of members coping skills, life experiences and expertise
An overall structure that includes a range of the members’ qualities and skills
99
What are some Issues with Composition when creating groups? (5 parts)
Group Structure
Diversity and Demographic characteristics.
Size
Open and Closed membership
Closed and open ended.
100
What does the following have in common?
Group Structure
Diversity and Demographic characteristics.
Size
Open and Closed membership
Closed and open ended.
These are issues with group composition.
101
What is the difference between open and closed membership?
In closed membership groups, the original members stay with the group until completion or dropout.
In open membership or rolling admissions groups when individuals come and go, the worker does not know members well and is more likely to rely on a structured format to help members feel welcome.
102
What does closed and opened groups mean?
Open group structure means members can join at any time. Such as a stroke group running small rotating lectures over a 4 week period. As long as you stay for 4 session, you will see everything.
Closed group structure means each session builds on the next, and missing a session is detrimental to involvement.
103
What are the steps for Orienting Group Members? How do we do it? (4 parts)
Explaining, Familiarizing, Screening, and Contracting
Explaining the purpose of the group.
Familiarizing Members with Group Procedures
Screening members for appropriateness.
Contracting for group Procedures.
104
What do Explaining, Familiarizing, Screening, and Contracting have in common?
These are ways for Orienting Group Members
105
When Contracting members, what are things to stress and focus on? (3 parts)
What are the group rules.
How will you determine confidentiality?
What will you do if a rule is broken?
106
How can we prepare an Environment for group work? (3 parts)
Look at the physical setting (room size, furnishing, technology, atmosphere, lighting)
Make special arrangements
Secure financial support
107
When Reviewing the Literature , what should ask/focus on? (4 parts)
1. What is the scope of the problem?
2. What is known?
3. What is best-practice?
4. What is feasible, cost effective and appropriate?
108
What does the following have in common?
1. What is the scope of the problem?
2. What is known?
3. What is best-practice?
4. What is feasible, cost effective and appropriate?
This is what to focus on when Reviewing the Literature.
109
What should Evaluation Tools focus on? (4 parts)
1. What do you want to measure
2. Pre-post design strategies
3. Outcomes
4. Group Feedback
110
What do the following have in common?
1. What do you want to measure
2. Pre-post design strategies
3. Outcomes
4. Group Feedback
These are good things for Evaluation Tools
111
In class, what where the steps we focused on for making our own group? (8 parts)
Purpose
Aim
Sponsorship
Recruitment
Composition
Contracting
Environment and Style
Tools for Assessment
112
What kind of group did we make in class?
Student Mental Health
• Purpose: Create a drop in mental health wellness group lead by a social worker.
Aim: Alleviate stress and mental health deterioration caused by academic demands.
* Sponsorship: Carleton University (aim: alleviate pressure for mental health services by offering group support)
* Recruitment: Flyers, Carleton Social Media (twitter, Instagram, Facebook)
* Composition: Lead by a social worker, open membership and open ended.
* Contracting: Three groups per week. One hour in duration. Reminder about confidentiality (what can and can not be maintained). No aggression or violence or hate speech.
* Environment and Style: (In person or virtual): Virtual, In Person, Hybrid. Not in classroom
* Tools for assessment: Decreased demand in counselling services, survey, feedback (formal and informal)
