Groups are a fundamental part of social life.

Groups can be very small – just two people –or very large. They
can be highly rewarding to their members and to society as a whole, but there are also significant problems and
dangers with them. All this makes them an essential focus for research, exploration and action.
Group work is a methodology for practitioners to help individual clients attain their goals in a group setting. It
can be regarded as a problem-solving measure to encourage individuals with similar concerns to develop
solutions together, as well as to learn from each other. Group work can also be instrumental for social change as
people come together and mobilize resources to create a more supportive environment for themselves and
others.

Definitions of Social Group Work

• Group work is a method of working with people in groups (two or more people) for personal growth, the
enhancement of social functioning, and for the achievement of socially desirable goals.
• Group work is a method of reducing or eliminating roadblocks to social interaction and for
accomplishing socially desirable purposes.
• Almost all social service agencies use group work.
• The social group worker uses their knowledge of group organization and functioning to affect the
performance and adjustment of the individual.
• The individual remains the focus of concern and the group the vehicle of growth and change.
• Enhancement of social functioning through the use of the group is the primary aim of group work.
Social Group Work Social group work is a method of social work which helps individuals to enhance their
social functioning through purposeful group experiences, and to cope more effectively with their personal,
group or community problems.
Group Work maybe defined as an educational process emphasizing the development and social adjustment of
an individual through voluntary association and the use of this association as a means of furthering socially
desirable ends. (Newsletter -1935)
Social Group Work aims at the development of persons through the interplay of personalities in group
situations, and at the creation of such group situations to provide for integrated, cooperative group action for
common (Coyle 1937)
Group work is method by which the group worker enables various types of groups to function in such a way
that both group interaction and programmed activities contribute to the growth of the individual and the
achievement of desirable social goals (Association for the Advancement of Group Work-1948)
Group Work as a social process and a method through which group life is affected by a worker who consciously
direct the interacting process toward the accomplishment of goals which are conceived in a democratic frame of
reference (Wilson & Ryland -1949)
Social Group work is a psychosocial process which is concerned no less than with developing leadership ability
and cooperation than with building on the interests of the group for a social purpose (Hamilton -1949)
Group Work is used within group experience as a means to individual growth and development, and that the
group worker is concerned in developing social responsibility and active citizenship for the improvement of
democratic society (Coyle -1954)
Social Group Work is a method through which individuals in groups and in agency settings are helped by a
worker who guides their interaction in programme activities so that they may relate themselves to others and
experience growth opportunities in accordance with their needs and capacities to the end of the individual,
group and community development (H.B.Trecker -1955)
Qualities of a Group worker:
Social group worker must have certain essential qualities where she/he brings harmony
and co-operation between groups and the individuals on the basis of knowledge and
experience. The group worker could only implement her/his work plan on the basis of
skilled assessment which is as follows:
Selection of group
Obtaining maximum information about group
Establishing purposeful relationship with the individual in the group
Knowledge about status of an individual and analyzing group situation
Suitable programme planning and programme implementation process
Knowledge about the available resources within and outside the group
Optimum utilization of agency and group resources
Evaluating the programme

The Group as the unit of Social Work Practice ‘Group’ from social work point of view
The Group as the unit of Social Work Practice ‘Group’ from social work point of view A common
conceptualization of the small group drawn from the social work literature is “...a social system consisting of
two or more persons who stand in status and role relationships with one another and possessing a set of norms
or values which regulate the attitudes and some degree of stability in interaction, reciprocity, interdependence
and group bond. Open social systems do not exist in a vacuum; they are part of and transact with their
surroundings”. Thus group is a collection of people who need each other in order to work on certain common
tasks, and the social group work(er) provides a hospitable environment (agency setting) to achieve those tasks”
Group Work and Team Work For some group work is just another way of talking about
teamwork. In this context, working in groups is often presented as a good way of dividing
work and increasing productivity. It can also be argued that it allows for the utilization of the
different skills, knowledge and experiences that people have. As a result, in schools and
colleges it is often approached as a skill to be learnt – the ability to work in group-based
environments. Within schools and colleges, working in groups can also be adopted as a mean
of carrying forward curriculum concerns and varying the classroom experience - a useful
addition to the teacher or instructor's repertoire. But the focus of Group Work is somewhat
different. In the process of working with groups, group members may undertake particular
tasks and become environments where members can share in a common life, form beneficial
relationships and help each other. Entering groups or forming them, and then working with
them so that members are able be around each other, take responsibility and work together on
shared tasks, involves some very sophisticated abilities on the part of practitioners. These
abilities are often not recognized for what they are – for when group work is done well it can
seem natural. Skilled group workers, like skilled counsellors, have to be able to draw upon an
extensive repertoire of understandings, experiences and skills and be able to think on their feet.
They have to respond both quickly and sensitively to what is emerging in the exchanges and
relationships in the groups they are working with.

Rationale for Group Services in Social Work

Opportunities for mutual aid to be found in associating with a group offer the major rationale for the provision
of group services by social workers. Gitterman (2006), a social work
Individualism vs Collectivism
Individualism collectivism
The individual is primary, first. His or her The group is primary, first. Its rights must be
rights must be recognized and put above the recognized & put above the right of the
right of the group as a whole. If the group‘s individual. The individual belongs to the
goals aren‘t compatible with the individual‘s group.
 goals, then the individual is free to go his or
her own way.
Individualism foster exchange relationships greater loyalty to the ingroup and less
rather than communal relationships concern for the outgroup Collectivism:
Individualism: stresses individuality and stresses hierarchy and reacts more negatively
independence Individualism: self-serving to nonconformity Collectivism: group-serving
tendencies, reliance on the equity norm tendencies, reliance on the equality norm
Individualism: emphasis on personal identity Collectivism: emphasis on collective, social
identity

Behaviors of the individual members in matters of consequence to the group. A group is a system of
relationship among persons. Therefore, group as a social system has a structure and educator and group work
scholar has elaborated on the role of mutual aid in the small group, noting that “as members become involved
with one another, they develop helping relationships and take interest in each other and participate in the group
activities". The mutual aid processes that unfold in a group context help group members
 "To experience their concerns and life issues as universal,"
 "Reduce isolation and stigma,"
 "Offer and receive help from each other," and
 "Learn from each other’s views, suggestions and challenges".

Values of Group Work

The value system informing group work practice identify with “the ultimate value of social work” which they
suggest is “that human beings have opportunities to realize their potential for living in ways that are both
personally satisfying and socially desirable”.
Values of Groupwork
Value: The moral principles and beliefs or 1. Respect for persons and their
accepted standards of a person or social autonomy.
group 2. The creation of a socially just society.
Humanistic values guide social work practice with groups, inform worker role and use of self, and the
understanding of membership in a social work group. Humanistic values "cast people in society as responsible
for and to one another”. The perspective espoused by several social work group work experts is that not only are
people responsible for one another but that mutual interdependence is preferable to individualism. The
following humanistic values have been highlighted by social work educators, such as Gisela Konopka, as
integral to social work practice with groups: 1) "individuals are of inherent worth"; 2) "people are mutually
responsible for each other; and 3) "people have the fundamental right to experience mental health brought about
by social and political conditions that support their fulfilment" .

Characteristics of Group Work

Group work is essential to work with a systematic plan having understanding, we feelings and concentration.
Group workers are viewed as helping persons whose job is to help people by identifying her/his problem, skill
and ability.

Characteristics of Group Work

There are specific characteristics of group work

which are distinct from those of the other methods of
social work.

1. Group work makes use of multiple relationships

and a multi-person process (worker to member, 1. Group work is practiced by group itself With the
 worker to group, member to member and member to help of group workers, development of the individual
group) whereas casework relies on the interview, a changes and personality growth are happen. The
two-person process. The latter also sometimes group practiced and take steps by his own worth and
utilizes joint interviews as well when there are dignity by the help of its workers.
multiple clients in family casework in which case
knowledge and use of group theory and dynamics are
used.

2. The group is an instrument for meeting basic 2. Based on humanitarian philosophy: Group work is
needs and strengthening human capacities. It based on humanitarian philosophy. A group get its
promotes identification of participants with one inspiration from the happiness, joy and prosperity of
another and provides freedom to relate as and when the member of that particular group within a
the client is ready for it. community. A group must have a belongingness and
group philosophy.
3. A unique characteristic of group work is its use of 3. It gives aspiration to help each other: Because of
programme media such as play, discussion, arts and living together, sharing problem and emotion of each
crafts, music, dance, drama, role play, outings and other they get an aspiration to help each other. The
parties which facilitate mastery of skills and serve as group help the individual when she/he is in problem.
a vehicle for fostering human relationships.

4. Programme activities offer scope for utilization of 4. It provides more skill and information: After
non-verbal communication, a particularly valuable formation of a group by a worker the group member
tool for clients who cannot articulate their needs and get more information and skill. Because of
problems. belongingness and helping mind the member can
share their knowledge among themselves. They get
more information about science, resources and
techniques.
5. Membership in the group, exposure to its
influences, participation in its activities and
acquisition of a role and status within it can have
potent effects for individuals.

Tracker has explained the following principles of social group work –

1. The principle of planned group formation In social group work, the group is the basic unit through
which service is provided to the individual consequently, the agency and worker responsible for
formation of groups or the acceptance into the agency of already framed groups must be aware of the
factors inherent in the group situation that make the given group a positive potential for individual
growth and for meeting recognizable needs.
2. The principle of specific objectives in social group work, specific objectives of individual and group
development must be consciously formulated by the worker on the basis of the needs of the individual
and group.
3. The principle of purposeful worker group relationship In social group work, a consciously
purposeful relationship must be established between the worker and the group members based on the
workers acceptance of the group members as they are and upon the groups willingness to accept help
from the worker because of the confidence the members have in him and in the agency.
4. The principle of continuous individualization in social group work it is recognized that groups are
different and that individuals utilize group experience in a variety of ways to meet their different needs,
consequently continuous individualization must be practiced by the worker. Groups and the individuals
in the groups must be understood as developing and changing.
5. The Principle of Guided group interaction in social group work the primary source of energy which
propels the group and influences the individual to change are the interaction or reciprocal responses of
the member. The group worker influences this interaction by the type and quality of his participation.
 6. The principle of democratic group self-determination in social group work, the group must be helped
to make its own decisions and determine its own activities taking the maximum amount of responsibility
in line with its capacity and ability the primary source of control over the group is the group itself.
7. The principle of Flexible functional organization:- In social group work the process through which
the worker guides the group in setting up formal organization is just as important as the actual structure
details of that organization. Formal organization should be flexible and should be encouraged only as it
meet a felt need, is understood by the members and can function accordingly the formal organization
should be adaptive and should change as the group changes.
8. The principle of progressive program experiences :- In social group work, the program experiences
in which the group engages should begin at the level of member interest, needs, experience, and
competence and should progress in relation to the developing capacity of the group.
9. The principle of resource utilization: - In social group work the total environment of agency and
community possesses resources which should be utilized to enrich the content of the group experience
for individual and the group as a whole.
10. The principle of evaluation: - In social group work continuous evaluation of process and programs in
terms of outcome is essential worker group and agency share in this procedure as a means of
guaranteeing this greatest possible self fulfillment for all.

Skills of Social Group Work

In a general sense skill means the capacity to perform activities. The Webster Dictionary defines it as
“knowledge of and expertness in execution and performance”. Virginia Robinson refers to skill as “the capacity
to set in motion and control a process of change in specific material in such a way that the change that takes
place in the material is affected with the greatest degree of consideration for and utilization of the quality and
capacity of the material”. Trecker defines methods and skill as “Methods means the purposeful use of
insights and understanding based upon a body of knowledge and principles. Skill is the capacity to apply
knowledge and understanding to a given situation.

Trecker has listed the following basic skills of social group work.

1) Skill in Establishing Purposeful Relationship

a) The group worker must be skilful in gaining the acceptance of the group and in relating himself to the
group on a positive professional basis. Social Work Intervention with Individuals and Groups
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 Analysing the Group Situation
a) The 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 on a basis of analysis and judgement.
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 roles
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 skilful 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 part of Principles, Skills and
Models of Group Work Practice 227 the working through 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 programmes, which they want as a
means through which their needs may be met.
6) Skill in Using Agency and Community Resources
a) The group worker must be skillful in locating and then acquainting the group with various helpful
resources which can be utilized by the members for programme purpose.
b) The group worker must be skillful in helping certain individual members to make use of specialized
services by means of referral that cannot be met within the group.
7) Skill in Evaluation
a) The group worker must have skill in recording the development 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.

Purpose of Social Work with Groups

In 1964 the Committee on Practice of the Group Work Section of the National Association of Social Workers
proposed that group work was applicable for the following purposes:
 Corrective/treatment;
 Prevention;
 Normal social growth and development;
 Personal enhancement; and citizenship indoctrination. Common needs addressed by social work groups
include
 Coping with major life transitions;
 The need to acquire information or skills;
 The need to improve social relationships;
 The need to cope with illness;
 The need to cope with feelings of loss or loneliness

Goal & Functions of Social Group Work

Social group work is an orderly, systematic plan, way of working with people in groups. Social group work is
not an activity but a way of conducting many different activities. The members are helped to learn new ideas,
develop skills, attitude changes & responsibilities.

Goal (Purpose) of Group work:

 To teach the individual to live & work together and participate in the group activities for their intellectual
emotion& physical growth
 To live a good life within the group and family. The individual is also taught to work together with other
people & participate in different activities.
 To develop individual personality& behavior by using different group work process
 To prepare the individual to learn how to safe responsibility in a democracy style of working.
 To give opportunity to them who have potentiality, worth and dignity of leadership
 To make best use of leisure time
 To learn division of labour & specialization of role just to indicate to play individual role in the group
 To provide suitable task to the individual according to her/his skill, knowledge and interest
 To widen ones horizon
 To prepare people for social change
 To apply group therapy in need of physical, mental and emotional adjustment

Functions of group work:

 Group works mainly sees the situation & the needs of all the individuals & try to solve the problems of the
individuals. For every individual the group is the main source of strength & renders everybody helping hand.
 A group fulfil the social desires and need of each individual in the group
 Group work is carried on with voluntary group in the setting of social agency
 Group workers take care of social agencies in many fields as education, religious & recreational field.
 It’s a helping process with dual purpose of individual & group growth.
 The function of the group work is always for the betterment of the individual as well as for the growth of the
entire group.
 Group worker plays role of enabler & helping person, by earning an effective group. The group worker is a
main person who by her/his better knowledge try to make the group better.

Nature of Group work Group worker

Group work recognizes the strength of social forces Group worker is thus constantly operating at two
that are generated within small groups and seeks to levels — the client as an individual and the group as
mobilize them for change in the client. The group a social system, whose influence can be utilized to
worker consciously guides the composition, develop client abilities, modify self-images and
development and processes of the group for perspectives, resolve conflicts and inculcate new
accomplishing his goals for each individual member patterns of behaviour. These changes must be
and the group as a whole. stabilized beyond the duration of the group
experience if they are to gain significance. The
results of group work intervention are to be assessed,
then, in terms of improved performance in these
social role areas in the client's life and not merely in
terms of changed behaviour within the group.

The Importance of Social

Group Worker
Reaction Groups with Social Group Worker Groups without Social Group Worker
Members engage in diligent, consistent, Members are perfunctory, inconsistent, and
Task performance
goal-related actions sloppy
Members provide one another with Members exhibit little concern for the
Performance monitoring
corrective, critical feedback as needed quality of the group‘s performance
Members are viewed in terms of the jobs Members focus on the personalities and
Perceptions
they do rather than individual qualities uniqueness of members rather than group
Members feel important, responsible, and Members feel lowered self-esteem with little
Self-perceptions
capable sense of competence
Attitude toward the Members express concerned over the Members are cynical about the group and
group continuation of the group its functions
Members are reluctant to reject those
Members are less willing to help other
Supportiveness who
members of the group
are performing poorly

Assumptions and Theories helpful in Working with Groups

Life skills
One of the frameworks used in working with group is the assumption that many persons lack the requisite
skills and experiences to cope with stresses in their social relationships. These stresses usually occur in their
childhood when children and adolescents move from one status and role position to the other or from one
interaction milieu to the other. For example, when a child moves out from a relatively contained, secure and
static home environment to a school which is a more open and dynamic environment, from a primary school to
middle or higher secondary school, from school to college, etc. These changes create stress as a child or an
adolescent is expected to adapt to a new set of norms and also rules, meant for regulating behaviour.
Adolescents in general experience stress associated with physical development, social acceptance and
academic performance. The degree of stress is directly related to the degree of life skills they possess in
coping with the change. For example, for a young boy to move from a rural school to an urban higher education
institution will cause more stress than for a young person moving from an urban school to a higher education
institution in an urban area. Similarly, a child from a family of uneducated parents will face more stress at
school and other educational institutions. The inadequacy of life skills such as verbal and non verbal
communications, asserting, handling feelings and conflicts, coupled with experience of functioning in a group
consisting of members from multicultural background, increases the stress leading to maladjustment problems.
This framework helps a group worker to understand the children and adolescents exhibiting stress symptoms
and their inability to adjust in the group. The worker can provide these children a support group to discuss their
problems and learn from each other and to understand the coping strategies that they are using to deal with the
situation. The group worker can also help them to learn new life skills to update their competence to cope with
stresses and sources of stresses.
List of Life Skills Identified by UNICEF
1. Communication & Interpersonal Skills
a. Interpersonal communication skills Verbal/Nonverbal communication # Active listening #
Expressing feelings; giving feedback (without blaming) and receiving feedback
b. Negotiation/refusal skills Negotiation and conflict management # Assertiveness skills # Refusal
skills
c. Empathy Ability to understand another's needs & circumstances
d. Cooperation and Teamwork Expressing respect for others' contributions and different styles
#Assessing one's own abilities and contributing to the group
e. Advocacy Skills Influencing skills & persuasion #Networking and motivation skills
2. Decision-Making & Critical Thinking Skills
a. Decision making / problem solving skills Information gathering skills # Evaluating future
consequences of present actions for self and others # Determining alternative solutions to problems #
Analysis skills regarding the influence of values and attitudes of self and others on motivation
b. Critical thinking skills Analyzing peer and media influences # Analyzing attitudes, values, social
norms and beliefs and factors affecting these # Identifying relevant information and information
sources
3. Coping & Self-Management Skills
a. Skills for increasing internal locus of control Self-esteem/confidence building skills # Self-
awareness skills about rights, influences, values, attitudes, strengths and weaknesses # Goal
setting skills # Self-evaluation / Self-assessment / Self-monitoring skills
b. Skills for managing feelings Anger management # Dealing with grief and anxiety
c. Coping skills for dealing with loss, abuse, trauma Skills for managing stress Time management #
Positive thinking # Relaxation techniques

Stages and Process of Group Work

Tuckman’s stages of group development. However, not all groups will go through every stage – this will
depend on a number of factors and variables, how long the group will be together, how the group is structured,
the aims and objectives of the group and the style of leadership and behavior of others within the group
Stage One: Forming-
The Establishment and Formation of the Group At this initial stage, individuals in the group are brought
together. This can be a difficult time for people, as they begin to explore how to behave within the group. There
is a great deal of individual exploration, with members of the group getting to know each other and discovering
common interests. For some less outgoing members, this can be a very intimidating experience. This initial
stage in group forming is a perfect time to practice interpersonal skills such as building rapport and
questioning. There are numerous team-building exercises that can be utilized early in group formation in an
attempt to break the ice.
The role of the group leader during this opening stage is to encourage group members to find common
ground, for the individual group members to relax and feel more confident. There is a need to ensure that a
balance is achieved between the more extrovert and the more introvert members of the group. The leader
should aim for each individual member to feel that they have an equal status within the group. Once group
members begin to feel that they know one another and common ground has been established, the aims of the
group need to be agreed. The leader must focus the members on the aims and goals of the group. The norms of
the group will begin to evolve at this stage, which is further characterized by the group’s dependence on the
group leader, who needs to establish the group’s confidence and respect. Developing group cohesiveness is very
important at this stage. Cohesiveness evolves as bonds within the group emerge and members begin to feel they
belong.
At this stage, there may be fears of ‘not belonging’ or not ‘fitting in’. In order to facilitate group cohesiveness
and bonding, the group leader may try to prevent the group from forming sub-groups. Sub-groups may,
however, already be formed if some of the members of the group are acquainted. From this initial stage, the
group style is established. Style refers to whether the group has a positive or optimistic outlook, whether it is
supportive or antagonistic, whether it is serious or light-hearted. Once the style of the group is established, the
group can be resistant to change at a later stage, therefore it is important that the leader steers the group towards
a style that is best suited to meet the aims of the group.
Stage Two: (Storming)
Group Conflict and Fragmentation this stage is characterized by individuals within the group exerting
themselves – being assertive. Conflicts of power may occur and members may challenge the role and authority
of the leader. Individuals test and establish their roles, pushing boundaries to find acceptable medians – this can
be a highly turbulent and volatile stage. As tensions and conflicts between individuals arise, the group may lose
focus of its original aims, this in turn may lead to cynicism, lack of enthusiasm and frustration – some members
may withdraw or even leave the group.
The role of the leader at this time is to encourage group members and refocus the group on its aims and the
purpose of its existence. The group needs to make some sort of progress during this stage, to move forward
and attain some feeling of success. This will increase group morale and reinforce the desire to belong,
cohesiveness.
Stage Three: (Norming)
The Development of Group Norms Surprisingly, after a period of conflict, groups tend to develop a greater
cohesiveness, mutual trust and a sense of belonging between members. This is a period of negotiation –
working out the group norms – and can be a positive and stable time, when members of the group begin to take
on responsibility for the emotional and social well-being of the group as a whole. This activity is called group
maintenance. From here on, the group can begin to centre its attention on the aims or tasks of the group. More
on Group Norms.
Stage Four: (Performing)
The Working Stage This stage is when the group will be most concerned with carrying out its aims and serving
its purpose. By now members will be working well together, with individual strengths and skills being
recognized and utilized to their best advantage for the group’s wider aims. By this stage, the group should have
reached a high degree of cohesion and trust, without which motivation is likely to be lower. Having developed a
clear group identity and by each member recognizing their roles, the group may become quite independent from
the leader. Other members of the group might take on some of the leadership roles.
Stage Five: (Adjourning/Mourning)
The Disbanding Stage some groups have a limited life span. These include groups which come together
during a training course or pressure groups which are drawn together to achieve a specific aim. If the group’s
objectives are met, there may no longer be a reason to continue. For many groups, this can be a time of sadness
and mourning and often some members will be reluctant to see the group break up. To help the group through
this time, the leader may decide a definite ending date. A clear evaluation of the group’s achievements will
allow the group to end on a high note. Symbolic endings such as a party or a meal out are important ways of
celebrating and recognizing the group’s life. Technology makes it a lot easier for members of disbanded
groups to stay in touch, email and social-media enable professional connections to be strengthened and
friendships developed

Formation of Groups
Worker Goals:
• Include the plans, methods, means, and programming developed and used to help members accomplish
their goals and purposes.
• Responsible for the organization, the treatment process, and termination.
• Clarity of purpose, goal formulations, and purpose are essential in group process.
Structuring the Group
The Setting:
• The setting is related to purpose.
• For children with limited self-control, activities in a gymnasium or on a playground do not provide
essential boundaries for group.
• Privacy should be provided.
• The use of a table may represent a psychological barrier to interaction for some groups.
Group Rules:
• A group that makes is own rules is more likely to abide by them and to apply sanctions as needed to
reinforce them.
 • Individual beliefs and values should be considered in relation to group rules.
• Rules should be few in number and include only those deemed essential to achieve the purposes of the
group.
• Some members may attempt to impose inappropriate rules on the group.
Open or Closed Groups:
• Designations of “open” and “closed” pertain to the timing of admissions to the group.
• Closed groups include only those members selected at the group’s formation.
• Open groups are like a slice of life – birth, separation, marriage, and death.
• Open systems tend to simulate reality and provide transferability to real life situations.
Meeting Days and Time:
• The day and time of meetings will be adapted to the needs and wishes of the members as part of initial
planning.
• Groups usually meet weekly for one to two hours.
• Groups living in institutions may meet more frequently.
• As goals are achieved meetings can be tapered off.
Stages of Group
Beginning:
• Group worker sets the stage
• Worker takes time to identify the purpose
• Clearly commit to the goals and procedures
• Members need to know what they can expect from the worker
• This stage is characterized as a time to convene, to organize, and to set a plan.
• Members are likely to remain distant or removed until they have had time to develop relationships.
Middle:
• Almost all of the group’s work will occur during this stage.
• Relationships are strengthened as a group so that the tasks can be worked on.
• Problem solving is a term often used to describe this stage.
• Group leaders are usually less involved
• The leader may remind the group of their goals and rules and confront relationships that may be
interfering with the overall purpose of the group.
End:
• Marked by the accomplishment of the goals of the group, production of results, and the evaluation of the
group’s work.
• Preparation for termination should begin with the first session.
• The worker will help members deal with their feelings associated with the termination of the group.
• Help participants plan on ways to maintain and generalize the gains each member has made.
Evaluation and Termination
• Review of group goals.
• What are the learning.
• How they had been helped through their experience in the group.
• Sharing of insights and plans.
• “Positive strokes” to one another.
• Sharing of promises, resolutions.
• “Bright future” – follow-up by caseworker

The Therapeutic Factors

• Dr. Irvin Yalom (prominent group therapist) listed 12 factors:
1. Instillation of hope - members are inspired by other group members who have trod the same path and
then improved their lives.
2. Universality - others have similar problems and have made progress.
 3. Impacting Information - they receive useful information from others.
4. Altruism – the “helper therapy” principle.
5. Corrective recapitulation of the primary family group - members gain better understanding of
traumatic family experiences.
6. Development of socializing techniques - provide opportunities to try out more functional behaviors.
7. Imitative behavior – model constructive behaviour
8. Catharsis – opportunity to ventilate
9. Existential factors – find meaning to life.

Classifying Groups
A. Social Groups
An Exclusive self-organizing form of social organization
Ex: Peer groups within a neighbourhood
B. Natural Groups
Groups that come together spontaneously on the basis of naturally occurring events, interpersonal
attraction, or the mutually perceived needs of members.
Ex: Families, street gangs, friendship networks
C. Primary Groups
Gemeinschaft relationships (based on common feeling)
Ex: Family and surrogate, community of Indigenous people
D. Formed Groups
Defined as those groups that come together through some outside influence or intervention
Usually formed for a specific purpose
Ex: Pag-Asa Youth Association, Women’s movement
E. Aggregate Groups
A simple collection of people due to common influences without established goals.
Ex: A crowd gathering due to accident
F. In-Groups and Out-Groups
In-Groups- The group shares common interest, shared expectations, and some norms where members
feels at home
Out-Groups- social groupings in which the individuals does not feel at home
G. Treatment and Task Groups
Task Groups- Formed to perform or accomplish a specific job (e.g. SK Federation, etc.)
Treatment Groups- usually formed to help meet personal needs or to resolve issues of its members
Treatment and Task Groups
Purpose of treatment groups
1. Support- help members cope with stress or problems
2. Education- to allow members learn
3. Growth- to develop members’ potential
4. Therapy- to help members change behaviour positively
5. Socialization- allow members to increase communication and social skills

HOW GROUP EFFECT CHANGE

A. The Group as the MEDIUM OF CHANGE
• Target of Change= INDIVIDUAL MEMBER
• Source of Influence= THE GROUP
• Social worker guides group processes to achieve goals
B. The Group as the TARGET of Change
• The group as a whole or aspects/conditions of the group may have to be changed in order to change
individual member
C. The Group as the AGENT of Change
 • The group and it’s processes and efforts are directed to change or modify something from it’s
social/outside environment
Uses of Groups in Social Work
A. For EFFECT on Participants
To influence members to change or participate on the process
B. For COLLECTIVE problem-solving
To deal with social situations with shared or combined efforts
C. For CHANGE in the SOCIAL SITUATION or CONDITIONS outside the Group
To modify outside system

Triad of Relationship in SGW

AGENCY

INDIVIDUAL
MEMBER

GROUP SOCIAL
WORKER

Group Dynamics – What is Group Dynamics?

Group dynamics refer to the adjustive changes that take place in the group structure as a result of changes in
any part of it. As Kurt Lewin puts it, “a change in a part brings change throughout the entire system analogous
to the change witnessed in an electrical or magnetic field.” The adjustive changes may take place in the process
of interpersonal behaviour or intergroup behaviour.
The word dynamics comes from a Greek word meaning force. Thus group dynamics refers basically to the
study of forces operating within a group. The term group dynamics is defined in different ways.
Group-dynamics is concerned with the formation and structure of groups and the way they affect individual
members, other groups and the organisation.”
A group is the aggregation of small number of people who work for common goals, develop a shared attitude
and are aware that they are part of a group.
Interpersonal behaviour is governed by interpersonal needs. What a member wants to contribute, what he can
contribute to the group cause and the extent to which he will interact with the other members of the group will
depend upon factors such as his physique, mental abilities and intelligence, aptitude, interest and personality.
Intergroup behaviour consists of interactions between the various groups and depends upon factors like the
knowledge of the task, objectives and interdependence. When the groups know their job and the objectives
behind it, they are likely to perform better.
Group Dynamics – Concept
The team “Group Dynamics” is concerned with the interactions and forces among group members in an
organisation.
More specifically, it refers to the following issues:
i. How a group has come into being?
ii. Why the group has emerged?
iii. What is its size and composition?
iv. What are the activities of the group?
v. How members interact and resolve things?
vi. What are the processes used by members to share information, work related issues?
vii. How members behave and influence each other?
viii. What informal networks are put to use to spread rumours?
ix. How members are reacting to formal leaders, work rules, challenges, etc.?
x. How the informal groups function and affect individual members, other groups and the organisation?
Group Dynamics – 4 Important Characteristics
(i) Group dynamics describes how a group should be organised and operated. This includes pattern of
leadership and cooperation.
(ii) Group dynamics consists of a set of techniques such as role playing, brainstorming, group therapy,
sensitivity training etc.
(iii) Group dynamics deals with internal nature of groups, their formation, structure and process, and the way
they affect individual members, other groups and the organisation as a whole.
(iv) Group dynamics refers to changes which take place within groups and is concerned with the interaction and
forces obtained between group members in a social setting.

In order to achieve support of group in the organisational interest, the following principles of group
dynamics laid down by Dorwin Cartwright should be followed:
1. If the group is to be used effectively as a medium of change, those people who are to be changed and those
who are to exert influence for change must have a strong sense of belongingness to the same group.
2. The more attractive the group is to its member, the greater is the influence that the group can exert on its
members.
3. In attempts to change attitudes, values or behaviour, the more relevant they are to the basis of attraction to the
group, the greater will be the influence that the group can exert upon the members.
4. The greater the prestige of a group member in the eyes of the other members, the greater the influence he can
exert.
5. Efforts to change individuals or sub-parts of a group, which if successful, would have the effect of making
them deviate from the norms of the group will encounter strong resistance.
6. Strong pressure for change in the group can be established by creating a shared perception by the members of
the need for change, thus making the source of pressure for change lie within the group.
7. Information relating to the need for change, plans for change, and consequences of change must be shared by
all relevant people in the group.
8. Changes in one part of a group produce strains in related parts which can be reduced only by eliminating the
change or by bringing about readjustment in related parts.
Program
- Broadly, it refers to the entire range of ACTIVITIES, RELATIONSHIPS, INTERACTIONS &
EXPERIENCES of individuals & the group deliberately planned & carried out with the help of the
worker to meet the needs of the individual and the group.
- To the agency, program means activities and sessions established as ways of achieving its purposes. It
involves the various activities which worker may design for group participation.

Group Leadership and Decision Making

Instrumental leader is a leader whose main focus is to achieve group goals and accomplish group tasks. Often
instrumental leaders try to carry out their role even if they alienate other members of the group.

Expressive leader, whose main focus is to maintain and improve the quality of relationships among group
members and more generally to ensure group harmony. Some groups may have both types of leaders.

Leadership style. Three such styles are commonly distinguished.

The first, Authoritarian leadership, involves a primary focus on achieving group goals and on rigorous
compliance with group rules and penalties for noncompliance. Authoritarian leaders typically make decisions
on their own and tell other group members what to do and how to do it.

The second style, Democratic leadership, involves extensive consultation with group members on decisions
and less emphasis on rule compliance. Democratic leaders still make the final decision but do so only after
carefully considering what other group members have said, and usually their decision will agree with the views
of a majority of the members.

The final style is Laissez-faire leadership. Here the leader more or less sits back and lets the group function on
its own and really exerts no leadership role.

Roles of a social worker working with Groups

Roles refer to the behaviors 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.
c) Teacher – providing groups with new information necessary for coping with difficult situations, assisting
group members in practicing new behavior or skills. It is different from broker’s role as it implies providing
additional resources to members’ environment.
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.
 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.
Recording in Social Group Work
The Social Work Dictionary (1995) defines “recording” as the process of putting in writing and
keeping on file relevant information about the client system; the problem; the prognosis; the
intervention; the progress of treatment; the social, economic, and health factors contributing to the
situation and the procedures for termination or referral.
The social work record should also emphasize the strengths client‟s system and solutions for change.
The dictionary acknowledges that there are many types of social work recording and the type used
may depend upon factors such as agency requirements, the social worker‟s theoretical base, style and
type of intervention
Importance of recording in Social work Group
1. Records helps the group worker to understand the group
2. Help the worker to understand the group as a whole
3. Provide evidences of growth and change in the members and in the group worker himself
4. Recording help the worker to do more effective job with his groups
5. Through records the worker can see merging and changing of interests of individual members
6. Through records the worker can see the development of skills and social attitudes of members
7. Through records the worker gains knowledge of special problems in the group
8. Through records the worker can trace out the emergence of group consciousness
9. Records provide content of supervisory conferences
10.Records of the source of future planning
11.Records are the source of information for other workers
12.Records provide a permanent and continuous register of facts for the agency

Content of Social Group Work Records

1. Identifying Information about the group
1. Name of the group 2.Place, Time & Physical setting of the meeting
3. Members Present & Absent 4. New Members 5.Observation /Remarks
2. Member’s participation by name
1. Role performed 2. Conversation did 3. Talks Began 4. Views expressed
5. Sequence of participation in activities 6.Special contributions made 7.
Interaction type, level, duration & creativeness took place 8. Emotional
quality of participation
3. Description of the group as a whole
1. General atmosphere in the group – Formal, Informal, Competitive, Cooperative, Hostile, Supportive,
Permissive, Any other
2. Quantity & Quality of the work completed by the group
3. Participation of group members –mostly all /few members talked and
participated, supported others, took sides /dominated group etc.
4. Positive & Negative responses
5. Member’s feelings about their group
6. Groups status in the agency
4. Description of the group problems
1. Conflict or fight –Nature, Type, Reason, Involvement level
 2. Apathy –Nature, Level and possible causes
3. Inadequate decision making
5. The Relationship & the role of the group worker
1. Material provided by the worker
2. Arrangements made
3. Agency help taken
4. Suggestions given
5. Techniques used for problem solving
6. Worker‘s participation in group process
Special Assistance given 2. Problem
1. Member‘s name 3. Nature of assistance
6. Evaluation
1. Evaluation of program activities
2. Evaluation of group member’s participation
3. Evaluation of the worker‘s role
PLANNING & PREPARATION
the planning and preparation phase of group work seeks to ensure that group work is sufficiently planned
before its commencement.
i. Needs Assessment
The needs assessment provides the basis for group work to be conducted. It is a systematic process in
determining needs and can conduct a needs assessment by studying the client data base, local community
data, literature review and directinterviews with potential group members to identify the needs that exist.
Client Data Base
can identify prevailing trends through information derived from their casework.
The following can be useful sources of information in identifying needs:
• client profiles
• Information gathered from Enquiry and Intake Assessment forms
• Bio-Psycho-Social-Spiritual (BPSS) assessment of casework clients who are potential
group members for group work
• Clients’ genogram, timeline, eco-map and systems diagram
• Identified concerns from the Family and Adult Support Tool (FAST)
• Profiles of clients/families within the different CSWP case classification groups
Local Community Data
Community partners such as the Social Service Offices (SSOs), Members of Parliament and other agency
can highlight emerging needs. Worker could take reference from group work services conducted by other
agencies which could provide guidance on how to design, plan and evaluate a group work. It is important
that worker avoid duplication of similar group work services within the same community especially if the
number of suitable potential group work members is relatively small.

Literature review
Literature can offer an overview of the latest issues faced by a specific target group, theoretical
underpinnings around the issues, key factors contributing to issues, the efficacy of intervention methods or
learning activities (what works and what does not work), tools to measure outcomes and limitations of the
intervention method chosen. Interviews with Potential Group Members Interviews with potential group
members can provide an understanding of their needs, motivation of potential group members to attend
group work, expected obstacles as well as gain feedback on the group work plan. This process is regarded as
a more accurate way to obtain feedback.
II. Group Work Conceptualization
Group work conceptualization seeks to target underlying needs of individual group members and enables
group work intervention to be more specific and relevant to the group members’ needs. It is the process of
forming and clarifying ideas about the conditions/issues faced by the potential group members. There is the
need to identify possible key causes (causal factors) that are contributing to the current situation the group
member is in. Group work facilitators may need to identify various causal factors and the resultant outcomes
to the various group members in order to address their diverse needs. The outcome factors can be used to
shape the group goals. Intervention strategies would be formulated to address the causal factors
through the group work.
The use of theories guides an understanding on the issues faced by the group members, which in turn leads
to the design of the group work, and how intervention and evaluation would be conducted. Theories is then
used to guide the strategies and learning activities throughout the group work process. A group work
targeting on issues of grief and loss faced by the group members, for example, may refer to Kubler-Ross’
theory on the ‘Stages of grief and loss’ to help shape how the group work will be conducted.
III. Group Work Proposal
A group work proposal gives an overview of why, what, when, who, whom and how a group work is
conducted before a group work commences. Group work facilitators should seek approval from the Head or
a designated person from the agency on the proposal. Please refer to Annex B for a sample of a group work
proposal.

IV. Publicity & Recruitment Plan

Publicity and recruitment plans aim to ensure the visibility of the group work and that there are sufficient
group members to sustain the group work. It refers to the process of making the information of the group
work visible and available to potential group members. Recruitment refers to the process of selecting group
members. Given that attrition is normal in group work, group work facilitators should make provisions for
this, by recruiting 30 to 50% more than the expected group size.

V. Interagency Collaboration to Facilitate Transfer of Client Information

Interagency collaboration acts as a bridge to facilitate client’s access to more services beyond the services
provided by the casework agency. When worker’s clients wish to join a group work conducted in another
agency, the agency in charge of the case should provide the agency running the group work with necessary
information about the client’s need. Where necessary, other information on the case such as the genogram,
bio-psycho-social-spiritual assessment and/or a social report and FAST ratings can be forwarded to the
agency offering the group work, provided a written consent is provided by the client. During the process of
the group work, there should be constant updates between the caseworker and group work facilitator, about
the client’s progress, so that they jointly work towards the client’s goals.
PRE-GROUP CONTACT
A pre-group contact with the potential group members is meant for the following purposes:
• Screen the potential group members on their suitability to join a group work
• Build rapport with potential group members
• Clarify expectations about the group work
• Assess potential group member’s readiness and motivation for group work
• Assess individual potential group member’s functioning
• Conduct a preliminary assessment of risk and vulnerability of the potential group
members
• Obtain consent from the potential group members to be part of the group
• Manage consent for personal data sharing and clarify the rule on confidentiality
There must be a careful assessment conducted on the potential group members’ strengths and resiliency as
well as the issue the potential group member is facing, focusing on the context in which problems occur and
how the larger environment contributes to these problems.
When making an assessment, the group work facilitators should examine 6 broad aspects of the potential
group member’s functioning: intrapersonal functioning, interpersonal functioning, caregiver-related stress
(where relevant), risk and safety related issues, strengths as well as the environmental impact on individuals.
Worker should seek written consent from the potential group members with an enclosed written document
that informs the potential group members on the limits to confidentiality.
There should also be a guide for potential group members when they choose not to be involved in the group
work or terminate their involvement whilst being part of the group. Before the start of the group work, the
following information should then be submitted to a group work supervisor for endorsement:
• Screening outcomes based on the inclusion and exclusion criteria for screening purposes, taking into
account the individual potential group member’s past and present presentation of risk and/or danger to self
and others (including mental health and psychiatric history that may put the potential group members or
others at risk)
• The Intake Assessment Form (obtained from the caseworker, where available) and additional screening
and assessment tools, where appropriate
• Identification of individual goals and group goals
• Consent form on being part of the group work
1Limits of confidentiality – issues shared in the course of the group work will be kept confidential unless thereare concerns that
the group member or others around them are at risk of harm, or if there is a need for thegroup member to be referred for other
services.

Group Process: Working Phase

BEGINNING OF THE WORKING PHASE
At the beginning of a group, the group work facilitator seeks to help group members feel comfortable, so
that they could work together collaboratively and actively within the group. This phase may involve the first
1 to 3 sessions or longer for some groups.
I. Clarification of Group Expectations and Group Goals
Group expectations should be clarified with group members at the beginning of a group work, especially
how their goals may be met through the group work. Group work facilitators should:
• Provide clarity on the purpose and nature of the group
• Share on the benefits of the group work for the group members
• Clarify on the roles and expected behaviors of group members and group work
facilitators
• Set a clear contract on the goals and expected outcomes from the group members Although some
individual goals can be met through group work, group goals tend to be broader than individual goals and
hence the group work might not necessarily attain
all of the group members’ individual goals. For example, the goal of the group may be to teach coping skills
to deal with the loss of a loved one. The individual group member may have the goals of coping with her
own grief as well as learning how to support her children through their grief process. As the group goal
may not aim to teach individual group members on how to support children in their grief, the individual
group member’s latter goal would not be met.
Clarity on the expectations by group members on what they could achieve through the group should be set
at the start. Group goals are constructed with an in-depth understanding of the individual goals of members
in the group. They reflect the needs of individual group members, the group’s intended outcomes and how
these outcomes can be measured over time. Upon assessment of the individual group members’ needs and
background, group work facilitators should distil the information further by identifying common themes,
prioritizing them and developing them into group goals. When formulating the group goals, it is important
that group work facilitators set a limit of about 3 to 4 group goals. These goals may also be formulated
based on the greatest effect they would have on the group. Group goals should be phrased in a manner that
articulates what group members could attain instead of what group work facilitators could offer. An
example of this would be to state the goal as “Members to cope through their grief without hurting
themselves “rather than “Facilitators will teach members ways of coping with their grief in a positive
way”.
Forming SMART goals are key to setting group goals:
• Specific goals are the clearly defined targets. Specific goals guide the group to know if and when their
goals are achieved and the types of activities needed to attain the goals
• Measurable goals are goals that can be easily measured and tracked at the start of the group work
(baseline) and at the end (target) of the group work to ascertain whether the goals have been achieved. How
these are measured and evaluated over time is stated
• Attainable goals are small bite-sized goals that can be achieved quite easily through efforts invested by
group members
• Realistic goals take into account the capacity and capability of the group members to achieve them
• Timely goals schedule the different levels of goal to be attained over time
If group goals are hard to measure or cannot be measured objectively and consistently, the group would
need to refine its goals.
II. Developing a Core Group of Group Members
Core group members comprise of members who have shared values and purposes. The core group should
consist of at least three to five group members whom the group work facilitators have earlier assessed could
assist in different aspects of the group and could be a positive influence to others. Peripheral group members
will be those who have been assessed to be less committed to the group work. The role of the group work
facilitator is to consolidate the core group members and form connections with the peripheral group
members to help them feel included and belonged to the group.
III. Assessing Group Functioning
The objective of conducting an assessment on the group functioning is to ascertain how the group is
working together. Group work facilitators are expected to assess the group dynamics in a systematic
manner. Minimally, group work facilitators should note the following:
• Group attendance and premature dropouts
• Communication and interactional patterns
• Group cohesion
• Power relationship of individual group members
IV. Learning Activities
Learning activities aim to facilitate learning throughout the working phase of group work. Learning
activities can lead to greater retention of what is learned in the group, improve intrapersonal awareness and
interpersonal skills, and promote cohesion within a group. Learning activities are purposive to address the
individual and group goals.
Please refer to Annex C for types of learning activities.
V. Gathering Evaluation
Group work evaluation is an on-going process that aims to assess how group members and the group, as a
whole, are progressing towards their individual and group goals. It should include both qualitative and
quantitative data. The objective of conducting regular evaluation is to ensure that group work facilitators
and the group members would be informed of their progress throughout their group work involvement.
The processes of monitoring and evaluation start as soon as the group begins. The group work facilitator
should carefully note the problems and concerns group members present and work on the tentative group
goals so that group members’ progress can be monitored and reported back to the group members over time.
Evaluative tools should also be put into place at the start of the group work process. For example, group
work facilitators may use measures at the start of a group as a means of establishing baseline measures of
the group members.
Qualitative Data
The wellness of a group can be obtained from group members’ feedback and/or group work facilitators’
observations. Group members can provide input on their progress, reflection, learning and application
through check-in and check-out activities at the beginning and end of each group work session. Examples of
the check-in and check-out questions can be found in the review and termination form (Page 40-44).
Group work facilitators should provide observations on group members’ interaction and group dynamics
session to session. Such feedback and observations from the group members and group work facilitators
should be documented systematically. Group work facilitators can consider using the review and
termination form for documentation. The form can then be used to monitor the group members’ progress
over time. Group work facilitators should also obtain information on the group members from different
sources so that group members’ progress can be reflected more accurately.
For example, in order to understand a teen’s progress in a group work, group work
facilitators should seek feedback additionally from the teen’s school and parents rather
than rely on only the teen’s report on their progress.
Quantitative Data
Data could be attained through the use of quantifiable goal tracking tools to monitor the extent of group
goals met. Workers may use various methodologies for evaluation as long as it is systematic and objective in
measuring individual group members’ progress towards their individual and group goals.
One example of a tool for use is the Goal Attainment Scaling (GAS) (Kiresuk, Smith
& Cardillo, 1994) where assessment of the group members is conducted so that the
goals can be measured over time and there are clear indicators to identify the group
members’ progress.
VI. Documentation of Group Work
workers are expected to keep records of all group work session notes, which include the
comments/discussions by group members during the group work. The information will be useful to monitor
group members’ progress systemically against the individual and group goals throughout the group work
duration. Group work session recordings for casework clients should be uploaded in the group work
intervention module on SSNet so that the group work sessions can be counted as the total number of
sessions rendered to the client.

MIDDLE OF WORKING PHASE

The middle phase of group work focuses on the individual group member’s accomplishment and the group
goals. It is a unique developmental phase of a group marked by group members becoming comfortable with
each other although some elements of conflict and disagreement may emerge. The primary task of the group
work facilitators during the middle stage is to help group members accomplish the goals through the
learning activities. The tasks involved in the middle of the working phase are similar to the beginning phase.
However, a group work review should be held at this phase to ensure the group work is meeting the needs of
individual group members and the group-as-a-whole.
Group Work Ongoing Review
Group work should be reviewed periodically to check the group’s alignment to the group goals.
Upon review, group work facilitators should provide the following to the Head or designated personnel of
the agency:
• A summary of qualitative and quantitative feedback about the group work
• Obstacles faced in group work
• Plans for subsequent sessions
• Group members’ turnover rate
• Reflection on facilitation and observations
A group work review should be carried out as frequently as possible. FSCs should conduct minimally 2
reviews during the course of a group work, with one of the reviews conducted prior to the group’s
termination. Upon review, group work facilitators may revise the group goals, indicators and the learning
activities to make it more relevant to the group members and provide feedback to group members on their
progress.
The recommendations arising from the review should be carefully documented and reflect how the group
work is meeting individual and/or group goals and whether the group work structure and session plans need
to be modified.

ENDING (TERMINATION) OF WORKING PHASE

Group members should be informed as early as possible when the group work is approaching closure.
Reasons for the group termination should be shared with the group. Were relevant and appropriate, the
group members should be advised on how their case would be followed up through further casework or if
they would be referred for interventions with other relevant agencies/organizations, where appropriate.
End of Group Work Evaluation Report
The objective of the evaluation report is to provide a summary of the group work’s. It also serves as a
documentation that could guide subsequent group work planning. An end of group work evaluation report
and the annual group work submission form should be furnished to the agency of each year.

The following ethical considerations should be upheld in group work practice:

i. Ensuring organisational strategies support group work practice
ii. Ensuring that group work facilitators have proper education, training and experience to lead a particular
group
iii. Providing group work facilitators with adequate supervision on their group work practice Focusing on
the conduct of group work process, aspects of ethical practice may include the following (please refer to
other group work ethics materials, where appropriate):
• Adherence to screening procedures
• Informing group members about the purpose and goals of the group and giving them information and the
importance of confidentiality
• Group work facilitators should understand group members’ individual needs and goals and ensure that
group members’ individual needs and goals can be met by the group
• Group members are protected in a group environment
• Appropriate referrals are made when the needs of a particular group member cannot be met in the group
• Seeking supervision on group work related matters
• Engaging group members for on-going assessments, evaluation, and follow-up of group members
• Documentation of group work process
• Evaluating the group work’s output and outcome
Reflective Practice and Supervision
Effective group work practice starts with reflective practice. A reflective practice requires group work
facilitators to be able to critically review their own practice and accept the guidance and feedback from their
peers and supervisors. Supervision on group work practice is critical. At best it ensures that they are leading
the group to the direction that individual and group goals are met. Supervision also helps the group work
facilitators to:
• Develop appropriate skills, knowledge and attitudes towards group work practice
• Reflect upon the content and process of the group work so as to:
Š Understand the group members better
Š Become more aware of their own reaction and response to the group members
Š Understand the dynamics of how they and their group members were interacting
Š Understand how they have intervened and the consequences of their intervention
Š Explore other ways of working with the above and other similar situations
Role of Group Work Supervisor
The group work supervisor should preferably possess a higher level of training and group work practice
experience than the group work facilitators. It is important to stress the importance of clinically focused
supervision that seeks to address issues of group goals, dynamics, leadership styles, facilitation of learning
activities, etc. Though supervision can be done on a one-to-one basis, there are added advantages of
conducting supervision on group work matters in a group setting as it provides a parallel learning experience
for group work facilitators and they can apply the learning to their group work settings. In addition, a
supportive and facilitative supervisory style will enable a more conducive environment for learning and
mutual support.