CORDILLERA CAREER DEVELOPMENT COLLEGE

COLLEGE OF SOCIAL WORK

Buyagan, Poblacion, La Trinidad, Benguet

LEARNING MODULE IN SW 9b:

“SOCIAL WORK PRACTICE with GROUPS”
for remote teaching and learning use only

PREPARED BY: REMY A. DULINEN, RSW

AUGUST 2021

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 INTRODUCTION

This module was written for SW 9b students SY. 2021. This module
will educate you about “Social Work with Groups “as a primary method
in social work that aims to provide social work students’ basic knowledge
and skills necessary for beginning competence in social work practice
particularly with small groups.

EXPLORE!

GOOD LUCK in your chosen endeavor.

REMY A. DULINEN, RSW

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 ACKNOWLEDGEMENT

I wish to express my sincere gratitude to mam Sherry Junette Tagle

for her unending encouragement which inspired me to improve more
despite challenges I’ve encountered when I was a full time Instructor.

To the Dean of the College of Social Work, Melody Calpase-Ducat, thank

you! You didn’t judge me but you had helped me reflect, evaluate and
focus on the bright side of everything.

Most of all, to the Almighty, my family and friends.

REMY A. DULINEN, RSW

La Trinidad, Benguet
August 2021

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 TABLE OF CONTENTS

TITLE PAGE

Introduction

Acknowledgement

CHAPTER 1: Introduction

Lesson 1: History of Social Group work ------------------------- 1

Lesson 2: Various Definitions of Social Groupwork -------------2
Lesson 3: Philosophy and Purpose of SGW-----------------------2
Lesson 4: Definition and Types of Groups ------------------------3
Lesson 5: Uses of Groups --------------------------------------- 4
Lesson 6: How Group effect change ------------------------------ 5

CHAPTER 2: Phases in Group Development, Roles, Skills,

Strategies, Techniques, Program Media, Group Structure &
Group Processes.

Lesson 1: Phases in Group Development ------------------------ 6

Lesson 2: Helping process in SGW -------------------------------- 11
Lesson3: Roles------------------------------------------------------- 19
Lesson 4: Functions-------------------------------------------------- 20
Lesson 5: Skills------------------------------------------------------- 20
Lesson 6: Techniques ----------------------------------------------- 22
Lesson 7: Strategies -------------------------------------------------23
Lesson 8: Program Media--------------------------------------------24
Lesson 9: Group Structure and Process ---------------------------- 25

CHAPTER 3: Theoretical Model of SGW

Lesson 1: The Developmental Approach --------------------------- 29

Lesson 2: The Remedial Model ---------------------------------------33
Lesson 3: The Interactionist Approach ----------------------------- 39
Lesson 4: Crisis Intervention approach --------------------------- 40

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SAQ 3 ----------------------------------------------------------------- 46

References ------------------------------------------------------------ 47

ASAQ’s ----------------------------------------------------------------- 48

THE THEORETICAL BASE OF SOCIAL GROUP

WORK
CHAPTER
1 At the end of this chapter you will be able to:
a. appreciate the historical development of group
work and its influence on the growth of group work
practice in the Philippines.

For you to have a background of what is groupwork as a method, let’s

discuss about the history for you to understand and for better
application of this method in the future.
Lesson 1: History of Social Groupwork
Before the Sixties: Socialization Goals
 social groupwork in the country can be traced to the introduction
of socio civic movements during the period of American colonial
rule. The American colonizers organized the Young Men’s Christian
Association in 1911, the Young Women’s Christian Association in
1926 and Boy Scouts of the Philippines in 1936. These movements
ushered in the beginning of formal structures of group serving
agencies. Their programs were focused on re creation as a means
of character building. Later Boy Scouts of the Philippines serves
as a venue for citizenship training and for inculcation of positive
values.

The Sixties - prevention, treatment and developmental Goals

 During this time, there was an increase in number of welfare
agencies using groupwork as a method for both preventive and
therapeutic purposes. Mental health agencies like the Special Child
Study Center, Inc. organized parent group to help participants
understand, accept, and deal with their children’s conditions.

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The Seventies: – emphasizing Developmental Goals
 The declaration of Martial Law during this period, provoke a great
deal of consciousness raising efforts which aim at making rural
and urban poor citizens realize their problem, the basic amenities,
low cost housing and employment opportunity.
Present Scene
 A combination of two or more goals

Lesson 2: Various definitions of social group work

What is social groupwork? Here are some definitions of social groupwork

given by various authors.
 According to Grace Coyle, social groupwork is a basic aspect of
social work practice that uses social relationships within group
experiences as a means to individual growth and development.
 According to Wilson and Ryland, social groupwork is a process and
a method through which group life is affected by the worker who
consciously directs the interacting process towards the
accomplishment of goals.
 According to Harleigh B. Trecker, social groupwork is a method
through which individuals in groups in social agency are helped by
a worker who guide their interaction in program activities so that
they may relate themselves to others and experience growth
opportunities in accordance with their needs and capacities to the
end of individual, group and community development.
 In summary of the foregoing definitions, social group work is
defined as a method of social work through which individuals in
groups are helped by a professional social worker in an agency or
community setting through guided group process /activities to
meet their needs for socialization, growth and development and
interests which would ultimately redound not only for their own
benefit, welfare and development but also for their community.

Lesson 3: The Philosophy and purpose of social Groupwork

The philosophy of social groupwork is based on the belief that the need
for group experience is basic and universal. This philosophical base has
the following implications or meaning;
a. That individuals can be helped to grow, change and develop in
personality, attitudes and values through group experiences.
b. That persons not only develop in groups but also through groups
and
c. That each group is dynamic, everchanging and must be accepted
by the social group worker at its level of development.
The purpose of GW
1. For corrective- this means that social group work supplements
what evert inadequacies the client group may experience and can
also bring back its damaged functioning to its normal level.
2. For Preventive – social group work blocks or hampers personal
and social breakdown where there is danger of deterioration.
3. For Normal growth and Development – social group work provides
opportunities for planned group experiences that are needed for
the growth and development of members of the group.

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 4. For personal enhancement - social groupwork enhances and
strengthens the social adjustments of the individual group
members and develop the social consciousness of the group.
5. For citizenship responsibility and participation – social groupwork
helps individuals in groups to take responsibility for their own
behavior, relate with others and teaches them to become
participating members of society.

Lesson 4: Definitions and Types of Groups

Group is defined as a collection of individuals who have common
characteristics and are pursuing a common goal. It also pertains to two
or more persons in a relationship of psychic interaction with one another
acting as one entity. A group is at least two people, but usually more,
gathered together with common purposes or like interest in a cognitive,
affective and social interchange in a single or repeated encounter.

Types of Groups
Today, social workers have a vast opportunity to work with different
types of groups given their employment in an increasingly wide variety
of social welfare settings. Social workers usually deal with the following
types of groups.
1. Growth group
 Composed of people who are longing for love, affirmation,
freedom, pleasure and adventure. It serves as the venue of
experiencing good human ecology, caring and
communication, honesty and acceptance.
2. Treatment group
 This group is composed of the different type of individuals
belonging to the special group or category of clients such
as; unwed mothers, street children, drug dependents,
alcoholics, prostitutes, physically challenged persons, single
parents and victims of rape/incest.
 Geared towards helping individuals or members solve their
problems in social adjustment, release, deep seated
conflicts, hostilities and depression. Modify anti-social
behavior and attitudes.
3. Social group
 Members is composed of those who are lonely, isolated
friendless and those who have problems in relating with
others.it is primarily aimed to provide opportunities for the
establishment of interpersonal relationships and to create a
friendly and harmonious atmosphere to enable group
members to comfortably relate with each other.
4. Interest group
 This group is composed of people who have decided to group
together in order to meet their varied interest that are met
at their work place or in their membership with their other
organizations.
5. Play/recreation group
Members to this group includes individuals who are deprived of
pleasurable activities that are used to modify undesirable
behavior. such activities include games, dances, songs and other
leisure time activities that enable participants to re-direct their

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attention to more wholesome productive endeavors that would
redound to them
ultimate development.

Lesson 5: Uses of groups

Since social workers use the group approach for many reasons
and that there are many advantages found in this mode of service
delivery, let us now find out how social workers can use groups
introduced by Margaret E. Hartford.
1. For effect on participants
 This means that the group is used to effect desired changes
on the group members such as;
a. Acquiring or changing concept of self.
b. Attitude formation and change
c. Formation and modification of values and beliefs
d. Behavioral change
e. Achieving a sense of belonging and support
2. For collective problem solving
 This is related to the formation of groups where people are
helped in their problems or concerns collectively like:
a. Participation of groups in community-wide projects such
as construction of multi-purpose community center.
b. Obtaining resources needed for the maintenance of
income-generating projects.

3. For change in social situation/condition outside the group

 This means that the group can initiate some changes in the
society/ community which benefit not only its members but
the entire population as well. Such changes can be achieved
through social action and other collective measures that are
undertaken to foster human growth and development.

Lesson 6: How groups effect change

A wide selection of social science literature tells us how groups
bring about change. Of these, Darwin Cartwright has three ways
of viewing how groups enter into a process of change are the most
relevant.
1. The group as medium of change
 In this view the group is seen as a source of influence over
its members.
2. The group as the target of agent of change
 This perspective implies that to change the behavior of
individuals, it may necessary to change the group
leadership, its emotional atmosphere or its stratification into
cliques and hierarchies. This the group is that target of
influence
3. The group as an agent of change.
 This view emphasizes the active involvement of the group
in efforts to modify or redirect features in the social
environment which impose constraints on the group which
can adversely affect its development and goal achievement.
Hence, changes of behavior can only be brought about by
the organized efforts of groups as agents of change.

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Expect an oral quiz via google meet and a written quiz via LMS.

We are already done with chapter one of your SW 9b subject and with chapter
2 we will be discovering the phases in group development, roles, skills,
techniques and program media and its uses which is very important and helpful
to you when you will have your field Fl 2 later.

Chapter References:
1. Thelma Lee Mendoza, Social work with Groups, 1999
2. Mendoza, Thelma Lee, Social Work Review Notes, UP Diliman,
2017
3. UNP notes

The Phases in Group Development, Roles, Skills,

Strategies, Techniques, Program Media, Group
Structure & Group Process
CHAPTER
2
At the end of this chapter you will be able to:
1. appreciate the nature of working with groups
2. develop beginning competence in the use of social group work as
a method of social work practice.
3. comprehend the principles that guide/govern the conduct and
practice of social group worker.
4. understand the different roles, functions, skills, techniques,
strategies used by the social group worker.
5. acquire basic knowledge on the application of social group work
processes or steps in dealing with various clientele group.

This chapter will be about the life of the group. Bear in mind that
a group is not static. It has a life of its own. It goes through
different phases each of which has certain dynamics that you as a
practitioner must understand and deal with whenever appropriate
and necessary. Group phases are natural aspect of group
development. These phases maybe observed from the processes,
internal structures and culture of the group.

Why is knowledge of the phases in group development important

to you as a future social worker working with the group?
Knowledge of the phases in group development serves the social
worker the following purposes;

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 1. It allows the worker to recognize, understand and guide the
phases from the beginning to the end of the groups’ functioning
and existence.
2. Such knowledge makes its possible for the worker to identify
the actual stage where the group is when he enters the scene,
thus providing him with the diagnostic clues essential to more
effective work with the group.
3. It enables the worker to anticipate or predict a certain event
that can occur in a group and therefore helps him deal with
them.
4. The worker understands what takes place during each phase
allows him to relate one phase to another, to plan appropriate
interventions and to act on them purposefully.
5. Understanding these phases can also help the worker to avoid
getting confused and feeling insecure with the appearance of
certain phenomena in the group.

Lesson 1: Phases in group development by Hartford

There are numerous formulations about the phases in group
development have been presented in varied reading materials, but
Margaret Hartford presents these five phases and these phases are the
most notable and are formulated. After discussing with you the
Hartford’s phases, I’ll present in tables later the different phases and
their terms according to different authors.
1. The pre-group formation – in this phase, it talks about what
happens and what the worker does before a group is actually
organized. It has three sub phases:
a. Private pre-group phase – it is the period when an idea occurs to
one or more persons to organize a group for some purpose.
b. The public pre- group phase - this stage is where a group has
decided to exist or be organized. Such decision is shared with
others, announcements are made for the public to know and that
interested parties may join.
c. Convening phase - this is the period when some or all of the
prospective members are still just an aggregate but the potential
for becoming a group begins to materialize. Some members meet
for the first time. Members at this time are sizing up the situation
in terms of whether or not their expectations are going to be met.
Varied behaviors maybe observed. Feelings of resistance and
ambivalence about committing themselves are natural during this
phase. The worker assumes a leading role during this phase. She
used the participants to connect with and be oriented to each
other in order to facilitate the group’s passage toward group
formation.

2. The group formation – this phase is the period when the group
gets organized. Group goals and norms evolve and the group’s
role system begins to develop during this phase. Interpersonal

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 ties begin to be evident and members start to be influenced or
attempt to influence each other. The practitioner continues to take
a lead role in promoting communication and interaction between
herself and the members and among the members of the group.
group worker may use appropriate program media for this phase
and responsive to the needs and interests of the group. The major
aim at this time is to establish a pattern of member participation
that will help the members to develop a sense of belonging to the
group. There may be an indication of some members testing the
worker, his firmness such as in observing agency rules, his
patience- such in dealing with members’ negative or aggressive
behavior and his neutrality such as in responding to the ideas of
members representing different economic or educational
backgrounds. Members are usually sensitive to the way the worker
responds to their behavior. This can motivate them to remain in
or withdraw from the group.
3. Group integration, disintegration or reintegration phase – after the
group appears to have been formed, many things happen. The
interpersonal ties increase and a sense of group bond or the “we
feeling begins to become apparent. In case of developmental task
groups, the Role and status structure usually begin to emerge,
task and emotional leaders can already be identified. Members can
show great enthusiasm for the group’s activities and the worker
believes that their goals are going to be achieved.
The groups developmental path is however not always quite so
smoot, conflicts are bound to occur such as disagreement on issues
or interpersonal problems. members may openly express anger,
frustration or hostility and withdraw from participation. Tuckman
calls this as storming phase. The struggle of conflict maybe serious
and if not resolve can lead to the group’s total disintegration.
On the other hand, if the conflict is minor, the may overcome and
may reintegrate.
4. The group functioning and maintenance phase – Sarri & Galinsky
call this as the maturation phase. This is the period which is
characterized by the following;
a. Social and emotional qualities of giving support and helping.
b. Emergence of group culture – the establishment of an ethical
system artifacts, etiquette and social contract.
c. Fulfillment of the group’s purposes and goals.
d. A period of affection and emotional integration of members
with each other.
e. increase sharing and defenses are minimized
f. a period of consolidation and harmony – when an avoidable
conflict arise, the group is now able to deal with them in a more
mature and acceptable way.
a sense of groupness is developed in this phase where members
manifest their concern for the group and their engagement in activities,
promote the functioning and maintenance of the group.

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 5. Termination – Most groups end, though some groups last longer
more than others. In the case of a closed group members begin
and end their membership at the same time while in the open
group, members enter and leave at different times for different
reasons. In this phase it should be emphasized that the
termination phase requires adequate preparation to help group or
individual member get used to the idea that group life or his
membership is nearing its end. Preparation for termination
provides an opportunity to review the group experiences and to
evaluate the gains made on both individual and group levels.
Along this perspective, Hartford has identified three sub phases of
the termination phase;
a. Pre-termination phase
In this phase the group is prepared for its imminent ending
b. Termination phase
This phase is the actual ending or the last group meeting.
c. Post termination phase
Refers to the period after the group ceases to function and
involves plans to continue to meet as a group if it is desired or
needed.
Below phases do not differ significantly, though other do not include the
pre-group phase as part of group development, while other provide
comparatively more specific descriptions of the middle stages of group
life. The different conceptions show that all groups have a beginning, a
middle and an ending phase.
PHASES IN GROUP DEVELOPMENT

Hartford Garland, Northen Sarry & Trecker Henry

Jones and Galinsky
Kolodny
I.Pre-group I.Pre- I. I.Origin I.Initial
phase affiliation Preparato phase
a. Privat ry stage II.conven
e planning ing
pre- and
group intake
phas
e
b. Public
pre-
group
phas
e
c. Conv
ening
phas
e
II.Group II.Orient II. I. III.Forma
formation ation Formatio Beginnin tion
phase stage n phase g stage phase

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 II.
emergen
ce of
some
group
feelings,
organizat
ions and
program
III. II. power III. III. III. IV.
Integration & control Exploring Intermed Develop Conflict
, and iate ment of disequilib
Disintegrati III. testing phase 1 bond. rium
on & Intimacy the group Purpose
Reintegrati IV. and
on phase Revision cohesive
Phase ness

V.
Intermed
iate
phase 2
IV. Group IV. IV. VI. IV. V.
functioning Differenti Problem Maturati dtrong Maintena
and ation solving on pahse group nce
maintenanc and feeling
e phase stabilizati goal
on attainme
nt

V.
Decline
in
interest,
less
group
feeling
V.Terminati V. V. VII. VI. VI.
on phase Separatio Terminati Terminat Ending Terminati
a. pre- n on ion stage on
termination
b.
termination
c. post
termination

Lesson 2: The helping process in social group work

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Working with groups is specially aimed to help or assists individuals to
enhance their social functioning through purposeful group experiences
for them to cope more effectively with their personal, group or
community problems. Find out how this is done in the succeeding topics.

Steps in the Social Groupwork Process

1. Assessment Beginning phase

2. Action planning
3. Plan implementation – middle phase
4. Evaluation
5. Termination ending phase

1. ASSESSMENT
 This simple means social study and diagnosis. It is the
process of estimating the value or worth of a social situation.
 Assessment involves information- gathering and analysis
towards an understanding and definition of the client’s need
or problem. It leads to determining whether the problem can
be solved or not and how. What resources would be needed,
what are available and what can be tapped.
 There are two ways by which assessment can be
undertaken;
a. Individual -Focused Assessment
This is undertaken with the prospective group member
on an individual basis prior to the group formation. It
leads to the preparation of the individual client profile
which contains pertinent information regarding the
prospective group members which include the following;
name & other basic identifying information, needs/
concerns/problems relevant to the group program,
strength/resources if any & workers observations and
comments.
b. Group -Focused Assessment
This is usually done with the group as a whole even
before it is convened. This leads to the determination of
two important aspects of working with groups, namely;
Group composition
o This refers to the selection of group members and
deciding the size of the group.
Group formation
o This is the process of getting a group organized so
that it can start to function and move towards the
attainment of planned goals. It takes into
consideration the following significant factors;
COMMON GROUP CONCERNS/ PROBLEMS

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 o The worker must have some ideas as to what
common concerns or problems will need to be
addressed through the guided group experiences/
activities.
NORMS & RULES
o The worker is expected to guide the groups
towards an agreement on rules and standards of
behavior in the group.
SCHEDULE & VENUE OF SESSION
o The worker and the group should agree on the
schedule and place of the group sessions.
GROUP GOALS
o Goals are formulated to provide direction to all
group activities including the workers
interventions, decisions and actions. There are
three perspectives(viewpoints) to goal
formulation;
a. Member’s perspectives – this pertains to the
group member’s own views and perception of
why the group exist as well as the reason and
motivation for membership.
b. Worker’s perspectives – this is related to the
workers own reason s for the group existence
based on the agencies societal purpose, the
workers goals for the individual members and
his goals for the group as a whole.
c. Group system ‘s perspectives - this involves the
worker and group member’s consideration of
an initial common ground to guide the group
system. This common ground is known as
shared goal.

Samples of Forms needed in working with Groups

Individual Assessment/ Profile

A. Identifying information
B. Problem to be worked
C. Helping goals (ends to be achieved or expected, results or output)
D. Helping plans (means to achieve the desired result)

Group Profile
A. Name of the group
B. Members (list complete names with nicknames if any)
C. Group information: when was organized, first meeting, how group
was formed? the members sought agency assistance? Did agency

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 worker reach out to informally organized group to offer group
services? venues for sessions, schedule, time frame (if known)
other pertinent data.
D. The groups concern/problem to be worked (may or may not be
the presenting problem, mutually defined by group members and
social worker.
E. Group goals (the ends to be pursued, what the group and worker
expect to have been achieved at the end of the helping
relationship.
F. Helping plans/Action plans (the means to achieved the defined
goals, the interventions, activities including known program media
and the task that have to be done to achieve the groups goal.
Separate action plans that will involve direct work with the group
from action plans that will involve work with others.
Group session recording
A. Name of group date and session
B. Name of worker
C. Attendance
D. Preparation for this session (worker borrow a video tape as a
trigger for group discussion)
E. Content of session ( can be session summary or a process
recording session depending on what the worker is bale to do,
prefers to do or is required to do.
How session started- was it difficult to start the session? Or was
the group spontaneous? What attitudes or behaviors are
displayed?

The theme/topic/concern to be taken up in this session. How was

it handled, what questions or points were raised, how did
members interact with each other and the worker, note significant
member attitudes, behaviors and actions observed by the worker,
including leaders, isolates, cite any important developments
relating to the group structure and group processes etc, cite
specific worker interventions such as during conflicts if any, group
response to program media or any activity.
F. Plans for next session
G. Insights/comments on this session (analytical, evaluative
/interpretive comments about what happened during the session.

Group evaluation forms

Individual members Terminal evaluation Form

A. Name of group member
B. Problem to be worked on (from diagnostic assessment individual
assessment profile)
C. Goal achievement – an objective statement of whether or not the
defined goals were achieved, a description of the progress made

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 by the client in relation to the ends desired for him at the end of
group membership, cite concrete or observable indicators to
support claim of goal-achievement, whether full or partial, explain
failure if any, in goal -achievement and corresponding
plans/recommendations.
D. Other goal related work undertaken- cite other worker’s
intervention relating to client’s problem/situation, if any, work
with family members, employer etc., describe changes that took
place that were beneficial to client.
E. Recommendations/plans /follow-up
Name & signature of the worker

Group terminal evaluation

A. Name of group
B. Group members
C. Number of sessions, time and venue
D. The group’s concern/problem- as stated in group profile
E. Program activities undertaken – lists of program media used in
each session
F. Goal achievement – describe group’s progress/movement from
start to end of group life in the context of the group goals stated
in the group profile, cite concrete/observable indicators of the
success/ effectiveness of the group and of the helping relationship
with the group, support claim of group goal achievement including
feedback from relevant sources- family, members, teachers,
cottage staff etc.
G. Recommendations/ plans follow-up

Name & signature of the worker

Transfer summary
A. Name – individual client or group being transferred to another
worker
B. Problem addressed – briefly describe the concern/problem of the
individual client or group that was the focus of the helping
relationship.
C. Helping goals pursued and interventions undertaken – state
which goals have been achieved/not achieved, explain how/why,
state significant events/occurrences, concerns/problems hat the
next worker should know to guide him in his work with
client/group, cite specific, important interventions undertaken
and any pertinent concerns
D. Recommendations

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 Name & signature of worker

2. ACTION PLANNING
This step involves the consideration of the most appropriate ends
and means that should be pursued which directly responds to the
clients’ concern or problem. It includes the following tasks
performed by the social group worker;
a. Formulating goals (goal setting) – this engages the worker in
determining in determining the specific ends, outcomes or
results desired and expected from every professional helping
relationship. Client’s participation in setting is usually
encouraged but it may not always be advisable due to some
factors such as age, mental capacity and emotional state.
b. Establishing specific helping plans (treatment planning) – this
requires of the determination of the appropriates ways or
means to achieve the goals of helping. It includes planning
specific interventions and activities that will be implemented by
the social group worker with the participation of the group
members.
In action planning it should be SMART- specific, manageable, attainable,
realistic & has time frame.
Example:
The groups Problem
The group was composed of five wives, ages 26 to 36 (one was pregnant
while four had very young children). All witnessed the violent abduction
of their love ones, an incident that happened barely two weeks after
they were forced to leave their town because their houses had been
burned and their property was destroyed.
The group members cope with these two recent events, particularly the
disappearance of people they loved. All of them had difficulty sleeping,
continued to have crying spells, felt confused and hopeless and were
extremely anxious about not having been able to prevent the abduction.
This condition has been affecting their roles, particularly the mothers
with very small children.

Helping goals
The social worker formulated a plan with the following goals;
At the end of four three hour-sessions for four consecutive days, the
group shall have been able to 1) cope with the emotional crisis caused
by the disappearance of their love ones. 2) make realistic plans about
what action to take in connection with their disappearance.
Helping plans

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Day 1 Provide the members with the opportunity to express and
share their thoughts and feelings about the abduction and
the events that preceded it and interact, support and
counsel each other in order to reduce each one’s emotional
distress.

Engage the group in relaxation exercise to reduce tension

after the sharing and encourage them to do the exercise
even after the termination of crisis intervention
Day 2 Help the group members to recognize and assess their
personal resources, identify family and community
resources that they can utilize in response to their needs.

3. PLAN IMPLEMENTATION
This is the process where all activities, worker’s intervention and
group are put into use for the attainment of individual and group
goals. In this step, all the specific and interrelated services that
can appropriately resolve the problems/ situation are rendered
based on the assessment and planning that have been
undertaken.
There are three aspects of implementation;
INTERVENTIVE ROLES OF THE SOCIAL GROUP WORKER
o This implies the worker’s performance of different roles as
necessary based on the nature of the client’s problem and
inconsonance with the varied helping approaches or models
which he can choose from his work with groups.
RESOURCES AND SERVICES TO BE USED
o This connotes the utilization of concrete community
resources and services which is important aspect of social
case management. The social worker should, therefore
know what these resources are, where they can be found
how they can effectively be utilized when they are needed.
PROBLEMS AND CONSTRAINTS
o For every helping efforts or strategy initiated by the worker,
he usually encounters problems and constraints that affect
his work with clients. These problems however, are not
beyond solution, thus the worker’s initiative,
resourcefulness, creativity, enthusiasm and dedication can
certainly make a difference.
4. EVALUATION
o This step involves the process of measuring or estimating
the impact of the social worker’s intervention by comparing
the conditions prior to the treatment and that at the end of
the helping process. it will determine whether the goals
have been achieved or not. There are two ways to evaluate;
a. Regular or periodic evaluation – this is undertaken during
the period of implementation which provides feedback on
the ongoing work of helping process. It enables the

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 worker and the client to consider the progress in their
efforts and to modify or inject some changes to this effort
if necessary
b. Terminal evaluation – this is done after plan
implementation to primarily assess the outcome/result of
the helping efforts.
5. TERMINATION
o This is the final step of the group work process. It takes
place when the goals of helping have been substantially
achieved and there is no more reason to expect that
significant gains can still be attained by extending the
helping relationship. There are three parts of termination;
a. Pre-termination – this is the period of preparation for the
actual ending of the group work relationship. The group
must be informed about the imminent ending of group
life which the group members must acknowledge. The
worker must discuss with the group the reasons for
termination and review their accomplishments and
failures.
b. Termination – this is the recognized ending which means
the last actual session of the group or of the individuals
whose membership is being terminated. Any planned
closing activity may be undertaken at this time.
c. Post-termination – this period consists of the plan for
follow up, which can be done on an individual or on a
group basis. After the group has been terminated, some
of its members may decide to re-group or re-integrate to
pursue other goals that are deemed necessary for their
development through their membership with groups.

Lesson 3: The roles of the Social Group worker

Roles pertains to the set of normative expectations held by others for
the occupants of any given position. Thus, the group worker’s roles
include the following;
1. Facilitator
 The groupworker facilitates the group process and the group
member’s adjustment to the agency facilities or
environment.
2. Enabler
 The group worker effects a sense of belongingness and
acceptance as well as personality development of group
members.
3. Educator

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  The group worker provides new knowledge to the group
members and interprets the meaning of data or behavior.
4. Motivator
 The group worker encourages group members to learn new
vocational and social skills and to move on to new activities.
5. Guide
 The groupworker provide guidance and direction to the
group in formulating its procedures, rules and policies.
6. Mediator
 The group worker serves as the link between the group and
the agency and other resources.
7. Observer
 The groupworker tracks of the progress or development of
individuals through group activities.
8. Supervisor
 The groupworker oversees the activities undertaken by the
group which may lead to the attainment of goals and
objectives.
9. Information giver
 The group worker provides data on agency programs and
services including the resources which the group can avail
of both in the agency and in community.
10. Organizer
 The group worker forms groups to solve or meet the group
member’s problems needs, and interest.
Lesson 4: Functions of social group worker
In addition to the roles performed by the groupworker, he also has to
perform several functions to include among others the following;
1. Development of appropriate program media for various type of
groups.
2. Establishments of standards for social group work services and
eligibility requirements.
3. Preparation or keeping of process recordings of group activities or
discussions for learning tools and research.
4. Networking with other welfare agencies and practitioners and
creation of a public support system.
5. Evaluating the results of the program against goals and
objectives.

Lesson 5: Skills required of the Social Group Worker

Skills is defined as proficiency in an activity developed through learning
and repetition directed towards a particular objective or goal. The
following are the skills required of a social group worker that are found
applicable in working with groups in the Philippine setting.

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 1. Skills in establishing purposeful relationship
This involves the group worker’s ability to gain acceptance of the
group and in relating to the group on a positive professional
basis.it also requires the worker’s ability to participate in attaining
group goals and objectives.
2.Skills in analyzing the group situation
In line with this skill, the worker must have the ability to
determine the development of the group, what the group needs, and
how Fast the group is expected to move; ability to make a direct
supervision to come up with a diagnosis of the group; and the ability to
see the potentialities of the group and areas for purpose of focusing the
group process.
3.Skills in effecting meaningful participation in the group
This includes the worker’s ability to motivate the group members
to express their ideas, work out objectives, and clarify immediate goals,
ability to help group members to participate, locate leadership among
themselves, and take responsibility for their activities and the ability to
determine the limits of the worker’s participation in the group and
modified role in the helping process.
4.Skills in dealing with group feeling
This skill requires the group worker to have ability to control his
own feelings about the group and to study each new situation with a
high degree of objectivity, and the ability to help the group in the release
of their feelings both positive and negative, and help them to analyze
situation or conflicts as part of the growth and development process.
5.Skilss in program development
This skill involves the workers ability to guide group thinking so
that their interest and needs will be revealed and understood, and will
eventually be addressed through various programs.
6.Skill in dealing with social values and cultural patterns
The works must be able to recognize social values and cultural
patterns that impede the development of the group and to appropriately
deal with them without conflicts/misunderstanding. He must also able
to help group members sublimate negative values and cultural patterns
for more positive results.
7.Skill in differential diagnosis and treatment
The worker must recognize the fact that individuals and problems
differ, thus, he must be able to design appropriate programs or
formulate treatment plans/interventions that respond to the varied
needs and problems of the group members.
8.Skill in using agency and community resources
This involves the worker’s ability to locate and acquire the group
with various resources which can be utilized for purposes of program

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implementation. He must also be able to help certain individual
members in making use of specialized services by means of referral
when they have needs which cannot be met within the agency or group.
9.Skill in evaluation
Every helping endeavor must be subjected for evaluation in order
to determine its impact. It is within this context that the group worker
must develop the ability to review his activities and programs with the
group for purposes of modification and /or improvement.

Lesson 6: Social Group worker Techniques

Techniques refers to the systematic procedure by which a basic skill is
implemented or executed. The following are the techniques used in
working with groups.
1. Use of appropriate program media
 Program media are the means used in social groupwork to
meet its purposes and objectives. The wise use of program
media greatly depends on the specific needs and interest of
the group.
2. Levelling
 This refers to saying what one really thinks and feels rather
keeping your ideas, opinions, and feelings to oneself.
Expressing one’s thought and feelings is aimed to assist the
group in whatever task it tends to accomplish or it will help
the group to become more cohesive and effective. In using
this technique, the group worker levels on with the group
and encourages the members to ventilate their true
thoughts and feelings without fear of being humiliated or
ridiculed.
3. Group dynamics
 These may refer to the planned group processes, designed
to communicate new knowledge and ideas, to change or
modify negative attitudes, values and behavior and to
promote or strengthen relationships among the target group
members.
 This technique is used in effecting change in individual or
group in a subtle manner through a variety of activities,
games and exercise that can appropriately address a
problem or need as expressed or manifested.
4. Use of group to curb aggression, dominance and monopoly of
discussion
 There are instances where some group members become
aggressive, domineering and want to monopolize group
discussion in order to gain recognition or to show off in a
negative way. When this happens, the worker may utilize
the group to deal with such a situation by eliciting reactions
and opinions from the group members in order to

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 neutralize any members aggressive stance and tendency to
dominate and monopolized the discussion.
5. Use of questions
 This technique is to start the ball rolling, aimed to stimulate
interest, to accumulate data, to encourage individual
participation, to develop a subject matter, to change the
trend of discussion and to limit or terminate discussions.
6. Use of casual but purposeful conversation with members outside
group sessions to gathered desired data.
 In this techniques the worker is engaged in an informal talk
with group members, either between or after group sessions
to know the changes or development they may have
undergone as influenced by their group experiences.
7. Osborne brainstorming technique
 This group worker uses this technique to encourage all
group members to think and contribute their ideas for the
group’s objective and how these maybe achieved. All their
ideas will be accepted and written down no matter how
ridiculous or irrelevant they are. The worker then will ask
the group to choose among those ideas would best meet
their needs and interests and can be implemented
considering their capability, available resources and time
constraints.
 The ideas chosen for consideration are then prioritized for
planning and implementation.

Lesson 7: The strategies used in social groupwork

A strategy is a tactic, carful plan or a method devised to achieve a
desired goal.
Once the nature of the group’s needs or problems have been defined
and understood, the goals have been set and the resources have been
assessed, the worker proceeds to exploring the various ways of
accomplishing the goal, thus these strategies;
1. Use of rehabilitated clients as catalyst
 Catalyst is a role which induces change in the client’s
attitude and behavior, or in the environment without being
affected by the change.
 This strategy involves the invitation/utilization of a client
who has undergone process of rehabilitation to share his
past experiences to a group which will serve as an eye
opener or basis for good behavior, attitudes and better
outlook in life. The shared experiences may boost the
morale of the audience and provide them the inspiration to
pick up the pieces and start a new life.
2. Modification of environment
 The environment plays a great influence in the
development/molding of one’s personality. Thus, it certainly
affects individual’s social functioning. Such an environment

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 includes significant others in client’s life and his immediate
family members and others who may be posing a threat or
negative effect on an individual resulting to social
dysfunctioning.
 With this strategy, the worker must be able to lend focus on
those significant others and be able to create changes or
new conditions in the environment that contribute to the
client’s normal social functioning.

Lesson 8: Program Media

A program media refers to the specific means and tools used by the
group members to carry out their planned activities, an example are
group discussions, arts and craft, social events, outings, games, sports
competition.
Uses of program media
1. To modify attitude and behavior
2. To promote individual values
3. To influence group climate
4. To promote group interaction
5. To enrich group content
6. To promote desired group values
7. To facilitate the beginning, middle and ending stages of group life.
Factors to consider in selection of program media
1. Goals for the group
2. Member’s objective for joining the group
3. Appropriateness in terms of time and space requirements
4. Age of group members
5. Emotional and social characteristics of the members
6. Cultural and ethnic background of the members
7. Physical Characteristics of the members
8. Mood of the group
9. Availability of materials and resources
10. Worker’s skill and capacities.

Lesson 9: Group Structure and Group Process

In social work, the small group is used as an instrument for changing its
members’ attitude, behaviors, relationships and environment. Within
the group are generated potent forces which if handled and managed
properly by the social worker practitioner will enable the group to
achieve its goals. Therefor it is necessary for you to have adequate
knowledge about the nature of groups, particularly their structure and
processes.

Group structure

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 Webster defines structure as the arrangement or interrelation of
all the parts of a whole. This arrangement or interrelation can be
especially appreciated when working with groups.
It is a pattern that develop and maintain themselves over time
in interpersonal relations (Garvin & Glasser)
The structural properties of groups
1. Size
The group should be small enough to allow to achieve its
purpose. The smaller the size of the group, the easier it is
for the worker to get to know the individual members and
to observe and intervene in their interactions when
necessary. A small group encourages participation and
involvement. Makes consensus easier to effect and makes it
less likely that cliques will be formed.
2. Communication structure
Communication is the process of transferring and sharing of
ideas/messages and meanings through the use of symbols
like words, movements and gestures and sounds.
Talks with who interact with, whom, about what through
verbal or non-verbal
It should be group centered not leader centered.
3. Affectional structure
This is attributed to the natural attraction of members which
can result from having similar or complementary qualities
and values and unconscious needs of members
Pairs, triads, foursomes & isolates are among the patterns
of interpersonal relations that are produce4d from the liking
and disliking that develop among members of a group.
The technique of studying the affective relations among
group member is called sociometry. This involves the giving
of questionnaires to group members and asking them who
they like and dislike.
4. Power structure
Form of power or influence that facilitates the groups
organization, its control and goal attainment.
Raven & French introduced 5 bases of power
a. Reward power - this power is based on B (one member)
perception that A or the entire group has the capacity to
deliver positive consequences or negative consequences
in response to B’s behavior. reward can come in many
forms – praise, promotion etc. the more group members
value the reward, and the more they believe they cannot
get it from anyone else, the greater will be the power be.
Group members will usually work hard with someone who
has high reward power, will usually like the person, and
will communicate effectively with him/her. However, it
can lead to dislike of the high reward person if group
members feel they are being bribed.

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 b. Coercive power – power is base on B’s perception that A
can inflict adverse or negative consequences or remove
positive consequences in response to B’s behavior. being
admonished, being deprived of certain privileges are
examples. French and Raven note that while reward
power tend to increase the attraction of B to A, coercive
power will decrease this attraction.
c. Legitimate power – this refers to the influence resulting
from a person’s position in a group and/ or from certain
responsibilities that go with that position. Among the
bases of legitimate power are cultural values – respect
for age, intelligence etc.
d. Referent power – this kind of power refers to the
influence A has because of his being well liked and/or
respected, which results in B identifying with him. B is
apt to adapt A’s (or the group) thoughts, beliefs and
values because of the identification with A. French and
Raven note that B is often not aware of the referent
power A exerts.
e. Expert power – this kind of influence is based on the
perception that A has expertise, or some special
knowledge or skills and can be trusted.
5. Leadership
Leadership is the ability to influence other people in some
way. Although leadership is considered a role, there is a
need to present here some of the theories for understanding
leadership to practitioner in his work with groups. These
theories have come to be considered as the major
approaches to leadership.

Theories Concepts
Position theory Leader by election, by appointment or
designation and sometimes by taking control
usually by manipulating situations.
Trait theory This assumes that leaders have personal traits or
characteristics that made them a leader. Some
are born more dominant, more extroverted and
intelligent.
Style theory Lewin, Lippit and White came up with the
following leadership styles; authoritarian,
democratic, laissez-faire
Situational Leadership is a function of the situation rather
theory than the person or what he or she does. The type
of leader needed depends primarily on the work
to be done.
Functional Leadership is viewed from a group perspective.
leadership Leadership functions in groups include the setting
of goals, the selection and implementation of task
to achieve the group goals

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 6. Role structure
It the social recognized pattern of expectations of behavior
on the part of a person in certain position which helps us to
interpret what a person is doing or trying to do.
7. Group norms
Rules and standards of behavior emerge in a group which
tells us how members control each other or which behaviors
are allowed and which are not.
Written rules, explicitly (clearly) stated norms, non-explicit
norms, norms beyond awareness.
8. Status
This term is used to refer to one’s rank or standing in the
group based on any or all of the following.
Group processes
The steps involve when a social worker works with a group
in order to help some concern or problem affecting the
group’s social functioning.
The changes or forces generated by the relationships
between people and their interactions in the group, which
have important implications for the individual members and
the group as a whole.
1. Conformity – yielding to majority
2. Competition & cooperation – competition denotes rivalry while
cooperation denotes joint efforts.
3. Decision making- by voting, consensus, postponing decisions and
delegation of decision-making authority.
4. Groupthink - a problem solving process in which proposals are
accepted without a careful review of their advantages and
disadvantages.
5. Conflict – a sharp disagreement or clash of ideas or interest due
to different personality, traits perceptions, motives or aspirations.
6. Group cohesiveness - is the degree to which the members of a
group desire to remain in the group

Chapter References:
1. Thelma Lee Mendoza, Social work with Groups, 1999
2. Mendoza, Thelma Lee, Social Work Review Notes, UP Diliman,
2017
3. UNP notes

Give your self a hug for a job well done. You were able to finish chapter
three. Congratulations

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