Introduction to Social Work with

Groups
Prepared by
Paramisuli S. Aming, RSW
Groups:
At least two people, but usually more, gathered
with common purposes or interests in a cognitive,
affective, and social interchange in single or
repeated encounters.
A simple collection of people is not a group.
Basic Characteristics of Groups:
1. Size
2. Amount of Physical Interaction among
members
3. Level of solidarity
4. Locus of control of group activities
5. Extent for formalization of rules governing
relations among members
Group Processes
● A network of psychological interaction that

goes on in every group.

● Everything that happens in a group, and is

affected by the kind and quuality of

interaction among the members
● Group Dynamics: many different forces

operating in groups
Group Processes (Group Dynamics)
1. Social interaction: dynamic interplay of forces in

which contact between persons results in

modification of attituudes and behavior of
participants
2. Commmunication: means through which

information, symbols, messages are given or

transmitted and received; maybe
verbal/non-verbal. It is basic to interaction
Group Processes (Group Dynamics)
3. Status: position of a person occupies in relation
to others in a hierarchy of positions in a given
group. Status is always related to cultural values
and purposes of individual/group as a whole.
4. Roles: a set of expectations
(behaviors/activities) from a person who occupies
a certain position.
Group Processes (Group Dynamics)
5. Values and Norms: values are what we consider
as un/important, un/desirable, right/wrong etc.
Norms are generally accepted ways of doing
things in a group.
6. Group Bond: feeling of belonging in a group
which develop as a result of the relationship
among its members. It may be strong or weak.
Bond is also referred to as Group Unity/Solidarity.
Group Processes (Group Dynamics)
7. Affectional Structure: the way in which one person
relate to one another is the heart of the group process.
“A feeling that one is accepted in a group and that he, in
turn accepts other members, is a powerful dynamic in the
change process”
8. Conflict: the essence of this force is difference. A
group with no conflict is a dead one, while a group that is
in constant conflict with no way of solving it is a sick one.
Conflict-solving is central in GW.
Group Processes (Group Dynamics)
Types of Conflict-Solving:
1. Withdrawal
2. Subjugation - willful of one part of the group (thru violence, threat,
ridicule, diisplay of superior power0
3. Majority Rule - a form of subjugating the minority
4. Minority Consent to Majority Rule - no subjugation when when minority
has agreed to abide by majority decision
5. Compromise - neither side gets full satisfaction, but each agrees to the
limits set out
6. Consensus - there is a general agreement by the group
Group Processes (Group Dynamics)
9. Contagion: process through which members
consciously/unconsciously spreads his own ideas, feelings
or emotions to the group thereby affecting it. Effect is
seen in the way a member picks-up or gets
“contaminated” by other members.
10. Subgroups: diads, triads or more. May either
enhance the quality of the group experience, or they may
be dangerous when they begin to separate themselves
from the group (cliques).
Group Processes (Group Dynamics)
11. Isolation: an isolate is either neglected or highly
rejected by the group. they are usually the
onesmost in need of acceptance.
12. Leadership: process of influencing others for
purpose of performing tasks. One person directs,
coordinates, motivates other in the group.
How Groups Effect Change:
1. Group is seen as a source of influence over its
members
2. The structure and condition of the group is changed
which may also result to individual behavior change
3. Group itself becomes an instrument or medium
through which change comes about
Social Group Work (Working with
Groups)
 I. OVERVIEW OF SOCIAL WORK

A. Social Work Ultimate Goal (Also known as Major Purpose of SW or

SW’s focus of concern)
- Social Work as a profession is concerned with the person-in-his-life
situation or, more specifically, the individual’s social functioning.
- The enhancement of social functioning whenever the need for
such is either socially or individually perceived.
- To enhance a person’s Social Functioning, the improvement of his
interaction between himself and his environment.
 I. OVERVIEW OF SOCIAL WORK
Functions of Social Work
1. Preventive - concerned with identifying and dealing with
potential areas of disequilibrium between persons and the
environment
2. Remedial – (including rehabilitative, curative and restorative)
aims to assist people in identifying and resolving problems that
have resulted from disequilibrium between themselves and their
environment.
3. Developmental – aims to seek out, identify and strengthen the
maximum potential of individuals, groups, and communities
through provision of social resources.
-
 I. OVERVIEW OF SOCIAL WORK
B. Development of Social Work in the Philippines
1920s:
- Casework method was first used by Associated Charities of
Manila (1917) and child welfare services
- Socio-civic organizations started using leisure-time activities for
personality development and character-building purposes i.e.
YMCA (1911), YWCA (1926), Philippine Boy Scouts of the P (1936).
These agencies first influenced group work activities, their
purpose relate to what was termed in the US as the “Socialization
Function”
1950’s
- CO started as “community chest” work. Community Chest is a voluntary
organization which raises the necessary funds for the operations of its
member agencies through a united fund campaign.
- Community Chest of Greater Manila (1949) was organized with 19
member agencies

1970’s
- A Community Chest Council of the Philippines (CCCP) was established as
a response to the formation of community chests across the country, with
its services expanding to planning and development of community
programs
- Martial Law spurred the “Social Action” model of CO
C. Traditional Methods of Social Work (Primary
I. Methods)
1. Casework
2. Groupwork
3. Community Organizing
D. Generalist Approach
- Also called “Integrated Method”, “Generic Practice”, “Multi-method
Practice”, “Unitary Approach”, and “General Method”.
- A wholistic approach to Social Work where the individual, the group, and
the community are used as functional points of entry using skills based on
generic aspects of the primary methods of SW.
- Personal problems cannot be taken out of its situational contexts, hence,
we more than ever, need generalist social workers than specialist
caseworkers, group workers and CO workers.
E. Components of Social Work Profession
1. Values Foundation
a. Philosophy - “Every human being has worth and dignity”
b. Values – Social Work Values are can be observed in what are the
things the Social Work as a profession gives worth and
importance. Our values is manifested in our value commitment
which is “It is good and desirable for every human being to fulfill
his potential, to realize himself, and to balance this with equal
efforts to help others do the same”
 I.
c. Principles - Acceptance, Individualization, Non-judgmental Attitude,
Purposeful expression of feelings, Controlled emotional involvement,
Confidentiality, Self-determination, Participation, Worker
Self-awareness
d. Professional Ethics
● Ethics – science that concerned with morals and right conduct
● Professional Ethics – serves as guide of professionals on how to
conduct themselves i.e. Code of Ethics
● Informal and Unwritten Rules – these are the “givens” that don’t
have to be written down. These comes from the worker’s “sense
of reason” and “conscience”.
2. Knowledge Foundation
a. Knowledge of the person and the environment (HBSE)
b. Knowledge about Social Problems and society’s response to
them in terms of social welfare policies, programs, and services
(SWPPS)
c. Knowledge about SW Practice (SW Goal, SW Functions,
Methods, Helping Process, Helping Tools/Techniques)
 II. Historical Background of Groupwork
1. Before the Sixties: Socialization Goals
- Socialization: process by which people selectively acquire the values and
attitudes of the groups of which they belong.
- YMCA (1911), YWCA (1926), BSP (1936) used groups for personality
development and character building through leisure-time activities
- 1950s: Phil. Youth Welfare Coordinating Council started using groups for
preventive and developmental goals through leadership and skills training
for OSYs
- Foster Parents Plan organized mothers groups to promote responsible
parenthood.
- 1958-1959: Phil. Mental Health Association had outreach programs for
prevention of juvenile delinquency organizing parents for education
programs
2. 1960’s: Prevention, Treatment and Developmental Goals
- Special Child Study Center Inc.: organized parents’ groups to
help them accept, understand and deal with their children’s
conditions.
- PMHA: conducted group therapy sessions using psychodrama
with emotionally disturbed patients in its Day Care Center
- DSWD – organized groups of tenants to deal with their concerns
on government housing and resettlement
- PSSW (PWU) and PYWCC: organized youth groups for
socialization and developmental goals
- UP-DSW (CSWCD) and St. Luke: organized groups with
poverty-stricken families
3. 1970’s: Emphasizing Developmental Goals
- 1960’s (1st Developmental decade) and 1970’s (2nd
Developmental Decade)
- Increase in Self-employment assistance, leadership training,
day-care, responsible parenthood, family life education
programs
- Barangay Approach: use of the barangay as a point of entry for
Social Workers
- Socialization and Re-socialization
- Martial Law
 III. USES OF GROUPS
A. Advantages of Group Approach
- When a person is in a group, he/she is much more motivated to
do something about it if he/she sees that others have the same
or even more serious problem
- “Helper Therapy” principle – group members receive
psychological rewards from the experience of helping others
- Forces in groups can influence individuals, the group becomes
an instrument for effecting change
- Groups can hasten decision-making processes
- Groups save time and resources
 III. USES OF GROUPS

B. Categories of Group Use (Margaret Hartford)

1. For effect of Participants
2. For collective problem solving
3. For change in the social situation or conditions outside the
group
 III. USES OF GROUPS

C. How Groups Effect Change (Dorwin Cartwright)

1. The group as a Medium of Change – the target of the influence is
the individual member, and the source of influence is the group
2. The group as a Target of Change – the target of influence is the
group as a whole or certain aspects of the group to change i.e.
group conditions. These group conditions might be the
composition, climate, structure (size, operating procedures,
sub-groups) and processes.
3. The group as an Agent of Change – the target of change here is
outside the group i.e. features and forces in its social environment.
 III. USES OF GROUPS

D. INTEGRATED APPROACH TO WORK WITH GROUPS

As in the integrated approach in Social Work, there is also an
expectation on the Social Worker to be able to work with groups as
a medium, target, and agent of change and use the techniques on
how to effect change in an integrated manner.
“What is expected is that a social worker will do what is necessary
and appropriate, not withholding any effort that would make for
more effective helping” - Thelma Lee-Medoza
 E. PHASES IN GROUP DEVELOPMENT
Margaret Hartford Garland, Jones and Northern Sue Henry
Kolodny
Pre-group Phase Pre-Affiliation Preparatory Stage Initial
a. Private    
b. Public Planning Stage and Convening
c. Convening Intake

Group Formation Phase   Orientation Stage Formation

Integration, Disintegration, Power and Control Exploring and Testing Conflict/Disequilibrium

Re-integration Phase Intimacy the Group

Group Functioning and Differentiation Problem solving and Maintenance

Maintenance Phase Stabilization

Termination Phase Separation Termination Termination

a. Pre-termination
b. Termination
c. Post-termination
 E. PHASES IN GROUP DEVELOPMENT
Phases in Group
Development Phases in the Helping
Helping Process
(Margaret Hartford) Relationship
Pre-Group Formation
Assessment
Group Formation Phase Beginning Phase
Action Planning
Integration/Disintegration
/Reintegration
Plan
& Middle Phase
Implementation
Group Functioning and
Maintenance Phase
Evaluation
Termination Phase Ending Phase
Termination
 E. PHASES IN GROUP DEVELOPMENT

1. Pre-Group Formation
Private Pre-group Phase: An idea occurs to one/more persons to organize a group for some purpose
(either from the agency or from others outside the agency)
Public Pre-group Phase: A decision is made to organize a group and it is shared with others.
- Announcements are made (verbally/written), or thrrough publication of the offered group
service.
- The purpose, time frame, criteria for membership, techniques/approaches to be used, and
resources, on the part of the agency, should have been prepared by this point.
Convening Phase: When the worker and the prospective members meet for the first time.
- The members are “sizing-up” the situation.
- Behaviors manifested by the members may be restlessness, talkativeness, tension and withdrawal
and they may express resistance and ambivalent feelings about joining the group
 E. PHASES IN GROUP DEVELOPMENT

2. Group Formation Phase

- This is the period where the group gets organized.

- Group Formation may be achieved with one or more meetings/sessions.
- Group goals, member roles begins to develop.
- For Sue Henry, the key dynamic at this point is “union”, simply, members
choose to unite.
- Members might be “testing” the worker in terms of her firmness, patience,
and neutrality during conflicts
 E. PHASES IN GROUP DEVELOPMENT

3. Integration/Disintegration/Reintegration

- This is the period where the group gets organized.

- Group Formation may be achieved with one or more meetings/sessions.
- Group goals, member roles begins to develop.
- For Sue Henry, the key dynamic at this point is “union”, simply, members
choose to unite.
- Members might be “testing” the worker in terms of her firmness, patience,
and neutrality during conflicts
 E. PHASES IN GROUP DEVELOPMENT
4. Group Functioning and Maintenance Phase
- Also called as “Maturation”, “Differentiation”, and “Problem-solving and
stabilization”.
- Social emotional qualities of giving support and helping appear
- The group pursues fulfilment of goals, purposes, objectives and tasks.
- A period of affection, of emotional integration of members with each other,
and of lowering of defenses and an increase in sharing.
- Perlman: “consolidation and harmony”.
- Stabilization of leader-follower patterns and the firming of the status
hierarchy.
- The period where the group works at implementing its plans in order to
achieve the defined goals.
- A sense of “groupness” is developed.
 E. PHASES IN GROUP DEVELOPMENT

5. Termination Phase
- Closed groups: termination happens at the same time.
- Open groups: termination may come earlier for other members and later
for some.
Pre-termination: The group should be prepared for its ending.
Termination: the actual ending of group membership
Post-termination: period after the termination of the group
- Individual members may continue to meet as a group.
- For the worker, this may mean follow-up work or checking for progress of
the group members.
 IV. HELPING PROCESS in GROUPWORK

A. Pre-group Formation Activities of Social Worker

I. Conceptualizing Group Service – The program proposal/concept
paper contains the ff.:
✔ Rationale
✔ Target Client Group
✔ Need/Problem to be addressed
✔ Membership Criteria
✔ Resource Requirements (Financial, Material and Human)
✔ Procedures of program
✔ Time Frame
 IV. HELPING PROCESS in GROUPWORK

II. The Group Service and Recruiting Members

Use of Fliers, Posters, Letters (containing brief and clear details of the
program i.e. Program purpose, who may apply, where to inquire)
III. Preparing Logistics
Preparation of personnel/worker to the group, facilities to be used
such as tables, chairs, venues, sound systems, as well as financial
budget for other needed materials.
IV. Enlisting Community Support
Identification of community sectors whose support is essential to
program success
 IV. HELPING PROCESS in GROUPWORK
B. ASSESSMENT (Social study or Diagnosis)
i. Individual-Focused Assessment
- Intake (Individual or Group)
- Individual Client Profile (Identifying Info, Needs/Problems,
Strengths/Resources, Additional worker observations)
ii. Group-Focused Assessment
- Group Composition – Selection of member and Size of the group
- Group Formation – Process of getting a group organized so it can start
to function and attain its goals
Group composition and formation should be based on the following:
✔ Common Group Concern/Problem
✔ Norms and Rules
✔ Schedule and venue of sessions
✔ Group Goals (Ends, Purposes, Objectives, Foci)
C. ACTION-PLANNING
i. Formulating Goals (SMART – Specific, Measurable, Attainable, Realistic,
and Time-bounded) – The worker should prepare individual goals and
group goals
ii. Establishing Specific Helping Plans (Intermediate Goals, Objectives,
Interventive Plans, Action Plans)
Group Goals has 3 perspectives:
1. Member’s perspective
2. Worker’s Perspective
3. Group System’s Perspective
2 Processes of Determination of Group Goals:
1. Exploration
2. Bargaining
iii. Formulation and Preparation of PROGRAM MEDIA
Program media: activities which the group engages in for the purpose
of achieving its goals, such as but not limited to:
- Group Discussions - Role Play
- Demonstration - Games
- Play Activities - Film Showing
- Field Trips - Lectures
- Seminars - Ice Breakers
- Songs - GD exercises (Structured Learning Activities)
D. PLAN IMPLEMENTATION

Aspects of Plan Implementation

1. Interventive Roles of worker (Therapists/Counselor, crisis intervenor,
mobilizer, educator, mediator, resource person, enabler, advocate)
2. Resources and Services to be used
3. Problems and Constraints (Heavy Workloads, Lack of funds,
inadequate facilities and equipment, shortage of trained staff,
inadequate supervision)
Worker Stances during Helping Process (Implementation)
1. Direct Stance
2. Facilitating Stance
3. Permissive Stance
4. Flexible Stance
E. EVALUATION
1. Regular/Periodic Evaluation
2. Terminal Evaluation

Levels of Evaluation:
1. Individual Level
2. Group Level

F. TERMINATION
1. Pre-termination
2. Termination
3. Post Termination
 V. THEORETICAL MODELS OF GROUPWORK

A. Developmental Model/Approach by Emanuel Tropp

1. Basic Characteristics
a. Major Characteristics
i. It is Humanistic
- Worker takes a “humanistic perspective” (view of one human being by another; the worker
and the group share one major characteristic – a common human condition.
- Worker respects the member-to-member helping phenomenon as the key principle to their
growth. The role of the worker is an enabler.
- The members believe they can cope with expectations to their common task, and the worker
shows belief in their ability to cope.
- Worker values the experience in free human communication
- Worker is real and understandable with openness, authenticity, mutuality, humility, respect,
empathy, compassion, involvement, support, expectation, and assistance
ii. It is Phenomenological
- Focus is on what is happening currently
- It is reality oriented: worker focuses on current group and individual behavior rather than on
the past personality diagnosis
- Behaviors are viewed in terms of conscious rather than the unconscious factors
- Life of the group is seen as a continuing series of engagements with group tasks
- The realities of the group situation are the major guides to perceiving and evaluating what is
happening
- The levels of interactions are: group-as-a-whole, group-to-member, member-to-member,
group-to-subgroup, member-to-worker, and group-to-worker
iii. Developmental
- It sees people as being continually able to move forward in
a life-long process of self-realization, or fulfillment of
potential in social functioning.
- It is concerned with functionality rather than pathology,
abnormality or illness; with self-actualization rather than
treatment or cure.
- It is concerned with building on strengths rather than
weaknesses
Other basic characteristics of Developmental Approach
- It is based on the proposition that people attain enhancement of
their Social functioning most effectively through specific kinds of
group experiences.
- Three Functional modes of Group Wor:
Counseling Group –gathered to discuss common life situations
Activity Group - gathered to pursue common interest
Action Group – gathered to effect some change in the
environment
- Tropp’s goal here refers to specific tasks agreed upon for a specific
group session. Tropp’s purpose is what other author call “end goals”.
 - Common goals may be a common concern or common
interest or common life situation
- Most important criterion for group composition is that the
membership should consist of peers. Other membership
criteria may also be used i.e. age, sex, cultural background.
- Basic “Purposive Processes” – gains in social growth which
individual members achieve through the group experience
i. Release of Feelings
ii. Support
iii. Reality Orientation
iv. Self-Appraisal
- The group becomes the medium for members’ actions. The group
experience is the main instrument for growth of its members.
- The group is essentially self-directing, within varying limits, and each
member is self-directing. Human beings are assumed to be free,
responsible and capable of self realization. Self direction is seen as
the major means to realize both group effectiveness and individual
gain.
Methodological principles
Specific guidelines or principles for practice:
- All prospective member share a significant common interest,
concern or life situation.
- The worker comes to some agreement with the members about its
purpose, function and structure.
o Operational Purpose – the area where agency purpose, group
purpose and worker’s professional purpose overlap. (essentially
same as Group Goals).
o Function – addresses the question “What are the group
members supposed to do to carry out its Purpose?
o Structure – addresses the question “How is the group supposed
to carry out its purpose?” and “Where does the power for
decision-making reside?
 Categories of structural patterns:
a. All authority is vested in the leader
b. The self-governing group, including elected officers,
or at least a chair who conducts meetings
c. Between a and b

- The developmental group will go through a beginning,

middle and ending stage
- The worker has three (3) basic areas of operation:
a) Group goal-achieving process – the leader worker initiates and
engages the group in the goal-achieving process of deliberation,
decision and action.
b) interpersonal relations
Instrumental behavior – consciously directed toward common
goal efforts
Expressive behaviors – unintended behaviors which are
emotional in nature (this may aid or hinder instrumental
behavior)
c) Individual self-actualization – individual member gains in social
growth through workers productive efforts (thru purposive processes)
- Criteria for deciding which individual behaviors must be evaluated
and which do not require any special intervention:
1. When behavior is not interfering with group goal-achieving
2. When behavior is being handled satisfactorily by the group
3. When it is being handled by the member

Criteria of problematic behaviors that need special attention:

1. Those that hinder group efforts and must be handled for the
good of the group
2. Those that harm individuals
3. Those that create problems for the individual who initiates
them
 Basic raw materials for perceiving problematic behaviors:
1. Attendance Patterns
2. Interests
3. Frequency and quality of participation
4. Spoken content
5. Facial expression
6. Tone of voice
7. Body movements
8. Emotional outbursts
9. Silence
- After evaluating individual behavior, the worker may
proceed to use direct or indirect helping processes:
Direct – worker/leader may give approval,
encouragement, affection, concern, stimulation,
emphatic reflection, clarification or confront a member
Indirect - use of group’s instrumental processes, usually
by asking the group to do something for them to act
upon
B. The Remedial Model by Robert D. Vinter
1. Target of Remedial Model
- OSYs, Street Children, Drug Users, etc. who are headed to
toward deviant paths unless given timely attention.
- Relevant to agencies and institutions performing social
control functions.
- Tasked to help those who are considered deviants because
they have violated the norms and/or laws of our society.
- Acquisition of new knowledge and skills, values and attitudes
to replace dysfunctional ones.
2. Interactional View of Deviance
- Problematic behavior is generated and maintained through interactions
between the client and individuals/situations.
- Deviancy is learned through social interaction. The sources of behavior
lie both within the individual and with the social situation.
3. The Treatment Group
- Treatment Group is a small social system whose influence can be
guided in planned ways to modify client behavior.
- The worker influences the group’s composition, development, and
processes.
- The group is both “a means of treatment” and “a context for treatment”
 The Treatment Sequence
- Involves the same basic steps in the generic Social Work Helping
Process (A.P.I.E.T.) however also has features that go beyond the
generic steps.
- Consists of several major stages, each one characterized by
events, practitioner decisions and activities, and client experiences.

1. Intake
2. Diagnosis and Treatment Planning
3. Group Composition and Formation
4. Group Development or Treatment
5. Evaluation and Termination
Stages of the Treatment Sequence
a. Intake – involves presentation of client’s need/problem to the
worker, as he sees it (presenting problem). Intake process may
go beyond one interview with the client.
- The intake process culminates in the individual’s
commitment to a client status and the worker’s
commitment to provide service.
a. Diagnosis and Treatment Planning – worker undertakes a more
thorough assessment of each client’s problem/s, the client’s
capacity for help and change, and the various resources that
may be utilized for his/her welfare.
*Case study should not be a mere collation of information that
have been obtained but an organized and synthesized
presentation of information which in the worker’s judgment is the
real situation.
*The case study becomes part of the written Case or Diagnostic
Statement which is the culmination of all actions taken during
assessment stage.
*A Diagnostic Statement is prepared for every group member to:
i. provide the worker direction as far as a particular group
member is concerned
ii. it will be the worker’s basis for evaluating the effectiveness of
her work with the client
iii. Her treatment goal/s for each member become the basis
for her treatment goals for the group.
 c. Group Composition and Formation - 2 Major task during this stage:
1. the assignment of individual clients to groups
2. formulating group treatment goals and corresponding plans to achieve
them including group activities/program media

● The group’s participation in determining the treatment goals is limited, since

they do not have the kind of information that the worker has about each
member. However, the group should know the worker’s treatment goals for
them as a group.
● The worker serves as a central person, or a psychological core of the group,
and intervenes to influence group development in desired direction.
● Treatment groups will require a more directive stance from the worker.
d. Group Development and Treatment – worker seeks the
emergence of group goals, activities and relationships which can
render the group effective for treatment of the members. (in the
generalist practice terminology, this is known as the implementation
stage)
*The worker’s main concern is that the group becomes the
most potent means possible to attain its goals/ends.
e. Evaluation and Termination – involves a review of the process that
have been made by the individual clients and a decision whether or
not to continue individual client’s membership or the group as a
whole. This stage also involves preparing clients/group for the
impending separation.
*In doing both periodic and terminal evaluation, the worker
must return to her diagnostic/case statements to be able to assess
the progress made by the individual members. More so, the worker
has to go back to the group treatment goals to evaluate the
progress made by the group.
Treatment groups are terminated for the following reasons:
1. When it is apparent that the treatment goals have been
substantially achieved
2. When it appears that maximum benefits for the member
clients have been attained or when any anticipated
additional gains are insufficient to merit continuation
3. Clients are dropping out
4. The agency is unable to continue providing the service for
whatever reason
 Strategy of Intervention
a. Potential resources for helping the individuals who belong to a
treatment group:
- worker-member interactions
- member-member interactions
- groups’ activities or program
- the group structure
b. Modes of Intervention (Means of Influence)
i. Direct means of Influence - Interventions to effect change through
immediate interaction with a group member. There is a face-to-face contact
between the worker and the group member, whether in the group, or outside
the group.
4 types of Direct Means of Influence
✔ Worker as central person – object of identification and drives
✔ Worker as Symbol and Spokesman – agent of legitimate norms and
values
✔ Worker as motivator and stimulator – definer of individual goals and
tasks
✔ Worker as executive controller of member’s roles
ii. Indirect Means of Influence - Interventions that modify group conditions
affecting one or more group members
6 Types of Indirect Means of Influence
✔ Group Purposes (Worker’s Treatment Goals for the Group) – selecting of group members,
influencing structure of the group, determining appropriate activities to be undertaken
✔ Selection of Group Members – this basically refers to group composition.
✔ Nature of Group Activities – refers to choice of program media as primary helping tools for
working with groups. What appropriate activity will be used at any given time.
✔ Size of the Group – determination of number of members that will be most advantageous for
treatment.
✔ Group Operating and Governing Procedures – determination of what kind of leadership style
to implement (Liessez faire, Democratic, Authoritative). Main concern is provision of a
mechanism for group decision-making.
✔ Group Development – the worker’s task is to influence the course of the group’s development
so that his/her goals for the clients are attained
iii. Extra Group Means of Influence – events and processes occurring
outside the group or outside the treatment sequence that the worker
engages in to benefit his/her client.
“Extra Group Relation”: behaviors and attitudes of persons in the client’s
social environment or to large social systems within which both clients
and others occupy.
4 types of Extra Group Means of Influence
✔ Social roles and relations of clients prior to client status
✔ Significant others
✔ Social systems of which clients are members (schools, hospital,
rehabilitation centers, factory)
✔ Social environment for the treatment group
C. The Interactionist Approach by William Schwarts
- The function of the worker is to “mediate the process through which the
individual and society reach out to each other through mutual need for
self-fulfillment”
1. The Mediating Function –SW function is to mediate the transactions
between people and various systems through which they carry on their
relationships with society.

2 Skills important for a Worker in this approach

✔ Helping each individual client negotiate the system immediately
crucial to the problems
✔ Helping the system reach out to incorporate the client, deliver its
service, and thus carry out its function in the community
2. The Group – an alliance of moving, interdependent beings, with the worker
being one of them.

2 client responsibilities of the worker:

✔ Worker addresses each member, whose relationship to the group this
member needs to negotiate
✔ The group as a whole that has to negotiate the larger systems of which
it is a part

4 Major Features of the Group:

✔ The group is a collective in which people face and interact with each
other;
✔ The people need each other for certain specific purposes;
✔ People come together to work on common tasks; and
✔ The work is embedded in a relevant agency function
3. Phases of the Work
a. Tuning In
b. The Beginning
c. The Task
d. Transactions and Endings
D. The Crisis Intervention Approach
- used with individuals, families, groups and communities that are in a state
of disequilibrium due to a crisis they have experienced.

1. Crisis – is an “upset in a steady state”, an emotional reaction on the part

of the individual/family/group to a threatening life event. It is basically a
struggle to cope with and master an upsetting situation and regain a state
of balance. It is not considered a disease or a pathology, but a part of the
normal growth process as it can happen to anyone.
State of Crisis – temporary disturbance in one’s equilibrium resulting
in the immobilization of problem-solving abilities and other aspects of
daily functioning..
4 Main Elements of Crisis:
✔ Stressful situation or precipitating stress (hazardous experience,
developmental/maturation stress, transitional/situational stress)
✔ Perception of Stress
✔ Response Phase
✔ Resolution Phase
2. Crisis Intervention – a process for actively influencing the psychosocial functioning of individuals,
families and groups during a period of acute disequilibrium. The aim is to help this systems to move toward
adaptive and away from maladaptive resolution.
Characteristics of Crisis Intervention
- involves crisis-oriented, time-limited work
- Accessible within 24-72 hours from the time of the request or “cry for help”
- No intake procedures, no waiting lists, and no transfer of workers
- The Assessment-Planning-Intervention sequence is not always followed
- Participation in the Helping Process is voluntary
- Limited to 4-6 weeks (Max of 6 sessions of crisis intervention is seen as adequate)
2 Major Goals of Crisis Intervention
✔ To cushion the immediate impact of the disruptive, stressful event/s
✔ To help those directly affected as well as significant others in the social environment mobilize and
use their psychosocial capabilities, interpersonal skills, and social resources for coping adaptively
with effects of stress
3. Phases in Crisis Intervention
a. Assessment – evaluation of the 5 components (hazardous event,
vulnerable or upset state, precipitating factor/event, state of active
crisis, state of reintegration/reorganization) of client’s situation to
determine whether a crisis exists or not
- Initial interview is crucial.
- Client is encouraged to ventilate the feelings of loss, guilt, fear,
anxiety, sadness etc.. Once emotional tone is lowered, a discussion of
the resolution of the crisis situation follows.
b. Implementation of Treatment – setting up and working out specifics
tasks (client and worker) designed to solve specific problems in the
current life situation, to modify inappropriate ways of functioning and to
learn new coping patterns.
2 categories of tasks involved in crisis Intervention (Golan)
✔ Material arrangement tasks
✔ Psychosocial tasks
4 treatment Techniques used in Crisis Intervention
✔ Sustaining Techniques
✔ Direct Influence Techniques
✔ Direct Intervention Techniques
✔ Reflective Discussion Techniques
c. Termination – worker and client should review their progress.
Emphasis is placed on task accomplished, adoptive coping patterns
developed, and the ties built with persons and resources in the
community.

4. Target Population
*Targets of Assistance in crisis Intervention:
✔ Individuals in crisis
✔ Those in collective crisis
✔ Those associated with persons in crisis
5. Advantages of Group Crisis Intervention
a. Allows ventilation of feelings and emotions in the presence of
others in the same situation
b. Group support helps to assuage pain and offers hope
c. Group sharing helps to mobilize personal strengths and resources
d. Group participation makes for mutual assistance in considering
alternative ways of coping with the crisis
e. Group members help each other in identifying community
resources that may be needed for problem solving.
6. Special features of Crisis Intervention Groups
a. Membership may be open or closed, depending on the situational
need
b. There is no rule about group size, but membership ranging from 4-12 is
considered more manageable
c. Groups are time limited, usually up to 6 sessions per person
d. Group processes is usually accelerated in a crisis group because of
the sense of urgency inherent in crisis and the constraint of time limits
e. The worker assumes a very active directive role
f. Individual assessment of group members are necessary since
individuals differ in terms of vulnerability to crisis and crisis-coping
ability
7. The 4 Step Approach in Group Crisis Intervention
Step 1: The Search for the Precipatating Event and Its Meaning to
the Client
Step 2: The Search for Coping Means Utilized by the Client
Step 3: The Search for Alternative Ways of Coping that Might
Better Fit the Current Situation
Step 4: Review and Support of Client’s Efforts to Cope in New
Ways; Evaluation of Results
8. Crisis Incident Stress Debriefing – a form of crisis intervention. This is also
used with human service providers who are the “hidden victims” if the crisis.
- applied after a “critical incident”, any incident/situation/event, that can
cause powerful/overwhelming, even unusual reactions from those exposed
to it.
- a preventive stress management strategy designed to assist affected
people in handling severe stress
- Victims are classified as:
● Direct Victims
● Indirect Victims
● Hidden Victims - “silent sufferers”
Purposes of CISD
1. Assist victims to deal positively with the emotional effects of a severe
stress-inducing event.
2. Provide education about current and anticipated stress responses.
3. Provide information and support for coping and stress management.
How is CISD done?
1. Administrative Preparation
a. Timing – within 3-4 hours after the critical incident
b. Physical Arrangement – ideally not more than 10 members
- There should be uninterrupted use of room/space during CISD sessions
c. Facts of the critical incident
d. The debriefing group
e. Announcements of debriefing
The CISD Process (3-4 hours to conduct)
Phase I. Start-Up
a. Introductions of Participants
- explanation of CISD concept
- emphasis on participation, and
- assurance of confidentiality
b. Conduct of 5-minute experiential exercise
Instructions:
- Close your eyes, breath in, breath out (RELAX)
- Recall a crisis experience
- Think of scenes from that experience and recognize feelings in
relation to experience (5 minutes)
Phase II. Sharing the Crisis/Stressful Experience
a. The worker asks participants:
▪ What happened to you?
▪ How did you feel then?
▪ How do you feel now?
b. The worker identifies participant who is ready to share,
or seems to need to talk (15 minutes sharing)
c. The worker compliments the group for their openness
and willingness to share. Point out commonalities of
clients’ responses and that these reactions are normal.
Conduct breathing exercises (Noisy Sigh, Optional
Breathing Exercise).
Phase III. Understanding Symptoms/Stress Responses
a. Discuss stress responses during and after critical incident
with participants
b. Worker guides the group to categorize responses (body,
feelings, thoughts, and actions)
*Types of Stress Responses:
1. Physical
2. Emotional
3. Cognitive
4. Behavioral
5. Spiritual
Phase IV. Understanding Grief and Loss
a. Worker facilitates participants concept of loss
b. Explain grieving process (Denial, Bargaining, Anger and
frustration, Depression/sadness, acceptance/resignation)
c. Deepen understanding of crisis
Phase V. Coping with Stress
a. Worker asks about members coping mechanisms/responses, and
then identify most and least effective responses
b. Worker emphasize that them(members) coming to the group is a
form of coping
c. Stress can be managed without use of pills/cigarettes,
alcohol/drugs. Shares basic stress strategies: Exercise, Proper
Nutrition, Rest and relaxation time, spirituality/praying
Phase VI. Planning for a Contingency
a. Worker asks members about their plans after the incident.
Phase VII. Summarizing and Evaluating
a. Review of the CISD experience
b. Worker summarizes way in which members can help
themselves.
Group Structure and Process in Social Work

1. Group Structure
*Structure – “arrangement of interrelation of all parts of a whole”
*Group Structure – “patterns that develop and maintain themselves
over time in interpersonal relations” (Garvin and Glasser)
Aspects of Group Structure
1. Size – refers to number of persons in a group
2. Communication Structure – Communication is the process of
transferring and sharing messages and meanings through the use
of symbols likewords, movements and gestures, and sounds.
3. Affectional Structure – the heart of the group process
Interaction – the process of acting and reacting which takes
place between people in a group (pairs/dyads, triads,
foursomes, isolates)
Sociometry – technique of studying the affective relationships
among group members
4. Power Structure
Power – “potentiality for inducing forces in the persons toward
acting or changing in a given direction”.

5 Bases of Power
a. Reward Power
b. Coercive Power
c. Legitimate Power
d. Referent Power
e. Expert Power
 5. Leadership – the ability to influence other people in some way.
Theories on Leadership:
a. Position theory
b. Trait theory (the great person theory)
c. Style Theory
- Authoritarian
- Democratic
- Laissez Faire
d. Situational theory
e. Functional Leadership theory
6. Role Structure
Role – refers to socially-recognized pattern of expectations of
behavior on the part of a person in a certain position
7. Group Norms
Norms(or rules) – are standards of behavior
8. Behavior Contagion (Nahahawa/Contamination) – the
spontaneous pick-up or imitation of a behavior initiated by one
member in the group.
9. Status – refer to one’s rank or standing in a group.
Group Processes
1. Conformity – expedient and true conformer
2. Competition – denotes rivalry
3. Cooperation – denotes joint efforts
4. Group Decision Making – Voting (Simple Majority and High
Percentage Majority), Consensus, Postponing Decisions, Delegation of
decision making authority.
5. Group Think – a problem-solving process in which proposals are
accepted without careful review.
6. Conflict – means sharp disagreements or clash of ideas.
- Win-lose Conflict Style
- Yield-Lose Conflict Style
- Lose-Leave Style
- Compromise Style
- Integrative Style
7. Group Cohesiveness - degree to which the members of a group
desire to remain in the group
8. System’s Theory

● Argues that the environment you grow up in affects every facet of

your life. Social factors determine your way of thinking, the
emotions you feel, and your likes and dislikes.

● If you change your environment, you’ll change.

The five systems include:

Microsystem: Made up of the groups that have direct contact with

the
Mesosystem: The relationships between the groups from the first
system.
Macrosystem: Contains those cultural elements that affect the
individual and everyone around them.
.
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