Group work process report no1

1. name of the group: “light of hope”

2. date and duration of the session: 13 June 2024. 1 hour
3. date of the report: 14 June 2024
4. Attendance register
Name and surname Session 1
1. student social worker Present
2. contact person Present
3. member A Present
4. member C Present
5. Member D Present
6. Member E Present
7.Member F Present
8 Member G Present
9 Social work Present

5. programme outline and plan for the specific group work session
• programme
• Opening and welcome by facilitator
• Ice breaker
• Evaluation on the ice breaker
• Discussion on HIV and AIDS challenges
• Reflection on the session

My thoughts and The process Skills,

feelings during programme
the course of the material and
session activities used
and theoretical
frameworks and
approaches
followed used
It is the first time Facilitator: good Initiating, by
with the group morning . greeting the
and Thank you for members and
the student social coming to our first creating safe
worker is feeling session of our environment for
nervous. group today. I’m the group.
happy that you are
here. I really
appreciate your
presence.
All members: It’s Observing
our pleasure members
being excited for
class.

Facilitator: Proposition 17
name is Dzunisani to
Mabasa create a safe
and I’m a student environment for
social worker at the
Randoer school. group.
I’m the one who
will be facilitating
the group until our
last session. Like I
said when I recruit
you, this will be a
supporting and
educational group
of young kids leaving Value for
with HIV and Aids, the respect
goal is to support asking
each other while permission to
educating record the
ourselves about session
HIV and Aids. first.
Members: okay
Facilitator: you
are all here for the
same reason. Can I
please record the
session?

Members: okay

Facilitator: we are Open-ended

going to make group question
rules which will help us the student
to control the group applied this
and anyone who will skill to allow
go against group rules member
will be suspended do to answer more
you agree to that? in
depth

Members :yes Mam

Facilitator: our group
rules are

• Be Punctual
and be Reliable.
• Respect Group
Decisions.
• Respect
Everyone.
• Be Inclusive.
• The must be
Clear
Communication.
• Active Listening
practiced.

Members: Noted

Facilitator: I
understand some Shifting the
already know me focus I
but I would like us wanted members
to know each other to
well. We are going relax and be
to introduce comfortable
ourselves by doing before we
an ice breaker. Do could start with
you all know what our
is an ice breaker? session.

Members: no we Restate the

don’t. member’s
response to get
Facilitator: okay more
its fine, let me clarity in their
explain it to you. answer.
Ice breaker serves
as something that Questioning
relieves tension facilitating by
between people explaining the ice
who don’t know breaker to the
each other. Like group for them to
now we all come take
from different responsibility
areas and don’t of activities.
know each other
and I’m sure some
are already asking
themselves how
are they going to
cope with
strangers in the
group for 8
sessions.

Member C: as if Observation
you saw me, I’m Members
really not good conducting
with people that I verbal
totally don’t know. communication
(Other members
smile)

Facilitator: I
understand, but
let’s make an ice
breaker and see if
you still feel the
same way.
Remember we are
all here about the
same issue, so I
hope we will all get
used to each
other.

Member A: I also Observing

hope so. members
as they were
Facilitator: okay, playing
since our topic for game. They were
today is HIV AND all
AIDS challenges, participating.
I have got an egg
and a spoon with
me and since we
are Eight I’m
going to divide us into
two groups.
Social worker will
be monitoring us.
So each group will
have 3 people on
it. Now the first
person on the
group will take the
spoon and put an
egg in it and say his
name and must
walk around the
room and return
back, passing the
spoon and egg to
the next person. At
the end of the
activity, we
can have the
discussion,
comparing the
game to real life

(all members Observing

participated, they members
start giggling and laughing together
making and
conversations) showing love for
each
Facilitator: wow other.
that was good. We
can all have a seat Reflecting
and discuss our member’s
ice breaker. feelings and
What is it that you giving
learnt from the ice feedback on the
breaker? ice
breaker game.
Member A: It
taught me to have
focus because all
the time when I
was walking
around with the
egg in the spoon I
focused more on
it.

Facilitator: good, Active listening

focus. Anyone else? to the
group members
Member C: it as
teaches me that as they taking turns
a person I must to
value other things, speak and giving
like I knew that if I each
drop the egg it will other time to
be broken and speak.
others won’t get
the opportunity to
do what I did.

Facilitator: good Observing

valuing what we members
have in life: I’m interacting
impressed with
you guys.
Member E: and
also that in life we
must learn to take
care of what we
have.
Member B: I also
learned that in life
we must not drop
everything along
our way.
Member D: I
learnt that if I drop Observed
the egg, it will members
break so in life I verbal and
must not break non-verbal
what I value. interaction
Facilitator: thank
you so much, you
really
understand what
we just did. We
must value the
things we love
most, other things
when we break
them we won’t be
able to mend
them, so we must work
according to the rules?
Members: yes

Facilitator: okay
so let’s get to
today’s topic. Our
todays topic is
challenges of student
leaving with HIV and
Aids
Anyone who want
to tell us what are
challenges of people
leaving with HIV and
Aids
Member A: I think
is the challenges
or difficulties we
come across such as
discrimination and
Navigating
relationships with
peers.
Facilitator: you
are right, is there
anyone who wants
to add on that.
Member C: I think
she said it all.
Facilitator: thank
you, member A is
correct and I can
also add to that, the
challenges or any
difficulties or
concerns that
student leaving with
HIV and Aids come
across is that the find it
difficult in making
friendships, the are not
free to open up about
their status.
Member A: is true
every time when I
have new friends I find
it difficult in opening up
about my status.
Member D: my
challenge is that I feel
like when I tell them
the will judge me or
ask me more question
about the disease
Member B: my
challenge is that il be
told will die this is
something that I don’t
want to hear.
Member E: I always
want to participate in
sport but because I
feel like might be
affected due to health
issues I cant.
Member C. I am
scared to stay in
school accommodation
because the person
that l be sharing the
room with immeditetly
the know about my
status the won’t be
comfortable around
me.
Facilitator: of all
the challenges that
you are facing as
student living with HIV
and Aids is there’s
ways to
overcome it, Let’s try
to help each other.
Member C: we
thought maybe
you can help us?
Facilitator: student Consensus
living with HIV and building
Aids we must know the student
that best way is to employs
develop self-esteem the skill to
another thing is to facilitate a
collaborative
• Is to accept decision
their status. making.
• Identify friends,
family Supporting to
members, or create
teachers you an atmosphere
trust and feel that
comfortable encourages
talking to about members
your status. to continue
• Build desired
relationships behaviour
with peers who
can offer
emotional
support and
companionship.
• Join support
groups for
 people living
with HIV/AIDS,
either in person
or online, to
connect with
others who
understand your
experiences.
• Go for
counselling and
don’t forget to
take your
medication

Member A: that’s Active listening

powerful advice to the
group members
as
they taking turns
to
speak and giving
each
other time to
speak.
Facilitator: tell me what Evaluating the
have learned today? session to allow
members to
reflect,
ask questions, or
comment
preparing to end
the session.

Evaluating to
promote
deeper self-
awareness
and better
understanding of
the
group movement
and
direction Corey
et al
(2014:36‐43).
Evaluate
the session to
allow
 members to
reflect
about the
session and
allow questions.

Member B:I have Active listening

learned that we must to the
accept our status group members
before disclosing it to as
people from outside they taking turns
Member C: I have to
learn that we must not speak and giving
be afraid to join each
support groups to other time to
learn more about the speak.
disease

Member D: I have
learned that before Observing
you disclose your members
status identify people interacting
you trust to avoid
disappointments

Member E:I have

learned to value
myself it doesn’t
matter what sickness I
am in.

Members A:You have Observed

forgotten about me I members
have learned that verbal and
counselling is the best non-verbal
medicine interaction

Other members: we all

learned and will start
implementing.

I was happy Facilitator: thank you Giving feedback

that members everyone for providing to
were all feedback. I appreciate group members
participating in the feedback from you and
a game. as this gives me thanking them for
valuable information their
about participation to
our sessions. This encourage them
shows we are reaching to be
our more active in
goals. class.
Summarizing: I
applied the skill
to
summarize the
main
topic, ideas, and
Group: nodding head. outcomes of the
session in a brief
and
clear manner.
The
student
highlighted the
essential points
discussed and
the
conclusion
reached,
providing a clear
overview of the
session’s
content.
Consensus
building
the student
employs
the skill to
facilitate a
collaborative
decision
making.

I was happy Facilitator: You are all Terminated the

that group correct thank you so session for
members were much for attending the today.
satisfied about session, we are about
the session. to end it, I am hoping
to see you next week
on the next session.
7.1 Group dynamics
7 Communication and interaction patterns
The type of communication that was present in the session is verbal and non-verbal

communication. Toseland and Rivas 2014 define free floating as an interaction

pattern that transpired throughout the session was free floating as an interaction

pattern where all members take responsibility for communicating, taking into

consideration their ability to contribute meaningfully to the particular topic.

7.2 Group cohesion

The group members seem to attracted to the group and they seem to feel that their

participation is valued and that they are treated equally and liked. And they also

share a similar concern and that is why the members attracted to the group and the

things that were discussed is what they experience in their daily lives. They are also

given an equal opportunity to talk.

7.3 Social integration

The group members were all on time- punctuality, five members came out of eight

and register was signed. Members were well behaving and participating.

7.4 Cultural dynamics

According to Rivas and Toseland (2004:23) culture refers to the values, beliefs,

customs traditions and preferred ways of doing business that are implicity. The group
members continue without any significant symbols or form of culture.

8. Assessment as a process and as a product

8.1 Assessment as a product

All members were participating but Member C seems to be more active in the group.

She became free to talk and understood that they are here for one reason. No one

tried to steal the show.

8.2 Assessment as a process

The group is still in the beginning stage and members became actively participating.

The session went well, some members shows more interest than others and the

empowerment is taking place. The session started with a facilitator welcoming the

group and icebreaker done by the group and facilitator worked like magic as every

member started to loosen up.

9. Evaluation

As the first session, the session went well. They all participated and seemed to

enjoy the icebreaker as well as understanding what we were doing. They even

shared their experiences as people living with HIV and Aids .

10. Reflection

The student found the session much lighter and in terms of the maypole of the group

was very pleasant. Toseland and Rivas (2014:74), describe maypole as a pattern of
group interaction when the leader is the central part and communication occur from

the leader to the member and from the group to the leader.

Members were asked to evaluate the session and they all pleased to be part of the

group and looking forward to learn more about HIV and Aids.
.

11. Planning

The next session will be on the 24 May 2024 Randeor School hall ,The topic of the

day will be HIV and AIDS symptoms. The session will be from 9h00 to 10h30.

Topic: HIV and Aids symptoms

Venue: Randeor hall

Time: 9h00am

12. Supervision questions and notes

Questions discussed during supervision

13. life skills/resources

Behaviour management

Love and affection

Life skill

14. Acts and legislations involved

Child Protection Act, No. 80/2002

 POPI – privacy of personal information

Children’s Act 38 0f 2005

References

Adlem A, Calitz T & Mathebane M, 2020. Advanced Integrated Social Work

Practice:Only study guide for BSW4805. Pretoria: UNISA
Corey, MC, Corey, G & Corey, C. 2014. Groups Process and Practice.
USA:Brooks/Cole
Egan, G.2002. The skilled counsellor: a problem-management approach to
helping.Pacific Grove: Brooks/Cole.
Toseland, R & Rivas, R. (2014). An Introduction to Group Work Practice: 7th
Edition.New York: McMillan Publishing Company