SAW1504

SAW1504: Integration of theory and

practice
TABLE OF CONTENTS
1. Introduction ..................................................................................................................................................................... 2
2. Objectives: ........................................................................................................................................................................ 2
2.1. Educate on Teenage Pregnancy and STIs: ........................................................................................................... 2
2.2. Promote Abstinence from Drug Abuse: ............................................................................................................... 2
2.3. Address the Dangers of Performance-Enhancing Drinks:................................................................................. 2
2.4. Coping with Examination Stress: ......................................................................................................................... 2
3. Activities: .......................................................................................................................................................................... 2
3.1. Workshops and Discussions: ................................................................................................................................. 2
3.2. Peer Support Groups: ............................................................................................................................................. 2
3.3. Resource Distribution: ........................................................................................................................................... 2
4. Agency sponsorship: ....................................................................................................................................................... 3
4.1. Department of health (Tshilidzini Gateway Clinic)........................................................................................... 3
4.2. Alumbi Events: ........................................................................................................................................................ 3
4.3. Presidential Bursary and Transnet Scholarship: ................................................................................................ 3
4.4. Transnet Scholarship: ............................................................................................................................................ 4
5. Membership: .................................................................................................................................................................... 5
5.1. Developmental Needs: ........................................................................................................................................... 5
5.2. Potential for Growth through Group Participation: .......................................................................................... 5
5.3. Academic Focus and Examination Preparation ................................................................................................. 5
5.4. Peer Learning and Support ................................................................................................................................... 5
6. Recruitment Methods for Group Membership ........................................................................................................... 6
6.1. Referrals from Educational Institutions .............................................................................................................. 6
6.2. Community Organizations .................................................................................................................................... 6
6.3. Direct Outreach Initiatives .................................................................................................................................... 6
6.4. Online Platforms .................................................................................................................................................... 6
6.5. Parental Involvement ............................................................................................................................................ 6
7. Composition Criteria for Group Membership ............................................................................................................. 6
7.1. Group Size ............................................................................................................................................................... 6
7.2. Open or Closed Group Structure ........................................................................................................................... 6
7.3. Demographic Characteristics ............................................................................................................................... 6
7.4. Alignment with Developmental Stage ................................................................................................................ 7
7.5. Developmental Considerations ............................................................................................................................ 7
8. Proposed Schedule for Group Meetings: ..................................................................................................................... 7
9. Sample Contract: ............................................................................................................................................................. 8
10. Activities ........................................................................................................................................................................... 9
10.1. Session 1: Introduction and Goal Setting ............................................................................................................ 9
10.2. Session 2: Study Skills and Time Management .................................................................................................. 9
10.3. Session 3: Exam Preparation Strategies .............................................................................................................. 9
10.4. Session 4: Peer Learning and Collaboration ....................................................................................................... 9
10.5. Session 5: Self-Care and Well-being .................................................................................................................... 9
10.6. Session 6: Academic Goal Review and Progress Check ..................................................................................... 9
10.7. Session 7: Effective Communication and Presentation Skills ........................................................................... 9
10.8. Session 8: Critical Thinking and Problem-Solving .......................................................................................... 10
10.9. Session 9: HIV/AIDS Awareness and Support ................................................................................................... 10
10.10. Session 10: Career Development and Future Planning ................................................................................... 10
10.11. Session 11: Academic Success Celebration and Reflection ............................................................................. 10
11. Significance of a Group Work Contract: .................................................................................................................... 10
12. Example of a Customized Group Work Contract: Group Work Contract .............................................................. 12
13. Conclusion ...................................................................................................................................................................... 14
14. Bibliography ................................................................................................................................................................... 15
15. Academic honesty declaration ..................................................................................................................................... 16

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1. Introduction

The final year of high school is a pivotal moment in a teenager's life, marked by the pressure
of impending examinations and the transition into adulthood. As Grade 12 learners prepare for
their final exams, many resort to late-night study sessions or vigils, often without adult
supervision. This proposal aims to address the unique challenges faced by teenagers aged 17
to 20 during this critical period, including the risks of teenage pregnancy, sexually transmitted
infections (STIs), substance abuse, and the pressures of examination stress.

Teenagers are at a stage of life characterized by exploration and self-discovery. They are
eager to assert their independence, which can lead to risky behaviors, especially when faced
with the stress of academic performance. The lack of adult supervision during late-night study
sessions can exacerbate these risks, making it essential to provide guidance and support to
help them navigate this challenging time.

2. Objectives:

2.1. Educate on Teenage Pregnancy and STIs:

Provide information on the consequences of early sexual activity, including the risk of
unintended pregnancies and STIs.
Discuss the importance of safe sex practices and the use of protection.

2.2. Promote Abstinence from Drug Abuse:

Highlight the dangers of using illicit drugs and performance-enhancing substances to cope
with study pressures.
Offer strategies for maintaining focus and energy without resorting to harmful substances.

2.3. Address the Dangers of Performance-Enhancing Drinks:

Educate learners about the potential health risks associated with energy drinks and other
stimulants.
Discuss healthier alternatives for boosting energy and concentration.

2.4. Coping with Examination Stress:

Provide techniques for managing stress and anxiety related to exams, including time
management, relaxation techniques, and healthy study habits.
Encourage open discussions about mental health and the importance of seeking help
when needed.

3. Activities:

3.1. Workshops and Discussions:

Organize interactive workshops where learners can discuss their concerns and
experiences related to the topics.
Invite guest speakers, such as health professionals and counselors, to provide expert
insights.

3.2. Peer Support Groups:

Establish peer-led support groups where students can share their challenges and
strategies for coping with stress and peer pressure.

3.3. Resource Distribution:

Provide pamphlets and resources on safe sex practices, the dangers of drug use, and
stress management techniques.

Conclusion: This group work proposal aims to empower Grade 12 learners with the
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 knowledge and skills necessary to navigate the challenges of late-night study sessions
responsibly. By addressing issues such as teenage pregnancy, STIs, substance abuse, and
examination stress, we can help create a supportive environment that fosters healthy
decision-making and academic success.

4. Agency sponsorship:

4.1. Department of health (Tshilidzini Gateway Clinic)

Name: Department of health (Tshilidzini Gateway Clinic)

Vision: A long and healthy life for people in Limpopo

Mission: To provide free data to Grade 12 learners to support their tertiary education
applications and academic success.

Resources: Provision of HIV/AIDS counselling and test; Career development plans;

bursaries; first aid training and access to research facilities.

Geographical Location: Regional coverage to benefit Grade 12 learners across various

school.

4.2. Alumbi Events:

Name: Alumbi Events

Vision: To be South Africa’s events, entertainment and promotions service provider of

choice. To be an innovation orientated events, entertainment and promotions company
which tailors every event to suite the clients unique desires.

Mission: provide unique, superior and world-class event services Professionalism and
provision of customer driven services. We are committed to ensuring success by investing
in our staff through skills development.

Resources: The top three students will receive financial sponsorship in recognition of their
academic achievements and to support their ongoing progress. Alumbi events will also
provide tents and chairs during any stakeholder engagements or related events.

Geographical Location: presence locally to assist students in their academic endeavors.

4.3. Presidential Bursary and Transnet Scholarship:

Presidential Bursary:

Vision: Promoting educational opportunities for outstanding learners.

Mission: To offer bursaries to exceptional Grade 12 learners for tertiary education.

Resources: Financial assistance and support for top performing learners to pursue higher
education.

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 Geographical Location: National program to benefit deserving learners across the country.

4.4. Transnet Scholarship:

Vision: Investing in the future workforce through educational support.

Mission: To award scholarships to top-performing Grade 12 learners for academic

excellence.

Resources: Scholarships covering tuition fees, study materials, and other educational
expenses for selected learners.

Geographical Location:
nationwide scholarship initiative to help gifted youngsters pursue their dreams of higher
education.

Through these partnerships, the educational group for Grade 12 students will function
within a framework of support that gives them access to necessary resources, financial
aid, and scholarship opportunities to improve their academic journey and future prospects.

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5. Membership:

Target Population: Grade 12 learners aged 17-20 preparing for their final matriculation exams.

Justification:

5.1. Developmental Needs:

Students in Grade 12, who are between the ages of 17 and 20, are in a pivotal point of
their academic careers as they prepare to graduate from high school and enter either
further study or the workforce.

Due to their substantial social, emotional, and cognitive growth, children in this age range
are amenable to educational interventions that can improve their academic performance
and learning objectives.

In order to successfully negotiate the challenges of the test period, students in Grade 12
require academic support, exam preparation skills, stress management tactics, and
confidence-building techniques.

5.2. Potential for Growth through Group Participation:

Participation in a group during Grade 12 offers students the opportunity to collaborate with
peers, engage in collective learning experiences, and share insights that can enhance
both academic achievement and personal development.

Through dialogue and cooperative efforts within a supportive group, students can benefit
from diverse perspectives, exchange knowledge, and provide mutual encouragement,
thereby fostering a sense of community and maintaining motivation.

Involvement in group activities can facilitate the development of essential social skills,
including effective communication, teamwork, and leadership capabilities, which are
critical for success in higher education, professional environments, and community
engagement.

The sharing of personal experiences among learners can contribute to a more nuanced
understanding of sexual education in a candid and constructive manner. The inclusion of
experts in this educational initiative is vital, as they can offer valuable insights regarding
the risks associated with promiscuous behavior, the stigma surrounding HIV, and
strategies for promoting positive living within communities affected by HIV.

5.3. Academic Focus and Examination Preparation

The educational initiative is specifically designed for Grade 12 learners, providing targeted
academic support and resources for examination preparation that address their distinct
needs and challenges. This program aims to establish a structured environment conducive
to study sessions, revision activities, examination strategies, and peer discussions. Such
an approach not only enhances subject knowledge but also fosters critical thinking skills
and improves overall examination performance.

5.4. Peer Learning and Support

Learners in Grade 12, typically aged 17 to 19, are at a developmental stage where peer
interactions and social connections significantly influence their academic success and
personal growth. Participation in group activities facilitates peer learning, collaborative
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 problem-solving, and mutual support, thereby cultivating a supportive community. This
environment promotes academic achievement, self-confidence, and resilience, equipping
students to navigate challenges effectively.

6. Recruitment Methods for Group Membership

6.1. Referrals from Educational Institutions

Collaboration with local high schools is essential for identifying Grade 12 learners who
would benefit from the group. School counselors, teachers, and administrators can provide
valuable referrals based on students' academic performance, examination preparation
needs, or personal challenges.

6.2. Community Organizations

Partnering with community organizations focused on youth development and education
can assist in reaching potential group members. Organizations such as youth clubs,
community centers, and educational support groups can help identify Grade 12 learners
who may benefit from the program.

6.3. Direct Outreach Initiatives

Conducting informational sessions or presentations at schools allows for direct
engagement with Grade 12 learners, introducing them to the group opportunity.
Distributing flyers, posters, or digital announcements in schools and community spaces
can further raise awareness about the group and its benefits.

6.4. Online Platforms

Utilizing social media platforms, school websites, and online forums can effectively
promote the group and attract interested Grade 12 learners. Creating online registration
forms or contact channels enables students to express their interest in joining the group
conveniently.

6.5. Parental Involvement

Engaging parents or guardians through parent-teacher meetings, newsletters, or
communication channels is crucial for informing them about the group and its benefits.
Encouraging parental support can enhance students' motivation to participate in the group
for academic assistance and examination preparation.

7. Composition Criteria for Group Membership

7.1. Group Size

Maintaining a small group size of approximately 5 to 10 members is essential for fostering
meaningful interactions and active engagement. Large groups can hinder individual
participation, limit idea sharing, and create an overwhelming environment that disrupts the
group's effectiveness.

7.2. Open or Closed Group Structure

Consider establishing an open group format that allows new members to join at any time
during the group's activities. This flexibility provides ongoing support for Grade 12
students preparing for examinations. Conversely, a closed group may restrict the
introduction of new perspectives and experiences, which are vital in a dynamic
educational environment.

7.3. Demographic Characteristics

Ensuring diversity within the group is important, encompassing variations in gender,
academic strengths, cultural backgrounds, and learning styles. A homogeneous group
may limit the richness of discussions and problem-solving opportunities, while a diverse
composition enhances learning experiences for Grade 12 students.
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 7.4. Alignment with Developmental Stage
The group should be structured to align with the developmental needs of Grade 12
students aged 17 to 20, who require peer support, academic assistance, and social
interaction during this critical academic phase. Avoid criteria that may hinder participants'
development, such as rigid membership rules that could limit inclusivity and support.

7.5. Developmental Considerations

Fostering an inclusive environment that respects individual differences and promotes
opportunities for personal growth and academic advancement is paramount. Avoid
practices that encourage competition, exclusivity, or discrimination based on demographic
factors, as these can undermine the supportive and collaborative atmosphere of the
group. By thoughtfully considering aspects such as group size, structure, demographics,
and alignment with the developmental stage of Grade 12 students, the educational
initiative can create a welcoming space that enhances academic success, personal
growth, and peer learning for all participants.

8. Proposed Schedule for Group Meetings:

Number of Sessions: The group will consist of 10 sessions in total.

Frequency: The group will meet once a week for 10 consecutive weeks.

Length of Each Session: Each session will last for approximately 2 hours.

Timing: The group meetings will be held on Saturdays from 10:00 AM to 12:00 PM.

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9. Sample Contract:

Group Meeting Schedule Contract

This contract outlines the logistical details for the group meetings between the facilitator and
participants:
1. Number of Sessions: 10 sessions in total.

2. Frequency: Weekly meetings on Saturdays.

3. Length of Each Session: Approximately 2 hours.

4. Timing: 10:00 AM to 12:00 PM.

Participant Agreement: I, agree to attend all 10 group sessions as scheduled. I

understand the importance of regular attendance and active participation in the group
activities.
Facilitator Agreement: I, commit to conducting engaging and informative group
sessions as outlined in the schedule. I will ensure that each session is productive and
supportive for all participants.
Terms and Conditions:

Participants are expected to arrive on time for each session.

Participants are encouraged to actively engage in discussions and activities during the
meetings.
Any changes to the schedule will be communicated in advance by the facilitator.

Our commitment:
• We commit to listening to each other's ideas with respect.
• We commit to doing our work to the best of our abilities.
• We commit to completing our work on time.
• We commit to seeking help if needed.

Signatures:

Participant: ____________________________________Date: _____________________

Facilitator: _____________________________________Date: ____________________

By signing this contract, both participants and the facilitator acknowledge their commitment
to the proposed schedule for group meetings and agree to adhere to the terms and
conditions outlined above.
The following consequences will apply if a group member breaks one or more of our
rules:

If a group member violates our rules, the group may hold meetings to address the issue and
request the individual to adhere to our agreement. If the person continues to break the rules
despite these discussions, we will seek assistance from a teacher to help us resolve the
situation. If the learner is still unable to comply with the agreement, they will be required to
complete a worksheet in a separate area.

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10. Activities

10.1. Session 1: Introduction and Goal Setting

Objective: Establish rapport among participants, introduce group members, and

collaboratively set individual and group goals.

Activities: Icebreakers to foster a comfortable environment, group introductions, goal-

setting exercises, and a discussion on expectations for the program.

10.2. Session 2: Study Skills and Time Management

Objective: Enhance participants' study skills, time management techniques, and

organizational strategies to improve academic performance.

Activities: Sharing effective study tips, exploring various time management tools, and
setting specific goals for developing productive study habits.

10.3. Session 3: Exam Preparation Strategies

Objective: Equip participants with effective exam preparation strategies and stress
management techniques to enhance performance.

Activities: Engaging in mock exam scenarios, practicing stress-relief exercises, and

creating personalized exam timetables.

10.4. Session 4: Peer Learning and Collaboration

Objective: Foster an environment of peer learning, collaboration, and group problem-

solving skills.

Activities: Conducting group study sessions, facilitating peer teaching exercises, and
working on collaborative assignments to reinforce learning.

10.5. Session 5: Self-Care and Well-being

Objective: Promote self-care practices, raise mental health awareness, and develop well-
being strategies among participants.

Activities: Practicing mindfulness exercises, creating personalized self-care plans, and

learning stress management techniques.

10.6. Session 6: Academic Goal Review and Progress Check

Objective: Review individual academic goals, assess progress, and provide constructive
feedback and support.

Activities: Reflecting on personal goals, tracking progress, and engaging in peer

feedback sessions to encourage accountability.

10.7. Session 7: Effective Communication and Presentation Skills

Objective: Enhance participants' communication skills, public speaking abilities, and

presentation techniques.
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 Activities: Engaging in communication exercises, practicing presentations, and
participating in feedback sessions to refine skills.

10.8. Session 8: Critical Thinking and Problem-Solving

Objective: Develop critical thinking skills, problem-solving abilities, and analytical

reasoning among participants.

Activities: Analyzing case studies, engaging in group problem-solving tasks, and

participating in critical thinking exercises.

10.9. Session 9: HIV/AIDS Awareness and Support

Objective: Provide education on HIV/AIDS, promote awareness, and discuss available

support resources.

Activities: Facilitating discussions on HIV/AIDS prevention, treatment, and stigma

reduction, as well as sharing information about local support services and resources.

10.10. Session 10: Career Development and Future Planning

Objective: Assist participants in exploring career options, setting future academic and
professional goals, and providing resources for continued success.

Activities: Conducting a graduation ceremony to celebrate achievements, engaging in

discussions about future academic and career plans, and sharing resources for ongoing
support and development.

10.11. Session 11: Academic Success Celebration and Reflection

Objective: Celebrate participants' achievements, reflect on their learning journey, and set
future academic goals.

Activities: Recognizing individual accomplishments, facilitating group reflection on the

program experience, and collaboratively setting goals for future academic endeavors.

11. Significance of a Group Work Contract:

Definition: A group work contract acts as a formal agreement that delineates the
expectations, responsibilities, and commitments of both the facilitator and the group members.
It is essential for fostering clear communication, establishing boundaries, and ensuring
accountability within the group setting. Here are some key reasons why a group work contract
is vital:

Clarity and Expectations: The contract clarifies the purpose of the group, its objectives, and
the roles of each member. This understanding helps everyone know their responsibilities.

Accountability: The contract outlines individual responsibilities, encouraging each member to

take ownership of their actions and contribute to the group's success.

Boundaries and Guidelines: The contract establishes rules for behavior, communication,
and collaboration, ensuring that members treat one another with respect, work cohesively,
and feel secure within the group.

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Conflict Resolution: In the event of disagreements, the contract provides a framework for
addressing issues and finding solutions based on the agreed-upon terms.

Commitment and Engagement: Signing the contract signifies a commitment to the group's
objectives, motivating members to engage actively and invest in achieving the group's goals.

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 12. Example of a Customized Group Work Contract: Group Work Contract

Group Name: Vhembe Academic Success Support Group

Facilitator: ___________________________________________________

Participants: _________________________________________________

Duration: 11Sessions (Weekly on Saturdays, 10:00 AM - 12:00 PM)

Objectives: Enhance study skills, time management, exam preparation, peer learning, self- care,
communication, critical thinking, and academic success.

Expectations:

• Attend all 10 sessions punctually.

• Actively participate in group activities and discussions.

• Respect all group members' opinions and contributions.

• Maintain confidentiality within the group.

• Support and encourage fellow group members.

Responsibilities:

Facilitator: Provide guidance, resources, and support for group activities.

Participants: Engage in group tasks, share experiences, and collaborate with peers.

Communication:

• Group discussions will be respectful and inclusive.

• Any concerns or feedback can be addressed during or after sessions.

Conflict Resolution:

Any conflicts will be addressed openly and constructively with the facilitator's assistance.

I, ________________________________________________agree to the terms and conditions

outlined in this contract and commit to actively participating in the Academic Success Support Group.

Signature:_____________________________________________Date: _____________________

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I, ___________________________________________ agree to facilitate the group sessions
effectively and provide necessary support for the participants' academic success.

Signature: ________________________________________Date:__________________________

By establishing and adhering to a group work contract, the Academic Success Support Group can
create a structured and supportive environment that enhances learning, collaboration, and personal
growth for all participants involved.

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13. Conclusion

In conclusion, effective group work within a social auxiliary work setting necessitates thorough
planning, open communication, and well-defined agreements to ensure the group's success.
Adhering to the principles outlined in the group work contract allows facilitators to foster a
nurturing and efficient environment where participants feel valued, involved, and accountable
for their input. It is essential to set clear expectations, clarify roles, and manage conflicts
through the contract. By utilizing a customized group work contract, such as the one designed
for the Academic Success Support Group, facilitators can improve group dynamics, promote
collaboration, and achieve intended goals. Emphasizing the significance of the group work
contract as a foundational agreement for effective interactions enables social auxiliary workers
to conduct meaningful group sessions that address participants' developmental needs while
enhancing their overall well-being and growth.

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14. Bibliography

1. Council on Social Work Education, 2015. Educational Policy and

Accreditation Standards. [Online] Available at:
https://www.cswe.org/getattachment/Accreditation/Accreditation-
Process/2015- EPAS/2015EPAS_Web_FINAL.pdf [Accessed on: 29
May 2024].
2. De Preez, J. and Alpaslan, A., 1992. The Use of Games and Play in
Social Work Practice. Journal of Social Work Practice, 6(2), pp.149-162.
3. Grobler, H. and Schenck, R., 2010. Communication Skills for Social Work.
Pearson Education South Africa.
4. Mbedzi, P., Qalinge, L., Schultz, P., Sekudu, J., & Sesoko, M. (2015).
Introduction to Social Work in the South African Context. Cape Town: Oxford
University Press.
5. National Association of Social Workers, 2017. NASW Code of Ethics.
[Online] Available at: https://www.socialworkers.org/About/Ethics/Code-of-
Ethics/Code-of- Ethics-English [Accessed on: 28 May 2024].
6. Schoeman, C. and Schoeman, M., 2010. Group Work in Social Work and
Social Development: A Practical Guide. Oxford University Press.
7. Strydom, H. and Strydom, M., 2010. Social Work: A Practical Approach.
Juta and Company Ltd.
8. University of South Africa. (2017). Only study guide SAW1503: Social
Auxiliary Work Practical Skills, Muckleneuk, Pretoria.

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 15. Academic honesty declaration

Declaration

1) I understand what academic dishonesty entails and am aware of Unisa’s

policies in this regard.

2) I declare that this portfolio is my own, original work. Where I have used
someone else’s work I have indicated this by using the prescribed style of
referencing. Every contribution to, and quotation in, this assignment from
the work or works of other people has been referenced according to this
style.
3) I have not allowed, and will not allow, anyone to copy my work with the
intention of passing it off as his or her own work.

4) I did not make use of another student’s work and submitted it as my own.

5) I am aware that marks can be deducted for poor/no referencing in this

examination.

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