SOCIAL WORK METHODS: GROUPWORK HANDOUTS

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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.
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.
B. Development of Social Work in the Philippines

Casework method was first used by Associated Charities of Manila (1917) and child
welfare services
1920s 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”
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
1950’s united fund campaign.
Community Chest of Greater Manila (1949) was organized with 19 member agencies
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
1970’s
planning and development of community programs
Martial Law spurred the “Social Action” model of CO

C. Traditional Methods of Social Work (Primary 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 that 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”
 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 outreact 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 childrens 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
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
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.
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
Group – 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.
1. Conceptions of Group Phases

Margaret Hartford Garland, Northern Sarri and Harleigh Sue Henry

Jones and Galinsky Trecker
Kolodny

Pre-group Phase Pre- Preparatory Origin Phase Initial

a. Private Affiliation Stage
b. Public Convening
c. Convening Planning
Stage and
Intake
Group Formation Orientation Formation Beginning Formation
Phase Stage Phase Stage

Emergence of
some group
feelings,
organization
and program
Integration, Power and Exploring and Intermediate Development Conflict/Diseq
Disintegration, Re- Control Testing the Phase 1 of bond uilibrium
integration Phase Intimacy Group
Revision
Phase

Intermediate
Phase 2
Group Functioning Differentiatio Problem Maturation Strong Group Maintenance
and Maintenance n solving and Phase Feeling; Goal
Phase Stabilization Attainment

Decline in
interest; Les
group feeling
Termination Phase Separation Termination Termination Ending Termination
a. Pre-
termination
b. Termination
c. Post-
termination
2. PHASES IN GROUP DEVELOPMENT (by Margaret Hartfort) in relation to the HELPING PROCESS and the
HELPING RELATIONSHIP
Phases in Group
Development Helping Process Phases in the Helping Relationship
(Margaret Hartford)
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

3. PHASES IN GROUP DEVELOPMENT (Margaret Hartfort)

Phases in Group
Description
Development (Hartford)
Private Pre-group Phase
- The period where an idea occurs to one or more persons to
organize a group for some purpose.
- It may come from someone in an agency or from someone not
affiliated with the agency.
Public Pre-group Phase
- When a decision is made to organize a group and when it is
shared with others.
- Announcements are made, verbally or in writing. This is basically
publication of the offered group service.
Pre-Group Formation
- The purpose, time frame, criteria for membership,
techniques/approaches to be used, and resources, on the part
of the agency, should have been prepare by this point.
Convening Phase
- This is 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.
- 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.
Group Formation Phase
- 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.
- A sense of group bond or “we feeling” begins to emerge.
- The tasks and emotional leaders can already be identified at this
point.
- All group goals, tasks, roles and leadership contribute towards
Integration/Disintegration “Integration”.
/Reintegration - However, conflicts in a face-to-face relationship are bound to
happen. During conflicts, members may express anger,
frustrations or hostility and withdraw from participation.
- For Sue Henry, conflict is really a competition for dominance over
group members.
 - When conflicts are not resolved, it may lead to group
“disintegration”.
- When conflicts are resolved and they overcome challenges, this
may lead to a stronger group functioning, hence “reintegration”,
a higher level of integration.
- Also called by other authors as “Maturation”, “Differentiation”,
and “Problem-solving and stabilization”.
- Social emotional qualities of giving support and helping appear
during this phase.
- In this period, the group pursues fulfilment of goals, purposes,
objectives and tasks.
- A period of affection, of emotional integration of members with
Group Functioning and each other, and of lowering of defences and an increase in
Maintenance Phase sharing.
- Perlman describes this period as one of “consolidation and
harmony”.
- One of the observable aspects is the 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 during this phase.
- For closed groups, happens at the same time.
- For open groups, termination may come earlier for other
members and later for some.
Pre-termination
- The group should be prepared for its ending.
Termination
Termination Phase
- Is the actual ending of group membership
Post-termination
- The period after the termination of the group, but the individual
members 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 agency worker or someone outside the agency
may initiate to start a group program. Usually, a program proposal or concept paper
is prepared containing the following:
ü Rationale
ü Target Client Group
ü Need/Problem to be addressed
ü Membership Criteria
ü Resource Requirements (Financial, Material and Human)
ü Procedures of program
ü Time Frame
- As a general rule, the concept paper/program proposal should answer 5 W’s or the 5
investigative questions of What, Why, Who, When, and Where.
II. Announcing The Group Service and Recruiting Members
Ø Use of Fliers, Posters, Letters (Should contain brief and clear details of the
program i.e. Program purpose, who may apply, where to inquire)
III. Preparing Logistics
Ø 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
Ø Identification of community sectors whose support is essential to program
success i.e. when organizing a group of CICL, the worker needs the support of
the corrections sector (PNP, Rehabilitation Centers, and other NGOs)
A. ASSESSMENT
i. Individual-Focused Assessment
- Also called social study or diagnosis
- 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
Ø Group composition and formation should be based on the following
ü Common Group Concern/Problem
ü Norms and Rules
ü Schedule and venue of sessions
ü Group Goals (Ends, Purposes, Objectives, Foci)
B. 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 (also called 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 are the activities (verbal or nonverbal) which the group engages in for the
purpose of achieving its goals, such as but not limited to:
- Group Discussions
- Role Play
- Games
- Demonstration
- GD exercises (Structured Learning Activities)
- Play Activities
- Film Showing
- Field Trips
- Lectures
- Seminars
- Ice Breakers
- Songs

D. PLAN IMPLEMENTATION
- All the activities, worker intervention and group action which the group system directs
toward the achievement of individual and group goals
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 – This theme responds to the question “What are the worker’s functions and
relations with the group?”
- The worker takes a “humanistic perspective”, meaning a view of one human being by
another, though each has different functions to perform and different resources; the
worker and the group share one major characteristic – a common human condition.
- The 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 cope with expectations to their common task, and the worker shows
belief in their ability to cope.
- the woker values the experience in free human communication
o -the worker is real and understandable with openness, authenticity, mutuality,
humility, respect, empathy, compassion, involvement, support, expectation, and
assistance
ii. It is Phenomenological - This theme is concerned with content of the group experience. It
responds to the question “What life materials serve as focus of the approach?”.
- Its crucial focus is on what is happening currently
- It is reality oriented, meaning the 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
iv. Developmental – Responds to the question “what does the approach seek to accomplish
with people in the group?”
- It is developmental in that 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. The
activities
- Three functional modes of Group Work here are:
Ø Counseling Group –gathered to discuss common life situations
Ø Activity Group - gathered to pursue common interest
Ø Action Group – gathered to effect some change in the environment
 - The group has a common goal that guides goal (goal here refers to specific tasks
agreed upon for a specific group session) achieving process. Tropp’s purpose is
what other author call “end goals”.
- Common goals may be a common concern or common interest or common life
situation
- The 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.
- Four (4) 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 worker is thus engaged in a
continuing process of perceiving what is happening, evaluating the significance
of any individual or grouo behavior and acting in relation to the group as a whole
and to individual members.
- Emphasis is on mutuality of understanding and effort between the member and
the worker. The message of the worker is “We are here on a common human
level; let’s agree on the plan and then let’s work the path together.
- 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.
b. 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 sa 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
(refer to Phase in Group Development and steps in Helping process).
- The worker has three (3) basic areas of operation:
a) the 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
2 behaviors members engage in in their engagement with each other:
Ø Instrumental behavior – consciously directed toward common goal
efforts
Ø 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 (Through 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 (Assessment, Planning,
Implementation, Evaluation, Termination), 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 (refer to Phases in Group Development).
Stages of the Treatment Sequence
a. Intake – involves presentation of client’s need/problem to the worker, as he sees it (presenting
problem). This will serve as basis for preliminary definition of the client’s 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.
 b. Diagnosis and Treatment Planning –the 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.
*The 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
ii. Her treatment goal/s for each member become the basis for her treatment
goals for the group.
c. Group Composition and Formation – the worker has two major task during this stage:
i. the assignment of individual clients to groups
ii. 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 going to be quite limited,
since unlike the worker, 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
*From the first meeting, the worker serves as a central person, or a psychological core of
the group, and intervenes to influence group development in desired direction.
*Compared to other types of groups, Treatment groups will require a more directive stance
from the worker.
d. Group Development and Treatment –the 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
5. 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 - Actions that immediately treat the client. 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
ü Worker as central person – object of identification and drives
ü Worker as Symbol and Spokesman – agent of legitimate norms and values
ü Worker as motivator and stimulator – definer of individual goals and tasks
ü Worker as executive controller of member’s roles
ii. Indirect Means of Influence - Actions that set the conditions for treatment via group. Interventions
that modify group conditions affecting one or more group members i.e. employed to influence the group,
so that they, in turn, influence the member/s.
6 types of Indirect means of Influence
ü Group Purposes (Worker’s Treatment Goals for the Group) – selecting of group
members, influencing structure of the group, determining appropriate activities to
be undertaken
ü Selection of Group Members – this basically refers to group composition. This
should answer the question “Who should I put together in a group so that my
treatment goals are more likely to be achieved?”
ü Nature of Group Activities – refers to choice of program media as primary helping
tools for working with groups. The worker should have good understanding of what
appropriate activity will be used at any given time.
ü Size of the Group – determination of the size (number of members) that will be
most advantageous for treatment.
ü Group Operating and Governing Procedures – determination of what kind of
leadership style to implement (Permissive Stance/Liessez faire, Democration,
Authoritative) and the subsequent procedures following the kind of leadership
used. The main concern is provision of a mechanism for group decision-making.
ü 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. This involves “extra
group relation”, referring to behavior 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
ü Social roles and relations of clients prior to client status
ü Significant others
ü Social systems of which clients are members (schools, hospital, rehabilitation
centers, factory)
ü Social environment for the treatment group
C. The Interactionist Approach by William Schwarts
- There is a symbiotic relationship between people and their environment. 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 – the function of social work 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
 ü Helping each individual client negotiate the system immediately crucial to the
problems
ü 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 (in this approach):
ü Worker addresses each member, whose relationship to the group this member needs to
negotiate
ü The group as a whole that has to negotiate the larger systems of which it is a part
4 Major Features of the Group (in this approach):
ü The group is a collective in which people face and interact with each other;
ü The people need each other for certain specific purposes;
ü People come together to work on common tasks; and
ü 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, or
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 – there is 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:
ü Stressful situation or precipitating stress (hazardous experience, developmental/maturation
stress, transitional/situational stress)
ü Perception of Stress
ü Response Phase
ü 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
- Help should be accessible within 24-72 hours from the time of the request or “cry
for help”
- There shall be 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 usually voluntary
- Usually limited to 4-6 weeks (Maximum of 6 sessions of crisis intervention is seen as
adequate)
*2 Major Goals of Crisis Intervention
ü To cushion the immediate impact of the disruptive, stressful event/s
 ü 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. The worker’s focus is the “here and now”, finding out essential details of
precipitating event, its scope and severity, and the persons involved.
- 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 (Middle Phase) – setting up and working out specifics tasks (by client and
also the 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)
ü Material arrangement tasks
ü Psychosocial tasks
*4 treatment Techniques used in Crisis Intervention
ü Sustaining Techniques
ü Direct Influence Techniques
ü Direct Intervention Techniques
ü 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:
ü Individuals in crisis
ü Those in collective crisis
ü 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 that has been found helpful to many Filipinos
in collective crisis caused by natural disasters. Also used with human service providers who are the “hidden
victims” if the crisis.
- this is applied after a “critical incident”, any incident/situation/event, that can cause powerful or
overwhelming, even unusual reactions from those exposed to it.
- It is a preventive stress management strategy designed to assist affected people in handling
normal 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.
E. 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.
F. 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