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Social Groups: Characteristics and Significance: Sonny Jose, Lekshmi Nair
Social Groups: Characteristics and Significance: Sonny Jose, Lekshmi Nair
Social Groups:
Characteristics and Significance
*Sonny Jose, Lekshmi Nair
Introduction
Each day, we interact with groups, in one form or in another
- we are born into and dwell in a group (family), we learn
in groups (classrooms), we work in group (office, project
teams), we interact with friends, and we also spend much
in leisure groups. We learn, work, and play in groups. For
that matter an individual’s personal identity is moulded
in the way in which we are perceived and treated by
members of our groups.
As humans we are by nature inherently social and
gregarious. Our life is filled with groups from the moment
we are born until the moment of our death. Businesses,
the Government, and the military are all interested in
enhancing the productivity of groups. Educators too strive
to understand how the classroom functions as a group.
Drug abuse, delinquency, crime and mental illness are all
being treated through therapeutic groups, and there is
continued concern with making those procedures more
effective.
To understand the breadth of group work practice, it is
important to be familiar with the variety of groups in
practice settings. Given the variety of groups, it is important
to distinguish between them.
Types of Groups
All of us are simultaneously members of various types of
groups. We are members of a family, members of friendship
groups, members of work organisations and members of fan
club or a even a religious group. Sociologists have attempted
to classify is various types of groups as follows:
Voluntary vs. Involuntary Groups
We may join a political party or a particular association
(typical of an occupation).Such groups we join through
our own choice and effort are voluntary groups. In contrast
we are forced to join or are automatically incorporated as
8 Social Group Work: Working with Groups
Group Size
There has been contesting views regarding the desirable
size for a group. The answer depends on several factors:
the age of clients, experience of the leader, type of group,
and nature of the problems to be explored. For instance, a
group composed of elementary school children might be
Social Groups: Characteristics and Significance 15
Benefits of Groups
Affiliation to groups carries certain implications, both
constructive and detrimental. Given below are some of
these:
1) In most circumstances, the productivity of groups is
higher than that of the individuals. This synergy is
best demonstrated in the form of team work whether
it be in cricket, football or at work.
2) Groups are likely to make effective decisions and solve
the problems better than individuals working alone.
When problems are discussed in groups, there is a
better probability for clarification out of which a variety
of solutions emerge. It is for this very reason that we
constitute committees.
3) It is through group membership that we inculcate
values of altruism, kindness, compassion,
responsibility and so forth. Family and peer groups
are such primary groups responsible for engraving into
us a wide range of such human values.
4) The quality of emotional life in terms of friendship,
love, excitement, joy, fulfillment and achievement is
richer in groups and helps in personal growth. A
person who does not have any relationship with others
will not be able to experience most of the emotions.
The quality of everyday life is better in groups because
of the advantages of specialization and division of
labour.
5) Conflicts are absorbed better considering the
possibility of sharing. Similarly, conflicts are managed
more productively in groups owing to the peer support
and a variety of ideas to problem solving.
6) A person’s identity, self-esteem and social
competencies are easily clarified and shaped by the
20 Social Group Work: Working with Groups
Conclusion
We constantly interact with groups that consist of
individuals and for various purposes, every moment of our
lives. Characteristically groups consist of two or more
individuals mutually dependant, having similarities and
Social Groups: Characteristics and Significance 21
References
1) Atherton J S (2003) Learning and Teaching: Group
Cultures [On-line] UK: Available: http://www.dmu.ac.
uk/~jamesa/teaching/group_cultures.htm
2) Bonner, H. 1959. Group Dynamics: Principles and
Applications. New York: Ronald.
3) Cartwright, D. 1968. “The Nature of Group
Cohesiveness”, Group Dynamics: Research and Theory.
D. Cartwright, A. Zander, eds.,3rd Edition. New York:
Harper & Row.
4) Cooley, C.H., 1937. Social Organization. New York:
Charles Scribner’s Sons.
5) Corey, M.S. 2002. Group Process and Practice, New
York: Brooks/Cole.
6) Faris, E. 1937. The Nature of Human Nature. NY:
McGraw-Hill Book Co. Inc.
22 Social Group Work: Working with Groups
Historical Development of
Group Work
*Sonny Jose, Aishwarya Jyotiram
Introduction
The old adage “no man is an island” indicates the relevance
and virtue of human interaction. Mutual association helps
human beings in refining and in evolving into a well
behaved citizen, with concern for his fellow beings rather
than thinking individualistically. It is by virtue of
relationships that we maintain at various levels - in the
family, at school, in the neighborhood and religious
institutions - that we learn the basics of adjustments,
sacrifice, compromise, understanding, etc. Klein (1972)
observed that open social systems do not exist in a vacuum;
they are a part and parcel of the environment and
constantly interact with their surrounding.
Understanding Groups
There have been in general two approaches that may have
enhanced our understanding of groups. The first, came from
social scientists who experimented on groups in laboratories
or observed groups functioning in community setting. The
alternate approach came from group work practitioners who
examined how groups function in practice settings such
as social work, education, group therapy sessions and
recreation. Such an understanding has led to improved
methods of working with a variety of different types of
groups.
Formation of Clubs …
The first form of group setting could be traced back to Sir
George Williams, who organized the hard working
labourers of Bridgewater draper shops, towards the
Christian way of living. The success of such groups inspired
the extension of such group setting to other draper shops
or other young men, thereby giving birth to London’s Young
Men’s Christian Association in 1844. Soon the ripples of
YMCA reached the women and girls of Germany and
England, encouraging them for Christian companionship.
In England, similar movements, having less association
with the church, originated in 1855 simultaneously in two
places. These were directly led by women - Emma Roberts,
who started a prayer union among her friends, and Mrs.
Arthur Kennard, who started the General Female Training
Institute in London for the nurses returning from Crimean
Historical Development of Group Work 31
Group work has also made inroads into the south-east Asia,
especially India (to be discussed later) and China. Social
work education in China has experienced a very rapid
expansion over the past decade. Top Chinese leaders have
advocated strongly for social work and in 2006, the
government launched a series of new social policy
initiatives aimed at professionalizing social work. This has
provided an opportunity for researchers and educators to
think about the possible impact and future challenges
confronting the civil affairs sector and social work
educators.
Group work has survived through difficult times. Its’
resiliency is a testament to the persistence of the core of
people as well as the strength of the method (Ramey
interview, 1988). What kept group work going during the
“quiet” years were the presence of individuals and
legendary teachers and proselytizers of the like of [William]
Schwartz [Saul] Bernstein, the [Sonia & Paul] Abels, and
[John] Ramey” (Ephross interview, 1998). The people who
came together to begin AASWG, with their “wonderful spirit
of inclusion, validation and humanity that is imbedded in
group work ideology” (Papell, 1997, 10) determined that
group work should survive.
Group work ideology has stood the test of time because it
is rooted in a clear understanding of the realities of human
lives and the human condition. Concepts of citizenship,
participation, community, mutual aid, and democracy are
still powerful. According to Ephross (interview, 1998): “We
were right then, we’re right now.” Middleman and Goldberg
(1988, 234) remind us that “it is group work that has
anchored and continues to anchor social work in its
tradition of social reform and concern for oppressed people
...”
Historical Development of Group Work 39
Conclusion
In all this we can see the increased use of groups and
associations in work with young people and adults.
Progressively over the years, there has been a growing
appreciation of group process and sophistication in
approach within adult education. Beginning with the club
movement and later in the settlements, there had been an
emphasis on social investigation, a concern to deepen
methodology and a wish to connect this with wider
developments in the social sciences. Club work with boys
and girls had established a great store of practice wisdom
about the organization and functioning of groups which
reflected in the literature. Group Work had survived the
challenges posed by the two World Wars and had grown
substantially in terms of its practice and resources. The
development of thinking and practice about working with
groups subsequently shifted across the Atlantic and spread
fast to most of Asia, especially in India. The impact of
Historical Development of Group Work 43
References
1) Dewey, J. (1933) How We Think. A restatement of the
relation of reflective thinking to the educative process
(Revised edn.), Boston: D. C. Heath.
2) Faris, Ellsworth, 1937. The Nature of Human Nature,’
McGraw-Hill Book Co. Inc.
3) Hughes, EC, 1946. (address to the 40th Annual Meeting,
American Sociological Society). American Sociological
Review, Vo. 11, No. 5, October, 1946, pp. 512-515.
44 Social Group Work: Working with Groups
Introduction
Social Group Work is of recent origin in west as well as in
India. Though social work and social welfare has been part
of Indian history from time immemorial, professional social
work emerged much later. Group work as a method of
social work started gaining recognition only after social
work attained a professional status. Group approach was
being used in charity in ancient and medival India though
it differed in its form, nature and methods. This chapter
concentrates on the historical development of social group
work in India in two different eras - the pre-independent
and post independent India.
Familial Scenario
Joint family system is unique feature of Indian Society
and was the common practice in ancient days right from
2000 BC when the Dravidian traditions were established
in India 1 . In a joint family three generations live together
under the same roof. The management of the joint family
rests in the hands of the elder member of the family. All
its members have equal rights to income and property of
the family though they differ in their earning capacity. This
system provided its members economic support, emotional
support, recreation, personality development, care to the
less privileged group such as children, elderly and provided
all its members opportunities for development.
Educational Scenario
Knowledge building is an important function of group work.
In that sense the ancient Gurkula system can be equated
as a form of group work. Gurukulam is yet another unique
feature of ancient India. This system began in Vedic
times(1500-600 BC)2 . Under this system, a teacher possess
History of Social Group Work in India 47
Economic Scenario
In the economic front a unique and multifaceted form of
organisation emerged known as guilds. The guild system
began in the early Buddhist period,i.e., in the 5th century
and continued through the Mauryan period5 . The guilds
played a vital role in the socio-economic structure of
ancient India. As more and more people became craftsmen,
people of the same craft began to band together. They found
that they could do more than any one of them alone could
do, so they banded together and began an organisation
called guild. Different crafts and artisans formed different
guilds.
Religious Scenario
Caste system is also a unique feature of Indian society
which was established during 1000 BC – 600 BC 7 . Caste
commands much importance in Indian social life even
today. Caste system provides identfication to its members
and determine their social status. Caste rules govern the
social and familial life of its memebrs. It provides
psychological support to people. Over the years, changes
have taken place in the traditional caste system along with
social changes and through sanskritization and social
legislations. Even today in a democratic system caste is
capable of acting as a pressure group. Though caste system
has its own de-merits and brought about social
discrimination to its members caste gives a sense of
belongingness and strength to work for their common
needs and welfare and hence can be considered as an
aspect of group work.
towards the then prevelant social evils like sati and social
prohibition of widow re-marriage. Christian missionaries
are an organised group of people engaged in the evangelical
work of spreading the gospel, were active in the colonial
period. Since then christian missionaries visited India at
different times.
Political Scenario
Political scenario of Indian society in ancient times was
dominated by the ancient rulers. All of them adopted a
welfare oriented approach towards their subjects and
undertook several works of public utility. But there were
not much of political organisations or associations or
groups to which lay men were members of. Such
associations emerged in British India along with the rise
of national movement. Though there were lots of social
evils prevailing in the society at that point of time, the
issue that required immediate intervention was political
freedom for the nation; the fruits of which would be equally
beneficial to the entire nation.
Indian National Congress and Gandhi needs special
mention in this context. The birth of Indian national
congress marked a new political awakening. Inspired by
the words and writing of Mahatma Gandhi people from
various walks of life joined congress and it became a mass
movement. Along with advocating political freedom, they
also addressed better status for women and sarvodaya
which meant upliftment of all sections of society. To attain
History of Social Group Work in India 51
Social Scenario
In the pre-independent India there were a lot of reform
activities at individual and group level. Some of the earlier
reform activities are briefed below.
Anganwadi
Anganwadis are part of the ICDS project implemented by
the Government of India in 1975 as part of the national
policy for children10 . This is a highly suceessful project.
Through anganwadis , the educational and health needs
of children and women in rural community are catered to.
Anganwadis provide basic education and meals to the
children. The anganwadi workers also form women’s
groups of the locality and give them health education. They
stress on the health and nutrition of the pregnant women
and children upto seven years in the locality. Awareness
programmes and developmental programmes are
conducted for the adolescent girls in the locality. It is thus
seen that group work is a method and tool for the
development of target groups in community based
programmes.
58 Social Group Work: Working with Groups
Kudumbasree
Kudumbasree is a typical and successful example for group
work practice in community setting. What the Kerala
Government desired when it formulated ‘Kudumbasree’
(Prosperity of the Family) in 1998 was absolute sweeping
off of elementary poverty from Kerala through the social
and economic empowerment of women. Now Kudumbasree
has grown into the largest women - empowering project in
the country itself. In 2006 – 07, 37,69,403 families became
members of Kudumbasree through 1,79,403 ayalkoottam
(neighbours gathering) Rs. 826 crore thrift was deposited
through them. It was also possible to give loan to the tune
of Rs. 2075 crore. Kudumbasree is not targeting just
economic improvement only. It has the sublime objective
of enabling the poor to implement their own initiatives in
health, education and cultural activities. Kudumbasree’
is the source of power for the new generation women of
Kerala these days. This women empowerment organization
was established by the government to strengthen the
women power and to show them the right path to grow
their self-confidence and significantly improve their way
of living to be independent. With such an initiative now it
is learnt that more than 90 percent of women in Kerala
60 Social Group Work: Working with Groups
Conclusion
Group work approach to social development has always
been part and parcel of the Indian social life. The socio-
religious institutions in India at all times adopted a group
approach for the welfare and development of the society
though the development of professional group work in India
is a recent phenomena. Today in India, group work practice
is popular social work method adopted at both institutional
and community level. The milestones in the development
of group work in India at different times are briefed in this
chapter.
62 Social Group Work: Working with Groups
References
1) http://www.iloveindia.com “Ancient India Time Line-
History of India”
2) Ibid
3) http://www.indiaedu.com “History of Education in
India”
4) Ibid
5) http://www.iloveindia.com “Ancient India Time Line-
History of India- Budhism”
6) http://www.infinityfondation.com- “Sreni(Guilds): A
Unique Social Innovation of Ancient India” By
Manikant Shah & D.P. Agarwal
7) http://www.iloveindia.com “Ancient India Time Line-
History of India”
8) Jha,J.K. Encyclopaedia of Social Work.vol 1. 1st ed.
Anmol Publications: NewDelhi, 2001
9) Bhattacharya, sanjay.Integrated approach to social
work practice.rawat publicztions: New Delhi
10) http://www.ecdgroup.com SITE VIS India – Integrated
Child Development Services (ICDS) by the Consultative
Secretariat, 1993
11) Social Welfare Vol. 52. No.6. Sep-2006.CSWB
12) Ravi, v. Reddy, Narayana.Venkataramana. M.(ed).
Empowerment of People- Grassroot Strategy & Issues.
Kanishka Publishers: NewDelhi, 2004
13) Ibid
14) http://www.minister-local admin.kerala.gov.in
15) http://www.hindubusinessline.com. March 25th, Kochi
Bureau Report Kudumbasree units of Kochi to widen
operations.
History of Social Group Work in India 63
Introduction
Social group work is a primary method of social work. In
this chapter we briefly see how social group work became
a part of social work and how it established itself as a
method. We will discuss the concepts by first
understanding what social work and group work are and
the present trends in group work.
Values
The values of social work are rooted in the democratic and
humanitarian principles. The inherent value of the human
being and his dignity regardless of his status, position
and his actions are recognized. Social work believes in
equality, justice and freedom. Social challenges structures,
institutions and practices which prevent individuals,
groups and communities from realizing these goals.
Therefore it can be said that human rights values are
important part of social work values also. Another
important value is the recognition that everyone has the
inherent capacity to resolve his or her problems. Thus given
the right conditions that person can successfully resolve
his problems. The values of social work are codified as
professional ethics which is implemented by the
professional body. The principles of social work such as
principles of acceptance, individualization, self
determination, confidentiality, non judgmental attitude
and controlled emotional involvement are derived from
these values.
Purpose
The purpose of the group work is the way in which it
contributes to society and derives its legitimacy. People
and agencies accept groups as a method by assessing to
what degree group work is able to achieve the aim it has
set for itself.
Sanction
Social group work as a method of social work is recognized
as a primary method by various professional bodies -
National Association of Social Workers, British Association
of Social Workers, Australian Association of Social work
and others.
Method
Method means “a way of doing things” “a set of skills and
techniques”. But then everybody has a way of doing things
which is based on his/ her theory of action. His
assumptions regarding the situation guide his actions.
Knowledge
Knowledge is defined as the ability to understand.
Conclusion
Social work as a profession and academic discipline is
expanding. But there are still unanswered questions about
the effectiveness about its methods even within the
Social Group Work as a Method of Social Work 75
References
Tolman, Richard M. and Christian E. Molidor (1984), A
Decade of Social Group Work Research: Trends in
Methodology, Theory, and Program Development, Research
on Social Work Practice; 4; 142
Introduction
Social group work is based on the idea of man as a
constantly developing human being in necessary and
significant interactions with other men. He is shaped by
others and also shaping others. Apart from basic needs,
he needs to belong, to be an important individual, and to
participate. Every human being requires help to fulfill
needs, and to deal with dissatisfactions and frustrations
in life. Social group work practice facilitates the
development of the individual’s personality through guided
group interaction. Help is possible only when there is
utilization of group potentialities through interaction. Thus,
understanding group behaviour is indispensable and has
utmost importance in the group. Theories in social group
work help to understand this group behaviour. Since a
particular way of group behaviour is the main modality
for fulfilling needs or in other words for bringing change
in the environment or in the member’s intrapersonal or
interpersonal relationships, social group work uses various
models or approaches to accomplish group goals. The
present endeavour, hence, in this chapter will be to discuss
various theories and models of social group work.
Conclusion
We have understood, in this chapter, theories and models
used in social group work. Theories are the scientifically
acceptable body of facts that help to understand individual
behavior as well as to carry forward the group process.
Though this group process itself is a greatest teacher, group
members sometimes feel puzzled and can not set any
direction. It is then that the group worker enters in the
scene and helps through his/her knowledge on theories.
With regard to models, there are many classical as well as
contemporary models. The war on poverty and demands
of group work in therapeutic settings during 1960s, 1970s
and 1980s has propounded numerous new models in this
field. Therefore, the final consideration in selecting a single
model for practice with groups is very important and the
same depends on the competence of the practitioner.
Simply knowing the model is not sufficient competence.
Worker must examine, before selecting any model, whether
they possess adequate knowledge and skills to make
maximum use of the same model. Many practitioners feel,
in order to resolve this problem, it is always better to use
an eclectic model i.e. multiple models for best interest of
the client system.
References
Barsade, S.G. (2002), ‘The Ripple Effect: Emotional
Contagion and Its Influence on Group Behaviour’,
Administrative Science Quarterly, 47, 644-675.
92 Social Group Work: Working with Groups
Stages/Phases of Group
Development
*Ranjana Sehgal
Introduction
Today, the importance of group work as an effective method
of social work intervention is being increasingly realized.
More so when professionals from other fields, such as
Psychology, Psychiatry and Management have also become
appreciative of its value. The need for satisfactory group
life is a fundamental need of human beings. All of us are
in search of meaningful relationships in our social milieu,
irrespective of our age, religion, class or caste. The modern
day living is characterized by a sense of alienation and
isolation where one feels lonely amidst the sea of humanity.
This can be a frustrating experience, further accentuating
our need for a sense of belonging. Social Group Work fills
this vacuum by providing not only the pleasure of
association, but also giving an opportunity to the members
to utilize and enhance their capabilities and to develop
themselves.
The Beginning
This phase marks the beginning of the process of group
development and is also called the pre-group or pre-
affiliation stage by some experts. In India the groups have
to be formed by the group worker in most cases. S/he
may form the group from among the existing clientele of
the social welfare agencies/NGO’s or from among the open
community settings. Before forming a group, the group
worker must study the target population along the following
points:
Geographical location
Age/sex
Socio-economic background
Needs
Interests
Reasons for joining the group
Any other relevant details
This information helps the group worker to form the group
on some common ground and accordingly determine the
group goals. Careful planning should precede the formation
of the group which includes decision about the target
population, needs and goals, the resources available etc.
An accurate understanding and analysis of the needs of
the target population is important at this stage so that
there is no gap between the member’s and the worker’s
perception of the felt needs of the group. However, the
process of the study and planning is a continuous one; it
enables the group worker to steer the group through the
different stages of development.
Developing a Structure
As the group is now ready to settle down, it can be
structured at this stage. The members must now be
prepared and encouraged to assume roles and
responsibilities. They are to be told about the expectations
of the group from them in terms of tasks, on the basis of
their capabilities and talents. In the Indian context the
members may have to be closely assisted till they learn to
Stages/Phases of Group Development 105
Task accomplishment
“When the group begins to show signs of readiness to move
ahead, the worker should help the members realize their
wishes for different and more demanding experiences.
When group members begin to express desires to correct
inadequacies and improve their work, they have reached
an advanced point in their development. Programs that
may have been self-centered shift in emphasis to the larger
agency and community concerns. Specialized interests may
be revealed, and there may be an interest in a variety of
small group activities within the larger group. Here the
worker is called upon to use his knowledge of agency and
community resources. His role becomes that of an
interpreter to the group, especially in regard to future
possibilities. Evaluation occupies a larger share of time as
the group becomes confident of its capacities” (Trecker,
1955)
108 Social Group Work: Working with Groups
Monitoring Progress
The group worker at this stage steps down and allows the
group to take over. However s/he needs to constantly
monitor and keep a track of the ways the program is being
conducted. As work towards the group goals gathers
momentum it is important to monitor the progress on a
regular basis. The program can be monitored on the basis
of specific indicators such as interaction patterns, self
improvement, emotional integration with the group,
leadership and communication skills etc. Based on the
information gathered, programs can be modified and
consolidated. If an intervention or program is not producing
the desired effect, the worker after analyzing reasons can
negotiate a different approach or strategy.
Imperatives of Evaluation
Evaluation helps the agency and worker to reorganize their
practice and modify their objectives in the light of the
outcome findings of evaluation. To make the process of
evaluation a positive and conclusive exercise and in order
to make an unbiased, objective evaluation it is imperative
that there exist certain predetermined indicators on the
basis of which the assessment can be done.
Indicators
To determine these indicators the following aspects may
be taken into consideration, namely:
1) Individual growth
From the members’ perspective, evaluation presents an
opportunity to find out the outcome of their actions from
the beginning to the end of the process. It aids the process
of development and helps in assessing some of the following
aspects:
110 Social Group Work: Working with Groups
2) Worker performance
Evaluation presents to the group worker a mirror of his/
her professional competence or incompetence as the case
may be. The worker can be evaluated along the following
points:
Ability to identify indicators for judging the growth and
development of the group
Effectiveness in planning and conducting the group
sessions
Extent of success in helping the group achieve its
objectives and goals
Mistakes and shortcomings
Ability to use professional knowledge and skills.
Stages/Phases of Group Development 111
3) Agency’s purpose
Evaluation gives the agency the information it needs to
maintain the quality of its services and bring about the
improvements in its policies and programs along the
following lines:
Lay down objective standards for the appraisal of its
personnel
Ensure conditions under which effective group work
can be done
Improve its organizational and administrative
procedures
Reformulate objectives for groups and agency in line
with its needs
Review the program content and method
Record keeping
Another imperative of evaluation is proper record keeping.
Carefully maintained records are a great aid to the
evaluation process. Records are integral to the entire group
work process but are most useful at the point of evaluation.
The worker should maintain detailed records of each
member and activity. Well maintained records help to
objectively assess the growth of the members; their
strengths and shortcomings. Among other things, it helps
the worker understand which strategies worked and which
did not. According to Trecker, it is doubtful whether
evaluation of the program, individual growth or worker
performance can be satisfactorily made without records.
Evaluation is a kind of research or fact finding which
involves data collection and data analysis. The source of
data could be the records or progress reports made by the
worker, any task files maintained by the members, other
112 Social Group Work: Working with Groups
Feedback
Though some kind of feed back at the end of each session
may be taken, a detailed exercise is usually done at this
stage. Effective use of praise and constructive criticism
are the defining features of the feedback exercise. The
group worker can provide her feedback to the members
on various aspects such as participation, program
development and implementation, leadership, teamwork,
how well the members adhered to and worked for the
achievement of the group objectives etc. The worker too
should solicit feedback regarding how her/his behaviour
affected the process S/he must welcome criticism and
respond to it positively as it illuminates the pathway to
growth and makes the worker aware of her/his strengths
and weaknesses. The resultant feedback helps the group
worker to be more aware of their positives and negatives
which they must keep in mind for future. The members
Stages/Phases of Group Development 113
Conclusion
Social Group Work, whereas a method for the group
worker, is a significant new experience for the members,
designed to give them an opportunity to come together
and fulfill their needs and desires through a group process.
In Social Group Work through guided group experience,
the group is helped to develop responsibly and with
maturity. From the stage of forming the group to its
termination, through carefully and well planned
programmes, the group is helped to achieve its potential.
The stages and the activities associated with it provide
structure and direction to the process. Theoretically we
may segregate different stages of group development for
conceptual clarity but in reality these stages are
intertwined with each other.
References
Garvin, Charles D. et al (eds.) (2008) Handbook of Social
Work With Groups, Rawat Publications, New Delhi.
Introduction
You have already learnt about nature of groups and the
meaning of group dynamics. You may recall that groups
have a life span of their own, i.e. they come into being; go
through different phases of development including
conflicts, threats of disintegration, and / or achievement
of cohesiveness; and then come to an end. Studies on group
work practice have demonstrated that group experiences
influence considerably the persons constituting its
membership and in a significant manner. A professional
Social Worker using group as a vehicle to help people has,
therefore, to be very careful whether use of group as a
medium of help is clearly indicated. Social Work is defined
as a ‘planned’ change activity. Planning, therefore, is crucial
element of all social work interventions, including social
group work.
Group Formation
An Assembly of the Elements
“Assembly is the deliberate combination of parts to form
an envisioned whole, according to an implicit or explicit
plan or plans. The primary challenge of assembly is …….to
select and combine people and resources keeping in mind
how different combinations of elements with different
arrays of attributes are likely to fit together.” (Arrow, et al,
2000)
Decisions to be taken
Much before the group is brought into existence or formed
and the method of group work applied, the professional
social worker has to find answers to some important
questions and take certain decisions.
1) What are the aims, mission and programmes of the
social agency or any other auspices within which social
worker is operating?
2) Who constitute the target groups of the social agency?
3) Is group work the best way to help the target group?
Can individuals better be helped through use of case
work? Are there some needs, problems or concerns
which are shared by a number of people for whom
some common aim can be identified? Is the group likely
Process of Group Formation 135
Conclusion
Getting a group formed takes time and skills. Called
variously as the group formation stage, pre-group or pre-
affiliation stage, it requires thoughtful and serious planning
and its rigorous and patient execution before the first
meeting of the group is ever conducted.
References
1) Malekoff, Andrew, Group Work with Adolescents:
Principles and Practice, The Guilford Press, New York,
2nd Edition, 2004
2) Wilson, Gertrude, Ryland, Gladys, Social Group Work
Practice: The Creative Use of the Social Process,
Houghton Mifflin Co., The Riberside Press,
Cambridge, USA, 1949.
3) Brown, Allan, Groupwork, Gower Publishing
Company Ltd., Aldershot 2nd ed. 1986
4) Johnson, Louise C., Social Work Practice: A
Generalist Approach, Allyn and Bacon, Boston, 6th
Ed.1998
5) Northen, Helen & Kurland, Roselle, Social Work with
Groups, Columbia University Press, New York, 3rd
Ed.2001
6) Benson, Jarlath F., Working More Creatively with
Groups, Tavistock Publications, London, 1987
7) Konopka, Gisela, Social group Work: A Helping
Process, Prentice-Hall, Inc., Englewood Cliffs, N. J.,
1972, 1963
Process of Group Formation 149
13) Tosi, H.L., Rizzo, J.R., & Carroll, S.J. 1986. Managing
Organizational Behaviour. NewYork, NY: Pitman
(Quoted in Management of agricultural research: A
training manual. Module 4: Leadership, http://
www.fao.org/docrep/W7504E/w7504e05.htm
http://www.encyclopedia.com/printable.aspx?id=
1G1:134274628
Introduction
‘No man is an island unto himself’ said John Donne and
rightly so. Human beings were not meant to live alone.
The process of growing up takes place in one or the other
group; be it family, peers, neighbourhood or community.
Man is a social being and cannot survive alone. Group life
is thus, basic to human life. A group is a collection of
human beings who enter into social relationships with one
another involving mutual give and take.
Social Justice
Mutual Responsibility
Conclusion
Social Group Workers have an ethical obligation to function
within the confines of a theoretical base comprising of
tested interventions and principles of practice. The aim of
this chapter was to make the learner understand the values
and principles a professional social worker should follow
in group work practice that help in achieving the goals of
profession. Social group work as a method of social work
has embraced a set of values which have been translated
into certain principles that govern the conduct of
practitioners. According to the National Association of
Social worker’s (NASW) code of ethics “broad ethical
166 Social Group Work: Working with Groups
References
Friedlander W.A (ed.) (1958) Concepts and Methods of
Social Work, Prentice Hall MC, Englewood Cliffs, N.J.
Garvin, Charles D. et al (eds.) (2008) Handbook of Social
Work With Groups, Rawat Publications, New Delhi.
Konopka Gisela (1963) Social Group Work: A Helping
Process, Prentice Hall Englewood Cliffs, N.J.
Hepworth, Dean.H. and Larsen, Jo Ann (1992) Direct Social
Work Practice: Theory and Skills, Brooks/Cole Publishing
Company, California. 4th ed.
168 Social Group Work: Working with Groups
Introduction
Leadership is an important requirement for social
development. We need individuals who can effectively steer
groups towards attainment of goals. However, research
and experience indicates that good leaders are hard to
come by, because of the qualities and abilities leadership
demands.
Group Leadership
Leadership is the capacity to motivate a group of
individuals towards fulfilment of group’s objectives. The
capacity to motivate could derive from power that is both
formal and informal for formal and informal influence is
Theories of Leadership
Several theories on leadership have been developed by
researchers studying leader behaviour. The broad basis
Leadership and Power 171
Trait Theory
The Trait Theory of leadership focuses on personal qualities
and characteristics that differentiate leaders from non
leaders. These traits are being charismatic, enthusiastic,
and courageous. The following traits are believed to be
possessed by leaders: desire to lead, ambition and energy,
honesty and integrity, self-confidence, intelligence, high
self-monitoring and job-relevant knowledge. Thus, traits
can predict leadership. They do a better job in predicting
the emergence of leaders and the appearance of leadership
in actually distinguishing between effective leaders and
ineffective leaders.
Development-oriented Leadership
What is most relevant to social group work leadership is
the development-oriented leader – the one who values
experimentation, seeks new ideas, and generates and
implements change. In a changing world, effective leaders
need to exhibit development-oriented behaviour.
Directive
When the task to be accomplished is unclear or difficult to
be achieved, the leader ensures its successful
accomplishment through clearly defining individual tasks
and role expectations of members. His intervention is
meaningful in such instances. However, this style may
not be suitable where the tasks in question are well defined
and easy to attain.
174 Social Group Work: Working with Groups
Supportive
The leader shows high concern towards group members
and their needs. This style is suitable for groups working
on well defined tasks. Members under the supportive leader
are found to be happy and highly satisfied.
Participative
Here, the leader involves the group members in decision
making and in all functions of the group. Discussions,
consultations and group consensus are stressed upon.
However, this calls for members who are responsible and
who understand the importance of their contribution to
the group’s success.
Charismatic
Medha Patkar pioneer of the Narmada Bachao Andolan
(Save the Narmada Movement) is considered to be a
charismatic leader for the following reasons: (i) ability to
inspire followers towards goals that appears incredible to
the common man (ii) vision about the future (iii)
understanding followers’ needs and limitations.
Transformational
“This highlights on leaders who inspire followers to
transcend their own self-interests and who are capable of
having a profound and extraordinary effect on followers.
Seven characteristics were found: sincerity of the leader;
bonding – effort to develop the organization as a family by
personalized relationships; consultation and participation;
collectivization and teamwork; empowerment and support;
serving as a role model; bringing in changes continuously
while maintaining continuity and being innovative”
Robbins & Sanghi: 2005.
Leadership and Power 175
Group Spokesperson
The group leader is a spokesperson for the group – both
within and outside the group. She is the group
representative and has to possess good knowledge of the
group – its purpose, composition, size, history, past and
current activities. Therefore the leader should determine
what the group is trying to achieve, its progress inclusive
of pace and path of progress and the ability to enlighten
the group members and the outsiders about the group’s
purpose whenever the need arises.
Conclusion
To conclude research studies and experience in working
with groups indicates that there is no ‘one size fits all’
approach to leadership. Different styles of leadership are
relevant to different situations. Leadership skills are
dependent to a large extent on the extent to which the
group can operate independently. Obviously, the less
independent the group, more the leader’s role and
strategies and vice versa – ultimately the leader looks
forward to developing leadership from within the group.
References
Balgopal, R. P. & Vassil. V. T. (1983). Groups in social work.
United States of America: Macmillan Publishing Co., Inc.
10
Introduction
A social worker has to understand and imbibe skills of
social group work. It would be one of his or her major
tasks in the job as social work often involves work with
groups differing in its size and composition. What is a skill?
“The term skill refers to a conscious, disciplined use of
one’s self and one’s abilities which can be acquired reliably
only through the disciplined experience of professional
training for social group work, during which the potential
group worker not only takes help in his learning from
teachers and supervisors but carries responsibility in a
group work agency simultaneous with his acquisition of
group work theory. On the one hand the social worker
has to understand his profession’s philosophic values and
also draw from social work’s professional purposes. These
are the roots of social group work skill. The capacity to
translate values into professional efforts that precipitate
movement toward the fulfillment of purpose constitutes
social group work skill.” (Philips: 1957).
Listening Skills
We convey our listening skills verbally and non verbally.
By appropriate feedback and playback the group worker
Skills and Techniques of Social Group Work 193
Action Skills
This includes modeling, role playing and rehearsing
situations in the group. Action skills can be helpful in
both task and treatment groups. Modeling refers to the
worker or a member demonstrating behaviors in a
particular situation so that others in the group can observe
what to do and how to do it. Role playing refers to having
group members act out a situation with each other’s help.
The two primary purposes of role playing are to assess
194 Social Group Work: Working with Groups
Critiquing Skills
Constructive criticism is an important skill for the worker,
for lots of learning happens while critiquing the group’s
progression and activities. It enables retaining the focus
on the group’s primary purpose. It also means appropriate
questioning of the leader’s inputs and interventions,
contribution of members and patterns of group’s
functioning. Critiquing by members is healthier and many
a times anticipates and prevents flaws.
Leadership Skills
This is a vital skill that is disputed by researchers – is
leadership a trait or a behavior? Is a leader born or made?
Despite differing views, it has been proved beyond doubt
that leadership skill can be learned. However, there is no
‘one size fits all’ solution to mastering leadership skills.
Group leaders have to constantly remind themselves that
they are working with human beings each with different
viewpoints, personalities and ways of functioning.
Consensus seeking
Gate keeping
Setting standards
Self understanding that leads to enhanced communiqué
Inter-personal understanding that leads to understanding
members’ viewpoints
Preventing disruptive behaviour such as diverting,
blocking, dominating, silence, attention seeking,
sympathy seeking etc
Conclusion
Thus group work skills described above are vital for
successfully working with groups. The group worker needs
confidence, love for people and a belief in team work to
accomplish his task. For, “great people are those who make
others feel that they too, can become great”.
References
Benson, F. J. (1987). Working more creatively with groups.
London: Tavistock Publications
McConnell, T. (1974). Group leadership and self-realization.
Leviathan House
Milson, F. (1973). An introduction to social group work skill.
London: Routledge and Kegan
Philips, U.H. (1957). Essentials of social group work skill.
New York: Association Press
Trecker, H.B. (1955). Social group work: Principles and
practices. New York: Whiteside
198 Social Group Work: Working with Groups
11
Introduction
Life Skills Education was evolved to equip individuals,
especially the adolescents, with the aptitude to face life
with its challenges and opportunities, successfully. “In the
recent years enthusiasm for education about health and
social issues has been growing in communities around
the world. Though recognized by different names – “life
skills”, “life skills based education”, “skills based health
education” or “health and family life education” the central
idea is shared: young people, especially girls and young
women, regularly face risks that threaten their health and
limit their learning opportunities. Life skills based
education can endow girls with skills to manage
challenging situations, particularly in the context of
supportive communities and environments. Around the
world, life skills based education is being adopted as a
means to empower young people in challenging situations.
It refers to an interactive process of teaching and learning
which enables learners to acquire knowledge and to develop
attitudes and skills that support the adoption of healthy
behaviours. It is also a critical element in UNICEF’s
definition of quality education”.http://www.unicef.org/
lifeskills/index_7308.html
Conclusion
Thus we understand the relevance of Life Skills Education
in social group work. Group experiences are indispensable
requirements of individuals. The mutual and vigorous
communications involving people and environment are
intrinsic in social group work. Group work aids human
beings in eliminating drawbacks and strengthening self
to face life effectively.
References
1) Douglas, T. (1976). Group work practice. New York:
International University Press
2) Ephross, J. (1985). Jewish family life education: Its
group work roots and group process implications.
Journal of Jewish Communal Service, pp. 65-72
3) Falck, H. (1998). Social Work: The membership
perspective. New York: Springer.
Relevance of Life Skills Education in Social Group Work 215
9) http://en.wikipedia.org/wiki/Life_Skills_Based_
Education
10) http://www.expressindia.com/latest-news/life-skills-
now-part-of-school-curriculum/394750
11) http://www.leadership.fau.edu/ICSE12006/Papers/
Pai.doc
12) http://www.iapindia.org/iapfiles/AFSI_MODULE/
life_skills.ppt
Relevance of Life Skills Education in Social Group Work 217
12
Programme Planning in
Social Group Work
*R. Nalini
Introduction
Careful planning is necessary for any successful group
and it is a very important, ongoing group process. A well
planned programme gives direction to the group and
enables each member to know and prepare his/her
responsibility. The group worker should possess abilities
and skills to guide the members through an effective
programme planning process. The programme planning
process includes (i) setting goals (ii) brainstorming with
members (iii) planning the programme in line with the
goals (iv) obtaining the approval of the group (v) assigning
individual and sub group responsibilities
(vi) implementation of the programme (vi) periodic
evaluation and feedback (vii) Follow-up
Agency requirements
Training and skill development
Planning, evaluation and research
For direct use in work with members (Brown, A; 1994:
99-100).
Thus recording in group work is based on (i) Contents and
(ii) Process.
Content Recording:
Numerical information on registration, enrolment and
attendance of individuals and groups
Programme reports, depending on the types of activities
the group is involved in.
Process Recording:
Another kind of record kept by group workers is the
chronological narrative write up of the group-work process
Programme Planning in Social Group Work 229
Tips on Recording
Thus, recording skills calls for the worker’s keen
observation, understanding of dynamics of relationships
within individual members and among the group as a whole
and understanding the importance of how group
cohesiveness is built. The worker also consciously puts in
writing his contribution to the group’s functioning.
Conclusion
Thus, programme planning is a significant part of social
group work and the group worker is expected to navigate
the group with its individual members in this process.
References
1) Brown, A. (1994). Group work. Burlington, USA:
Ashgate Publishing Company.
2) Healy, K., & Mulholland, J. (2007). Writing skills for
social workers. London: Sage Publications.
3) Konapka, G. (1963). Social group work: A helping
process. Englewood Cliffs, New York: Prentice Hall.
4) Northen, H., & Kurland, R. (2001). Social work with
groups. New York: Columbia University Press.
232 Social Group Work: Working with Groups
1) http://www.cdysb.ie/publications/PDF/Programme
%20Planning.pdf
2) http://www.scoutbase.org.uk/library/hqdocs/facts/
pdfs/fs315007.pdf
3) http://ohioline.osu.edu/4h-fact/0007.html
4) http://www.ncbi.nim.nih.gov/books/bv.fcgi?rid=
hstat5.section.44417
Programme Planning in Social Group Work 233
13
Introduction
Self help and mutual aid are the foundational principles
of social work. Professional social work evolved in the West
where self help groups were mainly used for addressing
psycho-social issues. It was used to mainly to provide
emotional support and train people through groups.
However in developing countries SHGs began to be used
for empowerment and economic development. Here we
focus on those SHGs, which are used for these purposes.
SHGs are being increasingly used developmental
programmes of government and NGOs. A number of
strategies were used to alleviate the problem of poverty by
both governmental and non-governmental organizations.
Some of them were partially successful and others were
failures. Community based approaches, family based
approaches and individual based approaches were used.
However each of these strategies had its limitations. For
example, in the community development programmes the
elite and already well off gained at the expense of the poor
thereby reducing the effectiveness of the programmes.
Similarly individual based programmes imposed conditions
Concept of SHGs
According to the Reserve Bank of India
Self-Help Group (SHG) is a registered or unregistered group
of micro entrepreneurs having homogeneous social and
economic background voluntarily, coming together to save
small amounts regularly, to mutually agree to contribute
to a common fund and to meet their emergency needs on
mutual help basis. The group members use collective
wisdom and peer pressure to ensure proper end-use of
credit and timely repayment thereof. In fact, peer pressure
has been recognized as an effective substitute for collateral.
(Reserve Bank of India, FAQs).
Malcolm Harper has defined SHGs as groups of women
whose primary purpose is to save and then to take loans,
initially from their own funds but eventually from a bank.
Concepts and Dynamics of Self Help Groups 235
Characteristics of SHGs
SHGs consist of group members, male or female who come
together and form a group. Often it is an outside agency, a
government agency or a NGO that encourage the
individuals to form this group. The group has to be formed
carefully as an unplanned group will face problem and in
all probability will terminate leading to frustration in the
members.
Ideal characteristics of SHGs
1) Number of group members is between 8-15. Ideally
the number is upto 12.
236 Social Group Work: Working with Groups
First Stage
Government, NGOs or Banks, forms SHGs. Often
employees or volunteers from any one organization go to
the rural community or to urban slum community. They
interact with the community women and explain to them
the advantages of forming SHGs. It is pointed out to the
women they often have to borrow money for emergencies
or for investing in their economic activities. They usually
approach the local moneylenders for their requirements
who charge exorbitant rates for their loans. A 10 percent
per month interest rate , which works out to 120 percent
per year, is common. Further, the first month interest is
deducted from the principle itself.
Second Stage
If the group survives the earlier phase then it goes to the
next phase. Meetings are held regularly and members
would accept the rules and regulations and agree that it
is in advantageous for them. Loans should be taken and
repayments done on time. The account books and
passbooks are updated regularly. Conflicts are settled
without outside help.
But first the heath of the SHG is assessed and seen whether
it meets the criteria set by the bank to avail loan facilities.
Fulfilling the criteria mean that the SHGs enjoys good
heath and will repay the loans - the main concern of the
lender.
Another facility for groups who meet the criteria and are
formed by BPL members is subsidy. Subsidy by the
government, which need not be repaid, ranges from Rs.
20,000 to Rs.100,000.
Third stage
Once the group has stabilized itself then it should ideally
become a people’s institution. However even though
activities other than collection and giving loans to members
are encouraged many SHG limit themselves to doing only
that.
Advantages of SHGs
The evolution of SHGs in India can be traced to the efforts
of NGOs and governmental organizations to provide credit
to the poor. SHGs proved to be very useful for all
stakeholders.
246 Social Group Work: Working with Groups
Impacts of SHGs
Bank-SHG Linkage
From the point of view the lenders the performance of the
Bank –SHGs Linkage has been successful. The figure given
below indicate this
Criticism of SHGs
SHGs have been criticized as being one more fad in the
field of development which while not addressing the core
issue of oppression and discrimination tries to solve the
problem by providing credit to the poor. One commentator
calls the strategy of using the SHGs for development as
the last resort of the development planner. All other
reformist strategies having failed the success of the
Grameen Bank and other NGOs enabled the government
and the funding agencies to grasp on to the concept of
SHGs. At the first look, SHGs are ideal as it follows the
participatory approach and emphasizes on self and mutual
aid. But the strategy is meant again to avoid radical
Concepts and Dynamics of Self Help Groups 253
Conclusion
SHGs have become a key component in the developmental
programme of the government and the NGOs. It has become
the instrument through which the credit; a important
prerequisite for development is being reached to the poor.
But an important aspect is that SHGs if handled properly
is a people’s institution, which can play a role in the
transformation of the society. Evidence from the field may
254 Social Group Work: Working with Groups
References
Harper, Malcolm (1998), Profit for the Poor - Cases in Micro-
Finance, Oxford and IBH Publishing Co. Ltd., New Delhi.
Putnam, Robert (1992). Making democracy Work; Civic
traditions in Modern Italy, Princeton University Press, New
Jersey.
Putnam, Robert (2000), Bowling alone; The collapse and
revival of American Community, Simon & Schuster, New
York.
ASSEFA, Mid Term Assessment of Women’s Development
Programme (mimeo), Chennai
Karmakar, K.G.,(1999), Rural Credit and self Help Groups,
Micro finance Needs and Concepts in India, Sage
Publications, New Delhi.
Swain, Ranjula Bali and Fan Yang Wallentin, does micro
finance empower women? Evidence from self help groups
in india, Working Paper 2007:24 Department of Economics,
Department of Economics Working paper 2007:24, Uppsala
University Uppsala. Downloaded from htt p://
www.nek.uu.se on 10th January 2009
Siddiqui, H.Y.(2008), Group work; Theories and Practices,
Rawat Publications, Jaipur.
Wilson, Kim (2002), The Role of Self Help Group Bank in
Linkage Programme in Preventing Rural Emergencies in
India, NABARD, Mumbai.
Concepts and Dynamics of Self Help Groups 255
www.rbi.org.in/scripts/FAQDisplay/aspx
256 Social Group Work: Working with Groups
14
Introduction
Group work is very useful in the community. We have
discussed in detail the most widely used type of groups in
the community- the SHGs. In this chapter the other types
of groups will be discussed. Any number of natural groups
is found in the community. Most of them are spontaneous
efforts by the people themselves to control their lives by
helping others and getting help from others. Most of them
receive no or minimum help from professionals. However
they are effective in assisting those who are part of it. The
members do no think of their membership in the group as
something outside their normal course of life. It is part
and parcel of their life. For the poor the groups are
crucial part of their livelihood strategies and survival
strategies. They borrow money when needed, help building
each other homes, take part in joys and sorrows of each
other’s lives and assist each other in emergency.
As you know group work groups are divided into two types
(1) Treatment group that consists of personality
development groups, educational groups, recreational
groups, support groups and therapeutic group (2) Tasks
groups includes committees and councils. The main
purpose of the task groups are to accomplish that tasks
or programmes that has been entrusted to it. Social actions
groups belong to category of Task groups. It usually
consists of a small number of members who may belong
to the community or are outsiders to the community or
both. They take up an issue that they identify as having
an adverse effect on the well being of the members of the
community. They identify the causative factors that lead
to the problem. Institutions, practices and values that
cause the problems are identified. The agent can be the
government itself or a government department, police,
industries, social groups, organizations whose actions or
inactions has lead to the problem. Many times it is the
combination of factors that lead to the problems.
Government inaction invariably contributes to the problem.
The action group believes that the problem can be alleviated
if people unite and challenge the powerful and force them
to act in public interests. When people participate in the
process of decision-making and thereby gain mastery over
their lives it is called empowerment.
Empowerment is long process in which people first
understand the reality of power structure around. They
understand the interconnections between the social
structures and how it controls their lives. Pablo Friere calls
this process conscientization. They have to get rework on
their images. They must stop seeing themselves as passive
and powerless. They must begin see themselves as agents
of social transformation.
Groups are ideal for this kind of activity. Cox (1991) gives
the following reasons (1) Groups facilitate sharing of
Group Work in Community Settings 259
9) Animal rights
10) Right to housing and rights of people living in slums.
Steps for social action group
According to Carr (2008) the following steps can be
implemented to create and sustain a social action group
1) Engaging
The process in which the group worker engages the target
group- a community (a village where the National Rural
Employment Guarantee Scheme is not implemented
properly); a section of society whose rights are denied
(sexual minorities); collection of people whose rights are
violated (workers whose factory have terminated their
services illegally). The engagement phase will include
familiarizing herself with the various dimensions of the
problem. The laws related to the problem, government
policies, the response of the local authority, research
available and news articles could be studied. Another step
in the process is build rapport with the existing leadership
in the community and knowing their limitations and
strengths.
Recruiting participants
Individuals may initially agree and then refuse or refuse
many times before agreeing to join. There maybe occasions
in which personal and professional disagreements can
threaten to split the group or even end it. It is found that
recruiting members from the disadvantaged section is
difficult.
Building trust
Any group has to have a certain level of trust and goodwill
among its members. This is crucial maintenance function.
266 Social Group Work: Working with Groups
Establishing collegiality
Perfect equality may not be possible in the group as the
group worker often is a person with more knowledge and
skills. However he should take care that he works with
the group rather than for the group. His example will help
set norms for the group regarding the rules of participating
and engaging. Further as mentioned earlier the various
processes in the group is itself an empowering experience
for the participants.
Supporting action
Group action should follow the raising of consciousness.
Action requires the utilization of all available resources -
personal and community based. The support network built
by the group including personal contacts and community
members, concerned students, activists is used. Action
should identify the target - the institution or person against
whom the action is taken. This target should be carefully
chosen as the success of the action depends on the how
much change is achieved in the institution.
Encourage praxis
Paulo Friere described praxis as “reflection and action
directed at the structures to be transformed’”. Thus any
action should follow by reflection about its consequences,
successes and failures. A certain amount of learning takes
place in every action even if it fails in achieving its
objectives. The learning can be about the group itself, or
the community as a whole or about the power structures.
These learning can be analyzed by getting the members to
talk about it. The sharing of the views will increase the
level of consciousness. Based on these learning, future
action is planned and taken and the process goes on...
4) Transferring power
The ultimate aim of the empowering process is to make
the members independent, not make them depend on the
group worker. After a period the group members should
be able to function with limited or no support from the
group leaders. The group workers should be able to transfer
his skills and information to the group members. Some of
the methods used to build the capacity of the members
268 Social Group Work: Working with Groups
5) Wraping up
The group worker must be able to leave the group at the
right time. The group members should be prepared for
this. Leadership should be created and trained and
resources identified for future use. Groups, whose
members are from highly disadvantaged sections, require
more time before they can function independently.
Social action groups will remain relevant for a long time to
come. Their effectiveness in countering social injustice
make them ideal vehicles for social transformation.
(1) The primary victims are those who are directly affected
by the disaster
The care that the victims need are the following (1) Shelter
temporary and later on permanent if house destroyed (2)
food and medicines (3) Medical facility if injured (4)
Livelihood (5) legal aid filing for compensation, filing case
against perpetuators (6) Compensation (7) Psycho social
care and (8)Self help leading to self reliance.
1) Type of family
2) Neighbourhood
3) Whether studying or no
3) Educational qualifications
4) Type of school
5) Income level of family
6) Personal History
The type of groups which can be organized for them are
(1) Educational groups which will teach them social skills,
help them cope with difficult life situations and develop
attitudes (2) Recreational groups which give the members
enjoyable experiences which will keep them away from
risk behaviour and develop healthy lifestyles.(3) personality
development groups which will enable them to improve
their self image and improve confidence levels.
Some of the themes, which can be taken up by Corey and
Corey are-
1) Dealing with alcohol abuse and drug abuse
2) Learning to cope with feelings of depression, guilt,
anxiety, anger, rejection, hostility and loneliness.
3) Exploring conflicts at home
4) Post school plans and careers
5) Discuss matters related to love and intimacy if
culturally appropriate
6) Defining sex roles
7) Exploring identity issues
8) Considering issues related to autonomy and
dependence
9) Conflicts with parents and how to appreciate them
Group Work in Community Settings 281
Conclusion
The chapter has shown the different settings in the
community where group work can be practiced. We have
seen the role of the social action group, which fights for
justice. The contribution of these groups in securing justice
for the disadvantaged is significant. When formal
organizations are increasingly seen as ineffective groups
are seen as better options.
References
Bhat, Anil (1989). Development and Social Justice; Micro
action by weaker sections, Sage Publications, New Delhi.
Gravin, Charles, D. et al (ed), 2004, Handbook of Social
Work with groups, Rawat Publications, Jaipur.
Newburn , Tim(1993), Disaster and After, Social work in
the aftermath of disaster, Jessica Kingsley Publications,
London.
Group Work in Community Settings 283
15
Introduction
Group work is used in numerous institutions- hospitals,
child welfare institutions, alcoholic and drug rehabilitation
agencies, old age agencies, family counselling agencies and
industries. Group work, if effectively used can alleviate
the problems and reduce its psychosocial effects.
children home for boys and girls, sishu bhavans etc. The
state governments also run the juvenile justice board and
child welfare committee. The civil society is also engaged
in a large scale in child related issues. Many NGOs have
taken up the cause of child rights, prevention of child
labour, adoption services and, the care and rehabilitation
of juveniles. Orphanages and homes for children are also
run by NGOs and religious organizations. It is but natural
that a variety of organizations at different levels work for
the welfare of the children-they being future citizens of
the country. Child welfare and child rights are important
areas of social policy. From social work profession point of
view child welfare is important for one more significant
reason. Many problems of adults are directly related to
their experiences as a child. The Adverse Childhood
Experience Study on about 17,000 adult participants show
significant correlation between childhood trauma and
negative sequences in later life. Thus to prevent social
problems later on, it is important that problems of children
are handled effectively and sensitively.
1) Support group
These groups can give psychosocial support to the
members which will address the problems of social
isolation and loneliness. Very often the elderly live
together but have minimal interaction because of some
of the problems mentioned above. Groups bring the
members together and promote interaction. Often the
focus of discussion is the feelings of hopelessness,
uselessness, despair and regret over past
events.(Susan Rice in Greif and Ephross,2005; 152)
Many group activities have been suggested - going on
an imaginary trip with the other members, picking up
a new name and discovering what it means to them,
drawing picture of yourself and your family and
describing pleasant experiences of the past( Corey and
Corey, 1982;343). Reminiscencing in an important
process for the elderly and is proved beneficial for them.
It can be in the oral or written form. Butler called
reminiscences as ‘a naturally occurring, universal
mental process characterized by the progressive return
to consciousness of past experiences and particularly
the resurgence of unsolved conflict, simultaneously
and normally these reviewed experiences and conflicts
can be surveyed and reintegrated. (Quoted in Campbell
in Gravin et. al.2004; 281). However Campbell also
mentions that not all want to review past experiences
and the technique should be used based on the need
and willingness of the elderly themselves. Another
technique used is to list down the various items related
to the life of the members- Most stressful situation,
aspect in the personality one want to change and
something one wants to self disclose (Corey, ibid; 354)
2) Recreational group
These groups can be used to enable the elderly spend
time in an enjoyable manner. Activities can include
296 Social Group Work: Working with Groups
Conclusion
The practice of social work in different settings has been
described briefly and important practice principles have
Group Work in Institutional Settings 303
References
Lillington, Barbara(1985), Psychosocial Response to
Traumatic Physical Disability, Social work in Health Care,
Volume 10(4), Summer.
304 Social Group Work: Working with Groups
16
Introduction
Educational institutions offer diverse opportunities to
practice group work. The group members are readily
available and no special efforts are required to collect them
and form groups. The students learn in groups and are
therefore comfortable to be in groups. A variety of activities
can be done with the group. Most importantly, the young
enjoy the sessions and simultaneously be benefited. The
chapter will give an account of the practice of group work
in different educational settings.
Present day educators seek to provide holistic education
to the student, not just improve his memory and his
retention powers. Holistic development aims at producing
a balanced and well integrated human being with
sensitiveness to fellow human beings and his environment.
While teachers are required to teach the syllabus it is being
recognized that other professionals are needed to take care
of other dimensions of the student’s personality. Group
work seen in this context is an apt method to bring about
this transformation in the student.
Conclusion
Group work in educational setting can play an important
role in moulding individual personalities beyond the
curriculum. Equally important the maladjusted student
can be better addressed by combining the group work with
counseling. It also helps other students to understand the
problems of the students who take part in the treatment
process.
Problems like time and support for group work can be
dealt with if its results are positive and shown to the
management. Existing organizations like NSS and NYK can
be used to boost group work practice in educational settings.
References
Boehm, Amnon and Esther Boehm, (2003) Community
Theatre as a means of Empowerment in Social Work; A
318 Social Group Work: Working with Groups
17
Introduction
You may look at this chapter as a recapitulation of all that
you have learnt about the method and practice of social
group work, especially, in terms of what a group worker
does in different kinds of groups, within the context of
values and philosophy of social work profession.
Social workers adopt many roles to achieve their goals of
social justice, the enhancement of the quality of life of
people, and the development of the full potential of each
individual, family and group in society. Some social
workers act as planners and developers of services. Others
manage services and try to ensure that systems work
smoothly. Some act as advocates and negotiators for those
discriminated against or unable to act for themselves.
Other social workers work as therapists with individuals,
couples, families and groups as they deal with issues that
arise throughout their lives. Some social workers act as
information givers, providing enquirers with information
about a large range of resources and services. In some
areas of practice, such as corrections and child protection,
social workers make assessments of situations and may
write reports with recommendations that may affect the
lives of those with whom they work.
The very fact that social group work has been acknowledged
as a method of social work implies that group work method
shares with other social work methods the goal, basic
premises, values and beliefs, generic principles and
interventional strategies of social work profession. The
concept of ‘role’ is widely used to clarify group worker’s
authority, responsibilities, functions, and tasks; thereby
highlighting the impact of group work practice on persons
who come together as members of a group.
Role: Definitions
The dictionaries define role as ‘the actions and activities
assigned to or required or expected of a person’; ‘normal
or customary activity of a person in a particular social
setting’; and, ‘behavior in relation to a specific function or
task that a person (the group worker) is expected to
perform’. The roles are concomitant to a status or a social
position. A set of expectations govern the behavior of
persons holding a particular role in society; a set of norms
that defines how persons in a particular position should
behave.
As a sociological term, a role is described as a
comprehensive pattern of behaviour that is socially
recognized, providing a means of identifying and placing
Role of Social Worker in Group Work 321
After the control issues are resolved, the group now settles
down to work on its tasks and goals, whether dealing with
personal problems and anxieties of the members or
accomplishing tasks for which the group came into being.
Variously called performing, functional, operation or
cohesion stage, the role of the worker becomes less active
and more facilitative or consultative. The worker provides
support, or relevant information, The members work
together more effectively. There is growing ability to plan
and carry out projects relevant to the purpose of the goal.
There is higher degree of integration and cohesion. The
worker moves into a less central role. The worker monitors
the group’s functioning, gives appropriate feedback to the
group whether there is an affinity between the purpose
and the group programme. Here the worker’s influence is
more indirect and subtle than direct. The group will expect
the worker to be available and provide necessary inputs
in case of crisis or some difficulty. Encouraging members
to make choices and fostering creativity are other tasks
that a worker performs at this mature stage of the group.
Conclusion
Depending on the needs of the individual members,
purpose of the group and the stage of group development,
the group worker performs a range of roles in his work
with the groups- ranging from role of a leader, organizer,
motivator, and planner to helper, broker, enabler,
facilitator, guide, consultant, mediator, advocate and role-
model.
Reference
Compton, Beulah Roberts, Galaway, Burt, Social Work
Processes, 1984, 3rd ed., he Dorsey Press, Illinois.
http://www.britannica.com
http://en.wikipedia.org/wiki/Role
www.mtsu.edu/~jsanborn/groups/leadership.htm
http://www.aasw.asn.au/becomeamember/aboutsw/
sw_role.htm
Social Group Work:
Working with Groups
Editor
Gracious Thomas
ISBN:
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Preface