BSW2601/101/0/2022

Tutorial Letter 101/0/2022

The Social Work Helping Process within a

Developmental Approach

BSW2601

Year module

Department of Social Work

This tutorial letter contains important information about your module.

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Table of Contents
1 INTRODUCTION......................................................................................................................................................... 4
2 PURPOSE AND OUTCOMES ....................................................................................................................................... 6
2.1 Purpose .......................................................................................................................................................... 6
2.2 Outcomes ....................................................................................................................................................... 6
3 CURRICULUM TRANSFORMATION............................................................................................................................ 8
4 LECTURER(S) AND CONTACT DETAILS....................................................................................................................... 8
4.1 Lecturer(s) ..................................................................................................................................................... 8
4.2 Department .................................................................................................................................................... 8
4.3 University ....................................................................................................................................................... 9
5 RESOURCES ............................................................................................................................................................... 9
5.1 Prescribed books ......................................................................................................................................... 9
5.2 Recommended book ................................................................................................................................... 9
5.3 Electronic reserves (e-reserves) .............................................................................................................. 9
5.4 Library services and resources ............................................................................................................... 9
6 STUDENT SUPPORT SERVICES ................................................................................................................................. 10
6.1 First-Year Experience Programme @ Unisa ....................................................................................... 11
6.2 Bureau for Student Counselling and Career Development ............................................................ 12
6.3 Study groups............................................................................................................................................... 13
6.4 Free computer and internet access ...................................................................................................... 14
6.5 First-Year Experience Programme @ Unisa ....................................................................................... 15
7 STUDY PLAN ............................................................................................................................................................ 15
8 PRACTICAL WORK ................................................................................................................................................... 15
9 ASSESSMENT ........................................................................................................................................................... 15
9.1 Assessment criteria .................................................................................................................................. 15
9.2 Assessment plan ....................................................................................................................................... 16
9.3 Assignment numbers ............................................................................................................................... 16
9.3 Submission of assignments ................................................................................................................... 17
9.7 Other assessment methods .................................................................................................................... 27
9.8 The examination ......................................................................................................................................... 27
10 ACADEMIC DISHONENESTY ................................................................................................................................ 27
10.1 Plagiarism .................................................................................................................................................... 27
10.2 Cheating ....................................................................................................................................................... 28
10.3 More information about plagiarism can be downloaded on the link below ......................................... 28
11 STUDENT WITH DISABILITY ................................................................................................................................. 28
12 FREQUENTLY ASKED QUESTIONS ........................................................................................................................ 28
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13 SOURCES CONSULTED......................................................................................................................................... 28
14 IN CLOSING ......................................................................................................................................................... 28
15 ADDENDUMS ...................................................................................................................................................... 29

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Dear Student

1 INTRODUCTION
A warm welcome to the module, BSW2601: The Social Work Helping Process within a
Developmental Approach. We will do our best to ensure that your studies are successful. Module
BSW2601 will provide broad knowledge about the social work helping process within a
developmental approach. The purpose of the module is to equip you with the knowledge, skills
and values relevant to the three levels of intervention in the social work helping process within the
developmental approach. BSW2601 is a blended module. The term ‘blended learning’ refers to the
“use of traditional classroom teaching methods together with the use of online learning for the
same students studying the same content in the same course” (Cleveland-Innes & Wilton 2018).
In this module, interaction via online collaboration, discussion forums and/or group work are
considered. Study materials, online resources and learning activities are also accessed via the
internet. You will only be able to master this module if you start studying early in the year and study
every day.

You will receive a number of tutorial letters during the year. A tutorial letter is our way of
communicating with you about teaching, learning and assessment. Tutorial Letter 101 contains
important information about the scheme of work, resources and assignments for this module. We
urge you to read it carefully and keep it at hand when working through the study material, preparing
for assignments and the examination, and when posing questions to your lecturers. In Tutorial
Letter 101, you will find the assignments and assessment criteria, as well as instructions for
preparing and submitting assignments. This tutorial letter also provides all the information you need
on the prescribed study material and other resources, and how to obtain them. It is very important
that you understand how to use the study guide correctly.

From the outset, you must realise that the study guide is an important tool to guide and help you
through your tutorial matter, by providing you with an overview of the content of the module. You
will see that it is divided into five learning units. You will further notice that each learning unit
defines its purpose in such a way that it indicates, in broad terms, what you should be able to do
when you have completed that particular learning unit.

Notice of change of Learning Management System from SAKAI to Moodle in the near future

Modules offered by UNISA are either blended (meaning that we use a combination of printed and
online material to engage with students) or online (all information is available via the internet).

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In all cases of online engagement, we use myUnisa as our virtual campus. From 2022, the myUnisa
virtual campus may change from SAKAI the Learning Management System currently in use to
Moodle. A Learning Management System is an online system that is used to administer, document,
deliver educational material and support engagement with students. The introduction of a new
Learning Management System is a systematic process, and for this reason, some modules may
display a different new look and feel.

Please be on the lookout for information from your lecturer as well as other UNISA platforms to
determine where you will be able to access your virtual module site. Information as to the tools that
will be available to engage with the lecturer and fellow students to support your learning will also be
communicated via various communication platforms. The university undertakes to communicate as
clearly and as frequently as is necessary to facilitate a smooth transition from SAKAI to the Moodle
Learning Management System.

We hope that you enjoy this module and wish you all the best for the academic year.

Mrs Duduzile Sokhela

Module leader

Here are some motivational quotes that I hope will encourage you as you embark on this journey:

“As long as poverty, injustice and gross inequality persist in our world, none of us can truly
rest.”
Nelson Mandela

“We did not come to fear the future. We came here to shape it.”
Barack Obama

“It always seems impossible until it is done.”

Nelson Mandela

“I think that probably the most important thing about our education was that it taught us to
question even those things we thought we knew.”
Thabo Mbeki

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2 PURPOSE AND OUTCOMES

2.1 Purpose

As indicated above, the purpose of the module is to equip you with the knowledge, skills and values
relevant to the social work helping process within the developmental approach, at the three levels
of intervention. Students who complete this module will be able to identify, describe and illustrate
the competencies of the helping process within a developmental paradigm.
2.2 Outcomes

Specific outcome 1
Examine the nature and scope of the social work helping process from a developmental approach.
Learning outcomes
On completion of this learning unit, you should be able to
• demonstrate understanding of the developmental approach
• describe the problems of the welfare system in South Africa prior to the new dispensation
• describe the framework for social welfare services in South Africa
• describe social work as a helping profession
• discuss the values and principles of social work

• discuss the roles of social workers within the developmental approach.

Specific outcome 2
Discuss the role of the social worker in the helping process within the scope of casework.
Learning outcomes
On completion of this learning unit, you should be able to
• display knowledge of the helping process and the role of the social worker in casework
• display knowledge of the application of selected theories and models relevant to the helping
process in casework
• display knowledge of the application of the stages of the helping process in casework
• describe the nature of services at the micro level
• competently apply basic communication skills, techniques and strategies used at the micro
level.
Specific outcome 3
Explain the role of the social worker in the groupwork helping process.

Learning outcomes
On completion of this learning unit, you should be able to
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• describe the stages of the helping process, as applied to groupwork

• describe the advantages of using groupwork in the helping process
• describe groupwork values
• identify and describe the theories and models relevant to the groupwork intervention process
• describe important aspects to consider when planning group processes
• describe the stages of the groupwork method
• explain the role of the social worker in relation to the stages of the groupwork method

Specific outcome 4
Explain the role of the social worker in the helping process, within the scope of community work.
Learning outcomes
On completion of this learning unit, you should be able to
• describe the social work helping process in community work
• describe the stages of the helping process, as applied to community work
• explain the nature of the services delivered at the macro level
• explain the role of the social worker at the macro level
• describe the theories and models relevant to the helping process at the community level
• explain the techniques used at the macro level

Specific outcome 5
Explain anti-discriminatory social work practice within the three levels of social work intervention.
Learning outcomes
On completion of this study unit, you should be able to
• define and explain concepts related to anti-discriminatory social work practice
• discuss the human rights perspective in developmental social work
• discuss self-awareness regarding personal and cultural values, beliefs, traditions and biases,
and indicate how these may influence the ability to develop relationships with people and work
with diverse population groups
• describe the sources and types of oppression
• examine social work strategies for dealing with the sources of oppression, cultural
insensitivity and injustice
• discuss intersectoral, interdisciplinary and intradisciplinary collaboration in the context of
diversity and the developmental paradigm.

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3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter based on five pillars and eight dimensions. In
response to this charter, we have placed curriculum transformation high on the teaching and
learning agenda. Curriculum transformation includes the following pillars: student-centred
scholarship, the pedagogical renewal of teaching and assessment practices, the scholarship of
teaching and learning, and the infusion of African epistemologies and philosophies. These pillars
and their principles will be integrated at both programme and module levels as a phased-in
approach. You will notice a marked change in the teaching and learning strategy implemented by
Unisa, together with how the content is conceptualised in your modules. We encourage you to
embrace these changes during your studies at Unisa in a responsive way within the framework of
transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)
Mrs Duduzile Sokhela Dr SL Dhludhlu
Winnie Madikizela-Mandela building Winnie Madikizela-Mandela building
sokhedm@unisa.ac.za dhludsl@unisa.ac.za
012 429 4721
012 429 4285
5th floor, room 18
5th floor, room 22

4.2 Department
Letters to the Department of Social Work should be directed to:
Mrs Sokhela
Module Leader, Department of Social Work
PO Box 392 d
Unisa
0003

PLEASE NOTE: You may enclose more than one letter to the Department of Social Work in an
envelope, but do not address enquiries to different departments (e.g. Despatch and Library
Services) in the same letter. This will cause a delay in replying to your enquiries. Write a separate
letter to each department and mark each one clearly for the attention of that department.

Letters to lecturers may not be enclosed with assignments.

Always write your student number and the study unit code at the top of your letter.

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4.3 University

If you wish to contact the university about anything not related to the content of this module, you are
advised to consult the brochure Study @ Unisa which you received on registration. This brochure
contains important information such as the contact details of the respective departments.

5 RESOURCES
5.1 Prescribed books

There are no prescribed books for this module.

5.2 Recommended book

Mbedzi, P, Qalinge, L, Schultz, P, Sekudu, J & Sesoko, M. 2015. Introduction to social work in the
South African context. Cape Town: OUP.

Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves (e-reserves)

There are currently no e-reserves for this module. You are welcome to consult any other sources
you may find interesting or helpful in your quest for knowledge about the social work helping
process within a development approach, but remember that you will be examined on the study
guide.

5.4 Library services and resources

The Unisa library offers a range of information services and resources:

• For detailed library information, go to

http://www.unisa.ac.za/sites/corporate/default/Library
• For research support and services (e.g. personal librarians and literature
search services), go to
http://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Research-support
The library has created numerous guides: http://libguides.unisa.ac.za
Recommended guides:
• To request and download recommended material, go to
http://libguides.unisa.ac.za/request/request
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• For postgraduate information services, go to

http://libguides.unisa.ac.za/request/postgrad
• To find and use library resources and tools, go to
http://libguides.unisa.ac.za/Research_skills
• For frequently asked questions about the library, go to
http://libguides.unisa.ac.za/ask
• For services to students living with disabilities, go to
http://libguides.unisa.ac.za/disability
• A-Z databases: https://libguides.unisa.ac.za/az.php
• Subject-specific guides:https://libguides.unisa.ac.za/?b=s
• Information on fines & payments: https://libguides.unisa.ac.za/request/fines
• Assistance with technical problems accessing the Unisa Library or
resources: https://libguides.unisa.ac.za/techsupport
• Lib-help@unisa.ac.za (insert your student number in the subject line please)
• General library enquiries can be directed to Library-enquiries@unisa.ac.za

6 STUDENT SUPPORT SERVICES

The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies

This website has all the tips and information you need to succeed at Unisa.

It is recommended that you keep in contact with fellow students in your area. Study groups can be
an effective source of support, since you can share challenges and experiences that you encounter
in your studies. You can also discuss the assignments and previous examination papers and
prepare for the examinations in a study group. We recognise that as much as a study group can be
a source of support, it can also be a challenge for students who are very dedicated to their studies,
specifically when others use it as a way to benefit from the tireless efforts of others. Study groups
must, therefore, be based on the principle of fairness; each student must make an equal contribution
to meet his or her responsibilities. A study group does not mean that students can copy one
another’s work, simply because they are working in a group. Copying one another’s work is an
academic offence (plagiarism), which is a serious ethical issue and can have a severe impact on
your studies and your future professional career. Requests to obtain the names of students who live
in your area, in order to form a study group, may be addressed to the Directorate: Student
Administration and Registration (see the Study @ Unisa brochure for more details).

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We have introduced online tutoring services where students are allocated a tutor; you are urged to
engage in those discussions as they provide support for your learning.

One of the support services offered by the university to enhance your experience as a student is
myUnisa, which is an online learning management system that you can use to interact with your
fellow students about curricula-related issues. On myUnisa you will also receive support from your
lecturers in the form of resources such as previous examination papers and discussion activities
aimed at enhancing your knowledge of the module content. Announcements and other important
information relating to your studies will also be conveyed to you through myUnisa. Please note that
the ethical principles applicable to you as a student social worker and your responsibility to uphold
academic integrity apply everywhere, including on the myUnisa platform. You are expected to
interact with your fellow students in an ethically responsible manner and to be respectful when
contributing to discussion groups.

On registration all students receive a brochure, Study @ Unisa, with information about all the
resources available to students and the contact information for all relevant departments at Unisa.
This information includes where to find official booksellers; the university rules that are applicable
to students; how to locate missing study material; and other important information. You are therefore
encouraged to use the brochure as part of your support service and to direct any query you may
have to the relevant departments at the university.

The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies

This website has all the tips and information you need to succeed at Unisa.

6.1 First-Year Experience Programme @ Unisa

For many students, the transition from school education to tertiary education is beset with anxiety.
This is also true for first-time students to Unisa. Unisa is a dedicated open distance and e-learning
institution. Unlike face-to-face/contact institutions, Unisa is somewhat different. It is a mega
university and all our programmes are offered through a blended learning mode or fully online
learning mode. It is for this reason that we thought it necessary to offer first-time students
additional/extended support so that you can seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. In this regard we offer a specialised student support
programme to students entering Unisa for the first time. We refer to this programme as Unisa’s First-
Year Experience (FYE) Programme. The FYE is designed to provide you with prompt and helpful
information about services that the institution offers and how you can access information. The
following FYE programmes are currently offered:

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• FYE website: All the guides and resources you need to navigate through your first year at Unisa
can be accessed using the following link: www.unisa.ac.za/FYE

• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.

• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related to
your first-year studies (eg videos on how to submit assignments online).

• FYE mailbox: For assistance with queries related to your first year of study, send an e-mail to
fye@unisa.ac.za

The Study @ Unisa website is available on myUnisa: www.unisa.ac.za/brochures/studies

This website has all the tips and information you need to succeed at Unisa.
6.2 Bureau for Student Counselling and Career Development

The Bureau for Student Counselling and Career Development offers face-to-face, telephonic and
electronic counselling with regard to study and career opportunities. Professional counsellors also
provide students with the necessary career and study information, help them deal with academic
stress, and look after the interests of disabled students.

In addition, the bureau offers a peer-helping programme, specifically designed to help you discuss
your problems with a fellow student. There are suitably trained students who will listen, support
you and/or refer you to professional counsellors, if necessary. You can contact a peer helper at
the main campus and at the regional campuses at the following addresses and numbers:
Pretoria (main campus) Limpopo Campus
Sunnyside Campus, Building 14 23 Landdros Maré Street.Polokwane
Tel: 012 441 5721 Tel: 015 290 3441
Fax: 012 441 5804 Mondays to Fridays: 09:00–15:00
Mondays to Fridays: 08:30–15:30 Saturdays: By appointment
SCRL01-A 7
Western Cape Campus
Unisa A, Room G1-35
15 Jean Simonis Street Parow
Tel: 021 936 4130
Fax: 021 936 4131
Mondays to Thursdays: 09:00–15:00

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6.3 Study groups

No formal provision is made for tutorials or study groups for BSW2601. However, we encourage
you to contact other students and form study groups. E-tutors are allocated annually for each
student and should be consulted throughout the year. It is recommended that you use the
e-tutor, engage in the discussions and complete the activities posted within this group.
Each e-tutor is assigned 500 students.On this platform, you can also link to, and engage
with, your fellow students.You can request information from Undergraduate Student Affairs at
012 429 4131.You may also form networks by using the myUnisa website, https://my.unisa.ac.za
More information is available in your Study @ Unisa brochure. Students’ ethical rights and
responsibilities – a note from the Principal and Vice-Chancellor, Prof Puleng LenkaBula

Dear student
Welcome to Unisa. We hope that we will build a lasting relationship in the spirit of
community and ubuntu.
In keeping with the values contained in the King III Code on corporate governance, and the
vice- chancellor’s pledge to quality and servant leadership, Unisa’s council and management have
committed themselves to build an ethical corporate culture at Unisa. The SRC has also pledged
its support to the endeavour and we look forward to growing into our future as ethical citizens.

As a student, you are one of our most important stakeholders and it is important to us that you
have a clear understanding of your ethical rights and obligations towards Unisa.

Our institutional values are our compass, and we proudly repeat them. They are firstly social
justice and fairness and secondly excellence with integrity.

Therefore, as a Unisa student you are entitled to service delivery from the University that is
commensurate with the University’s institutional values and culture. If you believe that you
are not receiving the appropriate levels of service, please raise your concern/s with the
appropriate internal departments and, should you still not receive assistance, please engage
the office of the Dean of Students. However, if you believe that you have exhausted all internal
remedies and you remain dissatisfied with the service/outcome, Unisa has a dedicated
Ombudsman Office and you may lodge a complaint with the University ombudsman at any time
– please refer to the ombudsman’s website on http://www.unisa.ac.za/ombudsman.

In the ethos of quality service delivery and servant leadership, our ethical responsibility to you is
that all Unisa employees are required to adhere to the principles of batho pele in their

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engagements with students, thereby upholding and realising the principles of baithuti pele:
student satisfaction comes first.
Furthermore, Unisa strives to create an enabling environment for all students, and particularly
students with disabilities, so that every student can participate fully and enjoy equal opportunities in
all facets of the university experience.

On the other hand, you also have responsibilities towards yourself and the University. I want to
focus on the importance of you being diligent in your learning and in carrying out research
activities, with a focused view to graduating within reasonable timelines. You also have the
responsibility (and may I say obligation) to act with integrity in everything you do and, in fact, to
honour all human rights in your engagements with other students and with all Unisa staff. I want
to impress upon you the importance of always acting with the values of respect and dignity
underpinning your conduct. When you registered with Unisa, you accepted the rules and
regulations of this University. Accordingly, you are expected to adhere to the institutional
procedures and policies in your actions with fellow students and Unisa employees (and this may
be an appropriate time to remind you that it is always a good idea to familiarise yourself with these
policies on myUnisa at https://my.unisa.ac.za/portal. I would like to advise you to also read and
know the Students’ Charter of Rights and Responsibilities (available on myUnisa).

My mission is to ensure that we all work together towards being an ethical university while
pursuing our institutional vision, “Towards the African University in the service of humanity”.

I wish you well with your studies in the year ahead.

Yours sincerely
Prof Puleng LenkaBula
Principal and Vice-Chancellor
6.4 Free computer and internet access

Unisa has entered into partnerships with establishments (referred to as telecentres) in various
locations across South Africa, to grant you, as a Unisa student, free access to computers and the
internet. This enables you to conduct the following academic-related activities: registration, online
submission of assignments, and engaging in e-tutoring activities and signature courses, etc. Note
that any other activities, such as printing, photocopying and the like, are for your own account. For
more information on the telecentre nearest to you, please visit: www.unisa.ac.za/telecentres

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6.5 First-Year Experience Programme @ Unisa

For many students, the transition from school education to tertiary education is beset with anxiety.
This is also true for first-time students to Unisa. Unisa is a dedicated open distance and e-learning
institution. Unlike face-to-face/contact institutions, Unisa is somewhat different. It is a mega
university and all our programmes are offered through a blended learning mode or fully online
learning mode. It is for this reason that we thought it necessary to offer first-time students
additional/extended support so that you can seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. In this regard we offer a specialised student support
programme to students entering Unisa for the first time. We refer to this programme as Unisa’s First-
Year Experience (FYE) Programme. The FYE is designed to provide you with prompt and helpful
information about services that the institution offers and how you can access information. The
following FYE programmes are currently offered:

• FYE website: All the guides and resources you need to navigate through your first year at Unisa
can be accessed using the following link: www.unisa.ac.za/FYE

• FYE e-mails: You will receive regular e-mails to help you stay focused and motivated.

• FYE broadcasts: You will receive e-mails with links to broadcasts on various topics related to
your first-year studies (eg videos on how to submit assignments online).

• FYE mailbox: For assistance with queries related to your first year of study, send an e-mail to
fye@unisa.ac.za

7 STUDY PLAN
Use your Study @ Unisa brochure for general guidelines on time management and for an
outline of a study plan, as well as ideas on how to develop your own study plan for this
module.

8 PRACTICAL WORK
There is no practical work for this module.

9 ASSESSMENT
9.1 Assessment criteria

An integrated assessment system is used for this module. There are two compulsory assignments
which contribute 40% of the final module mark – they are therefore critical for your examination
preparation. Assignment 01 must be completed for admission to the examination.

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If Assignment 01 is not submitted, you will not be admitted to the examination and you will
have to reregister next year. Both assignments must be submitted online. Always keep copies of
your assignments, in case something happens to the original. You may be asked to e-mail your
copy as proof that you have completed the assignment.

An online two-hour examination will contribute 60% to the final module mark. You require a mark
of 50% to pass the examination.

9.2 Assessment plan

• To complete this module, you will be required to submit two (2) assignments.
• All information on when and where to submit your assignments will be made available to you
via the myUnisa site for your module.
• Due dates for assignments, as well as the actual assignments are available on the myUnisa
site for this module.
• To gain admission to the examination, you will be required to submit one (1) assignment/s.
• Your assignments will comprise a combination of essay types.
• You need to obtain a year mark average of 40% for the assignment/s to gain admission to
the examination.
• The assignment weighting for the module is 40%.
• The examination will be a timed exam (MCQ).
• The examination will count 60% towards the final module mark.
9.3 Assignment numbers

• There are no assignment due dates included in this tutorial letter.

• Assignment due dates will be made available to you on the landing page of myUnisa for this
module. We envisage that the due dates will be available to you upon registration.

• Please start working on your assignments as soon as you register for the module.

• Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assignments

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Assignment due dates

• Modules offered by Unisa are either blended (meaning that we use a combination of printed
and online material to engage with you) or online (all information is available via the internet).
In all cases of online engagement, we use myUnisa as our virtual campus.

• From 2022, the myUnisa virtual campus will be offered via a new learning management
system. This is an online system that is used to administer, document and deliver educational
material to you and support engagement with you.

• Look out for information from your lecturer as well as other Unisa platforms to determine how
to access the virtual myUnisa module site.

• Information on the tools that will be available to engage with the lecturer and fellow students
to support your learning will also be communicated via various platforms.

• The University undertakes to communicate as clearly and as frequently as is necessary to

ensure optimum advantage in the use of the new learning management system.

• Additional information on the use of the myUnisa site for the module, as well as features to
engage and communicate with your lecturer and other students will also be made available
via the online site for the module.

• Therefore, log on to the myUnisa site for your module to gain more information on where to
complete and/or upload your assignments and how to communicate with your lecturer.

9.3 Submission of assignments

As indicated in section 9.2, you need to complete two (2) number of assignments for this module.
Details on the assignments can be found on Moodle or alternatively below.

Assignments can be submitted through Moodle. It is highly recommended that you submit the
assignments online so that they are traceable. You may not submit assignments via fax or e-
mail. For more details on submitting assignments, consult the brochure Study @ Unisa.
To submit your assignment through Moodle:
• Log on to Moodle with your student number and password.
• Select the module for which you are submitting an assignment.
• Click on the assignment number you want to submit.
• Follow the instructions provided on the screen.

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Note the following important guidelines before you submit any assignments:
• Always keep a copy of your assignment answers in case your assignment does not reach
the university.
• Submit the original copy.
• Remember to use the correct student number and the correct unique number.
Specify whether each of the following statements is true or false.

If true, mark 1 on your mark-reading sheet.

If false, mark 2 on your mark-reading sheet.
1. Establishing a therapeutic relationship means creating a safe environment for clients in
crisis, so that they can express themselves with fear.
2. The problem-solving approach is one of the most widely used approaches in social work
practice with individuals.
3. As a mediator, the social worker assists individuals or family members in dispute and
conflict, to find a mutually amicable solution.
4. The developmental approach ensures that economic development is to the benefit of
the majority of the nation, notably reducing “mass poverty and inequality”.
5. After 1994, developmental social welfare policies and programmes were based on 17
guiding principles, as outlined in the White Paper for Social Welfare (1997:10–12).
6. Congruence, according to Rogers, implies that the counsellor/therapist is real, genuine,
open, integrated and authentic during his/her interactions with the client.
7. In the broker role, the social worker acts as a voice for individuals, groups and
communities who are at risk and vulnerable.
8. According to the principles of the developmental approach, appropriateness means
there should not be any responsiveness to social, economic, cultural and political
conditions.
9. An awareness walk is not necessarily done to learn about, get to know and understand
the community, their needs and the available resources.
10. Empathy is being able to see what the client’s world is like to him/her, and how s/he sees
him/herself.
11. Planning, in the casework helping process, specifies what should be done by the social
worker and the client, to improve the client’s social functioning or wellbeing.
12. “Can you elaborate on what you have just said?”, is an example of an open-ended
question.
13. The exploration of clients’ problems often reveals that resources or services – beyond

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those provided by the agency – are needed to resolve presenting problems.

14. Ubuntu acknowledges the rights and responsibilities of every citizen in promoting
individual and societal wellbeing.
15. During assessment in the casework helping process, both the social worker and the
client need to discuss each goal, and evaluate whether or not it has been accomplished.
16. “Crisis” refers to a perception of an event/situation as being an intolerable difficulty that
exceeds the resources or coping mechanism of the person.
17. Social assistance and relief services are not meant for clients who cannot take care of
themselves, such as the elderly, children and the disabled.
18. The purpose of developmental social welfare is to enhance social functioning and human
capacities.
19. There are seven stages in the crisis intervention model; developing an action plan and
implementing it, is just one of them.
20. Given its history of colonisation and apartheid, South Africa maintained the residual,
remedial and service-oriented approach of the apartheid system.
21. Engagement in the casework helping process is the initial step during which social
workers orient themselves to the problem at hand, and begin to establish communication
and relationships with individual clients.
22. The concepts “democracy” and “participation” are not the key and founding principles of
the developmental approach to social welfare in South Africa.
23. Recording is described as a process of writing down every activity that takes place
between the social worker and the client.
24. Disparity was one of the problems of the welfare system in South Africa, prior to the
implementation of the new dispensation.
25. In accordance with the United Nations’ World Declaration on Social Development, South
Africa adopted a developmental approach to social welfare.
26. The purpose of developmental social welfare, as described in the Framework for Social
Welfare Services, is to enhance social functioning and human capacity.
27. An individual can be assisted without his or her family context.
28. The White Paper for Social Welfare paved the way to transformation.
29. Social workers do not use questioning skills to obtain specific information and help clients
in expressing their story.
30. Being silent during a counselling session is the appropriate gesture from the social
worker that s/he acknowledges and explores the meaning of silence with the client, when
it occurs.

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Total Assignment [30]

ASSIGNMENT 02:
True or false, as well as multiple-choice questions, to be answered online on Moodle.
PART 1: Specify whether the following statements are true or false.
If true, mark 1 on your mark-reading sheet.
If false, mark 2 on your mark-reading sheet.
1. A prejudiced person may like members of a certain group, but may not want to live next
door to them.
2. Facilitating is associated with community practice and is directed at effecting change at
the grass-roots level.
3. The person-centred approach believes in people’s ability to grow and develop towards
health and wellbeing.
4. In assuming a coordinator role, the social worker may bring people together and organise
their performance.

5. Gestures are body movements which are used to convey thoughts and feelings.
6. Going to the door to meet the client, smiling and making eye contact, are ways to
communicate warmth.
7. The aim of reintegration services is to reintegrate and reunite clients and their families,
once interventions outside the home environment have been completed and terminated.
8. The functional model was developed at the Pennsylvania School of Social Work.
9. An example of horizontal oppression includes impoverished black people attacking
immigrants for stealing jobs and taking over local businesses.
10. Their voice, and the volume, intensity and speech rate, are verbal messages which people
use to communicate.
11. Social workers do not have to use appropriate methodological approaches, techniques
and skills that reflect their understanding of the role of culture.
12. Values, as defined by Ambrosino, Hefferman, Shuttleworth and Ambrosino (2012:4), are
beliefs or assumptions about what is morally appropriate, or the way things ought to be.
13. Planning refers to the gathering of relevant information regarding a client’s problem.
14. Antisemitism is institutionalised bias directed at the LGBTQI community.

15. Economic development services are aimed at developing opportunities and skills among
clients, so that they can be economically independent from service providers.

Subtotal, Part 1 of Assignment 02: [15]

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PART 2: Choose the most appropriate response. Four answer options are given per
question.

16. The role of the Department of Social development in South Africa is to _____.
1. provide tourism services
2. provide agricultural services
3. provide developmental social welfare services, as a constitutional mandate, and is accountable
to parliament regarding its programmes and expenditures in response to meeting the social
needs of the public
4. offer legal services

17. The skills and knowledge required by social workers to relate and communicate effectively
with clients from diverse backgrounds, are called _____.
1. basic communication
2. cultural competence
3. listening
4. empathy

18. During the _____ stage of the groupwork process, members share what they have learnt,
how they have changed and how they plan to use what they have learnt.
1. transition
2. initial
3. working
4. ending

19. Situation analysis is the first step in the community work process. The purpose of the first step
in the community work process _____.
1. is to develop an understanding of the practice situation in which community workers
find themselves
2. involves community profiling (Weyers 2011:91–96)
3. is conducted to obtain an overview and understanding of the history of the community,
institutions, resources, infrastructure, and so forth
4. involves all of the above

20. The strengths-based approach, as described by Hammond (2010:4), holds the belief that group
members _____.
1. have inherent strengths, capabilities, resources, skills and abilities to recover from their

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challenges and adversities

2. think the problem is the problem; the group member is not the problem but the victim,
who is dispossessed of opportunities and capabilities because of the problem
3. have the capabilities and strengths to turn problems and failures into opportunities and
solutions
4. have all of the above skills or beliefs, thus all the above options are correct

21. _____ groups have time limitations, with the group meeting for a predetermined number of
sessions.
1. Open
2. Closed
3. Educational
4. Self-help

22. Which one of the following is NOT a stage of the crisis intervention model?
1. Establishing the therapeutic relationship
2. Exploring and dealing with the feelings involved
3. Developing an action plan and implementing it
4. The transition stage

23. An example of _____ is when a white man says he dislikes or hates all blacks.
1. oppression
2. discrimination
3. sexism
4. ableism

24. Silence _____.

1. can be a way of showing that the client is bored
2. can suggest an inexperienced social worker
3. can be a way of showing that the client is difficult
4. allows the client to sort out his/her thoughts and feelings

25. The purpose of the BSW2601 module is to:

1. equip students with the knowledge, skills and values relevant to the social work helping
process within a developmental approach at the three levels of intervention.
2. understand the narrative
3. deliberate the narrative
4. exchange ideas

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26. The Framework for social welfare services contains one of the following?
1. improved quality of life.
2. prejudice.
3. racism.
4. suffering.

27. Men earning more than women for doing the same work, is an example of _____.
1. sexual orientation
2. sexism
3. oppression
4. homophobia
28. Which one of the following is NOT a condition of a person-centred approach?
1. Empathy
2. Congruence
3. Sympathy
4. Unconditional positive regard
29. Which one of the following is a characteristic of the developmental approach? The fact that it
focuses on _____.
1. individuals
2. groups
3. the community
4. integrating economic and social development, for the benefit of everyone in the society
30. The belief that a person in a wheelchair is not healthy, is an example of _____.
1. classism
2. ageism
3. ableism
4. racism
31. The term _____ refers to a group of professionals who are trained in the use of different tools
and concepts, among which is an organised division of labour around a common problem and goal.
1. “intradisciplinary’
2. “intersectoral collaboration”
3. “interdisciplinary team”
4. “ interdepartmental collaboration”
32. _____ messages are messages that people send, using words.
1. Verbal
2. Touch
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3. Vocal
4. Body
33. Social workers can identify a group member’s strength, by observing him/her being or
doing the following:
1. Being trustworthy, fair, and honest in dealing with others
2. Assisting and encouraging others and protecting them from abuse and danger
3. Seeking to understand and accept differences in others
4. All of the above’

34. The _____ aims to improve the quality of existing services, or facilitate a community’s access
to services.
1. community development model
2. social planning model
3. community education model
4. social action model

35. A developmental approach is also known as _____.

1. social gathering
2. social stratification
3. developmental social welfare or social development
4. social security

36. In South Africa, the developmental social welfare service is the collective responsibility of and
is based on the collaborative partnership between:
1. training and research institutions
2. civil society
3. the public sector, private sector
4. All of the above

37. In the South African context, the strength-based approach _____.

1. is not suitable for a multicultural society, because it is westernised
2. is suitable for our society, because it is a simplified form of psychotherapy
3. is suitable for our diverse society, because it is a versatile and holistic approach that
separates the person from the problem
4. is not any of the above

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38. The Universal Declaration of Human Rights, as adopted by the United Nations (UN 2015:4–
60), provides _____.
1. a foundation for social workers in their efforts to actuate anti-discriminatory practices
and a just and decent future for all, and to give others, globally, a powerful tool in the fight
against oppression, impunity and affronts
2. information about the social development integrated service delivery model
3. information about the principles of Batho Pele
4. information about the White Paper for Social Development

39. _____ refers to the ways in which social workers can relate to their clients, both physically
and psychologically.
1. Listening
2. Attentiveness
3. Empathy
4. Summarising

40. The client says, “I’ve never ever gotten along with my parents”, and the social worker
responds by saying, “I’m not sure I understand. You say you have never gotten along with your
parents? Could you tell me more?”. This is an example of _____.

1. probing
2. clarifying
3.summarising
4.a remark
41. The Department of Social Development has the responsibility of streamlining social
development interventions at the _____ levels.
1. micro-mezzo and macro
2. entry, middle-large scale and person-centred
3. participatory and problem-solving
4. community and strengths-based

42. The _____ a p p r o a c h maintains that everyone in society should have free and equal
access to opportunities and resources, to empower them in order to realise their dreams and full
potential.
1. person-centred
2. strength-based
3. developmental
4. social justice
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43. Social development, as conceptualised in South Africa, rests on five pillars, amongst them is/are
_____.
1. the rights-based approach
2. a commitment to democracy and participation
3. racism/oppression
4. (1) and (2)

44. There are _____ steps in the casework helping process.

1. four
2. six
3. two
4. five

45. The _____ group is characterised by changing membership, as members can leave the group
and new members are allowed into the group.
1. closed
2. support
3. educational
4. open

46. “Can you elaborate on what you have just said?” is an example of _____.
1. a closed question
2. an open-ended question
3. summarising
4. a statement and a request

47. Being empathic means _____.

1. really knowing what the client has been through
2. listening to what the client is saying
3. understanding the client and communicating this to him/her
4. observing what the client is doing
48. You have learnt several frameworks and theories at the first level. In the second level, you learnt
about six theories which are useful in community work. ____ is one of them.
1. Casework
2. Groupwork
3. Asset-based community development (ABC)
4. Community work
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49. Which theorist developed the person-centred approach?

1. Sigmund Freud
2. Aaron Beck
3. Victor Frankl
4. Carl Rogers
50. In the _____ stage, the level of interaction amongst members is high; conflict, if it exists, will be
recognised and dealt with effectively.
1. initial
2. transition
3. ending
4. working

Subtotal, Part B, Assignment 02: [35]

Total Assignment 02:
[50]
9.7 Other assessment methods

Refer to the study guide for details.

9.8 The examination

Examination information and details on the format of the examination will be made available to you
online via the myUnisa site. Look out for information that will be shared with you by your lecturer
and e-tutors (where relevant) and for communication from the University

10 ACADEMIC DISHONENESTY
10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your
own. It is a form of theft which involves several dishonest academic activities, such as the following:

• Cutting and pasting from any source without acknowledging the source.
• Not including or using incorrect references.
• Paraphrasing without acknowledging the original source of the information.

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10.2 Cheating

Cheating includes, but is not limited to, the following:

• Completing assessments on behalf of another student, copying from another student during
an assessment or allowing a student to copy from you.
• Using social media (eg WhatsApp, Telegram) or other platforms to disseminate assessment
information.
Submitting corrupt or irrelevant files.
• Buying completed answers from “tutors” or internet sites (contract cheating).

10.3 More information about plagiarism can be downloaded on the link below

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENT WITH DISABILITY

The Advocacy and Resource Centre for Student with Disability ARCSWiD) provides an
opportunity for staff to interact with new and returning students with disabilities.

• If you are a student with a disability and would like additional support or need additional time
for assessments, you are invited to contact (Mrs DM Sokhela at sokhedm@unisa.ac.za) so
that you can be assisted.

12 FREQUENTLY ASKED QUESTIONS

The examination of this module will be based on the study guide. Any other information about
examinations may be sent to you in tutorial letters. Please consult your Study @ Unisa brochure for
general examination and examination preparation guidelines.

13 SOURCES CONSULTED
The study guide and recommended materials were used for this module.

14 IN CLOSING
I hope you will enjoy this module and wish you every success with your studies.
Kind regards
DM Sokhela

Module leader

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15 ADDENDUMS
ADDENDUM A: COURSE EVALUATION QUESTIONNAIRE
The Social Work Helping Process within a Developmental Approach
The purpose of this exercise is to collect your feedback, with a view to improving the quality of our
teaching and student support. Kindly take the time to complete the questionnaire in full. Please be
honest; you will not be penalised for pointing out aspects with which you are dissatisfied. Your
honest opinion will be taken into account when the course is revised.

SECTION 1: How do you rate the course? Please post or e-mail the questionnaire to the
lecturer (optional).

Please insert a tick (√) where appropriate.

Very poor Poor Satisfactory Good Excellent

1. Usefulness of the learning

outcomes
2. Overall design

3. Clarity of language

4. Relevance of topics

5. Sequence of units

6. Relevance of examples to
your context
7. Usefulness of activities

8. Number of assignments

9. Clarity of assignment tasks

10. Usefulness of advice in

Tutorial Letter 101
11. Amount of work required
for the course
12. Value for money


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SECTION 2

1. Did the course meet your expectations? Explain.

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2. Which aspects of the course did you benefit from most?

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3. Which aspects of the course were of least benefit to you?

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4. What did you learn about yourself while doing this course?

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5. What improvements would you like to see in the course?

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Thank you very much!

References

Cleveland-Innes, M & Wilton, D. 2018. Guide to Blended Learning. Canada: Commonwealth of

Learning.

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