BSW3702/201/0/2023

Tutorial Letter 201/0/2023

Group Work: Theories, Approaches and

Models
BSW3702

Year Module

Department of Social Work

This tutorial letter contains important information about your module.

BARCODE
 CONTENTS

Page

QUESTION 1 ........................................................................................................................................... 3
1. INTRODUCTION ................................................................................................................................. 3
1.1. Aspects of communication and interaction patterns ................................................................... 3
1.2. The Socials Goal Model .................................................................................................................... 3
1.3. The advocate role of a worker ........................................................................................................... 4
1.4. Circumstances under which members may be asked to leave a group ............................................. 4
1.4.1. When a member is negative .......................................................................................................... 4
1.4.2. When a member is hostile.............................................................................................................. 4
1.4.3. When a member is resistant .......................................................................................................... 4
1.4.4. When a member is disruptive ......................................................................................................... 4
1.5. the meaning of a group work proposal .............................................................................................. 4
1.6. Dealing with sexual feelings in a group ............................................................................................. 4
QUESTION 2 ........................................................................................................................................... 5
2.1. Application of confidentiality .............................................................................................................. 5
2.2. Topics to be pursued through the group............................................................................................ 6
2.3. The goal of the group ........................................................................................................................ 6
2.4. Application of the skill of initiating...................................................................................................... 6
2.5. Homogeneous features of a group .................................................................................................... 6
2.6. Heterogeneous features of a group................................................................................................... 7
2.7. Recruiting member............................................................................................................................ 7
2.8. A contract draft ................................................................................................................................. 8
2.9. The rationale for the group ................................................................................................................ 8
3. CONCLUSION..................................................................................................................................... 9

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QUESTION 1

1. INTRODUCTION

This is the first assignment in the module BSW3702. It is based on the general literature around
group work. The assignment is divided into two questions. Among the sections to be covered in
question one is aspects that are essential for communication and interaction patterns, a discussion
of the social goal model, the role of a group worker as an advocate. Furthermore, the focus of
question one will also be on the circumstances in which a member may be asked to simply leave
a group, the meaning of a group work proposal as well as the way a group worker can deal with
sexual feelings in a group. The focus of the second question is more on application. Based on a
given case study, an explanation of how confidentiality can be applied is provided as well as the
topics that can be pursued through a given group which will then be followed by the goal of the
group as well as the way the skill of initiating can be applied. Homogeneity and heterogeneity
features of a given group will also be provided as well as the suitable recruitment strategy for the
group. In concluding the assignment, an actual contract and the group rationale will be formulated
for the group.

1.1. Aspects of communication and interaction patterns

The following are nine main aspects of communication and interaction patterns:

1.1.1. Communication is a process.

1.1.2. There are various patterns of interaction.
1.1.3. Communication and interaction involve cues and reinforcers.
1.1.4 There are some emotional bonds involved.
1.1.5. Subgroups plays a role in interaction patterns.
1.1.6. Availability of various strategies for addressing intense subgroups
1.1.7. Size and physical arrangement also influence interaction patterns.
1.1.8. The power and status of members affect communication and interaction patterns.
1.1.9. To modify and change the patterns that develop, workers use different principles.
1.2. The Socials Goal Model

The Social Goals Model is based on the macro sociological theory and, the psychodynamic
theories (Cheers, 1975:31). Its primary focus is on socialisation of members to democratic societal
values by embracing cultural diversity and the power of group action (Toseland & Rivas 2017:64).
The historical origin of the Social Goals Model is in the settlement houses and youth organisations
such as the Girl Scouts, the YWCA and Jewish community centres, as well as community
organisations and development agencies seeking to change societal norms and structures by
improving social welfare of all citizens (Toseland & Rivas, 2022).

From the Social Goals Model’s point of view, a group leader socialises members using activities
like camping, discussions, and instructions about the democratic process. The leader empowers
group members to collectively make decisions and use their collective [effort] to make society to
respond to their needs (Toseland & Rivas, 2022). According to Cheers (1975:31), a group leader
who is inspired by Social Goals Model seeks to (1) enhance group members’ social consciousness
and social consciences; (2) develop members' capacity to vigorously participate in democratic
processes; and (3) realise the beneficial social change. Proponents of Social Goals Model such as
Tropp (in Toseland & Rivas, 2022) believe that group development can be used to empower group
members in achieving goals that they have set for themselves. It is not up to the group leader to

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set goals for the members. The leader can only promote growth by encouraging group self-direction
towards the members’ common goals (Toseland & Rivas, 2022).

Social Goal Model promotes the socio-political empowerment of the oppressed, the marginalised
and the disempowered. It gives voice to disenfranchised citizens so that they can access the
opportunities and resources in society and find meaningful ways to contribute to society as valued
human beings. The collective voice of the group allows members to become agents of change
while the group worker assumes a supportive, facilitative, and enabling role in terms of the group
process and development. Some examples of the Social Goal Model include a group for older
persons from a rural area to give them a voice to protect themselves and others from loan sharks
at pension pay points or a group of first-year university students who are eligible to vote for the first
time aiming to socialise them on the importance of voting (what it entails, why and how they should
vote).

1.3. The advocate role of a worker

The advocate role of a group leader is borrowed from the legal profession and often associated
with legal professionals who represent their clients in legal matters (Zastrow & Hessenauer, 2019).
In social group work context, it involves a group leader representing the group as his or her client
system. The advocate’s role is more suitable when institutions are uninterested or are negative
towards group members. In such instances, a leader can step in and argue on behalf of the group.
The aim is to agitate for policy and procedural change of the institutions in favour of the interests
of the group and its members so that they can access services and resources (Mohapi,
Lekganyane & Alpaslan, 2020; Zastrow & Hessenauer, 2019). In playing an advocate’s role, a
leader may assist the group in appealing a decision by an institution or negotiate for the interests
of the group to be accommodated despite procedural or policy restrictions.
1.4. Circumstances under which members may be asked to leave a group

Group activities do not always unfold as per the leader and members’ plan. There are instances
where certain activities may require a leader to take bold decisions such as asking a member to
leave. According to Jacobs, Masson and Schimmel (2016), a member may be asked to leave under
the following conditions:
1.4.1. When a member is negative
1.4.2. When a member is hostile
1.4.3. When a member is resistant
1.4.4. When a member is disruptive
1.5. the meaning of a group work proposal

A group proposal is a plan compiled by the group worker with the aim of recruiting the members to
participate in a group. The primary aim of a group work proposal is to “sell” the group idea to
potential members, relevant stakeholders and to negotiate for the approval of a proposed group by
relevant authorities (Mohapi et al. 2020:123). It is a tool for requesting funding for a proposed group
from various funding agencies (Toseland & Rivas 2017:202). A proposal can also serve the function
of informing the members about the nature of a group (Toseland & Rivas, 2017:203).

1.6. Dealing with sexual feelings in a group

In some instances, group members may be attracted to one another on a personal level and begin
to impress one another, hold back their participation because of another member or become
jealous, hurt angry at what other members are sharing (Jacobs et al. 2016). In some instances,
sexual attraction may be the cause of these challenges. A leader cannot become a moral
enforcement officer. Even if leaders set out rules prohibiting this, members may in anyway continue
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to do that regardless of the rules (Jacobs et al. 2016). In managing this challenge, the leader may
talk to affected members privately about the possible solutions. Sometimes a leader may bring the
issue to the group especially if there is a general feeling among other members that the group is
negatively affected by the issue (Jacobs et al. 2016).
QUESTION 2

2.1. Application of confidentiality

Confidentiality is one of the crucial ethical principles in group work, although it is also a complex
one to apply given the involvement of several members. The group leader should always uphold
confidentiality and assist the group members to do so. According to Toseland and Rivas (2017:25),
group leaders should assist the members in developing a group policy to guide their conduct in
relation to, among others, confidentiality. In order to guide this policy formulation process, the group
leader should facilitate a process through which the members themselves should develop this
confidentiality policy which will then guide their conduct in the following manner:

• The manner in which members should conduct themselves during and after the group
in relation to what other members share in the group.
It is crucial for the members to respect the rules and procedures of this group by
ensuring that among other things, they attend all sessions as required and ensuring
that they fully participate by sharing their experiences (i.e. fears and frustrations and
the risk of teaching during the COVID-19 pandemic).
• The manner in which members should conduct themselves in relation to the activities
that are conducted in a group. Activities that are conducted in the group should not
violate the rights of other members and should not in any unfairly discriminate
between the members. Members should ensure that their participation is optimal in
order to the overall aim of the group and their respective individual goals to be
realised.
• The manner in which members should conduct themselves in relation to information
shared by other members. Members should ensure that all information which is
shared in the group, remains in the group. They are not allowed to share it with
anyone who is not part of the group. This amounts to respecting the value of
confidentiality.
• The measures that are to be put in place in cases where members’ conduct are
against the group policy. In cases where a member is found to have violated any of
the above points and any policy-related guidelines of the group, he or she will be
asked to leave the group and may even be reported to the South African Council of
Educators (SACE) for further disciplinary action.

When focusing on the aspect of confidentiality, the worker must also, from the outset of the group,
inform the members as per Alle-Corliss and Alle-Corliss’ (2009:228) assertion, that there are limits
to confidentiality, and that she may under the following circumstances, breach confidentiality:

• Where the issues involving confidentiality also involve the physical and sexual abuse of
children, the elderly and dependent adults
• Where through the issues involved, the participant or participants have potential harm
oneself or to harm others

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 • Where the court orders and subpoenas requesting such information
• Where the participants or participant herself/himself, waives of confidentiality
• Where there is a physical and emotional spousal abuse
• During supervision and consultation
• Where the HIV-positive status is reported when deemed necessary

2.2. Topics to be pursued through the group

This is an open question. Although there are no specific topics that we are strictly expecting, you
were however expected to come up with topics that are in the realm of social work and in the
context of the case scenario. Some of these topics could be:

• The do’s and don’ts of social media

• Navigating through the social media
• Young people and the social media
• The benefits of social media
• The disadvantages of social media
• Social media and the
Please note that the above list is not exhaustive.
2.3. The goal of the group

The purpose of the group was to guide teenage girls and boys regarding the dangers and benefits
of using social media as a teenager.
2.4. Application of the skill of initiating

The skill of initiating aims to ensure that the group progresses by clearing out any unnecessary
delays. A group leader might for instance describe the way in which members who are children,
may protect themselves from abuse and then use the skill of initiating to move away from
description to doing. He or she may for instance say something like, “Okay my little friends, that is
one of the ways in which you can nicely refuse bad things that adult persons may do. So, now let
us move away from description to doing. Can I now have two volunteers to demonstrate this to us.
One will be an adult and another a child. The two will show us how we can do it.
2.5. Homogeneous features of a group

Group homogeneity involves common features of a group. It enables the members to identify and
relate to one another by facilitating communication and bonding (Toseland & Rivas, 2022). What
makes a group to be homogeneous is members’ personal characteristics such as age, educational
level, cultural orientation, experiences, and expertise given the group purpose and so on (Toseland
& Rivas, 2022). The features that make this group a homogeneous group are as follows:

Members are teenagers (they are aged between 15 to 17).

 They all have a social media account.

 They are all learners from Kopanang high school.
 They all demonstrated an interest in this group.
 Members are all in grades 11 to 12.

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2.6. Heterogeneous features of a group

A heterogeneous group is a group which is characterized by members with diverse features such
as coping abilities, life experiences and level of expertise and experience (Toseland & Rivas, 2022).
It is these diverse features that enables members to effectively learn from their fellow members on
how to better cope with certain life events. Despite having common features, the following features
makes the group to be a heterogeneous group:

 Members experience the impact of social media in diverse ways.

 Members’ ages vary between 11 and 12.
 Although they have common interests, their levels of interests among them differ.
 Although these learners are from Kopanong High, they differ in terms of the grades (some
are in grade 11 and others are in grade 12).
 Despite being in grades 11 and 12, what may distinguish these learners could also be the
subjects that they are studying (some may be doing maths, others accounting and others
maths literacy and so on)

2.7. Recruiting member

The group worker recruits the members from their own organisations, other organisations or the
community (Toseland & Rivas 2022). From within the organisation, members are recruited from
caseloads, of colleagues, records, or mailing lists. In some instances, the worker may ask current
members (those who have been identified and recruited already) to identify potential members
(Toseland & Rivas, 2022). The following methods can be used to recruit the members:

(a) Contacting members directly through interviews and phone calls.

(b) Contacting key people in the network of potential members.
(c) Sending announcements directly through emails.
(d) Posting announcements about the group at the organisation.
(e) Using websites to advertise the group.
(f) Speak at public meetings and appear on radio and television talk shows.
(g) Media statements and announcements in organisational newsletters or use reporters to
write newspaper articles about the proposed group.
Recruitment for the purpose of the above group should be based on a consideration of the
members as learners who are teenagers from a school environment. These learners may therefore
not have access to gadgets and emails, Wattsap and other equivalent social media platforms. The
fact that they are from school environment may suggest suitability of both conventional and digital
recruitment methods, hence the following are considered suitable:
(i) Contacting members directly through the interviews and phone calls:
(ii) Contacting key people in the network of potential members (i.e., class teachers);
(iii) Posting announcements about the group at the organisation (announce on school notice
boards).
(iv) Send emails or wattsap messages to potential members and/ or their parents.
(v) Speak at public meetings (announce at assembly points and during school meetings).
(vi) Issue press statements publish announcements in organisational newsletters (publish in
school newsletters if available).
One may, however, argue that all these methods may apply to the above group because
teenagers have access to all these platforms. Their parents may attend school meetings
where these announcements are made. I would agree with that, provided it is properly
justified. It is, however, crucial to also remember that we should avoid generalizing. There

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may be some who would have access to digital modes. The above is merely “deemed”
suitable for the purpose of this exercise.
2.8. A contract draft

The following is an example of a contract for a group:

As a group member who is joining this group, I fully agree with the following issues
which are central to the optimal functioning of the group:

(a) Attend all group sessions

(b) Be punctual all the time
(c) Not break the group rules
(d) Complete any responsibilities allocated to me
(e) Participate to the best of my abilities in all activities
(f) Uphold confidentiality and respect the group decisions

(g) Notify the leader whenever I have attendance problems

As a group leader, I fully agree with the following:

(a) Always come prepared for each session

(b) Begin and end the sessions on time
(c) Provide all the necessary resources required for the group to succeed
(d) Refrain from sharing group information with non-members
(e) Evaluate group intervention to ensure goals are achieved
(f) Link members with other resources where necessary
(g) Terminate properly with the group and where necessary make referrals

Signed:…………… ……………………

Member/worker Witness

Date:……………… Date:…………….

2.9. The rationale for the group

Social media plays a crucial role in modern life, particularly among the youth who make use of
various platforms for the purpose of entertainment, studying, networking and seeking employment
opportunities. The 2015 report on Pew Research Center reveals that 92% of teenagers go online
everyday, an indication that their daily lives evolves around social media. According to Senekal,
Groenewald, Wolfaardt, Jansen and Williams (2022), social media is the central means through
which adolescents interact, with an increased proportion of their development occurring online. In
order to fully understand adolescents, it is essential to comprehend the context in which they live
their lives, which is on the social media platforms. On these social media platforms, adolescents
become exposed to various forms of content which can either be positive or negative, and utilised
according to their individual preferences (Nuñez-Rola & Ruta-Canayong, 2019). The positive
aspects of social media include, enhancement of intellectual development and networking and the
negatives include cyberbullying, exposure to inappropriate content, sleep deprivation, Internet
addiction, ‘Facebook depression’, and social isolation (Senekal et al., 2022). This explosive nature
of teenagers and the rapid intrusion of social media into their lives, there is a need to conscientize
society about the impact of social media on teenagers (Nuñez-Rola & Ruta-Canayong, 2019). As
custodians of children and adolescent welfare, it is essential for social workers to lead issues of
social media and adolescents. Social workers can utilise methods like case work, group work,
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community work and research to contribute towards empowering children and adolescents into
understanding issues pertaining to social media, its advantages, and disadvantages. It is on the
basis of this crucial role that a social group work programme is proposed with the purpose of
guiding teenage girls and boys regarding the dangers and benefits of using social media as a
teenager.
3. CONCLUSION

This assignment focused on aspects of social group work. The introduction provided in the
beginning of the assignment paved way for responses on two main questions under which several
sub- questions were posed. Among others, question one of the assignments focused on aspects
of communication, the social goal model, the advocate role of a group leader, circumstances in
which a member may be asked to leave the meaning of a group work proposal as well as how to
manage sexual feelings that manifest in a group setting. In question two, the focus of the
assignment was on a case study. Questions under this section included application of
confidentiality, the topics that can be facilitated through the group provided in the case study as
well as the goal of such a group. The section also dealt with the composition of a group, the manner
in which members can be recruited as well as an actual group work contract. The assignment
concluded through the rationale of a group in view of the provided scenario.

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REFERENCES
Cheers, B. 1975. Six Approaches to Group Work, 28(2): 29-40. Available at:

https://doi.org.10.1080/03124077508549446 (accessed on 16 February 2019).

Jacobs, EE, Schimmel, C.L., Masson, RL & Harvill, RL. 2016. Group counselling –
Strategies and skills. 4th edition. United Kingdom: Brooks/Cole.

Mohapi, BJ. Lekganyane MR. & Alpaslan, AH. 2020. Group work: theories,
approaches and models. Only Study guide for BSW3702. Pretoria: UNISA.

Nuñez-Rola, C. & Ruta-Canayong, N.J. 2019. Social media influences to teenagers.

International Journal of Research Science & Management, 6(6):38-48.

Senekal, J.S., Groenewald, G.R., Wolfaardt, L. Jansen, C. & Williams, K. 2023. Social media and
adolescent psychosocial development: a systematic review. South African Journal of Psychology,
53(2):157-171
Toseland, RW & Rivas, RF. 2017. An introduction to group work practice. 8th edition.
England: Pearson.

Zastrow, CH. 2015. Social work with groups. Stamford: Cengage Learning.

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