SWK 522 Signature Assignment: Proposal for a Specialized Group

SWK 522 Signature Assignment: Proposal for a Specialized Group
Order Description
Students will develop a plan for a specialized group, one that addresses the needs of a population-at-risk, (court-mandated substance abuse treatment group for adolescent mothers). Guided by a brief literature review (3-4 articles from the professional literature), students will develop a plan for establishing and conducting a group. Reference– Toseland, R. W. & Rivas, R. F. (2017) An introduction to group work practice. (8th ed.). Boston, MA: Pearson
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Students will develop a plan for a specialized group, one that addresses the needs of a population-at-risk, (court-mandated substance abuse treatment group for adolescent mothers). Guided by a brief literature review (3-4 articles from the professional literature), students will develop a plan for establishing and conducting a group. Reference– Toseland, R. W. & Rivas, R. F. (2017) An introduction to group work practice. (8th ed.). Boston, MA: Pearson
Suggested outline:
1. Include a brief review of the literature. Include one or two paragraphs that provide an overview of group work with your chosen population. Address the following:
Clarify whether the literature suggests a didactic, interactive, supportive approach or a combination of the above. Are specific interventions/techniques suggested or are they believed not useful/to be avoided? Are there any recommendations for the size of the group? Does the literature anticipate dynamics specific to the group? What are the demands placed on the social worker? What ethical or value issues should the social worker consider?
2. Develop a plan/proposal for a group. Include the following:
Goals and Objectives: The primary focus of the group and the purpose/objectives of the group. Clarify how these advance the concerns of the population-at-risk.
Composition: Who will comprise the group? What needs will be fulfilled by the group? How many group members will be selected? Is there an ideal number suggested for this type of group? How will you prepare group members? Will members be interviewed individually prior to joining the group? What will members be told about the group; and how will they be informed? Who will lead the group? What kind of expertise (knowledge and skill) required to lead this kind of group? Are there any value or ethical considerations you should consider during this process? Discuss.
Structural Issues: Clarify the structural issues you’ll need to address. Who will be notified about the group? What kind of a meeting room is needed? What is the frequency, time and location plan for the group?
3. Discuss the group dynamics. What are the anticipated members and social worker’s early expectations of the group experience? What dynamics might be expected for this particular population, based on your literature review? What is the anticipated social worker’s role and activity level? Clarify specific anticipated interventions (lecturer, organizer, counselor, facilitator, educator, advocate), and to whom interventions will be directed. What and how will the social worker need to prepare for the group (include knowledge and skill, materials, etc.)
4. Outcome evaluation. Briefly describe the method you will use to evaluate the progress of the group as related to its state goals and objectives. Clarify the methods you will consider, e. g., pretest-posttest, self-reports/family reports, social worker’s assessment, other assessment tools. Identify if you will use short term and long-term assessment strategies and how you will implement this. Clarify how this group experience might advance the needs and concerns of the population.
Submission requires a scholarly level of writing that includes cited research. Papers are expected to be well-written, well-organized and address all of the questions included in the assignment. Students are to use APA writing style.

SWK 522
EPAS 2.1.10 EPAS 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.
Criteria 18-20 Points
Capstone (A) 16-17 Points
Benchmark (B) 14-15 Points
Emerging Skill (C) 0-13 Points
Not Competent (D/F) Scoring
APA Formatting:
Title page (2 pts.)
Running head (2 pts.)
Page numbers (2 pts.)
References page (4 pts.)
In text citations (4 pts.)
Page headings (2 pts.)
Font (12 point Times New Roman) (2pts.)
Margins and spacing (2 pts.) Successfully demonstrates mastery of points of the criteria. 18-20 pts. Successfully demonstrates 16-17 points of the criteria.
Demonstrates only 14-15 points of the criteria.
Did not meet criteria. (0-13 pts.)

Mechanics:
Spelling (4 pts.)
Grammar (4 pts.)
Word usage (2 pts.)
Page length requirements (3 pts.) Sentence structure (2 pts.) Punctuation (2 pts.)
Appropriate sources (3 pts.) Successfully demonstrates mastery of 18-20 points of the criteria. Successfully demonstrates 16-17 points of the criteria. Demonstrates only 14-15 points of the criteria. Did not meet criteria. (0-13 pts.)
Criteria 36-40 Points
Capstone (A) 32-35 Points
Benchmark (B) 28-31 Points
Emerging Skill (C) 0-27 Points
Not Competent (D/F) Scoring
EPAS 2.1.10
Practice Behavior a:
Engagement

Social workers
substantively and
effectively prepare for action with individuals, families, groups, organizations, and
communities;

Use empathy and other interpersonal skills; and

Develop a mutually agreed
on focus of work and desired outcomes

Section 1 in assignment instructions.
1. Student includes a brief review of the literature providing one to two paragraphs that provide an overview of group work with their chosen population.
AND
Student provides clear clarification whether the literature suggests a didactic, interactive, supportive approach or a combination of approaches.
(15points) 1. Student includes a brief review of the literature providing at least one paragraph that supplies an overview of group work with their chosen population.
AND
Student provides some clarification whether the literature suggests a didactic, interactive, supportive approach or a combination of approaches.
(13points) 1. Student includes a brief review of the literature but provides less than one paragraph that supplies an overview of group work with their chosen population.
AND
Student provides vague clarification whether the literature suggests a didactic, interactive, supportive approach or a combination of approaches.
(12 points) 1. Student provides little to no review of the literature addressing an overview of group work with their chosen population.
AND
Student provides little to no clarification whether the literature suggest a didactic, interactive, supportive approach or a combination of approaches.
(0-11 points)

2. Student identifies specific and detailed interventions/techniques that are both useful as well as those believed to be avoided.
AND
Student lists specific and detailed recommendations for the size of the group and fully addresses the dynamics specific to the group.
(15 points)
2. Student identifies general interventions/techniques that are both useful as well as those believed to be avoided.
AND
Student lists recommendations for the size of the group and addresses some of the dynamics specific to the group.
(13 points) 2. Student vaguely identifies interventions/techniques that are both useful as well as those believed to be avoided.
AND
Student gives vague recommendations for the size of the group and addresses few of the dynamics specific to the group.
(11 points) 2. Student provides little to no information regarding interventions/techniques that are both useful as well as those believed to be avoided.
AND/OR
Student gives little to no recommendations for the size of the group and provides little to no information regarding the dynamics specific to the group.
(0-10 points)
3. Student identifies specific demands that are placed on the facilitator and fully addresses appropriate ethical and value issues that should be considered.
(10 points) 3. Student identifies some demands that are placed on the facilitator and provides some general information addressing appropriate ethical and value issues that should be considered.
(9 points) 3. Student vaguely identifies demands that are placed on the facilitator and is vague in addressing appropriate ethical and value issues that should be considered.
(8 points) 3. Student identifies little to no demands that are placed on the facilitator and provides little to no information addressing appropriate and value issues that should be considered.
(0-7 points)