Group Work's Place in Social Work: a Historical Analysis
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Social Norms and Social Influence Mcdonald and Crandall 149
Available online at www.sciencedirect.com ScienceDirect Social norms and social influence Rachel I McDonald and Christian S Crandall Psychology has a long history of demonstrating the power and and their imitation is not enough to implicate social reach of social norms; they can hardly be overestimated. To norms. Imitation is common enough in many forms of demonstrate their enduring influence on a broad range of social life — what creates the foundation for culture and society phenomena, we describe two fields where research continues is not the imitation, but the expectation of others for when to highlight the power of social norms: prejudice and energy imitation is appropriate, and when it is not. use. The prejudices that people report map almost perfectly onto what is socially appropriate, likewise, people adjust their A social norm is an expectation about appropriate behav- energy use to be more in line with their neighbors. We review ior that occurs in a group context. Sherif and Sherif [8] say new approaches examining the effects of norms stemming that social norms are ‘formed in group situations and from multiple groups, and utilizing normative referents to shift subsequently serve as standards for the individual’s per- behaviors in social networks. Though the focus of less research ception and judgment when he [sic] is not in the group in recent years, our review highlights the fundamental influence situation. The individual’s major social attitudes are of social norms on social behavior. formed in relation to group norms (pp. 202–203).’ Social norms, or group norms, are ‘regularities in attitudes and Address behavior that characterize a social group and differentiate Department of Psychology, University of Kansas, Lawrence, KS 66045, it from other social groups’ [9 ] (p. -
Perspectives on Social Work
PERSPECTIVES ON SOCIAL WORK The Journal of the Doctoral Students of the University of Houston FALL 2015 VOLUME 11 ISSUE #2 Perspectives on Social Work Editor Maurya W. Glaude, MSW, LCSW Editorial Board Tamara Al Rawand Christine Bakos-Block Xin Chen Jessica YuMiao Post-Doctoral Consultants Roberta Leal, Ph.D. Micki Washburn, Ph.D. External Reviewers Bianca N. Altamirano Sara Amoroso Jacqueline R. Burse University of Washington Case Western Reserve University University of Texas, Arlington Travis Coronado Crystal George-Moses Hagit Sinai Glazer Arizona State University Hunter College McGill University Michelle Gricus Cole Hooley Tina Jiwatram-Negron University of St. Thomas, Washington University, St. Louis Columbia School of Social Work Minnesota Andrea Joseph Stephanie Kennedy I-Hsuan Lin University of Pittsburgh Florida State University Indiana University Ruth McCall-Miller Theresa Moran Helen Nichols Norfolk State University Fordham University University of Maryland Gira Ravelo Cassandra L. Scott Katherine Williams Florida International University Barry University Loyola University, Chicago Abigail Williams University of Michigan Faculty Sponsor Sheara Williams Jennings, Ph.D. 2 Table of Contents From the Editor 4 Joining the Club: Reflections on Developing and Implementing a Social Work Doctoral Student Organization Deirdre Lanesskog, University of Illinois at Urbana-Champaign Megan S. Paceley, University of Kansas School of Social Welfare 5 Sung-wan Kang, University of Illinois at Urbana-Champaign Emily Lux, University of Illinois at Urbana-Champaign Social Workers’ Perceptions of Working with People who have HIV/AIDS Kristen A. Prock, Michigan State University Cristy E. Cummings, Michigan State University 14 Alec DeNuccio, Michigan State University Kailey L. Hindes, Michigan State University Anne K. -
Reflections on Social Norms and Human Rights
The Psychology of Social Norms and the Promotion of Human Rights Deborah A. Prentice Princeton University Chapter to appear in R. Goodman, D. Jinks, & A. K. Woods (Eds.), Understanding social action, promoting human rights. New York: Oxford University Press. This chapter was written while I was Visiting Faculty in the School of Social Sciences at the Institute for Advanced Study, Princeton, NJ. I would like to thank Jeremy Adelman, JoAnne Gowa, Bob Keohane, Eric Maskin, Dale Miller, Catherine Ross, Teemu Ruskola, Rick Shweder, and Eric Weitz for helpful discussions and comments on earlier drafts of the chapter. Please direct correspondence to: Deborah Prentice Department of Psychology Princeton University Green Hall Princeton, NJ 08540 [email protected] 1 Promoting human rights means changing behavior: Changing the behavior of governments that mistreat suspected criminals, opponents of their policies, supporters of their political rivals, and members of particular gender, ethnic, or religious groups; changing the behavior of corporations that mistreat their workers, damage the environment, and produce unsafe products; and changing the behavior of citizens who mistreat their spouses, children, and neighbors. In this chapter, I consider what an understanding of how social norms function psychologically has to contribute to this very worthy project. Social norms have proven to be an effective mechanism for changing health-related and environmental behaviors, so there is good reason to think that they might be helpful in the human-rights domain as well. In the social sciences, social norms are defined as socially shared and enforced attitudes specifying what to do and what not to do in a given situation (see Elster, 1990; Sunstein, 1997). -
The Stages of Group Development
Know! The Stages of Group Development The Search Institute has identified 40 Developmental Assets for Adolescents; Talking regularly positive qualities that influence youth development, helping them become caring, with kids about the responsible and productive adults. The more developmental assets a youth reports dangers of alcohol, having, the less likely he/she is to engage in risky behaviors, like drinking, smoking tobacco and other and using other drugs. Social Competencies (meaning personal choices & drugs reduces their risk of using. interpersonal skills) is one of eight asset categories that make up the 40 Developmental Assets. Research proves that the more personal skills youth have when interacting with Know! urges you to others and making decisions, the more likely they are to grow up healthy and drug-free. encourage other With the start of a new school year, chances are, your middle and high school students parents to join will be assigned group projects with peers they may not know, providing them excellent Know!. opportunities to practice and enhance their social skills. Sounds like fun to some, but challenges may quickly arise when bringing together students with different academic Click here for the styles and personalities. Know! Parent Tip Sign-Up Page. Teachers facilitating team work and parents wanting to encourage and support their children can benefit from knowing the stages of group development. In 1965, Know! is a psychologist Bruce Tuckman, created a model on group dynamics that still applies program of: today. Tuckman's Stages of Group Development are: Forming, Storming, Norming and Performing. It is believed that regardless of a group's members, purpose, goal, culture, location, demographics, etc., these four stages are universal. -
Social Group Work Practice I-SWK 6023.Pdf
YESHIVA UNIVERSITY WURZWEILER SCHOOL OF SOCIAL WORK SOCIAL GROUP WORK I SWK 6023 FALL 2020 Dr. Sari Skolnik ([email protected]) COURSE DESCRIPTION Social Group Work I, a second year, clinical practice course, is designed to educate the student for responsible social work practice with particular competence in the social group work method. It builds upon the knowledge and skills acquired in first year Foundations practice course, and on liberal arts content acquired in undergraduate Psychology and Sociology courses. The social group work specialization provides students with the knowledge base to develop individual cognitive and behavioral change through small groups. Prevention and rehabilitative practice approaches are taught for dealing with individual social and psychological problems. Emphasis is also on using the group work method for enhancing normal individual growth and development in community and school settings. A major emphasis in the sequence is development of the professional self to assure the evolution of disciplined practice based on purpose, sanction, knowledge, values and skills. The course is integrated with field learning through case presentations, group simulations and class discussion. Field practice is in a variety of clinical and community settings, such as mental health clinics, substance abuse facilities, hospitals, child welfare agencies, homeless shelters, domestic violence programs, community centers, public schools and settlement houses. I. COURSE COMPETENCIES This course addresses Council on Social Work Education Competencies #6, #7, #8, and #9. Competency #6 is measured with student outcome data. Competency 7 –Assess Individuals, Families, Groups, Organizations, and Communities Social workers understand that assessment is an ongoing component of the dynamic and interactive process of social work practice with, and on behalf of, diverse individuals, families, groups, organizations, and communities. -
PERSONAL and SOCIAL IDENTITY: SELF and SOCIAL CONTEXT John C. Turner, Penelope J. Oakes, S. Alexander Haslam and Craig Mcgarty D
PERSONAL AND SOCIAL IDENTITY: SELF AND SOCIAL CONTEXT John C. Turner, Penelope J. Oakes, S. Alexander Haslam and Craig McGarty Department of Psychology Australian National University Paper presented to the Conference on "The Self and the Collective" Department of Psychology, Princeton University, Princeton, NJ, 7-10 May 1992 A revised version of this paper will appear in Personality and Social Psychology Bulletin Special Issue on The Self and the Collective Professor J. C. Turner Department of Psychology GPO Box 4, ANU Canberra, ACT 2601 Australia Tel: 06 249 3094 Fax: 06 249 0499 Email: [email protected] 30 April 1992 2 Abstract Social identity and self-categorization theories provide a distinctive perspective on the relationship between the self and the collective. They assume that individuals can and do act as both individual persons and social groups and that, since both individuals and social groups exist objectively, both personal and social categorical self-categorizations provide valid representations of self in differing social contexts. As social psychological theories of collective behaviour, they take for granted that they cannot provide a complete explanation of the concrete social realities of collective life. They define their task as providing an analysis of the psychological processes that interact with and make possible the distinctive "group facts" of social life. From the early 1970s, beginning with Tajfel's research on social categorization and intergroup discrimination, social identity theory has explored the links between the self- evaluative aspects of social'identity and intergroup conflict. Self-categorization theory, emerging from social identity research in the late 1970s, made a basic distinction between personal and social identity as differing levels of inclusiveness in self-categorization and sought to show how the emergent, higher-order properties of group processes could be explained in terms of a functional shift in self-perception from personal to social identity. -
Developing Educational Groups in Social Work Practice
University of Pennsylvania ScholarlyCommons Departmental Papers (SPP) School of Social Policy and Practice 1-1-2003 Developing Educational Groups in Social Work Practice Roberta G. Sands University of Pennsylvania, [email protected] Phyllis L. Solomon University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/spp_papers Part of the Social Work Commons Recommended Citation Sands, R. G., & Solomon, P. L. (2003). Developing Educational Groups in Social Work Practice. Retrieved from https://repository.upenn.edu/spp_papers/29 Reprinted from Social Work with Groups, Volume 26, Issue 2, 2003, pages 5-21. Publisher URL: http://www.haworthpress.com This paper is posted at ScholarlyCommons. https://repository.upenn.edu/spp_papers/29 For more information, please contact [email protected]. Developing Educational Groups in Social Work Practice Abstract Education is integral to social work practice with groups and a central component of educational groups. Yet the social work literature has not offered much guidance in the development of educational groups other than to report on the content and/or evaluation of groups that are focused on a specific condition or population. This paper offers a generic process model for educational groups that are developed and led by social workers. The educational groups described here are differentiated from psychoeducational groups, which are treatment-oriented. The paper provides guidelines on how to set up educational groups with particular attention to their structure, content of the curriculum, implementation, and evaluation. Two checklists are offered to assist in the development and implementation and evaluation of educational groups. Keywords education, psychoeducation, groups, social work Disciplines Social Work Comments Reprinted from Social Work with Groups, Volume 26, Issue 2, 2003, pages 5-21. -
Department of Psychology 1
Department of Psychology 1 DEPARTMENT OF Psychology (PSY) PSY 126 – First Year Seminar 1 credit hour PSYCHOLOGY The First-Year Seminar provides students with a multidisciplinary experience in which they approach an issue or problem from the perspective of three different academic differences. The First-Year Department Objectives Seminar will consist of three 1-credit hour courses taken as co-requisites • To provide a general foundation in the various content areas of the in a single semester. The successful completion of all three courses field of Psychology; satisfies the General Studies LOPER 1 course requirement. Students may • to provide suitable preparation in methodology for students planning take the First-Year Seminar in any discipline, irrespective of their major or to attend graduate school; minor. Students admitted as readmit students or transfer students who • to provide a sound basis for enhanced understanding of self and transfer 18 or more hours of General Studies credit to UNK are exempt others; from taking a LOPER 1 course. • to prepare students for careers in human service areas and high PSY 188 – GS Portal 3 credit hours school teaching; Students analyze critical issues confronting individuals and society • to support other departments by offering courses applicable to other in a global context as they pertain to the discipline in which the Portal majors and minors. course is taught. The Portal is intended to help students succeed in their university education by being mentored in process of thinking critically For departmental assessment purposes, all students will be required to about important ideas and articulating their own conclusions. -
Chapter 6: Societies to Social Networks
Chapter 6: Societies to Social Networks Chapter Summary Groups are the essence of life in society. We become who we are because of our membership in human groups. The essential feature of a group is that its members have something in common and that they believe that what they have in common is significant. The largest and most complex group that sociologists study is society (people who share a culture and a territory). Because of what appears to be a “natural” need for human kind to share culture, territory, and to seek significant others, societies developed. Anthropologists and sociologists have identified five types of societies that have developed in the course of human history. These five types of societies include hunting and gathering, pastoral and horticultural, agricultural, industrial, and postindustrial societies. Each is characterized by distinct forms of social division, social labor, and social inequality. The hunting and gathering society has the fewest social divisions and is the most egalitarian. In this society, the men hunt large animals and the women usually gather edible plants, fruits, and other food found growing in the wild. The first social revolution was based on the domestication of plants and animals. This resulted in the development of the pastoral society, which concentrated on the herding of animals, and the horticultural society, which specialized in planting and harvesting crops. The horticultural society made it possible for permanent settlements to be established since it was no longer necessary for people to follow the food supply. In the third social revolution, the invention of the plow made it possible for large areas of land to be cultivated and harvested. -
On Group Popularity Prediction in Event-Based Social Networks
Proceedings of the Twelfth International AAAI Conference on Web and Social Media (ICWSM 2018) On Group Popularity Prediction in Event-Based Social Networks Guangyu Li,1 Yong Liu,1 Bruno Ribeiro,2 Hao Ding1 1The Department of Electrical and Computer Engineering, New York University, Brooklyn, NY 2The Department of Computer Science, Purdue University, West Lafayette, IN guangyu.li, yongliu, [email protected], [email protected] Abstract user-level features related to user’s attention: how active is a user in individual groups, and how does the user distribute Although previous work has shown that member and struc- her activity/attention among multiple groups. Based on these tural features are important to the future popularity of groups features, the first key idea of our approach is the use of role in EBSN, it is not yet clear how different member roles and the interplay between them contribute to group popularity. discovery to determine the importance of users in a group In this paper, we study a real-world dataset from Meetup and the roles they play. Specifically, armed with each group — a popular EBSN platform — and propose a deep neu- member’s role, and event co-participation graphs generated ral network based method to predict the popularity of new from those members’ activities, we combine the members’ Meetup groups. Our method uses group-level features spe- roles with these activity networks to predict a group’s suc- cific to event-based social networks, such as time and loca- cess, extending the fingerprints techniques developed to cor- tion of events in a group, as well as the structural features relate the characteristics of atoms along with the neighbor- internal to a group, such as the inferred member roles in a ing bonds to other atoms to determine a molecule’s function. -
SOCIAL GROUP WORK & Historical Development of Social Group Work
Social Group Work & Historical Development of Group Work SWRK 4010 BY- Dr. Aprajita Upadhyay Assistant Professor Dept. Of Social Work MGCUB, MOTIHARI SOCIAL GROUP WORK SWRK 4010 • UNIT - I: Understanding Concepts of Social Group Work • Classification of Groups; Primary & Secondary Group; Formal & Informal • Social Group Work • Characteristics of Social Group Work • Historical Development of Social Group Work • Social group work is a method of social work which develops the ability of individuals through group activities. It is a different way of helping individuals through group based activities and enhancing - knowledge, understanding and skill. • Social group work is concerned with the social development of individuals. Practice of group work requires a deep knowledge about how humans interact in groups. • Definition • “Social group work is a psycho-social process which is concerned no less than with developing leadership ability and cooperation than with building on the interests of the group for a social purpose.” (Hamilton – 1949). • “Social group work is a method through which individuals in groups in social agency settings are helped by worker who guides their interaction in programme activities so that they may relate themselves to others and experience growth opportunities in accordance with their needs and capacities.” (Trecker – 1955). • “Social group work is a method of social work, which helps individuals to enhance their social functioning through purposeful group experiences and to cope more effectively with their personal, group and community problems.” (Konopka-1963) • Social Group Work is used for the purpose of reducing or eliminating roadblocks to social interaction and accomplishing desirable social goals (Skidmore – 1988) Characteristics of Group Work: • Group work makes use of multiple relationships and a multi-person process (worker to member, worker to group, member to member and member to group) • The group is an instrument for meeting basic needs and strengthening human capacities. -
Connecting Chelford Newsletter April 2021
NEWSLETTER APRIL 2021 We are a FREE non-profit making Befriending Service across Chelford and the immediate area. Our aim is to support people who may benefit from additional contact from local community befriending volunteers. Connecting Chelford was set up in April 2018 to deliver a volunteer befriending service which could support people who may feel isolated, lonely, vulnerable or in need of help. We are a formally constituted group of volunteers, with a committee supported by Chelford Surgery, St John’s Church and Chelford Together. Our volunteers helping with the The Reverend Fiona Robinson explains “During the last 12 months we have been living COVID Vaccine. in extremely unusual times and the friendships and support links, which are a core part of the Connecting Chelford ethos, have had to evolve to meet the strict Corona Virus restrictions and to keep our Befrienders and Befriendees safe. We have been proud that alternative ways have been found, such as outdoor visits, walks, regular phone calls, supporting appointments, shopping, collecting prescriptions and helping celebrate events. All of this has enabled us to continue to regularly support our friends. Our volunteers have also helped the professionals in delivering the flu vaccine and more recently the COVID vaccine. You may recognise a few faces. Card making when we We are extremely pleased to see the neighbourhood spirit that has blossomed to could all sit together. provide additional support within the community. As Chair of Connecting Chelford, I would like to thank all those involved within this network and especially our Coordinators, Barbara Wilson and Patsy Howlett who ensure that our friendships are well managed, well matched and activities delivered in a safe and happy environment.