First edition Adopted October 7, 1998 STANDARDS Revised October 21, 1999

FOR Second edition Adopted June 12, 2005 SOCIAL WORK PRACTICE (Copyedited July 15, 2010 & October 1, 2015)

WITH GROUPS Copyright 1999, 2000, 2006, 2015 by IASWG, Inc. Second Edition

IASWG, Inc. 101 West 23 rd Street, Suite 108 NY, NY 10011 iaswg.org

INTERNATIONAL ASSOCIATION FOR SOCIAL WORK WITH GROUPS, INC. The Standards were written by the Practice Committe e, An International Professional Organization Paul A. Abels, Chair, 2000-2003, Charles D. Garvin, Chair, 2003-2005. (IASWG, Inc.)

The Standards are available from the IASWG website, www.iaswg.org. They may be purchased in quantities from IASWG. Sin gle copies may be copied or obtained from IASWG for personal use at n o cost. Quantities may be copied under certain conditions. Contact IAS WG directly or see the website for details.

INTERNATONAL ASSOCIATION FOR SOCIAL WORK WITH Overview of the Standards GROUPS, INC. An International Professional Organization Various comprehensive perspectives of social work p ractice provide a broad (IASWG) underpinning of the values and knowledge bases of s ocial group workers’ practice. Values and types of knowledge that have p articular relevance for group work practice are addressed in Section I.

Sections II through V identify the required knowled ge and major worker tasks and skills in each of the phases of group wor k practice, from planning to ending. These sections are structured a round the STANDARDS FOR SOCIAL WORK understanding that groups change and evolve over ti me, thus requiring PRACTICE WITH GROUPS changes in the worker’s tasks and responsibilities. For example, certain worker actions enable group members to start to wor k together in a new Second Edition group; other actions enable members who have alread y developed relationships to engage in work to achieve the purp ose of the group. Thus, as groups develop, the nature of the workers’ responsibilities change. PURPOSE The phases and the associated tasks described in th ese standards are These standards represent the perspective of the In ternational Association guides for practice. They represent the wisdom that has been acquired for Social Work with Groups, Inc., on the value and knowledge and skill from practice, theory, and research. However, each group is different and base essential for professionally sound and effecti ve social work practices practitioners must apply these standards in terms o f their appropriateness for each group and its particular members. with groups and are intended to serve as a guide to social work practice with groups. Section VI examines ethical considerations for soci al group work practice. INTRODUCTION

The Standards focus on central distinguishing conce pts of social work SECTION I with groups and highlight the perspective that soci al group workers bring to practice. By design, the standards are general r ather than specific and CORE VALUES AND KNOWLEDGE descriptive rather than prescriptive. They are appl icable to the wide range of groups encountered by social group workers in a variety of practice settings. These groups include treatment, support, psycho- educational, The group worker should understand the history of g roup work and the task, and community-action groups. The Standards dr aw heavily on evolving visions of group workers as they faced the challenges posed by the Code of Ethics from the National Association of Social Work (United each historical era. During this evolution, the fol lowing values emerged States), group theory from the social sciences, kno wledge of individuals as those that were essential to the practice of gro up work. and the environment, the historical roots of social group work practice, current practice with groups, and practice research . Thus, they are based A. Core Values on practice wisdom, theories of group work practice , and empirical evidence. They emphasize the understanding and use of group processes 1. Respect for persons and their autonomy. and the ways members help one another to accomplish the purposes of the group. The role of the worker, as articulate d in the standards, In view of the equality of persons, people are to b e treated with respect reflects the values of the social work profession g enerally as well as the and dignity. In group deliberations no one person s hould be more unique features associated with social work with gr oups. privileged in a group than another, not a worker, a group member or the

1 2 agency director. In a group this occurs when a work er helps each member c. The capacity of members to help one another and to change. to appreciate the contributions of the other member s so that everyone’s ideas are heard and considered. This principle is s tated while recognizing d. The capacity of members to contribute to social cha nge in the that the worker, by virtue of his or her position i n the agency and his or community beyond the group. her expertise, is likely to have a great deal of in fluence. This requires the worker to use his or her influence prudently. e. Using competency-based assessment, the group worker places an emphasis on members’ strengths, in addition to thei r concerns. The A major implication of this principle is a respect for and a high value worker also must understand protective and risk fac tors that affect placed on diversity in all of its dimensions such a s culture, ethnicity, individuals’ needs for services and their ability t o act. gender, sexual orientation, physical and mental abi lities and age. f. The worker has an appreciation and understanding of such 2. The creation of a socially just society. differences as those due to culture, ethnicity, gen der, age, physical and mental abilities and sexual orientation among membe rs that may The group offers an opportunity to live and practic e the democratic influence practice. principles of equality and autonomy and the worker should use his/her knowledge and skills to further this. The worker sh ould be mindful of the 2. Knowledge of groups and small group behavior. quest for a society that is just and democratically organized one that ensures that the basic human needs of all its membe rs are met. This a. The worker understands that the group is an entity separate and value is presented to the group whenever it is appr opriate and reinforced distinct from the individual members. The group has its own dynamics, when members articulate it. culture and other social conditions.

B. Core Knowledge b. The worker understands that the group consists of m ultiple helping relationships, so that members can help one another to achieve There are special areas of knowledge that enable gr oup workers to more individual goals and pursue group goals. This is of ten referred to as ably serve the group. This includes knowledge of th e history and mission “mutual aid.” of our profession as it impacts group work with poo r people, minorities and other disenfranchised people. Understanding whe n group work is c. The democratic process in a group occurs as the mem bers develop a the practice of choice is important. The skills nee ded to carry out the sense of “ownership” of the group in which each mem ber’s contribution professional mission emerge from our values and kno wledge and requires to the group is solicited and valued. specialized education.

d. The group can develop in such a way that members, i ndividually and 1. Knowledge of individuals. collectively, are empowered to act on their own beh alf as well as that of the group. a. The nature of individual human growth and behavior, utilizing a bio-

psycho-social perspective and a “person-in-environm ent” view. The e. Groups can develop goals that members are committed to pursuing. forces impacting the person and the group are impor tant factors in These goals may be for individual member growth, gr oup development group work assessment and intervention. This includ es viewing the and/or social change. member in the context of the group and the communit y.

f. Group members as well as the group-as-a-whole can s eek changes in b. The familial, social, political and cultural contex ts that influence the social environment. members’ social identities, interactional styles, c oncerns, opportunities, and the attainment of their potentials.

3 4 g. The phases of group development influence change th roughout the the members in the process of evaluation. Specifica lly this means that life of the group. members should be involved in evaluation of outcome s throughout the life of the group. Workers should systematically ev aluate the h. Group processes and structures encompass all transa ctions that achievement of goals. The worker should be knowledg eable about occur within the group and give meaningfulness to t he life of the group. methods of evaluation of group work and ways of mea suring or These consist of such conditions as roles, norms, communications, otherwise determining accomplishment of group and i ndividual goals. expression of affect, and the nature of interactio n patterns. These shape The worker should use all available evidence regard ing effectiveness of and influence individual member behavior as well as the development particular interventions for different groups. of the group and also determine whether and how the group will accomplish its purposes. The members can come to un derstand how g. The worker should maintain appropriate records of g roup processes group processes and structures shape and influence individual member and outcomes and ensure their confidentiality. behavior as well as the development of the group. h. The worker should have a commitment to supporting r esearch on i. Groups are formed for different purposes and goals (e.g., education group work and to disseminating knowledge about eff ective practices problem solving, task accomplishment, personal chan ge, social action) through professional meetings, education and schola rship. and this influences what the worker does and how th e group accomplishes its goals as well as the nature of the contract between the i. The worker adheres to professional, ethical, and le gal requirements worker and members, among the members, and between the group and generally associated with social work practice as w ell as those the sponsoring organization. specifically associated with social work with group s. The worker seeks to prevent any action in the group that may harm an y member.

3. Knowledge of the function of the group worker. j. Workers should have a commitment to engage in refle ctive practice in which they assess their own practice and seek super vision and/or a. The worker promotes individual and group autonomy. consultation in order to enhance their practice. b. The worker helps the group members to select means of achieving individual and group purposes. SECTION II c. The worker’s assessments and interventions are char acterized by PRE-GROUP PHASE: PLANNING, RECRUITMENT AND NEW GROUP FORMATION flexibility, sensitivity and creativity.

A. Tasks and Skills d. The worker should have a clear understanding of the stages of group development and the related group character, member s’ behavior and 1. The worker should identify aspirations and needs of potential group tasks and worker tasks and skills that are specific to each stage. members as perceived by members, worker and agency.

e. Practice should be based on currently available kno wledge and 2. The worker should obtain organizational support for and affirmation research and should represent contemporary practice principles. of the group.

f. The worker has responsibility for ongoing monitorin g and evaluation 3. The worker should select the group type, structure, processes and of the success of the group in accomplishing its ob jectives through size that will be appropriate for attaining the pur poses of the group. personal observation as well as collecting informat ion in order to assess outcomes and processes. The worker seeks the involv ement of

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4. The worker should reach out to and recruit potentia l group 13. The worker should appropriately enhance group conte nt (what will members. go on during sessions) as well as the use of activi ties, supplies and other resources. 5. The worker should obtain consent from potential mem bers and relevant others as required by ethical guidelines a nd organizational 14. The worker should identify methods that will be us ed to track requirements. group progress (e.g., group progress notes, formal a nd informal evaluations). 6. The worker should clarify potential group members’ goals and expectations of the group work service and use this information to 15. After each session, the worker should debrief and p lan with the co- assess prospective members’ potential investments i n the pursuit of facilitator (if there is one) and arrange for consu ltation and/or group goals. The worker should help members specify these goals in supervision on a regular basis. If there is a co-fa cilitator, they should terms that can lead to the determination of their a ttainment. consider together the implications of their similar ities and differences with respect to such issues as approaches, styles a nd communication.

7. The worker should establish an appropriate meeting place and meeting time that will be conducive to members’ com fort, safety and B. Required Knowledge access to the group.

1. Organizational mission and function and how these i nfluence the 8. The worker should prepare members for the group in ways that are nature and development of group work service. appropriate. This will differ depending on the exte nt to which the group is intended to attain individual goals or to accomp lish task purposes in 2. Social and institutional barriers that may impact o n the the agency and community. The worker should be empa thic in development of group work service. identifying members’ feelings and reactions to join ing the group.

3. How to assess the impact on the group of the comm unity and 9. The worker should know how to select members for th e group in agency context. relationship to principles of group composition, al though this principle may not apply to some task groups in which other bo dies determine 4. Issues associated with group composition (e.g. gend er, education; the group’s membership. socio-economic status, previous group experience, o ccupation, race,

10. The worker should develop a clear statement of grou p purpose that ethnicity, age and presenting problems.) reflects member needs and agency missions and goals . This is often 5. The influence of cultural factors on potential memb ers’ lives and done cooperatively with the group members. their ways of engaging in group interactions and re lationships with

others, the agency and the worker. 11. The worker should consider potential contextual, en vironmental, and societal impacts on the group. 6. The importance of diversity in relationship to how a group attains

12. The worker, as appropriate, should explain group pu rposes and its goals. processes to non-members such as other agency perso nnel, relevant community entities, and parents or referring agenci es in the case of 7. The theoretical approaches utilized by group worker s and how to groups promoting individual change. select the ones most appropriate and effective for the proposed group.

8. Issues associated with group structure (e.g. group size, length of sessions, duration of group, meeting place, open o r closed to new members, resources, supplies and transportation).

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9. The impact of human development/life cycle factors on potential SECTION III members’ needs and abilities and group goals. GROUP WORK IN THE BEGINNING PHASE 10. Types of groups (e.g., task groups, treatment group s, psycho- educational groups, socio-recreational groups) and their applicability A. Tasks and Skills to individual, organizational and community needs.

11. Issues related to group content such as discussion processes, and 1. Task: Establishing a Beginning Contract purposeful use of activities and simulations. Such issues include how these kinds of content are affected by stages of gr oup development, Skills/Actions: capacities of members and the purposes of the group . a. The worker and members collaboratively develop a be ginning 12. Contracting procedures including the identification and contract for work that identifies tasks to be accom plished, goals to be clarification of group purpose and behavioral stand ards and norms achieved and the process by which the work is to oc cur. needed to actualize group goals as determined by po tential members, the worker and the agency. b. The worker identifies the community’s and/or agency ’s stakes in the group, the group purpose and process and clarif ies worker and 13. Recruitment procedures, such as community outreach and member role. referral processes. c. Confidentiality and limits thereof are clearly iden tified. 14. How to identify and develop resources required for group functioning. d. The worker assists members in identifying and clari fying individual goals and group goals. 15. Group monitoring and evaluation procedures (e.g., p retest-posttest measures, group process notes, questionnaires) to t rack worker e. The worker helps the members to link individual goa ls with group interventions, group progress and the group work se rvice.) purposes.

16. The importance of consultation and supervision in e nhancing the f. The worker invites full participation of all membe rs and solicits quality of group work service. member feedback on the progress of the group.

g. The worker employs special skills in working with m andated members and understands the impact on group dynamic s of member’s mandated status.

2. Task: Cultivating Group Cohesion

Skills/Actions:

a. The worker establishes rapport with individual memb ers and the group as a whole.

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b. The worker also aids the group members in establish ing 4. The characteristics and needs of the group in the b eginning stage of relationships with one another so as to promote gro up cohesion. group development and the related skills. Knowledge is needed regarding such variations as working with mandated members; c. The worker highlights member commonalities, links m embers to one replacing a previous worker; and receiving new memb ers into an on- another and encourages direct member-to-member comm unication. going group.

3. Task: Shaping Norms of Participation SECTION IV

GROUP WORK IN THE MIDDLE PHASE Skills/Actions:

A. Group tasks and worker skills/actions:

a. The worker seeks to aid the group in establishing n orms for participation that promote safety and trust, facili tate a culture of work 1. Task: Assist group to make progress on individual a nd group goals. and cultivate mutual aid. When group goals are a major focus, as in task and community groups,

the worker encourages individual members to use the ir skills in pursuit b. The worker is active in modeling these norms and in structing of group goals. members when needed about productive group particip ation.

c. The worker appreciates the impact of various psycho logical, socio- Skills/Actions: cultural and environmental forces on these norms. a. Reinforce connection between individual concerns/ne eds and group d. The worker promotes group exploration of non-produc tive norms goals. when these arise. b. Offer programmatic ideas and activities that suppor t group purpose e. The worker demonstrates respect for socio-cultural differences, and assist in helping members achieve individual an d group goals. promotes autonomy and self-determination, and encou rages member empowerment. c. Assess progress towards individual and group goals.

d. Identify difficulties and obstacles that interfere with the group and

B. Required Knowledge its members’ abilities to reach their goals.

1. An understanding of the dynamic interaction between the e. If obstacles are related to the specific needs of a n individual member, community, agency, group and individual members of the group with when appropriate, offer individual time outside of group. which he/she is working. f. Ensure that the group has attended to any special n eeds of

2. The relevant theories and evidence-based practices regarding the individual members (e.g., physical, cognitive, lang uage or cultural developmental, psycho-social, and clinical needs of the group members needs). and how this informs beginnings. g. Assist members to engage in problem-solving, in mak ing choices

3. The group type and technology being employed and th e ways such and decisions, and in evaluating potential outcomes of decisions. may impact group functioning in the beginning stage . h. Summarize sessions with the group.

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b. Include knowledge, skills and other resources of group worker, i. Plan next steps with the group. group members and sources outside the group. j. Re-contract with members, if needed, to a ssist in achieving c. Use group approaches appropriate to the populations served and the individual and group goals. tasks undertaken as demonstrated in the literature, worker and agency experience, and other sources of professional knowl edge.

2. Task: Attend to group dynamics/processes. d. Use record-keeping techniques to monitor leade rship skills and group process. Skills/Actions: e. Access and use supervision. a. Support members to develop a system of mutual aid.

B. Required Knowledge b. Clarify and interpret communication patterns among members, between members and worker and between the group an d systems 1. Group dynamics. outside the group.

2. Role theory and its application to members’ relatio nships with one c. Develop, model and encourage honest communication a nd feedback another and the worker. among members and between members and workers.

3. Communication theory and its application to verbal and non-verbal d. Review group values and norms. interactions within the group and between the group and others external to the group. e. Assist members to identify and articulate feelings. 4. Problem-solving processes in groups. f. Assist members to perceive verbal and non-verbal co mmunication. 5. Conflict resolution in groups. g. Help members mediate conflict within the group. 6. Organizational theories. h. Assist members to make connections with other group members that may continue after the group ends, if this is appropriate. 7. Community theories. i. Use tools of empowerment to assist members to devel op “ownership” 8. Developmental theories. of the group. 9. Evaluation theories and methods.

3. Task: Use best practices within the group and utili ze resources 10. The impact of diversity: class, race, gender, sexua l orientation and inside and outside the group. ability status.

Skills/Actions: 11. Knowledge about the group’s relations with its envi ronment. a. Assist members to identify and access resources fro m inside and 12. Specific knowledge of issues being addressed in the group. outside the group. 13. Awareness of self.

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SECTION V 13. Prepare record material about the group for the age ncy , for GROUP WORK IN THE ENDING PHASE individual members and for referrals as needed.

A. Tasks and Skills B. Required Knowledge

1. Prepare members for the group’s ending in advance. 1. Group dynamics related to endings. These will be di fferent

2. In a direct practice group help members identify ga ins they have depending on the type of group (e.g., long- term, sh ort- term, open- made and changes that have resulted from their part icipation in the ended, single session). There are also special issu es when a member or group. In a task group, members may discuss what th ey have learned worker ends but parts of the group continue or ther e is a new worker. from this experience that will be useful to them in other task groups. This involves a consideration of how achieving grou p goals will 2. Formal and informal resources that maintain and e nhance contribute to the functioning of the organization a nd/or community. members’ growth.

3. Discuss the impact of the group on systems outside the group (e.g., 3. Influence on endings of past losses and separation in lives of family, organization, community). members and the worker.

4. Discuss the movement the group has made over time. 4. Agency policies related to worker maintaining conne ctions following ending of a group or member service.

5. Identify and discuss direct and indirect signs of m embers’ reactions to the group ending. 5. Various forms of evaluation, formal and informal an d of evaluation

measures, both qualitative and quantitative. 6. Share worker’s feelings about ending with the group .

7. Assist members in sharing their feelings about e nding with one SECTION VI another and with the worker. ETHICAL CONSIDERATIONS 8. Systematically evaluate the achievement of individ ual and group goals. Routine and systematic evaluation of the gro up experience National and/or regional social work organizations typically have codes could/should occur over time rather than in the end ing stage alone. of ethics to which social workers must adhere. For example, social group

workers in the United States of America are expecte d to be knowledgeable 9. Help members make connections with other agencies a nd programs about and responsive to the ethical mandates of the social work profession, as appropriate. as explicated in the National Association of Social Workers (NASW) Code

of Ethics. While the entire code is important, ther e are items with particular 10. Assist members in applying new knowledge and skills to their daily relevance to social group work. lives.

Similarly, Canadian social workers must follow the Canadian 11. Encourage members to give feedback to the worker on the worker’s Association of Social Workers Code of Ethics/Associ ation canadienne des role and actions in the group. travailleuses et travailleurs sociaux (2005). The e xpectation of IASWG is

that social workers will respect the code of ethics relevant to their locations 12. Help members apply new knowledge and skills to thei r activities of practice wherever in the world, as long as these codes call for respect outside the group. of all persons.

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skills and knowledge and evaluation of these techni ques. The following is Other social work/ethical guides exist and may be m ore relevant for a general statement with reference to electronic co mmunications: specific countries. Each needs to be considered in the context of work with groups and may call for some modifications or additions that reflect Increasingly, practice with groups of all kinds is being done by utilizing the different situations of group work. technologies such as computer and telephone facilit ies, and professional associations are assessing both effectiveness and e thical issues. Issues such as member interaction, decision-making, group structure, mutual A. Elements of Ethical Practice in Social Group Work. aid and, particularly, confidentiality are of vital concern. Worker competency may require new skills and knowledge, no t only in technology 1. Knowledge of and use of best practices that reflect the state of the use, but also in communication techniques. art and knowledge and research evidence regarding s ocial work with groups. Clearly these technologies are likely to be valuabl e for all persons seeking resources, as well as for the profession’s ability to share 2. A basic discussion with prospective members of info rmed consent information about practice, including emerging appr oaches. In the and an explanation of what group work offers and r equires of the meantime, workers contemplating the use of such tec hnologies should members individually and as a group. consider the appropriate codes of ethics as a guide and document processes related to such work.

3. Maximizing member choice and minimizing coercive pr ocesses by members or worker to the extent possible. Emphasizi ng member self- determination and empowerment of the group. Notes

4. Discussion of the importance, limits and implicatio ns of privacy and 1. The terms “social group work,” “social work with gr oups” and “group confidentiality with the members. work” are used interchangeably in these Standards.

5. Helping the group to maintain the purposes for whic h it was formed, 2. In the NASW Code current at the time of approval of these Standards allowing for changes as mutually agreed upon. these sections include the Preamble and Ethical Pri nciples 1.01, 1.02, 1,05 1.06, 1.07, 2.06, 3.02, 3.07, 3.09, and 4.01. 6. Each member is given the help she/he requires withi n the parameters of the group’s purpose, including indivi dual meetings when References appropriate. National Association of Social Workers (approved 19 96, revised 1999) 7. Clarifying the decision-making process. Code of Ethics for Social Workers, Washington, DC: NASW.

8. Clarifying how members may be chosen for or exclude d from the Canadian Association of Social Workers/Association canadienne des group. travailleuses et travailleurs sociaux (2005) Code o f Ethics, Ottawa. CASW/ACTS. 9. Maintaining group records and storing them in a sec ure location. January 2006 Copyedited July 15, 2010 B. Ethical Issues in the Use of New Techniques Copyedited October 1, 2015

As new techniques are used, such as those b ased on electronic communications, workers should pay attention to eth ical issues, practice

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