Chapter 39 – Marian Connell (D2SOP16)

Social care work is about being mindfully present in relationships with the service users who we are striving to help, empower and support. Professionalism is at the core of social care work, ensuring that we are deeply connected to our service users. The core principles of social care work include respect, dignity, compassion, being congruent while advocating for and holding the person in high regard, and doing your best for your service user at all times, while looking through a social justice lens.

Working in groups has become an integral part of social care work in a variety of settings and helping students to understand the nuances of this while also providing them with an opportunity to develop facilitation skills is a fundamental part of the students’ social care training.

CORU (2020) defines social care work as ‘a relationship-based approach to the purposeful planning and provision of care, protection, psychological support and advocacy in partnership with vulnerable individuals and groups who experience marginalisation, disadvantage or special needs. Principles of social justice and human rights are central to the practice of social care workers.’ Lalor and Share (2013) also allude in their definition of social care to working in groups in a wide variety of settings.

This chapter will define group work and explore the principles of working with groups, based on my own experiences in social care practice and education. The principles of group work include understanding group dynamics and how enhancing your facilitation skills can increase service user participation and improve outcomes.

What is Group Work? 

McGovern (2016: 65) states that ‘Groupwork is meaningful face to face contact by those who come together in a common space for singular or multiple sessions. It is a relational, purposeful, informed and collective activity which is designed to be helpful and responsive. Groupwork looks to the needs of the individual or group with regards to change or improvement in conditions or behaviours and in some cases for task accomplishment.’ Lindsay and Orton (2014) explore this further offering a working definition of social group work as engaging in meaningful group experiences to help participants to meet group wants and desires to inspire personal growth, and group development to bring about positive change. Doel and Kelly (2014:97) define a group as ‘three or more people who are connected and interdependent, usually to accomplish a shared purpose’.

Relational work is at the core of social care practice. Looking at the needs of the individual combined with the needs of the group can bring its own challenges for a social care worker. Mac Giolla Ri states that ‘Social care workers are well placed to identify creative interests, plan, organise, facilitate, support and provide safe creative activities …’ while being cognisant of limits of their practice. Getting the balance of meeting both the individual’s goals and the group’s goals can take a lot of expertise and skill on the part of the social care worker. Group work training is recognised as an integral part of social care undergraduate training. In our university, we have a module called Creative Group Work and Facilitation Skills, which is designed to explore the complexities of group work in social care settings. We also ensure that students have exposure to group work activities throughout their four years in their undergraduate training, ensuring that they achieve this proficiency.

Social care workers may engage in group work in a variety of social care settings, for example: an advocacy group in a day centre or residential centre for disability service; reminiscent groups for older people; a children’s social skills group in the community; residents in a hostel/residential home having a house meeting; a domestic violence group; a parenting group in a family centre; or a group of young offenders attending day service. When we consider group work we generally have the idea that people are willing participants in these groups. From my experience of social care practice, I know that some group participants do not want to be present and have a lot of resistance to being there. Examples could be a parent who is court-directed to attend a parenting course to prove their capacity to parent, or a young person who is involved in crime mandated to attend a youth diversion programme. Indeed, this is often reflected in the classroom setting. Some students struggle with group work, can present with resistance and are often unwilling participants. Providing learning opportunities for students to process these issues within a safe learning environment is crucially important.

As a lecturer I begin our module by delivering creative sessions in our weekly tutorials, drawing on my postgraduate training in creative arts integrating mindfulness, creative arts, drama and Lego. Students have the opportunity to participate and to experience creative arts in different formats. Creative arts can be a fast track to the unconscious (Case & Dalley 1992; Jung 1953; Vasarhelyi 1990). Students get to experience this for themselves in a safe and contained holding environment (Bion 1962, Lyons 2010, Fawcett 2014). Students are afforded the opportunity to reflect on the creative process and their own personal response to it. If students have a traumatic response, student supports services are offered, as well as providing a space to discuss issues arising, if appropriate, for the group setting. These issues are expanded upon by McGovern (2016): ‘for the lecturer or group leader teaching groupwork can be a creative and cognitive challenge. Being available to each class member and the class group, while checking one’s own practice skills and knowledge, requires a delicate work balance. Groupwork teachers therefore need to self-check their capacities regularly thus avoiding burn-out or lacklustre practice.’ As a lecturer, it is important to ensure that self-care skills and techniques are modelled at all times in order for the student to learn from practice. Johnson, & Long (2020) also allude to the importance of social care educators having to ensure that their students meet the standards of proficiency on self-care and professional development. Time management, boundaries and turn-taking are also adhered to during these opening facilitation sessions. I would also select creative interventions where the room is set up in different styles so the students can experience seeing the room set up to match the creative intervention and meet the needs of the service user.

Key Principles and Dynamics in Group Work

Group Dynamics 

In exploring theories of group work, Tuckman’s (1965) linear model can be examined:

It has five distinct stages:

• Forming
• Storming
• Norming
• Performing
• Mourning

Conflict often occurs in groups at the storming stage. Benson (2019: 80) posits, ‘The group worker who accepts that conflict is a central feature to group life and is attuned to aggressive and destructive forces is much more likely to be able to manage and channel these processes than a worker who is frightened by conflict and seeks to avoid or deny their presence.’

Principles underpinning group work 

Douglas (1976), Friedlander (1958) and Konopa (1963) identify the following key principles of social group work:

• Genuine acceptance and recognition of individual strengths and weaknesses through the conscious use of self-reflection and critical reflection.
• Building purposeful relationships between the social care worker and group members.

Verma (2010) lists twenty-three key principles of group work, including all of the above, and notes the importance of incorporating key principles of equality and understanding, and of utilising relationship as a key tool for problem-solving and promoting self-development. Understanding group process, conflict, the importance of values and new opportunities are also cited as key principles to consider when forming groups.

Trevithick (2005) cites the importance of having a sound knowledge base of group work that draws on:

• theoretical knowledge
• factual knowledge
• practice knowledge.

 

 

 

 

Geldard and Geldard (2001: 4) outline five advantages of group work.

Facilitation and Co-facilitation

Fundamental Principles in Teaching Group Work and Facilitation in Social Care Practice 

According to Schwarz (2017: 14), a group facilitator is a person who:

1. Is not a member of the group
2. Is content neutral
3. Has no content decision-making authority or input
4. Is acceptable to all members
5. Diagnoses and intervenes in a group
6. Helps to improve the process by which the group identifies and solves problems and makes decisions in order to increase the group’s effectiveness.

Benson (2019) cites Lieberman et al. (1973) and Coyne and Diederich (2013): ‘four basic functions of a group facilitator [are] caring, affection, acceptance and support’, drawing on Rogerian (1957) core principles which have been integrated into social care practice. 

McGovern (2016) postulates that teaching group work at a university level must expose students to key principles, theoretical frameworks and models, roles and skills. She highlights the importance of exposing students to critical reflection, leadership and co-facilitation through participation and experiential learning, while also teaching the skills to manage and deal with conflict. Trevithick (2005) cites the importance of including theoretical and practice themes when teaching group work:

• Knowledge base group work
• Advantages and limitations of group work
• Leadership styles and approaches
• Group roles and the importance of being aware of defences
• Understanding family/team as a group
• Developing a toolbox of ice-breakers, creative group games and activities.

The importance of a social care worker developing specific skills such as empathy, communication, active listening, exploring silence and being able to clearly explain the purpose and benefits of the group participation are cited by Verma (2010).

In our Creative Group Work and Facilitation module, we provide opportunities for students to be exposed to different theoretical frameworks and models and to become aware of skills that they may need. Students will have the opportunity to engage in personal reflection in a group setting, to co- facilitate a group work session, and to be able to recognise group dynamics and develop strategies to deal with conflict as it arises in their experiential learning classes. Each student gets the opportunity to participate in classroom learning through experiencing their lecturer facilitate creative classes. They also have the opportunity of witnessing their peers co-facilitating a variety of creative interventions, in which they can participate and gain worthwhile experience while also having the opportunity to peer review their peer’s facilitation skills.

Some of the following issues may be important to consider when students are planning their group.

Group Contract 

It may be worth considering having a group contract, which might include:

• Aims and objectives of the group – must be clear
• Group profile – matching your group takes considerable thought.
• Group rules need to be established with the group members
• Exploration of the limits of confidentiality
• Structure of the group – times, dates
• Expectations around participation and attendance
• Taking responsibility for self within the group – self-disclosure.

Establishing Clear Ground Rules and Building Relationships 

Clear ground rules need to be established in the first session. Take the example of a parent being mandated to attend a parenting programme to assess their capacity to parent. Very clear limits of confidentiality need to be established from the opening session to ensure that group members are very clear what needs to be shared with external agencies. It is worthwhile considering what is expected regarding attendance: are group members expected to attend all sessions? If there is poor attendance, how will this affect the group dynamics? Starting times and finishing times must also be considered. Clear boundaries need to be held by the facilitators to ensure good practice. Facilitators must arrive early to set up the room, be present to welcome group participants and ensure (if appropriate) that refreshments are available for the group. It is not advisable for groups to start late and extend the time boundary at the end. Boundaries help group participants to feel safe and secure, and extending time boundaries will not help with this.

Room Space and Safety 

Think about the room space that you use and give due consideration to risk assessment. It is crucially important that you use the same room each week with the room laid out in the same way. This adds to the group participants’ sense of security.

Challenges and Limitations 

It is also important that you consider how you allocate time to each group member. From my experience of facilitating groups it can sometimes be a challenge for a group member to find their voice and you may need to reflect on how each member’s voice can be heard. Having a ‘round’ at the beginning and end may assist with this as each group member can then have the opportunity to say what they wish. Having the right to pass without saying anything may also be worth considering. Group work can be very emotional at times and group members may be triggered by the subject matter and may not feel able to speak openly. Having what I call a ‘loose neck’ is really important; in other words, as a facilitator you must be able to see what is going on with the group members at all times. Be attuned to their changing facial expressions and body language. If you think a group member has been triggered emotionally it is important to leave space and time to explore this. Perhaps it may be appropriate to reflect on this in the group session or afterwards on a one-to-one basis.

Another challenge I have experienced is a member who over-talks or over-shares in the session. Setting clear group rules in the opening session may help with this. However, it is sometimes important to know when to shut a conversation down. Perhaps it may be necessary to say ‘Can we hear from someone else in the group who we have not heard from already this morning?’ or ‘I wonder what other group members’ views are on this.’ It is important to plan group activities well and ensure that you can draw on your creative toolkit. Occasionally a facilitator may need to change the group’s direction if it is not facilitating the expression of feelings and emotions. It is important when devising a creative group that you have a back-up plan in place that you can draw on as required. However, some group programmes have set weekly sessions, for example the Incredible Years programme, Cooperative Parenting and Parents Plus. A challenge in this situation is to ensure that you know your material extremely well and that your and your co-facilitator’s roles are clearly identified. Endings must also be considered. Many service users may have experienced traumatic endings in the past and this is an opportunity for facilitators to allow the participants to have a positive ending with a planned ritual attached.

Planning, observation and evaluation are key components in group work. (Timoney 2010; MacGiollari, Doel & Kelly 2014). Time needs to be allocated to this process with your co-facilitator. Social care workers must be open to critical reflection in group facilitation. O’ Brien (2020:12) cites WHO (2018) which states ‘Critical reflection is a core component of many evidence-based norms interventions. It is a facilitated process that encourages people to think about their ideas or assumptions, influence their actions, and explores and challenges that dynamic through probing questions’. Key reflections can include: what worked well in the group; what needs to be improved on; was every participant’s voice heard?

To conclude, proficiency SoP 2.16, as outlined by CORU (SCWRB 2017) is crucially important for students to understand and experience. However, learning how to facilitate or co-facilitate and understanding the nuances involved in the delivery of group work is a challenge. This process of learning can commence in the lecture room, but it is one that is continuously developed as you grow and develop as a social care worker in practice and work as part of a multi-disciplinary team.

References 

Benson, J. (2019) Working More Creatively with Groups (4th edn). Routledge.

Bion, W. R. (1962) ‘The psycho-analytic study of thinking’, International Journal of Psycho-analysis, 43, pp. 306-310.

Case, C. and Dalley, T. (1992) The handbook of art therapy. London: Routledge

CORU (2020) Update on the registration of Social Care Workers, Dublin: CORU Health and Social Care Regulator. Available at htpps://coru.ie/about-us/registration-boards/social-care-workers-registration- board/updates-on-the-social-care-workers-registration-board/ Last assessed on 10/12/2020

Doel, M and Kelly, B. (2014) A-Z of Groups and Group Work, Macmillian International, Higher Education, Red Globe Press.

Douglas, T. (1976) Group Work Practice. New York: International Universities Press.

Friedlander W. A. (1958) Concepts and Methods of Social Work. Englewood Cliffs, NJ: Prentice Hall.

Geldard, K. and Geldard, D. (2001) Working with Children and Groups: A Handbook for Counsellors, Educators and Community Workers. UK: Palgrave Macmillan.

Johnson, Aoife and Long, Deborah (2020) “The Importance of Education in Self-Care in Social Care Work Programmes for the Professionalisation of Social Care Work,” Irish Journal of Applied Social Studies: Vol. 20: Iss. 2, Article 8. Last accessed 10/12/2020.

Jung, C.G. (1953) ‘The structure of the unconscious’, translated by R.F.C. Hull from The collected works of C. G. Jung, Vol. 7. Princeton: Princeton University Press. (Original work published in 1916) Konopka, G. (1963) Social Group Work: A Helping Process. Englewood Cliffs, NJ: Prentice Hall.

Lalor, K. & Share, P. (2013). ‘Understanding Social Care’ in K. Lalor and P. Share (Eds). Applied Social Care: An Introduction for Students in Ireland. Dublin, Gill and Macmillan

Lyons, D. (2010) ‘Introduction to Creative Studies in the Caring Professions’, in D. Lyons (ed.), Creative Studies for the Caring Professions. Dublin: Gill and Macmillan.

Lindsay, T. and Orton, S. (2014) Groupwork Practice in Social work. Sage Publications

ac Giolla Rí, D(2020) “Learning to Put Everyday Creativity, Semiotics and Critical Visual Literacy Using Inquiry Graphics (IG) Visual Analysis to Work in Social Care,” Irish Journal of Applied Social Studies: Vol. 20: Iss. 2, Article 9. Available at: https://arrow.tudublin.ie/ijass/vol20/iss2/9 Last accessed on the 10/12/2020 

McGovern, M. (2016) Social Work Placement: New Approaches. New Thinking. Imaginative Groupwork, Book 6.Schwarz, R. (2017) The Skilled Facilitator: A Comprehensive Resource for Consultants, Facilitators, Coaches and Trainers (3rd edn). Hoboken, NJ: John Wiley & Sons.

Social Care Workers Registration Board (2017) Standards of proficiency for social care work. Dublin: CORU Health and Social Care Regulator.

Timoney, P. (2010) ‘Creative Group Facilitation’ in D. Lyons (ed.), Creative Studies for the Caring Professions. Dublin: Gill and Macmillan.

Treeker, H. B. (1955) Social Group Work, Principles and Practices. New York: Whiteside.

Trevithick, P. (2005) ‘The knowledge base of group work and its importance within social work’, Groupwork 15(2): 80-107.

Trevo, L. (2014) Groupwork Practice in Social Work (Transforming Social Work Practice Series). SAGE Publications.

Tuckman, B (1965) ‘Developmental Sequence in Small Groups’ Psychological Bulletin, 63:384-399 Vasarhelyi, V. (1990) ‘The cat, the fish, the man and the bird or how to be a nothing. Illness behaviour in children; the case study of a 10 year old girl’, in: Case C. and Dalley, T. (eds) Working with children in art therapy. London: Routledge.

Verma, R. B. S. (2010) ‘Principles, Skills and Models of Group Work Practice’ in G. Thomas, Social Work Intervention with Individuals and Groups, Vol. 1. New Delhi: Indira Gandhi National Open University.