2001 by the City University of Hong Kong. All rights reserved. Index: L1 / School Social Work / Children and young people / Group / Elaborated Proposal / 70149124
Keywords: Group Work / Adolescent clients / task-centered group / group preparation and recruitment / group worker's role / content of group sessions
Abstract: This is a proposal for the 'Counseling activities' group written by a first placement student. The student is place in a secondary school setting under the Link Project arrangement between the university and the secondary school. (In the Link Project, the student is placed directly with the school rather through a social work agency working within the school.) The proposal follows a systematic sequence of discussing the rational for the proposed group, the practice frameworks adopted, the theoretical base, the target group, the group worker's roles, the recruitment of members and the evaluation measures for the group. In section 11, the placement student has spelt out the content of each session.
Proposal for the Selected Assignment - The 'Counseling Activities' Group
1. Introduction
This is a proposal for a developmental, educational and mutual-aid group for a group of early adolescents in X Secondary School. The main purposes of the group are: to provide an opportunity for group participants to develop better studying habits; build up support network with their peers and 'big sisters'; discover own learning obstacles; and experience success and achievement.
2. Rationale of the group
Adolescence is a very important period in life as it brings immediate effects on attitudes and behavior as well as long-term consequences on later life (Dusek, 1996). Thus, adequate help is essential. Early adolescents have constant interaction with different systems, such as the family, peers, schools and mass media. Therefore the environment of the adolescence should not be neglected when we are working with them. According to Erikson, school age children are faced with many academic challenges. They gain a sense of industry if they achieve some tasks successfully. Children with a sense of industry or success enjoy learning about new things and experimenting with new ideas. They show more perseverance and can better accept criticism (Hamachek, 1988). On the contrary, if they fail, they develop a sense of inferiority - a belief that they are incompetent and do not measure up to their peers. The attitude of giving up may be developed (Erikson, 1963). It shows that the experience of success or achievement in school and with peers is crucial for adolescents' healthy development.
Under the elite educational system of Hong Kong, examinations and stiff competitions bring great pressure and stress to the students, especially with those whose parents have unrealistically high expectation on them (望子成龍、望女成鳳). A study conducted by Chinese University of Hong Kong found the coping style of avoidance and blaming is found to be a significant and moderately strong predictor of psychological distress in relation to academic difficulties (Lee, Chan and Yik, 1992). It is observed that for the Form 1 students (maybe due to an inability to adapt to secondary school life and a lack of appropriate studying skills), experience a certain degree of academic difficulties, especially in the study of the English Language. Appropriate services should be provided in order to help them overcome their learning difficulties. In addition, academic achievement is not the only focus for development. Dealing with emotions, developing leadership ability, learning decision-making skills and learning to be assertive are also important areas for equipping them to have a smooth transition into adulthood. Services in these aspects need to be provided to fill up the gap as well.
The causes of learning difficulties may be due to a number of factors such as ineffective studying methods and learning skills; a lack of access to teaching resources other than the school teachers; or an inability to adapt to the secondary school environment, etc. There are researches that confirm that the systemic learning skills training can improve the students' academic performance (Greiner and Karoly, 1976).
The group (輔導活動) is a service in response to the stuents' need. The students have difficulties in studying, especially in English. The group meets the expectation of the school and the placement worker as well. Through the service, it is hope that the members can build up better studying habits and skills. The student worker can also make use of the opportunity to learn different knowledge, experience social work skills, and testing out various theories, including group theory, task-centered group work approach, etc.
(Comments: In proposing the group, the placement student needs to keep in mind the specific context in which the idea of this service surface. This context she is in justifies as well as gives meaning and purpose to the services proposed. The placement student has included in her rationale, a general discussion on adolescence, the educational system in Hong Kong and the learning difficulties of students. Drawing understanding from such knowledge is important. However, the knowledge of the specific school setting she in is equally important to highlight. This will situate the group proposal in the placement context. By doing so, the placement student is then demonstrating her beginning ability to draw her classroom knowledge and the practice context together. In other words, from her interaction with the school community (the students, teachers, parents, etc.) in the first few weeks of placement, what are some of the local knowledge she has formed about this particular school and this particular group of students? How does that compare to the general image of schools in Hong Kong and of the Form 1 students? What are their unique features? The use of knowledge in proposing a social work service goes beyond the textbook’s knowledge. It has to be grounded in the specific context whereby the social workers derive her understanding of how to practice and what to practice from different sources of knowledge.
3. Rationale for using a group work approach
Though both case work and group work approach can help students to tackle the problems, however, the group work approach is chosen this time. There are a number of reasons for that. First of all, a group enables the members to have interaction and to learn from each other. Secondly, since the members are facing similar difficulties, a sense of "all in the same boat" and mutual support can be developed and the stigma of seeking help can also be minimized.
In fact, the group is an intervention medium for the student worker. It is hope that the service users' obstacles can be better understood. (Comment: This point is unclear.) The students with special difficulties can be identified for further help on an individual basis. Thus, the group is not only dealing with group difficulties, but also individual problems. (Comments: Although the group members come together as a group, the group work approach is essentially concerned with individual change through group intervention.) It is indeed a kind of "expanding the work space" for student worker to engage in casework practice in the school. The school (under the Link Project arrangement) does not recommend casework for placement worker. (Comment: Is this more the placement student's agenda?) It is hope that through individual help, students with special difficulties can get help from the placement worker readily and avoid their problems from deteriorating.
4. Application of Model, Theories and Knowledge
Task-Centered Group Work Approach
The task-centered approach is a form of short-term and goal-oriented treatment. "It focuses on alleviating client-identified problems in living through actions (tasks) carried out between sessions by client or practitioner." (Fortune, 1985. p.1) She also indicates that the task-centered practice is divided into three phases: problem specification, task planning and implementation, and termination (Fortune, 1985).
There are a few reasons for adopting a task-centered group work approach in the group. Firstly, the time-limit characteristic of the practice model meets the expectation of pupils. In school, the students are more willing to attend short-term group as it is less time-consuming. (Comments: This is just one type of groups that are commonly used in schools. It will be helpful to question how that come about. What are its benefits as well as limitations?)
Also, the goal/problem orientated nature of the model enable members to focus on the here-and-now problems and neglect the past influence. Thus, members can better specifying their studying difficulties and using tasks to improve the situations. The implementation of tasks helps members to specifically tackle the English Language difficulties.
Moreover, the concept of "problem", "task", "obstacle" provide a framework for understanding the studying problem. The systematic nature of the model enables inexperienced student worker to implement it. (Comments: Although many beginning placement students feel somewhat secure when a particular approach spells out clearly the steps involved, it is important to be cautious of thinking about practice in this manner. Practice is not about a step to step implementation of an approach. Neither is it a straightforward implementation of worker's plan (with reference to the session plans that the placement student has prepared in this proposal). The placement student will be working with a group of students who are unique in their own right. The group as it develops will offer new insights and challenges for the worker and the group members. In this sense, the use of formal knowledge alone is inadequate both as a basis for planning a group or as a platform for engaging in action. The placement student needs to avoid adopting an `armchair' approach to practice whereby all the plans and sequence are drafted and confirmed within the space of one's own office. The placement student will need to make sense of the group process as it unfolds and strategise practice actions on an ongoing basis. It is understandable that some first placement students may feel more secure to have some thing to work on. In this context, the systematic nature of the task-centered approach and the proposed session plans can be treated as a guide rather than as a plan to be implemented.)
In addition, in introducing the 'buddy system' into the group, the members can build up their support network with others facing similar difficulties. The buddy can also help and monitor each other. Thus, an atmosphere of mutual-help, demand and encouragement can be created.
Finally, the task-centered model suggests eight categories of target problems that are suitable to be intervened. Some of the categories are: interpersonal conflict, difficulties in role performance, problems in social transition, problems with formal organizations, etc. (Ko, 1999). The studying difficulties fall into the category of difficulties in role performance. Some students in lower form experience difficulties in studying (the task of living), thus, the problem of living arises and leads to distress. (Comments: The model helps to illuminate the possible nature and location of the difficulties the students may be experiencing.)
Social Learning Approach
Social learning theories emphasize the importance of the environment in fostering the nature of development. Environmental agents, including parents, teachers and peers, shape adolescents' behaviours both by reinforcing desired behaviors and by providing models of socially appropriate behavior. According to Bandura, observation of a model may have several effects on the observer, such as modeling effect, inhibition effect and response-facilitation effect (Dusek, 1996).
It is hope that in the group, through interaction and observation, members model the desired and reinforced behavior from others. Others' successful experiences can also serves as examples for members to be more motivated to try themselves
Group Theory
The group dynamic - culture, norms, roles and group development will be observed throughout the activities. The understanding of the group dynamics will enable the student worker to better handle the activities, facilitate the group communication and development, resolve group conflicts and also test out the theory in practice.
5. Objectives
The objectives of the group "counseling activities" are as follows:
(1) To facilitate students in building up better studying habit through implementation of group tasks and the "buddy system".
(2) To strengthen students' peer support network through the "buddy system".
(3) To mobilize existing resources (stars counsellors - 輔導之星 ) in helping the needy students.
(4) To enhance the harmony and supportive atmosphere between Form 1 students and the big sisters. (stars counsellors)
(5) To increase students' confidence through successful experiences, achievement in activities and in task accomplishment.
(6) To strengthen students' confidence in asking questions.
(7) To provide opportunity for big sisters to experience a sense of commitment and leadership.
6. Target Group
The target groups are as follow:
(1) Students who are in Form 1.
(2) Students who experience studying difficulties, especially in the English Language.
(3) Students who have similar background. (Comments: This is vague.)
7. Nature of the Group
The "Counseling Activities" group is a developmental, educational and mutual-aid group. It focuses both on group objectives and individual needs. The developmental nature of the group aims to enhance student’s confidence, communication, better studying habit, etc. Also, it strengthens the big sister's sense of commitment and develops their leadership potential. The educational nature of the group relies on the introduction of memory methods, better time management and the availability of resources - big sisters to help with the students' academic difficulties and worksheets provided by the big sisters and the school teachers. Finally, the mutual-aid element of it comes from the Buddy System, that is, the students facing similar difficulties join together and help each other. It is a close group with no members joining after the group has formed.
8. Group Size
This group aims at catering to about ten members. The student worker hopes to recruit Form 1 students with similar background and difficulties.
9. Group Worker's Role
The student/group worker will perform the following roles:
(1) Facilitator (facilitate the group communication, sharing and connecting the star counsellors with students.)
(2) Mediator (mediate the group conflict, making use of the resources in the school, including star counsellors and exercises provided by the teachers, to help students.)
(3) Resources person (provide tools in activities)
(4) Enabler (provide acknowledgment to both clients and star counsellors for their efforts.)
(5) Role model (during the activities of learning methods, demonstration in group activities.)
(6) Educator
(7) Leader (direct, summarize content and help members towards maximum participation and decision making.)
10. Staff Resources
One student worker will be in charge of the overall planning, implementation and evaluation of the group. One additional worker's assistance will be required in the group sessions. "Teachers" (star counsellors from the upper forms) are required to provide help to those students with studying difficulties.
11. Preparation and Recruitment
First of all, student worker will discuss and communicate with the guidance team teachers, supervisor and others involved. Both the teacher's expectation and worker's opinions will be negotiated and clarified.
The members will be recruited by referral from the class teachers in Form 1. They will use the English Language grade during Mid-examination as selection criteria. Open recruitment will be used if there are not enough members referred.
After the members are being identified, letters of consent will be distributed during the Parent's Day for their approval for their daughters to join the group. (Comments: Will the potential students be consulted first? In the placement student's background study, she has alerted to the disempowering experience of the students whereby they are alienated from the decision-making process that concerns them. Will the placement student engage in a different process this time? Our practice involves a process of critical self-reflection. The issues of power difference and disempowerment need to be addressed at different levels in social work - from micro-practices to social policy, and even more so, reflected in one's own practice philosophy and action.) Telephone interview with parents and members will be conducted before the group starts so as to get a better understanding of their difficulties. Garvin (1985) had identified three functions of the pre-group interview. They are to prepare members for the group experience, to begin the process of task-centered work so as to expedite the group process and to assess the client's situation, motivation, capacity. Thus, the purpose of the interview is essential. For the "Counseling Activities" group, it serves several purposes as well, including clarifying expectation and objective so as to prevent the parents' unrealistic expectation towards the group; explain the role of student worker; inform the parents and members about the pattern and details of the group; explore and listen to the member's difficulties in the various systems, such as family, academic, peers, etc.
The recruitment of the "teachers" (star counsellors) will be carried out on a voluntary basis. Questionnaire asking for their interest will be distributed to all the star counsellors in the school. It is hope that at least two "teachers" can be recruited for the group. The clarification of the expectation towards them and vice versa will be carried out before the group starts as well. Evaluation with them will be carried out constantly.
Posters about the group will be prepared and posted up in the Form 1 board for publicity. The availability of suitable classrooms for the group sessions and the available time slots of the students and "teachers" will be taken into consideration. The student worker plans to have around 14 group sessions, which may include a visit.
12. Content of each session
Session one: Beginning Phrase – Orientation and clarify expectations.
Objectives:
(1) To facilitate group members to know each other.
(2) To build rapport between worker, "teachers" and members.
(3) To set up group norms. (e.g. no lateness, confidentiality.)
(4) To help members get acquainted with each other and draw commonalities on their problem.
(5) To encourage inter-group communication and interaction.
(6) To clarify mutual expectation.
Content and Procedure:
² Self-introduction by worker, "teachers" and group members.
² Introduce group norms. (no lateness, confidentiality of members' matters.)
² Clarify expectation of each and every party.
² Time for members to ask "teachers" about academic difficulties.
² Ice-breaking games or activities. ("誰先講出名？"、"見面活動")
Session two: Target setting and stimulating thought on achieving it.
Objectives:
(1) Reinforce the understanding of task-centered group work (task, buddy system, etc.).
(2) Facilitate members to have better understanding towards own difficulties.
(3) Explore members' difficulties on various aspects, including family, schools, peers, etc.
(4) Facilitate members to set up target on academic difficulties.
(5) Stimulating members to identify ways to solve the difficulties and achieve the target.
(6) Clarify members' expectation towards the group.
(7) Strengthen the relationship between members and "teachers".
(8) Strengthen the mutual-aid element between the members.
Content and Procedure:
² Introduction of task-centered group work, including task and buddy system.
² Facilitate the grouping up of Buddy into two or three members in a group.
² Introduce the task that can be achieved for the next session.
² Time for members to ask "teachers" about academic difficulties.
² Activities about target setting and sharing.
Session three: Strengthening the relationship.
Objective:
(1) Strengthening the understanding amongst members, especially buddies.
(2) Review the task accomplishment.
(3) Provide positive feedback and encouragement.
(4) Facilitate the interaction and communication amongst members.
Content and Procedure:
² Review obstacles on task accomplishment.
² Introduce task for next session.
² Time for members to ask "teachers" about academic difficulties.
² Activities for enhancing the understanding amongst members and sharing.
Session four: Strengthening the buddy system and EQ sharing.
Objectives:
(1) To have better understanding on EQ.
(2) To let members to share their experiences and learn from each others.
(3) To facilitate "teachers" in discussing and sharing experiences, so as to strengthen the relationship between "teachers" and members too, to provide models for members to learn from.
(4) To provide an opportunity for members to ventilate their emotions.
Content and Procedure:
² Review the buddy.
² Review obstacles on task.
² Introduce task for next session.
² Time for members to ask "teachers" about academic difficulties.
² Activities on EQ sharing (use of "emotional cards").
² Symbolic meaning of anger release (use of balloons).
Session five: Enhance the trust and co-operation relationship of "buddy".
Objectives:
(1) Experiential learning, experience the co-operation and trust of buddy.
(2) Stimulating members' mutual-trust, leadership and sensitivity.
(3) Facilitate the interaction and mutual help amongst members.
Content and Procedure:
² Review obstacles on task.
² Introduce task for next session.
² Time for members to ask "teachers" about academic difficulties.
² Activities enhancing the co-operation and trust of buddy and sharing. (Trust walk)
Session six: Enhance the relationship of buddy and show appreciation on others.
Objective:
(1) Provide opportunity for members to show appreciation on themselves and identify strengths of partner on buddy.
(2) Through emphasis on strengths, strengthen self-esteem and the motivation on self-development.
(3) Enhance better understanding between members and "teachers".
(4) Learn to give feedback.
Content and Procedure:
² Review obstacles on task.
² Introduce task for next session.
² Time for members to ask "teachers" about academic difficulties.
² Activity on appreciating oneself and others, discussion and sharing. (優點大轟炸)
Session seven: Enhance inter-personal relationship and as-a-group feeling.
Objective:
(1) Strengthen problem-solving skills.
(2) Facilitate group interaction and develop as-a-group spirit or feeling.
(3) Experience the co-operation of a group.
Content and Procedure:
² Review obstacles on task.
² Introduce task for next session.
² Time for members to ask “teachers” about academic difficulties.
² Activities for enhancing group cohesion and sharing. (頭頂運球、突圍闖關)
Session eight: Review target and understand the importance of time management.
Objective:
(1) To provide chance for members to talk about their daily time schedule.
(2) To provide "teachers" to share their experiences of time management.
(3) To stimulate members' thought on efficient/better time management in balancing studying, relax period, thus, enhance studying skills.
(4) To encourage group interaction and mutual feedback.
(5) To review the target and its accomplishment.
Content and Procedure:
² Review obstacles on task.
² Introduce task for next session.
² Time for members to ask "teachers" about academic difficulties.
² Activities on target review and setting, time management and sharing. (繩網、生活餡餅)
Session nine: Assertive training and facilitate as-a-group feeling.
Objective:
(1) To encourage members to openly voice out their view.
(2) To facilitate members to be more confident in speaking out own strengths.
(3) To stimulating thought on being passive, assertive and aggressive.
Content and Procedure:
² Review obstacles on task.
² Introduce task for next session.
² Time for members to ask "teachers" about academic difficulties.
² Activities for enhancing cohesion, (一條龍) exercises and role plays for assertive training and sharing.
Session ten: Problems solving and decision making.
Objective:
(1) To enhance members' problems solving skills.
(2) To facilitate members' interaction and communication.
(3) To enhance the group cohesion.
(4) To let members to discuss task and learn decision making.
(5) To let members to experience the autonomy and make decision for themselves.
Content and Procedure:
² Review obstacles on task.
² Time for members to ask "teachers" about academic difficulties.
² Exercise, activities on problem solving and enhancing cohesion.
² Discussion and sharing on task---decision making.
Session eleven: Problem solving, enhancing cohesion, and better memory.
Objective:
(1) To facilitate members to discuss and solving the problems.
(2) To let members experiences the closeness between each other.
(3) To introduce memory methods, so as to enhancing their memory and studying skills. (分類法、串連法、圖像記憶法、等等)
Content and Procedure:
² Review obstacles on task accomplishment.
² Discuss task for next session.
² Time for members to ask "teachers" about academic difficulties.
² Exercise, games on memory tests, introduction of memory skills.
Session twelve: Better revision method.
Objective:
(1) To introduce better revision methods to members before examinations.
(2) To stimulate members' thought on own revision styles.
(3) To facilitate members to adopt revision method which suitable for them.
Content and Procedure:
² Review obstacles on task accomplishment.
² Discuss task for next session.
² Time for members to ask "teachers" about academic difficulties.
² Activities on revision methods, introduction of revision methods and sharing.
Session thirteen: Termination Phase and Tea Party.
Objective:
(1) To evaluate members' experience and comments of the group.
(2) To acknowledge members' effort.
(3) To summarize members' experiences and learning.
(4) To facilitate members to give feedback on each other.
(5) To enable members to seek help from "teachers" even the group finished.
(6) To facilitate buddy to continue help each other even the group finished.
Content and Procedure:
² Group activities.
² Tea party.
² Sharing, evaluating achievement, feedback giving, summarize experiences.
Session fourteen: Visit
Objective:
(1) To provide a chance for members have the new experience of visit.
(2) To let members to have better understanding of outside world.
(3) To let members to have outside classroom learning.
(4) To provide opportunity for members to hear other children's experiences.
Content and Procedure:
² Visit to a youth center.
² Explanation and sharing.
13. Evaluation Format
(1) By member's dictation or test results:
Through comparing each individual member's academic results on dictations or tests of English Language just before and throughout the group, so as to evaluate the effectiveness of the group intervention.
(2) By members' feedback:
Collect feedback from members’ through the use of a questionnaire.
(3) By parents' and "teachers - star counsellors" feedback:
Collect information from parents' on members' behavior and asking star counsellors for their feedback on the group.
(4) By worker's observation:
A record of each session enables the worker to describe the group process, to provide data for more detailed evaluation, to analyze the specific areas so as to understand the group dynamic and to note the significance areas for future planning work.
Reference
| Dusek, J. B. (1996). Adolescent Development and Behavior. (3rd ed.) New Jersey: Prentice-Hall, Inc. |
| Erikson, E. H. (1963). Youth and Society. New York: Norton. |
| Fortune, A. E. (1985). "The Task-Centered Model", in Fortune, A. E. (ed.), Task-Centered Practice with |
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| Garvin, C. (1985). "Practice with Task-Centered Groups", in Fortune, A. E. (ed.), Task-Centered Practice with |
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| Greiner, J.M. & Karoly, P. (1976). Effects of self-control training on study activity and academic |
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| Hamachek, D. E. (1988). Evaluating self-concept and ego development within Erikson's psychosocial |
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| Lee, H. C. & Chan, D. W. & Yik, M. S. M. (1992). "Coping styles and Psychological Distress Among Chinese |
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黃陳碧苑 (1999)。＜職務為主介入模式＞, 載於 《個案工作: 理論與案例》香港：集賢社 |
Written and revised by: 70149124 (Student)
Instructor: T Y Lee
Copy Edited by: Phyllis Chee
Commented by: Phyllis Chee
Copyright
2001 by the City University of Hong Kong. All rights reserved.