SOCIAL WORK PRACTICE METHOD III:

SW 4010 (3 credit hours)

Instructor:
Day:
Location:
Room:

Cassandra Barragan, Ph.D. MSW

Wednesdays 3:15 pm -6 pm
University Center
TBD

Email: ec0676@wayne.edu
Phone: 218.790.1378 (phone & text)
Office Hours: by appointment

COURSE DESCRIPTION
The third course providing knowledge skills and a framework for social work practice related to
groups; knowledge and theories related to groups
COURSE COMPETENCIES AND PRACTICE BEHAVIORS FOR THIS COURSE
2.1.1 Identify as a professional social worker and conduct oneself accordingly

Practice Behaviors:

Advocate for the client access to the services of social work; practice personal reflection and
self-correction to assure continual professional development; attend to professional roles and
boundaries; demonstrate professional demeanor in behavior, appearance and communication;
engage in Career long learning; use supervision and consultation

2.1.2 Apply social work ethical principles to guide professional practice

Practice Behaviors:

Recognize and manage personal values in a way that allows professional values to guide practice
make ethical decisions by applying standards of the NASW Code of Ethics; tolerate ambiguity
in resolving conflicts; apply concepts of ethical reasoning to arrive at principled decisions

2.1.3 Apply critical thinking to inform and communicate professional judgments

Practice Behaviors:

Distinguish, appraise, and integrate multiple sources of knowledge, including research based
knowledge, and practice wisdom; analyze models of assessment, prevention, intervention and
evaluation; demonstrate effective oral and written communication in working with individuals,
families, groups, organizations, communities, and colleagues

2.1.10 Engage, assess, intervene and evaluate with individuals, families, groups,
organizations and communities

Practice Behaviors:
(a) Engagement:

Substantively and affectively prepare for action with individuals, families, groups, organizations
and communities; use empathy and other interpersonal skills; Develop a mutually agreed-on
focus of work and desired outcomes
(b) Assessment
Collect, organize, and interpret client data; assess client strengths and limitation
develop mutually agreed-on intervention goals and objectives ; select appropriate intervention
strategies
( c ) Intervention
Initiate actions to achieve organizational goals;
implement prevention interventions that
enhance client capacities; help clients resolve problems; negotiate, mediate, and advocate for
clients; facilitate transitions and endings
(d) Evaluation
Critically analyze, monitor, and evaluate interventions
TEXT AND REQUIRED MATERIALS:
Toseland Ronald., & Rivas, Robert.(2013). An introduction to Group Work Practice. (7 th
ed.).Needham Heights, MA: Allyn/Bacon.
Required Reading: Shulman, Lawrence, (2009). The Skills of Helping Individuals, Families,
Groups, and Communities (6th ed.). Itasca, ILL: Peacock Publishing. (chapters identified
in syllabus).
Hepworth, D., Rooney, R., Rooney, G., Gottfried, K., Larson, J. (2010). Direct social Work
Practice: Theory and Skills. (8th ed.) Belmont, CA: Thompson/ Brooks Cole (chapters
identified in syllabus.
Additional readings as assigned
INTRODUCTION:
The course is a continuation of four-course sequence. It builds upon the knowledge, skills and
values learned in prior courses within this sequence. Utilization of systems and problem-solving
approaches to plan for and apply appropriate social work intervention with emphasis on the utility
of groups in practice at all systems levels, e.g. macro
A major focus of SW4010 is on the development and utilization of communication, relationships
and group membership skills. Students will become familiar with planning group, clarifying a group
purpose, and assessing process and outcome. This course emphasizes a laboratory approach which
will provide the student an opportunity to develop skills in facilitating groups in micro and macro
practice necessary for generalist social work practice.
The concepts, theories principles, methods and skills relevant to group work with diverse
populations will be explored in this course. The application of group work methods with
populations-at-risk will also be examined in this course.
This course incorporates content on types of groups, group development, problem-solving and
decision making in groups. It also explores the interaction between groups and systems with their
external environment

PERFORMANCE CRITERIA
All students are expected to participate fully in the learning experience through readings, discussions,
role play and exercises.
Student achievement of the course objectives outlined in section II will be measured by written
assignments quizzes, and or examinations. While it is expected that each faculty member adhere to
the overall framework of the course syllabus incorporating concepts and structure, you are free to
utilize a variety of methods to accomplish the objectives such as video taping role play etc.
GRADING AND ASSIGNMENTS
Assignment
Quizzes (4)
Process Recording
Paper: Part 1:
Paper: Part 2:

Planning and beginnings phase

Middle and Ending phases

Total

Points

Percent

100

10

200

20

200
200
1000

35
35
100

Competency #
2.1.2a d
2.1.3a-b 2.1.10d
2.110a-b
2.1.1 c-d 2.1.10d

BENCHMARK ASSIGNMENTS:
Paper 1: Analysis of group development and group behavior in early stages
&
Paper 2: Behavior during the middle and termination phases
GRADING POLICY:
Students may pass the course with a grade of D but must maintain a C average during the junior and
senior year. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)
Grade distribution range
100-95 A
94.9-90 A79.9-77 C+
76.9-73 C

89.9-87 B+
72.9-70 C-

86.9-83 B
69.9-67 D+

82.9-80 B66.9-63 D

ORGANIZATION OF THE COURSE

The course is a continuation of four-course sequence. It builds upon the knowledge, skills and
values learned in prior courses within this sequence. Utilization of systems and problem-solving
approaches to plan for and apply appropriate social work intervention with emphasis on the utility
of groups in practice at all systems levels, e.g. macro
A major focus of SW4010 is on the development and utilization of communication, relationships
and group membership skills. Students will become familiar with planning group, clarifying a group
purpose, and assessing process and outcome. This course emphasizes a laboratory approach which
will provide the student an opportunity to develop skills in facilitating groups in micro and macro
practice necessary for generalist social work practice.
The concepts, theories principles, methods and skills relevant to group work with diverse
populations will be explored in this course. The application of group work methods with
populations-at-risk will also be examined in this course.
3

This course incorporates content on types of groups, group development, problem-solving and
decision making in groups. It also explores the interaction between groups and systems with their
external environment
Social work with groups is taught in an experiential mode to enable the student to learn group work
skills first hand. A variety of exercises and lectures are used to introduce theory and provide a basis
upon which students learn and practice skills.
ROLE OF THE STUDENT AND INSTRUCTOR
See University Statement of Obligation of Students and Faculty Members of the teaching - learning
process
http://www.bulletins.wayne.edu/fib/fib2d.html
POLICIES FOR THIS COURSE
Assignment Policy:
Late papers (those not turned in by the deadline on the assigned day), will be downgraded by
one grade, i.e. if the paper is deemed to be an A paper, it will be given a B due to lateness.
All assignments will be submitted through a link provided on Blackboard.
Students are expected to complete all readings, participate in class and perform satisfactorily on
assignments and examinations. If you are struggling with any part of the course (including
writing assignments and papers), it is the students responsibility to inform the instructor as soon
as possible. It is my responsibility to ensure you leave this class with the skills and knowledge
that will contribute to your being a competent practitioner, so please be sure to let me know
when you are struggling.

There are no rewrites on papers, however I WILL review papers before the due date if
submitted no less than 10 days before the due date. Because most work can be started (and
if your time is used well) completed in class, active participation in classroom discussions and
activities will ensure you will not only earn a good grade in this class, but you will also learn how
to apply the material to your future social work practice.

The instructor shall be notified of unavoidable issues in advance which may (will) prevent
compliance with assignment due date.
No incomplete will be given in this class.
Plagiarism/academic honesty:
Plagiarism is using another persons words or ideas without giving credit to the other person.
When you use someone elses words, you must put quotation marks around them and give the
writer or speaker credit by revealing the source in a citation. Even if you revise or paraphrase the
words of someone else or just use their ideas, you still must give the author credit in a note.
Plagiarism, Cheating: See WSU References:
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
http://www.doso.wayne.edu/codeof conduct.pdf
(William
Harris,
Anti-Plagiarism
Strategies
http://virtualsalt.com/antiplag.htm, March 7, 2002)

for

Research

Papers,
4

You must cite sources from the Internet or any other form of electronic media used in your
work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to verify that it is your
work and properly cited.
Any paper that is plagiarized will result in an F for the class and a referral to the University for
further Disciplinary Action.
APA format:
Following a standardized format is part of being a competent social work practitioner. Because
of this important and transferable skill, all papers written in the School of Social Work require
APA format. You may purchase the Publication Manual of the American Psychological
Association (6th edition), or you may visit the website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
Simple avoidable mistakes can result in the loss of a full letter grade as you will not gain points
for following APA, but you can (and will) lose them if you do not follow APA. You are NOT

expected to be experts in APA, but you are expected to make an effort to follow APA by
referring to the manual and at the very least, at online resources. Please be mindful and
intentional in your writing and use of APA style.

WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE

What is Wikipedia?

Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the
world. The site is a wiki, which means that anyone can edit entries simply by clicking on the edit
this page link.
Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a
paper-based reference source in some important ways. In particular, mature articles tend to be
more comprehensive and balanced, while other (often fledgling) articles may still contain
significant misinformation, un-encyclopedic content or vandalism. Users need to be aware of
this in order to obtain valid information and avoid misinformation which has been recently
added and not yet removed.
Class Participation/Attendance:
Class participation include raising questions from the readings, making relevant comments
drawn from personal experience, reacting to opinions expressed by the instructor and students,
asking for clarification, being actively engaged in class exercises, or bringing up issues of general
interest to the class.
Laptops are NOT permitted to be open during lecture but can be used during group and
class activities. It is expected that you will keep all non-class related activities to a minimum while you are in
class.
Attendance is potentially a non-issue and is not calculated as a percentage of your final grade.
However, if you miss more than two absences, your grade defaults to a B if youve earned an A.
With more than 4 absences, even with an A in the assignments, your grade will default to a C.
Without attending each class session, you risk missing key information that will enable
understanding of the concepts in this course.
5

Unless there are serious extenuating circumstances, a student will not be able to earn an
A for the course with more than two absences, a B with more than four absences, or a C
with more than five absences.
Performance Criteria:
Student achievement of the knowledge and skill objectives is assessed via quizzes, which include
multiple choice, true false and short answers. Also included is a written process recording that
builds on skills learned in previous social work courses. A second written assignment is a brief
analysis and demonstration of terms as applied to the group and finally, a third written
assignment is a summary of a group process from beginning phase to end phase.
All assignments are graded with a rubric that details the expected level of work to earn any
particular grade.
Students are expected to complete the readings prior to attending class. The chapter readings are
included on the syllabus, but additional readings will be posted on Blackboard. It is your
responsibility to check Blackboard for any additional announcements or readings.
WSU STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/

COURSE SCHEDULE
Date

Topic

Week 1
9/2/15

Introduction
Review Generalist Practice
Definition of concepts
Review: Process recordings (PR)
Knowledge base of group work practice
Focus of Group work practice; definition of
groups; classification of groups; group versus
individual efforts
Differences between casework and group
work; intervention targets; influential
theories systems, psychodynamic, learning
field, and social exchange
Planning focus elements of treatment group
planning, elements of task group planning,
planning model for group work
Introducing new members; defining the
purpose of the group confidentially
facilitating members motivation

Week 2
9/9/15
Week 3
9/16/15
Week 4
9/23/15
Week 5
9/30/15
Week 6
10/7/15

Activity
Assignment
due

Reading
Assignment

In-class PR

T&R Chapter.1
Introduction

In-class PR

T&R Chapter.2
Historical
Developments

In-class PR

T&R Chapter 6
Planning the group

QUIZ 1
In-class PR

T&R Chapter 7 The

group begins
Objectives in the
beginning stage
Group Dynamics
In-class PR
T&R Chapter 3
The development of helpful group dynamics;
Understanding
group cohesion; social integration and
PR 1 due for group dynamics
influence
review
Infuse
10/9/15 @

midnight

Week 7 Leadership and Diversity

10/14/15 Leadership and power; Interactional model
of leadership Group leadership skills;
approaches to multicultural group work

In-class PR

Week 8 Work phase/definition of Assessment; the

10/21/15 assessment process; assessing the
functioning of group members; assessing the
functions of the group as a whole; linking
assessment to intervention

In-class PR

Week 9 Work phase continues (contracting (role

10/28/15 plays)the purpose of goals types of goals
guidelines for selecting and defining goals
process of mutually selecting and defining
goals formulating contracts sample contracts

In-class PR

QUIZ 2

Paper Part 1
due for
review
10/23/15 @
midnight
QUIZ 3

T&R Chapter 4
Leadership &
Diversity
T & R Chapter 5
leadership and
diversity
T&R Chapter 8
Assessment
Course pack
Shulman Chapter
11 The Beginning
phase in group
work
T&R Chapter. 8
Assessment H&L
Chapter 12
Developing Goals
and Formulating a
Contract
7

Week 10
11/4/15

Middle stage skills working with the reluctant In-class PR

T&R Chapter 9
and resistant group members
Treatment groups:
Skills practice Foundation
Methods &
chapter11Task
groups: foundation
methods
Week 11 Interviewing skills furthering responses;
In-class PR
H&L Chap 6
11/11/15 paraphrasing responses, closed and openVerbal following,
ended responding; seeking concreteness;
Skills practice exploring and
eliminating nonverbal barriers to effective
focusing skills,
communication; eliminating verbal barriers
chapter7
to effective communication; gauging the
Eliminating
effectiveness of your response.
counterproductive
communication
patterns
Week 12 Factors that influence group endings; the
Skills practice T&R Chapter 14
11/18/15 process of ending; planned and unplanned
Ending the groups
termination; ending group meetings; ending PR parts 1
work
the group as a whole
& 2 due
Week 13
11/25/15

Happy Thanksgiving!

Week 14
12/2/15

Individual in Group the concept of role in a

dynamic system the scapegoat in the group;
the deviant member; the internal leader; the
gatekeeper; the defensive member; the quiet
member; the monopolizer

Skills practice Course Pack

Shulman Chapter
QUIZ 4
13 Working with
the Individual and
the Group &
Chapter 14 Endings
and Transitions
with Groups
Week 15 Icebreaker Activities
Paper:
12/9/15
Parts 1 & 2
due
12/11/15 @
midnight
Week 16 Student evaluation, Course wrap-up
EC
12/16/15
presentations
Note: Syllabus subject to change based on the needs of the class.

COURSE ASSIGNMENTS:
The assignments presented in this course are reflective of the group process. They include a means
by which students can apply both the knowledge and skill objectives of the course.
QUIZZES (100 POINTS EACH)
Four quizzes will be given during to semester to measure your application of the concepts and terms
covered in class.
Each quiz is worth 100 points and all four will be averaged for one grade.
PROCESS RECORDING (200 points)
PART 1
PARTS 1 & 2

200 POINTS

DUE: 10/9/15 at Midnight (for review)

DUE: WEEK 12: 11/18/15

For the assignment use the process recording form provided as a guide. You may type in columns
or paragraph form. If you use paragraph form include the headings from the process Recording
Outline. The Process recording assignments are to record what you observed in the in-class PR
activities. Part 1 will focus on the planning and beginning group sessions. Part 2 will focus on the
middle and ending phases of the structured process recordings carried out in the in-class PR
activities.
1. Attach a diagram of group
a. Use circles for women and brackets for men. Put first names in the circles and
brackets.
b. Illustrate the positions of group members, for example in pairs, circles or rows
2. Content
a. Provide a paragraph or two with information about this group. Setting, what was the
purpose of this session, etc.
b. A brief summary of the highlights of activities, discussions observed in the session
3. Process (you MUST use a minimum of three terms from each column below to
describe the interactions)
a.
b.
c.
d.

Patterns of interaction observed in the group

Communication, verbal and nonverbal, etc. indicated in diagram
Social Workers behaviors and members roles
Evidence of diversity (please explain including and beyond visible diversity)

Use the following terms and concepts in your interpretations (last column of PR):
mutual aid
social support
exploring and testing
Empathy
problem solving validation
conflict
Types of power
self-disclosure
transcendence
maintenance
Types of skills used by the
normalization
decision making
counterdependency
social worker (attending,
reality testing
cohesion
flight
involving the group
resources
negotiation
Trust
members; expressive;
roles
intimacy
Structure
responding; focusing; making
solidarity
development of bond Work
group process explicit; etc.)
9

GROUP PROCESS ANALYSIS

Part 1: Planning and beginnings phase
Part 1 & Part 2: Middle and Ending phases

400 POINTS

DUE: 10/25/15 @ Midnight

for review
DUE: 12/12/15 @ Midnight

Part 1:
The focus in Part I is the analysis of the groups development and the members behavior in the early
states. Consider the planning for the group, the first session and sessions two or three. You may
write about the structured role play group (s) in class (choose one), or a group from your field
placement.
The objective of the group process analysis is to help the student develop the ability to remember
what s/he observes, separate out her/his thoughts and feelings from the observed behavior and
begin to relate theory to observations. Utilize readings, class handouts and lectures regarding small
group experiences built into the class.
The following outline with APA formatted headings MUST be used (p. 62). The group process
analysis paper will be approximately five pages in length and typewritten.
Student should incorporate theories/concepts from the reading assignments in the analysis using
APA citation style.

Assessment
What is the significance of this session (scene) to the groups development as a
whole and to the members?
How did the group change as a result of this group session?
Was the change a positive one in terms of the groups development?
Group Dynamics evident in these sessions (be explicit using terms learned in class)
Group goals and hidden agendas
Group norms
Level of cohesiveness
Group climate
Group culture
Impressions
What do you think and feel about what transpired in the group session?
Plan of Action
How would you plan to change your group behavior at this stage of the group?
Why is your group effective/functional or ineffective/dysfunctional?
What needs to happen for your group to be more effective?

Part 2:
The same outline as in Paper I is to be applied, however, it is to be applied for the middle
and ending phases of the group.

Assessment
What is the significance of this session (scene) to the groups development as a
whole and to the members?
How did the group change as a result of this group session?
10

Was the change a positive one in terms of the groups development?

Group Dynamics evident in these sessions (be explicit using terms learned in class)
Group goals and hidden agendas
Group norms
Level of cohesiveness
Group climate
Group culture
Impressions
What do you think and feel about what transpired in the group session?
Plan of Action
How do you plan to change your group behavior?
What needs to happen for your group to be more effective?
Based on your observation of diversity, how do you plan to respond?
Ending Phase
Social workers behaviors in the middle and ending phase
Member roles in terms of denial or acceptance.

You MUST integrate a minimum of three terms from each column below to
describe the interactions and help with your interpretations. You are
STRONGLY ENCOURAGED to use terms not included here to augment
your descriptions and demonstrate understanding of the group processes
mutual aid
problem solving
self-disclosure
normalization
reality testing
resources
roles
solidarity

social support
validation
transcendence
decision making
cohesion
negotiation
intimacy
development of bond

exploring and testing

conflict
maintenance
counterdependency
flight
Trust
Structure
Work

Empathy
Types of power
Types of skills used by the
social worker (attending,
involving the group
members; expressive;
responding; focusing; making
group process explicit; etc.)

You can integrate the paper into ONE using the headings provided, but you will be graded
separately on the planning & beginning; Middle and ending phases.

11

PROCESS RECORDING SW4010

Attach the diagram and 1 paragraph summary setting the stage for this group.
CONTENT SUMMARY

What did you hear?

What was said?

What did you see?

Seating arrangements
Body language, etc.

OBSERVATIONS

INTERPRETATION

What interactions did you

observe?
Who talked to who and why?
Reactions to body language
and/or words.

Using terms/concepts, what is

the importance of this
interaction?

12

Name_ ____ _________________________

SW4010 PROCESS RECORDING ASSIGNMENT 200 POINTS

Area of Grading

Poor (100 & BELOW)

Good (133 POINTS)

Very Good (167 POINTS)

Headings present? (5) Headings not present

0
Grammar and Spelling 9 or more mistakes
(10)
5

Excellent (200 POINTS)

Points
(200 total)

Headings present
5
6-8 mistakes
7

3-5 mistakes
8

0-2 mistakes
10

Based on individual interactions

Missing some activities
Details are vague, but enough to
understand
Details are present, but not
relevant or appropriate
Some subjectivity
40

Some activities summarized

Details are fairly accurate
Details are somewhat
appropriate and relevant
Fairly objective
50

All activities summarized

Details are accurate
Details are appropriate &
relevant
Objective
60

Missed some key interactions

Some interpretation directly
linked to content
Interpretations fairly accurate
and based on concepts
Terminology related, but not
always used correctly
Description given but
terminology not used
Fairly objective

Interpretations directly linked

to content
Evidence based
interpretations
Interpretations are accurate
and based on concepts
Terminology used correctly
Objective

CONTENT
Content Summary (60) Activity summary
incomplete
Were activities and
Details are generic and
discussions summarized? vague
Details are irrelevant
Subjective
30

PROCESS: INTERPRETATION OF CLIENT INTERACTION

Patterns of Interaction Interpretation not
& interpretation (60): connected to content
Interpretations vague and
Were interpretations
lacking detail to
based on content?
demonstrate
understanding of
Were terms from lecture concepts
and the book used to
Terminology not used
describe the content and Subjective
interpretations?
The observed patterns of
interaction weakly describe
some of the exchanges between
the participants.
30

Based on individual interactions

Interpretation based on content
not included
Interpretations are vague, but
enough to understand
Terminology not used correctly
Some subjectivity in
interpretations

The observed patterns of interaction

describe some of the exchanges between
the participants.
The observed patterns of interaction
describe the exchanges between the
40
participants and seem to re-create
the experience.
50

The observed patterns of interaction

clearly detail the exchanges between
the participants and serve to vividly
re-create the experience.
60

13

Communication,
Behaviors, & Diversity
(60):
Diagram
Included and according
to format?

Diversity explained, but

lacking insight but effort is
demonstrated
SW role mentioned in relation
to the group process, but not
Verbal & nonverbal communication always accurate.
Some verbal & nonverbal
exchanges are shown in the diagram
Interactions illustrated
communication exchanges are with some symbols and descriptions as Verbal & nonverbal
with verbals and nonmissing. The Social Worker specified in the assignment
communication exchanges are
verbals?
behaviors and member roles in instructions. The Social Worker
shown in the diagram through the
the approach-avoidance phase behaviors and member roles in the
application of the symbols and
Diversity explained?
difficult to recognize. There is approach-avoidance phase are unclear. descriptions as specified in the
Social worker's behavior not any explanation of
Evidence of diversity is explained.
assignment instructions. The Social
and member's roles
evidence of diversity.
Worker behaviors and member
explained?
40
roles in the approach-avoidance
30
phase are shown. Evidence of
diversity is explained.

Diagram (20)

Diversity not addressed

SW role vague or not
addressed
SW vague or behavior
not addressed

Diagram is incomplete
Interactions are not
accurate
Interactions are generic
Diagram appears rushed
and last minute
10

Diversity mentioned, but

without insight
SW role mentioned, but with
individual members

Diagram present but not

representative of the group
interaction
Diagram is complete
Some interactions are accurate
Some interactions are missed
No key
13

Diversity explained clearly

and with insight
SW role clear
SW behavior explained in
context of concepts of group
Verbal & nonverbal
communication exchanges are clear
and shown in the diagram through
the correct application of the
symbols and descriptions as
specified in the assignment
instructions. The Social Worker
behaviors and member roles in the
approach-avoidance phase are
detailed. Strong evidence of diversity
is explained.

50

60

Diagram present but

demonstrates effort to
represent the group
interactions accurately
Diagram is mostly complete
Most interactions are accurate
Key interaction missed
Key is hard to read/interpret
17

Diagram complete
Shows all members
Shows verbal interactions
Shows non-verbal interactions
Diagram is complete and
follows format
Interactions are accurate
Interactions are detailed
Key is detailed and easy to
interpret
20

Totals
PART 1____________________ PART 2___________________________

14

Name__________________________________________

SW4010 Group Analysis Paper

Poor (154 & BELOW)

Good (155 POINTS)

Very Good (205 POINTS)

Excellent (250 POINTS)

APA citation style, Grammar, References.

9 or more mistakes

6-8 mistakes

3-5 mistakes

0-2 mistakes

ORGANIZATION & CLARITY

Paper is poorly
organized and difficult
to read does not flow
logically from one part
to another. Technical
terms are poorly
defined. Writing lacks
clarity and conciseness.
10

Paper is poorly organized

and difficult to read does
not flow logically from one
part to another. Technical
terms are poorly defined.
Writing lacks clarity and
conciseness.
15

Paper is generally well

organized and most of the
argument is easy to follow.
Terms are not clearly
defined. Writing is mostly
clear but may lack
conciseness.
20

Paper is coherently
organized and the logic
is easy to follow.
Terminology is clearly
defined. Writing is clear
and concise and
persuasive.
25

ASSESSMENT were these questions

answered? (50)
What is the significance of this
session to the groups development
as a whole and to the members?
How did the group change as a
result of this group session?
Was the change a positive one in
terms of the groups development?

All points not covered,

and those that are
covered are vague and
lacking insight
Subjective
25

Only 2 points covered

All points covered, but too
vague to determine an
understanding of the
concepts
Some subjectivity
35

All points covered, but

missing some detail
Fairly objective
Interactions described, but
terminology not used
Terminology used
sometimes
Fairly objective
45

All points covered

clearly and thoroughly
Terminology and
concepts clear and used
properly
Objective
Evidence based
50

GROUP DYNAMICS evident in these

sessions were these defined? (75)
Group goals and hidden agendas
Group norms
Level of cohesiveness
Group climate
Group culture

All points not covered,

and those that are
covered are vague and
lacking insight
Subjective
35

Only 2 points covered

All points covered, but too
vague to determine an
understanding of the
concepts
Some subjectivity
50

All points covered, but

missing some detail
Fairly objective
Interactions described, but
terminology not used
Terminology used
sometimes
Fairly objective
60

All points covered

clearly and thoroughly
Terminology and
concepts clear and used
properly
Objective
Evidence based
75

IMPRESSIONS (50)
What do you think and feel about
what transpired in the group
session?

Impressions not given

Impressions discussed, but

lack insight or thought
25

Insight discussed, lack

insight but effort given
40

Impressions show
thought and insight
50

(25)

Points
(250 total)

15

PLAN OF ACTION (50)

- How do you plan to change your
group behavior?
- What needs to happen for your
group to be more effective?
- Based on your observation of
diversity, how do you plan to
respond?

All points not covered,

and those that are
covered are vague and
lacking insight
Subjective
20

Only 2 points covered

All points covered, but too
vague to determine an
understanding of the
concepts
Some subjectivity
30

All points covered, but

missing some detail
Fairly objective
Interactions described, but
terminology not used
Terminology used
sometimes
Fairly objective
40

All points covered

clearly and thoroughly
Terminology and
concepts clear and used
properly
Objective
Evidence based
50

Totals
PART 1____________________ PART 2___________________________

16

SW4010 Group Analysis Paper II MIDDLE & ENDING PHASE

Poor (154 & BELOW)

Good (155 POINTS)

Very Good (205 POINTS)

Excellent (250 POINTS)

APA citation style, Grammar, References.

9 or more mistakes

6-8 mistakes

3-5 mistakes

0-2 mistakes

ORGANIZATION & CLARITY

Paper is poorly
organized and difficult
to read does not flow
logically from one part
to another. Technical
terms are poorly
defined. Writing lacks
clarity and conciseness.
10

Paper is poorly organized

and difficult to read does
not flow logically from one
part to another. Technical
terms are poorly defined.
Writing lacks clarity and
conciseness.
15

Paper is generally well

organized and most of the
argument is easy to follow.
Terms are not clearly
defined. Writing is mostly
clear but may lack
conciseness.
20

Paper is coherently
organized and the logic
is easy to follow.
Terminology is clearly
defined. Writing is clear
and concise and
persuasive.
25

ASSESSMENT were these questions

answered? (50)
What is the significance of this
session to the groups development
as a whole and to the members?
How did the group change as a
result of this group session?
Was the change a positive one in
terms of the groups development?
Member role in terms of denial and
acceptance

All points not covered,

and those that are
covered are vague and
lacking insight
Subjective
25

Only 2 points covered

All points covered, but too
vague to determine an
understanding of the
concepts
Some subjectivity
35

All points covered, but

missing some detail
Fairly objective
Interactions described, but
terminology not used
Terminology used
sometimes
Fairly objective
45

All points covered

clearly and thoroughly
Terminology and
concepts clear and used
properly
Objective
Evidence based
50

GROUP DYNAMICS evident in these

sessions were these defined? (75)
Group goals and hidden agendas
Group norms
Level of cohesiveness
Group climate
Group culture

All points not covered,

and those that are
covered are vague and
lacking insight
Subjective
35

Only 2 points covered

All points covered, but too
vague to determine an
understanding of the
concepts
Some subjectivity
50

All points covered, but

missing some detail
Fairly objective
Interactions described, but
terminology not used
Terminology used
sometimes
Fairly objective
60

All points covered

clearly and thoroughly
Terminology and
concepts clear and used
properly
Objective
Evidence based
75

IMPRESSIONS (50)
Impressions not given
What do you think and feel about
what transpired in the group session? 0

Impressions discussed, but

lack insight or thought
25

Insight discussed, lack

insight but effort given
40

Impressions show
thought and insight
50

(25)

Points
(250 total)

17

PLAN OF ACTION (50)

- How do you plan to change your
group behavior?
- What needs to happen for your
group to be more effective?
- Based on your observation of
diversity, how do you plan to
respond?

All points not covered,

and those that are
covered are vague and
lacking insight
Subjective
20

Only 2 points covered

All points covered, but too
vague to determine an
understanding of the
concepts
Some subjectivity
30

All points covered, but

missing some detail
Fairly objective
Interactions described, but
terminology not used
Terminology used
sometimes
Fairly objective
40

All points covered

clearly and thoroughly
Terminology and
concepts clear and used
properly
Objective
Evidence based
50

Totals

18

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21