SOCW 6121 Week 4 DQ and peer responses
GROUP LEADERSHIP SKILLS
Leading a group can be challenging. It is important to remember that within the group, the social worker does much more than simply guide a conversation. Skills such as attending, synthesizing thoughts, providing resources, clarifying, and resolving conflict are all used to support process and treatment. The social worker is constantly assessing individual members and the overall group and determining the level of power and influence to exert. Even concrete, organizational actions such as opening and closing a session take skill and finesse.
In this Discussion, you observe a social worker engaging with a group and evaluate their leadership skills based on those described in the course text.
RESOURCES
Be sure to review the Learning Resources before completing this activity.
Click the weekly resources link to access the resources.
WEEKLY RESOURCES
TO PREPARE
· Review the Learning Resources on leadership and reflect on the leadership skills required of social workers facilitating groups.
· Access the
Social Work Case
Studies media and navigate to the Levy Family case. Scroll down to the bottom of the page to view the video. This video shows Jake Levy in a group session with fellow veterans.
· While watching the video, consider the leadership skills of the social worker facilitating the veterans’ support group.
BY DAY 3
Post your evaluation of the group social worker’s leadership skills in the Levy video, using at least two items from each of the three categories found in the Toseland and Rivas chapter (facilitation of group processes, data gathering and assessment, and action). Suggest another way the social worker might have initiated the group conversation.
BY DAY 6
Respond to at least two colleagues who discussed different leadership skills. Explain the importance of building these skills and how they relate to facilitating the group process.
Use the Learning Resources to support your posts. Make sure to provide APA citations and a reference list.
LEARNING RESOURCES
Required Readings
· Toseland, R. W., & Rivas, R. F. (2017).
An introduction to group work practice (8th ed.). Pearson.
· Chapter 4, “Leadership” (pp. 98–136)
· Ezhumalai, S., Muralidhar, D., Dhanasekarapandian R., & Nikketha, B. S. (2018).
Group interventionsLinks to an external site.
.
Indian Journal of Psychiatry,
60, S514–S521. https://doi.org/10.4103/psychiatry.IndianJPsychiatry_42_18
Required Media
· Walden University, LLC. (2022).
Social work case studies
Links to an external site.
[Interactive media]. Walden University Canvas. https://waldenu.instructure.com
· Navigate to the Levy Family case. Scroll down to the bottom of the page to view the video.
· Group Therapy
Time Estimate: 5-7 minutes
Note: The video below is interactive. Click the play button and use the buttons to navigate through the piece.
PEER Lauren
The social worker in the Levy group session utilized several group leadership skills when working with the group. The worker facilitated the group process by allowing group members to use expressive skills while she used good attending skills. The worker allowed one of the member’s in the group to use expressive skills when he began discussing how he relates to Jake because of his own drinking issues (Toseland & Rivas, 2017). Jake did not approve of the group members comments initially and the two got into a heated discussion in which the group member threatened Jake, at this point I do believe the worker should have stepped in to ensure things cooled down but she chose not to. The situation eventually lightened between the two and Jake opened more as to why he was in the group. The social worker used her attending skills by responding empathetically and conveying a sense of respect, warmth, and genuineness toward the members of the group (Toseland & Rivas, 2017).
The worker displayed data gathering and assessment skills by identifying and describing skills as well as requesting information, questioning, and probing (Toseland & Rivas 2017). She assisted the group members in describing their situations and questioned when necessary. An example of her questioning is when she asked Jake about his drinking instead of asking the other group member, who initiated the conversation, about why he struggled with choosing a mustard. Jake did not appreciate her questioning/probing, but she was able to dive deeper into the issue which was her intention.
The worker went into Action by supporting group members and linking members communications (Toseland & Rivas, 2017). She was able to support Bill when he began discussing how he understands why Jake is drinking (Laureate Education, 2013). The worker supported him by telling him that he had a good point on people doing things sometimes to avoid unwanted feelings (Laureate Education, 2013). Towards the end of the video the worker was able to link members communications by summarizing what was being discussed and bringing it back around, asking all the members what their thoughts are.
The group seemed to have already gotten started, when it began playing the working was diving into the backgrounds of each group member. An alternative way to initiate group conversation would have been giving the members a chance to introduce themselves and explain why they are there. If after each member took a turn the worker did not feel they gave out enough information, she could have probed them for more. The members could have been more comfortable explaining their stories on their own first.
Reference:
Laureate Education. (Producer). (2013d). Levy (Episode 6) [Video file]. In Sessions. Baltimore, MD: Producer. Retrieved from
https://class.waldenu.edu
Links to an external site.
Toseland, R. W., & Rivas, R. F. (2017). An introduction to group work practice (8th ed.). Boston, MA: Pearson.
