3. The Impact of Setting and Service
A Family’s Fear of Invasive Practice: Subverting the Contract
- The work must be guided by the specific agency function (Shulman, 2015).
- Fear of subversion causes clients to be defensive and resistant in early
sessions (Shulman 2015).
- The worker’s subversion can cause them to ignore the original issue that
brought them to the family (Shulman, 2015).
4. The Impact of Setting and Service
Rural Areas and Limited Service
- Where few services are available, workers may often have to take on more
roles (Shulman, 2015).
- While trying to provide all services to all clients, workers may become less
effective on their main responsibilities (Shulman, 2015).
- Social workers should try to work with colleagues, the political system, and
community leadership in order to establish new agencies and services to
meet the needs of the community (Shulman, 2015).
5. The Child Welfare Setting
Work With Foster Parents
- In the FY of 2015, 427,910 kids were in the foster care system (AFCARS,
2015).
- Both the worker and the alternative caregiver often misunderstand what the
role of social worker really is (Shulman, 2015).
- Social workers and foster parents should act as collaborators to help the
child (Shulman, 2015).
6. The Child Welfare Setting
Work With Foster Parents
- Social workers play an important role
within the family by becoming the mediator
between the foster parent, the child, the
birth family, the agency, and other
systems within the community (Shulman,
2015).
Photo retrieved from: https://ccainstituteblog.org/2011/03/21/social-workers-make-a-difference/
7. The Child Welfare Setting
Potential Problem Areas in Work With Foster Parents
- Foster families may feel unappreciated when the agency makes decisions
without consulting them (Shulman, 2015).
- Difficult foster children can raise problems between family members of the
home they were placed in (Shulman, 2015).
- The child may have unrealistic expectations for a return home, or may feel
anger and rejection with the birth parents (Shulman, 2015).
8. The Child Welfare Setting
Work With Children in Residential Care
- Children in residential care are often physically and emotionally cut off from
their family of origin (Shulman, 2015).
- Key treatment is contact with the people who become responsible for the
residents (Shulman, 2015).
- Staff members serve as substitute parents for those in the care of the facility
(Shulman, 2015).
9. The Child Welfare Setting
Work With Children in Residential Care (Cont.)
- Staff must understand that acting out behavior is typically used as a form of
communication by the residents in residential care (Shulman, 2015)
- Residents who were severely abused may become predators themselves
and may exploit younger or weaker residents (Shulman, 2015).
10. The Child Welfare Setting
Work With Teen Parents and Their Family of Origin
- Children having children is a growing problem
in North American society (Shulman, 2015).
- In the United States, 249,078 babies were
born to mothers between the ages of 15-19
(Hamilton et.al., 2015).
- The welfare agency often helps teens who are
struggling to meet their own needs while
simultaneously trying to meet the needs of
their child as well (Shulman, 2015). Image retrieved from: http://lionheart.org/youth/
11. Family Practice in the School Setting
- School settings are often mistaken as a
place to provide mental health services,
but they are supposed to focus on the
educational missions of the school
(Shulman, 2015).
- Students may use this resource to to
reach out for help with his or her education
(Shulman, 2015).
- This relationship can be complicated by
other obstacles that the student is facing
at the time including the family, the
community, the staff, etc. (Shulman,
2015).
Image retrieved from: http://fxgallery.com/everything-elementary-school-
counseling.html
12. Work With a Single-Parent Family
- Single parents can feel a lot of relief from having a professional around to
discuss their child’s development with (Shulman, 2015).
- Single parents face many of the same challenges that two parent families
face, but they have to deal with these issues on their own (Shulman, 2015).
- Single parents face many issues involving housing, loss or lack of friends,
and on-going relations with their ex-spouse (Shulman, 2015).
13. Practice With Armed Forces Families:
On Base, Predeployment, & Postdeployment
- Helpers focus on three developmental
stages including preparation for
separation, separation, and reunion
(Shulman, 2015).
- During preparation for separation, the
family expresses any fears they may have
and get help with responding to indirect
cues from the children (Shulman, 2015).
- During preparation for separation, the
family also explores and prepares for
uncertainties (Shulman, 2015). Photo retrieved from:
http://acidcow.com/pics/38550-great-pictures-
of-military-families-reunited-21.html
14. Practice With Armed Forces Families:
On Base, Predeployment, & Postdeployment
- During the separation phase, a balance of of communication must be
reached in order to avoid anxiety or distraction between the family and the
deployed soldier (Shulman, 2015).
- Reunion occurs as the family begins to prepares to be reunited.
- Problems arise in this stage because the deployed family member expects
the family to still be functioning in the same way, which is rarely the case
(Shulman, 2015).
15. Practice With Armed Forces Families:
On Base, Predeployment, & Postdeployment
- Service members and their families may build a wall of denial and may not
seek help when they need it (Shulman, 2015).
- Stress from the deployment process can cause an increased risk in child
abuse, substance abuse, and domestic violence (Shulman, 2015).
16. Chapter 9 Summary
- Family social work centers around agency mandates in order to focus on
specific problems.
- Family work can occur in many different settings.
- Within family social work helpers may come into contact with many different
types of families including single parent homes and military families.
18. What is Mutual Aid?
- Within this helping system, the group
members need each other, as well as their
leader and this builds multiple helping
relationships (Shulman, 2015).
- Members must overcome their previous
stereotypes about people, the group, and
the process in order for the group to be
successful (Shulman, 2015).
Photo retrieved from: http://www.clearviewclinicsa.co.za/addiction-group-
therapy/
19. Mutual Aid in Group Therapy
https://www.youtube.com/watch?v=nKmbV1bZk_w
20. The Dynamics of Mutual Aid
Sharing Data
- Sharing data is one of the easiest and most important ways that the group
can help each other (Shulman, 2015).
- Group members can each contribute a new and unique perspective to the
pool of knowledge in order to help each other.
21. The Dynamics of Mutual Aid
The Dialectical Process
- Debates can take place as each member of the group introduces a new
idea or opinion (Shulman, 2015).
- The group is a place where the members’ views can be challenged or where
they can possibly be changed by other members (Shulman, 2015).
- Confrontation is an important part of mutual aid and it can be used as a
learning tool (Shulman, 2015).
22. The Dynamics of Mutual Aid
Discussing a Taboo Area
- One job of the group leader is to develop new norms and to possibly
challenge some taboo areas in order for the group to be more effective
(Shulman, 2015).
- Each member will experience the urgency and the power of the taboo
differently, but as the work proceeds, the group will become more
comfortable (Shulman, 2015).
23. The Dynamics of Mutual Aid
The “All-in-the-Same-Boat” Phenomenon
- Members discover the reassuring fact that they are not alone in their
feelings (Shulman, 2015).
- Guilty feeling can be eased and self-destructive cycles can be broken once
members realize that others have the same concerns and that their thoughts
are shared by others (Shulman, 2015).
- When people here stories and worries similar to their own they feel that they
are, “all-in-the-same-boat.”
24. The Dynamics of Mutual Aid
Developing a Universal Perspective
-Similar to the All-in-the-Same-Boat Phenomenon
-Where a group of people with common experiences meet and share those
experiences with one another (Shulman, 2015).
-Having a group of people with all common experiences makes it easier to share
their experiences (Shulman, 2015).
25. The Dynamics of Mutual Aid
Mutual Support
-People who are sharing their common experiences get the empathy they feel
themselves, from others, since they have had those experiences or are having
those experiences as well (Shulman, 2015).
-There is often a set of mood that is set from the group leader (Shulman, 2015).
-People who share their experiences with a group who has common experiences
will be better understood (Shulman, 2015).
Image retrieved from:
http://globalharvest.asia/partnership
26. The Dynamics of Mutual Aid
Individual Problem Solving
-An individual often brings a problem to group counseling for more help
(Shulman, 2015).
-Emotion focused therapy is beneficial for individual problem solving (Greenberg,
2017)
-This benefits the other group members as well because then they can use their
thoughts and the other group members thoughts for when they come across a
similar problem and resolve their problem individually, this is known as, “self-
help” (Shulman, 2015).
27. The Dynamics of Mutual Aid
Rehearsal
-To help solve a problem/issue that a group member is uncertain of how to solve
it, it is important to practice or “rehearse” (Shulman, 2015).
-A group leader will pretend to be the person causing the problem, and the group
member who is having the problem will be themself and practice what she
should say and all of the other group members will give their feedback on how it
sounds (Shulman, 2015).
28. The Dynamics of Mutual Aid
The “Strength-in-Numbers” Phenomenon
-Sometimes us humans find it easier to discuss experiences in a group rather
than just individually (Shulman, 2015).
-When we discuss our problems with other people with similar problems we then
don’t feel like we are inferior. We feel like we are being more encouraged with
our feelings because they feel the same way (Shulman, 2015).
29. The Dynamics of Mutual Aid
Summary of the Dynamics of Mutual Aid
-Although there are group sessions listed, Lawrence suggests that group
processes are not always the best method (Shulman, 2015).
-Most people choose group methods to get more comfort when discussing their
problems (Shulman, 2015).
-Lawrence suggests that it is important to have individual and group counseling
available that way people are getting both of the experiences (Shulman, 2015).
30. Obstacles to Mutual Aid
Identifying the Common Ground
- When a group is listening and relating, each member can also find how they
can learn from it (Shulman, 2015).
-When a group is listening to give their feedback they learn that they can
grow from their own feedback for their own situations (Shulman, 2015).
-For example: While I am listening to others and giving my feedback, by sharing
my feelings I can learn how I can use those same skills some day for my own
relationships I have. Image retrieved from:
https://www.linkedin.com/pulse/helpful-
tips-collaboration-group-work-guillermo-
florido
31. Obstacles to Mutual Aid
The Complexity of the Group-as-a-Whole
-Getting group members to work as a whole is not an easy task.
-There are lots of roles that can be assigned to each member of the group to
make the project much easier (Shulman, 2015).
-When assigning roles to each member it is important to know what skills each
individual is strong at therefore, the job will get done with higher standards
(Shulman, 2015).
32. Example of what you do want your
group to look like →
Example of what you do not want
your group to look like ←
Image retrieved from: https://www.theodysseyonline.com/7-kinds-of-
group-members-in-class-project
Image retrieved from: http://ethicalresponsibility.blogspot.com/
Complexity to a group-as-a-whole
(Cont.)
33. Obstacles to Mutual Aid
Difficulty to Open Communications in Taboo Areas
-We, as individual humans, are all different.
-There are limits that need to be made at some point so we can form a “culture
of work” (Shulman, 2015).
-According to the text, forming a “culture of work” will help members
communicate easily with one another (Shulman, 2015).
*Here is a video to show how sometimes there are simple things us Americans
do that can offend other countries: https://www.youtube.com/watch?v=UTE0G9amZNk
34. The Role of Group Leader
-The biggest goal of a group leader is to let all members of the
group know what is going on (Shulman, 2015).
-If one group member strongly disagrees with something that the group is doing,
take it to the group leader and it is then their job to let the rest of the members know so it can get
resolved.
- Another role of the leader is knowing how to read each of your members
(Shulman, 2015).
- If the leader feels like a member of the group is having an “off” day is it their job
to ask them what is going on and to then help them by listening and comforting
them (Shulman, 2015).
Image retrieved from:
http://www.clipartguide.com/_pages/
0511-1105-1820-1535.html
35. Preparing for Group Practice
-You have your group members name so now what?
-Reaching out to all of the group members.
-Finding a time or place to meet with those group members.
-Discussing what all needs to be brought to the
table when meeting.
Image retrieved from:
https://www.roberthalf.com/creativegroup/need-
work/career-resources/preparing-for-a-job-
interview/7-essential-tips-on-preparing-for-an-
interview
36. Engaging Other Professionals in Developing the
Group
-It is important to first recognize what institution is being dealt with to assign a
group to an appropriate institution topic (Shulman, 2015).
-If no time is taken to discuss certain skills that each group member obtains, then
the group might be setting themselves up for failure (Shulman, 2015).
Image retrieved from:
https://www.pinterest.com/shellso
werby/seal-phsce/
37. Engaging Other Professionals in Developing the
Group
Achieving Consensus on the Service
-Throughout a group, many ideas are going to be tossed
around and it is important for everyone in the group to give
their feedback (Shulman, 2015).
-Some ideas might cause problems for other ‘parts’ of the project (Shulman,
2015).
-Therefore, if an idea is brought up and a group member decides that will be a
problem for their certain part it is important for that group member to step up and
say something (Shulman, 2015).
Image retrieved from:
http://www.123rf.com/photo_11079356_
businesswoman-idea-leader-around-
lead-problem-group.html
38. Engaging Other Professionals in Developing the
Group
Identifying Group Type and Structure
-Identify length of time group will be meeting, or is group an open-ended group
without a set membership (Shulman, 2015).
-Identify commonalities in membership. Ie. Race, ethnicity, age, similar crisis, or
perhaps a community centered type group (Shulman, 2015).
-Schedules and structure of group should be tailored to the needs of the
particular group members (Shulman, 2015).
39. Engaging Other Professionals in Developing the
Group
Group Versus Individual Counseling
- Rather than competing between one-on-one vs group settings, it is
important to recognize and utilize the value of each approach (Shulman,
2015).
- Maintain cooperative communication between session leaders for the
benefit of the client rather than the professional (Shulman, 2015).
- Each setting has strengths and weaknesses, but they can be married
together into a viable client-centered approach that meets the individual’s
needs (Shulman, 2015).
40. Engaging Other Professional in Developing the
Group
Agency or Setting Support for Groups
-Some groups may need additional services such as publicity, transportation,
refreshments, or perhaps staffing and child care (Shulman, 2015).
-Setting Support Agencies can help professionals (Shulman, 2015).
-Care must be taken that groups are not formed simply to see more clients per
hour, or take advantage of ‘hobby’ group leaders (Shulman, 2015).
41. Group Composition, Timing, & Structure
-There are several resources on group sizing and composition, but the rules and
formulas appear to differ by the needs / age / focus of the group. There are no
hard and fast rules on composition, timing, or structure (Shulman, 2015).
-The group leader should consider the focus of the group and limit membership
accordingly. If a lecture-style, then higher members are reasonable, but if
members are to communicate on a deep level, then few members is reasonable,
rr a mixture of, if the lecture that later breaks down into small group discussions
(Shulman, 2015).
-The needs of the leader, members, and venue often dictate timing and structure
(Shulman, 2015).
42. Group Composition, Timing, & Structure
Group Member Selection
-It is essential to have common ground between group members’ individual
needs and the purpose of the group as a whole (Shulman, 2015).
-Group members should feel a personal sense of urgency that connects them to
the cause of the group. Examples of this include marriage restoration, dealing
with AIDS, early substance abuse recovery, etc (Shulman, 2015).
-Group leaders should consider the impact that different factors will have on the
cohesiveness of the group, such as gender, age, race, ethnicity, and language,
among others (Shulman, 2015).
43. Group Composition, Timing, & Structure
Group Timing
-Time related factors to consider when
organizing a group include: how often a group
will meet, how long the meetings will last, and
how many weeks/months group will meet
(Shulman, 2015).
Image Retrieved From http://thelifeofpsi.com/category/philosophy-of-time/
44. Group Composition, Timing, & Structure
Group Structure, Setting, and Rules
-Take into account the meeting place when establishing a group, especially
regarding ease of access and privacy issues (Shulman, 2015).
-Rooms should be able to accommodate seating in a circle or semicircle. Any
work with children should be done in a child-safe area (Shulman, 2015).
- Establish rules of behavior for the group in terms of attendance or “acting out”
with other group members (Shulman, 2015).
45. Interviewing Prospective Members
Most group counseling practices involve outreach to recruit members.
Prospective members may be found as a result of posters, letters, newspaper
stories, or other means of advertising the group. Other clients may be referred by
colleagues (Shulman, 2015).
Image retrieved from: http://www.agpa.org/cgp-certification/
46. Interviewing Prospective Members
Strategizing for Effective Referrals
-In order to maximize the effectiveness of referrals from colleagues, it is often
helpful to conduct a tuning-in session. This allows group leaders to address any
concerns that clients may have about joining a group and role-play strategies to
best address these concerns. For example, for a group aimed at helping men
who physically abuse their partners, it may be difficult to recruit members without
triggering anger and defensiveness. Honest discussion and role-playing can
help uncover issues and develop more productive strategies (Shulman, 2015).
47. Interviewing Prospective Members
Group Leader Skills in the Initial Interviews
-Group leaders will often interview members in order to describe what the group
has to offer and to determine what the client needs. During these interviews, the
leader uses the skills of clarifying purpose, clarifying role, and reaching for
feedback (Shulman, 2015).
Image retrieved from:
https://aircto.com/blog/an-expert-interview-doesnt-happen-all-the-time/
48. Interviewing Prospective Members
Screening Criteria for Group Practice
-Some individuals may meet the general criteria of group in terms of age,
gender, and so on, but still not be a good candidate for group practice. Leaders
should use screening criteria during the initial interview to help them decide
whether to include particular individuals (Shulman, 2015).
-”Highly cohesive groups have a better overall outcome than group with low
esprit de corps,” (Yalom & Lesczc, 2005).
49. Ethical Issues in Group Practice
Certain ethical issues should be addressed when meeting clients in a group
setting. In particular, the leader should clarify the guarantees and limits of
confidentiality in scenarios where other clients are involved (Shulman, 2015).
Image retrieved from: http://overflowlegalnetwork.com/ outsourcing-
contract-attorney-duty-confidentiality-ethical-series-part-5/
50. Ethical Issues in Group Practice
Guidelines for Practice in Group Work
- Group leaders should address the consequences of intentionally breaching
confidentiality on the part of the group members. The group itself should discuss
the issue and develop appropriate ground rules. Some of the complex issues
involving confidentiality in the group context arise when group members disclose
information about criminal activities or abuse (Shulman, 2015).
- A recent study illustrated this difficult situation. It found that 63.1% of
counselors felt that it is unethical to guarantee confidentiality for group members
(Neukrug & Milliken, 2011).
51. Ethical Issues in Group Practice
Confidentiality and Group Counseling: Unique Dilemmas
Most states classify group members as “third parties,” meaning that they are not
bound by the same privacy laws that protect a client in individual counseling.
Group members may be required to testify in legal proceedings if allegations
should arise. Because of this, the informed consent of all group members is
especially important (Shulman, 2015).
Image retrieved from:
https://www.hsj.co.uk/topics/technology-and-
innovation/social-media-protecting-
patient-
confidentiality/5061216.article
52. Chapter 10 Summary
- Group members can help each other through mutual aid (Shulman, 2015).
- There are three major obstacles to the mutual-aid process. These are:
difficulty in identifying common ground, tasks to develop a positive group
culture, and the difficulty of open communication (Shulman, 2015).
- Counselors need to employ their training to deal with the difficulty of
establishing working relationships with colleagues to develop the group.
53. Chapter 10 Summary (Cont.)
- Issues of composition, timing, and structure should also be considered.
Care and attention should also be taken in recruiting group members
(Shulman, 2015).
- Unique ethical and legal issues arise in group counseling settings (Shulman,
2015).
54. References
Adoption and Foster Analysis and Reporting Center. (2016). Preliminary estimates for FY 2015 as of June 2016 (23) 1-6.
Greenberg, Leslie S. (2017). Emotion-Focused Therapy (Revised ed.). Washington D.C.
Hamilton, B.E., Martin, J.A., & Osterman, M.J.K. et.al. (2015). Births: Final data for 2014. National Vital Statistics Reports, 4(12). 1-64
Neukrug, E. S., & Milliken, T. (2011). Counselors' Perceptions of Ethical Behaviors. Journal of Counseling & Development,89(2), 206-216.
Shulman, L. (2015). The skills of helping individuals, families, groups, and Communities (8th ed.). United States of America: Cengage
Learning.
What to expect from group therapy [Video file]. Retrieved from https://www.youtube.com/watch?v=nKmbV1bZk_w
10 surprising ways to offend people in other countries [video file]. Retrieved from https://www.youtube.com/watch?v=UTE0G9amZNk
Yalom I.D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.) New York: Basic Books
