null

Competency Chapter

Competency 1: Demonstrate Ethical and Professional Behavior

Behaviors
Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws and
regulations, models for ethical decision-making, ethical conduct of research, and additional codes of
ethics as appropriate to context.

1, 7, 13, 14

Use reflection and self-regulation to manage personal values and maintain professionalism in practice
situations

1, 4, 5

Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
communication

1, 6, 7

Use technology ethically and appropriately to facilitate practice outcomes 1, 6, 14

Use supervision and consultation to guide professional judgment and behavior 1, 4

Competency 2: Engage Diversity and Difference in Practice

Behaviors
Apply and communicate understanding of the importance of diversity and difference in shaping life
experiences in practice at the micro, mezzo, and macro levels

3, 5, 6, 7, 8, 9, 10,
11, 12

Present themselves as learners and engage clients and constituencies as experts of their own
experiences

1, 5, 8, 14

Apply self-awareness and self-regulation to manage the influence of personal biases and values in
working with diverse clients and constituencies

1, 4, 5, 7, 8

Competency 3: Advance Human Rights and Social, Economic, and
Environmental Justice

Behaviors
Apply their understanding of social, economic, and environmental justice to advocate for human rights
at the individual and system levels

4, 5, 8, 9

Engage in practices that advance social, economic, and environmental justice 3, 4, 5, 9

Competency 4: Engage In Practice-informed Research and Research-informed
Practice

Behaviors
Use practice experience and theory to inform scientific inquiry and research 2, 3, 8, 14

Apply critical thinking to engage in analysis of quantitative and qualitative research methods and
research findings

2, 4, 8, 10, 14

Use and translate research evidence to inform and improve practice, policy, and service delivery 1, 2, 3, 4, 5, 6, 9, 10,
11, 12, 13, 14

Competency 5: Engage in Policy Practice

Behaviors
Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and
access to social services

1, 4, 5, 11, 12

CSWE EPAS 2015 Core Competencies and Behaviors in This Text

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Competency Chapter

Assess how social welfare and economic policies impact the delivery of and access to social services 1, 5, 10, 12

Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and
social, economic, and environmental justice

1, 5, 8, 12

Competency 6: Engage with Individuals, Families, Groups, Organizations, and
Communities

Behaviors

Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks to engage with clients and constituencies

2, 3, 6, 7, 9, 10,
11, 12

Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies 4, 5, 6, 7, 9, 11

Competency 7: Assess Individuals, Families, Groups, Organizations, and
Communities

Behaviors

Collect and organize data, and apply critical thinking to interpret information from clients and
constituencies

4, 7, 8, 12, 14

Apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in the analysis of assessment data from clients and
constituencies

2, 3, 4, 5, 6, 8

Develop mutually agreed-on intervention goals and objectives based on the critical assessment of
strengths, needs, and challenges within clients and constituencies

6, 7, 8, 9, 14

Select appropriate intervention strategies based on the assessment, research knowledge, and values
and preferences of clients and constituencies

3, 4, 5, 8, 9, 10, 11

Competency 8: Intervene with Individuals, Families, Groups, Organizations,
and Communities

Behaviors
Critically choose and implement interventions to achieve practice goals and enhance capacities of
clients and constituencies

1, 4, 5, 7, 8, 9, 10,
11, 12, 13

Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in interventions with clients and constituencies

2, 3, 4, 5, 8, 9, 10,
11, 12, 13

Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes 8, 9, 10, 11, 12

Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies 5, 8, 9, 10, 12

Facilitate effective transitions and endings that advance mutually agreed-on goals 13

Competency 9: Evaluate Practice with Individuals, Families, Groups,
Organizations, and Communities

Behaviors
Select and use appropriate methods for evaluation of outcomes 6, 8, 11, 14

Apply knowledge of human behavior and the social environment, person-in-environment, and other
multidisciplinary theoretical frameworks in the evaluation of outcomes

1, 4, 5, 6, 8, 14

Critically analyze, monitor, and evaluate intervention and program processes and outcomes 5, 6, 8, 14

Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro levels 14

CSWE EPAS 2015 Core Competencies and Behaviors in This Text

Adapted with permission of Council on Social Work Education. These competencies and behaviors also appear in the margins throughout this text.

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Harlow, England • London • New York • Boston • San Francisco • Toronto • Sydney • Dubai • Singapore
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Munich • Paris • Milan

An Introduction to
Group Work Practice
Ronald W. Toseland
University at Albany, State University of New York

Robert F. Rivas
Siena College, Emeritus

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6

Contents

Preface 13

1. Introduction 17
Organization of the Text 18
The Focus of Group Work Practice 18
Values and Ethics in Group Work Practice 21

Practice Values 21
Practice Ethics 24

Definition of Group Work 27
Classifying Groups 28

Formed and Natural Groups 28
Purpose and Group Work 29
Treatment and Task Groups 29

Group Versus Individual Efforts 32
Advantages and Disadvantages of Treatment Groups 32
Advantages and Disadvantages of Task Groups 34

A Typology of Treatment and Task Groups 35
Treatment Groups 36

Support Groups 36
Educational Groups 38
Growth Groups 39
Therapy Groups 40
Socialization Groups 41
Self-Help Groups 42

Task Groups 44
Groups to Meet Client Needs 44
Groups to Meet Organizational Needs 50
Groups to Meet Community Needs 54

Summary 58

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Contents 7

2. Historical and Theoretical Developments 59
Knowledge f rom Group Work Practice and Practice Research: Treatment Groups 59

Differences Between Casework and Group Work 60
Intervention Targets 61
The Weakening of Group Work 62
Current Practice Trends 63
Divergent and Unified Practice Models 66
Evidence-based Group Work Practice 67
The Popularity of Psycho-educational, Structured, Practice Models 68

Knowledge f rom Group Work Practice: Task Groups 69
Knowledge f rom Social Science Research 70
Inf luential Theories 72

Systems Theory 72
Psychodynamic Theory 75
Learning Theory 76
Field Theory 77
Social Exchange Theory 79
Constructivist, Empowerment, and Narrative Theories 80

Summary 81

3. Understanding Group Dynamics 83
The Development of Helpful Group Dynamics 83
Group Dynamics 84

Communication and Interaction Patterns 84
Group Cohesion 95
Social Integration and Inf luence 99
Group Culture 105

Stages of Group Development 108
Summary 112

4. Leadership 114
Leadership, Power, and Empowerment 115

Leadership, Empowerment, and the Planned Change Process 118
Theories of Group Leadership 119
Factors Inf luencing Group Leadership 120
Effective Leadership 121

An Interactional Model of Leadership 122
Purposes of the Group 122
Type of Problem 123
The Environment 125
The Group as a Whole 126
The Group Members 127
The Group Leader 128

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8 Contents

Group Leadership Skills 129
Facilitating Group Processes 130
Data-Gathering and Assessment 134
Action Skills 136
Learning Group Leadership Skills 143
Leadership Style 144

Co-leadership 148
Summary 151

5. Leadership and Diversity 153
Approaches to Multicultural Group Work 154
A Framework for Leading Diverse Groups 155

Developing Cultural Sensitivity 156
Assessing Cultural Inf luences on Group Behavior 160
Intervening with Sensitivity to Diversity 166

Summary 175

6. Planning the Group 176
Planning Focus 176
Planning Model for Group Work 178

Establishing the Group’s Purpose 178
Assessing Potential Sponsorship and Membership 179
Recruiting Members 185
Composing the Group 188
Orienting Members 194
Contracting 196
Preparing the Environment 198
Reviewing the 200
Selecting Monitoring and Evaluation Tools 201
Preparing a Written Group Proposal 202
Planning Distance Groups 202

Summary 211

7. The Group Begins 212
Objectives in the Beginning Stage 213

Ensuring a Secure Environment 214
Introducing New Members 215
Defining the Purpose of the Group 220
Confidentiality 223
Helping Members Feel a Part of the Group 225
Guiding the Development of the Group 226
Balancing Task and Socio-emotional Foci 231
Goal Setting in Group Work 231

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Contents 9

Contracting 234
Facilitating Members’ Motivation 235
Addressing Ambivalence and Resistance 235
Working with Involuntary Members 240
Anticipating Obstacles 242
Monitoring and Evaluating the Group: The Change Process Begins 243

Summary 245

8. Assessment 246
Conducting Efffective Assessments 247

Focus on Group Processes 248
External Constituencies and Sponsors 249

The Assessment Process 249
How Much Information? 250
Diagnostic Labels 251
Assessment Focus 252
Relationship of Assessment to the Change Process and Problem Solving 253

Assessing the Functioning of Group Members 254
Methods for Assessing Group Members 255

Assessing the Functioning of the Group as a Whole 262
Assessing Communication and Interaction Patterns 262
Assessing Cohesion 263
Assessing Social Integration 265
Assessing Group Culture 270

Assessing the Group’s Environment 271
Assessing the Sponsoring Organization 271
Assessing the Interorganizational Environment 273
Assessing the Community Environment 274

Linking Assessment to Intervention 276
Summary 279

9. Treatment Groups: Foundation Methods 280
Middle-Stage Skills 280

Preparing for Group Meetings 281
Structuring the Group’s Work 285
Involving and Empowering Group Members 291
Helping Members Achieve Goals 293
Using Empirically Based Treatment Methods in Therapy Groups 303
Working with Reluctant and Resistant Group Members During the Middle Phase 305
Monitoring and Evaluating the Group’s Progress 308

Summary 310

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10 Contents

10. Treatment Groups: Specialized Methods 311
Overreliance on Specialized Methods 311

Intervening with Group Members 312
Intrapersonal Interventions 313
Identifying and Discriminating 314
Recognizing Associations 315
Analyzing the Rationality of Thoughts and Belief s 316
Changing Thoughts, Belief s, and Feeling States 318
Interpersonal Interventions 326
Learning by Observing Models 327
Environmental Interventions 333
Connecting Members to Concrete Resources 333
Expanding Members’ Social Networks 334
Contingency Management Procedures 335
Modifying Physical Environments 338

Intervening in the Group as a Whole 339
Changing Communication and Interaction Patterns 339
Changing the Group’s Attraction for Its Members 341
Using Social Integration Dynamics Effectively 343
Changing Group Culture 345

Changing the Group Environment 346
Increasing Agency Support for Group Work Services 346
Links with Interagency Networks 348
Increasing Community Awareness 349

Summary 351

11. Task Groups: Foundation Methods 352
The Ubiquitous Task Group 352
Leading Task Groups 353

Leading Meetings 354
Sharing Information 356
Enhancing Involvement and Commitment 358
Developing Information 359
Dealing with Conf lict 361
Making Effective Decisions 364
Understanding Task Groups’ Political Ramifications 366
Monitoring and Evaluating 367
Problem Solving 368

A Model for Effective Problem Solving 369
Identifying a Problem 370
Developing Goals 373
Collecting Data 374
Developing Plans 375

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Contents 11

Selecting the Best Plan 375
Implementing the Plan 376

Summary 378

12. Task Groups: Specialized Methods 380
Small Organizational Groups 380

Brainstorming 380
Variations on Brainstorming 384
Focus Groups 385
Nominal Group Technique 388
Multi-attribute Utility Analysis 392
Quality Improvement Groups 395

Large Organizational Groups 397
Parliamentary Procedure 397
Phillips’ 66 401

Methods for Working with Community Groups 403
Mobilization Strategies 403
Capacity-Building Strategies 405
Social Action Strategies 407

Summary 410

13. Ending the Group’s Work 411
Factors that Inf luence Group Endings 411
The Process of Ending 412
Planned and Unplanned Termination 412

Member Termination 413
Worker Termination 415

Ending Group Meetings 416
Ending the Group as a Whole 418

Learning from Members 418
Maintaining and Generalizing Change Efforts 418
Reducing Group Attraction 424
Feelings About Ending 426
Planning for the Future 428
Making Referrals 429

Summary 432

14. Evaluation 433
Why Evaluate? The Group Worker’s View 435

Reasons for Conducting Evaluations 435
Organizational Encouragement and Support 435

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12 Contents

Time Considerations 436
Selecting a Data Collection Method 436

Evaluation Methods 437
Evaluations for Planning a Group 437

Obtaining Program Information 437
Needs Assessment 438

Evaluations for Monitoring a Group 439
Monitoring Methods 439

Evaluations for Developing a Group 445
Single-System Methods 446
Case Study Methods 449
Participatory Action Research Methods (PARS) 450

Evaluations for Determining Effectiveness and Efficiency 450
Evaluation Measures 454

Choosing Measures 454
Types of Measures 455

Summary 459

Appendix A: Standards for Social Work Practice with Groups 460
Appendix B: Group Announcements 471
Appendix C: Outline for a Group Proposal 473
Appendix D: An Example of a Treatment Group Proposal 474
Appendix E: An Example of a Task Group Proposal 476
References 478
Author Index 507
Subject Index 519

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13

Preface

We are gratified by the wide use of this text by professionals, as well as by educators and
students in undergraduate and graduate courses in schools of social work throughout
the United States and the world.

Because we are committed to presenting a coherent and organized over-
view of g roup work practice f rom a generalist practice perspective, the eighth
edition continues to include typolog ies illustrating group work practice with task
and treatment g roups at the micro-, meso-, and macro-level. Our research and
practice focuses primarily on treatment groups, and the eighth edition continues to
present our interest in improving practice with many different types of treatment
groups.

New to This Edition
• Research on Virtual Groups. In recent years, we have done research on the

uses of virtual group formats (teleconference and Internet groups) and have
included an updated and expanded section on virtual groups in the 6th chapter
of this edition.

• Additional case examples throughout this edition illustrate practice with a wide
variety of groups. These were added based on feedback f rom our students,
reviewers of the book, instructors, and others who have contacted us about
the importance of illustrations of evidence-based practice examples.

• Updated and deeper content of the middle stage chapters on practice with
treatment and task groups. The latest evidence-based treatment and task group
research is incorporated throughout Chapters 9 through 12, and content has
been added, deleted, and changed to ref lect current practice.

• Incorporated the most current literature on working with reluctant and
resistant group members in specific sections of Chapters 7 and 9 and throughout
the text.

• We find that our students face many situations with individuals who have
encountered multiple traumas in their family lives and in the larger social
environment, making them understandably reticent to engage group workers
and fellow group members, and trust in the power of group work to heal. There-
fore, we have updated and expanded sections on working with individuals who
have difficulty engaging in and sustaining work in groups and have added addi-
tional information about conf lict resolution skills as it pertains to both treatment
and task groups.

A01_TOSE0283_08_SE_FM.indd 13 01/05/17 11:30 AM

• Thoroughly updated Chapter 5 on leadership and diversity as social group work-
ers practice in an increasingly pluralistic society.

• Thoroughly updated reference material and new content f rom evidence-based
practice sources.

About Group Work
Over the years, we have been especially pleased that our text has been used by educators
who are dedicated to improving task group practice within social work. Group work is a
neglected area of social work practice, especially practice with task groups. Most social
workers spend a great deal of time in teams, treatment conferences, and committees,
and many social workers have leadership responsibilities in these groups. Group work is
also essential for effective macro social work practice, and therefore, we have continued
to emphasize practice with community groups. The eighth edition also continues our
focus on three focal areas of practice: (1) the individual group member, (2) the group as
a whole, and (3) the environment in which the group functions. We continue to empha-
size the importance of the latter two focal areas because our experiences in supervising
group workers and students and conducting workshops for professionals have revealed
that the dynamics of a group as a whole and the environment in which groups function
are often a neglected aspect of group work practice.

Connecting Core Competencies Series
This edition is a part of Pearson’s Connecting Core Competencies series, which con-
sists of foundation-level texts that make it easier than ever to ensure students’ success in
learning the nine core competencies as stated in 2015 by the Council on Social Worker
Education. This text contains:

• Core Competency Icons throughout the chapters, directly linking the CSWE
core competencies to the content of the text. Critical thinking questions are also
included to further students’ mastery of the CSWE’s standards.

• For easy reference, a matrix is included at the beginning of the book that
aligns the book chapters with the CSWE Core Competencies and Behavior
Examples.

Instructor Supplements
The following supplemental products may be downloaded f rom www.pearsonglobal
editions.com/toseland.

Instructor’s Resource Manual and Test Bank. This manual contains a sample
syllabus, chapter summaries, learning outcomes, chapter outlines, teaching tips, dis-
cussion questions, multiple-choice and essay assessment items and other supportive
resources.

PowerPoint Slides. For each chapter in the book, we have prepared a PowerPoint
slide deck focusing on key concepts and strategies.

14 Preface

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www.pearsonglobaleditions.com/toseland

www.pearsonglobaleditions.com/toseland

Acknowledgments
The ideas expressed in this book have evolved during many years of study, practice,
and research. Some of the earliest and most powerful inf luences that have shaped this
effort have come about through our relationships with Bernard Hill, Alan Klein, Sheldon
Rose, and Max Siporin. Their contributions to the development of our thinking are evi-
dent throughout this book. The ideas in this book were also inf luenced by Albert Alissi,
Martin Birnbaum, Leonard Brown, Charles Garvin, Alex Gitterman, Burton Gummer,
Margaret Hartford, Grafton Hull, Jr., Norma Lang, Catherine Papell, William Reid, Beulah
Rothman, Jarrold Shapiro, Laurence Shulman, and Peter Vaughan. Our appreciation
and thanks to the reviewers of the seventh edition who gave us valuable advice for
how to improve this new eighth edition: Tom Broffman, Eastern Connecticut State
University; Daniel B. Freedman, University of South Carolina; Kim Knox, New Mexico
State University; Gayle Mallinger, Western Kentucky University; John Walter Miller, Jr.,
University of Arkansas at Little Rock. We are also indebted to the many practitioners
and students with whom we have worked over the years. Reviewing practice experiences,
discussing group meetings, and providing consultation and supervision to the practitioners
with whom we work with during research projects, supervision, staff meetings, and
workshops has helped us to clarify and improve the ideas presented in this text.

We would also like to acknowledge the material support and encouragement given
to us by our respective educational institutions. The administrative and support staff of
the School of Social Welfare, University at Albany, State University of New York, and
Siena College have played important roles in helping us to accomplish this project. Most
of all, however, we are indebted to our spouses, Sheryl Holland and Donna Allingham
Rivas. Their personal and professional insights have done much to enrich this book.
Without their continuous support and encouragement, we would not have been able to
complete this work. A special note of thanks also goes to Rebecca, Stacey, and Heather
for sacrificing some of their dads’ time so that we are able to keep this book current and
relevant for today’s practice environment.

Ronald W. Toseland
Robert F. Rivas

Acknowledgments for the Global Edition
Pearson would like to thank the following people for their work on the content of the
Global Edition:

Contributors:
Henglien Lisa Chen, University of

Sussex
Pooja Thakur, writer
Elizabeth Wright, Murdoch University

Reviewers:
Bruce Gillmer, Northumberland, Tyne

and Wear NHS Foundation Trust
Pooja Thakur, writer
Elizabeth Wright, Murdoch University

Preface 15

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17

This text focuses on the practice of group work by professional
social workers. Group work entails the deliberate use of interven-
tion strategies and group processes to accomplish individual, group,
and community goals using the value base and the ethical practice
principles of the social work profession. As one prepares to become
an effective social work practitioner, it is important to realize the
effect that groups have on people’s lives. It is not possible to be a
member of a society without becoming a member or leader of
groups and being inf luenced by others without direct participation.
Internet groups are also becoming more popular as people choose
to meet others in virtually as well as face-to-face. Although it is pos-
sible to live in an isolated manner or on the f ringes of face-to-face
and virtual groups, our social nature makes this neither desirable
nor healthy.

Groups provide the structure on which communities and the
larger society are built. They provide formal and informal struc-
ture in the workplace. They also provide a means through which
relationships with significant others are carried out. Participation
in family groups, peer groups, and classroom groups helps mem-
bers learn acceptable norms of social behavior, engage in satisfying
social relationships, identify personal goals, and derive a variety of
other benefits that result f rom participating in closely knit social
systems. Experiences in social, church, recreation, and other work
groups are essential in the development and maintenance of people
and society. Putnam (2000) points out that there has been a sharp
decline in participation in clubs and other civic organizations and
that social capital is not valued in contemporary society. At the same
time, web-based social network and self-help group sites continue
to grow enormously in popularity, enabling users to keep up con-
tacts with more and more people. One goal of this book is to under-
score the importance of groups as fundamental building blocks for
a connected, vibrant society.

L e a r n i n g O u t c O m e s

• Describe how group work is carried
out using a generalist perspective.

• Demonstrate how values and
professional ethics are applied in
group work practice.

• Define group work and its practice
applications.

• Compare the differences between
task- and treatment-oriented groups.

• List the advantages and
disadvantages of using groups to
help people and to accomplish tasks.

• Describe the types and functions of
treatment groups.

• Define the types and functions of
task groups.

1
Introduction

c h a p t e r O u t L i n e

Organization of the Text 18

The Focus of Group Work
Practice 18

Values and Ethics in Group Work
Practice 21

Definition of Group Work 27

Classifying Groups 28

Group Versus Individual Efforts 32

A Typology of Treatment
and Task Groups 35

Treatment Groups 36

Task Groups 44

Summary 58

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18 Chapter 1

OrganizatiOn Of the text

Group work is a series of activities carried out by the worker during the life of a group.
We have found that it is helpful to conceptualize these activities as being a part of six
developmental stages:

1. Planning

2. Beginning

3. Assessment

4. Middle

5. Ending

6. Evaluation

Groups exhibit certain properties and processes during each stage of their development.
The group worker’s task is to engage in activities that facilitate the growth and development
of the group and its members during each developmental stage. This book is divided into
five parts. Part I focuses on the knowledge base needed to practice with groups. The remain-
ing four parts are organized around each of these six stages of group work practice. Case
studies illustrating each practice stage can be …