Fall 2025 SOWK 530 Week 09 - Assessing Group Behavior

Slide 1
The slide features a gear diagram, highlighting 'Group Patterned Behaviors' in red. Other sections include 'Roles,' 'Cohesion,' and 'Norms.' Titled 'A Systems Framework for Assessing Groups,' with presentation details and speaker 'Jacob Campbell, Ph.D. LICSW at Heritage University.'

Fall 2025 SOWK 530 Week 09 - Assessing Group Behavior

title: Fall 2025 SOWK 530 Week 09 - Assessing Group Behavior
date: 2025-10-20 22:05:09
location: Heritage University
tags:

Week nine is asynchronous and marks a move away from assessing and understanding families (a specific type of group) to a two week unit exploring group work. Students will read Hepworth et al (2023) and their chapter about understanding group work. There are forums related to providing personal examples and participation in various types of group work, exploring the similarities/differences between family and group work, and connecting group norms to the social work orienting perspectives. In my lecture video we are going to discuss assessing group behavior and some examples of constructive verses problematic group work. During my lecture video I will speaking on some content from the textbook regarding assessing groups.

Agenda

  • Week nine content
  • Group dynamics
  • Assessing group patterned behavior

Learning objectives for the week include

  • Recognize patterned behaviors in group members and evaluate their impact on group cohesion and goal attainment.
  • Compare and contrast constructive and problematic group behaviors and propose strategies to support healthy group dynamics.
  • Reflect on content from the textbook
  • Analyze group dynamics, including norms, roles, and patterns of behavior, through the lens of social work orienting perspectives (e.g., strengths, cultural humility, trauma-informed practice).
  • Evaluate task group functioning by examining decision-making, power dynamics, and group processes to improve effectiveness and cohesion.
Slide 2
The image is a presentation slide titled 'Week Nine Lecture Video.' It contains two sections: 'Agenda' and 'Learning Objectives.' Topics include group dynamics and assessing group behavior. It lists Jacob Campbell, Ph.D., LICSW, Heritage University, with a note for Fall 2025, SOWK 530.

Plan for Lecture Video: W-09

Agenda

  • Week nine content
  • Group dynamics
  • Assessing group patterned behavior

Learning Objectives

  • Recognize patterned behaviors in group members and evaluate their impact on group cohesion and goal attainment.
  • Compare and contrast constructive and problematic group behaviors and propose strategies to support healthy group dynamics.
Slide 3
A presentation slide features the book 'Direct Social Work Practice,' with instructions to read Chapter 11. It lists tasks, such as writing six forum replies, and discusses social work group dynamics. Text includes:- 'WEEK NINE CONTENT'- 'Read Hepworth et al. (2023) Chapter 11 Understanding Social Work Groups'- 'Write 6 Replies Across Any of the Forums'- Topics: Chapter 11 content discussion, social work group work examples, group norms, transition from family to group work, task group participation.- 'Fall 2025 SOWK 530'- 'Jacob Campbell, Ph.D. LICSW at Heritage University'

Week Nine Content

Content

  • Read Hepworth et al. (2023) Chapter 11 Understanding Social Work Groups

W-08 A-02 Asynchronous Engagement

The expectation is that each of your replies will be substantive and provide meaningful perspectives, contributing to the forum’s conversation and scholarship. They can be related to the prompts or building on conversations shared by peers. There are three forums for this week, and you are expected to make at least three replies across any of the forums. These forums include the following:

A-03 Reading Quiz

W-09 Hepworth et al. (2023) Chapter 11 is due by Saturday 10/25, 8:00 AM.

Slide 4
**Object**: A presentation slide.**Action**: Displays diagrams and text about group development stages.**Context**: Includes Tuckman's stages (forming, storming, norming, performing, adjourning) and Hepworth et al. stages (preaffiliation, power and control, intimacy, differentiation, separation). It mentions 'Group Dynamics,' Fall 2025, SOWK 530, and credits Jacob Campbell, Ph.D., LICSW at Heritage University.

Conceptual Frameworks: Group Dynamics

Scholars have used several models to attempt to provide context to the flow of what happens as a general process for group work.

Tuckman (1965) has a foundational viewpoint that heavily influenced the model presented by Hepworth (2022). He describes his proposed developmental sequence as including:

  1. Forming—Group members test behaviors to understand the boundaries of acceptable behavior. They tend to depend on a leader or established norms to provide structure and direction.
  2. Storming – Conflict and polarization arise around interpersonal issues as group members resist group influence and task demands. Emotional responses become prevalent, and there is often a struggle for leadership and influence.
  3. Norming – The group develops cohesion, with roles and norms emerging. There is increased collaboration, and members express more intimate, personal opinions, strengthening group identity.
  4. Performing – The group becomes a functional unit where structure supports task completion. Roles are flexible, and the focus shifts entirely to achieving goals effectively.

This model was later expanded in 1977 (with Jensen) to include a fifth stage:

  1. Adjourning – Groups disband after achieving their goals, experiencing closure and reflection on accomplishments.

Your Hepworth uses these five stages to describe group work:

  1. Preaffiliation: Approach and Avoidance Behavior
    • Group coming together
    • Forming stage
  2. Power and Control: A Time of Transition
    • Shift concerns to matters related to autonomy, power, and control
    • Storming stage
  3. Intimacy: Developing a Familial Frame of Reference
    • Develop close, deeper ties…
    • Norming stage
  4. Differentiation: Developing Group Identity and an Internal Frame of Reference
    • cohesion and harmony
    • Performing stage
  5. Separation: Breaking Away
    • Adjournment phase

I like the simplicity of groups having…

  • Beginning
  • Middle
  • End

Reference

Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399. https://doi.org/10.1037/h0022100

Tuckman, B. W., & Jensen, M. A. C. (1977). Stages of small-group development revisited. Group & Organization Studies, 2(4), 419-427. https://doi.org/10.1177/105960117700200404

Slide 5
Diagram with a yellow square labeled 'Content,' a red arrow labeled 'Process,' and two circular arrows labeled 'Thematic Behaviors.' Title: 'ASSESSING INDIVIDUALS' PATTERNED BEHAVIORS.' Additional text: 'Jacob Campbell, Ph.D. LICSW at Heritage University' and 'Fall 2025 SOWK 530,' '(Hepworth et al., 2023).'

Assessing Individuals’ Patterned Behaviors

When looking at patterns of behavior, two areas that we frequently evaluate are those of content and process.

  • Content refers to verbal statements and related topics that members discuss
  • Process involves how members relate or behave as they interact and discuss content.
  • Seeing these processes happen, we can start seeing Thematic Behaviors.
    • Patterned cognitions and behavior are inextricably related and reciprocally reinforce each other

(Hepworth et al., 2023)

Slide 6
**Object:** Slide**Action:** Comparatively lists behaviors**Context:** The slide, titled 'Group Behavior,' contrasts 'Constructive Group Behavior' and 'Problematic Group Behavior.' Constructive behaviors include open communication and consensus, while problematic behaviors involve superficial discussions and dominance.**Text Transcription:**- **Constructive Group Behavior:** - Members openly communicate personal feelings and anticipate help. - Members listen and give ideas a fair hearing. - Decisions reached through consensus. - Members incorporate views of dissenters.- **Problematic Group Behavior:** - Members keep discussions superficial or avoid sharing feelings. - Members are critical and dismiss others’ contributions. - Dominant members bully in decision-making. - Premature decisions without considering alternatives.**Additional Information:**- Jacob Campbell, Ph.D., LICSW at Heritage University- Fall 2025- SOWK 530- (Hepworth et al., 2023)

Group Behaviors (1 of 2)

The textbook broke down the topics of constructive vs. problematic group behavior. I want to provide some context of what makes for constructive group behavior.

Constructive Group Behavior

  • Members openly communicate personal feelings and attitudes and anticipate that other members will be helpful.
  • Members listen carefully to one another and give all ideas a fair hearing.
  • Decisions are reached through group consensus after considering everyone’s views and feelings.
  • Members try to incorporate the views of dissenters or less powerful members rather than dominate or override these views.

Problematic Group Behavior

  • Members continue to keep discussions on a superficial level or avoid revealing their feelings and opinions.
  • Members are critical and evaluative of each other. They rarely acknowledge or listen to contributions from others.
  • Dominant members dismiss or bully other members in decision-making
  • Members make decisions prematurely without identifying or weighing possible alternatives.

(Hepworth et al., 2023)

Slide 7
**Object**: Chart on group behavior. **Action**: Compares constructive vs. problematic behaviors.**Context**: From a presentation slide by Jacob Campbell, Ph.D., LICSW, at Heritage University, Fall 2025, SOWK 530, citing Hepworth et al., 2023. - **Constructive behaviors** include providing feedback, using 'I' messages, and giving emotional support.- **Problematic behaviors** involve criticism, indirect communication, and lack of awareness of others' needs.

Group Behaviors (2 of 2)

Constructive Group Behavior

  • Members recognize and give feedback regarding others’ strengths and growth.
  • Members use “I” messages to speak for themselves, owning their feelings and positions.
  • The guidelines established in initial sessions become norms.
  • Members share responsibility for the group’s functioning and success.
  • The group works out problems that impair group functioning.
  • Members are attuned to the needs and feelings of others and give emotional support.

Problematic Group Behavior

  • Members are critical of others’ differences.
  • Members do not personalize their messages but use indirect forms of communication to express their feelings and positions.
  • Members act in distracting or disruptive ways.
  • Members avoid discussing the here and now or addressing personal or group problems.
  • Members show little awareness of the needs and feelings of others; emotional investment in others is limited.

(Hepworth et al., 2023)