Spring 2025 SOWK 587 Week 12 - Group Work in School Social Work

title: Spring 2025 SOWK 587 Week 12 - Group Work in School Social Work date: 2025-04-11 11:54:20 location: Heritage University tags:

  • Heritage University
  • MSW Program
  • SOWK 587 presentation_video: > “” description: >

Developing a strong understanding of appropriate resources in a school setting is vital for school-based social workers. The forums for week 12 are related to discussing some of the district/school-wide resources and the intentionality and critical thinking required for addressing school-related problems. This week’s reading in Jarolmen & Bautista-Thomas (2023) addresses group work in schools. There are forums for students to reflect on this content. This week is also synchronous with class on 04/12/25. During class, we will work further with groups to understand what they look like and examples of group interventions that can be used in a school-based setting.

The agenda for our class session is as follows:

  • Experiences in group work
  • Demo of WhyTry group
  • Solution-focused group work
  • Policy paper

The learning objectives for this week include:

  • Identify examples of group work done in a school setting
  • Reflect on facilitation skills
  • Explore and reflect on the selection, development, and facilitation of group interventions in school settings
  • Be able to engage in solution-focused group work
  • Identify and describe system-wide resources such as RTI, MTSS, and PBIS used to support students in schools
  • Demonstrate critical thinking and problem-solving skills in identifying gaps and needs in school resources.

Plan for Week 12

Session Agenda

  • Experiences in group work
  • Demo of WhyTry group
  • Solution-focused group work
  • Policy paper

Session Learning Objectives

  • Identify examples of group work done in a school setting
  • Reflect on facilitation skills
  • Explore and reflect on the selection, development, and facilitation of group interventions in school settings
  • Be able to engage in solution-focused group work

What Does Group Work Look Like for You

I want to start off our session today looking at your experiences in doing group work at a school setting.

[Small Group Activity] school based group work sharing

  • groups of 4 to 6
  • designate a note taker
  • share about group work at your place in your group
  • summarize your discussion for the class

Group Work Feelings and Opinions Spectrum Activity

[Whole Group Activity] Group Work Feelings and Opinions Spectrum

I’m going to read off some opinions and feelings that you might have about doing group work everybody will need to stand in the back of the classroom and we will go from one side to the other.

  • Had opportunities to participate in groups
  • Had opportunities to facilitate groups
  • Enjoy group work
  • Feel skilled facilitating groups
  • Task versus therapeutic

Demo of WhyTry Program: Set Up (1 of 7)

In our discussion about doing group work in a school setting I wanted to provide a demonstration of a group. The why try curriculum fits well either as a SEL group or in many ways it’s CBT focused. The session we are going to do today is from their content called jumping hurdles.

Discuss what we will be doing

  • Flexible lesson plan
  • My additional content from Bridges Program
  • Group size/space not optimal for this.
  • Playing a song, would

Demo of WhyTry Program: Music (2 of 7)

The Hours - Ali In The Jungle

Demo of WhyTry Program: Full Value Contact (3 of 7)

  • We are a group with group and individual goals
  • We practice safety first, emotional and physical
  • Use kind words and actions, no discounting
  • Give and receive honest feed
  • Hold no grudges, let it go

Reference

Schoel, J., Prouty, D., & Radcliffe, P. (1988). Islands of healing: A guide to adventure based counseling. Project Adventure.

Demo of WhyTry Program: Five Point Scale (4 of 7)

5 = I feel fantastic 4 = I feel well 3 = I am ok, but I feel a little off 2 = I’m not well, I just need time 1 = Angry, leave me alone, check in with me later

Demo of WhyTry Program: Jumping Your Hurdles Visual Allegory (5 of 7)

just a reminder that this is our visual allegory that we’ve been working through as we’re talking about jumping hurdles. We’re not gonna really talk about it today, but it is really all about identifying our problems creating options getting help taking action believing in change and jump, jumping back up when we fail.

Demo of WhyTry Program: Attention Getter (6 of 7)

to get us into the mindset of thinking about how we might sometimes fail and the need to continue on when we do I have a short video that shares some famous failures for you guys:

Famous Failures – Barr Brothers
watch video
Examples of famous figures who had to overcome obstacles to achieve their successes

Debrief

  • did you already know any of these stories?
  • were there any of these famous people that you didn’t know?
  • what do you think made them still successful even after these failures?

Demo of WhyTry Program: Jumping Hurdles Learning Activity: Pyramid of Cups (7 of 7)

Introduction

In life, we encounter problems – or hurdles – on a daily basis. The key to success in solving these problems is to utilize the resources and support around us, and to consistently engage in positive self-talk. This activity helps reinforce this principle.

Details

  • Activity Type: Teamwork/group
  • Grades: 4–12
  • Group Size: 4–6 per team
  • Time: 15–20 minutes
  • Space: Moderate space
  • Materials:
    • 10 plastic or foam cups per team
    • One piece of 3–4 foot-long string per team member
    • 1 rubber band per team

Activity Instructions

  1. Give each team their mate
  2. rials, placing some cups upside down, on their side, and right side up. Use the same combination for each team.
  3. The only thing that can touch the cups is the rubber band—cups cannot be handled directly with hands.
  4. Strings cannot be tied around the cups, only attached to the rubber band.
  5. Each participant must hold the free end of one string.
  6. When five cups are stacked, the group must finish the activity in silence.
  7. If talking occurs, add 30 seconds for each incident.

The first team to stack all its cups into a pyramid wins.

Processing the Experience

  • What strategies did you use to pick up the cup?
  • What worked and what didn’t? Why?
  • What was your most difficult setback? How did you deal with it?
  • What motivated you to finish this activity?
  • How did teamwork come into play?
  • Could you have done this activity alone? Why or why not?
  • How can teamwork help us in jumping our hurdles – or solving problems – in life?
  • What kind of hurdles or problems do we face on a daily basis?
  • What are some of the resources we can utilize to overcome them?

[Whole Group Activity] Debrief how the group went

Solution Focused Group Work - Expectations and Steps

Positive Behaviors for the Facilitator/Conductor in Solution-Focused Group Work

  • Use Positive and Imaginative Language
    • Keep the group language creative, positive, and strength-based.
    • Reframe negative statements gently, ask clarifying questions that steer discussion toward solutions, and avoid pathologizing language.
  • Focus Explanations on Action, Not Accuracy
    • Allow explanations if they help the client move forward, but don’t dwell on whether explanations are “correct.”
    • Link any explanation directly to potential action steps (e.g., “Suppose that’s the cause — what would you do next?”).
  • Challenge Problem Linkages
    • Treat each problem independently instead of assuming cause-and-effect relationships.
    • Encourage exploring what happens when presumed links between problems are reversed — but always respect the client’s perspective.
  • Reframe Problems as Opportunities or Resources
    • Help clients view hardships as strengths, lessons, or survivable events.
    • Ask reframing questions like, “How has this challenge made you stronger?” or “What did you learn from this experience?”.

Six Steps of the Solution-Focused Group Process

  1. Introduction – Outline of the Problem: The client outlines their problem, sharing as much or as little as they choose.
  2. Clarification – Participants Get Things Clear: Group members ask clarifying questions to fully understand the problem, focusing on gaining clarity without digging into pathology.
  3. Acknowledgement – Acceptance, Pacing, and Positive Feedback: Group members empathize with the client’s experience, acknowledge their efforts, and highlight strengths and resources, creating a foundation for building solutions.
  4. The Miracle Scenario – Positive Visions of the Future: The client and group envision a future where the problem is resolved, fostering hope and helping the client articulate desired changes.
  5. Building on Progress and Sharing Credit: Progress, even small, is identified and celebrated; clients recognize what has helped and share credit with those who contributed to their success.
  6. Closure – Next Steps for the Client: The session ends by asking the client what was most helpful and encouraging them to identify small, specific next steps to continue their progress.

[Small Group Activity] Implement Group Practice

one of the things that is interesting about Banks is discussion of solution. Focus group work is that he talks about it being used in make settings with clients clinicians or just clinicians. I want you guys to come and practice facilitating a group like this. The problem being addressed doesn’t need to be overly personal but something that could use some problem-solving pick a facilitator and work in groups of 6 to 8.

Reference

Banks, R. (2005). Solution-focused group therapy. Journal of Family Psychotherapy, 16(1-2), 16-21. https://doi.org/10.1300/j085v16n01_05

Assignment 05: Social Policy Macro Issue

Meta: Points 80 pts (16% of final grade); Deadline Monday 04/21/25 at 08:00 AM; Completion via an upload to MyHeritage Assignments; Locations Assignment Submission and Assignment Description and Rubric;

Purpose: Students will apply their understanding of social welfare policy to a school-related problem researched for their fact sheet. They will create a policy brief aimed at governmental decision-makers that presents the issue, analyzes its relationship to school culture, and recommends evidence-informed, anti-racist, and anti-oppressive policy solutions grounded in cultural humility.

Task: The Social Policy Macro Issue Assignment extends the school-related problem fact sheet. Students will work individually to develop a policy brief related to the topic you researched for the fact sheet. The problem description will include an analysis of school culture. Your audience for the social policy macro issue will be governmental decision-makers. The evaluation of this paper includes an evaluation of practice behaviors related to Competency 5 of the CSWE EPAS. Students will examine social welfare policies at the appropriate levels and provide recommendations for policy changes, and content related to anti-racist and anti-oppressive practices. The paper will include a description of the intersectionality related to the chosen problem area and the population, as well as targeted interventions at least two levels. Discussion of how change will be implemented and the collaboration needed is to be included. The application and impact of cultural humility will be discussed.

The policy brief should include at least the following:

  • Title Page: Include a title page following APA 7 formatting.
  • Problem Description: Clearly describe your school-related problem and explain its impact on students and school systems. Support your analysis with credible sources. Explore how intersectionality affects students and/or staff, and examine how school culture influences or sustains the problem.
  • Policy Analysis: Examine the current policies related to your school-related problem at local, state, tribal, and/or federal levels. Summarize at least one of these policies and assess the impact on school systems and students. Include an analysis of how these policies address or fall short of meeting the needs of diverse client populations. Make connections to a theory applicable to social policy.
  • Recommendations for Policy Change: Identify how change can be implemented across at least two system levels (micro, mezzo, macro). Describe the types of collaboration needed, such as partnerships with policymakers, schools, or community organizations.
  • Change Strategy and Collaboration: Propose specific, actionable policy changes grounded in your analysis. Ensure your recommendations are rooted in anti-racist and anti-oppressive frameworks. Explain how cultural humility informs your understanding of the issue and shapes your policy recommendations.
  • Reference List: All sources should be cited appropriately in APA style throughout. A reference list using APA formatting should be included.

Success: The Social Policy Macro Issue Rubric assesses students for this assignment. Following the assignment guidelines, students will submit a well-written policy brief. The brief will define a school-related problem, analyze the role of school culture, and critically examine relevant social policies. Students will apply social policy theory in relation to diverse client populations, propose evidence-based policy recommendations rooted in anti-oppressive frameworks, and identify realistic change strategies involving key collaborators. The document should be organized clearly, use a professional tone, and follow APA formatting guidelines.

Social Policy Theories

you need a theory or framework that could be connected to policy.

The following are some examples:

  • Critical Race Theory (CRT)
  • Critical Theory
  • Feminist Theory
  • Systems Theory
  • Social constructionism

In your paper, you will want to connect your analysis of the policy (e.g., law) to a theory that can be applied to a social policy. Consider finding a source about a theory, explaining some of the aspects of the theory, and talking about how they relate to the policy you are discussing. The following are some examples of theories you might explore

Social Policy Macro Issue Rubric

The Social Policy Macro Issue Rubric is used for the assignment of the same name. It evaluates students by requiring a policy brief defining a school-related problem and analyzing its relationship to school culture. It evaluates students’ adherence to Heritage University’s specialized practice behaviors for competency five. Students must examine relevant social welfare policies at the local, state, tribal, and/or federal levels, apply social policy theory in the context of diverse client populations, and provide evidence-based recommendations for policy change grounded in anti-oppressive frameworks. The final product should be professional and action-oriented, offering realistic implementation strategies across multiple system levels and identifying key collaborators. Students must demonstrate scholarly integration through appropriate evidence, maintain a clear and logical organization, adhere to APA formatting standards, and follow all assignment requirements.

Competency 5: Engage in Policy Practice
a. Examine social welfare policies at local, state, tribal, and federal levels to summarize best practice recommendations.
b. Assess social policy theory in the context of practice with diverse client populations and prepare recommendations for policy change.

Description Initial Emerging Developed Highly Developed
Policy Examination and Best Practice Recommendations There is no discussion of specific policies or recommendations for policy change. A policy is summarized, and recommendations are included, but they do not provide meaningful connections to diverse populations, best practices, and anti-oppressive considerations. A policy is summarized, and recommendations are included, but it only includes connections to diverse populations, best practices, or anti-oppressive considerations, not all three. Provides a clear and accurate review of a relevant social policy demonstrating a strong understanding of its impact on diverse populations; offers specific, evidence-based, and actionable policy recommendations rooted in best practices and anti-oppressive considerations.
Policy Theory Assessment There is no social policy theory discussed. Mentions a social policy theory but provides minimal explanation or unclear connection to the issue or diverse client populations. Applies a relevant social policy theory to analyze the issue, showing some understanding of its relevance to diverse client populations, though analysis may lack depth or full integration. Thoughtfully applies relevant social policy theory to analyze the issue, demonstrating deep understanding of how the theory relates to the experiences and needs of diverse client populations.

General Assignment Expectations

Description Initial Emerging Developed Highly Developed
Problem Description and School Culture Analysis The problem is unclear or minimally described; little or no discussion of school culture’s role. The problem is described but lacks clarity, detail, or connection to school culture; analysis of school culture is superficial. The problem is clearly described with some supporting details; school culture is discussed with basic analysis of its influence on the problem. The problem is clearly and comprehensively described, supported with evidence; provides a meaningful and insightful analysis of how school culture influences or sustains the issue.
Intersectionality and Population Focus Intersectionality is not addressed or is mentioned without connection to the problem or population. Intersectionality is mentioned but the connection to the problem or affected population is vague, unclear, or superficial. Intersectionality concepts are applied with some clarity, showing how multiple identities relate to the problem and population, though analysis may be somewhat general. Strongly integrates intersectionality concepts to offer a nuanced analysis of how overlapping identities influence experiences related to the problem and population; analysis demonstrates depth and insight.
Change Strategy and Collaboration No plan for implementation is provided, or the plan is unrealistic; key partners are not identified or discussed. A basic plan for change is presented, but it lacks detail, feasibility, or clear identification of key partners. A realistic plan for change is described with some details; key partners are identified, though the explanation of their roles may be general or limited. Presents a clear, realistic, and well-supported plan for implementing policy change across multiple levels; thoughtfully identifies and explains the roles of key partners needed for successful collaboration.
Organization, Clarity, and APA Formatting The brief lacks clear organization; tone is informal or inappropriate for a policy audience; citations and references are missing. Some organization is evident but ideas may be disjointed; tone is uneven or somewhat unprofessional; several APA citation errors are present. The brief is generally well-organized with a mostly professional tone; minor APA formatting errors are present but do not detract significantly from clarity. The brief is clearly and logically organized with a consistently professional, action-oriented tone; APA citations and references are accurate and properly formatted throughout.
Following assignment requirements Does not follow the assignment description. Somewhat follows the assignment description, but significant errors exist. Follows the assignment description and requirements but has minor errors. Closely follows the assignment description and requirements.