Spring 2023 SOWK 487 - Week 07/08 - Theoretical Framework in Group Facilitation
A presentation at Heritage University at CBC Week 08 in in Pasco, WA 99301, USA by Jacob Campbell
ARE YOU PONDERING WHAT I’M PONDERING? Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023 THEORETICAL FRAMEWORKS IN GROUP FACILITATION
Pinky and The Brain Theme Song
Po w er & Em po w er m en t WHAT WOULD YOU DO $1 MILLION (Berks County Transition, 2012) Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023
BREAK OUT GROUPS WORK WITH GROUPS CASE EXAMPLES Group 1 Group 2 Group 3 Pawlukewicz and Ondrus (2013) have a journal article, Ethical dilemmas: The use of applied scenarios in the helping professions. Appendix A (at the end) has a set of numbered scenarios. Talk about the following: 3, 7, 9, 11, 17, 22, and 25. Garland (2010) in her book, The Groups Book Psychoanalytic Group Therapy: Principles and Practice, has a number of vignettes. I’ve provided Vignette D: Verbal abuse. Read through the example and the discussion. What are thoughts that it brings up and considerations we should have? Goodrich and Luke (2015) in their book, Group Counseling with LGBTQI Persons provide a number of great case examples and discussions. An example about starting an empowerment group. Read through the example and the discussion. What are thoughts that it brings up and considerations we should have? Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023
EMPOWERMENT WHAT IS IT? WHY IT’S IMPORTANT? HOW WE DO IT? I AM NO BIRD; AND NO NET ENSNARES ME: I AM A FREE HUMAN BEING WITH AN INDEPENDENT WILL — Charlotte Brontë, Jane Eyre
(ROBBINS, CHATTERJEE, & CANDA, 2006) PRINCIPALS OF EMPOWERMENT THEORY 1. All oppression should be fought 2. A systematic understanding of oppression must be maintained 3. People are capable of empowering themselves 4. People need to connect with others to work on empowerment 5. Clinician and the client share power Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023
(ROBBINS, CHATTERJEE, & CANDA, 2006) PRINCIPALS OF EMPOWERMENT THEORY 6. Client centered with the client being encouraged to tell own story & develop own goals 7. Client as “victor not victim” 8. Social change is goal, not symptom reduction. 9. Clinicians must examine how their practice may disempower clients 10.Clinician may need to be socially and politically active to address mezzo and macro needs [local, national, global issues] Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023
STEPS IN EMPOWERMENT IN MICRO PRACTICE STEP 1: SELF-EFFICACY The rst step in empowerment theory is the empowering of the client. This means helping them to gain self-ef cacy. This can be done by the following: ‣ Skill building ‣ Gaining self-awareness ‣ Learning to navigate systems SOWK 487 Spring 2023 fi fi Jacob Campbell, LICSW Heritage University
STEPS IN EMPOWERMENT IN MICRO PRACTICE STEP 2: CRITICAL CONSCIOUSNESS The second step in empowerment theory is connecting the client to the “bigger picture.” This means helping them to gain a critical consciousness about oppression and obstacles. Some examples of this are as follows: ‣ Identifying barriers ‣ De ning power ‣ Connecting the client to a group ‣ Letting them know they aren’t alone fi Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023
STEPS IN EMPOWERMENT IN MICRO PRACTICE STEP 3: SOCIAL CHANGE The third step in empowerment theory is creating larger social change. The following are some possible ideas: ‣ Creating policy and or legal changes ‣ Having the client act as a mentor ‣ Connecting to another activity that allows them to make social change Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023
STAGES IN EMPOWERMENT IN MEZZO PRACTICE (Breton, 2017) INTERVENTION/COLLABORATIVE ACTION PLANNING CONSCIOUSNESS RAISING / CONSCIENTIZATION SOCIAL / COLLECTIVE ACTION EMBEDDEDNESS IN THE COMMUNITY Jacob Campbell, LICSW Heritage University (Garvin et al., 2017) SOWK 487 Spring 2023
STAGES IN EMPOWERMENT IN MEZZO PRACTICE (Breton, 2017) INTERVENTION/COLLABORATIVE ACTION PLANNING CONSCIOUSNESS RAISING / CONSCIENTIZATION ‣ Inclusive to all participants ‣ Clear understand purpose of the group ‣ Dual focus of group SOCIAL / COLLECTIVE ACTION ‣ Involves risk ‣ Takes time EMBEDDEDNESS IN THE COMMUNITY Jacob Campbell, LICSW Heritage University (Garvin et al., 2017) SOWK 487 Spring 2023
STAGES IN EMPOWERMENT IN MEZZO PRACTICE (Breton, 2017) INTERVENTION/COLLABORATIVE ACTION PLANNING CONSCIOUSNESS RAISING / CONSCIENTIZATION SOCIAL / COLLECTIVE ACTION This is when the start of the collaborate action… ‣ Mutual aid model ‣ Developing actions to address needs expressed EMBEDDEDNESS IN THE COMMUNITY Jacob Campbell, LICSW Heritage University (Garvin et al., 2017) SOWK 487 Spring 2023
STAGES IN EMPOWERMENT IN MEZZO PRACTICE (Breton, 2017) INTERVENTION/COLLABORATIVE ACTION PLANNING CONSCIOUSNESS RAISING / CONSCIENTIZATION SOCIAL / COLLECTIVE ACTION Implement the actions to address expressed needs EMBEDDEDNESS IN THE COMMUNITY Jacob Campbell, LICSW Heritage University (Garvin et al., 2017) SOWK 487 Spring 2023
STAGES IN EMPOWERMENT IN MEZZO PRACTICE (Breton, 2017) INTERVENTION/COLLABORATIVE ACTION PLANNING CONSCIOUSNESS RAISING / CONSCIENTIZATION SOCIAL / COLLECTIVE ACTION EMBEDDEDNESS IN THE COMMUNITY fi Jacob Campbell, LICSW Heritage University ‣ Poststage portion of the group ‣ What does it look like when you are nished or end ‣ How do we consolidate changes made (Garvin et al., 2017) SOWK 487 Spring 2023
PRACTICAL EXAMPLE OF A COLLABORATIVE ACTION GROUP DR. ANDREA MONTGOMERY DI MARCO, PH.D. ▸ How a Group of Refugee-immigrant Women Living in the Diaspora in Metro-Vancouver De ne Flourishing and Experience Participatory-Hospitality: A Feminist Participatory Action Research fi Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023 Photo from Jimmy Jeong/The Globe and Mail
HEPWORTH ET AL. (2022) PRACTICE PLANNING GROUPS SELECT A POPULATION ▸ People charged with domestic violence The name you will give the group MAKE A PLAN ▸ Middle school students with diabetes The type of group A one-sentence statement of purpose ▸ Teenage fathers The size of the group ▸ Families of people with schizophrenia The length, structure, and format ▸ Elementary school children who have been exposed to family or community violence The location where you will meet ▸ Parents and community members who wish to change a school policy on suspensions Important factors in group composition ▸ People newly admitted to an assisted living facility ▸ Seventh and eighth graders who have no friends How you will recruit and screen members ▸ Teens who want to start a Gay-Straight Alliance in their high school ▸ Premarital couples ▸ Widowers ▸ People concerned about bullying in a school Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023
Empowerment for Students Thinking about using empowerment in relationship to students at Heritage and Potential needs. Start the planning of what a social action group might look like.
ETHICAL DILEMMAS AND GROUPS TASKS IN THE EVENT OF AN ETHICAL DILEMMAS ▸ Identify ethical issues ▸ Determining appropriate help ▸ Thinking critically ▸ Managing con ict ▸ Planning and implementing decisions ▸ Evaluating and follow-up fl Jacob Campbell, LICSW Heritage University (Garvin et al., 2017) SOWK 487 Spring 2023
SOCIAL JUSTICE GROUP WORK UNDERLYING VALUES ORIENTATIONS FOR SOCIAL JUSTICE GROUP WORK Solidarity Tolerance Shared leadership Inclusion Empowerment Cultural Humility Jacob Campbell, LICSW Heritage University Trust (Garvin et al., 2017) SOWK 487 Spring 2023
TEXT CONCEPTUAL FRAMEWORK: GROUP DYNAMICS STAGE I: RELIANCE ON LEADER PREAFFILIATION STAGE II: CONFLICT POWER AND CONTROL STAGE III: WORKING PHASE STAGE IV: SEPARATION Jacob Campbell, LICSW Heritage University INTIMACY BEGINNING MIDDLE DIFFERENTIATION END SEPARATION SOWK 487 Spring 2023
CONFLICT RESOLUTION FOR TASK AND TREATMENT GROUPS Recognition Resolve Assess Choose Jacob Campbell, LICSW Heritage University SOWK 487 Spring 2023
MODELING Jacob Campbell, LICSW Heritage University EVOKING BEHAVIOR CHANGE COACHING SOWK 487 Spring 2023
CONFRONTATION Appropriate Confrontation Jacob Campbell, LICSW Heritage University • The worker engaging in nonblaming type of confrontation • Pointing out the discrepancy • How it affects the worker, for example, by using “I” statements SOWK 487 Spring 2023
We will continue our work on understanding group work.
We will also do our presentations this week, because I was out last week.
