Personal Reflection On Group Processes: SWTP626 Social Work With Groups S00140922

SWTP626
SOCIAL WORK WITH GROUPS
S00140922
PERSONAL REFLECTION ON GROUP PROCESSES
As the end of my first semester of graduate studies concludes, I enjoy this opportunity to
reflect on my learning in this unit. The knowledge of the significance of social work practice
with groups, acquired over the course of this learning is pleasing and presents an insightful
perspective to the aspect of the profession I consider valuable. Looking back on the group
processes, it is rewarding for me to have spent time in group situations with other course
mates where the basic purpose as a social work student, was not to inspect my ability to work
with groups but rather to use my observations of the group to learn about the processes which
are general to all groups (Douglas, 2000). And ultimately to become a competent social work
practitioner in my future work with groups.
The Chill Out Zone 17th March, 2015

This group was set up for a stipulated period of twelve week activity-based work to create a
relaxed and supportive environment for students of Australian Catholic University who may
be experiencing some forms of stress in their academic life. The dimensions I would be
reflecting on in my participation in this group is the groups development, Communication
and interaction patterns as well as conflict and differences within the group. The group was
entering its storming stage when I joined. Members had been together for a couple of weeks
and so had progressed from the forming stage. For me personally, it was a step back into the
forming stage as I experienced the initial uncertainty about the groups purpose, structure,
leadership, and roles of the members. I had used a great deal of self awareness such as
asking myself what is my involvement in this group, where do I fit in at this stage and how do
I work with the others in the group? I think being self-aware as well as awareness of other
individuals in a group is a first step in the right direction to working with groups. In my case,
the point I was joining the group was crucial to me one, the group had been formed and so
certain group rules must have been established which I need to learn. Two, I was conscious of
the fact that the group consist mostly of course mates from other cultural background and so
naturally I was been cautious in my participation in the group conversations while I tried to
work out the groups norms. Being cognizant of all these aided my settling into the group. In
the sense that I was able to channel into practice some of my own personal values such a
listening, observing and respecting others during conversations.
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Speaking of the storming stage, one of the issues that came up was discussion around the
activities that would draw students to the group. Members had suggested different activities
and mindful exercises that relieve stress. I recalled how refreshing it was to realize that group
work provides opportunities to learn variety of techniques. Some ideas not readily available
in an individuals mind are there in a group to provide a range of learning experiences
suitable for the purpose of the group (Lindsay & Orton, 2011).
I noticed the interaction pattern of the group as certain members seemed to dominate most of
the conversations while others merely chipped in a few points and a couple others including
myself only listened for the greater amount of the session. I also observed that a members
suggestions, while is readily backed by some members may meet stiff resistance by others in
the group. For instance, Clara (*not the real name*) had suggested the idea of inviting
motivational speakers to go on the list, an idea which didnt gain popularity with Betty (*not
the real name*) as she voiced her disagreement. Betty had specifically stated not for meI
wont buy that. Betty then went on to comment motivational words doesnt work for me. I
feel they are too patronizing and so dont believe in them. Clara and Betty had then gone on
a longer discussion around this topic each trying to persuade the other and also defend their
point of views while others listened and dropped occasional comments. This digressed the
purpose of the session for a bit and I consider it to be typical of a storming stage in group
development. In my understanding, intra group conflicts such as verbal and non-verbal
disagreements, stronger personalities within the group and conflict of ideas are some of the
ways through which members of a group tend to assert their individual personalities. In this
sense, group dynamics reflect individual values and beliefs and invariably influence groups
participation or group decision-making. Thus, the progress of the group into a further stage
would depend on how conflicts and conflict-oriented issues within the group are managed.
This is paramount in understanding group facilitation as the facilitator expects conflict and
helps the group to use it constructively. (The Social Welfare, n. d.).
It was interesting to be able to observe this behavioural pattern of the group and I think in
part, helped me to understand that to be an effective facilitator may require if at all possible,
to have some experience of being a member of a group (Douglas , 2000, p. 139).
SWTP626
S00140922
FRIENDS CORNER 28TH April, 2015

My learning in this group experiential exercise was different from the first one because I was
in the facilitators role and it was essentially social work practice with an individual but in the
context of group. The group itself is was a support group set up to facilitate social interaction
among the isolated and lonely young people living in the community. The group was in its
third session and my client, an Indian young lady was attending for the first time. As a
general rule and for me personally, first impressions count and so I was mindful of being in
the moment with the client through active listening. As noted by Lindsay & Orton (2011),
real listening is based on the intention to do one of four things: to understand someone, to
learn something, to enjoy someone or to give help or solace (p. 47).
The risk in this however is the tendency to get caught up with the individual within the group
and subconsciously neglect the entire group and this is what I find intriguing about this
approach of group work practice. I believe what is important is that facilitators are self-aware
in terms of their theoretical orientation and that they consider the group as a group, and not as
a collection of individuals (Hogan, 2003). In other words while acknowledging a group as
collection of individuals, it is essential to engage the individuals as a group through rapport
building and connectedness. I found the use of ice breakers or other resources like feeling
cards and strength cards as useful activities to enhance interaction and trust between the
members of the group and between members of the group and the facilitator.
One of the strengths I thought I brought into the facilitation of this group was the ability to
know when to intervene or less in order to allow members to discover and understand
themselves. It assisted members to share ideas, ask questions and offer the new client useful
tips. While I did a bit of direction around summarising discussions among the group and
asking members for comments, I equally felt the need to cut back and allow the group run
itself. The rationale for my thought is embedded in the definition of group work itself, as
described Preston-Shoot (2007), it encourages formation of relationships and enhances better
sense of belonging and mutual identity. Although not everyone in the group felt they had to
say something which was something I thought about: what could make a member not
participate in a group? Are they shy or uncomfortable? Or are they being silent and reflective
rather than talking to gain limelight? What is happening in the group at the moment? All
these I think, are necessary for me to understand for effective facilitation. In line with this
however, was the consideration of the group rules as it might amount to a serious injustice on
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a clients right to self-expression if pressured to conform to group participation beyond their

coping capabilities.
Knowledge of and respect for cultural differences is standard and I had to learn that in my
facilitation. Being of a minority culture myself where English is not my first language, it was
essential for me to speak clearly during the session, to listen to my heart for feelings and seek
clarifications on what I heard from the groups discussion. Doing this ensured there was no
barrier in communication and understanding. Facilitators need skills and knowledge to
accommodate the differing needs of people from cultures other than their own (Hogan, 2003).
Overall, I have learnt that the very survival of a group is dependent, to some extent, on the
development and acceptance of a set of norms that govern the behaviour of the members
(Northen, 1999, p. 8). Being able to reflect on these group processes has widened my horizon
in understanding social work values in relation to group work, which is, recognising and
respecting group identity and interdependence (AASW, 2010), thus, the ability to develop
self-awareness, knowledge of group development, communication processes, assisting group
to adhere to group rules, encouraging members to develop trust and adjusting my own
behaviour to enable an understanding of the behaviour of the group are all key to
understanding facilitation. My facilitation style is me in action and how I behave will
influence every aspect of my group work practice. (Lindsay & Orton, 2011).
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REFERENCES
Australian Association of Social Workers (2010). Code of Ethics.
Benjamin, J., Bessant, J. & Watts, R. (1997). Making Groups Work: Rethinking Practice;
Crow Nest NSW. Allen & Unwin.
Douglas, T. (2000), Basic Groupwork (2nd Ed), Routledge, UK
Fook, J. (2007). Practising Critical Reflection: A Resource Handbook. New York. Open
University Press.
Hogan, C. (2003). Practical Facilitation: A Tool of Techniques. London, UK: Kogan Page.
Lindsay, T. & Orton, S. (2011), Groupwork Practice in Social Work (2nd Ed), Learning
Matters, UK.
Martin Davies (2000) The Blackwell Encyclopaedia of Social Work. Blackwell Publishing
Oxford.
Northen, H. (1999) Ethical Dilemmas in Social Work with Groups, Social Work with Groups,
21:1-2, 5-17, DOI: 10.1300/J009v21n01_02
Wilson, G. (1956). Social group work theory and practice. Presentation at the 83rd Annual
Forum of the National Conference of Social Work, St. Louis, Missouri. Retrieved (04/06/15)
from: http://www.socialwelfarehistory.com/?p=8359.

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SWTP626

SOCIAL WORK WITH GROUPS