 Beginning Phase:

 1. Assessment
 2. Planning

Middle Phase
1. Plan Implementation
 Ending Phase

1. Evaluation
2. Termination
 PRE-GROUP FORMATION
1. Conceptualizing the Group
Service
2. Announcing the Group Service
and recruiting members
3. Preparing Logistics
4. Enlisting community support
 Individual Focused Assessment and
Planning
 Involves information gathering and
information-gathering and analysis
towards an understanding and
consequently a definition of the need
or problem of the client
 Pre-group Interviews/Intake – done
prior to group formation.
Individual client’s profile: (should
contain the following
information)
1) Name and other basic identifying
information
2) Need(s)/concerns/problems
relevant to the group program
3) Strengths/resources and
limitations, if any
4) Worker’s observations
/comments
 Case Assessment/Problem Definition

> Referred to as “social study” , “social

diagnosis”, “problem definition”,. And
“assessment” - as a process and a
product of understanding on which
action is based.
 Action-Planning
 Is
based on assessment and is the
outcome of assessment

 Includesthe following steps:

a. Formulating goals
b. Establishing specific helping plans
 Group-Focused Assessment and Planning
 group level assessment and planning may
be said to start even before the group is
convened. ( because as the worker does the
pre-group interviews with each prospective
group member, he is “processing” in his mind
the information he has been getting, thinking
about who will be in which group, what
problem or concern will be likely addressed,
and what activities may have to be undertaken.)
 Group-Focused Assessment and
Planning
1. Group Composition
1.1 selection of members (based
on compatibility or
complementarity and not identity
1.2 size of the group (4 to 15
more or less)
 2. Group Formation
Should discuss the following impt matters:
a. Common group concern/problem
b. Norms and rules
c. Schedule and venue of group sessions
d. Group goals
1. members’ perspectives ( own views,
perceptions, motivations needs, and
purposes of individual members)
2. worker’s perspectives
3. group system perspective: Group Goals
“Group system goals” according to
Schopler and Galinsky
 Program Media
 Refers to the activities , verbal or non-
verbal which the group engages in for the
purpose of achieving its goals
 Uses of program media:

Modify or change attitudes and behavior

Promote individual values such as
emotional and intellectual growth
Influence group climate
Promote group interaction, etc.
 Plan Implementation
 Refersto all activities, worker
intervention and group action which
the group system directs towards the
achievement of goals (Boehm)
 Evaluation
 Can mean any of the following:
1. Regular or periodic – meaning
on-going evaluation of actions
taken during plan
implementation
2. Terminal evaluation – follows
implementation and is done
primarily to assess the outcome
of the helping efforts
 Summative evaluation – evaluation
that is concerned with outcomes or
effectiveness;

 Formativeevaluation - evaluation that

is concerned with looking at the
process of the work.
 Records as evaluation tools:
> The following are records that the group
worker must write and keep:
1. pre-group /intake interviews
2. Individual case assessments
3. Statements to group
concerns/problems, group goals and
plans (for group in-session and extra-
group session)
4. Attendance records
 Records as evaluation tools:
 The following are records that the

group worker must write and keep:

5. Process or summary recordings of
group sessions
6. Records of marginal interviews (i.e.
interviews with members outside
group sessions)
 Records as evaluation tools:
 The following are records that the group
worker must write and keep:
7. Records of collateral interviews / interviews
with “significant others”
8. Evaluation records (i.e, individuals, group)
9. Transfer /closing summaries
TERMINATION
 The final step in the helping process
 Done when the goals for the client have
been substantially achieved;
 there is no reason to expect that any more
significant gains can be achieved by
extending the helping relationship;’
 Or very little progress or movement toward
the achievement of agreed-on goals for the
individual /or the group;
 After having done one’s best and it’s clear
that the worker is not getting there.
Hartford describes the following parts of
termination:
1. Pre-termination- the period of
preparation for the actual ending which
can include the acknowledgment that
the group is about to end.
2. Termination – the last actual session
3. Post-termination – follow up plans
which can be done on either an
individual or on a group basis
Theoretical Models/Approaches
in working with groups
1. The Developmental Approach (Emanuel
Tropp)
2. The Crisis-Centered Approach
3. Remedial Approach (Robert D. Vinter)
4. An Interactionist Approach (William Schwartz)
5. Organization Model
6. Psychosocial Approach
7. Socialization Model
8. Task-Centered Approach
 Traces its roots to Grace Coyle’s
writings which underscores collective
self-help as the theme of group work,
on which is derived the first principle
of the approach: self- direction
toward a common goal is the most
effective vehicle for the social growth
of its members.
 People are not seen as being sick or
healthy, but on a scale ranging from -
 socially functional (adequate), to

dysfunctional (inadequate), to
eufunctional (optimum)… continually
able to move up this scale in a life-
long developmental process of self-
realization.
 Basic characteristics:
 1. It is humanistic. The worker and group share one
over-riding characteristic – common human condition;
the group’s common purpose and integrity as a group
are respected by the worker.
 2. It is phenomenological. Its crucial focus is on what is
happening currently, in the life situation in or outside
the group, or in both.
 3. It is developmental. It sees people as being
continually able to move forward in a life-long process
of self-realization, or fulfillment of potential in social
functioning.


 The worker has three basic areas of operation:
 1. the group goal-achieving process;
 2. interpersonal relations;
 Instrumental behaviors – those consciously directed
toward common goal efforts;
 Expressive behaviors - unintended behaviors which are
emotional in nature that individual members manifest in
the course of performing instrumental behaviors. (likes
and dislikes, approval and disapproval, concern for
others, apathy, fear, etc…
 3. individual self- actualization
 Target to benefit from this model are those
who are headed toward deviant paths unless
given timely attention.
 A distinguishing characteristic of this model

is its interactional view of deviance. (i.e.,

actions between persons constitute a series
of interactions which shape and sustain
behavioral patterns. The judgments and
responses of others must be regarded as
crucial features of all behavioral patterns.)
 The deviant is not the only target for intervention
but also those individuals and groups with whom
this person is in frequent contact.
 The group is both a “means for treatment and a

context for treatment.”

 As a means- it serves as a vehicle through which

peer interactions and influences are used to

affect change;
 As a context, it provides opportunities for direct

worker-client interactions which can contribute

to change.
 Vinter’s Treatment sequence:
1)Intake
2)Diagnosis and Treatment
3)Group Composition and Formation
4)Group Development and Treatment
5)Evaluation and Termination


 A. Direct Means of Influence : there is a face-
to-face contact between the worker and the
group member to effect.
 B. Indirect Means of Influence : interventions

that modify group conditions affecting one

or more group members i.e., they are
employed to influence the group so that
they, in turn influence the members.
◦ 1) group purposes or treatment goals for the group
◦ 2) selection of group members
◦ 3) nature of group activities
◦ 4) size of group
 C. Extra Group Means of Influence: includes
outside activities conducted on behalf of
clients.
 1) social roles and relations of clients prior to

client status.
 2) “Significant Others” – refers to those

persons outside of the treatment group who

have crucial relations with clients
 3) social systems of which clients are

members
 4) Social environment of the treatment group
 Extragroup relations - “refers to the
behavior or attitudes of persons in
the client’s social environment or to
large social systems within which both
clients and others occupy statuses”
 There is a symbiotic relationship
between people and their
environment, and therefore the
function of social work is to “mediate
the process through which the
individual and society reach out to
each other through a mutual need for
self-fulfillment.”
 System
Client
Group,
Individual or
Agency, or
Group
Other

Social
Worker
 The group is seen as mutual aid group that is
focused on a specific problem or problems .
 The group in this approach has four major
features:
 1) The group is a collective in which people
face and interact with each other;
 2) The people need each other for certain
specific purposes;
 3) People come together to work on common
tasks, and
 4) The work is embedded in a relevant agency
function.
 Used with individuals, groups and
communities, that are in a state of
disequilibrium because of a crisis they
have experienced.
 A crisis is an “upset in a steady state”,

an emotional reaction on the part of

the individual, family, or group to a
threatening life event.
 Crisis is a temporary disturbance in one’s
equilibrium resulting in the immobilization
of problem-solving abilities and other
aspects of daily functioning. It is not a
considered a disease or pathology , but a
part of the normal growth process.
 Crisis intervention - is a process for actively

influencing the psychosocial functioning of

individuals, families and groups during a
period of acute disequilibrium.

 Crisis intervention involves crisis-oriented,
time limited: making help available within 24
to 72 hours of the request or “cry for help.”
 No intake procedures, and no waiting lists, not
transfer of workers
 The assessment-Planning-Intervention
sequence is not always followed because of
urgency of the need.
 Participation in the helping process is usually
voluntary.
 Most crisis states are limited to 4 to 6 weeks ,
a maximum of 6 sessions of crisis intervention.
 Two major goals of crisis intervention
are:
1)To cushion the immediate impact of the
disruptive, stressful event(s), and
2)To help those directly affected as well
as significant others in the social
environment mobilize and use their
psychosocial capabilities, interpersonal
skills, and social resources for coping
adaptively with the effects of stress. \
 Golan presents two categories of tasks
involved in Crisis Intervention which
may be carried out concurrently:
 1) Material –arrangement tasks

(provision of concrete assistance and

services)
 2) Psychosocial tasks (concerned with

dealing with client’s feelings, doubts,

ambivalences, anxieties and despair )
 Target population:

 1. Individuals in crisis (e.g. victims or

rape and domestic violence)
 2) Those in collective crisis (e.g.

victims of natural disasters)

 3) Those associated with persons in

crisis (e.g. professionals and

volunteers helping people in crisis)
 The Four Step Approach in Group Crisis
Intervention
 Step 1: The search for the Precipitating Event

and its Meaning to the Client

1. When did the discomfort begin, or when did
the client start feeling worse?
2. What recent change represents a threat to
instinctual needs, or a threatened or actual loss
of a significant role or relationship?
3. What reminders have there been of a previous
situation?
4. Why is the client coming for help now?
 Step II: The Search for Coping Means
Utilized by the Client
 1. What has the client tried to do to cope

with the stress produced by the

precipitating event ?
 What means of coping did the client use in

the past to cope with similar situations?

 Why is there a lack of “fit” between the

particular dilemma (problem-to-be-solved)

and the coping means the client has
employed?
 Step III: The Search for Alternative Ways of
Coping that Might better Fit the Current
Situation
 1. What different approaches to modifying

the problem might be feasible to try out?

 What outside resources might be needed

and tapped for helping to resolve the

problem/dilemma?
 What new plan for action can be tested now?
 Is a form of crisis intervention that has been
found helpful to many Filipinos in collective
crisis caused by natural disasters like
earthquakes and floods.
 It has also been used with human service

providers who are the ‘hidden victims” of the

crisis experienced by their clients.

 CISD IS APPLIED AFTER A ” CRITICAL

INCIDENT” has occurred.
 Is a preventive stress management strategy
designed to assist affected people in handling
normal severe stress. The affected people are
victims , who may be classified as:
 1. Direct victims: those injured or hurt, or who
escaped harm;
 2. Indirect victims: family, friends and others
identifying with the direct victims;
 3. Hidden victims: the crisis workers, helpers or
rescuers who are “silent sufferers” though not
directly affected by the crisis.
 This model emphasizes the
organizational context of practice;
 Social workers are employed for

people:
 1) in social transition (provide service

to people in the midst of transition

from one status to anther;
 2) Emphasis is anomie reduction and

socialization ,
 3) for people in the midst of social

conflict
 Its distinguishing characteristic is its
psychosocial orientation i.e., emphasis is on
the relationships between psychological and
social forces and the interaction between the
person, the small group of which he/she is a
member, and the environment.
 Aimed at prevention and enhancement as well
as restoration or rehabilitation, and is therefore
applicable to persons with actual or potential
problems in psychosocial functioning.
 The major problem focus is inadequate
opportunity for role-learning in the social
network.
 The social worker’s challenge is to provide
opportunities for changed role performance
and interactions in new/unusual situations .
 The GOAL: is social competence through
teaching and learning in social roles (those
which all adults are expected to assume in
their families, work groups, and communities).
 TCA is brief and time-limited for problems
of daily living.
 Its intervention is concentrated on

alleviating specific problems which the

client and the practitioner agree to work
upon.
 “Task” – is what the client is to do to

alleviate the problem, and represents both

an immediate goal the client is to pursue,
and the means of achieving larger goal of
problem alleviation.
  END

 THANK YOU !