SOCS2060: Exam Study Guide

1 SOCS2060 Group Work: Assessment, Intervention, and Evaluation Exam Study Guide Week 1  Introduction to the course Week 2  Identified and began to explore program development steps The 11 program guidelines are: 1. Needs Assessment 2. Agency Commitment 3. Leadership 4. Recruitment 5. Member Assessment 6. Goals • Content and process goals 7. Program Design 8. Evaluation 9. Implementation of Intervention 10. Closing and Closure 11. Reporting Sample question: Your field supervisor has asked you to develop and offer a new group program to the community. Which two program development guidelines will you address first? 1) 2) Be able to describe WHY you would address each of these two issues before engaging in other areas of program planning. Week 3  Visit from Liaison Librarian Week 4  Recruiting and Assessment Recruitment tools and methods may include: • Public speaking, social events • Referrals from agency staff or other agencies • Posters, flyers, and/or newspaper ads • Interagency newsletters • Public service announcement on radio and TV 2 • • • Referrals from previous group members Social media Websites Recruitment of people for your group can be one of the most challenging steps and demands demands creativity, ingenuity, and personal resources. Finding the “right” tool and method to recruit your population (children, youth, adults, seniors) is essential. Review the various groups discussed in week 4’s activity. Be able to name and describe specific and appropriate recruitment strategies for various populations andWHY you chose it. For example, groups discussed and shared strategies for the following… • Children with poor social skills, aged 8 – 10 • Adolescent girls with self-esteem issues, aged 14 – 16 • Young adults needing life skills, aged 18 – 22 • Adult males needing pre-employment skills, aged 40 – 50 • Seniors living in isolation, aged 70 – 85 There are 4 basic goals of assessing potential group members to see if they are appropriate for our group: 1. To document basic and relevant information. 2. To identify the members’ goals and how they fit with the purpose of the group. 3. To determine if the group member is “group ready”. 4. To begin to develop a relationship with the group member. Week 5  Block Placement Week Week 6  Goal Setting  There are three types of Goals in a Group - Group Content Goals, Individual Goals, and Group Process goals. Be sure you can name and understand the difference between each of these different types of goals.  As well, be sure you can provide examples of SMART goals to exemplify your knowledge and clearly differentiate between the three. Group Content goals Are the same for the entire group Serve as the basis for building the group program and are directly related to the content and purpose of the group. May also be referred to as common goals, program goals, outcome goals Individual goals Are specific to individual members – Hopes for self, “why am I here in this group” Relate directly to the group goals 3 Group Process goals Relate to in-group behaviour only Address the environment we wish to create in group Why is setting goals so important? Be able to describe the importance of goal setting and several reasons WHY we set goals for groups? Why do we focus on them so much and push making them when planning a group? • • • • • Goals always drive our activities and interventions Start at the end…what will your participant have achieved? Ease the minds of participants – “why am I here”? Ambiguous and subjective goals If goals are clear and understood, members are “more likely to actively work towards achieving them” (Poynter, 2010, p. 57). WHY Group and Individual goals? • To provide direction and focus • To the group give members hope, something to work toward • To determine whether our interventions have been effective WHY Group process goals? • To increase interaction among members • To encourage disclosure • To maximize the benefits of a group environment for treatment purposes • e.g., lessen isolation, mutual support, feedback from peers, learning from other’s experience, peer modeling, new behaviour practice opportunities Review the Considerations/Worker Traps in Goal Setting. Be able to name and describe several of these and how you might manage them: 1) Goals focused on others – e.g. “To ensure my child cleans his room weekly” • Goals must relate only to member’s behaviour, knowledge, attitude, etc., not a third party • Alternative to above goal might be “To develop incentives/ reinforcements which will encourage my child to clean his room weekly” 2) Goals focused on worker actions – e.g. “To teach stages of child development” is a worker intervention (teaching = educational intervention) • Relies onthe worker doing something • “To learn stages of child development” is an appropriate client goal. Worker Bias • Avoid referencing/suggesting goals based on worker values, such as “To further my education by returning to school” • Mom may want to stay home with kids • Avoid influencing clients 3) Low functioning clients • Ensure goals are simple, achievable • Unachievable = discouraging 4 • “Chunk down” goals • May need to involve parents, other workers Risks to clients • Explore consequences of achieving goals with clients • For example, risks of changing status quo of relationships (assertiveness with partner, employer) or a change in the valued responses received from others (sympathy, rescuing) • Visualize life now that goal has been achieved • Barriers? Plan for these 4) Time Frame • In order for clients to experience success, goals should be achievable within the group timeframe • New knowledge/information may be learned quickly but dysfunctional behaviours and negative attitudes develop over years and may not change within 8 weeks Week 7  Interventions  What are they and considerations when deciding on group interventions  Week 7 focused on Educational and Affective interventions What are Interventions in relation to group work? Be able to define and describe what an intervention is and why they are important in group facilitation. • To Intervene = To bring about change • Interventions help group members change the way they function • Physically, mentally, emotionally, behaviourally, interpersonally, etc. • Implementing interventions helps people achieve goals • They can be structured or Informal • Anything you, as the group facilitator do, to bring about change, is an intervention Be able to identify and describe things to consider when deciding on and choosing an intervention for your group • When developing Interventions ensure they are appropriate for age and developmental level of group members • The environment must be conducive for participatory safety and risk participation in activities and exercises • Model participation in interventions to foster a positive environment for risk taking • Least Most intrusive intervention • Do not force, gently guide and inquire  May not be group ready • Consider cognitive level, literacy, physical limitations, cultural sensitivities etc. What are the four types of Interventions discussed in class?  They were: Educational, Affective, Cognitive and Behavioural 5  Have a good understandingeach of style of intervention,why andwhen they might be used andbe able to provide real life examples for each of the four different types of interventions o Real life, application-based questions Educational Interventions • Used to teach, inform, and educate by: • Sharing information • Imparting knowledge • Correcting misinformation • Education is a part of all groups • Generally, groups begin with definitions, explanations of terms etc. • Can range from broad skills to specific information • Consider cognitive levels and learning styles of the group members to increase efficacy of interventions • Also helps to determine presentation of material • If learning challenge is disclosed, ask “How can I best support your learning?” Educational Intervention Examples: • Role Plays – Teach skills • Games – Impart knowledge • Myth versus Facts – Questionnaires, generate discussions • Guest Speakers – A new face to present information • Field Trips – A greater impression Affective Interventions • Focus on feelings • I.e., Increase self esteem, self confidence, support for family violence, addictions, grief • Specific group goals may be directed towards: • Identifying feelings • Expressing feelings • Accepting, changing, controlling feelings • A response or action, by the facilitator, directly related to the members’ feelings • Basic skills used by the facilitator include: • Active listening to all nuances of verbal and non-verbal cues • Reflecting content and emotion, Clarifying, Empathizing, Validating, Supporting upset members, validating, engaging members in self-exploration, confronting etc. • “That must have been a frightening situation for you” • “You have a right to be angry” 6 • “You say you are not worried, and yet I see you wringing your hands” Not every facilitator is comfortable and/or confident with the Affective intervention category • This discomfort can lead to defenses and challenges in group facilitation and the group process • Shifting focus or topics • Emotionally withdrawing • Directing, giving advice • Interpreting feelings • Inappropriate use of self-disclosure • Rescuing • As well, this intervention is not always appropriate for every group Affective Intervention Examples: • Identifying Emotions • Faces Chart • Graffiti Wall • Discussion Round • Example: I feel ________ when I am late. Everyone share and then discuss effectiveness/appropriateness of the answers • Journaling • Differentiating • Wheel Chart • Percentages (add to 100%) • Multiple Balls – Bigger = more intense emotions; can use colour as well • Changing Emotions • Role Reversal • Alter-Ego Exercise • Empty-Chair Exercise • Letting go of Emotions • Balloon Exercise Week 8  Student Success Week Week 9  Focused on Behavioural and Cognitive Interventions  Again, have a good understandingeach of style of intervention,why andwhen they might be used and be able to provide real life examples for each of the four different types of interventions o Real life, application-based questions Behavioural Interventions • Behaviour is a form of communication • Affects interactions and how we are perceived and how we perceive others 7 • Repetitive behaviours are called behaviour patterns • Conscious vs. unconscious • Healthy/Effective vs. Unhealthy/Ineffective/dysfunctional • Used in groups to help people change behaviours, develop new behaviours • For example: • Assertiveness, Parenting, Relationship building, life skills, smoking cessation, procrastination, stress management, anger management Behavioural Intervention Examples: • Social Modelling • Albert Bandura’s Bobo Doll experiment in the 60s • We learn through observations, modelling and imitate these • Manners, Cultural norms etc., • Advantage in groups – controlled environment= positive learning; previous success stories – guest speakers; connection to role models • Behavioural Rehearsal • Role Plays • Safe and supportive environment, coaching, feedback and positive feedback in the moment • Be mindful of self-conscious members or bored observers • Reinforcement • Positive reinforcement • Stickers, token, toys, etc. – Extrinsic – Material, external • Kind gestures, praise – Intrinsic – Non-Material • Premack Principle • Pair less desirable/low probability behaviour with desired/higher probability behaviour • First ________________________ Then ______________________ (low probability/less desired) (higher probability/desired) • Shaping • Reinforce small steps rather than wait for “perfect” behaviour • Extinction • Terminate undesirable behaviour • Ignore • “Gets worse before it gets better” • Contracts • Can be helpful • See page 118 Cognitive Interventions • Cognition = Thoughts, beliefs, individual perceptions What we say, think, believe IMPACTS How we feel and behave • Change unhelpful/unhealthy into helpful/healthy • Used often with mistaken cognitions or internal statements 8 ABCD Analysis • A • Activating Event • B • Beliefs • C • Consequent Behaviour or Emotion • D • Dispute • Corrective Information • Correct information – misinformed, not wrong • Changing Negative Self-Talk • Share out loud, discuss, create and replace with positive self-talk • Use journaling to reinforce this • Coping Thoughts • Discuss, develop new coping thought for times of stress • “I’m going to fail” … “I studied and will do my best” • Reframing/Relabelling • Gentler, more positive description • “My house is a mess” … “My house looks lived in” • Thought Stopping • Recognize and not dwelling on negatives Injunction and Re-decision Work • Injunctions • Messages received as children that were internalized • Direct/Explicit • “You’re so annoying” • Learned to stay away from people, and be quiet • Indirect/Implied • Not allowed to talk about home issues outside of the house • Learned to not open up and talk to other about issues and challenges, developed a sense of shame • Re-decision Work • Examine the injunctions and determine if it still adds value to one’s life • Barriers? Missed opportunities? • Replace with more appropriate, healthier thoughts, beliefs Week 10  Intervention Presentations Week 11  Block Placement Week 9 Week 12 and 13  Evaluations  There is no single procedure that is appropriate for every group – you need to consider the type of group What is Contravariance? Be able to define and explain it, as well as be able to provide an example. Contravariance: occurs when you have the reduction of one unwanted behaviour only to have it replaced by another unwanted behavior • For example: • Decrease smoking, Increasing caloric intake • Decrease frequency and intensity of angry outbursts but increase in frequency and intensity of anxiety What is Reactivity? Be able to define, describe and provide examples of this term • Reactivity • If aware they are being observed, they may act as if they have already achieved the(ir) goals. • Can confuse initial observations. If reactivity persists, it is not a guarantee the newly acquired behaviour will continue – requires consistent monitoring and reinforcement Be able todifferentiate between Quantitative and Qualitative Data. Be able to identify each and describe multiple characteristics of each. Quantitative • Information that is numerical in nature; it can be “Quantified” • Quantified – counted, measured, numerical value • Data is in the form of numbers and statistics • Lends itself to a comparison – ex. Marks on a paper • Usually fairly accurate, easy to comprehend, not very open to interpretation • It can be illustrated on graphs, tables, charts Qualitative • Information that is descriptive in nature • Qualities or characteristics • Collected through questionnaires, interviews, observation • More subjective than objective • Open to interpretation and potentially subject to bias of the observer • May be considered less “accurate” and not as “scientific” as quantitative data • Data is presented in narrative (word) form 10 Recall group activity where you were asked to design a data collection method for monitoring purposes and were to include all relevant components for an effective format. Recall Activity TASK: You are facilitating a pro-social skills group for children. You have decided to collect qualitative data and to monitor the children weekly to see if your intervention is successful. Be able to recreate this form, knowing all the components and how to fill it out in relation to the goal Be able to name and describe various types of evaluation method you might use to evaluate and measure goals. For example, Qualitative Questionnaires (using open-ended questions to provide members the opportunity to answer questions descriptively), Quantitative Questionnaires (questions thatrequire one-word answers or a check mark beside the most correct answer - quick and easy to score), observation, etc.  Various types and methods of evaluation were discussed in weeks 12 and 13. There are THREE (3) main ways of collecting quantitative data: Counting, Rating, Scoring. Be able toname each anddescribe when each of these would be used. (6 marks) 1. Counting  Used when goal is aimed at increasing # of times member does something o Goal: To spend 30 minutes one on one with my child at least 3x/week  Ask members to count and record times they did the desired behaviour (daily, weekly, etc.) then share with facilitator at next group o Facilitator records this information 2. Rating  Used when behaviours are not readily observable, when counting would be cumbersome and when wanting to define baseline and define changes in behaviour  Many rating scales can be time-consuming and costly – seek out free, reliable, and valid options  Research has shown self-rating to be accurate and useful  Avoid scales with negative labeling, outdated/offensive, complicated 3. Scoring 11      Often used when goals are aimed at increasing knowledge, awareness and/or understanding Questionnaires are completed and answers are quantified or scored Pre-test scores compared with post-test scores to determine whether members increased their knowledge of a subject Reporting quantitative data requires that you compare the baseline score to the outcome score The degree of difference between the two demonstrates the degree to which the goal was met, or not What is baseline data? • Definition: A series of measurements/observations of a behavior or other individual or group characteristic made prior to intervention. • Why is Baseline Important? • Provides the basis for comparison of initial measurement to outcome measurement