SWM103 Social Work Practice with Groups and Communities

  • Use of self in assessments 1 and 2, including your role as a social worker throughout both assessments.
  • How did factors such as age, gender, culture, and other realities impact group dynamics, and how these impacted your delivery of the assessments? Consider how leadership, conflict and working together emerged in both groups you worked with.
  • Think about your experiences of the work you completed in assessments 1 and 2. What sort of emotional responses did you experience when completing this work, and why were these campaigns / group facilitation areas selected? Link your responses to social work theory (e.g., critical social work, other) to help explain why you think these feelings or experiences occurred. Morley et al. Chapters 3 and 5 provide useful information about critical social work and critical reflection, that can be used in this assessment. You will be marked according to the criteria in your course unit outline. You will be assessed on your ability to demonstrate:
  • Your use of self as a developing social worker throughout this unit
  • Critically consider the factors that impacted upon group dynamics evolved throughout this unit.
  • How your personal experiences as a social worker occurred, and how these link to social work theory.
  • Effective use of the unit texts
  • Clarity, development of arguments, correct use of APA 7th ed.


1. Introduction

I indulged myself into doing ground research regarding the social work community respondents and recipients for home we would be working. As a part of the first assignment, I investigated the prospective meaning of community. Then I conglomerated the meaning and perception about community based on my Australian identity (Moore et al., 2019). I use various individual personal and the social experiments to acquire a sense of belonging and acceptance to perceive the feeling of being a community. Based on my knowledge, I developed a sensation about community and the prospect of community development.

2. Evaluation of self role as a social worker throughout both assessments

As a part of ground research I did a reflection activity in the first project itself. Based upon my reading of the scripts of working across different by Morley et al., (2019), I promulgated a detailed understanding of community and the prospects of valuing diversity in a community. Based on my rationale, I emancipated a detailed understanding of my position in community welfare work as a part of this activity. As a part of the research group I am suicide on the social activist campaigns Undertaker as a part of the key Pacific health models in New Zealand. The reason behind selecting this movement is because it has a perception of indigenous rights liberation as well as value in diversity and difference in society (Lander, 2020). Therefore I provided with the idea that it would be justified to select a campaign from within Australia as it will help us in easily representing the values for which the community movement stands. I was the personally absorbed in the activity of identifying the issue with which the campaign is running and who are affected by the issue.

This made me easier to consider how the campaigns impact the community stakeholders. I had to work on this research, in order to understand how the movement impacts the lives of individuals as well as communities. In this regard we referred to the model called the Fonofale model. This model represents the four dimensions of well being. These are spiritual well-being in accompaniment with psychological and physical and relational wellbeing where relational wellbeing refers to good projection of a family life (Adelopoet al., 2017). The addition of relational well being is significant because it is fundamental to genealogy. This reflection takes into account that all things should incorporate human development positively.

Out of my study I was encountered by two most potential questions. The first question was what I did gain the most from this unit and how would we apply this knowledge and experience in the future. Never the less I estimated the sensation of whether the community needs have been fulfilled and properly responded to. My individual study as a part of this assignment was very crucial. This is because I did not take a frontline role as a social worker this assessment. Nevertheless I made a congruent theoretical study based on which I understood and help in conveyance of a detailed understanding of the role of social working and detailed campaign and movement for overall success of the campaign in a prolific way.

3. Impact of factors like age, gender, culture and other realities

Age differences have an exclusive impact on group dynamics. The perception and sensation of people in different age groups are different and hence the insight offered by individuals as a part of the team differs because of the difference in their age. General difference has a prominent impact on group dynamics also. I have observed that behaviour can significantly impacted by interaction of genders. I observed the male members cooperating substantially lesser. In fact this is a overall assessment of the peer group (Kozlowski, 2018). On the contrary the females have been observed to copper it is substantially more. Gender dynamics is a incognito aspect of group dynamics where general dynamics refer to relationship as well as interaction existing between and among boys, girls, men and women. In this regard it can be articulated that general dynamics also in forms different socio-cultural ideas regarding gender and the difference of power relationship which exist within a group.

I observed that groups tend to develop their own culture over time. We developed our intrinsic group culture on the basis of our knowledge as well as practices. Nevertheless we observed that behaviour of some of our members is in common (Ryding & Wernersson, 2019). We had evidence of shared knowledge development and hence we could easily inculcate the values like trust and cohesion. Therefore, our collaboration was increased to a limit which helped us to easily accomplished our task. It has a positive impact in our delivery of our assessments.

Leadership also has a critical role to play in determining group dynamics and hence in this case it has a critical role to play in determining the group outcomes. In the first place the group leaders as well as team leaders contributed to negative group dynamics. Weak leadership was a prospect of group dynamics. Our team never had the lack of a strong leader. Over in absence of a strong leader the dominant members of the group takes in charge and it can off an account for lack of direction or a result in infighting (Morley, Ablett & Macfarlane, 2019).

4. Discussion of experiences of computing assessment 1 and 2

In commenting on my experience in both assignments I would like to relate with the social work theory. This theory runs on 6 basic principles of social work. The first of the lord is individualization in accompaniment with expression of feelings in a purposeful way. However the feelings are purposefully expressed only by means of controlled emotional involvement and acceptance. On a personal level I believe that the prospect of having a non judgmental attitude and self-determination with confidentiality are also crucial in expressing feelings and achieving best outcomes from individualization. The group was able to achieve controlled emotional involvement and express the exuberating self-determination as well.

In the previous section I determined the prospective impact of different factors on group dynamics. Keeping those factors in mind the age group of 21 to 15 years was a selected for the group and there was almost equal gender division. The group incorporated 6 men and 4 women. I believe this potential equality in division helps to ensure that the perception and opinion of both general groups are represented equally there for taking the first steps towards necessary individuality. Nevertheless I am personally concerned with the lack of women participation which is why the group could not be formed with equally 5 men and 5 women. The imperative age perception and sensibilities help the group members to perceive different issues. For evidence the group members in mid thirties could relate with people suffering from mental health issues because of the inability of supporting their family in comparison to people in their twenties who could relate with the ones suffering from educational as well as career related stress.

Therefore the selection and optimisation of the group with members of diverse age and backgrounds is justified in this connection. According to the social work theory it can also be articulated that non-judgemental attitude is important to be expressed for maximum individualization. Nevertheless I feel that it will be slightly difficult to exhibit the non-judgemental attitude when a person can completely relate with the mental stress or mental distortion and the typical external stress and away and other person (Chenoweth & McAuliffe, 2017). The immediate impact of empathizing will abhor the non-judgemental attitude. Never the race the age balance in the group allowed the older group members to guide the younger members with their experience.

5. Conclusion

The social work practice theory also considers client self-determination and involvement as significant factors for achieving success in group work. Considering the outcome of the group working in the project, it can be articulated that wide range of diversity and experience in perception as well as mental tenacity was required to help the citizens of this region to deal with the mental stress and issues that they were undergoing in accompaniment with the drought. In order to fulfill this objective I believe that the support group what to wear in order to fulfill the basic criteria like involvement to understate sufficient emotional fulfillment. Diverse representation of different people belonging from different cultures within the group helped them to undertake different professional perspectives to analyze the situation. Some of them received the scientific issues that could impact lifestyle. Some of the group members have been aware about the mental distort mint and some of them have been aware of the ecological disruption that it was bringing. It is based upon the credibility of the group members that that final treatment group was formed. The deep emotional understanding and sensibility encouraged the group to process the exchange of feelings and emotions helping people to ventilate their negative emotions. The group believed there that we could help those people to effectively forfeit negative emotions and health issues as an outcome of this group activity. We emphasize on developing strong mental networking to render a sense of hope among each other at this time of crisis.

Reference List

Adelopo, I., Asante, J., Dart, E., & Rufai, I. (2017). Learning groups: the effects of group diversity on the quality of group reflection. Accounting Education26(5-6), 553-575. Retrieved on 20th November 2021. Retrieved from https://core.ac.uk/download/pdf/228198389.pdf

Chenoweth, L., & McAuliffe, D. (2017). The road to social work & human service practice. Cengage AU. Retrieved on 20th November 2021. Retrieved from https://books.google.com/books?hl=en&lr=&id=uENMDwAAQBAJ&oi=fnd&pg=PR3&dq=Chenoweth,+L.,+%26+McAuliffe,+D.,+(2017,+2020),+The+road+to+social+work+and+human+services+practice+5th+%26+6th+eds,+Cengage+Learning,+South+Melbourne,+pp.279-299+(Chapter+9)&ots=56bkURZuR8&sig=IL-hDmqk2inFdaADsNNPpESIJy8

Kozlowski, S. W. (2018). Enhancing the effectiveness of work groups and teams: A reflection. Perspectives on Psychological Science13(2), 205-212. Retrieved on 20th November 2021. Retrieved from https://journals.sagepub.com/doi/full/10.1177/1745691617697078

Lander, K. (2020). A reflection on arts-based mindfulness group work and social change for LGBTQ youth. Social Work with Groups43(1-2), 86-91. Retrieved on 20th November 2021. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/01609513.2019.1638652

Moore, B., Boardman, A. G., Smith, C., & Ferrell, A. (2019). Enhancing collaborative group processes to promote academic literacy and content learning for diverse learners through video reflection. SAGE Open9(3), 2158244019861480. Retrieved on 20th November 2021. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/2158244019861480

Morley, C., Ablett, P., & Macfarlane, S. (2019). Engaging with social work. Cambridge University Press. Retrieved on 20th November 2021. Retrieved from https://books.google.com/books?hl=en&lr=&id=ad6CDwAAQBAJ&oi=fnd&pg=PR7&dq=Morley,+C.,+Macfarlane,+S.,+%26+Ablett,+P.,+2019,+&ots=hwx5t7Jn3M&sig=wk7PupfHjb2LFr3qi0eHCRoIclI

Ryding, J., & Wernersson, I. (2019). The role of reflection in family support social work and its possible promotion by a research-supported model. Journal of Evidence-Based Social Work16(3), 322-345. Retrieved on 20th November 2021. Retrieved from https://www.tandfonline.com/doi/pdf/10.1080/26408066.2019.1606748

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