GROUP PROPOSAL
Identifying particulars:
Name : Sifiso Mkhombo
Surname : Mkhombo
Age : 27 years old
Gender : Male
Date of birth : 1982 November 04
Religion : Christianity
Designation : Third year social work student
Home language : Siswati
Field supervisor : Ms D Sibiya
Agency Name : Social Development (Nelspruit)
Purpose: The purpose is to help develop individuals within the group in all spheres of their life and also helps the student social worker integrate theory with practice.
Vision: To help people realize their goals and potential by facilitating different life skills.
Mission: facilitate guidance, counseling and education to individuals in form of group intervention in order to make sense of their social world/environment.
Goals: help people make sense of their social world, develop and empower individuals with skills which help them to cope and adapt in life.
Objectives: through making people participate in their development, collaborate in decision making and taking actions through their change
Membership: members who will be targeted within the group are between the ages of 17 and 30 years old. They will be both males and females who all have completed their matriculation certificates but unemployed. The members do not have funds to study further in tertiary institutions. According to Zastrow (2006; 13) individuals most likely to benefit from the group should be selected as members. Age, sex and level of education are descriptive factors for selection.
Recruitment: they will be recruited through public or informal conversations and become willing to form a basic foundation of the group with the help of the worker.
Composition: the group will consist of both genders (males and females), all matriculated and unemployed. Becker (2005; 33-34) stated that in order to achieve certain outcomes, groups may need to balance homogeneity (similar characteristics) and heterogeneity (different characteristics) in composition. Composition depends on the context and whether selection of group members is possible.
Group type: it will be an empowerment group, since the youth is combined together to form part of developing their skills in the world of work. Empowerment groups usually have a classroom atmosphere, involving a considerable group interaction and discussion, and a social assumes a role of a teacher.
Group size: the group will consist of 10 members. Small groups are manageable and give each and every member a chance to contribute in the group discussions. According to Becker (2005; 34) the smaller group should consist of 5-9 members and the mid-sized group consist of 10-15 members. Toseland and Rivas (2007; 24) also state that when groups are small, there are usually opportunities for member to member communication and group discussion
Demography: they are all from semi rural or township areas.
Contracting: a contract is an agreement between two or more people in which there are to be mutuality of understanding concerning treatment goals, reciprocal obligation relating to treatment means and ultimate expectation (Croxton, cited in Anstey; 1983; 109). Becker referred to it as a participatory process between leader and group members through which the purpose and goals are formulated. Contracting in the group will take a period of three (3) weeks due to the limited time the worker have. A team leader will however be developed amongst them to continue with the leadership skills.
Number of sessions: there is going to be four sessions in the whole group process.
Frequency: there is going to be each session per week, a day will be decided based on the availability of the members.
Length of meetings: each meeting will take about 1H30 hours
Time of meeting: depends on agreement of previous meetings held (it would be at 11H00)
Physical arrangement: A recreation hall which is approximately a size of a two roomed house will be the suitable and conducive venue for the group meeting.
Space and material: the space will be adequate for all ten members, material which is going to be needed are chalk boards, dusters, markers and handouts or information pamphlets. It will be asked from the agency.
Financial arrangements: there is no financial need necessary since the space that is going to be used is a centre for Love Life and they will lend the group all their materials.
Risk factors: natural disasters, absence and death. The death of a member during the course of the dynamic meetings might have an impact on the group t achieve its goals.
Group processes:
Self determination: the members of the group will be given an opportunity to make their own decisions. The group leader will encourage members to make wise and collective decisions that will not affect them in the future.
Individualism: members will be treated as unique and different being with respect and dignity. The group leader will accept members as they are as well as where they are from.
Acceptance: the group leader will be acceptive of each group member with his or her background, gender and race.
Confidentiality: the group leader and members of the group will abide by the rules of maintaining issues discussed during the group session as private matters.
Plans for the future: the group leader plans for the first meeting will be introducing group members to one another as well as the introduction of the leader. The group members and the group leader will select the topic to be discussed in the first group meeting. The leader will review the group’s purpose and help group members to choose group rules that will govern the group’s development.
Program planning: the group will consist of four programs which are divided into four sessions, from session one to four.
Session one: the stage according to Becker (2005;37), it is called Beginning this session will be dealing with orientation, introducing of group members, purpose of the group and naming it. Setting of ground rules, goals and contract are also predictable during this session.
Session two: the session is often called transitional stage; it is where members will be fighting for positions and leadership within the group. Some group members will also be fighting for recognition from others and the worker. Sub groups might develop, interaction and communication also expected to emerge.
Session three: it is called working stage, this is where members are expected to collaborate, work together and influence one another. Cohesion is expected to rise since members will be sharing, participating and conforming to group rules. It is where they will reach their climax and group goals.
Session four: it is where the leader and members perceives that their goals have been reached and a need to terminate arises. It will be characterized by feelings of termination; it’s where members will be suffering from feelings of loneliness since the leader will be leaving them on their own. It will be a planned termination if no obstacles obstruct the smooth running of the group.
PRE-GROUP SESSION
Identifying particulars:
1. Name of the group: Sukumani Youth Development Group; the word Sukumani means “stand up”. It encourages the group members to stand up and learn to do things for themselves.
2. Name of the group leader: Mkhombo Sifiso
3. Names of the group members:
Manana Nhlanhla, Mdhlovu Patience, Nolthando Hlanhla, Mbatha Manqoba, Mhlanga Mxolisi Msimango Nathi, Mokoena Sonto, Mashego Sharon, Mathebula Siyabonga and Lekhuleni Lungelo
3. Purpose of the group
According to Browning; 1977; cited In Toseland and Rivas (2005; 99), a group may be formed to bring people together who are involved in the same or similar situation or to increase motivation. However Reid (1991; 176) said that a group’s purpose is its ultimate aim and reason for existing. It should be formulated to remind the group ‘why we are here’, it also pulls the group back to task when conflict threatens to derail it (Becker; 2009)
The purpose of the Sukumani Youth Development Group achieved through presentations, discussions and experience. The purpose is to help develop individuals within the group in all spheres of their life and also helps the student social worker integrate theory with practice.
4. Aims of the group
The aim is the major goal that the group desires to reach, it is always at the top or it stays the main priority in the whole group work process. The group process, according to (Becker; 2009; 38) includes interaction, communication, structure, norms, roles and status, goals, climate and group culture. The major aim of the group session was to prepare the youth to cope with their unemployment situation, develop high self-esteem, and develops their skills in creating job-opportunities or to help them get employment in the near future.
5. Agenda
According to Toseland and Rivas (1984; 19) an agenda lends the structure and direction to the work of the group. It also gives members something to react to when voicing their opinions about the way work should be accomplished in the group.
5.1 Opening and Welcoming:
Members were united after they have been recruited; the unity came after the first meeting of the group. Members were welcomed and given an opportunities to great each other.
The leader welcomed them and asked one group member to open the group meeting through prayer, this was done to help them co-operate, participate and consider themselves as part of the group. One of the group members volunteered to pray and inviting God throughout the whole processes of the group.
Discussions were used throughout the sequential flowing of the group processes; according to (Anstey; 1983; 119) discussion is a form of verbal communication. It helps the members to learn skill in problem solving.
5.2 Introduction:
The pre-group stage is characterized by initial uncertainty, disorientation, ambivalence and anxiety. During this stage there is extreme dependency upon the worker and the members are quite not sure of what is expected from them and the group leader. The group leader is at this stage considered as Omni-important by all group members. The theme for the session was introduction, contracting and relationship building. The worker introduced himself and also helped members to do so.
5.3 Purpose of the group:
The purpose was explained to ensure they co-operate hence asked questions where they did not understand. Members were allowed time to feel free, share their concerns, problems and let the group deal with them. They were free to ask questions, asked to respect and accept each other with their differences, different backgrounds and lifetime experiences.
6. Ground Rules and Contract:
There was a written contract between them, it was as follows:
Contract between group worker and group members for Sukumani Youth Development Project
The group for Sukumani Youth Development Project is aiming at organizing the roles and responsibilities of the youth amongst all social aspects of their lives which have an impact in their daily living. Those are poverty, lack of skills and unemployment. Its intention is to bridge the gap between social functioning and enhance their quality of life through:
(A) Collaborating and discussing issues of concern,
(B) Brainstorming options on how to deal with those aspects and
(C) Understanding youth and life at a social context.
Group worker and members’ contract on the following:
6.1 The group worker will:
Prepare for upcoming weekly meeting and schedule them, arrange the availability and accessibility of the venue facilitate the preparation of the venue for every meeting, Plan and organize resources needed in the meeting, present him in the meeting 15 minutes before and after the meeting.
6.2 Group members will:
Attend meeting regularly over the specified week’s period, not be absent for more than one meeting, be in time for every meeting, and contact the group worker in case difficulties arise which avoids them for attending the group meeting
6.3 Group members will also:
View all material and information discussed in the meeting(s) as confidential Support and encourage or motivate each other, Participate freely and involves themselves in decision making , Be punctual and honest, Raise own concerns and ask questions where necessary, Be given a chance of cancellation of membership, Create or develop a future support system if the group leader has departed
7. The group agreed to meet as follows:
First session: 30 June2009 Second session: 07 July 2009 Third session: 10 July 2009 Fourth session: 17 July 2009
Each day in a week was selected to be a meeting day of the group, and the last session date was also decided. This means that group members were informed about the termination stage in advance. Termination phase started at the beginning stage so that members would be able to adjust their feelings and prepare themselves for the termination stage or phase before it comes.
After consenting with a written contract they both decided on setting the ground rules for the group and signed a group contract to ensure this commitment. Each and every member have his or her contribution in place, which is based on how to tackle an interview, write a best Curriculum Vitae and the worker helped them to overcome it. Through using educational role and teaching skills this was made possible.
8. Group expectation(s):
The leader explained that what should be expected from him and the group members as well. The members also voiced out their expectations from the worker, however some of those expectations were re-directed and the worker was sure not to promise group members what he cannot do. Some member’s expected to see themselves having the potential to stand for themselves at the end of the whole sessions. Others expected to get equipped with relevant skill that will secure them employment in the near future or to start their own business.
9. Evaluation:
Evaluation is carried out in order to correct, redirect and improves the performance of the group hence helps the leader improves his leadership skills. According to Toseland and Rivas (2009; 400), evaluation is the process of obtaining information about effects of a single intervention or the effects of the total group experience. Workers can use formal and informal evaluation to obtain such information.
The worker used the informal evaluation, he asked the group members to evaluate how the group is progressing. Members were firstly asked about their feelings during the pre-session, even though they had difficulties on exploring their views but they confirmed to find it helpful.
They said that they are motivated and looking forward on getting equipped with more social skills.
10. Closure
The meeting of the first session was closed with prayer, and all members left.
Report compiled by: Mkhombo Sifiso .H
Designation: Third year student social worker
Signature: _____________
Date of compilation: 22 July 2009
Report received by: Dr. M.M Motshedi
SUMMARY REPORT
1. Identifying information
Name of the agency: Department of Social Development (Phola Nsikazi)
Name of student: Mkhombo Sifiso
Supervisor: Ms Dorinne Sibiya
Name of group and type: Sukumani Youth Development Group-educational group.
Date of 1st meeting: 30 June 2009 on Tuesday
Number of sessions held: Four sessions in the whole program
2. Purpose of the group:
The purpose is to help develop individuals within the group in all spheres of their life and also helps the student social worker integrate theory with practice
3. Rationale of forming the group:
Rationale refers to the reason and principles on which a decision, plan and belief is based. The group was formed based on research, according to South Africa info. Website accessed on 03 March 2009); “The Pretoria-based agency said on Monday that the unemployment rate fell to 21.9 percent of the labor force in the fourth quarter of 2008 from 23.2 percent in the third quarter.”
It was observed by the worker that most of unemployed youth in the society are those who are matriculated and do not possess adequate skills for the job market. The majority of the youth turns to resolve their unemployment anxiety through crime and anti-social behavior such as prostitution and drug abuse. The group was formed in order to help members understand, cope and improve their perception and skills concerning unemployment in their communities.
The goals of the group are as follows:
(a) To help group members gain insight about the cause, effect, rate of unemployment and their contribution to the business world. (b) To equip them with interviewing and communication skills (c) Help them reject negative perception about unemployment and prevent them from resorting to crime
4. Program activities used to meet group members needs and goals.
Program activities refers to everything that the group does to satisfy its interests according to Anstey (1983; 109), he further described it as the means through which the members are able to express themselves, voice their views, feelings, interest, support one another and identify themselves with others.
The activities are well planned and carried out by group members and its leader, the activities function to make the group attractive to its members to build interpersonal trust in order to allow each other to be different as well.
Activities used in the group were prayer, discussions, formal interaction and research. Jokes were only used for the purposes of bringing other group members back into the group specifically from those who seemed to be lost along the process. Prayer was used as a way of inviting God at the beginning or end of each and every session of the group. Discussion as one of those activities was seen as a way of interacting with one another; it helped to keep group members informed, motivated, focused and also learn from each other.
Becker (2005; 37) agrees that a group is seen as an interactional space, with mutual exchange and dialogue between members happening in the “Here and Now”. It is also seen as a common shared ground for containing, confronting and meeting intrapersonal, interpersonal and group as a whole issues. Research is a process of collection and organization of data about social reality which is pre-planned and systematic. According to (Skidmore; 2001; 97) the group leader reinforce self responsibility in group members through research, so that they can become independent and not rely on the information presented by the group leader.
These activities helped in creating a conducive environment, developed the potential to communicate and associate with one another. Members were finally seen taking part in the whole group work process through taking ownership and redirect it towards goal achievement with the help of the worker.
5. Group development
It is unclear of how many stages of development that a group has, however Toseland and Rivas (2009; 86) suggest that most models propose that all groups pass through a similar stages of development. Stages of the group may be affected by the needs of group members, the type of the group, the goals of the groups, the session in which the group meets and orientation of the leader (Shaw; 1976 and Smith; 1978 cited in Toseland and Rivas; 2009; 87)
Toseland and Rivas mentioned four stages of group development which were facilitated during the whole group process. They are the beginning, transitional, working and ending stages.
5.1 Beginning stage
According to Becker (2005; 42) the beginning stage is also called orientation stage. It is concerned with the formation of the group as a unit. The themes are likely to be about trust, belongingness, acceptance and delinquency.
The leader firstly introduced himself to the members as follows: “My name is Mkhombo Sifiso, a third year social work student and interested in working with people.”
By so doing the group leader modeled the kind of introductory he expected from the group members hence it is called Round Robin method (Toseland and Rivas; 2005; 190). Members took many of the cues from the worker, who serves as a model by disclosing personal characteristics that might be suitable for the group. They also introduced themselves as the worker does.
The leader stated the purpose, goals and informed them about their right to voluntary membership inside the group and also informed them of their responsibilities within the group. The goal of the group was to help them enhance their well being in all aspects of life. The stage was characterized by a bit fear, lack of trust, misconduct; it was also characterized by low communication and interaction amongst members. In these stage group members relied on the leader for source of information, support and feedback. Members were oriented to the group norms and values, goals and mission which they were helped by the leader to formulate. Behavioral and attitude problems aroused, lot of members were very quiet and non participatory.
Conflict aroused between group members; the worker used different knowledge to help them solve their conflict. He believed in interactionist view, the view believes that conflict is good, challenging and also helps the group to develop. Probing skills, Egan (2005; 122) were used to explore or to help the members obtain an in-depth information from group members who were afraid to share their views. The group leader used attending as a skill in group work; he displayed verbal or non-verbal communication through eye contact and body position which shows empathy, respect, warmth, trust and honesty.
The leader used behavior modification model with the understanding he obtained from theory, it helped him understand why individuals behave as they do. Incentives and rewards were used to modify their co-operation and their behavior, e.g.: the leader asked a question and when group member answers, he clapped hands for him as a source of encouragement or positive reinforcement and also makes others to do so and participate in the group.
Principles used include acceptance and non-judgmental attitude, bearing in mind that members are unique and also self determined. An educator as a role was used. Members were educated on group goals, participation and the importance of the group, democratic values and equality, they were also enabled to cope with each other and empowered to see one another on a strength based perspective. It encouraged individuals to view their capacities, skills, talents and abilities without feeling inferior since they had common problem.
5.2 Transitional stage
The stage was characterized by lot of storms, sharing of roles which were accompanied by member status, eruption of conflict due to battle over positions and also called storming stage by various authors such as Becker. It is a time where conflict and anxiety arises within group members.
This stage was dominated by formation of sub groups since members have known each other better than before. Sub groups can either benefit positively or negatively in the group. Members were informed that the session was about sharing of tasks or roles; they started to interact and communicate. Members started to compete with one another to try and find positions in the group. As a result of interaction, office bearers were selected. There were lots of indirect arguments since members have battled for status and approval in front of the worker.
Those sub groups were confronted within the group by the leader; he tried to understand their feelings about the group and also helped synthesize their goals into the group goals. The main aim was not to confront the individuals but their opposing behavior. There was no much disruptive behavior except those who were showing clown behavior whilst others share their taught.
The worker used educational and facilitator roles. He enabled them to alleviate their arguments and reminded them that quarrels are the basis for group failures. They were encouraged to support and advocate each other as a family. Since their behavior in the group was seen as a major concern; the social group worker used the social exchange theory to try and understand the behavior of group members. The theory helped him understand that members expressed their behavior in terms of social rewards, appraisal and incentives from the worker, which is why they showed that kind of behavior which was revealed. The worker helped deal with conflicting situations and also encouraged acceptance of one another. He was held accountable for each and everything that he does; he worked with all the group members objectively.
Members shared their stories on why they think they are unemployed whilst matriculated. The common issues aroused amongst all were that they do not have desired skills, and hence received poor education at school. The worker tune in both mentally and physically (visibly) to listen what members have to say. According to (Egan; 2007; 78) active listening is described as visibly tuning to clients.
The worker helped them to brainstorm for alternates. Egan (2007; 38) has pointed out on how to develop strategies and goals for clients, the tasks are divided into three. Firstly, help clients review possible strategies to achieve goals; secondly, help clients choose strategies that best fit their resources and lastly: help clients pull chosen strategies together in a viable plan. They were helped to view their problem positively and set a plan of action.
The worker equipped members with life skills, such as job interviewing, how to draft a presentable Curriculum Vitae and how to prepare for the job interview; however members also considered forming their own Agricultural project. One of them said that she has unused land which can be utilized at home. They were encouraged and shared tasks to perform, after brainstorming what need to be done.
SEDA (Small Enterprise and Development Agency) and Department of Agriculture were chosen to be consulted for more information on initiating an agriculture business. Since a secretary, chairperson, treasurer and other office bearers were selected during the session. A handout which contains the names, addresses and telephone numbers were given to those who were designated to go and get information from those agencies. All group members contributed a small amount of money to the treasurer in order to make calls or transportation (where necessary) regarding the collection of data for the designated members. The secretary was taking minutes of each and every agreed upon issue as taught by the leader and the chairperson was to chair the following session both with the worker as a form of learning.
5.3 Working stage
The stage was characterized by members influence, conformity, and cohesion and sharing. Members were participating, conforming to group culture and pressure and hence reached their climax during this stage. During these session members were reminded about the group termination phase on the next meeting of the group. There was a very high interaction and lot questions arising from members during this stage. Those who were assigned tasks gave their feedback during this phase; a concrete report that was agreed to be acted upon by all group members was to invite an official from SEDA (Small Business Development Agency) to help address the group on how to initiate a business and other relevant information. Members also agreed that after their brief session with the SEDA official, they also need to approach other relevant departments such as Water Affairs and Economic Development. This was not seen as a problem to them since the worker has already educated them on how to do it. The leader was acting the roles
of an educator and facilitator.
6. Termination stage
The stage was regarded as the ending phase of the group development process and this termination was well planned; since members were told about it from the initial phase. The worker also informed them during the contract phase. According to Becker; (2005; 43) termination refers to the completion of work as defined in the group purpose or contract. Termination occurred when the leader and members reached an agreement based on that they were then equipped with the relevant skills and ready to proceed on their own without the worker’s help and they were looking forward to the SEDA’s official.
Members were prepared to leave the group; however their cohesion began to be diluted. The stage was characterized by lot of anxiety, testing out behavior, unfinished focal concerns in the group which were addressed by the leader. Group member have proven to have the capacity to go on with their own lives.
Members agreed that they are well equipped and can go along without the intervention of the leader but they were also informed to keep in touch with the worker in case a need arises, hence ‘open door policy’. The stage ensured that members are enabled to use the group as a positive point of reference for new beginning or future references.
7. Evaluation of group members
Evaluation is an ongoing process that includes appraisal of the members’ use of the group and the quality of the service being rendered and is based upon the plan of the service and the contract established between the worker and the group (Northern and Kurland; 2001; 437).
According to Toseland and Rivas (2005; 216-248), it is both a process and a product upon which the helping process is based. To assess the group as a whole the worker focuses on the three areas of group dynamics:
(i) Interaction and communication patterns,
(ii) Attraction of group and its members,
(iii) Social integration and influence dynamics such as roles, norms, and status hierarchies
The group members were integrating well throughout the whole process however conflicts aroused especially in the first and second stages. Members were fighting for social status and recognition from the leader hence positions within the group.
Program activities were also used to increase attractiveness from the group, activities such as prayer for opening and closing the meetings. Debates and discussions motivated and encouraged members to participate very well. The working stage shows that members were fully reaching an accurate and desired process of integration with their social environment.
The usefulness of social worker roles was effective up to the last stage of the group work. An enabler, educational and facilitator roles were used to ensure an of the whole group work process.
8. Evaluation of group leader
The group leader was a bit too sensitive at the beginning of the group session. He did not know how the group was going to perform. The leader did manage at last to help members achieve their desired ends by using different skills and roles, such as communication, interaction skills and educator and facilitator roles.
9. Future plans
The group members were encouraged to live positively and commit themselves on their project development, since they were assigned help from external sources such as SEDA. They promised to keep in touch with the worker whenever need arises and also looking to develop themselves and their lives.
Report compiled by: Mkhombo Sifiso .H
Designation: Third year student social worker
Date of compilation: 22 July 2009
Signature: _____________
Report received by: Dr. M.M Motshedi
