Social Group Work Ethics

1. Social Group Work Ethics Cheryl D. Lee, Ph.D., MSW CSULB School of Social Work Ukleja Center for Ethical Leadership May 9, 2014, Ethics Across the Curriculum Grant

2. Objectives of today’s class • Students will be able to describe the differences among ethics/values and standards and identify the ethics and standards for social group work. • Students will be able to explain the importance of applying ethical standards to social group work. • Students will be able to identify ethical issues in social group work, critically examine ethical conflicts, and discuss decisions regarding resolution. • Students will significantly improve their scores from pre to post test on an ethics/standards measure.

3. Definitions of ethics and standards Ethics– “The body of moral principles or values governing or distinctive of a particular culture or group: the Christian ethic; the tribal ethic of the Zuni. (from the Greek ethos custom or habit)” (Dictionary.com Unabridged) Standards – “a level of quality, achievement, etc., that is considered acceptable or desirable standards: ideas about morally correct acceptable behavior.” (Merriamwebster.com)

4. National Association of Social Workers (NASW) Code of Ethics CORE VALUES “Professional Ethics are at the Core of Social Work” (NASW, 2008, p. 2). • Service • Social Justice • Dignity and Worth of the Person • Importance of Human Relationships • Integrity • Competence (NASW, 2008)

5. Service • Elevate service to others above self interest Examples: • Planning a group based on clients or the community’s needs • Staying after the group to comfort a distraught member • Volunteering your time as a group worker without significant reimbursement

6. Social Justice • Pursue social change and equality particularly for oppressed and vulnerable people. Examples in Social Group Work: • Insure access to information, resources, and services for members of the group. • Everyone in the group is an equal member who contributes. • The group worker puts a stop to discriminatory treatment in a group. • Everyone has a voice in decision making. • In task groups, power imbalances need to be addressed by the group worker.

7. Dignity and worth of the Person • Treat each person in a caring and respectful fashion mindful of individual differences and cultural and ethnic diversity. Examples for Social Group Work: • The group worker (GW) recognizes indigenous leaders in a group. • Promote socially responsible self-determination • Consumers develop individual goals. • Members are given the opportunity to share their cultural backgrounds. • The GW mediates conflictbetween members.

8. Importance of human relationships Examples for Social Group Work: • Understand that relationships between and among people are an important vehicles for change. Engage people as partners in the helping process. • Help to strengthen relationships among members and foster mutual aid. • Avoid dual relationships. • Do not exploit group members or a co-leader. • Involve members in forming the group’s purpose and goals as well as evaluating the group’s progress. • Consider other systems and relationships that impact members of the group.

9. Integrity • Social workers act in a trustworthy manner. Examples for Social Group Work: • Come on time and prepared. • Give members notice when leaving the job. • Maintain trust and care of records. • Provide informed consent and notice of possible harm if appropriate. • Make the purpose of the group and expectations of group members transparent.

10. competence • Practice within area of competence and remain current with evidence based literature. • Research information for the group • Evaluate and disseminate knowledge learned in group practice. • Seek information about cultures of diverse members in the group from literature and the members. • Consult with colleagues and experts to obtain wisdom to facilitate the group.

11. Core Values of the international Association of Social Work with Groups’ Standards for Social Work Practice with Groups (IASWG, 2006). • Respect for persons and their autonomy • No person is more important than another • Worker uses influence prudently. • Each person is respected and has something to offer the group. • High value placed on diversity of all kinds i.e. culture, ethnicity, gender, sexual orientation, physical & mental abilities, age, etc. • The emphasis is similar to NASW’s core value but emphasis is placed on the worth of each person in the group.

12. Core Values IASWG Standards (Continued) • Creation of a Socially Just Society • The GW nourishes the democratic principles of equality and autonomy. • There is a quest for a society that is just and one insuring that basic human needs are met. • Social justice is re-enforced in the group and the group works toward social justice (Breton, 2004)..

13. International Association of Social Work with Groups (IASWG) Standards • State of the art knowledge and evidence based research of best practices of social work with groups • Informed consent necessary for members joining a group – must know purpose, expectations, and risks (Corey et al. 2010; Topor et al., 2013). • Members exercise self-determination in a group. Group worker encourages individual and group empowerment. (relates to NASW ethic of self-determination and its limits) • Group worker discusses confidentiality and its limits relative to difficulty in controlling group members’ disclosures and any expression of danger to self or others. • Maintenance of the group’s purpose with modification as deemed necessary by members and with consideration of agency’s mission and purpose. • Each member is given help in formulation of individual goals with consideration of the group purpose and goals. • Clarification of the decision making process • Clarification of group membership selection process with requirement of referral if there is exclusion • Maintenance and safe storage of group records • Monitoring of ethics involved in technology mediated groups.

14. History of the Standards How were the IASWG Standards Developed? • Group Theory From the Social Sciences • Codes of Ethics for Social Work in different countries • Historical Roots of Social Group Work – Settlement Houses, Recreation Movement, and Education Movements • Current Practice • Practice Research(IASWG, 2006)

15. History of the Standards • Bogardus wrote an article on the 10 standards of group work in 1936 (Abels, 2013) which included: • Acting as a liaisson between agency and the group • Serving the needs of the community and members • Organizing leisure activities of clientele • Keeping records accurately and confidentially • Training about leadership • Increasing democratic and cooperative spirit of membership • Maintenance of research and evaluation First AASWG Standards came out in 1999 and was revised in 2005 (Abels, 2013; Macgowan, 2012).

16. Core Knowledge Knowledge of Person in Environment • Knowledge of individuals within their familial, social, political and cultural contexts that influence members social identities, interactional styles, concerns, opportunities, and attainment of their potential. • Knowledge of person within the social environment and within the group context • Capacity of members to help one another change (Gitterman& Shulman, 2005; Shulman, 1986) • Capacity of members to create social change and social justice outside of the group (Breton, 2004) • Emphasis on strengths with understanding of risk and protective factors • Has an appreciation and understanding of differences related to diversity

17. Core Knowledge Continued Knowledge of Group Behavior • Understanding that the group is an entity which has its own culture • Has an appreciation for mutual aid and encourages it in the group (Gitterman and Shulman, 2005; Steinberg, 2004) • Support for members’ ownership of the group and the democratic process (Northen, 1998) • Support for empowerment of the group as a whole and individual members • Support for individual and group goals • Support for social change in the environment (Breton, 2004) • Recognition of stages in the group’s development and the use of skills appropriate to different stages (Gitterman and Shulman, 2005; Toselandand Rivas, 2012) • Understanding of group dynamics – roles, norms, communications, expression of affect, and interaction patterns (Toseland and Rivas, 2012) • Knowledge of the type of group, the group’s purpose, and the agency where the group is housed. These variables will influence how the group worker and the group proceeds and functions (Kurland & Salmon 2005).

18. Core Knowledge Continued The Group Worker (GW) and Group Ethics • Promotes individual and group autonomy • Helps individuals and the group arrive at purpose and goals • Has flexibility, creativity and sensitivity in interventions and assessments (IASWG, 2006). • Understands group stages and operates accordingly with appropriate activities(Lang, 2013) • Uses research based and contemporary practices • Assesses the group and individual progress with regular input from the group members and uses reliable and valid measure • Maintains records on the group and individuals • Supports research by going to conferences, keeping up to date, researching own groups, and disseminating knowledge through meetings, education and scholarship. • Follows ethical codes of social work within the country where practicing and prevents harm to members. • Reflects on group practice and seeks consultation and/or supervision

19. Pre-Group Phase • GW conducts a needs assessment involving potential members, the agency, the community and relevant research including scholarship on human development and best practices. • GW obtains agency/community support for the group • GW establishes the purpose & carefully plans the group including activities, evaluation, methods, structure, co-facilitation, theories, evidenced based practices, etc. • GW recruits and selects potential members • GW obtains informed consent from members/guardians and contracts with members regarding purpose and expectations. • Considers how environment will affect group and its members including barriers and resources • Explains the group’s purpose to other agency personnel and relevant systems • Researches cultural differences that might arise in the group.

20. Beginning Phase • Establishing a beginning contract • Develop tasks and goals to be achieved. • Clarify group worker & agency’ roles. • Discuss confidentiality and its limits. • Establish group rules with members. • Help establish group and individual goals linking to the group’s purpose. • Develop a culture of work. • Solicit full participation and feedback. • Attend to members of mandated groups and their special concerns (Gumpert & Black, 2006). • Build rapport and identify commonalities among members establishing a culture of mutual aid, trust and safety – Use ice breaker activities.

21. Middle stage • Cultivating Group Cohesion • Establish rapport with individual members and the group as a whole. • Promote mutual aid and relationships with other members. • Encourage direct member to member communication. • Use of programmatic activities that support group purpose and individual and group goals (Lang, 2013). • Shaping Norms of Participation • Establish norms for participation. • Promote safety and trust. • Facilitate a culture of work. • Cultivate mutual aid. • Model norms and attend to non-productive norms. • Explore cultural differences with members. • Promote self-determination, autonomy and empowerment. • Self disclose when appropriate (Toseland & Rivas, 2012).

22. Middle Phase (Continued) • Encourage members to use skills to progress towards individual and group goals. • Connect individual needs to group goals • Identify barriers and obstacles to meeting goals • Attend to special cultural and diverse needs of members. • Focus on cognitive, affective and behavioral aspects of members. • Encourage members to problem solve, make choices, and evaluate potential outcomes of decisions. • Summarize sessions with the group and plan for next steps. • Re-contract with members, if needed. • Attend to all group dynamics encouraging open and honest communication among members. • Mediate conflict. • Empower group members by involving them in group planning. • Use evidence based practices.

23. Middle phase continued… • Attend to group dynamics and processes • Support development of mutual aid • Clarify & interpret communication patterns among group members and also between the group and outside systems. • Model, develop and encourage honesty in communication and feedback. • Mediate conflict that arises within the group. • Assist members articulation of feelings and perception of non-verbal communication. • Encourage and help members to make connections outside of the group for additional support and resources, develop problem-solving skills (Gumpert & Black, 2006). • Assist members to develop ownership of the group.

24. Middle phase continued • Use of best practices within the group and utilization of resources within and outside of the group • Resources can include: knowledge and skill of the GW, expertise within the group, the agency, other sources of professional knowledge, cultural impacts, supervision for the GW, & current scholarly literature. • Monitor leadership skills and process the group with discussion as well as record keeping.

25. Ending phase • Prepare group members for the end of the group several weeks prior to termination. • Evaluate individual gains & changes and how participation has influenced these. Task groups reflect on accomplishments, what was learned and what may be useful in the future. • Evaluate the group’s achievement of goals and experience (can be qualitative and/or quantitative). • Discuss of external systems’ effects on the group members and obstacles that may be encountered. • Discuss of changes over the course of the group. • Process members’ and GW’s reactions and feelings to the group’s ending. • Link members to outside resources. • Assist members to apply new skills to daily life. • Be open to feedback and evaluation of GW role and actions. • Allow documentation to be accessible for the agency, the member, and for a referral (being cognizant of confidentiality requirements). • Be sensitiveto special needs of members for example if a member of the group terminates while others continue. • Be sensitive to influences of previous losses of members and GW. • Facilitate sharing of member contact information and resources if appropriate.

26. ACTIVITY ONE • Students work in small groups and develop a comprehensive list of social group work ethics and standards from the NASW Code of Ethics and the IASWG Standards. A spokesperson from each group shares their list of ethics and standards with the class. The instructor writes the results on the board and then types the list for distribution to the students on Beachboard as a class resource.

27. Activity two – application of Ethics and Standards to case vignettes • Case Study 1: After working at the local community hospital, a new social worker encounters several patients from the oncology unit inquiring about support groups. This inspires her to begin a support group for women cancer survivors.  Because she lives close to the hospital, she opens her home to the group that meets every Wednesday night from 7pm-8pm.  It will be an open group and members are welcome from all stages of recovery, from newly diagnosed to years in remission.  What are ethical dilemmas the GW may encounter during the planning stage?  Beginning stage? Middle stage? And End stage?

28. Case Study Two A community task group, addressing the alarming number of adolescents involved in human trafficking, is planning a preventative curriculum to present to the local high school.  They meet monthly with other committees of the larger City’s Human Trafficking Task Force to catch up on each sub- committee’s progress.  Aside from the monthly meetings, the sub committee meets as needed dependent on upcoming projects.  Recently, they interviewed the lead detective from the city’s police department who stated that a significant troubling factor to human trafficking in the city is the internet.  After hearing this, the prevention committee decides to find a pre-existing curriculum addressing online safety and teen dating violence to implement as their intervention at the local high school.  What are the ethical dilemmas in this decision?

29. Case Study 3 A community health center has created a telephone closed group for patients diagnosed with Multiple Sclerosis.  Members of the group vary in their physical disabilities; however, they must be able to operate the phone independently.  MSW interns are used to co-facilitate the groups held once a week.  Discussions varied on topics that related to living with MS.  The following is a brief conversation between two group members: GM A: “I’m so over it.” GM B:  “Are you going to be OK?” A: “I’ll be OK.” B:  “Have you heard back from the transportation service?’ A:  “Not yet.  I don’t think that will work out.” B:  “They say, ‘When one door closes, another one opens.” A:  “I’m questioning my faith.” • What are the ethical dilemmas presented with this group format?  What are the potential ethical dilemmas of this conversation? • Cecil, A. H. (2014). An 8-Year Telephone Support Group for Home-Bound People with Multiple Sclerosis: Adapting Therapeutic Methods to Overcome Isolation and Immobility. Social Work With Groups, 37(2), 129-141. doi:10.1080/01609513.2013.824371   

30. What are your questions about social group work ethics and standards??????