Order Description
Students will develop a plan for a specialized group, one that addresses the needs of a population-at-risk, (court-mandated substance abuse
treatment group for adolescent mothers). Guided by a brief literature review (3-4 articles from the professional literature), students will
develop a plan for establishing and conducting a group. Reference– Toseland, R. W. & Rivas, R. F. (2017) An introduction to group work
practice. (8th ed.). Boston, MA: Pearson
Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. Students will develop a plan for a specialized group, one that addresses the needs of a population-at-risk, (court-mandated substance abuse
treatment group for adolescent mothers). Guided by a brief literature review (3-4 articles from the professional literature), students will
develop a plan for establishing and conducting a group. Reference– Toseland, R. W. & Rivas, R. F. (2017) An introduction to group work
practice. (8th ed.). Boston, MA: PearsonSuggested outline:1. Include a brief review of the literature. Include one or two paragraphs that provide an overview of group work with your chosen
population. Address the following:Clarify whether the literature suggests a didactic, interactive, supportive approach or a combination of the above. Are specific
interventions/techniques suggested or are they believed not useful/to be avoided? Are there any recommendations for the size of the group?
Does the literature anticipate dynamics specific to the group? What are the demands placed on the social worker? What ethical or value
issues should the social worker consider?2. Develop a plan/proposal for a group. Include the following:Goals and Objectives: The primary focus of the group and the purpose/objectives of the group. Clarify how these advance the concerns of the
population-at-risk.Composition: Who will comprise the group? What needs will be fulfilled by the group? How many group members will be selected? Is there an
ideal number suggested for this type of group? How will you prepare group members? Will members be interviewed individually prior to joining
the group? What will members be told about the group; and how will they be informed? Who will lead the group? What kind of expertise
(knowledge and skill) required to lead this kind of group? Are there any value or ethical considerations you should consider during this
process? Discuss.Structural Issues: Clarify the structural issues you’ll need to address. Who will be notified about the group? What kind of a meeting room
is needed? What is the frequency, time and location plan for the group?3. Discuss the group dynamics. What are the anticipated members and social worker’s early expectations of the group experience? What
dynamics might be expected for this particular population, based on your literature review? What is the anticipated social worker’s role and
activity level? Clarify specific anticipated interventions (lecturer, organizer, counselor, facilitator, educator, advocate), and to whom
interventions will be directed. What and how will the social worker need to prepare for the group (include knowledge and skill, materials,
etc.)4. Outcome evaluation. Briefly describe the method you will use to evaluate the progress of the group as related to its state goals and
objectives. Clarify the methods you will consider, e. g., pretest-posttest, self-reports/family reports, social worker’s assessment, other
assessment tools. Identify if you will use short term and long-term assessment strategies and how you will implement this. Clarify how this
group experience might advance the needs and concerns of the population.Submission requires a scholarly level of writing that includes cited research. Papers are expected to be well-written, well-organized and
address all of the questions included in the assignment. Students are to use APA writing style.
SWK 522EPAS 2.1.10 EPAS 2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities.Criteria 18-20 PointsCapstone (A) 16-17 PointsBenchmark (B) 14-15 PointsEmerging Skill (C) 0-13 PointsNot Competent (D/F) ScoringAPA Formatting: Title page (2 pts.)Running head (2 pts.)Page numbers (2 pts.)References page (4 pts.)In text citations (4 pts.)Page headings (2 pts.)Font (12 point Times New Roman) (2pts.)Margins and spacing (2 pts.) Successfully demonstrates mastery of points of the criteria. 18-20 pts. Successfully demonstrates 16-17
points of the criteria. Demonstrates only 14-15 points of the criteria. Did not meet criteria. (0-13 pts.) Mechanics: Spelling (4 pts.) Grammar (4 pts.)Word usage (2 pts.)Page length requirements (3 pts.) Sentence structure (2 pts.) Punctuation (2 pts.)Appropriate sources (3 pts.) Successfully demonstrates mastery of 18-20 points of the criteria. Successfully demonstrates 16-17
points of the criteria. Demonstrates only 14-15 points of the criteria. Did not meet criteria. (0-13 pts.) Criteria 36-40 PointsCapstone (A) 32-35 PointsBenchmark (B) 28-31 PointsEmerging Skill (C) 0-27 PointsNot Competent (D/F) ScoringEPAS 2.1.10Practice Behavior a: Engagement
Social workerssubstantively and effectively prepare for action with individuals, families, groups, organizations, and communities;
Use empathy and other interpersonal skills; and
Develop a mutually agreedon focus of work and desired outcomes
Section 1 in assignment instructions. 1. Student includes a brief review of the literature providing one to two paragraphs that provide an overview of group work with
their chosen population.ANDStudent provides clear clarification whether the literature suggests a didactic, interactive, supportive approach or a combination of
approaches. (15points) 1. Student includes a brief review of the literature providing at least one paragraph that supplies an overview of group
work with their chosen population.AND Student provides some clarification whether the literature suggests a didactic, interactive, supportive approach or a combination of
approaches.(13points) 1. Student includes a brief review of the literature but provides less than one paragraph that supplies an overview of group
work with their chosen population.ANDStudent provides vague clarification whether the literature suggests a didactic, interactive, supportive approach or a combination of
approaches.(12 points) 1. Student provides little to no review of the literature addressing an overview of group work with their chosen population.ANDStudent provides little to no clarification whether the literature suggest a didactic, interactive, supportive approach or a combination of
approaches. (0-11 points) 2. Student identifies specific and detailed interventions/techniques that are both useful as well as those believed to be avoided. ANDStudent lists specific and detailed recommendations for the size of the group and fully addresses the dynamics specific to the group.(15 points) 2. Student identifies general interventions/techniques that are both useful as well as those believed to be avoided. ANDStudent lists recommendations for the size of the group and addresses some of the dynamics specific to the group.(13 points) 2. Student vaguely identifies interventions/techniques that are both useful as well as those believed to be avoided. ANDStudent gives vague recommendations for the size of the group and addresses few of the dynamics specific to the group.(11 points) 2. Student provides little to no information regarding interventions/techniques that are both useful as well as those
believed to be avoided.AND/ORStudent gives little to no recommendations for the size of the group and provides little to no information regarding the dynamics specific
to the group.(0-10 points) 3. Student identifies specific demands that are placed on the facilitator and fully addresses appropriate ethical and value issues
that should be considered. (10 points) 3. Student identifies some demands that are placed on the facilitator and provides some general information addressing
appropriate ethical and value issues that should be considered.(9 points) 3. Student vaguely identifies demands that are placed on the facilitator and is vague in addressing appropriate ethical and
value issues that should be considered. (8 points) 3. Student identifies little to no demands that are placed on the facilitator and provides little to no information
addressing appropriate and value issues that should be considered. (0-7 points)
Criteria 36-40 PointsCapstone (A) 32-35 PointsBenchmark (B) 28-31 PointsEmerging Skill (C) 0-27 PointsNot Competent (D/F) ScoringEPAS 2.1.10Practice Behavior b: Assessment
Social workers collect, organize, and interpret client data
Assess client strengths and limitations
Develop mutually agreedon intervention goals and objectives
Select appropriate intervention strategies
Section 2 in assignment instructions. 1. Student provides specific and thorough goals and objectives for their group and fully addresses how these goals and objectives
will advance the concerns of the population at risk.(15 points) 1. Student provides goals and objectives for their group and addresses how these goals and objectives will advance the
concerns of the population at risk.(13 points) 1. Student is vague or unclear in providing goals and objectives for their group and does not fully address how these goals
and objectives will advance the concerns of the population at risk.(12 points) 1. Student fails to provide goals and objectives for their group and offers little to no information on how these goals and
objectives will advance the concerns of the population at risk.(0-11 points) 2. Student thoroughly addresses the composition of the group and provides detailed answers to all questions listed in the
composition section.(15 points) 2. Student addresses the composition of the group and answers the majority of the questions listed in the composition
section.(13 points) 2. Student is vague or unclear in addressing the composition of the group and partially answers the questions listed in the
composition section.(11 points) 2. Student fails to address the composition of the group and answers few or none of the questions listed in the composition section.(0-10 points) 3. Student provides detailed and specific clarification of the structural issues that will need to be addressed and fully answers
all questions related to these issues in this section. (10 points) 3. Student provides clarification of the structural issues that will need to be addressed and answers most of the questions
related to these issues in this section. (9 points) 3. Student is vague or unclear of the structural issues that will need to be addressed and partially answers most of the
questions related to these issues in this section.(8 points) 3. Student fails to list the structural issues that will need to be addressed and answers few to none of the questions
related to these issues in this section.(0-7 points)
Criteria 36-40 PointsCapstone (A) 32-35 PointsBenchmark (B) 28-31 PointsEmerging Skill (C) 0-27 PointsNot Competent (D/F) ScoringEPAS 2.1.10Practice Behavior c:Intervention
Social workers initiate actions to achieve organizational goals
Implement prevention interventions that enhance client capacities
Help clients resolve problems
Negotiate, mediate, and advocate for clients; and
Facilitate transitions and endings
Section 3 in assignment instructions. 1. Student fully addresses group dynamics and provides detailed and specific information regarding the group’s expectations of the
group experience for this specific population and lists specific anticipated roles/activity levels. (15 points) 1. Student addresses group dynamics and provides information regarding the group’s expectations of the group experience for
this specific population and lists some anticipated roles/activity levels. (13 points) 1. Student is vague and unclear in addressing group dynamics and does not fully address group expectations of the group experience
for this specific population and is unclear with anticipated roles/activity levels. (12 points) 1. Student fails to address group dynamics providing little to no information regarding group expectations of the group experience
and provides little to no information regarding roles/activity levels.(0-11 points) 2. Student provides detailed and specific anticipated interventions regarding (lecturer, organizer, counselor, facilitator,
educator, advocate), and to whom interventions will be directed. (15 points) 2. Student provides some general interventions regarding (lecturer, organizer, counselor, facilitator, educator, advocate), and to
whom interventions will be directed.(13 points) 2. Student is vague and unclear in their interventions regarding (lecturer, organizer, counselor, facilitator, educator, advocate),
and to whom the interventions will be directed.(11 points) 2. Student provides little to no information regarding interventions (lecturer, organizer, counselor, facilitator, educator,
advocate), and fails to address whom the interventions will be directed. (0-10 points) 3. Student provides specifics and details on how the worker will need to prepare for the group and include (knowledge, skill,
materials etc.).(10 points) 3. Student provides some general information on how the worker will need to prepare for the group and include (knowledge,
skill, materials etc.).(9 points) 3. Student is vague and unclear on how the worker will need to prepare for the group and does not fully include (knowledge,
skill, materials, etc.).(8 points) 3. Student fails to identify how the worker will need to prepare for the group and provides little to no information
regarding (knowledge, skill, materials, etc.).(0-7points)
Criteria 36-40 PointsCapstone (A) 32-35 PointsBenchmark (B) 28-31 PointsEmerging Skill (C) 0-27 PointsNot Competent (D/F) ScoringEPAS 2.1.10Practice Behavior d:Evaluation
Social workers critically analyze, monitor, and evaluate interventions
Section 4 in assignment instructions. 1. Student provides detailed and specific information regarding an outcome evaluation listing the exact method that will be used to
evaluate the progress of the group as related to its stated goals and objectives. (15 points) 1. Student provides some information regarding an outcome evaluation listing some general methods that will be used to
evaluate the progress of the group as related to its stated goals and objectives.(13 points) 1. Student is vague and unclear regarding an outcome evaluation and lists very few methods that will be used to evaluate the
progress of the group as related to its stated goals and objectives.(12 points) 1. Student provides little to no information regarding an outcome evaluation and fails to provide methods that will be used
to evaluate the progress of the group as related to its stated goals and objectives. (11 points) 2. Student clearly identifies the use of short term and long term assessment strategies and how they will specifically be
implemented. (15 points) 2. Student identifies the use of short term and long term assessment strategies in a general way and how they will be
implemented. (13 points) 2. Student is vague and unclear in identifying the use of short term and long term strategies and how they will be
implemented. (11 points) 2. Student provides little to no information regarding short term and long term strategies and how they will be implemented. (10 points) 3. Student clarifies how this group experience might advance the needs and concerns of the population at risk.(10 points) 3. Student gives a general idea of how this group experience might advance the needs and concerns of the population at risk.(9 points) 3. Student is vague and unclear of how this group experience might advance the needs and concerns of the population at risk.(8 points) 3. Student provides little to no information regarding how this group experience might advance the needs and concerns of the
population at risk.(0-7 points) Total
