BSW4805/101/0/2025

Tutorial Letter 101/0/2025

Advanced Integrated Social Work

Practice

BSW4805

Year Module

Department of Social Work

This tutorial letter contains important information about your module.

BARCODE
 CONTENTS

Page

1 INTRODUCTION.......................................................................................................................... 4
2 PURPOSE AND OUTCOMES ..................................................................................................... 6
2.1 Purpose........................................................................................................................................ 6
2.2 Outcomes..................................................................................................................................... 7
3 CURRICULUM TRANSFORMATION .........................................................................................11
4 LECTURER(S) AND CONTACT DETAILS .................................................................................11
4.1 Lecturer(s)...................................................................................................................................11
4.2 Department .................................................................................................................................11
4.3 University ....................................................................................................................................12
5 RESOURCES .............................................................................................................................12
5.1 Prescribed book(s) ......................................................................................................................12
5.2 Recommended book(s) ...............................................................................................................13
5.3 Electronic reserves (e-reserves) ..................................................................................................13
5.4 Library services and resources information .................................................................................13
6 STUDENT SUPPORT SERVICES ..............................................................................................14
6.1 The Unisa First-Year Experience Programme .............................................................................14
6.2 Using Recognition of Prior Learning (RPL) to apply for module credit within a qualification. ........15
7 STUDY PLAN .............................................................................................................................16
8 PRACTICUM WORK ..................................................................................................................17
8.1 The block placement ...................................................................................................................17
8.2 The concurrent placement ...........................................................................................................18
8.3 Procedures and standards of work field instructions ....................................................................23
8.3.1 Supervision .................................................................................................................................23
8.3.1.1 Rules and regulations .................................................................................................................23
8.4 Workshops ..................................................................................................................................25
8.3.1 Workshop 1: Orientation, integrated methods administration and ethics .....................................26
8.3.2 Workshop 2: Integrated methods Reports and interventions .......................................................32
8.4.1 Workshop 3: Integrated methods intervention (meso- and macro-level interventions) .................35
8.4 Broadcasting ...............................................................................................................................37
9 ASSESSMENT ...........................................................................................................................37
9.1 Assessment criteria .....................................................................................................................37
9.2 Assessment plan .........................................................................................................................38
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9.3 Assignment due dates ................................................................................................................ 38

9.3.1 General rules for assignments .................................................................................................... 38
9.4 Submission of assignments ........................................................................................................ 39
9.4.1 Types of assignments and descriptions ...................................................................................... 39
9.5 The assessment ......................................................................................................................... 40
9.5.1 Specific details of assignments ................................................................................................... 41
9.6 Other assessment methods ........................................................................................................ 43
9.7 The examination ......................................................................................................................... 43
9.7.1 Invigilation/proctoring .................................................................................................................. 44
10 ACADEMIC DISHONESTY ........................................................................................................ 45
10.1 Plagiarism ................................................................................................................................... 45
10.2 Cheating ..................................................................................................................................... 45
10.3 For more information about plagiarism, click on the following link: .............................................. 45
11 STUDENTS LIVING WITH DISABILITIES .................................................................................. 45
12 FREQUENTLY ASKED QUESTIONS ........................................................................................ 45
13 GLOSSARY................................................................................................................................ 45
14 SOURCES CONSULTED ........................................................................................................... 54
15 IN CLOSING ............................................................................................................................... 54
16 ADDENDUM ............................................................................................................................... 55

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1 INTRODUCTION
Dear Student
Unisa is a comprehensive open distance e-learning (CODeL) higher education institution. The
comprehensiveness of our curricula encapsulates a range of offerings, from strictly vocational
to strictly academic certificates, diplomas and degrees. Unisa's "openness" and its distance
eLearning character result in many students registering at Unisa who may not have had an
opportunity to enrol in higher education. Our CODeL character implies that our programmes are
carefully planned and structured to ensure success for students ranging from the under-
prepared but with potential to the sufficiently prepared.

Teaching and learning in a CODeL context involves multiple modes of delivery ranging from
blended learning to fully online. As a default position, all post graduate programmes are offered
fully online with no printed study materials, while undergraduate programmes are offered in a
blended mode of delivery where printed study materials are augmented with online teaching and
learning via the learner management system – myUnisa. In some instances, undergraduate
programmes are offered fully online as well.

Furthermore, our programmes are aligned with the vision, mission and values of the University.
Unisa's commitment to serve humanity and shape futures combined with a clear appreciation of
our location on the African continent, Unisa's graduates have distinctive graduate qualities which
include

• independent, resilient, responsible and caring citizens who are able to fulfil and serve in
multiple roles in their immediate and future local, national and global communities

• having a critical understanding of their location on the African continent with its histories,
challenges and potential in relation to globally diverse contexts

• the ability to critically analyse and evaluate the credibility and usefulness of information
and data from multiple sources in a globalised world with its ever-increasing information
and data flows and competing worldviews

• how to apply their discipline-specific knowledges competently, ethically and creatively

to solve real-life problems

• an awareness of their own learning and developmental needs and future potential

This module is a blended module. Whether a module is offered either as blended (meaning that
we use a combination of printed and online material to engage with you) or online (all information
is available via the internet), we use myUnisa as our virtual campus. This is an online system
that is used to administer, document, and deliver educational material to you and support
engagement with you. Look out for information from your lecturer as well as other Unisa
platforms to determine how to access the virtual myUnisa module site. Information on the tools
that will be available to engage with the lecturer and fellow students to support your learning will
also be communicated via various platforms.

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You are encouraged to log into the module site on myUnisa regularly (that is, at least twice per
week).

We are pleased to welcome you to the module Advanced Integrated Social Work Practice
(BSW4805) and trust that you will find it both interesting and rewarding.

This module focuses on enabling students to apply the approaches, perspectives, theories, and
models that underpin the way to assist individuals, children, couples, families, groups and
communities in practice. This is an advanced practice module that provides you with
opportunities to apply and integrate critical thinking, different interventions, values, and skills
while working as an advanced generalist with individuals, groups and communities.

Social workers must have knowledge of various social science disciplines, including psychology
and sociology, and they must be able to draw upon the theories that underpin these disciplines.
By the end of the course, you must demonstrate critical thinking, the integration of theory with
practice, and knowledge, values, and skills appropriate for social work practice. You will acquire
skills for developing professional relationships with client systems, assessing problems arising
from the client’s attributes and environment, and choosing appropriate interventions based on
this assessment. Assessment includes the evaluation of interventions and whether service
needs have been met within clients’ social context. The module examines social work values
and ethics, and explores the issues of gender, ethnicity, and culture.

We hope you will find the study material stimulating and valuable in your growth to become a
competent social worker.

You will receive a number of tutorial letters during the year. A tutorial letter is our way of
communicating with you about teaching, learning and assessment. This tutorial letter,
BSW4805/101/0/2025, is the manual for your practical work. It contains general and
administrative information about this module, the assignments, practical work required, mid-year
assessment and final assessment. It also provides all the information you need about the
prescribed study material and other resources, and how to obtain them. Please study this
information carefully and make sure that you obtain the prescribed material as soon as possible.

You will also receive Tutorial Letter SCKALLK/301/2025, which contains notes on preparing
social work research assignments, dissertations, and theses, as well as guidelines for in-text
and bibliographic references.

Read ALL the tutorial letters you receive during the year immediately and carefully, as the
information is always important and sometimes urgent.

The following modules need to be used in conjunction to the BSW4805 and BSW4802:
 BSW3701 (Group Work: Theories, Approaches and Models); BSW3702 (Casework:
Theories, Approaches and Models); BSW3703 (Community Work: Approaches and
Models)
 BSW3705 (Integrated Social Work Practice)

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The following modules are co-requisites together with BSW4802:
 BSW4803 (Social Welfare Macro Policy)
 BSW4806 (Statutory Work and Report Writing)

The above-mentioned modules form the foundation on which this integrated social work practice
learning module rests. Some aspects in their study guides are broadly revised in this module to
ensure continuity.

This module follows the blended learning approach. At Unisa, blended learning is regarded as the
process of integrating the most appropriate teaching pedagogies, learning strategies and
technologies to achieve learning outcomes effectively. This means that we use a combination of
printed and online material to engage with you. Please visit the Announcements tool and all the
other myUnisa tools used in this module regularly for updates.

Because this module carries 60 credits, you must devote approximately 600 hours of study
to it in order to complete it successfully.
We hope that you will find the learning programme stimulating, relevant and useful.

2 PURPOSE AND OUTCOMES

2.1 Purpose
The purpose of this module is to provide a well-grounded, generic, professional education that will
assist you in engaging with people at all levels of social work in a dynamic socio-political and
economic context. The module is designed to equip students to engage people in problem-solving,
to promote social change, development, and cohesion, and to empower and liberate people. The
module is underscored by the principles of respect for human dignity and diversity, social justice,
balancing human rights and its corollary duties and collective responsibilities, and underpinned by
theories of social work, social and human sciences, and local bodies of knowledge.

Furthermore, the module will equip you with advanced practical knowledge, skills, attitudes to
identify, assess, plan, implement, evaluate, and terminate appropriate social work intervention
processes with individuals, couples, families, groups and communities under social work
supervision in a welfare practice setting. Once you have completed the module successfully, you
will be able to apply various approaches, perspectives, theories, and models to social work practice
from a developmental perspective. You will be able to integrate theory into practice in line with
applicable policies and legislation. You will be able to conduct interventions at different levels and
in different fields of practice to deal with social issues among client systems of different sizes.

Field instructional practice or practical placement is the signature pedagogy in social work. Your
field instruction placement prepares you for generalist social work practice involving individuals,
families, small groups, organisations, and communities. The White Paper on Social Welfare
expects social workers to address issues of poverty and inequity, and to promote social
development services. You must strive to deliver comprehensive social welfare services to mitigate
vulnerability and poverty, as outlined in constitutional and legislative frameworks. Furthermore, you

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must create an enabling environment for sustainable development through the delivery of high-
quality, integrated, and sustainable services.

Universities must meet certain standards and requirements when developing study materials for a
qualification. BSW4805 meets the purposes of social work education and the key standards set by
the South African Qualifications Authority (SAQA) and the Higher Education Qualifications
Framework (HEQF). The module is pitched at NQF level 8. Each specific standard has certain
assessment criteria that you, the student, can use to assess whether you have met the required
outcomes.

2.2 Outcomes

The specific outcomes of this module and the assessment tasks or criteria related to each
demonstrate whether students can integrate theory into practice. Table 0.1 below contains the
specific learning outcomes of the module. The assessment criteria for each specific learning
outcome are included. These outcomes are also linked to the different lessons in your BSW4805
study guide.

Specific outcome 1 (Lesson 1)

Compile and maintain records of social work interventions, processes, and outcomes for client
systems during social work intervention delivery.
Assessment criteria:

 Client system files with all relevant reports are compiled according to agreed timeframes,
standards, and procedures.
 Various types of reports on the functioning of client systems containing accurate details
of all intervention activities, processes and outcomes are compiled according to
prescribed formats.
 Safe record-keeping (print and electronic) is practised.

Specific outcome 2 (Lesson 2)

Develop effective relationships with social workers and members of intersectoral and
multidisciplinary and/or interdisciplinary teams in social service delivery.
Assessment criteria:

 The purpose, roles, functions, and value of the team approach in social work services
are critically appraised. The valuable role and contribution of volunteers in social service
delivery are evaluated.
 Sectors relevant to the identified social problem or issue are identified.
 The ethics of teamwork are critically analysed.

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Specific outcome 3 (Lessons 3 & 7)

Assess the social functioning of individual, couples, families, groups, organisations, and
communities during the helping process.
 The needs and strengths of client systems are assessed using relevant theories,
approaches, and intervention models. The socio-economic status, social inequalities, social
issues, and social injustice involved in the functioning of client systems are assessed
through the developmental approach.
 Appropriate social work skills, values, ethics, and techniques are used.
 The influence and impact of social circumstances and social systems on the functioning of
client systems are assessed.
 Assessment processes and conclusions are recorded clearly, systematically, and
accurately.

Specific outcome 4 (Lessons 4, 5 & 6)

Analyse and apply the skill of developing and maintaining social work professional
relationships for advanced integrated service delivery to individuals, families, group,
organisations, and communities.

Assessment criteria:

 The process of establishing and maintaining professional relationships is constructed.

 An enabling environment for client systems is developed.
 Social work ethics, principles and values in advanced social work service delivery are
applied to client systems.

Specific outcome 5 (Lessons 4, 5 & 6)

Negotiate and use contracts during integrated social work intervention.

Assessment criteria:

 Personal development plans containing mutually agreed principles, expectations,

goals and procedures with the supervisor and organisation are used.
 Contracts are compiled to guide practice with clients.
 Mutually agreed personal development plans containing an exposition of results of
breaching the mutually agreed principles, expectations, goals and procedures for both
the practitioner and the client system are developed.

Specific outcome 6 (Lessons 4, 5 & 6)

Plan and implement appropriate social work intervention strategies and techniques for
integrated social work service delivery with individuals, couples, families, groups, and
communities.

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Assessment criteria:

 The social work intervention plan that addresses social systems with an impact on the
functioning of individual, couples, families, groups, and communities is formulated and
implemented.
 Intervention strategies and casework processes are implemented in accordance with
corresponding theories, and approaches are analysed.
 Intervention strategies are developed and designed in accordance with relevant
approaches, perspectives, theories, and models, and implemented during group work.
 Intervention strategies are developed and designed in accordance with relevant
approaches, perspectives, theories, and models, and implemented during community
work. In addition, community change models are implemented.

Specific outcome 7 (Lessons 4, 5 & 6)

Evaluate the outcomes of social work intervention techniques and processes during
social work delivery.

Assessment criteria

 Stated goals and the strengths and needs of client systems are evaluated.
 The planning, termination, and implementation of ongoing services continuously re-
evaluated.
 The use of self-awareness and self-reflection is assessed throughout the intervention
process.
 Process and progress reports are compiled, and interventions are evaluated based on
these reports.

Specific outcome 8 (Lessons 4, 5 & 6)

Evaluate the termination of social work interventions as part of integrated social work
service delivery.

Assessment criteria

 The termination of services is planned in accordance with social work principles and
mutually agreed to by the relevant parties.
 The timeous termination of services rendered to client systems is assessed.
 Termination is executed based on the achievement of goals and the ability of the client
systems to function independently.
 The administrative aspects of termination are planned, discussed, and reported in
accordance with professional requirements.
 Process and progress reports are compiled, and termination is evaluated based on
these reports.

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 Specific outcome 9 (Lesson 7)

Assess, access, and use resources relating to the needs and strengths of client systems
to ensure advanced integrated social service delivery.

Assessment criteria

 Resources, including policies and legislation relating to the needs, strengths, and goals
of client systems, are analysed and used.
 Appropriate service providers and resources are identified and selected, and client
systems are referred to these to ensure that their identified needs are met.
 Networks are established with a focus on resources and organisations that can meet the
needs of client systems directly.

Specific outcome 10 (Lesson 8)

Identify, select, and implement various techniques, methods and means of raising
awareness and developing critical consciousness of the structural forces of oppression,
exclusion and disempowerment, and use such awareness to engage people as change
agents.

Assessment criteria

 Techniques, methods and means of awareness-raising appropriate to the specific social

issue, the social context, and the level at which such awareness-raising needs to take
place, are determined and compared.
 The specific social issue (e.g., homosexuality, gender discrimination, HIV/AIDS,
disability) identified as an area of intervention, is evaluated.
 The social and cultural contexts in which the intervention takes place, are explained.
 The ability is acquired to engage individuals, families, groups and/or communities in
critical and reflective discussions about the impact of oppressive forces in their lives, and
to empower them.
 The ability is acquired to assist individuals, families, couples, groups, and communities in
exploring alternative identities to enhance their self-esteem, and to empower them.
 Successful efforts are made to engage people as change agents, advocates and/or
lobbyists by building on their strengths and resources.

IMPORTANT

The above standards and learning outcomes are very important as they are meant to guide your
learning process. Use them for self-assessment throughout the year. Ask yourself, “Have I
achieved this outcome? How can I prove that I have achieved it?”

To achieve the stated outcomes, you will need to draw upon all your previously acquired values,
skills, knowledge, and competencies.

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3 CURRICULUM TRANSFORMATION
Unisa has implemented a transformation charter in terms of which the University has placed
curriculum transformation high on the teaching and learning agenda. Curriculum transformation
includes student-centred scholarship, the pedagogical renewal of teaching and assessment
practices, the scholarship of teaching and learning, and the infusion of African epistemologies and
philosophies. All of these will be phased in at both programme and module levels, and because of
this you will notice a marked change in the teaching and learning strategy implemented by Unisa,
and the way in which the content is conceptualised in your modules. We encourage you to embrace
these changes during your studies at Unisa in a responsive way within the framework of
transformation.

4 LECTURER(S) AND CONTACT DETAILS

4.1 Lecturer(s)

All queries about the content of this module should be directed to the primary lecturers:
Dr Taetske Calitz (Micro level)
Winnie Madikizela-Mandela Building 5-27
E-mail: [email protected]
Telephone: 012 429 8768

Prof Anri Adlem (Meso level)

Winnie Madikizela-Mandela Building 5-20
E-mail: [email protected]
Telephone: 012 429 4169

Dr J Masombuka (Macro level)

Winnie Madikizela-Mandela Building 5-10
E-mail: [email protected]
Telephone: 012 429 9658

Ms M Hobbs-Russel
Winnie Madikizela-Mandela Building
E-mail: [email protected]

4.2 Department

The contact details for the Social Work Department are as follows:
Office: Room 5-3, Winnie Madikizela-Mandela Building
Telephone: 012 429 4495

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PLEASE NOTE: Make an appointment with the relevant lecturer should you wish to discuss
matters of an academic nature. This will help you to avoid coming to the University and not being
able to speak to a lecturer as we are often busy with workshops and meetings. Should you have
trouble reaching your lecturers telephonically, ask the secretary of the department where and when
you can get hold of the lecturer. Note that it is impossible to return all students’ calls, therefore
sending an e-mail is still the easiest way to communicate with a lecturer.

Keep the following in mind when you contact an academic department:

 Deal with ONLY ONE topic per letter.

 Always include your address, contact details, student number and the relevant module code
in your correspondence.
 NO assignments may be forwarded directly to a department.
 You are NOT allowed to fax or e-mail assignments. (Refer to Study @ Unisa for detailed
information about the submission of assignments.)
 Study guides may NOT be faxed to students. (Refer to Study @ Unisa, which explains in
detail how students can obtain their study material.)

PLEASE NOTE:
You may NOT send letters to lecturers with your assignments.

4.3 University

If you need to contact the University about matters not related to the content of this module,
please consult Study @ Unisa, which is available online at www.unisa.ac.za/brochures/studies.
This brochure contains information on how to contact the University (e.g., to whom you can direct
different queries, important telephone and fax numbers, addresses and office hours). Always have
your student number at hand when you contact the University.

Contact addresses of the various administrative departments appear on the Unisa website:
http://www.unisa.ac.za/sites/corporate/default/Contact-us/Student-enquiries.

Please include your student number in all correspondence with the University.

5 RESOURCES
5.1 Prescribed book(s)

Birkenmaier J & Berg-Weger, M. 2017. The practice of generalist social work. New York/London:
Routledge.

Toseland, RW & Rivas RF. 2014. An introduction to group work practice. New York: Pearson.

Weyers, ML. 2011. The theory and practice of community work: a Southern African perspective.
2nd ed. Potchefstroom: Keurkopie.
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5.2 Recommended book(s)

Patel, L. 2015. Social welfare and social development. Cape Town: Oxford University Press.

Van Breda, A & Sekudu. 2019. Theories for decolonial social work practice. Cape Town: Oxford
University Press.

Schenck, CJ, Louw, H & Nel, H. 2010. Introduction to participatory community practice. Pretoria:
Unisa Press.
Swanepoel, H & de Beer, F. 2018. Community development: breaking the cycle of poverty. 6th
edition. Cape Town: Juta.
Recommended books can be requested online, via the library catalogue.

5.3 Electronic reserves (e-reserves)

There are no e-reserves for this module.

5.4 Library services and resources information

The Unisa Library offers a range of information services and resources:

• For brief information on the library, go to https://www.unisa.ac.za/library/libatglance

• For more detailed library information, go
to http://www.unisa.ac.za/sites/corporate/default/Library
• Frequently Asked Questions,
visit https://www.unisa.ac.za/sites/corporate/default/Library/Frequently-Asked-Questions
• For research support and services such as the Personal Librarian service and the
Information Search Librarian's Literature
Search Request (on your research topic) service,
visit http://www.unisa.ac.za/sites/corporate/default/Library/Library-services/Research-support.
• For library training for undergraduate
students, visit https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Training
• Lending Services https://www.unisa.ac.za/sites/corporate/default/Library/Library-
services/Lending-services
• Services for Postgraduate students
- https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-Postgraduates
• Support and Services for students with disabilities
- https://www.unisa.ac.za/sites/corporate/default/Library/Services-for-students-with-
special-needs
• Library Technology Support -https://libguides.unisa.ac.za/techsupport
• Finding and using library resources and tools -http://libguides.unisa.ac.za/Research_skills
• A–Z list of library databases – https://libguides.unisa.ac.za/az.php

Important contact information:

• Technical problems encountered in accessing library online services: Lib-
[email protected]
• General library-related queries: [email protected]
• Queries related to library fines and payments: [email protected]
• Interlibrary loan service for postgraduate students: [email protected]
• Literature Search Service: [email protected]
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 • Social media channels: Facebook: UnisaLibrary and Twitter: @UnisaLibrary

6 STUDENT SUPPORT SERVICES

The Study @ Unisa brochure is available on myUnisa at www.unisa.ac.za/brochures/studies.

This brochure contains guidelines and important information that you need to study successfully at
Unisa.

If you need assistance with the myModules system, address you queries to:

• Toll-free landline: 0800 00 1870 (Select option 07 for myModules.)

• E-mail: [email protected] or [email protected]

You can access and view short videos on topics such as how to view your calendar, how to
access module content, how to view announcements for modules, how to submit assessments
and how to participate in Discussion Forum activities at:
https://dtls-qa.unisa.ac.za/course/view.php?id=32130

Registered Unisa students get a free myLife e-mail account. Important information, notices and
updates are sent exclusively to this account. Please note that it can take up to 24 hours for your
account to be activated after you have claimed it. Please do this immediately after registering
at Unisa, by following this link: [email protected]

Your myLife account is the only e-mail account recognised by Unisa for official correspondence
with the university and will remain the official primary e-mail address on record at Unisa. You
remain responsible for the management of this e-mail account.

6.1 The Unisa First-Year Experience Programme

Many students find the transition from school education to tertiary education stressful. This is also
true in the case of students enrolling at Unisa for the first time. Unisa is a dedicated open distance
and e-learning institution, and it is very different from face-to-face/contact institutions. It is a mega
university, and all our programmes are offered through either blended learning or fully online
learning. It is for this reason that we thought it necessary to offer first-time students
additional/extended support to help them seamlessly navigate the Unisa teaching and learning
journey with little difficulty and few barriers. We therefore offer a specialised student support
programme to students enrolling at Unisa for the first time – this is Unisa’s First-Year Experience
(FYE) Programme, designed to provide you with prompt and helpful information about services that
the institution offers and how you can access information.

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The following FYE services are currently offered:

FYE Website Email Support

www.unisa.ac.za/FYE [email protected]

FYE1500
Post
myUnisa; Study
Registration
Referrals to Skills; Academic &
Orientation Digital Literacies;
other support
services i.e. etc
Counselling;
Reading & Writing
workshops

To ensure that you do not miss out on important academic and support communication from
the SRU, please check your myLife inbox regularly.
6.2 Using Recognition of Prior Learning (RPL) to apply for module credit within a
qualification.
Now that you are a registered student, you are advised to familiarise yourself with the learning
outcomes of the module or modules you have chosen. If you have been exposed to those learning
outcomes for three years or more – either through work experience or other involvement – you can
apply to be exempted from completing assignments and writing examinations. As part of your
application for this exemption, you will be required to compile a portfolio of evidence substantiating
how your experience is equivalent to the learning outcomes. The diagram below shows the steps
involved in obtaining recognition of prior learning (RPL) for module credit. For more information on
the process, RPL fees, and the contact details of your college RPL coordinator, visit the Unisa
website: www.unisa.ac.za/rpl

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7 STUDY PLAN
The time schedule in your tutorial letter is approximate and has been compiled to assist you and
your supervisor in planning your practical work so that you will be able to complete your work
comfortably and timeously.
A blended approach is followed. Among other things, this means that students must attend both
online and face-to-face workshops. Online workshops include broadcasting sessions; Microsoft
Teams, ZOOM and WhatsApp sessions; and so on. Communication will take place via myUnisa
or discussion forums. Online assessments and blog platforms are used to communicate and
assess the progress of the students.

The field instruction programme includes a block placement and a concurrent placement. These
placements can be explained as follows:

a) Block placement: Block placement means that a student is placed in a social services
organisation with an approved learning plan for a block of time. Students are required to
devote five full, consecutive days (one week) in March to experiential learning in an
organisation.

b) Concurrent placement: Concurrent placement means that your time is divided between
classroom learning or workshops and practical work experience.

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It is the student’s responsibility to find an organisation that is suitable for the above-
mentioned placements. This responsibility is given to the student as you know your
community and can identify suitable organisations close to your home. However, if you
struggle to find an organisation, please contact Ms Hobbs-Russel, your hub co-ordinator.
Note that the organisation you choose must employ a full-time social worker who can
function as a contact person; schools are not suitable organisations for placements. Please
see Addendum Y for the compliance documents that must be completed and sent to Ms
Hobbs-Russel before placement commences.

FIGURE 1.1 NOTIONAL HOURS, BLOCK PLACEMENT AND CONCURRENT PLACEMENT

3 x 3 days 2 days per Weekly

Revision,
1 x 4 days week for 24 supervision (2
workshops additional Process report Assignment Oral
block weeks hours from
(3hours per organisational/ April–Mid-
broadcasts and writing = 50 writing = 25 examination =
placement research = 36 hours hours 6 hours
day) = 27 concurrent September) =
= 32 hours hours
hours placement 40 hours

The following tasks and assessments are scheduled for this module:

8 PRACTICUM WORK
8.1 The block placement
The block placement is linked to Assignment 01 and must be conducted for four full consecutive
days in April 2025. During block placement, you must be present at the organisation for four full
days, and you must be supervised by an experienced and qualified social worker. During your block
placement, you and your supervisor must discuss the goals of the placement, learning activities,
supervision arrangements and all other aspects of the organisation and the placement. During this
period, you must also study and analyse monthly intake statistics, as well as the resources and
problem areas in the community.

17
The data you collect will form basis of a planned integrated case study that you must undertake.
You may want to discuss educational and professional goals, and any specific needs or concerns,
with your supervisor at the organisation. During your block placement, you must familiarise yourself
specifically with the following:
 the vision, mission, and purpose of the organisation
 introductions to colleagues, staff, and administration
 the organisational structure
 the role of organisation in the community
 resources relevant to the organisation
 resources available in the community
 statistics that the organisation provides to the Department of Social Development
 other relevant issues related to understanding the organisation
 office procedures for clocking in and out
 procedures regarding office supplies and their location
 your designated workspace (e.g., office or desk) during the placement
 storage of personal belongings
 handling of client records
 policy on the use of telephones, fax machines, computers and cell phones, and personal
calls
 internal communication procedures
 departmental or unit meeting schedules
 organisational procedures regarding the following:
▪ harassment
▪ confidentiality policy and procedures
▪ releasing client information
▪ client eligibility policy and procedures
▪ intakes and admissions
▪ forms for documentation
▪ fees, financial issues that may be relevant to client
▪ workplace safety
▪ reporting of child or elder abuse
▪ providing information, resources, and referrals
▪ dress code
▪ the schedule that must be followed during placement to complete the
assignment

8.2 The concurrent placement

As indicated in your study guide, you need to conduct your practicum at an organisation in the field.
Your concurrent placement requires you to spend two full days per week at the placement
organisation for a period of 24 weeks, which is 48 days in total. If for whatever reason you are
unable to spend a specific day at the organisation, you need to make up that day. Only a medical
certificate or death certificate will be accepted as a valid excuse for missing days, and you are
responsible for planning to catch up. The placement organisation may be an NGO, NPO, CBO,
FBO, government department, clinic, hospital, or a similar organisation. No school placements are
allowed. The responsibilities of the placement organisation include the following:
18
 BSW4805/101/0/2025

 The organisation must offer the student an appropriate and supportive educational and
administrative environment throughout the placement period.
 A supervisor from within the organisation must be assigned to each student doing practicum
work at that organisation. The organisation must ensure that the supervisor will be available
for the duration of the student’s placement.
 The organisation must provide each student with a confirmation letter stating that the student
is placed at the organisation for a specified period.

The organisation must assign a registered social worker to supervise each visiting student. This
supervisor must be a staff member of the organisation where the student is placed and introduce
the student to the organisation. Then he or she must provide the student with opportunities to make
contact with various client systems and assign tasks to the student and oversee the student’s
performance of such tasks. The responsibilities of the placement supervisor or contact person and
the organisation are discussed in detail in the study guide.

You are expected to have weekly contact with the person who acts as the link between the
organisation, the student and the Unisa supervisor. Together with the contact person, you must
sign a logbook indicating the work you have done at the organisation.

It is very important that you pay close attention to the discussion of misconduct and unethical
practice in your study guide and keep this information in mind during your placement. disciplinary
action that might be taken against you should you misbehave and conduct yourself in an unethical
manner during your social work practical work. The process of disciplinary action is initiated by
issuing a letter of non-compliance (see Addendum R).

During your practical work, you are an extension of Unisa, and your behaviour will be closely
monitored. The relationship with the organisation is based on certain ground rules, one of which
clearly indicates that you may NOT do your report writing and other assignments during the time
spent at the organisation. You are part of the personnel and need to participate in all the relevant
activities of the organisation. You must do much more than just meet the basic requirements. The
purpose of your placement is to expose you to as many activities of the organisation as possible.

Table 0.2 is a time schedule that highlights the important milestones for this year.

19
TIME SCHEDULE FOR WORK INEGRTARGED LEARNING

SUPPORTING
ACTIVITY PROCEDURE DOCUMENTS DUE DATE

Completed Google Docs

You are expected to find
form (sent to students)
your own placement with
the help of the National • Placement guidelines
Coordinator in your own • Request for placement
Organisational January/February
area. A data base of letter
placement 2025
placement organisations is • Indemnity form
provided to students who
• Contract between the
are struggling to find
organisation and the
placement.
University

Once you have been

placed, forward the
organisational information
to the practicum Confirmation of placement
coordinator, Ms Marlize letter
Russel-Hobbs. The
placement information to
Confirmation beof submitted includes the January/February
placement name of the organisation, 2025
the name of the contact
person, physical and e-
Contract between the
mail addresses, and
organisation and the
telephone number.
student
The student has to sign the
contract with the
organisation.

The placement
organisation will assign an Notification from Unisa’s
organisational supervisor Department of Social Work
to you. Completed Google Docs
Supervision March/April 2025
Make sure that you are form (sent to students)
registered with the Copy of SACSSP
SACSSP before your registration certificate
practicum commences.

Orientation, integrated
Previous study material 26 - 28 March
Workshop 1 methods, administration
and tutorial letters 2025
and ethics

20
 BSW4805/101/0/2025

You are expected to spend

Starting of block five (5) full consecutive Logbook 31 March – 4 April
placement days at the organisation as Self-refection report 2025
part of orientation.

Allocation of Unisa Weekly supervision

Start of Group supervisor, orientation, minutes
Supervision 1 discussion of cases, Second week of
Weekly until – process reports, Process reports April 2025
mid-September integration of theory into
practice.

Start of You attend workshops and

08 April–mid-
concurrent start with your practicum
September 2025
placement placement activities.

Assignment 01:

29 April 2025
Orientation and analysis of
the organisation and Assignment 02:
Assignments 01,
community (including Assignments 01, 02 & 03
02 & 03 9 May 2025
group and community
project proposal)
Assignment 03:

16 May 2025

Integrated methods, BSW4805 tutorial letter

Workshop 2 reports focusing on micro- and study guide, as well as 5–7 May 2025
level interventions previous study material

Integrated methods
BSW4805 tutorial letter
intervention with specific
Workshop 3 and study guide, as well as 28–30 May 2025
focus on meso and macro
previous study material
level interventions

Organisational Evaluation of student’s

Assessment to be placed
evaluation of performance at the May/June 2025
in portfolio
student (Task A) organisation

Assignment 04: Submission of progress Assignment submitted 18 July 2025

Progress report report and detailed session online
for casework and group
work

21
 Evidence of the work done
Mid-year at the organisation
Quality assurance June/July 2025
evaluation
Organisational
assessment
Submission of process Online submission of a
11 September
Assignment 05 report marks for casework summary of process
2025
and group work reports

Termination of Integrated methods

intervention Termination reports to be
sessions,
compiled and placed in September 2025
groups and Termination report portfolio
projects submission in POE

Preparation for oral

assessment
Last supervision
and evaluation Wrapping up Check the POE September 2025
by supervisor
Evaluation by supervisor to
be placed in portfolio

Submission of POE for

examination and marking
purposes (sections A–D)

Section A:
• Prescribed documents
• Organisational
evaluation task A POE submitted according
Assignment 06: • Supervisor evaluation to guidelines 12 September
Portfolio 2025
Sections B and C:
• Progress report
• Termination report

Section D:
• Comprehensive report
on community work

Oral presentations on
Assignment 07: Presentation of 15 September–
integrated methods at all
Final oral integrated methods 30 October
levels (examination
Assessment service delivery 2025
purposes)

22
 BSW4805/101/0/2025

Online broadcast sessions are used to complement workshops. The dates of these broadcast
sessions will be communicated and confirmed via myUnisa and SMS.

Preliminary dates:

Broadcast 1 2025–04–16
Broadcast 2 2025–05–19
Broadcast 3 2025–06–17
Broadcast 4 2025–07–15
Broadcast 5 2025–08–02
Broadcast 6 2025–08–26
Broadcast 7 2025–09–15

8.3 Procedures and standards of work field instructions

In addition to your block and concurrent placements, you must make arrangements for supervision
by your Unisa supervisor and the other students in your group. Half a day per week is required. As
your study guide indicates, supervision refers to planned, regular periods that the student and
supervisor spend together to discuss the work done by the student during his or her placement.

These sessions form part of your notional hours and are compulsory.

8.3.1 Supervision

The Unisa supervisor is an experienced social worker assigned to you by Unisa (Practicum Hub).
The task of the supervisor is to assist you in internalising and integrating theory in the context of
practical work. If you are facing any challenges relating to clients, the placement organisation, the
application of the theory or time management, please discuss them with your supervisor. He or she
will support and empower you to engage with the theoretical content and help you to apply it
practically during group supervision sessions. The organisation supervisor is part of the
organisation where you do your field instruction practicum. They will assist you in overcoming
obstacles in the organisation, should they arise.

The following information is very important:

8.3.1.1 Rules and regulations

From the second week in April until mid-September, you must meet your Unisa supervisor every
week for group supervision at a time and place that the supervisor will negotiate with the group
under supervision.

It is compulsory to attend all supervision sessions. You are not allowed to miss supervision
sessions without a medical certificate or a similar good reason. Please notify your supervisor within
24 hours after the missed session of your reason for not attending so that the supervisor can inform
the practicum lecturer.

Your supervisor will keep an attendance register for supervision sessions.

Your supervisor also must sign your personal attendance register, which you must include in your
portfolio.
23
During the group supervision sessions, you will be able to discuss and reflect on the practical work
you have done. You can share your experiences, challenges and mistakes, and what you are
discovering under the guidance of the supervisor. The supervisor will mark your process reports
and give input or feedback so that you can continue the process with the client. Please inform the
supervisor if you need more information about certain topics. This will enable him or her to
meet your learning needs more effectively.

When you start with casework interviews or sessions, you must write a casework file summary of
each case. This summary must accompany your first reports to the supervisor.

You must also write a process report on each session you have with the client, group or community.
You are not allowed to have a follow-up session with a casework client, a group or a
community engagement if you have not discussed the previous intervention with the
supervisor, as this would amount to unethical behaviour. Provided it is endorsed by the
supervisor prior the actioning, this requirement is not strictly adhered to after community
work engagement as there might be a relatively low risk of harm to client systems, and
programme activities are planned per phase.

Your supervisor will mark your reports, give detailed feedback, and discuss your work with you
before you meet with a casework client, group or community. This process will help you to integrate
theory into the practical sessions with clients, and to refine your report-writing skills.

After each supervision session, you must write a report on that session. Self-reflection is very
important, so write these reports to the best of your ability. Take a few minutes to think about what
you have done, what you have learned, and how the theory applies to what you are doing and
experiencing. Submit this report to your supervisor at the next session and file a copy of all these
reports in your portfolio.

In June you must attend a mid-year evaluation session (not a test) with your supervisor and
lecturer, write a report on the session and include the report in your portfolio. See Addendum S.

Should the Unisa supervisor and lecturer be concerned about your progress or ethical behaviour,
they will request that the Unisa supervisor complete a red-flag report. You and your supervisor will
then have to develop a detailed improvement plan and submit it to the practicum lecturer. The red-
flag report will be forwarded to the lecturer (see Addendum R ).

Remember that your supervisor is not your enemy. When the supervisor comments on your actions
or writing, their intention is not to criticise you, but to help you to learn, to think critically and to make
the necessary adjustments.

8.3.1.2 The student’s role

Students must do the following to meet the requirements of the module:

 Attend broadcast sessions during the year.

 Attend supervision sessions.
 Complete and sign the practicum documents (see Addendum AA).
 Complete practical work at an agreed organisation, with a social worker as contact person.
 Students MUST complete their reports in accordance with both organisational and Unisa
requirements.

24
 BSW4805/101/0/2025

 Students may NOT have a follow-up session with a casework client or group if they
have not discussed the previous session with their supervisor.
 Submit reports to the supervisor within 48 hours (hardcopy or electronic version).
 Formulate learning goals and strive to achieve these goals.
 Complete the logbook and journal diligently and consistently. See Addendum K.
 Participate in all relevant organisational activities during placements. It is not sufficient to
meet only the minimum requirements.
 Students are NOT allowed to do their assignments during office hours at the placement
organisation.
 Be a responsible, active and reflective learner.
 Be cooperative and engage in mutual support.
 Submit process reports on time.
 Be well prepared for supervision.
 Be open and willing to share and ask questions.
 Use the feedback received during supervision sessions and on marked reports.
 Sign and complete the contract with the supervisor. If this requirement is not met, the
assignment will be regarded as incomplete.

8.4 Workshops
We offer three workshops to BSW4805 students at the beginning of the academic year. The
workshops give students the opportunity to engage with the theory and to learn how the theory
should be applied in a practical work context. Follow the guidelines in this tutorial letter to prepare
for the workshops. The workshops take the form of online broadcasting sessions or face-to-face
sessions and are facilitated by the primary lecturer or a workshop facilitator appointed by Unisa.
Dates, times and venues will be communicated via SMS and myUnisa. All workshops start at 09:00,
unless otherwise stated, and end at 16:00. Please be on time. If the workshops are offered online,
your will receive the details in due course.

The workshop dates are as follows:

Date Style Topic
Workshop 1 26–28 March 2025 Broadcast/ Orientation, integrated methods administration
Online and ethics
Study material and tutorial letters for previous
levels
Workshop 2 5-7 May 2025 Broadcast/ Integrated methods and reports (micro-level
Online interventions)
Tutorial letters and study guides for BSW4805
and previous modules
Workshop 3 28–30 May 2025 Broadcast/ Integrated methods intervention (meso- and
Online macro-level interventions)
Tutorial letters and study guides for BSW4805
and previous levels

25
 It is compulsory to attend all three workshops.
You are not allowed to miss more than one-quarter of the workshop sessions without a medical
certificate or a valid reason. The workshops are a continuation of the workshops you attended
during your third year. The first workshop is an introductory workshop that will prepare for your
practical work.

The workshop facilitator will keep an attendance register. In addition to that register, your own
register must be signed and included in your portfolio. You must also write a summary of the
preparation you have done for the workshop (1–2 pp). Bring this summary to the workshop to be
signed by the workshop facilitator. After each workshop day, you must write a report on the
workshop and add it to your portfolio (Addendum J). More information about the workshops is
provided later in this tutorial letter.

Copies of all study material (including this tutorial letter) are available on myUnisa and can be
accessed immediately after registration, so receiving study material late is not an acceptable
excuse.

8.3.1 Workshop 1: Orientation, integrated methods

administration and ethics
Goals and objectives for
Preparation Workshop 1

To show respect for fellow students who have prepared, and to ensure Lesson 1-3
Goal: Applying learned knowledge of
your full participation, it is very important to prepare for each workshop: casework with individuals

 Read the lessons 1, 2 and 3 in the BSW4805 study guide.

Part 1: Objectives
➢ Orientation to work integrated
learning experience
 Birkenmaier J & Berg-Weger, M. 2017. The practice of generalist o Goals/ Objectives
o Orientation
social work. New York/London: Routledge. Chapters 1 & 2. o Expectations
o Role-players
 Weyers, ML. 2011. The theory and practice of community work: a o Multi-disciplinary teams
o Supervision
Southern African perspective. 2nd ed. Potchefstroom: Keurkopie. Part 2: Objectives
➢ Administration
 Toseland, RW & Rivas RF. 2014. An introduction to group work o Format of documents
o Contracts
practice. New York: Pearson. Chapter o Process reports
o Self-reflection
 Patel, L. 2015. Social welfare and social development. Cape Town: o Logbook/ Journal
➢ Integrated methods
Oxford University Press. Chapter 4. o Assessment
o Values

 Read the Code of Ethics for Social Workers (available from the
o Cultural competence
o Integrated approach/ methods
and social welfare
SACSSP website). o Theories
o Integrated assignment and
 Revisit SCK3701. scenarios
Part 3: Objectives
➢ Ethics
o Unethical behaviour as a
student
o Unethical behaviour as a
social worker
o Code of conduct

26 o Unethical behaviour
consequences
 BSW4805/101/0/2025

 Reread the information about different theories in BSW3701, BSW3702, BSW3703

and BSW4802.
 Familiarise yourself with the different theories. Think about what you understand and
what you do NOT understand. Make a list of other theoretical approaches that are
used by your placement organisation.
 Reflect on the other approaches that social workers are using.
 Prepare well, identify gaps in your knowledge and understanding, and bring specific
questions to the workshop.
 Write a summary (1–2 pp) of your preparation for the workshop and ask the
workshop facilitator to sign it.

Watch the following videos in preparation for the workshop:

Motivational video
https://www.youtube.com/watch?v=Uw5qLiQERBg

Ethical concerns

https://www.youtube.com/watch?v=oClsBNaWvqY

8.3.1.1 Session 1: Orientation to work-integrated learning (WIL) experience

During this workshop session, you will learn what is expected of students during their WIL
experience. Different role-players and students’ supervision are discussed. In addition, we will
reflect on lessons 1 and 2, which focus on multidisciplinary teams.

Ethical requirements and the role of ethics in practice are explored during this session. Practical
guidelines are offered to steer you through your practical work with individuals, groups and
communities. During the session, we refer to the SACSSP Code of Ethics and the addendum on
unethical behaviour in Tutorial Letter BSW4805/501/2025. Practical examples are given to assist
you in integrating theory and practice.

ASSESSMENT FROM AN INTEGRATED APPROACH: WORKING WITH INDIVIDUALS,

GROUPS AND COMMUNITIES

Integrated methods

In this session, the administrative aspects of the module are discussed. We look closely at the
format of documents, contracts, process reports, self-reflections, logbooks and journals. The
integrated approach is discussed and we revisit the theories that you studied over the past three
years. We specifically focus on the following:
 developmental approach
 person-centred theory

27
  ecosystems perspective
 strengths perspective
 social justice perspective
 social constructionism
 solution-focused perspective
 crisis intervention model
 sustainable livelihood approach (SLA)
 generalist intervention model (GIM)
 Thompson’s personal-cultural-social model
 community practice models of community development, social planning, community
education, social marketing and social action (see p 69 in Tutorial Letter BSW4805/501/2025
for a short summary of each)

Meso level Introduction

Preparation
Prepare for the session 1 on meso-level interventions as follows:

Lesson 5 and 6

Goals and objectives for

 Birkenmaier, J & Berg-Weger, M. 2017. The practice of workshop 3
generalist social work. New York/London: Routledge. Lesson 5
Chapters 8 & 9.
Goal: Integrated methods intervention with
 Toseland, RW & Rivas, RF. 2014. An introduction to group specific focus on Meso and Macro level
interventions
work practice. New York: Pearson.
 Read lesson 5 in Tutorial Letter BSW4805/501/2025. Part 1 Objectives
Integrated methods and Meso level
 Read Tutorial Letter BSW4802/101/2025. interventions

• The needs assessment

 Consult at least two sources on the phases of the • Phases of the group work proses

group work process. • Group work skills

 Consult at least two sources on skills and techniques that • Evaluation and termination

social workers can use during the facilitation of the group Part 2: Objectives
work process. Integrated methods and Macro level
interventions

 Write a summary (1–2 pp) of your preparation for the workshop and ask the workshop
facilitator to sign it.

Watch the following videos in preparation for this workshop:

Phases of the group work process

http://study.com/academy/lesson/the-stages-of-the-group-experience-in-counseling.html

28
 BSW4805/101/0/2025

Understanding group dynamics

https://www.youtube.com/watch?v=uL6x99-VSBA

Group work assessment

https://www.youtube.com/watch?v=1Fz2Th1iCfA

Ethics in group work

http://study.com/academy/lesson/issues-and-ethics-in-group-counseling.html

Integrated methods on a meso level

During this session we revise needs assessment, verification and writing a group work proposal.
We refer to lesson 5 in the BSWG4805 study guide and apply Addendum X, section 1.1. Small
group discussions and role-playing are used to revisit and model the following:

 how to identify the needs of a group (Toseland & Rivas 2014:165–166)

 how to verify the needs of the group

 important aspects of writing a group work proposal (Corey, Corey & Corey 2014:148–
15)

 how to recruit and screen group members

Then we look at how to plan a group work series and prepare an outline of a group work session.
We discuss the following topics in small groups and give feedback to the bigger group:

 teenage pregnancy

 foster parent support group

 bullying

 substance abuse
Use Addendum X, section 1.2, to help with this activity; and read Corey (2002:104–105).
During this session, we study the phases of the life cycle of a group and role-play different situations
to apply the theory. The following questions will be answered:

 What are the worker activities in the beginning, middle and end phases of a group?
 What happens in the beginning, middle and end phases of a particular session? (See
Addendum X, section 1.3.)
 How do we deal with problem situations in groups? (See Addendum X, section1.4.)

In this session we focus on the importance and nature of group work skills. We differentiate
between and discuss different group work skills (see Addendum X, section 1.5). Student groups
will get the opportunity to give feedback to the bigger group by role-playing different skills.

29
Lastly, we discuss the phases of evaluation and termination (see Birkenmaier J & Berg-Weger
2017) Students will be asked to discuss the following in small groups:

 new ways to evaluate group work sessions and the group work process
 important aspects of termination and how these must be facilitated

8.3.1.2 Session 2: Integrated methods and reports (micro-level interventions)

Preparation
Prepare for the workshop as follows:
Goals and objectives for session
 Read lesson 4 in Tutorial Letter BSW4805/501/2025 2
 Read lessons 7 and 8 in Tutorial Letter BSW4805/501/2025
Lesson 4
 Read chapters 1, 3, 4, 5 and 6 in
Goal: Integrated methods, reports with specific
Birkenmaier J & Berg-Weger, M. 2017. The practice of focus on Micro level interventions
generalist social work. New York/London: Routledge.
 Read Tutorial Letter BSW4802/101/2025.
Part 1: Micro level interventions
o Expectations for Micro level intervention

 Study Addendum W in BSW4802/101/2025. Administration for Micro level intervention

The planning and engagement
 Scan Tutorial Letter SCK4811/101 of 2025: sections 6 and process

7 (pp 7–141). Skills, techniques for Micro interventions

Power and injustice in Micro interventions

Part 2: The generalist intervention model

(GIM) Different phases

Micro-level interventions Different phases

Part 3: A Contracting and development plans

In this part of the workshop, we pay attention to microlevel when working with vulnerable clients
children and families
interventions and what we expect of students undertaking such Contracting and development plans
interventions, as stipulated in lesson 4 (from page 100 onwards in Tools that can be used in service
Delivery
the study guide). Then we look at administrative requirements. Working with children
Please see the case file requirements on page 109 (activity 4.3 in Working with families
Case studies
Tutorial Letter BSW4805/501/2025) and the templates for case file
summaries, process reports (Addendum N), progress reports
(Addendum D) and termination reports (Addendum M).

Social workers can only render integrated social welfare services if they are familiar with the
generalist practice in social work, which is the guiding framework for integrated social development
practice. The generalist practice includes aspects like the different levels of intervention, the life
cycle approach to service delivery (based on target groups) and focus areas for integrated social
welfare service delivery (see page 110 in the study guide). The different approaches, perspectives,
theories or models that would be best suited for work with clients are summarised in lesson 3 of
the study guide and are evaluated and discussed during this session. We revisit different
counselling skills and techniques (see Addendum W and section 1.9 of this tutorial letter). The roles
of injustice and power in counselling relationships are also discussed in detail in this session, and
practical examples, role-playing, case studies and videos are used to integrate theory into practice.

30
 BSW4805/101/0/2025

The generalist intervention model

During this session, we discuss the different steps of the generalist intervention model in detail
(see lesson 4 in the study guide).

Step 1: Engagement

Step 2: Assessment

Step 3: The planning phase

Step 4: Implementation of the intervention strategies and techniques

Practical examples, role-playing, case studies and videos are used to integrate theory into practice.

8.3.1.3 Session 3: Introduction to Macro level

Preparation

Prepare for the workshop as follows:

• Read about community work process

• Read Weyers, ML. 2011. The theory and practice of community work: a Southern African
perspective. 2nd ed. Potchefstroom: Keurkopie.
• Read the only study guide for BSW3703
• Read Tutorial Letter BSW4805/501/2025

• Come to the workshop with questions.

• Write a summary (1–2 pp) of your preparation for the workshop and ask the workshop
facilitator to sign it.

31
8.3.2 Workshop 2: Integrated methods Reports and interventions

8.3.2.1 Session 1: Meso level Interventions

Preparation

Prepare for the workshop as follows:

• Read about Phases in the Group work process

• Read about different group members Goals and objectives for
workshop 2
• Read about different leadership skills
• Read chapters 1, 3, 4, 5 and 6 in Birkenmaier J & Berg-Weger, Session 1
M. 2017. The practice of generalist social work. New Goal: Applying learnt knowledge

York/London: Routledge. regarding group work

• Tutorial Letter BSW4805/501/2025 ➢ Part 1: The generalist intervention

model (GIM) Different phases
Different phases and phases in the
group work process

Part 2: Understanding different group

• Come to the workshop with questions. members
o Being able to address
different members in the
group work process

• Write a summary (1–2 pp) of your preparation for the ➢ Utilising different leadership skills in
the group work process

workshop and ask the workshop facilitator to sign it. o Learn to apply different
leadership skills

32
 BSW4805/101/0/2025

8.3.2.2 Session 2: Micro level Interventions

Preparation
Prepare for the workshop as follows:

 Read lesson 4 in Tutorial Letter BSW4805/501/2025

Goals and objectives for
 Read lessons 7 and 8 in Tutorial Letter
workshop 2
BSW4805/501/2025
 Read chapters 1, 3, 4, 5 and 6 in Session 2
Birkenmaier J & Berg-Weger, M. 2017. The practice of Goal: Applying learnt knowledge
regarding casework with children
generalist social work. New York/London: Routledge. Objectives

 Read Tutorial Letter BSW4802/101/2025. ➢ Part 1: The generalist intervention

model (GIM) Different phases
 Scan the Bill of Rights of Children. Different phases

 Scan the Children’s Act 38 of 2005, as amended. ➢ Part 2: Understanding and working
with children

o Understand the importance of

children’s developmental
The generalist intervention model stages.

o Understand communication
During this session, we discuss the different steps of the generalist with children.

intervention model in detail (see lesson 4 in the study guide). o Assess children.

o Apply communication skills

Step 5: Critically analyse, monitor and evaluate interventions with children.

➢ Facilitating change and statutory

work with children
Step 6: Termination of interventions
o Set goals when working with
children.
Step 7: Follow up
o Learn to set limits and
understand the role of parents
in working with children.

o Understand and apply the

Casework with children
During this session, we discuss the child as your client. We address the developmental stages of
children, communication with children, assessment of children as well as the Child Care Act and
it’s relevance.

Link to the Children’s Act

http://www.hpcsa.co.za/Uploads/editor/UserFiles/downloads/legislations/acts/childrens_act_38_2005.pdf

 Consult at least two sources on working with children (0–18 years).

 Consult at least two sources on skills and techniques that social workers can use to
improve their communication with families.

33
 Watch the following videos in preparation for the workshop:
Non-verbal behaviour to be
observed in children https://www.youtube.com/watch?v=VDVaiwzU8yc
Angry child https://www.youtube.com/watch?v=-IO6zqIm88s
ADHD https://www.youtube.com/watch?v=OYLWkVHvgOM
Relationship building with a http://www.counsellingconnection.com/index.php/2011/07/18/
child play-therapy-activities-to-engage-children/
Activities play https://www.youtube.com/watch?v=D-HiOmzCgBc
Counselling session with https://www.youtube.com/watch?v=rqx0LsgrSSM
child
https://www.youtube.com/watch?v=aIURx2HrSRg
Counselling session
https://www.news24.com/SouthAfrica/News/mother-
beginning
boyfriend-face-attempted-murder-charges-after-video-of-4-
Child abuse
year-olds-beating-surfaces-on-social-media-20180308

https://www.youtube.com/watch?v=vIvNPyeowGA

8.3.2.3 Session 3: Macro level Interventions

Preparation

Prepare for the workshop as follows:

• Read about community work techniques and practice models

• Read Weyers, ML. 2011. The theory and practice of community work: a Southern African
perspective. 2nd ed. Potchefstroom: Keurkopie.
• Read the only study guide for BSW3703
• Read Tutorial Letter BSW4805/501/2025

• Come to the workshop with questions.

• Write a summary (1–2 pp) of your preparation for the workshop and ask the workshop
facilitator to sign it.

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 BSW4805/101/0/2025

8.4.1 Workshop 3: Integrated methods intervention (meso- and macro-level interventions)

8.4.1.1 Session 1: Meso level interventions

Preparation

Prepare for the workshop as follows:

• Read Tutorial Letter BSW4805/501/2025

• Read chapters 1, 3, 4, 5 and 6 in
Birkenmaier J & Berg-Weger, M. 2017. The practice of generalist social work. New
York/London: Routledge

• Come to the workshop with questions.

• Write a summary (1–2 pp) of your preparation for the workshop and ask the workshop
facilitator to sign it.

8.4.1.1 Session 2: Micro level interventions with couples and families

Preparation
Prepare for the workshop as follows:

• Read about working with couples/families to prepare for working with families and couples.
• Read Tutorial Letter
• Read Study guide for BSW 4805
•

• Come to the workshop with questions.

• Write a summary (1–2 pp) of your preparation for the workshop and ask the workshop
facilitator to sign it.

35
 Watch the following video clips prior to attending the workshop.

Therapy video

https://www.youtube.com/watch?v=hLfaNQF7trs

Family therapy session – “To the Bone” clip

https://www.youtube.com/watch?v=MCTBQ4HBONk

Couples counseling

https://www.youtube.com/watch?v=I8YrYLJitIQ

Traits of Toxic Parents Who Ruin Their Children’s Lives

https://www.youtube.com/watch?v=XlwvxZwP4B0

In Part 1 the focus is on understanding how to deal with specific challenges in working with couples
and families. Attention will also be given to dealing with change in families and with couples. We
will have a discussion and assessment of family’s from different theoretical approaches, we will
look at ecometric tools like Genograms, Eco-Maps And Time-Lines. Lastly, in Part 2 we will explore
working with couples.

8.4.1.2 Session 3: Macro level interventions

Preparation
Prepare for the workshop as follows:

• Read about anti-discriminatory practice in social work.

• Read Tutorial Letter
• Read Study guide for BSW 4805/501/2025

• Come to the workshop with questions.

• Write a summary (1–2 pp) of your preparation for the workshop and ask the workshop
facilitator to sign it.

36
 BSW4805/101/0/2025

8.4 Broadcasting
A Broadcasting Session is an informative session that is compulsory for students to attend, in
addition to workshops. This session is designed to provide students with more practical experience
from experts in the field, thereby supplementing their theoretical knowledge. These sessions are
integral to the curriculum as they offer real-world insights and hands-on learning opportunities that
are crucial for professional development. A total of 7 sessions is scheduled and students must
attend a minimum of 5. Sessions will be recorded and if a session is missed a reflection report
should be written and placed in POE. Non-attendance can lead to failing of the module as it counts
for Notional hours.

9 ASSESSMENT
9.1 Assessment criteria
This module is assessed by means of a non-venue-based examination. As this is a practical work
module, no supplementary examination or assessment opportunity is available. A pass mark of
50% must be obtained to pass this module.

 Students must obtain a mark of 50% to pass this module.

 All assignments must be submitted by the specified due dates. No extension can be
granted for the submission of assignments. If an assignment does not reach Unisa within
a week after the due date, it will not be marked. Students who are unable to submit their
assignments on the due date due to unforeseen circumstances (e.g. illness or death in
the family) have an automatic extension of one week. However, e-mail communication
and a doctor’s certificate (where applicable) should accompany the late
submission of an assignment. Incomplete or incorrect assignments will receive 0%.
 You must submit 20 process reports for the micro-level intervention, eight (8) process
reports for the meso-level invention and one completed project with 15 process reports
(total of 3 reports per step align with each task) for the macro-level intervention in order
to qualify for the oral examination.
 You must attend the prescribed number of supervision sessions in order to attend the
oral examination (supervision registers serves as proof).
 You must attend Broadcast sessions (5) as part of prescribed Notional hours (Submit
screenshots as proof).

You must be present at the placement organisation on all days prescribed for the module in order
to attend the oral examination (Logbook serves as proof).

An integrated assessment system is used for this module.

Formative assessment (F)

Three assignments contribute to the year mark.

Summative assessment (S)

A non-venue-based examination and one written assignment (portfolio) contribute to the final
module mark.

37
9.2 Assessment plan

 To complete this module, you must submit seven assignments.

 All information on when and where to submit your assignments is made available via the
myUnisa module site.
 The actual assignments and their due dates are made available on the myUnisa module
site.
 The module requires students to complete five written assignments. To gain admission to
the examination, you must submit these five assignments.
 You need to obtain a year mark average of 50% for the assignments to gain admission to
the examination. Note that you must submit 20 process reports for the micro-level
intervention, eight process reports for the meso-level intervention, and one completed
project with fifteen process reports for the macro-level intervention. You must also attend at
least 75% of all supervision sessions, and you must be present at the placement
organisation on all required days.
 The assignment weighting for the module is 40%.
 The examination consists of the online submission of a portfolio and a non-venue-based
oral examination.
 The examination counts 60% towards the final module mark.

The assessment plan provides for both formative and summative assessment processes. It
involves several parties who will assess you from different viewpoints and give you feedback to
assist you in developing competency in casework.
This module has a non-venue-based examination. As this is a practical work module, no
supplementary examination or assessment opportunity is available. A pass mark of 50% must
be obtained to pass this module.

9.3 Assignment due dates

 This tutorial letter does not include the assignment due dates for BSW4805.
 Assignment due dates will be made available to you on the landing page of myUnisa for this
module. We envisage that the due dates will be available to you upon registration.
 Please start working on your assignments as soon as you register for the module.
 Log on to the myUnisa site for this module to obtain more information on the due dates for
the submission of the assignments.

9.3.1 General rules for assignments

All assignments must be submitted by the specified due dates. No extension can be granted for
the submission of assignments. If the assignment does not reach Unisa within a week after the due
date, it will not be marked. Students who are unable to submit their assignments on the due date
owing to unforeseen circumstances (e.g. illness or death in the family) have an automatic extension
of one week. However, e-mail communication and a doctor’s certificate (where applicable) should
accompany the late submission of an assignment. Incomplete assignments will receive 0%.

Feedback on assignments: You will receive extensive and constructive feedback from your
supervisor and markers on all the assignments and reports submitted.
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 BSW4805/101/0/2025

Plagiarism (copying sentences and phrases directly from other sources): If plagiarism is
detected in your assignments, 20% will be deducted from your mark. If you used an
assignment of a previous year you will be given a 0%. Please summarise the author’s content
in your own words and acknowledge your sources correctly (see Addendum Z for referencing
guidelines).
9.4 Submission of assignments
As indicated in section 9.2, you must complete seven assignments for this module (of which one
is an oral examination).

• Unisa is a comprehensive open distance e-learning (CODeL) institution and it is moving

towards becoming an online institution. Therefore, all your study material is available online,
and assessments and engagements with your lecturer and fellow students take place online.
We use myUnisa as our virtual campus.

• The myUnisa virtual campus offers students access to the myModules site, where learning
material is available online and where assessments must be completed. MyUnisa/ Moodle
is an online system that is used to administer, document and deliver educational material to
students, and supports engagement between academics and students.

• The myUnisa platform can be accessed via https://my.unisa.ac.za. Click on the myModules
2025 button to access the online sites for your registered modules.

• The University undertakes to communicate clearly and as frequently as is necessary to

ensure that you obtain the greatest benefit from the use of the Moodle learning management
system. Please access the announcements on your myModules site regularly, as this is
where your lecturer posts the important information that must be shared with you.

• When you access your myModules site for your registered modules, you will see a
welcome message posted by your lecturer. Below the welcome message there are
assessment shells for the assessments that you need to complete. Some assessments may
consist of multiple-choice questions, while some take the form of tests or forum discussions
and others require essay-type answers. All assessments must be completed in the
assessment shells available on the respective module platforms.

• For written assessments, please note the due date by which the assessment must be
submitted. Follow your lecturer’s guidelines carefully to ensure that you complete the
assessment correctly. Click on the submission button for the relevant assessment shell on
myModules. You will then be able to upload your written assessment to the myModules site
for your registered module. Before you finalise the upload, double-check that you have
selected the correct file to upload. Remember, no marks can be allocated for incorrectly
submitted assessments.

9.4.1 Types of assignments and descriptions

All assignments are defined as either optional, mandatory, compulsory, or elective.

39
 • Elective assignments
- If not submitted, the student gets no mark for this item.
- The best of the required submissions will count.
• Mandatory assignments
- If not submitted, the student gets no mark for this item.
• Compulsory assignments
- If not submitted, the result on the student’s academic record will be absent.
• Optional assignments – You are encouraged as a student to do optional assignment
so that it may benefit your learning.

I. Elective assignments
a. the student is given a choice of which assignments within an identified group to submit,
only the best result(-s), the number of which is specified in advance, will contribute
towards the year mark.
b. elective assignments must also be grouped into an elective group.
c. for the student to select which assignment to submit, the elective assignments must be
grouped together. For such an elective group, relevant information must be provided to
the student, such as how many of the assignments must be submitted and how many of
the assignment marks should be combined into the year mark.
d. The selection criteria define how marks received for assignments in an elective group
are to be combined into the year mark. Three different criteria may be used for
calculating the year mark:
• The best mark should be used, or
• If the student submits fewer than the required number of assignments per group or
no assignment in a group, a mark of 0% will be used.
• 0% is awarded to all non-submitted or unmarked assessments. A best mark is then
calculated from all items.

II. Mandatory assignments

a. contribute to the year mark.
b. If a student fails to submit a mandatory assignment, no mark is awarded and the year
mark is calculated accordingly. The student will therefore forfeit the marks attached to
this assignment when the final mark for the module is calculated.
III. Compulsory Assessment
a. when not submitted, the student will fail a Continuous Assessment module but will be
shown as absent from the examination in the case of other modules.

IV. Optional assignments – You are encouraged as a student to do optional assignment so

that it may benefit your learning.

9.5 The assessment

The specific outcomes for this module and the assessment tasks or criteria related to each of them
demonstrate the required level of knowledge, comprehension, application, and skills on completion
of the module, and are presented at the beginning of each lesson.

The following diagram shows the specific BSW standards and associate assessment criteria for
this module. These standards and assessment criteria are addressed in learning lessons 1 to 6.
These competencies and practice behaviours are used to assess and evaluate your professional
development.

40
 BSW4805/101/0/2025

9.5.1 Specific details of assignments

Assignments 01, 02, 03, 04 and 05 contribute to the student’s year mark, which contributes 40%
to the final mark. Assignments 06 and 07 are summative assignments and contribute 60% to the
final mark.

The formative assignments are Assignments 01, 02 and 03. Assignment 01 focuses on the nature
and policy expectations of your organisation. To complete Assignment 02, you must use the
information in Assignment 01 to formulate a group work proposal that is complemented by a needs
assessment. In Assignment 03, you must continue with integrated service delivery by compiling a
community work proposal. The sections respectively contribute 17%, 17% and 18% to the total
mark. These assignments are submitted online via myUnisa on or before the stipulated due dates.
See Addendum A for the assignments, marking grids and guides.

Task A

Task A entails ongoing assessment by your supervisor and the contact person at the placement
organisation. Areas of persistent weakness in a student’s placement performance should be
addressed as soon as possible with the student – the supervisor should not wait until the mid-term
or final evaluation to address them. Task A is usually completed by the end of May, but it is only

41
submitted as part of the portfolio in the middle of September. See Addendum H for the prescribed
format.

Assignment 04: Group Assignment on Diversity and Social Justice

This assignment aims to deepen students' understanding of integrated social welfare service
delivery, focusing on diverse and multicultural groups and minorities. The project will involve
analysing and proposing interventions at the case, group, and community levels, with a specific
emphasis on the LGBTQ community. Students will explore the social and cultural contexts of
interventions, the skills required as social workers, the impact of oppressive forces, and the
application of social justice principles and advocacy strategies.

You will receive a scenario below that will form the base of your assignment on which you will have
to apply the guidelines. All section marks will be added together and divided to calculate a mark
out of 100. Every student in the group will get the same mark. Assignment 04 must be submitted
online via myUnisa, and the due date is indicated on myUnisa module site. See Addendum D for
the complete assignment and marking grid.

Mid-year evaluation

The placement and primary lecturers visit the supervision sessions or placement organisations to
do quality assurance and to support students who are lagging. Marks are not awarded during this
evaluation.

The student and placement lecturer will evaluate the organisation, supervisor, and lecturer. The
exact dates for the mid-year evaluation, which normally takes place in June, will be communicated
to you via your supervisor. See Addendum S for the complete format of the mid-year assessment.

Assignment 05: Process reports

This assignment deals with the quality and professionalism of the student’s casework, group work
and community work process reports. The assignment mark is the average of the marks that the
student has obtained throughout the year. The supervisor marks the process reports throughout
the year, and a summary of the marks should be submitted on a following marking sheet on or
before the due date for Assignment 05 (see Addendum E).

Each process report is scored out of 50 (see the attached mark sheet). All the marks obtained for
process reports will be added up and divided to get an average mark. See Addendum N, O, P and
Q for the format of process reports, and Addendum E for the assignment template.

The summary marking sheets must be signed and dated by both the supervisor and the student.
Make two copies or each. The first copy must be kept by the supervisor and forwarded it to the
lecturer for quality assurance purposes. The student submits the second copy online to the
Assignment Section as part of Assignment 05. The assignment must be submitted online. The due
date for Assignment 05 is indicated the myUnisa module site.

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 BSW4805/101/0/2025

Assignment 06: Portfolio (case, group and community)

Your portfolio contains proof of all your work. One portfolio consisting of four sections must be
submitted. Section 1 includes the documents that must be submitted. This portfolio forms part of
your summative assessment and contributes 40% to the final mark. Section 1 accounts for 35% of
the portfolio; and sections 2, 3 and 4 account for 60% of the portfolio. The balance (5%) is awarded
for general appearance and technical aspects.

The portfolio must be submitted online as Assignment 06. Your portfolio may only contain 60 pages
and its maximum file size is 50 MB. Type your reports and print them out. Then scan all the relevant
documents in the correct order and save them as one PDF file. The summary of additional work
done (in table format) may only one page long. Arrange the content according to the guidelines in
Addendum F. Addendum G contains the marking grid for Assignment 06. The due date for this
assignment is indicated on myUnisa. Refer to Tutorial Letter BSW4805/101/2025 for the marking
guide for Assignment 06. You might be requested to submit this assignment for Turnitin to
check for plagiarism. This will be communicated to you in advance.

The portfolio also contains an evaluation by your supervisor. The supervisor must complete the
evaluation by the middle of September and give the original to you to be included in the portfolio.
A copy is also sent to the relevant lecturers for quality assurance purposes. See Addendum I.

Assignment 07: Oral examination

Students’ summative non-venue-based oral assessments take place from 16 September to 30

October 2025. The assigned lecturers will conduct the assessment. The primary lecturer will
organise the dates, times, and venues for the oral assessments.

The duration of your oral assessment is 60 minutes. During the first 40 minutes, you will give a
presentation on your integrated service delivery, and for the remaining 20 minutes, the lecturer will
ask you questions about any aspect of your presentation.

The 40-minute presentation on your integrated service delivery must focus on the process you
have followed with one of your clients, one of your groups or your community project. Prepare
a PowerPoint presentation for this assessment. Addendum U provides guidelines as well as the
marking grid. You might be requested to submit this assignment for Turnitin to check for
plagiarism. This will be communicated to you in advance.

9.6 Other assessment methods

No other assessment methods are used for this module.

9.7 The examination

As already stated, there is no written venue-based examination for this module. Examination
information and details on the format of the examination will be made available to you online via
the myUnisa site. Look out for information that will be shared with you by your lecturer and e-tutors
(where relevant), as well as for communication from the University. As this is a practical module,
43
there is no supplementary examination. If you fail the examination, you will have to repeat the
entire module.

9.7.1 Invigilation/proctoring

Since 2020, Unisa has conducted all its assessments online. Given the stringent requirements
imposed by professional bodies, as well as increased solicitation of Unisa’s students by third parties
to unlawfully assist them with the completion of assignments and examinations, the University is
obliged to assure the integrity of its assessment integrity by using various proctoring tools: Turnitin,
Moodle Proctoring, the Invigilator App and IRIS. These tools authenticate the student’s identity and
flag suspicious behaviour to assure the credibility of their responses during assessments. The
description below is for your benefit as you may encounter any or all of these in your registered
modules:

Turnitin is plagiarism software that facilitates checks for originality in students’ submissions
against internal and external sources. Turnitin assists in identifying academic fraud and ghost-
writing. Students are expected to submit typed responses when using the Turnitin software.

The Moodle Proctoring tool is facial recognition software that authenticates students’ identities
during their Quiz assessments. This tool requires access to a student’s mobile or laptop camera.
Students must ensure that their cameras are activated in their browser settings before starting their
assessments.

The Invigilator is a mobile application-based service that verifies the identity of an assessment
participant. The app detects student dishonesty by proxy and ensures that the assessment
participant is the student registered for the module concerned. This invigilation tool requires
students to download the app from the Google Play Store (Android devices), the Huawei
AppGallery (Huawei devices), or the Apple App Store (Apple devices) on their camera-enabled
mobile devices prior to their assessment.

The IRIS Invigilation software verifies the identity of a student during assessment and provides
for both manual and automated facial verification. It can record and review a student’s assessment
session and it flags suspicious behaviour by the student for review by an academic administrator.
The IRIS software requires installation on students’ webcam-enabled laptop devices.

Students who are identified and flagged for suspicious or dishonest behaviour arising from the
invigilation and proctoring reports will be referred to the disciplinary office for formal proceedings.

Please note:

Students must refer to their module assessment information on their myModule sites to determine
which proctoring or invigilation tool will be used for their formative and summative assessments.

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 BSW4805/101/0/2025

10 ACADEMIC DISHONESTY
10.1 Plagiarism

Plagiarism is the act of taking the words, ideas and thoughts of others and presenting them as your
own. It is a form of theft. Plagiarism includes the following forms of academic dishonesty:

• copying and pasting from any source without acknowledging the source
• not including references or deliberately inserting incorrect bibliographic information
• paraphrasing without acknowledging the original source of the information
• Utilising AI for assignment or report purposes
10.2 Cheating

Cheating includes, but is not limited to, the following:

• completing assessments on behalf of another student, copying the work of another student
during an assessment, or allowing another student to copy your work
• using social media (e.g., WhatsApp, Telegram) or other platforms to disseminate
assessment information
• submitting corrupt or irrelevant files as per examination guidelines
• buying completed answers from so-called “tutors” or internet sites (contract cheating)

10.3 For more information about plagiarism, click on the following link:

https://www.unisa.ac.za/sites/myunisa/default/Study-@-Unisa/Student-values-and-rules

11 STUDENTS LIVING WITH DISABILITIES

The Advocacy and Resource Centre for Student with Disability (ARCSWiD) provides an opportunity
for staff to interact with new and returning students with disabilities.
If you are a student with a disability and would like additional support or need additional time for
assessments, please contact Prof Adlem, Dr Calitz or Dr Masombuka so that you can be assisted.

12 FREQUENTLY ASKED QUESTIONS

Study @ Unisa contains an A-to-Z guide to the most relevant study information.

13 GLOSSARY

A glossary (multilingual glossary) refers to a text that identifies all the relevant terms in a module
or discipline, with translations of these terms and definitions appropriate for learning. Please find
the glossary attached on the next page of this TUT letter

45
Assets – In Bates – In Izakhono – Dithuši tša Rifuwo – Eka Amagugu Ndaka – kha Umthombo/I Dithoto – Mo Matlotlo – Emakhono –
community work, gemeenskaps Ekusebenzeni mohola – ntirho wa alilwazi/amakg mushumo wa mpahla tirong ya mo Mosebetsi Emsebentini
assets are the werk verwys eluntwini, modirong wa vaakindhawu, hono – tshitshavha, eyigugu – setšhabeng, wa setjhaba, wemmango
strengths, bates na die izakhono setšhaba, dithuši rifuwo i vutiyeri, Emsebenzini ndaka ndi Ngaphansi dithoto ke matlotlo ke emakhono
resources and sterktes, zibhekisa tša mohola ke switirhisiwa na owenziwa nungo, zwiko komsebenzi maatla, matla, kungaba
potential that can middele en kumandla, maatla, dithuši le vuswikoti lebyi mphakathi, na khonadzeo womphakathi, ditlamelo le mehlodi le ngemandla,
be found within vermoëns wat izixhobo bokgoni tšeo di nga kumiwaka amagugu dzine dza nga impahla bokgoni jo bo bokgoni bo tinsita nematfuba
communities. binne zokuphila ka hwetšwago ka eka kumamandla, wanala nga eyigugu ka fitlhelwang fumanwang langatfolakala
Community gemeenskapp nokuba nako go ditšhaba. vaakindhawu. kumithombo ngomu kha kungamandla, mo hara emmangweni.
development e aangetref ukwenza Ditsebi Vatirhi va yelwazi kanye tshitshavha. kuyimithombo setšhabeng. ditjhaba. Tisebenti
practitioners are kan word. okufunyanwa mošomong tša nhluvukiso wa nethuba Vhashumi vha namathuba Badiri ba Ditsebi tsa letitfutfukisa
of the view that all Gemeenskaps eluntwini. tlhabollo ya vaakindhawu va lekghono mveledziso ya atholakala tlhabololo ya ntshetsopele umphakatsi
communities have - Iincutshe setšhaba ba na le na mavonelo ya okungatholakala tshitshavha ngaphakathi setšhaba ya setjhaba tinembono
strengths, ontwikkelings- zokuphuhliswa kgopolo ya gore leswaku ngaphakathi vha vhona u kwemiphakat gantsi ba di na le wekutsi yonkhe
resources and praktisyns is koluntu zicinga ditšhaba ka moka vaakindhawu komphakathi. nga hi. dumela gore maikutlo a emimmango
potential. van oordeel ukuba uluntu di na le maatla, hinkwavo va na Abasebenzeli zwitshavha Abasebenzi setšhaba hore ditjhaba inemandla
dat alle lunamandla dithuši le vutiyeri, betuthuko zwoṱhe zwi na bezokuthuthu sotlhe se na le tsohle di na netinsita kanye
gemeenskapp nezixhobo bokgoni. switirhisiwa na yomphakathi nungo, zwiko kiswa maatla, le matla, nematfuba.
e oor sterktes zokuphila. vuswikoti. banombono othi na khonadzeo. komphakathi ditlamelo le mehlodi le
en middele yoke banombono bokgoni. bokgoni.
beskik. imiphakathi othi yonke
inamandla, imiphakathi
imithombo inamandla,
yamakghono imithombo
kanye kanye
namathuba. nekhono
lomsebenzi.

Case study – An Gevallestudie Ukuphononong Nyakišišo ye e Xikombiso- Irhubhululosib Ngudo – Ucwaningo Thutopatlisis Phuputso e Sifundvo-
intensive analysis – Verwys na ʼn a umba othile – dirilwego ka ga dyondzo – onelo – Musaukanyo lotho – o e e totileng ikgethileng – luhlatiyo –
of an individual intensiewe Kubhekisa tiragalo – Nxopanxopo Yindlela wo Uhlelo kgetse – Manollo e Luhlatiyo lolujulile
unit such as a ontleding van kuhlahlelo tshekatsheko ye lowu enteke wa etjhejisisako dzhenelelaho olunenhloso Tokololo e e matla ya lweyunithi
person or ʼn individuele olumandla e tseneletšego ya nchumu wo fana yokutsenga wa tshithu oluhlaziya tseneletseng yuniti e le lengaba
community, with a eenheid, soos lomba othile yuniti e tee go na munhu umuntu tshithihi tshine iyunithi ya yuniti e le nngwe e ngumuntfu nome
focus on ʼn persoon of ofana nomntu swana le motho wun’we kumbe nanyana tsha nga vha yomuntu, nngwe e jwalo ka ummango, lebuke
developmental gemeenskap, okanye ibandla goba setšhaba, vaakindhawu, umphakathi, muthu kana enjengomunt tshwana le motho kapa kukhula
problems and met ʼn kugxilwe ka nepišo go lowu ngehloso tshitshavha, ho u noma motho setjhaba, ka kwetinkinga
relationships with bepaalde kwimingeni mathata a kongomisaka yokutjhejisisa sedzwa kha umphakathi, gongwe ho shebana nebudlelwano
the environment. fokus op yophuhliso tšwetšopele le eka swiphiqo khulu imiraro thaidzo dza olugxile setšhaba, go le mathata a nebunjalondzawo
ontwikkelingsu nonxibelelwano ditswalanyo le swa nhluvuko na yezetuthuko mveledziso na phezu totilwe ntshetsopele .
itdagings en nokusingqongile tikologo vuxakelani na namatjhebiswan vhushaka vhu kwezinkinga mathata a le dikamano
verhoudings yo mbango. o aphakathi re hone na zentuthuko tlhabololo le le tikoloho.
met die komuntu mupo. kanye kamano ya
omgewing. nebhoduluko. nobudlelwano ona le
nendawo. tikologo.
Case summary – Gevalle- Isishwankathel Kakaretšo ya Nkomiso hi Irhubhululosib Manweledzo a Ucwaningo Tshobokany Kakaretso Sinikamongo
A summary of the opsomming – o somba - tiragalo – nandzu – onelo nyimele – lotho o ya kgetse – ya taba – sendzaba –
client’s case, Verwys na ʼn Kubhekisa kakaretšo ya Nkomiso hi ngobufitjhazan Manweledzo olufinyeziwe Tshobokanyo Kakaretso ya Sinikamongo
following an in- opsomming kwisishwankath tiragalo ya nandzu wa a– nyimele ya – Lesi ya kgetse ya taba ya sendzaba
depth exploration van die kliënt elo somba modirelwa, ka tlayente, Kuyihlathululo khasiṱama nga yisifinyezo modirelwa, go moreki, e yemmelwa
and assessment se geval na womntu morago ga endzhaku ka efitjhazana vhuronwane socwaningo latela latelang ngemva

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of the client’s aanleiding van oncedwayo, tlhohlomišo le mbalango wo yobujamo hu u sedzulusa lotho sealowo tshekatsheko phuputso e kweluhlolo
problems. ʼn diepgaande kulandela tekolo tša enta na bekhastamu, na u linga ohluphekile/o le tlhatlhobo tebileng le lolujulile
bestudering uphononongo mathata a nkambelo wa lokhu kulandela thaidzo dza yisisulu, lolu ya mathata a tlhahlobo ya nekuhlola tinkinga
en olunzulu modirelwa. swiphiqo swa iphenyisiso khasiṱama. hhlelo modirelwa. mathata a temmelwa.
beoordeling nokuhlola tlilayente. elidephileko lulandela moreki.
van die kliënt imingeni yaloo kanye uhlelo olujulile
se uitdagings. mntu. nokuhlolwa futhi oluhlola
kwemiraro izinkinga
yekhastamu. zebanjwa/zek
hasimende
Catalyst – Katalisator – Isiguquli – Mohlolaphetogo Khatalisiti – Isitjhugululi – Tshiṱuṱuwedzi Umncedisi/U Mo(se)tlisaph Ntho e Umkhutsati –
Someone or Verwys na Kubhekisa – Motho yo a Munhu un’wana Mumuntu – Muthu kana mguquli – etogo – susumetsan Ngumuntfu
something that iemand of iets emntwini okanye goba selo seo se kumbe xilo nanyana into tshithu tshine Umuntu noma Mongwe g – Motho loletsa tingucuko
brings about wat entweni ezisa hlolago phetogo xin’wana lexi eletha tsha ḓisa into eletha gongwe kapa ntho e ngelizinga
change at a faster veranderings inguqu ka lebelo le tisaka ku cinca hi amatjhuguluko tshanduko nga ushintsho sengwe se se nngwe e lelisheshako
rate than usual. teen ʼn ngendlela legolo go fetiša xihatla ku tlula ngebelo u ṱavhanya u ngokushesha tlisang tlisang kunaleletayelekile
vinniger as ekhawuleza ka tlwaelo ntolovelo. elimsinyana fhira lwo okukhulu phetogo ka phetoho ka .
normale ngaphezu kwale khulu ḓoweleaho. okungajwayel bonako jo bo sekgahla se
tempo iqhelekileyo elingakajayeleki ekile. sa potlakileng
teweegbring. . tlwaelegang ho feta
kamoo ho
tlwaelehileng
.
Challenges – Uitdagings – Imingeni – Ditlhohlo – Mitlhontlho- Iintjhijilo – Khaedu – Izinselelo – Dikgwetlho – Diphephets Tinsayeya –
Obstacles that Verwys na die Ngumqobo Ditšhitišo tšeo di Mahika lama nga Kuziinqabo Zwithithisi Kuyizihibhe Dikgoreletsi o – Ditshitiso Tihibe
can be overcome struikelblokke wokujongana ka fenywago ka hluriwaka hi ezingasuswa zwine zwa nga ezingasuswa tse di ka tse ka lokungabukanwa
through mental or wat oorkom nento efuna boikemišetšo le matshalatshala ngemizamo kundiwa nga ngokwengqon fenngwang ka fenywang ka nato
physical effort. moet word in inzame go šoma ka ya miehleketo yokusebenzisa kha nungo dza do noma maiteko a boiteko ba ngekusebentisa
die vorm van yokusebenzisa maatla kumbe miri. ingcondo muhumbulo ngomzamo tlhaloganyo le kelello kapa imitamo
iets wat ingqondo nanyana kana dza nyito. wokusebenzis a go dira. ba mmele. yengcondvo
geestelike of okanye amandla umzimba. a umzimba. nemtimba.
fisieke
inspanning
verg.
Clients with Kliënte met Abantu Badirelwa bao Titlayente leti Amakhastamu Vharengi vha Izisulu Badirelwa ba Bareki ba Ummelwa
special needs – spesiale abancedwayo ba nago le nga na adinga isizo re na ṱhoḓea ezidinga ba nang le nang le lonetidzingo
Clients from a behoeftes – abaneemfuno dinyakwa tše swilaveko swo elikhethekileko dzo ukuncedwa ditlhokego ditlhoko tse letikhetsekile –
disadvantaged Verwys na ezizodwa - kgethilwego – hlawuleka – – Amakhastamu khetheaho – ngezidingo tse di ikgethang – Ummelwa
background or kliënte wat Ngabantu badirelwa bao ba Titlayente leti abavela Vharengi vha ezikhethekile kgethegileng Bareki ba lonemladvo
those with a deur hulle abavela hlokago dithuši humaka eka eendaweni bvaho kha – Lolu – Badirelwa tswang wekuncishwa
mental, agtergrond kwiindawo tša motheo goba swiyimo leswi ezisemuva vhubvo ha wuhlobo ba ba tswang dimelong tse ematfuba nome
emotional, or benadeel is, of ezihlelelekileyo bao ba nago le nga ri ku ngepilo vhashai kana lwezisulu kwa hlokang kukhubateka
physical disability wat geestelik, okanye bofokodi leswinene nanyana lawo avho vha re na zabantu lemoragong le kapa ba engcondvweni,
or a high risk of emosioneel of abayimilwelwe, monaganong, ba kumbe lava nga akhubazeke vhuholefhali ha abanomlando le tlhokileng nang le emoyeni
developing one. fisiek ngokwasengqon maikutlo a a na vutsoniwa ngokwengcondo muhumbulo, wokuhluphek ditshiamelo bokowa ba nasemtimbeni
gestremd is, of dweni, tšwilego taolong, bya miehleketo, , ngokwemizwa, vhuḓipfi kana a noma labo gongwe ba ba kelello, nome kukhula
47
 ʼn hoë risiko emphefumlweni goba bja moya kumbe miri nanyana ha muvhili bantu ba nang le maikutlo lokunebungoti
loop om so ʼn okanye mmeleng goba kumbe nxungeto ngokomzimba kana vha re abakhubazek bogole jwa kapa ba lobukhulako.
toestand te emzimbeni bao ba lego wa le henhla wa nanyana khomboni ya u e tlhaloganyo, mmele kapa
ontwikkel okanye kotsing ye kgolo ku kumeka va ri asengozini nga vha ngokwengqon maikutlo ba le kotsing
abasemngciphe ya go ka na xin’we xa yokukhubazeka. nazwo. do, gongwe ya ho ba le
kweni omkhulu hlagelwa ke seo swona. ngokwemizwa mmele bona.
wokuba njalo , noma gongwe ba le
ngokomzimba mo
noma ithuba matshosetsing
eliphezulu a a kwa
lesehlakalo godimo a go
sobungozi nna le jone.

Code of ethics – Etiese kode – Umgaqo Molao wa Khodi ya Imigomo Khoudu ya Amakhowud Molawana wa Tsamaiso Imitsetfo
A written set of Dui op ʼn wendlela maitshwaro - matikhomelo yokuziphatha – vhuḓifari – u maitsholo – ya melao- yekutiphatsa –
ethical and value- geskrewe stel yokuziphatha – lenaneo leo le lamanene – Yisede Sethe ya okuziphatha Sete ya theo – Sete Luhlu lwendlela
based principles etiese en Oku kubonisa ngwadilwego la Tlawa wa etloliweko milayo ya – Leli yisedi dintlhatheo e ngotsweng yekutiphatsa
for a profession, waarde- imithetho-siseko melao ya mikhuva ya yemigomo vhuḓifari na lemigomo tse di ya melao- nesimiso
providing gebaseerde ebhaliweyo maitshwaro le matikhomelo yokuziphatha zwithu zwa yokuziphatha kwadilweng theo ya lokusekelwe
guidance in beginsels vir ʼn nesekelwe ditumelo ka ga lamanene ya begodu ndeme zwo tou neyemfundiso tsa maitsholo boithswaro emgomenisisekel
ethical decision- beroep, kwizinto zobomi boitshwaro bjo bo xiphurofexini nemigomo ṅwalwaho u ebhalwe le tse di le e o wemsebenti
making. waardeur ezingundoqo. Le botse le dilo tše lama nyikaka edzimelele itela phansi, ikaegileng ka itshetlehileng lofundzelwe
leiding verskaf migaqo di lego bohlokwa vuleteri eka ku kufundiso phurofesheni, imigomo dintlhatheo hodima loluniketa
word om yeyobuncutshe tša profešene, teka swiboho hi yebizelo, zwi ṋekedzaho eyenzelwe tsa boleng sicondziso
etiese besluite kwaye ikhokhela tšeo di fago matikhomelo enikela nyendedzi kha ubizo porofešene, bakeng sa ekwenteni
te neem. izigqibo tlhahlo ge go lamanene. ikombandlela u dzhia tsheo lomsebenzi, tse di mosebetsi, e tincumo
mayelana tšewa diphetho ekuthathweni ya vhuḓifari. enikela tlamelang fanang ka mayelana
nokwenza tše di kweenqunto umhlahlandlel kaelo ya go tataiso ya nekutiphatsa.
izigqibo sepelelanago le zokuziphatha a mayelana tsaya diqeto tse
eziphathelele maitshwaro nokuthathwa ditshwetso tse nepahetseng
endleleni kwezinqumo. di siameng. .
yokuziphatha
Comprehensive Omvattend – Ubumbaxa – Akaretšago Ku hetiseka/Ku Epheleleko/ez Angaredza – Uhlelo Akaretsang – Ho fella – Lokubanti –
– A word used to Verwys na iets Kubhekisa tšohle- lentšu leo enta – Rito leri wisisekako – Ipfi ḽi oluphelele – Lefoko le le Lentswe le Ligama
refer to something wat volledig is, kwinto le dirišwago go tirhisiwaka ku Igama shumiswaho u Yigama dirisediwang sebediswang lelisetjentiswa
that is complete, of na al die egqibeleleyo šupa selo seo se vula xilo lexi elisetjenziswa amba nga ha elisetshenzis go kaya ho bolela kuloko
or to all the elemente okanye zonke feletšego, goba helekeke, kumbe ukubiza into tshithu tsho wa ukubiza sengwe se se ntho e lokuphelele,
elements that waaruit iets izinto dielemente ka minchumu epheleleko, fhelelaho, kana into ethile feletseng, felletseng, nome kuko
make up bestaan. eziyinxalenye moka tšeo di hinkwayo leyi nanyana zoke u amba nga ha ephelele, gongwe kapa dintho konkhe lokwenta
something. yento ethile. dirago selo. vumbaka xilo izinto ezenza zwipiḓa zwoṱhe noma zonke dikarolo tsohle tse lokutsite.
xin’wana xo umqondo zwine zwa ita izinto ezakha tsotlhe tse di etsang ntho
karhi. ozwakalako. tshithu. into eyodwa dirang e itseng.
ephelele. sengwe.
Community – A Gemeenska Ibandla – Setšhaba- Vaakindhawu Umphakathi – Tshitshavha Umphakath Baagi – Setjhaba – Ummango –
group of people p–ʼn Abantu sehlopha sa – Tlawa wa Isiqhema – Tshigwada i – Yiqembu Setlhopha Sehlopha Licembu
who live within a saamgesteld abahlala batho bao ba vanhu lava sabantu tsha vhathu labantu sa batho ba sa batho ba lebantfu lelihlala
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 BSW4805/101/0/2025

geographically e groep kwindawo dulago tshamaka eka abahlala vhane vha abahlala ba nnang dulang endzaweni
defined area, mense wat in ethile eyodwa, tikologong ya ndhawu yo endaweni dzula nga ngaphakathi mo lefelong sebakeng yinye lemisiwe,
who are ʼn geografies abanothelelwa naga ye e karhi, lava engaphakathi ngomu kha kwendawo le le rileng, se lelibandzakanye
involved afgebakende no hlalošitšweng, tirhisanaka kwaleyo vhupo ho ethile ba ba hlalositswe ka
through gebied nababambene bao ba tšeago naswona lava ehlathululiwek ṱalutshedzwa echaziwe, dirisanang ng, ba ekuchumaneni
interaction and woon, wat yo bebambene karolo ka nga bonda o, okubabantu ho, vhane okungabant mme ba na amehang lolunekubumba
who have a deur nangendawo mokgwa wa swin’we va ababandakany vha u le kgolagano ka na
bond with one interaksie by abahlala kuyo. tsenelelano le tlhela va bonda eka dzhenelela ababandaka ka bobona tshebedisa lolunendzawo
another and mekaar go bopa na ndhawu leyi ngokuhlangan nga kha nyeka gammogo le no le ba yekuhlala.
with their place betrokke is setswalle sa go va tshamaka a begodu vhushakana ngokuhlang lefelo le ba nang le
of residence. en ʼn ba selo se tee eka yona. ababambenek hone vha re ana nnang mo kamano
bepaalde gape le lefelo o abanendawo na mbofho nabanye go lona. hara bona
band met leo ba dulago abanendawo vha dovha abantu futhi le sebaka
mekaar en go lona. eyodwa vha vha kungabantu sa bona sa
met hulle yokuhlala tshithu ababumben bodulo.
woonplek tshithihi na e futhi
het. fhethu hune abaxhumen
vha dzula e nendawo
hone. yabo.
Community Gemeenska Uphuhliso Tlhabollo ya Nhluvuko wa Ukuthuthukis Mveledziso Ukuthuthuk Tlhabololo Ntshetsop Kutfutfukiswa
development – psontwikkel lwamabandla - setšhaba- vaakindhawu wa ya iswa ya baagi – ele ya kwemmango –
The method, ing – Die Indlela, inkqubo mokgwa, – Maendlelo , komphakathi tshitshavha komphakat Mokgwa, setjhaba – Indlela,
process, metode, neqhinga abathi tshepedišo, prosese – Indlela, – Ngona, hi – Indlela, tirego, Mokgwa, inchubo, luhlelo
ngalo abo benza lenaneo le
programme and proses, inguqu, maano tsepedišo
nongonoko na ihlelo, maitele, ingqubo, lenaneo le tshebetso, nendlelamasu
strategy by program en bencediswa tšeo ka tšona switrateji leswi iphrogremu mbekanyama uhlelo kanye togamaano lenaneo le lekusetjentiswa
means of which strategie okanye dihlolaphetogo di tiejente ta kanye namano itele na namasu e baemedi leano leo ko kutjintja
change agents, waardeur bengancediswa akgofišago lebelo cinco ti swi asetjenziswa tshiṱirathedzh asetshenzis ba ka lona tintfo,
with or without veranderings ngaphandle, leo ka lona tirhisaka ku ma-eyijenti i tshine nga wa diphetogo, baetapele lokungaba
the help of -agente, met banyuse isantya setšhaba se hatlisisa rivilo wetjhuguluko, khatsho abaqhubi ka thuso ba phetoho, nome kungabi
external of sonder die eliphuhla ngaso hlabologago ka leri vaaki va ngaphandle mazhendedzi bezinguquk gongwe go ka kapa ka netinhlelo
systems, speed hulp van ibandla, thušo goba ntle le hluvukaka hi kokusizwa a tshanduko, o se na thuso ntle ho tangaphandle,
up the pace at eksterne babonise indlela thušo ya rona va karhi nanyana hu na kana ngokuncedw ya thuso ya lokutfutfukisa
yolu phuhliso dipeakanyo tša
which a stelsels: die ukuze kufezeke ka ntle; di
va pfuniwa ngokusizwa hu si na a noma dithulaganyo ditsamaiso sivinini
community tempo iinjongo kwimiba laetšago tsela ye kumbe va nga masistimu thuso ya ngaphandle tsa kwa ntle, tse ka ntle sekutfutfuka
develops; waarteen ʼn yobomi, e swanetšego go pfuniwi hi wangaphandle sisiṱeme dza kokuncedwa ba akofisang ba kwemphakatsi,
provide gemeenskap yoqoqosho, latelwa tisisiteme ta le , asiza nga nnḓa, a yizinhlelo lebelo le potlakisang lokuniketa
direction to the ontwikkel, eyengqondo tshepedišong ya handle, va ukungezelela ṱavhanyedzis zangaphand baagi ba sekgahla sicondziso
development versnel; nasekuhlaleni, tlhabollo gore go komba tindlela ibelo letuthuko a luvhilo lune le ukongeza tlhabologang seo ka etinhlelweni
process in order rigting gee eyomzimba, fihlelelwe to yisa eka yomphakathi; tshitshavha ijubane ka lona; ba sona tentfutfuko kute
to achieve aan die eyetheknoloji, maikemišetšo go maendlelo ya anikela indlela tsha bvelela umphakathi tlamelang ka setjhaba se kuzuzwe
objectives proses van eyomphefumlo ya ka mo go nhluvuko ku yehlelo ngalo; u othuthuka kaedi ya tswelang imigomo
nenkcubeko, rerilwego ka go
49
purposefully ontwikkeling, eyezopolitiko, ekonomi, endlela ku letuthuko ṋekedza ngayo: tirego ya pele; ba lehlosiwe
within the ten einde eyokusingqongil maikutlo a batho fikelela ngehloso tsumbavhuyo lokhu tlhabololo fanang ka emnotfweni,
economic, mikpunte eyo, leagong, swikongomelo yokufikelela kha maitele a kunikeza gore go tataiso engcondvweni,
psychosocial, doelgerig te eyezemfundo boitshwaro bja hi ku kongoma eminqopheni mvelaphanḓa uhlelo fitlhelelwe tshebetson emtimbeni,
kwaneminye, diphedi, tša
bio- verwesenlik Olu phuhliso theknolotši,
eka swa ngabomu u itela u lwentuthuko maitlhomo g ya ngetheknoloji,
physiological, binne die lwenza maikutlo go ikhonomi, kku ngaphasi swikelela ukuze ka ntshetsopel ngekwemoya-
technological, ekonomiese, ukufezeka setšo, dipolotiki, hanyisana ka kwemikhakha zwipikwa hu kufinyelelwe tshwanelo e ngekwemasiko,
spiritual-cultural, psigo- kweenjongo tikologo, thuto le vanhu, vutomi yezomnotho, na ndivho izinhloso, mo molemong ngekwepolitiki,
political, sosiale, bio- kungabizi makaleng a bya vanhu, yendlela nga ngomu nenhloso maphateng wa ho ngekwebunjalon
environmental, fisiologiese, kangako, Ewe, mangwe a swa theknoloji, abantu kha vhuimo ngaphansi a ikonomi, fihlella dzawo,
educational and tegnologiese lucwangciseke bophelo; tšeo di swa moya, bacabanga ha ikonomi, kwesimo tlhaloganyol dipheo ka ngekwemfundv
other spheres of , geestelik- kwaye luzinze dirago gore mfuwo, ngayo ha abantu oago, boikemisets o naleminye
life; make the kulturele, kangangoko tshepedišo ya tipolitiki, epilweni,yethe muhumbulo, abacabanga mmele, o kahare ho imikhakha
ukuze izixhobo phihlelelo ya
goal attainment politieke, zobuntu dinepo e
mbango, kinoloji, ngudo dza ngayo, izitho thekenoloji, dikarolo tsa yempilo, leyenta
process as cost omgewings-, nezokusingqong phethagatšwe ka dyondzo na yommoya muvhili na zomzimba semowa- bophelo tsa kufinyelela
effective, opvoedkundi ileyo zisebenze mo go tlo bago le swin’wana wesikopilo, nyaluwo, zisebenza setso, moruo, tinjongo
streamlined and ge en ander kangangoko, mohola, di be tše swiyenge yepolotiki, thekhinoḽodz ngayo, sepolotiki, kelello, ngendlela
sustainable as sfere van die kwaye zibe nolofaditšwego le swin’wana swa yebhoduluko, hi, zwa ngokobuchw tikologo, bophelo bo lengabiti,
possible so that lewe; die negalelo go swarelela ka vutomi; va yefundo kanye mvelele na epheshe, thuto le botle, lehleliwe
both human and proses van ekukhuleni mo go ka endla neyeminye vhurereli, gnokomoya maphata a theknoloji, nalechubekako
environmental doelwitbereik kwabantu kgonagalago maendlelo yo imikhakha zwa poḽitiki, wosikompilo mangwe a setso sa ngangekunekw
resources are ing so koste- nasekuvuleleken gore batho le kuma yepilo, eyenza zwa vhupo, , botshelo; ba moya, enteka kute
i kwezakhono dithuši tša
used optimally; effektief, zomntu ngokuthi tikologong ka
swikongomelo ukufikelela zwa pfunzo a ngokwepoliti dira gore dipolotiki, kwekubili bantfu
and contribute gestroomlyn kunikwe bobedi di dirišwe ya va lawa ya erhuluphelwen maṅwe ki, tirego ya go tikoloho, netinsita
to human en amandla ka botlalo; le go pfunaka, ya i kwenzeka masia a ngokwenda fitlhelela thuto le tse tebunjalondzaw
growth and the volhoubaar amalungu ba le seabe go famba kahle, ngendlela vhutshilo; u wo, diphitlhelelo ding; ho o tisetjentiswe
unlocking of as moontlik amabandla kgolo ya batho le na ku heta etjhiphileko, ita uri maitele ngokwemfun e nne etsa hore ngalokugcwele,
human potential te maak, okuzithathela go hlagiša nkarhi wo leha ekhambisanak a u swikelela do tlhotlhwatlas tshebetso tibe neligalelo
by empowering sodat sowel kuwo uxanduva bokgoni bja batho hi laha swi o, begodu ndivho a sa nangokwezi e, e ya ho etfutfukeni
community menslike as lophuhliso ka go fa maloko a kotekaka esimeleleko ḓurese, o nye zezinto rulagane le fihlela kwebantfu
members to omgewingsh lwawo setšhaba maatla hakona msinyana livhaho na u zempilo, go nnela sepheo e nekuvula
nolwenkqubo a go rwala
take ulpbronne iphela. boikarabelo
leswaku vanhu ngendlela vha a sa konke lokhu leruri ka moo fihlellehe ka ematfuba
responsibility for optimaal tlhabologong ya hinkwavo na okungakghona nyeṱhi nga kwenza go ka theko e ekuniketa
their own gebruik bona gammogo switirhisiwa kala ngayo, hune zwa umzamo kgonegang tlase, e emandla
development, word; en le go peakanyo swa mbango ukobana konadzea wokufinyelel ka gona hlophisehile emalunga
as well as that bydra tot ka botlalo bja swi tirhisiwa hi kokubili ngaho u itela a gore ng hape e emmango kute
of the whole menslike yona. ndlela yo umuntu kanye uri zwiko zwa impokophel ditlamelo tsa tshwarehan atimele
system. groei en die antswa; na ku nebhoduluko vhathu na o ibize imali batho le tsa g ka hohle ekutfutfukeni
ontsluiting nghenisa xiave basetjenziswe zwa vhupo ephansi, tikologo di kamoo ho kwawo kanjalo
van menslike eka nkulo wa ngendlela zwi yenzeke dirisiwe ka ka nalo lonkhe
potensiaal vanhu na ku esezingeni shumiswe u ngendlela botlalo; mme kgonehang luhlelo.
deur lede pfula vuswikoti eliphezulu; swika kha efanayo ba tshwaela ele hore
van die bya munhu hi begodu babe gumofulu; na futhi mo kgolong mehlodi ya
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 BSW4805/101/0/2025

gemeenskap ku nyika negalelo u dzhenelela ixhaswe ya batho le batho le ya

te bemagtig vaakindhawu ekuthuthukise kha nyaluwo ngendlela go bulela tikoloho ka
om matimba yo va ni komuntu ya vhathu na engakhonak bokgoni jwa bobedi e
verantwoord na nokuveza u bvukulula ala ngayo, batho ka go sebediswe
elikheid te vutihlamuleri amakghonofu vhukoni ha ukuze maatlafatsa hantle; le
neem vir bya nhluvuko ndwa wabantu vhathu nga u zombili, ditokololo ho kenya
hulself, wa vona, na ngokuhlomisa maanḓafhadz imithombo tsa baagi letsoho
asook vir die wa sisiteme umphakathi a miraḓo ya engabantu gore di tseye kgodisong
ontwikkeling hinkwayo. ukobana tshitshavha kanye maikarabelo ya batho le
van die hele bakwazi uri vha dzhie nendawo a kgolo ya ho notlolla
sisteem. ukuzijamela vhuḓifhindulel ikwazi bona, bokgoni ba
ngokwabo i ha ukusetshenz gammogo le botho ka ho
etuthukweni mveledziso iswa ya matlafatsa
yabo, kanye yavho, kathihi ngokwezing thulaganyo ditho tsa
netuthuko na ha a eliphezulu yotlhe. setjhaba ho
yesistimu. sisiṱeme futhi ibe nka
yoṱhe. negalelo boikarabell
ekukhuleni o bakeng
komuntu sa ntlafatso
kanye ya sona,
nokukhulula hammoho
amakhono le ya
abantu tsamaiso
okusebenza yohle.
ngokuhlomis
a amalungu
omphakathi
ukuba
akwazi
ukubeka
umsebenzi
wokuzithuth
ukisa
emahlombe
abo, kanye
nomsebenzi
wohlelo
lonke.
Community Gemeenska Ukufundiswa Thuto ya Dyondzo ya Ukufundisa Pfunzo ya Ukufundisa Thuto ya Thuto ya Imfundvo
education – psopsvoedi kwamabandla setšhaba- go vaakindhawu umphakathi – tshitshavha umphakathi setšhaba – setjhaba - yemphakatsi –
The elimination ng – Dui op – tloša tlhoka – Ku herisa Ukuphungulw – U bviswa – Lolu Phediso ya Ho fediswa Kushatjalaliswa

51
of ignorance die Kubonisa tsebo (bofokodi mpfumaleko a kwezinga ha u sa londa wuhlelo botlhokakits ha ho hloka kwekuswela
(deficiencies in uitskakeling ukupheliswa go tsebo goba wa vutivi lokungatjheji (u kundelwa lokuqedwa o (tlhaelo ya tsebo lwati (simo
people’s van onkunde kwentswela- kwešišo, (nkayivelo eka (imitjhapho hu re kha kommoya kitso le go (bofokodi lesingesihle
knowledge or (wys uit waar lwazi (kuxela maikutlo goba vutivi bya elwazini vhathu kana wokungana tlhaloganya tsebong ya sebantfu
understanding, daar gebreke apho kukho bokgoni bja go vanhu kumbe lomuntu kupfesesele, ndaba ga batho, batho kapa ngelwati nome
attitudes or is in die ukusilela ba le khuetšo ntwisiso, nanyana kusedzele (wokuswele megopolo kutlwisison kuvisisa, timo
ability to kennis of kulwazi dilong) ka go fa mavonelo ukuzwisisa, kana vhukoni ka kolwazi gongwe g, tengcondvo
influence begrip van abanalo batho, dihlopha kumbe ummoya ha u kubantu bokgoni jwa maikutlong nome likhono
matters) by mense, abantu, le ditšhaba vuswikoti byo nanyana ṱuṱuwedza noma go kapa lekulawula
empowering houdings of ukuqonda, maatla go ba le kucetela ikghono mafhungo) kokuzwisisa, susumetsa bokgoning tindzaba)
individuals, die vermoë iimbono tsebo dikgopolo timhaka) hi ku lokuba nga u komkhuba dintlha) ka ba ho ngekunita
groups and om sake te okanye le bokgoni nyika vanhu, nomthintela maanḓafhadz noma go susumetsa bantfu,
communities beïnvloed) ukukwazi (KAS) tšeo ba mitlawa na ezintweni) a vhathu, ikhono maatlafatsa ditaba) ka emacembu
with the deur ukuba nefuthe di nyakago go vaakindhawu ngokuhlomisa zwigwada na lokuba batho, ho nemimmango
knowledge, individue, emicimbini) laola maphelo a vutivi, swiyimo abantu, zwitshavha nomthelela ditlhopha le matlafatsa emandla,
attitude and groepe en ngokunika bona le go ba le swa iinqhema hu na nḓivho phezu setšhaba ka batho ka ngelwati, simo
skills (KAS) that gemeenskap abantu, seabe mianakanyo na kanye na zwikili kwezinye kitso, bomong, sengcondvo
they need in pe te amaqela tikologong yeo swikili ku nga nemiphakathi (KAS) uri vha izinto) megopolo le dihlopha le nemakhono
order to take bemagtig kwanamaband ba phelago ka knowledge, ngelwazi, tea u dzhia nokuhlomisa bokgoni ditjhaba ka (KAS)
control of their met die la amandla go yona. attitude and ngommoya ndango ya abantu, (KAS) jo ba tsebo, labakudzingako
lives and to kennis, okuba nolwazi, skills (KAS) othize vhutshilo amaqembu bo tlhokang maikutlo le kute bakhone
contribute houding en iimbono leswi va swi nangamakgho havho na u kanye gore ba bokgoni kulawula
effectively to the vaardighede nezakhono, lavaka ku nofundwa dzhenelela nemiphakat tseye taolo (KAS) tseo timphilo tabo
environment in wat hulle zinto ezo endlela ku (KAS) zwavhuḓi kha hi ngolwazi, ya matshelo ba di baphindze babe
which they live. benodig om azifunayo lawula vutomi abawadingako vhupo vhune ngommoya a bona le go hlokang nesandla
beheer te ukuze alawule bya vona na ku ukobana vha tshila kanye tshwaela ka bakeng sa endzaweni
neem van ubomi bawo nghenisa xiave bakwazi khaho. nangamakh nonofo mo ho nka labaphila kuyo.
hulle lewens kwaye abe hi ndlela leyi ukulawula ono tikologong e taolo ya
en om negalelo pfunaka eka amaphilo okusebenza ba nnang maphelo a
doeltreffend elivakalayo ndhawu leyi va wabo begodu (KAS) mo go yona. bona le ho
by te dra tot apho ahlala tshamaka eka babe nendima abantu kenya
die khona. yona. abayidlalako abawadinga letsoho ka
omgewing ebhodulukwen yo ukuze botlalo
waarin hulle i abahlala kilo. bakwazi tikolohong
woon. ukulawula eo ba
izimpilo dulang ho
zabo yona.
nokuba
nokuphosel
a itshe
esivivaneni
endaweni

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 BSW4805/101/0/2025

abaphila
kuyo.

53
14 SOURCES CONSULTED
Birkenmaier J & Berg-Weger, M. 2017. The practice of generalist social work. New York/London:
Routledge.

Patel, L. 2015. Social welfare and social development. Cape Town: Oxford University Press.

Toseland, RW & Rivas, RF. 2012. An introduction to group work practice. New York: Pearson.

Weyers, ML. 2011. The theory and practice of community work: a Southern African perspective.
2nd ed. Potchefstroom: Keurkopie.

15 IN CLOSING
We trust that you will find the study material in this module interesting and stimulating, and we hope
that the knowledge that you acquire will enable you to work effectively when you enter the social
work profession. We wish you an enjoyable and successful academic year.

Prof Adlem, Dr Calitz and Dr Masombuka

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 BSW4805/101/0/2025

16 ADDENDUM

ADDENDUM A: ASSIGNMENT 01: ORGANISATIONAL REPORT

ADDENDUM B: ASSIGNMENT 02: GROUP WORK PROPOSAL
ADDENDUM C: ASSIGNMENT 03: COMMUNITY WORK PROPOSAL
ADDENDUM D: ASSIGNMENT 04: GROUP ASSIGNMENT ON DIVERSITY AND SOCIAL
JUSTICE
ADDENDUM E: ASSIGNMENT 05: SUMMARY OF MARKS FOR PROCESS REPORTS
ADDENDUM F: ASSIGNMENT 06: PORTFOLIO
ADDENDUM G: SECTION 1: PORTFOLIO MARKING GRID
ADDENDUM H: TASK A
ADDENDUM I: EVALUATION BY SUPERVISOR
ADDENDUM J: WORKSHOP/BROADCAST: ATTENDANCE REGISTER AND SELF-
REFLECTION REPORTS
ADDENDUM K: LOGBOOK TO BE USED IN FILES
ADDENDUM L: SUPERVISION ATTENDANCE REGISTER
ADDENDUM M: SECTION 2: TERMINATION REPORTS
ADDENDUM N: CASE FILE SUMMARY AND PROCESS REPORT FOR CASEWORK
ADDENDUM O: CASEWORK PROCESS REPORT (SHORT VERSION)
ADDENDUM P: GROUP WORK PROCESS REPORT
ADDENDUM Q: COMMUNITY WORK PROCESS REPORT
ADDENDUM R: LETTER OF NON-COMPLIANCE AND RED FLAG REPORT
ADDENDUM S: MID-YEAR EVALUATION REPORT/ATTENDANCE REGISTER FOR MID-
YEAR EVALUATION AND SELF-REFLECTION REPORT
ADDENDUM T: STUDENT EVALUATION OF THE WORKSHOPS
ADDENDUM U: ASSIGNMENT 07
ADDENDUM V: CONTRACT BETWEEN STUDENT AND ORGANISATION
ADDENDUM W: TOOLS AND TEMPLATES FOR CASEWORK
ADDENDUM X: TOOLS AND TEMPLATES FOR GROUP WORK
ADDENDUM Y: COMPLIANCE DOCUMENTS
ADDENDUM Z: REFERENCING GUIDELINES
ADDENDUM AA: DOCUMENTS TO BE COMPLETED
55
ADDENDUM A: ASSIGNMENT 01: ORGANISATIONAL REPORT

This assignment focuses on the nature, policies, and expectations of the placement
organisation.

ASSIGNMENT 01:

BACKGROUND INFORMATION, POLICIES AND EXPECTATIONS RELATING TO

INTEGRATED PRACTICE AT YOUR PLACEMENT ORGANISATION

STUDENT NAME: STUDENT NUMBER:

Region: Name of the organisation:

Name of the director/CEO: Name of the contact person:

Physical address:

CASEWORK POLICY AND EXPECTATIONS AT YOUR PLACEMENT ORGANISATION

The objective of this part of the assignment is to introduce you to the casework policy of your
placement organisation, its expectations of you as a student doing casework, and practical
arrangements that will affect your work at the organisation. The assignment focuses on
establishing a baseline for your integrated practice at the placement organisation. The assignment
will also help you to acquire the knowledge you need to work on the micro, meso and macro levels.
Discuss the questions with your contact person or mentor at the organisation before you answer
them. Give evidence to substantiate your answers. Such evidence can include copies of policies,
forms, and guidelines. Explain or define terminology where necessary.

Questions

1. What is the purpose of the organisation? (3)

2. Distinguish the level of preferred service delivery at the organisation. Give examples
to substantiate your answer (e.g., Early intervention or statutory). (4)
3. Which services does the organisation provide to the community on micro, meso and
macro levels? Differentiate and be specific. (6)
4. Consider how the organisation and its activities are funded. How are funds applied
for, received, managed and distributed? (5)
5. Identify the theoretical approaches that the organisation follows on micro, meso and
macro levels. Are these approaches the most effective approaches to its work?
Explain your answer. (6)

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 BSW4805/101/0/2025

6. Identify the resources outside the organisation and in the community that could be
used for interventions on micro level? Name at least FOUR such resources (e.g., a
rehabilitation centre, an NGO and FAMSA). (4)
7. Illustrate with examples how your organisation adheres to the key service delivery
areas as outlined in the White Paper? Please access the Workshop 2 slides to receive
guidance. Substantiate your answer. (4)
8. Which monthly feedback statistics does the organisation submit to the DSD? Which
trends have developed on individual level according to the statistics (last three
months)? What group work and community work projects were undertaken in the last
three months according to the trends identified in the statistics? (10)
9. What are the consequences for South African social workers if they fail to accumulate
the required Continuing Professional Development (CPD) points? (6)
10. List the external government policies, legislation and guidelines that govern the
service delivery at your organisation (Use complete names of Policies, Acts or
legislations). (5)
11. Does the organisation work with multidisciplinary teams? Define, indicate, and
elaborate. If your answer is yes, explain who is on your multidisciplinary team, and
what role do they play. If your answer is no, identify how the organisation can use
multidisciplinary teams in future for which roles and functions. (5)
12. In alignment with international practice, the Professional Board of Social Work
(PBSW), under the auspices of the South African Council of Social Service
Professions (SACSSP) established a system of continuing professional development
(CPD) to enhance and ensure the quality of social work services. Through CPD, the
knowledge, attitude and skills base of social work practice is enhanced. What are the
consequences for South African social workers if they fail to accumulate the required
Continuing Professional Development (CPD) points? (6)
13. What protocols does your organisation have in place to ensure the safety and well-
being of social workers and how are these protocols communicated and enforced? If
none are available provide suggestions (4)

Final mark: … /65

57
MARKING GRID FOR ASSIGNMENT 01 (BSW4805):
Student name and initials: Student number:

Marker: Final mark for section 1:

Item Mark Mark Comments

allocated
1. What is the purpose of the organisation? 3
(3)
2. Distinguish the level of preferred service 4
delivery at the organisation. Give examples
to substantiate your answer (e.g., Early
intervention or statutory). (4)
3. Which services does the organisation 6
provide to the community on micro, meso and
macro levels? Differentiate and be specific.
(6)
4. Consider how the organisation and its 5
activities are funded. How are funds applied
for, received, managed and distributed? (5)
5. Identify the theoretical approaches that 6
the organisation follows on micro, meso
and macro levels. Are these approaches
the most effective approaches to its work?
Explain your answer. (6)
6. Identify the resources outside the 4
organisation and in the community that could
be used for interventions on micro level?
Name at least FOUR such resources. Be
specific! (e.g. a rehabilitation centre, an NGO
and FAMSA). (4)
7. Illustrate with examples how your 4
organisation adheres to the key service
delivery areas as outlined in the White
Paper? Please access the Workshop 2
slides to receive guidance. Substantiate
your answer. (4)
8. Which monthly feedback statistics does 10
the organisation submit to the DSD?
Which trends have developed on individual
level according to the statistics (last three
months)? What group work and
community work projects were undertaken
in the last three months according to the
trends identified in the statistics? (10)

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 BSW4805/101/0/2025

9. How does your organisation ensure 3

compliance with the POPI Act in its daily
social work practices? Explain your
answer. (3)
10. List the external government policies, 5
legislation and guidelines that govern the
service delivery at your organisation (Use
complete names of Policies, Acts or
legislations). (5)
11. Does the organisation work with 5
multidisciplinary teams? Define, indicate and
elaborate. If your answer is yes, explain who
is on your multidisciplinary team, and what
role do they play. If your answer is no, identify
how the organisation can use
multidisciplinary teams in future for which
roles and functions. (5)
12. In alignment with international practice, 6
the Professional Board of Social Work
(PBSW), under the auspices of the South
African Council of Social Service Professions
(SACSSP) established a system of
continuing professional development (CPD)
to enhance and ensure the quality of social
work services. Through CPD, the knowledge,
attitude and skills base of social work practice
is enhanced. What are the consequences for
South African social workers if they fail to
accumulate the required Continuing
Professional Development (CPD) points? (6)
13. What protocols does your organisation 4
have in place to ensure the safety and well-
being of social workers and how are these
protocols communicated and enforced? If
none are available provide suggestions (4)
Total /65

Final mark /100

59
ADDENDUM B: ASSIGNMENT 02: GROUP WORK PROPOSAL

IDENTIFYING THE NEED FOR A GROUP IN THE ORGANISATION AND COMPILE A GROUP
WORK PROPOSAL

Against the backdrop of the organisational assessment you have done at micro level,
you should now be more aware of the need for a specific type of group directed at a
particular target group Perhaps colleagues, community members or community
leaders have requested you to establish a group to address the need of a target
group in the community that is directly linked to the practice organisation. This
assignment requires you to start with an in-depth assessment of the perceived or
expressed need, and to determine whether a group work service is warranted to
address the collective need.
You should consult multiple sources (including colleagues, community members and
leaders) to verify the perceived need for a specific target group. Once the multiple
sources have verified the need for the particular type of group, the idea of such a
group must be “sold” to various stakeholders (i.e. the social work organisation,
potential sponsors and potential group members). A group work proposal is used to
“sell” the idea of the group to the various stakeholders.
Below information gives guidelines on or a framework for writing a group work
proposal. Use this guideline, the information in the BSWG4805 study guide and the
attached marking grid to assist you in writing the proposal. Add a copy of this
assignment to your portfolio.

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 BSW4805/101/0/2025

GUIDELINES ON WRITING A GROUP WORK PROPOSAL (adapted from Toseland & Rivas
2014:188, 2001:501; and Corey, Corey & Corey 2014:148–150)

1. ABSTRACT

Provide a short statement in which you summarise the main points discussed in the proposal.

2. ETHICAL CONSIDERATIONS, TRANSFORMATION AND SOCIAL JUSTICE

Ethical Considerations
 Outline the ethical guidelines that will be followed in the group, including confidentiality,
informed consent, and respectful communication.
 Describe how ethical dilemmas will be addressed and resolved within the group.
 Highlight any professional ethical standards or codes of conduct that will be adhered to.

Transformation:
Explain how the group aims to facilitate personal and social transformation among its
members.
 Discuss the strategies and activities that will promote empowerment, self-awareness,
and positive change.
 Describe how the group will support members in overcoming barriers and achieving their
goals.
Social Justice:
 Detail how the group will address issues of social justice, such as equity, inclusion, and
fairness.
 Explain how the group will ensure diverse representation and give a voice to
marginalized or underrepresented members.
 Discuss any initiatives or actions the group will take to promote social justice within the
group.

3. PURPOSE OF GROUP AND NEEDS ASSESSMENT INFORMING THE PROPOSED

GROUP AND ITS PURPOSE

4. Briefly state the overall purpose of the group and indicate the type of treatment group it will
be, the target group (who is the group intended for?) and the issue or problem you aim to
address by starting the group.
5. Indicate where the need for the group has originated.
6. Explain how you have verified the expressed need for the group.
7. Describe the outcome of the needs assessment (i.e. what the group members will be helped
with or what will be discussed in the group).
8. Briefly describe how the group will conduct its work in terms of the activities that will be carried
out, the programme material that will be used and the theoretical framework you will follow

61
9. AGENCY

Provide information about the social work agency under whose auspices you plan to run the
group by stating the following:
 the organisation’s name and vision and mission
 the organisation’s location (address) and resources (i.e. where the organisation is located,
physical resources, the size of its staff component and the sources of its finances for
rendering services)

10. MEMBERSHIP OF THE GROUP

Who will the group members be (male or female, developmental stages, ages, etc.)? Explain
why you have decided to include them in the proposed group.

11. RECRUITMENT

Consult Toseland and Rivas (2014:172–174) on methods of recruiting potential group members.
Name different methods that could work for your group. Explain how you plan to recruit members
for your group.

12. THE COMPOSITION OF THE GROUP

Consult Toseland and Rivas (2014:174–181) and then do the following:

 Explain the criteria that you will use to decide whom to include in the group and whom to
exclude from the group.
 Comment on the following points:
o the size of the group
o whether it will be an open or a closed group
o homogeneity and heterogeneity
o demographics and diversity (characteristics of group members)

13. ORIENTATION OF GROUP MEMBERS

Briefly describe how you will go about orienting the recruited group members (i.e. what specific
procedures you will follow and why).

14. CONTRACT (LOGISTICAL ARRANGEMENTS)

Provide information about the following:

 the number of group sessions to be held
 the length of a group session (expressed in minutes)
 which day of the week and at what time the group sessions will be held

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 BSW4805/101/0/2025

15. ENVIRONMENT

Comment on the following:

 physical arrangements (i.e. the venue where the group sessions will take place and the
materials that will be used)
 financial arrangements (include a budget that reflects expenses and income)
 special arrangements (e.g. childcare, transportation and refreshments)

63
 MARKING GRIDFOR THE GROUP WORK PROPOSAL

Student’s initials
and surname …………………………………………………………….

Student number
…................................................................................

Marker’s initials
and surname (in ……………………………………………………………
print)

Final mark
obtained ……………………………………………………………

ITEM Mark Mark COMMENTS

value given

Abstract 4
The student must provide a short
statement that summarises the major
points in the proposal stipulated below in
the different sections (i.e. an overview of
the proposal).

Ethical Considerations, 22
Transformation, and Social Justice
Ethical Considerations:
• Outline the ethical guidelines that
will be followed in the group,
including confidentiality, informed
consent, and respectful
communication. (3)
• Describe how ethical dilemmas
will be addressed and resolved
within the group. (2)
• Highlight any professional ethical
standards or codes of conduct
that will be adhered to. (2)
Transformation:
• Explain how the group aims to
facilitate personal and social

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 BSW4805/101/0/2025

transformation among its

members. (2)
• Discuss the strategies and
activities that will promote
empowerment, self-awareness,
and positive change. (3)
• Describe how the group will
support members in overcoming
barriers and achieving their goals.
(2)
Social Justice:
• Detail how the group will address
issues of social justice, such as
equity, inclusion, and fairness. (3)
• Explain how the group will ensure
diverse representation and give a
voice to marginalized or
underrepresented members. (2)
• Discuss any initiatives or actions
the group will take to promote
social justice within the group. (3)

Purpose of the group 18

(Toseland & Rivas 2014:165–166)
Did the student

• clearly state the overall purpose of

the group? (1)
• mention the type of group? (1)
• indicate who the group is intended for
(the target group)? (1)

Outcome of the needs assessment

Did the student
• clearly indicate where the need for
the group originated? (2)
• explain how the need for the group
was verified? (2)
• describe the outcome of the needs
assessment (i.e. the topics/issues to
be addressed in the group – ½ mark
per topic)? (4)

65
• indicate the activities and programme
material that will be used? (5)
• indicate the theoretical framework
that will be followed? (2)

The agency under whose 9

auspices/support you will run the
group
Did the student

• indicate the name of the organisation

for which the group work programme
will be presented? (1)
• state the mission and vision of the
organisation under whose auspices
the group work programme will be
presented? (2)
• provide the physical address of the
organisation? (1)
• mention the physical and human
resources of the organisation (i.e. an
organogram of the structure of the
organisation)? (3)
• comment on the organisation’s
sources of income? (2)
Members of the group 3
(Toseland & Rivas 2014:174–177)
Did the student

• clearly indicate who the group

members will be? (2)
• explain why he/she decided to
include them? (1)
Recruitment of members 5
(Toseland & Rivas 2014:172–173)
Did the student

• mention and explain the method

he/she used to recruit group
members? (4)
• explain why he/she used this
method? (1)
The composition of the group 16
(Toseland & Rivas 2014:174–178)

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Did the student

• provide criteria for including group

members? (3)
• provide criteria for excluding group
members (3)

Did the student comment on

• the size of the group and why he/she

decided on this number? (2)
• whether it will be a closed group or
an open group and why? (2)
• the homogeneity and heterogeneity
of the members (i.e. in what respects
the members should be the same
and in what aspects they should be
different)? (4)
• the diversity and demographic
characteristics of the group
members? (2)
Orientation of group members 8
(Toseland & Rivas 2014:181–182)
Did the student

• state the procedure for orientating

group members? (2)
• state the aspects to be covered
during orientation? (4)
• explain why the specific methods for
orientation were chosen? (2)
Contract 6
Did the student indicate
• the number of group work sessions
held? (1)
• the length of a group session (in
minutes)? (1)
• the day of the week and time of the
group sessions? (2)
• other aspects, such as confidentiality
and group norms? (2)
Environment 7
(Toseland & Rivas 2014:185–186)
Did the student comment on

67
• physical arrangements (i.e. the
venue and the equipment required)?
(2)
• financial arrangements (i.e. a budget
reflecting anticipated expenses and
how they will be covered)? (3)
• special arrangements (i.e. transport,
childcare, provision of coffee, tea and
refreshments, and security
measures)? (2)
Technical and editorial layout 2
Is the assignment neatly typed?

Are there any typing and grammatical

errors?

Was the in-text referencing done

correctly?

Was the list of references compiled

correctly?

Are all references in the text reflected in

the list of references and vice versa?

TOTAL 100

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ADDENDUM C: ASSIGNMENT 03: COMMUNITY WORK PROPOSAL

Assignment 03 requires you to formulate a community work proposal based on the needs and
impediments of the community and the type of intervention envisaged according to a community
assessment. The community work proposal must be submitted to the contact person at the
placement organisation for feedback, and then to the organisation for approval.

NOTE: The community work proposal should not exceed ten typed pages.

1. TITLE AND NAME: These usually appear on the first page (the cover page of the entire
proposal).

2. TABLE OF CONTENTS: Include a table of contents.

3. THE PROBLEM: Here you introduce and discuss the needs or social problems that you
have identified during the needs assessment in step 1 of the situation analysis process. It is
important to explain why the project is proposed and how it will assist the organisation in
achieving its mission and vision. It is also important to take into consideration the integration
of the micro and meso levels. Also explain the nature of collaboration or partnerships
required.

4. GOALS AND OBJECTIVES: In this part of the document, state the goals and objectives of
the proposed community project (i.e., the goals and objectives of the planned project or
programme). It is important to develop objectives that are measurable, specific, attainable,
realistic, and timely. The proposed objectives should be consistent with the goals or purpose
of the project.

5. PROJECT DESCRIPTION: In this part, simply explain what you are going to do to reach the
goals and objectives of the community. Discuss the type of project or programme you plan.
Then explain how the project will be planned and implemented. Mention the following: the
action system; the type of the community practice model; the available resources;
community involvement; beneficiaries; the level of intervention; the medium, activity or
communication opportunity to be used to bring about the intended change; how the project
or plan will be organised (i.e. what will happen); the planned completion date); and so on.

6. PROJECT SITE: Here you must describe the site where the proposed project will be
implemented.

7. PROPOSED BUDGET/RESOURCES: Include a budget and a description of the resources

required. If applicable, itemise the support that will be rendered by collaborating agencies.

8. EVALUATION: Evaluate the overall process of compiling the proposal.

9. TECHNICAL ASPECTS
Your name, signature, and date
Language and spelling:
Presentation and neatness: Total: 100 marks

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 MARKING GRID FOR ASSIGNMENT 03 (BSW 4805)

Student name and initials: Student number:

Marker: Final mark for section 1:

Item Mark Mark Comments

allocated

1. Cover page (5) 5

2. Table of contents (3) 3

3. Description of the problem (10) 10

4. Description of the goals and 10

objectives (10)

5. Project description (30) 30

6. Description of the proposed project 10

site (10)

7. Proposed budget and/or resources 10

required (10)

8. Evaluation (10) 10

9. Technical aspects (12) 12

Total /100

Final mark /100

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ADDENDUM D: ASSIGNMENT 04: PROGRESS REPORTS

Assignment 04 Overview:

THIS IS A GROUP ASSIGNMENT: TO BE DONE WITHIN YOUR

SUPERVISION GROUPS

This assignment aims to deepen students' understanding of integrated social welfare

service delivery, focusing on diverse and multicultural groups and minorities. The project
will involve analysing and proposing interventions at the case, group, and community levels,
with a specific emphasis on the LGBTQ community. Students will explore the social and
cultural contexts of interventions, the skills required as social workers, the impact of
oppressive forces, and the application of social justice principles and advocacy strategies.

You will receive a scenario below that will form the base of your assignment on which you
will have to apply the guidelines. All section marks will be added together and divided to
calculate a mark out of 100. Every student in the group will get the same mark.
ASSIGNMENT 04

PROGRESS REPORTS ON CASEWORK, GROUP WORK AND COMMUNITY WORK

STUDENT NAME: STUDENT NUMBER:

Name of Supervisor: Name of the section you contributed:

Members of the group (Initial, Surname and student number):

1
2
3
4
5
6
7
8
9
10
FINAL MARK:

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Scenario:
Client Profile:

Name: Thabo Mokgadi Age: 18

Location: Polokwane, Limpopo

Situation: Thabo, an openly gay man, is applying to a university in Limpopo. He is being targeted
and harassed by fellow students due to his sexual orientation. This has caused significant stress
and anxiety, affecting his academic performance and emotional well-being.

Section 1

Understanding Social o Research and discuss the significance of LBTQ social 20

and Cultural Context in and cultural contexts in designing and implementing
Interventions with LBTQ social work interventions. (Why is the significance of
communities social and cultural contexts important/ what are the
possible challenges this community might experience
etc.)

o Identify and analyse cultural competence and sensitivity 20

when working with this diverse and multicultural group.
(What aspects of cultural competence and sensitivity is
important in social work interventions/ How do you as a
social worker adjust your interventions…)

o Develop general strategies for culturally appropriate 20

interventions that respect and incorporate LBTQ clients'
cultural values and practices. (What would culturally
appropriate interventions be that would respect your
clients values and practices?)
SECTION 2

Skills, acts, legislations, o Identify and discuss 3 essential skills for social workers 10
networking and in the context of integrated social welfare service
organisations relevant delivery with the LBTQ community.
to this case study o What Acts and legislations are relevant to this case
6
scenario and why?
o Which organisations within this community should be 4
included in networking and why?

Principles of Injustice o Define and discuss the principles of social justice in the 20
context of social work with this client group.
o Analyse the importance of social justice in promoting
equality and fairness for this client.
10
o Explore advocacy as a tool for achieving social justice
for this client (How would you use it?) 10

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Meso level interactions o Indicate who can be included in possible meso level 7
interventions (target group) and why.
o Design group interventions (3 sessions) content that 18
provide support, education, and empowerment to
LGBTQ individuals

Macro Level o Develop a community-based initiatives aimed at 18

Interventions promoting acceptance, inclusion, and support for the
LGBTQ community.
o Indicate who your target community is, and which
7
possible stakeholders should be included to address
systemic issues affecting LGBTQ individuals

SECTION 3

References Citations and Bibliography 10

Technical aspects Neatness 5

Spelling & grammar 5

5
Layout
5
Creativity

Total mark /200 %

Name of student social worker: Signature:

Date: Organisation:

Supervisor: Signature:

Total: 200 marks

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ADDENDUM E: ASSIGNMENT 05: SUMMARY OF MARKS FOR CASEWORK,
GROUP WORK AND COMMUNITY WORK PROCESS REPORTS

SUMMARY OF CASEWORK AND GROUP WORK PROCESS REPORTS

Assignment 05 focuses on the quality and professionalism of the student’s casework and group
work process reports. The average of the marks obtained throughout the year will be the mark
awarded for this assignment. The supervisor must mark the process reports throughout the year,
and a summary of the marks must be submitted on the attached marking sheet for Assignment 05.

Each process report is scored out of 50 (see the marking sheet). The marks of all the process
reports will be added up and divided to calculate an average mark. Casework, group work and
community work average marks will be added to calculate a mark out of 100.

The supervisor must use this addendum to record the marks obtained for each report as well as the
average mark obtained, in duplicate.

These summary marking sheets must be signed and dated by both the supervisor and the student.

The first copy is kept by the supervisor, who will forward it to the lecturer for quality assurance
purposes.

The student submits the second copy online to the Assignment Section as Assignment 05.

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ASSIGNMENT 05: SUMMARY OF THE CASEWORK, GROUP WORK AND COMMUNITY

WORK PROCESS REPORTS
Name and initials of student: Student number: Student’s signature:

Name of supervisor: Supervisor’s signature: Name of primary lecturer:

Date of assessment: Final mark allocated: … /100

No. Case Date of Date Date Marks allocated Comments

contact submitted received (Out of 50)

C1
C2
C3
C4
C5
C6
C7
C8
C9
C10
C11
C12
C13
C14
C15
C16
C17
C18
C19
C20
TOTAL OUT OF 100% =
________________
TOTAL ________ DIVIDED BY 20 = _____ x 2 = _______

No. Group Date of Date Date Marks allocated Comments

contact submitted received (Out of 100)

G1
G2
G3
G4
G5
G6
G7
G8
Total


TOTAL DIVIDED BY 8 = ____________ TOTAL OUT OF 100% =

__________

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 No. Community Date of Date Date Mark allocated Comments
contact submitted received (Out of 50)

Com 1
Com 2
Com 3
Com 4
Com 5
Com 6
Com 7
Com 8
Com 9
Com 10
Com 11
Com 12
Com 13
Com 14
Com 15
TOTAL DIVIDED BY 15 X 2 = ___________ TOTAL OUT OF 100% =
___________

Final mark composition for Assignment 05

Mark Mark out of 100

Section 1 /100

Section 2 /100

Section 3 /100

Total mark _____/300

Final mark out of 100:

DECLARATION

SUPERVISOR

I ___________________________ (full names and surname), the undersigned and supervisor for
______________________________ (full names and surname of student)
_______________________ (student number), declare that the marks recorded here are correct
and correspond to the marks given for the respective reports.

Date: __________________ Signature: _______________________

Telephone number of supervisor: _________________________

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 BSW4805/101/0/2025

STUDENT
I___________________________ (full names and surname of student)
_______________________ (student number) confirm that the marks recorded here are correct
and correspond to the marks given by my supervisor _____________________ (full names and
surname) for the respective reports.

Date: __________________ Signature: _______________________

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ADDENDUM F: ASSIGNMENT 06: PORTFOLIO

PORTFOLIO

The portfolio of evidence of work done during the year culminates in one portfolio of evidence
consisting of four sections. Section 1 consists of combined documents; and sections two to four
consist of intervention-related documents for casework, group work and community work,
respectively. This portfolio must be submitted online as Assignment 06. It forms part of your
summative assessment and contributes 40% to your final mark for the module.

Assignment 06 100% (recalculated to 40% of non-venue-

based examination mark)

Section 1 (all assignments)

Task A (Addendum H) (3 pages) /10 marks

Supervisor evaluation (1 page) /10 marks

MOOC 401 confirmation certificate of 5 marks

workbook completion (Attach)

Attendance registers for 24 group supervision

sessions (short version provided by the
FAIL IF NOT ALL THERE
supervisor and one supervision reflection
report; 5 pages.)

Workshop reflection reports and proof of 5 marks

attendance of seven broadcasts (6–8 pages)

Logbook (48 days) for work done at the 2 marks (fail without all submissions)
organisation (12 pages)
FAIL IF NOT ALL THERE
Summary of additional work done (1 page) 3 marks

Declaration of organisational policies

Confirmation of requirements

35 pages Total: /35marks

Section 2 (casework):

Copy of progress report (5 pages) 2 marks

Termination report (5 pages) /18 marks

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Total: /20

Section 3 (group work):

Copy of progress report (5 pages) 2 marks

Termination report (5 pages) /18 marks

Total: /20 marks

Section 4 (community work):

Copy of progress report (5 pages) 2

Termination report (5 pages) 18

Total: /20 marks

Technical aspects 5 marks

Please note that the portfolios must be submitted online to the Assignment Section.

a) The marker will allocate a mark to the portfolio. Addendum F provides for the correct structure
of a file and a checklist to assess whether all the required documents have been included. It
also lists the criteria that are used to assess the portfolio.

b) Assignment 06 reports and documents are a reflection on your intervention with one of your
clients (individual, couple, or family), group and community. The termination report must
indicate how your intervention was terminated. Use the outline provided in Addendum M as
framework for your termination report.

c) Task A is a formative evaluation and assessment of the student’s performance at the

organisation (see Addendum H).
The due date for this task is May/June 2025. This assignment counts 100 marks, which are
recalculated to contribute 5% to your portfolio mark. Include Task A in your final portfolio.

d) The supervisor’s evaluation report is a formative evaluation and assessment of the student’s
performance during supervision sessions (see Addendum I). This report counts 30 marks,
which are recalculated to contribute 5% to your portfolio mark. The evaluation report should
be completed by the end of the supervision period. It must be handed back to the student to
be included in the portfolio.
e) MOOC download certificate from Moodle after completion of activity – to be included
in portfolio

Assignment 06 contributes to your non-venue-based examination mark, and you must submit it
online to the Assignment Section for capturing. The supervisor’s report is scored out of 100, and
the marks obtained will be recalculated to contribute 40% to your year mark.

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 You must compile a hardcopy portfolio during the year. This
copy of your portfolio should be monitored by your supervisor. At
the end of the year, you must scan your portfolio, save the scanned
portfolio as a PDF document, and submit it online as Assignment 06.

Guidelines for compiling the portfolio

The portfolio should be your pride and joy as it contains proof of all your work. Your portfolio may
only consist of ±65 pages. The maximum file size is 50 MB. Type your termination report and print
it out. Then scan all the relevant documents in the correct order and save them as one PDF
document. Any additional work you have done must be summarised in table format on a single page
and included in the portfolio. Arrange the content of the portfolio in the following sequence:

PORTFOLIO TABLE OF CONTENTS AND CHECKLIST Check

1 Title page

2 Table of contents

3 Portfolio checklist completed by supervisor

4 Section 1

5 Task A: Formative assessment of the student’s performance at the

organisation

6 Evaluation by supervisor

7 MOOC 401 confirmation of workbook completion (Attach)

8 Attendance registers for 24 group supervision; and supervision reflection

report

9 Workshop reflection reports

10 Logbook for work done at the organisation- 48

11 Summary of additional work done

12 Confirmation of requirements

13 Declaration of policies

14 Section 2: Casework/Micro-level intervention

15 Copy of progress report

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16 Termination report

17 Section 2: Group work/Meso-level intervention

18 Copy of progress report

19 Termination report

20 Section 2: Community work/Macro-level intervention

21 Copy of progress report

22 Termination report

Total number of pages

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ADDENDUM G: SECTION 1: PORTFOLIO MARKING GRID

Mark

Section 1

Task A (Addendum H) carried over /10

Supervisor evaluation carried over /10

MOOC 401 confirmation of workbook completion (Attach) /5

Attendance registers for 24 group supervision sessions; and one supervision Fail without
reflection report submission

All reports neatly attached in chronological order

All reports attached in chronological order, but they are not neat

All reports attached, but they are not neat and not in chronological order

Missing fewer than four reports, and the reports attached are neat and in
chronological order

Missing fewer than four reports, but the reports attached are not neat and not
in chronological order

More than four reports missing

Workshop reflection reports /5

All reports are neat and attached in chronological order – 5

All reports attached in chronological order, but they are not neat – 4

All reports attached, but they are not neat and not in chronological order – 3

Missing fewer than three reports, and the reports attached are neat and in
chronological order – 2

Missing fewer than three reports, but the reports attached are not neat and
not in chronological order – 1

More than three reports missing – 0

Logbook for work done at the organisation /2

Complete and in chronological order – 2 Fail without

submission
Incomplete and not in chronological order – 2

No logbook included – 0

Summary of additional work done /2

Neat summary included – 3

Summary incomplete, but neat and in chronological order – 2

Summary incomplete, not neat and not in chronological order – 1

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No summary included – 0

Declaration of requirements and policy document /1

Section 2

Copy of progress report /2

All reports neat and in chronological order – 2

Missing fewer than four reports, but the reports attached are neat and in
chronological order – 1

More than four reports missing – 0

Termination report marked by marker (see marking grid) /18

Section 3

Copy of progress report /2

All reports neat and in chronological order – 2

Missing fewer than four reports, and the reports attached are neat and in
chronological order – 1

More than four reports missing – 0

Termination report marked by marker (see marking grid) /18

Section 4

Copy of progress report /2

All reports neat and in chronological order – 2

Missing fewer than four reports, and the reports attached are neat and in
chronological order – 1

More than four reports missing – 0

Termination report marked by marker (see marking grid) /18

Technical /5

Total Mark /100

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Section 1: Documents

ADDENDUM H: TASK A: EVALUATION AND ASSESSMENT OF THE

STUDENT’S PERFORMANCE AT THE ORGANISATION

(INCLUDE IN PORTFOLIO OF EVIDENCE AS PART OF ASSIGNMENT 06)

This assignment focuses on your supervisor’s assessment of your performance in the organisation
(in consultation with the contact person) during May/June 2025. After completion, the supervisor
should discuss the assessment report with you. The contact person, supervisor and student must
sign the report.

On completion of this assignment, the supervisor must provide you with a completed Addendum
H. The supervisor must keep a copy of the completed Addendum H, and you must include your
copy of the addendum in your portfolio of evidence. Submit the completed Addendum H online to
the Examination Section as part of your portfolio (Assignment 06) for your final mark.

The due date for this task is May/June 2025. The task counts 100 marks, which will be recalculated
to contribute 5% to your portfolio mark.

Name of organisation:


Name and initials of Student number: Student’s signature:

student:

Name of supervisor: Supervisor’s telephone Supervisor’s signature:

number:

Name of contact person: Contact person’s Contact person’s signature:

telephone number:

Casework mark: Date of assessment: Official stamp of the

organisation:


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USE THE KEY DESCRIPTORS BELOW AND RATE THE STUDENT’S PERFORMANCE AT
THE ORGANISATION
1 = Poor, 2 = Reasonable, 3 = Good, 4 = Excellent

1 2 3 4
The student The student The student The student

o completely underperforms. o has a basic idea of theory and o has a good o excels in his or her work.
o demonstrates extraordinarily little attempts to integrate theory into understanding o shows exceptional understanding of and
understanding of theory. practice, but the integration is not of theory and insight into theory and how it relates to
o still needs to grasp theory and sufficient, and the student needs to can integrate it practical work.
learn how to integrate theory into put in more effort. into practice. o is initiative-taking and hardworking.
practice. o does not consistently make use of o puts in sufficient o often puts in extra reading/work/time
o needs more exposure/learning learning opportunities, exposures or effort and time. and effort.
opportunities/guidance and provided supervision. o adheres to o adheres to guidelines and makes
support/supervision. o needs more support. guidance and effective use of opportunities in the
o needs to put in more effort and o needs to pay more attention to report makes use of organisation and in supervision.
time. writing and additional reading. opportunities in o walks the extra mile.
o is far below the minimum standard the o is creative and productive.
required and will fail if he or she organisation.
does not put in drastic effort. o is eager to learn
and address
shortcomings.
o has some
weaknesses
that still need to
be overcome.
CRITERION MARK MOTIVATE YOUR SCORE

1. Welfare organisation (WO)

1.1 Does the student have a working knowledge of

the WO’s vision and mission, structure,
procedures, policies, administration and
working mandate?
1.2 Has the student managed to adapt to the WO’s
work philosophy and ethics?
1.3 Does the student show insight into his or her
position and function in the WO?
1.4 Is the student able to build and maintain an
effective working relationship with other staff
members?
1.5 Is the student willing to do additional work for
the WO when requested, and is he or she
diligent and enthusiastic?
1.6 Does the student use his or her time at the WO
productively? Is he or she hardworking?
2. Personal and professional development

2.1 Does the student arrive punctually for

appointments and meetings, does he or she write
and submit reports on time?

85
 2.2 Is the student quick to follow up on referrals and
give feedback on action taken?

2.3 Is the student consistently professional when

communicating with clients and colleagues,
using a mobile phone, handling telephone calls
and answering e-mails?

2.4 Is the student positive and does he or she make use

of opportunities and challenges to learn and grow?

2.5. Does the student conduct himself or herself in a

mature and professional manner, dress
professionally and so on?
2.6 Does the student always adhere to the ethical
standards of the profession?
2.7 Is the student able to be assertive, deal with
resistance and handle conflict?
3. Implementation of theory in practice

3.1 Has the student engaged with the client system

and managed to identify or establish a client and
enter a contract with that client?

3.2 Is the student able to establish an effective

working relationship with a client system?

3.3 Does the student have the confidence to assess

clients holistically in family and community
contexts in accordance with the principles of the
developmental policy?

3.4 Is the student able to identify the strengths of

clients in a systemic context in accordance with
the principles of the developmental approach?

3.5 Is the student able to identify the needs of the

client system in accordance with the principles of
the developmental approach?
3.6 Is the student initiative-taking, and can he or she
develop and implement a plan?
3.7 Is the student able to identify and use resources
effectively

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4. Practice skills

4.1 How good are the student’s administrative, time

management and general planning skills?

4.2 Does the student arrive punctually for

appointments and meetings, and does he or she
write and submit reports on time?
4.3 Is the student consistently professional when
communicating with clients and colleagues, using
a mobile phone, handling telephone calls and
answering e-mails?
4.4 Do the reports submitted by the student meet
professional standards relating to content,
language, and technical aspects?
Final comments: The final mark for Task A will be
recalculated to contribute 5% to the portfolio mark.
_____/100

Total mark divided by 20 = /5

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ADDENDUM I: EVALUATION BY SUPERVISOR

(INCLUDE IN PORTFOLIO OF EVIDENCE AS PART OF ASSIGNMENT 06)

Dear Student
Your supervisor will evaluate your performance during your practicum. This evaluation must be
included in your portfolio.

Name and initials of student: Student number: Student’s signature:

Name of supervisor: Contact details of supervisor for quality assurance

purposes:

Supervisor’s signature: Date of assessment: Final mark allocated: /30

Item Mark

1. The student attended all supervision sessions (if absent, the student followed protocol). /5

2. The student prepared for every supervision session. /5

3. The student submitted reports on time. /5

4. The student behaved ethically during his or her practicum. /5

5. The student always acted professionally. /5

6. The student’s portfolio meets the set guidelines. /5

The total mark is recalculated to contribute 5% to the portfolio mark: /30

Total mark divided by 6 = ______________

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ADDENDUM J: WORKSHOP/BROADCAST ATTENDANCE REGISTER AND SELF-

REFLECTION REPORTS

(INCLUDE IN PORTFOLIO OF EVIDENCE AS PART OF ASSIGNMENT 06)

Workshop attendance is compulsory. Your attendance will be monitored. Make sure that you
submit your student number before broadcast sessions begin. This register must be included in
your portfolio. Complete the following:

Student name:

Student number:

Venue:

Workshop Date Facilitator

Workshop 1

Part 1

Part 2

Workshop 2

Part 1

Part 2

Workshop 3

Part 1

Part 2


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 STUDENT REPORT ON WORKSHOPS, BROADCASTS AND SELF-REFLECTION

(INCLUDE IN PORTFOLIO OF EVIDENCE AS PART OF ASSIGNMENT 06.)

Date of workshop or Workshop or broadcast number and

broadcast: topic:

Duration of the workshop or broadcast:

Has attendance list been completed? Yes No

Mark appropriate answer with ✓.

Topics and activities covered during the workshop or broadcast:

(Provide a brief summary.)

Personal development and self-reflection:

Personal planning:

Student’s signature:

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PROOF THAT SEVEN BROADCAST SESSIONS HAVE BEEN ATTENDED

(INCLUDE IN PORTFOLIO OF EVIDENCE AS PART OF ASSIGNMENT 06)

(Insert screenshots or reflection reports)

Broadcast name Screenshot Date

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ADDENDUM K: LOGBOOK TO BE USED IN FILES

(INCLUDE IN PORTFOLIO OF EVIDENCE AS PART OF ASSIGNMENT 06)

Student: ________________ Student number: ________________Organisation: ________________Contact person name and telephone no.: ______________
COMPLETE A DAILY LOGBOOK REFLECTING HOURS AND TASKS.

Date Description of activity: File number/client Time Signature: Date Description of activity: File number/client Time Signature:
name/activity spent Contact name/activity spent Contact
person person

8:00 8:00

9:00 9:00

10:00 10:00

11:00 11:00

12:00 12:00

13:00 13:00

14:00 14:00

15:00 15:00

16:00 16:00

Date

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ADDENDUM L: SUPERVISION ATTENDANCE REGISTER

(INCLUDE IN PORTFOLIO OF EVIDENCE AS PART OF ASSIGNMENT 06)

Student name:
Student number:
Supervision venue:
Supervisor name and surname:
DATE OF SESSION DATE STUDENT’S SIGNATURE SUPERVISOR’S SIGNATURE

10

11

12

13

14

15

16

17

18

19

20


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21

22

23

24

25

26

27

28

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ADDENDUM M: TERMINATION REPORTS

(INCLUDE IN PORTFOLIO OF EVIDENCE AS PART OF ASSIGNMENT 06)

A. TERMINATION REPORT FOR CASEWORK

Name of the client (pseudonym):

Date of last contact:

Intervention starting date and number of sessions until now (1):

Reason for initial contact (3):

Goals identified (5):

The approach taken, the nature of the services provided, and the activities
undertaken by student and client (10):

Summary of progress, and outstanding issues and goals (5):

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A brief assessment of the person-issue-situation as they now exist, and reason

for closing the case (5):

Meso and macro interventions linked to this case (3):

Policies and acts applicable to this intervention (3):

Supervision issues identified that need further inputs (4):

Self-reflection on intervention and intervention-related aspects (5):

Signature of social worker: Date:

Language and editing (5)

Neatness (5)

Total /54 marks ÷ 3 = /18

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TERMINATION REPORT FOR GROUP WORK

A. TERMINATION REPORT FOR GROUP WORK

Name of the group:

Dates of sessions:

Type of group, purpose of the group and target persons (5):

Themes or topics identified (8):

Explain the approach this group process followed and the different activities
that you used during the sessions (10):

Explain the group dynamics and communication patterns of this group (8):

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A brief evaluation of the success or failure of this group (5):

Micro and macro interventions linked to this group (3):

Policies and acts applicable to this meso intervention (3):

Supervision issues that need further inputs (2):

Self-reflection on intervention and intervention-related aspects (5):

Signature of social worker: Date:

Language and editing (3)

Neatness (2)

Total /54 marks ÷ 3 = /18

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TERMINATION REPORT COMMUNITY WORK

A. TERMINATION REPORT FOR COMMUNITY WORK

Name of the community:

Discuss the current step in your community work process (10):

Discuss the identification and analysis of impediments during the

community work process (10):

Discuss and justify the use of the community practice model you are applying during this
process (10):

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Discuss the factors that may hinder the process, project or intervention and its future
sustainability (10):

Discuss how, when and to whom you will hand over the process, project, or intervention
(10):

Looking back, what is it that you could have done differently? (4)

Student signature: Date:

Total /54 marks ÷ 3= /18

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ADDENDUM N: CASE FILE SUMMARY AND PROCESS REPORT FOR CASEWORK
(INCLUDE IN EVERY PROCESS REPORT)

CASEWORK FILE SUMMARY

We use this when we summarise an existing client’s file. If a new client is referred to you, provide
the available information. This is just a guideline; add to the headings below depending on the
information you have available.

1. Name of the organisation.

2. Name or pseudonym of the client (e.g., Client 1 or A) to enable you to identify him or her.

3. Identifying client or family data, for example age, gender, occupation(s), qualification(s), race,
religious affiliation (if appropriate or relevant). Mention everything that is on the file.

4. Home language of the client.

5. What is/are the presenting problem(s)? Who reported the problem(s)?

6. Historical development of the organisation’s involvement with or assistance to the client.

7. What is your tentative understanding of the client (with reference to the theory)? From which
theoretical perspective did you work? Why?

8. Have other professionals (e.g., psychologists, teachers, psychiatrists) been involved? How
were they involved?

9. If the relevant information is available, draw a genogram of the family.

10. Include any other relevant information.

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VERBATIM CASEWORK PROCESS REPORT (REPORTS 1–5)

Name of client:

Date of interview:

Session number:

Interview venue (office/home/telephonic/other)

Purpose of interview (new/follow-up/referral) (1)

Main reason for intervention (2)

Goal for this session: (3)

Preparation: (3)

Facts of session:

Verbatim (3) Theory (5) Skills/values (5) Supervisor’s notes

Impression and assessment: (5)

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 Evaluation: (5)

Planning: (5)

Supervision questions and notes: (3)

Life skills and resources needed: (3)

Applicable Acts and legislation: (2)

Date of next meeting:

Signature of social worker: Date:

Language, editing and neatness (5)

Total marks: 50

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ADDENDUM O: CASEWORK PROCESS REPORT – SHORT VERSION

NON-VERBATIM CASEWORK PROCESS REPORT (SHORT VERSION)

REPORTS 6–20
Name of client:

Date of interview:

Session number:

Interview venue (office/home/telephonic/other)

Purpose of interview (new/follow-up/referral)

Main reason for intervention (3)

Goal for this session: (3)

Preparation: (3)

Facts of session (including theory, skills and values used): (15)

Impression and assessment: (5)

Evaluation: (5)

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 Planning: (5)

Supervision questions and notes: (3)

Life skills and resources needed: (3)

Applicable Acts and legislation: (2)

Date of next meeting:

Signature of social worker: Date:

Language, editing and neatness (5)

Total marks: 50

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ADDENDUM P: GROUP WORK PROCESS REPORT

GUIDELINES FOR COMPILING A PROCESS REPORT

You must compile a process report for every group work session that you have conducted or
facilitated and submit it in duplicate (unless otherwise stated) to your supervisor for assessment
and feedback. You must draw up each process report according to a prescribed format, as
indicated below. Use the following six subheadings to structure each process report:

1. The name and number of the process report

2. The date and duration of the group work session
3. The date of the report
4. The attendance register (1)
5. The programme outlines and plan for the specific group work session (3)
6. The process (i.e., what transpired during the session, the skills programme and group
work activities used, and the theoretical frameworks and approaches followed)
The process part of the report must be presented in the following format:

My thoughts and The process [comment on what happened Skills, programme material
feelings during the during the group session and give a and activities used, and
group session (2) verbatim account of proceedings] (5) theoretical frameworks and
approaches followed (10)

Since this was the first I met the group members individually and Tone setting
group session with this extended a word of welcome to each of them.
group, I had mixed I asked them to take a seat while we waited
feelings. I felt nervous – a for the other group members.
feeling I normally
experience when starting The group members seemed very quiet and Observing; assessment
a group work session. On tentative, which was OK since it was the first
the other hand, I was session – this is a characteristic of the Facilitating
excited to engage with beginning phase.
the group members After everybody had arrived, I started the
individually and the group session by saying (in a warm, friendly, Tone setting
group. and excited tone of voice), “Good morning,
my name is Thuli Phakeng, and I am a
student social worker at Unisa. As you have Information giving
heard, I will be here with you to present a
leadership skills training programme for the
next four weeks.
(Type of group – educational)
“This is an educational group, and the goal of
Restating the goal of the
this group is to equip you with leadership
group
skills that will enable you to be effective in
your respective leadership positions in
schools.
Information giving
“We will come together for eight group work
sessions. I would like to begin with a fun Shifting the focus

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 exercise where we get to know one another
a bit better.
Initiating
“I want you to turn to the person sitting next
to you …” Facilitating

7. Briefly comment on the group dynamics (refer to the link provided on page 29 for more
information). Refer specifically to the following:

 What patterns of communication and interaction were present in the group? How did you
come to this conclusion? (2)
 Describe the level of group cohesion. What makes the group attractive or unattractive to its
members? (2)
 Describe the social control in the group. Reflect on the norms developing in the
group. (2)
 Are there any cultural dynamics present in the group? If so, describe them. (2)

8. With reference to the group session you facilitated, explain assessment as a process
and as a product. In respect of assessment as a process, briefly explain how you
assessed the session; and in respect of assessment as a product, formulate a
conclusive statement about the assessment you made with reference to the following:

 the group dynamics (2)

 the functioning of individual group members (3)
 the functioning of the group as a whole (2)
 the skills, techniques, programme material and theoretical frameworks and approaches you
used (2)

ASSESSMENT AS A “PROCESS” AND A “PRODUCT”

Process assessment
In group work you should adopt a multifocal approach to assessment because you must assess
the functioning of the individual members in the group (i.e., their roles and interaction in the group).
You also must assess the functioning of the group by looking at the patterns of communication
and interaction, group cohesion or the attractiveness of the group for its members, social control
in the group and the culture of the group. In addition, you must identify and assess the current
stage in the life cycle of the group (i.e., the beginning, working or end phase).

You can use various activities, exercises (written and verbal) and tools (e.g., the sociogram) to do
the assessment. The “what” to assess and the “how” to assess it relate to assessment as a
process.

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Product assessment
Your conclusions will relate to the assessment as a product.

For example: During a group session, you notice that one of the group members is very quiet;
she does not speak unless spoken to.

Since you must write about the functioning of individual group members, your assessment
outcome, or product, is based on your observations and whether a specific group member
withdraws from the discussions.

Note: Your assessment statements must indicate how the members changed or grew during the
group work experience (from the beginning phase to the end phase).

You must also assess how the group dynamics evolved across the life cycle of the group. For
example: How did the group’s communication and interaction patterns change from the beginning
to the middle and the end stages of the group’s life cycle?

You can use any applicable activities that form part of the process phase, such as ice-breaker
techniques, role-play, behaviour, or tools. Also assess how, why, and when a technique was
applied and if it was applied correctly manner. This is about process assessment, but as soon as
we assess the “results” or the “product,” then we refer to it as product assessment.

Please read Toseland and Rivas (2014:232–264).

9. Comment on how you evaluated the group session and how the members experienced
the session. How did they benefit from it? (2)

10. Reflect and comment on your role and learning as a facilitator. What did you learn?
What did you find helpful in your role as facilitator? What hindered you in your role as
facilitator? Which personal and/or professional aspects do you need to develop further?
(2)

11. What are you planning for the next session? (3)

12. Supervision questions and notes: Highlight the aspects that need to be discussed
during supervision or feedback on this session from your supervisor. (1)

13. Life skills, resources and tools needed: Which life skills, resources and tools were used
during this session? Which should be used in the next session? (2)

14. Applicable Acts and legislation: Which Acts, and legislation is relevant to this case?
(2)

IMPORTANT: Number the pages of the report. Your report must be signed and dated.

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 ADDENDUM Q: COMMUNITY WORK PROCESS REPORT

Name of community:

Type of community:

Community report:

Date of the report:

Date of meeting or engagement:

Venue or place:

Duration of engagement:

Names of people or stakeholders engaged:

Purpose of engagement:

(5)

Content and process (action): Include theory, in-text referencing and skills and values used.
(How did the specific phase develop, what actions did you take and how did it play out?)

(20)

Reflection:

(10)


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Planning:

(5)

References:

(5)

Language, editing and neatness:

(5)

Signature of supervisor: Date:

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EXAMPLE OF COMPILING COMMUNITY WORK PROCESS REPORT

Name of community: Ikageng community

Type of the community: Social community

Community report: Community report number 3 (Step 1, task 2)

Date of the report: 22 April 2027

Date of meeting or engagement: 18 April 2027

Venue or place: Ikageng Department of Social Development office

Duration of engagement: 3 hours (09:00-12:00)

Names of people engaged and their roles:

Mr Hlongwane (ward councillor of Ikageng community)

Purpose of engagement:
The student social worker engaged Mr Hlongwane as a gatekeeper of the community with the
aim of introducing himself, building relationship and network as well as obtaining access to the
community. Therefore, in this regard, Weyers (2011:361) opined that it is necessary for
community work practitioners such as student social workers to introduce themselves to key
gatekeepers in the community. Essentially, gatekeepers such as ward councillors function as a
link between community work practitioners and the rest of the community. Thus, the student
social worker saw it fit to undertake this important step in the initial phase of community work
process as a way of showing respect to the power relations within the community.
(5)

Content and process (action): Include theory, in-text referencing and skills and values used.
(How did the specific phase develop, what actions did you take and how did it play out?)

Following the formal introductions, the student social worker outlined the purpose of
engagement. As a way of creating conducive conditions, refreshments in the form of water was
offered to Mr Hlongwane. Accordingly, Weyers (2011:181) found that as part of preparing a
community meetings, it is advisable for a community work practitioner to serve refreshments as
they set a friendly tone between the community work practitioner and the rest of the community.
To set tone for the meeting, the student social worker utilised an appreciative enquiry technique
by asking Mr Hlongwane the following question: “Tell me about the activities of Ikageng which
are positive and developmental”. In response, Mr Hlongwane gave an example of the recent
incident in which the community came together to donate material and rebuild a member’s house
after being lost as a result of fire. He continued to describe how the community solidarity and
compassion made it possible for the rebuilding of the house within two days while other
community members volunteered to temporarily accommodate the affected member at their
house. Thus, Skhosana and Morake (2019:107) attributed such collective action to the following
proverb from Madagascar: “Cross the river together in a crowd and the crocodile won’t eat you”.

(25)

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Reflection:

The meeting with the Mr Hlongwane was fruitful as it provided the student social worker
opportunity to learn about capability to unite and collectively deal challenges affecting their fellow
members.

(5)

Planning:

The student social worker intends to attend community meeting as per councillor’s invitation on
the 25 April 2027. In addition, the student social worker will attend weekly supervision session
with the contact person as part of professional development. The student social will also go
through Chapter 2 of Weyer’s prescribe book in preparation of the upcoming community meeting.

(5)

References:

Skhosana, R. & Morake, W.L. 2019. Community work: Theories, approaches and methods (only
study guide for BSW3703). University of South Africa: Muckleneuk, Pretoria.
Weyers, M.L. 2011. The theory and practice of community work: a Southern African perspective.
Keurkopie: Potchefstroom.
(5)

Language, editing and neatness:

(5)

Student’s signature: Date:

Supervisor’s signature: Date:

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ADDENDUM R: LETTER OF NON-COMPLIANCE AND RED FLAG REPORT

LETTER OF NON-COMPLIANCE

Instructions: This letter must be completed in duplicate. The original will be handed to you (the student)
and a copy will be placed in your file kept by the supervisor.

Supervisor’s initials and surname

Student’s initials and surname

Student number

Dear Student

On ________________________ (date) we discussed the issues listed under aspects or areas of

concern below. These issues require your urgent attention and immediate action. Failure to comply
will lead to further action taken against you by the Department of Social Work at Unisa, Unisa’s
Student Disciplinary Committee and the SACSSP. Your urgent attention to this matter is
appreciated.

Areas of concern (non-compliance) Remedial actions to address the aspects or

areas of non-compliance – the way forward

1.

2.

3.

Supervisor’s initials and surname: Signature: Date:

Student’s initials and surname: Signature: Date:



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RED-FLAG REPORT

Name of supervisor:

Name of student:

Student number:

Aspect of Yes/No Comment

concern

Number of
group work
sessions
conducted

Integration of
theory and
skills into
practice

Quality of
report
submitted

Punctual
submission of
reports

Regular and
punctual
attendance of
supervision

Utilisation of
supervision
and
supervisor’s
input to
develop
professionally

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 Professional
conduct at the
organisation

Unethical
behaviour
and
misconduct
during
practical work

Plan of
action

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ADDENDUM S: MID-YEAR EVALUATION REPORT

ATTENDANCE REGISTER FOR MID-YEAR EVALUATION AND SELF-REFLECTION

REPORT

Student (name and surname):

Student number:
Venue:
Supervisor (name and surname):

Primary lecturer (name and surname):

DATE OF DATE STUDENT’S LECTURER’S SIGNATURE

SUPERVISION SIGNATURE
SESSION

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STUDENT REPORT ON MID-YEAR EVALUATION AND SELF-REFLECTION

Date of the evaluation:

Duration of the session:

Has attendance list been completed? Mark appropriate answer with a Yes No
✓.
Agenda items or concerns addressed during the supervision session:

Lecturer visit:

Organisation visit:

Self-reflection:

Strengths:

Weaknesses:

Personal planning:

Opportunities:

Threats:
Student’s signature: Supervisor’s signature:

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ADDENDUM T: STUDENT EVALUATION OF THE WORKSHOPS

Please complete the following questions at the end of each workshop and submit your
feedback via e-mail to your primary lecturer.

1. What value did the workshop have for you?

2. Which activities did you find most useful?

3. Which activities were the least useful and could have been omitted?

4. Comment on the facilitation of the workshop.

5. Do you have any suggestions on the content or presentation of BSW4805?

Thank you


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ADDENDUM U: ASSIGNMENT 07

NON-VENUE-BASED EXAMINATION: ORAL ASSESSMENT

THE ORAL ASSESSMENT

The summative non-venue-based oral assessments take place from 18 September to 30 October
2025. The assigned lecturers will conduct the assessment. The primary lecturer will organise the
dates, times, and venues for the oral assessments.

The duration of your oral assessment is 60 minutes. During the first 40 minutes, you will give a
presentation on your integrated service delivery, and for the remaining 20 minutes, the lecturer will
ask you questions about any aspect of your presentation.

The 40-minute presentation on your integrated service delivery must focus on the process you
have followed with one of your clients, one of your groups or your community project. Prepare
a PowerPoint presentation for this assessment. Addendum U provides guidelines as well as the
marking Grid.

As stated above, after the presentation, 20 minutes are allocated to the lecturer to question the
student about the student’s understanding and integration of theory and any other relevant
aspects emanating from the presentation. See the guidelines on allocating marks for the oral
presentation below.

IMPORTANT: Use the guidelines in the marking grid below to prepare your presentation. The
more relevant information you include in your presentation, the more marks you will get. Practise
giving your presentation at least twice in your supervision group. Do not recite your presentation
parrot-fashion. Make sure that your presentation is informative and explains your journey with
your client and organisation.
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INTEGRATED SERVICE DELIVERY ORAL ASSESSMENT BSW4805 (2025)

Name of lecturer: Telephone number of Lecturer’s signature:
lecturer:

Name of primary Telephone number of primary Primary lecturer’s signature:

lecturer: lecturer:

Name and initials of Student number: Student’s signature:

student:

Name of the supervisor: Supervisor’s telephone Supervisor’s signature:

number:

Date of assessment: Final mark allocated: /300

ASPECT MARK GUIDELINES ON MARK COMMENT

ALLOCATION
SECTION 1: THE CONTEXT OF PRACTICAL WORK

THE PLACEMENT 2
ORGANISATION
Name of the organisation and field of
Student provides a clear speciality (1 mark) and a brief summary of
description of the the services rendered (1 mark) are included.
placement organisation.
PRACTICAL 2
EXPERIENCE
Student summarises the practical
Student indicates how experience of casework, group work and
many clients or groups and community work he or she gained. The
community projects he or number of clients, groups and community
she had at the projects and other activities are indicated (2
organisation, including marks).
short- and long-term


clients.

INTEGRATION OF 8 The student discusses the work done at the

INTERVENTION LEVELS different intervention levels, as well as the
integration of different theories,
The student discusses in perspectives, and approaches at these
detail how his micro, meso levels. The discussion mentions the levels of
and macro client systems service delivery and specific focus areas that
were linked in accordance were addressed (8 marks).
with the generalist
integration model.

Subtotal /12

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 SECTION 2: MICRO-LEVEL INTERVENTION (CASEWORK)

CASE STUDY 8

Introduce the case study; The student introduces the client in a

and clearly describe the systemic context (family and/or work
client’s background and context) (3 marks); as well as the client’s
presenting problem. presenting problem(s) (3 marks). A
genogram is included (2 marks).

THEORETICAL 7
APPROACHES
The student identifies, describes, and
Identify, describe, and justifies the use of a specific theory,
justify the theoretical approach or perspective with the client (7
aspects of client marks).
intervention.

Generalist Intervention 30
Model (GIM)
The student discusses the service
Discuss your intervention intervention with the client in accordance
with your client in with the seven steps of the Generalist
accordance with the seven Intervention Model (GIM). He or she
steps of the Generalist discusses the skills, values, ethics,
Intervention Model (GIM). contracting, tools, legislations and Acts
used, and the phases of change undergone
by the client (30 marks).

Individual session 10

Analyse and discuss one The student discusses and analyses one
session with the client. session with the client, highlighting the
empowerment and capacity-building of the
client. This could include the use of life skills,
tools, and specific techniques (10 marks).

Integration 5

Discuss how your The student discusses how micro-level and

casework client on micro macro-level (community) interventions were
level was linked to a integrated and linked (5 marks).
community work project on
macro level.

Subtotal /60

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SECTION 3 MESO LEVEL INTERVENTION (GROUP WORK)

GROUP 8

Introduce the group and The student introduces the group by

explain clearly how the explaining how the need assessment was
group need was identified done (2 marks), how the group was verified
and verified, and how (2 marks), how members were recruited (2
members were recruited marks) and how members were orientated
and screened. (2 marks).

THEORETICAL 7
APPROACHES
The student identifies, explains, and justifies
Identify, explain, and justify the use of a specific theory, approach or
theoretical aspects of perspective with the group (7 marks).
group intervention.

Generalist Intervention 30 The student discusses the service

Model (GIM) intervention with the group in accordance
with the seven steps of the Generalist
Discuss your intervention Intervention Model (GIM) and the phases of
with the group in the group work process. He or she discusses
accordance with the seven the skills, values, ethics, contracting, tools,
steps of the Generalist legislations and Acts used, and the phases
Intervention Model (GIM). of change undergone by the group (30
Refer to the phases in the marks)
group work process.

Individual session 10

Analyse and discuss one The student discusses and analyses one
session with the group. session with the group, highlighting the
empowerment and capacity-building of the
group. This could include the use of life
skills, tools, activities, and specific
techniques (10 marks).

Integration 5

Discuss how your group The student discusses how meso-level and
work on meso level was micro-level (casework) interventions were
linked to casework on a integrated and linked (5 marks).
micro level.

Subtotal /60

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 SECTION 4 MACRO-LEVEL INTERVENTION (COMMUNITY WORK)

Clearly describe the 5 Name the community; briefly summarise its Clearly describe the
community you worked background and history; and indicate which community you worked with.
with. type of community it is. (5 marks).

Clearly discuss how you 15 The student explains how he or she Clearly discuss how you
facilitated a situation familiarised himself or herself with the facilitated a situation
analysis in your system, methods, skills, principles, and analysis in your community.
community. values applied. (15 marks).

Clearly discuss how you 15 The student discusses how he or she Clearly discuss how you
facilitated the identification identified and gained an understanding of facilitated the identification
and analysis of the nature of the social problems, social and analysis of
impediments. needs and/or underutilised potential in the impediments.
community (15 marks).

Clearly discuss how you 10 The student discusses and justifies the Clearly discuss how you
facilitated the identification adoption of a community practice model. (10 facilitated the identification
and analysis of marks). and analysis of
impediments. impediments.

Describe the current state 10 The student describes the current stage of Describe the current state of
of your process. his or her community work process and your process.
explains the outcomes of the process. (10
marks).
Integration 5 The student discusses how macro-level
(community work), and meso-level (group
Discuss how your work) interventions were integrated and
community work on Macro linked (5 marks).
level was linked to Group
work on Meso level.

Subtotal /60

SECTION 5 REFLEXIVE LEARNING

Reflective learning 5 The student evaluates his or her intervention

by addressing his or her abilities, strength,
Evaluate your intervention weaknesses, cultural competence and
with the clients, groups, power relationship with the clients, groups,
and community. and community. (5 marks).

SECTION 6 PRESENTATION

Presentation and 3 Student communicates clearly and logically.

presentation skills
Slides are well structured and presented
logically. (3 marks).

TOTAL: /200

FINAL MARK ÷ 2 = /100

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If you have any questions, please contact your module lecturers for assistance and support. Note
that lecturers will also discuss these documents with students during supervision sessions.

LECTURERS:

Dr T Calitz: 012 429 8768/[email protected]

Prof A Adlem: 012 429 4169/[email protected]

Dr J Masombuka: 012 429 480/[email protected]

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ADDENDUM V: CONTRACT BETWEEN STUDENT AND ORGANISATION

SERVICE LEVEL AGREEMENT BETWEEN UNISA AND PLACEMENT ORGANISATION

1. UNISA REPRESENTATIVES

1.1 PRACTICUM COORDINATOR

Name and surname: MARLIZE HOBBS-RUSSELL

Contact details: [email protected]/012 352 4216

1.2 MODULE LECTURER or REPRESENTATIVE

Name and surname: ______________________________________

Contact details: ______________________________________

2. ORGANISATIONAL REPRESENTATIVES

2.1 Organisation name and address:

________________________________________

________________________________________

________________________________________

2.2 ORGANISATIONAL MANAGER

Name and surname: _____________________________________

Contact details: _____________________________________

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2.3 SOCIAL WORK SUPERVISOR

Name and surname: _____________________________________

Contact details: _____________________________________

3. STUDENT’S DETAILS

Student name and surname: _____________________________________

Student number: _____________________________________

Cell number: _____________________________________

E-mail address: _____________________________________

4. RELEVANT MODULES

BSW1503/SCK1503 (All)
BSW2605 (All)
SCK2604 (All)
SCK3704 (Case and Group)
SCK3705 (Community)
BSW3705 (Case, Group, Community)
SCK4802 (Casework)
SCK4804 (Group work)
SCK4806 (Community work)
BSW4805 (Case, Group, Community)
SAW1503 (Social Auxiliary Work)
SAW1504 (Social Auxiliary Work)

5. PURPOSE

The purpose of this agreement is:

5.1 To guide the working relationships of all parties involved in the first- to fourth-year
practicum programme at the experiential learning organisation without infringing on any
party’s rights;

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5.2 To establish the partnership between the student, the institution (Unisa) and the field
practicum or placement organisation;

5.3 To protect the student, the organisation and the institution by clearly stating the conduct
and responsibilities expected of a student social worker or learner social auxiliary worker,
organisation and supervisor while executing the fieldwork practice;

5.4 To protect the Social Work Department and the placement organisation by providing
measures to terminate the student’s practice programme if necessary.

6. CONTRACTUAL CONDITIONS

6.1 Placement period

FROM: ………………………………………… TO: …………………………………………

NOTIONAL HOURS: …………………………

6.2 Office hours

Office hours from …................... to …...................

Lunch from …................... to …..................

Tea break from …................... to …...................

Once office hours have been finalised, all parties will adhere to the schedule. Changes in the
schedule need to be renegotiated by all parties.

Official activities on a weekend, public holiday or after hours form part of the compulsory
working hours and should be indicated as such on the time sheet.

6.3 Attendance and leave

 Absence from fieldwork or practicum activities should be communicated ahead of time

as determined by the supervisor and student – by means of e-mails, text messages,
telephonically or personally. No ‘Please call me’ communication is allowed, except
in extenuating circumstances.

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 In the case of absence from any activity due to any reason other than illness, the
student has to submit a written motivation to the organisational supervisor and relevant
lecturer.

 Absence from the placement organisation or absence from any activity at the University
without prior arrangement will be regarded as unethical behaviour. This will be reported
to the relevant Unisa lecturer, who may refer the matter to the Ethical Committee of the
Department.

 In the case of absence for more than two days on account of illness, a valid medical
certificate should be submitted to the organisation and included in the student’s
portfolio of evidence.

 Family responsibility leave:

o Students are entitled to special leave, for instance to attend the funeral of a
close family member. Substantiating documents or a motivation letter must be
handed in with every application for family responsibility leave.

6.4 Dress code

The student will be dressed in a presentable and appropriate manner, which will not harm the
image of the placement organisation.

6.5 Student tasks to be performed

The student will be exposed to all areas of functioning of the organisation, including fieldwork,
intake, court attendance and administration.

6.6 Attendance of meetings, case conferences and staff meetings

The student will attend all meetings and case conferences, where possible, on days spent at
the organisation.

6.7 Record-keeping

 Students must write process reports after every contact with all service users according
to the guidelines of the placement organisation. All reports should be filed in the
placement organisation’s filing system before students leave the office for the day. In
the case of a home visit, online contact or other contact (e.g. during the COVID-19
pandemic), the student must file the report on the first working day back at the office.
 All reports for assessment purposes must be written according to the guidelines in the
study guide.

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  Students may not proceed with any contact with service users before they have
received feedback on their progress and planning from the organisational supervisor
or the relevant lecturer.
 Each report must be signed and dated.

6.8 Professional conduct

 The student’s professional conduct has to adhere to the relevant policies, legislation
and the code of conduct of the SACSSP. Students can be reported to the SACSSP by
Unisa, the placement organisation or service users for disciplinary hearings. Ethical
behaviour is expected at all times.

 It is the responsibility of the organisation to report any form of unethical or

unprofessional conduct at the placement organisation to the relevant lecturer.

7 ORGANISATIONAL ROLES AND RESPONSIBILITIES

7.1 Social worker

The role of the social worker at the organisation is important and may be time consuming.
This person at the organisation is a very important link between Unisa and the organisation
during the course of the student’s practical work; and he or she is responsible for practical
work arrangements during block and concurrent placements.

The social worker at the organisation agrees to be responsible for the following:

 Orientation to the policies, practices and general functioning of the organisation during
the block placement.
 Appropriate learning opportunities during casework, group work and community
work.
 Feedback on students’ performance to the Social Work Department.
 Supervision of the casework, group work and community work that the student does
at the organisation.
 Weekly consultation with the student to ensure accountability. The student must keep
the contact person informed of what he or she is doing.

7.2 Learning opportunities

 The placement organisation will provide the student with suitable learning opportunities
on micro, meso and macro levels in accordance with the requirements in the relevant
SCK, BSW and SAW study guides.
 The student will deliver long-term services to individual service users or families for
assessment purposes.
 In the case of termination (for any reason), the supervisor will allocate a new service
user for assessment purposes.
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 The student will deliver services as required by the placement organisation to

additional service users or families in order to be supervised by the organisation.
 The placement organisation will assist the student in identifying one group for
assessment purposes. The student will screen prospective group members.
 The student may facilitate additional group work at the placement organisation
according to the needs of the placement organisation and if the student’s workload
allows it.
 The organisational supervisor will be responsible for supervising any additional work
done by the student (work not required by Unisa).
 The placement organisation will assist the student in identifying and engaging in
continuous involvement in a community work project or programme. No once-off
engagement by fourth-level students is allowed. Fourth-level students must establish
a new project in the community or on another Unisa-approved platforms, such as online
social education.

7.3 Supervision

Attendance of weekly supervision sessions with the organisational supervisor is compulsory.

The social worker at the organisation and the student must determine when such supervision
sessions are to be held.

7.4 Assessment

 There will be clear and open communication between the organisation and Unisa about
the student’s performance. Concerns will be dealt with proactively. Struggling students
will therefore be red flagged in time to ensure that their performance and development
are closely monitored.
 Organisational supervisors and Unisa assessors will work together to assess students’
performance.

8 GENERAL

8.1 Registration as student social worker

It is a statutory requirement that student social workers must register with the SACSSP
before their practicum commences. Students need to provide proof of their SACSSP
registration to the Social Work Department prior to their placement at an organisation.
The organisation may also request the student’s proof of registration.

8.2 Students’ status

Students are regarded as staff members of the placement organisation. The

responsibilities and duties attached to this position should be acknowledged,

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 respected, and accepted by all parties. For the purposes of learning and growth,
students must be exposed to general office management activities at the placement
organisation.

8.3 Transport and parking

Students are responsible for their own travelling costs to and from the placement
organisation, and they must make their own parking arrangements.

8.4 Safety

Students undertaking their practice must be fully cognisant of all dangers. During the
placement process, all students must sign the Unisa indemnity forms. Students
cannot to hold the placement organisation or Unisa responsible in case of personal
injury or loss.

Students need to take precautions against any infectious health conditions that they
might be exposed to.

8.5 Remuneration of students

Students do not receive any remuneration from placement organisations. Stipends or

honorariums are individual arrangements by the placement organisation and cannot
be expected or demanded.

8.6 Professional indemnity

Students are responsible for the payment of their own professional indemnity, although
it is not a prerequisite for their direct service delivery.

8.7 Confidentiality

Students will take the Oath of Social Worker (Solemn Declaration), which includes an
oath of confidentiality, during the placement process.

8.8 Special needs

Any information about a student’s health or disability will be kept strictly confidential
and will not be reported to any third party unless the student gives consent for the
purpose of making special arrangements. The Department expects placement
organisations to accept students assigned by the Department and to make reasonable
arrangements to meet the needs of the students for the duration of their practical
training. Students with special needs should communicate their needs when the
fieldwork practice module commences.

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Students with underlying health issues that could endanger them during the COVID-
19 pandemic are requested to disclose their co-morbidities; this would allow Unisa, the
placement organisation and the student to identify alternative ways of accessing client
systems to safeguard the student.

8.9 Grievances

Any grievances or feedback on student performance should be submitted to the

Department of Social Work, which will ensure that the matter is dealt with in the
appropriate manner.

Signed on this …. day of ……………… (month) 20 …. at …………………………………

Signed:

………………………………… …………………………………………..
Organisation Student

…………………………………. …………………………………………..
Name of Supervisor Name of Student

………………………………………` ………..…….……………………………
UNISA REPRESENTATIVE SIGNATURE

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 ADDENDUM W: TOOLS AND TEMPLATES FOR CASEWORK
SECTION 1.1

A SOCIAL WORK CONTRACT

A contract may be a written agreement, an oral agreement or even an implied agreement. The
more specific the contract, the more likely it is to prevent misunderstandings. The following is
an example of a contract:

 what the therapy offers the client (including goals and objectives)
 what the sessions look like, what types of activities are included in the intervention
and the duration of interviews
 activities undertaken by the client
 tasks performed by the social worker
 interview schedules and venues
 fees and payments
 contact details of the social worker and client
 professional records (including process reports) and how records are kept
 individuals under 15 years of age
 confidentiality
 non-discrimination policy
 identification of other persons, agencies or organisations expected to participate, and
clarification of their expected contributions to the change process
 dated signatures of the client and the social worker to conclude the contract
 identification of other persons, agencies or organisations expected to participate, and
clarification of their expected contributions to the change process

The social worker and client sign at the bottom of the last page of the contract and add the date.

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SOCIAL WORK CONTRACT

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SYSTEMS APPROACH QUESTIONNAIRE

1. Situation?

a. What brings the client(s) for services today?

b. Who makes up the client system?

2. Safety?

a. Determine if safety is an issue for the client system. Immediately provide resources,
support, and assistance if safety is an issue.

3. Survival needs or other needs.

a. Are basic needs being met for the client system?

b. What are other issues to be addressed?

4. Supports or strengths.

a. What supports are in place?

b. What strengths does the client system bring to this process?

c. How were challenges dealt with previously?

d. What resources are needed?

5. Short-term or crisis work?

a. Which treatment modality is appropriate with this client system today?

b. How imminent and immediate is the need?

c. Is there time for an ongoing process? (Clemons 2014:8)

6. Interpersonal areas for the client system

a. Who are the significant persons for this client system?

b. What informal and formal support is available currently?

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7. Environmental systems (think eco-map)

a. What are significant factors in the client system’s daily routines?

b. What are accessible resources?
c. What factors contribute to barriers?
d. Is the client system’s environment supportive or hostile?

8. Societal context

Acknowledge how cultural factors, socioeconomics, race or ethnicity, political climate,

socialisation, discrimination, and oppression affect the client system.

a. What advocacy issues emerge and/or what organising is appropriate regarding this
client system and the issues at hand?
b. How can social justice issues be addressed?

9. Special considerations
a. What makes this situation unique: language, disability, grief and loss, literacy,
trauma, immigration, homelessness, other challenges?
b. What unique strengths are present?
c. What ethical issues are relevant?

10. Spirituality

What beliefs, values, and/or rituals have meaning for this client system?

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Worker checklist

SOURCE: CLEMONS (2014:9)

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SECTION 1.3

Strengths-based assessment of client (individual) or family

Strengths-based practitioners believe that no matter how dismal the circumstances, people have
possibilities, resiliencies, and capacities for change and even transformation (Van Wormer & Davis
2008:86).
Name: Date: Purpose:

Assessment Today Past (How Future (What Risk factor or

have I do I want to do area for change
coped?) in the future?) (threat)

Personal resources and

strengths

• Financial

• Housing

• Health

• Occupation

• Leisure

• Spiritual

• Other information and

assessments

Psychological factors,
e.g., grief and loss,
experience of violence,
abuse

Client’s understanding of
situation

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 Family

Personal network

Social

Membership of groups,
associations (church,
leisure groups, etc.)

Organisations involved
(clinic, NGO, hospice,
etc.)

Legislative and policy

related to situation

Ethical factors

Discrimination, cultural
issues

Community factors

Environmental factors

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Personal strengths and resources:

Severity and extent of needs:

The client’s wishes, preferences, and desired outcomes:

Interventions planned What resources or skills are When (due date)

needed?

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ECO-MAP
An eco-map is a diagram that shows the social and personal relationships of an individual with their
environment.

ECO-MAP KEY
MALE

FEMALE

SYSTEM

STRONG CONNECTION

CONNECTION

WEAK CONNECTION

STRESS CONNECTION

NOTES:

The client experiences stress with his

family and wife because he spends too
much time drinking with “friends.” This
affects his health.

EXAMPLE OF ECO-MAP

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TIMELINE

TIMELINE 2

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 SECTION 1.5

GOAL SETTING FOR CLIENTS

MY GOAL: ________________________________________________

What Why Needs Challenges

Specific

How will I know that I have reached my goal? How will I measure whether I have
reached my goal?

Measurable

Achievable Step 1 Step 2 Step 3 Step 4

Is my goal relevant? Why? Right time? Resources available, support?

Relevant

How long? When will I When will I work on this?

start?

Period

MY GOAL: ________________________________________________

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SECTION 1.6

COUPLES ASSESSMENTS
QUESTIONNAIRE ON THE HUSBAND–WIFE RELATIONSHIP

EXPLANATION: THIS IS A QUESTIONNAIRE ABOUT HOW SATISFIED YOU ARE WITH WHAT IS GOING ON BETWEEN YOU AND YOUR MARRIAGE
PARTNER (HUSBAND OR WIFE). YOUR ANSWERS WILL HELP US TO IDENTIFY POSSIBLE SOURCES OF STRESS AND WORRY . PLACE A TICK (✓) ON
THE LINE NEXT TO THE PHRASE THAT BEST DESCRIBES THE DEGREE OF SATISFACTION YOU HAVE IN RELATION TO THE ITEM. IF AN ITEM DOES NOT
APPLY TO YOU, SIMPLY WRITE “N.A.” (NOT APPLICABLE) NEXT TO THE ITEM.

EXTREMELY MOSTLY MOSTLY EXTREMELY

SATISFIED SATISFIED DISSATISFIED DISSATISFIED

THE WAY WE MAKE DECISIONS

THE WAY WE SHARE THE RESPONSIBILITIES FOR CHILDCARE

THE WAY WE MANAGE MONEY AND BUDGET FOR EXPENSES

THE AMOUNT OF MONEY WE EARN

THE WAY WE RESOLVE CONFLICT

THE WAY WE DIVIDE HOUSEWORK AND OTHER HOME-

RELATED JOBS

THE WAY WE GET ALONG WITH OUR CHILDREN

THE WAY WE DISCIPLINE OUR CHILDREN

THE WAY WE GET ALONG WITH THE IN-LAWS

THE WAY WE GET ALONG WITH OTHER RELATIVES

THE WAY WE USE OUR FREE TIME

THE WAY WE TALK TO EACH OTHER

THE WAY WE CARE FOR OUR HOME

THE AMOUNT OF TIME WE HAVE TOGETHER

THE WAY, WE GIVE EACH OTHER EMOTIONAL SUPPORT

THE AMOUNT OF PRIVACY WE HAVE

THE WAY WE MANAGE BIRTH CONTROL

THE SEXUAL PART OF OUR RELATIONSHIP

THE WAY WE PLAN FOR OUR FUTURE

THE WAY WE GET ALONG WITH THE NEIGHBOURS

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 THE WAY WE DEAL WITH MORAL OR RELIGIOUS CONCERNS

THE WAY WE MANAGE ANGER AND FRUSTRATION

LIST ANY CONCERNS YOU CURRENTLY HAVE ABOUT YOUR MARITAL RELATIONSHIP HERE.

___________________________________________________________________________________

WHAT DO YOU CONSIDER TO BE THE MAJOR STRENGTHS IN YOUR MARRIAGE?

________________________________________________________________________________

WHAT DO YOU CONSIDER TO BE THE MAJOR PROBLEMS IN YOUR MARRIAGE?

Source:
Alpaslan, N. 1997. Methods and means for a meaningful marriage: a preparation for marriage and marriage guidance workbook.
Pretoria: Kagiso.

COMMUNICATION INDEX

The following index includes a number of questions on the communication between you and your partner. Write down
the applicable response from the scale next to each question. Complete the index separately and compare your
answers with those of your partner only after completion.

Scale: 1 = Never
2 = Seldom
3 = Occasionally
4 = Frequently
5 = Always or most of the time
1. How often do you and your partner discuss pleasant things that happened during the day?
__
2. How often do you and your partner discuss unpleasant things that happened during the day?
___
3. How often do you and your partner talk over things you disagree about or have difficulties with?
___
4. How often do you and your partner talk about things in which you are both interested?
___
5. How often are discussions of a sensitive topic avoided by you and your partner?
___
6. How often will you and your partner discuss things together before an important decision?
___
7. Your partner wants to visit friends or relatives. You do not particularly enjoy their company. Will you tell him or her
that? ___
8. How often do you and your partner use word that have a special meaning not understood by outsiders?
___
9. How often do you share your deepest secrets with your partner without being afraid or ashamed?
___
10. How often will you share everything about yourself with your partner, even if this would place you in a bad light?
___
11. How often do you and your partner discuss personal problems?
___

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12. How often will you prefer to share intimate matters with your partner rather than with somebody else?
___
13. Do you understand the meaning of your partner’s facial expressions?
___
14. How often do you discuss your marital relationship and the way it is going?
___
15. How often do you pay your partner compliments?
___
Interpretation
Except for Question 5 where 1 as a response indicates open communication between you and your partner, 4 and 5
responses to all the other questions indicate open communication between you and your partner.

Source:
Corcoran, K & Fischer, J. 1987. Measures for clinical practice: a source book. London: Collier Macmillan.

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 SECTION 1.7
CRISIS INTERVENTION THEORY

What is the risk level –

high, medium or low?

SECTION 1.8
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CHILD ASSESSMENTS
The following assessment may be used as a guideline in conjunction with the Children's Act 38 of
2005, as amended.

SOCIAL WORK ASSESSMENT OF A CHILD

Name of
child: CHILD’S DEVELOPMENTAL NEEDS
Date: EXCELLENT GOOD GENERAL BAD CRISIS COMMENTS
This includes growth and development, as well as
physical and mental wellbeing and care received
from caregivers.
Health

Covers all areas of a child’s cognitive development,

which begins at birth. Includes opportunities and
recognition; involves an adult interested in
Education educational activities, progress, and achievements.

Concerns the appropriateness of response

demonstrated in feelings and actions by a child,
initially to parents and caregivers and, as the child
grows older, to others beyond the family. Includes
Emotional and nature and quality of early attachments,
behavioural characteristics of temperament, adaptation to
development change, response to stress and degree of
appropriate self-control.

Concerns the child’s growing sense of self as a

separate and valued person. Includes the child's
view of self and abilities, self-image, and self-
Identity esteem, and having a positive sense of individuality.

Development of empathy and the capacity to place

self in someone else’s shoes. Includes a stable and
affectionate relationship with parents or
Family and caregivers, good relationships with siblings,
social increasing importance of age-appropriate
relationships friendships with peers and other significant persons
in the child’s life, and response of the family to
these relationships.

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 Concerns the child’s growing understanding of the
way in which appearance, behaviour, and any
impairment are perceived by the outside world and
the impression being created. Includes
appropriateness of dress for age, gender, culture
Social
and religion; cleanliness and personal hygiene; and
presentation
availability of advice from parents or caregivers
about the presentation in different settings.

Concerns the acquisition by a child of practical,

emotional and communication competencies
required for increasing independence.
Self-care skills

PARENTING CAPACITY
EXCELLENT GOOD GENERAL BAD CRISIS COMMENTS
Providing for the child’s physical needs, and
appropriate medical and dental care.
Basic care

Ensuring the child is protected from harm or

danger.
Ensuring safety

Ensuring the child’s emotional needs are met; and

giving the child a sense of being specially valued and
Emotional a positive sense of own racial and cultural identity.
warmth

Promoting the child’s learning and intellectual

development through encouragement and
cognitive stimulation and promoting social
Stimulation opportunities.

Enabling the child to regulate their own emotions

and behaviour. The key parental tasks are
demonstrating and modelling appropriate
Guidance and behaviour and control of emotions and interactions
boundaries with others, and guidance.

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Providing a sufficiently stable family environment

to enable a child to develop and maintain a secure
attachment to the primary caregiver(s) to ensure
Stability optimal development.

FAMILY AND ENVIRONMENTAL FACTORS

EXCELLENT GOOD GENERAL BAD CRISIS COMMENTS
Includes related and non-related persons and
absent wider family. What are their roles and
Wider family importance to the child and parents, and in
precisely what ways?

Includes availability, accessibility, standard of

resources and impact on the family, including
Community disabled members.
resources

Family history includes both genetic and

psychosocial factors.
Family history:
functioning

Who is working in the household, what is their

pattern of work and have there been any changes
recently? What is the impact of these factors on the
Employment child?

Includes the interior and exterior of the

accommodation and immediate surroundings.
Housing

Income available over a sustained period.

Income

Exploration of the wider context of the local

neighbourhood and community, and its impact on
Family’s social the child and parents.
integration

Assessing the safety of a child

Source: Framework for the Assessment of Children in Need (UK Department of Health 2000)

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SOCIAL WORK SKILLS

BEGINNING PHASE
During the beginning phase, you introduce and identify yourself, and seek introductions from
prospective clients and others involved. Following the exchange of introductions, you describe a
tentative initial purpose of the meeting, identify one of more professional roles that you might fulfil,
orient participants to the process, and identify relevant policy and ethical factors that might apply.
Throughout this beginning process, you regularly seek feedback about others’ understanding of
and reactions to your introductory comments. By using the beginning skills, you help to clarify the
nature and boundaries or ground rules of the helping process, lessen the initial ambivalence that
people often experience and establish a tentative direction for work.

Introducing yourself
At the beginning of any first interview, you should identify yourself by name, profession and agency
or departmental affiliation. You might also want to provide formal identification, such as a business
card.

Seeking introductions Encourage each new client to say his or her name, and then try to
pronounce it correctly. In a group, you might ask group members to introduce themselves and to
share a few of the thoughts that occurred to them as they anticipated coming to this first meeting.

Describing initial purpose

Clearly but succinctly discuss your view on the purpose of the meeting.

Orienting clients
Describe how clients can join you as active, collaborative participants in the helping process.

Discussing policy and ethical factors

Discuss potentially relevant legal, policy and ethical factors. This discussion forms part of the
informed consent process and is an essential element of professional service to clients.

Seeking feedback
Encourage clients to comment on the proposed purpose, your role, their role, policy or ethical
factors, or any other aspects of your introductory remarks.

EXPLORATION PHASE
During the exploration phase of social work practice, you encourage clients to share their thoughts,
feelings and experiences relating to the issue or concerns that have led to the contact. Although
the following exploring skills are especially useful when information is sought about the person,
issue, situation, and strengths, they are also useful throughout the entire helping process.

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Asking questions
Seek information about the concerns that have led to this encounter. Ask questions to elicit facts,
ideas and feelings relating to the person, the issue, the situation, and the potential means for
resolution. They often yield information that is necessary for mutual understanding, assessment,
decision-making, planning, working, evaluating, and ending.

Closed-ended questions
Closed-ended questions are phrased to elicit short responses, sometimes simply yes or no. They
yield a great deal of information in a brief time.

Open-ended questions
Open-ended questions encourage people to express themselves expansively and extensively.
They tend to explore on a deeper level or in a broader way that closed-ended questions.

Seeking clarification
Ask the client to elaborate about something that he or she has just said or done. This generates
more complete and comprehensible information about aspects of the person-issue-situation.

Reflecting content
Communicate your understanding of the factual or informational part of a message by paraphrasing
or restating the client’s words.

Reflecting feelings
Give a brief response that communicates your understanding of the feelings expressed by a client.

Reflecting feeling and meaning

Paraphrase or mirror clients’ emotions along with the associated facts or beliefs.

Partialising
Help clients to break down multiple or complex aspects and dimensions of the person-issue-
situation into more manageable units to address them more easily.

Going beyond
Take a small leap beyond the expressed message to bring information that a client already knows
into greater awareness or clarity.

ASSESSMENT PHASE
During the assessment phase of social work practice, you, and the client attempt to make sense
of the data gathered during the exploration phase. The assessment gives the parties involved a
perspective from which to initiate the process of contracting. Two skills are important in the
assessment phase: (1) organising information, and (2) preparing a tentative assessment and case
formulation.

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Organising descriptive information
This involves arranging data according to certain categories that you and agency professionals
consider to be significant. Be sure to distinguish clearly between reported and observed
information.

Preparing a tentative assessment and case formulation

After recording the available information in an organised fashion, you begin to prepare a tentative
assessment and case formulation. You do so through analysis and synthesis, which are the primary
critical thinking skills involved in this process. The client actively participates in this process.

Analysis
Analysis involves examining in fine detail various pieces of information about the client system,
issues, and circumstances.

Synthesis
Take certain sections of data or certain aspects of the analysis and combine them into a coherent
whole.

CONTRACTING PHASE
During the contracting phase of social work practice, you attempt to clearly define the issues and
goals of the work and develop plans that are likely to resolve the identified issues and achieve the
final goals. This is done based on the above-mentioned assessment and in close cooperation with
the client.

Reflecting an issue
You demonstrate to clients that you understand their view of an identified topic of concern.

Reflecting hypotheses
You empathically and accurately communicate your understanding of clients’ explanatory
hypotheses.

Identifying an issue
You may identify an issue that the client has not mentioned during the exploration process. Based
on the emerging assessment of the person-issue-situation, you may recognise an area of concern
that relates to the presenting problem but has not been noticed nor acknowledged by the client.

Clarifying issues for work

You typically use the skills of reflecting and identifying issues before you and the client agree on
the specific problems or issues to be addressed. When you clarify issues, you make a commitment
that your work together will focus primarily on these areas.

Establishing goals
Following clarification of problems or issues, you must encourage clients to participate in
establishing goals that are designed to address and resolve the identified problems or issues.
Goals should be specific, measurable, action oriented, realistic, and timely.

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Developing an action plan

Sometimes called “service plans”, “treatment plans” or “intervention plans”, action plans address
the questions of who, what, where when and especially how you and the client will pursue the
agreed goals.

Identifying action steps

When it is unrealistic and impractical to undertake simultaneously all the actions needed to
accomplish a particular goal, engage the client in identifying small action steps or tasks that are
consistent with the action plan and likely to contribute to goal accomplishment.

Planning for evaluation

Identify some means to measure progress towards goal attainment.

Summarising the contract

This involves a concise review of the essential elements of the service agreement that you and the
client have reached. The service contract covers issues for work, goals, an action plan, tasks, or
action steps, and how you and the client intend to evaluate progress.

WORKING AND EVALUATING PHASE

During the work and evaluation phase of social work practice, you and the client take action to
resolve the identified issues and achieve the established goals. During this process, you use both
empathic skills and work phase expressive skills.

Rehearsing action steps

Prepare and encourage clients to conduct agreed tasks. Identify and confront those bio-
psychosocial or environmental obstacles that get in the way of task accomplishment. Various
rehearsal in-session activities such as role-play, guided practice and visualisation constitute action
step practice.

Reviewing action steps

Help to increase the probability that further action steps will be attempted when you demonstrate
your interest in the process and outcome of the client’s action steps by asking about them. By
reviewing what happened following the attempt, you also gather information that contributes to the
evaluation of progress towards goal achievement and the identification of subsequent action steps.

Evaluating
Evaluation often occurs while you are reviewing action steps. You and the client may identify
progress through changes in such indicators as goal attainment scales, frequency counts,
individualised or subjective rating scales, rapid assessment instruments or other paper-and-pencil
and online instruments. You engage clients in examining data in the light of the plans for evaluating
progress. You determine whether the evaluation data reflect progress towards goal attainment, no
change, or a change in the wrong direction.

Focusing attention on the work at hand

It may become apparent that clients lack useful or valid information or skills that could contribute
to the achievement of the agreed goals for work. Often you share knowledge and hypotheses.

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Convey the information in such a way that clients may freely consider its relevance for their situation
and decide whether to accept it.
Advising
Make a suggestion or recommendation. You should always convey that the client may freely accept
or reject your advice.

Representing
This includes those actions you take on behalf of clients in pursuit of agreed goals. Instead of
working directly with the client, you intervene with others on behalf of the client.

Responding with immediacy

You focus on clients’ experience of what is occurring between you here and now. These thoughts
and feelings become subjects for immediate exploration. Responding with immediacy makes things
real.

Reframing
Share a different perspective from that which a client has previously adopted.

Confronting
You point out to clients any discrepancies, inconsistencies or contradictions in their words, feelings,
and actions. You challenge clients to examine themselves for congruence. This is done directly
and without disapproval.

Pointing out endings

You remind the client that the working relationship will end. Refer to the ending periodically during
the work phase.

Recording progress
You must keep record of your and the client’s progress during all the phases of practice. For
example, keep record of the initial assessment and contract (and revisions of these), action steps,
the progress made towards goal achievement and the results of evaluation procedures.

ENDING PHASE
The ending phase of social work practice provides an opportunity for you and your clients to look
back on your relationship and the work you have undertaken together. You have a chance to
evaluate overall progress and to identify directions for future work.
Concluding working relationships can be both joyful and painful for you and your clients. Each of
you may experience satisfaction because you have made progress, regret about actions not taken,
and sadness at the departure of a person who has become important to you. In optimal
circumstances, you can explore these feelings as part of the ending process.

Reviewing the process

This involves a summary retrospection of what has occurred between you and your client during
the time you have worked together.

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Final evaluation
Engage clients in a final evaluation of the progress you have made towards issue resolution and
goal attainment.

Sharing the ending

The ending is a significant event in the lives of most clients; therefore you should give them an
opportunity to express their feelings about the ending. Like your clients, you will experience
emotional reaction during the ending phase. It is often useful to share some of these feelings.
However, always take care to remain professional and keep your professional responsibilities in
mind.

Recording the closing

Following your final meeting with a client, summarise what has occurred in writing.
Source:
https://www.ssw.umaryland.edu/media/ssw/field-education/Social_Work_Skills.pdf

WEBLINKS TO USEFUL DOCUMENTS

Tools for strengths-based http://static1.1.sqspcdn.com/static/f/586382/9372663/1289490665153/Strengths+Ass

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Counselling session http://counsellingtutor.com/008-real-world-counselling-skills-carl-rogers-hidden-

videos to enhance your conditions-immediacy-and-therapeutic-process/
skills
Scroll down to video.

https://www.ssw.umaryland.edu/media/ssw/field-education/Social_Work_Skills.pdf

Strengths-based http://escholarship.org/uc/item/7bn5d1w1#page-5
approach

PCA propositions and https://www.youtube.com/watch?v=sO5vPyWMgXQ

phases of change
https://www.youtube.com/watch?v=OpL2RC1DFo0

https://www.youtube.com/watch?v=sES-siuIjrA

https://www.youtube.com/watch?v=Vm8Sn5d1w9U

https://www.youtube.com/watch?v=Lz86Fq5t-Y8

SACSSP Code of Ethics https://www.sacssp.co.za/Content/documents/EthicsCode.pdf

Counselling therapy http://www.socialworktoday.com/archive/mayjun2008p16.shtml

Therapeutic activities for http://www.lianalowenstein.com/e-booklet.pdf

children, adolescents, and
families http://www.counsellingconnection.com/index.php/2011/07/18/play-therapy-activities-
to-engage-children/

http://www.kimscounselingcorner.com/self-esteem/self-esteem

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 http://www.hunter.cuny.edu/socwork/nrcfcpp/downloads/Interviewing_Children_0508.
pdf

Family therapy http://study.com/academy/lesson/the-process-of-family-counseling.html

https://www.youtube.com/watch?v=8zCoNMAd30Y

SECTION 1.10

ADDENDUM X: TOOLS AND TEMPLATES FOR GROUP WORK

Section 1.10.1

EXAMPLE OF A GROUP WORK PROPOSAL

1. ABSTRACT

Provide a short statement in which you summarise the major points discussed in the
proposal.

This is a group work proposal in preparation for a marriage group aimed at engaged couples in the
Erasmus community to prepare them for marriage and to assist them in making marital
adjustments.

2. PURPOSE OF GROUP, AND NEEDS ASSESSMENT INFORMING THE PROPOSED

GROUP AND ITS PURPOSE

 Briefly state the overall purpose of the group and indicate the type of treatment group
it will be, the target group (i.e., who is the group intended for?) and what issue or
problem you aim to address by starting the group.
 Indicate where the need for a group originated.
 Explain how you verified the expressed need for a group.
 Describe the outcome of the needs assessment (i.e., what the group members will
be assisted with or what will be discussed in the group).
 Briefly describe how the group will conduct its work. Mention the activities that will
be conducted, the programme material that will be used and the theoretical
framework you will follow.

The proposed group is a treatment group with an educational and treatment focus and is aimed at
couples who are engaged to be married. (This statement refers to the target group.)

The overall purpose of the group is to equip engaged couples with marriage and relationship skills
to prepare them for marriage, and to assist them in making marital adjustments and navigating
their marital life. (This statement sets out the purpose of the group.)

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A group of pastors in the Erasmus community approached the organisation and expressed the
need for a group that focuses on preparing engaged couples for marriage. This request was based
on the number of couples in their congregations who were engaged to be married. (This paragraph
refers to where the need for establishing the group originated.)

This need was verified by means of interviews with engaged couples who had been referred to me
by their pastors. During the interviews I asked them whether they would be interested in
participating in a group focusing on preparation for marriage, and what issues and topics they
would like to discuss in such a group. (This paragraph provides an explanation of how the
expressed need for a group was verified.)

During the interviews with engaged couples, we identified the following topics and issues that
couples wanted to discuss in a group focusing on preparation for marriage:

• how to communicate and listen effectively in marriage

• how to resolve conflict constructively in marriage
• money matters and financial management in marriage
• how to manage relationships with in-laws
• sex and sexual adjustment in marriage
• growth in faith as individuals and as a couple
(In this paragraph, the outcome of the needs assessment is reported.)

The worker will use group discussions, mini lectures, written exercises, role-play, video clips and
icebreakers to present the various topics and to conduct group work. (This statement refers to how
the group will conduct its work with reference to programme material and activities.)

The main theoretical framework that will be used is strengths-based cognitive-behavioural therapy
focusing on social skills training (Corey 2013:248). This will be complemented by experiential
learning. Experiential learning involves organised methods that help group members to learn from
their everyday experiences. (This paragraph refers to the theoretical framework that will be
followed.)

• THE AGENCY UNDER WHOSE AUSPICES YOU PLAN TO RUN THE GROUP

Under this heading, you must

 provide the organisation’s name and mission

 describe the organisation’s location and resources (i.e., where the organisation
is located, the size of its staff component and the sources of its finances for
rendering services)

This “preparation for marriage” group will be run under the auspices of FAMSA, Erasmus (the name
of the organisation).

FAMSA is a national non-profit organisation that specialises in relationship counselling. It has

offices in urban and rural areas.
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FAMSA’s vision and mission can be summarised as follows:

We believe that healthy families create healthy communities and are the foundation of our
society. Secure families provide a favourable environment where family members can
develop to their full potential, develop positive identities, and form a set of values that serve
as a frame of reference for life. Families come in many forms, including extended families,
single-parent families, gay couples (with or without children), nuclear families, child-headed
families, childless couples, cohabiting couples and combined families. FAMSA recognises
all forms of families and strives to make a positive impact in our communities through our
counselling and support services.

The FAMSA office in Erasmus in located in a five-bedroomed house turned into an office and is
situated at 1 Skwiza Street, Erasmus (its location). There is a reception area, an office for the
director, two social work offices and a room that is used for training and workshops.

The staff component consists of

 a director (Ms Bongi Khwesa)

 one social worker (Ms Zimkitha Tsongo)
 one student social worker (Mr Bantu Botha Khoza)
 a receptionist and secretary (Ms Bully Plaatjies)
 a general cleaner and gardener (Mr Japhta Ntuli)

The director and the social worker are experienced social workers. They are well-versed in
providing individual counselling and facilitating group and community work. The FAMSA office has
well-functioning office equipment and three vehicles that the staff can use to service clients in the
community. FAMSA has good relationships with other NGOs in the community, and with
community, church, and political leaders. (This paragraph describes the organisation’s resources
and leaders.)

FAMSA receives a subsidy from the National Treasury and the National Lottery. In addition, the
organisation has sponsors who support its services, programmes, and community work projects.
(This paragraph refers to the sources of the organisation’s funding.)

• MEMBERSHIP OF THE GROUP

Who will the group members be? Explain why you decided to include them in the
proposed group.

The members of the group will be couples who are engaged to be married within the next six
months. The group members will be engaged couples because the group will focus on preparation
for marriage. Furthermore, couples who are six months away from marriage will be included in the
group because it has been observed that the months before marriage are stressful for couples;
tension and conflict seem to escalate between partners during this time.

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• RECRUITMENT

Consult Toseland and Rivas (2014:172–174) for methods of recruiting potential

group members and explain how you plan to recruit members for your group.

The worker will recruit group members by posting announcements about the proposed group on
notice boards at the community centre and the library. He or she will also send letters to the pastors,
informing them about the group and the topics that will be covered, and asking them to tell their
congregations about the group at church services. The worker will include his or her contact details
in announcements and letters to the pastors so that couples who are interested in joining the group
can contact him or her.

• THE COMPOSITION OF THE GROUP

Under this heading you must do the following after you have consulted Toseland and Rivas
(2014:174–181):

 Explain the criteria that you will use to decide whom to include in the group and
whom to exclude from the group.
 Comment on the following points:
• the size of the group
• whether it will be an open group or a closed group
• homogeneity and heterogeneity
• demographics and diversity (characteristics of group members)

The worker will use the following criteria to decide whom to include in the group and whom to
exclude from the group:

A couple will be included in the group if

 both partners will attend the group and they plan to get married within the next six months
 the partners are willing to share and communicate in the group
 the partners are motivated to disclose issues that bother them, and they display a level of
willingness, as individuals and as a couple, to work on their relationship concerns
 the partners’ personalities or dispositions render them suitable for group work

A couple will be excluded from the group if

 practical considerations (e.g., clashing schedules or work responsibilities) prevent one or

both partners from attending the scheduled group work sessions
 the partners’ level of functioning is extremely diverse from that of others in the group (e.g.,
they are very quiet by nature and too shy to speak in front of others in the group)

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  the partners’ needs, goals and expectations are not consistent with the purpose of the group
or the needs and goals of the other group members

A total of six couples (12 members) will be recruited for this group. This group size was chosen
based on natural erosion – one couple may fall out.

The group will be a closed group to ensure that the group members develop or progress together
and that new members do not impede the development of the group. Furthermore, closed
membership will enhance group stability and security, group cohesion, group cooperation and
group spirit.

The group will be homogenous in respect of the following:

 The members must be able to adopt and associate with the purpose of the group so that the
sessions will be meaningful to them and to ensure that the group remains focused on its
purpose.
 The members should converse in the same language to ensure that they understand what
is said in the group and can contribute to the conversations, and to enhance interaction in
the group.
 They should all be engaged and getting married within the next six months.
 They should have the same cultural background.

The group will be heterogeneous in respect of the following:

 The members should have different coping styles to facilitate an atmosphere where they
can learn from one another and become aware of alternatives or different options.
 They should have different life experiences that lead to different options and coping styles.
 They should be of different ages and have different occupations.

As far as the demographics of the group members are concerned, they need to be from the same
community or geographical area.

• ORIENTATION OF GROUP MEMBERS

Briefly describe how you will orient the recruited group members (i.e., what specific procedures
will be followed, and why?).

The prospective group members who contact the worker will be screened according to the criteria
of inclusion and exclusion stipulated above. Six couples selected for the group will be introduced
to the group worker and informed about the group’s purpose and structure by means of interviews.
Every couple will be interviewed separately.

During the interviews with the respective couples, the group worker will reiterate the purpose of the
group and assess whether it coincides with each couple’s reasons for wanting to join the group.
The worker will explain what his or her role will be in the group, namely that he or she will be a
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facilitator, an initiator, a protector, and a traffic director, and he or she will present information by
way of mini lectures and group discussions. He or she will emphasise to the couples that all
members should participate in the group, will have equal rights and responsibilities, will have a
stake in the group, must display a willingness to reach out to others for help, and must be willing
to support and help others. He or she will also explain the format of the sessions and what will
happen during the group sessions, including that icebreakers, activities and exercises will be used
to complement the discussions and to assist in skills training.

The worker will moreover explain to the couples that each session will focus on a specific topic
(informed by and based on the outcome of the needs assessment). He or she will point out that
during the end phase of each group session, members will be requested to evaluate the session.
Group members will be invited to indicate what they would like to focus on in the next session, and
what changes they would like to see (i.e., what they would like to be different in the next session
and what they would like to remain the same). He or she will also give information about the logistics
of the group work sessions (i.e., when where and how often the sessions will take place, and how
long the sessions will be).

During the orientation interviews, the worker will give couples the opportunity to raise any questions
and concerns and will respond to their questions as comprehensively as possible.

• CONTRACT (LOGISTICAL ARRANGEMENTS)

Under this heading, you must provide information about

 the number of group sessions that will be held

 the length of a group session (expressed in minutes)
 the day of the week and the time at which the group sessions will be held

The group will meet for eight sessions. The group work sessions will be conducted at the workshop
venue of the FAMSA office in Erasmus. The group meetings will be held once a week on a
Wednesday evening and will be 90 minutes long, starting at 19:00 and ending at 20:30.

• ENVIRONMENT

Comment on

a) physical arrangements (i.e., the venue where the group sessions will take place and the
materials that will be used)

b) financial arrangements (provide a budget that reflects expenses and income)

c) special arrangements (e.g., childcare, transport, and refreshments)

As mentioned above, the group work sessions will be conducted at the workshop venue of the
FAMSA office in Erasmus. The worker will use handouts, a flip chart, and pens. The items to be
budgeted for are presented in the following table:
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 Coffee, tea, and refreshments R600
Photocopying and stationery R100
Total R700

A donation of R1 000 from a pastor in Erasmus who supports this group work endeavour will cover
the expenses.

As far as special arrangements are concerned, the worker will arrange with the local supermarket
to prepare refreshments for the group meetings, and one of the volunteers at FAMSA has
volunteered to serve the coffee, tea, and refreshments at the group meetings.

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Section 1.10.2

GUIDELINES ON PLANNING A GROUP AND A PLAN OUTLINE FOR A GROUP WORK SESSION
This addendum is provided as background to specific outcome 4, which focuses on the planning
of a series of group work programmes to be presented during group work sessions to address the
identified needs of group members recruited for inclusion in a treatment group.

You can proceed with the activity of planning a programme for your group once the following criteria
have been met:
• You and the selected group members envision the same purpose for the group.
• You have determined what the members want to discuss and focus on in the group, and what
they want to take away from this experience.

A practice example

A social worker is employed as a life-orientation coach at a high school in the community of

Ikageng. The social worker observes that learners in leadership positions find it difficult to be
effective because they lack the necessary leadership skills (i.e., communication, conflict resolution
and assertiveness skills). He verifies this observation through interviews with the school principal
and a few of the teachers and learners in leadership positions and comes to the conclusion that
there is a need for a leadership skills training programme.

With the consent of the principal, the school’s social worker arranges a meeting with all the learners
in leadership positions (i.e. class monitors and the school’s student representative council [SRC]),
informing them of the perceived need and the group work service that will be established to equip
them with the leadership skills they need to be more effective in their leadership positions. In
response to this meeting, all the learners in leadership positions decide that they want to be part
of the group work programme.

Since the learners are underage, the social worker informs their parents in writing of the intended
group work programme (i.e. why it was established, the purpose of the group, the risks and benefits
of being part of the group, and other information about the group work programme, such as when,
where, how often and for how long the group will be running, and by whom it will be run). He asks
the parents to give their permission that their children may join the group.

When the social worker receives the consent forms from the parents, he arranges a preliminary
group session to determine which leadership skills the learners think they lack. The outcomes of
the needs assessment he conducts during this preliminary session will help him to include the
optimum content in the group programme.

Corey and Corey (2002:104–105) highlight the value of conducting a preliminary group session
with recruited group members for several reasons. At this session, the worker can outline the
reason for the group, and the topics that members want to discuss can be explored. This
introduction can be most helpful for people who are uncertain whether they want to invest
themselves in the group. Corey et al (1992:39) remark that, at a preliminary group meeting,
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 members get an opportunity to become acquainted with one another and to start building
relationships
 members get an opportunity to express their personal needs and their reasons for joining the
group while being informed about the goal of the group
 the way in which the group will conduct its work, as well as how members should participate in
the group and conduct themselves to gain the optimal benefit from the group, can be explained
 dangers or risks involved in participation in the group and ways of minimising these risks can
be discussed
 confidentiality and the necessity of ground rules can be discussed
 members get an opportunity to discuss their fears, expectations, hopes and ambivalent feelings,
and to ask and respond to questions

The following is an example of an outline of a preliminary session for a group work programme at
Ikageng High School:

OUTLINE OF GROUP WORK PROGRAMME FOR PURPOSES OF CONDUCTING A NEEDS

ASSESSMENT WITH A VIEW TO PRESENTING A LEADERSHIP SKILLS TRAINING
PROGRAMME FOR THE LEADERSHIP CORPS AT IKAGENG HIGH SCHOOL

The overall goal of the group

To present a leadership skills training programme for the leadership corps of Ikageng High School
to empower them to be more effective in their leadership positions.

The objectives of the session

 The group members will have an opportunity to establish relationships by familiarising

themselves with fellow group members and the group facilitators by means of an activity.
 The group will formulate rules or norms to ensure effective participation by brainstorming the
definition of the concept “norms” and by holding a group discussion.
 The group members will participate in a discussion to determine their individual needs and the
group’s needs regarding group leadership skills.
 A mini lecture will inform the group of the purpose, format, and structure of the group work
programme.

Date of presentation of the programme: ……………………………………….

Duration of the programme: …………………………………………………….

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SESSION OUTLINE or AGENDA

Time allocation Programme plan Material needed
Beginning phase of the session
______________ One of the social workers makes an opening statement and states the
purpose of the group.

Good afternoon, my name is _______________, and this is my colleague,

___________________. Both of us are social workers at the Ipeleng Child
and Family Care Society. The principal and the social worker of your school
have invited us to present a leadership skills training programme. They tell us
that you are all newly elected to leadership positions and that you could
benefit from attending a leadership skills training programme to equip you for
______________ your task.

We are going to be with you for another four sessions, so we need to get to
know one another. To do this, we are going to do a fun activity.

Before we proceed with this activity, my co-facilitator will give each of you a
label. I would like you to sign your name or nickname on it and stick it on your Labels and kokis.
chest where everybody can see it.

The activity allowing members to get acquainted with one another and with
the facilitators begins.
Let us start the fun activity. Please listen carefully to the instructions.
Bag of lollipops – there
Firstly, we are going to pass around a packet with lollipops in it; please take must be two of each
one. The co-facilitator takes out the bag of lollipops; he or she takes one and kind of lollipop.
passes the bag on to the next group member in a clockwise direction.

Does each one of you have a lollipop? If so, the facilitator continues. Now that Hand a card with the
each one of you has a lollipop, I want you to pair up with a group member questions to every
who has a lollipop with the same colour wrapping as yours. I want you to form group member or put
a pair and to sit next to each other. The members find their partners and they the questions on a large
sit next to each other. sheet of paper for
everyone to see.
Now I would like you to take three minutes each and to ask each the following
questions:

• What is your name and surname?

• What hobbies or special interests do you have and/or what sport do you
enjoy?
• If a best friend had to introduce you to this group, what would he or she
most probably say about you?
• What are you going to do once you have finished school?
• What leadership role do you fulfil?
• How do you feel about having been elected or appointed to this
leadership role?

______________

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 The facilitator gives the pairs time to interview each other – three minutes
______________ each. When the time has lapsed, the facilitator asks them if they have
finished. If not, the facilitator gives them one or two minutes extra.

Processing the activity. Ask a group member to

The group worker refocuses the group: Okay, now that you have some function as a scribe and
information about the person next to you, I want you to share that information to write the responses
with the whole group. We are going to go around in a circle (anticlockwise), on a large sheet of
and I want each of you to take a turn to introduce the person next to you to paper.
the rest of the group. The group worker thanks each member once he or she
has finished introducing his or her partner. He asks the person who has been
introduced if he or she wants to add anything and asks the group if they have
any questions for the member who has just been introduced to the group.
______________
Formulating group norms.
The worker continues: Now that we know one another a bit better, we must
think about the rules we need for this group to function effectively. Group rules
are also known as “group norms.”

Why do you think it is necessary to have group rules or norms? The worker
lets group members brainstorm and write down their ideas.
To get group members
The worker can summarise what they have said and/or conclude with the involved, ask a group
following summary statement: Group norms or rules direct our behaviour in member to write down
the group – they prescribe what we are allowed and not allowed to do, and the norms
how we should behave. recommended by the
group.
Good, now that we know why group norms and rules are important, I would
like to know from you, as a group, what rules or norms you would like to have
in our group. The worker allows the group members to recommend norms.
He asks the group how they feel about every norm that is recommended (i.e.,
if it should form part of the group norms and how it will be operationalised in
the context of the group). He also thanks the members for their contributions.
Once all the norms have been listed, the worker goes through them to make
sure that they are clear and asks if all the members agree with the norms and
are willing to abide by them. The group worker informs the members that
these norms are not cast in stone but may be amended. The norms will
therefore be revisited every week.

Middle phase of the session

The worker can begin this phase by shifting the focus (i.e., restating the
______________ group’s purpose).

As I have mentioned earlier, the purpose of this group work undertaking is to

present a leadership skills training programme.

We need to focus on this aspect by unpacking it.

How would you describe a leader? The worker encourages a free-flowing

discussion to generate as many ideas as possible. If this facilitation technique
does not generate any responses, the worker can initiate a go-around where
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everyone is expected to provide an answer to the question. Afterwards, the Ask a group member to
worker summarises what the members have said and provides a user-friendly be the scribe and to
definition (e.g., a leader is a person who leads or guides or shows the way). write down the ideas
resulting from the
The worker shifts the focus by posing the following question to the group: brainstorming exercise.
What is a skill? The worker again encourages a free-flowing discussion to
generate as many ideas as possible. If this facilitation technique does not
generate any responses, the worker can initiate a go-around where everyone
is expected to provide an answer to the question. Afterwards, the worker Ask a group member to
summarises what the members have said and provides a user-friendly be the scribe and to
definition (e.g., a skill can be viewed as a technique or a tool that is employed write down the ideas
or used to complete a task). generated during the
brainstorming exercise.
Linking to the previous question, the worker asks the group the following
question: What leadership skills would you like to learn more about that will
help you to be more effective in your respective leadership roles? The worker
encourages a free-flowing discussion and tries to generate as many answers
as possible. If this does not seem to work, the worker initiates a go-around
where everyone is expected to contribute to the discussion. When a member
makes a vague statement, for example, “I want to be more confident,” the
worker asks exploratory questions to unfold the statement and to help the
member to formulate a specific goal. The worker could, for example, ask the
following questions:

• How and under what circumstances do you need to be more confident?

• How do you think you can become more confident?

The member might reply I want to stand up to my friends and tell them to
behave and that I expect the same behaviour from them as I do from the other
learners in the school.
The worker can respond as follows: Am I right if I say that you want to learn
how to act and become more assertive as a leader?
Member: Yes.

The worker then formulates this need of the member (i.e., “I want to learn how
to act and become more assertive as a leader towards my friends”) as a goal
for the rest of the group by asking: Who else has the same need? or Who
would also benefit from focusing on this skill or discussing the topic of
assertiveness?

Once the discussion focusing on a needs assessment has been completed,

the worker can provide the following summary statement, for example: As a
group, you have produced the following needs that you would like to address
in this leadership skills training programme:

• how to communicate and listen effectively

• how to act and become assertive in your leadership position
• how to resolve conflict between learners, and between learners and
teachers

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 • how to nurture (take care of) yourself as a leader

The worker continues with a mini lecture, explaining that each of these needs
will become the focus or a topic of discussion at a particular session. He
informs the group members that mini lectures, group discussions, activities,
exercises, and role-play will be employed to teach them these skills. Since
group members must co-own the group work venture, the worker lets them
have a say in the direction of the group by asking them which of the identified
needs (skills) they would like to focus on first.

______________ End phase of the session

The worker gives a synopsis of what happened in the session:
In this session, we have come to know one another a little better, and
hopefully we will get to know one another even better as we go along. We
have set some norms or rules for every session just to remind ourselves what
behaviour is acceptable in the group, and how we should behave and work
together as a group. We have also done a needs assessment and verbalised
the leadership skills we need and want to learn more about to be more
effective in our respective leadership roles.

The worker provides information about the date and time of the next group
meeting, as well as the topic of the meeting.
We will see each other for the first of the four group sessions on Wednesday,
28 March. The session will be an hour long, from 09:30 to 10:30, and the topic
(skill) that will be the focus of discussion and learning will be how to
communicate and listen effectively.

Evaluating the session.

Before we leave, I would like each of you to comment on how this experience
(the session) was for you.
Who would like to start for us? The worker thanks each member for his or her
contribution as a way of providing encouragement and support.

Do you have any questions, or are there any concerns or ideas that you would
like to mention before we leave? The worker scans the group and allows
members to ask questions or to raise concerns. He answers the members’
questions and/or responds to their comments.

Thank you for your presence. We look forward to seeing you again next week
– same day, same time. Take care!

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Section 1.10.3

THE PHASES IN THE LIFE CYCLE OF A GROUP AND A SPECIFIC GROUP SESSION

(Refer to the link provided on page 29.)

When you study the literature on group work (i.e., Gladding 1995; Corey & Corey 2002; Jacobs,
Masson & Harvill 2009; Corey, Corey & Corey 2014; and Toseland & Rivas 2014), you will notice
a few differences between the different authors’ classifications of the phases in the life cycle of the
group process.

The following table sets out the phases of the group work process according to the different
authors:
THE PHASES OR STAGES OF THE GROUP WORK PROCESS
Corey & Corey (2014) Gladding (1995) Jacobs et al (2009) Toseland & Rivas
(2014)
The forming phase The forming or The beginning stage or The planning stage1
orientation phase, phase
including the beginning
phase
The initial (or beginning) The transition phase The middle or working The beginning stage
phase stage or phase
The transition phase The working phase The ending or closing The middle stage
stage or phase
The working phase Termination The end stage
The end phase

The life cycle of a group (regardless of the type of group) progresses through the following stages
or phases: the planning or forming phase; the initial or beginning phase; the transition phase; the
working or middle phase; and the end phase.

These phases are explained below by focusing on the activities that take place during each phase
and, where applicable, highlighting the characteristics of each phase and the member and leader
functions performed during each phase.

THE BEGINNING OR INITIAL PHASE

In their overview of the beginning or initial phase of the group work process, Jacobs et al (2009:30)
state:

By beginning stage, we mean the time used for introductions and for discussion of topics
such as the purpose of the group, what may happen, fears, group rules, comfort levels, and

1 The planning stage is dealt with in Addendum X of this tutorial letter.

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 the content of the group. In this stage, the members are checking out other members and
their own level of comfort with sharing in the group.
The beginning stage may be part of the first session, the entire first session or the first couple of
sessions.

Jacobs et al (2009:85) mention 19 activities that the worker needs to consider during the beginning
phase; 17 of these activities are discussed below:

(1) Beginning the group

Since first impressions are lasting, deciding how to begin the first group work session is of
paramount importance. The atmosphere in the group and how comfortable the group members are
will have a direct influence on how the worker starts the group. It is during the beginning of the
group, at the first session, where the members form an opinion of the worker and determine
whether he or she is fit to lead the group. Consequently, the worker must convey warmth, trust,
helpfulness, understanding and positive regard.

The worker can open the first session in one of the following ways (Jacobs et al 2009:86–90):

 He or she can give a brief introduction about the group (i.e., what the group is all about) and
then conduct an introduction exercise (i.e., the members introduce themselves to one
another).
 He or she can make a long opening statement about the group and its purpose, and then
conduct an introduction exercise. This type of opening is normally used for task and
educational groups.
 He or she can make a long opening statement and then dive right into the content of the
group. This type of opening is normally used for discussion, task, and educational groups
where members know one another, or in groups where personal sharing is minimal.
 He or she can make a brief statement about the group and then dive into the content of the
group. This opening would be used when no introductions are needed, that is, when
members already know one other and the purpose of the group is clear to them.
 He or she can make a brief statement about the group and then ask the members to pair
up. This opening can be used when no introduction exercise is necessary. The worker briefly
describes what the group is about before the members meet in pairs to discuss the content
of the group or their reasons for having joined the group.
 He or she can make a brief statement about the group and then ask members to fill out a
short sentence-completion form. This opening is appropriate when no introduction exercise
is needed, and the completion of the form helps to focus the group members.
 He or she can conduct an introduction exercise. This type of opening is used only when the
members are clear about the group’s purpose.
 He or she can open the first session in a unique and unusual way to capture members’
attention.

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(2) Helping members get acquainted

In cases where people who do not know one another come together in a group, it is advisable that
they spend some time during the first session to become acquainted. Getting to know one another’s
names and other personal information will help to put them at ease. The time that is set aside to
help members get acquainted may vary. For example, in a treatment group where members are
expected to share on a deep and personal level, more time should be set aside to allow members
to get acquainted since they may need to know more about those with whom they will be sharing
intimate information. The following introduction activities are proposed by Jacobs et al (2009:91–
92):

 The name round. In this activity, members simply introduce themselves (in a clockwise or
anticlockwise fashion), sometimes giving names only but in most cases sharing additional
information.
 The repeat round. The repeat round is a name exercise where the first member says his or
her name, the next member says the first member’s name, the member after that says the
second member’s name, and so on.
 The introduction dyad. In this activity, members pair up and tell each other certain things
about themselves, usually based on suggestions from the worker. Thereafter, all members
return to the group and each one introduces his or her partner to the group.
 The repeated dyad. Members pair up with every other member and spend two to five
minutes sharing things, such as why they are in the group and what they would like to gain
from the experience.
 Milling. In large groups, members are requested to mill around and to meet one another
during the first four to five minutes of the first group session. They should find out one
another’s names and their reasons for joining the group. (Name tags can be used to help
members remember one another’s names.)

(3) Setting a positive tone

Setting a positive tone is an important task of the worker during the beginning phase. A positive
atmosphere can be established by being enthusiastic and employing one or more of the following
skills: (1) drawing out members; (2) cutting off hostile or negative interactions; (3) staying focused
on interesting topics; and (4) shifting the focus when topics are irrelevant or interesting to only a
couple of group members.

The following dos and don’ts apply to setting a positive tone (Jacobs et al 2009:93–94):
DO
• The worker must get everyone to share.
• The worker must be enthusiastic.
• The worker must be creative in the case of an involuntary group or group members. They
might set a negative tone. The worker must acknowledge that they do not want to be in the
group. He or she must allow them to verbalise their discomfort for a limited period and then
put a lid on it.

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• The worker must take control early; people must see that he or she is in charge and knows
what they are doing.
DON’T
• The worker must not allow the group to focus on negative issues at the beginning of the
session.
• The worker must not allow one member to dominate.
• The worker must not start the session with boring group rules.
• The worker must not allow members to attack one another.

(4) Clarifying the purpose of the group

Clarifying the purpose of the group (i.e., the reason for its existence) is particularly important if
screening interviews have not been held. Even if the worker has screened the members and spent
time discussing the group’s purpose, it is still a good idea to review the purpose in the group to
ensure that the members and the worker are on the same page.

(5) Explaining the worker’s role

The worker’s role during the life cycle of the group (e.g., a teaching role, a facilitative role, an active
leadership role, a therapeutic role, or a combination of these roles) must be explained during the
first session.

(6) Explaining how the work of the group will be conducted

The worker must provide information on how the group will conduct its work and explain what will
happen during the group sessions. During the first session the worker must also explain how he or
she plans to conduct the group. This will ease the tension and ensure the smooth running of the
group.

(7) Helping members to verbalise their expectations

To accomplish the task of assisting members in sharing their expectations of the group, the worker
can ask them to respond in a round-robin fashion to questions like the following: What do you hope
to gain from this group? What would you like to take away from this group work experience? What
are your expectations for this group? Knowing what members expect will enable the worker to
assess and evaluate whether their expectations fit the group’s purpose. It will also help to crystallise
the group’s formulated purpose further. If a member’s expressed expectations do not match the
group’s purpose and structure, it must be communicated to the member.

(8) Drawing members out during the first session

The worker must see to it that all the members contribute to the group discussion during the first
and second sessions. This can be accomplished by employing the skill of drawing out (see
Addendum X). The worker should not try to force members to speak. Instead, he or she should
create a safe environment where members will feel free to participate if they so desire. Getting

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each member to share tends to reduce members’ anxiety about being in the group. As members
are usually curious about one another, disclosures may help them to feel more comfortable.
(9) Using exercises during the first session

The use of activities and exercises during the first session is encouraged since they create comfort,
interest, and member involvement. The best way to get members to share during the first session
is to use rounds, dyads (pairs) and written exercises (i.e., sentence-completion exercises).
Members must give feedback on all these activities and exercises to the group, or first to one a
partner and then to the larger group.

(10) Determining the comfort level

It is quite common for members to feel anxious or uncomfortable during the first session. The
worker should enquire about members’ comfort levels and let them know that he or she is aware
that they may be anxious and that a measure of anxiety is to be expected. In addition, hearing that
others are anxious often eases members’ anxiety by showing them that they are not alone. The
worker may want to introduce the topic of comfort during the warm-up phase (i.e., within the first
half hour) if the members seem extremely uncomfortable. For example, the worker may write the
words “anxious” and “comfortable” on a sheet of paper. He or she then asks the members to choose
the word that best describes how they feel about being in the group. In a round-robin fashion,
worker asks members to share their responses and initiates a follow-up discussion as follows:
“Some of you mention feeling at ease about being in the group, while others mention feeling
anxious about being in the group. What can your fellow group members and I do to help you feel
less anxious about being in the group? What do you need to do to become more at ease?”

(11) Explaining the rules of the group

The worker must answer the following questions when he or she explains the group rules or norms
(Jacobs et al 2009:102–104):

 What should the rules be?

 Who makes the rules? The group norms adopted for the group should be the outcome of a joint
venture between the worker and the members.
 When should the rules be discussed? Some of the group rules should be discussed at the
outset of the group, but in a short and interesting manner. Throughout the life cycle of the group,
rules and norms can be added if necessary for the orderly functioning of the group.
 How should the rules be discussed? Any presentation or discussion of group rules should be
done in a pleasant, positive manner.

(12) Explaining terms

If the worker plans to use special terms (e.g., “assertiveness” or “self-esteem”), he or she should
explain to members what the terms mean. Explaining terms and procedures in the first or second
session (or when the worker uses them) will reduce the chances of confusion or misunderstanding
when they are used in later sessions.

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(13) Assessing members’ interaction styles

Different people have different ways of communicating or interacting – some people are very quiet,
some may try to dominate, some may be supportive, and some may be overly critical. The worker
must assess members’ interaction styles by paying attention to what everyone says, how they say
it and who does not say anything. By observing these styles, the worker will be able to adjust the
plan for the sessions. Seeing that communication and interaction are the fuel that drives the group,
checking the “fuel” throughout the group is important to ensure that the group keeps moving
forward. The worker must therefore assess the patterns of group interaction. For further information
on the patterns of group interaction, consult Toseland and Rivas (2014:74).

(14) Cutting off members during the first session

During the first session (but also at subsequent group sessions), no individual member should be
allowed to dominate the group discussion, and members should not be allowed to attack one
another. The worker must be well-versed and comfortable in using cutting-off skills. During the first
session, the worker must explain that he or she will sometimes interrupt members who dominate
the group discussion or who attack other group members.

(15) Focusing on the content

During the first session, the worker should focus on the content (what or topics) that will be covered
during the group sessions. The content should match the purpose of the group, and both the
members and the worker should actively participate in choosing the topics to be discussed in the
group to realise its purpose.

(16) Addressing questions

At the first session, members may have a wide variety of questions that they want to be answered.
The worker should address these questions, but he or she must also avoid turning the entire
session into a question-and-answer session.

(17) Getting members to make eye contact with other members

In the beginning phase, members will often look at the worker when they speak. The worker should
encourage them to scan and talk to the entire group when they contribute. Getting members to
make eye contact with other members is essential because eye contact helps to involve members,
builds group cohesion, and creates an atmosphere of belonging. To get members to look at other
members, the worker can

• tell the group members that he or she would like them to look at the group rather than
exclusively at him or her when they are talking
• explain to them that the worker will not look at them all the time while they are speaking
because he or she will be scanning the group at various times
• scan the group, because a talking member tends to seek eye contact with someone who is
looking at him or her

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• signal a member who is talking to talk to everyone by making a sweeping motion with his or
her hand (Jacobs et al 2009:109)

The characteristics of the initial phase of the group work process, and the member and leader
functions pertaining to this phase, are summarised in the following textbox (Corey & Corey
2002:164–165; Corey et al 2014:210–212):

OVERVIEW OF THE INITIAL PHASE

Characteristics of the initial phase

The early phase of a group is a time for orienting the members and determining the structure of the
group. During this stage,

• the members gauge the atmosphere and get to know one another
• the members learn what is expected of them, how the group will conduct its work and how they
should participate in the group
• the members do not yet take risks and are hesitant to explore
• group trust and a sense of belonging in the group emerge if the members are willing to express
what they think and feel
• the members are concerned about whether they will be accepted or rejected by the group and
initiate the process of defining their place in the group
• negative reactions may surface as members do a safety check to determine if all feelings are
acceptable
• trust versus mistrust is a central issue
• there are periods of silence and awkwardness; members may look for direction and wonder
what the group is about
• the members assess and evaluate the group situation to decide who they can trust, how much
they will disclose, how safe the group is, who they like or dislike, and how much to get involved
• the members learn the basic attitudes of respect, empathy, acceptance, caring and responding
– these attitudes facilitate the building of trust

Member functions

The following member roles and tasks are critical to shaping the group during the initial phase:

Members must

• take active steps to contribute to creating a trusting atmosphere; their resistance will increase
in an atmosphere where distrust and fear prevail
• learn to express their feelings and thoughts, and be encouraged to do so, to ensure that they
benefit from the group
• be willing to express fears, hopes, concerns, reservations, and expectations concerning the
group, and be encouraged to do so

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• be open to self-disclosure; in other words, they must be willing to make themselves known to
others in the group; members who remain hidden will not have meaningful interactions with the
group
• be co-involved in the establishment of group norms
• have personal and specific goals that govern their group participation
• learn the basics of the group process, especially how to be involved in group interactions and
how to be supportive in a constructive fashion

Leader functions

During the initial phase of the group, the group leader must

• share tips on, and model ways of, active participation in the group since this will contribute to
the creation of a productive group and group experience
• establish rules or norms for the group
• teach members the basics of the group process
• help members to express their fears and expectations, and work towards the development of
trust
• model the facilitative dimensions of therapeutic behaviour
• be open and psychologically present with the members
• clarify the division of responsibility
• help the members to establish concrete goals
• deal openly with members’ concerns and questions
• provide a degree of structuring that will neither increase members’ dependence nor result in
them floundering
• help the members to share what they think and feel about what is occurring in the group
• teach members basic interpersonal skills, such as active listening and responding
• assess the needs of the group and lead in such a way that these needs are met (Corey &
Corey 2002:164–165; Corey et al 2014)

THE TRANSITION PHASE

Gladding (1995:103–104) says the following about the transition phase of the group work process:

The transition stage is the period after the forming process and precedes the working stage.
In groups that last for 12 to 15 sessions, this stage begins in the second or third session and
usually extends for one to three sessions. Transition begins with a storming period in which
the members start to compete with others in the group to find their place in the group.
Storming is a time of conflict and anxiety when the group moves from primary tension
(awkwardness about being in a strange situation) to secondary tension (intrapersonal
conflict). If the group successfully weathers this turbulence, it moves into a norming period
in which there are resolutions, cohesiveness, and the opportunity to move forward in growth
(i.e., the working phase).

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The characteristics of the transition phase of the group work process, as well as the member and
leader functions pertaining to this phase, are summarised in the following textbox (Corey & Corey
2002:164–165; Corey et al 2014:258):

OVERVIEW OF THE TRANSITION PHASE

Characteristics of the transition phase

The transitional phase of a group’s development is marked by feelings of anxiety and the
manifestation of defences in various forms of resistance (i.e., intellectualisation, questioning,
advice giving, band-aiding, dependency, monopolising and attacking the leader) among members.
During this phase,

• the group members are concerned about what they will think of themselves if they increase
their self-awareness, and about others’ acceptance and rejection of them
• members test the leader and other members to determine how safe the environment is
• members battle between wanting to play it safe and wanting to risk getting involved
• members may experience a struggle for control and power, or some conflict with other
members or the leader
• members assess the leader to determine whether he or she is trustworthy
• members learn to express themselves in such a way that others will listen to them

Member functions
A central role of members at this time is to recognise and deal with the many forms of resistance.

Members must

• learn to recognise and express any persistent reactions and unexpressed feelings that may
add to a distrusting atmosphere
• learn to work through their resistances
• move from dependence to independence
• learn how to confront others in a constructive manner instead of a defensive manner
• face and deal with reactions towards what is occurring in the group
• work through their conflicts instead of remaining silent or forming subgroups outside the
sessions

Leader functions
A major challenge facing the group worker during the transition period is the need to intervene in
the group in a sensitive and timely manner. The worker must provide the encouragement that the
members need to face and resolve conflicts and negative reactions that exist in the group, and the
resistances that stem from their defences against anxiety. To meet this challenge, the worker must

• teach the group members the value of recognising and dealing fully with conflict situations
• assist members in recognising their own patterns of defensiveness
• teach members to respect resistance and to work constructively with the many forms it takes
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• provide a model for members by dealing directly and tactfully with any challenges, whether
personal or professional
• avoid labelling members and learn how to understand certain problem behaviours
• assist members in becoming interdependent and independent
• encourage members to express reactions to things that are happening here and now in the
session (Corey & Corey 2002:209–210; Corey et al 2014:258)

THE WORKING OR MIDDLE PHASE

During the working stage of the group work process, all group work efforts and processes are
directed towards the achievement of individual and group goals and the movement of the group
itself into a more unified and productive system. The working stage of the group is also described
as the “performing stage” and the “action stage” (Gladding 1995:123). The working stage lasts
longer than any of the other group stages.

According to Toseland and Rivas (2014:271–272), the worker must perform the following six broad
activities during the middle stage of the group process:

1. Prepare for group sessions.

2. Structure the group’s work.
3. Involve and empower members.
4. Help members to achieve goals.
5. Work with reluctant and resistant group members.
6. Monitor and evaluate the progress of the group.

Next, each of these activities is discussed briefly.

(1) Prepare for group sessions

During the middle stage, the worker should continuously assess members’ individual needs and
the needs of the group, and plan interventions to meet these needs in subsequent group sessions.
A considerable amount of time between sessions is spent preparing the agenda and/or programme
for the next meeting of structured, time-limited groups. Preparation is also required when the worker
uses programme materials to achieve group goals. Programme materials, commonly referred to
as “functional aids,” are activities, games and experiences designed to provide fun-filled, interesting
experiences for members while achieving particular goals. Choosing appropriate programme
activities or functional aids requires a careful assessment of the needs of group members. Activities
and aids should be chosen and implemented purposefully to complement the group process and
to contribute to the realisation of the group’s set goal.

Alpaslan (in Du Preez & Alpaslan 1992:19–17) has developed a set of criteria that can be used in
the process of selecting programme material and/or functional aids for a group. These criteria are
as follows:
• The programme material and functional aids to be chosen and used will be determined by, and
must align with, the overall goal of the group.

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• The goal or objective of a specific session will determine which programme material or
functional aids are appropriate.
• The nature of the members’ problems will determine which programme material or functional
aids should be used.
• The programme material or functional aids chosen must complement and stimulate group
discussion.
• Group members’ physical abilities, level of psychological functioning, intellectual capacity, level
of literacy, emotional disposition and level of functioning must be taken into consideration when
programme material and functional aids are selected for the group.
• Cultural and religious customs or beliefs must be kept in mind when programme materials are
selected for the group.

When the worker prepares for a group session, he or she should also review the process reports
from previous sessions. The programme and preparation for the next group sessions must be
informed by the comments and feedback on previous group sessions.

Preparation for the next group meeting may include visualising how the meeting should be
conducted and, if necessary, rehearsing intervention procedures or techniques. Part of the
preparation also includes providing an agenda (in the case of a task group) or an outline of a
session programme (in the case of a treatment group). (Refer to Addendum X for an example of
an outline of a group work programme.)

Zastrow (2015:105–106) provides the following pointers for planning a group session: (1) select
relevant material; (2) use examples and functional aids to illustrate the material; (3) present the
material, examples and functional aids in a logical order within the framework of the life cycle of a
particular session (i.e. beginning, middle and end phases); (4) allocate time to each of the items
on the programme; and (5) allow for flexibility in the programme.

(2) Structure the group’s work

Structuring the group’s work means using planned, systematic, time-limited interventions and
programme activities at group sessions. Structure is essential in multicomponent programmes or
psycho-educational groups (i.e., an assertiveness training programme). In such a group meeting,
the worker will start out with a mini lecture about the nature of assertiveness, what being assertive
involves and the spin-offs of being assertive. This is then followed by role-playing, modelling,
rehearsal, and reinforcement – all activities aimed at helping group members to become more
assertive.

The worker can perform one or more of the following activities, as suggested by Toseland and
Rivas (2014:275–278), to structure the group’s work:

 The worker may inform the members that each meeting will begin and end on time. The worker
must start each session, apart from the first session, on time and stick to this rule to reinforce
a culture of punctuality.

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 The worker may summarise and conclude the interactions at the end of a session rather than
introduce new agenda items. New items should not be introduced at the end of a meeting; a
group member can wait until the end of a meeting to raise an important issue or personal
concern. Since the issue cannot be dealt with in the short time remaining, the worker can
request the member to hold this material until the next meeting. However, if the issue is too
pressing, the worker might want to schedule an individual session with the member concerned.
 The worker can set an agenda or provide a group work programme, highlighting what will
happen during the session and how much time will be allotted to the various activities. The
members must also give their input into the programme topics and the direction of the group.
 The worker should establish and maintain patterns of orderly communication and interaction by
determining how much time will be spent on a particular issue or problem, and by guiding
members’ participation in role-play, exercises, and other group activities. The worker also needs
to assert himself or herself and stick to the time allotted to specific discussions and programme
activities. Furthermore, the worker should strive to foster members’ initiative and leadership,
but at the same time prevent the group from being dominated by one member or a subgroup.
 The worker can ensure that the transition from one activity to another occurs as smoothly as
possible by summarising what has been said, recommending how the group might pursue
unresolved issues and suggesting that the group move on to the remaining issues (i.e., by
shifting the focus).
 The worker must be skilled in how to focus the group by means of various programme materials
and activities, how to hold the focus on a topic and/or person, how to shift the focus and how to
deepen the focus.

(3) Involve and empower group members

Involving members in the group’s work with the aim of empowering them to take charge of their
lives – both inside and outside of the group – is another of the worker’s tasks during the working
phase. The worker can do the following to involve and empower group members (Toseland & Rivas
2014:279–280):

 The worker can demonstrate his or her trust in the members’ strength. The worker could say
something like, “Mimie, you have so many testimonials about how you have overcome previous
relationship losses, I have a firm belief that you will bounce back from this one, too.” Expressing
confidence in members’ motivation and determination, pointing out their abilities and describing
their previous accomplishments help to promote members’ ability to make decisions aimed at
the accomplishment of goals.
 Expressing trust in members’ strengths does not mean that the worker should be unrealistic
and ignore obstacles to goal achievement. Therefore, a second step in the process of
empowering group members is to acknowledge the difficulties and obstacles that members
encounter as they attempt to reach goals and objectives. The worker should also recognise
their efforts to overcome obstacles. A statement such as “John, I really admire that you are not
giving up – that you continue to try to become more assertive” affirms and validates John’s
efforts to take charge of his life, even when doing so is difficult.
 The worker can empower group members by helping them realise that they have a stake in the
content and direction of the group. Statements such as “This is your group – what do you expect

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to see happen in it?” help members to overcome their tendency to expect the worker to take full
responsibility for the group content and process.
 The worker should encourage involvement and empowerment by praising members for
reaching out to help one another. A statement like “I really liked the way you shared how you
felt about Lulama’s situation” demonstrates support for members’ self-help efforts and fosters
the continued development of cohesion in the group.
 The worker can encourage members to try out new behaviours and actions, both within and
outside the group.
 Programme activities can be used to involve and empower group members.

(4) Help members to achieve their goals

While a portion of a group’s work should be devoted to maintaining the group’s optimal functioning,
most of a group’s time during the middle phase should be devoted to helping members achieve
their individual goals. According to Toseland and Rivas (2014:280–293), this can be done by
helping members (1) to maintain an awareness of their goals; (2) to develop specific treatment
plans; (3) to overcome obstacles to the work they do as part of their treatment plans; and (4) to
carry out their treatment plans.

- Helping members to maintain an awareness of their goals

It is the worker’s task to keep group members aware of the goals they have identified and agreed
to work on earlier in the group, and to confirm these goals. Fulfilling this group worker task serves
several purposes: it confirms the worker’s continued interest in members’ progress; it provides an
opportunity for continued assessment in terms of a mutual understanding of the contract; it ensures
that the worker and the members remain focused on the same issue; it helps to avoid confusion,
and promotes members’ organised and systematic efforts to work on contracts; and it gives the
worker the opportunity to check whether any changes to the contract are required. Furthermore, it
gives members the chance to share their feelings and thoughts about what has been accomplished
and what remains to be done.

In helping members to remain aware of their treatment goals and contracts, the worker must help
them to develop a process of reviewing their treatment goals and contracts. One widely used
method is to facilitate a brief go-around at the beginning of each meeting when all the members
take a few minutes to describe their goals, what they have accomplished since the last meeting
and what they plan to accomplish before the next meeting.

- Helping members to develop specific treatment plans

The worker should enlist the support of all group members to help a member to develop and
implement an individual treatment plan. This will increase group cohesion, and members will feel
satisfied because they had something to contribute.

The worker must assist members in exploring and gathering facts about their respective situations
before they decide on individual treatment plans. A guided group discussion focusing on (a) the

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specifics of a situation, (b) the alternatives that have been tried and (c) the possibilities that have
not been explored is often sufficient to help members to develop intervention plans. The exploration
of a member’s situation, as mentioned above, may reveal the need for additional information. The
member could be asked to spend time between sessions gathering data, with or without the help
of the worker. After this discussion and the additional gathering of data, a treatment plan should
become apparent.

A treatment plan can be quite complex. A complex plan should be divided into a series of discrete
steps that are defined as clearly and specifically as possible. Refer to the following textbox for an
example of a treatment plan:

AN EXAMPLE OF A TREATMENT PLAN

To become more assertive, a member might

• clarify the difference between aggressiveness and assertiveness through a group discussion
and by reading a book on assertiveness
• decide in which situations he or she should be more assertive
• practise being more assertive in the group during role-play and group discussions
• practise being assertive outside the group with family members or a friend
• practise being assertive in a real-life situation (Toseland & Rivas 2001:269)

Ideally, each step of a treatment plan should specify (1) who (2) does what, (3) when, (4) where,
(5) how often and (6) under what conditions.

In some groups, all the work is completed during the group sessions, but it is often helpful to
encourage members to complete certain tasks between sessions. Examples of such tasks are

• observational or monitoring tasks (i.e., members gather information, or increase their

awareness of behaviours, emotions, or beliefs)
• experiential tasks (i.e., members arouse emotions, and challenge beliefs and attitudes)
• incremental changes in tasks to stimulate change step by step

In developing treatment plans and specific tasks, the worker should proceed by making sure that
members can carry out each step successfully. Successfully completing an initial task gives
members a sense that their goals are attainable, and fosters self-confidence, feelings of self-worth
and a sense of control and mastery over the problems they are attempting to solve. If they feel self-
confident, they are more likely to continue with the process of problem-solving.

Moreover, the worker should assess each member’s competencies and work with the member to
plan an initial task that can be accomplished without an extraordinary amount of effort. The worker
can intervene to reduce the possibility that a member might have considerable difficulty in
completing a task. Simulations, role-play, and other exercises can be performed in the group before
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members try a task at home or in a real-life situation. Members must be encouraged to tackle one
task at a time.

- Helping members to overcome obstacles to the work they do as part of their treatment plans

When a group member encounters obstacles to achieving his or her treatment goals, the group
worker can begin by checking with the member what he or she sees as obstacles in the way of
goal attainment and whether the member perceives the lack of movement as an obstacle. With the
member’s consent, the worker encourages him or her to explore what has been happening to
prevent or block his or her achievement of the treatment goals. The worker may also involve the
group by having members participate in an analysis of the factors that may be preventing the
member’s goal achievement (Toseland & Rivas 2014:286–289).

An inappropriate contract might be one of the obstacles that interferes with a member’s ability to
work towards goal achievement. A careful analysis of the contract or the treatment plan may reveal
that it was poorly designed and should be renegotiated.

Sometimes, a group member’s contract or treatment plan seems realistic, but he or she lacks
motivation to put the contract or treatment plan into action. In such cases the worker should assist
in developing a new (additional) contract or treatment plan to increase the member’s motivation.

When the worker helps members to overcome obstacles, he or she should not ask “why” questions,
because such questions are unproductive and do not help members to work towards the
achievement of their treatment goals. Instead, the worker should ask members “how” or “what”
questions that encourage them to describe cognitive, affective, behavioural, or environmental
circumstances that may be limiting their ability to work on their treatment goals. “How” and “what”
questions keep members focused on current behaviours that lead to or intensify existing problems.
Consequently, the worker facilitates a process that helps members to decide what actions to take
to overcome obstacles, and to renew their commitment and progress towards the attainment of
their treatment goals. The worker can also help the members to obtain support for their efforts from
as many sources as possible.

- Helping members to carry out their treatment plans

In helping members to carry out their treatment plans, the worker takes on the following intervention
roles (Toseland & Rivas 2014:289):

• The enabler. In taking on this role, the worker reaches out to members and lets them know that
their ideas, opinions, and feelings are valued. The worker creates opportunities for members to
express their concerns and feelings about their treatment plans. He or she monitors members’
reactions to the work done in the group and encourages members who have something to
contribute to share their thoughts with the group. Obstacles encountered are acknowledged.
Members are also praised for their contributions and continued participation.

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• The broker. In the broker role, the worker identifies community resources that may help clients
to carry out their treatment plans. As a broker, he or she advises members on appropriate
services available to them, whether they qualify for the services, and the conditions for using
the services. (To help workers perform broker functions, agencies should keep up-to-date
listings of community resources.)
• The mediator. As a mediator, the worker resolves disputes, conflicts or opposing points of view
in the group, or between a member and some other person or organisation. To be an effective
mediator, the worker must help members in conflict to recognise the legitimacy of one another’s
interests. In addition, the worker must help members to arrive at a settlement or an agreement
that is mutually acceptable.

• The advocate. The worker’s efforts to act as a broker and to refer members to services and
resources may not succeed. The referral resource may be unsympathetic to members’ needs,
or an appropriate service or resource may not be available. In these situations, the worker
advocates on behalf of the group members to help them to obtain the required services or
resources. As an advocate, the worker represents members’ interests and needs. In attempting
to gain group members need, the worker may assume an adversarial role. As an adversary, the
worker challenges the validity of the status quo. The worker may appeal a ruling, lobby for a
change in rules, organise a rally or work in countless other ways to bring about changes in the
system that will affect members of the group. When services and resources are not available
to meet specific needs, advocacy efforts also include making others aware of the unmet needs
and establishing services to address those needs.

• The educator. As an educator, the worker presents new information to help resolve members’
concerns. In addition, he or she demonstrates and models new or improved behaviour and
suggests role-play and simulations to help members to practise new or different ways of
behaving in problematic situations.

(5) Working with reluctant and resistant group members

Group members have the right to refuse to participate in the group work process. In the case of an
involuntary group, this is a occurrence. However, the worker has to point out the consequences of
refusal to participate and clarify non-negotiable aspects of participation if involuntary members
choose to participate (e.g., being on time for group sessions and not coming to the group with
weapons or in an intoxicated state).

Individuals in involuntary groups may resist goal setting for many reasons: (1) they feel too
embarrassed about their problems and issues to work on them in the group; (2) some are angry
that they are considered incapable of handling their own problems; (3) some view themselves as
failures or as incompetent, and as a result find their personal problems too daunting to tackle; and
(4) some feel that if they admit they have problems, it might change others’ views of them (Toseland
& Rivas 2014:291–292).

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The worker can manage resistant and reluctant group members in the following ways:

 He or she can develop a non-judgemental, safe, and accepting group environment where
members feel free to express their views or their problems. When members express their
views, the worker must adopt a position that makes the most of their sense of control and
expertise (i.e., they are in the best position to help themselves and they are the experts in
their own destiny).
 He or she should acknowledge members’ feelings about and reactions to the group.
 He or she should reframe resistance as the members’ way of communicating their feelings
about being forced to attend the group.
 He or she should try to uncover the feelings and thoughts that underlie members’ resistant
behaviour.
 In attempting to overcome members’ resistance to change, the worker can exaggerate the
natural consequences they will suffer if their resistance persists (e.g., “You almost lost your
licence for driving while you were drunk. If you do not attend the group, they will take your
licence away and how would you get to work then? What if you lose your job because you
cannot get to work?”).
 He or she should avoid moralising or blaming members.
 Confrontation is often necessary to help members to overcome their resistance (Toseland
& Rivas 2014:291–294).

(6) Monitoring and evaluating the group’s progress

The group’s progress must be monitored and evaluated as a way of providing feedback that the
worker and the group members can use to develop, modify, and change treatment plans.

The most common way of obtaining feedback from members during the middle stage of the group’s
development is to ask members to complete a session evaluation form at the end of each group
session. In some groups, these forms are administered at the end of each session, while in other
groups they are distributed after every second or third session. Verbal evaluations at the end of
each session are often substituted for these written evaluations.

Other frequently used methods of monitoring and evaluation include self-monitoring by members
(monitoring their own behaviour) and asking others who are familiar with members’ challenges to
report progress to the worker. The latter should always happen with members’ consent.

The characteristics of the working or middle phase of the group work process, and the member
and leader functions pertaining to this phase, are summarised in the following textbox (Corey &
Corey 2002:252–253; Corey et al 2014:297):

OVERVIEW OF THE WORKING PHASE

Characteristics of the working phase

The characteristics of the working stage of the group work process are as follows:
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• The levels of trust and cohesion among group members are high.
• Interaction and communication are open, and group centred, and members honestly express
their views and feelings about the group experience.
• Members communicate directly and freely with one another.
• Members are willing to risk self-disclosure and to make themselves known to others; members
bring to the group personal topics that they want to discuss and understand better.
• Conflict among members is recognised and dealt with directly and effectively.
• Feedback is given freely; it is accepted and considered non-defensively.
• Confrontation occurs in such a way that those doing the challenging avoid slapping
judgemental labels on others.
• Members are willing to work outside the group to achieve behavioural changes.
• Participants feel supported in their attempts to change and are willing to risk new behaviour.
• Members feel hopeful that they can change. They are willing to act; they do not feel hopeless.

Member functions

The working stage is characterised by the exploration of personally meaningful material. To reach
this stage, group members must

• bring issues they are willing to discuss to group sessions

• offer feedback and remain open to feedback from others even though it may cause them some
anxiety
• be willing to practise new skills and behaviours in their daily life and bring the results to the
sessions, since insights alone will not produce change
• challenge and support others and engage in self-confrontation; the work of the group will stop
if members become too relaxed and comfortable
• continuously assess their level of satisfaction with the group and actively take steps to change
their level of involvement in the sessions, if necessary

Leader functions

The leader must

• continue to model appropriate behaviour, especially caring confrontation, and disclose ongoing
reactions to the group
• provide a balance between support and confrontation
• support members’ willingness to take risks and assist them in carrying this into their daily lives
• interpret the meaning of behavioural patterns at appropriate times so that members can
engage at a deeper level of self-disclosure and consider other behaviours
• explore common themes that provide for some universality and link one or more of the
members’ works with the work of others in the group
• focus on the importance of translating insight into action, and encourage members to practise
new skills

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• promote those behaviours that will increase the level of cohesion in the group (Corey & Corey
2002:252–253; Corey et al 2014:297)

THE END PHASE

Toseland and Rivas (2001:91) make the following remarks about the end phase of the group work
process:

The ending stage of a group is characterised by the completion and evaluation of the group’s
efforts. Treatment groups, which have emphasised socio-emotional functioning as well as
task accomplishment, begin a process of separation during which group feeling and
cohesion decline. Often members mark termination by summarising the accomplishments
of the group and celebrating together.

Corey and Corey (2002:261) and Corey et al (2014:304) provide an overview of the tasks that the
worker should perform in respect of the termination of the group work process. The worker must

 let the members know that the group will terminate after a certain number of sessions, especially
in the case of goal-directed, time-limited groups (preparing for ending or termination should
form part of the planning of the group)
 let the members know in advance how many sessions are left before the group will terminate,
allowing them to prepare for termination and to complete any unfinished business
 let the members reflect on what they have learned or gained from the experience, and let them
go into detail about how they plan to implement and integrate new insights and changes in their
day-to-day lives
 provide an opportunity for members to verbalise and deal with feelings relating to separation,
and to say goodbye to one another
 make referrals, when appropriate

According to Jacobs et al (2001:323–327; 2009:365), the worker has to perform the following tasks
during the end phase:

 provide an opportunity for reviewing and summarising the group experience

 assess members’ growth and change
 finish unfinished business
 help members to bring about changes in their everyday life
 give feedback
 handle goodbyes and deal with feelings of separation
 plan follow-up care

The worker also needs to pay attention to the following aspects:

 evaluating the group

 conducting exit interviews

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 ending with a party
 holding a follow-up session

Using the framework provided by Jacobs et al (2001:323–327; 2009:365), these tasks are briefly
discussed:

- Provide an opportunity for reviewing and summarising the group experience

The first task during the closing stage of most groups is to review and summarise the group work
process and experience. The worker can (1) summarise the most important things that happened
during group work; (2) get members to summarise their experiences; or (3) facilitate a discussion
where both the worker and the members summarise and review what has happened in the group.

Gladding (1995:158) suggests three ways in which the group worker can get the group members
to recall and share special moments they remember from the group: (1) ask members to think back
over the sessions and to share with the group what has stood out for them; (2) provide members
with copies of the feedback sheets (evaluation forms) they completed during previous sessions
and draw from them the significant insights they have gained from the group work experience; and
(3) assist members in searching for important discoveries they have made during sessions.

- Assess members’ growth and change

Returning to their old ways is one of the risks that group members run when the group sessions
end. Therefore, members must be given opportunities to assess how they have grown and changed
through the group work experience. The positive changes must be highlighted, and members must
be encouraged to maintain these positive changes. This can be done in part by asking members
to evaluate their success and how much they have changed. This assessment reinforces the
changes and encourages members to pursue further growth and development. The worker may
introduce the process of assessing members’ change and growth by asking them the following
questions:

 How have you changed since the start of the group?

 What have you changed since the start of the group?
 In what ways are you different from how you were at the beginning of the group?
 How do you plan to maintain these changes?
 Who needs to help you to maintain the changes?

The worker can provide feedback and ask for feedback from group members. Gladding (1995:160)
say the following about feedback during termination:

Providing feedback is crucial for the closure of the group and is often an integrating
experience. It provides an opportunity for leaders and members to reinforce each other for
the progress they have made, as well as to deal with their thoughts and feelings about
making meaningful changes.

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The worker can further suggest that the members write down the specific feedback they receive.
After the group has ended, members can use the written feedback to assess their progress on the
journey to become the type of person they wanted to be when the group ended. (Refer to other
comments about feedback later in this discussion.)

- Finish unfinished business

It is common to have a few loose ends that still need to be tied up before the members can
comfortably leave the group. It is important for the worker to allow time for this because unfinished
business can interfere with members’ sense of closure and may leave one or more members with
unresolved issues. Examples of unfinished business include

• an issue or a question that was brought up in a previous session but never resolved
• negative feelings about the worker’s handling of a particular situation during a session
• a question that a member has for another member or the worker
• personal issues that a member still needs to resolve

The worker must be careful not to generate new business when he or she attends to unfinished
business.

- Give feedback

During the closing stage, some final feedback to members is often helpful. Members and the worker
should be allowed to give feedback to one another about the changes that they have witnessed.
However, members’ feedback must be sincere and specific, and the worker must monitor whether
it is on target. Feedback should also be given to those who are still denying their problems or who
have not yet taken responsibility for their behaviour. This should be done without anger and
disappointment.

- Handle goodbyes and deal with feelings of separation

For many members, the ending of the group may be a special event in their lives. The relationships
formed in the group may be the closest relationships some members have ever experienced. They
will have strong feelings about ending the group. According to Toseland and Rivas (2001:445–446;
2014:422–424), members can experience both positive and negative feelings when the group
ends. On the positive side, members may

 feel empowered and experience a sense of self-efficacy that is nurtured by the realisation
that they are capable of accomplishing goals
 experience feelings of independence resulting from being in greater control of their own
lives
 experience a sense of satisfaction and pride for having completed the group experience
successfully
 experience feelings of usefulness resulting from helping others during the group
sessions
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  feel confident because problems can be coped with or solved

On the negative side, members may

 deny that they will miss the worker or fellow group members; members may ignore the
worker’s attempts to prepare them for ending the group by changing the topic of discussion
or by indicating that they are looking forward to the end
 experience a sense of disappointment, powerlessness, abandonment, or rejection in view
of the reality that the group is coming to an end; they may even resort to acting out by
becoming angry or hostile
 engage in regressive behaviour that exhibits symptoms or problems they had when they
first entered the group
 present with emotional or psychological symptoms, such as clinging to the worker, acting
out or devaluing the group experience or the skills of the worker
 simply wish they could continue with the group; they may experience a sense of loss and
accompanying sadness upon the termination of the group
 question their ability to maintain changes without the help of the group

The worker can deal with members’ feelings of separation by doing the following:

 The worker should be aware of his or her own feelings about ending the group to appreciate
fully the difficulties that members may be experiencing. Being unaware of his or her own
feelings about the group ending may result in the worker withdrawing emotionally from the
group. The worker may even go to the extreme of encouraging the dependence of members
and prolonging the treatment unnecessarily.
 The worker can discuss his or her feelings about ending the group as a way of helping
members to identify and express their feelings and reactions.
 The worker should announce several meetings in advance that the group is going to end.
As members begin to react to the termination of the group, the worker can point out that
conflicting or ambivalent feelings are common during this stage.
 The worker should encourage members to discuss their conflicting and ambivalent feelings.
 The worker should encourage members to discuss their coping abilities and what they have
gained from the group (Toseland & Rivas 2001:446; 2014:423–424).

Members can also be given opportunities to make final comments to one another. Members
sometimes wish to exchange telephone numbers and addresses; they should get the opportunity
to do so as group members may be a source of support once the group has ended.

- Plan follow-up care

During the end stage, it is the worker’s responsibility to provide guidance, information and the
names and telephone numbers of referral sources to any member who needs to continue working
on personal challenges.

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- Evaluate the group

When the group ends, the worker must decide how he or she will evaluate the experience. He or
she can evaluate the group formally by means of a formal questionnaire, or informally by asking
specific questions during the end stage. The following textbox contains examples of questions that
can be used for evaluation:

EXAMPLES OF QUESTIONS THAT CAN BE USED FOR EVALUATION

• On a scale of 1 to 10, how valuable was the experience? [1 being the least valuable; 10 being
the most valuable.]
• What did you like most about the group?
• What did you dislike most about the group?
• What did you like about the way the worker led the group?
• What did you not like about the way the worker led the group?
• How could the group have been different (or better)?

Members can also be asked to complete a group member satisfaction questionnaire (Zastrow
2015:515). The following is an example of such a questionnaire:

Evaluate your experience as a member of this group by placing a ✓ next to the responses provided
to the questions:
Did you accomplish what you Did the group accomplish its How do you feel about the
had expected when you joined goals? group leader?
the group?
___ Yes, completely ___ Yes, completely ___ Very satisfied
___ Mostly ___ Mostly ___ Satisfied
___ No real progress ___ No real progress ___ Neutral
___ Worse off now than before ___ The group was a total failure ___ Dissatisfied
___ Very dissatisfied
Comments: Comments: Comments:

The worker can ask questions to evaluate the topics that were covered during the various
discussions and focus on evaluating the programme material used as well as the exercises and
activities done in the group.

- Conduct exit interviews

The value of conducting interviews to screen potential group members and to orient them to the
group work endeavour was discussed earlier. Conducting exit interviews with group members as
the group enters the end stage is also valuable. Jacobs et al (2009:374) recommend the following
regarding exit interviews:

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• These interviews should last between 15 and 30 minutes. They should take place before the
final group session or soon after the group has ended. The former is more beneficial because
the worker can then provide the members with feedback and suggestions on how to use the
last group work session to their benefit.
• The worker can use the exit interviews to reinforce the gains that the members have made and
to explain how they can maintain these gains in their day-to-day lives. Aspects or areas that
need further attention can also be indicated.
• The worker should ask for feedback about the group and the various aspects of his or her
leadership during the exit interviews.

- End with a party

If the group wants to end the group work process with a party, it should take place only after the
group has ended, otherwise the tasks of the end phase will not get the attention they require, and
no real closing will occur (Jacobs et al 2002:333; 2014:375–376).

- Hold follow-up sessions

As suggested by Jacobs et al (2009:274–275), the worker may consider holding a follow-up session
for the group several weeks or months after the last session. The decision will depend on, and be
informed by, the kind of group and the members’ needs. In the case of a treatment group, a follow-
up session will provide members with an opportunity to share how they are doing and will lessen
the anxiety associated with separation. Members may also take the initiative to organise a reunion
after six months.

The worker may also ask members to write letters to themselves in which they assess their goals,
give themselves feedback and list their plans. They give the letters to the worker in self-addressed
stamped envelopes. The letters are then mailed to the members several weeks or months after the
group has ended. This technique proves to be powerful – it gives group members a “booster shot”
when it is needed.

The characteristics of the end phase of the group work process, and the member and leader
functions pertaining to this phase, are summarised in the following textbox (Corey & Corey
2002:272–274; Corey et al 2014:318–319):
OVERVIEW OF THE END PHASE

Characteristics of the end phase

The typical characteristics of the final stage of the group work process are as follows:

• Group members may experience sadness and anxiety when they are confronted with the reality
of separation.
• Members may withdraw from the group and participate in less intense ways in anticipation of
the termination of the group.
• Members decide what course of action they are likely to take.

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• Members may experience a fear of separation and may have fears about being able to carry
over some of what they experienced in the group into their daily lives.
• Members’ fears, hopes, and concerns for one another are discussed.
• Members are prepared for relating to others more effectively through role-playing and
behaviour rehearsal.
• Members evaluate the group experience.
• Follow-up sessions are held or some plan for accountability is formulated to encourage
members to carry out their plans for change.

Member functions

The major task facing members during the final stage of the group work process is to consolidate
their learning and to transfer it to the outside environment. This is the time when they review the
group experience and put the meaning of the group experience into some cognitive framework.

At this point, the group members must

• deal with their feelings about separation and termination so that they do not distance
themselves from the group
• develop the ability to apply what they have learned to everyday life so that they do not get
discouraged and discount the value of the group work
• offer feedback that gives others a better picture of how they are perceived
• complete any unfinished business (either issues brought into the group or issues pertaining to
people in the group)
• evaluate the impact of the group and remember that change takes time, effort, and practice
• make decisions and plans about changes they want to make and how they will go about making
them

After the group has been terminated, the members’ main tasks are to apply in-group learning to an
action programme in their daily lives, to evaluate the group and to attend some type of follow-up
session. The members must

• reinforce themselves without the support of the group

• continue new behaviours through self-directed programme for change without the supportive
environment of the group

Leader functions

The leader’s central function is to provide a structure that enables the participants to clarify the
meaning of their experiences in the group and to assist them in generalising their learning from the
group to everyday life. The leader must

• assist members in dealing with any feelings they might have about termination
• provide members with an opportunity to express and deal with any unfinished business in the
group
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• reinforce changes that members have made and ensure that members have information about
resources that will enable them to make further progress
• assist members in determining how they will apply specific skills to a variety of situations in
daily life
• work with members to develop specific contracts and homework assignments as practical ways
of making changes
• assist participants in developing a conceptual framework that will help them to understand,
integrate, consolidate, and remember what they have learned in the group
• provide opportunities for members to give one another constructive feedback
• re-emphasise the importance of maintaining confidentiality once the group has ended

After the group has been terminated, the leader must

• offer individual counselling if a member should need this service, at least on a limited basis, to
discuss the member’s reaction to the group experience
• if applicable, arrange a follow-up group session or follow-up individual interviews to assess the
impact of the group
• provide specific referral resources to members who want or need further consultation
• encourage members to find avenues of continued support so that the end of the group can
mark the beginning of a search for self-understanding
• if applicable, meet with the co-leader to assess the overall effectiveness of the group
• administer some type of end-of-group assessment instrument to evaluate the nature of
individual changes and the strengths and weaknesses of the group (Corey & Corey 2002:272–
274; Corey et al 2014:318–319)

THE STAGES OF A SPECIFIC GROUP SESSION

Every group session goes through a beginning stage, a working stage, and an end stage.

During the beginning stage of a particular session, the worker’s focus will be on joining or
engaging with the group. The worker must also facilitate a process that gives members an
opportunity to join or engage with one another. Next, the worker must focus on any unfinished
business from a previous session and discuss issues, concerns and problems that members may
have experienced due to assignments based on or pertaining to the work of the previous session.

The worker can ask members the following questions (Corey et al 1992:73) during the beginning
stage of the group work session to focus the group effectively or to get the group work session
started:

• What do you want most from today’s session?

• I would like to have a go-around in which each person completes the sentence: “Right now, I
am aware of …”
• Close your eyes, realise that the next two hours are set aside for you, and ask yourself what
you want and what you are willing to do to get it.

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• If your best friend were to introduce you to this group, what would that person say about you?
• Last week we ended the session with …
• Do any of you have thoughts about last week’s session or any unfinished business from last
week that you want to mention now?
• What do you want us to know about you?
• How would you like this session to be different from the previous one?
• What are you willing to do to get what you say you want?
• Have you thought about anything that you spoke about at the last session?
• What were you aware of while you were getting ready to come to group today?
• What are your fears or doubts about this group?
• When you think about this group and how it has been for you, is there anything that you would
like to change?
• If you are in this group now because you have been sent here, how do you feel about that?

During the working stage of a session, the worker will draw the attention of the group to what
has been planned for that session (i.e., the worker will focus on the goal, objective, or topic of the
particular session). Functional aids (i.e., exercises, role-play, discussions, simulations, and
activities) can be used to this end. (The previous list of questions provided by Corey et al
[1992:73] can also be used effectively to focus the group during the working stage.)

In the end stage of a session, the worker must focus on summarising and evaluating the session.
Has the group reached its goal? Have members’ needs been met?

The worker must evaluate both the content and the process of the session. Furthermore, the
worker must plan for the next group session. The planning for the next session must be seen as
a joint venture between the group and the worker. Homework assignments may be given based
on the planning for the next session, if necessary.

According to Corey et al (1992:74), the following questions are useful catalysts at the end of a
session to assist members in saying a few words about what has been most meaningful to them
during the session (these questions can also be used for summarising and evaluation):

• Even though we have been together only a short time, what are you learning about yourself
in the sessions?
• What are a few of the things that you would like to take with you from this session?
• Are you seeing any of your concerns reflected in others as they talk?
• What do you find most helpful about the group?
• What do you find least helpful about the group?
• Are there any ways in which anybody in this group can help you to feel more secure in the
group?
• Was there anything that you did not say earlier in the session that you would like to say briefly
before we end?
• Would you like to feel different in the next session than you felt today? In what ways would
you like to feel different?

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Section 1.10.4

DEALING WITH PROBLEM SITUATIONS IN A GROUP

INTRODUCTION

This addendum gives an overview of how a group worker can intervene through group facilitation
to change the dynamics in a group and to deal with problem situations arising in the group. These
changes will influence the group processes, thereby favouring the individuals in the group and the
group in respect of goal attainment.

INTERVENING IN THE GROUP AS A WHOLE

Toseland and Rivas (2001:308) write the following:

Workers select the group as the focus of interventions when they decide that the group
process should be altered to help members achieve their goals. In this way, the group
becomes the means as well as the context for treatment … Four areas are critical to the
effective functioning of any group: (1) changing the communication and interaction patterns;
(2) group cohesion; (3) social controls; and (4) culture. These are the primary areas in which
the worker intervenes when selecting the group as the focus of intervention.

Next, we examine these four aspects by describing how a group worker can change the different
dimensions of group dynamics through group facilitation (Toseland & Rivas 2001:308–314;
2014:326–332).

1. CHANGING THE PATTERNS OF COMMUNICATION AND INTERACTION

The worker can intervene to change the frequency, duration, distribution and content of the
communication and interaction in the group.

Active participation is required if a member wants to benefit from a group work experience.
Infrequent interaction and being silent in the group will make it difficult, if not impossible, for the
worker to assess and assist such a member.

According to Jacobs et al (2002:171), a group member might be silent owing to one or more of the
following reasons:

 fear or anxiety (members sometimes do not speak because they are afraid of what other
members might think, even if they desperately want to speak)
 thinking or processing (a member may be processing the group interaction)
 being quiet by nature (some members may tend to listen more and to talk less)
 not mentally present (members’ thoughts are not concerned with what is going on in the
group)
 not prepared (members did not complete their out-of-group assignments)

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 confusion (confusion about what is going on in the group may cause some members to be
silent)
 a lack of trust in or commitment to the group (some members may have no commitment to
what is happening in the group)
 intimidation by a dominant member or the group worker

How to intervene when group members remain silent or quiet

Since silent or quiet members fear being confronted about their silence, it is more helpful to draw
out skilfully and prompt them to speak. A simple statement like “What do you think about what
Refilwe is saying?” might do the trick. The worker should refrain from putting a member on the spot
by saying that he or she does not contribute thoughts, feelings, and ideas often enough.

The worker should praise, encourage, and support members when they add to the group
discussion or reach out to help one another.

Other techniques that can be used to increase the frequency of communication include asking
members to lead the group discussion on a certain topic (use delegation skills), or by using rounds
and dyads to elicit comments on a particular issue (Jacobs et al 2002:177–178).

In the case of talkative members, the worker might want to change the duration of members’
communications.

When a specific member takes up too much of the group’s “airtime,” the worker must understand
the underlying reasons for that member’s talkativeness before he or she intervenes.

According to Jacobs et al (2002:336; 2009:378), chronic talkers fit into three categories:

1. Nervous members talk to camouflage feelings of nervousness or to attempt to exercise self-

control. The nervous type of chronic talkers can be recognised by the behaviour they display.
They are often the first to answer questions posed by the worker and the first to volunteer for
a task. Since nervous members talk to lessen their anxiety, they often contribute to the group’s
discussion and do so for as long as they are permitted to continue.
2. Ramblers are talkative by nature. They dominate discussions and are unaware of the effect
that their rambling has on others. The worker will be able to recognise them as those who tell
long, drawn-out stories and often repeat themselves.
3. Show-offs talk to hide their insecurities and to impress the group worker, the members, or both.
For these reasons, they answer all the questions and ask irrelevant questions to get the
worker’s attention. They also offer unsolicited advice to other group members. A show-off can
easily shift the group from its intended purpose.

The worker can handle talkative members in one of the following ways:

 Upon recognising such a member, the worker can ask the group members to pair up to
discuss a topic. The worker must ensure that he or she pairs up with the talkative member.

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 While the worker is engaging with the talkative member to discuss the topic, he or she should
also speak about the member’s excessive talking.
 The worker may decide to intervene directly by speaking to the member about his or her
talkativeness immediately after the current session or sometime before the next session.
 When the worker requests group members to respond to a question and senses that a
talkative member is going to speak up again and dominate the discussion, the worker can
say something like, “I am going to ask a question and I would like to hear from someone
who hasn’t spoken yet.” While the worker says this, he or she should avoid making eye
contact with the talkative member.
 In some instances, simply pointing out that all the members of the group need to be heard
will be enough to limit a talkative member’s communications.
 The worker can propose a group norm that will allow him or her and other group members
to ignore a talkative group member if he or she talks longer for than a specified period.
 Cutting off and interrupting a group member are skills that can be employed when a member
is rambling or becomes long-winded.
 The worker can use non-verbal cues (act as traffic controller) to signal to a member that he
or she has been talking for too long. For example, the worker can just put up his or her hand
to indicate “stop.”
 Another strategy is to let the members give one another anonymous written feedback about
their performance in the group. The worker can then give feedback to a member about his
or her talkativeness in writing.

When the worker wants to change the distribution of communication and interaction patterns, he
or she must pay attention to the following:

• The worker must avoid a situation where he or she is doing all the talking and all the
communication is directed to him or her. The worker should

 inform group members that he or she would like them to look at the group rather than
exclusively at him or her when they are talking
 explain that he or she is not always going to look at members while they are speaking
because, as he or she will be scanning the group
 inform members that he or she will scan the group (a talking member will look for attention
from whoever is looking at him or her)
 inform them that he or she will signal to a member who is talking to talk to everyone by
making a sweeping motion with his or her hand (Jacobs et al 2002:106; 2014:109)

• The worker may also want to intervene when members of subgroups interact primarily with one
another rather than with everyone in the group. Toseland and Rivas (2001:76; 2014:75–76)
suggest the following strategies for managing subgroup formation, especially when it interferes
with the function of the group as a whole:

 The worker must assess whether the group is attractive enough to all members.
 The worker should create a norm stating that it is important for members to listen
to, respect one another, and encourage members to do so.
 The worker can establish a norm that only one member may speak at a time.
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 The worker can change the seating arrangements.

 The worker can ask members to interact with members other than the ones they
frequently speak to.
 The worker can use programme materials and exercises to separate members of a
subgroup.
 The worker can assign tasks that members must complete in subgroups that are
composed of different members.

• The worker must find a balance between communication that is relevant to a task and
communication that is irrelevant to a task.

Although small talk lightens the mood of the group, it must be managed. Too many irrelevant
discussions will take up time that members need to achieve their goals, and this could lead to
dissatisfaction among group members. When the group digresses or loses its focus, the worker
must refocus the group’s attention on its primary business.

The underlying reason group members digress from the group’s purpose must be examined.
Members may do so to test or challenge the worker’s authority, or to communicate their
dissatisfaction with the content of the session. If the topic under discussion is too personal or
not in their frame of reference (taboo), the group members may be too fearful or anxious to
discuss it, causing them to digress from it. In such cases, it is helpful for the worker to point out
a personal hypothesis about the reasons for the group’s digression from the topic. Through
discussion and feedback, the worker can help members to decide how best to renew their
focus on the goals of the group. This process may make members aware that they are avoiding
a difficult issue that they need to discuss. In other cases, it may lead to changes in the worker’s
style or changes in the agenda or programme for the session.

• The worker needs to intervene when the tone of the message that is conveyed in the group is
harmful – that is, when a member or some members frequently criticise others or make negative
comments without suggesting improvements, or when an atmosphere of support, care and
encouragement is lacking in the group.

To change the tone of the message that is communicated in the group, the worker can make
supportive comments whenever possible. He or she can also demonstrate disapproval of
negative comments by ignoring them or by suggesting that the member who makes a negative
comment must accompany it with a positive comment. Exercises designed to help members
to give positive feedback can also be helpful.

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2. GROUP COHESION – CHANGING THE GROUP’S ATTRACTION FOR ITS MEMBERS

Cohesiveness and interpersonal attractions have many beneficial effects on group functioning.
Group cohesion is built in a warm, caring, and empathic environment (Toseland & Rivas 2014:328–
330).

To establish and maintain this type of environment, the worker must listen actively to group
members, and encourage and support them. By modelling genuine concern and interest in each
member’s experiences, the worker encourages members to tune in to one another’s needs and to
reach out in supportive, mutually helpful interactions.

The worker can increase cohesion and interpersonal attraction by acknowledging members’ efforts
to support one another, and by praising members for their active and constructive participation in
the group.

Physical arrangements can also make a difference to the level of group cohesion. The level of
cohesion will be higher when the group is small and there is plenty of communication that is evenly
distributed. Simple creature comforts (e.g., coffee, tea, and refreshments) can also add to the
attractiveness of a group.

The worker can employ other techniques to increase the group’s attractiveness, such as

 handing out rewards

 planning interesting programme activities and outings for future group meetings
 encouraging members to select topics for group discussion
 ensuring that members continue to make progress towards the achievement of their treatment
goals

3. SOCIAL CONTROLS – USING THEM EFFECTIVELY

A worker who applies social control (which is expressed through group norms, roles, and status
hierarchies) effectively commands the admiration and respect of group members. Demonstrating
characteristics such as an empathetic and warm demeanour, a sense of humour, sensitivity,
insight, and the ability to remain calm and professional in difficult situations encourages members
to follow the worker’s guidance and leadership. Similarly, specialised knowledge and the sensible
use of wisdom gained from personal and professional experience help to increase the potency of
the worker. The worker should lead by example, not by applying social sanctions or by attempting
to control, dominate or manipulate the group. The worker should ignore rather than sanction deviant
behaviour exhibited by group members, preferring instead to acknowledge and praise positive
contributions and to set a tone and an atmosphere that encourage members to support and uplift
one another (Toseland & Rivas 2014:330). The worker should also help the group to develop social
controls by integrating group norms and functions that contribute to goal attainment.

The worker can facilitate normative integration by helping group members to adhere to therapeutic
group norms or change norms that prevent the group from accomplishing its goals. For example,
in a group that has developed a norm that members may not be verbally abusive towards others,

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a member who becomes verbally abusive may be asked to leave the group until he or she has
regained control.

The worker can also use social controls effectively by encouraging and protecting group members
who deviate from antitherapeutic group norms. For example, the worker may encourage one
member to talk about the scapegoating of another member who is intensely disliked by other group
members.

The worker can change the social control in the group for the better by allowing members to fulfil
certain tasks and roles, and thereby to become functionally integrated into the group (Toseland &
Rivas 2014:330–331).

4. CULTURE – CHANGING GROUP CULTURE

One way to change the culture of the group is to challenge members’ commonly accepted beliefs
and ideas. For example, in a life skills group for learners conducted in a school setting, the worker
may challenge the culture that requires group members to stand up if they want to contribute or
address the worker. The worker can point out to the group that although the group is conducted in
a school setting, it is not a classroom situation. Therefore, they can remain seated when they make
contributions in the group or address the worker.

Another way in which the worker can change the existing group culture is to point out its dominant
features and areas that are taboo or should not be discussed. For example, in a group of culturally
diverse teenagers with different genders, some may want to talk about sex, while others may not
want to discuss sex in public or in a mixed group as doing so would not be culturally appropriate.
The worker can bring this issue to the fore and encourage members to express their feelings and
thoughts on the taboo subject. Role-play and dramatisations can also be used to stimulate the
group’s consideration of an area considered to be taboo.

The worker can also change the culture that has been established in the group by developing a
contingency contract with group members. For example, if some members are very hostile and
unsupportive towards other members who live in a children’s home, the worker can develop a
contingency contract that rewards members who can provide proof of at least ten supportive and
non-hostile behaviours displayed to other group members.

In the next section, the focus is on how the worker can intervene when problem situations arise in
the group.

INTERVENING IN PROBLEM SITUATIONS IN THE GROUP

Jacobs et al (2002:335–352; 2009:377–395) devote a chapter of their book, Group counselling:

strategies and skills, to how to deal with problem situations in a group. Problem situations that may
arise in a group, and skills and techniques for intervening in such situations, are discussed next.

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• The dominator

This type of group member likes to dominate; that is, he or she wants to “run the show” and be in
control of the group.

The previously mentioned techniques for managing a talkative member in the group can be used
with dominators too. In addition, the worker can meet dominators in private to discuss their
behaviour in the group. Dominators can be given roles that will make them feel special and
functional in the group. However, if they do not want to hand over control to the worker, they may
be asked to leave the group.

• The distractor

This type of group member displays distracting behaviour to seek attention or to avoid looking at
himself or herself. Distractors try to distract the group from its task by focusing on unrelated
subjects or asking questions that are irrelevant. Involuntary group members often display this type
of behaviour.

To deal with distracting behaviour, the worker can make the person aware of his or her behaviour
in a private conversation. Ignoring distracting comments and behaviour may also do the trick.

• The rescuing member

“Rescuing” or “band-aiding” occurs when a group member attempts to smooth over the negative
feelings experienced by another member of the group (Jacobs et al 2009:381). When a member
shares negative feelings, the rescuer will attempt to soothe the member by saying, “Do not worry,
everything has a way of working itself out. You just wait and see …” Rescuing is not helpful; it is
patronising and prevents the troubled member from engaging in problem-solving.

The worker must highlight the difference between “helping and sharing” and “rescuing” from the
outset. The worker must cut off any attempts to rescue a fellow group member. He or she must
point out that members need these negative experiences and must deal with such experiences if
they wish to grow and develop. Corey and Corey (2002:192) say the following about this:

An important lesson for those who are uncomfortable witnessing or experiencing pain is that
the release of pain is often the first necessary step toward healing.

• The negative member

A negative member constantly complains about the group or disagrees with other group members.
His or her negative attitude and behaviour undermine the worker’s efforts to establish and maintain
an environment for change.

Jacobs et al (2002:340; 2009:382–383) propose the following three strategies that the worker can
follow to deal with negative members:

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1. The worker can talk to them in private and examine the reasons for their negativity. He or she
can request their cooperation in making the group productive. This will hopefully help to lessen
their negativity.
2. The worker can establish partnerships with positive members in the group and direct questions
and comments to them. Getting these members to talk more than the negative members can
help to establish a more positive tone in the group.
3. When the worker asks the group a question, he or she could avoid making eye contact with
the negative people so as not to draw them out.

The worker must refrain from confronting a negative member in front of other group members. This
may turn into an argument, which can affect the group negatively. If a group member is clearly
negative, the worker should shift the focus to another person or topic and speak to the negative
group member after the session has ended. If the group member remains negative after several
attempts by the worker to influence him or her, the worker can ask that member to leave the group.

• The resistant member

Some group members might have been forced to attend the group, which might cause them to be
resistant. Allowing them to express their anger may be enough for them to work through their
resistance, but this cannot be guaranteed.

Jacobs et al (2002:341; 2009:383) identify four types of resistant members:

1. those who do not know why they must be in the group and do not see how the group can be
helpful
2. those who sit with their arms folded and do not contribute unless they are forced to, and then
say as little as possible
3. those who try to change the focus of the group to irrelevant topics, such as movies, sport or
the latest fashions and social events
4. those who do not resist the group but are resistant to changing something about themselves

Some members have negative expectations of the group; they believe that the group will not be
helpful. Therefore, they refuse to participate cooperatively.

Jacobs et al (2009:383–384) suggest that the worker can manage members’ resistance as follows:

 The worker can engage with these members in a dyad during a group session and ask them
to share their feelings. (If this is not possible, the worker can talk to them immediately after
the session and help them to work through their resistance.)
 If this intervention does not have the desired effect, and the members must remain in the
group, the worker must try not to focus on them too much.
 If the members continue to display resistance, they must be withdrawn from the group and
the possibility of referring them for individual counselling must be investigated.

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• The member who tries to “get the worker”

This type of group member tries to sabotage what the worker says or does in the group. He or she
tries to “get the worker” by disagreeing, not obeying instructions, asking unanswerable questions
to make the worker look bad or talking to others while the worker is speaking (Jacobs et al
2009:384).

There are many reasons why a member may want to “get the worker.” Something the worker has
said or done could have irritated or embarrassed the member. Jacobs et al (2002:343; 2009:384–
386) list the following worker behaviours that might cause members to want to get him or her:

 putting a member on the spot (in front of the other members)

 cutting off a member inappropriately (or even appropriately)
 not giving a member a chance to talk or failing to realise that a member wants to speak
 telling a member that the group will come back to his or her issue or concern and then failing to
do so
 allowing group members to offer too much negative feedback to a particular member
 not being skilled enough to control the group
 allowing a group session to be boring because of his or her lack of skills

Although the worker is often the cause of get-the-worker behaviour in the group, there are other
possible causes, for example:

 Members who are forced to attend the group may take out their frustrations and anger on the
worker.
 Members may project their fears about being in the group onto the worker.
 Members who struggle with authoritative figures might attempt to spoil the worker’s efforts.
 Members may want to be the worker’s favourite and react negatively when they feel that they
are not (Jacobs et al 2009:385).

How should the worker intervene?

The worker can employ the following techniques:

 The worker can shift the focus away from a member who targets him or her to prevent a power
struggle between himself or herself and the member.
 The worker can try during the group session, or afterwards in private, to find out why the
member is targeting him or her. If the worker knows the reason, he or she should try to correct
it by paying more attention to the member or going back to the member’s issue. He or she
should not put the member on the spot.
 If the worker has tried to correct the situation and the sabotage continues, he or she can elicit
the help of the group to get feedback about the member’s complaints and behaviour. The worker
should only opt for this strategy if he or she has the support of most of the group. He or she
might say something like: “I would like some feedback. Whenever I suggest anything, Makoko
Cliff always wants to argue or question me. How do the rest of you feel when Makoko does

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that?” When the worker receives favourable responses, Makoko will see that he is alone in his
attack and that he is annoying the other members with his behaviour.
 If none of these tactics help, the worker may ask the member to leave the group.

• Dealing with sexual feelings

Sometimes group members feel sexually attracted to other group members. Since the group
worker is not a moral legislator, there is not much he or she can do about such a situation. Despite
a group rule that prohibits members from relating to one another outside of the group, members
still do it. When this problem arises, the best way to deal with it is to discuss it in private with the
members concerned, especially when it affects the dynamics in the group (Jacobs et al 2009:387–
388).

• Dealing with crying

Crying is common in treatment groups. When the worker notices that a member is starting to cry,
he or she can intervene by asking the member how he or she would like to be supported. If the
member is not ready to deal with his or her pain, premature interventions by the worker can cause
resentment. The worker must therefore ascertain whether the member wants to work on the
problem and if there is enough time to do so. If time is not a factor, and the member needs support,
the worker may pair up with the member who is in pain to find out more about the problem. The
worker can engage the rest of the group in an activity or an exercise while he or she focuses on
the crying member. If dealing with the crying member is going to take up too much of the group’s
time, it will be inappropriate to deal with it during the session. The worker must contract with the
member to deal with it afterwards.

When a member starts to cry, and his or her motive is to be rescued, the worker should prevent
other members from touching the crying member since this can be very countertherapeutic (Jacobs
et al 2009:388–390).

• Dealing with mutually hostile members

In any kind of group, one member may dislike another member. Such dislike may have started
before the creation of the group and could manifest itself in arguments and awkward silences
between members. The worker should pose the following questions to members during the
screening interviews: “Is there anyone whom you dislike and would not want to be in the group with
you?” This, however, is not a foolproof method of preventing members from disliking one another
because members can develop hostility towards one another as the group progresses. When this
occurs, the worker can initiate a group discussion to deal with the hostility among the group
members concerned. Often, members’ behaviour in the group is indicative of their behaviour
outside the group. Therefore, focusing on the process of how members came to dislike one another
can be one of the most beneficial discussions for them in helping them to become more accepting
of others in their daily lives. This will also help to solidify the group and to build group cohesion.

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If the hostility between members continues, the worker’s aim is not to get them to like one another,
but to focus on how their dislike of one another must be contained so that it does not interfere with
the functioning of the group. For this purpose, the worker as the leader can have a private
discussion with them to explain the behaviour, he or she expects from them to ensure the orderly
functioning of the group.

When members do not like one another, the worker may be able to prevent any escalation of the
animosity by using dyads and exercises, and by separating the members involved during these
activities. On the other hand, forcing them to work together can also be a therapeutic intervention
and may help them to overcome their differences. If the hostility persists, the worker can remove
them from the group as a last resort (Jacobs et al 2009:390–392).

• Requesting a member to leave

Although asking a member to leave a group is not a regular occurrence, it is an option that workers
need to understand and must be willing to implement. If a member of a group is negative, hostile,
resistant or disruptive, the worker could ask him or her to leave the group. If a member’s needs are
contrary to the purpose of the group and he or she will not benefit from the group, the worker may
also ask him or her to leave the group.

After the worker has determined that a member should not be part of the group, he or she must
decide how and when to tell the member. The worker can meet with the member after the group
meeting to convey the news. If the member’s disruptive behaviour does not change, the worker
can pair up with him or her during the session and ask him or her to leave the group. If the disruption
is so severe that waiting until a break or the end of the group is not possible, the worker can act
immediately so that the session may resume and be of benefit to the other members. In such a
case, the worker must explain the member’s actions to the entire group and then say something
like, “Nico, I must ask you to leave” (Jacobs et al 2009:392–293).

• Dealing with prejudiced, narrow-minded, or insensitive members

A worker may have to deal with a group member who has a narrow or prejudiced point of view –
someone who tries to act as a moralist. This way of behaving is counterproductive because one of
the purposes of groups is to hear members’ different points of view and to learn to be tolerant of
others. If a member cannot refrain from preaching or judging, or is insensitive to another member,
the worker should remove him or her from the group.

• Summary

In this addendum, information was provided on how to facilitate interventions aimed at dealing with
problem situations in a group and optimising a group’s dynamics and processes to promote goal
attainment.

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Section 1.10.5

LEADERSHIP SKILLS AND TECHNIQUES FOR GROUP WORK

This addendum is provided as background to specific outcome 5, which focuses on planning a

series of group work programmes to be presented during group work sessions to address the
identified needs of group members recruited for inclusion in a treatment group.

Here the focus is on the different skills and techniques that the worker can use during group work.
Gladding (1995:61–52) says the following:

Skills are most often demonstrated through the timely and appropriate use of select
techniques. There are a variety of group techniques from which to choose, but effective
group leaders use themselves, other group members, and the [group] process itself in
helping facilitate change.

Several group work skills are like skills that are used when working with individuals (Gladding
1995:62). However, there are skills that are used only during group work. These skills are
presented next.

SKILLS OR TECHNIQUES SPECIFIC TO GROUP WORK

According to Gladding (1995:62), the following skills specifically pertain to group work:

 Facilitating. In the context of group work, the skill of facilitation relates to creating an
encouraging environment; initiating processes and activities that help to open communication
between members; and using, managing and steering the group dynamics and process towards
individual and group goal attainment. In individual counselling, facilitation involves a more
personal focus (i.e., opening people up to themselves).
 Protecting. This skill involves the ability of the group worker to safeguard members from
unnecessary attacks by others in the group. This skill is vital in group work as group members
may be argumentative or fight with one another, especially in the early stages of the group.
 Blocking. Blocking is related to protecting. In blocking, the worker intervenes in a group activity
to stop disruptive behaviour. This technique can be used on a verbal or non-verbal level. On a
verbal level, the worker can request members of a subgroup to stop talking among themselves
while another member is talking. On a non-verbal level, the worker can signal with his or her
hand that these members must stop chatting among themselves. In individual counselling
sessions, the worker will block a person from counterproductive behaviour, such as rambling or
confronting.

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AN OVERVIEW OF GROUP LEADERSHIP SKILLS

Corey (in Gladding 1995:63–64) provides an overview of the leadership skills required for group
work. These skills are presented in the following table:

OVERVIEW OF GROUP LEADERSHIP SKILLS (COREY IN GLADDING 1995:63–64; JACOBS,

MASSON & HARVILL 2009:121–140)
Skill Description and examples of how the skill is Aim and desired
implemented outcome
Active listening The worker applies this skill when he or she attends to the To encourage trust,
verbal and non-verbal aspects of communication, without self-disclosure, and
judging or evaluating the communication. self-exploration.

Example:
The worker listens to the content, the voice and the body
language of a person who is speaking. In a group context,
the worker tries to listen to all the members at the same
time and not just to the person who is speaking. This is
because he or she wants to be aware of what members are
thinking and feeling even if they are not speaking. He or she
uses the skill of scanning to look for non-verbal gestures
like facial expressions (e.g., frowns, smiles, and tears) and
body language.
Restating The worker applies this skill when he or she says, in slightly To determine whether
different words, what a member has said to clarify the the worker has
meaning. correctly understood
the member’s
Example: statement, and to
A member may make the following statement: “I just do not provide support.
understand it. One minute she is so friendly towards me,
and the next moment she is extremely rude to me!”
The worker then remarks, “Her way of behaving towards
you really seems to confuse you.”
The member replies, “Yes, it does, and besides that I don’t
know how to relate to her anymore …”
Clarifying This skill involves grasping the essence of a message on To help members to
both a thinking level and a feeling level and simplifying a make sense of
member’s statement by focusing on the core of the conflicting or confusing
message. feelings or thoughts,
and to arrive at a
For example: meaningful
Group member: “I’ve arrived at the conclusion that I simply understanding of what
don’t get along with my children!” is being
Worker: “I have lost you now. Help me to understand. What communicated.
do you mean when you say you are not getting along with
your children?”
Summarising This skill involves drawing together the important elements To prevent
of an interaction or a session. fragmentation and to
give direction to a
session.

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Example:
Worker: “So far, we have been talking in general terms
about changes that we would like to make in our lives.
Nikiwe and Thabo both talked about job changes. Nathan,
you said that you would like to improve your relationship
with your children in major ways. Grant said he wanted to
go back to university and finish his studies. A couple of you
said you wanted to be happier. The worker shifts the focus
to provide continuation. Now, I would like each of you to
take a minute to think about the changes you want … What
is the one thing you will have to sacrifice to get what you
want?
Questioning This skill involves asking open-ended questions that lead to To elicit further
the exploration of the “what” and “how” of behaviour. discussion, to get
information, to
Examples: stimulate thinking, to
Worker: “Priscilla, you just said that you feel so sad. Take a increase clarity and
moment to think about what makes you sad, and then we focus, and to provide
would like you to share it with the group.” the space for further
“How is it for you to be part of this group?” self-exploration.
“How was it for you to relocate to an old-age home?”
“What are the challenges you’ve experienced since you
took in your grandchildren after their mother had passed
on?”
Interpreting This skill involves offering explanations for certain To encourage deeper
behaviours, feelings and thoughts. self-exploration, and to
provide a new
Example: perspective for
A member of a support group for teens from divorced considering and
families says, “My parents are divorced but are fighting understanding one’s
more now than they did before. The fights sometimes get behaviour.
so heated that I fear they may kill each other. If that
happens, what will become of me? I am really worried.”

The following are examples of how the worker can interpret

this statement:

• “Your parents’ increased conflict concerns you?”

• “You feel that your parents’ escalating conflict is
jeopardising your safety.”

Confronting This skill involves challenging members to look at To encourage honest

discrepancies between their words and actions, or between self-investigation, to
their body language and verbal communication, which may promote the full use of
point to conflicting information or messages. potential and to bring
about awareness of
Examples: self-contradictions.
A group member has a very unstable work record – he
cannot hold down a job because of his heavy drinking, but

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 in the group, he refers to himself as a “social drinker.” The
worker can confront this discrepancy by making the
following statement: “I notice that you keep calling yourself
a ‘social drinker,’ as you have just now. How much do you
think you need to drink to consider yourself an alcoholic
rather than a social drinker?”

A gay member of a support group for gay and lesbian

youths’ remarks, “Now that I’ve come out to myself and
accepted the fact that I am gay, I am less shy and more
confident in working with the public.”
The worker can respond by saying, “I wonder if you noticed
that when you said what you just said, you lowered your
eyes, turned your head away from me and clenched your
right hand into a fist. What you said does not seem to
coincide with your body language.”
Reflecting This skill involves communicating and understanding the To let members, know
feelings content of feelings. that they are heard and
understood beyond the
Examples: level of words.
Group member: “I’m so sad that I didn’t get the promotion.”
Worker: “You’re unhappy that you didn’t get the promotion.”
Group member: “Yes, you’re spot on.”

Group member: “It’s not easy to know that she is lying in

hospital and that I can’t do a thing to help her.”
Worker: “You feel powerless and anxious.”
Supporting This skill involves providing encouragement and To create an
reinforcement. atmosphere that
encourages members
Examples: to continue with
Worker: “Daisy, thank you for your contribution.” desired behaviours, to
provide help when
Worker: “Robert, I really liked the way you felt about Ann’s members face
situation.” difficulties and to
facilitate trust.
Worker: “Mapule, I really admire that you are not giving up
– that you continue to confront this difficult issue with your
daughter. Expressing yourself about this painful issue really
shows courage.”
Empathising This skill involves identifying with members by assuming To foster trust in the
their frames of reference. therapeutic
relationship, to
Examples: communicate
A group member shares in the group how critical his wife is understanding and to
of him: “I know I am supposed to be strong, but I don’t know encourage deeper
how much criticism I can still take from her. There are times levels of self-
when I really dislike her; she is just out to put me down … I exploration.
keep asking myself: What am I still doing in this
relationship?”

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The following are examples of possible emphatic

responses from the worker:

• “I sense that it really hurts you when she puts you

down.”
• “The way she treats you affects your feelings for her.”
Facilitating This skill involves opening clear and direct communication To promote effective
in the group and helping members to assume increasing communication among
responsibility for the group’s direction. members and to help
members to reach their
Example: goals.
Worker: “I think it is about time to start. Good evening,
everyone, welcome to the third group session. I would like
us to do a go-around. I want to hear from all of you how you
have been the past week and how you feel about being
here tonight. Angel, can we start with you?”
Initiating This skill involves taking action to bring about group To prevent needless
participation and to introduce new directions for the group. floundering and to
increase the pace of
Example: the group process.
Worker: “Let us focus. We have highlighted some of the
characteristics of an aggressive person. I would like to stay
with this topic, and I want two volunteers to role-play the
characteristics of aggressive people in a scenario I will brief
them about.”
Note that the worker uses a summary and a shift of focus
(i.e., from a topic to an activity) to steer the group in a
different direction.
Goal setting This skill involves planning specific goals for the group To give direction to
process and helping members to develop concrete and group activities, and to
meaningful goals. A question such as the following might help members to
initiate the process of goal setting: “What would you like to select and clarify
take away from this experience after the group has ended?” goals.

Evaluating This skill involves assessing the ongoing group process, To promote deeper
and individual and group dynamics. self-awareness among
members and a better
Example: understanding of the
Worker: “Before we focus on the next aspect of the topic we group’s movement and
are discussing; I want you to think about the communication direction.
in the group. Is it helpful, or does it hinder the group’s
progress? I am going to do a go-around to hear what
everyone thinks.”
Giving feedback This skill involves expressing concrete and honest To offer an external
reactions based on observations of members’ behaviour. view of how a person
appears to others and
to increase members’
self-awareness.

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 Examples:
When a group member is long-winded, the worker might
say, “It seems to me that what you have said in the last ten
minutes doesn’t say much about the problem you say you
want to solve.”

Worker: “A moment ago you spoke about how miserable

your relationship is with your girlfriend, then you spoke
about how insecure you feel in your job situation and now
you mention buying a new car. I have some trouble
following you. Please help clarify this for me.”

Worker: “You seemed to frown, and you waved your hand

impatiently when I mentioned that children adopted by gay
parents do not turn out gay themselves. Am I right in
thinking that you got upset with me for mentioning this?”
Suggesting This skill involves offering advice, information, direction, To help members to
and ideas for new behaviour. develop alternative
ways of thinking and
Example: courses of action.
Worker: “Mapule, you have said that it doesn’t help to talk
to your son about his drinking habits. How about writing a
letter to him that says you are concerned about him and his
drinking habits, especially over weekends?”
Protecting This skill involves safeguarding members against To warn members of
unnecessary psychological risks in the group. risks involved in group
participation and to
Example: reduce those risks.
Worker: “In order for us to feel safe enough to share, I am
going to let each one of you draw up a contract and sign an
undertaking that states that you will not share what is
discussed in this group with anybody outside the group.”
Disclosing This skill involves revealing one’s reactions to here-and- To facilitate deeper
oneself now events in the group. levels of interaction in
(immediacy) the group, to create
Example: trust and to model
Worker: “I sense that all the small talk and joking are ways ways of making
of letting me know that you are not feeling comfortable oneself known to
discussing the sexual aspects of your relationships. Am I others.
right?”
Modelling This skill involves demonstrating desired behaviour through To provide examples
actions. of desirable behaviour
and to inspire
members to develop
their potential fully.
Dealing with This skill involves refraining from verbal and non-verbal To allow reflection and
silence communication. assimilation, to
sharpen focus, to
integrate emotionally
intense material and to

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help the group to use

its own resources.
Blocking This skill involves intervening to stop counterproductive To protect members
behaviour in the group. and to enhance the
flow of the group
Example: process.
Worker: “Mpho and Andile, I will have to ask you to stop
talking as Zethu is speaking at the moment. I also want to
remind you, as well as the rest of the group, of our group
norms, which state that only one person is allowed to speak
at a time and that we will respect him or her by listening.”
Termination This skill involves preparing the group to end a session or To prepare members
to finalise its history. to assimilate, integrate
and apply in-group
Example: learning to their
Worker: “We have come to the end of our session, so I want everyday lives.
to do a go-around and to give each of you the opportunity
to state briefly what you are going to take away from this
session. Solly, may I start with you?”

The following group work skills or techniques are not included in the above table:

• Tone setting. This skill involves setting the mood of the group or, to put it differently, creating
an atmosphere that is conducive to work and change. According to Jacobs et al (2009:128–
130), the worker is responsible for setting the tone. The group worker must decide on the
following:

Should the group be serious, light, or somewhere in between?

An example of a serious tone:

Worker (in an assertive tone of voice): “Can we please start? Please move your chairs so that
they form a circle. Switch off all your mobile phones and those of you who are eating, please
finish and put away your food. [Members do this.] Okay, let us start by asking different members
to share how they feel about being in the group tonight.”

An example of a social tone:

Worker: “Let us begin [members remain spread out and continue eating]. I would like to start
by asking different members to share how they feel about being in the group tonight.”

Should the tone be confrontational or supportive?

An example of a confrontational tone:

It is the first session with a group of teenagers who have been caught stealing sweets in a local
supermarket. Joe has been talking about how he does not have a problem with stealing.
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 Worker: “Joe, you have a serious problem! In this group we can help each other by making
sure that people are honest with themselves. [In a confrontational voice:] How many of you feel
that Joe has a problem?” (Jacobs et al 2009:129).
An example of a supportive tone:

Worker: “Joe, I hope the group can be of value even though you do not feel that you have a
problem. Others of you may feel the same way. Also, I believe some of you realise that you
have a problem. The purpose of the group is to be helpful, and I hope that you will help each
other by listening, sharing and hopefully caring for each other” (Jacobs et al 2009:129).

Should the tone be formal or informal?

An example of a formal tone:

Worker: “My name is Tom Vilakazi. I am a student social worker from the Ipelegeng Youth
Centre and I’m here today to serve as the leader of the group. Before we get started, I would
like to go over some ground rules for this group.”

An example of an informal tone:

Worker: “Hi! I am Tom Vilakazi. I am a social worker from the Ipelegeng Youth Centre. At this
centre we focus on empowering the youth, and I am involved in leadership skills training
programmes. Enough of me, I want to get to know you and I have brought some sweets that
we are going to share. While we are enjoying the sweets, I would like you to introduce yourself
to the group by sharing the following information about yourself …”

• Mini lecturing and providing information. Sometimes expert information is required from the
worker. This normally happens in groups that have an educational purpose. When the worker
gives a mini lecture, he or she must (Jacobs et al 2009:127)

- make it interesting
- make it relevant
- make sure that he or she has considered cultural and gender differences
- make it short (usually not more than five to eight minutes)
- make it energise
- make sure he or she has current, correct, and objective information

A mini lecture should be a follow-up on what has been discussed in the group or can be
provided to elaborate on what has been discussed in the group (Jacobs et al 2009:126).

• Focusing. The worker must be skilled in establishing a focus. Comments, activities, exercises,
rounds and dyads can be used to establish a focus, which can either be on a person, a topic,
or an activity (Jacobs et al 2009:143–156). For example, the worker can make the following
comment to focus the group: “The topic for tonight is to learn how to budget your time. Who
wants to share what they have learned from the homework assignment on time management?”

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The following activities and exercises (Jacobs et al 2009:142–143) can be used to focus the
attention of the group:

 Display a poster that illustrates the topic.

 Stick a large sheet of paper on the wall and request group members to contribute to a
question or a statement (e.g., “Let’s list the types of bullying that occur on the school
playground”).
 Draw pictures on a whiteboard (e.g., “Each of you must draw your idea of having fun”).
 Ask members to list items in writing (e.g., ten things they want to do before retirement)
or complete a sentence (e.g. “The biggest problem I have with my boyfriend or girlfriend
is …”).
 Ask members to draw something (e.g., how they see their future).
 Put a large piece of paper on the floor in the centre of the group with a stimulus word or
phrase on it that depicts the topic or the focus of the session (e.g., “divorce”).
 Compile handouts that contain the information that has to be covered and distribute
them among the group members.
 Place an empty chair in the centre of the room – the chair can represent anybody the
worker wants the group to focus on.
 Place a small children’s chair in the centre of the room to represent the “free child,” the
“inner child” or the “hurt child” (Jacobs et al 2002:140–141).

The worker must be able to hold the focus on either a person or a topic.

The group worker must also be skilled in shifting the focus. The focus can be shifted in several
directions (Jacobs et al 2009:147–151); the worker must be able to shift the focus from

 a topic to a member, as in this example: “We are focusing on the topic of having a new
boyfriend or girlfriend. Susan, how is it for you to have a new man in your life?”
 one topic to another topic, as in this example: “For the last 20 minutes we have spoken
about how to draw out a quiet group member. I want us now to shift the focus and to talk
about how to use the cutting-off skill.”
 a topic to an activity, as in this example: “I want us to remain with the topic under discussion,
namely trust, but I want us to engage in an activity to illustrate how we can develop deeper
trust in one another in the group.”
 one member to another member, as in this example: “Noluthando, thank you for your
contribution but I would like to focus on Grizelda to hear what she thinks about the topic we
are discussing – engaging in having unprotected sex with multiple partners.”
 a member to a topic, as in this example: “Faeeza has referred to exam stress a few times in
the last ten minutes. I would like us to focus on this topic for a few minutes.”
 a member to an activity, as in this example: “Manoko, thank you for being so honest and
admitting that you are bored with the discussion. I want us to do the following fun exercise
to get you and the rest of the group energised.”
 an activity to a topic, as in this example: “Now that you’ve had the opportunity to write down
all the feelings that you are experiencing as a result of the divorce, I want us to focus on and
discuss how to handle these feelings.”
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  an activity to a member, as in this example: “Luzile, in the role-play you had to play the role
of an aggressive person. How was it for you?”

The worker must also be able to deepen the focus by using the following techniques proposed by
Jacobs et al (2009:152): (1) asking very thought-provoking and challenging questions; (2) asking
members to share on a more personal level; (3) working with members in a more intense manner;
and (4) conducting an intense exercise that puts members in touch with deep, personal issues
(Jacobs et al 2009:139–155).

• Cutting off and drawing out. The group worker must be skilled in cutting off and drawing out
group members.

Cutting off involves stopping a member from talking (Jacobs et al 2009:156). For example, the
worker can cut a member’s conversation short and stay with the person. He or she can also
cut a member’s conversation short and stay with the topic or use the skill of cutting off and shift
the focus away from the person and the topic.

According to Jacobs et al (2009:162), using the skill of cutting off is justifiable in the following
cases: (1) when a member’s comments conflict with the group’s purpose; (2) when a member
is saying something hurtful; (3) when a member is saying something incorrect; (4) when the
worker wants to shift the focus; (5) when it is near the end of a session; (6) when members are
arguing; and (7) when members are rescuing other members (Jacobs et al 2009:161). For
example: “I am going to ask a question and I would like to hear from someone who hasn’t
talked yet.” The worker should say this while avoiding eye contact with a talkative member.

Drawing out refers to the skill of prompting a group member to contribute to the group (Jacobs
et al 2009:172). Drawing out members is aimed at obtaining greater involvement from group
members, especially the ones who find it difficult to share in the group.

The worker can draw out members directly by asking them to comment on what is being
discussed or happening in the group. The worker can draw members out directly or indirectly,
for example, by using his or her eyes and voice. Rounds, dyads, and written exercises on which
members must provide feedback can also be used to draw out group members (Jacobs et al
2009:178–183). For example, to intervene in the case of silent or quiet group members, the
worker must keep in mind that their real fear is being confronted about their silence. Therefore,
it is more helpful to draw out and prompt such members to speak with a statement such as
“What do you think about what John is saying?” The worker should be careful not to put the
member on the spot by saying that he or she is not contributing his or her thoughts, feelings,
and ideas frequently enough.

• Linking. This skill involves pointing out that other group members may share one member’s
concerns. Through linking, interaction in the group is promoted. This skill is used when the
worker wants to emphasise interpersonal communication in the group (Gladding 1995:62). For
example, the worker may remark, “Renee, I think what you are going through sounds like what
Sid said earlier about the social stigma attached to being divorced. Sid, would you agree?”

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• Assessment. Assessment is a process and a product upon which the helping process is based
(Toseland & Rivas 2014:232). Assessment is a prerequisite for intervention. As a process,
assessment involves gathering, organising, and making judgements about information. As a
product, assessment is a verbal or written statement of the functioning of the group and its
members, which is useful in the development of the intervention plan. Assessment, unlike
diagnosis, not only focuses on problems but also on the strengths encountered by the individual
group members and the group as a whole and involves carefully considering the effect of the
larger social environment on the group and its members (Toseland & Rivas 2014:232–233). In
the context of group work, the focus of assessment is threefold:

1. Assessment of the needs and functioning of individual group members

This individual assessment can be done through self-observation – members are requested
to examine and assess their own behaviour (self-monitoring) (Toseland & Rivas 2014:230–
241). For example, members at a weight-loss support group may be requested to keep a
record of what they eat during the day for a period of seven days. The worker can observe
the functioning of the group members by way of role-play, simulations, programme activities
and questionnaires (Toseland & Rivas 2014:242–244).

2. Assessment of the functioning of the group as a whole

In this regard, the worker must assess the group dynamics with reference to the following
aspects: (1) the communication and interaction in the group; (2) group cohesion (i.e. the
variables that attract the members to the group and the glue that keeps them in the group);
(3) social control in the group in relation to the roles members play in the group, the group
norms and the power bases in the group; and (4) the prevailing culture in the group (i.e. the
customs, rituals, behaviour and language shared by the members of the group). Consult
chapter 8 in Toseland and Rivas for tools that can be used to assess the functioning of a
group.

3. Assessment of the group’s environment

The worker must assess the group’s environment, including (1) the welfare organisation that
sponsors and sanctions the group; (2) the interorganisational environment; and (3) the
community environment (Toseland & Rivas 2014:258–262).

• Reality testing. This skill is used when a group member makes an important decision such as
taking a new job. At such moments, the worker will ask other group members to give feedback
to the member who is contemplating the change on whether they think the decision is realistic.
Through this process, the person can evaluate his or her decision more thoroughly (Gladding
1995:65). For example, the worker may remark: “Joe, you have been with the company for
only two years, and the same length of time at the company before that. If you change your job
once again now, how is it going to reflect on your CV?”

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• Delegating. The group worker assigns a task to one or more group members.

The idea behind delegating is to share the development of the group with the group. Examples:
− “I would like you to pair up with the person next to you and to take five minutes to discuss
why you decided to become a social worker.”
− “John, I would like you to list all the comments of the group members relating to our
discussion about the qualities of an effective leader on the board.”

• Traffic controller. The worker must help members verbally and non-verbally (by using signals)
to become aware of behaviours that open channels of communication and those behaviours
that inhibit communication (Gladding 1995:66).

• Evaluating. The worker must be skilled in “the process of obtaining formative, summative or
evaluative information about the group” (Toseland & Rivas 2014:433). The worker must be
skilled in developing evaluation tools (e.g., questionnaires and written feedback) and
programme activities (rounds and dyads) to evaluate how the members have experienced each
session. During the termination phase of the group, the members need to reflect on and
evaluate how they have grown and developed, and how they have benefited from the group.

SUMMARY

In this addendum, aspects of the life cycle of a group and a specific group session were discussed.
The addendum contains important information that you must study carefully to ensure that you
meet the assessment criteria stipulated in specific outcomes 4 to 8 in section 2.2 of this tutorial
letter.

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ADDENDUM Y: COMMUNITY WORK TOOLS

COMMUNITY WORK PROCESS

The community work process consists of five (5) sequential steps with three (3) tasks under each
step. Below is the steps and tasks of the community work process.

Step 1: Do a situation-analysis

This is the initial step in the community work process and the step is to gain an understanding of
context of the practice situation in which the social work community practitioner finds
himself/herself. To successfully accomplish the purpose of the step, there are tasks that should be
fulfilled, namely, analyse the context/organisation/community in which services will be rendered,
analyse the expectations of the organisation/employer and community and compare
findings/outcome of the situation-analysis (two tasks) with the characteristics of the available
practice models

Step 2: Identify and analyse impediments

After successfully completing step 1, the social work community practitioner should identify and
analyse impediments. The aim of the second step in the community work process is to identify and
gain an understanding of the nature of the social problems, social needs and/or the unutilised
potential in the community that should be the focus of the attention (Weyers, 2011:96). To
successfully accomplish the step, three (3) tasks should be fulfilled, namely, identify the
impediments that should receive attention, define, analyse and prioritise impediments and do a
preliminary feasibility study

Step 3: Formulate a plan of action

The third step in the community work process is called formulation of a plan of action. To a larger
extend, the nature and format of the plan of action will be determined by the selected practice
model (Weyers, 2011:103). There are three (3) tasks under the step, namely, verify and
operationalise the practice model (s), select the operational elements of action and formulate
programmes and projects.

Step 4: Implement the plan of action

The procedure followed to implement the fourth step in the community work process is dependent
on the adopted type of practice model and the unique characteristics of each practice setting
(Weyers, 2011:128). There are three tasks under the step, namely, legitimise the plan, implement
the plan, and execute change inducing acts.

Step 5: Evaluate the process and results, and sustain change

The purpose of the fifth and final stage in the community work process is to evaluate the process
and results and sustain change. The three main tasks that should be completed as part of the final
step are, evaluating the process, evaluating the results and sustaining change.

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TOOLS

Example of a Venn diagram

Schools

Department
NGO'S of Home
affairs

Community
Department
Magistrate of
Agriculture

SAPS Soccer Club

Example of Gantt Chart

Example of a Timeline

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Example of a SWOT Analysis:

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ADDENDUM Z: COMPLIANCE DOCUMENTS

DOCUMENTS TO SUBMIT:

 Proof of SACSSP registration

 Proof of registration for the module
 Indemnity form
 Solemn declaration
 Proof that you have e-mailed or faxed an inquiry into your status on the Child Protection
Register (Form 30, attached)

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RELEASE AND INDEMNIFICATION FOR STUDENTS

STUDENT: (Name and address) INSTITUTION:

__________________________________ University of South Africa (UNISA)
__________________________________
__________________________________

STUDENT NO.
____________________________________________________________________________
ID NO.:
____________________________________________________________________________
EMERGENCY CONTACT:
____________________________________________________________________________
DESCRIPTION OF ACTIVITY: WORK-INTEGRATED LEARNING FOR SOCIAL WORK STUDENT
LOCATION: _______________________

I, the above-named student, am 18 years of age or older and have voluntarily applied to participate
in the above activity. I acknowledge that the nature of the activity may expose me to hazards or
risks that may result in my illness, personal injury, or death, or may result in damages either direct
or consequential, and I understand and appreciate the nature of such hazards and risks.

In consideration of my participation in the activity, I hereby accept all risks that may result from
such participation and I hereby release the above named institution, its management, staff,
employees and representatives from all liability to me, my personal representatives, estate, heirs,
next of kin, for any and all claims and causes of action for loss of or damage to my property and
for any and all illness or injury to my person, including my death, that may result from or occur
during my participation in the activity, whether caused by negligence of the Institution, its
management, staff, officers, employees, or representatives, or otherwise. I further agree to
indemnify and hold harmless the institution and its management, staff, employees, and
representatives from liability for the injury or death of any person(s) and damage to property that
may result from my negligent or intentional act or omission while participating in the described
activity.

I HAVE CAREFULLY READ THIS AGREEMENT AND UNDERSTAND IT TO BE A RELEASE OF ALL

CLAIMS AND CAUSES OF ACTION FOR MY INJURY OR DEATH OR DAMAGE TO MY PROPERTY
THAT OCCURS WHILE PARTICIPATING IN THE DESCRIBED ACTIVITY AND IT OBLIGATES ME TO
INDEMNIFY THE PARTIES NAMED FOR ANY LIABILITY FOR INJURY OR DEATH OF ANY PERSON
AND DAMAGE TO PROPERTY CAUSED BY MY NEGLIGENT OR INTENTIONAL ACT OR OMISSION.
____________________________ ___________________________
Signature of student Date

________________________________________ ___________________________
Witness Date

225
SOLEMN DECLARATION BY STUDENT SOCIAL WORKER

I _________________________________________________ ___________, a student social

worker registered with the South African Council for Social Service Professions (SACSSP
Registration Number 40:______________), and attending the University of
______________________________ (Student Number: ____________________) believe in:

➢ the uniqueness, responsibility of self-determination and ultimate worth of every human being,
irrespective of status, culture, gender, religion, lifestyle and other differences.
➢ a society in which all members share the same basic rights, security, opportunities,
obligations and social benefits.
➢ collective human responsibility for the wellbeing of society; and
➢ the capacity of all people to change, grow and develop under the stimulating influence of other
people, through own life experience and through beneficial living conditions.

I therefore solemnly undertake:

➢ At all times, to conduct myself in such a manner that it will be to the benefit of the profession
of social work, its clients, colleagues, and social service organisations.
➢ To serve my fellow human beings and the community, and always to strive for the
enhancement of their effective social functioning.
➢ To strive continuously for the promotion of social justice.
➢ Always to work under the supervision of a registered social worker.
➢ To perform all functions as a student social worker and not to overstep this boundary or
misrepresent myself and/or my responsibilities.
➢ Always to adhere to the ethical code of the profession, as contained in the Social Service
Professions Act 110 of 1978, as amended.
➢ To accept fully the consequences that may result from non-compliance with these provisions.

I declare that I do not have any objection to taking this pledge

I consider this to be binding on my conscience, and
I commit myself to upholding this declaration.

Signed at ____________________ (place) on ______________________ (date)

_________________________________________________________________
DEPONENT UNIVERSITY SUPERVISOR

Endorsed by the SACSSP for completion by student social workers: www.sacssp.co.za

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 BSW4805/101/0/2025

Form 30
INQUIRY BY PERSON TO ESTABLISH WHETHER HIS/HER NAME IS INCLUDED IN PART b
OF THE NATIONAL CHILD PROTECTION REGISTER
(Regulation 44)
(Section 126 of the Children’s Act 38 of 2005)

To: Department of Social Development

Private Bag X901
0001

Attention: Mr S Mashiane
Tel: 012 312 7371
Fax: 086 542 6289

Dear Sir

In terms of section 126 of the Children’s Act, 38 of 2005,

I …………………………………………………… (full names and surname) wish to inquire whether
my name is included in Part B of the National Child Protection Register. A certified copy of one of
the following documents is attached as verification of my identity:

o birth certificate
o identity document
o passport

If my name is included in Part B of the Register, kindly furnish me with a reason why this has been
done.

Please note that section 126 of the Act requires you to respond to this inquiry within 21
working days.

My personal details are:

Full names:
Surname:
Physical address:
Postal address:
Telephone numbers:

Yours sincerely

Signature: ____________________________ Date: ______________

227
ADDENDUM AA: REFERENCING GUIDELINES

Guidelines for referencing in your assignments:

• WIKIPEDIA AND WEBSITES (BLOGS) ARE NOT ACADEMIC RESOURCES.

• RESOURCES OLDER THAN TEN YEARS ARE NO LONGER RELEVANT AND SHOULD
THEREFORE NOT BE USED AS REFERENCES.

• BOOKS
In-text references:
o “Counselling is a wonderful twentieth century invention” (McLeod 2009:1).
o According to McLeod (2009:1), counselling …
Bibliography:
o McLeod, J. 2009. An introduction to counselling. 4th edition. Berkshire, UK:
McGraw-Hill.

• TUTORIAL LETTERS (WITH OR WITHOUT AN AUTHOR):

In-text references:
o With reference to the table of contents, Alpaslan (2011:15) specifies …
o “It is unacceptable to write page-long quotations” (Tutorial Letter 301 for SCKALLK
2010:8).
Bibliography:
o Unisa (University of South Africa). Department of Social Work. 2010. Social work:
Tutorial Letter 301 for SCKALLK. Pretoria.

• ARTICLES
In-text refences:
o Alpaslan, Johnston, and Goliath (2009:27) point out that …
o “Parents experienced a variety of feelings consequent to the coming-out of their
gay/lesbian child” (Alpaslan, Johnston & Goliath 2009:27).
Bibliography:
o Alpaslan, A, Johnston, T & Goliath, V. 2009. Parents’ experiences regarding the
coming-out process of a gay or lesbian child. Social Work/Maatskaplike Werk
45(1):27–46.

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 BSW4805/101/0/2025

ADDENDUM AB: DOCUMENTS TO BE COMPLETED

Confirmation of Requirements

Hereby I, …………………………………., student number, …………………….

confirm that I am aware that the following information:

• proof of 24 supervision sessions (attendance register signed by supervisor and included; if

absent, proof of medical certificate)
• proof of attendance of seven broadcasting sessions (attendance register or screenshots of
student attending sessions or completed reflection reports)
• completed logbook reflecting 48 days in total for BSW at the placement organisation
(signed and stamped by the organisation) must be submitted as part my Portfolio of
Evidence to pass the practicum modules BSW 4805. Failure to submit all these
documents will lead to a failure of the specific module.

Signed at ……………………………. on the ……………. day of ……………………… 2025

Student signature: …………………………

Supervisor signature: ……………………………….

229
Declaration of Organisational Policies

Hereby I (student name and number) ………………………………………….. confirm that I have

accessed and read the policies relevant to my organisation and familiarised myself with the content
thereof:

Policy Tick

Acknowledgement policy

Code of conduct

Recruitment policy

Internet and e-mail policy

Mobile phone policy

Non-smoking policy

Drug and alcohol policy

Health and safety policy

Anti-discrimination and harassment policy

Grievance handling policy

Discipline and termination policy

Social media policy

Signed at ……………………………. on the ……………. day of ……………………… 2025

Student signature…………………………………

Supervisor signature: ……………………………….

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 BSW4805/101/0/2025

Requirements for POE submission

It is COMPULSORY to include the following documents in your Portfolio of Evidence submitted to

Unisa:

Assignment 03 for SCK and Assignment 06 for BSW Tick

Task A (completed by organisation and supervisor)

Supervisor evaluation

MOOC 401 confirmation of workbook completion (Attach)

Attendance registers for 24 group supervision sessions

Workshop reflection reports and proof of attendance of seven

broadcasting sessions

Logbook for work done at the organisation (reflection of 48 days in total

for BSW)

Summary of additional work done

Confirmation of requirements

Declaration of organisational policies

Signed at ……………………………. on the ……………. day of ……………………… 2025

Student signature…………………………………

Supervisor signature: ……………………………….

©
Unisa 2025

231