1 . Read chapter 3 in your textbook  2. Review the recorded lecture and power point. Groups in the

and educational specialists. The group’s task is to evaluate the adequacy of living

conditions for residents. Plans include assessment of various institutional facets

including: furniture and paint conditions throughout the institution; food preparation and

quality; transportation availability for residents (e.g., to meet health care and recreational

needs); regularity of treatment plan updates; and general staff conduct toward residents.

Ultimately, the group will make recommendations to the agency’s administration for

improvements.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

e. Suzie is a social worker at a homeless shelter. There she belongs to an internal agency

group that includes a physician, nurse, psychologist, in-house living supervisor, and

vocational counselor. Together, the group works with incoming homeless families,

conducting individual and family assessments. Their initial plans involve meeting

families’ immediate health and survival needs. Long-term planning focuses on permanent

housing, access to health care, vocational planning, and counseling needs. They work

collaboratively and interdependently to conduct assessments, and to develop and

implement treatment plans. Suzie’s been working with the group for almost six years

now. She thinks they function together pretty well as they’re used to each other’s little

personality quirks.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

f. Juji, a social worker at a county social services department, organized a group of

neighborhood center residents to seek support for a summer sports and recreation

program for community youth. The group’s goal is to persuade elected county officials who have relevant power to divert some funds to the center so that volunteers might develop and run the program. This group is an example of a(n) _________________. What aspects of the group helped you to determine what type of group it was?

Week 3: Thinking about P ower Sources (Chapter 3)

Objectives

 To identify the five types of power sources.

 To “critique and apply knowledge [about power] to understand person and environment”

by appraising what power sources are evident in a range of scenarios.

Instructions

1. Discuss what types of power (legitimate, reward, coercive, referent, and expert) are reflected

in the following situations and why:

a. Forrest Gump, an army private serving in the 1960s Vietnam war, saves his wounded

colleagues by carrying them from the battleground under attack to safety.

o Which source(s) of power apply:

o Explain why you selected your answer(s):

b. An ophthalmologist who specializes in retinal transplants determines whether a patient

would benefit from surgery or not.

o Which source(s) of power apply:

o Explain why you selected your answer(s):

c. One of your instructors informs the class that no students will probably be capable of

getting an “A” in the class. You are neither impressed nor do you have much r espect for

this instructor’s capabilities.

o Which source(s) of power apply:

o Explain why you selected your answer(s):

d. You have been invited to attend a governor’s dinner party as a student representative of

your social work program. The governor is not of the political party you support.

o Which source(s) of power apply:

o Explain why you selected your answer(s):

e. Your boss, the assistant manager at Petey’s Pizza Palace, gives you a hefty raise for

performance in your part -time job. You respect her and feel she has good communication

skills.

o Which source(s) of power apply:

o Explain why you selected your answer(s):

f. A famous poet signs copies of his most recently published book at one of his

presentations that you attend. You really d on’t care for his poetry very much and are not

at all interested in getting his autograph.

o Which source(s) of power apply:

o Explain why you selected your answer(s):

Week 3: Thinking about Power Sources (Chapter 3)

Objectives

· To identify the five types of power sources.

· To “critique and apply knowledge [about power] to understand person and environment” by appraising what power sources are evident in a range of scenarios.

Instructions

1. Discuss what types of power (
legitimate, reward, coercive, referent, and expert)
are reflected in the following situations and why:

a. Forrest Gump, an army private serving in the 1960s Vietnam war, saves his wounded colleagues by carrying them from the battleground under attack to safety.

· Which source(s) of power apply:

· Explain why you selected your answer(s):

b. An ophthalmologist who specializes in retinal transplants determines whether a patient would benefit from surgery or not.

· Which source(s) of power apply:

· Explain why you selected your answer(s):

c. One of your instructors informs the class that no students will probably be capable of getting an “A” in the class. You are neither impressed nor do you have much respect for this instructor’s capabilities.

· Which source(s) of power apply:

· Explain why you selected your answer(s):

d. You have been invited to attend a governor’s dinner party as a student representative of your social work program. The governor is not of the political party you support.

· Which source(s) of power apply:

· Explain why you selected your answer(s):

e. Your boss, the assistant manager at Petey’s Pizza Palace, gives you a hefty raise for performance in your part-time job. You respect her and feel she has good communication skills.

· Which source(s) of power apply:

· Explain why you selected your answer(s):

f. A famous poet signs copies of his most recently published book at one of his presentations that you attend. You really don’t care for his poetry very much and are not at all interested in getting his autograph.

· Which source(s) of power apply:

· Explain why you selected your answer(s):

Week 3: What Type of Group is This? (Chapter 4)

Objectives

 Assess a variety of task group scenarios.

 Discuss what makes various types of task groups unique.

 “Critique and apply knowledge [about task groups] to understand person and

environment.”

Instructions

1. Review the material on task groups.

2. Read the following group scenarios, identify what type of group they represent, and

indicate what aspects of the group helped you to determine what type of group it was.

Types of task groups include: teams; treatment conferences; administrative groups;

delegate councils; committees; and social action groups.

a. Chandra, the supervisor of a hospital social work unit, is a member of a group comprised

of the hospital director, the head nursing supervisor, and the physical therapy supervisor.

Their purpose is to evaluate the hospital’s policies regarding job expectations for

members of each professional group and make recommendations for changes.

This group is an example of a(n) ________________ _.

What aspects of the group helped you to determine what type of group it was?

b. George, a social worker at a group home for adults with chronic mental disorders,

1

is

leading a one-time group meeting on behalf of Harry, one of the group home’s resid ents.

George is responsible for calling together the home care supervisor, psychiatrist, and

daytime care counselors to discuss Harry’s case. George will formulate an agenda for the

meeting, lead the discussion, solicit feedback from participants, assist t he group in

establishing intervention plans, and write up the final report including recommendations.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

c. Alphonso, a school social worker, was elected by the other workers in his school district

to serve as a representative to the state’s School Social Work Advocacy Association. This

group meets in the state capitol four times each year to identify common issues, discuss

concerns, and make recommendations to state legislators that advocate for school policy

improvements.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

d. Grace, a school social worker at a large residential facility for people with cognitive

disabilities, is a member of the agency’s Facilities Improvement Group. The group

includes representatives from various other agency units such as adult care counselors

Week 3: What Type of Group is This? (Chapter 4)

Objectives

· Assess a variety of task group scenarios.

· Discuss what makes various types of task groups unique.

· “Critique and apply knowledge [about task groups] to understand person and environment.”

Instructions

1. Review the material on task groups.

2. Read the following group scenarios, identify what type of group they represent, and indicate what aspects of the group helped you to determine what type of group it was. Types of task groups include: teams; treatment conferences; administrative groups; delegate councils; committees; and social action groups.

a. Chandra, the supervisor of a hospital social work unit, is a member of a group comprised of the hospital director, the head nursing supervisor, and the physical therapy supervisor. Their purpose is to evaluate the hospital’s policies regarding job expectations for members of each professional group and make recommendations for changes.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

b. George, a social worker at a group home for adults with chronic mental disorders,[footnoteRef:1] is leading a one-time group meeting on behalf of Harry, one of the group home’s residents. George is responsible for calling together the home care supervisor, psychiatrist, and daytime care counselors to discuss Harry’s case. George will formulate an agenda for the meeting, lead the discussion, solicit feedback from participants, assist the group in establishing intervention plans, and write up the final report including recommendations. [1: ]

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

c. Alphonso, a school social worker, was elected by the other workers in his school district to serve as a representative to the state’s School Social Work Advocacy Association. This group meets in the state capitol four times each year to identify common issues, discuss concerns, and make recommendations to state legislators that advocate for school policy improvements.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

d. Grace, a school social worker at a large residential facility for people with cognitive disabilities, is a member of the agency’s Facilities Improvement Group. The group includes representatives from various other agency units such as adult care counselors and educational specialists. The group’s task is to evaluate the adequacy of living conditions for residents. Plans include assessment of various institutional facets including: furniture and paint conditions throughout the institution; food preparation and quality; transportation availability for residents (e.g., to meet health care and recreational needs); regularity of treatment plan updates; and general staff conduct toward residents. Ultimately, the group will make recommendations to the agency’s administration for improvements.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

e. Suzie is a social worker at a homeless shelter. There she belongs to an internal agency group that includes a physician, nurse, psychologist, in-house living supervisor, and vocational counselor. Together, the group works with incoming homeless families, conducting individual and family assessments. Their initial plans involve meeting families’ immediate health and survival needs. Long-term planning focuses on permanent housing, access to health care, vocational planning, and counseling needs. They work collaboratively and interdependently to conduct assessments, and to develop and implement treatment plans. Suzie’s been working with the group for almost six years now. She thinks they function together pretty well as they’re used to each other’s little personality quirks.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?

f. Juji, a social worker at a county social services department, organized a group of neighborhood center residents to seek support for a summer sports and recreation program for community youth. The group’s goal is to persuade elected county officials who have relevant power to divert some funds to the center so that volunteers might develop and run the program.

This group is an example of a(n) _________________.

What aspects of the group helped you to determine what type of group it was?