GroupTheoryPaper

Running head: ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
Assignment One: Group Work Proposal and Agenda
Wendy Davis, Laura Funk, Kim McKeehan, Shanna Romero, Nora Rye, Shannon Smith,
Diana Stonehouse, and Dauna Wareham
The University of Montana
March 6, 2015
Group Formation:
Introduction

ASSIGNMENT ONE: GROUP WORK PROPOSAL AND AGENDA
The profession of social work has a long history of providing service, advocacy, support,
outreach, and organizing to vulnerable populations that face a variety of systemic barriers.
Constant engagement with systematic oppression, trauma and organizational barriers can be
overwhelming, yet little effort has been made to encourage social workers to give back to
themselves. Newell & Nelson-Gardell (2014) advocate for greater integration of professional self
care, secondary traumatic stress (STS), compassion fatigue and professional burnout into the
classroom subject matter of all MSW programs. They assert both that education on these topics
are integral for a comprehensive learning experience and that MSW students are particularly
vulnerable to compassion fatigue, STS, and professional burnout during practicums and upon
entry into the profession (Newell & Nelson-Gardell, 2014).
With more emphasis on self care as a method for mediating the effects of STS,
compassion fatigue and burnout, the Agency of Associated MSW Students (AAMSWS) has
decided to take self care into the classroom. The AAMSWS will be conducting a series of
treatment groups for current MSW students with the purpose of providing opportunities for
growth and education related to professional self care (Toseland & Rivas, 2012; Newell &
Nelson-Gardell, 2014). The AAMSWS will describe the intention of the group, setting, group
structure, recruitment methods, orientation, contract and environment in following sections.
Achieving consensus on the Service/ Purpose
Graduate students are subjected to high levels of stress (Newell & Nelson-Gardell 2014).
Master of Social Work (MSW) students deal with particularly high levels of stress associated
with exploring their own biases, prejudices, personal shortcomings and trauma, while addressing
various client needs in their work and practicums, as they attempt to rapidly acquire and
assimilate a variety of interpersonal skills (Cunningham, 2004; Knight, 2010). Self-care, through

mutual support, within a group setting has proven valuable in the reduction of stress among
MSW students (Napoli and Bonifas, 2011). The purpose of this treatment group is to attempt to
address the socio-emotional needs of MSW students, while educating students in various forms
of treatment groups designed for the purpose of stress reduction and self-care.
AAMSWS is a psychoeducational socio-emotional treatment support group for MSW
students at the University of Montana. The group will draw from various disciplines including;
Dialectical Behavioral Therapy (DBT), developed by Marsha Linehan (1993a), Mindfulness
(Brown, & Biegel in Shapiro, 2007), an Existential Approach (Corey, 2012), and Appreciative
Inquiry (Cooperrider & Srivastva, 1987). Existentialism works from the premise that,
individuals are free beings and responsible for their choices (Corey, 2012, p. 222). The focus is
on transcending tragedies, and feelings of isolation, alienation, etc… (Corey, 2012)
Group leaders will engage the group in varying ice breaker activities, conduct a brief educational
session followed by a therapeutic demonstration, and conclude with debriefing using Maypole,
Round Robin, Free Floating, and combinations of these strategies for group interaction (Toseland
& Rivas 2012). The social worker running the group will act as the group facilitator; conducting
education, guiding practice sessions, and leading the group discussions (Shulman, 2012;
Toseland & Rivas 2012).
Agency Setting/ Agency Sponsorship
The mission of the AAMSWS is to provide a safe setting for Social Work graduate
students to receive interactional aid in coping with life events, both in their educational and
professional endeavors (Shulman, 2012; Toseland & Rivas, 2012). The group as a whole will
demonstrate an empathic response toward the primary purposes of support, education, growth,
therapy, socialization and self-help (Toseland & Rivas, 2012). The Dictionary of Social Work

(Garthwait, 2012) will be utilized to provide framework for the professional social work issues
that will be discussed. The NASW Code of Ethics provides a written baseline for guiding ethical
behavior for AAMSWS facilitators, as well as students and social work professionals (NASW
Code of Ethics, 2008). The AAMSWS meets in the Gallagher Business Building on the
University of Montana campus in Missoula, Montana on Thursdays between the hours of 1pm-
5pm.
Group Type
This treatment group will attempt to meet the socioemotional needs of the MSW students
through eight sessions focused on support, education, and growth opportunities (Toseland &
Rivas, 2012). Unmet socioemotional needs are noted by many researchers as a vulnerability to
burnout, compassion fatigue, and Secondary Traumatic Stress, but other stressors may arise
through the group process and dialogue (Cunningham, 2004; Knight, 2010; Newell & Nelson-
Gardell, 2014). Furthermore, Napoli and Bonifas (2011) suggest that social work students’
ability to learn and engage is affected by general stress and emotional exhaustion. They
recommend teaching mindfulness to enhance students’ practice, a technique the AAMSW group
will incorporate.
Eight group sessions will offer skills ranging from mindfulness to professional resilience,
seven sessions will contain educational components. Students will acquire practical skills to
share with future clients while simultaneously creating space for mutual aid when they describe
individual accounts of stress and share responses and coping skills (Shulman, 2012; Toseland &
Rivas, 2012).
Newell and Nelson-Gardell (2014) recommend that social work curricula incorporate
self-care. The purpose of support and growth in these interventions meets this proposal by

providing resources for students to develop new coping strategies to prevent burnout in their
careers (Toseland & Rivas, 2012). Additionally, the insight gained through the mutual aid
process and group dialogue may help students “identify the signs and symptoms of [burnout
related] problems,” that researchers identify as important for graduates to know (Newell &
Nelson-Gardell, 2014).
Group Composition, Timing, and Structure:
Group Membership Selection
The individuals in the treatment group include six students enrolled in the University of
Montana’s Masters of Social Work (MSW) program. They were recruited for this intervention
because they are enrolled in a class that requires their participation in either a treatment or task
group (Toseland & Rivas, 2012). Utilizing fellow students as participants provides practice
opportunities for those with diverse interests, such as therapeutic groups and community
organizing. According to the course syllabus (Walker, 2015) those who chose to facilitate the
task group would participate in the treatment group. Students self-selected their membership
given the choice between treatment and task groups.
From a wider perspective, these MSW students have been selected to participate in a
treatment group due to the inherent risk factors associated with their educational program and
professional careers. Newell and Nelson-Gardell (2014) expand the idea that developing
Secondary Traumatic Stress (STS), burnout, and compassion fatigue is a risk not only for
practicing social workers, but for students in the profession, as well. In particular, the authors
consider how field placement experiences and exposure to case studies in class could adversely
affect students nascent to the field. Possibly new to the field of traumatic events and stories,
students may also be new to the idea of self-care and other ways to manage their reactions to the

educational material (Cunningham, 2004; Newell & Nelson-Gardell, 2014).
Considering that students learn about and practice in scenarios dealing with trauma
without also being providing adequate education on self-care, they may be particularly
vulnerable to developing conditions such as STS while in school and upon entering the field
(Knight, 2010; Newell & Nelson-Gardell, 2014). Newell & Nelson-Gardell (2014) have
recognized few resources on these topics exist for social work professionals. They recommend a
prevention-oriented approach by introducing self-care topics before students leave school. The
AAMSWS treatment group aligns with Newell and Nelson-Gardell’s (2014) recommendation
and seeks to educate, support, and provide growth for social work students.
Recruitment
The establishment of the AAMSWS treatment group was predetermined due to the
facilitators and members enrollment and affiliation with the University of Montana (UM); its
members consist of 1st year part time and 2nd year full time students in the MSW program.
Students enrolled in the required SW 525 Theory and Practice of Groups and Communities
course were afforded the opportunity to join their colleagues as facilitators of either a treatment
or task group. By choosing to facilitate the task group, the members were therefore assigned to
be participants of the treatment group.
Toseland and Rivas state that “the bond present in a group is based on the purpose for
which it is convened” (2012, p. 14). The intention of AAMSWS group is to educate, support and
provide growth in the areas of self-care, to prevent secondary traumatic stress (STS), compassion
fatigue and professional burnout. While this objective was determined by the facilitators of the
AAMSWS students and not the participants, the group members are united in their shared
investment in the professional field of social work. Hardcastle, Powers and Wenocur (2004)

argue that a group is formed from the necessity for collaboration with others in order to achieve a
common purpose, a process known as integration, rather than working alone, or differentiation..
The AAMSWS aims to work alongside each other to increase our “social capital…[as] created
by changes in people’s knowledge and abilities that enable them able to act in new ways”
(Compton, Galaway, & Cournoyer, 2005, p. 278).
The AAMSWS group, as with the larger UM MSW program, is founded on the belief
that we can aid one another’s personal and professional growth by “using the assets, resources,
and strengths available in the community” (Saleebey, 1999, p. 231). Therefore, should the
AAMSWS facilitators wish to continue in their mission to provide support to graduate students
in the social work program, the members would need to seek participants who would engage not
merely as passive recipients of information, but as active contributors. Such measures of
recruitment would include placing flyers throughout campus, particularly in the Jeannette Rankin
Hall, giving class presentations to undergraduate students of the BSW program intending to
enroll in the MSW program, as well as presentation in graduate level classes and seeking
referrals from professors. The group would need to secure a space to meet for the continuation of
the AAMSWS group.
Composition
The strategic plan of the University of Montana names diversity as one of its four core
values: “In its effort to enhance diversity, The University of Montana recognizes that particular
focused effort must be placed on including members of groups who have historically been
subject to discrimination and are still underrepresented in the campus community” (Brown,
2014). However, of the 2,260 graduate students enrolled in 2014, well over half the students,

1,540, identify as caucasian while only 395 identify as African American, Asian,
Hawaiian/Pacific Islander, Hispanic or Native American (University of Montana). In the fall of
2014, 923 men and 1,337 women were enrolled at the graduate level, 389 of whom were 24 or
younger, 1,711 were 25-49, and 160 were 50 and over (University of Montana).
The AAMSWS group is specifically comprised of UM graduates students in the Masters
of Social Work program. The group is open to all MSW students, though currently only
members of the SW 525 course are enrolled. Seven of the eight female facilitators are 2nd year
part time students, the other being a 1st year full time student. The participants are believed to be
seven females, one male, seven 1st year full time students and one 2nd year part time student.
The ethnic makeup is unavailable at this time.
Orientation, Contract, and Environment
The AAMSWS is a STS and burnout prevention group that will specifically focus on
developing coping skills, practicing mindfulness and promoting self-care. There is a
confidentiality contract that must be signed for members to participate (Appendix A; Psychology
Department, West Chester University, 2015). The group will meet one time per week for a total
of five weeks, with eight separate 30 minute sessions. Some weeks will have up to three sessions
in one day, while other weeks will have just one session. The sessions will always be held on
Friday afternoons between 1pm and 5pm in the Gallagher Business Building room 226, although
each session’s facilitator has the opportunity to move the group to a different location such as
another room in the Gallagher Business Building or outside. No childcare, transportation or
financial arrangements will need to be made considering the group will be meeting during a time
that has already been allotted for class. Following is a description of each session:

The first session will address informed consent, including how to maintain confidentiality
and what potential risks and benefits are entailed in group participation (American Group
Psychotherapy Association, 2007). The facilitator will open a discussion for setting ground rules
and group goals, suggesting that everyone to be committed to a culture of support through
empathy, listening, sharing, and learning as a means of creating a “culture of work” (AGPA,
2007; Corey, 2012; Shulman, 2012, p. 25). The discussion will gather participants’ comfort
levels with self-disclosure, such as personal reactions, feelings, and stories they choose to
contribute (Corey, 2012). Additionally, participants will discuss their preference on receiving
feedback, such as reactions from the facilitator and other group participants (Corey, 2012).
Session two will focus on how to take care of oneself during the winter months in
Montana. The group will explore the signs and symptoms of Seasonal Affective Disorder (SAD)
and the “winter blues.” A person who is diagnosed with SAD typically has recurrent depressive
episodes that most commonly occur during the fall and winter months, although some people
experience SAD during the summer months (Partonen, 1998). These symptoms usually do not
require hospitalizations, nor do they typically require psychotropic drug intervention, but are best
treated with light therapy (Partonen, 1998). Discussion will also focus on how to prevent and/or
combat SAD symptoms. The session will include an opportunity for members of the group to
share what helps them stay energized throughout winter.
A circle of chairs will be formed in the classroom with all members facing each other,
and if possible, we will situate near the large windows so that we can incorporate that day’s
weather into the discussion. Each person in the group will be provided with the Seasonal Pattern
Assessment Questionnaire so that each person can decipher for themselves what symptoms may
or may not be present (Ennis, 2004). This questionnaire will not be used to diagnose, nor will

group members be encouraged to share results, but rather to help each member further
understand what the symptoms of SAD are and how much the symptoms may or may not be
interfering with each group member’s functioning.
Session three will focus on the importance of relaxation in maintaining healthy coping
skills to combat emotional and behavioral problems which lead to increased stress levels
(Zastrow, 2008.). Coping skills refer to “the specific efforts, both behavioral and psychological,
that people employ to master, tolerate, reduce, or minimize stressful events” (Taylor, 1998). The
facilitator will provide education about three techniques for relaxing: progressive muscle
relaxation, guided imagery and deep breathing. “A stress-reduction intervention that consists of
systematically tensing and relaxing various muscle groups from head to feet” (Dolbier & Rush,
2012) is known as progressive muscle relaxation (PMR). During PMR, participants are asked to
focus on the sensation of tensing and relaxing their muscles which can later be recalled without
generating tension (McCallie, Blum & Hood, 2006). Guided imagery is a “mind-body relaxation
technique” in which participants are helped to “exert active control over the focus of
attention…[to] invoke a comforting image” (Watanabe, Fukuda, Hara, Maeda, Ohira & Taro,
2006, p. 60). Deep breathing as a treatment “has been shown to decrease stress and neuroticism”
(Jerath & Barnes, 2009, p. 3) by focusing attention to the pace and depth of one's breathing.
The session will begin with the facilitator and participants in their chairs in a circle
formation. The facilitator will provide handouts regarding the three relaxation techniques. After
the participants have received information on the techniques, they will have an opportunity to
select one of the three techniques to practice as a group; at this point the participants will be
invited to get in a comfortable position, whether sitting or lying down. “Because participants
become very relaxed, it is advisable to do relaxation exercises at the end, rather than beginning,

of classes, workshops, and therapy sessions” (Zastrow, 2008, p. 93). Therefore, relaxation will
conclude this session of the treatment group.
Session four will present Dialectical Behavioral Therapy (DBT) skills, which are helpful
in regulating difficult emotions during stressful situations (Linehan, 1993a). DBT was originally
developed by Marsha Linehan as a treatment approach for people experiencing symptoms of
Borderline Personality Disorder and/or people with frequent suicidal or self injurious behaviors
(Linehan, 1993a). Recent studies have demonstrated that DBT skills are effective interventions
in numerous populations such as domestic violence survivors and emotionally dysregulated
college students (Fruzzetti, Iverson & Shrenk, 2009; Rizvi & Steffel, 2014).
Members will sit in a circle, arranged on the left side of the room, to facilitate open group
discussion. All materials will be provided by the facilitator and will include an example of a self
soothe box (herbs, colorful stones, tea packet, bell & picture) that will be passed around for
members to gather some ideas about what tools they might incorporate to practice self soothe in
the future. As the facilitator already has all of the necessary items no financial cost will be
incurred.
Session five is a treatment group that will start with a DBT Mindfulness tool called One
Mind (Zastrow, 2015, p. 604) to set the stage to explore an Existential Approach (Cory, 2012).
With this approach the group will explore how to create more self-awareness and meaning
(Corey, 2012) in graduate school by using journaling (Flinchbaugh et al, 2012) to explore how
social work students care for themselves and prevent stress while in school. The group will
explore ideas of self-care with guided writing and sharing experiences. The purpose of the group
is to learn mindfulness to focus and create more meaning by writing. The group will explore and
share the ways graduate students cope and thrive while pursuing MSW.

Session six is a treatment group focused on academic related stress reduction and self-
care for students and social work professionals. The group will utilize the principles of
mindfulness. “Mindfulness is the English equivalent of Pali words sati and sampajanna, which
as a whole can be translated as awareness, circumspection, discernment, and retention. Bhikkhu
Bodhi, Theravadin scholar and monk, integrated these multiple definitions of mindfulness as
meaning to remember to pay attention to what is occurring in one’s immediate experience with
care and discernment (Wallace & Bodhi, 2006). … mindfulness is both a process (mindful
practice) and an outcome (mindful awareness).” (Carlson, L., Austin, J., & Freedman, B. 2006)
The Mindfulness group will sit in a circle and will be broken into a 2 minute ice breaker
(recapping a discussing the previous group topic and experience), a 10 minute Psychoeducational
session of the practice of mindfulness, followed by a 5 minute, recorded, mindfulness relaxation
exercise, and finish with a 10 minute question and answer debriefing.
Session seven will offer an intervention informed by Appreciative Inquiry (AI) that will
increase students’ personal capacity to “generate his or her role anew through inner work and an
inside-out orientation” (Hart, Conklin & Allen, 2008). AI is a strengths-based approach to
organizational development that explores what gives life to human systems when they operate at
their best (Fieldhouse & Onyett, 2012). AI asserts that a dialogue about strengths or successes is
itself transformational: interaction is the starting point for change. As an intervention for
individuals, AI has been used in the contexts of leadership development (Hart et al, 2008) and
healthcare (Moore & Charvet, 2007) to improve generativity.
Erik Erikson first defined generativity as a developmental struggle against stagnation,
which Slater (2003) further defines as occurring at the intersection of society and the human life
cycle. Paranjpey (2013) describes five aspects of generativity: curiosity, hope, self-efficacy, and

positive affect. Social work students vulnerable to compassion fatigue, STS and professional
burnout are especially at risk for compromised generativity, expressed as a prolonged response to
chronic emotional and interpersonal stressors (Maslach, Schaufeli, & Leiter, 2001). This session
will use narrative and interview techniques to develop students’ own best practices for self-care.
Session eight will cover the area of professional resilience and goal setting. Professional
resilience is the balance kept between occupational stress and life trials (Love, Hagberg, &
Dellve, 2011). The focus of the group is on maintaining professional values and avoiding or
combating burnout. Burnout is the consequences of severe stress experienced by people working
in the “helping” professions; also commonly known as “compassion fatigue” (Pubmed, 2013).
One strategy for professional resilience is effective goal setting. The group will focus on peer-
supported goal setting, as well as shared experiences dealing with successes and obstacles.
Group goal setting and brainstorming performance are used to increase group identification.
The professional resilience and goal setting group will concentrate on long term priority
goal setting as it pertains to maintaining good mental health while at work or performance at a
practicum while in graduate school. The focus will be to set achievable, realistic goals that will
enhance self efficacy during times of high stress. This group is the last in a series of support
groups and will also be responsible for terminating the group process. Concluding comments will
guide participants along their journey to maintaining good mental health while they are no longer
meeting together. The group will function as a peer supported group that will incorporate the free
falling (Toseland & Rivas, 2012) method. Through shared experiences and brainstorming the
group will be supportive of each others’ obstacles and successes. Finally, the group will provide
a framework for appropriate goal setting that will be reasonable for each member to achieve on a

daily or weekly basis to aid them in maintaining a healthy balance between occupational stress
and life trials (Love, Hagberg, & Dellve, 2011).
Conclusion
Burnout affects the quality of a social worker’s mental and physical health, the health of
their relationships, and their job performance (Maslach, Schaufeli, & Leiter, 2001). Newell and
Nelson-Gardell (2014) recommend that curriculum for students of social work incorporate self-
care as a preventive intervention. Self-care, through mutual support, within a group setting has
proven valuable in the reduction of stress among MSW students (Napoli and Bonifas, 2011). The
AAMSWS treatment group will provide eight sessions of psychoeducational treatment to a small
experimental group of MSW students. A series of treatment methods designed to improve
relaxation and personal generativity as well as self-efficacy and group identification will expose
participants to coping skills for preventing burnout and managing secondary trauma stress.
Through these interventions, participants as well as the AAMSWS will gain experience and
perspective about the content as well as the context of treatment group processes.

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Appendix
Agency of Associated MSW Students (AAMSWS)
Members Statement of Confidentiality

The information that group members share in group therapy is private. What’s said in group,
stays in group. This is a learning group for class SW 535. Please have respect for one another’s
privacy in the following ways:
· Don’t tell other’s private information shared in group to family, friends, spouses, or
anyone else who is not a member of the AAMSWS.
· Please do not talk about the contents of this group where anyone else who is not apart of
this group could be overheard by other’s NOT in the group
· We will not release any information without your consent, unless it’s a medical
emergency.
By signing below, you agree that you understand this contract of confidentiality and agree to it.
Signature of Student _____________________Date_________________
Signature of Instructor____________________Date_________________

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