Unit rationale, description and aim

Social workers work in groups and teams to design and implement social work services and programs. Social workers also develop and deliver group programs for clients. Social workers need to be competent in planning and facilitating groups to achieve effective client outcomes. This unit focuses on the theoretical models and skills for social work intervention in groups in a range of settings and contexts. The theory examined and critically appraised includes, models of group stage and progression, group dynamics, psycho-education groups, mutual aid groups, concepts of group care, counselling groups, principles for effective team work and solution focused group work applied to a variety of practice contexts and with diverse populations. The experiential component requires students to plan a group program and participate in leading and facilitating groups. Students will select a specific population group or context for application of models for group work intervention from the following: aged; Aboriginal and Torres Strait Islander peoples; corrections; cultural and linguistic diversity; disability; health; income security and poverty; mental health and rural and remote. The aim of this unit is to provide students with knowledge and skills in group work, a key area of social work intervention, including an understanding of the benefits of group work, knowledge for running groups effectively, and skills in planning and facilitation of groups.  

This unit is one of four social work professional skills units. To meet AASW accreditation criteria, 100% attendance is required.

2026 10

Campus offering

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  • Term Mode
  • ACU Term 2Online Unscheduled

Prerequisites

SWTP620 Social Work Theories, Context and Fields of Practice AND SWTP622 Social Work with Individuals

Learning outcomes

To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.

Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.

Explore the graduate capabilities.

Demonstrate understanding of social work group pro...

Learning Outcome 01

Demonstrate understanding of social work group processes, methods and theories
Relevant Graduate Capabilities: GC1, GC3, GC7, GC9

Apply high level oral and written communication sk...

Learning Outcome 02

Apply high level oral and written communication skills to plan and conduct a social work group program
Relevant Graduate Capabilities: GC2, GC4, GC6, GC10, GC11

Critically evaluate the efficacy of various models...

Learning Outcome 03

Critically evaluate the efficacy of various models and techniques for group based intervention applied with specific groups of vulnerable people and with groups of people from diverse cultural backgrounds
Relevant Graduate Capabilities: GC7, GC8, GC9, GC12

Critically reflect on the therapeutic use of self,...

Learning Outcome 04

Critically reflect on the therapeutic use of self, the impact of personal values, and the applicability of professional ethics and values in a variety of group work contexts
Relevant Graduate Capabilities: GC2, GC3, GC5, GC7, GC8

Content

Topics will include: 

Theories Relevant to Social Work with Groups

  • Group norms, power dynamics, leadership styles
  • Communication (verbal and non-verbal)
  • Cohesion, conflict, and group change theories


Types of Groups

  • Diverse and vulnerable populations
  • Self-help, family, task, educational, and treatment groups
  • Groups with involuntary clients


Group Processes

  • Goals, dynamics, and rules
  • Group formation and recruitment
  • Open vs. closed groups
  • Managing behaviour, process/content balance, and ethical considerations


Stages of Group Development

  • Beginning Phase: Building trust, establishing norms, and starting techniques
  • Middle Phase: Member issues, authority, conflict resolution, and resistance
  • Ending Phase: Emotional processing, evaluation, closure, and future planning


Group Intervention Models

  • Problem-solving and decision-making models
  • Strengths-based approaches
  • Managing resistance and motivational interviewing


Assessment strategy and rationale

This unit has three assessment tasks. Assessment focuses on foundation groupwork knowledge. Assessment 2 and Assessment 3 are designed to offer contemporary, real-world practice opportunities. Students will engage with relevant literature, group work theories and apply these in the development of groupwork skills.

  • Assessment 1 is a short answer quiz to ensure student engagement in foundational knowledge prior to the application of skills in face-to-face classes.
  • Assessment 2 task requires students to demonstrate their ability to plan, collaborate, deliver and reflect on a group work session.
  • Assessment 3 requires students to consolidate their learning via a written proposal for a group program.


To pass the unit, students must demonstrate that they have achieved each learning outcome, attended the compulsory in-person classes, and obtained a total mark of 50% in the unit as the minimum standard.

Overview of assessments

Assessment 1: Online Quiz To assess students’ k...

Assessment 1: Online Quiz To assess students’ knowledge of core concepts and theories for social work with groups. 

Weighting

20%

Learning Outcomes LO1

Assessment 2: Facilitation Skills & Reflecti...

Assessment 2: Facilitation Skills & Reflection Assessment: Enables students to facilitate a simulated group session and critically reflect on group content and process. Simulated Group Session reflection. 

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4

Assessment 3: Submission for a Group Proposal : ...

Assessment 3: Submission for a Group Proposal: Enables students to present a proposal that advocates for a group program to meet client needs.

Weighting

40%

Learning Outcomes LO1, LO2, LO3, LO4

Learning and teaching strategy and rationale

This unit involves 150 hours of a combination of lectures, online learning materials, tutorials and self-directed learning. Learning activities include reading, individual research, small group and class discussions.

ON CAMPUS

Online resources will detail group work theories, leadership styles and strategies to manage challenges that arise. Face-to face tutorials will entail authentic application of group work models and approaches to scenarios encountered in social work practice. This provides students with experience as a participant in groups, as well as opportunity to develop and demonstrate facilitation skills. 100% attendance in person at weekly classes is required.

ONLINE

Online resources will detail group work theories, leadership styles and strategies to manage challenges that arise. The 5-day on-campus intensive will entail authentic application of group work models and approaches to scenarios encountered in social work practice. This provides students with experience as a participant in groups, as well as opportunity to develop and demonstrate facilitation skills. 100% attendance in person at the 5-day intensive is required. 

Graduate Attributes and the Practice Standards (ASWEAS, 2024)

This Unit has been mapped to the ACU Graduate Capabilities and the Graduate Attributes and the Practice Standards (ASWEAS, 2024) . The following table sets out the broad relationship between the Learning Outcomes, Graduate Attributes and the Graduate Attributes and the Practice Standards (ASWEAS, 2024).

  • Relating to

    Conduct themselves according to the values, principles and guidelines of the AASW

    Code of Ethics 2020

    Relevant learning outcomeLO4

  • Relating to

    Have a clear sense of accountability for their actions and accept responsibility for the

    decisions they make and their professional actions

    Relevant learning outcomeLO4

  • Relating to

    Recognise and take responsibility for what is within their power, control or

    management

    Relevant learning outcomeLO4

  • Relating to

    Can articulate the ethics underpinning their approach to decisions and actions

    Relevant learning outcomeLO4

  • Relating to

    Conduct their approach to practice respectfully and inclusively with regard to culture

    and diversity

    Relevant learning outcomeLO3

  • Relating to

    Apply an intersectional lens in their approach to complexities around culture and

    diversity

    Relevant learning outcomeLO3

  • Relating to

    Respectfully engage with people who have culturally diverse identities

    Relevant learning outcomeLO3, LO4

  • Relating to

    Adapt and modify their practice on the basis of a critical awareness of how their

    personal values, cultures and beliefs impact on their interactions with people

    Relevant learning outcomeLO4

  • Relating to

    Practise within a professional knowledge framework informed by a critical

    understanding of contemporary social work theory and research

    Relevant learning outcomeLO1

  • Relating to

    Work from a clearly articulated framework for reflective practice

    Relevant learning outcomeLO4

  • Relating to

    Recognise, and use responsibly, the power and authority they have when exercising

    professional judgement affecting people

    Relevant learning outcomeLO4

  • Relating to

    Critically assess the quality and veracity of all relevant information to support their

    decisions

    Relevant learning outcomeLO2

  • Relating to

    Monitor, evaluate and review their skills, knowledge and expertise

    Relevant learning outcomeLO4

Representative texts and references

Representative texts and references

Australian Association of Social Workers (2020) Code of ethics. AASW: North Melbourne.

Australian Association of Social Workers (2023) Practice standards. AASW: North Melbourne.

Baird, S. L., & Alaggia, R. (2021). Trauma-Informed Groups: Recommendations for Group Work Practice. Clinical Social Work Journal, 49(1), 10-19. https://doi.org/10.1007/s10615-019-00739-7 

Corey, M., CoreyG. & Corey, C. (2014). Groups: process and practice (9th ed.). Brooks/Cole.     

Dudgeon, P., Milroy, H., & Walker, R. (Eds.) (2014). Working together: Aboriginal and Torres Strait Islander mental health and wellbeing principles and practice. (2nd ed.). Commonwealth of Australia. http://aboriginal.telethonkids.org.au/kulunga-research-network/working-together-2nd-edition-(1)/ 

Goodrich, K. M., & Luke, M. (2020). Group Work in Challenging Times. The Journal for Specialists in Group Work45(4), 273–276. https://doi.org/10.1080/01933922.2020.1825294

Lindsay, T. & Orton, S. (2014), Groupwork practice in social work (3rd ed.). Learning Matters. 

McCarthy, C. J., Bauman, S., Choudhuri, D. D., Coker, A., Justice, C., Kraus, K. L., … Shaw, L. (2021). Association for Specialists in Group Work Guiding Principles for Group Work. The Journal for Specialists in Group Work, 47(1), 10–21. https://doi.org/10.1080/01933922.2021.1950882

Michalski, E., & Smith, S. J. (2023). The use of mindfulness in group work. Social Work with Groups47(4), 303–316. https://doi.org/10.1080/01609513.2023.2257755

Watts, R. (2020). Making groups work: Rethinking practice. Routledge.

Zastrow, C., & Hessenauer, S. L. (2019). Social work with groups : comprehensive practice and self-care (Tenth edition). Cengage.

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