SCHOOL OF BEHAVIOURAL SCIENCES SOCIAL WORK ASSIGNMENT COVER PAGE / WERKOPDRAG DEKBLAD Course / Kurusu’s
SCHOOL OF BEHAVIOURAL SCIENCES
ASSIGNMENT COVER PAGE / WERKOPDRAG DEKBLAD
Course / Kurusu’s:B. SOCIAL WORK
Module Code / Kode:BSWP 321
Lecturer / Dosent:DR. J STEYTLER
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Declaration and Plagiarism
I, Mofokeng S.M student number 25419099 hereby declare that this assignment/POE/report is my own work. I did not copy any information from any other student. Where I included information from any source, I acknowledged it in the correct way, according to the latest APA QUOTING SOURCES. The bibliography has been compiled correctly at the back of the assignment.
Moreover, I am not guilty of plagiarism.
I understand that if I have been dishonest in any way, I can obtain zero/naught for this assignment, without being granted a second opportunity. I further understand that this might lead to disciplinary action against me.
Signatures: S.M Mofokeng Date 07 August 2018
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Contents TOC o “1-3” h z u 1.IDENTIFYING PARTICULARS PAGEREF _Toc521410066 h 41.1 Name of the institution/ where the group work services will be delivered PAGEREF _Toc521410067 h 41.2 Name of social workers or contact person PAGEREF _Toc521410068 h 41.3 Name of the group PAGEREF _Toc521410069 h 41.4 Nature of the group (i.e. age, gender and members context) PAGEREF _Toc521410070 h 41.5 Venue where the group meetings will take place. PAGEREF _Toc521410071 h 51.6 Duration of the meetings PAGEREF _Toc521410072 h 51.7 Dates of the meetings PAGEREF _Toc521410073 h 51.8 Number of the group meeting PAGEREF _Toc521410074 h 51.9 Number of members PAGEREF _Toc521410075 h 61.10 Open and closed group PAGEREF _Toc521410076 h 62.NEEDS ASSESSMENT PAGEREF _Toc521410077 h 63.EVALUATION/ASSESSMENT PAGEREF _Toc521410078 h 74.DETERMINATION OF GOAL STRUCTURE PAGEREF _Toc521410079 h 74.1 Aims PAGEREF _Toc521410080 h 75.TYPE OF GROUP PAGEREF _Toc521410081 h 86.PROGRAMME MEDIA PAGEREF _Toc521410082 h 87.COMPOSITION OF GROUP PAGEREF _Toc521410083 h 98.BUDGET PAGEREF _Toc521410084 h 99.PREPARATION OF MEMBERS PAGEREF _Toc521410085 h 910.PREPARATION OF (as in planning report prior to the beginning of the group process) PAGEREF _Toc521410086 h 10INDIVIDUAL REPORTS PAGEREF _Toc521410087 h 11REFERENCING PAGEREF _Toc521410088 h 11
PLANNING REPORT: Park Ridge Primary School: Anti – Bullying Programme
1.1 Name of the institution/ where the group work services will be deliveredThe student social worker will be rendering services group work at Park Ridge Primary school.
1.2 Name of social workers or contact personThe name of the student social worker is Ms Sara Mofokeng and the school contact person is Dr Wendy Butterbean who is the school principal.
1.3 Name of the groupThe name of the programme is child-focused an Anti – Bullying Programme, however, the student group name will change since the student social worker will give the group members the opportunity to name the group.
1.4 Nature of the group (i.e. age, gender and members context)The student will be using the strength perspective, and the strength perspective is one of the perspectives that put more focus on an individual strength and it doesn’t emphasise that the worker put more attention on the weaknesses Teater (2014). The worker will utilize the strength perspective to identify the capabilities of members. The programme will empower members to know and understand what is bullying and provide them with the skills to identify conflict and bullying situation. Members will also learn about the different ways in which they can handle bullying when they find themselves experiencing bullying situation or witnessing a fellow student being bullied.
The group members are between the age of 11 to 12 years and it has three females members and one male member, three of the members of the group are Sesotho speaking and one member speak isiZulu.
1.5 Venue where the group meetings will take place.The group meetings will take place at Park Ridge Primary school and the sessions will be conducted in the playgrounds of the school on the benches.
The student social worker will also have an alternative venue that will be chosen by members of the group, the spot that they feel comfortable with.
1.6 Duration of the meetingsThe group work sessions will be an hour from 13:00 to 13:55, this is because the group members have other school commitment
1.7 Dates of the meetingsDATE SESSION TOPIC
01/08/2018 1 Introduction /Orientation
08/08/2018 2 What is bullying
15/08/2018 3 Difference between conflict and bullying
22/08/2018 4 Different types and ways of bullying
29/08/2018 5 Why people are being bullied
05/09/2018 6 What are the sources of bullying behaviour
12/09/2018 7 The effects of bullying
19/09/2018 8 Cyberbullying and explanation and closing the group.
1.8 Number of the group meetingThe group leader will be conducting eight sessions which will happen for a period of eight weeks, there will be one session per week this will assist the group members to process information presented to them from the previous session.
1.9 Number of membersThe total membership of the group is four, three females and one male.
1.10 Open and closed groupThe group will be a closed group, because there 8 sessions and each will be utilized to cover a different topic, and according to Rivas and Toseland 2014 “the closed group begin and end with the same membership and frequently it meet for a predetermined number of sessions” (p.180).
The student social worker believes that it is good to have closed group since each session we will be covering the new topic and if the group can be open group, the new members will be confused and they will lose out the vital information presented the previous session and this may cause a delay for the student social worker to monitor progress and effectiveness the work done on members.
NEEDS ASSESSMENTThis kind of a programme has a need in our schools and communities and it was identified by Dr Steyn who previously worked with victims and perpetrators of bullying, she then realised that this is a growing epidemic and she realised that something needs to be done to educate and empower school children from primary school to help them understand what bullying is and what are the negative effects bullying has on the victim. Dr Steyn worked jointly with Dr Adlem and designed an Anti-bullying programme in which they train the third year NWU Vaal social work students (Steyn & Adlem, 2016).
According to the student social worker assessment that was conducted on the 1st of August 2018 at Park Ridge Primary school the student identified that learners need to learn about the following topics:
Why are people being bullied?
What are the sources of the bullying behaviour?
The effects of bullying
EVALUATION/ASSESSMENTThe student social worker will be utilizing the evaluation forms to monitor the progress and effectiveness of the programme in each session.
DETERMINATION OF GOAL STRUCTURE4.1 AimsFirstly, the aim is to get learners to understand and educate them about the types of bullying and the difference between conflict and normal conflict.
Secondly, to get members to learn the different ways that they can use to handle a bullying situation.
Session 1 Introduction
Creating group norms
Session 2 What is bullying?
Session 3 The difference between normal conflict and bullying
Session 4 Discuss different ways of bullying
Create a definition for bullying
Session 5 Why people are bullying
Session 6 What are the sources of bullying behaviour
Session 7 The effects of bullying
Session 8 Defining Cyberbullying
Closing / ending the group.
TYPE OF GROUPThe group will be the treatment group and according to (Nicholas, Rautenbach & Mainstry 2010) treatment group can be explained as a group where members are attached by their mutual needs and situations, in treatment groups, roles develop through interaction among members. The communication patterns in these groups are open and members are encouraged to interact with one another. Under treatment group, we have other sun groups such as support groups and educational groups to mention few.
In this programme, the student social work focuses on educational group whereby she will be teaching grade six learners about what bullying is and how they can help themselves and others and from being bullied. The student will use educative videos and sources with information on bullying to assist learners in learning more about bullying and effective measures that they can use to stop bullying.
PROGRAMME MEDIASessions Programme Functions
Session 1 Contacting -To set norms of the group
Session 2 Toilet paper roll
Hand-out on what is bullying and why we bully? – Icebreaker
– To assist in bettering understanding on the topic
Session 3 Hand-out on the difference between bullying and conflict -To learn the difference between bullying and conflict
Session 4 Discuss different ways of bullying ( play video) To enhance understanding of bullying.
Session 5 How to identify a bullying situation (play video) To demonstrate to learners real bullying situations
Session 6 What are the sources of bullying behaviour To help learners identify things that can cause a bullying behaviour
Session 7 The effects of bullying Educate learners about the harm that can be caused by bullying
Session 8 Hand-out on cyberbullying
Pen and Paper
Closing the group work Discussion about cyberbullying and answering questions
Closing and ending of the group
COMPOSITION OF GROUPThe student social worker didn’t select the group Dr Wendy Butterbean and Dr J. Steytler grouped learners and allocated the groups to the student social workers. The group consists of grade learners and they are from grade 6 Q, its three female members and one male member.
BUDGETItem description Total
Sweets and Stationery R150
Total budget R1100
PREPARATION OF MEMBERSMembers were prepared by Dr Wendy Butterbean the Park Ridge primary school principal.
PREPARATION OF (as in planning report prior to the beginning of the group process)
The social worker has to prepare for topics of each session to deliver competent services to the group.
The worker always prepares herself emotionally by using positive self – talk and taking a deep breath when she feels that she about to lose a focus during self-preparation for the session.
For the student to be prepared mentally, she is always trying to get enough sleep to allow her mind to relax in order to generate energy to do well in her daily routines. The student also joined a slater fitness programme in order to keep herself healthy physically, emotionally and mentally.
The student social worker to keep personal issues that may affect her from delivering productive services to learners.
The student has to practice centering and it involves forming one’s personal thoughts, feelings and physical sensations so that they don’t interfere with the presentation of professional obligations (Cournoyer, 2014). The worker believes that preparing beforehand will help for sessions to go smooth and the worker will be able to see if the group is progressing effectively (Toseland ; Rivas, 2014).
INDIVIDUAL REPORTSThe worker will be writing the process notes after each session in order to monitor the growth of each member and will provide each member with evaluations forms to evaluate the session at the end of each of the 8th sessions in order to measure the effectiveness of the group work programme (Toseland ; Rivas, 2014).
Signature : S.M Mofokeng DATE: 07 08/2018
REFERENCINGAdlem, A.G. ; Steyn, Y. (2016). Child-focused COP: Anti-Bullying Programme. NWU Vaal: Social work department.
Cournoyer, B. R. (2014) The Social Skill Workbook. 7th ed. Belmont: Brooks/Cole
Nicholas, L., Rautenbach, J. ; Mainstry, M. (2010). Introduction to Social Work. Cape Town: Juta Company
Teater, B. (2014). An introduction to applying social work theories and methods. (2nd Ed.). Berkshire; Open University Press.
Toseland, R.W. ; Rivas, F.R. (2014). An introduction to group work practice. (7th Ed.). Boston: Pearson.