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Social group work is a primary modality of social work in bringing about positive change. It is defined as an educational process emphasizing the development and social adjustment of an individual through voluntary association and use of this association as a means of furthering socially desirable ends.
The group work has to be carefully planned and frequently requires a facilitator to ensure group progress. In addition, the group function and the learning that takes place needs to be assessed and evaluated. In important part of this process is planning purposeful questions and getting students to talk to each other and within the class. [6]
Teachers have the power to make group time more effective and enjoyable for all involved. It also has roots in social group work and in solution focused therapeutic approaches. Murray White was the first British author to publish a book on circle time, and his Magic Circles raised the profile and popularity of circle time during the 80s.
Conflict is an inevitable part of this process. The group's task at Stage 2 is to develop a unified set of goals, values, and operational procedures, and this task inevitably generates some conflict. Conflict also is necessary for the establishment of trust and a climate in which members feel free to disagree with each other.
Social group work and group psychotherapy have primarily developed along parallel paths. Where the roots of contemporary group psychotherapy are often traced to the group education classes of tuberculosis patients conducted by Joseph Pratt in 1906, the exact birth of social group work can not be easily identified (Kaiser, 1958; Schleidlinger, 2000; Wilson, 1976).
By the end of the 1950s, studies such as Sherif's led to the reasonable conclusion that social influence in groups leads group members to converge on the average judgment of the individual members. As a consequence, it was a surprise to many social psychologists when in the early 1960s, evidence appeared that group decisions often became more ...
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The process begins by designating one student from each group to begin by asking one of their questions to the other. Once the two students discuss the question, the other student ask a question and they alternate accordingly. During this time, the teacher goes from group to group giving feedback and answering questions.
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