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Fundamental Units in Social and Human Services

This course explores research work, group dynamics, and interaction between units in the social and human services field. Topics include disciplinary research, policy research, evaluative research, and effective group development. The course also covers the different types of groups and their goals, as well as the group life cycle and evaluation.

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Fundamental Units in Social and Human Services

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  1. FUNDAMENTAL UNITS IN SOCIAL AND HUMAN SERVICES P2 DR. SA’ODAH BINTI AHMAD JPMPK, FEM, UPM

  2. TOPICS TO BE DISCUSSED 1. Research Work – Case Study 2. Group Work 3. Interaction Between Units

  3. RESEARCH WORK – CASE STUDY Important in SHS to generate new knowledge and evaluate practice methods to ensure that client systems are understood and adequately served. Refers to any discipline strategy of inquiry and Sometimes equated with the gathering of facts Three specific types of research: Disciplinary. Policy. Evaluative.

  4. DISCIPLINARY RESEARCH Is the research to expand or modify the understanding of social, political, economic and psychological processes so that social behaviour can be explained. Begins with paradigm or perspective to analyse a particular topic. Sometimes the research process begins with observations.

  5. POLICY RESEARCH Is a specialised form of inquiry whose purpose is to evaluate the reliable and relevant knowledge for public officials and others in the government. Is structured to identify, assess and evaluate public strategies used to produce end results.

  6. EVALUATIVE RESEARCH Is to review the literature generally available. Measures the extent to which a program attains its goals. Evaluates the effectiveness of the direct work of workers with clients. Specifically: Identifying goals. Formulate operational definitions. Demonstrate a causal connection.

  7. GROUP WORK A process and activity that seek to stimulate and support more adaptive personal functioning and social skills of individuals through structured group interaction. The development of effective skills in communication & effective problem solving technique is the goal of group work experience.

  8. TYPES OF GROUPS Generally, groups may be classified in terms of a specific purpose. The common types of groups are : Recreational skill groups. To provide for members’ entertainment, enjoyment and experience.

  9. RECREATIONAL SKILL GROUPS To promote development of skills within a recreational or enjoyment context. Tasks are emphasized and instruction is provided by the resource person for example, a coach. Examples: Sport groups such as basketball and football.

  10. CONTINUE Educational Groups To transmit knowledge and enabling members to acquire more complex skills Examples: Language groups such as English, Japanese language groups. Socialization groups To stimulate behaviour change, increase social skills, self-confidence and encourage motivation. Examples: Motivational groups.

  11. CONTINUE Self-help groups. To resolve a personal or social problems. Examples: Alcoholics anonymous group, Kelas Bekas Penagih. Therapeutic groups Consists of individuals who have difficulty in dealing with emotional problems associated with divorce, alcohol and drug related problems, parent-child relationships problems and others.

  12. CONTINUE Encounter groups. To assist individuals in developing more self-awareness & interpersonal skills. Many different titles of this group: Training groups, sensitivity groups and personal growth groups.

  13. EFFECTIVE GROUP DEVELOPMENT Achievement of group outcomes depends on: Purposefulness: establishment of specific goals, objectives, direction or intent of the group. Leadership: maintenance of group focus and integrity, maximum participation of members. Selection of group members: facilitatesgroup cohesion and performance. Size of group: determine by purpose.

  14. SOCIAL WORK AS A PRACTICE SW include principles of social work practice in the change process: Assure members’ dignity and worth. Develop group’s purpose and roles. Assess individual/whole group problems, needs and support. Develop group identity – unique character, relationship, needs. Develop communication – expression of feelings and emotions permitted.

  15. DISCIPLINARY RESEARCH Plan and implement group activities for constructive interaction, assessment, advancement of group’s purpose. Prepare for termination.

  16. GROUP LIFE CYCLE Beginning. Basic orientation and getting acquainted – honeymoon period. Norm development. Establishing ground rules for operation, beginning level of trust among group members. Conflict phase. Members asserting individual ideas. Question group’s purpose . Suggesting to leave the group or disband group.

  17. CONTINUE Relationship phase. Replace initial conflict with acceptance. Work through conflicts. Deepening relationships. Sharing leadership, task and trust. Termination Ending of group. Recognition of the ending of group experience and personal growth.

  18. EVALUATION Pertinent to professional practice. Focus: Extent to which group objectives are met. Ongoing or total group process (at the termination stage). Activities and behaviours related to group performance.

  19. CONTINUE Group factors related to personal/group goals and objectives – leadership, resources, changes in group members etc. Basis for efficiency and better quality of services - maintain rigorous evaluative standards.

  20. TERMINATION When the establishment groups purposes are achieved. Related to meeting group goals and members personal goals. Group aborted due to: Unattainable goals. Dysfunctional behavior of one or more group members disrupt group’s activities

  21. CONTINUE Conflict is typical in group development. How conflicts are addressed is important to individual/ group’s growth and how well the group handles termination. Worker must be sensitive to needs of group member at time of termination. Worker must assist group members in phasing out their attachment to the group.

  22. INTERACTION BETWEEN UNITS The Relationship Between Helpers and Clients: The process of helping is client orientated as the helper focuses on assisting clients meet their needs. Human service helper personal interaction with client and their ability to use professional skills to establish a relation: apply their problem solving skills to address the needs of their client.

  23. CONTINUE Some of the helpers may not able to meet all the client’s needs, but they did work actively to connect their clients with other human service agencies.

  24. SOCIAL WORK NETWORKING Networking is one way that service providers work together to serve clients. Human service is often called the human service umbrella: involved either directly or indirectly in promoting and reinforcing satisfying, healthy living and community cohesiveness.

  25. CONTINUE Human service umbrella: As a “bridge” to narrow the gap between people and systems. Another bridging responsibility is to link human services agencies.

  26. CONTINUE

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