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MSW-008: Social Group Work: Working with Groups

MSW-008: Social Group Work: Working with Groups

IGNOU Solved Assignment Solution for 2023-24

If you are looking for MSW-008 IGNOU Solved Assignment solution for the subject Social Group Work: Working with Groups, you have come to the right place. MSW-008 solution on this page applies to 2023-24 session students studying in MSW, MSWC courses of IGNOU.

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Assignment Code: MSW-008/TMA/2023-24

Course Code: MSW-008

Assignment Name: Social Group Work: Working with Groups

Year: 2023-2024

Verification Status: Verified by Professor

Note: (i) Answer all the five questions.

(ii) All questions carry equal marks.

(iii) Answers to question no. 1 and 2 should not exceed 600 words each.

Q1) What is social group work? Discuss the process of group formation.

Ans) Social group work involves facilitating groups to promote social interaction, mutual aid, and personal growth among its members. It's a method of social work that harnesses the power of groups to address shared concerns, build relationships, and enhance individuals' well-being within a collective setting.

Process of Group Formation

  1. Pre-Group Stage:

    • Identification of Need: Recognizing the need for a group intervention based on shared issues or objectives.

    • Assessment and Planning: Understanding the target population, defining group goals, and designing the structure and purpose of the group.

  2. Formation Stage:

    • Orientation: Introducing members to the group's purpose, objectives, rules, and guidelines. Building rapport and trust among participants and the facilitator.

    • Initial Interactions: Members acquaint themselves, establish connections, and start to define their roles within the group.

  3. Transition Stage:

    • Conflict and Cohesion: Members experience conflicts, develop trust, and start to coalesce as a cohesive group.

    • Establishing Norms: Defining group norms, values, and expectations, which guide behaviour and interactions.

  4. Working Stage:

    • Task Accomplishment: Members collaborate, share experiences, and work together toward achieving common goals or addressing shared concerns.

    • Support and Encouragement: Providing mutual support, feedback, and encouragement within the group fosters personal growth and development.

  5. Termination Stage:

    • Closure: Gradual closure of the group, reflecting on achievements, discussing the group's impact, and acknowledging personal growth.

    • Transition Out: Members prepare to transition out of the group, discussing strategies to maintain progress achieved within the group context.

  6. Post-Group Stage:

  • Evaluation: Reflecting on the group's effectiveness, strengths, weaknesses, and the impact on participants.

  • Follow-Up: Providing resources, referrals, or support to maintain progress and apply lessons learned beyond the group setting.

Q2) Explain the different models of social group work.

Ans) Several models guide social group work, each offering a unique approach to facilitating group interactions and achieving specific goals. Here are some prominent models:

  1. Reciprocal Model: This model emphasizes reciprocal relationships among group members, encouraging mutual aid and support. It focuses on the give-and-take dynamics within the group, where members contribute and benefit from each other's experiences and strengths.

  2. Functional Model: The functional model focuses on the tasks or functions that groups fulfil. It categorizes these functions into various roles such as leadership, communication, problem-solving, and socialization. The model aims to ensure these functions are fulfilled to maintain a well-functioning group.

  3. Interactional Model: This model emphasizes the interactions and relationships among group members. It focuses on understanding group dynamics, communication patterns, and the impact of these interactions on individual behaviour and group cohesion.

  4. Developmental Model: The developmental model focuses on the stages of group development, including forming, storming, norming, performing, and adjourning. It aims to guide facilitators in understanding the group's progress, challenges, and dynamics at each stage.

  5. System Theory Model: This model views the group as a system with interrelated components. It examines how changes in one aspect of the group can impact the entire system. It emphasizes understanding the group's structure, boundaries, roles, and interactions.

  6. Remedial or Problem-Solving Model: Focused on addressing specific problems or concerns within the group, this model identifies issues, explores their roots, and implements interventions or strategies to resolve them. It aims to enhance problem-solving skills and promote change.

  7. Empowerment Model: This model emphasizes empowering group members, particularly marginalized or oppressed populations, by providing opportunities for skill-building, self-advocacy, and collective action. It aims to enhance participants' ability to advocate for themselves and others.

Q3) Answer any two of the following questions in about 300 words each:

Q3. a) Discuss the role of group worker in hospital setting.

Ans) In a hospital setting, a group worker plays a multifaceted role in supporting patients, families, and healthcare professionals through various group interventions and programs. Their roles include:

  • Supportive Interventions:

    • Patient Support Groups: Facilitating support groups for patients facing similar health conditions or challenges allows them to share experiences, offer mutual support, and learn coping strategies.

    • Family Support: Conducting sessions or groups for families dealing with a loved one's illness helps them navigate emotions, communication, and caregiving responsibilities.

  • Psychoeducational Groups:

    • Health Education: Conducting workshops or groups to educate patients and families about their conditions, treatment options, medication management, and lifestyle changes necessary for recovery.

    • Stress Management: Offering sessions on stress reduction techniques, relaxation exercises, and mindfulness to alleviate anxiety and promote mental well-being.

  • Therapeutic Groups:

    • Coping Skills: Implementing therapeutic groups to teach coping skills, resilience, and emotional regulation to patients dealing with trauma, chronic illness, or pain management.

    • Grief and Loss Support: Facilitating bereavement or grief support groups for patients or families coping with loss within the hospital setting.

  • Interdisciplinary Collaboration:

    • Team Collaboration: Collaborating with healthcare teams to provide comprehensive care. Working alongside doctors, nurses, therapists, and other professionals to address the psychosocial needs of patients.

    • Case Consultation: Offering insights into patients' psychosocial aspects, contributing to treatment planning and decision-making.

  • Advocacy and Referral:

    • Advocacy: Advocating for patients' psychosocial needs, ensuring their concerns are addressed within the hospital setting.

    • Referral Services: Providing information and referrals to community resources or external support services post-discharge to continue patients' care and well-being.

Evaluation and Research:

  • Assessment and Evaluation: Assessing the effectiveness of group interventions, gathering feedback, and evaluating outcomes to improve future programs.

  • Research Participation: Contributing to research studies or data collection to enhance understanding and efficacy of group interventions in hospital settings.

Q3. b) Elaborate the types of groups.

Ans) Groups in social work encompass various types, each serving specific purposes and addressing distinct needs:

  1. Task-Oriented Groups:

    • Work Groups: Focused on accomplishing specific tasks or projects. These groups often exist within organizations or workplaces to achieve shared objectives.

    • Educational Groups: Aimed at imparting knowledge, teaching skills, or providing information on specific topics, such as parenting classes, vocational training, or psychoeducation groups.

    • Problem-Solving Groups: Formed to address particular issues or challenges, engaging members in collaborative problem-solving and decision-making processes.

  2. Supportive/Therapeutic Groups:

    • Counselling or Therapy Groups: Facilitated by professionals to provide emotional support, explore personal issues, and enhance coping strategies through mutual sharing and feedback.

    • Self-Help or Mutual Aid Groups: Peer-led groups where individuals facing similar challenges come together to share experiences, offer support, and exchange coping strategies.

  3. Socialization Groups:

    • Recreational or Leisure Groups: Focus on providing recreational activities, hobbies, or leisure pursuits to promote social interaction and relaxation.

    • Cultural or Identity Groups: Celebrate diversity, cultural heritage, or shared identities, fostering a sense of belonging and promoting cultural exchange.

  4. Community Action Groups:

    • Advocacy Groups: Organize to promote social change, raise awareness, and advocate for specific causes or issues within communities.

    • Community Development Groups: Engage in initiatives aimed at improving the overall well-being of a community, such as neighbourhood associations or community clean-up groups.

  5. Task and Maintenance Groups:

    • Task Groups: Focused on completing specific tasks or achieving defined objectives, like project teams or committees.

    • Maintenance Groups: Prioritize building and maintaining relationships, supporting members' emotional needs, and ensuring group cohesion and effectiveness.

  6. Mixed Groups:

  • Mixed-Goal Groups: Combine various goals, such as task completion alongside social support or personal development.

  • Mixed-Membership Groups: Comprise members with diverse backgrounds, ages, or needs, fostering cross-learning and mutual support.

Q4) Write short notes on any four of the following in about 150 words each:

Q4. a) Enlist the objectives of group work in school setting.

Ans) Group work in a school setting aims to achieve various objectives:

  1. Promoting Collaborative Learning: Encouraging students to work together in groups fosters collaborative learning, where they exchange ideas, solve problems collectively, and learn from each other's perspectives.

  2. Enhancing Social Skills: Developing essential social skills such as communication, teamwork, leadership, and conflict resolution, which are crucial for students' personal and academic growth.

  3. improving Academic Performance: Supporting academic achievement by providing opportunities for peer learning, discussion, and sharing of knowledge, leading to deeper understanding of subjects and concepts.

  4. Cultivating Critical Thinking and Problem-Solving Skills: Engaging students in group activities encourages critical thinking, analysis, and creative problem-solving as they collaborate to find solutions and explore diverse viewpoints.

  5. Fostering Inclusivity and Diversity: Creating an inclusive environment where students from diverse backgrounds feel valued and respected, promoting empathy and understanding among peers.

  6. Building Self-Esteem and Confidence: Offering opportunities for students to contribute, share ideas, and participate actively in group discussions or projects, enhancing their self-confidence and sense of accomplishment.

  7. Encouraging Responsibility and Accountability: Promoting a sense of responsibility towards group tasks, encouraging students to take ownership of their roles and contributions within the group.

  8. Preparing for Future Workplace Skills: Equipping students with skills essential for future careers, including teamwork, communication, adaptability, and problem-solving abilities, which are highly valued in the professional world.

Q4. b) Mention the theories of group formation.

Ans) Several theories explain the process of group formation:

Tuckman's Stages of Group Development:

  1. Forming: Initial stage involving introductions, defining goals, and establishing ground rules.

  2. Storming: Conflicts and disagreements arise as members assert their roles and group dynamics form.

  3. Norming: Cohesion develops, norms are established, and roles are clarified, reducing conflicts.

  4. Performing: The group operates effectively, focusing on task completion and achieving goals.

  5. Adjourning: The group disbands as tasks are completed, reflecting on achievements.

Bion's Theory of Group Development:

  1. Dependency: Members rely on the leader for direction and guidance.

  2. Fight/Flight: Conflict arises, leading to power struggles and resistance to the leader's influence.

  3. Pairing: Subgroups form alliances to support each other or challenge the leader.

  4. Work: The group collaborates toward achieving tasks and goals effectively.

Social Identity Theory (Tajfel and Turner):

  1. Social Categorization: Individuals categorize themselves and others into social groups.

  2. Social Identification: Individuals adopt the group's identity, norms, and behaviours.

  3. Social Comparison: Groups compare themselves to others, leading to in-group favouritism and out-group bias.

Q4. c) What are the various indicators of group development?

Ans) Indicators of group development help track the progress, dynamics, and effectiveness of a group. These indicators include:

  1. Forming:

    Orientation and Exploration: Members getting acquainted, understanding group goals, and initial interactions.

  2. Storming:

    Conflict and Disagreement: Tensions arising, differences in opinions, and challenges in defining roles and norms.

  3. Norming:

    Establishment of Cohesion: Clarification of roles, shared values, and the emergence of group norms and expectations.

  4. Performing:

    Productivity and Goal Achievement: Effective collaboration, task accomplishment, and successful implementation of group objectives.

  5. Adjourning:

    Closure and Reflection: Conclusion of the group's purpose, reflection on achievements, and transition out of the group.

  6. Group Cohesion:

    Sense of Unity: Demonstrated by trust, cooperation, and commitment among members towards common goals.

  7. Communication Patterns:

    Openness and Effectiveness: Shifts in communication styles, increased sharing, and constructive dialogue among members.

  8. Leadership Dynamics:

    Emergence of Leadership: Identification of informal or formal leaders and their influence on group processes.

  9. Group Productivity:

Task Accomplishment: Progress towards achieving set objectives and successful completion of group tasks.

Q4. d) Explain process of group formation.

Ans) The process of group formation occurs in several stages:

  1. Pre-Formation:

    • Recognition of Need: Identifying a need for a group intervention, whether for support, task completion, or community action.

    • Planning: Clarifying the group's purpose, goals, and target members based on the identified need.

  2. Formation:

    • Orientation: Introducing members to the group's purpose, rules, and guidelines, fostering an understanding of expectations, and promoting trust among participants and facilitators.

    • Initial Interactions: Members acquaint themselves, explore shared interests, and define their roles within the group.

  3. Transition:

    • Conflict and Cohesion: Members may experience conflicts or disagreements as they adjust to the group's dynamics. Trust begins to form, fostering cohesion and a sense of belonging.

    • Establishing Norms: Defining behavioural expectations, values, and guidelines that guide interactions and help establish a group identity.

  4. Working Phase:

    • Task Accomplishment: The group engages in its purpose, working together to achieve common goals, address shared concerns, or complete assigned tasks.

    • Mutual Support: Members provide and receive support, feedback, and encouragement, fostering a sense of camaraderie and accomplishment.

  5. Termination:

  • Closure: Gradual conclusion of group activities, reflecting on achievements, discussing the group's impact, and acknowledging personal growth.

  • Transition Out: Members prepare to transition out of the group, discussing strategies to maintain progress and apply lessons learned.

Q5) Write short notes on any five of the following in about 100 words each:

Q5. a) Kudumbasree

Ans) Kudumbasree is a poverty eradication and women empowerment program in Kerala, India:

  1. Community-Based Initiative: Launched in 1998, it empowers women through self-help groups (SHGs) by fostering entrepreneurship and skill development.

  2. Livelihood Opportunities: Provides training, financial support, and guidance to SHGs for income-generating activities like small-scale businesses, agriculture, handicrafts, and service-oriented ventures.

  3. Social Impact: Aims at poverty reduction, social inclusion, and gender equality by enhancing women's roles in decision-making and economic activities within communities.

  4. Mass Movement: Known for its successful community-driven approach, Kudumbasree's impact extends across Kerala, involving millions of women in its network.

  5. Government Support: Supported by the Kerala government, it promotes sustainable development and empowers marginalized communities through collective action and economic independence.

Q5. b) Group dynamics

Ans) Group dynamics refer to the interactions, relationships, and behaviours among individuals within a group setting:

  1. Communication Patterns: Group dynamics influence how members communicate. Power dynamics, active listening, assertiveness, and non-verbal cues impact the flow and effectiveness of communication within the group.

  2. Roles and Norms: Members assume roles based on their strengths or positions within the group. Norms, both explicit and implicit, guide behaviour, expectations, and interactions, shaping the group's culture.

  3. Conflict and Cohesion: Conflicts may arise from differing opinions, goals, or personalities within the group. Effective management of conflicts contributes to group cohesion, trust, and resilience.

  4. Leadership and Influence: Leaders emerge, formal or informal, impacting decision-making, goal setting, and the overall direction of the group. Influence, persuasion, and decision-making dynamics shape group outcomes.

  5. Group Cohesion: Cohesion refers to the level of connectedness, unity, and solidarity among group members. Higher cohesion often leads to better cooperation, commitment, and satisfaction within the group.

Q5. c) Group bond

Ans) Group bond refers to the emotional connection, cohesion, and sense of belonging among members within a group setting:

  1. Emotional Connection: Group bonds foster emotional support, creating a safe space for members to share experiences, concerns, and vulnerabilities. This connection strengthens as members empathize, listen, and offer support to one another.

  2. Cohesion and Unity: A strong group bond contributes to cohesion, where members align toward common goals or purposes. This unity enhances cooperation, collaboration, and commitment to the group's objectives.

  3. Sense of Belonging: Group bonds create a sense of belonging, where individuals feel accepted, valued, and included within the group. This feeling of connectedness encourages participation, engagement, and a willingness to contribute to the collective efforts of the group.

Q5. d) Self-help groups

Ans) Self-help groups are voluntary associations of individuals who share a common concern, often centered around personal or mutual issues, aimed at providing support, encouragement, and mutual aid. Here are key points:

  1. Purpose: SHGs are formed to address specific concerns or needs, such as addiction recovery, mental health challenges, chronic illnesses, grief, or caregiving.

  2. Peer Support: Members offer each other emotional, practical, and informational support, sharing experiences, strategies, and coping mechanisms.

  3. Autonomy and Empowerment: SHGs promote member empowerment by fostering self-reliance, enhancing skills, and promoting decision-making and leadership opportunities among participants.

  4. Structure and Guidelines: SHGs often have established guidelines, rules, and meeting structures to facilitate orderly discussions, maintain confidentiality, and ensure a supportive environment.

Q5. e) Mutual influence

Ans) Mutual influence refers to the reciprocal impact or effect that individuals within a group have on each other's thoughts, feelings, behaviours, and attitudes. In social settings, individuals don't exist in isolation; rather, their interactions within a group context create a dynamic where each person's actions and expressions influence others and are, in turn, influenced by them.

Group Dynamics:

Mutual influence is a fundamental aspect of group dynamics. It encompasses the way group members shape each other's perceptions, decisions, and behaviours through shared communication, social norms, and collective experiences.

Interpersonal Relationships:

In interpersonal relationships, mutual influence manifests in the way individuals affect each other's opinions, emotions, and actions. This mutual interaction can lead to shifts in beliefs, compromise, or the adoption of new perspectives based on shared experiences and communication.

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