Discuss the tasks involved in Engagement, Assessment, and Planning during the Beginning stage of group intervention.

by
Group Development Paper Purpose:
The purpose of the Group Development paper is to provide you with hands-on experience in forming and conducting a hypothetical treatment group.
As you develop this group and work actively in your groups, you will also gain leadership skills and knowledge on collaborating with your group members.
Course Learning Objectives:2. Demonstrate the ability to understand and apply the NASW Code of Ethics and ethical standards in working with groups3.
Understand and apply a generalist strengths perspective to social work with groups.5.
Demonstrate skills in group developmental stages Directions:Students will be divided into groups of four and remain in the same group throughout the term. Each group will participate in creating a hypothetical closed-ended group.
The midterm paper part of this assignment will focus on designing a group and demonstrating your understanding of the beginning phase of group intervention. Please adhere to the following guidelines:Choose the type of group you want to build from the readings in your textbook.
Your group will plan to meet via Zoom a minimum of 3-4 times during the term. During these meetings, you are expected to collaborate using Google Docs to write a 4-6 page paper submitted by the group in week 4.
If you’re new to Google Docs, please refer to the Docs Editors Help Page. One person will have to set up the document and share it with edit access with the other members of the group. In your paper, please describe in detail the following sections. Use each bullet point as your header. Be sure to cite and reference your work using APA 7 edition. Always include a title and reference page (not counted in the page total), based on APA guidelines. Please note that the focus of this paper is on the beginning phase of a group intervention.
Group Identification: Identify a hypothetical group that you plan to develop. What would be the group’s issue/topic and the population served/characteristics of members (age, gender, or other relevant factors)? Evaluate the preferred group size, duration (short-term or longer) of the group, and goals. Explain your reasons for your choices. You will identify each member of your hypothetical group. Clearly describe their background, gender, the reason for their referral, and how they were referred.
Referral Process: Explain the referral process in detail. How are the group members being referred to this group?
Beginning Stage of Group Intervention: Using the Generalist Model of Intervention, discuss the tasks involved in Engagement, Assessment, and Planning during the Beginning stage of group intervention.
NASW Core Values: Discuss 3 out of 6 NASW Core values and explain how you would apply these core values during the beginning stage.
Disruptive Behavior: Identify and explain a disruptive behavior discussed in your textbook, and based on the chapter on leadership, discuss how you would address this issue as a group leader.
Group Collaboration Form:For this assignment you will have an opportunity to evaluate your peers by completing the Peer Evaluation Form.
Every group member must submit the form to receive credit on their assignment. Submit it to the drop box designated for this form in Week 4Only one member of the group will need to download the Google Doc as a Word file and submit the paper in the designated drop box in Blackboard.
The paper is due by Sunday at midnight of week 4. Midterm Paper Rubric320 points Criteria Exemplary Demonstration Proficient  Demonstration Emerging Demonstration Needs Improvement Non-Performance Group Identification and Referral Process (40 points)36-40Completely identified hypothetical group, group issues, and group size.
Clear explanation for choices and reasons for referral. 32-35Somewhat complete identification of hypothetical group, group issues, and group size.
Explanation for choices and reasons for referral with some degree of clarity.28-31Less than complete identification of hypothetical group, group issues, and group size. Somewhat unclear explanation for choices and reasons for referral.24-27Incomplete identification of hypothetical group, group issues, and group size. unclear explanation for choices and reasons for referral.0Did not complete
Beginning Stage of Group Intervention (Generalist Model)(100 points)90-100Accurately discusses tasks involved in: Engagement, Assessment & Planning during the beginning stage of group intervention.80-89Often accurately discusses tasks involved in: Engagement, Assessment & Planning duringthe beginning stage of group intervention.70-79Less than accurately discusses tasks involved in: Engagement, Assessment & Planning during the beginning stage of group intervention.60-69Inaccurately discusses tasks involved in: Engagement, Assessment & Planning during the beginning stage of group intervention. Did not completeThree NASW Core Values (100 points)90-100All 3 out of 6 NASW core values submitted and they are appropriately discussed. Application of values clearly explained 80-89All 3 out of 6 NASW core values submitted and they are somewhat appropriately discussed.
Application of values to some degree of clarity explained70-79Less than 3 out of6 NASW core values submitted and they are somewhat unclear discussed. Application of values vaguely explained.60-69Less than 3 out of 6 NASW core values submitted and they are Inappropriately discussed.
Explanation of application of values, unclear Disruptive Behavior Identified(20 points) 18-20Disruptive behavior clearly discussed and how you would add ressit as a group leader.16-17
Disruptive behavior and how you would address it as a group leader discussed to some degree of   clarity.14-15
Disruptive behavior and how you would address it as a group leader is less than clearly discussed.12-13Disruptive behavior and how you would address it as a group leader is unclear discussed.

Writing(40 points)36-40Includes all elements of a well written paper: no sentence structure, spelling, grammatical or punctuation errors.32-35Includes most elements of a well written paper: no sentence structure, spelling, grammatical or punctuation errors.28-31Includes few elements of a well written paper: no sentence structure, spelling, grammatical or punctuation errors.24-27Includes no elements of a well written paper: no sentence structure, spelling, grammatical or punctuation errors.

Did not complete Collaboration, Leadership & Group Meetings Attendance (20 points)18-20Superior collaboration with peers by doing full share of work. Completed assigned work on time.Took maximum initiative to propose meeting times and organize groups. Always showed up for meetings on time.16-17Adequately collaborated with peers by doing equal share of work. Completed assigned work in a reasonable time.Took satisfactory initiative to propose meeting times and organize groups. Often, showed up for meetings on time.14-15Less than adequate collaboration with peers by doing almost as much work as others. Completed assigned work in somewhat reasonable time.

Took minimal initiative to propose meeting times and organize groups. Seldom, showed up for meetings on time.12-13Does not provide adequate collaboration with peers. Completed assigned work in an unsatisfactory time.Took unsatisfactory initiative to propose meeting times and organize groups. Never, showed up for meetings on time.0Did not complete