This module is an introduction to group work and working in groups with children from a psychodynamic perspective. It aims to provide students with the basic understanding, techniques and skills needed to engage professionally in a variety of groups in the workplace: both educational and therapeutic. In the first seven seminars students will build upon their knowledge to explore the historical background and development of group work, to consider specific issues such as managing children’s in a group setting, dealing with troubling behaviour, gangs and groups, issues of interpretation, insight and corrective emotional experience, as well as consider the support facilitators need.
In a series of workshops, students will form a group led by the seminar tutor in order to gain first hard experience of group participation and leadership. Students will explore the functioning of their group, consider the primary task of the groups and decide on the boundaries and rules needed for this to be emotionally safe. Students will also participate in break-out sub-groups where they will need to manage their own group dynamics. In these groups they will be tasked with devising and planning a pedagogical group activity. Then, over the final weeks, students will lead group activities and exercises with the other participants. They will learn experientially about the dilemmas of participation and leadership in groups while also developing a set of group-work skills and resources for the future.
Aims
• To learn about running groups with children through a number of different pedagogical methods
• To learn about the origins and development of group work
• To explore the structures and boundaries required to engage effectively with children in group settings
• To plan and carry out a group activity
Learning Outcomes
By the end of the module students will have:
• Students will have gained knowledge about the purpose, origins and conceptual development of group work
• Students will gain specific knowledge about the aims and benefits of working with children in groups
• Students will be able to recognise the way in which children respond to peer groups at different developmental stages
• Students will understand the distinctions between primary and secondary groups, and between groups and gangs
• Students will have gained a good theoretical understanding of psychodynamic processes in groups
• Students will have a greater awareness more of unconscious processes in groups and the need for a solid ‘holding environment’ and group structures
• Students will gain gained further experience of participating in a group and learned about specific activities and exercises equipping them to lead or support group work in the future
In a series of workshops, students will form a group led by the seminar tutor in order to gain first hard experience of group participation and leadership. Students will explore the functioning of their group, consider the primary task of the groups and decide on the boundaries and rules needed for this to be emotionally safe. Students will also participate in break-out sub-groups where they will need to manage their own group dynamics. In these groups they will be tasked with devising and planning a pedagogical group activity. Then, over the final weeks, students will lead group activities and exercises with the other participants. They will learn experientially about the dilemmas of participation and leadership in groups while also developing a set of group-work skills and resources for the future.
Aims
• To learn about running groups with children through a number of different pedagogical methods
• To learn about the origins and development of group work
• To explore the structures and boundaries required to engage effectively with children in group settings
• To plan and carry out a group activity
Learning Outcomes
By the end of the module students will have:
• Students will have gained knowledge about the purpose, origins and conceptual development of group work
• Students will gain specific knowledge about the aims and benefits of working with children in groups
• Students will be able to recognise the way in which children respond to peer groups at different developmental stages
• Students will understand the distinctions between primary and secondary groups, and between groups and gangs
• Students will have gained a good theoretical understanding of psychodynamic processes in groups
• Students will have a greater awareness more of unconscious processes in groups and the need for a solid ‘holding environment’ and group structures
• Students will gain gained further experience of participating in a group and learned about specific activities and exercises equipping them to lead or support group work in the future