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7nDO16 Workshop Six - 6.3 Journal lnstnuctions 1. Review p. 114 in Chapter 3 of your textbook, S*ial Wotk with Groups. Click...

Can you help me with this  question please! Please follow instructions for part 1 and 2. Part 1 critical tasks and skills and actions provide three examples of times or situations. Part 2 core knowledge provide three examples of times or situation. minimum of six paragraphs. Please look at attached files. let me know if you have any question. 

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7nDO16 lnstnuctions Workshop Six - 6.3 Journal 1. Review p. 114 in Chapter 3 of your textbook, S*ial Wotk with Groups. 2. Click "Begin" to watch Part One of the media, "Critical Tasks and Skills of the Ending Phase," or you may read the Working with Groups and Faanilies in the Ending Phase Transcript.pdf a. Use the Joumal tool to provide at least three examples of times or situations when you have demonstrated the critical tasks and skills and actions involved in the ending phase of group work. lf you haven't yet facilitated or led a group, discuss how you would demonstrate the critical tasks and skills and actions of the ending phase of group work. Be sure to describe the following: i. The situation (or a simulated situation) ii. \Mat you did (or would do) iii. \Mat was the outcome (or what you would anticipate the outcome to be) 3. Watch Part Two of the media: "Knowledge Involved in the Adjourning Phase." a. Use the Journal tool to provide at least three examples of times or situations when you have demonstrated the core knowledge of group work in the ending phase. lf you haven't yet been a facilitator of a group, discuss how you would apply the core knowledge in a group setting. Be sure to describe the following: i. The situation (or simulated situation) ii. \Mrat you did (orwould do) iii. Vvhat was the outcome (or what you would anticipate the outcome to be) 4. Your Joumal entry should be a minimum of six paragraphs long. 5. Submit your completed Joumal entry to your instructor by the end of the workshop. Assessment Gniteria f *:.i,r.i u 1%.*H,* W*irz'r:* 5.&*1& W';:ti,fi?* 4*% Pt:t6r;,eZ:* Core Tasks and Skills Your entry clearly and substantially demonstrates the core tasks and skills required in the ending phase of group work. Your entry clearly demonstrates the core tasks and skills required in the ending phase of group wok. Your entry mostly demonstrates the core lasks and skills required in the ending phase of group work. Your entry lacks a demonstration of the core tasks and/or skills required in the ending phase of group work. x"t4ll,ti{tiA 1&*1&, Wr:z*cqi:;a w"# t4r:li,li.; j. 't 1'ttltt'l;fr Core Knowledge Your entry clearly and substantially demonstrates core knoWedge of the ending phase of group work, in accordance with the standards of the NASW Code of Ethics. Your entry clearly demonstrates core knowledge of the ending phase of group work, in accordance with the standards of the NASW Code of Ethics. Your entry mostly demonstrates core knoWedge of the ending phase of group work, in accordance with the standards of the NASW Code of Ethics. Your entry lacks demonstration of core knowledge of the ending phase of group work, in accordance with the standards of the NASW Code of Ethics. 't * P &4l1ff' &*W i:jwitxt% 1*ffi Wt:*Erats, Writing and Grammar You include all of the required elements of the writing assignment. Your writing contains no spelling, grammar, or punctuation enors. You include most of the required elements of the writing assignment. Your writing conlains very few spelling, grammar, or punctuation erors. You include some of the required elements of the writing assignment. Your writing contains several spelling, grammar, or punctuation enors. You include few of the required elements of the writing assignment. Your writing contains frequent spelling, grammar, or punctuation errors. I *l:tal Y't.;t?tlt.ri 50
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SWK-356 6.3 Practice Aetivity I T'ranscript Working witlr Groups and FamEIEes im the Ending Fhase Group Leader: Part I Welcome to'Working with Groups and Families in the Ending Phase" as we continue our application of the NASW Standards for Social Work Practice with Groups. ln this activity we will be looking at the critical tasks and skills involved in working with groups in the ending phase. As a group or family nears the end of the planned number of sessions, the social worker should be aware of certain tasks and skills and implement them to help the group or family transition toward a positive ending. We have already discussed the beginning and middle phases of group development. ln this practice, we will focus on the ending phase of group development, also called the adjourning phase, and the tasks and skills required for this phase. Some say that planning for the ending of a group should start near the beginning of the group. By discussing with the group or family members the stages of group development and the number of sessions planned, as well as helping them focus on their goals and teaching methods to achieve those goals, the social worker can help the group or family start planning for the ending phase. Additionally, reviewing the progress the group or family has made in each session, reminding them of when the group will end, and helping them think about planning for the end will help the members of the group or family be more prepared for the ending of the group or family sessions. The members have been coming together, supporting each other in accomplishing their goals, providing a supportive environment, and learning new skills for their personal or professional lives. The end of any group involves some emotions for most people, just as the end of any significant relationship usually evokes some emotions. One of the important roles of the socialworker is to ensure that he or she has prepared the group members for the emotions they might experience during the ending phase, and to provide appropriate resources for when the group is terminated. The social worker must undertake several tasks for the ending phase of group development. These include (1) reviewing accomplishments; (2) determining the influence of the group on other systems (such as an organization or the community); (3) helping the members identiflT and share their feelings of the group ending; sharing his or her own thoughts and emotions about the group ending; evaluating goals; (4) referring members to other resources, where helpful; (5) reminding members how they are applying or can apply what they have learned from participating in the group to their personal and professional tives; (6) offering a method of evaluating the facilitator; and preparing appropriate records of the group. Who would like to share their experiences as a social worker who has led a group or family during the ending phase of group development?
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ENDING PHASE.docx

Surname Name of student
Name of tutor
Course
Date
ENDING PHASE
PART ONE
After high school we had to disband our volleyball team, it was particularly hard because we had
really bonded and gone...

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