Working with Groups

Subject EDUC90227 (2010)

Note: This is an archived Handbook entry from 2010.

Credit Points: 12.50
Level: 9 (Graduate/Postgraduate)
Dates & Locations:

This subject has the following teaching availabilities in 2010:

Semester 2, Parkville - Taught on campus.
Pre-teaching Period Start not applicable
Teaching Period not applicable
Assessment Period End not applicable
Last date to Self-Enrol not applicable
Census Date not applicable
Last date to Withdraw without fail not applicable


Timetable can be viewed here. For information about these dates, click here.
Time Commitment: Contact Hours: 24 hours
Total Time Commitment: Not available
Prerequisites: None
Corequisites: None
Recommended Background Knowledge: None
Non Allowed Subjects: None
Core Participation Requirements: Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Coordinator

Assoc Prof Erica Frydenberg

Contact

Education Student Centre
Subject Overview: A general review of systems theory and practice is presented, with the particular focus of assisting participants to understand the social system and to develop interventions in that context. The sessions cover: communication in groups (selective perception and culture, perception and communication, understanding communication in groups); membership in formal and informal organisations (multiple memberships, group norms, group pressure and deviancy, the power of groups, conformity, compliance and obedience and the goals of a group); surface and hidden agendas; leadership; a systemic view of small group behaviour; group problem solving and decision making; the use of humour in groups; the family as a microcosm of a group; supportive structures and processes within groups. Since learning, development and adaptation of the individual occurs within varieties of social contexts, namely the school, the family and the peer group, the role of the support systems within the school, the family and the community are considered. School and family as systems are examined. Since systems work in education is heavily informed by family systems work and training in family therapy readily generalises to work with other groups, the family as a system is addressed.
Objectives: Information not available
Assessment:

Three parts to the assessment:

  • An assignment that describes stages of group development relating to an individual topic (1,000 words) due end of week four (20 per cent)
  • A detailed analysis of a selected topic that relates to the prescribed or recommended reading ( 2,000 words) due end of week 8 (40 per cent)
  • An analysis of a selected problem and an interpretation of its genesis, maintenance and possible solution in systemic terms (2,000 words) due at the end of semester (40 per cent)
Prescribed Texts: None
Recommended Texts: Napier, R. W., and Gershenfeld, M. K. 1993, Groups: Theory and Experience, Boston, Houghton Mifflin.Goding, G. (1992). The History and Principles of Family Therapy. Melbourne:Victorian Association of Family Therapy
Breadth Options:

This subject is not available as a breadth subject.

Fees Information: Subject EFTSL, Level, Discipline & Census Date
Links to further information: www.education.unimelb.edu.au
Related Course(s): Doctor of Educational Psychology
Master of Educational Psychology
Master of Educational Psychology/Doctor of Philosophy

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