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Working with Groups (EDUC90227)
Graduate courseworkPoints: 12.5On Campus (Parkville)
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
July
Overview
Availability | July |
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Fees | Look up fees |
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.
Intended learning outcomes
On subject completion students should be able to:
- understand systems theory and its application in social systems and contexts, particularly the family and school settings;
- understand the relevance of key concepts associated with systems theory and group work, for example: communication, perception and culture; membership in formal and informal organisations; group norms, group and social pressure and deviancy; power in groups, conformity, compliance and obedience;
- develop strategies and skills to work with and influence families, peer and other groups to the benefit of group members;
- observe and evaluate the contribution of group members in therapy groups;
- write interventions for group and family contexts with reference to systemic interventions and practices;
- demonstrate basic skills at group management and motivating groups of children and adolescents.
Last updated: 10 February 2024
Eligibility and requirements
Prerequisites
This subject may be taken by 312AA Master of Educational Psychology and G02AA Master of Educational Psychology/Doctor of Philosophy students only.
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 10 February 2024
Assessment
Description | Timing | Percentage |
---|---|---|
Assignment that describes stages of group development relating to an individual topic
| Week 4 | 40% |
An analysis of a selected problem and an interpretation of its genesis, maintenance and possible solution in systemic terms
| End of semester | 60% |
Hurdle requirement: Demonstration of basic group management skills through class delivery of a group skills task | Throughout the semester | N/A |
Hurdle requirement: A minimum of 80% attendance at all scheduled tutorials, seminars and workshops | Throughout the teaching period | N/A |
Last updated: 10 February 2024
Dates & times
- July
Principal coordinator Chelsea Hyde Mode of delivery On Campus (Parkville) Contact hours 24 hours Total time commitment 170 hours Teaching period 27 July 2021 to 19 October 2021 Last self-enrol date 13 August 2021 Census date 20 August 2021 Last date to withdraw without fail 1 October 2021 Assessment period ends 29 October 2021 July contact information
Time commitment details
170 hours
Additional delivery details
This subject is delivered either partially or fully in-person in Second Half Year 2020. Please ensure you are able to attend any essential in-person requirements or speak to Stop 1 about alternative subject options.
Last updated: 10 February 2024
Further information
- Texts
Prescribed texts
Corey, M.S., Corey, G. & Corey, C.(2016). Groups: Process and Practice (10th Edition). Belmont, Brooks/Cole: Cengage Learning.
Goding, G. (1992). The History and Principles of Family Therapy. Melbourne: Victorian Association of Family Therapy
- Related Handbook entries
This subject contributes to the following:
Type Name Course Master of Educational Psychology Course Master of Educational Psychology/Doctor of Philosophy - Links to additional information
- Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 10 February 2024