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Working with Groups (EDUC90227)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable (login required)(opens in new window)
Contact information
Semester 2
Overview
| Availability | Semester 2 |
|---|---|
| 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
Admission into one of the following: 312AA Master of Educational Psychology, G02AA Master of Educational Psychology/Doctor of Philosophy, MC-PSYCHED Master of Psychology (Educational and Developmental), DR-PHILEDP Master of Psychology (Educational and Developmental)/Doctor of Philosophy
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 |
|---|---|---|
Essay that describes stages of group development relating to an individual topic
| Week 4 | 30% |
Group oral presentation demonstrating basic group management skills (15 minutes in total; weighted at 15% per student), and individual written reflection (250 words; 5%)
| Week 6 | 20% |
Written analysis of a selected problem and an interpretation of its genesis, maintenance and possible solution in systemic terms
| End of the assessment period | 50% |
| 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
- Semester 2
Coordinator Michelle Andrews Luke Mode of delivery On Campus (Parkville) Contact hours 24 hours plus 96 hours of non-contact commitment time Total time commitment 170 hours Teaching period 22 July 2024 to 20 October 2024 Last self-enrol date 2 August 2024 Census date 2 September 2024 Last date to withdraw without fail 20 September 2024 Assessment period ends 15 November 2024 Semester 2 contact information
Time commitment details
170 hours
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
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:
- Links to additional information
Faculty of Education: www.education.unimelb.edu.au
Last updated: 10 February 2024