BSW3702
JAN/FEB SUPPLEMENTARY EXAM 2025
UNIQUE NO.
DUE DATE: 31 JANUARY 2025
, BSW3702
January February Supplementary Exam 2025
Unique Number:
Due Date: 31 January 2025
Group Work: Theories, Approaches and Models
Question 1
1.1. Briefly describe a problem that triggered Anna’s group. (2)
Anna’s group was triggered by the need to help students engage with and better
understand complex social issues such as cultural diversity, bullying, and social
responsibility. The group was formed to provide a supportive environment where
students could openly discuss these issues and develop the necessary social skills to
navigate them effectively.
1.2. Would you consider Anna’s group to be a natural group? Substantiate your
answer. (2)
No, Anna’s group would not be considered a natural group. Natural groups form
spontaneously due to shared personal relationships, such as families or friendship
circles. However, Anna’s group was deliberately formed by educators to achieve
specific educational and social objectives, making it a formed group rather than a
natural one.
1.3. In view of the group dynamics, explain social integration, citing a practical
example from Anna’s group. (2)
Social integration in group dynamics refers to the process where members develop a
sense of belonging and alignment with group norms. In Anna’s group, social integration
was facilitated through drama-based activities and discussions where students openly
, shared their experiences, built trust, and learned to appreciate different perspectives.
For example, role-playing exercises helped students understand social issues from
different viewpoints, fostering unity and participation.
1.4. In view of the principles of group composition, would you perhaps consider
Anna’s group to be a homogeneous group? Substantiate your answer. (2)
Anna’s group can be considered partially homogeneous in terms of age and
educational background since it consisted of students from the same school. However,
it was also heterogeneous in terms of cultural backgrounds and personal experiences,
allowing for a diverse discussion on social issues. This diversity was beneficial in
broadening perspectives within the group.
1.5. According to Kelvin (in Toseland & Rivas, 2022), groups serve certain
purposes. Identify and briefly explain the following purposes in view of Anna’s
group:
1.5.1. Socialisation (2)
Socialisation helps members develop social norms, communication skills, and
interpersonal relationships. In Anna’s group, students engaged in activities that
promoted dialogue, cooperation, and cultural awareness, enhancing their ability to
interact positively in diverse social settings.
1.5.2. Prevention (2)
Prevention involves equipping members with skills to handle future social challenges.
Anna’s group prepared students to address issues like discrimination, bullying, and
stereotyping by fostering understanding and teaching constructive ways to handle such
situations.
JAN/FEB SUPPLEMENTARY EXAM 2025
UNIQUE NO.
DUE DATE: 31 JANUARY 2025
, BSW3702
January February Supplementary Exam 2025
Unique Number:
Due Date: 31 January 2025
Group Work: Theories, Approaches and Models
Question 1
1.1. Briefly describe a problem that triggered Anna’s group. (2)
Anna’s group was triggered by the need to help students engage with and better
understand complex social issues such as cultural diversity, bullying, and social
responsibility. The group was formed to provide a supportive environment where
students could openly discuss these issues and develop the necessary social skills to
navigate them effectively.
1.2. Would you consider Anna’s group to be a natural group? Substantiate your
answer. (2)
No, Anna’s group would not be considered a natural group. Natural groups form
spontaneously due to shared personal relationships, such as families or friendship
circles. However, Anna’s group was deliberately formed by educators to achieve
specific educational and social objectives, making it a formed group rather than a
natural one.
1.3. In view of the group dynamics, explain social integration, citing a practical
example from Anna’s group. (2)
Social integration in group dynamics refers to the process where members develop a
sense of belonging and alignment with group norms. In Anna’s group, social integration
was facilitated through drama-based activities and discussions where students openly
, shared their experiences, built trust, and learned to appreciate different perspectives.
For example, role-playing exercises helped students understand social issues from
different viewpoints, fostering unity and participation.
1.4. In view of the principles of group composition, would you perhaps consider
Anna’s group to be a homogeneous group? Substantiate your answer. (2)
Anna’s group can be considered partially homogeneous in terms of age and
educational background since it consisted of students from the same school. However,
it was also heterogeneous in terms of cultural backgrounds and personal experiences,
allowing for a diverse discussion on social issues. This diversity was beneficial in
broadening perspectives within the group.
1.5. According to Kelvin (in Toseland & Rivas, 2022), groups serve certain
purposes. Identify and briefly explain the following purposes in view of Anna’s
group:
1.5.1. Socialisation (2)
Socialisation helps members develop social norms, communication skills, and
interpersonal relationships. In Anna’s group, students engaged in activities that
promoted dialogue, cooperation, and cultural awareness, enhancing their ability to
interact positively in diverse social settings.
1.5.2. Prevention (2)
Prevention involves equipping members with skills to handle future social challenges.
Anna’s group prepared students to address issues like discrimination, bullying, and
stereotyping by fostering understanding and teaching constructive ways to handle such
situations.
