On Getting over Oneself and Creating Space for All Voices in Group Work with Adolescents

As social group workers we may come to value all the trappings associated with becoming credentialed professionals, however there will always be moments in our groups when we cannot help but feeling like helpless amateurs. It is never easy to accept and hold on to these two contradictory states at the same time. Nevertheless, we must remain present and get over ourselves to create a space for all voices. This plenary discusses these and related ideas for hanging in there with our groups and illustrates groups that are struggling with issues including bias, bullying, grief, and trauma from individual change and social goals perspectives. Although adolescent groups are used as illustrations, the lessons herein are universal.     

Themes in Group Work with Lesbian and Gay Adolescents

ABSTRACT

Lesbian and gay youth often face severe isolation, growing up in an environment that is frequently ignorant of their unique needs and hostile toward them. Youth groups can serve a vital role in overcoming this isolation in addition to providing a safe space for working out the various problems surrounding the stigma of growing up gay. This article presents several themes in group work with lesbian and gay adolescents based on the author's experience as a group worker at a lesbian and gay youth project. Isolation, coming out, learning/re-learning, and initiation into a community are offered as four main themes which provide a foundation for understanding how to help lesbian and gay adolescents in groups.     

Adventure-Based Group Therapy to Promote Social Skills in Adolescents

This article presents adventure-based group therapy as one type of activity-based group treatment that can be used to promote social skills in adolescents. Adventure-based therapy groups are a blend of experiential education, outdoor education, and group therapy. Key components of adventure-based therapy groups include activities that provide immediate and concrete consequences of behaviors, reliance on problem solving, their use of novel and unfamiliar environments, and the use of physical trust. The article includes practice examples of how these factors can be used to promote social skills and discusses limitations and implications for social work group practice.     

Integrating Process Interventions into a School-Based Curriculum Group

ABSTRACT

Manualized approaches are widely used in work with aggressive, impulsive, and oppositional behaviors to improve their peer relations, school behavior, and interactions with adults, including their teachers. When group-work principles and interventions are not applied to the live spontaneous group situations that arise, however, workers miss opportunities to further help members understand, incorporate, and practice the very behaviors being offered in the curriculum. This article describes a curriculum-based group experience and the successes and limitations of the work that was done and identifies areas in which the integration of more traditional group process interventions could have increased the effectiveness of the cognitive-behavioral curriculum-oriented approach.     

RAP Therapy: A Group Work Intervention Method for Urban Adolescents

ABSTRACT

The Council on Social Work Education (CSWE) places a premium on the development of cultural competence among practitioners. To this end, the present study highlights how social work practitioners, specifically group work leaders, can utilize elements of the culture of urban adolescents to develop effective group work intervention strategies. The article compares adolescent participants' perceptions of usefulness of traditional group therapy and similar group work sessions using RAP music as a conduit to support prosocial skills development. A nomenclature of three adolescent groups was tested: violent offenders, status offenders, and a control condition of high school students with no criminal history. Findings were unequivocally in favor of the RAP therapy as a tool for advancing prosocial behavior.     

Use of Groups in School Social Work: Group Work and Group Processes

ABSTRACT

A survey of 54 school social workers indicated that they use group work extensively in their practice to address a number of student issues. Cognitive-behavioral theories were most commonly used to guide these groups. Workers rarely identified the use of small group theory as a conceptual framework. Groups were less frequent at the secondary level, and sessions were longer. Family change groups were more common at the elementary level. The method of funding the social work position had no effect on kinds or numbers of groups school social workers facilitated. Respondents did not identify use of small group theory as a conceptual framework, but they addressed group dynamics and group developmental stages. They used activities extensively and adapted published curriculum to meet member needs.     

Group Work with Hard-to-Reach Adolescents

Treatment of the adolescent population, especially delinquent and predelinquent youth, has been a difficult challenge in the mental health field. Traditional treatment modalities not suited to unmotivated, verbally unsophisticated teenagers have generally bypassed them. We describe here the adaptation of streetwork and therapeutic activity group practice to this population. Focus is on the flexible use of member initiated program selection as a dynamic group work tool.     

Evaluating Group Work within a Summer Camp Intervention for Children and Adolescents with Asthma

Findings suggest that residential camps and group work within camps are highly valued by children and their parents. Children predominantly valued recreational and educational aspects of camp programming whereas parents emphasized appreciation for the safety that a condition-specific camp can offer a child with illness. Within the camp program, group work and peer support were integrally provided along with clinical monitoring and health teaching. A psychoeducational approach was implemented in which group participants engaged in sessions addressing self-care strategies and constructive ways to integrate childhood asthma in daily life. Participants identified the residential camp setting as a promising environment for group work among children and adolescents with asthma. Implications and recommendations are discussed.     

Cross-Cultural Group Work Practice with African American and Jewish Adolescents: JCC/READY

This article describes a multiethnic group for high school students that were developed to promote tolerance, understanding, and healing among African American and Jewish adolescents. Social group work was used as the practice method, with a focus on ethnic-sensitive practice strategies that support cross-cultural relations and initiatives. The article explains the context surrounding the development of the group and describes the ethnic-sensitive practice strategies and the group work skills that were used to achieve desired outcomes as well as a general week-by-week account of what took place in the group.     

Nondeliberative Practice from the Field: Illustrations from a Group Worker

ABSTRACT

This article reviews features of Lang’s nondeliberative practice and provides illustrations from the field of group work that demonstrate these concepts. Nondeliberative practice enables problem solving in ways other than verbal and cognitive: the experience of a group of women who went on their first Outward Bound trip into the wilderness; adolescents who, through acting as their favorite living creature, made connections in nonverbal ways. The “doing” of the activity—be it symbolic, pictorial, performance, game, or other actional mode— is experienced affectively and analogically, and is transferable to other aspects of life.     

Social Group Work for Young Offenders with Learning Disabilities

ABSTRACT

Despite the high incidence of learning disabilities among young offenders, research suggests that young offenders with learning disabilities do not receive interventions that address their learning disabilities. Group treatment approaches for young offenders typically utilize a cognitive-behavioral orientation. Cognitive behavioral techniques have been found to be effective with the young offender population by targeting their faulty thinking. However, cognitive behavioral treatment is less effective with youth who have academic delays. Individuals with learning disabilities may have difficulties with the cognitive tasks used in cognitive behavioral treatment. This paper describes a treatment group, with illustrations, adapted for young offenders with learning disabilities, combining cognitive-behavioral and mutual-aid principles.     

Supportive Group Interventions with Caregivers of Frail Older Adults

The use of supportive group interventions with caregivers of frail older adults is discussed in this article. Four categories of group interventions are described: (1) mutual support groups, (2) psychoeducational groups, (3) social, recreational and educational groups, and (4) service and advocacy groups. Research evidence on the efficacy of group interventions with this population is also considered. Recommendations are made on when to refer caregivers to support groups and on what type of support group is most appropriate. Consideration by practitioners and program planners of a broader range of types of supportive groups is also encouraged.     

Using Audio Documentary to Engage Young People Experiencing Homelessness in Strengths-Based Group Work

Little information exists on the use of audio-based activities in groups as a means to engage young people’s strengths. This article presents findings from a study that employed a coconstructed audio documentary group to explore homeless youths’ experiences in a music studio, their attached meaning, and whether studio and group involvement engaged youths’ strengths. Four young people and the author met over the course of 12 sessions to collaboratively develop, record, and produce an audio documentary. Young people successfully produced a coconstructed audio documentary and their involvement in the studio and the group engaged their strengths.     

Enhancing Psychosocial Competence Among Black Women: A Psycho-Educational Group Model Approach

ABSTRACT

The lack of social work intervention models targeted toward the specific mental health needs of Black women has been recognized as a major gap in our knowledge concerning effective treatment. More recently, group work has been recognized as a useful and effective method of treatment for this population. This paper discusses the utility of a culturally specific, group intervention with Black women aimed at enhancing psychosocial competence as an effective mechanism to assist Black women in coping with the tasks of life and contributes to their ability to master life events. The model incorporates the use of literary works, authored by Black women as an innovative tool for enhancing the group process. Case vignettes are offered.     

The Role of the Group in Peer Group Entry

This study explored psychological conditions affecting children's receptiveness to a newcomer (the guest) in a peer group entry task. Subjects were 93 host dyads (48 male) of 7- to 9-year-old children. Hosts played a word-naming game for 5 min before being joined by a male or female guest. The hosts' pre-entry interaction was coded to reflect an orientation toward the game (agentic) or toward each other and toward experimental setting demands (communal). Hosts' psychological orientation predicted entry outcomes. Specifically, hosts of excluded children verbally competed with each other (an aspect of agency) more than hosts of children who entered. Male hosts competed more than female hosts and female hosts helped and encouraged each other (aspects of the communal orientation) more than male hosts. These findings suggest that the strategies and effort required by children to achieve group entry may depend on prior psychological conditions attending the interaction of the peer group.     

Group Work with Inner City Persons with AIDS

A model for serving inner city poor persons with AIDS through a medical facility is described. The mixed factors of ethnicity, gender, sexual orientation, race and modes of transmission are examined as influences on the group process. Objectives, pre-group planning, formation guidelines, and presenting problems of members are identified. Through case illustrations group issues are used to point out interventive strategies. Because of the shifting demographics of people with AIDS and their families, the group modality provides a vital educative and supportive vehicle to highly disadvantaged persons affected by the disease.     

A Trauma-Based Group Intervention for Incarcerated Girls

Girls are becoming involved in the juvenile justice system at a remarkable rate. As a result, the juvenile justice system must become more responsive to their physical, mental, and educational needs. Many of these girls have been victims of childhood emotional, sexual, or physical abuse resulting in serious mental health problems. This article describes a psycho-educational group intervention designed for adolescent girls involved in the juvenile justice system that have been affected by childhood abuse. The intervention takes place in a residential program for delinquent girls and is a voluntary group. The psycho-education format allows for the participants to gain information about what abuse is and what the impact of abuse can be on their thoughts and actions. The group format provides a supportive environment that promotes group curative factors and mutual aid.     

A Narrative Approach to Group Work with Men Who Batter

A narrative approach to group work with men who batter is presented with case examples. The approach is based in feminist and constructionist theory and seeks to expose and undermine the effects of patriarchal discourse in the lives and relationships of group members. The approach emphasizes an understanding of gender discourse, taking responsibility for actions, and exploring new definitional possibilities for participants and their relationships. The techniques of radical listening, the principle of least contest, breaking the allure of male entitlement and its effects, and cocreating a new male way of being are discussed with case examples.     

Cognitive-Behavioral Interventions for Anxiety Disorders: Rapid Review Suggestion of Larger Effects among Hispanic than Non-Hispanic White People

ABSTRACT

Anxiety disorders are common among Hispanic people. Evidence-based guidelines indicate cognitive-behavioral interventions (CBI), but they were developed primarily with non-Hispanic white (NHW) people. This rapid scoping review and meta-analysis clarified the relative effectiveness of CBI with Hispanics and NHW people with anxiety disorders and explored the clinical effects of cultural modifications among Hispanic people. Evidence from nine studies in the United States and one in Puerto Rico was synthesized. Meta-analysis of four randomized controlled trials (RCT) found no statistically or practically significant differences between Hispanic and NHW participants on anxiety alleviation. Both groups enjoyed large clinical benefits. However, a significantly greater drop-out rate among Hispanic participants was found. Meta-analytic adjustment for this study characteristic of loss to follow-up suggested a somewhat larger clinical benefit among NHW people. Scoping synthesis of six non-RCTs suggested that deep cultural adaptations of CBI would substantially improve outcomes among Hispanic people. Consistent with Hispanic-paradox and barrio advantage theories such culturally sensitive interventions may well take beneficial Hispanic outcomes beyond those of NHW people. This field's synthetic knowledge, therefore, essentially consists of two competing hypotheses that will require rigorous testing with a necessarily larger and better controlled RCT than has been represented in this field thus far.