Exploring Autonomy in Group Work Practice with Persons with Intellectual Disabilities

Preserving the autonomy of individuals with intellectual disabilities in group work is challenging. Group workers often experience inadequate guidance about autonomy—an individual's capability to act independently without influence by others. Group workers can enhance autonomy through group activities that promote self-efficacy, empowerment, and the ability to make decisions. Fostering autonomy requires that the group workers be knowledgeable and aware of personal biases, analyzing their expectations and actions. To promote the autonomy of persons with intellectual disabilities in group work practice, the authors make recommendations to strengthen the IASWG Standards for Social Work Practice with Groups in this area.     

Going to Camp Together: Lighting the Group Work Fire in a New Generation

This article describes the structure and process of Group Work Camp, an experiential training program sponsored by the International Association for Social Work with Groups (IASWG). The purpose of this 3-day event, which offers workshops and activities in a camp environment, is to transmit the skills, culture, and philosophy of social work with groups to students and new professionals. Camp also aims to connect participants to the group work community through interaction with skilled and enthusiastic professionals and educators. Participants live together as a large group and engage in ever-changing small groups. They learn primarily by experiencing group membership in the present moment, reflecting on this experience, and then discussing its implications. As the Chinese proverb says, “Tell me and I will forget. Show me and I will remember. Involve me and I will understand.” In the course of this experiential learning process participants develop strong connections with peers and mentors and become familiar with IASWG, a resource for support and stimulation that will be invaluable as they pursue group work practice in an environment likely to isolate them from group work peers. The article ends with a discussion of the implications of this model for group work education, supervision, and practice.     

Challenges in Rural Social Work Practice: When Support Groups Contain Your Neighbors,Church Members,and the PTA

Rural social work occurs in unique practice environments with challenges and rare opportunities. Strong social ties, commonly found in rural communities and often missing in urban areas, can serve as sources of resilience for group members facing adverse life circumstances. Therapeutic formal and informal support groups, bolstered by this support and led by social workers in rural communities, can face numerous challenges due to locale, lack of transportation, and potential worker burnout. This article highlights ethical considerations rooted in a theme of rural group work while providing helpful hints based on the IASWG Standards for Social Work Practice with Groups.     

History of the Standards for Social Work Practice with Groups: A Partial View

This article provides a historical and first-person narrative about the development of the IASWG Standards for Social Work with Groups by someone intimately involved in their germination and development. Beginning with review of early roots of standards for social work with groups, this article presents a journey through the formation of the Committee for the Advancement of Social Work with Groups in 1979, framing ideas that found their way into the first edition of the AASWG Standards of 1998, and the process of developing the second, current edition. It provides a rare look into how a professional organization struggled to create a seminal document.     

Build the social justice bridge: participatory photography with the international group work community

ABSTRACT

“Build the Social Justice Bridge” was a participatory photography project that engaged international group workers in an assessment of group work as a social justice profession. Inspired by principles of photovoice research, the project invited social work students, educators, and practitioners from around the world to contribute photographs and brief narratives that represented the relationship between group work and social justice. The photographs were exhibited during the opening session of the 2018 Symposium of the International Association for Social Work with Groups (IASWG) in South Africa, where more than 200 participants from ten countries reflected on the meaning of the photos for the group work community. In viewing the photos, symposium participants identified a common vision of social justice as well as culturally-specific approaches to group work. Implications are drawn for the internationalization of professional knowledge.     

A Mutual Aid Group Program for Women Who Use Violence

This article presents the development of a group program for women who use violence. A review of the North American literature and research into Quebec practices led the authors to adopt an intersectional feminist analysis of women’s violence and to choose the mutual aid group model. The program’s main objective is to help women find alternatives to the use of violence by working on three main themes: (1) violence, (2) socialization, and (3) life conditions. The program also aims to increase women’s empowerment through concrete experiences of group solidarity, such as by helping one another. Challenges that were encountered in its development and that are anticipated in its evaluation are discussed.     

Development and Application of a Standards-Based Inventory of Foundation Competencies in Social Work with Groups

The International Association for Social Work with Groups Standards for the Practice of Social Work with Groups is an essential document for advancing practice and teaching about social work with groups. However, surveys have reported that many group workers know little about the Standards or about how to teach or apply group work knowledge and skills. This article summarizes the research on the development of a reliable and valid inventory based on the Standards and an effective teaching strategy to improve learning about the Standards. The inventory and teaching method provide tools for advancing evidence-based practice and teaching.     

IASWG Standards for Social Work Practice with Groups: Development,Application, and Evolution

This article focuses on the International Association for Social Work with Groups' Standards for Social Work Practice with Groups. It begins with an overview of the Standards and their significance. It reports on three integrated studies conducted by the authors. First is a review of the literature that examines how human service organizations approach the construction of standards. Second is a 2009 study of how the Standards are known, used, and assessed by respondents to an online survey. The findings of this survey inspired the third study, conducted in 2010 utilizing a focus group approach to explore how the Standards could be more applicable in a global context. The article concludes with implications and recommendations for future evolution and dissemination of the Standards.     

Assessing Use of the Standards for Social Work Practice with Groups by School Social Workers: A National Study

The International Association for Social Work with Groups Standards for Social Work Practice with Groups specify the core knowledge, skills, and values needed for effective professional practice. These Standards are intended to serve as a guide to group work practice. The extent to which the Standards inform and are employed in practice, however, remains a question. This article focuses on the extent to which the Standards are utilized by social workers employed within primary and secondary schools. Focus is placed on how the Standards are perceived, understood, and practiced by school social workers.     

Group Work Education Today: A Content Analysis of MSW Group Work Course Syllabi

This article presents the results of a content analysis of MSW group work course syllabi in an effort to better understand the extent to which social group work education shows consistency with guidelines articulated in the Standards for Social Work Practice with Groups. This study aims to provide a current depiction and in-depth account of the state of group work education today through the lens of course syllabi.     

The Group Values of Educational Encounters: Working with Service Users and Students in a Participatory Classroom Environment

This article examines a participatory educational group approach to involving service users in a social work education programme. In particular it focuses on the skills and values that informed the lecturer's management of this group process and the relevance of the International Association for Social Work with Groups Standards for Social Work Practice with Groups to the purpose of the group as well as to how this group was facilitated.     

Transcending Differences: Using Concrete Subject-Matter in Heterogeneous Groups

ABSTRACT

The need to conduct social group work with heterogeneous members is a reality. Yet the social work literature does not offer much guidance in how to work with diverse groups of people. This paper illustrates a method of social group work that utilizes tangible and palpable subject matter as a therapeutic vehicle to create strong group cohesion with heterogeneous group members. It aims to explain how and why using non-personal subjects as the heart of the group helps people connect to themselves, to the world and to each other in a personal way. The examples given are from two groups that are very different in their compositions and very different from each other. One is a psycho-educational group at a Continuing Day Treatment Program for severely and persistently mentally ill elderly and the other is a group with adolescent and pre-adolescent females in a community center. Four benefits of using this method of social group work are outlined.     

Coming Together: Factors that Connect Social Workers to Group Work Practice

Group work is an effective method to intervene with various populations in multiple settings. However, research has demonstrated that social workers are often not prepared for the realities of group work practice. In this study, the lens is turned on professional social workers that identify as group workers about the motivations and factors that contributed to their practice of group work. The goal of this research is to provide data and related insights that will enhance the preparation of social workers for the realities of contemporary group work practice. The study also identified factors that would enhance group work education in both the classroom and field education settings.     

A response to the debates between Hutchings and Taylor and Jia on the Global Standards in China

This article is in response to Hutchings and Taylor's, and Jia's, debate on the Global Standards for social work education and training and the development of social work in China. It is argued in the article that: (i) we should examine the Global Standards and their applicability to China from a dialectical and historical perspective, and not deny the relevance of the application of the Global Standards to China solely from the point of view of 'Western social work standards', nor to accept uncritically the applicability of the Global Standards to China; and (ii) with this perspective, neither Western scholars nor Chinese scholars are more suitable than the other for judging whether or not the Global Standards are applicable to China. The most important factor in making this judgement is the presence of an adequate and unprejudiced discussion and communication between and among Chinese and Western scholars.     

Parents Beyond Oceans: A Social Group Work Curriculum for Chinese Immigrant Parents

ABSTRACT

Parents Beyond Oceans is a unique curriculum that was first implemented in 2011 as part of The Center for Family Life’s efforts to work with Chinese immigrant parents in Brooklyn, New York. Drawing on best practices in social group work and culturally competent social work, the curriculum creates a space where parents can share and process their immigration stories and traumas. Pre- and posttesting show that after participating in the program, parents felt less isolated, more a part of community that treated them like equals, and more accepting of cultural differences in parenting practices.     

The serene student: Evaluating a group-based mindfulness training program for MSW students

ABSTRACT

Social work educators are exploring the benefits of mindfulness training for social work pedagogy. The authors evaluate the outcomes of a mindfulness program for MSW students. The authors assessed changes in mindfulness, self-compassion, affect, mood, and impairment due to emotional distress before and after the program, and at 4-month follow-up. The authors examine how the group process may facilitate the development of mindfulness and consider how mindfulness practices can support group development and student learning. Results demonstrate that mindfulness training supports student self-regulation and well-being and suggest that the active ingredients of the group process may play a role in mindfulness training outcomes.     

Adding the “Symbolic” to Interactionist Practice: A Theoretical Elaboration of William Schwartz' Legacy to Group Workers

Symbolic interactionism is one of the premier theoretical perspectives on group life, but group work theorists have neglected it. This article provides metatheoretical reflections on the legacy of William Schwartz and the stalled project of theorizing about the communicative foundation of groups. Exemplars in the interactionist tradition are profiled, and their conceptual and practical contributions to a “symbolic” interactionist group theory are highlighted. The structure of interactionist theory is mapped, and a set of distinctive concepts and assumptions organized around the construct of symbolic practices is presented. The article concludes with a call to group workers to harvest the fruits of the interactionist theoretical and research program.     

The erosion of democracy in many countries: what should be group work’s response?

ABSTRACT

In this paper we describe democracy and evidence of its erosion globally and in the US. Specific concerns about the erosion of democratic values are discussed, and how this erosion manifests in group behaviors. We call on group work to consider how the global expansion of repressive policies and practices that empower privileged and the elite impact group member participation, especially members of targeted minority groups. Through examples we demonstrate ways group work practice can champion the protection of all member voices, and preserve a structure and mechanisms that model such protections for all its participants.     

Promoting Individual and Social Changes: A Hybrid Model of Social Work with Groups

Taking as a starting point two influential, yet different approaches in group work, that is, the self-directed group work and mutual aid models, this article examines a possible alternative for conducting social work with groups. Drawing from structuration theory, which makes a strong dialectical relation between agency and structure possible, this article highlights how our alternative model could lead to a greater integration of the micro- and macrodimensions in group-work practice. The Discussion section proposes three key principles for group work, namely, a belief in people’s strengths and capacities, a focus on critical thinking, and a concern for the development of a democratic culture in groups. These principles are conveyed through the group worker’s roles as consciousness raiser and process facilitator and provide a flexible and participatory process that can be used with a broad range of service-user groups. The article concludes with a discussion on the strengths and limitations of the model.