Accountability and Risk Assessment: Members’ and Leaders’ Perspectives about Psychoeducational Batterers’ Group

This study reports group leaders’ assessment of group members’ risk for reassault and level of accountability during a psychoeducational group intervention with male domestic violence perpetrators. It also examines members’ assessment of their own risk for reassault and level of accountability over the 18-week program. Group leaders and group members completed surveys every 2 weeks. Bivariate analyses examining differences in accountability rating and risk assessment between group leaders and group members show little agreement between leaders and members and few changes over time. Group leaders assessed group members as showing some increases in level of accountability near the end of the group. These findings suggest group leaders perceived increased accountability among group members, but they were rarely able to fulfill their goal of educating members about the connection between accountability and risk of reassault.     

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.     

Group work is … powerful! This stuff changes … lives: training on group processes for facilitators of curriculum-based groups

ABSTRACT

This article describes a four-year group work training project conducted with facilitators of curriculum-based parenting groups who had not been trained in group work or group processes. A total 14 group facilitators and 144 group members from 34 groups were involved in the training and the mixed method evaluation. Participants described how the training modified their group facilitation, helping them understand that the groups themselves as well as the curricula were informative and transformative, and that group members as well as group facilitators had roles. Further, facilitators indicated that the training resulted in fundamental change in their self-perceptions from being simply purveyors of a parenting curriculum to empathic agents of change as well.     

When Is It Okay to Exclude a Member of the Ingroup? Children's and Adolescents’ Social Reasoning

Social exclusion of those who challenge group norms was investigated by asking children and adolescents, adolescents, age 9–13 years (N = 381), to evaluate exclusion of group members who deviated from group norms. Testing predictions from social reasoning developmental theories of group‐based exclusion, children and adolescents evaluated exclusion based on group norms involving allocation of resources and group traditions about dress code. Exclusion of deviant members was viewed as increasingly wrong with age, but also varied by the type of norm the deviant challenged. Participants who reported disliking a deviant member who wanted to distribute money unequally also found it acceptable to exclude them. Those who disliked deviants who went against norms about dress codes did not think exclusion was warranted. These findings are discussed in the context of children's social‐cognitive development regarding peer rejection as well as the role played by moral judgment and group dynamics.     

The Emergence and the Effects of Therapeutic Factors in Groups

ABSTRACT

This article explores the emergence of therapeutic factors in domestic violence men's group, as well as their effects on participants and the group. The authors conducted semistructured interviews with 72 men from groups in Quebec, after their fourth session. Thirty-eight of these men were met again, following their 16th session. A critical incident technique permitted us to identify various therapeutic factors. Three key factors are discussed: imparting information, hope, and cohesion. The authors found different processes influencing their development, particularly the roles of the worker, other members, and the group as a whole. These factors helped members meet their objectives and by their interdependency also contributed to group development. The authors made links with mutual aid and identified implications for research and practice.     

Adolescents' Judgments of Doubly Deviant Peers: Implications of Intergroup and Intragroup Dynamics for Disloyal and Overweight Group Members

Group membership, loyalty, and weight are highly relevant for adolescent peer evaluations at school. This research tested how in‐group/out‐group membership affected judgments of peers who deviated from social norms for weight and loyalty. Two hundred and forty 11–13‐year‐olds (49 percent female; 94 percent Caucasian) judged two in‐group or out‐group peers: one was normative (loyal and average weight) and the other was non‐normative (i.e., ‘deviant’). The deviant target was overweight, disloyal to their own group (school), or both (‘doubly deviant’). Derogation of overweight relative to average weight peers was greater if they were in‐group rather than out‐group members, revealing a strong ‘black sheep effect’ for overweight peers. Disloyal out‐group deviants were judged favorably, but this effect was eliminated if they were doubly deviant, suggesting that their disloyalty was insufficient to overcome the overweight stigma. Consistent with developmental subjective group dynamics theory, effects of group membership and types of deviance on adolescents’ favorability toward peers were mediated by adolescents’ perceptions of how well the deviant members would ‘fit’ with the in‐group school. Implications for theory and strategies to reduce peer exclusion, particularly weight stigmatization, are considered.     

Examining the Structure and Dynamics of Kinship Care Groups

ABSTRACT

In the fall of 2006, a self-administered Internet survey was made available to all kinship care group facilitators listed in the 2006 New York State Office for the Aging's directory for kinship care providers. The survey sought facilitators' views on the purpose and structural aspects of the groups and to understand whether and how mutual aid processes were occurring. A purposive sample of 16 participants (53% response rate) completed the online quantitative survey that included space for qualitative comments. Findings revealed that 75% of participants facilitated a kinship care group in the past 5 years, and they believed their group purposes primarily included support and growth. Additionally, participants reported that all mutual aid principles occurred in their groups, with the supportive mutual aid interventions occurring more frequently than the challenging ones. Finally, themes from open-ended responses included 1) an enhanced sense of solidarity developed among group members, 2) the importance of facilitators' show of compassion for group members, and 3) facilitators' need to have a working knowledge of and ability to maximize available resources. Implications for serving the needs of kinship care providers through groups and other practices are addressed.     

Enhancing Confidentiality within Small Groups: The Experiences of AIDS Service Organizations

Fear that others will not maintain confidentiality can prevent persons living with HIV/AIDS (PHAs) from participating in small groups. This article reports on practices for enhancing confidentiality among group members. The research involved surveying group workers on practices used to promote confidentiality and providing PHAs opportunity to share their perspectives. Group workers most frequently reported discussing confidentiality with group members, modelling respect of confidentiality, and seeking member agreement to maintain confidentiality. They also shared suggestions and described challenges related to maintaining confidentiality. Overall, the PHAs agreed with the reported practices. However, differences did emerge around the use and emphasis of certain means, such as the use of signed agreements.     

老人小组社会工作技巧——社会工作专业实务教学探微

社区老人小组工作技巧是社会工作专业实习的重要内容,也是社会工作者(以下简称“社工”)协助老人丰富晚年生活不可忽略的重要工作之一。排除老人心理障碍、防止组员构成差别过大以及锁定初、中、后期小组活动目标等,是老人小组工作中的重要技巧。本文以社工专业实务教学为例,就老人小组工作技巧谈谈几点体会。     

黑社会性质组织认定若干疑难问题研析

对社会形成非法控制作为黑社会性质组织的本质特征,是其区别于一般犯罪集团的最显著的特征;黑社会性质组织的组织性特征的认定要求其已形成较为稳定的犯罪结合体,人数较多,有明确的组织者、领导者,骨干成员基本固定;经济实力特征的认定要求该犯罪结合体将其获得的经济利益用于支持该组织的活动,至于这些经济利益通过何种途径获取的,在所不问;黑社会性质组织的手段特征不仅要求所实施的违法犯罪活动是有组织地进行的,而且还要求违法犯罪活动具有多次性;在一定区域或者行业内形成非法控制或者重大影响是认定黑社会性质组织成立的关键;在司法机关与立法机关先后对黑社会性质组织的认定作出不同解释的情况下,对立法解释通过之前发生的行为而于该解释通过之后才审理的,应当适用立法解释.     

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.     

Parents Beyond Borders: A Social Group Work Curriculum for Supporting Immigrant Parents and Building Solidarity

Parents Beyond Borders, a curriculum first implemented in 2008 as part of The Center for Family Life's ParentShip Program, encourages group members to create a shared narrative about their traumatic immigration experiences. The result is twofold. First, immigrant parents gain a more assertive and poignant voice to communicate with family and others in their lives when sharing their family's acculturation experience. Second, because social group work promotes recognition of collective trauma due to the community's experience of marginalization, it improves members' group self-concept and empowers them to take action and advocate for themselves.     

Enhancing the Efficacy and Empowerment of Older Adults Through Group Formation

ABSTRACT

Research suggests that efficacy and empowerment are necessary for social engagement and that a sense of efficacy and empowerment exerts positive influences on older adults. However, little is known about how individual efficacy and empowerment are affected by group efficacy and empowerment in later life. To assess the impact of group involvement on the individual, the authors conducted a follow-up study with members of an art guild for older adults. Qualitative data were collected in 1997 and 2001 to ascertain the members' perceptions of group goals and accomplishments, membership benefits, the effect on the community, societal views about older adults, and the impact of group activities on the individual. The results clearly indicated that collective efficacy and empowerment through social engagement were beneficial to members as individuals and as a group, and contributed to well-being through a general sense of accomplishment and pride.     

Towards a re-conceptualization of flow in social contexts

The antecedents and outcomes of individual-level flow are well documented in a large body of literature. However, flow does not only occur in isolation - quite to the contrary, recent evidence suggests that social interaction can facilitate the experience of flow. Therefore, we propose a taxonomy, which distinguishes five different flow states according to two global factors: interactional synchrony and self-other overlap. Solitary flow bears all characteristics developed by Csikszentmihalyi. Co-active flow is facilitated or hampered by the presence of other people. Private interactive flow emerges on the grounds of a minimal unidirectional interaction with more passive others; only the active subject is in flow. In shared interactive flow, a fully synchronized activity between group members takes place and all group members are in flow. In group flow, all members reach a level of complete self-other overlap with the group, which leads to a collective experience of flow on the group-level. In addition to differences and commonalities of the different types of flow, suggestions for how to induce and study social flow are discussed.     

The Group Topic Evaluation Scale: Preliminary Validity,Reliability, and Use in Psychoeducational Groups

Process measures are important for evaluation of client reaction to psychoeducational group topics. Few scales have been created for measuring client responses in this setting. This study utilized secondary data to determine the initial validity of a Group Topic Evaluation Scale. Group members (N = 190) in a large, urban Driving Under the Influence program evaluated six different group topics using a created scale for a total of 623 responses. Principal component analysis found one factor comprising six items with good reliability. Two of the six topics scored significantly higher, indicating more meaningfulness to the clients. Implications are discussed.     

The Melanoma Patient Exchange: Insights from a Supportive Group Intervention for Melanoma Patients and their Caregivers

Melanoma is one of the fastest growing cancers worldwide, and the psychosocial impact of its diagnosis and treatment can be substantial. The authors implemented a support group for melanoma patients and caregivers to address a gap in support services. The authors describe insights from the first year of the program, including group format and dynamics, participant feedback, and satisfaction. Feedback was collected using the Group Session Rating Scale and two open-ended questions. Sixty-six members participated and responses demonstrated high satisfaction with the group (Mean = 38.7/40.0). Similar organizations may utilize these strategies to provide a support group option for their population of interest.     

Group work over a digital platform: Understanding middle-class struggle in pandemic

ABSTRACT

This narrative is about how a WhatsApp friendship group was turned into a process reminiscent of social group work and how it became a promising practice for its group members during the coronavirus pandemic. The narrative portrays the struggles of middle-class families of Indian society in this crisis situation and how some of their issues were addressed using the digital platform in a group context.     

Race,Color, Ethnicity,and Class

The issues of race, color, ethnicity, and class present many challenges for goup workers leading adolescent counseling groups in culturally muted urban areas. These issues are examined in detail in the context of a school-based group work program for middle school teenagers. The role of the group leader in working with this population is discussed, and guidelines are offered for developing biculturalism in group members and for addressing race, color, ethnicity, and class as they arise in bicultural group processes.     

Using an Interpreter as Cofacilitator

This article describes an ongoing group for Cambodian refugee elder women. The group was facilitated by a White licensed clinical social worker who spoke only English and a bilingual, Cambodian interpreter. The interpreter interpreted for the members and the English speaking facilitator but also was a cofacilitator performing assessments of group dynamics, interventions, and actively facilitated alongside the licensed clinical social worker. This model is different than how interpreters are traditionally used. Challenges, strengths, and the dynamics of this model are discussed.