Facilitating Arts-Based Mindfulness Group Activities with Vulnerable Children: An Example of Nondeliberative Social Group Work Practice

ABSTRACT

This article discusses the process of facilitating arts-based mindfulness group work and activities with vulnerable children age 8 to 12 years who were involved with the child welfare or mental health systems. Specifically, it delineates connections between our group program and Norma Lang’s nondeliberative social group work practice. Importantly, in working with vulnerable children, the authors purposefully fostered the development of mutual aid, creativity, and strengths and recognized that each group had a life of its own.     

It Is Not Always Easy to Sit on Your Mouth

ABSTRACT

This paper describes the use of small groups in an after-school tutoring program for children, ages 5 to 12. Five group work principles are emphasized: (1) beginning where the group members are and drawing upon their interests; (2) enhancing mutual aid among group members; (3) taking the stages of group development into consideration when planning activities; (4) using the leader's role in ways that encourage and are helpful to group members; and (5) believing that members have something valuable to contribute to the group. Incorporation of group work principles into academic enrichment programs, rather than reliance solely on one-to-one tutoring, is urged.     

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.     

Mindfulness-based forgiveness groups for older adults

ABSTRACT

Interventions that enable individuals to be more forgiving toward themselves and others are important for older adults. This article describes a group intervention for adults aged 60 or older that integrates forgiveness-related skills with a mindfulness approach. The Mindfulness-based Forgiveness Group was designed to meet for eight sessions. The skills taught included: recognizing one’s own expectations and unenforceable rules, broadening one’s perspectives about the context of the transgression, and discovering positive intentions through exercises as well as a variety of meditations to cultivate mindfulness, self-compassion and forgiveness. Data from five Mindfulness-Based Forgiveness Groups were collected. Based on pre- and post-test measures, analyses indicate that participants improved significantly in relation to forgiveness, mindfulness/self-compassion, and mental health. Using qualitative post-test data from participants, we identify elements of the intervention that appear to be helpful. Suggestions are provided for social workers seeking to replicate and build upon this promising intervention.     

How and Why Movement Works: A Movement Workshop for Adults with Schizophrenic Disorders

ABSTRACT

This article explores a movement oriented group approach in the treatment of adults with Schizophrenic disorders. Examples illustrate how movement therapy was used to engage, build cohesion, and facilitate both individual member and group growth stages among schizophrenic clients in an outpatient mental health clinic. A movement approach is shown to create a sense of mindfulness through the re-generation of understanding and cooperation between body and mind. The movement is a source of awareness to foster behaviorally appropriate interaction with the environment. Thus the movement is the basis for an internalized boundary, allowing for safe interaction outside the confines of the Movement Workshop.     

Mindfulness,meditation, and breathing exercises: reduced anxiety for clients and self-care for social work interns

ABSTRACT

The purpose of this article is to identify and describe a teaching tool that supports social work student success in the classroom and in field placement. The project introduced mindfulness, meditation, and breathing techniques to 2nd-year master of social work (MSW) students in a group classroom setting and engaged students as they applied those techniques in their internship settings with clients. Students were introduced to mindfulness, meditation, and breathing techniques through lecture, experimental exercises, video clips, and case studies and used the group setting to learn to use those tools to add trauma-informed mindfulness interventions to the clinical techniques they concurrently practiced in field placement. Students learned methods to incorporate those interventions into their psychotherapy/counseling sessions with clients and discovered that mindfulness-specific interventions also helped regulate their own autonomic nervous systems, contributing to decreased anxiety. Thus, mindfulness skills taught in social work programs have significant multidimensional benefits; engaging a group classroom setting to learn to utilize mindfulness, meditation and breathing techniques can reduce stress and anxiety for clients and promote adaptive self-care skills for MSW students.     

Skills for Recovery: A Recovery-Oriented Dual Diagnosis Group for Veterans with Serious Mental Illness and Substance Abuse

Individuals with serious mental illness (SMI) are at a high risk for abusing alcohol and illicit substances relative to the general population. This use, even in small quantities, can negatively affect mental and physical health. Group therapy is an evidence-based treatment for individuals dually diagnosed with SMI and a substance abuse disorder. The Skills for Recovery group used a recovery-oriented therapy manual for dual diagnoses and was informed by the International Association for Social Work with Groups' Standards for Social Work Practice with Groups throughout the development and implementation of the group.     

Mutual Aid Group Work: Social Work Leading the Way to Recovery-Focused Mental Health Practice

The emphasis on recovery principles in mental health practice in Australia challenges the predominant medical model in mental health service delivery. This article describes a mental health-based, telephone-mediated, mutual aid support group for carers of people with severe mental illnesses. Data was collated from evaluations of these groups over a period of 7 years. Outcomes of the evaluation indicated that participants of these groups highly valued the supportive and collaborative nature of the mutual aid groups. The author emphasizes the potential of this approach and the promise of social group workers leading the way to recovery-focused mental health practice.     

Enhancing Recovery from Trauma: Facilitating a Mindfulness Skills Group on a Department of Veterans Affairs Inpatient PTSD Unit

Mindfulness and acceptance based treatments are being increasingly implemented for a variety of emotional and psychological related problems, including the impact of military and combat related trauma exposure. This article describes a mindfulness skills group as it was implemented on a sub-acute inpatient PTSD Unit at a Department of Veterans Affairs medical center, to demonstrate and explore the role of the mindfulness skills development in a group setting, for Post-Traumatic Stress Disorder and other trauma related problems.     

Instilling the Soul of Group Work in Social Work Education

This article addresses the process of developing an educational model for teaching social work with groups in an undergraduate social work degree program in Israel. The model was developed against a backdrop of decreasing status of social group work within the profession and the consequent loss of its unique identity and power in the social work field. The model's aims are to provide the students with the basic principles of social group work, to ensure its place in their professional identity, and to awaken curiosity regarding its use in their future practice as social workers.     

Applying Evidence-Based Practice in Group Work at an Alternative High School

Social workers often are reluctant to use evidence-based practice in group work. Part of this reluctance is because of the perceived rigidity of the process and its emphasis on research. However, social workers can rely on the four cornerstones of evidence-based practice—research, clinical experience, personal views, and client’s perspective—to provide an evidence-based group intervention. In this article, the authors illustrate how social workers used the four cornerstones at one alternative high school to provide an evidence-based group intervention. These cornerstones were used from the beginning of the process, which started with choosing the type of intervention, through the end of the process, which concluded with assessing the intervention. In this article, the authors show that it is possible for social workers to provide an evidence-based group intervention, while remaining flexible, thereby contributing to social workers’ knowledge of how to use evidence-based practice with groups.     

Overview of evidence-based practice with older adults and their families

Over the past decade, there has been tremendous growth in the movement to enhance the delivery of quality services through the use of evidence-based interventions. While a growing number of reviews have examined the effectiveness of pharmacological interventions for older adults, few have examined the status of psychosocial interventions for the older population. The purpose of this special volume is to increase researchers' and practitioners' knowledge of evidence-based treatments for older adults and their family members. To this end, a thorough review of the extant research on psychosocial interventions available to address the varied health, mental health/cognitive, and social role challenges faced by older adults and family caregivers is provided.     

Responsibility Group Counseling

Counseling those experiencing interpersonal alienation can be fruitfully accomplished in groups in which members learn to assume responsibility for themselves and others. This article presents a "responsibility group counseling" methodology for social work practice with groups. The approach is presented in terms of its principles, structure, techniques, and outcomes. The emphasis is placed on using the groundrules of this group counseling model.     

Developing a Community-Based Social Service Program for the Elderly

This article describes the development and implementation of a community-based social service program for the elderly. The problems encountered as a new professional unit within the municipality are analyzed and the role of the social worker in resolving those problems is described. The local community is the primary focus of change and strategies of intervention include reaching out and involving members from all levels of the community in the social service program, from members of the client group to individuals with political influence in the governmental system. Planning considerations for social work practice are posed including the relationship of the private, nonprofit sector to the public sector, the demands for service and difficulties establishing program stability.     

RCR Online Course: Build an Online Course to Augment RCR Training Using Evidenced-Based Learning Theory

This article demonstrates how to apply evidenced-based instructional design principles to develop a supplemental, online Responsible Conduct of Research (RCR) course. The supplement RCR course may serve to appropriately augment the National Institutes of Health (NIH) required RCR training. The way to ensure that an online RCR course is effective is to incorporate evidence-based learning theories into the development of the course content. This article specifically demonstrates application of Bloom's taxonomy and Gagne's Nine Instructional Events to a research misconduct course. At the conclusion, the reader will be able to apply evidence-based learning theories to the development of any online course.     

Strengths-based creative mindfulness-based group work with youth aging out of the child welfare system

ABSTRACT

This article describes the outcomes of a doctoral study exploring the facilitation of an arts and mindfulness-based group for youth aging out of the child welfare system. Although there has been an upsurge in attention to the use of mindfulness-based interventions (MBIs) with children, there are still significant knowledge gaps regarding the use of MBIs with older youth who have experienced trauma, loss, and marginalization. At the same time, there is increasing attention to the importance of relationships to successful transitions in the lives of youth aging out of child welfare system. This research is qualitative and sought to explore how an innovative MBI was experienced by these youth. Data from semistructured interviews revealed key themes related to the unique challenges of being involved in the child welfare system and the aging-out process, the participants’ understanding and benefits of learning mindfulness, as well as their experience of social support through a collaborative group participation. The benefits of group participation, including meaningful engagement in the group process, are considered.     

Images of Mindfulness

This article addresses the question: How should mindfulness be understood? Three views are considered. The first is that mindfulness should be understood as a cognitive ability. According to this view, people differ in their capacity to think in a mindful way, much as people differ in memory or intelligence. The second view is of mindfulness as a personality trait. According to this view, mindfulness is a stable disposition, much as would be extraversion or neuroticism. The third view is of mindfulness as a cognitive style. According to this view, mindfulness represents a preferred way of thinking. Mindfulnesshas characteristics of all three but seems closest to being a cognitive style. Construct validation is needed in order to address this and related questions.     

Mindfulness Training for Social Service Providers in Hawaii: Context and Considerations

Abstract

Few studies exploring outcomes for mindfulness training have specifically focused on social service providers such as case managers, juvenile justice (probation/parole) officers, family court liaisons, substance abuse and mental health counselors, and school behavioral health specialists, among others. This study examined whether social service professionals across various agencies in the state of Hawai‘i would be accepting of mindfulness-based training and practices, and explored their personal practice experiences. Participants (N?=?97) received mindfulness skills training including mindful breathing, mindful walking, and the body scan. Through post-evaluation surveys, practice logs of homework practices, and reflections, they were then asked to reflect on their experiences with the practice and identify potential changes that they would attribute to mindfulness. Interpretative phenomenological and content analyses revealed that participants generally reported a high level of acceptance of the mindfulness training and practices but progress, continuity, and sustainability were slow. Findings provided some indications of mindfulness resulting in salutary effects for social service professionals, but the training structure was problematic. Future research needs to examine how institutional, cultural milieu facilitate or hinder opportunities for social service professionals to embody and embed mindfulness in daily life; this would require multimodal and qualitative methodologies that seek to highlight and understand the live experiences of social service providers.     

The Use of Group Work to Fight Acute External Threats to a Community-Based Organization During Harsh Economic Times

This article addresses the use of group work in a community-based outpatient children's mental health agency to respond to financial threats by county and state government during the economic downturn of 2008–2009. Three specific threats that came within months of one another are discussed: (1) the threat to close down a chemical dependency treatment service for youth, (2) severe funding cuts to an outreach program for immigrant youth and their families, and (3) a state government plan to restructure/reform reimbursement for outpatient mental health services that promises to reduce access to care for underinsured families. Group work was used to organize, educate, and activate staff, board, community, and consumer groups, in large and small groups, to counter the threats and build a culture of advocacy. Lending a vision, empowering advocates, managing polarity, and shaping the advocacy message were essential elements of the advocacy process.     

Life in the Mindful Classroom: Nurturing the Disposition of Mindfulness

In this article, we review the appropriateness of 'mindfulness' as an educational goal and explore what it means to cultivate mindfulness as a disposition, that is, as an enduring trait, rather than a temporary state. We identify three high-leverage instructional practices for enculturatingmindfulness: looking closely, exploring possibilities and perspectives, and introducing ambiguity. We conclude by exploring what it might look like to cultivate the trait of mindfulness within individual classrooms. This report includes a review of an experimental study of 'conditional instruction,' which explores mindfulness as a state, and then drawson a series of qualitative case studies of 'thoughtful' classrooms to provide an example of conditional instruction as it might serve to develop a disposition of mindfulness.