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.     

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.     

The Transformation of the Purpose of a School-Based Supervision Group during Tough Economic Times: Challenges and Considerations for the Worker

This article describes the dramatic change in purpose in a group supervision that was faced with an economic crisis. For 7 years the group flourished, providing clinical and emotional support for social work staff and interns. During a time of economic hardship, the program faced the threat of closing, and, in response the group transformed itself from a clinical supervision group to a social-action task group. This article details the trajectory and transformation of the group's focus from clinical supervision to social action with a special emphasis on (1) group supervision, (2) social action, and (3) the concept of purpose in group work. The complexities, consequences, surprises, and rewards of this process, especially for the group worker, are described. The creative use of supervision groups and worker flexibility and self awareness are discussed.     

“I Hear You”: Using Focus Groups to Give Voice to Adolescent Girls' Experiences with Violence

Focus groups are used in social science to understand social problems. This article presents focus groups for adolescent girls in a school setting, by two social work researchers, on the subjects of girl fighting and dating violence. The article discusses planning (agency collaboration and decisions about the structure of the group and recruitment of participants), using group work skills to create a safe environment that encourages discussion of diverse opinions, and disseminating relevant findings to school personnel that will prevent or intervene in the problem.     

Group Work Gets Physical: Self-Defense Class and Social Work

SUMMARY

This article examines how a self-defense class is a social work group when it incorporates basic group work principles. The ways in which stages of group development, member roles and mutual aid are used in a self-defense class will be explored. The article also highlights how a self-defense class can be a legitimate intervention for women who have been victimized.     

Group Work Education: A Call for Renewed Commitment

Studies demonstrate steady decline in group work courses and concentration in graduate social work programs. This is attributed to the Council on Social Work Education’s recommendation, in 1969, for a generalist practice model; the growing interest of professional social workers in developing casework skills, including psychiatric casework; and the influence of perspectives from nonsocial work disciplines. This article proposes renewed efforts to strengthen social group work education and concerted collaboration between classroom and field. It focuses on essential course content, emphasizes social group work perspectives, and identifies core social group work concepts and tools for inclusion in curriculum and field education.     

Social work education: state of the art

In assessing the appropriateness of contemporary social work education to its context, the article assumes that social work practice and education must relate to its social reality. The article argues that, since the 1970s, that reality has changed in relation to the role of the welfare state, perceptions of economic growth and the independence of the state. As a result, the roles of civil society, the community and welfare personnel have changed, with implications for social work. At the same time, the earlier tendency of social work to avoid the major social issues of the day is no longer appropriate, and the article outlines five major issues needing to be addressed by social work. In conclusion, the article presents four options that social work education should, as a total profession, address, if the profession is to play the roles demanded of it by its contemporary social reality.     

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.     

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.     

Teaching Group Work in the BSW Generalist Social Work Curriculum: Core Content

In this article, nine considerations associated with social work practice with groups are identified and discussed. These range from the importance of mutual aid and the role of the group leader to multicultural competence and practice skills needed in the beginning, middle, and ending phases of group work. Group work is only one of four modalities that must be taught in the undergraduate practice sequence. Therefore, the nine considerations represent the essential content on group work for the generalist practice curriculum. The author assumes that this content can be presented in a 7-week time frame. In a companion article, the author presents teaching strategies and techniques that assist the instructor in conveying the principles for practice discussed in the present article.     

IASWG Standards for Social Work Practice with Groups: The Case of Quebec Practices

The International Association for Social Work with Groups (IASWG) proposes Standards of social group work that are intended to act as minimum standards that can be applied internationally. The aim of this article is to examine group work practices in Quebec in the light of IASWG Standards. To address this question, secondary analysis of existing data from a study undertaken in Quebec is presented. Results indicate that group work practices in Quebec tend to be rather structured (e.g., selection criteria, norms). The discussion shows that the IASWG Standards are useful for critically examining Quebec practices but also provides information that could contribute to the improvement of these Standards.     

Crossing Boundaries: Comparing Group Work in the United States and Australia

ABSTRACT

This article compares the teaching and practice of group work in Australia and the U.S., including data on both students and practitioners, group work content in selected schools of social work, the types of groups offered and client populations served. Implications for cross-cultural social work are discussed as are areas of future international collaboration and research.     

The Faculty Field Liaison: An Essential Role for Advancing Graduate and Undergraduate Group Work Education

The faculty field liaison is responsible for representing a school’s social work program in monitoring agency internship sites and agency field instructors for an assigned cohort of the program’s BSW or MSW internship students. This article focuses on the faculty field liaison’s role in effectively monitoring the internship site and field instruction to ensure the internship experience is successfully providing the group work skills and knowledge the BSW or MSW student intern needs to be an effective group work practitioner. The field instructor role has been given a lot of attention in the social work literature, but the role of the faculty field liaison has been given little to no attention. This is despite the faculty field liaison’s significant responsibility of representing the BSW and MSW program by bridging the relationships between the program, the field instructor, and the internship student. This article identifies the importance of the faculty field liaison responding to concerns in group work education in the classroom and field setting. Practice vignettes illustrating the work of the faculty field liaison in monitoring group work assignments and field instruction supervision for graduate and undergraduate social work interns are provided.     

The Faculty Meeting: Practicing Social Justice-Oriented Group Work

Social group work scholars and practitioners have begun to locate and recognize important sites for thinking about and practicing social group work as increasing evidence demonstrates its diminishing importance. This article identifies faculty meetings as a significant site for integrating social group work more fully into departments and schools of social work and helping to achieve the profession's social justice mission. Challenging the meaning of the faculty meeting and thinking of it as a faculty group is a necessary prerequisite to realize this goal. A set of principles is presented and next steps explored to reclaim and reinsert the value of social group work for the profession today.     

The application of a small group learning approach to social group work teaching - an exploratory study

A new modality – the small group learning approach, was developed for social group work courses for social work students in Hong Kong. A research study, aimed at understanding the students’ level of satisfaction with the new approach and exploring its effectiveness regarding enhancing students’ learning in social group work, was conducted for three cohorts of students in the academic years from 2013-14 to 2015-16. The findings indicated that its effectiveness was influenced by the quality of the tutors and the level of co-operation of the students. Strategies for improving the design and the implementation of the approach will be discussed     

Remembering Katy: A Reflection on Social Work with Groups’ Founding Coeditor Catherine P. Papell (1916–2013)

This article reflects on the remarkable career of one of the founders and first coeditors of Social Work with Groups. Catherine (Katy) Papell made outstanding contributions to social work—especially to social work with groups for which she was a passionate advocate. In addition to editing this journal, she was a group worker, educator, activist, historian, writer/theorist, mentor, and role model. In the process she became a beloved friend to many and will be greatly missed.     

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.     

The Political and Economic Impact on the Development of Social Group Work in Taiwan

This article uses a political-economic lens to clarify the development of social group work in Taiwan. During the past 50 years, Taiwan has experienced a great economic and political transition. This article focuses on three different periods of time. Under the political repression of the 1950s and 1960s group activities were a means of social control. In the 1970s economic development evoked social changes that led to relaxed controls over civil organizations and political freedom. Community development and “Americanized” social work education marked the first step for social work with groups. During that period group work in Taiwan placed more emphasis on individual problems. In the 1980s political change brought the expansion of group work in Taiwan. An open political scene and flourishing social movements gave impetus to extension of various forms of group work in all kinds of situations. In particular social action and self-help groups played a critical role in the growth of the interests of people.