Pub Date : 2021-12-13DOI: 10.1080/01609513.2021.1972719
M. S. Fisher
{"title":"The life model of social work practice: advances in theory and practice. (4th Ed.)","authors":"M. S. Fisher","doi":"10.1080/01609513.2021.1972719","DOIUrl":"https://doi.org/10.1080/01609513.2021.1972719","url":null,"abstract":"","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48959551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-13DOI: 10.1080/01609513.2021.2004737
Andrew Malekoff
{"title":"From the Editor: A look back at the value of early peer relationships","authors":"Andrew Malekoff","doi":"10.1080/01609513.2021.2004737","DOIUrl":"https://doi.org/10.1080/01609513.2021.2004737","url":null,"abstract":"","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2021-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42519952","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-12DOI: 10.1080/01609513.2021.1981515
S. Skolnik, Louise Skolnik
ABSTRACT This paper focuses on opportunities for enhancing field education for group work practice. Five challenges influencing effective learning are reviewed and problem-solving strategies to cope with each are proposed. The challenges addressed are the generalist curriculum, inadequate preparation of field educators, agency prescribed co-leadership assignments, proliferation of manual based practice, and expanding use of online groups. The authors discuss specific strategies for meeting these challenges and for providing students with a field experience that teaches them to understand, appreciate, and practice social work with groups
{"title":"Beyond challenges: Opportunities for enhancing group work field education","authors":"S. Skolnik, Louise Skolnik","doi":"10.1080/01609513.2021.1981515","DOIUrl":"https://doi.org/10.1080/01609513.2021.1981515","url":null,"abstract":"ABSTRACT This paper focuses on opportunities for enhancing field education for group work practice. Five challenges influencing effective learning are reviewed and problem-solving strategies to cope with each are proposed. The challenges addressed are the generalist curriculum, inadequate preparation of field educators, agency prescribed co-leadership assignments, proliferation of manual based practice, and expanding use of online groups. The authors discuss specific strategies for meeting these challenges and for providing students with a field experience that teaches them to understand, appreciate, and practice social work with groups","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"103 - 115"},"PeriodicalIF":0.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48139315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1080/01609513.2021.2006109
Lisa A. Henshaw
ABSTRACT Indirect trauma and its effects on helping professionals present a unique challenge for social work educators and institutions whose students may be indirectly exposed to trauma in field placements, communities, and social media. In times of trauma, political and social unrest, group work offers the opportunity for connection among social isolation, empowerment through voice, and mutual aid to support coping. Social workers in academia have an ethical commitment to competence and cultural awareness, prompting further investigation into how to best meet the needs of students who may be impacted by indirect trauma exposure. This paper demonstrates the application of trauma-informed principles to group practice in the aftermath of a hate crime among a diverse group of graduate students, offering an innovative approach for responding to students’ needs, while modeling group work practice in social work, trauma-informed organizational practices, culturally grounded social work practice, and effective practices for self-care.
{"title":"Trauma-informed group work in social work academia: responding to students’ indirect trauma","authors":"Lisa A. Henshaw","doi":"10.1080/01609513.2021.2006109","DOIUrl":"https://doi.org/10.1080/01609513.2021.2006109","url":null,"abstract":"ABSTRACT Indirect trauma and its effects on helping professionals present a unique challenge for social work educators and institutions whose students may be indirectly exposed to trauma in field placements, communities, and social media. In times of trauma, political and social unrest, group work offers the opportunity for connection among social isolation, empowerment through voice, and mutual aid to support coping. Social workers in academia have an ethical commitment to competence and cultural awareness, prompting further investigation into how to best meet the needs of students who may be impacted by indirect trauma exposure. This paper demonstrates the application of trauma-informed principles to group practice in the aftermath of a hate crime among a diverse group of graduate students, offering an innovative approach for responding to students’ needs, while modeling group work practice in social work, trauma-informed organizational practices, culturally grounded social work practice, and effective practices for self-care.","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"187 - 199"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48599220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-25DOI: 10.1080/01609513.2021.2004736
U. Glassman
{"title":"Dilemmas in social work field education – decision cases","authors":"U. Glassman","doi":"10.1080/01609513.2021.2004736","DOIUrl":"https://doi.org/10.1080/01609513.2021.2004736","url":null,"abstract":"","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"200 - 201"},"PeriodicalIF":0.0,"publicationDate":"2021-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43702851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-16DOI: 10.1080/01609513.2021.2004969
Catherine L. Marrs Fuchsel
ABSTRACT Immigrant Latinas (IL) experiencing incidences of intimate partner violence (IPV) require services from police departments. This study builds upon a previously mixed-method study conducted at a police department between 2015 and 2018 in the US. Thirty-three IL participated in five educational groups (ns = 7, 7, 6, 6, 7) in a culturally specific curriculum and program, Sí, Yo Puedo, designed to foster self-esteem and provide education on IPV and healthy relationships. Two follow-up groups (ns = 8, 5) were conducted in December 2020 to assess IL’s experiences post completion of the Si, Yo Puedo empowerment program. Content analysis was the method employed to review the data and generate themes of the participants experiences. Participants’ qualitative responses included positive feelings of increased confidence and self-esteem, and reports of learning about legal rights and the dynamics of IPV. Findings implicate this curriculum as a service tool for police departments working with this population.
{"title":"Long-term impact of the Sí, Yo Puedo curriculum and empowerment program on immigrant Latinas: follow-up groups at a police department","authors":"Catherine L. Marrs Fuchsel","doi":"10.1080/01609513.2021.2004969","DOIUrl":"https://doi.org/10.1080/01609513.2021.2004969","url":null,"abstract":"ABSTRACT Immigrant Latinas (IL) experiencing incidences of intimate partner violence (IPV) require services from police departments. This study builds upon a previously mixed-method study conducted at a police department between 2015 and 2018 in the US. Thirty-three IL participated in five educational groups (ns = 7, 7, 6, 6, 7) in a culturally specific curriculum and program, Sí, Yo Puedo, designed to foster self-esteem and provide education on IPV and healthy relationships. Two follow-up groups (ns = 8, 5) were conducted in December 2020 to assess IL’s experiences post completion of the Si, Yo Puedo empowerment program. Content analysis was the method employed to review the data and generate themes of the participants experiences. Participants’ qualitative responses included positive feelings of increased confidence and self-esteem, and reports of learning about legal rights and the dynamics of IPV. Findings implicate this curriculum as a service tool for police departments working with this population.","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"172 - 186"},"PeriodicalIF":0.0,"publicationDate":"2021-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48459217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-06DOI: 10.1080/01609513.2021.1990191
Akin Taiwo, Stephanie L. Baird, J. Sanders
ABSTRACT The global COVID-19 pandemic has created increased isolation and a need for connecting in new ways. As pre-tenured faculty members at a school of social work in Ontario, Canada, the need to connect and support each other has been particularly important. The challenges of balancing new faculty positions and the demands of teaching, service, and research became even more apparent with additional workloads, difficulties accessing overwhelming amounts of online information, and increased isolation resulting from the pandemic. In response, this narrative describes the process of developing a virtual “pre-tenured faculty” chat support group, and the unexpected source of support it provided. Drawing from group work literature and personal reflections, this paper describes the mutual aid that was developed throughout this process and offers recommendations for creating similar peer support chat groups in academic and other organizations.
{"title":"Mutual aid on WhatsApp: reflections on an online support group for new and pre-tenured faculty","authors":"Akin Taiwo, Stephanie L. Baird, J. Sanders","doi":"10.1080/01609513.2021.1990191","DOIUrl":"https://doi.org/10.1080/01609513.2021.1990191","url":null,"abstract":"ABSTRACT The global COVID-19 pandemic has created increased isolation and a need for connecting in new ways. As pre-tenured faculty members at a school of social work in Ontario, Canada, the need to connect and support each other has been particularly important. The challenges of balancing new faculty positions and the demands of teaching, service, and research became even more apparent with additional workloads, difficulties accessing overwhelming amounts of online information, and increased isolation resulting from the pandemic. In response, this narrative describes the process of developing a virtual “pre-tenured faculty” chat support group, and the unexpected source of support it provided. Drawing from group work literature and personal reflections, this paper describes the mutual aid that was developed throughout this process and offers recommendations for creating similar peer support chat groups in academic and other organizations.","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"145 - 156"},"PeriodicalIF":0.0,"publicationDate":"2021-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45024606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-02DOI: 10.1080/01609513.2021.1994511
Jason Manett
ABSTRACT This article describes the principles and operation of a social group for university students with autism spectrum disorder (ASD). The assumptions underlying the group are consistent with aspects of the social model of disability and neurodiversity paradigm as well as the principles of mutual aid support groups. The group prioritizes social experience rather than social skills by explicitly accepting unconventional behavior and multiple ways of engaging in it. Operationalizing these principles occurs during the recruitment stage and by employing an active and responsive facilitation style during meetings. The reported benefits of the group suggest that this approach to providing support for students with ASD may contribute to the efforts of postsecondary institutions to meet the unique needs of this population.
{"title":"The Social Association for Students with Autism: principles and practices of a social group for university students with ASD","authors":"Jason Manett","doi":"10.1080/01609513.2021.1994511","DOIUrl":"https://doi.org/10.1080/01609513.2021.1994511","url":null,"abstract":"ABSTRACT This article describes the principles and operation of a social group for university students with autism spectrum disorder (ASD). The assumptions underlying the group are consistent with aspects of the social model of disability and neurodiversity paradigm as well as the principles of mutual aid support groups. The group prioritizes social experience rather than social skills by explicitly accepting unconventional behavior and multiple ways of engaging in it. Operationalizing these principles occurs during the recruitment stage and by employing an active and responsive facilitation style during meetings. The reported benefits of the group suggest that this approach to providing support for students with ASD may contribute to the efforts of postsecondary institutions to meet the unique needs of this population.","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"157 - 171"},"PeriodicalIF":0.0,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41553713","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-28DOI: 10.1080/01609513.2021.1990192
Hülya Yıldız, Veli Duyan
ABSTRACT This study aims to reduce the loneliness level of university students using group therapy. UCLA Loneliness Scale was applied to a sample of 42 university students. Ten students with the highest score were interviewed one-to-one and informed about the aims and stages of the group work. Six students who agreed to participate in therapy were subjected to a five-session study. At the end of the study period, UCLA Loneliness Scale was re-applied to the students. The outcomes of the group work revealed a downward trend in the loneliness scale scores of the participants. It was observed that the students participating in the group work had a reduced perception of loneliness.
{"title":"Effect of group work on coping with loneliness","authors":"Hülya Yıldız, Veli Duyan","doi":"10.1080/01609513.2021.1990192","DOIUrl":"https://doi.org/10.1080/01609513.2021.1990192","url":null,"abstract":"ABSTRACT This study aims to reduce the loneliness level of university students using group therapy. UCLA Loneliness Scale was applied to a sample of 42 university students. Ten students with the highest score were interviewed one-to-one and informed about the aims and stages of the group work. Six students who agreed to participate in therapy were subjected to a five-session study. At the end of the study period, UCLA Loneliness Scale was re-applied to the students. The outcomes of the group work revealed a downward trend in the loneliness scale scores of the participants. It was observed that the students participating in the group work had a reduced perception of loneliness.","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"132 - 144"},"PeriodicalIF":0.0,"publicationDate":"2021-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47476893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-27DOI: 10.1080/01609513.2021.1972718
N. Vázquez
ABSTRACT In this article I present how the development and implementation of the Social Work and Art Project, Paint Your Heart with Love, which was carried out during the period from 2018 to 2021 in the Puerto Rican context, as an innovative strategy for working with groups. Its main purpose is aimed at strengthening the socio-emotional learning of childhood in the school stage, through the integration of the group method and art as a medium, based on five competencies: self-knowledge, self-regulation, social awareness, interpersonal relationships, and decision-making. In addition to this, during all phases of the project it has had the participation of social work students at the undergraduate level, which contributes to the innovation of the project. Topics presented include everything from the idea phase to the training and publication of the activity guide. This project offers its workshops from an experiential approach to professionals who are trained to facilitate the eventual implementation of the project, which makes it more relevant. As part of this trajectory, in 2019 it was recognized by International Association for Social Work with Groups as a SPARC project.
{"title":"Paint your heart with love: social work and art project (Pinta tu corazón con amor: Proyecto Trabajo Social y Arte)","authors":"N. Vázquez","doi":"10.1080/01609513.2021.1972718","DOIUrl":"https://doi.org/10.1080/01609513.2021.1972718","url":null,"abstract":"ABSTRACT In this article I present how the development and implementation of the Social Work and Art Project, Paint Your Heart with Love, which was carried out during the period from 2018 to 2021 in the Puerto Rican context, as an innovative strategy for working with groups. Its main purpose is aimed at strengthening the socio-emotional learning of childhood in the school stage, through the integration of the group method and art as a medium, based on five competencies: self-knowledge, self-regulation, social awareness, interpersonal relationships, and decision-making. In addition to this, during all phases of the project it has had the participation of social work students at the undergraduate level, which contributes to the innovation of the project. Topics presented include everything from the idea phase to the training and publication of the activity guide. This project offers its workshops from an experiential approach to professionals who are trained to facilitate the eventual implementation of the project, which makes it more relevant. As part of this trajectory, in 2019 it was recognized by International Association for Social Work with Groups as a SPARC project.","PeriodicalId":39702,"journal":{"name":"Social Work with Groups","volume":"45 1","pages":"211 - 227"},"PeriodicalIF":0.0,"publicationDate":"2021-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42356374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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