Pub Date : 2023-09-15DOI: 10.1080/01933922.2023.2246538
Bilal Urkmez, Sunder Singhani
ABSTRACTCounselor education programs emphasize experiential group training (EGT). With the growing need for online group counseling services, it is unclear how to structure the EGT to improve group leadership self-efficacy of counselors-in-training (CITs). This pilot study used a unique EGT design to provide group membership and group leadership experience to master’s students in both face-to-face and online formats. Master’s students completed pre-and post-intervention measures to evaluate the effectiveness of this EGT in improving group leadership self-efficacy. Results indicated that there was a significant increase in students’ group leadership self-efficacy in both formats of training. Implications for building experiential group training programs are discussed.KEYWORDS: Experiential group trainingcounselors-in-traininggroup leadership self-efficacyonline group counselingface-to-face group counseling AcknowledgmentsThe authors wish to thank all the students who participated in this study.Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBilal UrkmezBilal Urkmez is an Assistant Professor in counselor education in the Department of Counseling and Higher Education at Ohio University. Dr. Urkmez holds the Ph.D. in Rehabilitation Counselor Education program from Michigan State University at East Lansing. He also holds an M.A. in Rehabilitation Counseling from Wayne State University in Detroit.Sunder SinghaniSunder Singhani is a doctoral student at Ohio University in a CACREP-accredited Counselor Education and Supervision program. He holds an MEd in clinical mental health counseling from Bridgewater State University, a CACREP-accredited program, and a Master of Liberal Arts degree in Clinical Psychology from Harvard University. He is a National Certified Counselor and a Licensed Professional Counselor (LPC) in Ohio. He is a qualified Mindfulness-Based Stress Reduction (MBSR) teacher since 2018 and the Founder/President of the Mindfulness-Based Living student club at his university. He is also an NBCC Minority Fellowship Program (Doctoral) Fellow for 2023.
【摘要】咨询师教育偏重于体验式团体训练。随着在线团体咨询服务需求的不断增长，如何构建在线团体咨询服务以提高在训辅导员的团体领导自我效能感尚不明确。本试点研究采用独特的EGT设计，以面对面和在线两种形式为硕士生提供小组成员和小组领导经验。硕士生完成干预前和干预后的测量，以评估该干预对提高团体领导自我效能的效果。结果表明，两种训练形式均显著提高了学生的团体领导自我效能感。讨论了建立体验式团体训练计划的意义。关键词:体验性小组培训辅导员培训中小组领导自我效能感在线小组咨询面对面小组咨询致谢作者感谢所有参与本研究的学生。披露声明作者未报告潜在的利益冲突。作者简介:bilal Urkmez bilal Urkmez是俄亥俄大学咨询与高等教育系的顾问教育助理教授。Urkmez博士拥有东兰辛密歇根州立大学康复咨询师教育项目博士学位。他还拥有底特律韦恩州立大学康复咨询硕士学位。辛格哈尼(under Singhani)是俄亥俄大学cacrep认证的辅导员教育与监督项目的博士生。他持有布里奇沃特州立大学(Bridgewater State University)临床心理健康咨询医学硕士学位(cacrep认证项目)，以及哈佛大学(Harvard University)临床心理学文科硕士学位。他是俄亥俄州的国家认证咨询师和持牌专业咨询师(LPC)。自2018年以来，他是一名合格的正念减压(MBSR)教师，也是他所在大学正念生活学生俱乐部的创始人/主席。他也是2023年NBCC少数民族奖学金项目(博士)研究员。
{"title":"Effectiveness of Experiential Group Training in Developing Leadership Self-Efficacy of Counselors-In-Training","authors":"Bilal Urkmez, Sunder Singhani","doi":"10.1080/01933922.2023.2246538","DOIUrl":"https://doi.org/10.1080/01933922.2023.2246538","url":null,"abstract":"ABSTRACTCounselor education programs emphasize experiential group training (EGT). With the growing need for online group counseling services, it is unclear how to structure the EGT to improve group leadership self-efficacy of counselors-in-training (CITs). This pilot study used a unique EGT design to provide group membership and group leadership experience to master’s students in both face-to-face and online formats. Master’s students completed pre-and post-intervention measures to evaluate the effectiveness of this EGT in improving group leadership self-efficacy. Results indicated that there was a significant increase in students’ group leadership self-efficacy in both formats of training. Implications for building experiential group training programs are discussed.KEYWORDS: Experiential group trainingcounselors-in-traininggroup leadership self-efficacyonline group counselingface-to-face group counseling AcknowledgmentsThe authors wish to thank all the students who participated in this study.Disclosure StatementNo potential conflict of interest was reported by the author(s).Additional informationNotes on contributorsBilal UrkmezBilal Urkmez is an Assistant Professor in counselor education in the Department of Counseling and Higher Education at Ohio University. Dr. Urkmez holds the Ph.D. in Rehabilitation Counselor Education program from Michigan State University at East Lansing. He also holds an M.A. in Rehabilitation Counseling from Wayne State University in Detroit.Sunder SinghaniSunder Singhani is a doctoral student at Ohio University in a CACREP-accredited Counselor Education and Supervision program. He holds an MEd in clinical mental health counseling from Bridgewater State University, a CACREP-accredited program, and a Master of Liberal Arts degree in Clinical Psychology from Harvard University. He is a National Certified Counselor and a Licensed Professional Counselor (LPC) in Ohio. He is a qualified Mindfulness-Based Stress Reduction (MBSR) teacher since 2018 and the Founder/President of the Mindfulness-Based Living student club at his university. He is also an NBCC Minority Fellowship Program (Doctoral) Fellow for 2023.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135394416","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 : 2023-09-12DOI: 10.1080/01933922.2023.2253467
Elizabeth R. Taylor, Mentanna Campbell, Katharine Ottone
The authors describe the use of a reflecting team (RT) to teach the experiential component of a master’s course in small group counseling using solution-focused (SF) therapy. Doctoral students act as the RT and provide feedback to the group members who can then respond to the feedback. The authors provide an overview of the process, alternative approaches for using an RT, feedback from small groups and RT members, and a RT observation form.
{"title":"Using Reflecting Teams in Solution-Focused Group Counseling Experiential Training for Master’s Students","authors":"Elizabeth R. Taylor, Mentanna Campbell, Katharine Ottone","doi":"10.1080/01933922.2023.2253467","DOIUrl":"https://doi.org/10.1080/01933922.2023.2253467","url":null,"abstract":"The authors describe the use of a reflecting team (RT) to teach the experiential component of a master’s course in small group counseling using solution-focused (SF) therapy. Doctoral students act as the RT and provide feedback to the group members who can then respond to the feedback. The authors provide an overview of the process, alternative approaches for using an RT, feedback from small groups and RT members, and a RT observation form.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826971","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 : 2023-09-11DOI: 10.1080/01933922.2023.2253440
Sam Steen, Christine J. Schimmel, Jennifer M. Melfie, Anne M. Carro
There is a critical need for school counselors to understand and support the unique needs of students in rural settings. The school counseling literature around rural school counseling is underdeveloped. In this training article, we describe a partnership between school counselor educators at two different universities to improve school counseling group leadership practice in rural schools using a small group counseling intervention. We include strategies used to prepare school counselors to implement the Achieving Success Everyday (ASE) group counseling model with elementary students in a rural Appalachian community as a training framework. Implications for group leadership training and practice are provided.
{"title":"The Achieving Success Everyday (ASE) Group Counseling Model Applied in Rural Schools: Implications for Future School Counselor Training and Practice","authors":"Sam Steen, Christine J. Schimmel, Jennifer M. Melfie, Anne M. Carro","doi":"10.1080/01933922.2023.2253440","DOIUrl":"https://doi.org/10.1080/01933922.2023.2253440","url":null,"abstract":"There is a critical need for school counselors to understand and support the unique needs of students in rural settings. The school counseling literature around rural school counseling is underdeveloped. In this training article, we describe a partnership between school counselor educators at two different universities to improve school counseling group leadership practice in rural schools using a small group counseling intervention. We include strategies used to prepare school counselors to implement the Achieving Success Everyday (ASE) group counseling model with elementary students in a rural Appalachian community as a training framework. Implications for group leadership training and practice are provided.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938726","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 : 2023-09-11DOI: 10.1080/01933922.2023.2251141
Chung-Fan Ni, Chien-Chun Lin, Cass Dykeman
We developed multimodality pedagogy with online peer-facilitated experiential learning that meets the required competency of 2016 standards from the Council for Accreditation of Counseling and Related Educational Programs. The multimodality attends to various representational and communicational modes to support students’ use of multiple senses to connect cognitive processes in meaning-making. To determine the effectiveness of multimodality, we examined the student counselors’ self-rated group leadership skills competency before and after the group work training. Frequentist and Bayesian paired t-test results demonstrated significant increases with large effect sizes for general and technology-related group skill competency. This pedagogy provided students with an experiential opportunity and allowed for the modeling and observation of leadership skills.
{"title":"Exploring Multimodality with Online Peer-Facilitated Experiential Learning in Group Work Training","authors":"Chung-Fan Ni, Chien-Chun Lin, Cass Dykeman","doi":"10.1080/01933922.2023.2251141","DOIUrl":"https://doi.org/10.1080/01933922.2023.2251141","url":null,"abstract":"We developed multimodality pedagogy with online peer-facilitated experiential learning that meets the required competency of 2016 standards from the Council for Accreditation of Counseling and Related Educational Programs. The multimodality attends to various representational and communicational modes to support students’ use of multiple senses to connect cognitive processes in meaning-making. To determine the effectiveness of multimodality, we examined the student counselors’ self-rated group leadership skills competency before and after the group work training. Frequentist and Bayesian paired t-test results demonstrated significant increases with large effect sizes for general and technology-related group skill competency. This pedagogy provided students with an experiential opportunity and allowed for the modeling and observation of leadership skills.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135938384","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 : 2023-08-24DOI: 10.1080/01933922.2023.2248635
Peitao Zhu, Yanhong Liu, Yiying Xiong
ABSTRACT Utilizing single-case research design, we examined the efficacy of a cohesion-focused intervention model specifically designed for the context of the experiential growth group (EGG). We implemented the intervention protocol with two EGG groups conveniently sampled from a counselor education program. We gathered quantitative data based on the participants’ weekly survey responses to the Group Questionnaire, a measure of group cohesion. While both groups reported increasing group cohesion over the course of the EGG experience, we found that the two groups responded to our phase-based intervention model in distinct patterns. We discussed possible reasons for the distinct responses that we observed as well as implications for practice, training, and future research.
{"title":"Examining a Cohesion-Focused Model in Experiential Growth Groups: A Single Case Research Design","authors":"Peitao Zhu, Yanhong Liu, Yiying Xiong","doi":"10.1080/01933922.2023.2248635","DOIUrl":"https://doi.org/10.1080/01933922.2023.2248635","url":null,"abstract":"ABSTRACT Utilizing single-case research design, we examined the efficacy of a cohesion-focused intervention model specifically designed for the context of the experiential growth group (EGG). We implemented the intervention protocol with two EGG groups conveniently sampled from a counselor education program. We gathered quantitative data based on the participants’ weekly survey responses to the Group Questionnaire, a measure of group cohesion. While both groups reported increasing group cohesion over the course of the EGG experience, we found that the two groups responded to our phase-based intervention model in distinct patterns. We discussed possible reasons for the distinct responses that we observed as well as implications for practice, training, and future research.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80084255","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 : 2023-07-03DOI: 10.1080/01933922.2023.2246516
Yiying Xiong, Sara Fox, Bridget Asempapa, Jiayin Jiang, Renyi Huang
ABSTRACT This phenomenological study explores group counseling instructors’ experiences of teaching group counseling online during the COVID-19 Pandemic. By interviewing eight group counseling instructors, findings were generated about the instructors’ general description of their experiences, challenges of teaching online, coping strategies, benefits of this teaching modality, and future direction for teaching group counseling online. Implications are also provided.
{"title":"Instructors’ Experience of Teaching Group Counseling Courses Online During the COVID-19 Pandemic","authors":"Yiying Xiong, Sara Fox, Bridget Asempapa, Jiayin Jiang, Renyi Huang","doi":"10.1080/01933922.2023.2246516","DOIUrl":"https://doi.org/10.1080/01933922.2023.2246516","url":null,"abstract":"ABSTRACT This phenomenological study explores group counseling instructors’ experiences of teaching group counseling online during the COVID-19 Pandemic. By interviewing eight group counseling instructors, findings were generated about the instructors’ general description of their experiences, challenges of teaching online, coping strategies, benefits of this teaching modality, and future direction for teaching group counseling online. Implications are also provided.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80598297","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 : 2023-04-03DOI: 10.1080/01933922.2023.2197162
Kathleen L. Grant, E. Mason, Sarah I. Springer, Afroze N. Shaikh
ABSTRACT Peters and Luke’s Principles of Anti-oppression provide an innovative framework for counselors to support more equity, justice, and freedom for all in society. Group work is a logical entry point for applying the Principles of Anti-oppression due to the nature of a group as a social microcosm and the praxis of critical reflection and action. This manuscript seeks to explore how counselor educators can apply the Principles of Anti-oppression to teaching group counseling.
{"title":"Application of Principles of Anti-Oppression to the Teaching of Group Counseling","authors":"Kathleen L. Grant, E. Mason, Sarah I. Springer, Afroze N. Shaikh","doi":"10.1080/01933922.2023.2197162","DOIUrl":"https://doi.org/10.1080/01933922.2023.2197162","url":null,"abstract":"ABSTRACT Peters and Luke’s Principles of Anti-oppression provide an innovative framework for counselors to support more equity, justice, and freedom for all in society. Group work is a logical entry point for applying the Principles of Anti-oppression due to the nature of a group as a social microcosm and the praxis of critical reflection and action. This manuscript seeks to explore how counselor educators can apply the Principles of Anti-oppression to teaching group counseling.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80375434","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 : 2023-04-03DOI: 10.1080/01933922.2023.2204128
S. Bauman, Teri Taylor, Ahmarin Noor
ABSTRACT Task groups led by school counselors provide both opportunities and challenges for centering anti-oppression in such groups. We used the Principles of Anti-Oppression: A Critical Analytic Synthesis (Peters & Luke, 2022) to guide our thinking and a bioecological lens to situate school counselors as task group facilitators within the larger context. These two perspectives were useful when considering how school counselors, in their role as task group leaders/facilitators, can infuse anti-oppression and social justice into this aspect of their work.
{"title":"Task Groups as an Anti-Oppression Opportunity for School Counselors","authors":"S. Bauman, Teri Taylor, Ahmarin Noor","doi":"10.1080/01933922.2023.2204128","DOIUrl":"https://doi.org/10.1080/01933922.2023.2204128","url":null,"abstract":"ABSTRACT Task groups led by school counselors provide both opportunities and challenges for centering anti-oppression in such groups. We used the Principles of Anti-Oppression: A Critical Analytic Synthesis (Peters & Luke, 2022) to guide our thinking and a bioecological lens to situate school counselors as task group facilitators within the larger context. These two perspectives were useful when considering how school counselors, in their role as task group leaders/facilitators, can infuse anti-oppression and social justice into this aspect of their work.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82227580","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 : 2023-04-03DOI: 10.1080/01933922.2023.2204052
Kristopher M. Goodrich, H. Peters, M. Luke
The field of counselor education has long had a history of being a vanguard in commitments to multiculturalism and social justice, with scholars having named multiculturalism and social justice as the fourth and fifth forces in counseling. These movements have also found their way into group work, with scholars and leaders in the field recognizing the importance of both in the application of group work. These commitments have continually been institutionalized in professional practice statements made by organizations including the Association for Specialists in Group Work (ASGW; McCarthy et al., 2022; Singh et al., 2012). Through the COVID-19 pandemic, racial reckoning that resurfaced with the deaths of Breonna Taylor and George Floyd, among countless others (see Wu et al., 2023), and the increasing number of legislations targeting the Queer, Black, Indigenous, and People of Color communities, scholars began to increasingly question whether multiculturalism and social justice are sufficient. Accordingly, there has been an increased uptake in scholarly and clinical actions to address the longstanding and evolving oppressive forces, structures, and systems that influence the processes and practices of counseling, including group work. An such, the impetus for the current special issue emerged from the recent development of the ten Principles of Anti-Oppression, wherein Peters and Luke (2022) engaged in a poststructural, qualitative Critical Analytic Syntheses research to empirically identify and define principles of anti-oppression, which they define as a “framework and practice to guide the current and future critical and liberatory movement within counseling” (p. 4). Peters and Luke (2022) have contended that these Principles of Anti-Oppression were relevant to the field of counselor education with applications for teaching, supervision, and research. As they noted, these principles offer “viable points of entry to the processes and practices available to address the complex, intersectional, and multifaceted nature and forces, structures, and systems of oppression and discrimination (e.g., racism, genderism, ableism, heterosexism, classism, nationalism)” (Peters & Luke, 2023, p. 3). In discussions with these authors, we noted how logical and relevant it would be to apply the 10 principles to group work, recognizing that groups are a microcosm of society (Guth et al., 2019; Ward, 2011) and subject to similar patterns of intra-, inter, and systemic oppression experienced elsewhere. Relatedly, we recognized that group work can intentionally, or unintentionally, reproduce and reify larger societal, cultural, and social system dynamics and functioning (McCarthy et al., 2021; Peters & Luke, 2022). This, alongside the longstanding commitment of the ASGW, and by extension, its journal, The Journal for Specialists in Group Work (JSGW)’s commitment to diversity, equity and inclusion, the inclusion of a special issue centered around anti-oppression felt lik
长期以来，咨询教育领域一直是致力于多元文化主义和社会正义的先锋，学者们将多元文化主义和社会正义称为咨询的第四和第五股力量。这些运动也在小组工作中找到了自己的方式，该领域的学者和领导者认识到两者在小组工作应用中的重要性。这些承诺不断在各组织的专业实践声明中制度化，包括小组工作专家协会;McCarthy et al.， 2022;Singh et al.， 2012)。随着COVID-19大流行，随着Breonna Taylor和George Floyd等人的死亡而重新浮现的种族问题(见Wu et al.， 2023)，以及越来越多针对酷儿、黑人、土著和有色人种社区的立法，学者们开始越来越多地质疑多元文化主义和社会正义是否足够。因此，越来越多的学术和临床行动来解决影响咨询过程和实践(包括小组工作)的长期和不断发展的压迫力量、结构和系统。因此，当前特刊的动力来自反压迫十项原则的最新发展，其中彼得斯和卢克(2022)从事后结构定性批判分析综合研究，以经验识别和定义反压迫原则，他们将其定义为“指导咨询中当前和未来批判和解放运动的框架和实践”(第4页)。彼得斯和卢克(2022)认为，这些反压迫原则与咨询教育领域相关，适用于教学，监督和研究。正如他们所指出的，这些原则为“解决压迫和歧视(如种族主义、性别歧视、残疾歧视、异性恋歧视、阶级歧视、民族主义)的复杂、交叉和多方面的性质、力量、结构和系统的过程和实践提供了可行的切入点”(彼得斯和卢克，2023年，第3页)。在与这些作者的讨论中，我们注意到将这10条原则应用于小组工作是多么合乎逻辑和相关。认识到群体是社会的缩影(Guth等人，2019;Ward, 2011)，并受到其他地方经历的类似的内部、内部和系统性压迫模式的影响。与此相关，我们认识到，小组工作可以有意或无意地再现和具体化更大的社会、文化和社会系统动态和功能(McCarthy等人，2021;Peters & Luke, 2022)。除了ASGW的长期承诺，以及它的期刊《小组工作专家期刊》(JSGW)对多样性、公平和包容性的承诺外，这一期以反压迫为中心的特刊的收录感觉非常契合，可以填补文献中的一个重要空白。因此，我们
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Pub Date : 2023-04-03DOI: 10.1080/01933922.2023.2204054
M. Luke, H. Peters, Kristopher M. Goodrich
ABSTRACT This article serves as a summary of The Journal for Specialists in Group Work special issue on the application of Peters and Luke’s (2022) Principles of Anti-Oppression in group work. We provide observations of the ways special issue article authors, as experts in group work practice and research, applied the 10 principles across three types of group work (i.e. task, counseling, and psychoeducational; McCarthy et al., 2022; Ward, 2011) and within varied contemporary group work practice contexts (i.e. school counseling, college settings, online practice, teaching, supervision, research; Goodrich et al., 2023). Further, we identify themes in the ways that contributing authors collectively considered, evaluated, and used the Principles of Anti-Oppression in group work, provide commentary, note gaps, and discuss implications for future development.
摘要:本文是《小组工作专家杂志》关于彼得斯和卢克(2022)反压迫原则在小组工作中的应用的特刊的总结。我们提供了特刊文章作者作为小组工作实践和研究专家，在三种类型的小组工作(即任务、咨询和心理教育;McCarthy et al.， 2022;Ward, 2011)，并在不同的当代小组工作实践背景下(即学校咨询，大学设置，在线实践，教学，监督，研究;Goodrich et al.， 2023)。此外，我们通过作者在小组工作中共同考虑、评估和使用《反压迫原则》的方式来确定主题，提供评论，指出差距，并讨论对未来发展的影响。
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