Pub Date : 2022-04-03DOI: 10.1080/01933922.2022.2058286
Kristopher M. Goodrich
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Pub Date : 2022-01-02DOI: 10.1080/01933922.2022.2014744
Jane E. Atieno Okech, J. Ohrt, S. Steen, Kristopher M. Goodrich
The editorial board for The Journal for Specialists in Group Work (JSGW) always appreciates the promise and opportunities provided by each new manuscript submitted to the journal for review. As the official publication of the Association for Specialists in Group Work (ASGW), we are deeply committed to publishing strong group work articles that can inform the practice of group work. This comes from our deep roots within the broader profession of counselor education and is informed by the scientist-practitioner model (Jones & Mehr, 2007) that serves as a foundation for our field. The scientist-practitioner model is a training (and we would suggest practice) model that integrates science with practice, whereas “each must continually inform the other” (Belar & Perry, 1992, pp. 72). What this means for our clinical-rooted profession is that research coming out of the field should be reflective of the practice taking place within that field, and practice that is occurring should be researched. As a specialty journal focused on group work, we are invested in securing rigorous articles that can inform the science and practice of group work. Although each of our submission categories reflect the scientist-practitioner model in some way, the category that most directly reflects this mission is the “Practice” category. The description of practice manuscripts can be found in the “Aims and Scope” page of our journal’s website and notes,
{"title":"Group Work Practice Articles: Recommendations for Manuscript Development","authors":"Jane E. Atieno Okech, J. Ohrt, S. Steen, Kristopher M. Goodrich","doi":"10.1080/01933922.2022.2014744","DOIUrl":"https://doi.org/10.1080/01933922.2022.2014744","url":null,"abstract":"The editorial board for The Journal for Specialists in Group Work (JSGW) always appreciates the promise and opportunities provided by each new manuscript submitted to the journal for review. As the official publication of the Association for Specialists in Group Work (ASGW), we are deeply committed to publishing strong group work articles that can inform the practice of group work. This comes from our deep roots within the broader profession of counselor education and is informed by the scientist-practitioner model (Jones & Mehr, 2007) that serves as a foundation for our field. The scientist-practitioner model is a training (and we would suggest practice) model that integrates science with practice, whereas “each must continually inform the other” (Belar & Perry, 1992, pp. 72). What this means for our clinical-rooted profession is that research coming out of the field should be reflective of the practice taking place within that field, and practice that is occurring should be researched. As a specialty journal focused on group work, we are invested in securing rigorous articles that can inform the science and practice of group work. Although each of our submission categories reflect the scientist-practitioner model in some way, the category that most directly reflects this mission is the “Practice” category. The description of practice manuscripts can be found in the “Aims and Scope” page of our journal’s website and notes,","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78826586","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 : 2021-12-14DOI: 10.1080/01933922.2021.2000083
Lisa S. Sosin, Sandra Noble, John J. S. Harrichand, Lynn Bohecker
ABSTRACT Literature highlights the long-term effects of bullying and interpersonal cruelty, including symptoms of trauma and shame. Although scholars have encouraged the development of trauma-informed group interventions for adults with a history of bullying, they have yet to be developed. This article introduces The Creative Arts Personal Growth Group: Transforming Fear and Shame with Compassion, Courage, and Community (CAPG) and presents findings from a phenomenlogocial pilot study exploring participants’ experiences. Themes of containment, creativity, and community promoted regulation of symptoms and self-identity within the context of a safe, inclusive, and affirming group experience. Implications and recommendations are provided.
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Pub Date : 2021-12-09DOI: 10.1080/01933922.2021.2000085
P. Prasath, Alex Lian Sheng Lim, S. Steen
ABSTRACT The United States remains the top host of international college students globally. Within the counseling literature, international college students’ acculturative experiences and characteristics are often studied through the lens of the medical model. This gap lends itself to opportunities for a paradigm shift in group counseling practice to foster their wellbeing, by building on their existing psychological capabilities such as hope, efficacy, resiliency, and optimism, referred to as Psychological Capital (PsyCap). The purpose of this practice article is to showcase the development, implementation, participants’ feedback, pilot evaluation, and implications of an eight-week strength-based support group called the International SuperHERO.
{"title":"A Strength-Based Support Group for International College Students: A Pilot Study","authors":"P. Prasath, Alex Lian Sheng Lim, S. Steen","doi":"10.1080/01933922.2021.2000085","DOIUrl":"https://doi.org/10.1080/01933922.2021.2000085","url":null,"abstract":"ABSTRACT The United States remains the top host of international college students globally. Within the counseling literature, international college students’ acculturative experiences and characteristics are often studied through the lens of the medical model. This gap lends itself to opportunities for a paradigm shift in group counseling practice to foster their wellbeing, by building on their existing psychological capabilities such as hope, efficacy, resiliency, and optimism, referred to as Psychological Capital (PsyCap). The purpose of this practice article is to showcase the development, implementation, participants’ feedback, pilot evaluation, and implications of an eight-week strength-based support group called the International SuperHERO.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75286301","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 : 2021-12-03DOI: 10.1080/01933922.2021.2000084
M. Bunn, J. Marsh, Andre Haidar
ABSTRACT This interpretive qualitative study investigated relationships and relational processes that facilitate social connection in a group-therapy intervention for Syrian refugees in Jordan. Drawing from grounded theory analytical methods, a core relational process, sharing stories eases pain, was derived from the data to explain how group members came to develop close, caring relationships, which led to other psychosocial benefits. The findings fill a gap in the group treatment literature specific to refugees and advance understanding of group relationships as an active ingredient promoting change. Findings also suggest that group based treatment may be uniquely suited to address some of the broader social-relational consequences of conflict and forced migration.
{"title":"Sharing Stories Eases Pain: Core Relational Processes of a Group Intervention with Syrian Refugees in Jordan","authors":"M. Bunn, J. Marsh, Andre Haidar","doi":"10.1080/01933922.2021.2000084","DOIUrl":"https://doi.org/10.1080/01933922.2021.2000084","url":null,"abstract":"ABSTRACT This interpretive qualitative study investigated relationships and relational processes that facilitate social connection in a group-therapy intervention for Syrian refugees in Jordan. Drawing from grounded theory analytical methods, a core relational process, sharing stories eases pain, was derived from the data to explain how group members came to develop close, caring relationships, which led to other psychosocial benefits. The findings fill a gap in the group treatment literature specific to refugees and advance understanding of group relationships as an active ingredient promoting change. Findings also suggest that group based treatment may be uniquely suited to address some of the broader social-relational consequences of conflict and forced migration.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90293056","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 : 2021-10-02DOI: 10.1080/01933922.2021.1984620
Lorraine J. Guth, Emily L. Pepper, Adam F. Stephens, Brittany L. Pollard-Kosidowski, Jessica Garrow
ABSTRACT The onset of the COVID-19 pandemic has sparked new challenges that disrupt both individual daily routines and the collective ability for people to collaborate through group work. As the necessity of technological integration expands throughout all occupational fields, group workers and helping professional must also adapt to new virtual landscapes. The ten tips included in this article were created by the ASGW Special Initiatives Committee to provide useful considerations and practical strategies that will aid in the facilitation of ethical, effective virtual groups.
{"title":"Ten Tips for the Facilitation of Virtual Groups","authors":"Lorraine J. Guth, Emily L. Pepper, Adam F. Stephens, Brittany L. Pollard-Kosidowski, Jessica Garrow","doi":"10.1080/01933922.2021.1984620","DOIUrl":"https://doi.org/10.1080/01933922.2021.1984620","url":null,"abstract":"ABSTRACT The onset of the COVID-19 pandemic has sparked new challenges that disrupt both individual daily routines and the collective ability for people to collaborate through group work. As the necessity of technological integration expands throughout all occupational fields, group workers and helping professional must also adapt to new virtual landscapes. The ten tips included in this article were created by the ASGW Special Initiatives Committee to provide useful considerations and practical strategies that will aid in the facilitation of ethical, effective virtual groups.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84263026","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 : 2021-10-02DOI: 10.1080/01933922.2021.1985330
Kristopher M. Goodrich
“What does it mean to be a specialist in group work?” As the editor of a journal named The Journal for Specialists in Group Work (JSGW), this has become an important question for me for the last four years or so. It is something that I had not questioned deeply before the start of the COVID-19 pandemic but saw as undisputed aspect of my reality. As a member of the Association for Specialists in Group Work (ASGW) I was a specialist, surrounded by other specialists, and each of us focused our lives and work around the groups we were a part of or created. We were also a group unto itself, and as “groupies” (the unofficial nickname of ASGW members) celebrated aspects of group throughout our lives and practice. How could anyone question “group work” or the specialist designation that followed those counted among our ranks? The COVID-19 pandemic provided me a good deal of time to reflect and question, which is something I did across all areas of my life. One question that continued to come up for me, however, had to deal with something that had been an unquestioned and routine part of my academic life. Who is a specialist and, by extension, as we review, edit, and publish articles in our journal, how do we know we are holding true to the needs of our readership who expect to review our pages to deepen their specialist-level understandings of group work? This has also appeared to be a hard question for many of the authors who submit to our journal, many of whom have provided us submissions that have spanned the spectrum of group work. Although I believe our journal’s “aims and scope” page provide some level of detail about how we define group work for the purposes of our journal, we periodically receive submissions from scholars across fields of education (i.e., in relation to teachers assigning tasks in groups to students in K-12 schools or in university settings), social psychology (e.g., in-group and out-group research), political science (i.e., explorations of conflict between two national groups or orientations), etc. that explore non-clinical/counseling forms of group work. As these submissions do not meet what I believe the journal’s intentions are for group work, I have found myself forced to provide desk rejections and comments to authors who send us these manuscripts that address other forms of group work. I always attempt to be kind (or as kind as one can be when providing a rejection disposition) and provide other options for these scholars to disseminate their work. The other form of group work manuscripts that comes to our journal (and comes from scholars both within and outside of our counseling disciplines) involves research about groups, but the manuscripts themselves do not appear focused on the group under exploration (e.g., group dynamics, group leadership, group techniques, etc.). Research is the primary focus of these manuscripts, whereas the group itself appears to either serve as a secondary focus, or unaddressed element. Does re
“成为小组工作专家意味着什么?”作为《小组工作专家期刊》(the journal for experts in Group Work, JSGW)的编辑，这个问题在过去四年左右的时间里一直困扰着我。在COVID-19大流行开始之前，我没有对这一点产生过深刻的质疑，但我认为这是我现实中无可争议的一面。作为小组工作专家协会(ASGW)的一员，我是一名专家，周围都是其他专家，我们每个人的生活和工作都围绕着我们所在的或创建的小组。我们也是一个自成一体的团体，作为“追星族”(ASGW成员的非正式昵称)，我们在生活和实践中庆祝这个团体的各个方面。怎么会有人质疑“团队工作”或我们队伍中那些人后面的专家称号呢?COVID-19大流行为我提供了大量的时间来反思和质疑，这是我在生活的各个领域所做的事情。然而，有一个问题一直困扰着我，这个问题一直是我学术生活中不容置疑的常规部分。谁是专家，推及开来，当我们在期刊上审查、编辑和发表文章时，我们如何知道我们是在忠实地满足读者的需求，他们希望通过审查我们的页面来加深他们对小组工作的专业水平的理解?对于许多向我们期刊投稿的作者来说，这似乎也是一个很难回答的问题，他们中的许多人向我们提供了跨越小组工作范围的投稿。虽然我相信我们期刊的“目标和范围”页面提供了关于我们如何为期刊定义小组工作的某种程度的细节，但我们定期收到来自教育领域(即，与K-12学校或大学环境中的学生分组分配任务有关的教师)，社会心理学(例如，群体内和群体外研究)，政治学(即，探索两个民族群体或取向之间的冲突)，等，探索非临床/咨询形式的小组工作。由于这些投稿不符合我所认为的期刊的小组工作的意图，我发现自己被迫向向我们发送这些涉及其他形式小组工作的手稿的作者提供书面拒绝和评论。我总是试图表现得善良(或者在提供拒绝处理时尽可能地善良)，并为这些学者提供其他选择来传播他们的工作。来自我们期刊的另一种形式的小组工作手稿(来自我们咨询学科内外的学者)涉及对小组的研究，但手稿本身似乎并不关注正在探索的小组(例如，小组动力学，小组领导，小组技巧等)。研究是这些手稿的主要焦点，而群体本身似乎要么作为次要焦点，要么作为未解决的因素。关注群体中发生的事情的研究是否有资格在JSGW上发表?我认为不，不一定。《小组工作专家期刊》2021年第46卷第1期。4,291 - 293 https://doi.org/10.1080/01933922.2021.1985330
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Pub Date : 2021-09-22DOI: 10.1080/01933922.2021.1950882
Christopher J. Mccarthy, S. Bauman, Devika Dibya Choudhuri, Angela D. Coker, Cheryl A. Justice, Kurt L. Kraus, M. Luke, Deborah J. Rubel, Linda Shaw
{"title":"Association for Specialists in Group Work Guiding Principles for Group Work","authors":"Christopher J. Mccarthy, S. Bauman, Devika Dibya Choudhuri, Angela D. Coker, Cheryl A. Justice, Kurt L. Kraus, M. Luke, Deborah J. Rubel, Linda Shaw","doi":"10.1080/01933922.2021.1950882","DOIUrl":"https://doi.org/10.1080/01933922.2021.1950882","url":null,"abstract":"","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75337705","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 : 2021-07-30DOI: 10.1080/01933922.2021.1950878
Clare Merlin‐Knoblich, Taryne M. Mingo, R. Saunders
ABSTRACT Given persistent evidence of discrimination toward students of color in K-12 schools, group dialogue about multiculturalism can help individuals understand and advocate for equity and inclusion. In this article, we introduce a new model for a multicultural dialogue intervention: Diversity Dinner Dialogues (DDDs). DDDs are a small group intervention that school counselors can implement to engage students and faculty/staff in dialogues about diversity. We also provide findings from a qualitative case study exploring the experiences of school counselors leading group work in DDDs. Five themes emerged suggesting that DDDs are valuable interventions and school counselors are well-positioned to lead them.
{"title":"An Exploration of School Counselor Small Group Work Experiences Leading Diversity Dinner Dialogues","authors":"Clare Merlin‐Knoblich, Taryne M. Mingo, R. Saunders","doi":"10.1080/01933922.2021.1950878","DOIUrl":"https://doi.org/10.1080/01933922.2021.1950878","url":null,"abstract":"ABSTRACT Given persistent evidence of discrimination toward students of color in K-12 schools, group dialogue about multiculturalism can help individuals understand and advocate for equity and inclusion. In this article, we introduce a new model for a multicultural dialogue intervention: Diversity Dinner Dialogues (DDDs). DDDs are a small group intervention that school counselors can implement to engage students and faculty/staff in dialogues about diversity. We also provide findings from a qualitative case study exploring the experiences of school counselors leading group work in DDDs. Five themes emerged suggesting that DDDs are valuable interventions and school counselors are well-positioned to lead them.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77034051","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 : 2021-07-29DOI: 10.1080/01933922.2021.1950879
D. Ripley, Laura E. Welfare
ABSTRACT Opioid misuse and opioid related deaths continue to affect families and communities across the United States. Medication-assisted treatment (MAT) combines the use of medications and counseling to treat the whole person. While MAT shows promise over counseling-only approaches, there is little research or guidance on how to implement counseling with the medication. The following qualitative study used a phenomenological approach to explore the experiences of ten clients in a MAT program that utilized group therapy with the medication buprenorphine. The findings showed that clients valued the Camaraderie and Feedback they received in group and even times of Discomfort were important.
{"title":"Reflections on Person-Centered Group Therapy from Clients in Opioid Treatment","authors":"D. Ripley, Laura E. Welfare","doi":"10.1080/01933922.2021.1950879","DOIUrl":"https://doi.org/10.1080/01933922.2021.1950879","url":null,"abstract":"ABSTRACT Opioid misuse and opioid related deaths continue to affect families and communities across the United States. Medication-assisted treatment (MAT) combines the use of medications and counseling to treat the whole person. While MAT shows promise over counseling-only approaches, there is little research or guidance on how to implement counseling with the medication. The following qualitative study used a phenomenological approach to explore the experiences of ten clients in a MAT program that utilized group therapy with the medication buprenorphine. The findings showed that clients valued the Camaraderie and Feedback they received in group and even times of Discomfort were important.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86164670","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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