Pub Date : 2021-07-28DOI: 10.1080/01933922.2021.1950880
Yanhong Liu, Peitao Zhu, Dan Li
ABSTRACT Grounded in the relational-cultural theory (RCT), this study aimed to illuminate mutual empathy bounded by semester-long experiential growth groups (EGGs). Following the case study design, we collected data from reflective journals, participant-observation, and quantitative surveys of 14 EGG participants. Findings illuminated mutual empathy as an interpersonal process capturing participants’ authentic self-representation, impact on others and the relationship, and their ability to be moved by and move with others. Quantitative results corroborated qualitative findings and yielded further insights concerning individualized trajectories of perceived mutual empathy within EGGs. Implications for training, practice, and research were discussed.
{"title":"Development of Mutual Empathy through Experiential Growth Groups: A Mixed Methods Case Study","authors":"Yanhong Liu, Peitao Zhu, Dan Li","doi":"10.1080/01933922.2021.1950880","DOIUrl":"https://doi.org/10.1080/01933922.2021.1950880","url":null,"abstract":"ABSTRACT Grounded in the relational-cultural theory (RCT), this study aimed to illuminate mutual empathy bounded by semester-long experiential growth groups (EGGs). Following the case study design, we collected data from reflective journals, participant-observation, and quantitative surveys of 14 EGG participants. Findings illuminated mutual empathy as an interpersonal process capturing participants’ authentic self-representation, impact on others and the relationship, and their ability to be moved by and move with others. Quantitative results corroborated qualitative findings and yielded further insights concerning individualized trajectories of perceived mutual empathy within EGGs. Implications for training, practice, and research were discussed.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83995170","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 : 2021-07-28DOI: 10.1080/01933922.2021.1950881
Vasiliki C. Baourda, Andreas Brouzos, D. Mavridis, Stephanos P. Vassilopoulos, Effrosyni Vatkali, Christina Boumpouli
ABSTRACT This systematic review and meta-analysis aims to provide a comprehensive evaluation of randomized controlled trials of psychoeducational group interventions targeting anxiety symptoms in youths. We systematically searched for articles and located twelve studies that collectively included 1132 subjects. Analyses showed an overall effect of −0.47 (95% CI −0.75 to −0.19) on the Standardized Mean Difference (SMD) scale, suggesting that psychoeducation effectively reduces anxiety symptoms in children and adolescents. However, the I 2 index was 86.4% revealing the presence of substantial heterogeneity. These results suggest that psychoeducation may be a promising alternative for the prevention and/or treatment of anxiety disorders in youths.
本系统综述和荟萃分析旨在对针对青少年焦虑症状的心理教育团体干预的随机对照试验进行综合评价。我们系统地检索了文献，并找到了12项研究，共包括1132名受试者。分析显示，标准化平均差异(SMD)量表的总体效果为- 0.47 (95% CI - 0.75至- 0.19)，表明心理教育有效地减轻了儿童和青少年的焦虑症状。然而，i2指数为86.4%，表明存在实质性的异质性。这些结果表明，心理教育可能是预防和/或治疗青少年焦虑症的一个有希望的选择。
{"title":"Group Psychoeducation for Anxiety Symptoms in Youth: Systematic Review and Meta-analysis","authors":"Vasiliki C. Baourda, Andreas Brouzos, D. Mavridis, Stephanos P. Vassilopoulos, Effrosyni Vatkali, Christina Boumpouli","doi":"10.1080/01933922.2021.1950881","DOIUrl":"https://doi.org/10.1080/01933922.2021.1950881","url":null,"abstract":"ABSTRACT This systematic review and meta-analysis aims to provide a comprehensive evaluation of randomized controlled trials of psychoeducational group interventions targeting anxiety symptoms in youths. We systematically searched for articles and located twelve studies that collectively included 1132 subjects. Analyses showed an overall effect of −0.47 (95% CI −0.75 to −0.19) on the Standardized Mean Difference (SMD) scale, suggesting that psychoeducation effectively reduces anxiety symptoms in children and adolescents. However, the I 2 index was 86.4% revealing the presence of substantial heterogeneity. These results suggest that psychoeducation may be a promising alternative for the prevention and/or treatment of anxiety disorders in youths.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78618216","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 : 2021-07-07DOI: 10.1080/01933922.2021.1945176
R. Saunders, Clare Merlin‐Knoblich
ABSTRACT Large-group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meaningful learning. As part of a comprehensive school counseling program, LGC is an efficient, systemic strategy for school counselors to impact students’ academic, career, and social/emotional success. In this article, we present best practices when designing and implementing LGC. We also highlight two school counseling case studies to demonstrate the usefulness of LGC.
{"title":"Implementing Large-Group Consultation in Comprehensive School Counseling Programs","authors":"R. Saunders, Clare Merlin‐Knoblich","doi":"10.1080/01933922.2021.1945176","DOIUrl":"https://doi.org/10.1080/01933922.2021.1945176","url":null,"abstract":"ABSTRACT Large-group consultation (LGC) is a tool in which professional school counselors deliver key expertise to faculty and staff in their schools while using their group work skills to facilitate meaningful learning. As part of a comprehensive school counseling program, LGC is an efficient, systemic strategy for school counselors to impact students’ academic, career, and social/emotional success. In this article, we present best practices when designing and implementing LGC. We also highlight two school counseling case studies to demonstrate the usefulness of LGC.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84829353","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 : 2021-07-03DOI: 10.1080/01933922.2021.1942345
P. C. Rowell, Laura R. Shannonhouse, Amaris Galloway, Zachary D. Garner
ABSTRACT The authors explored the impact of a nine-week group experience on counselor-trainees by analyzing their weekly mind maps using consensual qualitative research. The participants’ subjective, inner experiences revealed through the mind maps are shared. Implications for group work and counselor education, and recommendation for future research, are provided.
{"title":"Mining the Inner Experience: A Qualitative Study of Utilizing Mind Maps in Group Work","authors":"P. C. Rowell, Laura R. Shannonhouse, Amaris Galloway, Zachary D. Garner","doi":"10.1080/01933922.2021.1942345","DOIUrl":"https://doi.org/10.1080/01933922.2021.1942345","url":null,"abstract":"ABSTRACT The authors explored the impact of a nine-week group experience on counselor-trainees by analyzing their weekly mind maps using consensual qualitative research. The participants’ subjective, inner experiences revealed through the mind maps are shared. Implications for group work and counselor education, and recommendation for future research, are provided.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73192985","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 : 2021-07-03DOI: 10.1080/01933922.2021.1942347
Clark D. Ausloos, Zachary D. Bloom, Kristopher M. Goodrich, K. M. Hunnicutt Hollenbaugh, John J. Taylor, Caitlyn Bennett, Ashley J Blount, Jennifer Gerlach, Katy Schroeder
ABSTRACT The Standards of Care for Research in Group Work were developed in partnership between the Association for Assessment in Research in Counseling (AARC) and the Association for Specialists in Group Work (ASGW). The purpose of these standards is to highlight empirically validated and literature-supported practices for conducting research in group work, as there are methodological and design considerations that are unique to group work research. These include, but are not limited to, small sample sizes that are often inherent in group work, the dependence of variables when measured in a group setting, historical lack of empirical rigor in group work research, and the need for theoretical and methodological congruence in qualitative research. During the development of this document, the committee used extant research standards to guide and center our efforts, and it was our intent for these standards to be used in conjunction with other established research standards. We also recognized the need to emphasize quantitative and qualitative research guidelines to encompass the importance of both types of research in the counseling field; and to highlight the importance of recognition and attention to concerns related to conducting group work research with participants from diverse and underrepresented backgrounds.
{"title":"Standards of Care for Research in Group Work","authors":"Clark D. Ausloos, Zachary D. Bloom, Kristopher M. Goodrich, K. M. Hunnicutt Hollenbaugh, John J. Taylor, Caitlyn Bennett, Ashley J Blount, Jennifer Gerlach, Katy Schroeder","doi":"10.1080/01933922.2021.1942347","DOIUrl":"https://doi.org/10.1080/01933922.2021.1942347","url":null,"abstract":"ABSTRACT The Standards of Care for Research in Group Work were developed in partnership between the Association for Assessment in Research in Counseling (AARC) and the Association for Specialists in Group Work (ASGW). The purpose of these standards is to highlight empirically validated and literature-supported practices for conducting research in group work, as there are methodological and design considerations that are unique to group work research. These include, but are not limited to, small sample sizes that are often inherent in group work, the dependence of variables when measured in a group setting, historical lack of empirical rigor in group work research, and the need for theoretical and methodological congruence in qualitative research. During the development of this document, the committee used extant research standards to guide and center our efforts, and it was our intent for these standards to be used in conjunction with other established research standards. We also recognized the need to emphasize quantitative and qualitative research guidelines to encompass the importance of both types of research in the counseling field; and to highlight the importance of recognition and attention to concerns related to conducting group work research with participants from diverse and underrepresented backgrounds.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91265975","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 : 2021-07-03DOI: 10.1080/01933922.2021.1945175
J. Weinstein, E. Villares, Greg A. Brigman
ABSTRACT The focus of this study is to evaluate the effectiveness of the Student Success Skills group counseling (SSSGC) intervention with grade 9 students identified as at risk to dropout. This study analyzed two years of non-identifiable student data (N = 167) collected by school counselors at one high school in south Florida. An analysis of covariance was used to determine differences in academic grades, standardized test scores, and absences between the students who participated in the SSSGC program those who did not. Statistically significant differences were found for all dependent variables. Implications and future research recommendations are provided.
{"title":"The Effect of the Student Success Skills Small Group Intervention on Factors Associated with Dropout Potential","authors":"J. Weinstein, E. Villares, Greg A. Brigman","doi":"10.1080/01933922.2021.1945175","DOIUrl":"https://doi.org/10.1080/01933922.2021.1945175","url":null,"abstract":"ABSTRACT The focus of this study is to evaluate the effectiveness of the Student Success Skills group counseling (SSSGC) intervention with grade 9 students identified as at risk to dropout. This study analyzed two years of non-identifiable student data (N = 167) collected by school counselors at one high school in south Florida. An analysis of covariance was used to determine differences in academic grades, standardized test scores, and absences between the students who participated in the SSSGC program those who did not. Statistically significant differences were found for all dependent variables. Implications and future research recommendations are provided.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85838465","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 : 2021-07-03DOI: 10.1080/01933922.2021.1942346
Caitlyn Bennett, Ashley J Blount, Jennifer Gerlach, Katy Schroeder, Clark D. Ausloos, Zachary D. Bloom, Kristopher M. Goodrich, K. M. Hunnicutt Hollenbaugh, John J. Taylor
ABSTRACT The Standards of Care for Assessment in Group Work represent a collaborative effort between the Association for Assessment and Research in Counseling (AARC) and the Association for Specialists in Group Work (ASGW). The purpose of these standards is to address the distinctive aspects of group work assessment that group workers often overlook and may lead to ineffective or invalid assessment. Examples of these considerations include the overuse of one method of data collection (self-report) in group work assessment, the importance of using appropriate and culturally relevant assessments in groups with diverse members, and intentionally identifying the difference between assessing group process versus group outcomes. The committee’s goal was to develop standards that highlight the importance of preferred practices in group work assessment and for counselors to use them in conjunction with other standards related to measurement and assessment in counseling.
{"title":"Standards of Care for Assessment in Group Work","authors":"Caitlyn Bennett, Ashley J Blount, Jennifer Gerlach, Katy Schroeder, Clark D. Ausloos, Zachary D. Bloom, Kristopher M. Goodrich, K. M. Hunnicutt Hollenbaugh, John J. Taylor","doi":"10.1080/01933922.2021.1942346","DOIUrl":"https://doi.org/10.1080/01933922.2021.1942346","url":null,"abstract":"ABSTRACT The Standards of Care for Assessment in Group Work represent a collaborative effort between the Association for Assessment and Research in Counseling (AARC) and the Association for Specialists in Group Work (ASGW). The purpose of these standards is to address the distinctive aspects of group work assessment that group workers often overlook and may lead to ineffective or invalid assessment. Examples of these considerations include the overuse of one method of data collection (self-report) in group work assessment, the importance of using appropriate and culturally relevant assessments in groups with diverse members, and intentionally identifying the difference between assessing group process versus group outcomes. The committee’s goal was to develop standards that highlight the importance of preferred practices in group work assessment and for counselors to use them in conjunction with other standards related to measurement and assessment in counseling.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77123946","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 : 2021-07-03DOI: 10.1080/01933922.2021.1944572
K. M. Hunnicutt Hollenbaugh, Kristopher M. Goodrich
{"title":"Assessment and Research Standards in Group Work: A Call to Action for Counselors, Counselor Educators, and Researchers","authors":"K. M. Hunnicutt Hollenbaugh, Kristopher M. Goodrich","doi":"10.1080/01933922.2021.1944572","DOIUrl":"https://doi.org/10.1080/01933922.2021.1944572","url":null,"abstract":"","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82632412","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 : 2021-04-03DOI: 10.1080/01933922.2021.1900958
Aaron J. Smith
ABSTRACT After examining the extant literature on career-development in Veterans, the author will outline a new Trauma-Informed Existential Career Development (TI-ECD) group specifically designed to meet the unique needs of Veterans-in-transition out of the military. The author will explicate how the group aligns with the principles and praxes of trauma-informed care and explore implications for multiculturalism, social justice, and research. Finally, limitations of the group and it’s suggested means of evaluation will be explored and a challenge offered to future professionals that may come into contact with Veterans-in-transition out of the military.
{"title":"Towards A Trauma-Informed Existential Career Development Group for Veterans-in-Transition: A Conceptual Exploration","authors":"Aaron J. Smith","doi":"10.1080/01933922.2021.1900958","DOIUrl":"https://doi.org/10.1080/01933922.2021.1900958","url":null,"abstract":"ABSTRACT After examining the extant literature on career-development in Veterans, the author will outline a new Trauma-Informed Existential Career Development (TI-ECD) group specifically designed to meet the unique needs of Veterans-in-transition out of the military. The author will explicate how the group aligns with the principles and praxes of trauma-informed care and explore implications for multiculturalism, social justice, and research. Finally, limitations of the group and it’s suggested means of evaluation will be explored and a challenge offered to future professionals that may come into contact with Veterans-in-transition out of the military.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74852766","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 : 2021-04-03DOI: 10.1080/01933922.2021.1900960
N. Spears, Naomi J. Wheeler, Rachel A Regal, Andrew P. Daire
ABSTRACT This exploratory study examined race/ethnicity, income, and employment status (including underemployment specifically) as predictors of relational distress for members of a couple in a predominantly low-income, historically marginalized racial-ethnic (HMRE) background sample (N = 671 couples). Results of a dyadic multiple regression using structural equation modeling did not show an effect for underemployment on relational satisfaction, but effects for employment status and race differed significantly. Findings strengthen the demand for holistic and integrative approaches to multi-couple group career counseling and career development for disproportionately higher numbers of HMRE couples and families.
{"title":"Exploring the Effect of Employment Instability for Relationship Satisfaction in Diverse Couples: Implications for Integrative Multi-couple Group Intervention","authors":"N. Spears, Naomi J. Wheeler, Rachel A Regal, Andrew P. Daire","doi":"10.1080/01933922.2021.1900960","DOIUrl":"https://doi.org/10.1080/01933922.2021.1900960","url":null,"abstract":"ABSTRACT This exploratory study examined race/ethnicity, income, and employment status (including underemployment specifically) as predictors of relational distress for members of a couple in a predominantly low-income, historically marginalized racial-ethnic (HMRE) background sample (N = 671 couples). Results of a dyadic multiple regression using structural equation modeling did not show an effect for underemployment on relational satisfaction, but effects for employment status and race differed significantly. Findings strengthen the demand for holistic and integrative approaches to multi-couple group career counseling and career development for disproportionately higher numbers of HMRE couples and families.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82641779","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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