Pub Date : 2021-01-02DOI: 10.1080/01933922.2020.1856255
Tahani Dari, C. Chan, Jessica Del Re
ABSTRACT Marginalized youth face many barriers in the development of career aspirations, despite the fact that career development training is a crucial part of school curricula and ethical mandates. This article provides a conceptual framework for the role of culturally responsive small-group work in promoting the development of career goals among students, especially marginalized youth. Small-group work serves as an effective approach for the facilitation of social well-being, social connectedness, and self-motivation as important aspects of career development. The authors conclude with key recommendations for improving the effectiveness of research on culturally responsive small-group work in schools.
{"title":"Integrating Culturally Responsive Group Work in Schools to Foster the Development of Career Aspirations among Marginalized Youth","authors":"Tahani Dari, C. Chan, Jessica Del Re","doi":"10.1080/01933922.2020.1856255","DOIUrl":"https://doi.org/10.1080/01933922.2020.1856255","url":null,"abstract":"ABSTRACT Marginalized youth face many barriers in the development of career aspirations, despite the fact that career development training is a crucial part of school curricula and ethical mandates. This article provides a conceptual framework for the role of culturally responsive small-group work in promoting the development of career goals among students, especially marginalized youth. Small-group work serves as an effective approach for the facilitation of social well-being, social connectedness, and self-motivation as important aspects of career development. The authors conclude with key recommendations for improving the effectiveness of research on culturally responsive small-group work in schools.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89838383","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 : 2021-01-02DOI: 10.1080/01933922.2020.1856251
A. Oomen
ABSTRACT Working with groups of parents in career development services in secondary schools is rare practice and little researched. This article focuses on the pedagogy applied in one such intervention, “Parents Turn,” supporting family learning and community learning. The secondary analysis of qualitative data collected from parents has been used to evaluate the pedagogy on which the intervention was based. It shows that group work is feasible in a school-based intervention and reflects on some issues to enhance such parent-involved career development services in secondary schools.
{"title":"Involving Students, Parents and Community in Career Development Services in Secondary Schools","authors":"A. Oomen","doi":"10.1080/01933922.2020.1856251","DOIUrl":"https://doi.org/10.1080/01933922.2020.1856251","url":null,"abstract":"ABSTRACT Working with groups of parents in career development services in secondary schools is rare practice and little researched. This article focuses on the pedagogy applied in one such intervention, “Parents Turn,” supporting family learning and community learning. The secondary analysis of qualitative data collected from parents has been used to evaluate the pedagogy on which the intervention was based. It shows that group work is feasible in a school-based intervention and reflects on some issues to enhance such parent-involved career development services in secondary schools.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/01933922.2020.1856251","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72492753","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 : 2021-01-02DOI: 10.1080/01933922.2020.1856253
Carla Cheatham, E. Mason
ABSTRACT The career development needs of school-aged African American Male (AAM) students require advocacy from school counselors. Such advocacy must extend from direct group intervention with students to include group work on behalf of students. The authors propose using the ACA Advocacy Competencies as a guide to using group work as advocacy that extends to the community/school and public arena levels. A case study demonstrates how school counselors can apply the competencies and related strategies, and the authors offer relevant recommendations.
{"title":"Using the ACA Advocacy Competencies as a Guide to Group Work for Supporting the Career Development of School-Aged African American Males","authors":"Carla Cheatham, E. Mason","doi":"10.1080/01933922.2020.1856253","DOIUrl":"https://doi.org/10.1080/01933922.2020.1856253","url":null,"abstract":"ABSTRACT The career development needs of school-aged African American Male (AAM) students require advocacy from school counselors. Such advocacy must extend from direct group intervention with students to include group work on behalf of students. The authors propose using the ACA Advocacy Competencies as a guide to using group work as advocacy that extends to the community/school and public arena levels. A case study demonstrates how school counselors can apply the competencies and related strategies, and the authors offer relevant recommendations.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91258116","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 : 2021-01-02DOI: 10.1080/01933922.2020.1856254
Kathleen L. Grant, Sarah I. Springer, Malti Tuttle, Michelle Reno
ABSTRACT Students from rural backgrounds may face unique challenges with respect to their career-identity development. School counselors are critically positioned to support the career development of these students through a social-justice lens. The following paper proposes a small-group intervention that serves to empower and support middle school students as they navigate the career-exploration process and seeks to foster and increase connections among members, peers, and other stakeholders (e.g., parents, teachers, community). The small-group counseling intervention includes a detailed outline of an 8-week psychoeducation group aligned with the core tenets of Relational Cultural Theory.
{"title":"Small-Group Counseling Intervention to Support Career Exploration of Rural Middle School Students","authors":"Kathleen L. Grant, Sarah I. Springer, Malti Tuttle, Michelle Reno","doi":"10.1080/01933922.2020.1856254","DOIUrl":"https://doi.org/10.1080/01933922.2020.1856254","url":null,"abstract":"ABSTRACT Students from rural backgrounds may face unique challenges with respect to their career-identity development. School counselors are critically positioned to support the career development of these students through a social-justice lens. The following paper proposes a small-group intervention that serves to empower and support middle school students as they navigate the career-exploration process and seeks to foster and increase connections among members, peers, and other stakeholders (e.g., parents, teachers, community). The small-group counseling intervention includes a detailed outline of an 8-week psychoeducation group aligned with the core tenets of Relational Cultural Theory.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79143183","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 : 2021-01-02DOI: 10.1080/01933922.2020.1856256
L. Groce, Leonissa V. Johnson
ABSTRACT Undocumented immigrant students represent 2% of the total U.S. higher education population. Due to their citizenship status, many undocumented high school students encounter barriers to college access including prohibitive admissions policies, increased tuition rates, and funding restrictions. Some undocumented students experience anxiety, frustration, and fear due to these barriers. School counselors can utilize group counseling to guide undocumented students through the college access process and potentially cultivate hope for the future. This article details a college access group for undocumented high school students. The group goals and activities utilize a Hope Theory framework.
{"title":"School Counselors Igniting the Hope of Undocumented Students in College Access","authors":"L. Groce, Leonissa V. Johnson","doi":"10.1080/01933922.2020.1856256","DOIUrl":"https://doi.org/10.1080/01933922.2020.1856256","url":null,"abstract":"ABSTRACT Undocumented immigrant students represent 2% of the total U.S. higher education population. Due to their citizenship status, many undocumented high school students encounter barriers to college access including prohibitive admissions policies, increased tuition rates, and funding restrictions. Some undocumented students experience anxiety, frustration, and fear due to these barriers. School counselors can utilize group counseling to guide undocumented students through the college access process and potentially cultivate hope for the future. This article details a college access group for undocumented high school students. The group goals and activities utilize a Hope Theory framework.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82064922","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 : 2020-12-11DOI: 10.1080/01933922.2020.1856252
S. Rabie, M. Visser, A. Naidoo, Francois J. Van den Berg, Brandon Morgan
ABSTRACT In South African high schools, many learners have limited support in making career related decisions to prepare them for the world of work after school. An important early transition for career-related decision-making is at the end of Grade 9 when learners are expected to decide which subjects they will select for the last phase of high school. Grade 9 is also the juncture where adolescents may decide to exit their formal schooling and enter the labor market. To support Grade 9 learners in making informed career-related decisions, this study examined the effectiveness of a group-based career guidance intervention implemented in eight secondary schools located in resource-constrained communities in the Western Cape, South Africa. The intervention aimed to improve learners’ career decision-making readiness and aid in making subject choices and subsequent career choices. The intervention consisted of interest assessment conducted in a group-format with the learners, after which a workshop was facilitated to share relevant information pertaining to their interests, other career attributes and pending subject choices. The results of this study demonstrate a significant impact of early adolescents’ career adaptability and ability to engage in the career decision-making process. These results show promise in the implementation of group-based career intervention, supporting learners to make informed decisions in relation to their career paths.
{"title":"Beyond the Individual: A Group-Based Career Development Intervention Implemented in Resource-Constrained Schools in South Africa","authors":"S. Rabie, M. Visser, A. Naidoo, Francois J. Van den Berg, Brandon Morgan","doi":"10.1080/01933922.2020.1856252","DOIUrl":"https://doi.org/10.1080/01933922.2020.1856252","url":null,"abstract":"ABSTRACT In South African high schools, many learners have limited support in making career related decisions to prepare them for the world of work after school. An important early transition for career-related decision-making is at the end of Grade 9 when learners are expected to decide which subjects they will select for the last phase of high school. Grade 9 is also the juncture where adolescents may decide to exit their formal schooling and enter the labor market. To support Grade 9 learners in making informed career-related decisions, this study examined the effectiveness of a group-based career guidance intervention implemented in eight secondary schools located in resource-constrained communities in the Western Cape, South Africa. The intervention aimed to improve learners’ career decision-making readiness and aid in making subject choices and subsequent career choices. The intervention consisted of interest assessment conducted in a group-format with the learners, after which a workshop was facilitated to share relevant information pertaining to their interests, other career attributes and pending subject choices. The results of this study demonstrate a significant impact of early adolescents’ career adaptability and ability to engage in the career decision-making process. These results show promise in the implementation of group-based career intervention, supporting learners to make informed decisions in relation to their career paths.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90454105","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 : 2020-10-01DOI: 10.1080/01933922.2020.1825294
Kristopher M. Goodrich, M. Luke
As we write this editorial, we are amid the COVID-19 pandemic and witnessing a greater attention to, and advocacy alongside, the Black Lives Matter movement while experiencing what others have desc...
{"title":"Group Work in Challenging Times","authors":"Kristopher M. Goodrich, M. Luke","doi":"10.1080/01933922.2020.1825294","DOIUrl":"https://doi.org/10.1080/01933922.2020.1825294","url":null,"abstract":"As we write this editorial, we are amid the COVID-19 pandemic and witnessing a greater attention to, and advocacy alongside, the Black Lives Matter movement while experiencing what others have desc...","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72551948","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 : 2020-10-01DOI: 10.1080/01933922.2020.1826614
I. Levy, Raphael Travis
ABSTRACT While significant attention has been given to student learning loss across summer, much less attention is given to student stressors and mental health concerns. To assist youth in processing and coping with emotional stress, research explores approaches to group counseling wherein youth write, record, and perform emotionally themed hip hop mixtapes. Hip hop, counseling, and social work literature lack studies comparing the effectiveness of different group types. This study examined a hip hop integrated therapeutic model within three groups using distinct leadership styles; within a high school summer enrichment program. Results suggest statistically significant reductions in stress and depressive levels.
{"title":"The Critical Cycle of Mixtape Creation: Reducing Stress via Three Different Group Counseling Styles","authors":"I. Levy, Raphael Travis","doi":"10.1080/01933922.2020.1826614","DOIUrl":"https://doi.org/10.1080/01933922.2020.1826614","url":null,"abstract":"ABSTRACT While significant attention has been given to student learning loss across summer, much less attention is given to student stressors and mental health concerns. To assist youth in processing and coping with emotional stress, research explores approaches to group counseling wherein youth write, record, and perform emotionally themed hip hop mixtapes. Hip hop, counseling, and social work literature lack studies comparing the effectiveness of different group types. This study examined a hip hop integrated therapeutic model within three groups using distinct leadership styles; within a high school summer enrichment program. Results suggest statistically significant reductions in stress and depressive levels.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73413924","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 : 2020-08-17DOI: 10.1080/01933922.2020.1799466
M. A. Barnes, S. L. Schwartzberg, G. Bedell, E. Counselman, E. Marfeo
ABSTRACT Group leadership is a complex process of understanding group dynamics and leader actions. Practitioners of all disciplines need training to effectively lead groups. Psychometrically sound measures are needed to assess effectiveness of group-leader training. The Group Leader Self-Assessment (GLSA) tool, developed to address this need, demonstrates sound psychometric properties including sensitivity to change (pre- to posttest summary scores t = 15.79. p < .0001. Cohen’s d = 1.74), strong internal consistency (Cronbach α > .90), and high test retest reliability (ICC (3, 1) =.92; F 26.08; df1 = 16; p < .0001). Study results suggest GLSA use may help trainees identify goals for skill development and realize growth in leadership abilities.
{"title":"The Group-Leader Self-Assessment (GLSA) Tool: Preliminary Study of Reliability and Validity","authors":"M. A. Barnes, S. L. Schwartzberg, G. Bedell, E. Counselman, E. Marfeo","doi":"10.1080/01933922.2020.1799466","DOIUrl":"https://doi.org/10.1080/01933922.2020.1799466","url":null,"abstract":"ABSTRACT Group leadership is a complex process of understanding group dynamics and leader actions. Practitioners of all disciplines need training to effectively lead groups. Psychometrically sound measures are needed to assess effectiveness of group-leader training. The Group Leader Self-Assessment (GLSA) tool, developed to address this need, demonstrates sound psychometric properties including sensitivity to change (pre- to posttest summary scores t = 15.79. p < .0001. Cohen’s d = 1.74), strong internal consistency (Cronbach α > .90), and high test retest reliability (ICC (3, 1) =.92; F 26.08; df1 = 16; p < .0001). Study results suggest GLSA use may help trainees identify goals for skill development and realize growth in leadership abilities.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75226756","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 : 2020-08-17DOI: 10.1080/01933922.2020.1799465
Ryan F. Reese, Marjorie Gosling
ABSTRACT Group counselors who facilitate groups in and around natural environments may benefit from a clear conceptual model that delineates the underlying theorized elements of therapeutic change in such settings. We sought to develop a theoretically grounded model of change for developing and evaluating nature-based groups, which we call the Group EcoWellness Model of Change (GEMC). The purpose of this article is to describe the theoretical underpinnings of the GEMC and explore one application of the framework in articulating the Fishing for Wellness therapeutic group. Implications for group counseling practice and research are discussed.
{"title":"The Group EcoWellness Model of Change: A Conceptual Framework for Facilitating Groups in Nature","authors":"Ryan F. Reese, Marjorie Gosling","doi":"10.1080/01933922.2020.1799465","DOIUrl":"https://doi.org/10.1080/01933922.2020.1799465","url":null,"abstract":"ABSTRACT Group counselors who facilitate groups in and around natural environments may benefit from a clear conceptual model that delineates the underlying theorized elements of therapeutic change in such settings. We sought to develop a theoretically grounded model of change for developing and evaluating nature-based groups, which we call the Group EcoWellness Model of Change (GEMC). The purpose of this article is to describe the theoretical underpinnings of the GEMC and explore one application of the framework in articulating the Fishing for Wellness therapeutic group. Implications for group counseling practice and research are discussed.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2020-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80342868","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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