Abstract: Article describes how organizational history and early contact with two AASWG founders influenced author’s attendance at first 2009 group camp in USA. The collective camp experience is described in the context of Tuckman’s group development stages.Keywords:, Group Work Camp; stages of group development; groupwork history
{"title":"Group work camp memories: Group power","authors":"Herman F. Curiel","doi":"10.1921/GPWK.V26I3.1047","DOIUrl":"https://doi.org/10.1921/GPWK.V26I3.1047","url":null,"abstract":"Abstract: Article describes how organizational history and early contact with two AASWG founders influenced author’s attendance at first 2009 group camp in USA. The collective camp experience is described in the context of Tuckman’s group development stages.Keywords:, Group Work Camp; stages of group development; groupwork history","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43879563","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}
Abstract: This article describes in narrative form the author’s experience of personal and professional insight as a result of planning and leading a performing arts-based workshop at the 2013 IASWG Group Work Camp. He shows how this insight occurred in a parallel process with the workshop participants as a result of his willingness to take risks, to share power, and to take a stance of uncertainty when appropriate. The article shows what some of the theoretical concepts of groupwork – such as planning, purpose, stages of development, use of authority, use of program and evaluation – look like in action. Throughout the article, the author reveals the internal struggle of a conscientious groupworker trying to balance the exigencies of normal self-doubt with necessary and appropriate self-reflection.Keywords: mistakes; stance of uncertainty; beginner’s mind; total theater; risk; inner monster; middles; haiku; interdependency; group work; groupwork
{"title":"How leading a workshop can be a real eye-opener","authors":"J. Genke","doi":"10.1921/GPWK.V26I3.1045","DOIUrl":"https://doi.org/10.1921/GPWK.V26I3.1045","url":null,"abstract":"Abstract: This article describes in narrative form the author’s experience of personal and professional insight as a result of planning and leading a performing arts-based workshop at the 2013 IASWG Group Work Camp. He shows how this insight occurred in a parallel process with the workshop participants as a result of his willingness to take risks, to share power, and to take a stance of uncertainty when appropriate. The article shows what some of the theoretical concepts of groupwork – such as planning, purpose, stages of development, use of authority, use of program and evaluation – look like in action. Throughout the article, the author reveals the internal struggle of a conscientious groupworker trying to balance the exigencies of normal self-doubt with necessary and appropriate self-reflection.Keywords: mistakes; stance of uncertainty; beginner’s mind; total theater; risk; inner monster; middles; haiku; interdependency; group work; groupwork","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48315222","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}
Populism is a word of the moment. It is cited and linked withTrump’s ascendency to the presidency in the USA, Brexit in the UK,Marine Le Pen’s challenge in France, Duterte’s brutal regime in thePhilippines, to name a few. It is said to reflect a resurgence of thewill of an erstwhile excluded section of the citizenry, newly inspired,energised and empowered to ensure that their self-defined needs andinterests are taken into account and actually met by national leadersand governments. This description resonates uncannily with thedemocratic values espoused by groupwork (Abels and Garvin, 2010)and, especially those of self-directed and social action groupwork(Mullender, Ward, Fleming, 2013). Is there an issue; if so, what dowe need to consider; what might we do? I am looking to provokeresponse and debate.
{"title":"Guest Editorial Populism: A challenge for groupwork?","authors":"Dave Ward","doi":"10.1921/GPWK.V26I2.1031","DOIUrl":"https://doi.org/10.1921/GPWK.V26I2.1031","url":null,"abstract":"Populism is a word of the moment. It is cited and linked withTrump’s ascendency to the presidency in the USA, Brexit in the UK,Marine Le Pen’s challenge in France, Duterte’s brutal regime in thePhilippines, to name a few. It is said to reflect a resurgence of thewill of an erstwhile excluded section of the citizenry, newly inspired,energised and empowered to ensure that their self-defined needs andinterests are taken into account and actually met by national leadersand governments. This description resonates uncannily with thedemocratic values espoused by groupwork (Abels and Garvin, 2010)and, especially those of self-directed and social action groupwork(Mullender, Ward, Fleming, 2013). Is there an issue; if so, what dowe need to consider; what might we do? I am looking to provokeresponse and debate.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46152944","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}
Abstract: This paper describes a study conducted to measure perceptions of graduate students in an experiential therapeutic support group. It has been suggested that groups consisting of graduate level participant learners are the most difficult groups to facilitate, given the unique challenges (Yalom 1995). Students enrolled in a graduate group course, were required to participate, yet upon completion of the semester-long experience, students were invited to share reflections and recommendations, via researcher-constructed questionnaire. These findings indicated that students benefited by experiencing personal growth and gaining knowledge of group dynamics and facilitation. Group members also provided recommendations concerning group configuration and facilitation.Keywords: experiential; group work; higher education; social work; psychology; groupwork
{"title":"Assessing experiential psychotherapeutic group experience","authors":"Stephanie Hamm, S. Allison","doi":"10.1921/GPWK.V26I2.1035","DOIUrl":"https://doi.org/10.1921/GPWK.V26I2.1035","url":null,"abstract":"Abstract: This paper describes a study conducted to measure perceptions of graduate students in an experiential therapeutic support group. It has been suggested that groups consisting of graduate level participant learners are the most difficult groups to facilitate, given the unique challenges (Yalom 1995). Students enrolled in a graduate group course, were required to participate, yet upon completion of the semester-long experience, students were invited to share reflections and recommendations, via researcher-constructed questionnaire. These findings indicated that students benefited by experiencing personal growth and gaining knowledge of group dynamics and facilitation. Group members also provided recommendations concerning group configuration and facilitation.Keywords: experiential; group work; higher education; social work; psychology; groupwork","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41444701","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}
A review of:A Mutual-Aid Model for Social Work with Groups (3rd edition)Dominique Moyse Steinberg
Dominique Moyse Steinberg评论：团体社会工作互助模式（第三版）
{"title":"Review","authors":"M. Preston-shoot","doi":"10.1921/gpwk.v26i2.1036","DOIUrl":"https://doi.org/10.1921/gpwk.v26i2.1036","url":null,"abstract":"A review of:A Mutual-Aid Model for Social Work with Groups (3rd edition)Dominique Moyse Steinberg","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48985600","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}
Abstract: We present a collaborative audio and video-based performance ethnography and companion essay that expands upon our experiences in a graduate-level performance ethnography seminar. Our performative text explores the potential for audio and video-based performance ethnography as an important pedagogical tool that prioritizes alternative ways of knowing that are deeply related to nondeliberative groupwork practice. Following a review of our process, we propose an aesthetics of performance pedagogy and discuss the importance of liminality in our work. Implications for practice include providing educators with critical opportunities to contribute to students’ awareness and understanding without demanding conformity to particular ways of knowing.Keywords: liminality; nondeliberative practice; performance pedagogy; social groupwork; wabi-sabi
{"title":"Composing an aesthetics of performance pedagogy","authors":"Brian L. Kelly, Aimee Wodda","doi":"10.1921/GPWK.V26I2.1033","DOIUrl":"https://doi.org/10.1921/GPWK.V26I2.1033","url":null,"abstract":"Abstract: We present a collaborative audio and video-based performance ethnography and companion essay that expands upon our experiences in a graduate-level performance ethnography seminar. Our performative text explores the potential for audio and video-based performance ethnography as an important pedagogical tool that prioritizes alternative ways of knowing that are deeply related to nondeliberative groupwork practice. Following a review of our process, we propose an aesthetics of performance pedagogy and discuss the importance of liminality in our work. Implications for practice include providing educators with critical opportunities to contribute to students’ awareness and understanding without demanding conformity to particular ways of knowing.Keywords: liminality; nondeliberative practice; performance pedagogy; social groupwork; wabi-sabi","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44125953","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}
Abstract: HE is increasingly encouraging rhetorical notions of student centred learning, where the value of pedagogic content is sited upon the student, who is likely to be the novice. Such circumstances place tension upon the lecturer to fulfil policy directives whilst also promoting their discipline. This paper argues that such a predicament can be addressed via the inclusion of groupwork and role play within the lecture theatre, so as to reconcile the interplay between teaching and facilitation. The paper illustrates its argument via lecturer and student reflections; promoting a beneficial form of pedagogy which provides opportunities for students to share lived experiences so as to encourage reflection upon theory learnt. The pedagogy also allows for students to engage in and thus understand group dynamics and groupwork practices so as to be better placed to evaluate their own learning. Keywords: facilitation; teaching; orbital communication; co-construction of knowledge; self-directed groupwork; large groups; higher education; role play
{"title":"The place of groupwork practice within the lecture theatre: Promoting self-directed learning, student reflection and orbital communication via the entwined endeavours of teaching, role play and facilitation","authors":"R. Gee, C. Towers","doi":"10.1921/GPWK.V26I2.1032","DOIUrl":"https://doi.org/10.1921/GPWK.V26I2.1032","url":null,"abstract":"Abstract: HE is increasingly encouraging rhetorical notions of student centred learning, where the value of pedagogic content is sited upon the student, who is likely to be the novice. Such circumstances place tension upon the lecturer to fulfil policy directives whilst also promoting their discipline. This paper argues that such a predicament can be addressed via the inclusion of groupwork and role play within the lecture theatre, so as to reconcile the interplay between teaching and facilitation. The paper illustrates its argument via lecturer and student reflections; promoting a beneficial form of pedagogy which provides opportunities for students to share lived experiences so as to encourage reflection upon theory learnt. The pedagogy also allows for students to engage in and thus understand group dynamics and groupwork practices so as to be better placed to evaluate their own learning. Keywords: facilitation; teaching; orbital communication; co-construction of knowledge; self-directed groupwork; large groups; higher education; role play","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47958713","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}
Abstract: The article discusses the findings of participatory research involving co-researchers with Asperger's syndrome. The findings of the research led to the development of a model of mutual understanding: the Triad of Understanding. The article discusses how the findings were arrived at and the implications for traditional notions of support.Keywords: autism; Asperger's syndrome; participatory research; support
{"title":"Notions of support challenged by participatory research with adults with Asperger's syndrome","authors":"Jackie Robinson","doi":"10.1921/GPWK.V26I2.1034","DOIUrl":"https://doi.org/10.1921/GPWK.V26I2.1034","url":null,"abstract":"Abstract: The article discusses the findings of participatory research involving co-researchers with Asperger's syndrome. The findings of the research led to the development of a model of mutual understanding: the Triad of Understanding. The article discusses how the findings were arrived at and the implications for traditional notions of support.Keywords: autism; Asperger's syndrome; participatory research; support","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41360767","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}
Abstract: This paper introduces the use of new technologies and creative practices in teaching groupwork within two applied Irish postgraduate MA courses (Social Work and Community Development). By reflecting on experiences of teaching groupwork through the use of visual biographies, mask making, aural and video podcasting, the authors argue that creative teaching works to integrate experiential, practical and theoretical knowledge of groupwork. A more widespread adoption and evaluation of creative technologies in teaching groupwork to enhance student learning and affirm professional competencies is proposed.Keywords: social work; community development; creative technologies; podcasting; mask-making; visual biographies; group work; groupwork
{"title":"New technologies and creative practices in teaching groupwork","authors":"A. Byrne, Marguerita McGovern, Ciarán T. Bradley","doi":"10.1921/GPWK.V27I1.1094","DOIUrl":"https://doi.org/10.1921/GPWK.V27I1.1094","url":null,"abstract":"Abstract: This paper introduces the use of new technologies and creative practices in teaching groupwork within two applied Irish postgraduate MA courses (Social Work and Community Development). By reflecting on experiences of teaching groupwork through the use of visual biographies, mask making, aural and video podcasting, the authors argue that creative teaching works to integrate experiential, practical and theoretical knowledge of groupwork. A more widespread adoption and evaluation of creative technologies in teaching groupwork to enhance student learning and affirm professional competencies is proposed.Keywords: social work; community development; creative technologies; podcasting; mask-making; visual biographies; group work; groupwork","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46723580","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}
Abstract: Zarb’s (1992) criteria were used to inspect the emancipatory potential met in six pieces of focus group research and the level of collaboration and inclusion for people with ID as ‘active partners’ in research. Selected post-2010 research was sourced from a search of online databases pertinent to nursing, social work and ID. The exercise found that control mostly lies in the hands of academics and clinicians. Research is carried out with people with mild to moderate intellectual disabilities while those with more complex needs are excluded. Power relationships are not closely examined. It is possible to involve people with ID in research using adapted methods and disabled researchers. Firstly, the idea of power and control for active involvement of participants with ID in focus groups is examined. Then recent research is explored through comparative analysis and a discussion. The author concludes that researchers should account more fully for their own positions of power in the medical or social model of disability. Researchers should offer opportunities for criticism and account for the products of research. Turning abstract concepts into concrete examples may benefit participants with intellectual disabilities.Keywords: focus groups; intellectual disabilities; disability research; groupwork; group work
{"title":"To what extent are people with intellectual disabilities (ID) active partners in focus group research? A literature review","authors":"Rosa Wright","doi":"10.1921/GPWK.V26I1.982","DOIUrl":"https://doi.org/10.1921/GPWK.V26I1.982","url":null,"abstract":"Abstract: Zarb’s (1992) criteria were used to inspect the emancipatory potential met in six pieces of focus group research and the level of collaboration and inclusion for people with ID as ‘active partners’ in research. Selected post-2010 research was sourced from a search of online databases pertinent to nursing, social work and ID. The exercise found that control mostly lies in the hands of academics and clinicians. Research is carried out with people with mild to moderate intellectual disabilities while those with more complex needs are excluded. Power relationships are not closely examined. It is possible to involve people with ID in research using adapted methods and disabled researchers. Firstly, the idea of power and control for active involvement of participants with ID in focus groups is examined. Then recent research is explored through comparative analysis and a discussion. The author concludes that researchers should account more fully for their own positions of power in the medical or social model of disability. Researchers should offer opportunities for criticism and account for the products of research. Turning abstract concepts into concrete examples may benefit participants with intellectual disabilities.Keywords: focus groups; intellectual disabilities; disability research; groupwork; group work","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49570605","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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