Research can facilitate mutual learning, allow participants’ voices to be heard, increase practical usefulness of studies and foster empowerment. This paper discusses ways that groups can take part in research, outlines advantages and limits of each and explores strategies for enhancing benefits. This content is illustrated with brief examples from recent research publications and from two longer case studies. Groups and members can be involved as participants or co-producers of research. As participants, they either act as research subjects by contributing data, or as collaborators who are consulted at various times to help keep a study relevant to community issues. Being a subject offers an opportunity to reflect and share views, while collaborators and researchers can learn from working together. Though collaborators can exert influence, they have little control over decisions around focus, design, methods or dissemination of a study. Co-producing knowledge offers community groups more power, learning and empowerment but requires high levels of mutual trust, commitment and persistence. Potential gains and risks increase as involvement intensifies. However, researchers can enhance benefits at any level, by keeping this goal in mind when planning studies.
{"title":"Enhancing the benefits of group involvement in research","authors":"Alice M. Home","doi":"10.1921/gpwk.v30i1.1567","DOIUrl":"https://doi.org/10.1921/gpwk.v30i1.1567","url":null,"abstract":"Research can facilitate mutual learning, allow participants’ voices to be heard, increase practical usefulness of studies and foster empowerment. This paper discusses ways that groups can take part in research, outlines advantages and limits of each and explores strategies for enhancing benefits. This content is illustrated with brief examples from recent research publications and from two longer case studies. Groups and members can be involved as participants or co-producers of research. As participants, they either act as research subjects by contributing data, or as collaborators who are consulted at various times to help keep a study relevant to community issues. Being a subject offers an opportunity to reflect and share views, while collaborators and researchers can learn from working together. Though collaborators can exert influence, they have little control over decisions around focus, design, methods or dissemination of a study. Co-producing knowledge offers community groups more power, learning and empowerment but requires high levels of mutual trust, commitment and persistence. Potential gains and risks increase as involvement intensifies. However, researchers can enhance benefits at any level, by keeping this goal in mind when planning studies.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47133156","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}
Annie Pullen Sansfaçon, Dominique Pineault, Jennifer Davis, Jennifer E. Dyer, J. Julie, Kimberley Ens Manning, Julia Temple-Newhook, Sarah Pickett
Parental support is an important protective factor in preventing suicide among trans youth. However, parents often struggle to accept their child’s gender transition. Having access to a group and to meeting other parents facilitates the acceptance process, but support groups are rare and even more so outside urban areas. The research project discussed in this article was developed to understand specifically the experience of parents of francophone trans youth living in rural and remote communities in Quebec. A Self-Directed Group approach (Mullender, Ward and Fleming 2013), combined with Social Action Research (Author et al. 2015) was initiated to offer a platform for parents to explore the specificities of parenting a trans child in rural francophone Quebec. Parents were recruited through social and traditional media and a series of group meetings was planned to collect data and as well as to facilitate the parents' mobilization. Despite applying the Self-Directed Groupwork principles and process, many challenges were encountered, stimulating a number of reflections on the use of self-directed group work and social action in remote geographical areas. This paper explores some of those challenges and discusses a possible way forward for research.
父母的支持是预防跨性别青少年自杀的重要保护因素。然而，父母往往难以接受孩子的性别转变。有机会参加小组并与其他家长见面有助于接受过程，但支持小组很少，在城市以外的地区更是如此。本文讨论的研究项目旨在了解居住在魁北克农村和偏远社区的法语跨性别青年的父母的具体经历。一种自我导向小组方法(Mullender, Ward and Fleming 2013)与社会行动研究(Author et al. 2015)相结合，为父母提供了一个平台，以探索在魁北克省法语区农村养育跨性别儿童的特殊性。通过社交媒体和传统媒体招募家长，并计划举行一系列小组会议来收集数据，并促进家长的动员。尽管应用了自我指导小组工作原则和过程，但遇到了许多挑战，激发了对在偏远地理区域使用自我指导小组工作和社会行动的一些思考。本文探讨了其中的一些挑战，并讨论了可能的研究方向。
{"title":"Applying Self-Directed Groupwork and Social Action Research Methodology with francophone parents of trans children and youth in Rural Quebec","authors":"Annie Pullen Sansfaçon, Dominique Pineault, Jennifer Davis, Jennifer E. Dyer, J. Julie, Kimberley Ens Manning, Julia Temple-Newhook, Sarah Pickett","doi":"10.1921/gpwk.v30i1.1529","DOIUrl":"https://doi.org/10.1921/gpwk.v30i1.1529","url":null,"abstract":"Parental support is an important protective factor in preventing suicide among trans youth. However, parents often struggle to accept their child’s gender transition. Having access to a group and to meeting other parents facilitates the acceptance process, but support groups are rare and even more so outside urban areas. The research project discussed in this article was developed to understand specifically the experience of parents of francophone trans youth living in rural and remote communities in Quebec. A Self-Directed Group approach (Mullender, Ward and Fleming 2013), combined with Social Action Research (Author et al. 2015) was initiated to offer a platform for parents to explore the specificities of parenting a trans child in rural francophone Quebec. Parents were recruited through social and traditional media and a series of group meetings was planned to collect data and as well as to facilitate the parents' mobilization. Despite applying the Self-Directed Groupwork principles and process, many challenges were encountered, stimulating a number of reflections on the use of self-directed group work and social action in remote geographical areas. This paper explores some of those challenges and discusses a possible way forward for research.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46816325","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}
The long-term impacts of Adverse Childhood Experiences (ACEs) are of increasing interest to researchers and practitioners. While attention is being paid to the effectiveness of screening for ACEs to improve health and social outcomes, how to implement such practices has become key. The Irish study upon which this article is based used an action research approach to implement ACEs routine enquiry within a domestic violence service, while also utilising co-operative inquiry groups for practitioners within the organisation (n=10) and those working in associated fields of infant mental health, child protection and welfare and community support (n=7). This article documents the process of enacting the co-operative inquiry groups and outlines learning points, challenges and lessons. Drawing on Finlay’s (2002a, 2002b) theories on the variants of reflexivity in research processes, six themes emerged on the research process: insider and outsider status; the structure and approach to the groupwork process; participation in the group process; addressing fears; practice concerns; and motivations to act. We conclude with suggestions for effective co-operative inquiry processes and highlight the factors related to groupwork that may contribute to improvements in practice, organisational and community change.
{"title":"Researching Adverse Childhood Experiences in a Domestic Violence service: The role of co-operative inquiry groups in practice development and change","authors":"S. Morton, Megan A. Curran, Mary Barry O'Gorman","doi":"10.1921/gpwk.v30i1.1517","DOIUrl":"https://doi.org/10.1921/gpwk.v30i1.1517","url":null,"abstract":"The long-term impacts of Adverse Childhood Experiences (ACEs) are of increasing interest to researchers and practitioners. While attention is being paid to the effectiveness of screening for ACEs to improve health and social outcomes, how to implement such practices has become key. The Irish study upon which this article is based used an action research approach to implement ACEs routine enquiry within a domestic violence service, while also utilising co-operative inquiry groups for practitioners within the organisation (n=10) and those working in associated fields of infant mental health, child protection and welfare and community support (n=7). This article documents the process of enacting the co-operative inquiry groups and outlines learning points, challenges and lessons. Drawing on Finlay’s (2002a, 2002b) theories on the variants of reflexivity in research processes, six themes emerged on the research process: insider and outsider status; the structure and approach to the groupwork process; participation in the group process; addressing fears; practice concerns; and motivations to act. We conclude with suggestions for effective co-operative inquiry processes and highlight the factors related to groupwork that may contribute to improvements in practice, organisational and community change.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43322103","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}
Recent years have seen migration becoming a focus of attention for policy makers and humanitarian practitioners across the world. Migration can be both internal and external and involve one of the most vulnerable groups in our society – children. In India, data point to a considerable number of children running away from their parental homes in rural villages and migrating to urban areas in search of better opportunities. Many end up in cities like Delhi where they are exposed to a number of risks and vulnerabilities. While many of these children reach cities with dreams of making it big, the reality of living on the street is fraught with a number of challenges. Transient and often moving in groups, meeting them alone for a chat is nearly impossible and even when one manages to have an individual meeting, curiosity impels others to join in. Against this backdrop, the lived experiences of migrant children in Delhi were studied using a group method as evidence suggests that group work as a method is being increasingly used in research with children (Darbyshire et al., 2005; Jason Davis & Lopez-Carr, 2010; Gibbs, 2007). As children feel more comfortable discussing their problems in groups than when they are alone with the researcher, this way, innovative techniques such as drawings, storytelling and alike were practiced to initiate discussions with and amongst migrant children that helped to explore their pre and post-migration experiences. Further, we examine the effectiveness of group work as a method for researching with children and its innovativeness in eliciting deeper meanings to their lives in comparison to other methods such as interviews or observation. Ethical issues of this method, particularly concerning informed consent, anonymity and confidentiality, are addressed while encouraging the children to tell their stories in an open and honest manner. At the end of the sessions, many children reported that they felt heard and listened to, that their voice mattered, and that they developed a self of self. We conclude the paper with a careful consideration of some of the issues and challenges of employing group work as a research method with migrant children in an urban setting.
近年来，移民问题已成为世界各地政策制定者和人道主义工作者关注的焦点。移徙可以是内部的，也可以是外部的，涉及到我们社会中最脆弱的群体之一- -儿童。在印度，数据显示，有相当多的儿童从农村的父母家中逃到城市地区寻找更好的机会。许多人最终来到了德里这样的城市，在那里他们面临着许多风险和脆弱性。虽然这些孩子中的许多人带着梦想来到城市，但街头生活的现实充满了许多挑战。短暂的，经常是成群结队的，和他们单独见面聊天几乎是不可能的，即使一个人成功地和他们单独见面，好奇心也会驱使其他人加入。在此背景下，采用小组方法对德里流动儿童的生活经历进行了研究，证据表明，小组工作作为一种方法正在越来越多地用于儿童研究(Darbyshire等人，2005;Jason Davis & Lopez-Carr, 2010;吉布斯,2007)。由于孩子们在小组中讨论他们的问题比单独与研究人员讨论时更舒服，因此，采用绘画、讲故事等创新技术，与移民儿童进行讨论，帮助探索他们移民前和移民后的经历。此外，我们还研究了小组工作作为一种研究儿童的方法的有效性，以及与访谈或观察等其他方法相比，小组工作在激发儿童生活更深层次意义方面的创新性。在鼓励儿童以公开和诚实的方式讲述他们的故事的同时，解决了这种方法的伦理问题，特别是关于知情同意、匿名和保密的问题。在课程结束时，许多孩子报告说他们感到被倾听和被倾听，他们的声音很重要，并且他们发展了自我。最后，我们仔细考虑了在城市环境中使用小组工作作为流动儿童研究方法的一些问题和挑战。
{"title":"Engaging in group work with migrant children for research – An innovative data collection method in the migration context in the city of Delhi, India","authors":"Yukti Lamba, George Palattiyil","doi":"10.1921/gpwk.v30i1.1519","DOIUrl":"https://doi.org/10.1921/gpwk.v30i1.1519","url":null,"abstract":"Recent years have seen migration becoming a focus of attention for policy makers and humanitarian practitioners across the world. Migration can be both internal and external and involve one of the most vulnerable groups in our society – children. In India, data point to a considerable number of children running away from their parental homes in rural villages and migrating to urban areas in search of better opportunities. Many end up in cities like Delhi where they are exposed to a number of risks and vulnerabilities. While many of these children reach cities with dreams of making it big, the reality of living on the street is fraught with a number of challenges. Transient and often moving in groups, meeting them alone for a chat is nearly impossible and even when one manages to have an individual meeting, curiosity impels others to join in. \u0000Against this backdrop, the lived experiences of migrant children in Delhi were studied using a group method as evidence suggests that group work as a method is being increasingly used in research with children (Darbyshire et al., 2005; Jason Davis & Lopez-Carr, 2010; Gibbs, 2007). As children feel more comfortable discussing their problems in groups than when they are alone with the researcher, this way, innovative techniques such as drawings, storytelling and alike were practiced to initiate discussions with and amongst migrant children that helped to explore their pre and post-migration experiences. Further, we examine the effectiveness of group work as a method for researching with children and its innovativeness in eliciting deeper meanings to their lives in comparison to other methods such as interviews or observation. Ethical issues of this method, particularly concerning informed consent, anonymity and confidentiality, are addressed while encouraging the children to tell their stories in an open and honest manner. At the end of the sessions, many children reported that they felt heard and listened to, that their voice mattered, and that they developed a self of self. We conclude the paper with a careful consideration of some of the issues and challenges of employing group work as a research method with migrant children in an urban setting.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46776923","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}
{"title":"Editorial","authors":"G. Kirwan","doi":"10.1921/gpwk.v29i3.1777","DOIUrl":"https://doi.org/10.1921/gpwk.v29i3.1777","url":null,"abstract":"","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49607193","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}
In June 2018, I was fortunate enough to attend and present at the IASWG Symposium at Kruger National Park in South Africa. It was a truly amazing experience. However, in July of 2019 I was once again able to return to the African continent. This time to visit Zimbabwe. For the past four years, my friend and School Principal Chris Labbe, had been visiting and working with the IMVELO organization to raise funds for the following three schools: Ngamo Primary School, Mlevu Primary School and St Joseph’s Primary School.These three schools are located in the indigenous and rural rural villages of Hwanga National Park. During the course of the visits to these three Schools, my wife Peg McGovern and I were able to observe the incredible work that was being done between IMVELO and the local communities. The overarching theme of the IASWG 2018 symposium had been “Groupwork in Communities.” On my visit to Hwanga, I witnessed the impact of Groupwork in these indigenous and rural communities. On my return home, I reviewed the Groupwork literature, and it reinforced what I observed and encountered in Zimbabwe. The wonderful sense of community, sustainability, cooperation, integration of programs, social action and empowerment. It truly was an amazing experience and a trip of a lifetime.
{"title":"Community/Social Action Groupwork in Indigenous and Rural Communities Zimbabwe Summer 2019","authors":"Paul G Johnson","doi":"10.1921/gpwk.v29i3.1448","DOIUrl":"https://doi.org/10.1921/gpwk.v29i3.1448","url":null,"abstract":"In June 2018, I was fortunate enough to attend and present at the IASWG Symposium at Kruger National Park in South Africa. It was a truly amazing experience. However, in July of 2019 I was once again able to return to the African continent. This time to visit Zimbabwe. For the past four years, my friend and School Principal Chris Labbe, had been visiting and working with the IMVELO organization to raise funds for the following three schools: Ngamo Primary School, Mlevu Primary School and St Joseph’s Primary School.These three schools are located in the indigenous and rural rural villages of Hwanga National Park. During the course of the visits to these three Schools, my wife Peg McGovern and I were able to observe the incredible work that was being done between IMVELO and the local communities. The overarching theme of the IASWG 2018 symposium had been “Groupwork in Communities.” On my visit to Hwanga, I witnessed the impact of Groupwork in these indigenous and rural communities. On my return home, I reviewed the Groupwork literature, and it reinforced what I observed and encountered in Zimbabwe. The wonderful sense of community, sustainability, cooperation, integration of programs, social action and empowerment. It truly was an amazing experience and a trip of a lifetime.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48174024","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}
All students in their senior year in the BSW Undergraduate Program at the University of Southern Maine are required to complete a yearlong field work placement. To support and enhance this process, the students also attend a weekly seminar for the entire academic year. In addition, students are required to complete a Capstone Project. The intent of this Project is that it will have a lasting impact after the student has left their placement. Over the course of the academic year 2017-2018, Kim Lamothe was placed at a Middle School in the Mid Coast region of Maine. For her Capstone Project, Kim came up with the concept of the Kindness Group after reviewing the School’s mission statement, which talked about providing a safe, positive environment for all students whereby respect and appreciation for all differences is the norm. Using her assessment skills and theories that she had covered in her other social work classes, Kim realized that the School could do a better job in realizing these goals. The Kindness Group was an open group. Flyers were distributed throughout the School encouraging students to attend. The Group also used actionable activities, for example, students designed posters and t-shirts. They had a Twin and Triplets Day in which students coordinated outfits. Students were encouraged to listen to their peers and try and imagine what it must be like to walk in their shoes. As part of the long-term legacy activity, the students along with a number of community partners held a yellow tulip project. In the fall semester, they planted hundreds of tulip bulbs. These bulbs all bloomed in the spring and the students dedicated these tulips to those who were suffering from mental illness. Each week in the seminar Kim discussed the Kindness Group. She talked about the successes and frustrations of the Group and all of her peers were extremely supportive. At the end of the academic year, Kim presented her Capstone Project to the class. Everyone was extremely impressed with the work she had undertaken. In addition, Kim and I presented this work at the IASWG 2019 Symposium at NYU. Again, at the Symposium Kim was met with numerous accolades. It was apparent to all that this peer support group had created and cultivated a positive inclusive environment for all.
{"title":"The Kindness Group","authors":"Paul Johnson, Kimerer L. Lamothe","doi":"10.1921/gpwk.v29i3.1478","DOIUrl":"https://doi.org/10.1921/gpwk.v29i3.1478","url":null,"abstract":"All students in their senior year in the BSW Undergraduate Program at the University of Southern Maine are required to complete a yearlong field work placement. To support and enhance this process, the students also attend a weekly seminar for the entire academic year. In addition, students are required to complete a Capstone Project. The intent of this Project is that it will have a lasting impact after the student has left their placement. Over the course of the academic year 2017-2018, Kim Lamothe was placed at a Middle School in the Mid Coast region of Maine. For her Capstone Project, Kim came up with the concept of the Kindness Group after reviewing the School’s mission statement, which talked about providing a safe, positive environment for all students whereby respect and appreciation for all differences is the norm. Using her assessment skills and theories that she had covered in her other social work classes, Kim realized that the School could do a better job in realizing these goals. The Kindness Group was an open group. Flyers were distributed throughout the School encouraging students to attend. The Group also used actionable activities, for example, students designed posters and t-shirts. They had a Twin and Triplets Day in which students coordinated outfits. Students were encouraged to listen to their peers and try and imagine what it must be like to walk in their shoes. As part of the long-term legacy activity, the students along with a number of community partners held a yellow tulip project. In the fall semester, they planted hundreds of tulip bulbs. These bulbs all bloomed in the spring and the students dedicated these tulips to those who were suffering from mental illness. Each week in the seminar Kim discussed the Kindness Group. She talked about the successes and frustrations of the Group and all of her peers were extremely supportive. At the end of the academic year, Kim presented her Capstone Project to the class. Everyone was extremely impressed with the work she had undertaken. In addition, Kim and I presented this work at the IASWG 2019 Symposium at NYU. Again, at the Symposium Kim was met with numerous accolades. It was apparent to all that this peer support group had created and cultivated a positive inclusive environment for all.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46721678","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}
In this article, we present the basic features of co-design methodology and its application to group dynamics with the aim of broadening the theoretical debate in the field of social work with groups. In both self-help and goal-oriented groups, the group design and communication dynamics that emerge from within it are key elements to ensure their correct functioning and effectiveness. To this end, we propose ten recommendations for implementing co-design that could be useful in direct social work practice.
{"title":"What can co-design contribute to Social Work with groups?","authors":"R. Pelta, Antonio López Peláez","doi":"10.1921/gpwk.v29i3.1565","DOIUrl":"https://doi.org/10.1921/gpwk.v29i3.1565","url":null,"abstract":"In this article, we present the basic features of co-design methodology and its application to group dynamics with the aim of broadening the theoretical debate in the field of social work with groups. In both self-help and goal-oriented groups, the group design and communication dynamics that emerge from within it are key elements to ensure their correct functioning and effectiveness. To this end, we propose ten recommendations for implementing co-design that could be useful in direct social work practice.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45071454","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}
Substance misuse commonly coexists with psychological disorder (dual diagnosis) making the problems more complex and the symptoms augmented with far-reaching negative consequences. Despite the wide range of support that treats both problems, clients often relapse. This study was the first empirical attempt to investigate how positive psychology can facilitate recovery by not focusing merely on the disorders but exploring and enhancing the positive aspects of clients’ lives moving them toward optimal human functioning. A mixed methods approach was applied to test a 12-week positive group intervention in two groups of service users (n=10) with coexisting disorders at an outpatient addiction service to explore the feasibility and acceptability of a positive approach in their recovery. Participants seemed to have benefitted from the programme, all positive concepts were found relevant, and the intervention was found feasible and acceptable by service users. It was concluded that a strengths-based positive approach has the potential to serve as a useful adjunct to the treatment of coexisting problems. Implications for treatment are discussed in terms of how positive psychology may be helpful in long-term recovery by providing alternative strategies to cope with mental illness and a substitute for the love, nurturing, and belonging that substances appear to offer to individuals.
{"title":"Development of a positive group intervention for coexisting problems: A mixed methods study","authors":"K. Ujhelyi Gomez, J. Carson, Gill Brown","doi":"10.1921/gpwk.v29i3.1293","DOIUrl":"https://doi.org/10.1921/gpwk.v29i3.1293","url":null,"abstract":"Substance misuse commonly coexists with psychological disorder (dual diagnosis) making the problems more complex and the symptoms augmented with far-reaching negative consequences. Despite the wide range of support that treats both problems, clients often relapse. This study was the first empirical attempt to investigate how positive psychology can facilitate recovery by not focusing merely on the disorders but exploring and enhancing the positive aspects of clients’ lives moving them toward optimal human functioning. A mixed methods approach was applied to test a 12-week positive group intervention in two groups of service users (n=10) with coexisting disorders at an outpatient addiction service to explore the feasibility and acceptability of a positive approach in their recovery. Participants seemed to have benefitted from the programme, all positive concepts were found relevant, and the intervention was found feasible and acceptable by service users. It was concluded that a strengths-based positive approach has the potential to serve as a useful adjunct to the treatment of coexisting problems. Implications for treatment are discussed in terms of how positive psychology may be helpful in long-term recovery by providing alternative strategies to cope with mental illness and a substitute for the love, nurturing, and belonging that substances appear to offer to individuals.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44332412","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}
Joaquín Castillo de Mesa, Antonio López Peláez, Paula Méndez Domínguez
Isolation is a clear indicator of social exclusion. To tackle it, we wondered if it would be possible to improve digital skills and strengthen bonds through online groups on a social networking site. This paper presents the results of an experimental study carried out in Malaga (Spain) with unemployed users of social care services. From the perspective of social work practice with groups, this study aims at strengthening bonds and mutual help through improving digital skills. This was carried out using a Facebook group as a shared space for community empowerment. To know the impact of these interactions, netnography and social network analysis were conveyed, as well as algorithms to identify communities and assess cohesion. Results showed that Facebook groups may be effective tools to promote active learning and mutual support and which can be used effectively by social workers.
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