Few practitioners today would argue the value of group work as an effective teaching approach to enhance deep learning opportunities for social work students – but how many of us have stopped towonder whether our students agree? This paper presents the findings from an interpretive study, using a mixed method approach to investigate students’ perceptions of group work. A particular focus was the experiences of Māori students, as one of the frequently cited assumptions about Māori cultural teaching and learning preferences is that they are a communally-minded culture with a preference for group, rather than individualized processes and inquiry.Māori are the indigenous people of Aotearoa New Zealand,comprising 15% of the population. Like many indigenous and colonized cultures, Māori have experienced ongoing oppression and practices of colonization resulting in significant disparities in social, economic status, education, health and wellbeing (Ministry of Health, 2015; Tertiary Education Commission, 2011). Māori are a large client group for social workers, and the profession is keen to ensure a strong Māori presence among the qualified practitioners to work alongside their own people. It is important, then, that teachers give Māori students in higher education every assistance to succeed.The findings from this study highlighted a few surprises. Māori students revealed mixed and, at times, contradictory perceptions of the value of group work. As one participant revealed, “Group work can be really awesome but it can also be really stunting”. While acknowledging a number of benefits, students emphasised peer influences and the role of the teacher as having a significant impact on whether group work was deemed a positive or negative experience. This paper discusses these, and other key themes related to positive and negative group work experiences, along with strategies students suggested to enhance their social work study experience. The paper concludes that generalizing about Māori, and/or possibly other indigenous cultures who naturally thrive in collective environments, does not mean we can assume they will thrive during group work in the higher education classroom. Finally, some reflections and implications for best practice are offered.
{"title":"Māori student perceptions of group work in their social work degree","authors":"D. Guy","doi":"10.1921/GPWK.V28I2.1202","DOIUrl":"https://doi.org/10.1921/GPWK.V28I2.1202","url":null,"abstract":"Few practitioners today would argue the value of group work as an effective teaching approach to enhance deep learning opportunities for social work students – but how many of us have stopped towonder whether our students agree? This paper presents the findings from an interpretive study, using a mixed method approach to investigate students’ perceptions of group work. A particular focus was the experiences of Māori students, as one of the frequently cited assumptions about Māori cultural teaching and learning preferences is that they are a communally-minded culture with a preference for group, rather than individualized processes and inquiry.Māori are the indigenous people of Aotearoa New Zealand,comprising 15% of the population. Like many indigenous and colonized cultures, Māori have experienced ongoing oppression and practices of colonization resulting in significant disparities in social, economic status, education, health and wellbeing (Ministry of Health, 2015; Tertiary Education Commission, 2011). Māori are a large client group for social workers, and the profession is keen to ensure a strong Māori presence among the qualified practitioners to work alongside their own people. It is important, then, that teachers give Māori students in higher education every assistance to succeed.The findings from this study highlighted a few surprises. Māori students revealed mixed and, at times, contradictory perceptions of the value of group work. As one participant revealed, “Group work can be really awesome but it can also be really stunting”. While acknowledging a number of benefits, students emphasised peer influences and the role of the teacher as having a significant impact on whether group work was deemed a positive or negative experience. This paper discusses these, and other key themes related to positive and negative group work experiences, along with strategies students suggested to enhance their social work study experience. The paper concludes that generalizing about Māori, and/or possibly other indigenous cultures who naturally thrive in collective environments, does not mean we can assume they will thrive during group work in the higher education classroom. Finally, some reflections and implications for best practice are offered.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49454425","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}
Graduates are not always ready for the workplace, and higher education lecturers are expected to develop students’ employability skills. Group work is perceived to be an effective way to develop these skills. It is not clear, however, what types of group work are most effective for strengthening the business management student’s readiness for the workplace. Three approaches to group work were developed and implemented, namely, 1. A self-allocated group that worked together outside the classroom; 2. A random lecturer-allocated group that only undertook in-class activities; and 3. A pair that worked on a long-term community-service project. The article provides detail on the theoretical underpinnings, the application of the theory and a small-scale exploration of the perceived impact of the integrated approach. In an improvement-oriented evaluation study, business management graduates completed an open-ended questionnaire six months after starting employment. The findings suggest that integrating the three approaches in one module has the potential to improve different aspects of students’ employability skills. The insights gained from the implementation of the approach and the study could serve to guide lecturers in similar environments on how to design/plan group work in order to improve different employability skills.
{"title":"Strengthening Students’ Employability Skills: The Development and First Evaluation of Multiple Approaches to Group Work","authors":"Salomien Boshoff","doi":"10.1921/GPWK.V28I2.1218","DOIUrl":"https://doi.org/10.1921/GPWK.V28I2.1218","url":null,"abstract":"Graduates are not always ready for the workplace, and higher education lecturers are expected to develop students’ employability skills. Group work is perceived to be an effective way to develop these skills. It is not clear, however, what types of group work are most effective for strengthening the business management student’s readiness for the workplace. Three approaches to group work were developed and implemented, namely, 1. A self-allocated group that worked together outside the classroom; 2. A random lecturer-allocated group that only undertook in-class activities; and 3. A pair that worked on a long-term community-service project. The article provides detail on the theoretical underpinnings, the application of the theory and a small-scale exploration of the perceived impact of the integrated approach. In an improvement-oriented evaluation study, business management graduates completed an open-ended questionnaire six months after starting employment. The findings suggest that integrating the three approaches in one module has the potential to improve different aspects of students’ employability skills. The insights gained from the implementation of the approach and the study could serve to guide lecturers in similar environments on how to design/plan group work in order to improve different employability skills.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49440342","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":"Review of: The LearningWheel: A Model of Digital Pedagogy","authors":"M. Doel","doi":"10.1921/GPWK.V28I2.1338","DOIUrl":"https://doi.org/10.1921/GPWK.V28I2.1338","url":null,"abstract":"","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":"9 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41243219","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 group work in practice essay, the authors review the theories, perspectives, and themes of group work practice specific to the SUD treatment field. Through a discussion of abstinence-based and harm reduction approaches to SUD treatment, a review of the types of groups used in SUD treatment and related group facilitation skills, and practice examples, the authors present important principles in the teaching and practice of group work in the SUD treatment field. While the authors’ experience is grounded in a U.S.-based context, we believe the principles presented are useful to a larger, international audience.
{"title":"Group Work Practice Principles for Substance Use Disorder Treatment","authors":"Brian L. Kelly, Olga Konyakova","doi":"10.1921/GPWK.V28I2.1179","DOIUrl":"https://doi.org/10.1921/GPWK.V28I2.1179","url":null,"abstract":"In this group work in practice essay, the authors review the theories, perspectives, and themes of group work practice specific to the SUD treatment field. Through a discussion of abstinence-based and harm reduction approaches to SUD treatment, a review of the types of groups used in SUD treatment and related group facilitation skills, and practice examples, the authors present important principles in the teaching and practice of group work in the SUD treatment field. While the authors’ experience is grounded in a U.S.-based context, we believe the principles presented are useful to a larger, international audience.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44048048","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":"Review of The group therapist’s notebook: Homework, handouts, and activities for use in psychotherapy (2nd ed.), edited by D. Viers","authors":"Joyce Webster","doi":"10.1921/GPWK.V28I2.1311","DOIUrl":"https://doi.org/10.1921/GPWK.V28I2.1311","url":null,"abstract":"","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45117769","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}
This paper discusses in detail just one group meeting utilizing the social action group work approach for a group of women in Peru wishing to establish themselves as a knitting association. We describe the context of the work and the different elements and challenges when facilitating the workshop. The meeting was part of a community development process supported by an NGO Amantani and a local hotel – Hotel Titilaka. The facilitators of the session – Author 1 and Author 2 - are both Europeans
{"title":"Working with a women’s group in Titilaka, Peru to form a knitting association – an example of value based groupwork","authors":"T. Boeck, J. Fleming","doi":"10.1921/GPWK.V28I2.1243","DOIUrl":"https://doi.org/10.1921/GPWK.V28I2.1243","url":null,"abstract":"This paper discusses in detail just one group meeting utilizing the social action group work approach for a group of women in Peru wishing to establish themselves as a knitting association. We describe the context of the work and the different elements and challenges when facilitating the workshop. The meeting was part of a community development process supported by an NGO Amantani and a local hotel – Hotel Titilaka. The facilitators of the session – Author 1 and Author 2 - are both Europeans","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48019431","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}
Poverty is a major issue of concern worldwide and rife in South Africa. Minority groups such as women suffer the most and often have little or no access to opportunities for employment. Social workers have an obligation toward social and economic justice. Although small social enterprises cannot get rid of poverty, it can provide a pathway to address several challenges thereof. This article provides a discussion of a case study from South Africa where a group work project assisted in developing and expanding a social enterprise to combine social and economic development. Group work with its aim of support, growth, mutual aid and cohesion provides an ideal medium to identify, enhance and use the skills and capacities of group members to manage their challenges, and in the process, to enhance their sense of self-worth. It is recommended that social workers need knowledge and skills of entrepreneurship to facilitate the development of sustainable social enterprises. However, multi-stakeholder involvement can assist in the aim of such ventures to work towards sustainability. In this discussion of a case study, and with a strength perspective as foundation, three groups of unemployed individuals were formed that made conference bags and key rings while discussing life issues. Using meso skills can bridge the divide to address macro issues.
{"title":"Group work and social enterprise: using group members’ skills for social and economic development","authors":"Reineth Prinsloo","doi":"10.1921/GPWK.V28I2.1280","DOIUrl":"https://doi.org/10.1921/GPWK.V28I2.1280","url":null,"abstract":"Poverty is a major issue of concern worldwide and rife in South Africa. Minority groups such as women suffer the most and often have little or no access to opportunities for employment. Social workers have an obligation toward social and economic justice. Although small social enterprises cannot get rid of poverty, it can provide a pathway to address several challenges thereof. This article provides a discussion of a case study from South Africa where a group work project assisted in developing and expanding a social enterprise to combine social and economic development. Group work with its aim of support, growth, mutual aid and cohesion provides an ideal medium to identify, enhance and use the skills and capacities of group members to manage their challenges, and in the process, to enhance their sense of self-worth. It is recommended that social workers need knowledge and skills of entrepreneurship to facilitate the development of sustainable social enterprises. However, multi-stakeholder involvement can assist in the aim of such ventures to work towards sustainability. In this discussion of a case study, and with a strength perspective as foundation, three groups of unemployed individuals were formed that made conference bags and key rings while discussing life issues. Using meso skills can bridge the divide to address macro issues.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44971079","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}
This article highlights key messages from the literature on groupwork, political oppression and cultural competence in human services delivery, which are relevant to group workers involved with participants who have experienced political oppression and migration, related to that experience of oppression. Research findings regarding the effects on individuals of political oppression and related migration are summarised and the relevance of this information for groupwork planning and delivery are considered.
{"title":"Working with people who have experienced political oppression: messages from the literature for group workers","authors":"Julie Byrne, G. Kirwan, Edwina Flavin","doi":"10.1921/GPWK.V28I1.1316","DOIUrl":"https://doi.org/10.1921/GPWK.V28I1.1316","url":null,"abstract":"This article highlights key messages from the literature on groupwork, political oppression and cultural competence in human services delivery, which are relevant to group workers involved with participants who have experienced political oppression and migration, related to that experience of oppression. Research findings regarding the effects on individuals of political oppression and related migration are summarised and the relevance of this information for groupwork planning and delivery are considered. ","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48085529","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}
Millions of displaced survivors of persecution are navigating the impacts of both human rights violations and being forced to flee their homes, communities and nations. Their broad, pervasive, and complex psychosocial needs can develop into chronic and severe issues if they are not addressed. There is limited literature on clinical interventions and approaches that have a primary goal of promoting psychosocial health of displaced survivors of targeted persecution. The Orientation Group, developed by the Bellevue/NYU Program for Survivors of Torture in New York City, is one brief psychoeducational and skills-based group intervention aiming to support the psychosocial wellbeing of displaced survivors of torture, political oppression and other forms of persecution. Although not yet empirically studied, this group intervention has more than a decade of anecdotal support. This paper provides a reflective account of the Orientation Group and offers recommendations for enhancing the intervention.
{"title":"A Group Treatment for Displaced Survivors of Persecution: A Reflective Account Through a Psychosocial Lens","authors":"Nancy J. Murakami, Hangyi Chen","doi":"10.1921/GPWK.V28I1.1109","DOIUrl":"https://doi.org/10.1921/GPWK.V28I1.1109","url":null,"abstract":"Millions of displaced survivors of persecution are navigating the impacts of both human rights violations and being forced to flee their homes, communities and nations. Their broad, pervasive, and complex psychosocial needs can develop into chronic and severe issues if they are not addressed. There is limited literature on clinical interventions and approaches that have a primary goal of promoting psychosocial health of displaced survivors of targeted persecution. The Orientation Group, developed by the Bellevue/NYU Program for Survivors of Torture in New York City, is one brief psychoeducational and skills-based group intervention aiming to support the psychosocial wellbeing of displaced survivors of torture, political oppression and other forms of persecution. Although not yet empirically studied, this group intervention has more than a decade of anecdotal support. This paper provides a reflective account of the Orientation Group and offers recommendations for enhancing the intervention.","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41687809","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}
Stacy A. Gherardi, M. Gurrola, Joshua Tafoya, Bethany Garling-Spychala
Political developments across the globe have created circumstances in which many feel increasingly threatened by forces of political oppression. These forces have been especially pronounced for communities of color and immigrant communities in the United States in the last several years, creating a context that is ripe for the restorative and transformative potential of groupwork. In this paper, we describe our experiences as social work faculty in a university community Southwestern United States as we sought to implement a year-long groupwork initiative following the 2016 elections. Utilizing an open and self-directed approach, these inclusive dialogues were intended to provide opportunities for mutual understanding and collective action. Participant feedback suggested that they were largely positive experiences; however, attendance and deep engagement were continual challenges. In reflecting on these experiences we conclude that deeper attention to the concept of political trauma and a more explicitly trauma-informed approach to group planning, formation, and engagement could have supported our efforts. In response, we propose a framework which integrates the Sanctuary model of trauma-informed care with a pedagogy of political trauma as a means of conceptualizing trauma-informed groupwork in response to political oppression.
{"title":"Setting the Table: Trauma-Informed Groupwork in Challenging Times","authors":"Stacy A. Gherardi, M. Gurrola, Joshua Tafoya, Bethany Garling-Spychala","doi":"10.1921/GPWK.V28I1.1223","DOIUrl":"https://doi.org/10.1921/GPWK.V28I1.1223","url":null,"abstract":"Political developments across the globe have created circumstances in which many feel increasingly threatened by forces of political oppression. These forces have been especially pronounced for communities of color and immigrant communities in the United States in the last several years, creating a context that is ripe for the restorative and transformative potential of groupwork. In this paper, we describe our experiences as social work faculty in a university community Southwestern United States as we sought to implement a year-long groupwork initiative following the 2016 elections. Utilizing an open and self-directed approach, these inclusive dialogues were intended to provide opportunities for mutual understanding and collective action. Participant feedback suggested that they were largely positive experiences; however, attendance and deep engagement were continual challenges. In reflecting on these experiences we conclude that deeper attention to the concept of political trauma and a more explicitly trauma-informed approach to group planning, formation, and engagement could have supported our efforts. In response, we propose a framework which integrates the Sanctuary model of trauma-informed care with a pedagogy of political trauma as a means of conceptualizing trauma-informed groupwork in response to political oppression. ","PeriodicalId":91690,"journal":{"name":"Groupwork : an interdisciplinary journal for working with groups","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47217334","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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