Teaching Standards–Based Group Work Competencies to Social Work Students

Abstract

Objectives: Accreditation standards and challenges in group work education require competency-based approaches in teaching social work with groups. The Association for the Advancement of Social Work with Groups developed Standards for Social Work Practice with Groups, which serve as foundation competencies for professional practice. However, there has been no empirical publication about using them in teaching. This pilot study tested a microskills teaching approach to improve competency in the Standards. Methods: The mixed-methods study used a preexperimental, pretest-posttest design involving 123 diverse baccalaureate and master's students in introductory group work courses. Student responses about the experience were also collected. Results: There were significant, substantial increases in students' perceived importance of and confidence in using the Standards. Confidence gain scores were significantly associated with performance in role-plays. Comments about the assignments were highly favorable and identified role-plays as contributing most to learning. Conclusions: The teaching approach advanced Standards-based group work education.

Development and Application of a Standards-Based Inventory of Foundation Competencies in Social Work with Groups

“…The findings in Table 1 supported this. Predictive criterion validity involved a portion (n = 68) of the larger sample of students taught by the author in which students performed role plays of the Standards as part of a class assignment (Macgowan & Vakharia, 2012). Predictive validity consisted of comparing student confidence ratings on items with subsequent performance of those items in those role plays.…”

“…This study (Macgowan & Vakharia, 2012) used a mixed-methods approach to examine a teaching method to improve student ratings of importance of and confidence in using the group work Standards. Quantitative and qualitative methods were used, which included self-ratings and observer ratings of performance in role-plays.…”

“…Knowledge and skills building were the focus for the remainder of the semester, during which the students completed a writing assignment and engaged in role-plays. The writing assignment was intended to assist with knowledge development and demonstration, whereas the role-plays were intended to facilitate skills development and demonstration (for more information and examples of assignments, see Macgowan & Vakharia, 2012).…”

“…This article describes empirical research on the development and initial test of an inventory based on the IASWG Standards, and a teaching approach to increase the importance students attribute to the Standards and their confidence about using them in practice. Much of the following material summarizes original studies that have been published about the inventory and its use in teaching about social work with groups (Macgowan, 2012;Macgowan & Vakharia, 2012). New efforts on the testing of the inventory and its use in teaching are also described.…”

Facilitating social work role plays in online courses: The use of video conferencing

“…Role plays are valuable tools to assess whether students are ready for practice (Duffy, Das, & Davidson, 2013), to develop group work skills (Macgowan & Vakharia, 2012), and to promote reflective learning, particularly when coupled with videotaped analysis (Bolger, 2014;Dempsey, Halton, & Murphy, 2001). Various methods have been used to achieve pedagogical goals when employing role plays in the classroom.…”