The Purpose, Benefits, and Challenges of “Check-in” in a Group-work Class

Abstract

The purpose of this article is to illustrate, through teaching examples and student logs, a technique, called "check-in" routinely used in the author's group-work classes. Check-in is a process where students are invited, in the beginning of each class, to share their struggles, questions, dilemmas, accomplishments, and failures related to their group-work learning. Check-in requires students to listen and offer support, ideas, challenges, and guidance to each other. The goal of check-in is to help students develop their group-work skills and knowledge. Integrating democratic teaching practice with group stage development theory, particularly beginnings and middles, this article explores the process, complexities, and skills inherent in the check-in process. Implications for group-work practice skills are discussed.

Skills for Recovery: A Recovery-Oriented Dual Diagnosis Group for Veterans with Serious Mental Illness and Substance Abuse

“…"Check-ins" also allowed group leaders to assess each member's general mental wellness, changes in mental status, and current urges to use alcohol or substances. The model used for "check-ins" was consistent with practice guidelines suggested by Clemans (2011), including establishing the norm of "check-ins" in each group session, having group leaders provide guidance on appropriate member disclosure during "check-in," and keeping "check-in" time limited. Although these guidelines were established for educational classes learning group work, it is noted they are relevant for conducting group therapy.…”

“But I'm Too Stressed to Learn About Groups!:” Using Stress-Management Groups to Teach Group Work Skills

“…The "parallel process" as defined by Shulman (1987) and discussed by Knight (2000) is illustrated in the work of Clemans (2011), who utilized the technique of member check-in within the classroom. The use of the parallel process makes use of teaching group content while helping students process being a member of a classroom group.…”

“…Teaching group work has been covered extensively in the literature (Berger, 1996;Birnbaum 1984;Clemans, 2011;Clements, 2008;Dennison, 2005;Ephross, 1989;Gitterman, 1988;Knight, 2000;Shulman, 1987), but this study adds to the literature as it provides direction for an alternative model for undergraduate social work students to learn group work skills. Clements (2011) found "learning by doing" to be effective among students enrolled in group work practice courses at a large, urban campus.…”

Data and Research that Matter: Mentoring School Counselors to Publish Action Research

“…Clemans (2011) highlighted components of check-in groups that contribute to their success, including peer validation and support as a part of the group process, helping students develop skills, and including everyone in the process. Having a welldefined process for each group session and a positive leader who believed in the purpose of the group were critical to the success of both approaches.…”