Using a Group Work Practice Standards Inventory to Assess the Impact of a “Social Work Practice with Groups” Course

Shera, Wes; Muskat, Barbara; Delay, David; Quinn, Ashley; Tufford, Lea

doi:10.1080/01609513.2012.745110

Cited by 15 publications

(17 citation statements)

References 23 publications

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“…Overall counselors-in-training had similar results as it related to importance and confidence levels. The very large effect of confidence levels of the overall CITs may indicate a positive effect of the overall group course, similar to the study by Shera et al (2013). Although caution should be taken when interpreting these results as some students' scores revealed the obtainment or possession of knowledge, but the confidence level may be low because more practice was needed to craft group facilitation skills.…”

Section: Discussionsupporting

confidence: 68%

“…The Spearman-Brown coefficient (even length) was .988 (n=91), Cronbach's Alpha = .973, (n=91); for the split-half coefficient the scale was split into odd and even number items resulting in Spearman-Brown coefficient (even length) of .986 (n=91). For the Perceived Confidence scale, Cronbach's Alpha was .977 (n=91), the same strategy for splitting the scale (even-numbered items first, then odd-numbered questions) resulted in Spearman-Brown coefficient (even length) of .987 (n=91; Shera et al, 2013).…”

Section: Sample and Data Collectionmentioning

confidence: 99%

“…The research design took a similar model as Shera et al (2013). Shera and colleagues (2013) researched core group leadership skills of social workers taking a social work group course.…”

Section: Research Goalmentioning

confidence: 99%

“…For this study, some of GCS core skills are a) encourages member participation; b) engage in appropriate self-disclosure; c) give and receive feedback; d) maintain eye contact; e) asking open-ended questions; f) using encouraging responses; g) attend to and acknowledge member behavior; and h) to clarify and summarize member statements (Jacob et. al., 2016;Shera et al, 2013). These GCS core skills will be measured using the 82-item Core Group Work Skills Inventory -Importance and Confidence (CGWSI-IC) created by Wilson et al (2008).…”

Section: Introductionmentioning

confidence: 99%

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Exploration of African-American Counselor-in-Training Group Core Skills: Importance and Confidence Level

Levette¹

2020

EUROPEAN J PSYCHOL E

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<p style="text-align: justify;">This study explored through applied statistics the importance and confidence levels of African American counselors-in-training core group counseling skills while at the same determining the difference among their colleagues of different ethnic backgrounds. The purpose of this study was to assess core group counseling skills while at the same determining the difference among their colleagues of differing ethnic backgrounds. Participants were sixty-eight counselors-in-training enrolled in a Group Counseling Course in the spring of 2015 and fall of 2016. Of the sixty-eight participants 38 (55.88%) African Americans and 27 (39.71%) White/Caucasian had an opportunity to complete the Core Group Work Skills Inventory - Importance and Confidence (CGWSI-IC) as an extra credit assignment pre- and post their group counseling facilitation experience. Results suggest African American participants had confidence in determining their effectiveness as group members or leaders. A significant difference and a very large effect between pre-test and post-test of African American counselor-in-training importance level of the individual behavioral items in the CGWSI-IC items were seen. Implications for specific training for African Americans in group counseling for core group counseling skills should be examined.</p>

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Section: Discussionsupporting

confidence: 68%

Section: Sample and Data Collectionmentioning

confidence: 99%

“…The research design took a similar model as Shera et al (2013). Shera and colleagues (2013) researched core group leadership skills of social workers taking a social work group course.…”

Section: Research Goalmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploration of African-American Counselor-in-Training Group Core Skills: Importance and Confidence Level

Levette¹

2020

EUROPEAN J PSYCHOL E

View full text Add to dashboard Cite

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“…Participants who matriculated in the new curriculum did better on the IC-SWG than students under the old curriculum. Group work scholars recommend that the Standards be part of social work with groups' curriculum (C. S. Cohen & Olshever, 2013;Macgowan, 2012Macgowan, , 2013Macgowan & Vakharia, 2012;Macgowan & Wong, 2015;Shera et al, 2013).…”

Section: Discussion and Applications For Social Work Practicementioning

confidence: 99%

Social Work With Groups’ Practice Ethics and Standards

Lee

2016

Research on Social Work Practice

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Objective: The purpose of this research was to (a) learn how confident social work students were with social work with groups' ethics and standards, (b) explore strengths and challenges, (c) examine if group work experience impacts results, and (d) discover if confidence improved when the International Association of Social Work with Groups (IASWG) Standards became required class reading. Method: Social work students (n ¼ 234) were given the Inventory of Foundation Competencies in Social Work with Groups (IC-SWG) at the beginning and end of 15-week group work classes. Descriptive statistics, analyses of variance, and t tests were conducted. Results: Students' scores improved from pretest to posttest (p ¼ .000). They were confident in their ability to respect and highly value diversity (mean ¼ 3.5/4) but were challenged employing special skills with and understanding dynamics of mandated clients (2.99/4). Conclusion: Incorporation of the IASWG Standards and group work experience were associated with greater competencies. The IC-SWG identified challenges that can be addressed in classrooms, field internships, and group work practice settings.

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Sociometry, Psychodrama, and Experiential Teaching in Social Work Education and Supervision

Giacomucci

2021

Social Work, Sociometry, and Psychodrama

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This chapter is devoted to the use of Moreno’s methods within education and supervision contexts to prepare the next generation of competent social work practitioners. The history and current state of Moreno’s methods in US and international academia is outlined, along with limitations to embedding psychodrama within university settings. Social work education’s history of experiential education is described with its relevance to sociometry and psychodrama as experiential teaching tools. Research on the effectiveness of experiential teaching and role-play in the classroom is offered and the importance of supervision in social work and psychodrama is highlighted. Examples and structured prompts are provided with a focus on using experiential sociometry processes (spectrograms, locograms, floor checks, step-in sociometry, hands-on-shoulder sociograms, and the circle of strengths) to enhance the learning experience of social work students, interns, and supervisees in various settings. Vignettes are also included which depict the use of written sociometric processes and psychodramatic role-plays within supervision or mentorship contexts.

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Using a Group Work Practice Standards Inventory to Assess the Impact of a “Social Work Practice with Groups” Course

Cited by 15 publications

References 23 publications

Exploration of African-American Counselor-in-Training Group Core Skills: Importance and Confidence Level

Exploration of African-American Counselor-in-Training Group Core Skills: Importance and Confidence Level

Social Work With Groups’ Practice Ethics and Standards

Sociometry, Psychodrama, and Experiential Teaching in Social Work Education and Supervision

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