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.
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