Abstract
Despite advances in group work education and in teaching about evidence-based practice (EBP), there has been little discussion about how to integrate EBP into existing educational models and how education about EBP can add to the effectiveness of group work practice. This article advances instruction in group work through articulating EBP within integrated instructional models. Each model consists of five elements—theory, evidence, group models, practice situation, and supervision—woven together in two ways. In one, EBP is conceptualized within an integrated instructional model that suggests that all elements are essential in education to advancing effective group work. In the second, a developmental instructional model articulates how these elements are delivered in teaching, which may be differentially applied based on the level of knowledge, skill, and experience of the learner. Through these models, the authors demonstrate how evidence-based group work principles integrate with skill development in the classroom, and how both can help to improve practice behaviors in group.
Published Version
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