Abstract
Various ways of monitoring different levels of experiential for social groupwork practice are explored in this pilot study. A systematic means for monitoring and evaluating the experience is presented. The responses of one social work class (N=60) show increased comfort in all four aspects of the experience except in application to group situations in which students did not have direct experience. Synchronizing the in all aspects is therefore important. The concept of coactive learning is presented to guide the teaching for social groupwork practice, and the monitoring of the learning. Some limitations and further implications of the approach are discussed.
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