Abstract
ABSTRACT A survey of 54 school social workers indicated that they use group work extensively in their practice to address a number of student issues. Cognitive-behavioral theories were most commonly used to guide these groups. Workers rarely identified the use of small group theory as a conceptual framework. Groups were less frequent at the secondary level, and sessions were longer. Family change groups were more common at the elementary level. The method of funding the social work position had no effect on kinds or numbers of groups school social workers facilitated. Respondents did not identify use of small group theory as a conceptual framework, but they addressed group dynamics and group developmental stages. They used activities extensively and adapted published curriculum to meet member needs.
Highlights
Background of the StudyGroup work activities are used to have fun, to foster creativity, to assess members, to aid communication through non-verbal means, to develop interpersonal relationships, to foster helping, to build competence and confidence, to improve decision making, to change the environment of the group (Northern & Kurland, 2001), and to help isolated, withdrawn, or silent members interact with others
In an effort to identify and describe the group work practices of school social workers, surveys were mailed to a random sample of 313 members of the School Social Workers Association of America in the summer of 2002
It was hypothesized that there would be differences in the way school social workers practiced group work depending on the age of the students served and on the way the positions were funded
Summary
Background of the StudyGroup work activities are used to have fun, to foster creativity, to assess members, to aid communication through non-verbal means, to develop interpersonal relationships, to foster helping, to build competence and confidence, to improve decision making, to change the environment of the group (Northern & Kurland, 2001), and to help isolated, withdrawn, or silent members interact with others. While some members are more comfortable participating in activities than they are talking with each other, activities can facilitate discussion (Middleman & Wood, 1990) Such activities as role-play, cooking, art, singing, puppets, rehearsal of new behaviors, story telling, writing, photography, drama, and athletics have traditionally been used in social work groups. These activities are not limited to young children and may be used in groups for any age, so long as the activities fit with member abilities and group purposes (Northern & Kurland, 2001). Many of these programs have been empirically validated as successful in resolving social and emotional issues that arise in school settings
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