Association For Specialists In Group Work Research Articles

Standards of Care for Research in Group Work

The Standards of Care for Research in Group Work were developed in partnership between the Association for Assessment in Research in Counseling (AARC) and the Association for Specialists in Group Work (ASGW). The purpose of these standards is to highlight empirically validated and literature-supported practices for conducting research in group work, as there are methodological and design considerations that are unique to group work research. These include, but are not limited to, small sample sizes that are often inherent in group work, the dependence of variables when measured in a group setting, historical lack of empirical rigor in group work research, and the need for theoretical and methodological congruence in qualitative research. During the development of this document, the committee used extant research standards to guide and center our efforts, and it was our intent for these standards to be used in conjunction with other established research standards. We also recognized the need to emphasize quantitative and qualitative research guidelines to encompass the importance of both types of research in the counseling field; and to highlight the importance of recognition and attention to concerns related to conducting group work research with participants from diverse and underrepresented backgrounds.

Standards of Care for Assessment in Group Work

ABSTRACT The Standards of Care for Assessment in Group Work represent a collaborative effort between the Association for Assessment and Research in Counseling (AARC) and the Association for Specialists in Group Work (ASGW). The purpose of these standards is to address the distinctive aspects of group work assessment that group workers often overlook and may lead to ineffective or invalid assessment. Examples of these considerations include the overuse of one method of data collection (self-report) in group work assessment, the importance of using appropriate and culturally relevant assessments in groups with diverse members, and intentionally identifying the difference between assessing group process versus group outcomes. The committee’s goal was to develop standards that highlight the importance of preferred practices in group work assessment and for counselors to use them in conjunction with other standards related to measurement and assessment in counseling.

Standards of Care for Research in Group Work

ABSTRACT The Standards of Care for Research in Group Work were developed in partnership between the Association for Assessment in Research in Counseling (AARC) and the Association for Specialists in Group Work (ASGW). The purpose of these standards is to highlight empirically validated and literature-supported practices for conducting research in group work, as there are methodological and design considerations that are unique to group work research. These include, but are not limited to, small sample sizes that are often inherent in group work, the dependence of variables when measured in a group setting, historical lack of empirical rigor in group work research, and the need for theoretical and methodological congruence in qualitative research. During the development of this document, the committee used extant research standards to guide and center our efforts, and it was our intent for these standards to be used in conjunction with other established research standards. We also recognized the need to emphasize quantitative and qualitative research guidelines to encompass the importance of both types of research in the counseling field; and to highlight the importance of recognition and attention to concerns related to conducting group work research with participants from diverse and underrepresented backgrounds.

The Art and Science of Group Counseling

This article is based on the keynote address given by Dr. Stockton at the Association for Specialists in Group Work (ASGW) Luncheon at the ASGW Biennial Conference in New Orleans, LA, on February 19, 2010.

An Examination of the Process, Outcomes and Attitudes of Counselor-Trainees Participating in an Experiential Group: An Exploratory Study

According to the Council for Accreditation of Counseling and Related Educational Programs (CACREP) 2001 Guidelines, Master's level programs are required to offer at least one course in group work. The Association for Specialists in Group Work (ASGW) 2000 Standards indicates that counselor trainees should participate in 10 clock hours of experiential training. These standards require that the experiential group provide counselor-trainees with the opportunity for skill development in appropriate self-disclosure, giving and receiving feedback, development of empathy, self-awareness, use of confrontation and experiencing group membership (Corey & Corey, 2002; Johnson & Johnson, 1997; Yalom, 1995). Brown (1992), Merta, Wolfgang, and McNeil (1993), and Robison, Jones, and Berglund (1996) stated that a comprehensive experience for trainees incorporates the following components: lecture, encouragement of critical thinking about the group process variables, and experiential learning. Thus it is expected that an effective group experience along with didactic training would lead to personal and professional growth and development of counselor-trainees. Research on group work is vast; however, limited research has focused on the experiential component of counselor-training. Researchers who have examined the experiential group experience have focused on the influence of techniques on the group process (McGuire, Taylor, Broome, Blau, & Abbott, 1986); the use of corrective feedback (Stockton, Morran & Harris, 1991); the use of student letter exchange (Cummings, 2001); the use of process notes (Falco & Bauman, 2004); and activities for working with counselor-trainees in experiential groups (Osborn, Danninhirsch, & Page, 2003). The aforementioned researchers noted the importance and the impact of the experiential group on counselor-trainees' personal and professional development. Other researchers have examined attitudes and perceptions of counselor-trainees participating in experiential groups. For example, Irving and Williams (1995) examined perceptions about the group process, counselor training outcomes, and trainees' preferred learning styles. The learning styles were identified as activists, reflectors, theorists, and pragmatists. The researchers suggested that learning styles provided a gauge to understand how participants' might feel in a group. This knowledge will provide a basis for understanding group participants' individual needs and increase knowledge about those who might and might not benefit from the group experience. Researchers have not extensively examined the impact of the experiential group on the group process, group outcomes, or attitudes among counselor-trainees. One such study by Anderson and Price (2001) assessed attitudes about the group experience of 108 counselor-trainees enrolled in seven counseling programs. The researchers assessed trainees' perceptions of the effectiveness of the experiential group by examining self-reported attitudes about outcomes (the usefulness of the experiential group and whether the group was viewed as a positive learning experience), and group process (quality of the learning experience, issues of dual relationships or privacy concerns, general comfort with the group, and choice to participate in the experiential group). They concluded that counselor-trainees believed the group experience was a vital part of their counselor training and that some discomfort in the group might be an unavoidable experience for some of the participants. Perrone, Smith, and Carlson (2003) examined goal setting and attainment among 56 counselor-trainees who participated in an experiential group. A list of ten goals were delineated from the trainees' responses which included building self-awareness, personal growth, building group facilitation skills, understanding the group process, personal growth as a counselor, increased confidence and comfort with group work, building interpersonal skills, learning from role modeling, developing relationships, and experiencing people from diverse cultures and background. …

Association for Specialists in Group Work: Best Practice Guidelines 2007 Revisions

The Association for Specialists in Group Work (ASGW) supports the practice of ethical and effective group work through the publication of guiding principles in planning, performing and processing group work. Originally prepared, approved and published in 1998 (ASGW; Rapin and Keel), the current revision addresses changes in the American Counseling Association Code of Ethics (ACA, 2005). The revisions were reviewed and approved by the ASGW Executive Board on March 23, 2007.

How Teaching Group Work Can Be Guided by Foundational Documents: Best Practice Guidelines, Diversity Principles, Training Standards

The Association for Specialists in Group Work (ASGW) Best Practice Guidelines, ASGW Principles for Diversity-Competent Group Workers, and ASGW Professional Standards for the Training of Group Workers are foundational documents commissioned by ASGW to clarify our professional niche, articulate our common values, and enhance the professionalism of group work training and practice. This article describes the contents of the foundational documents, describes their value, and discusses how they can be used in training group workers.

Designing Class Activities to Meet Specific Core Training Competencies: A Developmental Approach

This article presents a developmental model for designing and utilizing class activities to meet specific Association for Specialists in Group Work (ASGW) core training competencies for group workers. A review of the relevant literature about teaching group work and meeting core training standards is provided. The authors suggest a process by which educators may review and assess the degree to which their programs and individual courses are meeting the core training competencies. This framework also serves to guide instructors in selecting a repertoire of class activities and assignments that maximize learning and address multiple knowledge and skill objectives. Carefully selected didactic, observation, and experiential components work together across the beginning, middle, and ending stages of class (group) development to address and reinforce the competencies. Additional recommendations and suggestions are provided for instructors seeking to evaluate and enhance their group courses.

An Evaluation of the Use of Technology as a Tool to Meet Group Training Standards

Effectively covering Association for Specialists in Group Work (ASGW) and Counseling and Related Educational Programs (CACREP) standards in a three-credit hour course is perhaps the greatest challenge in teaching group counseling. This study explores the use of an electronic course tool to deliver group theory, while using face-to-face class contact time to develop students' group counseling skills. Graduate students in an M.A. counselor education program participated in this study. Performance data and student and instructor perceptions were collected and analyzed using a qualitative design. Review of these data suggests several successes with the format, primarily that time spent learning and discussing theories online provided the opportunity for skill development during face-to-face class time.

Evolving lessons from group work involvement in china

This article contains a report of lessons the authors have been developing based on their group work in China. These lessons, organized in accordance with the Association for Specialists in Group Work (ASGW) Best Practice Guidelines, are derived from 5 years of experience in studying, planning, delivering, and researching group work in China. Lessons learned include understanding how cultural imperatives apply and work gets done in relation to planning, being sensitive to the uniqueness of another culture's communication styles and attitudes about leadership in regard to performing, and providing sufficient time to allow for comfortable accommodation of differences in language and culture during processing. It is intended that these evolving lessons will be beneficial to other group workers who may become involved with Chinese applications.

Walter lifton's pioneering contributions to group work

Abstract Walter Lifton is an influential figure in group work. Association for Specialists in Group Work (ASGW) leader, author, creator of films, and film strips—his accomplishments are many. He reviews his 50-year career in group work, his accomplishments, views, and development, and what he learned from the interview process

Overcoming obstacles to the future development of research on group work

Abstract A panel of nationally recognized experts in group counseling research, practice, and training discusses the major obstacles currently confronting the advancement of research on groups and suggests ways to improve the meaningfulness and validity of future research. Also discussed are recommendations, prepared by the Research Committee of the Association for Specialists in Group Work (ASGW), for implementing the panelists' suggestions.

Comparing Family Counseling and Group Counseling: An Interview with George Gazda, James Hansen, and Alan Hovestadt

This article contains edited excerpts from a panel discussion held at the 1984 AACD convention and sponsored by the Association for Specialists in Group Work (ASGW). The three interviewers are members of the Commission on Family Counseling of ASGW. The focus of the interview was on the therapeutic process in family and group counseling and on the delineation of the similarities and differences in the group dynamics in the two modalities.

Group workers' perceptions of ethical and unethical behavior of group leaders

Abstract In this article the authors report the results of a random survey of members of the Association for Specialists in Group Work (ASGW), in which their perceptions of the behavior of group leaders was evaluated as being ethical or unethical.

Professional training standards in group counseling—idealistic or realistic?

Abstract This article contains a critical analysis of the Professional Standards for Training of Group Counselors, recently published by the Association for Specialists in Group Work (ASGW). Recommendations are offered for training programs and for the ASGW.