Group Work Practice Research Articles

Training Workshop on Conducting Workplace-Based Assessment (WPBA) Using Mini-Clinical Evaluation Exercise (Mini-CEX) Tool

INTRODUCTION Mini-Clinical Evaluation Exercise (mini-CEX) is one of the valid, reliable, feasible and effective tools used for workplace-based assessment (WPBA). Faculty development is essential to train the assessors for successful implementation. Bilwal Medical College, a constituent college of Liaquat University of Medical and Health Sciences, Jamshoro Sindh Pakistan organized a one-day Training Workshop (TW) on “Conducting WPBA using mini-CEX tool” for clinical faculty members. MATERIAL AND METHODS The objectives of this descriptive cross-sectional study were to 1) report brief description of the TW and process of group-work practice session; 2) assess feedback of the participants at New World Kirkpatrick’s Model (NWKM) level I and II and 3) assess the cognition of participants about miniCEX using pretest-posttest. Feedback of the participants was taken on the valid questionnaire. Pretest and posttest were done utilizing the same format. Narrative description of the proceedings and process documented. Data of the feedback, pretest and posttest was analyzed with SPSS for central tendency and paired t-test was used for comparison. RESULTS Description of TW is documented in methods section of this article. Rating of the participants for attributes (usefulness, content, relevance, facilitation and overall) of TW and practice session on scale 1-10 (1=poor; 10=excellent) were remarkable. Significant enhancement (p<0.001) in the level of knowledge and understanding was perceived by the participants regarding the performance-based assessment (PBA), WPBA and utility of mini-CEX as a tool for assessment. The participants perceived significant (p<0.001) positive change in the level of confidence for conducting WPBA utilizing the miniCEX tool. The cognition of the participants was significantly (p<0.003) improved after participation in the TW revealed in pretest-posttest analysis. CONCLUSION Based on the findings of results, this TW was successful in educating medical faculty members about the utility of training for conducting WPBA, specifically with miniCEX tool.

Group diversity, diversity beliefs, and group processes in a design course for engineering students

AbstractBackgroundThe engineering profession has changed dramatically, and engineers today must work in diverse (multidisciplinary or international) groups. As such, practice in diverse student groupwork can be beneficial to develop all‐round skillsets. However, simply mixing students with different backgrounds into one group is not always effective in engineering group projects.PurposeThis study investigates how a diverse student group composition is related to group processes and, subsequently, group output, and also to see whether students' positive diversity beliefs influence the relation between diverse student group composition and group processes.MethodMultilevel analyses were performed on 124 groups to analyze associations between diversity in group compositions (nationality and gender diversity), group processes (task elaboration, shared understanding of the task, and trust in the group), and group outcomes (performance and satisfaction), at both the individual and group level. Positive diversity beliefs were included as moderators.ResultsWe found negative group‐level associations between nationality diversity and shared understanding of the task and trust in the group. On the individual level, we found students' relative positive diversity beliefs to be positively associated with their perceptions of all group processes, which, in turn, were positively associated with perceived group performance and satisfaction.ConclusionsA student group with different nationalities may encounter challenges in group processes, although we did not find direct implications for group performance and group‐level satisfaction. Individual student perceptions of group processes were more clearly associated with outcomes than group‐level aggregates. To facilitate diverse student groupwork, educators need to pay attention to and enhance students' awareness of the value of working in a diverse group.

A study on the Practical Group work to Enhance the Resilience of "Quasi-Family" Children's Welfare Institutions

Orphans and disabled children are a special group of children, and the welfare of orphans and disabled children is an important part of the social security system. At present, there are mainly institutional care, foster family care, "quasi-family" care, and adoption. Among them, "quasi-family" is an innovative model that recruits loving and responsible parents from the society to form a simulated family to raise orphans and disabled children, which supplements the family support that children lack and allows them to grow up in a warm and loving life and interaction. However, in practice, it is also found that the "quasi-family" parenting model still has problems in family organization model, family belief system, family communication ability, etc. Therefore, using group work methods, guided by family resilience theory, and starting from the perspective of strengths, professional social work services are provided to quasi-family, promoting changes in quasi-family belief system, organization model and communication status, so as to improve the quality of raising orphans and disabled children.

Rigbo: eliciting an Indigenous framework for social group work practice

ABSTRACT This article is an attempt to critically analyze and document the rigbo – a group work framework in the context of the larger call to Indigenize social work practices. The article explores “rigbo culture” of the Mising community in Assam, India. It is a traditional framework for social group work practice rooted in a sense of mutual aid in the community. Adapting socio-cultural sensitivity in locating a framework for Indigenous group work practice, the article illustrates the trajectories of an undocumented traditional practice of a tribal community in the realm of social group work practice. The traditional practice of group work as a part of the village community system has undergone transformation leading to its subsequent replacement by the Self Help Group institutions. Locating cultural traditions and values in the contexts of place and historical time, the article argues for the decolonization of professional knowledge.

7.O. Skills building seminar: Initiating change: Mainstreaming equity and diversity in public health

Abstract Background Consideration of the increasing population cultural and ethnic diversity and the widening of social gaps is essential for narrowing health inequities. While tailored and targeted measures for populations at risk of social disadvantage are needed, mainstreaming and integration of diversity and inclusion perspectives in all public health measures are required. To our knowledge, the EU Joint Action for Cardiovascular diseases and diabetes (JACARDI) is the first large-scale program to apply a systematic and harmonized approach for integrating equity and diversity perspectives. Objectives The main objective of the workshop is skills building in integration of equity and diversity perspectives in practice through: 1) Introducing the key requirements for achieving EU-wide programme change, drawing from several decades of experience in projects conducted in over 30 countries, including those partnered with the World Health Organization, governments and industry. 2) Outlining a practical tool in the format of an equity and diversity matrix designed for integrating equity and diversity perspectives developed within the JACARDI project to support implementation of 142 sub-projects in 21 partner countries. 3) A practical participatory group work based on the JACARDI equity and diversity maturity matrix, followed by a moderated discussion. The workshop acts as a valuable platform for sharing and building collaborative knowledge across European countries and empowering participants as initiators for sustainable, more equitable, and diversity inclusive public health actions. It provides practical and concrete skills on equity and diversity that participants can apply in their work and disseminate within their organizations. The presentations will build knowledge, while group work and the moderated discussion will build skills among participants on the workshop topic. Format of the workshop Two presentations followed by participatory group work and a moderated discussion among workshop participants and presenters. Key messages • Population diversity should be systematically mainstreamed in public health to effectively and sustainably narrow persisting health inequities. • An equity and diversity maturity matrix can be used as a practical tool for systematic integration and monitoring of diversity perspectives in practice.

Teaching twenty-first-century skills: examining collaborative learning in initial teacher education in Finnish universities

ABSTRACT This study investigated whether and how research-based knowledge on collaborative learning is applied as theoretical content and a pedagogical approach in the Initial Teacher Education (ITE) curricula in Finnish universities. It adopted a qualitative approach, triangulating curriculum documentation and in-depth interviews with curriculum development experts responsible for designing ITE. Results suggest CL's central ideas are present in the curriculum documentation and transversally addressed as a teaching practice of group work, highly dependent on the teachers’ approach. However, the up-to-date empirical discoveries of the learning mechanisms involved in CL processes are not visible in the formal curriculum, creating tensions between content/theory and method/pedagogy. The study uses the Finnish case to critically discuss the challenges of evidencing clear guidelines on CL in ITE curriculum. It emphasises the importance of addressing CL theories and practical methods in ITE to bridge gaps between theory and practices, preparing teachers for contemporary teaching and learning. contexts.

From Traditional to Challenge-Based Learning: A Case Study

The rapid evolution of the information technology sector necessitates innovative educational methods not only addressing current industry needs but also anticipating future challenges. This study aims to explore the transition from traditional pedagogical approaches to challenge-based learning (CBL) within the context of an undergraduate course, "Ethical, Social and Professional Aspects of IT" (120 participants). It investigates how this methodological shift influences the development strategies of the course and the pedagogical outcomes for students, particularly first-year IT administration and development students engaging in practical group work. Employing a mixed research design, the study gathers data through reflections of the course staff, empirical study with students and analysis of the didactic changes within the course. It evaluates the effectiveness of problem-based learning (PBL) and CBL methodologies in addressing real-world IT ethics, social, and professional challenges with a focus on fostering creativity, problem-solving skills, and interdisciplinary collaboration. Preliminary findings suggest that CBL not only enhances students' engagement and learning outcomes but also bridges the gap between academic knowledge and practical application in the IT sector. The collaboration students provided insights into real-world challenges, improving students’ learning and administrative experiences at the university. Furthermore, the study highlights the advantages of integrating both PBL and CBL to cultivate a more dynamic and responsive educational environment. The shift towards CBL in the "Ethical, Social and Professional Aspects of IT" course at Tallinn University of Technology represents a significant step forward in aligning educational practices with the needs of the contemporary and future IT industry, preparing students for the complexities of the modern workforce, and contributing to a sustainable, innovative, and resilient economy. Further research is needed to fully understand the long-term impacts of this pedagogical shift and to refine the methodologies for broader application.

“Not a cookie cutter situation”: how neurodivergent students experience group work in their STEM courses

BackgroundAlthough group work is increasingly used in STEM courses and may lead to improved academic outcomes, there is evidence that some implementations of group work may lead to unintended barriers for certain students’ learning. Despite the growing number of neurodivergent undergraduate students, there is limited research on neurodivergent students’ experiences with group work in STEM courses. To address this knowledge gap, the current research investigated the experiences of 22 neurodivergent undergraduate students with group work in STEM courses at a range of institution types and in a variety of STEM disciplines. Participants shared experiences with in-class and out-of-class group work assignments for lecture and laboratory courses.ResultsThrough inductive thematic coding of semi-structured interview transcripts, we identified seven themes impacting participants’ experiences. Three themes were individual level: personal characteristics that participants associated with their neurodivergence; strategies for academic success (with subthemes of organization/time management, adaptive communication, and self-advocacy); and beliefs on group work’s value. Four themes were group level/classroom level: group dynamics; role in group (including leadership roles); the competitive culture within STEM; and recommendations for instructors. Through a social-relational perspective on disability, we proposed a model showcasing how group and classroom factors serve as supports or barriers to neurodivergent students’ full participation in group work, as well as to their sense of belonging. Using the seven themes we articulated, we outlined a set of practices for designing group work assignments. In addition, we propose how pairing inclusive assignment design with instructor reflection and articulating anti-ableist values can support neurodivergent student belonging by disrupting discourses of normalcy in STEM.ConclusionsAs one of the first studies exploring the impact that group work in STEM courses has on neurodivergent undergraduates, this work may inform reimaginations of group work practices to better address the needs of neurodivergent STEM students and support a more inclusive culture in STEM classrooms. In addition, our conceptual model may serve as the basis for future research regarding interactions between individual-level and group-level factors associated with neurodivergent students’ learning through group work and other active learning practices.

Using Library activities to develop teaching-learning French at Faculty of Education at the Francophone Center, National University of Lao

This research report combines two objectives 1). to study additional activities outside the classroom to improve the learning of French in the first year of the French license at the Department of Foreign Languages, Faculty of Education National University of Lao, and 2). to study the satisfaction of the students with the activities. In addition, these activities are intended to allow students to usefully occupy their free time and to promote the practice of language skills and group work. The target group of the research is students from 1st to 3rd year, with a total of 40 people, 28 women. They have an intermediate level of French and they all need to participate in the activity. The research tool was a questionnaire based on the 5-level Likert rating scale. The statistics used to describe the search results are frequency, percentage, and average. The activities in which most students participate with interest are “talking with French people” and “searching for documents,” so the research group can say that both activities are very interesting (F = 97.5% and F = 100%). The research group can therefore say that both activities are very interesting (F = 97.5% and F = 100%). In addition, the research group found that the level of satisfaction is very high in terms of reading French books (58%), in terms of watching films French 67%, in terms of conversation with French speakers (52.5%), in terms of listening to French music 50%, in terms of computer learning (50%) and in terms of finding passages (50%). Furthermore, students develop and strengthen their knowledge of France. Students can also practice communication and have the courage to express themselves in French. Therefore, teachers must also teach French culture because it is very necessary that students know well. Thus, the research group can conclude that these activities outside the classroom contribute to stimulating students' desire to learn French. The various activities were achievement for the goal setting due to the activities management was increased students’ interest in learning French while teachers’ teaching.

Social Group Work Practice in Coping with Problematic Technology Use in Adolescents: A Mixed Method Research

Problematic technology use is a growing concern among adolescents, with those aged 12-18 being particularly vulnerable. This study aims to investigate the technology usage habits of students, assess their addiction levels, and mitigate any problematic patterns. Conducted at a pilot high school in Ankara, Türkiye, the research involved 630 students aged 14-17. Quantitative data collection utilized the Personal Information Form, Technology Addiction Scale, and Technological Addiction Scale. Qualitative data collection included selecting 10 students for group social work sessions. Quantitative data were analyzed using SPSS and AMOS, while NVIVO was used for qualitative analysis. The study identified high, medium, and low levels of technology addiction among students, highlighting psycho-social difficulties such as social exclusion, impaired functionality, difficulty in controlling technology use, and deprivation. Applying a cognitive-behavioral approach, group social work sessions in the form of psycho-educational groups proved effective in addressing problematic technology use in adolescents. The findings were contextualized within existing literature, with recommendations for future research including the inclusion of control groups and exploration of different therapeutic approaches in group studies.

The Role of Mindfulness and Embodiment in Group-Based Trauma Treatment

Embodiment and mindfulness interventions provide a range of benefits for individuals living with trauma yet a lack of clarity surrounds their integration in group work practice. This article provides a framework for the integration of embodiment and mindfulness interventions in group settings for trauma. While such interventions can be utilised in primary trauma processing and open process group psychotherapy, this article provides particular guidance for the more general integration of these tools in structured format resourcing groups. Attention is given to the value and features of a phasic, staged integration of these interventions for specialised trauma-oriented group work. This article details how mindfulness and embodiment interventions support participants to cultivate the capacity to counter experiential avoidance and reorient attention towards the present moment, consequently increasing bodily and affective self-awareness. This serves to reduce patterns of reactivity, thereby supporting symptom stabilisation, improved reflective and mentalising ability, and cultivation of the self- and co-regulatory capacities necessary for trauma-processing group work. These interventions also possess supportive implications for the facilitator’s wellbeing, the formation and cohesiveness of the group, and, crucially, the norming process, both implicit and explicit. Attention is given also to safety considerations, including contraindications of mindfulness practices with certain trauma presentations, and the necessary screening requirements and exclusion criteria in the formation of a trauma-oriented group.

Student groups evaluating their group work and learning of critical online reading

The study examined student groups’ (n = 72) self-evaluations of their group work and their learning of critical online reading during an inquiry task. The analyses focused on aspects of critical online reading, describing group work practices, and evaluating them. For learning critical online reading, the most often mentioned aspects were sources, perspectives, and author; corroboration and evidence were mentioned the least. About half of the groups mentioned 0–2 aspects which implies low diversity in learning critical online reading. The most often mentioned aspect in describing group work was division of work. In evaluating group work, member contributions were reflected most often. A majority of the groups mentioned four or five aspects of group work practices or evaluations which implies a moderate ability to reflect on group work. The results suggest that the students’ learning of critical online reading and reflecting on group work jointly were not very extensive.

From the guest editor: the value of collaboration in group work practice

From the guest editor: the value of collaboration in group work practice

Creating classrooms for change: A qualitative study of practices to promote children's skills for adaptability in primary schools in Kigali, Rwanda

Major recent global challenges have highlighted the increasing importance of education systems fostering children's skills for adaptability and capacity for responding to change. Competences such as creativity, innovation and problem solving could be particularly valuable, but in countries like Rwanda little is currently known about how schools and teachers nurture them in the classroom. This paper adopts a psychological framework based on learners’ cognitive flexibility to address that gap, drawing on exploratory qualitative data from interviews and lesson observations in primary schools in Kigali, Rwanda. The findings identify teachers’ use of practical exercises, group work and frequent transitions between activities and languages as potentially supporting different aspects of children's cognitive flexibility. The paper concludes with implications for nurturing learners’ skills for adaptability in similar low-income contexts.

Collaboration as a catalyst: social group work practice with children living in border conflict areas of Jammu and Kashmir

ABSTRACT Children living in border conflict areas of Jammu and Kashmir have been experiencing a continuous threat to life, insecurity, and witnessing violence due to border disputes between India and Pakistan. In this study, the authors utilised the social group work method to understand the issues and challenges faced by the children. Social group work practice plays a vital role in promoting the protection and well-being of children.Further, the need for collaboration has been discussed to enhance the protection and well-being of the children. Collaborative efforts among professionals, organizations, and communities have proven to be an effective catalyst in enhancing the outcomes of social group work interventions. This research article explores the significance of collaboration in supporting children’s protection and well-being within the context of social group work.

The collaboration of social group work and the arts: skills and examples from twenty-five years of teaching and practice

ABSTRACT There is a long tradition of collaboration in both social work and the arts. Drawing on twenty-five years of teaching, practice, and writing at the intersection of social group work and the arts, this article provides a discussion of skills in building collaboration for social practice focused on balancing group process with successful artistic task completion. Skills and concepts that intersect social group work and artistic practice are delineated and examples of these skills and concepts in practice are cited.

Overcoming fear of conflict in group work: reflections from practice and teaching

ABSTRACT Groupwork is a core method of social work intervention, yet in our experience, social work students and early graduates rarely embrace the idea of facilitating groups, nor foresee that as a role they would like to fill. Through our years of experience in practising and teaching groupwork, we have learned that one of the reasons for this reluctance is the fear of conflict. This paper focuses on our journey of understanding the role of conflict in groups viewed through the lens of Tuckman’s 5 stages of groupwork. Through a series of examples from practice, we provide readers with strategies we have used for managing conflict in a groupwork practice setting. The aim of this paper is to provide social work educators, students and graduates with an understanding of why conflict occurs in groups and to provide a toolbox of strategies to respond to conflict.

Subtle othering in EFL group work

Group work in language learning has been praised for its success stories in encouraging collaboration and interaction among learners. However, a scant attention has been given to explore how students perceive the Other and how group work can be a platform for identity construction. Within the context of EFL classroom where different cultures and values interact, this study focuses on students’ preference towards group work and peers, which is reflected through their perception and behaviours towards different attributes of the constructed Self and Other. The data were collected through questionnaires involving 241 students of English Literature Study Program at a state university in Indonesia. The results show that, first, despite the challenges to embrace difference among the members, group work is still preferred over individual work for the advantages, productivity, and enjoyment it offers. Second, while friendship is seen as a crucial contributor for a successful group work, students choose peers based on personalities and skills on English language, teamwork, communication, leadership, and technology. This preference motivates stereotyping and othering, whereby the good characteristics of the preferred Self are contrasted with the bad qualities of the dis-preferred Other. This study has proven that subtle othering prevails in group work practices in the academic environment and that such othering practices have influenced students’ behaviours, roles, and abilities to engage and succeed in group work. Pedagogical attempts should be devoted to decrease othering, so as to foster awareness towards difference, in order to create a more accommodative environment for language learning.

Retaining Front-Line Personnel in a Pandemic: Examining the Effects of Preparation and Capacity to Respond

ABSTRACT The COVID-19 pandemic has placed significant stress on public services, including front-line personnel in a variety of core government positions like policing. Past research in law enforcement has long described challenges related to these ideas of uncertainty, stress, and situational difficulties, and the effects of those on individual and group behavior and work practices. This exploratory research focuses on the retention of these key personnel in the midst of a pandemic. Survey data were collected in 2020 and 2021 from law enforcement personnel at all departmental ranks. Results indicate that there is wide variation in feelings of preparedness and efficacy of response, and that those with stronger perceptions of organizational capacity to respond to the pandemic, increased job satisfaction, and higher organizational commitment were more likely to express an intent to remain in those positions on a short- and long-term basis.

Teaching social work group practice competencies through an online mutual aid MSW peer support group assignment

ABSTRACT Social work educators find it a challenge to create meaningful and realistic experiential learning opportunities for distance education students to practice and demonstrate competence in social group work practice and telehealth skills. The ‘Peer Support Group for First Year MSW students’ assignment was designed to meet this need. For the assignment, students form a small mutual aid peer support group that is delivered through web-conferencing, and each student is responsible for creating, implementing, facilitating, and evaluating one group session, which they record and submit for instructor review. They participate as group members for the remaining peer support group sessions. Student feedback and instructor reflections reveal that it provides a realistic group facilitation experience for students to practice their group telehealth skills, and that students benefit from the community of support and mutual aid they receive from participating in the groups. This assignment demonstrates that social work students in distance-education courses can engage in experiential practice experiences that develop their competence in social group work practice, so that they are prepared to meet workforce needs.