Updated: 8/09/2014
NORTH CAROLINA STATE UNIVERSITY
Department of Social Work
Advanced Social Work Practice with Groups SW 582
Days/Times: Monday, 1:30 – 4:15 PM
Location: Caldwell G108
Instructor: Dr. W. J. Casstevens, LCSW
Instructor’s Office: Room 214, 1911 Building
Office Hours: Tuesday, 4:00 – 6:00 PM
& by appointment; walk-ins welcome!
E-mail: wjcasste@ncsu.edu (best contact method)
Phone: office 919.513.7959; cellular
919.449.5394, for emergencies only
[Note: does not text, no voicemail]
Fax: 919.515.4403
Course Description
This course focuses on advanced social work practice with groups. The course uses ecological
systems and empowerment perspectives to explore major theories of social work practice with
groups. Using concepts of intersectionality and covert and overt oppression in group and
organizational life, students will critically examine contemporary issues in designing and
evaluating group interventions and in assessing their impact on individual and social change.
Course Rationale
Group work is one of the three major methods of social work practice and is one of several
required social work practice courses. Social work with groups is increasingly emphasized in
many social work settings as a means of efficient and effective service delivery for a wide array
of client issues. The Council on Social Work Education requires social work students to acquire
knowledge and skills to organize, facilitate, and evaluate various types of groups within different
policy and agency settings.
Department of Social Work Mission Statement
The mission of the Department of Social Work is to prepare students for practice that is sensitive
to the social, economic, cultural, demographic and political contexts that shape our state and
beyond. Within a framework emphasizing professional ethics, social justice, diversity, strengths
and community engagement, the Department seeks to equip students for leadership roles and
effective practice.
MSW Program Mission Statement
Consistent with the requirements for the Council on Social Work Education, the Graduate Social
Work Program’s mission is to prepare students for advanced generalist practice with diverse
populations in urban and rural areas of North Carolina and beyond. The program provides
students with the knowledge, values, and skills to respond competently to 1.) the aspirations and
service needs of diverse client populations and 2.) the contexts that shape the needs of clients and
service delivery systems throughout the state. The program prepares graduates to assume a
range of advanced generalist practice roles in direct and indirect service provision, including
1
Updated: 8/09/2014
leadership in the planning, development, management, and evaluation of culturally competent
services to individuals, families, groups, organizations, and communities.
Student Learning Outcomes (SLOs)
Upon completion of the course, the student will be able to:
1. Apply critical thinking to inform and communicate professional judgments by
analyzing and using theories and models of group assessment, intervention, and
evaluation that are culturally sensitive and empowering and that advance human rights
and social and economic justice. EPAS 2.1.1(i), 2.1.2(g), 2.1.4(f), 2.1.5(d), 2.1.6(d),
2.1.10a(1a), 2.1.10b(1c), 2.1.10c(1a)
2. Create and implement ethically sound social group work approaches that incorporate
sensitivity to diverse populations and that promote socially just outcomes in
organizations, communities, and with client groups. EPAS 2.1.2(g), 2.1.10d(1a)
3. Respond to policy, organizational, agency and group contexts that shape social work
group practice. EPAS 2.1.5(d), 2.1.8(c), 2.1.9(c)
4. Apply ethical social work group intervention methods that are culturally sensitive and
empowering in all aspects of the social change process including engagement,
assessment, intervention and evaluation to address policy, organizational, agency and
client issues. EPAS 2.1.2(g), 2.1.4(f), 2.1.7(c), 2.1.10a(1a), 2.1.10b(1c), 2.1.10c(1a),
2.1.10d(1a)
Advanced Practice Behaviors & Assessment Measures
By the end of this course, students are expected to have acquired the following competencies:
Competency 2.1.1. Identify as a professional social worker and conduct oneself accordingly.
i. Assess and address own personal biases as they relate to professional practice
(Assessment measures: in class activities that include video clips about working with
substance abusing women & domestic violence perpetrators, role plays, class discussions)
Competency 2.1.2. Apply social work ethical principles to guide professional practice.
g. Identify and analyze power differentials to ensure that all positions are taken into account
(Assessment measures: in class self assessment of one’s own participation in groups and
discussion of varied power differentials in those groups)
Competency 2.1.4. Engage diversity and difference in practice:
f. Apply effective, empowering and culturally appropriate change strategies in one’s everyday
practice to promote social justice and behavioral and social change
(Assessment measures: Assignment 2: Student Paper, Design a Group Proposal)
Competency 2.1.5. Advance human rights and social and economic justice
d. Use power and authority ethically to advocate for and with marginalized constituents
(Assessment measures: in class role plays, class discussion)
Competency 2.1.6. Engage in research-informed practice and practice-informed research
d. Use research-informed findings to guide practice interventions (Assessment measures:
Assignment 2: Student Paper, Design a Group Proposal for work with a Special Population)
2
Updated: 8/09/2014
Competency 2.1.7. Apply knowledge of human behavior and the social environment
c. Select and apply an appropriate theoretical framework and model(s) to guide interventions
with complex systems
(Assessment measures: Assignment 2: Student Paper, Design a Group Proposal &
Assignment 4: Group Presentation about Group Work with a Specific Population)
Competency 2.1.8. Engage in policy practice to advance social and economic well-being and to
deliver effective social work services
c. Build coalitions and collaborative relationships that impact services
(Assessment measures: Assignment 3 Paper: Student Analysis of Group Dynamics,
including an Analysis of How Context Shapes Group Work Practice)
Competency 2.1.9. Respond to contexts that shape practice
c. Design and implement assessments that identify familial, agency, community and societal
needs, resources and trends
(Assessment measures: Assignment 3 Paper: Student Analysis of Group Dynamics,
including an Analysis of How Context Shapes Group Work Practice)
Competency 2.1.10a-d: Engage, assess, intervene and evaluate with individuals, families,
groups, organizations, and communities
Competency 2.1.10a. Engagement
1a. Initiate action with complex client systems
(Assessment measures: Assignment 2: Student Paper, Design a Group Proposal &
Assignment 4: Group Presentation about Group Work with a Specific Population)
Competency 2.1.10b. Assessment
1c. Administer and interpret standardized assessment and diagnostic tools that are
appropriate for use with complex client systems
(Assessment measures: Assignment 2: Student Paper, Design a Group Proposal &
Assignment 4: Group Presentation about Group Work with a Specific Population)
Competency 2.1.10c. Intervention
1a. Develop clear, timely and appropriate goals and objectives with complex systems
(Assessment measures: Assignment 2: Student Paper, Design a Group Proposal &
Assignment 4: Group Presentation about Group Work with a Specific Population)
Competency 2.1.10d.1a: Evaluation
1a. Articulate any disjuncture that exists between the organization’s structure/policy and the
client’s needs, resources and preferences
(Assessment measures: Assignment 3 Paper: Student Analysis of Group Dynamics,
including an Analysis of How Context Shapes Group Work Practice)
Course Prerequisites and/or Co-Requisites and Restrictive Statements
Successful completion of all social work foundation courses is a prerequisite for this course.
This course is restricted to MSW students.
3
Updated: 8/09/2014
Required Textbook
Shulman, L. (2011). Dynamics and skills of group counseling. Belmont, CA: Brooks/Cole.
Required Resource
AASWG, Inc. (2006). Standards for social work practice with groups, second edition.
Available online at:
www.iaswg.org/docs/AASWG_Standards_for_Social_Work_Practice_with_Groups2010.pdf
Online Course Site
This course uses a Moodle site, located online at https://wolfware.ncsu.edu . You can sign-in
using your NC State University username and password. For assistance with the Moodle course
site, contact Learntech (not your instructor) either by email at learntech@ncsu.edu, or by phone
at (919) 513-7094 from Monday to Friday between 9:00 a.m. and 5:00 p.m. Email responses
from Learntech can be expected within two business days. Further information about these
resources is available on the NCSU website at: http://delta.ncsu.edu/get-help/
Course Expectations
All students are expected to:
1. Arrive on time, stay for the entire class, attend all classes, and be prepared to participate
by completing all reading assignments prior to class
2. Assume their fair share of group work, support others’ efforts, and promote a positive
learning environment
3. Submit all assignments on time; note that (a) all assignments must be completed to
receive a grade in the course, and (b) on the day that an assignment is due, the assignment
must be handed in during the first 10 minutes of class or it will be considered one day late
4. Write all papers according to APA format (American Psychological Association, 2001)
unless otherwise specified by the instructor; the following website may be helpful:
http://www.apastyle.org/elecref.html
Attendance Policy
Attendance is required. Ordinarily, no make-up is provided for missed in-class activities (e.g.,
exercises, exams, presentations). In the event of an excused absence, students may arrange with
the instructor for make-up work. Consult the following webpage for further information on
university attendance regulations: http://policies.ncsu.edu/regulation/reg-02-20-03
Classroom Etiquette
There will be a 15 minute break midway during the class. This is the time to use the rest room,
eat and make phone calls.
During class time, there will be no use of cell phones, ipods, ipads or any other electronic
devices except when used for note-taking. While the use of laptops, etc., is convenient for
students to take class notes, it is expected that students WILL NOT engage in other laptop, etc.,
activities during class time that may include: internet activities, reading and responding to email,
balancing a checkbook, etc. If this should occur, the instructor reserves the right to request that
the student not use a laptop or other electronic device for note-taking during class. Electronic
devices, including laptops, cannot be used during the Classroom-group.
4
Updated: 8/09/2014
When we have guest speakers, students will be expected to be on time and there will be no
talking in class except for class participation.
Late Assignments
Assignments submitted late will be assessed point reductions, 2 points if one day late, and an
additional 2 points for each additional day; on the day that an assignment is due, the assignment
must be handed in during the first 10 minutes of class or it will be considered one day late.
With proper documentation provided, exceptions to this policy will be afforded when absences
fall within the excused absence policy.
Consult the following webpage for further information on university attendance regulations:
http://policies.ncsu.edu/regulation/reg-02-20-03
Students with Disabilities Statement
Reasonable accommodations will be made for students with verifiable disabilities. In order to
take advantage of available accommodations, students must register with Disability Services for
Students at 1900 Student Health Center, Campus Box 7509, 919-515-7653.
For more information on NC State's policy on working with students with disabilities, please see
the Academic Accommodations for Students with Disabilities Regulation (REG02.20.01)
(http://policies.ncsu.edu/regulation/reg-02-20-01)
College of Humanities and Social Sciences (CHASS) Career Services
CHASS Career Services are available through the Career Development Center. Your career
contacts are: Jane Matthews and Woody Catoe. Make appointments through ePACK –
ncsu.edu/epack.
Confidentiality
Confidentiality is a hallmark of the social work profession. Students agree not to repeat personal
information shared in class discussion outside of the class. Standard accepted practices
(mandatory reporting when there is a threat of harm, etc.) are assumed to be ethical imperatives
and thus not subject to absolute confidentiality. Students who experience personal issues
throughout the course are encouraged to talk with the instructor about available support.
Confidentiality, within the above specified limitations, is guaranteed between the student and
faculty member.
Safety
As part of professional social work education, students may have assignments that involve
working in agency settings and/or the community. As such, these assignments may present some
risks. Sound choices and caution may lower risks inherent to the profession. The student is
responsible for being aware of and adhering to safety policies and practices related to their
agency and/or community settings. Students should also notify instructors regarding any safety
concerns.
Transportation
Transportation to and from agency and/or community setting is the responsibility of the student.
5
Updated: 8/09/2014
Course Evaluation Online Schedule
Online evaluations will be available for students to complete during the last two weeks of class.
Students will receive an email message directing them to a website where they can login using
their Unity ID and complete evaluations. All evaluations are confidential; instructors will not
know how any one student responded to any question, and students will not know the ratings for
any instructors.
Evaluation website: https://classeval.ncsu.edu/secure/prod/survey/index.cfm
Student help desk: classeval@ncsu.edu
More information about ClassEval: http://oirp.ncsu.edu/eval/clev
Academic Integrity
The university and department adhere to strict standards of academic honesty. In this course, a
student’s submission of a test or assignment means that he or she has neither given nor received
unauthorized aid.
Consult the following webpages for further details:
http://studentconduct.ncsu.edu/academic-integrity-an-overview
http://policies.ncsu.edu/policy/pol-11-35-01
Supporting Fellow Students in Distress
As members of the NC State Wolfpack community, we each share a personal responsibility to
express concern for one another and to ensure that this classroom and the campus as a whole
remains a safe environment for learning. Occasionally, you may come across a fellow classmate
whose personal behavior concerns or worries you. When this is the case, I would encourage you
to report this behavior to the NC State Students of Concern website:
http://studentsofconcern.ncsu.edu/. Although you can report anonymously, it is preferred that
you share your contact information so they can follow-up with you personally.
ASSIGNMENTS
The Department of Social Work faculty has adopted APA style as the preferred format for papers
and publications. The best reference is the Publication Manual of the American Psychological
Association, second edition (APA, 2001). This is available at most bookstores [note: the second
edition corrected for errors present in the first edition].
The following web sites may also be helpful:
http://www.apa.org/journals/webref.html (APA Style for material in electronic formats)
http://owl.english.purdue.edu/owl/resource/560/01/ (this is the Purdue Online Writing Lab, often
called the Purdue OWL).
Grading Guidelines
 An “A” at the graduate level means a student is doing outstanding or excellent work.
S/he attends class regularly, hands in all course assignments on time, and demonstrates a
thorough grasp of course concepts. To receive an A, a student must go significantly
above and beyond the basic expectations for the course.
6
Updated: 8/09/2014

A “B” at the graduate level means a student is doing satisfactory work, and meeting the
minimum requirements for the course. S/he attends class regularly, hands in all course
assignments on time, and demonstrates a basic level of understanding of course concepts.
A “C” at the graduate level means a student is doing inconsistent work. The student does
not attend class regularly, fails to hand in some course assignments or does not submit
work on time, and/or does not demonstrate a basic level of understanding of course
concepts.
A “D” or “F” at the graduate level means a student is doing unacceptable work and
demonstrates a complete lack of understanding of course concepts.


Grading Scale
Effective with the fall semester of 2014, to standardize grading, the following numerical scales
are approved as a general guideline for courses within the Department of Social Work:
Letter Grade
A+
Lower limit of Range
97
Upper Range Limit
100
A
94
96.999
A-
91
93.999
B+
88
90.999
B
85
87.999
B-
82
84.999
C+
79
81.999
C
76
78.999
C-
73
75.999
D+
70
72.999
D
67
69.999
D-
64
66.999
F
<64
<64
7
Updated: 8/09/2014
ASSESSMENT MEASURES
The following formula* determines the final grade:
Assignments
Individual Paper: Intervention Group Proposal,
including review of the literature
Points
30
Individual Paper: Group Dynamics Analysis,
including analysis of how context shapes practice
30
30
Group Class Presentation: Group Work with
Specific Populations
30
30
In Class Activities/Role Plays, Discussion, including
Classroom-group Participation
10
10
100
100
TOTAL
Percent
30
*NOTE: All assignments must be completed in order to earn a grade in this course.
Assignments Guidelines in Brief:

Individual Paper: Intervention Group Proposal (30%), including review of the
literature, not to exceed 10 pages in length.
Each student will choose a content area related to a population group with which s/he is
working in her/his field internship and develop a proposal for an intervention group
for this population, using the format provided by the instructor.
The paper must include consideration of intersectionality, power and oppression, and
social justice issues, in formulating the group proposal. It must also include a review of
relevant literature that includes a minimum of 5 scholarly peer-reviewed journal articles
published within the last 15 years; at least two of these articles must be from group work
journals (if in doubt about whether a journal is a group work journal, consult instructor).
Note: Book reviews will not meet the criteria for this assignment, regardless of where
they are published.
An outline / rubric for this assignment will be provided by the instructor.

Individual Paper: Group Dynamics Analysis, including analysis of how context
shapes practice (30%), not to exceed 6 pages in length.
Each student will attend a group in his/her field internship and write a paper analyzing
its group process, describing: (1) the dynamics (power, decision-making, leadership,
group process, cultural diversity, etc.) that took place in the small group and (2) how
these dynamics related to group theory.
Examples should be used to illustrate the student’s points (note: confidentiality must be
maintained; no client names or identifying information may be used; pseudonyms can be
8
Updated: 8/09/2014
used, as long as these are identified as pseudonyms). The concepts of intersectionality,
power, and oppression, need to be addressed in the analysis.
Note: Consult with instructor by Week 3 if your field internship cannot accommodate
this, so that other arrangements for attending a group can be made in a timely way.
An outline / rubric for this assignment will be provided by the instructor.

Group Class Presentation: Group Work with Specific Populations (30%), 30 to 40
minutes in length.
Working in groups of 4-5 students each, groups will choose a specific population to
research and describe the following: (a) what the literature reports about the population,
including relevant legislation and/or policy, major issues with which members of the
population struggle, special dynamics, etc., (b) the intersectional, power and oppression
factors social workers need to consider when conducting groups with this population, (c)
how these factors may inform or impact group format, duration, timing, leader’s role, and
group dynamics, (d) the group methods/techniques that would be most effective based on
the above, (e) ethical concerns social workers should consider when running a group with
this population, and (f) a sound method for evaluating such a group.
Groups should be creative in structuring their presentation and include visual aids and/or
handouts as appropriate.
A rubric for this assignment will be provided by the instructor.
Note: Specific population needs to be approved by instructor.
9
Updated: 8/09/2014
CLASS SCHEDULE – 2014
Week / Date
Week 1
August 25th
Content
Introduction & Scope of Course:
 Getting acquainted
 Review Syllabus, SLOs, Assignments
 Form Groups for Class Presentations
 Schedule Group Class Presentations
 Develop Classroom-Group(s) – to start
next class!
Required Readings /
Assignments
Please print-out the
complete course Syllabus
and bring it with you to
class.
Furman, Bender, & Rowan:
The Group Work Tradition
in Social Work, pp. 1-23
***
Social Work Practice with Groups: Ethnic
Sensitive Practice
Types of Groups & the Objectives of Group
Work
NOTE: Consult with your
Field Instructor before
Week 3, to confirm that
your internship can offer
you a group to attend at
least once in October or
November (needed for the
Group Dynamics Analysis
assignment).
Week 2
September 1st
Labor Day Holiday
NC State University Closed
No Class
Week 3
September 8th
Strengths Perspective & Resilience Model:
A Review
Note: If you did not read Furman
et al. for class last week, please
read it before class today!
Mutual Aid: Dynamics & Obstacles
The Role of the Group Worker
Professional Ethics & Values in Group
Work
***
Classroom-Group(s)
AASWG: Standards for
Social Work Practice with
Groups, pp. 1-18
Shulman:
Chapter 1, pp. 5-21,
Chapter 2, pp. 22-38, &
Chapter 13, pp. 370-388
NOTE: Consult with your
SW582 Instructor this
week if your field
internship does not offer
you a group to attend in
October or November for
the Group Dynamics
10
Updated: 8/09/2014
Analysis assignment.
Week 4
September 15th
The Preliminary Phase with Groups
A Model for Planning:
 Need
 Purpose
 Composition
 Structure
 Content
 Pre-group Contact/Interviews
Shulman:
Chapter 3, pp. 39-59
Kurland:
“Planning: The neglected
component of group
development,” pp. 9-16
Review first assignment – Individual Paper:
Intervention Group Proposal, including a
review of the literature
***
Classroom-Group(s)
Week 5
September 22nd
The Beginning Phase with Groups
***
Classroom-Group(s)
Week 6
September 29th
The Middle Phase with Groups
Shulman:
Chapter 4, pp. 60-98 &
Chapter 6, pp. 110-159
Shulman:
Chapter 7, pp. 160-191
***
Classroom-Group(s)
Week 7
October 6th
Stages / Models of Group Development:
Boston Model, Relational Model, etc.
Shulman:
Chapter 8, pp. 192-232
Group Relationships
 Members to leader
 Members to members
DUE at start of class:
Individual Paper:
Intervention Group
Proposal, including a
review of the literature
Developing Cohesion
***
Classroom-Group(s)
Week 8
October 13th
The Mutual Aid Model & Group Work
 The “Why”
 Challenges
 Maintaining Mutual Aid During
Conflict
Steinberg:
Chapter 1. The mutual-aid
approach in social work
with groups
11
Updated: 8/09/2014
Review second assignment - Individual
Paper: Group Dynamics Analysis, including
analysis of how context shapes practice
Chapter 2. The nine
dynamics of mutual aid
and their implications for
practice
***
Classroom-Group(s)
Week 9
October 20th
Group Work vs. Casework in a Group &
Implications for Practice with Groups
Kurland & Salmon:
“Group work vs. casework
in a group,” pp. 121-132
Diversity & Group Work
***
Classroom-Group(s)
Week 10
October 27th
The Ending Phase with Groups
Shulman:
Chapter 11, pp. 282-335
Shulman:
Chapter 9, pp. 233-255
Dynamics & Skills of Endings
Stages of the Ending Process
***
Classroom-Group(s)
Week 11
November 3rd
Models of Group Counseling
Group Work in Global Context &
Technology
Shulman:
Chapter 10, pp. 256-281
Chapter 12, pp. 336-369
***
Classroom-Group(s)
Week 12
November 10th
Group Counseling in Substance Abuse
Settings
Twelve Steps and Twelve
Traditions, pp. 5-13
12-Step Groups
Alcoholics Anonymous:
Chapter 1. Bill’s Story
Chapter 2. There is a
Solution
***
Classroom-Group(s) – last group
Shulman:
Chapter 14, pp. 391-442
Week 13
November 17th
Group Counseling with Partners & Families Waites, Macgowan,
12
Updated: 8/09/2014
Family Group Conferencing
Reflecting Teams in Family Therapy
***
Speaker on Family Group Conferencing
– tentative –
Pennell, Carlton-LaNey, &
Weil:
“Increasing the cultural
responsiveness of family
group conferencing,” pp.
291-300
Griffith:
“The reflecting team as an
alternative case teaching
model,” pp. 343-362
Shulman:
Chapter 16, pp. 484-515
DUE at start of class:
Individual Paper: Group
Dynamics Analysis,
including analysis of how
context shapes practice
Week 14
November 24th
Group Counseling in Community Mental
Health Settings
Shulman:
Chapter 17, pp. 516-541
InterVoice & the Hearing Voices Network
Note: Browse the website
for InterVoice prior to class
at www.intervoiceonline.org
***
Group Class Presentations as scheduled
Week 15
December 1st
Group Work Research & Evaluation
Evidence-informed group work
Closure – evaluating the semester
***
Group Class Presentations as scheduled
DUE as scheduled:
Group Presentations
Pollio & Macgowan:
“The Andragogy of
Evidence-Based Group
Work” pp., 195-209
DUE as scheduled:
Group Presentations
Last day of class before final exam period.
FINAL EXAM
PERIOD
December 8th –
16th
Final Exam Week – No Class
13
Updated: 8/09/2014
SUPPLEMENTAL READINGS
These readings are accessible in the library, the library’s electronic data base, and/or our
https://wolfware.ncsu.edu/ moodle course site. References prefaced with three stars are required
readings, and can be found on the moodle course site.
References
***AASWG (2006). Standards for social work practice with groups, second edition. Retrieved
August 9, 2014 from:
www.iaswg.org/docs/AASWG_Standards_for_Social_Work_Practice_with_Groups2010.
pdf
***Alcoholics Anonymous World Services, Inc. (1976). Alcoholics Anonymous: The story of
how many thousands of men and women have recovered form alcoholism, third edition.
New York: AA World Services, Inc. Chapters 1-2, pp.1-29.
***Alcoholics Anonymous World Services, Inc. (1952). Twelve Steps and Twelve Traditions.
New York: AA World Services, Inc. Contents, pp.5-13.
Andersen, T. (1995). Reflecting pocesses; acts of informing and forming. In S. Friedman
(Ed.) The reflecting team in action: Collaborative practice in family therapy. Chapter 1,
pp. 11-37.
Andersen, T. (1987). The reflecting team: Dialogue and meta-dialogue in clinical work. Family
Process 26,415-428.
*Ball, S., & Lipton, B. (2005). Group work with gay men. In G.L. Grief & P. H. Ephross (Eds.).
Group work with populations at risk, pp. 309-331. New York: Oxford.
Blakley, T. L., & Mehr, N. (2008). Common ground: The development of a support group for
survivors of homicide loss in a rural community. Social Work with Groups, 31(34), 239-254. doi:10.1080/01609510801980971
Bronstein, L. R., & McPhee, D. M. (2009). Goals for group work with women transitioning
from welfare to work. Social Work with Groups, 32(1), 96-108.
doi:10.1080/01609510802290982
Chovanec, M. (2008). Innovations applied to the classroom for involuntary groups:
Implications for social work education. Journal of Teaching in Social Work, 28(1-2),
209-225. doi:10.1080/08841230802179290
Chovanec, M. G. (2009). Facilitating change in group work with abusive men: Examining
stages of change. Social Work with Groups, 32(1), 125-142.
doi:10.1080/01609510802413055
Clemans, S. E. (2008). Trauma and group work: Thoughts on delicate practice. Journal of
Jewish Communal Service, 83(2-3), 238-242. Retrieved from CSA Social Services
Abstracts database.
Clements, J. A. (2008). Social work students' perceived knowledge of and preparation for
group-work practice. Social Work with Groups, 31(3-4), 329-346.
doi:10.1080/01609510801981391
Damianakis, T., Climans, R., & Marziali, E. (2008). Social workers' experiences of virtual
psychotherapeutic caregiver groups for Alzheimer's, Parkinson's, Stroke,
Frontotemporal Dementia, and Traumatic Brain Injury. Social Work with Groups,
31(2), 99-116. doi:10.1080/01609510801960833
Draper, K., Siegel, C., White, J., Solis, C. M., & Mishna, F. (2009). Preschoolers, parents, and
teachers (PPT): A preventive intervention with an at risk population. International
14
Updated: 8/09/2014
Journal of Group Psychotherapy, 59(2), 221-242. Retrieved from CSA Social Services
Abstracts database.
Fitzgerald, L. (2008). Healing through loss: The stepping stones. Home Health Care
Management & Practice, 20(3), 250-253. doi:10.1177/1084822307308964
Forte, J. A. (2009). Adding the 'symbolic' to interactionist practice: A theoretical elaboration of
William Schwartz' legacy to group workers. Social Work with Groups, 32(1), 80-95.
doi:10.1080/01609510802290933
Froerer, A. S., Smock, S. A., & Seedall, R. B. (2009). Solution-Focused group work:
Collaborating with clients diagnosed with HIV/AIDS. Journal of Family
Psychotherapy, 20(1), 13-27. doi:10.1080/08975350802716475
***Furman, R., Bender, K., & Rowan, D. (2014). The Group Work Tradition in Social Work,
Chapter 1 of An Experiential Approach to Group Work, second edition, pp. 1-23,
Chicago, IL: Lyceum.
Gitterman, A. & Salmon, R. (Eds.). (2009). Encyclopedia of social work with groups. New
York: Taylor & Francis.
Goodrich, K. M. (2008). Dual relationships in group training. The Journal for Specialists in
Group Work, 33(3), 221-235. doi:10.1080/01933920802204981
Gray, I., Parker, J., & Immins, T. (2008). Leading communities of practice in social work:
Groupwork or management? Groupwork, 18(2), 26-40. doi:10.1921/81123
***Griffith, W. (1999). The reflecting team as an alternative case teaching model: A narrative,
conversational approach. Management Learning, 30(3), 343-362.
Henchman, D., & Walton, S. (2008). Problematic behaviour at work: A reflective approach
for team-group leaders. Groupwork, 18(2), 58-80. doi:10.1921/81125
Hinkle, M. G. (2008). Psychodrama: A creative approach for addressing parallel process in
group supervision. Journal of Creativity in Mental Health, 3(4), 401-415.
doi:10.1080/15401380802527464
***Kurland, R. (2005). Planning: The neglected component of group development. Social Work
with Groups, 28(3/4), 9-16.
***Kurland, R. & Salmon, R. (2005). Group work vs. casework in a group. Social Work with
Groups, 28(3/4), 121-132.
Lin, J., & Lin, W. (2009). The political and economic impact on the development of social
group work in Taiwan. Social Work with Groups, 32(1), 14-28.
doi:10.1080/01609510802290925
Martin Giner, A., & Garcia Martin, L. (2008). A group's personal and social transformational
journey. [El grupo como viaje de transformacion personal y social] Cuadernos De
Trabajo Social, 21, 43-61. Retrieved from CSA Social Services Abstracts database.
Martinez, K. K., & Wong, S. E. (2009). Using prompts to increase attendance at groups for
survivors of domestic violence. Research on Social Work Practice, 19(4), 460-463.
doi:10.1177/1049731508329384
**Nicholson, B.L. & Kay, D.M. (1999). Group treatment of traumatized Cambodian women: A
culture-specific approach. Social Work, 44, 470-479.
*** Pollio, D. E., & Macgowan, M. J. (2010). The Andragogy of Evidence-Based Group Work.
Social Work with Groups, 33(2/3), 195-209. doi: 10.1080/01609510903498617
Rose, S. R. (2008). Contemporary youth violence prevention: Interpersonal-cognitive
problem-solving. Social Work with Groups, 31(2), 153-163.
doi:10.1080/01609510801960924
15
Updated: 8/09/2014
***Steinberg, D.M. (2004). The mutual-aid approach to working with groups: Helping people
help one another (2nd ed.). Binghamton, NY: The Haworth Press. (Chapters 1-2.)
Sweifach, J. (2009). Cross-cultural group work practice with African American and
Jewish adolescents: JCC/READY. Social Work with Groups, 32(1), 109-124.
doi:10.1080/01609510802290941
Toseland, R. W., & McClive-Reed, K. P. (2009). Social group work: International and global
perspectives. Social Work with Groups, 32(1), 5-13. doi:10.1080/01609510802382649
*** Waites, C., Macgowan, M. J., Pennell, J., Carlton-LaNey, I., & Weil, M. (2004). Increasing
the cultural responsiveness of family group conferencing. Social Work, 49(2), 291-300.
doi: 10.1093/sw/49.2.291
*Walter, C. A. (2005). Support groups for widows and widowers. In G.L. Grief & P. H. Ephross
(eds.). Group work with populations at risk, pp. 109-125. New York: Oxford.
*These were suggested readings in SW 506: Human Behavior & the Social Environment: Individuals,
Families and Groups.
**This was a required reading in SW 520: Generalist Practice I.
***These are required readings for this course, SW 582: Advanced Social Work Practice with Groups.
Websites & Additional References
American Group Psychotherapy Association
www.agpa.org
Association for Specialists in Group Work
www.asgw.org
Dulwich Centre: A gateway to narrative therapy & community work
www.dulwichcentre.com.au
(See: www.dulwichcentre.com.au/reflecting-teamwork-as-definitional-ceremony-michael-white.pdf )
International Association for Social Work with Groups, Inc.
www.iaswg.org
InterVoice: The International Hearing Voices Network
www.intervoiceonline.org
National Resource Center for Permanency & Family Connections
(See: www.nrcpfc.org/webcasts/archives/05/finalwebcastintro.pdf )
www.nrcpfc.org
ANNOUNCEMENT – GET INVOLVED!
The North Carolina Chapter of IASWG is hosting the 2015 International Symposium!
www.iaswg.org/Next_Symposium
For NC IASWG Chapter news go to: www.iaswg.org/NCarolina
16