Group work

This book is a theoretical and practical guide in the field of social skills and social competence, based on decades of experience gained by the authors as researchers and professionals in psychology. The book was written for students and professionals who are involved in some way improving individuals´ social skills in different contexts, such as clinical, educational, organizational and community settings. The authors present the conceptual foundations, procedures, techniques, strategies and practical guidelines for planning and conducting effective programs aimed to social skills and social competence.
In the first part of the book, key concepts and fundamentals on the area are presented, as well as the basic behavioral classes of social skills and their non-verbal and paralinguistic components. The authors also propose a portfolio for the assessment of clients’ social skills deficits and strengths to thereby define the aims and procedures of interventions.

The second part focuses on guidelines to select and use procedures and techniques for promoting social skills and social competence. The authors present experiential activities that they created in previous interventions and that were tested in their research, showing evidence of effectiveness. Suggestions on how to evaluate participants’ repertoires and how to use these ideas in intervention planning are also described.

Finally, in the third part of the book, the authors go further presenting practical guidelines for planning and conducting programs and sessions to promote social skills and social competence, in either group or individual settings.

This research seeks to investigate Clients’ Experiences of Family Constellations
(FC) in Psychological Healing. The qualitative research model of heuristic inquiry is used. The phases of the research model that were utilized are initial engagement, immersion, incubation, illumination, explication, and creative synthesis. The collection of data was done via an interview process to allow for exploration of the meanings and essences of client’s experiences of Family Constellations in psychological healing, an increase in the knowledge and possibilities of the approach, and to best serve and support clients and those around them. Co-researchers’ experiences are explicated through the following themes in hopes to better understand their lived healing experiences using FC, and increase their awareness of self and relationships with others and the world: (1) experiences of healing; (2) somatic experiences; (3) experiences of emotion; (4) experiences of connection; (5) changes in perception and understanding; and (6) impact on relationships and self. It is anticipated that this study will give a voice to this approach to psychological healing. Clinically, the expectation is that the findings of this study could be used to further understand the essence of the challenges of psychological suffering, its impact on the family system and the individual, the clients who are challenged by it, and to inform future psychological treatments. This study may give the mental health, and maybe other professions, another instrument to use with clients. Since there is also a shortage of research on this topic, it is hoped that this study helps bridge the gaps between studies and experiences, and may further explore the efficacy of Family Constellations in working with individuals.

Brief Group Module and Icebreaker Collection 1  - Taking the Escalator releases brief icebreakers and group therapy modules about twice per week in the “Forum” section on the Taking the Escalator: Group Activities by Topic page of the website. This is a printable collection of these brief therapy modules and icebreakers released in that forum for the six-month period from October 2020 through March 2021

Group facilitation is a process of helping the groups become more effective. The definition of effectiveness has remained and continues to remain elusive. One of the challenges that is repeatedly stated in the research on group effectiveness is the multitude of factors that affect it, and the interplay between them. This makes the study of group effectiveness very difficult. However, since groups are our basic unit of work in any organization, it is critical that we understand the concept and the application of group effectiveness, however elusive or difficult it might be. Towards that end, this paper explores the various studies in the area of group effectiveness from 1960 till date, in the context in which they were conducted – both lab and real time settings. Each of the theory/model is explored with the background of the research and the findings clearly mentioned along with the critique of the study, which details the positives and the limitations of the study. Finally, I have concluded with a summary of the way the group effectiveness studies have transitioned from 1960s till date and where we need to go from here. In conclusion, I have raised some of the questions that have to be taken up to explore the role of the facilitator as an enhancer of group effectiveness.

Student engagement and group work are critical to developing competencies, deeper learning, and attributes that align with 21st-century skills. In an increasingly competitive and dynamic workforce, the ability for employees to engage in collaborative workgroups is essential. A new capstone group-work assignment using Online Human Touch (OHT) strategies was integrated into an Information Systems course at a regional university in the Caribbean. The course typically enrolls 250-300+ students per semester with one instructor. The assignment simulated a real-world business 'eMeeting' to proactively increase student engagement and retention. This action research study collected quantitative and qualitative data three years prior to and three years after the integration of the new 'eMeeting' group-work assignment. Quantitative data showed improved academic performance, higher scores on the standardized final exam, and decreases in attrition while qualitative data showed significant increases in student engagement. Integrating the 'eMeeting' assignment into the large online course provided students with the opportunity to apply the knowledge, skills, and experience gained throughout the semester. It also enhanced key soft skills sought by employers including problem-solving, ability to work in teams, communication, leadership, and time management.

Trata-se de um estudo de caso único com o objetivo de refletir sobre o trabalho multiprofissional com grupo de diabéticos na implementação do Serviço de Medicina Preventiva-SEMPRE. A coleta de dados foi realizada através de consulta a documentação interna e de observação direta e participante realizada pelo pesquisador durante as atividades realizadas com adultos e crianças diabéticas. A reflexão ocorreu de acordo com a formação inicial de um grupo: encaminhamento, seleção e grupamento. Esta forma de trabalho permitiu maior eficiência e menor custo-efetividade nos programas educativos, sendo necessário o investimento na educação continuada da equipe multiprofissional. Para tanto, é preciso desencadear o processo de cooperação interna e a disponibilização do saber de cada elemento da equipe de saúde.

People receiving treatment for cancer are under significant emotional stress (Andersen, Kiecolt-Glaser, & Glaser, 1994). Nearly half of women undergoing treatment for breast cancer show signs of depression or anxiety (Thyme, et al., 2009). Art therapy in group settings has been shown to relieve some of this pain and anxiety for both patients and their loved ones. This positive change is particularly apparent in groups where members may share their creations with one another (Luzzatto & Gabriel, 2011). Similarly, narrative therapy helps terminally ill people find meaning in their lives by recontextualizing their struggles as necessary for growth (Jones, 2005). Art and narrative intersect in sequential art, e.g., comic books. One way to combine art therapy and narrative therapy is by helping clients create autobiographical comic books or graphic novels. Autobiographical sequential art is a well-established art form, with a history of authors expressing their struggles with everything from typical growing pains to surviving the Holocaust. Writers often say that the process of creating comics is contemplative and cathartic, and helped them find meaning in their struggles. Graphic Novel Art Therapy (GNAT) is a promising new field with the potential to help people struggling with a variety of issues. The Pentagon is currently investigating GNAT as an intervention for veterans with combat-related post-traumatic stress disorder (Shilling, 2013). Based on the evidence, a similar form of therapy would be helpful for people undergoing treatment for cancer.

The purpose of this brief note is to present a discussion of the first two sessions of a poetry group conducted with moderately to severely cognitively impaired adults in a nursing home. Exercises and techniques used with this population are discussed. Poetry groups such as this may provide joy those who suffer, a chance to re-experience memories, to connect to others, and the creation of moments of increased value and meaning.

AbstractIntroduction: To ensure that nursing education stay abreast with modern technology advances has the Schoolof Nursing (SoN) of The University of the Western Cape integrated e-learning into the curriculum. This methodarticulates well with the case-based approach adopted by the SoN. The Learning Management System,Knowledge Environment for Web-Based Learning (Kewl), Next Generation (KNG), was used to facilitate onlineteaching and learning.Objectives: The primary aim was to gather baseline data on e-learning by exploring the perceptions andexperiences of the first pilot group of undergraduate nursing students who were exposed to this strategy.Methods: A descriptive cross-sectional quantitative design was used to determine the students' understandingand valuing of e-learning, the benefits and skills gained and challenges experienced, by means of a structured,close-ended questionnaire with space for comments. Convenience sampling was used and the questionnairewas distributed to...

Constant connectivity allows work in the 21st century to be performed at any time and from almost anywhere. This article discusses the conceptual basis of remote work, which is made possible through the continuous development of ICT. The aim of this study is to identify the attitudes of IT employees in the Polish ITC sector towards remote work. Based on surveys carried out among people employed in the Polish ICT sector, this article depicts the benefits and challenges of remote work, as well as incentives and possible contraindications in managing remote work. Research studies on the advantages and disadvantages of remote work are still a subject of a vivid discussion, and the results obtained by different scholars are ambiguous. This article highlights the results of the survey that employees working in the ICT sector have more remote worker opportunities than in other sectors, and also proves that in different companies there are various arrangements for remote work for different departments or occupations. As effective and efficient cooperation of dispersed employees performing remote work becomes necessary for the success of projects, it is important to study the consequences of remote work.

Understanding how groups talk, think and act is essential for contemporary educational practice. The body of research within assessment of collaborative learning, dialogic learning and oracy is substantial, but the practical outcome of this research is currently limited.

If we value the capacity for learners to talk, think and work collectively, we must produce pragmatic and practical tools for observation, assessment and intervention.

This paper acts as a field work study in which differing assessment methods from across collaborative learning, dialogic learning and oracy are trailed within varied collaborative and dialogic events. This paper reflects upon the applicability and impact of using these methods in an attempt promote further study, with a long term goal of refining methods of assessment into a practical toolkit for educators and to inform the design of group work activities in the future.

Conceptual models are used in a variety of areas within Computer Science, including Software Engineering, Databases and AI. A major bottleneck in broadening their applicability is the time it takes to build a conceptual model for a new application. Not surprisingly, a variety of tools and techniques have been proposed for reusing conceptual models, eg ontologies, or for building them semi-automatically from natural language (NL) descriptions. What has been left largely unexplored is the impact of such tools on the ...

The infographic summarises our experience as teachers using peer assessment in group work. We include our tips and checklists for using teammate peer assessment as one powerful tool to achieve fair and valid group assignments. We advocate the following seven steps for successful group assignments in academia.

STEP 1: PREPARE the team assignment as an authentic learning experience
STEP 2: TEAM - Build your class into equally-capable teams
STEP 3: TRAIN your students to give honest feedback accurately
STEP 4: SURVEY -  Create and distribute a teammate peer assessment survey
STEP 5: MANAGE - the peer assessment survey
STEP 6: FEEDBACK - Promote courageous conversations among your students
STEP 7: IMPROVE the next cycle of your students’ team assignments

ABSTRACT: PRINCIPLES: Human immunodeficiency virus (HIV) related self-stigma – negative self-judgements resulting in shame, worthlessness and self-blame – negatively influences access to care and treatment, and overall quality of life for people living with HIV (PLHIV). Despite evidence that high levels of self-stigma exist among PLHIV, and is experienced to a far greater extent than stigma received from the broader community, there is a paucity of research aimed at understanding causes and functions of self-stigma, and an absence of interventions to mitigate its harmful effects. Understanding the core beliefs underlying self-stigma is therefore essential. METHODS: This pilot study used a qualitative approach to analyse interviews and written statements to uncover core beliefs underlying self-stigma, the functions thereof, and strategies used to overcome it, among a heterogeneous group of PLHIV in Ireland. RESULTS: Core beliefs underlying HIV-related self-stigma were uncovered and grouped into four categories: disclosure; sexuality and sexual pleasure; self-perception; and body, illness and death. Reported functions of self-stigma included contributing to maintaining a “victim” status; providing protection against stigma received from others; and justifying non-disclosure of HIV status. To cope with self-stigma, participants highlighted: community involvement and professional development; personal development; and connection to others and sense of belonging. Findings were also used to create a conceptual framework. CONCLUSIONS: This study helps fill identified gaps in knowledge about self-stigma as experienced by PLHIV. By understanding the core beliefs driving self-stigma, it will be possible to create targeted interventions to challenge and overcome such beliefs, supporting PLHIV to achieve improved wellbeing and lead productive lives free of self-limitation and self-judgement.

Mindfulness is a burgeoning field of study and practice within mental health care and medicine. Yet ethical codes, and the philosophy of the therapist-client relationship, differ greatly between disciplines, and even more between those disciplines and mindfulness-based approaches. The potential for ethical dilemmas is therefore significant.

The book breaks new ground by taking a focused look at an ethics derived from contemporary clinical mindfulness practice itself. What does a secular ethics of mindfulness look like? Who is competent to work therapeutically with mindfulness, and how does one delimit areas and levels of competence? How do clinicians ethically understand the therapist-client relationship from the therapeutic position of mindfulness? And how do clinicians respond when the necessary restraints of their professional role and ethics code come into conflict with the mindfulness-based relationship and therapeutic position?

This book makes a vital contribution to the understanding of ethics as the cornerstone of mindfulness-based practice, and will be of interest to all those involved in delivering mindfulness-based interventions, including psychologists, counselors, spiritual directors, occupational therapists, physicians, nurses, and educators.

The current global Coronavirus pandemic has created a number of problems for the teaching and supervision of media-related practice (such as broadcast production) in Higher Education contexts. This paper presents challenges facing the supervision of group projects involving media production and explores possible solutions drawn from various parts of the feedback nexus, ICT tools; and new approaches to supervisorial intervention. Ideas and solutions developed now under the current lockdown context can be used or adapted for future contexts of supervision involving various levels of restriction on movement or physical interaction.

Current educational thinking promotes a student-centred approach to teaching as more engaging and challenging for students, leading to improved learning outcomes. But what is 'student-centred' learning, and how can it be achieved in a higher education setting with very large classes and content-rich courses? In a materials engineering course for 300 first-year engineers, an online group project was introduced to add authenticity and collaborative activity into the course, and to improve student engagement. We explore the design, development and implementation of the project, and see if the intended outcomes were achieved.

Accountable: adj. – The obligation of an individual to account for his/her activities, accept responsibility for them and to disclose the results in a transparent manner – (www.businessdictionary.com) 

In simple terms, being accountable involves:
 Accepting responsibility for your actions
 Being answerable for the outcomes
 Taking ownership of your mistakes