Best Practices for Social Workers When Engaging in Group Settings

Abstract

Social workers often assist people in group settings rather than on an individual, one-on-one basis. The benefits of using this method are numerous and are based largely on the reality of human life and human interactions. This research paper addresses this aspect of social work, especially examining the profession’s view of best practices for providing services in group settings. In the group setting, communication is a critical element that requires a social worker to develop and possess skills that contribute to ensuring that the stated goals of the group work are accomplished. Furthermore, best practice covers a wide variety of elements, all of which cannot be included in this paper. Therefore, the contents of the paper include the following topics: the rationale for and nature of group work; evidence-based practice; the principles of social group work; applicable theories; social workers and ‘use of self’; the mutual aid model; the cognitive behavior group model; and the basics of leading a group. Thus, this research paper attempts to provide a concise overview of social work with groups focusing on evidence-based practice that may help social workers understand their responsibilities more fully and, hopefully, result in positive results.

Best Practices for Social Workers when Engaging in Group Settings

Social workers provide a very valuable service to individuals and the community at large since they assist others understand and more effectively deal with the environment they live in. There are, of course, a number of methods utilized in the social work profession to provide necessary and desired services. Primarily, social workers aid individual clients to overcome or cope with problems in their lives caused by personal psychological issues or even social concerns that impact their ability to function properly. The overall goal of a social worker is to allow the individual to be a confident and fully functional member of society. To accomplish this, a social worker develops a special relationship with the client designed to provide a comfortable and confidential setting in which professional guidance is brought to bear and a positive result is typically achieved (NASW, 2013). The social work profession utilizes scientific methods to address the client’s problems, including adapting the medical approach to illness in the assessment and treatment of individuals.

Additionally, social workers often assist people in group settings rather than on an individual, one-on-one basis. The benefits of using this method are numerous and are based largely on the reality of human life and human interactions. This research paper addresses this aspect of social work, especially examining the profession’s view of best practices for providing services in group settings. In the group setting, communication is a critical element that requires a social worker to develop and possess skills that contribute to ensuring that the stated goals of the group work are accomplished. Furthermore, best practice covers a wide variety of elements, all of which cannot be included in this paper. Therefore, the contents of the paper include the following topics: the rationale for and nature of group work; evidence-based practice; the principles of social group work; applicable theories; social workers and ‘use of self’; the mutual aid model; the cognitive behavior group model (using cognitive development activities); and the basics of leading a group. Thus, this research paper attempts to provide a concise overview of social work with groups focusing on evidence-based practice that may help social workers understand their responsibilities more fully and, hopefully, result in positive results.

The Rationale for and Nature of Group Work

The most obvious reason for the social work profession to have an interest in groups is the reality that groups play an important role for many, especially in regards to learning how to properly socialize. A group, while often viewed as containing many individuals, may also be comprised of just two. Groups, in any context, may serve a beneficial purpose for the members, but there are also special factors involved when multiple people are collected together that many times create issues that do not exist in a one-on-one relationship or interaction (Cohen, Phillips & Hanson, 2008; Cohen & Olshever, 2013). If social workers want to be successful in a group setting, therefore, it is imperative that they obtain as much useful information related to what works in a group setting as possible. Once the information is identified as beneficial, it should then be applied to a social worker’s standard procedures for group work.

Unlike work with an individual, which only requires understanding one individual, working with a group involves understanding—and controlling—the unique dynamics present with every group. In particular, each member of the group may hold different values or attitudes which may influence other members of the group (Cohen at al., 2008; Cohen & Olshever, 2013). Hopefully, group interaction results in benefits, as the members are spurred to growth and/or personal development, which is one of the underlying purposes of group work. At the same time, a social worker in such a setting must realize that group dynamics can influence group members for the better or for the worse. Consequently, it is the responsibility of the social worker to try and direct the group in such a way that it develops a positive dynamic, including a productive set of beliefs that will contribute toward the emulation of standards typical in society. The social worker’s primary goal, therefore, in the group setting, is to serve as the director or leader of the group since he or she possesses the necessary knowledge and skills for obtaining the group’s goals.

While the topic will be addressed more fully later in this paper, one of the fundamental rationales for group work by social workers is its reliance on the concept of mutual aid; a topic that has been addressed in the literature for a number of years (Gitterman, 2006). This successful concept has been one of the best practices used by social workers in group work and its value is increasingly appreciated in various group settings (see, e.g., Miller & Mason, 2012). Gitterman, who is one of the leading experts in the field of social group work, explained why mutual aid is so beneficial to members of groups, specifically observing that “as members become involved with one another, they develop helping relationships and become invested in each other and in participating in the group” (p. 93). This process allows group members “to experience their concerns and life issues as universal,” to “reduce isolation and stigma,” to “offer and receive help from each other,” and to “learn from each other’s views, suggestions and challenges” (Gitterman, 2006, p. 93). These factors clearly show the reason why social workers choose to use group settings to help others and how the group interaction is a key element of successful interventions in this context.

Evidence-Based Practice

Evidence-Based Practice is increasingly viewed as a critical part of social work. While scientific knowledge and theories are certainly valuable, the wisdom gained by social workers over the years in group settings—what actually works in the real world—is often even more useful and beneficial for the practicing social worker (Hunter, Bruce & Larson, 2012). In fact, this is perhaps one of the foremost factors to consider in best practice, since theory is important but learning what has worked for experienced social workers in various groups settings is a tool that cannot be replaced by theory. Still, the profession highly values research into methods that will assist the social worker to be more effective in group work.

Evidence-Based Practice (EBP) in social work often refers to the precise programs or recommendations provided for the benefit of social workers as they develop treatment plans for their clients. According to the Institute for the Advancement of Social Work Research, "EBP is a process in which the practitioner combines well-researched interventions with clinical experience, ethics and client preferences and culture to guide and inform the delivery of treatments and services. EBP is an approach to clinical practice in which the practitioner becomes an educated surveyor, consumer and user of viable scientific knowledge to guide practice decisions. (IASWR, 2007) "

Certainly, there are many definitions or opinions of what EBP includes (or does not include). For example, Eileen Gambrill indicated that “at its core, EBP is about curiosity and provides a comprehensive philosophy, structure, and process for providing evidence-based, ethical, and competent social work practice” (Cited by Bruce & Hunter, 2012, p. 6). This is a good definition for social workers to apply since it allows for the inclusion of both data collected empirically as well as the practical wisdom obtained by practitioners in the field. Accordingly, it is important to understand that research revealing a particular process to be effective from a scientific perspective is fine, but social workers are often well served by applying what they have learned from colleagues or other professionals (Macgowan & Vakharia, 2012). Professional social workers are receptive to advice or information provided by others who work in the same field and they are also ready to pass on elements of practice that work to others.

Gilgun (2005) succinctly described why EBP is so useful for social workers, especially explaining that it “…rests on four cornerstones: 1) research and theory; 2) practice wisdom, or the general store of knowledge that experienced practitioners accumulate; 3) the person of the practitioner, or our personal assumptions, values, biases, and world views; and 4) what clients bring to practice situations” (p. 52). Theoretically, EBP highly values the inclusion of knowledge that is obtained from a wide variety of sources and is determined to assess every possible tool in an effort to provide services that will result in the greatest benefit to the client (in both individual and group settings) (Gambrill, 2007; Macgowan & Vakharia, 2012). That being the case, a social worker will want to make sure to avail themselves of the latest information available as well as the theories and practices that have proven beneficial for many years.

Social workers have no desire to control the lives of clients but, rather, their desire is to make sure they are “fostering maximum self-determination” (Bruce & Hunter, 2012, p. 5), which will enable a client or group to effectively apply what they are learning to benefit their lives. At this point, it is important to state that professional social workers do place a high value on results of research that have been established empirically, since they never want to ignore this valuable service and how it can be applied to practice. This is similar to the way that many other professionals conduct themselves in the daily fulfillment of their responsibilities. The knowledge base provided by empirical studies serves as a foundation for the actual practice of the profession, with the inclusion of other practical tools based on the needs of each setting (Cournoyer, 2011). Whatever information is obtained or possessed by a social worker, the most critical way to utilize that information is to determine the best way to apply it to a specific group or individual. This typically involves discussing various options with the client (or members of a group) so the treatment plan will be truly effective, rather than merely allowing the social worker to check certain procedures off a list that was developed based on empirical research.

One of the most important best practices applied by social workers is, therefore, an ongoing assessment of what can be gleaned from the research while also applying what the specific group needs. While a social worker is actively engaged in group work, they also will typically collect information related to what works for them so they can pass this on to other social workers in similar settings (Macgowan & Vakharia, 2012). This process includes carefully examining what went right and what may have gone wrong in the group intervention. In many cases, this may involve beneficial results for some group members but not for others. The purpose of this procedure is to enable social workers to personally learn from their experiences as well as to provide assistance to others in the form (often) of establishing new policies or suggesting processes (Bruce & Hunter, 2012, p. 5).

Principles of Social Group Work

Working with groups is a unique and special aspect of social work, but participants in this environment also need to remember best practices that are common in work with individuals, including always showing respect for the clients, avoidance of judging individuals (for instance, by avoiding personal biases), and maintaining confidentiality (Macgowan, 2013). Social workers, especially in group settings, seek to develop productive relationships with group members designed to produce the desired changes in their lives. Critically, the social worker needs to make whatever adjustments are needed in order to focus on the needs of each member of the group. According to Maxwell et al. (2012), modifications in this context may involve addressing conflicts or any other issue that may be making it harder for the social worker to lead or the group members to progress. Many times, there is a need for the social worker to overcome the anxieties of one or more members of the group and, in such cases, those initial efforts at establishing a bond between professional and client will make the difference between success and failure of the therapy (Maxwell et al., 2012).

A social worker involved in group work should never abuse the ability to place limitations on the behavior or actions of individual members of the group or the group in general, since this may be construed as an abuse of the power held by the professional. Also, it will most likely result in diminishing the natural interactions within the group, which would be detrimental. In many cases, using appropriate program activities to provide distractions for the members of the group will eliminate much of behavior considered problematic (Macgowan, 2013). Whatever the case in this regard, the social worker will need to ensure that regular evaluations are performed so that each member’s progress (or problems) is noted, which is the only way to make sure that the group is accomplishing the purpose it was designed for.

One of the most basic principles for group work, but one that is sometimes neglected, is to verify that the group consists of appropriate members; otherwise, the group will fail to reach the goals set out by the social worker. Depending on the purpose of the group, it may be necessary to include a broader demographic diversity among group members while, in other cases, it may be more effective (or advisable) to limit the group to one specific demographic, perhaps based on gender or age (Muñoz, Ghosh Ippen, Rao, Le, & Dwyer, 2000; Macgowan & Vakharia, 2012). Nevertheless, it is advisable, and considered part of best practice, for the social worker forming and administering the group to understand fully how the group dynamics will function based on its members. It is critical never to overlook what may seem mundane details of a group member’s life, because these may factor into how he or she is able to fulfill their role in the group. For example, practical matters such as childcare or transportation are important.

There is always a need for social workers planning group formation to understand that some individuals will naturally be excluded from certain groups. Specifically, decisions to exclude may be based on the severity of the symptoms exhibited by each member, so, as an example, an individual with severe symptoms would not be included in a group focused on individuals with minor symptoms. Another consideration is that a social worker must make their decision based on their own limitations and recognize if a certain group is simply beyond their ability to handle properly (Cohen & Olshever, 2013). Recognizing one’s personal limitations, therefore, is a vital quality that is part of best practices for social workers in a group setting.

Some basic exclusion criteria were established over a decade ago by Muñoz et al. (2000) and include: (a) individuals who are currently psychotic; (b) individuals who have a treatable primary disorder other than a mood disorder (e.g., PTSD), unless it is felt the individual might benefit from managing their depressive symptomatology prior to focusing on their primary disorder; (c) individuals who are coming to group under the influence of a substance (e.g., alcoholism), as indicated by substance-related behaviors (e.g., slurred speech, inability to concentrate); and (d) individuals whose individual personality characteristics and traits may negatively affect the group (e.g., antisocial, aggressive, monopolizing behaviors). (p. xix)

The idea behind these exclusions is supported in more recent literature as well, including Macgowan and Vakharia (2012) who conducted a pilot study designed to test the ability of new social workers to apply the industry standards effectively. Included in the elements they included in the study were reasons for excluding certain individuals form specific groups. This is a key skill that should be learned as early as possible in the career of a social worker.

Applicable Theories

Part of the concept of EBP in social work is the ability to apply relevant theories to the field. This is especially necessary when working with groups, due to the many different personalities that participate in the process. Theories are beneficial for explaining not only the behavior of individuals but also why one group interacts in certain ways but another group functions completely the opposite. Thus, if a social worker wants to understand and apply best practices in working with groups, it is imperative to become familiar with some basic psychological theories and how these relate to group interactions. This section considers just three important theories, but these three affect the functioning of any group.

Psychoanalytic Theory

Nearly every discussion of psychoanalytical theory begins—and rightly so—with Freud since he was one of the first theorists to provide detailed explanations for human behavior. In particular, he theorized that human personality consists of multiple elements that are often competing with one another for dominance. These elements include both conscious and unconscious thoughts, as well as a lesser defined area in between. Basically, Freud proposed that the driving forces behind the vast majority of thought, feelings, and actions carried out by humans takes place in the part of our brains dominated by unconscious thought (Rasmussen & Salhani, 2010). This theory is important for social workers, since understanding how the mind is supposed to work will aid the process of identifying when it is functioning improperly and, consequently, how to help an individual (or members of a group) achieve improvements in their behavior or thinking.

Group treatment for individuals experiencing psychodynamic problems is one of the most common uses of group therapy. In fact, modern practices in social work have adapted and modified many of these concepts in order to better understand group interaction. Much of the work done in groups is designed to modify thinking and behavior that has resulted in faulty adaptive skills, poor communication, as well as a lack of self-awareness, which can best be addressed by working in a group (Chapman et al., 2010). Whereas working with an individual may result in positive results (and this is in fact recommended in many cases) the reality is that interacting with members of group provides a basis for cohesiveness and a feeling of belonging that cannot be obtained in any other form of treatment. The application of this theory is indeed a critical best practice.

Learning Theory

Another theory that is applicable in social work with groups is learning theory, which also attempts to explain the way humans act. The reason why it is especially relevant to group work is that it is designed to address people’s interaction in social settings as well as other facets of the environment they operate in (McCarthy, 2010). Learning theory is especially useful for placing emphasis on behavior that is observed by others, rather than merely stressing the person’s thought processes. Additionally, and what makes this theory particularly part of best practice in group settings, is that it appreciates the fact that behavior is learned and, consequently, inappropriate behavior can be changed.

In a group, positive reinforcement is provided not only by the social worker but also—and perhaps more importantly—by other group members. The result of this process is that good behavior is strengthened while negative behavior is diminished (McCarthy, 2010). This is true due to the existence of both positive and negative reinforcement. In most cases, peer pressure provided by other group members motivates an individual who may at first exhibit troubling behavior to want to conform to what is deemed acceptable behavior by the group. Consequently, members of a group learn how to change their behavior due to the influence of each other even more so than from the direction of the social worker in charge of the group. Certainly then, learning theory is also another useful addition to best practices for group work.

Systems Theory

The final theory discussed her—systems theory—also assists in the explanation of group dynamics. Systems theory, in general, describes the way that complex systems interact in order to maintain stability. Therefore, in the context of group settings, the theory helps clarify why a group acts in certain ways to achieve a state of balance (Cox, Mills-Koonce, Propper & Gariepy, 2010). Especially within a group designed by a social worker to achieve a specific result or to help the members overcome problems they are facing, systems theory helps explain the way that the group adapts and adjusts to deal with each new challenge along the way. Indeed, according to the theory, any group is concerned with survival, so it (or, more accurately, its members) will do whatever is required to ensure that the group remains cohesive. As Cox et al. (2010) explained this typically involves adaptation and integration to make sure that the group’s goals are attained. This integration may include integration of the ideas and direction provided by the social worker or members making sure that each one is integrated successfully into the group.

As long as a group is able to remain cohesive and move steadily toward the final goal, it is considered successful. Under the direction of a skilled social worker, each member of the group is integrated into the whole and all elements of the group serve to correct or adjust as the need arises (Cox et al., 2010). Of course, an additional element of best practice in this context is a social worker’s ability to match group members effectively so that they are more likely to be cooperative and remain focused. Once members of the group are able to function effectively, it is much more likely that they will carry such behavior into the larger social world.

Social Workers and ‘Use of Self’

Another practice that is included in the skills necessary to effectively control a group setting, and a result of EBP, is the proper application of what is called “use of self” (Arnd-Caddigan & Pozzuto, 2008, p. 235). Mandell (2008) as well as Champe, Atieno-Okech, and Rubel (2013) accepted that use of self has not been applied in social work or examined in the literature in recent years as widely as it was in the past. This is difficult to understand since, as clarified by Garfat and Charles (2007), the concept is a central factor in social work. In fact, it is obvious that the ability of a social worker to find a proper balance between personal feelings and opinions and unbiased treatment of group members is the framework of successful practice. The idea is for the social worker to “tune out”, as it were, their own personality while focusing instead on the needs of the clients. At the same time, as Mandell (2007) explained, there are times when a social worker’s disclosure of some personal elements will provide the direction needed to move a group forward.

The use of self is certainly something that should be included in any list of best practices for social work in groups. In fact, Chapman, Oppenheim, Shibusawa, and Jackson (2003) stated that “professional use of self” is “as critical to effective and ethical social work practice as evidence-based interventions” (p. 6). In social work, many find that it is challenging to “avoid contaminating the client’s issues with personal ones” but report success as long as they put forth consistent effort (Reupert, 2007, p. 112). Without a doubt, social workers must find a way to avoid exerting undue influence upon a group based solely on their own preconceived ideas or feelings.

Recently, the importance of self-reflection in social work is receiving greater emphasis, and this can only result in benefits for group therapy. It is not only important for a social worker to regulate and monitor the negative behavior and thoughts of group members, but also to self-regulate (Champe, Atieno-Okech & Rubel, 2013). Through the use of EBP, as clarified by Champe et al., social workers have gained a better understanding of the true meaning of use of self as applicable for interaction rather than merely as something to be contained. Really, then, self is much more a “function of relationships with others in which the self is continually created, maintained, and re-created” (Arnd-Caddigan & Pozzuto, 2008, p. 235). Mutual Aid Model

The mutual aid model, while now more than 50 years old, still provides one of the most valuable frameworks for social work in a group setting. It is consistently viewed as an essential element of best practice in this context. Developed by Schwartz in 1961, this model has been expanded upon and more clearly defined over the years (see, e.g., Gitterman, 2006). Schwartz (1961) recognized a group as an “enterprise in mutual aid, an alliance of individuals who need each other in varying degrees, to work on certain common problems” (p. 18). To explain this process more fully, Schwartz specified:

The fact is that this is a helping system in which clients need each other as well as the worker. This need to use each other, to create not one but many helping relationships, is a vital ingredient of the group process and constitutes a need over and above the specific tasks for which the group was formed. (1961, p. 18)

Mutual aid in the context of a group is, therefore, an exchange of help between and for every member of the group that enables the entire group to subsequently achieve the stated goals (Gitterman, 2006; Hyde, 2013). From the perspective of EBP, the groundwork for mutual aid was established by the application of humanistic values in the social work profession. Based on clarifications provided by Shulman (2006) as well as Hyde (2013), the mutual aid model as applied to group work is based on the fact that each member of a group brings something useful and beneficial to the group; the help that members provide to each other also benefits themselves; and peers in a group are often more effective at providing negative feedback. Also, group application of mutual aid increases improvement in critical processes, such as behavioral and cognitive (Hyde, 2013).

In elucidating the benefits of the mutual aid model in group settings, some of the best work and explanations are provided by Gitterman (2006) who maintained that “mutual aid is the major rationale for the provision of group services” (p.93). He further noted that “as members become involved with one another, they develop helping relationships and become invested in each other and in participating in the group” (p.93). As the process continues, group members are able “to experience their concerns and life issues as universal”, “to reduce isolation and stigma”, “to offer and receive help from each other”, and “to learn from each other’s views, suggestions and challenges” (Gitterman, 2006, p.93).

Another reason why mutual aid is so valuable in social work and is part of best practice was stressed by Pistrang, Barker, and Humphrey (2008), who observed that people benefit from interacting with others who have the same shared experiences. Furthermore, the model allows group members to gain a greater sense of belonging rather than feel as if their experiences are completely unique and never experienced before. This realization results in a feeling of empowerment, which is one of the purposes of group work. Social workers who apply the mutual aid model do so because they realize it is firmly based on evidence and follows processes that enable group members to focus on their strengths instead of constantly being reminded of where they are failing (Cohen & Olshever, 2013).

Effectively, the group makes progress as the direct result of the individual strengths of the members. This process is directed and encouraged by the social worker, who regularly makes it a point to direct members to areas where agreement can be reached; serves primarily as a mediator; navigates the group through times of conflict; and directs the group in eliminating obstacles that interfere with success (Hyde, 2013). Best practice in this context does not allow the social worker to adamantly assert their position as an “expert” while diminishing or belittling the abilities of group members. Additionally, control over the group is handled in such a way that allows the group to function freely and not be dominated (Steinberg, 2010). Whenever the social worker needs to apply expertise in a specific area, it must always be done in a manner that conforms to the model of mutual aid.

Without a doubt, application of the mutual aid model by social workers in a group setting requires certain skills, and there are many more skills not elaborated on in this paper found in the literature (Cohen & Graybeal, 2007; Cohen & Olshever, 2013; DeLucia-Waack, Gerrity, Kalodner & Riva, 2004; Hunter et al., 2012; Hyde, 2013). Perhaps the best way to describe the concept of mutual aid in the group setting is to describe it as an exercise in problem-solving by means of the group members, rather than through a clinical intervention on the part of the social worker alone. In other words, it requires the combination of best practices as applied by the social worker as well as the willing participation of members of the group.

Cognitive Behavior Group Model

A final model included in best practices is called the Cognitive Behavior Group Model, which is directed by a social worker skilled in building relationships through effective communication skills (Cohen, 2010). This method is very effective as long as the members of the group fully commit to the amount of work that is required of them to succeed. There is no room for half-hearted effort on the part of a group in which this model is applied. In fact, members of the group are required to meet specific goals for each successive meeting, as well as work toward perfecting certain strategies between meetings of the group. This model, while effective, requires a social worker who is able to keep the members focused and committed, but that is an element of best practice in the first place. The goal of the social worker in this context is to make sure that he or she is displaying empathy and assuring each group member that they are understood and appreciated (Cohen & Olshever, 2013).

Importantly, the social worker must constantly be aware of where in the treatment process each group member is, and make sure they are on the same page (Cohen, 2010; Cohen & Olshever, 2013). Best practice in this regard specifically requires the social worker to avoid allowing one member of the group to distract or try to redirect the focus from the specific elements needed during each session. This may occasionally take the form of a philosophical debate that a member tries to initiate, but it is best to simply remind the individual that such discussions are better left for another time. Certainly, the benefits of this model, when properly applied to a group setting, are commensurate with the level of commitment.

Leading a Group

Best practice for group leadership can be summarized as displaying the qualities of a facilitator and helper, which allows group members to work together as part of a collective whole to overcome whatever challenges they face. To accomplish this task, the social worker tries to motivate the group to share experiences which, in turn, allows each member the freedom and desire to share their own (Toseland & Rivas, 2011). Providing the group with a forum to discuss feelings and behaviors they may have in common is the goal of the social worker. Primarily, the role of a leader in this setting is to enable the group members to reach a point where they no longer feel isolated or hopeless, since they can recognize others who feel and think as they do. In many cases, the simple act (although repeated over multiple sessions) of sharing one’s feelings while listening to another group member describe a similar experience is all that is required to allow clients to break free from the negative place they are in and move toward recovery.

Consequently, a key responsibility of the social worker leading in a group setting is to provide mutual aid and encourage self-help with an eye toward enabling the group to improve in the areas they initially identified as lacking (Toseland & Rivas, 2011). The establishment of group norms is a precursor for the group members being able to adapt more successfully to their roles in society. Ideally, the leader will be able to create a setting where strong bonds form between group members, which contributes toward accomplishing the goals of the group. As in many other areas of life, the social worker acting as a leader in this setting needs to provide a good example of providing support, as well as encouraging each member to be supportive if the others (Cohen & Olshever, 2013). Often, a leader is able to stimulate cognitive processes and emotional responses from group members in an effort to strengthen the group. Once group members realize that they are able to cope with their feelings in the group setting, they are on their way to achieving the desired results.

Conclusion

This research paper addressed social workers’ assistance of people in group settings. The benefits of using this method, as shown through the research, are numerous and based largely on the reality of human life and human interactions. In particular, this aspect of social work was examined in light of the profession’s view of best practices for providing services in group settings. The literature related to group work clearly indicated that communication is a critical element that requires a social worker to develop and possess skills that contribute to ensuring that the stated goals of the group work are accomplished. Best practice for social work in group settings covers a wide variety of elements, all of which could not be included in this research paper. However, the contents of this paper included the following topics: the rationale for and nature of group work; evidence-based practice; the principles of social group work; applicable theories (including psychoanalytical theory, learning theory, and systems theory); social workers and ‘use of self’; the mutual aid model; the cognitive behavior group model; and the basics of leading a group.

Clearly, group work enables social workers to affirm that every individual possesses an ability to contribute—first to the group and then to society—while also acknowledging their strengths and abilities. Indeed, when a group is formed, it is implied that its members have merit and the ability to work together to reach a stated goal. Mutual aid, as the cornerstone of social work in a group setting, enables members to provide and receive support, under the watchful eye of the trained social worker.

Best practice for social workers involved with groups is derived from EBP which is, in turn, based on solid research and practical knowledge. Many aspects of best practice were explained throughout this paper, and all pointed to the need for social workers to maintain a desire for continual learning and put that learning into practice. The elements of the mutual aid model seemed to apply to nearly every other area of group work that was discussed, indicating its key role in social work. Thus, this research paper provided a concise overview of social work with groups focusing on evidence-based practice that may help social workers understand their responsibilities more fully and, hopefully, result in positive results.

References

Arnd-Caddigan, M., & Pozzuto, R. (2008). Use of self in relational clinical social work.

Clinical Social Work Journal, 36, 235-243. Bruce, L.E., & Hunter, J. (2012). Evidence Based Practice and the NASW Social Work Code of Ethics. Synergy, Sep., 2. Retrieved from http://vasocialworkers.org/Documents/Synergy/SYNERGY_SEPTEMBER_2012.pdf.

Champe, J., Atieno-Okech, J.E., & Rubel, D.J. (2013). Emotion Regulation: Processes, Strategies, and Applications to Group Work Training and Supervision. The Journal for Specialists in Group Work, 38(4), 349-368.

Chapman, C. L., Baker, E. L., Porter, G., Thayer, S. D., Burlingame, G. M. (2010). Rating group therapistinterventions: The validation of the Group Psychotherapy Intervention Rating Scale. Group Dynamics: Theory, Research, and Practice, 14(1), 15-31.

Chapman, M. V., Oppenheim, S., Shibusawa, T., & Jackson, H. M. (2003). What we bring to practice: Teaching students about professional use of self. Journal of Teaching in Social Work, 23(3/4), 3-14.

Cohen, M. (2010). A model of group cognitive behavioral intervention combined with biofeedbackin oncology settings. Social Work in Health Care, 49(2), 149-64.

Cohen, M., & Graybeal, C. (2007). Using solution-oriented techniques in mutual aid groups. Social Work with Groups, 30(4), 41-58.

Cohen., C.S., & Olshever, A. (2013). IASWG Standards for Social Work Practice with Groups: Development, Application, and Evolution. Social Work with Groups, 36(2-3), 111-129. DOI: 10.1080/01609513.2012.763107.

Cohen, C. S., Phillips, M.H., & Hanson, M. (eds.). (2008). Strength and diversity in social work withgroups: Think group. New York: Routledge.

Corey, G. (2008). Theory and Practice of Group Counseling, (7th ed.). Belmont, CA: Thomson.

Cournoyer, B. (2011). The Social Work Skills Workbook (6th ed.) Belmont, CA: Thompson Brooks/Cole.

Cox, M.J., Mills-Koonce, R., Propper, C. & Gariépy, J-L. (2010). Systems theory and cascades indevelopmental psychopathology. Development and Psychopathology, 22, 497-506. doi:10.1017/S0954579410000234.

DeLucia-Waack, J. L., Gerrity, D.A., Kalodner, C.R., & Riva, M.T. (eds.). (2004). Handbook of groupcounseling and psychotherapy. Thousand Oaks, CA: Sage.

Gambrill, E. (2007). Critical thinking in clinical practice (2nd ed.). New York: Wiley.

Garfat T., & Charles, G. (2006). How am I who I am? Self in child and youth care practice. Relational Child and Youth Care Practice, 20(3), 6-16. Gilgun, J.F. (2005). The Four Cornerstones of Evidence-Based Practice in Social Work. Research on Social Work Practice 15(1), 52-61.

Gitterman, A. (2006). Building mutual support in groups. Social Work with Groups, 28(3), 91-106.

Hunter, J., Bruce, L., & Larson, R. (2012). Social Work Research and Evidence Based Practice Committee Toolkit for Social Work Evidence Based Practice. Synergy, Sep., 2. Retrieved from http://vasocialworkers.org/Documents/Synergy/SYNERGY_SEPTEMBER_2012.pdf.

Hyde, B. (2013). Mutual Aid Group Work: Social Work Leading the Way to Recovery-Focused Mental Health Practice. Social Work with Groups, 36(1), 43-58.

Institute for the Advancement of Social Work Research (IASWR). (2007). Partnerships to Integrate Evidence-Based Mental Health Practices into Social Work Education and Research. Report from April 12, 2007 Symposium. Retrieved from http://login.npwebsiteservices.com/iaswr/EvidenceBasedPracticeFinal.pdf.

Macgowan, M.J., & Vakharia, S.P. (2012). Teaching Standards-Based Group Work Competencies to Social Work Students: An Empirical Examination. Research on Social Work Practice 22(4) 380-388.

Macgowan, M. J. (2013). Development and application of a standards-based inventory of foundationcompetencies in social work with groups. Social Work with Groups, 36(2/3), 160-173.

Mandell, D. (2007). Use of self: Contexts and dimensions. In D. Mandell (Ed.), Revisiting the useof self: Questioning professional identities (pp. 1-20). Toronto: Canadian Scholars’ Press Inc.

Mandell, D. (2008). Power, care, and vulnerability: Considering use of self in child welfare work. Journal of Social Work Practice, 22(2), 235-248.

Maxwell, H., Tasca, G. A., Gick, M., Ritchie, K., Balfour, L., & Bissada, H. (2012). The impact ofattachment anxiety on interpersonal complementarity in early group therapy interactionsamong women with binge eating disorder. Group Dynamics: Theory, Research, and Practice, 16(4), 255-271.

McCarthy, M. (2010). Experiential Learning Theory: From Theory to Practice. Journal of Business & Economics Research, 8(5), 131-139.

Miller, R., & Mason, S.E. (2012). Open-ended and Open-door Treatment Groups for Young People with Mental Illness. Social Work with Groups, 35(1), 50-67.

Muñoz, R.F., Ghosh Ippen, C., Rao, S., Le, H-N, & Dwyer, E.V. (2000). Manual for Group Cognitive-Behavioral Therapy of Major Depression. San Francisco: University of California.

National Association of Social Workers (NASW). (2013). NASW Standards for Social Work Case Management. National Association of Social Workers. Retrieved from http://www.naswdc.org/practice/naswstandards/CaseManagementStandards2013.pdf.

Pistrang, N., Barker, C., & Humphreys, K. (2008). Mutual help groups for mental health problems: A review of effectiveness studies. American Journal of Community Psychology, 42, 110-121.

Rasmussen, B., & Salhani, D. (2010). Some social implications of psychoanalytic theory: a social work perspective. Journal of Social Work Practice, 24(2), 209-225.

Reupert, A. (2007). Social worker’s use of self. Clinical Social Work Journal, 35, 107-116.

Schwartz, W. (1961). The social worker in the group. In The Social Welfare Forum:Proceedings on the National Conference on Social Welfare. New York: Columbia University Press.

Shulman, L. (2009). The skills of helping Individuals, Families, Groups, and Communities (6th ed.). Belmont, CA: Brooks/Cole.

Steinberg, D. (2010). Mutual aid: A contribution to best-practice social work. Social Work with Groups, 33(1), 53-68.

Toseland, R. W., & Rivas, R.F. (2011). An introduction to group work practice (7th ed.). Boston: Pearson, Allyn, and Bacon.