Improving Student Confidence in Using Group Work Standards

Abstract

Objective: This is a replication of a study that examined the effects of teaching foundation competencies in group work to social work students and assessed their self-confidence in applying these skills. This study improves on the first by utilizing a controlled design. Method: Twenty-six master of social work students were taught group work competencies derived from the International Association for the Advancement of Social Work with Groups' (IASWG) Standards for Social Work Practice with Groups using didactic activities and micro-skill exercises. Students were assessed 4 times on their confidence in group work competencies using a validated 70-item inventory. Group work skills were divided into three blocks and taught successively in an abbreviated multiplebaseline design. Results: The t-tests indicated significant increases in confidence ratings after training on the respective skills but not before skills training. Conclusion: The results provide additional support for the effectiveness of the teaching approach in building student confidence in using IASWG Standards.

Professional and practice characteristics associated with self-efficacy in assessment and intervention among social workers in aging

“…Likewise, degree level and gerontology specialization did not have a significant effect in any analysis. Unlike studies previously reviewed, which demonstrated a positive effect of social work training and education on self-efficacy among social work students (Alonzo Bell, Rawlings, & Johnson, 2005;MacGowan & Wong, 2015;Rawlings, 2012;Westhues et al, 2014), social workers in this study were often several years beyond receipt of their social work degrees suggesting that the positive effect of undergraduate or graduate training on self-efficacy may wash out over time. Likewise, that the model was better specified with regard to predicting self-efficacy for assessment than it was for predicting self-efficacy for intervention seems to indicate the greater complexity involved in predicting confidence with gerontological interventions.…”

“…Among a small sample of MSW students, Westhues, Barsen, Freymond, & Train (2014) found that a problem-based learning approach was no better than traditional classroom instruction for increasing student learning and sense of confidence. MacGowan and Wong (2015) reported statistically significant increases in confidence to perform group work among MSW students who completed coursework informed by international standards for social work practice with groups. In England, a novel, 1-year supervision and support program significantly increased newly qualified child and family social workers' self-efficacy.…”

Social Work With Groups’ Practice Ethics and Standards

“…Participants who matriculated in the new curriculum did better on the IC-SWG than students under the old curriculum. Group work scholars recommend that the Standards be part of social work with groups' curriculum (C. S. Cohen & Olshever, 2013;Macgowan, 2012Macgowan, , 2013Macgowan & Vakharia, 2012;Macgowan & Wong, 2015;Shera et al, 2013).…”

“…Of interest, participants demonstrated the least amount of confidence in their abilities with mandated group members or confronting unproductive norms. Macgowan (2012) and Macgowan and Wong (2015) recommend that education about the IASWG Standards be a part of social work group work curriculum and state that it correlates with the Council of Social Work Education's (CSWE) core competencies.…”

Plenary Session Evaluator (PSE): A Problem Oriented Based Learning Approach

“…According to [16] This is a replication of an examination that analyzed the impacts of instructing establishment capabilities in gathering work to social work understudies and surveyed their self-assurance in applying these aptitudes. This investigation enhances the first by using a controlled plan.…”