The Group Values of Educational Encounters: Working with Service Users and Students in a Participatory Classroom Environment

Kirwan, Gloria

doi:10.1080/01609513.2012.753840

Cited by 5 publications

(2 citation statements)

References 17 publications

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“…The Standards represent the perspective of IASWG “on the value and knowledge and skill base essential for professionally sound and effective social work practice with groups and are intended to serve as a guide to social work practice with groups” (IASWG, 2006, p. 1). The Standards have been used in multinational contexts and examined specifically for their relevance across cultures, with evidence of their applicability among English-speaking participants in the United States, Canada, and Great Britain (Cohen & Olshever, 2013; Kirwan, 2013; Macgowan, 2012, in press).…”

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confidence: 99%

Improving Student Confidence in Using Group Work Standards

Macgowan

Wong

2015

Research on Social Work Practice

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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.

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confidence: 99%

Improving Student Confidence in Using Group Work Standards

Macgowan

Wong

2015

Research on Social Work Practice

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“…This included experience of child protection or being care experienced (e.g. Smith, 2011;Lucas and Thomas, 2021); mental health problems (Kirwan, 2013;Hitchin, 2016); substance misuse (Loughran and Broderick, 2017); chronic health conditions and/or disabilities (Skoura-Kirk et al, 2021); criminal justice system (O' Shea and McGinnis, 2020) or poverty (Driessens et al, 2016). Studies from Ireland and Northern Ireland included victims of political conflict as experts (e.g.…”

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confidence: 99%

Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education: A Decade in Retrospect

Stanley

Webber

2022

The British Journal of Social Work

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Service user and carer involvement in social work education is well established in the UK and other countries. There has however been limited research on the outcomes of this for social work practice and its subsequent impact on service users and carers. This has been noted in a previous systematic review involving one of the current authors. The current review aimed to synthesise literature from the previous decade (2011–2020) and follows on from the earlier review. PRISMA scoping review guidelines were followed and twenty-eight papers met the inclusion criteria that were framed. Data were extracted and tabulated according to the framework for the evaluation of educational programmes used in the previous review and analysed using narrative synthesis. A ten-item critical appraisal checklist was used to assess the rigour of all papers. The findings were similar to the earlier review. Most studies were from the UK and few evaluated change in students’ skills or subsequent practice; none evaluated subsequent outcomes for service users and carers. All stakeholders were positive about the perceived benefits of service user and care involvement. Future research needs to use more robust evaluation methodologies and evaluate skills development for students and outcomes for service users and carers.

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Little Red Riding Hood goes to jail: An experience of participative writing with students and detainees

Binik

2020

Social Work with Groups

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The Group Values of Educational Encounters: Working with Service Users and Students in a Participatory Classroom Environment

Cited by 5 publications

References 17 publications

Improving Student Confidence in Using Group Work Standards

Improving Student Confidence in Using Group Work Standards

Systematic Review of Service User and Carer Involvement in Qualifying Social Work Education: A Decade in Retrospect

Little Red Riding Hood goes to jail: An experience of participative writing with students and detainees

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