| About the Editors |
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ix | |
| Contributors |
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xi | |
| Preface |
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xv | |
| Introduction |
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1 | (1) |
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2 | (1) |
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3 | (6) |
| PART I: PLENARY SESSIONS |
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Groupwork in Europe: Tools to Combat Social Exclusion in a Multicultural Environment |
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9 | (22) |
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9 | (1) |
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Education and Transformation |
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10 | (2) |
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Background of the European Seminar |
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12 | (1) |
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13 | (3) |
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Conceptualizing: The Process |
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16 | (3) |
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19 | (5) |
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24 | (1) |
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The Group Takes Ownership |
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24 | (2) |
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26 | (1) |
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Application of the Method in Other Contexts |
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27 | (4) |
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Seeking Alternatives to Violence: A School-Based Violence Prevention Project |
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31 | (10) |
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Overview of School Violence |
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32 | (1) |
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Overview of Seeking Alternative Solutions to Violence Program |
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33 | (2) |
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Program Model and Methodologies |
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35 | (3) |
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38 | (3) |
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Social Work Empowerment Agenda and Group Work: A Workshop |
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41 | (16) |
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41 | (1) |
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41 | (2) |
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Part II: Group Work and Empowerment Supports and Challenges |
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43 | (5) |
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48 | (9) |
| PART II: SYMPOSIUM PRESENTATIONS |
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Narrative Social Work with Groups: Just in Time |
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57 | (18) |
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The Narrative Practice Approach |
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57 | (1) |
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The Need to Question Privileged Positions |
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58 | (1) |
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Our Changing Perception of Time |
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59 | (1) |
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Effects of Societal Change on Group Practice |
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60 | (1) |
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Narrative Practice As Response to Societal Change |
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61 | (2) |
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Specific Narrative Strategies and Results |
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63 | (2) |
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65 | (4) |
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The AASWG Group Work Standards |
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69 | (2) |
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71 | (4) |
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Citizens, Victims, and Offenders Restoring Justice: A Prison-Based Group Work Program Bridging the Divide |
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75 | (14) |
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Selection and Induction of Participants |
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76 | (1) |
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77 | (2) |
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79 | (1) |
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80 | (5) |
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Challenges to the Development of Group Cohesion |
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85 | (1) |
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Recommendations and Conclusions |
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86 | (3) |
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Gender Diversity: A Powerful Tool for Enriching Group Experience |
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89 | (16) |
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89 | (2) |
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Differential Responses and Their Implications for Practice |
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91 | (8) |
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Group Awareness of Gender Diversity |
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99 | (1) |
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100 | (5) |
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Group Work with Minority Mentally Ill Men: The Role of the Woman Worker |
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105 | (14) |
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The Groups' Rationale and Purpose |
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106 | (1) |
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The Role of the Woman Worker in Leading Men's Groups |
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107 | (2) |
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The Role of the White Worker in Leading Nonwhite Groups |
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109 | (2) |
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Men's Resistance to Discussing Certain Topics in Groups |
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111 | (4) |
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Supervision of Women Workers Who Lead Men's Groups |
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115 | (2) |
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Conclusion: Implications for Practice |
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117 | (2) |
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Building Bridges Over Troubled Waters: A Bridging Model for Teleconferencing Group Counselling |
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119 | (12) |
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119 | (1) |
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Teleconferencing Bridging Model (TBM) |
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120 | (2) |
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Theme-Centred International Model |
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122 | (2) |
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Interactional Mutual Aid Model |
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124 | (3) |
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Structure of the Teleconferencing Bridging Model |
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127 | (2) |
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129 | (2) |
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Groupworkers in the Making: A Simulation for Teaching Social Groupwork |
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131 | (20) |
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Simulation As a Classroom Learning Tool |
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131 | (2) |
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133 | (13) |
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Final Reflections on Group Simulation |
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146 | (1) |
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Appendix: Group Member Profiles |
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147 | (4) |
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Creating Loss Support Groups for the Elderly |
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151 | (12) |
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153 | (2) |
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155 | (4) |
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Group Response and Evaluation |
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159 | (4) |
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Making Curriculum Purposeful in Group Work with Persons with Severe Mental Illnesses |
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163 | (24) |
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Curriculum-Driven Practice and the Social Group Work Vacuum in Psychosocial Rehabilitation Agencies |
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164 | (2) |
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Practice Theory Useful in Minimizing Curriculum-Driven Practice |
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166 | (6) |
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Practice Problems Associated with Curriculum-Driven Groups |
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172 | (12) |
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184 | (3) |
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Reflecting Extremes of Human Experience in the Group: Work with Chemically Addicted Chronic Paranoid Schizophrenic Clients |
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187 | (16) |
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188 | (1) |
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189 | (1) |
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190 | (2) |
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192 | (2) |
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194 | (4) |
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198 | (5) |
| Index |
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203 | |
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