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The article aims to advance the use of qualitative research methods to understand group work. The first part of this article situates the use of qualitative research methods in relationship to group work research. The second part examines recent qualitative group work research using a framework informed by scoping and systematic review methods and the synergies between research challenges and qualitative research potential. The third part describes 4 broad quality criteria for qualitative research, illustrates the criteria using examples drawn from examined studies and describes associated pitfalls related to group work research. Implications for training and research are discussed.

This article provides a critical review of interdisciplinary literature on intercultural conflict management. The authors provide theoretical frameworks and evidence-based strategies to help group counselors more effectively identify and address potential sources of overt and covert intercultural conflict in groups. Using practical examples and integrated case studies, we examine the dynamics of intercultural conflict in groups, effective and ineffective group leader interventions, and implications for research and the practice of group work.

Interdisciplinary literature on intercultural communication is critically reviewed as a source of evidence-based strategies for group counselors dedicated to enhancing effective intercultural communication within and between groups. We discuss the Association for Specialists in Group Work’s Multicultural and Social Justice Competence Principles for Group Workers on intercultural communication and expand understanding of these principles. Using practical examples grounded by interdisciplinary literature, we discuss the dynamics of intercultural communication and implications for the practice of group work.

The complex group work environment can be overwhelming and anxiety provoking, particularly for novice group leaders. Effectively accessing and managing one's own emotions are tasks central to effective group leadership and should be primary learning objectives of group workers in training. This article provides an overview of Gross's (2001) process model of emotion regulation and recent research, details emotion regulation strategies, and discusses how the concepts apply across common components of master's-level group work training and supervision.

The researchers conducted a systematic exploration of the experiences of expert group work supervisors during the supervision process. This article's purpose is to report results that inform intentional practice and illustrate supervision interventions for group work supervisors. Results indicated that participants experienced an interactive process of apperception and actions situated within the context of their beliefs about group work and supervision and knowledge about multiple levels of the system. This article provides a detailed account of the interrelationship of supervisor understanding and actions, examples of group work supervision interventions, and implications for group work supervision, training, and further research.

Evaluation of group work supervision literature suggests that description of expert group work supervisors' experiences could be useful for expanding existing group work supervision practices and models. This study provided a systematic exploration of the experiences of expert group work supervisors during the supervision process. Results indicate that group work supervisors experience a process of conceptualization and critical reflection that guides their supervisory actions. This process occurs within the contexts of beliefs about group work, supervision, and knowledge about self, supervisee(s), and supervisees' groups. The article addresses limitations of the study, provides implications for training of supervisors, supervision, and research.

Group literature on co-leaders' experiences and perceptions while leading groups illuminate reflective practice as highly influential to co-leader relationships and performances. Using practical examples grounded by interdisciplinary literature on reflective practice, this article explores and expands dialogue on the complex interplay between co-leaders' intrapersonal processes, interactions with co-leaders and group members, and decision-making within the co-leader role. Discussion presents implications for clinical practice, training, supervision, and future research.

This article emphasizes the need for concrete descriptions of supervision to promote diversity-competent group work and presents an application of the supervision of group work model (SGW) to this end. The SGW, a supervision model adapted from the discrimination model, is uniquely suited for promoting diversity competence in group work, since it allows integration of awareness of self, awareness of client's worldview, and diversity-appropriate interventions with the individual, interpersonal, and group-as-a-whole dimensions of group work. Strategies to prepare for and conduct supervision, and a case analysis that highlights key issues for diversity-competent group work supervision and illustrates a potential supervision process, are presented. Implications for supervisors, group workers, and future research are also provided.

Group co-leaders' descriptions of their experiences and perceptions of each other as they led groups together illuminated competency concerns as a factor that strongly influenced their relationships and performance. Based on their narratives, group co-leaders' perceptions of their ability to form intimate relationships and beliefs regarding their interactions with their groups and group members also emerged as significant aspects of their co-leadership experiences. Discussion presents implications for training, supervision, and future research.

The purpose of this article is to present a supervision model applicable to group work. This model uses a 3 × 3 × 3 conceptual system that synthesizes concepts from the discrimination model and group systemic levels to provide a framework for supervisors of group workers in training. Discussion of the model includes considerations for group leadership development, cross-cultural issues in group work, and supervision of group workers in individual, triadic, and group formats. Implications for supervisors, counselor education programs, and future research are also addressed.

This article describes the process and outcome of a qualitative exploration of group co-leader relationships over a 16-week period. Results from this investigation generated theoretical conceptualizations regarding how co-leaders experience and perceive their relationships as they lead groups. The descriptions of these co-leaders illuminated the influences of complex reflective processes on co-leader reactions and interactions and on processes in which co-leaders engage to evaluate the quality of their relationships. Five themes emerged in the data relative to group co-leader relationship development. These themes are outlined, their implications for group leadership training and supervision are discussed, and research areas are suggested for future study.