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Objective: The purpose of this research was to (a) learn how confident social work students were with social work with groups' ethics and standards, (b) explore strengths and challenges, (c) examine if group work experience impacts results, and (d) discover if confidence improved when the International Association of Social Work with Groups (IASWG) Standards became required class reading. Method: Social work students (n = 234) were given the Inventory of Foundation Competencies in Social Work with Groups (IC-SWG) at the beginning and end of 15-week group work classes. Descriptive statistics, analyses of variance, and t tests were conducted. Results: Students' scores improved from pretest to posttest (p = 0.000). They were confident in their ability to respect and highly value diversity (mean = 3.5/4) but were challenged employing special skills with and understanding dynamics of mandated clients (2.99/4). Conclusion: Incorporation of the IASWG Standards and group work experience were associated with greater competencies. The IC-SWG identified challenges that can be addressed in classrooms, field internships, and group work practice settings.

The purpose of this study was to describe and evaluate an intervention used to train neighborhood leaders about community organizing and to enhance leadership skills. A mixed-method design was used which included (a) a pre- and posttest assessment of 83 participants, and (b) qualitative descriptive interviews of 33 participants. Over half of the participants in the study were from ethnic minority groups (Latino or Cambodian). At posttest assessment, the participants improved in leadership skills (p = 0.001) and experience (p = 0.001) subscales. The qualitative interviews revealed that participants continued to be active in their communities by implementing neighborhood programs or starting community organizations. It is recommended that community practitioners and activists support neighborhood leadership programs to foster growth and enrichment in communities, and researchers/practitioners evaluate these projects with multiple methods to broaden scholarship in this important arena. (Contains 1 table.)

Objective: The purpose of this study was to find if differences exist among 88 African American, Caucasian, and Latino families who received child welfare services. Method: A secondary data analysis of cross-sectional survey data employing standardized measures was used for this study. Family preservation (FP) services were received by 49 participants, and 39 participants were provided Family maintenance (FM) services. Results: Minority clients were likely to have more children, lower incomes, and receive public assistance, and 30% were monolingual Spanish speakers. African American and Latino parents reported more positive outcomes on children's academic adjustment and symptomatic behavior than Caucasian parents when receiving FP services. Conclusion: When recommending child welfare services, workers need to take ethnicity into account as culturally sensitive and community-based programs, such as FP, may be more effective when serving ethnic or racial minority groups. (Contains 6 tables.)

Objective: The purpose of this research was to (a) find if there were associations between child welfare outcomes and the client-worker relationship and (b) learn what are the predictors of a positive client-worker relationship. Method: 100 (55 Family Maintenance [FM] and 45 Family Preservation [FP]) clients were interviewed in English and Spanish. Pearson's r, t tests, chi-squares, and a regression analysis were conducted. Results: A majority of the participants were Latino single mothers. Higher scores on the Relationship with Worker Instrument were correlated with better outcomes in discipline and emotional care of children (p less than 0.01). FP clients were more satisfied with their workers than routine FM participants (p less than 0.01). Ability to openly communicate (p less than 0.001), frequency of visits (p less than 0.05), and receipt of public assistance (p less than 0.05) were found to be predictors of good client-worker relationships. Conclusions: This assessment indicates that client-worker relationships and open communication matter. (Contains 6 tables.)

The introduction of COVID-19 disrupted almost every facet of global societies, including institutions of higher education. With limited time to prepare for the emergent shift to virtual instruction, few educators had the time or emotional energy to invest in course redesign to meet established standards of quality online education. Strained by lack of guidance from their institutions and limited confidence in teaching social group work virtually, twelve group work educators initially participated in a weekly mutual aid group of peer members sponsored by the International Association for Social Work with Groups. This paper describes the evolution of a peer-facilitated, international, mutual aid group for group work educators making the transition to an online format – its conception, formation, purpose, structure, facilitation, and process. The authors address the personal experiences of all members, and place the group into a theoretical context. [ABSTRACT FROM AUTHOR]

This paper presents the findings of a qualitative study of members of two groups for senior adults. One of the groups consisted of members from the Latino community and the other was composed of European Americans. Although members of these groups differed, they valued the mutual aid and support received in the weekly groups. Recommendations are that group workers expand and inspire social group work for seniors and be sensitive to ethnic/cultural variables when leading groups. KEYWORDS. Older adults, Latinos, groups, multi-cultural practice

This study compared the psychosocial well-being and functioning of frail elderly people who live alone to those who live with others. An exploratory study was conducted with a sample of 5,265 members of a social HMO in Southern California. Those living alone were more likely to be widowed, female, and European American. Elderly people living with others reported higher levels of depression and poorer functioning. Both groups reported having a social support network, but the sources of support varied. This study contradicts older research with its finding that living alone is not synonymous with depression. Further research is recommended. KEYWORDS. Elderly, living alone, depression

This qualitative study examines the changes women over age 70 experience when becoming widowed. It explores the implications associated with these transitions and the significance of social supports. The results suggest findings that are essential for the practitioner and policy maker in the gerontology area.

This narrative documents my experience cofacilitating a group of 17 undergraduate students. One half of the students and the cofacilitator of the group had disabilities. The purpose was to foster understanding between students with disabilities and students who were able bodied. The group members learned about people with diverse disabilities and the discrimination and difficulties they experienced. Students with disabilities learned about perceptions of the students who were able bodied and their differences and commonalities. Group members experienced mutual aid. The author learned important lessons about herself as a group worker and social work educator. [ABSTRACT FROM PUBLISHER]

The article presents a qualitative research which examined how the Holocaust influenced relationships between survivors, their children and their children's offspring. It offers an overview of the characteristics of Holocaust survivor families in relation to the positive relationships experienced by the second generation and their children. These attributes were identified through an interview which used a semi-structured tool to determine the parental expectation level perceived by the children of 16 survivors. The respondents' level of autonomy in their childhood home was also identified to gain understanding of the family dynamics and parent-child relationships.

Presents an interview with Alex Gitterman, the well known educator, social group worker and scholar. Expectations that social workers and social work academics would learn from what Alex had to say and be inspired to read the immense scholarly contributions he has made to the social work literature; Information on the job of Gitterman at the University of Connecticut; Publications of various articles of Gitterman in the periodical "Reflections."

A personal narrative is presented which explores the author's experience during the creation of a new unit of the National Association of Social Workers (NASW) at the California State University after the terrorist attack on September 11, 2001.

Evaluates whether children benefited when family courts' visitation programs enforced the nonresidential parent's access orders. Children's perception of conflict; Children's overall and school adjustment; Impact on children's psychological conditions.