Qualitative Study of Generalist BSW & MSW Group Courses: Experiential Learning of Process-Based Skills

Overview: This panel will present a descriptive qualitative study highlighting the benefits of experiential learning of process-based group facilitation skills at the BSW and MSW program generalist-level. The panel will include course professors and students from BSW and MSW programs, who will share insights into acquiring these group-skills.Proposal text: Background/Rationale
Scholars have expressed concern over the decline of group work as a foundational focus in social work curricula over the past decades. Group work courses offered nationally have been declining (Birnbaum & Auerbach’s, 1994; Clements, 2008; Simon et.al., 2019) This lack of group work preparation decreases the exposure of students to the methods of mutual aid and diversity (Clements, 2008).
Student self-reflection increases awareness of power issues between group members, mirroring what is reflected in broader society, as dynamics in groups are a social microcosm of our present-day realities (Yalom & Leszcz, 2020) which include racism and injustice. Incorporating here-and-now process in generalist groups courses helps students learn how these power dynamics play out, and how to facilitate for justice.
Warkentin (2017) identifies the three most common models of experiential group work: structured role plays, authentic experience in small groups, and the class as an authentic experiential group. Reflective learning and observation are necessary in all three models for consistency with the International Association of Social Work with Group’s (IASWG) standards of core knowledge (IASWG, 2015). This qualitative study endeavored to demonstrate the skills of students in group courses at the BSW/MSW level aligned with the IASWG standards of core knowledge.
Methods
Experiential learning groups were organized by the professors. There were a total of 118 participants; 24 MSW students and 94 BSW students. Each group consisted of 6-8 students and ran for 8 weeks. Weekly student reflections were solicited from the student group members to reflect on their own learning. Reflective questions included: a) Please describe any important and meaningful moments in the group? and b) What did the group leaders say or do that has taught you something about your own skills for future practice in groups?
Results
Using thematic analysis, eight weekly reflections from 118 students were coded.
Students described the importance of learning how to develop group goals, understand the purpose and structure of groups. Students were better able to connect these aspects of group development/facilitation by the experiential learning than the didactic portion of class. They discovered the power of group cohesion. Students mentioned learning about each other’s cultural background and diversity. Both cohorts highlighted how they worked through their own discomfort and awkwardness in leading the groups. Participants realized how confrontation could be seen as a positive. Students reported learning reflective listening, inclusion, engagement of members, and overall group facilitation skills. Only BSW students identified learning about diversity and transitions in groups, while only MSW students reported learning the benefit of clinical process-skills.
Conclusion
The structure and benefits of using experiential learning with both BSW and MSW students reflect IASW group standards. Both BSW and MSW professors will share how they implement these standards into any generalist practice course, including use of an assessment and monitoring tool to utilize. Insights and perspectives from a BSW and an MSW student who went through this experiential group process will be shared, including implications for planning, organizing, and teaching in a generalist-level group course.