Working in Groups
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Examines the field of small group dynamics, focusing on the behaviour and processes typical of management, planning, decision making and learning groups. For this second edition, the "key concepts" approach has been retained.
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. A practical approach that helps students learn how to work together in groups successfully REVEL™ for Working in Groups provides students with practical strategies, built on theory and research, for communicating and working successfully in groups. Utilizing the concept of balance as a unifying metaphor, authors Isa Engleberg and Dianna Wynn help students acquire the tools to apply group communication theories, methods, and skills effectively — helping them become more valuable and ethical group members. REVEL for the Seventh Edition offers coverage of fresh topics as well as a new closing chapter on group presentations that better helps students master this key skill. REVEL is Pearson’s newest way of delivering our respected content. Fully digital and highly engaging, REVEL replaces the textbook and gives students everything they need for the course. Informed by extensive research on how people read, think, and learn, REVEL is an interactive learning environment that enables students to read, practice, and study in one continuous experience — for less than the cost of a traditional textbook. NOTE: REVEL is a fully digital delivery of Pearson content. This ISBN is for the standalone REVEL access card. In addition to this access card, you will need a course invite link, provided by your instructor, to register for and use REVEL.
For many students, working in groups or teams can be a negative and frustrating experience caused by inadequate forming, contracting, planning and organising. This book contains activities and information about working groups and follows the journey a group may take from formation to termination.
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. Updated in its 6th edition, Working in Groups provides readers with practical strategies, built on theory and research, for communicating and working successfully in groups. The authors use the guiding principle of balance while looking at both how groups work and how to work in groups. This accessible and user-friendly text gives readers the tools to apply group communication theories, methods, and skills—helping them become more effective and ethical group members.
Offers a systematic program for developing managers and employees into teams that work together to increase productivity and achieve the organization's goals
First published in 2000. Routledge is an imprint of Taylor & Francis, an informa company.
The book, rateher than a formal lectures or presentations, allows students to have greater scope ot negotiate meaning and express themselves and their own ideas. It also helps them to establish far more effective relationships, not only with their tutors and trainers but with each other. It can also play a central role in developing key profesional skills, such as listening, presenting ideas, persuasion ...
Built around real group interactions, Team Writing is a flexible, hybrid resource that pairs videos with a brief print book. Based on research revealing major problems at all stages of peer group work, the book shows how written communication can help technical writing students contribute to team projects in a meaningful way — and provides strategies for dealing with the breakdowns that can derail a project’s success. Numerous examples highlight the kind of written communication that helps teams thrive. Short, Web-based videos depict student teams in action, going beyond the textbook to show what real collaboration looks and sounds like.
This 8-hour free course explored team working, including how to create successful teams, team roles, managing conflict and evaluating performance.
In this introductory text, the author presents the law relating to child care and the reforms introduced by the Children Act 1989, assessing its impact on child care practice and procedures. Focusing on a practical interpretation of the law by the use of hypothetical examples, practice notes and recommendations, the book illustrates its relevance to those working in the caring and health professions, and incorporates details of various sets of Guidance and Regualtions issued by the Department of Health. In addition it provides an outline of adoption law, the principles of consent to treatment and the effect of surrogacy and "assisted reproduction" on the legal definition of parenthood.
The book responds to the need for an introductory text on group work practice in South Africa. It is concerned with the setting in which group work is practiced, and outlines the contemporary context and a theoretical overview of group work practice. The remainder of the chapters reflect on a variety of client populations and problem situationism as well as contemporary societal issues.
This text presents the basic knowledge required to set up and work with a group. It looks at how to plan and lead a group successfully and how to intervene skillfully.
With its effective outcomes, relative speed and reduced costs, the group format is becoming increasingly popular for work with children in counselling and educational settings. Drawing from their extensive experience of running childrens groups and training group leaders, Kathryn and David Geldard describe the entire process of running groups from the initial planning to post-group evaluation.Topics covered include the benefits and disadvantages of running groups and the types of group available, as well as the planning, designing, implementation and evaluation of group programmes. Filled with lots of ideas, activities, games and work-sheets for use in group programmes, as well as examples of complete programmes for particular problems such as domestic violence and low self-esteem, this highly accessible and practical book will be an invaluable resource for anyone wishing to run groups for children.
Group music therapy has been widely practised for many years, and features substantially in training, yet there has been no publication devoted to the discussion of this area of therapy. This book fills this gap by bringing together the experiences of group music therapy practitioners who work with diverse client groups in various settings.
A new edition of the classic group work textbook! In Working More Creatively with Groups, Jarlath Benson presents the essential knowledge required to set up and work with a group. He looks at how to plan and lead a group successfully and how to intervene skilfully. As well as covering the different stages in the life of a group, the book emphasizes the various levels of group experience and gives suggestions for working imaginatively with them. This thoroughly updated third edition not only provides a comprehensive guide to groupwork but shows the groupworker how to move on to more in-depth and intensive work, using a variety of strategies illustrated by full clinical vignettes. Many chapters are updated and expanded to include Benson’s latest thinking and teaching and the book includes two new chapters. The first focuses on working with and developing different sorts of groups along the therapeutic/educational continuum. The second new chapter discusses how to best use a supervisory process and set up and run a supervisory group. Well known and widely used by social workers, psychologists, educationalists and youth workers, this popular text is suitable for all those working with groups.
While most currently available textbooks on social group work practice rely on a single theoretical model, Models for Change in Social Group Work shows beginning students as well as practitioners how to make maximum use of the various models available. This text begins with a broad historical view of the theory and practice of working with groups and traces the struggles within the profession to merge group work and casework. Next, the "mainstream model" is delineated and distinguished from the various theoretical approaches developed as alternative therapeutic models. Fatout explores notable specific approaches, each in an incisive, separate chapter: the "encounter groups" of Carl Rogers; Skinnerian behavior modification; the Gestalt groups of Fritz Perls; Eric Berne and his Transactional Analysis; the "Reality Therapy" of William Glasser; the "positive peer" model of Vorrath and Brendtro; and the neurolinguistic programming of Grinder and Bandler. Each of these approaches is analyzed in terms of its historical development, purpose, and target population. The core values and beliefs supporting each model are examined, as is the knowledge base in the behavioral sciences that informs the model. Fatout reviews the methodology, procedures, and techniques practitioners use in each approach and provides illustrations and appraisals of success in its application. Comparative and eclectic in scope, oriented towards the needs of both practitioners and their client groups, the book suggests ways in which social workers can utilize these strategies, procedures, and techniques developed outside of the profession in an effective and systematic fashion.
Widely used by professionals, educators, and students in undergraduate and graduate courses in schools of social work throughout the United States and the world, this text presents a comprehensive, coherent, organized overview of group work practice from a generalist practice perspective. The new Eighth Edition continues to include typologies illustrating group work practice with task and treatment groups at the micro-, meso-, and macro-levels. Thoroughly updated throughout, the new edition of An Introduction to Group Work Practice includes research on virtual groups, updated and deeper content on practice with treatment and task groups, the most current literature on working with reluctant and resistant group members, updated and expanded sections on working with individuals who have difficulty engaging in and sustaining work in groups, updated material on leadership and diversity, and thoroughly updated reference material and new content from evidence-based practice sources.
Drawing on the work of Vygotsky, the authors look at the social and emotional advantages children can gain from working together. They use case studies derived from the ORACLE II group work project at Leicester, and also take into account the advances made in collaborative group work in other countries. The result is a set of guidelines from which teachers can plan policies suitable for their own schools.
This book offers a challenge to traditional approaches to classroom teaching and pedagogy. The SPRinG (Social Pedagogic Research into Groupwork) project, part of a larger research programme on teaching and learning funded by the Economic and Social Research Council (ESRC), was developed to enhance the learning potential of pupils working in classroom groups by actively involving teachers in a programme designed to raise levels of group work during typical classroom learning activities. Internationally, the SPRinG project is the largest evaluation of effective group working methods in comparison to traditional teaching, with findings that show raised levels of pupil achievement and a doubling of sustained, active engagement in learning. The opening chapters present arguments regarding the relationship of social interaction and children’s cognitive development and examine theories that explain why social interactional processes should be integrated into primary school pedagogic practices. Next, the book describes the conceptual and methodological basis for the SPRinG studies, especially its focus on the relational approach, the type of involvement of teachers and classroom planning. Further chapters present key results and describe the background and methods used to establish SPRinG-based effects on pupil progress in mathematics, literacy and science, including both macro and micro assessments; how the SPRinG approach affected pupil-pupil interactions and teacher-pupil interactions, as measured by systematic on-the-spot observations and analyses of videotapes of groups working on specially designed tasks work; and effects on pupil self-completed measures of motivation and attitudes to group work. The book also analyses reflections of teachers who have worked with SPRinG: moving from theory to practice as well as adding insights associated with implementing SPRinG principles in schools. Drawing upon developmental psychological, social psychological and classroom research, it develops a new and ambitious social pedagogic approach to classroom learning, with a stress on group work, which will be of interest to researchers, teachers and policy-makers. This book includes contributions from Andrew Tolmie and Ed Baines, who were also involved in the ScotSPRinG and SPRinG projects.