A book that supports the human spirit and the humanistic visions of those who champion personal and social change through the social work group….

The Second Edition of Group Work: A Humanistic and Skills Building Approach identifies the humanistic values and democratic norms that guide the group practitioner's interventions. The book presents seven stage themes of group development, 29 techniques for group work practice, and more than 60 new illustrations from contemporary group work. The Second Edition remains centered on the role of the social group work practitioner, who employs group work methods to further the personal growth and empowerment of members in community and institutional contexts.

Features of the Second Edition:

Offers 29 new descriptions of group work practice techniques, which have applicability in clinical, support, and organizational groups; Provides seven stage themes of group development, describing member reactions and highlighting worker pitfalls, self-awareness issues, and skills for maximizing member growth within each stage; Presents 60 new illustrations of group meetings, which demonstrate the practitioner role and conclude with discussion and analysis; Includes an updated Chapter 10, which highlights ethical values in mental health, substance abuse treatment, and health care groups

Intended Audience

This is an ideal core text for advance undergraduate and graduate courses such as Group Work, Foundation Practice, Skills of Counseling, and Group Dynamics in the fields of social work, psychology, and counseling.

Humanistic Values and Democratic Norms: Equal Rights

Humanistic values and democratic norms: Equal rights

Membership in a humanistic group that values the individual and fosters responsibility for others supports and enhances social and mental health by creating a little pocket of humanistic egalitarian life that is realistic and healing. Caring, mutual aid, cooperation, inclusivity, open participation, nonelitism, and respect for differences are types of interactions that are necessary for the creation of this kind of milieu (Glassman & Kates, 1986a). One need only have lived under totalitarian regimes from Argentina to Greece, South Africa, or Iran (Theodorakis, 1973; Timerman, 1981; Nafisi, 2003), or heard about them from refugees (A. Balakhaneh, personal communication, 2005; M. Fahimi, personal communication, 2001; Glassman & Skolnik, 1984) or political prisoners, to ...

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