references of the members themselves. In other words, the members retreated to the background and became objects to an arcane structure of rules and principles. It seemed to me that the dignity of the members was trampled in the process.
All activities should be focused on the client him or herself and on treating this client as central rather than as instrument or peripheral to the process. The process should be catered around the client and the facilitator should (as Shulman (2005)) suggests be constantly attuned to the client's needs.
The NFP group is a group that has the objective of giving fathers the necessary skills to relate to and help their children succeed in life. The perquisites of the leader, according to Brandler and R (*), are to:
Be flexible in order to respond to the needs of the group and individuals, while preserving the basic content of the curriculum and its relationship to other corresponding curricula (i.e., make sure the children's groups and parents' group correspond)
Provide a safe, respectful, nurturing environment
Demonstrate an understanding of and belief in, the Nurturing Parenting Program philosophies of discipline and methods of creating healthier families. (https://volunteer.truist.com/gguw/org/opp/10457344757.html?...)
Mary seemed to fulfill all these requirements. The interventions that members of NFP involved themselves in this group included completing questionnaires and participating in discussion, role-play, and audiovisual exercises. I learned certain things including to appropriate members a greater amount of freedom.
What I would also have liked to have seen, and what I may introduce in a group of my own is Clemens' (2011) idea of 'check in' where members, at the beginning of each session, share the results of their attempts to implement the ideas of the last, they share their general experiences on the matter, their struggles, their questions, their dilemmas, and their accomplishments. This not only sets the setting for the new session but also introduces a spirit of harmony, ties previous session with current session, and integrates knowledge with practice.
On the whole it was a nice session and a good group.
The Association for the Advancement of Social Work with Groups (AASWG). Our Mission
Brandler & R. *
Clemens, SE (2011) The purpose, benefits, and challenges of "check-in" in a group-work class, Social Work With Groups, 34, 2
Hannah, P (2000) Preparing members for the expectations of social work with groups, 15, 4
Kurland, R & Salmon, R (1993) Group work vs. casework in a group, Social Work With Groups, 15, 4
Kurland, R & Salmon, R (1998) Purpose: A Misunderstood and Misused Keystone of Group Work Practice, Social Work With Groups, 21, 3
Nurturing Father's Program
Olson-McBride, L., & Page, T.F. (2012). Song to self: a therapeutic dialogue with high-risk youths through poetry and popular music. Social Work with Groups, 35(2), 124-137. 13
Sternberg DM (2004) the nine dynamics of mutual aid Social Work With Groups, 8, 4
Thomas, H., & Caplan, T. (1999). Spinning the group process wheel: effectiv facilitation techniques for motivating involuntary client groups. Social work with groups, 21 (4), 3-21.
Shulman, L. (2005). Persons with AIDS in substance-abusing recovery: managing the Interaction between the two. In A. Gitterman & L. Shulman (Eds.). Mutual Aid
Groups, vulnerable and resilient populations, and the life cycle (pp. 266-289).
New York: Columbia University Press.
NASW . Code of Ethics of the National Association of Social Workers
This model allowed a direct link to be found between physician communication and patient outcomes. By only changing one factor during the intervention, the problem was isolated and a fix was found. Once patients were probed about the results and the positive outcome confirmed, this practice could then be fully and regularly implemented.
Inui TS, Yourtee EL, Williamson JW (1976). Improved outcomes in hypertension after physician tutorials. A controlled trial. Ann Intern Med. 84(6), 646 -- 651.
Russell, Daly, Hughes, Hoog (2003). Nurses and 'difficult' patients: negotiating non-compliance. Journal of Advanced Nursing. 43(3), 281-287.
Barrett, Will. (24 Nov 2003) Can we save 'problem gamblers' from the consequences of their actions? Online opinion: Austrialia's e-journal of social and political debate. Available at:
Blaszczynski, Alex. (2003). " Pathways to Pathological Gambling: Identifying Typologies." Journal of Gambling Issues. Available at:
Dickson- Swift, V.A., James, E.L., & Kippen, S. (March 2005) "The experience of living with a problem gambler: Spouses and children speak out." Journal of Gambling Issues. Available at:
Griffiths M. & Delfabbro, P. (2002, October). "The bio-psychosocial approach to gambling: Contextual factors in research and clinical interventions." The Electronic Journal of Gambling Issues: eGambling. Available at:
McMillen, Jan. (2004) "VLTs: Lessons from Australia." Centre for Gambling Research. Available at:
Area vibes. Canyon Education
Area Vibes. Canyon transportation information.
Canyon. Cost of living http://www.areavibes.com/canyon-tx/cost-of-living/
Texas Transportation Industry