School counselors are often the only employees in school settings with any formal education in group work, and yet their training is typically a general course on how to run groups. Group Work in Schools provides an alternative training model; one that presents exactly what counselors need to know in order to successfully implement task-driven, psychoeducational, and counseling/psychotherapy groups in any educational setting. Additions to this newly updated second edition include: discussion topics, activities, case examples, integrated CACREP standards and learning outcomes, as well as an overall update to reflect the most recent research and knowledge.
Table of Contents
SECTION I: Foundations of Group Work. Chapter 1: The Value of Group Work: Functional Group Models and Historical Perspectives. Chapter 2: Ethical and Legal Foundations of Group Work in the Schools. Chapter 3: Multicultural Issues in Group Work. Chapter 4: Distinguishing Group Member Roles. Chapter 5: Leading Groups in the Schools. SECTION II: Systemic Group Work: Planning and Process. Chapter 6: Planning for Group Work in the Schools. Chapter 7: Forming and Orienting Groups. Chapter 8: The Transition Stage in Group Work. Chapter 9: The Working Stage. Chapter 10: Termination in the School Setting. SECTION III: Group Work in Action: Models and Special Issues. Chapter 11: Leading Task Groups in Schools. Chapter 12: Psychoeducational Groups in Schools. Chapter 13: Theoretically Based Group Models Used in Counseling and Psychotherapy. Chapter 14: Special Issues in Group Work in Schools. Chapter 15: Accountability in Group Work and School Counseling. Chapter 16: Outcome Research in Group Work
Bradley T. Erford, Phd is a professor in the human development counselling program of the Department of Human and Organizational Development in the Peabody College at Vanderbilt University. He was the 2012-2013 President of the American Counseling Association (ACA). He has authored or edited more than 30 books. His research specialization falls primarily in development and technical analysis of psycho-educational tests and outcomes research and has resulted in the publication of more than 75 refereed journal articles, more than 100 book chapters, and 15 published tests. He has received numerous awards for his scholarship and service to the counselling profession from the ACA and the Association for Assessment and Research in Counseling (AARC), organizations within which he has held numerous leadership positions.
"This text is a must-have for practicing school counselors and school-counselors-in training. Erford and colleagues provide readers with the skills and knowledge to effectively run a variety of types of groups in school settings. This text provides clear explanations of group theory and process while also sharing valuable examples and activities. Counselor educators will appreciate the relatable, thought-provoking case studies that provide rich opportunities for reflection and discussion."
—Kelly Duncan, Ph.D., Associate Professor of Counseling, The University of South Dakota
"Edited by Brad Erford, a prominent counselor educator and former ACA president, this second edition of Group Work in Schools is a comprehensive book that addresses pertinent issues that graduate students as well as professionals in the field will find exceptionally relevant and informative as they apply the information in various group settings. The text is very well-written, with up-to date research and practical 'how to’s.' Each of the 18 chapters thoroughly addresses the designated topic in such a way that readers will readily understand the concepts, and the emphasis on ethics, accountability, and outcomes augment the more specific information about other aspects of group work."
—Ann Vernon, Ph.D., LPC, Professor Emerita, The University of Northern Iowa
"This fine book explicates the counseling approach to group work in schools. (...) The book is a pleasure to read. The content flows well; the transition between chapters is smooth. The material is coherent and well integrated, and each chapter is competently edited. (...) To its credit, this book, which is devoted to face-to-face groups, provides enough material for the reader to apply to practice."
- Steven Rose, PhD, Department of Social Work, College of Health and Human Services, George Mason University