Personal Theory of Group Work

Group Work

Reviews of the group psychotherapy literature have indicated that group work is a
beneficial and cost-effective approach to treatment (Burlingame, MacKenzie, & Strauss,
2004). Barlow (2008) contends that groups can be effectively used for both prevention
and education purposes: “Through ever growing research and continuing improvements
in clinical application, groups remain a powerful intervention tool across the life span,
positively impacting childhood, adult, and geriatric disorders” (p. 244). In sum, a group
approach can help people meet almost any need.

Corey (2000) cited one reason the group approach has become so popular is that it is
frequently more effective than the individual approach. This effectiveness stems from
the fact that group members not only gain insight but practice new skills both within the
group and in their everyday interactions outside the group. In addition, members of the
group benefit from the feedback and insights of other group members as well as those
of the practitioner. Groups offer many opportunities for modeling, and members can
learn how to cope with their problems by observing others with similar concerns.

Working with a group on a problem-solving project can be a pleasure and a rewarding

experience, especially if synergetic effects have been created. Working with a group
can also be a frustrating and a time wasting experience. Experience shows that the
product of a well functioning group work has better odds for success than does the
product of single individuals.

Group work needs a balance between building a sense of solidarity and responsibility
among members during problem solving process, and getting the task accomplished.
This demands from the members of the group not only intelligence and creativity but
also social skills. People are not born with social skills; they have to learn them. The
best way to learn them, obviously, is by working in groups or learning by doing.

Social Learning Theory

Social learning theories help us to understand how people learn in social

contexts (learn from each other) and informs us on how we, as teachers,
construct active learning communities. Vygotsky (1962) examined how our
social environments influence the learning process. He suggested that
learning occurs through interactions people have with their group, teachers
and other experts. Vygotsky argued, "that language is the main tool that
promotes thinking, develops reasoning, and supports cultural activities like
reading and writing" (Vygotsky 1978). Discussion within a group gives a
meaningful exchange of ideas between members that results to a deeper
understanding of a certain task or topic. Discussion based socratic dialogue
where the leader manages the discussion that can lead each student to feel
like their contributions are valued thus results in increased motivation to do
well in a group.