Whiting & Birch (E-Journals)
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A TEAM DEVELOPMENT EXERCISE
No full textThis article describes the efforts of three authors to assist the staff of a large children’s home. The exercise attempted to offer an understanding of how behaviour as a group affects the ability of staff to do their jobs and how they might develop ways of using t hose group processes to their advantage
REVISITING OPEN GROUPS
No full textOpen groups represent a substantial part of the everyday practice of groupworkers, yet comparatively few contributions exist to conceptualise this form of groupwork. This paper reviews the literature on open groups and begins to identify the major themes. Several definitions and contexts are given as examples of open groups, and the question, ‘why do it this way?’ is explored. Open group process is discussed — group cohesion, and member entry and exit, feature as important elements. Based on these ideas, and with practice insights, a profile and a basic typology are presented and used to illustrate further understanding of open group structures and processes. The paper concludes with some hey questions for practice. Publisher’s note: We are now putting all back issues of Groupwork on line. Articles in this issue have been scanned to pdf files as viable original typesetting files no longer exist. Though they may not look it, these files are searchable. This issue was published nearly 30 years ago. We have stated author professional details as received at time of publication
THE BROTHERS AND SISTERS GROUP: A group for siblings of children with physical disabilities
No full textThe group was created for the brothers and sisters of the disabled child in a family. The idea came from a growing recognition of the fact that social work resources are usually directed to the family member with the disability. Often the needs of the brothers and sisters are overlooked, and in most cases they face high expectations from their parents. The plan for this particular group was also influenced by the fact that two of the group leaders had disabled members in their families. The group was designed to give the children something for themselves, which they could attend without their disabled brother or sister; something which was reliable and consistent. A play environment was created in which the child could play and talk in large and small groups. It was also an environment in which feelings —sometimes hidden feelings—could be acknowledged and responded to