Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success

Sandra R. Williamson-Ashe, Ed.D., MSW Norfolk State University [email protected]

Kirsten S. Ericksen, Ph.D., MSW Norfolk State University [email protected]

This text may be freely shared among individuals, but it may not be republished in any medium without express written consent from the authors and advance notification ofASWB.

Abstract themes reflect the worthiness, success, or failure Often group work is used as a teaching tool in the active engagement process of teamwork. to enhance a students’ experience in group Overall, the small group process is productive, socialization and academic achievement (Kolb, rewarding, and enhances the student’s decision- 1984; Humphrey, 2014). During the 2001-2002 making and problem-solving abilities. Students and 2002-2003 academic years, Baylor College of self-reported that working in a group improved their Medicine administered the Value Teams Survey to a achievement and that working with their peers was cohort of students during their psychiatry clerkship. an important skill. Knowing that students recognize The psychiatric medical science study results the value and importance of group work proves to showed that team learning is perfect for problem- be an advantage for instruction in higher education. solving, communication, and class engagement, The student-acknowledged value themes can be as well as providing clinical information (Levine incorporated into course learning goals in order et al., 2004). This research study explores what to successfully meet the Council on Social Work students report or perceive is valuable from group Education (CSWE) guidelines. work participation. During the spring semester, April of 2015, an amended Value Team Survey Keywords: Group work, student values, peer (VTS) was administered to twenty graduate level collaboration, student success, and group decisions social work students. Evaluating the respondents’ results supports the emergence of two value Introduction themes, “peer value” and “group work value.” This Social work practice and ethical decision- new association of values creates the emerging making are guided by the National Association of values model (EV). “Peer value” themes reflect Social Workers (NASW) Code of Ethics. The guid- relationships, behaviors that are directly affected ing core values for the code of ethics include: ser- by peers, and outcomes related to peer influences vice, social justice, dignity and worth of the person, and their level of importance. “Group work value” importance of human relationships, integrity, and

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 43 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success competence (Code of Ethics, 2015). The Council on student group work challenges (Frykedal & Chi- Social Work Education (CSWE) accreditation stan- riac, 2011) to equal participation from group mem- dards expect that social work students will obtain bers for assignment completion (Peterson & Miller, the appropriate practice skills during their educa- 2004). Often group work is used as a teaching tool tion. It is critical that educators provide an educa- to enhance students’ experience in group socialization that matches the accreditation criteria for social tion and academic achievement (Kolb, 1984; Hum- work education (CSWE, 2008). phrey, 2014). Research has examined the reason Various course group assignments and ex- graduate social work students decide to take ad- periences contribute to the education of social work vanced group work classes and the findings reveal students. Valuable group work student learning ex- three prominent themes. According to Sweifach and periences include the use of case examples (Knight, Heft-LaPorte (2008) students reported the follow- 2014), virtual groups (Davis & Goodman, 2014), ing positive influences: 1-student self-efficacy in and experiential learning (Clements & Minnick, their ability related to group work, 2-help in achiev- 2012; Kolb, 1984). Additionally, developing group ing personal goals (employment opportunities) and guidelines and policies to govern online interac- 3-a previously positive experience with groups or tions and services to clients is a critical online ethi- group work faculty. cal consideration (Voshel & Wesala, 2015). According to Naslund (2013), participation Assignments requiring group work are often and demonstration of respectful behaviors towards given to students in social work. There are conflict- all group members are common themes related to ing results about the effectiveness of participation in group member satisfaction (as cited in Chiriac, groups. Goodman, Knight, & Khudododov (2014) 2014). Peterson and Miller (2004) found there is found students felt unprepared to practice the group a problem in groups where members (students) do work modality due to a lack of group work course not complete their fair share of the work. Learn- preparation. When group work content is delivered ing is a task that requires risk-taking because of the effectively some students have been able to make need to be open to new things (Pleasanton Unified a connection between group work course learning School District, n.d.). This risk-taking necessitates and application to field work (Knight, 2014). Group appropriate levels of stress that can be complicated work is also noted to enhance group socialization in instances where uneven contributions from group experiences and academic achievement (Kolb, members can create additional group tension (Uni- 1984; Humphrey, 2014). According to Peterson & versity of Waterloo, n.d.). For students, stress can Miller (2004), challenges encountered during the heighten senses, so some stress is helpful as it has group work process include a lack of exchange of been found to promote student success (Pleasanton respectful behaviors and a lack of equal contribu- Unified School District, n.d.). tions amongst all group members. Sweifach & Conner (2004) discusses the importance of Heft-LaPorte (2008) report that less than twenty the “teacher as group facilitator” when offering stu- percent of Schools of Social Work require a group dents the opportunity to practice problem-solving work course. In contrast, every social work profes- and decision-making skills while exploring scenar- sional will participate in and facilitate a group dur- ios that determine ethical dilemma value analysis. ing their career (Sweifach & Heft-LaPorte, 2008). With this teaching style students have the option to work in small groups and are encouraged to exam- The Value of Group Work ine their own areas of interest within the group. Not Challenges and benefits continue to emerge surprisingly, some students found the independent in research related to group work in the classroom. mode of learning desirable while others felt the The benefits from group work participation range teacher should be more directive (Conner, 2004, from reported research gains in middle school p. 74). Active group participation while exploring

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 44 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success ethical issues encouraged group members to exam- Group Dynamics ine and develop their own values (Conner, 2004). Baldwin (2000) found that different types of student-labeled groups (happy, difficult) impact the Ethical Decision-making type of self-assessment students gain as a learning Examining and developing values is noted tool in small groups. For example, students partici- to occur as group work participants explore ethi- pating in a “difficult” group reported and self-as- cal issues (Connor, 2004). Some researchers have sessed with de-skilling remarks (noting what they found college students working in groups scored did not know), whereas “happy” group participants higher on exams than working alone; however stu- acknowledged what they had learned (reading, dents also demonstrated an increase in confidence writing skills). The impact of the group dynam- for groups’ wrong answers on the exam (Puncochar ics was apparent from members’ self-assessment & Fox 2004). In the aforementioned study, individ- (Baldwin, 2000); interactions impact students’ self- ual and group accuracy and confidence in responses assessment skills. were examined using several quizzes throughout one semester. The results suggest that group work Baylor College of Medicine Value can “produce the undesirable by product of be- Teams Survey ing highly confident when wrong” (p. 590). Often During the 2001-2002 and 2002-2003 aca- people become overly confident and groupthink can demic years, Baylor College of Medicine adminis- contribute to student’s feelings of accuracy since tered the Value Teams Survey to a cohort of stu- many other group members provide positive en- dents during their psychiatry clerkship, both before couragement (Janis, 1982). and after engaging in a team learning experience Edwards and Addae (2015) suggest using (Levine et al., 2004). The scores from each cohort ethical dilemmas from students’ field placements were compared to one another. The concept was to to practice ethical decision-making. Furthermore, examine students’ perceptions of the value of team they propose that this relevant ethical decision- learning in the education process. This instructional making about client systems and environments strategy known as team learning encourages small assists students in seeing the real life effects of group education. Teams were disseminated prob- these decisions. According to Walker (2011), eth- lematic cases with attached manufactured problem- ics classes can encourage students to accept others’ solving solutions (Levine et al., 2004). The find- perspectives and strengthen existing belief systems ings demonstrated a selection and a defense of the and values. solution; creating a small group learning environ- Research has demonstrated that working ment of interactions that strengthened team-based in small groups to address value dilemmas within decision-making and stimulated high levels of stu- the classroom is beneficial for decision-making dent cohesiveness. In addition, for large classes, the (Brandler, 2008). Within the small group setting student-professor ratio learning benefits were not withdrawn students participate and group members reduced (Levine et al., 2004). actively engage in discussion, sharing and confront- The authors of “Transforming a Clinical ing as part of the normal group process (Corey, Co- Clerkship with Team Learning” note that team rey, & Corey, 2014). Brandler (2008) suggests “the learning is worthy of more research and study- process of tackling the difficult value dilemmas is ing in disciplines other than psychiatry (Levine learned by doing” (p. 94). In other words, social et al., 2004). In the Baylor College of Medicine work students’ active participation in solving ethi- study, team learning was highly appreciated as an cal dilemmas develops a better understanding of instructional method (Levine et al., 2004). The social work values and improved skills related to psychiatric medical science study results showed social work values. that team learning is perfect for problem-solving,

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 45 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success communication, and class engagement, as well as over team learning as a direct correlation to the ab- providing clinical information (Levine et al., 2004). sence of manufactured solutions accompanying the Social work is an ethical social science that com- assignments. bines researched interventions with clinical expe- The amended social work VTS has 13 Lik- riences (Social Work Policy Institute, 2010). As ert scale questions and one descriptive statement, as disciplines that engage and examine population compared to the Baylor School of Medicine original concerns, and communicate their needs through the VTS, which had nine Likert scale questions. The development of responsive legislative policies (So- additional Likert items were included to examine: cial Work Policy Institute, 2010), the social work 1) the strongly referenced small group researched and psychiatry curriculums have like domains with area of stress; 2) the contributions of work by group clinical behavioral assessments, communication members (equal vs. unequal); 3) the importance of competence, and integrity proficiencies. leadership determined through volunteerism, con- In group exercises, many educators use the fidence, and decision-making; and 4) the reported terms “small groups” and “team learning” inter- influence of group work on future individual per- changeably due to their very close and assimilated formance. Additionally, the descriptive statement roles. It should also be apparent that the similarities addressed the communication that the Baylor VTS of the two processes are often obvious in classroom results showed, and this element permitted students assignments. to report using their own words to describe their group experience. Methodology Research by Naslund (2013) indicates that The literature discusses the examination and student group member satisfaction is related to the existence of group members’ values exposed as a respectful exchange of behaviors between group result of the exploration of ethical group participa- members (as cited in Chiriac, 2014). Furthermore, tion issues. Social work students are educated with Peterson and Miller (2004) found sharing equiva- the core values and ethics of the social work pro- lent work among group members is preferred and fession as a part of the learning curriculum. Appro- appreciated, and without it adversity results. These priately, social work students are also engaged in findings generated the need to address group mem- group work which is researched to deliver positive ber contributions/work distribution and the impact outcomes (Sweifach & Heft-LaPorte, 2008) and aid of stress to group members using the amended VTS. students in developing their own values (Conner, Research by Janis (1982) and Brandler 2004). This research seeks to explore what students (2008) reveals that group work leads to feelings report or perceive is valuable from group work of confidence, and addressing value dilemmas in participation. This study examines the emerging this type of setting is positive for decision-making. value themes students perceive with group work Confidence and decision-making are variables of participation. leadership (Dao, 2008) which are not covered in the During the spring semester, April 2015, an Baylor VTS, therefore these issues were presented amended Value Team Survey (VTS) was admin- in the amended VTS as respondents considered the istered to twenty graduate level social work stu- value in volunteering to lead groups. dents on the last day of semester instruction dur- In a group setting, it has been found that ing a social work policy course. All students in students gain practical skills, knowledge, and the course volunteered to participate and were in- behavioral coping techniques (Adams & Riggs, formed there would no consequences for not par- 2008; Humphrey, 2014). Since these areas were not ticipating. Each student participated in two differ- included in the Baylor VTS, they were incorporated ent small group assignments during the course. The in the amended VTS by asking respondents if the use of the term small group is intentionally favored process encouraged them to improve: 1-behavioral

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 46 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success coping—“The group process is distressing,” amended VTS by asking respondents to provide 2-practice skills—“It is important to volunteer to lead comments that described their group experience. groups,” 3-knowledge of practical practice—“Other group members usually put in more effort than I Results and Analysis do,” and 4-promotion of the opportunity to excel— The original questions on the amended Val- “Group participation encourages me to excel.” ue Team Survey demonstrate high levels of agree- While Levine et al, (2004) are clear that ment and many common themes amongst the social other disciplines outside of psychiatry should en- work respondents. When students were asked about gage in additional research, their results indicated their ability to collaborate with their peers as a nec- small group learning was good for communication. essary component to student success, all students The Baylor VTS (see Table 1) did not permit open- responded with affirmation and agreement. This ended comments by students, possibly because the question was the only item that elicited complete value of this communication was not realized prior agreement from respondents. Most students (13 re- to the completion of the study. The opportunity to spondents) strongly agreed and the remaining sev- provide original thought was incorporated in the en agreed. Essentially students reported they were aware that their individual success was reliant upon their ability to work with other students. The largest number of students with parallel answers included eight who disagreed that working in groups was a waste of time-while four strongly disagreed; only four felt that it was a waste of time, but nota- bly there were also four that did not agree or disagree. When analyzing this response re- flectively in conjunction with the preceding response above; essentially students reported they were aware that their individual success was reliant upon their ability to work with other students, students may be equat- ing their individual success with a letter grade achievement for the course. Although professors grade content mastery from assignments and exams, they may also con- sider the ability of students to demonstrate the integration of content into the group setting as a part of the measure. It is also possible that professors may evaluate the levels of student individual growth and surmise those levels of improvement to equate student success. Some results demonstrate students’ acknowledgement of the benefits of group participation. A total of 18 student respondents support the benefit of problem solving in groups. Ten students strongly agree that

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 47 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success they have learned to effectively solve problems in a not provide a response. It is important to note that group while eight students agree they learned effec- the single most utilized term was stressful, with five tive problem-solving. Similarly, nine respondents respondents using this descriptor. However, nine agree and seven respondents strongly agree that individual responses included terminology catego- solving those problems in a group is an effective rizing an emerging theme of positive/rewarding in way to learn. Levine et al. (2004) remark that prob- their inclusion of words/descriptions such as valu- lem-solving is an area of development and growth able and productive. This supports the literature in small groups similar to areas of team learning. findings that “Positive changes in individual behav- Ten respondents agree that working in teams ior, particularly in confidence, attitude, and the will- in class is productive and efficient, while nine agree ingness to speak and express themselves in front of that solving problems in groups leads to better deci- others, were witnessed in the majority of students” sions than solving problems alone. It is also impor- (Crites & McKenna, n.d.). This is the largest nu- tant to note that ten of the students neither agree nor merical agreement amongst the respondents for disagree that group decisions are often better than the descriptive question. Therefore, the majority individual decisions. In other words half the student of respondents recognized their participation in the respondents reported group decisions may or may group project as rewarding and positive. not be better than those decisions made individually Other positive descriptions from the respon- but those group decisions may not necessarily be dents about the group experience include; “it is a problematic; when the decision becomes an issue of growing experience,” “it uses the experience of oth- problem-solving then this decision is best made in a ers to improve content understanding,” “it requires group versus alone. hard work,” “it uses teamwork,” “communication There were five supplemental questions, is needed,” “it is time restrictive,” “individuals host four with Likert scales and one question providing different work ethics,” “there is some discomfort descriptive narrative data. From the Likert respons- with grades dependent upon the contribution of oth- es, a majority of students responded neutrally, nei- ers,” and “group work requires like-minds and each ther agreeing nor disagreeing, when asked whether person to contribute.” the group process was distressing and whether they Evaluating the respondents’ results supports were encouraged to excel as a result of group par- the emergence of two value themes, “peer value” ticipation. The remaining two Likert questions have and “group work value,” appropriately referred majority responses at opposing spectrums. When to as the Emerging Values Model (EV) (see Fig- students considered whether volunteering to lead ure I). “Peer value” themes reflect relationships, groups is important five respondents agree and six respondents strongly agree. As students reflected on whether other group members put in more effort than themselves, the results showed that nine disagree and seven strongly disagree. This demonstrates that the respondents believe that they themselves are working hard. When asked to provide a descriptive response regarding the small group experience a va- riety of themes emerged. This qualitative research question asked the students to provide words that describe the group experience for them. Respondents utilized both isolated words as well as complete sentence descriptors, and five of 20 respondents did

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 48 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success behaviors that are directly affected by peers, and In the “group work value” theme (see outcomes related to peer influences and their level Figure I) of rewarding processes, two catego- of importance. “Group work value” themes reflect ries emerged, category 3-Productive and category the worthiness, success, or failure of the active en- 4-Decision-making and Problem-solving. In cat- gagement process of teamwork. egory 3-Productive, for question 2, it is a waste of time to work in groups, students were clear in their Emerging Values Model (EV) responses with eight disagreeing and four strongly In the “peer value” theme of student suc- disagreeing. According to the responses for ques- cess two categories emerged to support the theme. tion 7, working in teams in class is productive and Students overwhelmingly confirm category 1-Col- efficient,50% of students agree. laboration is valuable because it is necessary for In category 4-Problem-solving and Deci- student success, as revealed in results from the Lik- sion-making, the responses to question 5, solving ert scale research questions 1, 4 and 13; and that problems in a group is an effective practice that category 2-Skills is important to help students initi- the student has learned, overwhelmingly support ate self-control for individual success as revealed in the statement with ten students strongly agreeing question numbers 3 and 10. and eight agreeing. Similar support and agreement In the “peer value” theme, category 1-Col- is demonstrated in the responses to question 6, laboration reflects questions 1, 4 and 13. Question solving problems in a group is an effective way to number 1, reflects how the individual student is im- learn, where nine students agree and seven students pacted. Students were asked about their ability to strongly agree. On question 9, solving problems in collaborate with peers as a necessity to be a suc- groups leads to better decisions than solving prob- cessful student. All students responded in agree- lems alone, 50% of the students are in agreement. ment; thirteen strongly agreed and seven agreed. In question number 4, 80% of students recognized the Limitations necessity to collaborate with peers; nine students Although student respondents seem to have agree that collaboration with their peers will aid an overall consensus about their values surrounding them in becoming a better student and an addi- the small group process, there is also the possibil- tional seven students selected strongly agree, while ity that other factors influenced students’ responses. no students disagreed. Question 13 reflects a simi- The survey was administered on the last course day lar percentage with nine students disagreeing and and at the conclusion of an exhaustive and major seven students strongly disagreeing whether other group presentation that was a significant part of the group members put in more effort than themselves. course grade. Although these students had recent This demonstrates that the respondents believe that experiences working in groups, the circumstances they themselves are working hard. may have resulted in some students wanting to Also supporting the “peer value” theme is complete the survey as hurriedly as possible. category 2-Skills; questions 3 and 10 create this cat- The students in this study were at differ- egory. Question 3 responses show that 95% of the ent levels in their graduate program and those who respondents acknowledged that their ability to work were approaching graduation in one week may have with peers is a valuable skill; ten strongly agreed had a different outlook than those who anticipated while an additional nine respondents agreed with returning to the classroom the next semester. Grad- the statement. Category 2-Skills is an area where uating and continuing students may have had dif- individual initiative is required, and on question 10 ferent experiences entering the graduate program. students confirm that it is important to volunteer Some of the students majored in social work as un- for group leadership; five selected agree and six dergraduates and other students were from different strongly agree. disciplines, resulting in a degree of exposure that

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 49 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success was different. The same is true for their current pro- the group work process. The “peer value” theme gram status, as some students were at the conclu- contributes to student success which is an individual sion of their practicum placement and others were accomplishment. The “peer value” theme respons- just beginning this hands-on experience. es show that students recognize what is required for The group work hands-on exposure differ- successful group work in the classroom. Students’ ences extend into what type of placement students acknowledgments support the notion that exercis- had worked, some of the field placements being ing collaborative skills will aid the student as a pro- more clinical than others. Some working students fessional with their ability to develop and maintain as well as those with internship placements might effective relationships (D'Agostino, 2013). Stu- have actually facilitated client group work. At this dents overwhelmingly articulated value and aligned level some students may have participated in small the importance of collaboration as a necessary skill group work with a sense of expectancy based on for success. In the “group work value” theme, stu- their expertise. dents strongly endorse the idea that group work is With the completion of the survey and the worthwhile. Students disagreed that it was a waste analysis of the results, it was concluded that some of time to work in groups. Furthermore, students of the responses were directly related to the stu- acknowledged that working in teams in class was dents’ own interpretation as a result of their outside productive; that solving problems is an effective experiences. During the verbal instructions, prior way to learn; and that solving problems in groups to the completion of the survey, students were not leads to better decisions. instructed to limit their answers to their current Knowing that students recognize the value graduate class group work experiences. Therefore, and importance of group work supports the concept students may have drawn their conclusions from that it is an advantage for instruction in higher educa- any group work, including those that were not in tion. This group work value study assures professors the collegiate environment. It is important to ac- that students will reap benefits from group work that knowledge, in the group work value themes, the exceed the articulation of the assignment. Students questions do not specify if the individual has been report an improvement in student development. transformed as a result of the group work process The results of this group work value research experience in the class. will also provide assistance to student organizations within the campus environment. Students acknowl- Discussion edged in their responses that decisions made in the “Peer value” and “group work value” group work process were better than individual de- themes contain categories that can be dissected and cisions. This further supports the value of partici- analyzed from varying entry points and re-catego- pation in student organizations. The results of this rized into adjoining areas. This simply means that study are also relevant to the many schools of so- there is a high probability that there is an interde- cial work scholastic academies. The Council on So- pendence amongst the values of group work. The cial Work Education (CSWE) provides educational data is clear on the benefits of student group work. standards to accredit social work programs (CSWE, It promotes student success and is a rewarding pro- 2008). The CSWE educational competencies for cess. The student responses from this value group curriculum include two policy areas that this study assessment indicate that students agree that group supports: Educational Policy 2.1.3—Apply critical work promotes student success and is a rewarding thinking to inform and communicate professional process, as evidenced by student statements such as judgments, and Educational Policy 2.1.10(a)–(d)— “it is a growing experience.” Engage, assess, intervene, and evaluate with indi- The “group work value” theme connotes a viduals, families, groups, organizations, and com- rewarding experience as a result of participating in munities (CSWE, 2008).

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 50 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success The application of critical thinking in Ed- the opportunity to prepare students for their practi- ucational Policy 2.1.3 can be served through this cum field placements and their career placements study because the skills required for critical think- in social work with a more strategic and encour- ing necessitate problem-solving (“group work” aging understanding. The forethought and sharing value theme category 4-Problem-solving and De- of the process by students lends worth to how the cision-making). Students indicate that they have actual work of the group will benefit the students’ learned problem-solving through the group process. self-growth. The application of engagement in Educational Pol- The peer value themes demonstrate that stu- icy 2.1.10 (a) can also be served through this study dents will not only fulfill the requirements of their since engagement requires the use of interpersonal course, but will also improve their ability to be suc- skills, as addressed by “peer value” theme cat- cessful and valuable group members through col- egory 1-Collaboration and category 2-Skills. Stu- laboration and peer leadership. Students should be dents reported that working in a group improves intentionally informed about these benefits to gain their achievement and working with their peers their positive, proactive participation in the group is an important skill. The student-acknowledged process and group assignments. value themes can be incorporated into course learn- The emerging values model (EV) corre- ing goals in order to successfully meet the CSWE sponds with the curriculum and necessary skills for guidelines. professional social workers. The themes in the EV suggests participants are making gains in peer value Implications and group work value skills. As social networking Social Work educators should prepare stu- increases and continues to influence generations, dents for effective group work assignments by em- this peer value theme will contribute an essential phasizing the values reported as gains from group element to the group assignment. Professional so- involvement. This parallels the recommendation cial workers are expected to be effective, competent provided by participants, to inform students about group facilitators (CSWE, 2008) and the results of the benefits of group work to encourage their par- this study suggest that group assignments enhance ticipation (Sweifach & Heft-LaPorte, 2008). these abilities as well as encourage better apprecia- Although some students complain that tion (value) in participating students. group assignments are distressing, the overwhelm- The small group assignment process is pro- ing emerging values specifically related to peers ductive and rewarding through an effective learn- and group work demonstrate the benefits of group ing environment that enhances student decision- assignments. The larger implications for gains in making and problem-solving abilities. These areas, employment skills are also apparent. Decision- along with the necessary stress for productivity, making and problem-solving skills are critical. The encompass the group value theme. Students need professional skills students gained from involve- to be informed of the benefits beyond the course re- ment (as measured by participants) can be used to quirements, because their informed approach to the promote active student participation, and collabo- process may be welcoming and anticipatory of the ration (peer value) can be incorporated within the extensive rewards received from the group work. group assignment to enhance understanding and skill development. Future Research The peer value and group work value themes The experience of small group work was that emerged from the assessment, have presented found to be both rewarding and stressful according an entirely new vision to process the values inher- to the respondents. The most utilized term report- ent in academic group work. With this new catego- ed for the exploratory research question regarding rization, shown in the EV model, instructors have group experience was “stressful.” The exploratory

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 51 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success question was asked to gain a descriptive insight Crites, B., & McKenna, G. (n.d.). Research to prac- from students that was not provided in the original tice: positive outcomes of group learning in VTS. An interesting follow-up question for future the ABLE classroom. Ohio Literacy Resource research would investigate whether the respondents Center: Enhancing Adult Literacy. Retrieved believed that in order for the experience to be valu- June 9, 2016, from http://literacy.kent.edu/Oa- able, it also needs to be stressful. With comparisons sis/Pubs/0200-13.htm to life or academic rewards it is logical to surmise D'Agostino, C. (2013). Collaboration as an essential that certain amounts of stress are required for suc- school social work skill. Children and Schools, cessful gains. 35(4), 248-251. Another succeeding study could advance Dao, F. (2008, March 1). Without confidence, there from graduate students to undergraduates; this small is no leadership. Retrieved from http://www.inc. group research could measure the interdependency com/resources/leadership/articles/20080301/ of the peer value theme, and its relationship to stu- dao.html dent success, with the group work value theme, and Davis, C. G., & Goodman, H. (2014). Virtual com- its relationship to rewarding progress. munities of practice in social group work education. Social Work with Groups, 37(1), 85-95. References Edwards, B., & Addae, R. (2015). Ethical decision- Adams, K., & Riggs, S. (2008). An exploratory making models in resolving ethical dilemmas study of vicarious trauma among therapist in rural practice: Implications for social work trainees. Training and Education in Profes- practice and education. Journal of Social Work sional Psychology, 2(1), 26-34. Values and Ethics, 12(1), 88-92. Baldwin, M. (2000). Does self-assessment in a Frykedal, K., & Chiriac, E. (2011). Assessment of group help students to learn? Social Work Edu- students' learning when working in groups. Ed- cation, 19(5), 451-462. ucational Research, 53(3), 331-345. Brandler, S. (2008). The jigsaw puzzle. Social Work Goodman, H., Knight, C., & Khudododov, K. with Groups, 11(1-2), 99-109. (2014). Graduate social work students' experi- Chiriac, E. H. (2014). Group work as an incentive ences with group work in the field and class- for learning—students’ experiences of group room. Journal of Teaching in Social Work, 34, work. Frontiers in Psychology, 5, 558. doi: 60-78. 10.3389/fpsyg.2014.00558 Humphrey, K. (2014). Lessons learned from expe- Clements, J., & Minnick, D. (2012). "But I'm too riential group work learning. Social Work with stressed to learn about groups!” Using stress- Groups, 37(1), 61-72. management groups to teach group work skills. Pleasanton Unified School District (n.d.). Impact Social Work with Groups, 35(4), 330-344. of stress on success. Retrieved May 2016 from Conner, L. (2004). Teaching values through the http://www.pleasanton.k12.ca.us/avhsweb/ process of facilitation. Pacific Asian Educa- thiel/creek/research/98/AshRach/iostress.htm tion, 16(2), 65-80. Janis, I. (1982). Groupthink (2nd ed.). Boston: Corey, M., Corey, G., & Corey, C. (2014). Groups Mifflin. Process and Practice. Belmont: Brooks/Cole. Knight, C. (2014). The BSW social work curricu- Council on Social Work Education. (2008). Educa- lum: Teaching strategies, case material, and tional policy and accreditation standards. Re- assignments for teaching group work. Social trieved from https://cswe.org/getattachment/ Work with Groups, 37(1), 36-47. Accreditation/Accreditation-Process/2008_ Kolb, D. (1984). Experiential Learning: Experi- Educational_Policy_And_Accreditation_ ence as the source of learning and develop- Standards(epas)-08-24-2012-(1).pdf.aspx ment. Englewood Cliffs: Prentice Hall.

Journal of Social Work Values & Ethics, Fall 2017, Vol. 14, No. 2 - page 52 Social Work Student Perceptions of Group Work and the Presence of Value Themes That Correspond to Group Work Success Levine, R., O'Boyle, M., Haidet, P., Lynn, D., Stone, M., Wolf, D., & Paniagua, F. (2004). Transforming a clinical clerkship with team learning. Teaching and Learning in Medicine, 16(3), 270-275. Retrieved from http://brando. med.uiuc.edu/facultydev/classroom/interac- tivemethods/Levine.pdf National Association of Social Workers. (2008). Code of Ethics. Retrieved from http://www.so- cialworkers.org/pubs/code/default.asp Peterson, S., & Miller, J. (2004). Comparing the quality of students' experiences during coop- erative learning and large group instruction. The Journal of Educational Research, 97(3), 123-133. Puncochar, J., & Fox, P. (2014). Confidence in individual and group decision making: when “two heads” are worse than one. Journal of Educa- tional Psychology, 96, (3), 582-591. Social Work Policy Institute. (2010, June 16). Evidence-based practice. Retrieved from http:// www.socialworkpolicy.org/research/evidence- based-practice-2.html Sweifach, J., & Heft-LaPorte, H. (2008). Why did they choose group work: Exploring motiva- tions and perceptions of current MSW students of group work. Social Work with Groups, 31(3‑4), 347-361. University of Waterloo. (n.d.). Working effectively in groups. Retrieved July 6, 2016, from Learn- ing Services: https://uwaterloo.ca/student- success/sites/ca.student-success/files/uploads/ files/TipSheet_GroupWork_0.pdf Voshel, E., & Wesala, A. (2015). Social media & social work ethics: Determining best practices in an ambiguous reality. Journal of Social Work Values and Ethics, 12(1), 67-77. Walker, M. (2011). Evaluating the intervention of an ethics class in students' ethical decision making. Journal of the Scholarship of Teaching and Learning, 11(4), 69-89.

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