Client-centered counseling, when applied to groups, evolved into a basic encounter, lost its uniqueness, and became indistinguishable from other process models of group counseling. (Author)

Describes the use of the sentence completion method in multi-ethnic groups using a set of eight cross-cultural sentence items. Participants' feedback suggested that the method has been instrumental in the exploration and conceptual understanding of cultural, ethnical and lingual aspects. (JAC)

A program in helping troubled students solve their problems is presented. (CK)

Assessed conceptualizations regarding the characteristics of assertiveness group participants (n=9) at the beginning and end of a group Assertiveness Training program. Participants who demonstrated greatest gain in assertiveness also demonstrated largest shifts in conceptualizations. Moreover, substantial differences in conceptualizations were…

Provides information on Fannie R. Cooley, past president and first treasurer of the Association for Specialists in Group Work (ASGW). Describes her start in group counseling and her continued efforts to contribute to the growth of the field by providing group services directly to people. (Author/PVV)

Discusses the history of the Association for Specialists in Group Work (ASGW). Provides a timeline of significant events pertaining to ASGW from 10 annual symposiums on group counseling in 1969 that led to the establishment of ASGW to the appointment of a task force to develop diversity competencies for group work in 1998. (MKA)

Argues that Waldo and Bauman's Goals and Process (GAP) matrix does not include task/work groups. Claims that it is not in the best interest of group work to undo or rework the Association for Specialists in Group Work's four core groups as a model. States that the field of group work needs a commonly shared framework/categorization from which to…

This response to Waldo and Bauman's article on the Goals and Process (GAP) matrix addresses two categorizations of group work: specialty groups and the GAP matrix. Briefly describes them, discusses their application to therapeutic groups for childhood sexual-abuse adult survivor groups, and proposes some adaptations. (Author/MKA)

Claims that Waldo and Bauman's Goals and Process (GAP) matrix improves the ability of both researchers and practitioners to communicate in more sophisticated terms about the goals and processes of various groups. Proposes that the GAP matrix be revised without retaining the original categories because they are obscure and obsolete. (MKA)

In the present study, the authors clustered a pretreatment sample of 190 perpetrators of intimate partner violence (IPV) mandated to attend group counseling based on State-Trait Anger Expression Inventory scores and examined whether these profiles were associated with differential outcomes 1 year postadjudication. Cluster analysis revealed 3…

The purpose of this study was to examine animal assisted therapy (AAT) in the school setting. This study reviewed the potential social, emotional, and educational benefits that children and adolescents may gain from utilizing an animal assisted therapy dog. This study utilized The Relationship Inventory and The AAT (Animal Assisted Therapy)…

Problem-focused interventions are considered to be one of the most effective group counseling strategies with adolescents. This article describes a problem-focused group counseling model, Solving Problems Together (SPT), with a small group of adolescent African American boys struggling with anger management. Adapted from the teaching philosophy of…

This article reports on mother-child conflict as an outcome and moderator of Interpersonal Psychotherapy-Adolescent Skills Training (IPT-AST), a preventive intervention for depression. Forty-one adolescents (average age = 13.37, SD = 1.19) with elevated depression symptoms were randomized to receive IPT-AST or school counseling (SC). Adolescents…

The purpose of this study was to measure outcomes of a group program designed to help mothers become involved in their child's sex education. Innovations included: a quasi-experimental design, use of standardized measures, and measures of mothers' personal characteristics. The design included volunteer participants, a control and experimental…