Unit Introduction and What You Will Learn
In week 11, we start looking at treatment groups. To look at this, we will use the example of three types of groups. The week’s readings are around these topics. I also want to share some example curricula that you can see and review to get a picture of what this looks like. All of the readings for this week are good information, and I think they will help give you some perspective. Dialectical behavioral therapy is a frequently used group format, and Rizvi et al. (2013) provide a helpful overview of what it looks like. Next, Rose (2004) gives the example of cognitive-behavioral group work (CBGW). Even though most curricula don’t explicitly describe themselves as being founded in CBGW, I could argue that they are. Finally, Roffman (2004) reviews psychoeducational groups.
The agenda for week 11 is as follows:
- Group Intervention Pitch
- Psychoeducational group skills
- Curriculum used with psychoeducational or CBGW
- Phases of the group process for CBGW
- Information about DBT
- Planning and implementation group
Learning objectives this week include
- Describe the role of the social worker as educator in psychoeducational groups and identify facilitation skills needed to effectively deliver information to group members.
- Explain the foundational principles of cognitive-behavioral therapy and describe how they translate into cognitive-behavioral group work practice.
- Be exposed to different cognitive behavioral therapy related group work systems.
Unit Assignments
Read/Watch
- Rose (2004), Roffman (2004), and Rizvi et al. (2013)
A-01: Class Attendance and Engagement
Attend Class
A-02: Reading Engagement
W-11 A-02 Reading Questions due before class via My Heritage Assignments
Unit Resources
This week, there are again a number of handouts that we will be spending some time reviewing. I will have printed and ready the ones you need in class. I’m uploading them, as it might be helpful to have saved them and looked over them a little bit. In the course of our discussion of Cognitive-Behavioral Group Work, I wanted to offer some examples of what the manuals can look like. You will be broken up into groups and given a chance to read “thumb through” the material and talk about it together.
- Dragon Slayers - Trauma-focused Teen, Pre-teen Group Curriculum
- WhyTry Curriculum Example including the following:
- WhyTry An Amazing Experience (Example Group Activity)
- WhyTry Secondary Teacher’s Manual - Reality Ride
- WhyTry - Flexible Lesson
We will also review a tool that I have frequently used with clients, Using Grounding To Detach From Emotional Pain.
All of the presentations for this class can be found at https://presentations.jacobrcampbell.com. This week’s slides are Spring 2026 SOWK 487w Week 11 - Treatment Groups - Examples of CBGW, DBT, and Psychoeducational.
The Lecture Videos tab in the MyHeritage course is where you will be able to find class recordings. The video this week is at [Spring 2026 SOWK 487w Week 11]().
Reference
Rose, S. D. (2004). Chapter 7 - Cognitive-behavioral group work. In C. D. Garvin, L. M. Gutiérrez, & M. J. Galinsky (Eds.), Handbook of social work with groups (2nd ed., pp. 111-135). The Gilford Press.
Roffman, R. (2004). Chapter 9 - Pyschoeducaitonal Groups. In C. D. Garvin, L. M. Gutiérrez, & M. J. Galinsky (Eds.), Handbook of social work with groups (2nd ed., pp. 160-175). The Gilford Press.
Rizvi, S. L., Steffel, L. M., & Carson-Wong, A. (2013). An overview of dialectical behavior therapy for professional psychologists. Professional Psychology: Research and Practice, 44(2), 73-80. https://doi.org/10.1037/a0029808
To-Do Lists
- A-01:Class Attendance and Engagement Attend class
- A-02: Reading Engagement before class
- Read Rose (2004), Roffman (2004), and Rizvi et al. (2013)