Zoa Glab, Loyola University Chicago, Chicago, IL (USA)

This poster describes an empowerment and support group for transgender youth living in Iowa, where recently gender-affirming care was banned. The group will be open and conducted virtually and will draw on models of empowerment and mutual aid. The group will incorporate the sharing of lived experience between members of the transgender community. This poster aims to provide a model for group work with transgender people living in environments that are actively harmful to them.

Kimberly Moore, Yeshiva University, New York, NY (USA)
Yvette Fort, Yeshiva University, New York, NY (USA)

This poster presentation will highlight the services provided through a community-based model of connecting health promotion topic experts into easily accessible community-based settings.

Mariëtte Joubert, University of the Free State, Bloemfontein, Free State (South Africa)

This presentation outlines an evaluation study completed with University of the Free State Social Work students to evaluate first- and second-year social work students’ experience of being participants in groups presented by third-year social work students. Results indicated positive experiences for the junior social work students as they gained life skills and ultimately, it contributed to there professional development as future social workers.

Vivian Oystrick, Laurentian University, Greater Sudbury, ON (Canada)

This presentation will discuss a qualitative research study exploring the positive benefits of an arts-based mindfulness group intervention for adolescent mothers. Thematic analysis led to the development of themes relating to connections with others, new ways of coping, and improved awareness. Finding suggest arts-based mindfulness methods are an engaging and beneficial way to help adolescent mothers develop supportive relationships, positive coping strategies, and improved awareness.

Samaneh Abedini Najafabadi, Laurentian University, Sudbury, ON (Canada)

This presentation will explore the benefits of two Mindfulness-Based Interventions (MBIs), MBCT-C and HAP, for marginalized Middle Eastern youth. Both programs were delivered in a group. MBCT-C emphasizes personal development through shared experiences, while HAP focuses on anti-oppressive and feminist approaches. Through examples of activities and quotes from youth participants, attendees will learn how these MBIs improve emotion regulation and resilience, and have the opportunity to engage in a mindfulness activity themselves.

Penelopia Iancu, Université de Moncton, Moncton, NB (Canada)
Isabel Lanteigne, Université de Moncton, Moncton, NB (Canada)

Nous présentons ici des résultats d’une étude qualitative visant à comprendre l’expérience des parents avec les services reçus pour leur enfant ayant des problèmes de santé mentale. Lors de cette recherche, des entretiens semi-directifs ont été effectués avec des parents quant à la trajectoire d’accompagnement au sein du système de soins au Nouveau-Brunswick (Canada). Ces résultats invitent à réfléchir sur les groupes hybrides pouvant favoriser la solidarité entre les familles, les intervenants et les communautés.

Mercedes Cuenca, Universitat de Barcelona, Barcelona (Spain)
Belén Parra, Universitat de Barcelona, Barcelona (Spain)

El póster presenta una práctica desarrollada durante un año con un grupo cultural, generacional y sexualmente diverso cuyos miembros enfrentaban diversas dificultades para acceder a un empleo. La experiencia pone de relieve el poder del Trabajo Social con grupos a la hora de transformar las capacidades personales y los vínculos sociales, generando un cambio positivo que perdura a lo largo del tiempo.

Belén Parra, Universitat de Barcelona, Barcelona (Spain)
Ariadna Munté, Universitat de Barcelona, Barcelona (Spain)
Judit Castro Dìez, Universitat de Barcelona, Barcelona (Spain)
Mercedes Cuenca, Universitat de Barcelona, Barcelona (Spain)

Se expone la integración de los conceptos teóricos sobre la compresión de los grupos y sobre el trabajo en grupo, desde una perspectiva de proceso y de las funciones que la trabajadora social de grupo lleva a cabo en cada una de las etapas de la vida del grupo, mediante un abordaje pedagógico que utiliza la metodología docente de la simulación en la UB.

Brie Radis, West Chester University, West Chester, PA (USA)
Melanie Hagerty-Griffin, West Chester University, West Chester, PA (USA)
Ryan Scott, West Chester University, West Chester, PA (USA)

Food and/or resource insecurity is a growing problem for many undergraduate and graduate students. Food insecurity can have many effects on people, including major health concerns, lowered performance at school or work, higher levels of stress, and mental health or sleep concerns. This presentation will focus on the steps one campus took as a team of students, faculty, staff, and community partners worked together to create a fully functioning resource pantry on an urban campus.

Belén Parra, University Barcelona, Barcelona (Spain)

Experiencia docente y colaborativa con profesionales y personas usuarias de un servicio de rehabilitación comunitaria de salud mental, para el aprendizaje de las competencias necesarias para la conducción de grupos. Es un proyecto de innovación docente de la Universidad de Barcelona. Tiene la duración de dos años y se lleva a cabo en la asignatura de Trabajo social de grupo del Grado de Trabajo social, en 4 grupos de 60 estudiantes por grupo.

Tamara Alshoweat, Loyola University Chicago, Chicago, IL (USA)

Muslim women are often underrepresented in the therapeutic setting. This poster addresses the lack of representation of Muslim women in therapy. This poster will also touch on the need for more research on groups for Muslim women and the most effective way to set groups for Muslim women. This poster will mention the group process, therapeutic factors, gaps in literature and suggestions for further groups.

Elliot Ash, Loyola University Chicago, Chicago, IL (USA)

This poster describes ways into which community and psychoeducational support groups can help to lessen recidivism rates. Such groups like trauma-focused support groups and skills-based groups were found to foster a sense of community. Case examples from Chicago, IL will be explained.

Andrew Spaumer, IASWG Africa Chapter, Tshwane (South Africa)

The South African Correctional Services Facilities (prisons and jails) utilizes group work interventions to address the needs of inmates. This  presentation explains the relevance of group work as experienced by both the social workers (group facilitators) and the inmates. The presentation will further show how diversity is addressed through group work within this system.

Azahah Abu Hassan Shaari, Universiti Malaysia Kelantan, Bachok (Malaysia)
Bernadine Waller, Columbia University Irving Medical Center, New York, NY (USA)
Muhammad Azim Abu Hassan Shaari, Kolej Islam Antarabangsa Sultan Ismail Petra, Kota Bharu (Malaysia)

This poster describes recovering social workers’ insights about the use of 12-step peer support group to manage the complex process of personal recovery while working in addiction treatment agencies. Participants shared valuable accounts related to participation in 12-step peer-support group as an important and significant aspect of their recovery process. For instance, the social networking with other peers was a crucial component in 12-step that significantly helped guiding participants in their recovery.

Evan Kafka, Loyola University Chicago, Chicago, IL (USA)
Emily Balentine, Loyola University Chicago, Chicago, IL (USA)

This poster explains how a support group helped encourage students to successfully transition into the high school environment after a recent mental health hospitalization. The poster describes the structure of the group, introduction of the evidence-based research, and the benefits of the group.

Dovilė Daugėlienė, Vytautas Magnus University, Kaunas (Lithuania)

Mental illness is a challenging experience that can destabilize personal, professional, and social life. This poster shares experiences and insights about process of (re)building positive self-image through group work to develop social, emotional, and professional skills for people with mental illnesses.

Penelopia Iancu, Université de Moncton, Moncton, NB (Canada)
Isabel Lanteigne, Université de Moncton, Moncton, NB (Canada)

Les résultats préliminaires d’une recherche qualitative exploratoire sur le vécu de parents ayant un enfant avec des problèmes de santé mentale seront présentés dans cette communication. Une vingtaine de parents Néobrunswickois ont participé à l'étude au sujet de leur expérience d’accompagnement lorsqu’ils ont reçu des services pour leur enfant. Nous explorons donc le rôle que le travail social de groupe peut jouer pour promouvoir la solidarité entre les familles, les intervenants et les communautés.

Kimberly Zaucha, Loyola University Chicago, Chicago, IL (USA)
Antonia Stamatoukos, Loyola University Chicago, Chicago, IL (USA)

This poster examines the availability of Black, Indigenous, and People of Color (BIPOC) support groups in Chicagoland high schools prior to and during COVID-19. A survey was administered to predominantly white and diverse high schools to determine the possibility of a correlation between groups offered and racial/ethnic composition of the student body. This poster intends to determine a shift, through survey data, in the numbers of BIPOC groups offered amid a racial and global pandemic.

Willemien Roodt, North West University, Potchefstroom, Swartruggens (South Africa)
Marie Ubbink, North West University, Potchefstroom (South Africa)

A quantitative cross-sectional survey obtained the preferences of primary school learners' parents, on the content of a three-dimensional (parent, learners, and educators) school social group work bullying programme. A descriptive analysis, t-tests, ANOVA and Spearman correlations was done. Data analysis revealed content element rated most applicable and least applicable by parents. Emerging themes was identified in the narrative qualitative question responses. A thematic analysis revealed content that could be added to such a programme.

Julie Jensen, Loyola University Chicago, Chicago, IL (USA)

Due to the emotional nature of the MSW curriculum, students experience triggers, vicarious trauma and extreme stress at a higher rate than other programs resulting in the need for more support. Individual therapy and integrative seminars are commonly provided; however, process groups are rarely offered. This poster presents the findings from a survey of MSW students and the impact they feel process groups would have on their experience.