A Historical Overview Of Art And Music Based Activities In Social Work With Groups Nondeliberative Practice And Engaging Young People S Strengths, Brian L. Kelly Phd, Lauren Doherty Msw
Jun 2016
A Historical Overview Of Art And Music Based Activities In Social Work With Groups Nondeliberative Practice And Engaging Young People S Strengths, Brian L. Kelly Phd, Lauren Doherty Msw
Brian L.Kelly
This article provides a historical overview of the use of art and music-based activities in social work with groups. The authors review archival, empirical, and theoretical literature that explores the use and effectiveness of these activities in the recreation movement and group work practice from the late 19th to mid-20th centuries, the Hull House settlement in Chicago from the late 19th to mid-20th centuries, and in recent group practice in social work and related fields. Findings suggest that art and music-based activities encourage and facilitate nondeliberative practice and allow for important opportunities to engage young people’s strengths.
Exploring Nondeliberative Practice Through Recreational, Art, And Music-Based Activities In Social Work With Groups, Brian L. Kelly Phd, Lauren Doherty Msw
Apr 2016
Exploring Nondeliberative Practice Through Recreational, Art, And Music-Based Activities In Social Work With Groups, Brian L. Kelly Phd, Lauren Doherty Msw
Brian L.Kelly
This article reviews the history of recreational, arts, and musicbased activities in social work with groups, providing a nondeliberative practice context. The article begins with an overview of nondeliberative practice, then presents various uses of recreational, art, and music-based activities during the Settlement House and Recreational Movements, in mid-20thcentury group work practice and in present practice. The article concludes with a review of current projects in the Chicago land area and highlights their potential to decrease young person on young person violence.
Homophobia Within Schools Of Social Work The Critical Need For Affirming Classroom Settings And Effective Preparation For Service With The Lgbtq.Pdf, Michael P. Dentato, Phd, Shelly L. Craig, Phd, Michael R. Lloyd, Phd, Brian L. Kelly Phd, Caitlyn Wright Msw, Ashley Austin, Phd
Mar 2016
Homophobia Within Schools Of Social Work The Critical Need For Affirming Classroom Settings And Effective Preparation For Service With The Lgbtq.Pdf, Michael P. Dentato, Phd, Shelly L. Craig, Phd, Michael R. Lloyd, Phd, Brian L. Kelly Phd, Caitlyn Wright Msw, Ashley Austin, Phd
Brian L.Kelly
Social work programs must effectively meet the needs of their diverse lesbian, gay, bisexual, transgender, and queer (LGBTQ) student populations as well as effectively train all students to work with minority groups including the LGBTQ community. While many undergraduate and graduate social work programs provide open, supportive, and affirming experiences for LGBTQ students, there remain ongoing challenges related to hostility, stigma, heterosexism, and homophobia within classroom settings across programs in the US and Canada. This study examines classroom experiences of homophobia among 1,018 social work students. Qualitative data associated with three optional open-ended questions were analyzed utilizing grounded theory. Main …
Exploring Group Dynamics In Activity-Based Group Work With Young People Experiencing Homelessness, Brian L. Kelly Phd, Margaret J. Hunter Msw
Feb 2016
Exploring Group Dynamics In Activity-Based Group Work With Young People Experiencing Homelessness, Brian L. Kelly Phd, Margaret J. Hunter Msw
Brian L.Kelly
This article explores the development of group dynamics in an activity-based group comprising four young people experiencing homelessness and one group facilitator. Over the course of 12 sessions, the group produced a coconstructed audio documentary. Nine group sessions were recorded, transcribed, coded, and analyzed for patterns of group dynamics, including communication and interaction patterns, cohesion, social integration and influence, and culture. Findings suggest that the task-oriented nature of coproducing the audio documentary facilitated the development of interpersonal dynamics, provided young people with opportunities for personal growth, and provided them with opportunities to engage their strengths as well.
The Invisible Classroom: Relationships, Neuroscience And Mindfulness In School, Brian L. Kelly Phd
Dec 2015
The Invisible Classroom: Relationships, Neuroscience And Mindfulness In School, Brian L. Kelly Phd
Brian L.Kelly
No abstract provided.
