Chapter 6: Approaches to Evaluating Groups

1. Chapter 6: Approaches to Evaluating Groups Introduction to Group Work, 5th Edition Edited by David Capuzzi, Douglas R. Gross, and Mark D. Stauffer

2. Why Evaluate? • To determine whether goals and objectives have been met • To evaluate efficacy • To focus on process • To make improvements • To decide whether to continue modalities

3. Applying Evaluation Principles to Group Work • Quantitative: Attempt to quantify the effect of the group experience (e.g., amount of behavioral change) • Qualitative: Examines the quality of participants’ group experience • A combination of both quantitative and qualitative measures (e.g., measurement of behavior changes along with participant observations regarding changes in attitude, feelings, and values)

4. The Group Evaluation Process • Formative: Intent is to improve group process and outcomes by gathering ongoing feedback. • Summative: Intent is to gather information to assess whether a group has met its goals. • Four stages of focus for group evaluation • Definitive • Personal involvement • Group involvement • Enhancement and closure

5. Evaluation Methods and Measures • Measures of symptom reduction (e.g., pretest, posttest, measuring change experienced) • Measures of skill development and behavior change (e.g., before-and-after videotapes, pregroup and postgroup self-report measures) • Measures of group process and therapeutic factors (e.g., Therapeutic Factors Inventory, Group Sessions Rating Scale, evaluation of group members’ perceptions)

6. Evaluation Methods and Measures • Measures of leadership (e.g., group members rating leadership behaviors, Group Psychotherapy Rating Scale) • Measures of goal attainment (e.g., Groupwork Engagement Measure, global assessment scales, multidimensional scales, self-report questionnaires) • Measures of client satisfaction (e.g., self-report, obtaining client follow-up data)

7. Evaluating Psychoeducational Groups • Goal setting and outcomes in group evaluation • Select a goal. • Define it in measurable terms. • Choose or develop measures to assess outcomes.

8. Example: Evaluating a Psychoeducational Group for Students in an Alternative High School • Identify the target population. • 16–19 year olds in an alternative school • Set the goals. • Establishing social and personal comfort in group setting • Building self-trust and self-respect • Learning active listening skills • Developing respectful response skills • Select the interventions.

9. Example: Evaluating a Psychoeducational Group for Students in an Alternative High School • Assess problem behaviors and symptoms to be used for group outcome data. • Conduct observer evaluation of group leadership and group process. • Use video for evaluation purposes. • Handle leader and participant evaluation.

10. Example: Using Group Process and Leadership Principles in Group Supervision and Training • Planning a supervision group • Evaluating the group

11. Abridged Group Evaluation Planning Sheet • Define group’s goals and objectives. • Define client population. • Define group process, model, and/or techniques to be used. • List questions about various aspects of groups and answer them. • Compile specific processes and outcomes to be evaluated, depending on above answers. • Determine how and when processes and outcomes will be measured in each stage.