Masters Theses

Date of Award

6-1982

Degree Type

Thesis

Degree Name

Master of Science

Major

Social Work

Major Professor

Eldon Marshall

Abstract

This study sought to determine the current patterns and trends in activity group therapy with latency-age children. Based on a content analysis of periodical literature from 1965 to 1980, thirty-eight reports of activity group therapy were analyzed along the following dimensions: (1) stated group purposes, (2) social service setting, (3) duration of treatment, (4) group size, (5) leadership arrangements, (6) group composition, (7) group processes attended, (8) degree of structure, (9) activities used, (10) activity setting characteristics of activities used, (11) leadership interventions, (12) methods of evaluation, and (13) experimental designs used.

The following practice trends emerged. Most activity therapy groups were oriented toward increasing behavioral control, improving peer relationships, or attaining a sense of mastery. Activity groups were mostly conducted in elementary schools, residential treatment centers, and child guidance clinics. Groups tended to extend beyond four months in duration and were typically composed of five to six members. Analysis of leadership arrangements revealed a predominant use of co-leaders. More group leaders were social workers compared to other professions. Practitioners tended to select members who were homogeneous with regard to descriptive attributes, heterogeneous in relation to behavioral attributes, or homogeneous in both. Activity group leaders appeared to give more, although limited, attention to the group processes of norms, cohesiveness, leadership structure, and communication patterns compared to other group dynamics. Substantial variation existed in the degree of structure provided for activity therapy groups. Groups emphasized the use of a variety of games and activities familiar to latency-age children to reinforce rules, promote cooperation, and facilitate interaction among members. While activity group leaders tended to use direct and indirect strategies of intervention, analysis also revealed the use of extragroup interventions. Methods for evaluation of outcome of activity groups included the combined use of observational methods along with standardized behavioral ratings, interviews, and questionnaires. Pre-experimental designs were the most popular research models used with activity therapy groups.

Recommendations offered to advance the practice of activity group therapy included: (1) improved clarity of group purposes and treatment objectives, (2) use of graduate students and paraprofessionals in co-leadership roles, (3) exploration of the potential uses of co-educational groups, (4) identification of small group theory most applicable to treatment groups, (5) exploration of the potential leader intervention with significant others, (6) implementation of more systematic program evaluation, and (7) improvement in the dissemination of information about activity group programs through the reporting of minimal information pertaining to underlying theory, group purpose, group processes attended, methods used, and evaluation procedures.

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