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

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

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)

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

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)

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)

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.

Identify the target population. Set the goals. 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.

Conduct observer evaluation of group leadership and group process. 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.

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

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.