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ABSTRACT
The purpose of this study was to identify factors relevant to social work students' perceived knowledge of and preparation for group-work practice. In addition, the experiences of students in the classroom and in the field are discussed in relationship to these variables. Although classroom and field experiences were significant, exposure to group in the field placement was a much stronger predictor of group-work knowledge. Students reported feeling most knowledgeable about the concepts of mutual aid, diversity, group culture, and group phases. Reported gaps in learning were related to research and legal issues associated with group work.
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I would like to acknowledge Carolyn Knight, Donna Harrington, Alex Gitterman, Kathleen Deal, and Jim Bembry for their invaluable advice and support of this work.