“We may not like it but we guess we have to do it:” Bringing Agency-Based Staff on Board with Evidence-Based Group Work

Abstract

In this article the authors describe our experience of developing a manualized model of group treatment for early adolescents with learning disabilities. We review the process of developing and piloting the manual as part of a school-based intervention research project, and the process and complexities in using this model in a community agency with a long history of conducting groups. The authors provide the leaders' feedback on their experience of co-leading a manualized group approach. They conclude with practice principles and recommendations based on the staff's feedback, with respect to bringing agency-based workers on board with an evidence-based approach to group work practice.

KEYWORDS:

• manualized group
• group for students with learning disabilities
• self-advocacy group
• learning disabilities
• adolescents
• school-based social work
• group work
• co-leadership

ACKNOWLEDGMENT

This study was funded by a grant from the Social Sciences and Humanities Research Council of Canada. We acknowledge the support of the Toronto Catholic District School Board psychologists, social workers, teachers, and administrators, and the children and their parents, in particular Maria Kokai. We would like to thank Integra group leaders and administration, research assistants, and especially the research project coordinator Arija Birze.