2021 IASWG Poster Presentation Gallery

Anti-Racism Working Group: Exploring the Results of an Interdisciplinary Partnership at a Large Public University
Brie Radis, West Chester University, West Chester, PA (USA)
A group of students, staff and faculty developed an action-oriented community to increase awareness and advocacy efforts against systemic and micro-level racism. Founded by BSW/MSW faculty, the Anti-Racism Working Group (ARWG) goals are to include education and awareness, and dialogue about race, ethnicity, bias, power, and privilege; cultivate interdisciplinary faculty and student relationships, and inspire anti-racist actions. This presentation discusses and disseminates research about ARWG and early assessments of the program.

Visual HeARTS: Connecting Young Adults with Cancer through Online Photovoice Group Work
Jennifer Currin-McCulloch, Colorado State University, Fort Collins, CO (USA)
Danielle Peterson, University of Saint Francis, Fort Wayne, IN (USA)
Shivani Kaushik, Colorado State University, Fort Collins, CO (USA)

This presentation will describe the planning through evaluative stages of an online photovoice group that included young adults with cancer. A discussion of the group dynamics that resulted from the members’ stage of life, various disease states, and goals for entering the group is offered. Attendees will gain an understanding of how to integrate photovoice methods in a virtual platform for the purpose of connecting young adults with cancer and other socially vulnerable populations.

The Use of Expressive Arts to Build Connection 
Claude Olivier, King's University College, London, ON (Canada)
Laura Lewis, King's University College, London, ON (Canada)

There has been growing interest in the use of the expressive arts in social work, leading both to theory and practice development. This presentation will convey the facilitated group work practice experiences of two social workers who provided expressive arts experiences in their local community and the benefits of these kinds of programs. Theoretical underpinnings of these groups and considerations for the applicability of these interventions to one's home communities will be explained.

Sharing Our Story: A Student Support Group at Buena Vista University
Katie Gruhn, Buena Vista University, Storm Lake, IA (USA)
Brenna Horkey, Buena Vista University, Storm Lake, IA (USA)

COVID-19 affected all of us in ways that no one foresaw. Seeing a need for mental health resources on campus, we used our macro practice class to develop and launch a support group to help combat mental health issues among students. This presentation aims to describe how we developed our group, gives examples of successful group activities, and suggests how this type of program can be facilitated on other college and university campuses.

Life, Liberty, and the Pursuit of Happiness for Individuals with Developmental Disabilities 
Rachel Minkoff, Yeshiva University, New York, NY (USA)
Social workers and social work educators must be better equipped to share knowledge on guardianship and its alternatives to better support the millions of people living with intellectual and developmental disabilities. This involves classroom and field education focused on this population, their mental health, and their related services. This presentation will offer recommendations for social work education and group work facilitation to properly prepare social workers to serve and advocate for this population.

Situations complexes et besoin de collaboration : la contribution du travail de groupe
Isabel Lanteigne, Université de Moncton, Moncton, NB (Canada)
Penelopia Iancu, Université de Moncton, Moncton, NB (Canada)

Cette présentation porte sur le travail de groupe en contexte collaboratif qui est utilisé pour intervenir lors de situations complexes qui sont difficiles à résoudre de façon cloisonnée. Les auteures abordent les défis rencontrés lors de la collaboration IP ainsi que les stratégies employées par les travailleuses sociales pour surmonter ces défis. Pour conclure, la présentation soulève des pistes pour la formation des étudiantes et des intervenants en travail social.

Groupe de soutien pour les proches aidants dont l’aîné a récemment été admis en centre d’hébergement et de soins de longue durée (CHSLD)
Anaïs Fortin-Maltais, Université Laval, Québec, QC (Canada)
Plus que jamais, on parle de proche aidance au Québec. Des politiques existent lors du maintien à domicile d’une personne âgée, mais lorsque son état de santé se dégrade et que l’hébergement devient inévitable, les proches aidants n'ont que peu ou pas de ressources vers qui se tourner. Cette affiche présente donc une intervention de groupe virtuelle destinée aux proches aidants dont l'aîné a récemment été admis en CHSLD.

Group Work and Out of School Time Programs: How Afterschool Programs Benefit from Group Work Practice 
Michelle Lopez, Loyola University Chicago, Chicago, IL (USA)
Afterschool programs play an important role in youth development and in keeping children safe outside of school. This presentation aims to analyze the need for and impact of group work practice in the out-of-school-time program setting. Ways in which group work models can improve afterschool programs by supporting social emotional skill development, cognitive development, conflict resolution, and cohesion in schools will be explained.

Le jardin-école comme ciment social au sein de communautés multi-ethniques
Nadine Babatounde, ONG, Cotonou, QC (Benin)
L’adhésion au jardin école pour bénéficier de la formation sur les techniques de jardinage combinées aux petits élevages est libre et volontaire dans les villages d’intervention du projet. Ceci permet de regrouper ensemble plusieurs catégories sociales et ethniques (holli et mahi, Aizo et wémè) autour d’un même jardin école. Cet espace de formation permet de renforcer les liens sociaux entre les individus qui intègrent le groupe. Le présent papier discute des mécanismes et processus par lesquels, le travail social de groupe, tout en contribuant à l’amélioration des conditions matérielles de vie des communautés, permet de jeter des ponts de brassage et de cohésion entre des groupes sociaux isolés par des préjugés et méfiances séculaires que l’on pensait irréductibles. Le papier conclut sur les leçons qui se dégagent d’une telle expérience et qui méritent d’être portées à l’échelle.

Facilitating Virtual Groups for Youth at a Closed-custody Detention Centre: Associated Experiences and Navigating Challenges as a New Social Worker
Simran Arora, Canadian Training Institute, Toronto, ON (Canada)
This presentation aims to describe the challenges associated with facilitating virtual psychoeducational groups for youth at a closed-custody detention centre. The poster outlines my experiences as a new social worker and the different ways challenges related to confidentiality, technology, and the COVD-19 pandemic were addressed. Successes resulting from the program and recommendations for future groups and practitioners are also stated within this poster.

Availability of BIPOC Groups in Chicagoland High Schools: Before and During the COVID-19 Pandemic
Kimberly Zaucha, Loyola University Chicago, Chicago, IL (USA)
Antonia Stamatoukos, Loyola University Chicago, Chicago, IL (USA)

This poster examines the availability of Black, Indigenous, and People of Color (BIPOC) support groups in Chicagoland high schools prior to and during COVID-19. A survey was administered to predominantly white and diverse high schools to determine the possibility of a correlation between groups offered and racial/ethnic composition of the student body. This poster intends to determine a shift, through survey data, in the numbers of BIPOC groups offered amid a racial and global pandemic.

LGBTQ+ Identity Development and Euphoria Curriculum for Groupwork within a High School Setting 
Erica Fada, Loyola University Chicago, Chicago, IL (USA)
With an increase in LGBTQ+ individuals within younger populations, and the fact that members of Generation Z already identify with the community during their adolescence, there is a great need for support around queer identity formation in adolescents' lives. However, despite the growing need for LGBTQ+ support, curricula around how to develop groups for these populations is lacking. This poster presents a summary of curriculum development and implementation for groups tailored to LGBTQ+ high school adolescents.

Small Process Groups: Would They Enhance the MSW Student Experience?
Julie Jensen, Loyola University Chicago, Chicago, IL (USA)
Due to the emotional nature of the MSW curriculum, students experience triggers, vicarious trauma and extreme stress at a higher rate than other programs resulting in the need for more support. Individual therapy and integrative seminars are commonly provided; however, process groups are rarely offered. This poster presents the findings from a survey of MSW students and the impact they feel process groups would have on their experience.

Parents' Preferences on the Content of a School Social Group Work Bullying Programme 
Willemien Roodt, North West University, Potchefstroom, Swartruggens (South Africa)
A quantitative cross-sectional survey obtained the preferences of primary school learners' parents, on the content of a three-dimensional (parent, learners, and educators) school social group work bullying programme. A descriptive analysis, t-tests, ANOVA and Spearman correlations was done. Data analysis revealed content elements rated most applicable and least applicable by parents. Emerging themes were identified in the narrative qualitative question responses. A thematic analysis revealed content that could be added to such a programme.


 

About 2021 IASWG Symposium Posters Presentations 

Virtual Poster Gallery and Poster Presentation Live Sessions

We recognize that posters are a unique challenge to shift virtually, so we welcome your input and creativity in facilitating poster sessions. Below are two suggested options for poster presentations. Presenters are welcome to participate in one or both formats. We encourage you to consider and develop additional approaches and share them with us at [email protected] 

  • Poster Gallery: Poster presentations are published on the IASWG website in the IASWG 2021 Poster Gallery Blog. Presenters are asked to actively monitor their posters during the week of the Symposium and to respond to any comments or questions within the comments section of the page. To review the recommended format and sizing of the poster, please see guidelines below. By Monday, May 3rd, presenters must email [email protected] an image or pdf file of their poster and/or handouts to be displayed on their virtual poster presentation web page. 

  • Live Session: In addition, during the symposium, poster presenters are able to give a 10 minute summary of their work in a Zoom Live Session with other poster presentations. During this session, presenters are welcome to share a few PowerPoint slides or an image of their poster that describes the essential features (related to purpose, procedures, outcomes, or results). Each poster session will include 6 to 8 poster presentations. 

Recommended Poster Presentation Guidelines

Poster Format:

  • The most successful and attractive posters are graphically-produced posters that highlight and summarize the main points with the poster presenter filling in the details. 
  • It is recommended that the poster be prepared as a large PowerPoint slide. You are free to design your own template in Powerpoint. Free poster templates can also be downloaded from several websites, for example:
  • Your poster must include the following information prominently displayed across the top in font size of least 54 pt:
    • Title of the project.
    • Your name and the names of any co-authors (and their affiliations).
    • Name of your advisor, if applicable.
    • Posters should have your university logo in the upper left- or right-hand corner.
  • All text should be presented in a font of at least 24 pt (preferably ≥28 pt) so that it can be read from a distance of a few feet. Suggested font sizes for subheadings: 32–44 pt. Each poster should be organized to include the following sections:
    • An Abstract of 150 to 200 words summarizing the aims, hypothesis, results, and conclusions.
    • An Introduction to the topic.
    • A short synopsis of the Methods used to generate the data.
    • Results and Conclusions (can be in separate sections)
    • A list of Citations referenced in the poster and Acknowledgements of personnel and funding sources.
    • Make liberal use of illustrations, data figures, and tables with captions that enable the reader to visualize your project and to interpret the data shown.

Poster Presentation Basics


 

2020 Poster Presentation Gallery

L'aide mutuelle comme catalyseur de transformation chez des hommes ayant des comportements colériques

Matthieu Hammond-Rivard, Université du Québec à Montréal, Montréal, QC (Canada)

Cette présentation a pour but d’illustrer comment actualiser les spécificités des travailleurs sociaux en intervention de groupe, à contrecourant de la technocratie, l’individualisme et la responsabilisation individuelle. Elle dépeint les différentes étapes par lesquelles un groupe cognitivo-comportemental pour hommes portant sur la colère, a pu être transformé en un groupe d’aide mutuelle. Elle met en lumière l’importance de la prise en compte des conditions structurelles et sociales qui contribuent à maintenir ces hommes en difficulté.


Improving the Health of the Bisexual Community through the Creation of a Citywide Task Force

A. Kai Korpak, Loyola University Chicago, Chicago, IL (USA)

In 2018, with leadership from bisexual community stakeholders, LGBT community organizations, healthcare systems, and researchers, a task force was created to identify and address the health inequities facing bisexual communities in Chicago. This poster will describe the ways in which the task force is working to improve the health of bisexual communities through community-engaged policy and advocacy. Recommendations for supporting bisexual communities will be provided.


Migrants in Transit: A Proposed Model for Group Work Intervention

Daniela Barrios Morello, Loyola University Chicago, Chicago, IL (USA)
Laura Sevilla, Loyola University Chicago, Chicago, IL (USA)

This poster describes the process of developing meaningful group work interventions targeting migrants in transit. Grounded in a transnational partnership between a midwestern university and a shelter in Mexico, it is hoped that this project will promote the development of group work interventions that may be adapted to the needs of migrants, asylum seekers, and refugees as a way to help counteract their multiple stressors and support their socioemotional wellbeing.


Boost Cognition, Reduce Delinquency: Movement Based Groups for Adolescent Boys

Samantha Cossen, Loyola University Chicago, Chicago, IL (USA)
Max Parrella, Loyola University Chicago, Chicago, IL (USA)
Michael Awopileda, Loyola University Chicago, Chicago, IL (USA)

This poster will focus on the outcomes of a small-group for at-risk, adolescent boys at a midwest suburban high school focused on cognition and physical exercise. The poster explores the positive impact of physical exercise on the human brain, provides examples of social emotional activities and groups to increase cognition, and discusses an example of a movement-based social emotional small group for adolescent boys.


Developmental Trauma’s Impact on Therapeutic Group Participation and Potential Interventions to Address Client Trauma History Related Barriers

Sarah Kelly, Loyola University Chicago, Chicago, IL (USA)

This poster describes how developmental trauma may impact a person’s ability to participate in group. Additionally, it provides interventions to implement with clients to prepare for group participation. It describes how to determine if a client’s sensory integration, self-regulation, and relational skills are developed so that they can participate in a group and not be contraindicated.


A Pilot Study of Whether Social Media Group Promotes Mutual Aid, Instillation of Hope, Universality Among Its Participants

Veronika Kudina, Loyola University Chicago, Chicago, IL (USA)

The 2020 miles in 2020 challenge is based on philosophy that was established by authors of Run The Edge. They created an exclusive Facebook group to encourage individuals to form social bonds and do their best to complete 2020 miles in 2020. This poster will showcase how the virtual exercise Facebook group was developed and the impact on members as they post their personal stories, interact with one another, and motivate each other to succeed.


Reinforcing Effective Diabetes Group Education in an Outpatient Setting

Kaaren Royster, Alabama A&M University, Huntsville, AL (USA)
Meredith Lewis, UAB Huntsville Family Medicine Residency, Huntsville, AL (USA)

Diabetes is a major health issue. In the U.S. alone, there are 30 million patients affected with diabetes. This poster will highlight the impact of offering diabetes education groups to patients and how they were pivotal for motivating patients and offering accountability.


Fostering Cross-Generational Support through Narrative Group Interventions with LGBTQ Populations

Kelsey Tevik, Loyola University Chicago, Chicago, IL (USA)

The rapidly changing social landscape of the past 50 years has led to a distinctive social divide between adults and youth within the LGBTQ community. This poster examines potential benefits of utilizing group narrative therapy interventions for fostering cross-generational connection and support among LGBTQ populations. It discusses current literature, as well as identifying need for future research and scholarship. A curriculum for a ten-week LGBTQ narrative therapy group is provided.


Designing the Systemic Model of Child Welfare Moving from Child Protection to Development of Psychosocial Support for Families

Rasa Naujaniene, Vytautas Magnus University, Kaunas (Lithuania)
Jonas Rušku, Vytautas Magnus University, Kaunas (Lithuania)
Merja Laitinen, Vytautas Magnus University, Kaunas (Lithuania)
Jorune Vysniauskyte Rimkiene, Vytautas Magnus University, Kaunas (Lithuania)
Julija Eidukeviciute, Vytautas Magnus University, Kaunas (Lithuania)
Roberta Motieciene, Vytautas Magnus University, Kaunas (Lithuania)

This poster explains the current practice of child welfare system in the context of Lithuania. Based on statistical analysis generated results from a recent study, the poster will discuss how child neglect and violence against a child is conceptualized, what nature of intervention is dominant, and possibilities for the development of psychosocial services.


Developing Critical Competencies: Social Skills Groups in Schools

Jessica Lee, Loyola University Chicago, Chicago, IL (USA)

This poster aims to illustrate the need for social skill groups in school settings, examine group interventions targeting social skill development with young men of color, and highlight key components and challenges of group interventions. Ideas for future group-based interventions will also be discussed.

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