Konopka, Gisela

2013 ◽  
Author(s):  
James R. Reinardy
Keyword(s):  
Social Justice ◽  
Adolescent Girls ◽  
Group Work ◽  
Troubled Youth ◽  
Delinquent Adolescent

Gisela Konopka (1910–2003) was a social justice advocate and humanitarian who became nationally and internationally famous as an expert in group work—particularly work targeted to troubled youth—and in research on delinquent adolescent girls.

Group work, multiculturalism, and social justice: Revising the ASGW diversity principles

2012 ◽  
Author(s):  
Anneliese A. Singh ◽  
Bogusia Skudrzyk ◽  
Niloufer Merchant ◽  
Daphne H. Ingene
Keyword(s):  
Social Justice ◽  
Group Work

Group Work with Sexually Abused Adolescent Girls

1992 ◽  
Vol 25 (4) ◽  
pp. 477-489
Author(s):  
Kedar Nath Dwivedi ◽  
Elizabeth Brayne ◽  
Stuart Lovett
Keyword(s):  
Effective Treatment ◽  
Adolescent Girls ◽  
Group Work ◽  
Group Treatment ◽  
Sexually Abused ◽  
Treatment Programme ◽  
Abused Children ◽  
Borderline Syndrome ◽  
History Of ◽  
Sexually Abused Children

A disruptive and unruly atmosphere is characteristic of most groups of disturbed adolescents, especially those with a history of abuse. However, group treatment for sexually abused children and adolescents is seen as the cornerstone of an effective treatment programme for this condition. Difficulties in treatment are rather similar to those in cases of borderline syndrome. This article describes the experience of group work in Northampton as an attempt to confront some of these difficulties.

Diversity and Social Justice in Group Work

2017 ◽  
pp. 17-26
Author(s):  
Robert C. Berg ◽  
Garry L. Landreth ◽  
Kevin A. Fall
Keyword(s):  
Social Justice ◽  
Group Work

scholarly journals To Be or Not to Be: Social Justice in Networked Learning

2019 ◽  
Vol 9 (4) ◽  
pp. 261
Author(s):  
Öztok
Keyword(s):  
Social Justice ◽  
Social Presence ◽  
Group Work ◽  
Theoretical Framework ◽  
Networked Learning ◽  
Learning Practices ◽  
Online Spaces ◽  
Made In

The potential for more egalitarian or democratic forms of engagements among people is accepted to be somehow actualised naturally within collaborative or cooperative forms of learning. There is an urgent need for a theoretical framework that does not limit social justice with access or participation, but focuses on the otherwise hidden ways in which group work can yield suboptimal outcomes. This article aims to expand the current understandings of social justice in networked learning practices by challenging the ways in which online subjectivities are conceptualised in communal settings. It is argued that the mediated experience in online spaces should be conceptualised in tandem with one's social presence and social absence if education is to be studied more rigorously and if claims of justice are to be made in networked learning.

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