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Learning the Language: Strategies for Successful Group Work in Schools

Abstract:Schools are faced with the challenge of increased accountability for academic success even as high rates of student mental health problems negatively impact school climate. This article posits that by learning the language of the educators, group workers can establish effective school-based collaborations. By analyzing key school factors, practitioners can align therapeutic goals with the academic agenda and implement group interventions that effectively address students' emotional needs while integrating group work into the daily running of the school. An exploration of cross-system dynamics and administrative challenges will be addressed, with suggestions for various types of group interventions.