Because it works. Research reveals that it is effective, and experience demonstrates that it is efficient.

Effectiveness

According to Albert Bandura (1989), the founder of Social Learning Theory, most social learning occurs through observing others' behavior. Moreover, an observer is more likely to imitate rewarded behavior than ignored or punished behavior. Likewise, group work is an ideal platform for youth to learn positive interpersonal skills.

One meta-analysis of 56 studies revealed that the average adolescent participating in group therapy faired better than 73% of those in the control groups (Hoag & Burlingame, 1997).

In a literature review of the effectiveness of support groups, it was discovered that there is a consistent pattern of evidence, over a long period, confirming the success of support groups (Worrall, et al., 2018). In their paper, they cite a 2013 survey of a mutual support group model (GROW) highlighting outcomes for group participants:

• 85% of participants felt an improved sense of personal value
• 77% experienced an enhanced sense of belonging and connection with the community
• 81% reported an improved network of friends and personal supports

In Course 1, we learned about the Guideposts for Success. Again, the Guideposts are evidence-based practices that promote success for youth with disabilities. The Guideposts that coincide perfectly with group work include:

• Access to safe places to interact with their peers
• Opportunities to develop social, civic, and leadership skills
• Strong connections with caring adults

Efficiency

Much of what we know about the success of group work is anecdotal. Here's an example from Dr. Margarett Glenn, Principal Investigator of AIR4VR.

When working as a vocational rehabilitation counselor in Virginia, I was given the opportunity to develop a specialized caseload. The specialization was working with participants in residential substance treatment programs. The most significant change for me was conducting group sessions with my clients. I facilitated career exploration and reentry skill development groups and monitored participants' progress in their job searches and group sessions.

What did I discover? They learned as much from each other (or more) than they did from me. They were in it together and supported each other through rejections and successes. The result? My clients secured great jobs, and I had high employment closure rates.

They learned as much from each other (or more) than they did from me.

Additionally, Dr. Glenn discovered the efficiency of group work, as is illustrated in her observation:

I could accomplish in one group session what would take many more hours to accomplish in individual sessions.

Bandura, A. (1989). Social cognitive theory. In V. R. Greenwich (Ed.), Annals of child development (pp.1-60). Greenwich, CT: Jai Press.

Hoag, Matthew J. & Burlingame, Gary M. (1997). Evaluating the Effectiveness of Child and Adolescent Group Treatment: A Meta-Analytic Review. Journal of Clinical Child Psychology, Vol. 26, No. 3, p. 234-246.

Worrall, Hugh; Schweizer, Richard; Marks, Ellen; Yuan, Lin; Lloyd, Chris; and Ramjan, Rob, "The effectiveness of support groups: a literature review" (2018). Faculty of Science, Medicine and Health - Papers: part A. 5441. https://ro.uow.edu.au/smhpapers/5441

Mancini, M.A., Linhorst, D.M., Menditto, A.A. and Coleman, J., 2013. Statewide implementation of recovery support groups for people with serious mental illness: a multidimensional evaluation. The journal of behavioral health services & research, 40(4), pp.391-403.