182 SOCIAL FORCES for leisure-time activities for all age groups and for relationships, and that guidance or counseling very diverse interests. or individualizing is in order that the group may Fourth, extension of and adaptation of group be more effective in the life of each individual work knowledge techniques, theory to new fields member The narrative and chronological records and agencies, similar to the same development in of Grace Coyle and others show how necessary it social case work, The noticeable areas of new is, if the group is to serve an educational and re activity in recreation and group work include trade creational purpose, that the members be under unions and cooperatives, housing enterprises, stood as individuals; that the backgrounds, the military organizations, churches and student resistances and interests, the personality organiza religious centers, campus unions. To illustrate, tion be understood. This does not mean that the the University of wisconsin offers field experience leader will spend the largest part of his time frat to group work students with student churches, a ermizing with and studying individuals but that USO, a military camp, a hosteling agency, hospitals, he will observe each member of the group carefully, an industrial school for delinquent girls, and also acquire information about him, and conduct such with the older organizations as Scouts, a Settle- outside- the- group interviews as seem necessary to ment, Ys, etc. Recently a student who did her make the group most beneficial field work with a capus religious center and who Sixth, the greatly expanded use of volunteers and wrote a paper on group work in churches pointed changes in the training methods of out the extent to which group work principles can professional personnel. awar be applied to the recreation and leisure time myriads of laymen into the community service programs and to the religious and educational picture This war has used millions of volunteers programs of churches. Such a new organization on selective service and ration boards, on war as the USo has been responsible for extensive chests, in Travelers Aids, youth centers,scout tooling" of group work practices. An organiza- organizations, USOs, hospitals. The large per tion that catches thousands of men on the fly must centage of these recruits will go back to their modify not only program techniques and content peace-time pursuits when the war ends; some will but also human relationships. not; many of the total will have a new appreciation e Fifth, individualization of group members. A of the knowledge and experience of professional considerable number of articles have recently been social workers. Recreation and group work have published on the contributions of group work and probably used more volunteers than any other case work to each other and on individualization area of social work activities in group work. Among these are "Methods of War-time use of volunteers has required adapta Record-Keeping of Group Behavior and Individual tion in teaching and supervisory processes. The Contacts, ""Interplay of the Insights of Case Work professional worker has had to accept less cor and Group Work"by Gertrude Wilson, "Case petent performance than he associates with pro- Work and Group Work Cooperation"by Hester fessional experience and even at times to appreciate and Thomas, " The Group in Development and the fact that laymen may perform with remarkable Therapy" by S. R. Slavson. In 1943, the book understanding and ability. Condescension and Personality and Social Group Work made its ap- impatience have no place in work with volunteer pearance. Its thesis is that group workers at- War activity also mpting to change activities and behavior in the education can be speeded up and produce informed interest of social welfare must individualize group and even adequate performance. The USO, for members very much more than has been customary. example, has taken men and women from many The introduction of an individual approach and in- different activities and after short courses sent creasedskill in the methods of guidance will immeas- them to dificult jobs involving skills in subject urably help the group worker in attaining his goals, matter, administration, and community relations. says Everett Du Vall, author of the book. Critics This need of producing professional and lay compe- have reacted negatively to the emphasis rather tency as rapidly as possible will undoubtedly con- than to the general thesis. It is agreed that tinue to affect curricula of schools of social work. the group exists for the individual and not vice Modifications include the extension of social work ersa,but it is also maintained that the primary practice into new areas of activity, a hardening of lationships in group work are not the face-to- the core of course content a closer tying together face ones of the case worker, but group-leader of social work knowledge with that of politicians182 SOCIAL FORCES for leisure-time activities for all age groups and for very diverse interests. Fourth, extension of and adaptation of group work knowledge, techniques, theory to new fields and agencies, similar to the same development in social case work. The noticeable areas of new activity in recreation and group work include trade unions and cooperatives, housing enterprises, military organizations, churches and student religious centers, campus unions. To illustrate, the University of Wisconsin offers field experience to group work students with student churches, a USO, a military camp, a hosteling agency, hospitals, an industrial school for delinquent girls, and also with the older organizations as Scouts, a Settle￾ment, Y's, etc. Recently a student who did her field work with a campus religious center and who wrote a paper on group work in churches pointed out the extent to which group work principles can be applied to the recreation and leisure time programs and to the religious and educational programs of churches. Such a new organization as the USO has been responsible for extensive "'retooling" of group work practices. An organiza￾tion that catches thousands of men on the fly must modify not only program techniques and content but also human relationships. Fifth, individualization of group members. A considerable number of articles have recently been published on the contributions of group work and case work to each other and on individualization in group work. Among these are "Methods of Record-Keeping of Group Behavior and Individual Contacts," "Interplay of the Insights of Case Work and Group Work" by Gertrude Wilson, "Case Work and Group Work Cooperation" by Hester and Thomas, "The Group in Development and Therapy" by S. R. Slavson. In 1943, the book Personality and Social Group Work made its ap￾pearance. Its thesis is that group workers at￾tempting to change activities and behavior in the interest of social welfare must individualize group members very much more than has been customary. The introduction of an individual approach and in￾creased skill in the methods of guidance will immeas￾urably help the group worker in attaining his goals, says Everett DuVall, author of the book. Critics have reacted negatively to the emphasis rather than to the general thesis. It is agreed that the group exists for the individual and not vice versa, but it is also maintained that the primary relationships in group work are not the face-to￾face ones of the case worker, but group-leader relationships, and that guidance or counseling or individualizing is in order that the group may be more effective in the life of each individual member. The narrative and chronological records of Grace Coyle and others show how necessary it is, if the group is to serve an educational and re￾creational purpose, that the members be under￾stood as individuals; that the backgrounds, the resistances and interests, the personality organiza￾tion be understood. This does not mean that the leader will spend the largest part of his time frat￾emizing with and studying individuals but that he will observe each member of the group carefully, acquire information about him, and conduct such outside-the-group interviews as seem necessary to make the group most beneficial. Sixth, the greatly expanded use of volunteers and changes in the training methods of both lay and professional personnel. A war always brings myriads of laymen into the community service picture. This war has used millions of volunteers on selective service and ration boards, on war chests, in Travelers Aids, youth centers, scout organizations, USOs, hospitals. The large per￾centage of these recruits will go back to their peace-time pursuits when the war ends; some will not; many of the total will have a new appreciation of the knowledge and experience of profe3sional social workers. Recreation and group work have probably used more volunteers than any other area of social work activities. War-time use of volunteers has required adapta￾tion in teaching and supervisory processes. The professional worker has had to accept less com￾petent performance than he associates with pro￾fessional experience and even at times to appreciate the fact that laymen may perform with remarkable understanding and ability. Condescension and impatience have no place in work with volunteers. War activity also has shown that professional education can be speeded up and produce informed and even adequate performance. The USO, for example, has taken men and women from many different activities and after short courses sent them to difficult jobs involving skills in subject matter, administration, and community relations. This need of producing professional and lay compe￾tency as rapidly as possible will undoubtedly con￾tinue to affect curricula of schools of social work. Modifications include the extension of social work practice into new areas of activity, a hardeniing of the core of course content, a closer tying together of social work knowledge with that of politicians