About 2022 IASWG Symposium Posters Presentations 

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 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 Wednesday, June 1st, 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:
• http://www.posterpresentations.com/html/free_poster_templates.html;
• http://www.makesigns.com/SciPosters_Templates.aspx;
• https://www.genigraphics.com/templates;
• or use a poster from your university as a template.
• 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

• NYU: How to Create a Research Poster: Poster Basics
• Poster Presenter Information Packet (Compiled by Professor Shirley Simon, Loyola University Chicago)

2022 IASWG Poster Presentation Gallery

The Relevance of Group Work in the Correctional Service Facilities: A South African Case Study
Andrew Spaumer, IASWG Africa Chapter, Tshwane (South Africa)
The South African Correctional Services Facilities (prisons and jails) utilizes group work interventions to address the needs of inmates. This  presentation explains the relevance of group work as experienced by both the social workers (group facilitators) and the inmates. The presentation will further show how diversity is addressed through group work within this system.

Working Group: Aprendizaje de las competencias teórico-prácticas del trabajo social de grupo, una construcción colaborativa
Belén Parra, University Barcelona, Barcelona (Spain)
Experiencia docente y colaborativa con profesionales y personas usuarias de un servicio de rehabilitación comunitaria de salud mental, para el aprendizaje de las competencias necesarias para la conducción de grupos. Es un proyecto de innovación docente de la Universidad de Barcelona. Tiene la duración de dos años y se lleva a cabo en la asignatura de Trabajo social de grupo del Grado de Trabajo social, en 4 grupos de 60 estudiantes por grupo.

Using 12-Step Peer Support Group: Voices of Recovering Social Workers
Azahah Abu Hassan Shaari, Universiti Malaysia Kelantan, Bachok (Malaysia)
Bernadine Waller, Columbia University Irving Medical Center, New York, NY (USA)
Muhammad Azim Abu Hassan Shaari, Kolej Islam Antarabangsa Sultan Ismail Petra, Kota Bharu (Malaysia)
This poster describes recovering social workers’ insights about the use of 12-step peer support group to manage the complex process of personal recovery while working in addiction treatment agencies. Participants shared valuable accounts related to participation in 12-step peer-support group as an important and significant aspect of their recovery process. For instance, the social networking with other peers was a crucial component in 12-step that significantly helped guiding participants in their recovery.

Benefits of a Support Group for High Schools Students Returning After a Mental Health Related Hospitalization
Evan Kafka, Loyola University Chicago, Chicago, IL (USA)
Emily Balentine, Loyola University Chicago, Chicago, IL (USA)
This poster explains how a support group helped encourage students to successfully transition into the high school environment after a recent mental health hospitalization. The poster describes the structure of the group, introduction of the evidence-based research, and the benefits of the group.

Briser le silence et l’isolement des familles ayant un enfant qui vit avec de problèmes de santé mentale : la contribution des pratiques de groupe
Penelopia Iancu, Université de Moncton, Moncton, NB (Canada)
Isabel Lanteigne, Université de Moncton, Moncton, NB (Canada)
Les résultats préliminaires d’une recherche qualitative exploratoire sur le vécu de parents ayant un enfant avec des problèmes de santé mentale seront présentés dans cette communication. Une vingtaine de parents Néobrunswickois ont participé à l'étude au sujet de leur expérience d’accompagnement lorsqu’ils ont reçu des services pour leur enfant. Nous explorons donc le rôle que le travail social de groupe peut jouer pour promouvoir la solidarité entre les familles, les intervenants et les communautés.

(Re)constructing Positive Self: Group Work in Community with Persons Suffering from Mental Illness
Dovilė Daugėlienė, Vytautas Magnus University, Kaunas (Lithuania)
Mental illness is a challenging experience that can destabilize personal, professional, and social life. This poster shares experiences and insights about process of (re)building positive self-image through group work to develop social, emotional, and professional skills for people with mental illnesses.

Using Community-based, Psycho-educational and Skills Support Groups to Help Individuals Reenter Society
Elliot Ash, Loyola University Chicago, Chicago, IL (USA)
This poster describes ways into which community and psychoeducational support groups can help to lessen recidivism rates. Such groups like trauma-focused support groups and skills-based groups were found to foster a sense of community. Case examples from Chicago, IL will be explained.

Therapeutic Group Intervention for Muslim Women Surviving Domestic Violence
Tamara Alshoweat, Loyola University Chicago, Chicago, IL (USA)
Muslim women are often underrepresented in the therapeutic setting. This poster addresses the lack of representation of Muslim women in therapy. This poster will also touch on the need for more research on groups for Muslim women and the most effective way to set groups for Muslim women. This poster will mention the group process, therapeutic factors, gaps in literature and suggestions for further groups.

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)
Donette Gordon, West Chester University, West Chester, PA (USA)
Anaïs Bailly-Mompoint, West Chester University, West Chester, PA (USA)
Meg Mraz, West Chester University, West Chester, PA (USA)
Ben Morgan, 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)
Marie Ubbink, 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 element rated most applicable and least applicable by parents. Emerging themes was identified in the narrative qualitative question responses. A thematic analysis revealed content that could be added to such a programme.

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)