Can you elaborate on this part regarding how the theoretical framework is useful in working with this population and reasons why it might not be? Also being sure to include a critical analysis piece.

Global girls-Theoretical Framework –

The Edmonton Mennonite Centre for Newcomers (EMNC) provides services to clients in a “comprehensive and holistic manner… and [has] embraced principles that include community-based, team-based, client-centered and client-driven approaches to sustainable support for successful settlement outcomes” (EMNC, 2018). While doing a quick analysis of the group, Global Girls, it appears that its guiding theoretical framework is based on narrative and constructivist theories, as group members meet up and share real life stories and personal experiences in order to empower themselves and each other. According to this theory, the use of empowerment and strengths-based strategies are used to “… focus on the positive aspects of members’ coping skills and their resiliency… [and] place[s] a great deal of emphasis on understanding group members’ unique, subjective realities.” (Toseland & Rivas, 2017, p. 64). Based on the websites description, Global Girls is focused on empowering members through a variety of activities, group discussions, and guest speakers (EMNC, 2018), all of which, it could be argued, “… help members to overcome restrictive life narratives and social constructions of reality that not only are negative, but keep members oppressed and in low-status positions” (Toseland & Rivas, 2017, p. 64).

Articles about group theory –

narrative and constructivist theories-

Edmonton Mennonite Centre for Newcomers. (2018, October 7). Global Girls Program [Web page]. Retrieved from

Edmonton Mennonite Centre for Newcomers. (2018, October 7). Agency Vision [Web page]. Retrieved from

Toseland, R. & Rivas, R. (2017). An introduction to group work practice (8th ed.) [Kindle version]. Retrieved from

Taken from: Toseland & Rivas (2012). An Introduction to Group Work Practice (7th Ed.). Boston: Allyn &Bacon.

KRIS YI (1999) Ethnic Identity formation: From stage theory to constructivist narrative model, Volume 36

Ubbink, M. J., & Strydom, H. (2019). An Empowerment Narrative Leadership Program for Disadvantaged Community. Research on Social Work Practice, 29(4), 443–454

Lal S, Ungar M, Leggo C, Malla A, Frankish J, Suto MJ. Well-being and engagement in valued activities: Experiences of young people with psychosis: 1] occupation, participation and health occupation, participation and health. Otjr. 2013;33(4):190-197

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