International Journal of Group Psychotherapy最新文献

This article describes how facilitating a mindfulness-based well-being group for international students (MBWIS) impacts self-efficacy development in group facilitation for graduate counseling students. Twelve students facilitated these eight-week structured psychoeducation support groups online and were supervised weekly by group counseling faculty. With a qualitative case study design, students participated in focus groups to discuss their experiences in the group facilitation. Two broad qualitative themes emerged from the findings including areas of increased self-efficacy and factors promoting self-efficacy. Implications for incorporating such multicultural group facilitation experiences as a teaching strategy when preparing students to conduct group work are discussed.

This qualitative study investigated which types of interventions are made by group therapists during group cognitive-behavioral therapy (GCBT) with individuals who have perpetrated intimate partner violence (IPV) in the "Not 'Losing It' Anymore"(NLIA) outpatient programs across the Netherlands. Audio recordings of group sessions (N = 60) facilitated by 13 co-therapist teams across 25 different groups were analyzed using the general inductive approach. Fifteen distinct therapist interventions were identified, categorized, and described using examples from the data. Two categories of interventions could be distinguished: CBT interventions and process-oriented interventions. In future research the coding manual can be tested for interrater reliability and might be used in research on the effectiveness of GCBT therapist interventions.

Due to the COVID-19 pandemic, many counseling-related programs switched to online teaching modalities. Group counseling instructors may face various challenges in teaching group counseling courses online. With a mixed-method design, this study explored group counseling instructors' online teaching self-efficacy by collecting survey responses from 39 group counseling instructors and interviewing eight instructors from the programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP). The instructors demonstrated a general high teaching self-efficacy with concerns about students' engagement. Facilitating and hindering factors related to online teaching self-efficacy are identified. Implications and recommendations for instructors, counseling-related programs, and the counseling profession are also discussed.

Therapists, including group therapists, can systematically gather feedback from patients about how their group members are responding to treatment. However, results of research on using feedback-informed group treatment (FIGT) are mixed, and the underlying mechanisms responsible for positive patient changes remain unclear. Therefore, the present qualitative study examined the perceptions and experiences of both (a) group therapists and (b) group members regarding using feedback in their therapy groups to gauge treatment progress, across five different therapy groups. Specifically, three interpersonal psychotherapy groups and two cognitive-behavioral therapy groups used a FIGT tool in which treatment progress updates were provided to patients and therapists. Observational data were collected in the form of feedback discussions in these therapy groups, as well as during interviews conducted with patients and therapists. Data were analyzed using thematic analysis and a grounded theory approach. Overall, patients were mostly positive about their experiences with FIGT, but therapists also expressed concerns about FIGT. Results indicated that FIGT is useful for gaining insight and strengthening the working alliance. In addition, specific group processes were also found to be important, especially interpersonal learning, cohesion, and social comparison. Practical implications are discussed.

Repetitive negative thinking (RNT)-such as worry and rumination-is an important transdiagnostic factor in the onset, course, and recurrence of depressive and anxiety disorders. This article describes a psychoeducational cognitive behavioral therapy (CBT)-based group intervention entitled "Drop It" that focuses exclusively on treating RNT in patients with major depressive disorder and/or generalized anxiety disorder. The theoretical concepts and treatment goals of the intervention are outlined. The organization and therapeutic processes of the different sessions are described and illustrated with statements of participants. Special attention is given to how the intervention capitalizes on the group structure and process to maximize the effectiveness of psychoeducation and CBT-based techniques. We also provide practical guidelines for clinicians treating patients with RNT.