Supervision and Consultation in Group Specialty Practice

2013 ◽  
pp. 159-170
Author(s):  
Sally H. Barlow
Keyword(s):  
Individual Therapy ◽  
Group Therapist ◽  
Group Setting ◽  
Group Interactions ◽  
Specialty Practice ◽  
Group Sessions ◽  
Group Member ◽  
Professional Consultation

Chapter 8 discusses supervision and consultation in group specialty practice. A group therapist relies upon professional consultation and supervision to remain competent about his or her plan for each group member within the group setting and throughout the group sessions. Group interactions are highly complex given the exponential components of many members (as contrasted to individual therapy). Assuring clear metavision (tracking both process and content of all interactions between member-leader, member-member) is greatly assisted by giving and receiving consultation when necessary.

Group Specialty Practice

2013 ◽  
pp. 3-21
Author(s):  
Sally H. Barlow
Keyword(s):  
Group Therapy ◽  
Individual Therapy ◽  
Group Approach ◽  
Specialty Practice

Chapter 1 discusses group specialty practice and a pro-group approach that utilizes group therapy as a potent treatment in and of itself, not simply as an inferior therapy when compared to individual therapy.

scholarly journals The perspective of people with axial spondyloarthritis regarding physiotherapy: room for the implementation of a more active approach

2019 ◽  
Author(s):  
Anne-Kathrin Rausch Osthoff ◽  
Florus van der Giesen ◽  
André Meichtry ◽  
Beatrice Walker ◽  
Floris A van Gaalen ◽  
...  
Keyword(s):  
Group Therapy ◽  
Axial Spondyloarthritis ◽  
Individual Therapy ◽  
Active Therapy ◽  
Group Setting ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Active Approach ◽  
Water Based ◽  
Cardiovascular Training

Abstract Objectives Physiotherapy is recommended in the management of people with axial Spondyloarthritis (axSpA), with new insights into its preferred content and dosage evolving. This study aimed to describe the use and preferences regarding individual and group physiotherapy among people with axSpA. Methods A cross-sectional survey was conducted among people with axSpA living in the Netherlands (NL) and Switzerland (CH). Results 713 people with axSpA participated (56.7% male, median age 55 years, median ASAS-Hi-score 4.2). Response rates were 45% (n = 206) in NL and 29% in CH (n = 507). 83.3% of participants were or had been using physiotherapy. Individual therapy only was or had been used by 36.7%, a combination of individual plus land- and water-based group therapy was or had been used by 29.1% and group therapy only by 5.3%. Only less than half participants attending individual therapy reported active therapy (like aerobic, muscle strength, flexibility exercises). Although the majority (75.9%) was not aware of the increased cardiovascular risk, participants showed an interest in cardiovascular training, either individually or in a supervised setting. If supervised, a majority, in CH (75.0%) more than in NL (55.7%), prefers supervision by a specialized physiotherapist. Conclusion The majority of people with axSpA uses or used physiotherapy, more often in an individual than in a group setting. The content of individual therapy should be more active; in both therapy settings aerobic exercises should be promoted. Especially, enabling people with axSpA to perform exercises independently would meet their needs and might enhance their daily physical activity.

Making friends with uncertainty: experiences of developing a transdiagnostic group intervention targeting intolerance of uncertainty in IAPT. Feasibility, acceptability and implications

2020 ◽  
Vol 13 ◽  
Author(s):  
Layla Mofrad ◽  
Ashley Tiplady ◽  
Danielle Payne ◽  
Mark Freeston
Keyword(s):  
Group Intervention ◽  
Group Process ◽  
Intolerance Of Uncertainty ◽  
Group Processes ◽  
Individual Therapy ◽  
List Type ◽  
Group Setting ◽  
Reliable Change ◽  
Compulsive Disorder ◽  
Making Friends

Abstract Co-morbid mental health diagnoses present challenges for services structured to provide disorder-specific models of treatment, such as those structured around Improving Access to Psychological Therapies (IAPT). Intolerance of uncertainty (IU) has been identified as both disorder specific and transdiagnostic, although little research explores transdiagnostic approaches to treatment of IU alone. A cognitive behavioural therapy treatment targeting IU previously established for individual therapy was adapted for a group within an IAPT primary care service: the ‘Making Friends with Uncertainty’ (MFWU) group. Twenty patients presenting with symptoms of a range of disorders including generalised anxiety disorder, obsessive compulsive disorder and depression completed the intervention in three groups. Measures of IU, anxiety and depression administered in the first and final sessions of the group have been analysed as well as examining common themes in participant feedback and facilitators’ own reflections. The results showed that nine participants (45%) showed reliable change in IU following the group and 16 (80%) showed reliable change on a measure of depression or anxiety. A thematic analysis identified universality, tolerance and acceptance and the manifestation of IU in the group process as key. The results suggest that the MFWU group provides an effective and feasible option for individuals presenting to IAPT services, including those reporting co-morbid difficulties. Implications for future practice are discussed as iteration and evaluation of the framework and content will continue. Key learning aims (1) To gain an overview of a transdiagnostic model of IU. (2) To develop understanding of a group intervention for building tolerance to uncertainty. (3) To describe some group processes observed and learn from the delivery of a transdiagnostic group intervention. (4) To consider applications of transdiagnostic treatment in a group setting in IAPT. (5) To understand how to structure a group treatment for IU, and which factors to consider.

Su1205 Low FODMAPs Therapy Administered in a Group Setting is Less Effective Than Individual Therapy in Patients With Irritable Bowel Syndrome

2016 ◽  
Vol 150 (4) ◽  
pp. S495
Author(s):  
Anna Cox ◽  
Johanna Eady ◽  
Katie Keetarut ◽  
Esme K. Feurtado ◽  
Rosie Rutherford ◽  
...  
Keyword(s):  
Irritable Bowel Syndrome ◽  
Individual Therapy ◽  
Group Setting ◽  
Irritable Bowel

OC-083 Low Fodmaps Therapy Administered in a Group Setting is Less Effective than Individual Therapy in Patients with Irritable Bowel Syndrome

Gut ◽  
2016 ◽  
Vol 65 (Suppl 1) ◽  
pp. A48.2-A49
Author(s):  
A Cox ◽  
J Eady ◽  
K Keetarut ◽  
N Zarate-Lopez ◽  
E Feurtado ◽  
...  
Keyword(s):  
Irritable Bowel Syndrome ◽  
Individual Therapy ◽  
Group Setting ◽  
Irritable Bowel

Group member contacts without the group therapist

Group ◽  
1983 ◽  
Vol 7 (4) ◽  
pp. 3-16 ◽  
Author(s):  
Dorothy Flapan ◽  
Gerd H. Fenchel
Keyword(s):  
Group Therapist ◽  
Group Member

scholarly journals Patients� Experiences of Web- and Mobile-Assisted Group Therapy for Depression and Implications of the Group Setting: Qualitative Follow-Up Study (Preprint)

2017 ◽  
Author(s):  
Raphael Schuster ◽  
Sophia Sigl ◽  
Thomas Berger ◽  
Anton-Rupert Laireiter
Keyword(s):  
Group Therapy ◽  
Behavioral Therapy ◽  
Individual Therapy ◽  
Semistructured Interview ◽  
Negative Effects ◽  
Group Setting ◽  
Patient Centered ◽  
Self Disclosure ◽  
Web Based ◽  
Therapist Communication

BACKGROUND Blended group therapy combines group sessions with Web- and mobile-based treatment modules. Consequently, blended group therapy widens the choice within blended interventions at reasonable costs. This is the first qualitative study on blended group therapy. OBJECTIVE The objective of this study was to investigate the patient-centered feasibility of blended group therapy for major depression, with special emphasis on the fit and dynamic interplay between face-to-face and internet-based elements. METHODS A total of 22 patients who had a variety of experiences through participating in one of the two blended group therapy interventions were interviewed following a semistructured interview guide. In-depth interviews were analyzed by three trained psychologists, using thematic analysis and a rule-guided internet-based program (QCAmap). The transcript of the interviews (113,555 words) was reduced to 1081 coded units, with subsequent extraction of 16 themes. RESULTS Web- and mobile-based elements were described as a treatment facilitator and motivator, increasing the salience and consolidation of cognitive behavioral therapy materials, resulting in in- and inter-session alignment to the treatment. Additionally, patients valued the option of intimate Web-based self-disclosure (by lateral patient-therapist communication), and therapists were provided with tools for between-session monitoring and reinforcement of exercising. In this context, group phenomena seemed to back up therapists’ efforts to increase treatment engagement. The dissonance because of noncompliance with Web-based tasks and the constriction of in-session group interaction were considered as possible negative effects. Finally, issues of tailoring and structure seemed to fulfill different preconditions compared with individual therapy. CONCLUSIONS Blended group therapy constitutes a structured and proactive approach to work with depression, and the integration of both modalities initiates a beneficial interplay. Results support the patient-centered value of blended group therapy and provide the first insight into blended group therapy’s role in fostering therapeutic treatment factors. However, potential negative effects should be considered carefully.

scholarly journals Shaping Self-efficacy: Tracking a Group of Early Childhood Education Students for Four Years, from College to Employment in the Field

2017 ◽  
Vol 5 (7) ◽  
pp. 91
Author(s):  
Nitsa Dori
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Sense Of Self ◽  
Education Students ◽  
School Teachers ◽  
Group Interactions ◽  
Childhood Education ◽  
Knowledge To Action ◽  
Perception Of Self ◽  
Group Member

A “sense of self-efficacy” is defined as the process of linking knowledge to action, as the assessment of the ability to execute a behavior leading to a certain outcome. A person’s perception of self-efficacy has behavioral and emotional implications. When people doubt their own abilities, they tend not to persevere, give up rapidly when encountering difficulties, and feel anxiety and negative emotional arousal when they believe they cannot cope. In terms of self-efficacy, the functions of educators, teachers, and pre-school teachers touch on at least three domains: Task, Interpersonal, and Organizational. This article documents supervision of a group of students in the Early Childhood training track including the work of novice pre-school teachers. It demonstrates what the students undergo, from the beginning of their training to employment as pre-school teachers. Based on the findings, the article reaches conclusions regarding the factors associated with student-pre-school teachers’ sense of self efficacy, how each group member learns to form her own sense of self-efficacy, group interactions and achievements, whether self-efficacy is a personality trait or a formative belief, and the nature of the profiles of student-pre-school teachers with a high and low sense of self-efficacy. The article concludes that a person has varying levels of self-efficacy regarding different aspects of both his general and professional life. A person learns by dialogue with his environment and those around him, as well as with himself. Dialogue allows every teacher to further expand and improve his knowledge.

An Introduction to Camps for Children Who Stutter: What They Are and How They Can Help

2016 ◽  
Vol 1 (4) ◽  
pp. 55-69 ◽  
Author(s):  
Courtney Byrd ◽  
Kristin Chmela ◽  
Craig Coleman ◽  
Mary Weidner ◽  
Ellen Kelly ◽  
...  
Keyword(s):  
Outcome Data ◽  
Individual Therapy ◽  
Outpatient Clinics ◽  
School Age ◽  
Group Setting ◽  
Private Practices ◽  
One To One ◽  
Communicative Effectiveness

Stuttering therapy for children, both preschool and school-age, has been offered in a variety of settings and formats, for example in schools, university clinics, outpatient clinics, and private practices. Therapy itself is offered either in a group setting or a one-to-one basis in many of these settings. In recent years, there has been an increase in specialized camps (generally offered in the summer) for children who stutter. Camps for children who stutter vary in duration and offer a combination of group and individual therapy in addition to activities designed to address the affective and cognitive aspects of stuttering and increase overall communicative effectiveness. This paper provides an overview and description of five such camps for children who stutter to help spread awareness and familiarize the listener with the role camps play in helping children who stutter. Preliminary outcome data on the various goals targeted within some of the camps is included; however, that is not the purpose of this paper.

scholarly journals It takes a village: Reflections on a randomized controlled trial to teach mindfulness skills to teens in foster and kinship care

2019 ◽  
Vol 1 (1) ◽  
pp. 94-104
Author(s):  
Sandra Jee ◽  
Dena Phillips Swanson ◽  
Laurence I. Sugarman ◽  
Jean-Philippe Couderc
Keyword(s):  
Stress Reduction ◽  
Controlled Trial ◽  
Self Regulation ◽  
Kinship Care ◽  
Group Versus ◽  
Individual Therapy ◽  
Future Research ◽  
Group Setting ◽  
Mindfulness Intervention ◽  
Mindfulness Skills

In this article, we reflect on a pilot project implementing a mindfulness-based stress reduction program among traumatized youth in foster and kinship care. We adapted a mindfulness intervention to teach self-regulation skills in a supportive, interactive, social group setting environment. Our hypothesis was that teaching mindfulness skills would enhance youth competency in stress management by giving them tools for self-regulation. In response to youth request for social groups, we adapted a mindfulness intervention aimed at stress reduction to include supervised social activities. Our program was marked by two adverse events: raising considerations regarding safety and supervision when in group settings with youth who previously experienced adverse childhood experiences and are prone to extreme reactivity and escalating behaviors. We share our experiences and recommendations for future research and practice, including recruitment considerations, opinions of group versus individual therapy, intensity of supervision of high-risk youth, training and support for graduate student volunteers working with youth in the child welfare system, and expectations for foster and adoptive family support of these youth. Our collective goal is to promote the health and wellness of these young people, equipping them with self-efficacy skills for future success, which may include mindfulness training. We realize that there is no one best approach to reaching this goal, and we need to consider safety and practicality when designing programs for youth in foster and kinship care.

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