Support Group Facilitators Research Articles

Artful oncology: A comprehensive psychosocial oncology curriculum for hematology/oncology fellows.

9008 Background: Of patients with cancer, 46% experience significant psychosocial distress, a factor linked to higher morbidity, mortality and costs of care. Oncologists themselves face psychosocial distress, particularly during their fellowship training, with as many as 38% of hematology/oncology (H/O) fellows reporting burnout during training. The ACGME recognizes this risk and has recently included well-being skills in their professional milestones, in addition to milestones for assessing psychosocial issues and communication skills for addressing these complex patient needs, which are often a source of distress among clinicians. Very few published curricula are available to address these layered learning needs among H/O fellows. Methods: “Artful Oncology” is a multifaceted curriculum for H/O fellows focusing on four pillars: 1) monthly didactic lectures about psychosocial issues within cancer care; 2) bimonthly narrative medicine seminars reflecting on didactic themes; 3) quarterly communication skills training conducted with standardized patients; and 4) monthly cancer survivorship support group facilitation. This curriculum was instituted with the inaugural class of H/O fellows at Inova Schar Cancer Institute in 2021 (total 6 fellows to date) with iterative improvements. Outcomes were measured through self-assessed communication skills, scored feedback for each didactic, annual Physician Belief Scale (PBS) surveys, quarterly Professional Quality of Life (ProQOL)-Health and abbreviated Maslach Burnout Inventory (MBI) surveys. Results: Fellows rated didactics as being relevant to their work, prepared to implement the skills learned into clinical practice, and would recommend these sessions to others (average 4.58, 4.59, and 4.67 out of 5-point Likert scale). Among 19 evaluated didactic topics evaluated to date, the most highly rated sessions included Oncology Psychiatry, Integrative Approaches to Symptom Management, Hospice Behind the Scenes, and Moral Injury/Moral Distress (average 5.0); lowest rated included Mindfulness, Sexual Health, Recognizing Depression, Grief, and Adolescents/Young Adults (average 4.29). PBS scores numerically improved from 2022 to 2023 (78 to 68.8 out of 160, lower being associated with a more psychosocial approach to patient care). MBI and ProQOL Health scores were largely unchanged (<2 point difference on average). Self-assessed communication skills averaged across rising fellows increased from 4.38 to 7.44 out of 10 between 2022 and 2023. Conclusions: The Artful Oncology curriculum numerically improved self-assessed communication skills and attitudes regarding the physician role within psychosocial aspects of patient care. Didactic sessions were rated as highly relevant, actionable, and recommended by H/O fellows. Study of this curriculum over a longer timeframe with larger numbers of fellows is ongoing to better evaluate effects.

Randomized waitlist-controlled trial of buried in treasures facilitated support groups and in-home uncluttering (BIT+) for hoarding disorder

ObjectiveThe Buried in Treasures (BIT) workshop is a promising treatment for hoarding disorder (HD), though many participants struggle with home uncluttering. This randomized waitlist-controlled trial investigated the efficacy of a version of BIT, augmented with in-home uncluttering practice (BIT+). MethodAdults (N = 41) with hoarding disorder were recruited from the community and randomly assigned to BIT+ or waitlist. BIT+ consisted of 16 sessions of the BIT workshop and 10 uncluttering home visits over 18 weeks. Outcome measures included the Saving Inventory-Revised (self-report) and the Clutter Image Rating Scale (self and independent evaluator rated). Between group repeated measures analyses using general linear modeling examined the effect of BIT+ vs waitlist control on hoarding symptoms after 18 weeks. Within group analyses examined pre-post effects for all BIT+ participants combined after 18 weeks. ResultsAfter 18 weeks, BIT+ participants benefited significantly more than waitlist controls on hoarding severity with large effect size (Cohen's d = 1.5, p < .001). BIT+ was also associated with improvement reductions in hoarding symptoms, clutter, and functional impairment. ConclusionsThe BIT+ intervention offers promise as a treatment option for hoarding. Adding in-home uncluttering practice may incrementally improve discarding practices. Future controlled trials are warranted.

Role of lactation specialists in maternal health and improvement of maternal mental health

Lactation specialists, comprising certified lactation consultants or counselors, play a significant role in fostering and safeguarding maternal mental health throughout the perinatal period. Their expertise in breastfeeding support transcends mere technical guidance, extending into the realm where emotional support and mental health advocacy converge. During consultations, lactation specialists create a safe, empathetic space, allowing mothers to openly discuss concerns and challenges related to breastfeeding. This nurturing environment fosters trust and confidence, which is crucial for mothers navigating the complex journey of breastfeeding. Importantly, breastfeeding itself is deeply intertwined with maternal mental health. Lack of milk, lack of breastfeeding support, and painful experiences all negatively affect maternal mental health greatly. Lactation specialists, attuned to emotional cues and stressors during breastfeeding interactions, play a critical role in identifying signs of distress or anxiety. They offer compassionate listening and, when necessary, provide resources or referrals to mental health professionals for specialized support. Moreover, these specialists serve as educators, equipping mothers with knowledge about the emotional aspects of breastfeeding and its potential impact on mental well-being. By empowering mothers with information and strategies to manage stress or challenges, lactation specialists contribute significantly to mitigating potential mental health concerns during the perinatal period. Beyond individual consultations, lactation specialists often facilitate support groups or communities for breastfeeding mothers. These forums create a sense of camaraderie and solidarity among mothers, alleviating feelings of isolation, which is a common trigger for maternal mental health challenges. Their multifaceted approach emphasizes the holistic nature of breastfeeding support, recognizing its impact on both the physical health of the child and the mother’s mental well-being. By providing comprehensive care that combines technical guidance with emotional support, lactation specialists play a vital role in promoting and preserving maternal mental health during the transformative phase of childbirth and early motherhood.

Prospective analysis of the attendance behaviour of the participants of a facilitated support group for patients after allogeneic hematopoietic cell transplantation

PurposeSupport groups might help survivors of allogeneic hematopoietic cell transplantations (HCT) to cope with medical, psychological, and social challenges. The aim of this project was (1) to establish a facilitated post-HCT support group and (2) to assess the participation behaviour.MethodsFrom 11/2013 until 7/2017, all adult patients who had received a HCT at our centre were invited to participate in a professionally facilitated support group. The format of the group was unstructured without any rules regarding regular attendance. The attendance was prospectively minuted by the facilitator. Reasons for non-attendance were assessed by a survey.ResultsDuring the observation period, 53 group meetings were scheduled. Nine meetings were cancelled because of low attendance. Altogether 23 different patients (F: n=10; M: n=13) and 10 spouses (F: n=9; M: n=1) participated. Median participation was 5 [range 2–11]. With respect to all HCT patients who had the theoretical opportunity to attend, the mean participation rate was 7%. Thirteen patients and four spouses attended more than one meeting. The median count of participations among those participants was 8 [2-32]. The median interval from the first until the last participation was 16 months. The main reason reported for non-participation was the effort to get to the venue of the support group.ConclusionsTo our knowledge, this is the first analysis on the attendance behaviour of the participants of a support group for HCT survivors. The results provide guidance for the organization of future support groups and indicate what participation rates can be expected and how they might be increased.

INNV-34. A NOVEL APPROACH TO ADDRESSING THE UNIQUE NEEDS OF ADOLESCENT AND YOUNG ADULT (AYA) BRAIN TUMOR PATIENTS: A FRAMEWORK FOR A VIRTUAL PEER-LED YOUNG ADULT SUPPORT GROUP

Abstract INTRODUCTION Adolescent and young adult (AYA) patients (age 15-39) constitute 14.3% of new brain tumor diagnoses annually. While navigating cognitive and physical challenges from their tumor, these patients are also pursuing social independence, education, careers, relationships, and family planning. These patients have unique, and often unmet, psychosocial needs compared to older patients, requiring a new approach for comprehensive care. METHODS Three YA neuro-oncology patients from UCSF volunteered to facilitate a monthly virtual support group. Facilitators were trained in peer support mentorship and support group facilitation by a licensed psychologist. A program planning committee consisted of: a social worker, nurse practitioner, program manager, communications specialist, two neuro-oncologists, and the peer facilitators. Promotion was done through flyers, the UCSF and ABTA websites, and word-of-mouth. Feedback was collected via anonymous survey and informal discussions, and the planning committee met monthly to adapt to evolving group needs. Participants used a video chat app to stay connected between meetings. RESULTS Over one year, 73 patients registered, and 40 total participated (average 15/session). Participant age range was 19–44, and age at diagnosis was 10–43. From 19 survey responses, 84% preferred a mix of open and topic-driven discussions. Key topics desired for peer discussion included meditation/mindfulness (68%), cognitive changes (58%), symptom management (58%), relationships/sexual health (58%), exercise (58%), and anxiety (58%). By contrast, participants wanted healthcare providers to address tumor treatment (37%), cognitive challenges (37%), symptom management (32%), seizures (26%), nutrition (26%), and integrative health (21%). Qualitative feedback highlighted community and social support from similarly-aged peers facing similar challenges amongst the most valuable aspects. CONCLUSIONS AYA patients have different information and support needs from peers versus providers. Peer-led support groups effectively provide social support for AYA brain tumor patients. Successful implementation involves volunteer facilitators, training, regular planning committee meetings, and participant feedback.

Use of Immersive Virtual Reality Spaces to Engage Adolescent and Young Adult Patients With Cancer in Therapist-Guided Support Groups: Protocol for a Pre-Post Study.

For adolescents and young adults, a cancer diagnoses can magnify feelings of social isolation at an inherently vulnerable developmental stage. Prior studies have highlighted the importance of peer groups during cancer treatment. Support groups help foster connection and resilience, but patients find in-person participation difficult due to a variety of factors. Additionally, physical changes brought on by cancer makes these patients hesitant to meet in person. The COVID-19 pandemic magnified these difficulties. Virtual reality (VR) allows for the creation of a therapist-curated, computer-generated social space that potentially enables support groups for this population. This protocol describes a pilot study examining the efficacy, feasibility, and acceptability of a social VR support group intervention for adolescent and young adult patients with cancer. We approached 20 participants aged 17-20 years, and 16 agreed to participate. Moreover, 1 participant dropped out due to hospitalization. Participants attended virtual, professionally facilitated support groups using Meta Quest VR headsets. The groups consisted of 4 participants and 1 facilitator, amounting to a total of 22 individual sessions. Each session lasted 45-60 minutes and took place weekly for 4-6 weeks. The primary aim of this study was to collect quantitative and qualitative data on the feasibility and acceptability of the intervention. Feasibility was measured through session participation rates and overall retention rates. The acceptability of the intervention was explored through brief in-person interviews with participants at the end of the final intervention session. The secondary aim of this study was to collect data on the preliminary efficacy of the intervention in decreasing symptoms of participant depression and anxiety and increasing positive affect and resiliency. In total, 15 patients aged 17-20 years participated in 22 sessions between November 5, 2019, and July 8, 2021. The median age was 19 (IQR 17-20) years. Overall, 10 (62%) participants identified as male, 5 (31%) as female, and 1 (6%) as transgender female. Furthermore, 5 (31%) participants identified as Hispanic, 1 (6%) identified as non-Hispanic Asian, 3 (19%) identified as non-Hispanic Black, 6 (38%) identified as non-Hispanic White, and 1 (6%) identified as other race or ethnicity. Hematologic malignancies or bone marrow failure was the most common diagnosis (8/16, 50%). The mean attendance rate was 72.8% (SD 25.7%) and retention was 86.7% (SD 0.35%). Moreover, 45% (10/22) of sessions had to be postponed by a week or more due to unexpected participant scheduling issues. The use of VR to deliver psychosocial support for adolescents and young adults with cancer may reduce common barriers associated with attending in-person peer support groups while improving quality-of-life measures. The data from this study will inform future studies focused on conducting VR support groups in other rare disease populations, including older adults with cancer. DERR1-10.2196/48761.

A holistic approach to well-being and neglected tropical diseases: evaluating the impact of community-led support groups in Nigeria using community-based participatory research.

Neglected tropical diseases (NTDs) affect around 1 billion people, many living in the poorest parts of the world. NTDs often lead to serious long-term physical impairments. Stigma, disability, poverty and social isolation interact, resulting in poor quality of life and significant psychosocial impacts. The holistic health and psychosocial needs of persons affected by NTDs are often overlooked in integrated NTD programme design and research. Furthermore, the viewpoints of persons affected are often absent and spaces for empowerment and advocacy are limited. Using a community-based participatory research design, our study partnered with persons affected and caregivers as co-researchers to address this gap. Through the process, we co-designed and implemented community-based support groups in Kaduna and Kwara, Nigeria, where NTDs are endemic. This paper utilises photovoice with support group facilitators (persons affected); participant observation of group meetings; rapid micronarratives with support group members; and key informant interviews with programme implementers at the state and local government area levels to explore the impact of the support groups from the perspective of people affected by NTDs and other health system actors. Perceived impacts of the support groups included a sense of ownership and empowerment, stigma reduction, improved self-esteem, improved health knowledge and health outcomes and capacity strengthening through vocational training. Support groups, as community spaces of healing, offer a low-cost holistic intervention for chronic disease and disability.

Co-designing a neurodivergent student-led peer support programme for neurodivergent young people in mainstream high schools

Peer support in mainstream high schools may help neurodivergent young people to thrive and navigate challenging experiences. Previous research with diagnosis-specific neurodivergent cohorts indicates that peer support can help improve wellbeing, strengthen social identity and school belonging, and may alleviate pressure to conform to neurotypical social norms. In the light of a call for peer support for all neurodivergent people, rather than diagnosis-specific support, the aim of this study was to identify key elements of a neurodivergent student-led peer support programme via a co-design process. The co-design groups included neurodivergent young people and adults who work with them. Transcripts from a series of design meetings were thematically analysed and three main themes were identified: the central role of the peer support group facilitator; inclusiveness is essential; and directly addressing negative perceptions of others. The study emphasised that a co-design methodology is crucial to ensure that the end-users’ voices and perspectives are embedded in the design. Overall, the co-design teams recommended implementing neurodivergent student-led peer support for neurodivergent young people attending mainstream schools to promote inclusivity and prioritise the expertise of neurodivergent students. This type of support may benefit neurodivergent young people by encouraging them to build community and provide and receive peer support in a space that centres neurodivergent comfort and authenticity, rather than depending on applying neurotypical social norms. Lay Abstract Neurodivergence is a term used to describe people who may think, feel, and process the world differently than the majority. It includes conditions such as autism, attention deficit hyperactivity disorder (ADHD), and dyslexia. Many neurodivergent young people struggle in school, and some autistic adults have shared that having support from other neurodivergent peers would have improved their school experience. Other research shows that peer support can improve wellbeing, self-advocacy skills, social identity and a sense of belonging for neurodivergent young people. In this study, the authors along with a group of neurodivergent young people and a group of adults who work with neurodivergent young people, created a peer support programme, to be led by neurodivergent students, specifically for neurodivergent young people who attend mainstream high schools. The aim of this study is to identify which elements of a peer support programme are important to neurodivergent young people themselves. We analysed the transcripts from the co-design meetings and found three main themes: the central role of the peer support group facilitator; inclusiveness is essential; and directly addressing negative perceptions of others. Overall, using co-design methods to create a peer support programme is crucial to ensure the voices and perspectives of those who will use it are integrated into the design. The co-design team felt that peer support led by neurodivergent students would be inclusive and may allow students to feel able to be themselves at school.

The efficacy of a facilitated support group intervention to reduce the psychological distress of individuals experiencing family estrangement

BackgroundStand Alone is a charity operating in the United Kingdom that supports adults who are estranged from a family member. The charity recognises that those who experience estrangement from a family member experience sadness, anger and a sense of loss. Due to stigma, they rarely disclose their experiences of estrangement to others. ObjectiveTo assess the efficacy of a six-session facilitated support group intervention for individuals experiencing family estrangement in reducing psychological distress. MethodsAttendees (N = 263) completed the CORE-10 questionnaire assessing psychological distress at registration and at completion of the groups. They also completed a brief survey at each time-point, including an open-ended question about how they felt the support groups had impacted their wellbeing (N = 51). ResultsAttendees experienced a statistically significant reduction in psychological distress, with average scores of distress falling from moderate levels of distress to mild. After attending the groups, attendees felt less alone and less ashamed. ConclusionSix-week facilitated support groups are an effective way of reducing psychological distress for individuals experiencing estrangement from a family member, helping attendees feel less alone and ashamed. Practice implicationsThrough facilitated support group intervention, it is possible to reduce the psychological distress of those individuals experiencing family estrangement.

Caring for Carers: Veterinarians Struggle With MH Issues

Caring for Carers: Veterinarians Struggle With MH Issues

Improving Sexual and Gender Minority Cancer Care: Patient and Caregiver Perspectives From a Multi-Methods Pilot Study.

Improving Sexual and Gender Minority Cancer Care: Patient and Caregiver Perspectives From a Multi-Methods Pilot Study.

Khuluma: Using Participatory, Peer-Led and Digital Methods to Deliver Psychosocial Support to Young People Living With HIV in South Africa.

Khuluma is a psychosocial and peer-to-peer mHealth intervention that uses text messaging to facilitate support groups for adolescents living with HIV (ALWH) with the aim of contributing toward positive health outcomes. Although use of mobile technology in the form of mHealth interventions has proliferated recently in the field of health, published literature describing methods and processes of its application are limited. We present a set of methods and processes utilised to develop and pilot the Khuluma mHealth intervention amongst young people (15–20 years) in South Africa. We recruited and enrolled 52 adolescents (15–20-year olds) from four clinics in Pretoria and Cape Town to participate in a 6-month pilot of Khuluma. Participants were ALWH, aware of their status, on antiretroviral therapy for more than 12 months, and not suffering from severe depression. We conducted four pre and post intervention focus group discussions (FGDs) with a proportion of ALWH (n = 36) enrolled in the pilot study using participatory methods. Several processes were utilised to then implement this pilot study. These included engaging ALWH for minor study implementation modifications; forming virtual groups; activating the mHealth platform; facilitating and delivering the Khuluma intervention. The acceptability of the intervention was informed by follow-up focus group discussions and text message data. The initial participatory processes helped to tailor the intervention design to participants' needs. The peer-led facilitation of the groups allowed for the provision of sensitive psychosocial support that allowed young people to express themselves freely, develop a sense of self-worth, and interact more. The nature of the mobile technology also allowed participants to build friendships beyond their geographic area and interact with their peers in real time. Within the evolving context of COVID-19, establishing evidence-based processes and methods for intervention design and curation in virtual spaces is critical.

Making sense of symptoms, clinicians and systems: a qualitative evaluation of a facilitated support group for patients with medically unexplained symptoms

ObjectivesHealth services to date have inadequately addressed the physical and mental health needs of patients with medically unexplained symptoms. This qualitative study evaluates a piloted facilitated support group (FSG) developed for patients with medically unexplained symptoms to inform recommendations and resources for this patient population.MethodsUsing a qualitative descriptive design, we conducted and thematically analyzed semi-structured interviews with participants (n = 8) and facilitators (n = 4) to explore their experiences of the facilitated support group. Common themes that captured strengths and challenges of the facilitated support group were identified.ResultsThe following key themes were identified through analysis of the data: Participants described 1) feeling validated through sharing similar experiences with peers; 2) learning practical symptom management and coping strategies; and 3) gaining new perspectives for navigating conversations with PCPs.ConclusionsOur findings show that a facilitated support group may provide additional forms of support and resources for patients with medically unexplained symptoms, filling a gap in currently available clinical care offered by health care professionals. Potential implications: This paper highlights lessons learned that can inform the design and delivery of future supports and resources directed toward optimizing patient care for this underserved patient population. Our findings are relevant to those who are involved in direct patient care or involved in designing and implementing self-management programs.

Impact of COVID-19 on Peer Support Specialists in the United States: Findings From a Cross-Sectional Online Survey.

Peer support specialists (PSS) are an integral part of the mental health workforce. The purpose of this study was to better understand how the COVID-19 pandemic affected their employment status and day-to-day work. A cross-sectional, online survey was conducted (May-June 2020). Recruitment occurred through the National Association of Peer Specialists and additional snowball sampling. Closed- and open-ended questions sought information about employment status, work tasks, challenges faced by PSS and by individuals they supported, and positive impacts they experienced. A total of 1,280 surveys were analyzed. Nine percent of respondents reported having lost their job as a result of COVID-19. Of these, 65% reported a length of employment of 2 or more years, and 61% reported working 35 hours or less per week. Job tasks changed dramatically, with 73% reporting engagement in new tasks, including increased reliance on technology (N=717), increased coordination of resources (N=123), and COVID-19-related tasks (N=142). Engagement in some support tasks decreased significantly from prepandemic levels, including individual support provision (p<0.001) and group facilitation (p<0.001). Respondents reported significant challenges among individuals they supported, including increased isolation (92%), substance use (67%), housing instability (38%), and food insecurity (64%). Although respondents also reported challenges, satisfaction with organizational and supervisory support was high. Most respondents (73%) reported positive impacts or benefits from the pandemic. The changing roles and tasks identified in this study have implications for hiring, training, supervising, and supporting peer staff. The peer workforce demonstrated flexibility and commitment to meeting increasing needs.

An online group for young women with breast cancer: sparking online engagement

ABSTRACT Younger women diagnosed with breast cancer express more psycho-emotional concerns than older women because younger women are facing problems with fertility, disruption to their young families, disruption to their careers, and lower libido during a time of higher sexual activity. Support groups create a place for younger women diagnosed with breast cancer to give and receive mutual aid. To meet the needs of younger women with breast cancer, an online support group was created by the Adelphi NY Statewide Breast Cancer Hotline and Support Program. A SPARC grant from the International Association of Social Work with Groups (IASWG) helped the program reduce technology barriers to the online group, and help the program promote the group to community partners. The author, in the role of the support group facilitator, created a comfortable and confidential group space by embracing the needs of the clients, including the need for a flexible virtual meeting space. The ongoing facilitation of the online group impacted the support services provided by the Adelphi NY Statewide Breast Cancer Hotline and Support Program, encouraging additional psychoeducational groups to be developed, and contributing to expanding online group services to meet the specific needs of all program clients when the program was forced to transition to online services due to the COVID-19 crisis striking the local community.

Reducing the “cost of caring” in animal-care professionals: Social work contribution in a pilot education program to address burnout and compassion fatigue

ABSTRACT Professionals who choose to work in animal-care-related fields often have deep connections to animals, their well-being, and a strong commitment to service. The work is sometimes profoundly challenging which may lead them to experience burnout or compassion fatigue. While self-care practices are common preventative measures to enhance psychological wellbeing, more emphasis is now on using concrete, discrete skills to develop resilience. The Caring for the Carers course was developed to provide knowledge, skills, and tools to animal-care professionals to address stress, burnout, and compassion fatigue effectively. The course also provided participants an experiential opportunity to learn and understand how to utilize two tools, namely low-impact debriefing and peer supervision, to help address the effects of burnout and compassion fatigue. The objective of this article is to provide the rationale, structure, and reflection from the course. Twenty staff participated in both parts of the course and 14 completed evaluation forms. Overall, over 70% of the participants reported to have found the course content useful, enhancing their personal and professional development to improve their psychological wellbeing. The study adds constructive evidence for instilling reflective practice approaches in communication skills and facilitated support group discussions to mitigate burnout and compassion fatigue.

Illuminating the empowerment journey of caregivers of children with disabilities: Understanding lessons learnt from Ghana.

BackgroundEmpowerment is an increasingly popular goal, considered core to a transformative agenda for children with disabilities and their families. However, it can still be a poorly understood concept in practice.ObjectiveThis article is an empirical analysis of the ‘empowerment journeys’ of caregivers participating in a community-based training programme in Ghana.MethodIn-depth interviews were conducted with 18 caregivers at three time points over 14 months. Thematic analysis was conducted on the full data set, with three representative case studies selected for more detailed analysis to illustrate the dynamism of time and context in shaping the empowerment journey.ResultsOur findings illuminate the complexity and non-linearity of the caregiver empowerment journey. There were important gains in individual dimensions of power and the nascent emergence of collective power, through improved knowledge and valuable peer support from group membership. However, further gains were impeded by their limited influence over wider economic and sociopolitical structural issues that perpetuated their experiences of poverty, stigma and the gendered nature of caregiving. The support group facilitator often played a valuable brokering role to help traverse individual agency and structural issues.ConclusionA richer and more nuanced understanding of caregiver empowerment in the community and family context can inform the wider discourse on disability. Guidelines on working with people with disabilities, and the role of empowerment, should not neglect the pivotal role of caregivers. There are important lessons to be learnt if we want to improve family-centred interventions and transform the lives of children with disabilities.

Support groups for informal caregivers of people with dementia as opportunities for empowerment in Estonia

ABSTRACT Support groups for informal caregivers of people living with dementia have been recognised as an effective intervention for empowering caregivers. Regular support groups for caregivers who care for people living with dementia were launched from 2017 to 2019 over different regions of Estonia. Using a participatory action research approach, the aim of this study was to explore empowerment within these support groups from the perspective of the individual, the community and at a political level. This qualitative study relied on using semi-structured interviews, questionnaires, and written reflections. The data were collected from informal caregivers, support group facilitators, social work specialists and politicians. We can conclude that support groups are option for empowering informal caregivers and communities, and contribute to policy-making. Participation in support group increases caregivers’ awareness and networking, and therefore improves competence and raises consciousness of citizenship. Caregivers, in conjunction with the nongovernmental organisations, researchers and facilitators, become the audible voice of the interest group in a situation where the topic of dementia is under construction in society, and contribute to social changes.

Group Training for Psychiatric Residents: Support Group Facilitation and Supervision with Didactics.

Group psychotherapy merits dedicated training during psychiatry residency yet is challenging to implement given competing educational requirements. The authors implemented a voluntary support group training intervention for psychiatry residents consisting of a 6-h didactic series followed by at least 6 months of in vivo group facilitation and supervision. We hypothesized participation would improve residents' self-reported skill and knowledge in group facilitation. Psychiatry residents (PGY I-IV) voluntarily participated in this novel intervention that included a didactic series followed by experiential group facilitation and supervision. To assess confidence and self-reported skill level in group facilitation, residents completed two brief self-report surveys: before the didactic series (pre-intervention) and after group facilitation for at least 6 months (post-intervention). Surveys included Likert scales and open-ended questions. Quantitative data were analyzed with descriptive statistics and open-ended qualitative data were analyzed using thematic analysis. Twenty-three residents attended 4 to 6 h of didactics between 2016 and 2018. Of these 23 residents, 12 facilitated groups and attended supervision for at least 6 months. Twenty residents responded to pre-intervention surveys and 14 responded to post-intervention surveys. After the intervention, respondents reported a significant increase in knowledge and skills in group facilitation of 88% (15/17) on Likert scale questions. This study implemented a novel educational intervention to train psychiatric residents in group dynamics and group facilitation. Participation increased residents' self-reported knowledge and skills in group facilitation. Future directions include incorporating feedback about group curriculum, evaluating resident knowledge and skills using assessment measures, recruiting more group participants, and focusing on peer-to-peer mentoring.

Exploring the role of social work in U.S. burn centers

ABSTRACTBecause burn injuries most often occur within marginalized populations, there is a greater risk for poor psychosocial outcomes and social workers are trained to identify those psychosocial risk and resilience factors. Very little has been written about the role of social workers working in burn critical care teams, therefore leaving a gap in knowledge regarding this specialized area of social work practice. Social workers participating in multidisciplinary burn care teams were invited to participate in this preliminary descriptive study (n = 29). Frequency statistics were calculated for the brief online survey to learn more about professional preparation and continuing education, job responsibilities, and perspectives on job skills. Respondents were primarily white and female, with a mean age of 43.74 years. Most respondents reported holding an MSSW and a state-issued professional license. Responsibilities were described as discharge planning, case management, patient counseling, family counseling, support group facilitation, community education, school reentry/back to work programs, burn prevention, and “other duties”, respectively. More than half of the respondents reported responsibilities in other units. With increased understanding of interventions used by social workers inpatient, there can be a greater understanding of patients’ continuing needs once discharged.