Support Group Process Research Articles

Bridging Healing and Therapy: A Mixed-Methods Study on Support Group Intervention Based on Watson's Theory of Human Caring.

The support group process effect on caregiver burden on family members of dementia patients based on Watson's theory of human caring was that a significant difference was found between caregivers and control groups. Qualitatively, the support group process could reduce caregiver burden and improve coping skills.

Bad daughter, good mother, good student

ABSTRACT Unmarried student mothers face challenges related to childcare, the continuation of education, and stigmatisation, which can affect their psychological health and academic work. A focus group and nine individual interviews with 10 unmarried student mothers at a South African university who had experienced an unintended pregnancy explored their student-parent dilemma and how they drew on discourses of bad daughters, good mothers and good students. Guilt and shame underpinned attempts at reparation through academic achievement. These student mothers delegitimised their own need for support and felt unworthy of support through university counselling. Support group processes might enable student mothers to integrate parent and student identities, take up opportunities of support, and facilitate student retention.

GROUP DECISION MAKING: DRAWING OUT AND RECONCILING DIFFERENCES

Why is group decision making so important today? In our increasingly complex environment, decision making becomes more and more challenging for leaders and practitioners. Working in groups appears to be the norm because the alignment of visions and actions are critical for an organization. A leader or a group facilitator needs a supporting system to make collective thinking effective. The book, Group Decision Making: Drawing out and Reconciling Differences, written by Thomas Saaty and myself shows that the AHP is the scientific approach for supporting group processes in the current and future complex environment (Saaty & Peniwati, 2008). https://doi.org/10.13033/ijahp.v9i3.533

GRUPO DE APOIO SOCIAL PARA MÃES DE CRIANÇAS DIAGNOSTICADAS COM TDAH

Abstract.SOCIAL SUPPORT GROUP TO MOTHERS OF CHILDREN DIAGNOSED WITH ADHDThis article aims to present the analysis of the repercussions of a social support group on the educational practices of mothers of children diagnosed with Attention-deficit/hyperactivity disorder. The assumption is that the scientific knowledge about the disorder and the sharing of the reflected practical knowledge acquired by the families of these children have great relevance in the performance of their roles as mediators of the self-regulation of their children’s behavior. It is characterized as a Intervention Research, aligned with practice studies and guided by the ontological and epistemological foundations of Cultural-Historical Psychology. The social support group moderated by the researcher was the instrument of interaction among the mothers. The content analysis was done by “core of meaning” from reports of mothers during the development process of social support group and from the semi structured interview applied before and after the end of the group’s meetings. It was verified that the social support group favored the experience of positive feelings and provided a space for the exchange of practices and knowledge. Thus, the repercussions were positive with respect to the practices and meanings attributed by the mothers to the children and to themselves, with reflexes in the performance of their roles of mediators of the behavior of their children.Keywords: ADHD; Social Support Groups; Educational Practices.Resumo.Este artigo tem como objetivo apresentar a análise das repercussões de um grupo de apoio social nas práticas educativas de mães de crianças diagnosticadas com Transtorno de Déficit de Atenção e Hiperatividade. O pressuposto é que o conhecimento científico sobre o transtorno e o compartilhamento do conhecimento prático refletido adquirido pelas famílias dessas crianças têm grande relevância no desempenho de seus papeis como mediadoras da auto-regulação do comportamento dos seus filhos. Caracteriza-se como uma pesquisa intervenção, alinhada com os estudos de prática e orientada pelos fundamentos ontológicos e epistemológicos da psicologia histórico cultural. O grupo de apoio social, moderado pela pesquisadora, foi o instrumento de interação entre as mães. A análise foi feita por meio da construção de núcleos de significação das falas das mães durante o processo de desenvolvimento dos encontros do grupo e das entrevistas semiestruturadas individuais realizadas antes e após o término dos encontros do grupo. Constatou-se que o grupo de apoio social favoreceu a vivência de sentimentos positivos e propiciou um espaço de troca de práticas e conhecimentos. Assim, as repercussões foram positivas com relação às práticas e aos significados atribuídos pelas mães às crianças e a elas mesmas, com reflexos no desempenho de seus papeis de mediadoras do comportamento dos seus filhos.Palavras-chave: TDAH. Grupos de Apoio Social. Práticas Educativas.

A description of a community-based treatment program designed to address physical health issues associated with severe and persistent mental illness

This article describes the ongoing impact of a community-based mental health program to address physical health issues associated with severe and persistent mental illness (SPMI). This program developed over a period of 6 years in response to clients' increased participation and motivation. As participants' level of physical wellness improved, there was a demand for more advanced and varied levels of activity. This article demonstrates that people with SPMI responded positively to a structured and supportive group process for improving physical health and wellness.

Structure, process, and impact of a staff support group in an oncology setting in a developing country.

Background:Health-care staff working in oncology setting experience excessive stress, which if unrelieved can lead to burnout. Staff support groups have been found beneficial.Aims:This study aims to evaluate the structure, process, and impact of a staff support group conducted for field workers involved in cancer screening in an urban tertiary cancer center in a developing country.Settings and Design:Retrospective analysis of staff support group conducted in a tertiary care cancer center.Methodology:Prospectively maintained data with structured notes for documenting the process of the support group sessions for the field workers was analyzed. Impact was analyzed through a feedback questionnaire designed for the purpose completed by participants at 4 months, 1, and 2 years following session completion.Statistical Analysis:Descriptive statistics for reporting the overall structure and participants' profile and content analysis for identifying the support group process and themes expressed by the participants were used.Results:Eleven participants attended the support group consisting of 8 structured sessions. The processes identified were planning, implementation, and supervision of the lead therapist conducting the group. Work overload, target completion, feeling demoralized, interpersonal conflicts, and importance of team support were the main issues identified. Cognitive behavioral approaches were learnt for stress management. Eight, nine, and all 11 participants found the support group moderately to very useful at 4 months, 1 year, and 2 years, respectively.Conclusions:The support group followed a planned structure, with good implementation, recording of content and supervision, with both short-term and sustained positive impact.

Professionally Led Peer Support Group Process After the School Shooting in Finland

Background Traumatic grief is a risk factor for psychological and physiological impairment. In a school shooting incident in Finland, several people lost their lives, and a large number of bereaved family members were at risk for traumatic grief. Psychosocial support for these bereaved was therefore essential, and this article describes a program that was developed for that purpose. Method Professionally led peer support group process was provided for the relatives of the deceased in the school shooting in Kauhajoki, Finland, 2008. The 2-year-long process consisted of five weekend gatherings with psychoeducative and group-work elements. The content of the process was based on the existing knowledge of and recommendations for enhancing recovery after a traumatic loss. Results On the average, 50 relatives of the deceased in the school shooting participated in the process. The process was based on the principles of (a) timing of the group work and interventions according to stages of bereavement, (b) psychoeducation, awareness rising, and recognizing the signs of posttraumatic symptoms, (c) attachment theory-based elements in parents' and siblings' grief and group work, and (d) encouraging cohesion and strength of families' natural networks and support systems. Conclusion Professionally led peer support group process is a trauma-theory-based intervention, which reaches a large number of the bereaved with similar loss. Via group work, psychoeducation, and shared rituals, the bereaved have an opportunity to share and express emotions and experiences, as well as increase their skills in psychological recovery after a violent death of a family member.

Traumatic brain injury, the hidden pandemic: A focused response to family and patient experiences and needs.

Traumatic brain injury (TBI) has many potential cognitive, behavioural and psychological consequences, and contributes significantly to the national burden of disease and to ongoing violent behaviour. Few resources are available for the rehabilitation of patients with TBI in South Africa, and access to rehabilitation facilities in the public sector is limited. Consequently, it is the families impacted on by TBI that ultimately carry the care and rehabilitation burden once survivors are discharged from hospital. Families are generally ill equipped to cope with the complex and potentially long-term disabilities that accompany brain injury. Reviewing interviews with 175 family members and 354 patients recovering from TBI helped identify the key challenges that the survivors of TBI and their families face. Nine problem areas were identified that formed the basis for development of a discharge resource, the S-Plan, which serves to inform patients and carers and provide practical solutions for the problems they face. The experiences of TBI survivors and their family members served to inform the development of simple, integrated coping strategies, namely two S-Plan tools, one for survivors and their families/caregivers and the other for care workers, in conjunction with counselling and support group processes. The S-Plan constitutes a discharge resource to inform patients and carers and provide practical solutions for the problems they face in caring for family members who have suffered TBI.

Implementing a Targeted Teen Dating Abuse Prevention Program: Challenges and Successes Experienced by Expect Respect Facilitators

PurposeExpect Respect Support Groups (ERSGs) are a targeted 24-week dating abuse prevention program tailored to middle and high school students who have been exposed to violence. As part of a controlled evaluation, this qualitative study was designed to examine facilitators' experiences with program implementation and generate a deeper understanding of factors that enhance or challenge implementation and program outcomes. MethodsSemistructured interviews with Expect Respect Support Group facilitators (three males and four females) were conducted at the midpoint and endpoint of the school year. Interview topics included working within the school system, strategies for establishing a productive group process, and individual- and group-level responses to the program. ResultsFacilitators indicated that school counselors' awareness of students' exposure to violence increased their ability to refer eligible students. Within a supportive school environment, successful groups harnessed the protective qualities of a positive peer group, supported members in questioning the normalcy of abuse, and provided opportunities for building healthy relationship skills. Challenges resulted from impediments to group cohesion including insufficient referrals, inconsistent attendance, and low levels of school support. Students who were frequently absent and disengaged from school were particularly challenging to engage in a school-based program. ConclusionsThis research demonstrates that successful implementation of a targeted school-based dating violence prevention program relies on building school support and awareness of teen dating violence, especially for appropriate identification and referral of at-risk students. High levels of school support enhance the development of a supportive group process and attitudinal and behavioral changes among participants.

Using a Supportive Community Group Process to Cope with the Trauma of Social Fragmentation and Promote Re-Socialization in the Bahamas

The Family: People Helping People project is a supportive group process modality involving the sharing of personal stories, self-examination, reflection and transformation using psychotherapeutic principles. The group process was developed to confront the prevailing social fragmentation in the Bahamas associated with or caused by the continuing effects of the country-wide crack cocaine epidemic of the 1980s and the fall-out due to the recent international financial downturn. Facing community disintegration, high youth unemployment and burgeoning rates of violent crime and murder, many persons have been severely traumatized. This paper reviews the major themes presented in 776 group process sessions indicating the pervasive nature of the negativity of the shame process expressed in the high incidence of anger, violence, grief, relationship issues and abuse. This innovative project has been proven to enhance the re-socialization of many participants in the program.

Teaching professional and humanistic values: Suggestion for a practical and theoretical model

ObjectivesTo suggest and describe a practical and theoretical underpinning for teaching professional and humanistic values. MethodsThe author describes four learning methods that together comprise a model for teaching professional and humanistic values. The author defends this model by citing evidence and relevant literature as well as his extensive experience with numerous colleagues in successfully applying the model in large scale programs. ResultsThe combination of teaching methods that comprise the model evolved over 30 years from the experience of several large collaborations with educators in teaching learners at all levels of medical education. The four teaching methods are (1) experiential learning of skills, (2) critical reflection, (3) a supportive group process, and (4) a sufficiently longitudinal curriculum. Together, these methods create a theoretical model with mutually reinforcing elements for enhancing commitment to core values and optimizing professional identity formation. ConclusionsThis paper describes the combined model and the methods in detail and reviews evidence favoring incorporation into curricula. Practice implicationsThe combined model educationally enhances core values that underlie the professional identity formation of physicians. The model is practical and generalizable, and should be used by curriulum planners.

Cultural diversity in teachers’ group-centered beliefs and practices in early childcare

The present study examined the relation between teachers’ cultural backgrounds, their beliefs regarding group processes, their actual support of group processes, and children's behavior in center-based childcare in the Netherlands. For this purpose, 57 teachers of native Dutch and immigrant Moroccan-Dutch, Turkish-Dutch, Surinamese-Dutch, and Antillean-Dutch backgrounds were interviewed about their teaching beliefs and observed while engaging in a constructive play activity with small groups of children. Clear cultural differences in beliefs and corresponding behavior were found. In the interviews, the Turkish-Dutch and Moroccan-Dutch teachers mentioned concepts relating to group processes more often than the Dutch and Surinamese- and Antillean-Dutch teachers did, and they showed higher support of group processes during play. Moreover, the degree to which teachers expressed beliefs in group processes was significantly correlated with support of group processes by the teacher and with levels of collaboration and cognitive engagement in children's play. Structural equation modeling was applied to test direct and indirect effects, confirming the hypothesis that comparatively elaborate beliefs of teachers on group processes result in practices supporting group processes as well as more collaboration and cognitive engagement in children's play.

Study on the Impact of Stability around Tunnel Surrounding Rock in Construction Program

In order to analyze the different construction program under the tunnel surrounding rock stress, strain and plastic zone changes, we take water tunnel group of nuclear power plant as basic project and the application of software FLACIS3D numerical simulation.The results show that: During the tunnel excavation and support group process, the different rock tunnel construction program can produce different stress, displacement and plastic zone extended range of distribution and other aspects.To interval-type excavation program,although previously disturbing effect of the excavation of the tunnel construction and tunnel excavation of rock, it can generate less impact on the stability of surrounding rock. For the latter excavation of the tunnel, the tunnel project area affected by the first digging,the stress can be released, the stability of the first excavation of the tunnel effect is also small.Comparing to sequential and parallel program-type excavation program, the use of interval-style group of rock tunnel excavation will help stabilize the body.

Evaluation of intra‐group optimistic data replication in P2P groupware systems

SummaryPeer‐to‐peer (P2P) computing systems have become very popular during the last years because of their ability to scale to a large number of users and efficient communication among peers. They can support complex computational processes, beyond simple file sharing, while offering advantages of decentralized distributed systems. However, such systems may suffer from availability and reliability. To increase availability and reliability, and therefore, improve the perception of peers, yielding to fast response times and rich experience, data replication techniques are the foremost means in such systems. Indeed, in many P2P applications, for example, in a groupware, documents generated along application life cycle can change over time. The need is then to efficiently replicate dynamic documents and data to support group processes and collaboration. In this paper, we propose a replication system for documents structured as XML files and evaluate it under different scenarios. The proposed system has a super‐peer architecture that provides fast consistency for late joining peers. It uses optimistic replication techniques with propagating update operations from source to destination node in push mode. The system is suitable for asynchronous collaboration in online collaborative teams accomplishing a common project in a P2P environment. Copyright © 2012 John Wiley & Sons, Ltd.

Support Group Processes: Perspectives from HIV-Infected Women in South Africa

This study examined the experiences and perceived benefits of support group participation among HIV-infected women in South Africa. From a qualitative analysis of responses, key psychological processes through which support groups are potentially beneficial were identified. These processes included identification, modeling, acceptance, and empowerment. The participants' consequent life changes were explored in order to associate these processes with the positive outcomes of support group participation. Through understanding the relationship between the psychological processes within a support group setting and the potential benefits, and by targeting these processes in the development and implementation of future support group interventions, a framework is provided for achieving positive outcomes associated with support group participation.

An experimental study on the effectiveness of a mutual support group for family caregivers of a relative with dementia in mainland China

When caring for an older relative with dementia, family members experience considerable distress and burden. Literature reviews show that supportive group interventions for these caregivers have significant positive effects on improving their distress and quality of life, but not consistent and conclusive. Limited research is found in Asian populations. This study tested the effectiveness of a 12-session bi-weekly mutual support group program for Chinese family caregivers of a relative with dementia in Hong Kong, when compared with standard family support service. An experimental study with pre- and post-test, parallel groups design was conducted. A randomized sample of 78 family caregivers, 39 in each of the experimental and control groups, from one regional dementia care center participated in the study. A protocol was specifically designed by an advanced practice nurse to guide the mutual support group process and the facilitator and peer leader training, based on evidence from the literature on family support group intervention in Western countries. The results of ANOVA tests indicated that the mutual support group participants had significantly greater improvements in distress levels and quality of life than the control group. There were only mild changes in the demands for mental health services in both groups at post-test. These findings support the effectiveness of mutual support groups to offer psychosocial support to Chinese family caregivers in dementia care beyond routine community mental health care.

Adapting the CenteringPregnancy® model for a UK feasibility study

CenteringPregnancy® is an innovative model of group antenatal care devised and developed in the United States. The model differs from traditional care in that women participate in a social, supportive group process, which develops their knowledge and confidence, and increases their personal and maternal self-efficacy. Following initial studies in the US, the CenteringPregnancy model has been adapted and implemented in a number of studies internationally, with a growing body of evidence of positive results in terms of clinical outcomes, satisfaction with antenatal care, perceived knowledge of issues around pregnancy, birth and parenthood. The background to the development and implementation of the first feasibility study to be conducted in the UK is described. This includes adaptations necessary to comply with national guidance and policy recommendations for NHS maternity care, and midwifery rules and regulations. There is a need for further larger studies to assess if similar positive outcomes could be replicated in the UK maternity settings.

PROCESS SUPPORT FOR COLLABORATIVE INQUIRY LEARNING

In science, the term model refers to a schematic, simplified and idealized representation of an object or a domain, in which the relations and functions of the elements are made explicit. Modeling is understood as the activity of creating, manipulating and using models. This article presents a discussion of how collaborative modeling activities, an essential part of collaborative inquiry learning, can be facilitated by supporting group processes either by embedding concrete learning tools or through externalized learning process specifications that can provide scaffolding or feedback. We illustrate these design options with a small-scale classroom study where a collaborative modeling environment called Cool Modes was employed to support students as they investigated topics of probability. The study involved multiple learner groups who first worked on a task individually or in small groups, and then pooled their results as part of an inquiry cycle.

Developmental challenges, stressors and coping strategies in medical residents: a qualitative analysis of support groups

Stress and burnout are endemic in postgraduate medical training, but little research is available to guide supportive interventions. The identification of the longitudinal emotional and developmental coping needs of internal medicine residents could assist in the better design and implementation of supportive interventions. In this retrospective, exploratory study, six internal medicine resident support groups (n = 62; residents in postgraduate years [PGY] 1-3) were followed for a period of 2 years. Qualitative data were extracted from monthly support group process notes to identify common themes, stressors, emotions, coping strategies and developmental challenges faced during training. Quantitative questionnaire data were collected on burnout, group attendance and resident satisfaction. Using professional identity development models and classic stress and coping theory as a starting point, a derivation of grounded theory was used to identify common themes and emotions documented in support group process notes. The most common themes included understanding resident roles and responsibilities, developing an identity as a resident and doctor, building professional confidence, cognitive and behavioural responses to stress, and concerns about flaws in local and national health care training and delivery systems. Anxiety and guilt were the most commonly reported emotions, followed by positive emotions and anger. Burnout scores were highest for the second half of PGY1, but improved over subsequent training years. Support group attendance and satisfaction were both high. Residents overwhelmingly pointed to peer relationships as the most critical source of support throughout postgraduate training. Developmentally informed programmatic adaptations could better support the emotional growth and personal and professional development of postgraduate medical trainees. Future directions should include a controlled trial of resident support groups, assessments of 'active ingredients' (i.e. to establish which supportive interventions are most effective), and evaluations of programmatic adaptations.

The road to professionalism: Reflective practice and reflective learning

Objective This paper describes educational programs designed to create humanistic physicians who are skilled in communicating with patients and committed to professional values. The educational programs addressed these goals in medical students, residents and young faculty members over a 22-year period. Evaluations enhanced understanding and documented outcomes of the programs. Methods Detailed descriptions of the design and educational methods employed by the programs are given, along with results of their evaluations. Results Key features of the educational programs that effectively influenced learners’ skills, values, attitudes, and behaviors include: (a) longitudinal learning in small groups, (b) creating a supportive group process, (c) prominent inclusion of reflective learning, and (d) experiential learning of skills. Qualitative analyses provided an understanding of the learning processes and the transformative nature of the programs. Surveys and questionnaires documented statistically significant outcomes achieving the programs’ goals. Conclusions Longitudinal educational programs employing critical reflection alongside mastery of skills enhance humanistic values and may have transformative effects on their learners. Practical implication The descriptions and outcomes described herein for medical students, residents and young faculty members may suggest blueprints for future educational efforts aimed at producing humanistic professionals.