Structuring the group experience: A format for designing psychoeducational groups

Furr, Susan

doi:10.1080/01933920008411450

Cited by 54 publications

(42 citation statements)

References 29 publications

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“…Some of these were especially influential to the development of this conceptual review because they reviewed or theorised a range of potentially important group processes; for example, Levine and Moreland (1990), Horne and Rosenthal (1997), Association for Specialists in Group Work (2000), Furr (2000), McGrath, Arrow, and Berdahl (2000), Murphy and Johnson (2006), Hoddinott, Allan, Avenell, and Britten (2010), Drum, Becker, andHess (2011), McCarthy andHart (2011), and book chapters by Burlingame, Fuhriman, and Johnson (2004) and Forsyth and Burnette (2005). Many other articles shaped our review and are referenced below and/or in the Supplementary Document (available online).…”

Section: Methodsmentioning

confidence: 99%

“…This is likely to encourage engagement and prompt members to take responsibility for applying the new learning to their everyday lives. Furr (2000) also observes that optimal change, especially in relation to habit change, may be achieved when members have time to reflect on how learning experiences have influenced their own personal thoughts, insights, and feelings.…”

Section: Group Design and Operating Parametersmentioning

confidence: 99%

“…by curtailing digressions and linking content back to members' comments and disclosures). Furr (2000) notes that new information should be combined with experiential learning that "allows material to be encountered on a personal level" enabling group members to "learn by doing" (p. 36). This is likely to encourage engagement and prompt members to take responsibility for applying the new learning to their everyday lives.…”

Section: Group Design and Operating Parametersmentioning

confidence: 99%

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How do Small Groups Promote Behaviour Change? An Integrative Conceptual Review of Explanatory Mechanisms

Borek

Abraham

2018

Applied Psych Health & Well

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Background: Small groups are used to promote health, well-being, and personal change by altering members' perceptions, beliefs, expectations, and behaviour patterns. An extensive cross-disciplinary literature has articulated and tested theories explaining how such groups develop, function, and facilitate change. Yet these theoretical understandings are rarely applied in the development, description, and evaluation of health-promotion, group-based, behaviour-change interventions. Methods: Medline database, library catalogues, search engines, specific journals and reference lists were searched for relevant texts. Texts were reviewed for explanatory concepts or theories describing change processes in groups, which were integrated into the developing conceptual structure. This was designed to be a parsimonious conceptual framework that could be applied to design and delivery. Results: Five categories of interacting processes and concepts were identified and defined: (1) group development processes, (2) dynamic group processes, (3) social change processes, (4) personal change processes, and (5) group design and operating parameters. Each of these categories encompasses a variety of theorised mechanisms explaining individual change in small groups. Conclusion: The final conceptual model, together with the design issues and practical recommendations derived from it, provides a practical basis for linking research and theory explaining group functioning to optimal design of group-based, behaviour-change interventions.

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Section: Methodsmentioning

confidence: 99%

Section: Group Design and Operating Parametersmentioning

confidence: 99%

Section: Group Design and Operating Parametersmentioning

confidence: 99%

See 1 more Smart Citation

How do Small Groups Promote Behaviour Change? An Integrative Conceptual Review of Explanatory Mechanisms

Borek

Abraham

2018

Applied Psych Health & Well

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“…While this may be perceived as an efficient use of group time, it can have negative consequences for group process and dynamics and impede real learning. However, encouraging members to express their reactions to content may seem risky to leaders (Furr, 2000): members may express distaste for an assignment, be critical of the leader for the assignment, or report that they did not learn anything from completing it. The following scenario further illustrates how FCT can be used to conceptualize attending to members' relationship and reaction to content.…”

Section: Get It Right Anyway" the Leader Can See Many Heads Nod Aroumentioning

confidence: 99%

“…Group process in psychoeducational groups takes on different meanings than in does in counseling or therapy groups as it is focused on helping group members acquire knowledge, learn new skills, and engage in activities . Furr (2000) emphasizes the tenuous balance between a leader's responsibility to respond to group process and dynamics and responsibility to maintain structure of the group related to content -related learning objectives. The literature provides several views of this balance.…”

Section: The Challenge Of Balancing Content and Process In Psychoeducmentioning

confidence: 99%

Application of Focal Conflict Theory to Psychoeducational Groups: Implications for Process, Content, and Leadership

Champe¹,

Rubel

2012

The Journal for Specialists in Group Work

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Group psychoeducation is a common group type used for a range of purposes. The literature presents balancing content and process as a challenge for psychoeducational group leaders.While the significance of group psychoeducation is supported, practitioners are given little direction for addressing process in these groups. Focal Conflict Theory (FCT) is a model for conceptualizing and intervening in group process that has been applied to therapy and work groups. This article presents the challenges of psychoeducational groups, describes FCT, and discusses its application to psychoeducational groups using case examples. Implications for leaders of psychoeducation groups are discussed.

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An Evidence‐Based Approach to Reducing Recidivism in Court‐Referred Youth

Lancaster

Balkin

Garcia

et al. 2011

Jour of Counseling & Develop

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The authors obtained recidivism data on a predominantly Latino/a sample of juvenile offenders within a 24‐month period following their participation in a community‐based psychoeducational counseling program emphasizing life skills development. The treatment group was compared with a sample of youth derived from the same database who had participated in community probationary programs. Youth in the treatment group had statistically significant less recidivism in a 24‐month period subsequent to completing the program than did youth in the control group.

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Structuring the group experience: A format for designing psychoeducational groups

Cited by 54 publications

References 29 publications

How do Small Groups Promote Behaviour Change? An Integrative Conceptual Review of Explanatory Mechanisms

How do Small Groups Promote Behaviour Change? An Integrative Conceptual Review of Explanatory Mechanisms

Application of Focal Conflict Theory to Psychoeducational Groups: Implications for Process, Content, and Leadership

An Evidence‐Based Approach to Reducing Recidivism in Court‐Referred Youth

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