Supporting Team Reflexivity During the COVID-19 Lockdown: A Qualitative Study of Multi-Vision Groups In-person and Online

Abstract

Introduction: The professional self is often hindered by a lack of self-care and poor work-life balance, and cannot be considered an unlimited resource. Given this, the reflexive team is an important organizational tool for protecting workers' well-being. The non-profit organization Maestri di Strada (MdS) (“Street Teachers”) conducts action research (AR) in the area of socio-education. The main tool used by the group to protect the well-being of its members is a guided reflexivity group, inspired by the Balint Group and termed the Multi-Vision Group (MG). In March 2020, because of the COVID-19 lockdown, the MdS team had to quickly revamp its working model, and MGs were held online for the first time.Aim: Through qualitative research that takes a longitudinal approach, the aim of this study is to evaluate the efficacy of the MG in supporting the team's reflexivity in this new online format.Methods: This article considers MGs during two different time periods: pre-pandemic (T1) and early pandemic (T2). During T1, the MdS team met 18 times in person, while during T2 the team met 12 times through an online platform (always under the guidance of a psychotherapist). During all sessions in both time periods, a silent observer was present in the meetings, and they subsequently compiled narrative reports. The textual corpora of the reports were submitted for a Thematic Analysis of Elementary Contexts through T-Lab Plus, in order to examine the main content of the groups' discourse.Results: The results (five clusters in T1; and five in T2) show that, during T2, the group devoted considerable time to experiences tied to the pandemic (T21: schools facing the pandemic crisis; T2.2: the pandemic: death, inner worlds, and thought resistance; T2.3: kids' stories involving physical distancing and emotional proximity). The group also came up with innovative educational initiatives that defied the lockdown (T2.4: fieldwork: the delivery of “packages of food for thought”; T2.5: the MdS group: identity and separation). Based on these findings, the MG most likely contributed to the emergence of MdS as a “resilient community,” capable of absorbing the shock of the pandemic and realizing a fast recovery response.

Reflective Practices to Study Group Dynamics: Implement Empowerment and Understand the Functioning of Groups

“…However, the participants explained that the collaboration and group commitment to achieve their goals remained unchanged. In this regard, it has been found that the construction of a reflective group constitutes a protective factor for the well-being of workers ( Parrello et al, 2021 ). The implementation of the group through the online mode was experienced by some participants as a critical issue, as there were, at least initially, difficulties linked to both emotional involvement and personal interactions, particularly for those who experience challenges speaking and interacting with strangers.…”

“…as well as for professions that work mainly online. As Parrello et al (2021) point out reflective group work can be an organizational tool to maintain the well-being of workers, even more useful during the lockdown period linked to COVID-19.…”

“…Empowerment is achieved through reflection, a critical analysis of one’s working reality to transform it and improve individual and working group well-being and satisfaction. Moreover, the group’s reflective practices in social work have also been redefined in online mode following the pandemic: Parrello et al (2021) report a study on the use of the multi-vision group for the first time used in online mode, reflective group that aims to protect the well-being of workers.…”

Art vs School Dropout: The Theatre-Education of ‘Maestri Di Strada’ Narrated by Educators and Pupils

“…The whole course is supported by reflexing spaces both for students (e.g. circle time) as well as educators and peer educators, through the Multivision Group (Parrello et al, 2019;Parrello et al, 2021). Educators pay particular attention to the student-school relationshiptheir achievements in the TTW are carefully communicated to their teachers, and the latter are invited to students' performances.…”