Therapeutic factors and psycho educational groups for adolescents: A comparison

Shechtman, Zipora; Bar-el, Orit; Hadar, Efrat

doi:10.1080/01933929708414381

Cited by 36 publications

(36 citation statements)

References 20 publications

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“…A consensus has been established in the adult literature regarding the set of therapeutic factors present in adult groups that are accepted across types of group intervention. However, a study on therapeutic factors in adolescent groups (Shechtman, Bar-El, & Hadar, 1997) found only two factors that were consistent with the literature (catharsis and interpersonal learning), together with a third factor (social skill learning) that is rarely found in adult groups. This latter result was attributed to developmental needs: Because adolescents are very concerned with friendship relationships, social skills are more important for them.…”

Section: Process Research On Child Group Psychotherapysupporting

confidence: 58%

Child Group Psychotherapy in the School at the Threshold of a New Millennium

Shechtman

2002

Jour of Counseling & Develop

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Section: Process Research On Child Group Psychotherapysupporting

confidence: 58%

Child Group Psychotherapy in the School at the Threshold of a New Millennium

Shechtman

2002

Jour of Counseling & Develop

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“…Moreover, RE observations and perceptions of group dynamics within the RE setting informed the second research question of interest to the current study. Shechtman, Bar-El, and Hadar (1997) found no differences in the therapeutic factors between psychoeducational and growth groups for adolescents. Although psychoeducational groups (such as RE) differ from group therapy, in preliminary studies, RE participants endorsed the significance of therapeutic group factors that parallel Yalom's factors (i.e., Quirk et al, 2014;Randles, 2014).…”

Section: Therapeutic Group Factorsmentioning

confidence: 67%

Relationship Educator Experiences of Couple Improvement and Group Dynamics in Relationship Education With Low-Income Couples

2018

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Relationship education (RE) interventions improve relationship quality and distress; yet, little is known about the origins of positive gains derived from RE. Couples identified benefits from the group format of RE; however, the perspective of facilitators is neglected. Therefore, the current investigation included two focus groups (N ¼ 9) with RE facilitators from one federal RE program for low-income couples. Five themes emerged from the phenomenological analysis including (a) therapeutic factors of groups, (b) participant attributes, (c) stress, (d) insight/awareness, and (e) program attributes. Applications of RE facilitator experiences, specifically group factors observed, may inform RE facilitator training, intervention, and implementation.

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“…With regard to interpersonal learning and socializing techniques, few ties between results of the present study and those found in the literature permit any conclusions. Both helping factors did however appear among the most important in the study by Shechtman et al (1997) undertaken with two nonclinical groups. Interpersonal learning was also one of the most dominant helping factors in the study by Ahmed et al (2010) while that of Schwartz and Waldo (1999) found socializing techniques to be prevalent.…”

Section: Discussionmentioning

confidence: 93%

“…As for counseling and psychoeducation groups, hope and universality (Lara et al., 2004; Pan & Lin, 2004), imparting information (Lara et al., 2004; Schwartz & Waldo, 1999), and socializing techniques (Schwartz & Waldo, 1999; Shechtman, Bar-el, & Hadar, 1997) were the most frequent factors. Learning by imitation and existential factors were less important (Pan & Lin, 2004) or absent (Schwartz & Waldo, 1999).…”

Section: Literature Reviewmentioning

confidence: 99%

Helping factors in an outdoor adventure program

Gargano

Turcotte

2019

Journal of Social Work

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A number of studies have addressed outdoor and adventure programs over the past 50 years. Despite empirical evidence that demonstrates the personal benefits of group interventions, research investigating the mechanisms responsible for these effects is scarce. This is particularly so for groups in natural outdoor and adventure settings. There is therefore a need to improve our understanding of the processes involved. This research focused on personal and interpersonal processes that occurred during an outdoor group expedition. Semi-structured interviews were undertaken with 23 subjects aged between 17 and 21 who had participated in an 18-day expedition. The data are examined through a theoretical framework known as "helping factors" often used when studying benefits of a group intervention. Findings: The results show that participation in the program promoted selfunderstanding, interpersonal learning, socializing techniques, and cohesion. Altruism, imitative behavior, universality, and imparting information were also important. As for existential factors, corrective recapitulation of the family, catharsis, and hope, these were rarely mentioned if not absent. Applications: The results give a better understanding of the helping factors in such programs and of their potential role in the group process, as well as their application in social work practice.

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Therapeutic factors and psycho educational groups for adolescents: A comparison

Cited by 36 publications

References 20 publications

Child Group Psychotherapy in the School at the Threshold of a New Millennium

Child Group Psychotherapy in the School at the Threshold of a New Millennium

Relationship Educator Experiences of Couple Improvement and Group Dynamics in Relationship Education With Low-Income Couples

Helping factors in an outdoor adventure program

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