The Masking Function of Self-Revelation in Group Therapy

Though similar to traditional group psychotherapy in many respects, a coping skill training approach differs principally in several areas and technically in many more. Coping skill training group therapy tends to employ many concrete intervention strategies to enhance various aspects of process, drawing on ongoing data to evaluate group interaction and individual responses. The approach draws more heavily on cognitive, modeling, reinforcement, and problem-solving procedures to achieve specifically determined goals, and it depends less on interpretive and confrontative methods. The author discusses a wide range of techniques to show the benefits of this approach.     

Three feedback methods in acquisition and retention of badminton skills

Comparison of three different feedback methods using information about the correct execution of the technique, errors of execution, and a combination of these on the acquisition and retention of two badminton skills of different difficulty were examined. Participants were 48 young male athletes, 10 to 14 years of age, with 2 to 4 years of training. They were divided into three equal groups and instructed on the long forehand serve, a more difficult serve than the short backhand. The first group received instructions for correct execution, the second group received instructional cues on errors of execution, and the third group received instructions on errors and how to correct them. The training program lasted 12 practice units. There was a pretest, a posttest after the end of the 10-wk. training program, and 2 wk. later, a retention test. A three-way (2 difficulty x 3 groups x 3 measures) analysis of variance with repeated measures on the last factor was applied to analyze scores with the three practice methods of corrective feedback for the two badminton skills. Analysis showed the group receiving correct technique information had increased scores on both skills. The group receiving information on errors increased their scores on the less difficult skill. The group receiving information on errors and correct technique increased their scores on the more difficult skill. Physical education teachers or coaches teaching skills to young participants should consider difficulty of skills and use appropriate corrective feedback for better acquisition and retention of sport skills.     

The Present Status of Group Therapy in United States Correctional Institutions

A time-limited group treatment program focusing on mothers of toddlers with a borderline personality disorder is reported. The project involved two intersecting groups—the toddler group and the mother group. The focus of the work with the children was to promote their social interests and skills to an expanded world beyond the maternal dyad. The focus of the work with the mothers was on their difficulties with emotional separation-individuation and on strengthening their ego functioning, particularly in the area of mothering so that they could participate positively in their child's separation-individuation phase.

Representative group process is presented as it organized around three distinct phases. The initial phase was marked by intense resistance, and ambivalence. During the middle phase, group cohesion developed around shared feelings and issues. The termination phase focused insistently on issues of separation. Conclusions drawn from the project include the utility of a group approach in influencing maternal behavior.     

The educational impact of team‐skills training: Preparing students to work in groups

Background. Despite a vast literature on collaborative learning (CL), there is little research on preparing students to work collaboratively. Aims. This two‐phase evaluation investigated whether team‐skills training could enhance the performance of collaborative groups through the introduction of a team development programme to a group‐based undergraduate key‐skills unit. Sample. Phase 1 compared two consecutive cohorts of second‐year students, Cohort 1 (N = 94) who received no preparation, and Cohort 2 (N = 113) who received team‐skills training. Phase 2 added Cohort 3 (N = 88), who also received team‐skills training, to extend the analysis. Method. In Phase 1, students in both Cohorts 1 and 2 worked on a series of curriculum based key‐skill tasks across two semesters. Students worked in one group in Semester 1 and were then formed into new groups for Semester 2. Effects of the training were measured by student group marks and key‐skill ratings. Results. Marks and key‐skill ratings were significantly higher for the trained cohort in Semester 1 (p <.01). However, in Semester 2 performance reduced for the trained cohort in comparison to Semester 1. To explore this further, Phase 2 of the study evaluated Cohort 3, where after training, collaborative groups remained intact throughout the academic year. Results for Cohort 3 showed no attenuation of performance effects in Semester 2. Conclusions. Phase 1 results support the use of team‐skills training to enhance CL group performance. The findings for Phase 2 suggest that these benefits may be lost if training groups are disrupted.     

Group Skills Training to Increase the Conversational Repertoire of Retarded Adolescents

Ten retarded adolescents in a short-term residential center lacked appropriate social itneraction skills and were referred for group conversational skills training. Group treatment consisted of an instruction-modeling-rehearsal procedure sequentially targeting three classes of converstaional skills:(1) eliciting information from others;(2) appropriate self-disclosing of interests and personal information; and (3) using reinforcing-complimentary conversational behaviors. During baseline and following each training group, social behavior was assessed by recording unstructured 8-minute dyadic conversations between randomly-paired subjects. Weekly generalization probes consisted of unstructured 8-minute conversations between each subject and a different nonretarded, unfamiliar partner. Results indicated that contingent upon group targeting of a specific conversational skill, the frequency of that skill increased in both (1) the unstructured dyadic interactions between pairs of retarded subjects, and (2)the generalization interactions between retarded subjects and novel nonretarded persons. Follow-up mainenance of skill increases was obtained. The utility of a "single group" multiple baseline design in applied social skills research is discussed.     

When paying attention pays off: the mindfulness skill act with awareness promotes creative idea generation in groups

ABSTRACT

Past work has linked mindfulness to improved individual-level creativity, but remained silent about group-level creativity. Of all mindfulness skills, the ability to observe and attend to various stimuli (Observation) is the most powerful predictor of individual-level creativity. Studies examining effects of specific mindfulness skills on factors pertinent to group creativity suggest that for group-level creativity, the ability to focus attention with full awareness (Act with awareness), may be equally, or even more, important. We tested the relation between mindfulness and group-level creative idea generation using two brainstorming studies: one exploratory and one confirmatory. Mindfulness skills were either measured (Study 1; N = 88 groups) or the Act with awareness skill was targeted with a short, incidental guided meditation session (Study 2; N = 68 groups). Results from both studies showed differential relations between mindfulness and group creative idea generation: Only Act with awareness positively predicted the originality of ideas (Study 1 and 2) and the number of creative ideas in groups (Study 2). How mindfulness skills relate to creativity thus depends on the particular mindfulness skill involved and whether creativity happens at the individual or group level.     

Transfer of training: A field investigation of youth training

This study investigated, in the field, differences in the transfer and retention of training in using micrometers, of two groups of young trainees. The experimental group were motor-vehicle servicing trainees and the control group were information technology trainees. The results showed that (i) there was no difference between trainees of the two groups in end-of-training tests when they were trained from scratch, though the information technology trainees retained the skill better; (ii) experimental subjects, who had learned the micrometer skill one year previously, were more effectively trained to use it in a new trade than were control subjects, who lacked previous experience; (iii) experimental subjects, who had learned the micrometer skill one year previously, were not more effectively trained to use a vernier height-gauge. Results are discussed in terms of the level of skill at which a possible transfer mechanism may be supposed to operate. Evidence is presented of effective transfer of training between two skills very closely related at the motor level. Failure of transfer of training between two skills related at a somewhat higher level of abstraction is shown. The question of transfer of training between two skills not closely related at these lower levels, but related at a yet higher level of abstraction, is discussed.     

Enhancing job-site training of supported workers with autism: a reemphasis on simulation

Currently recommended practice in supported work emphasizes training job skills to workers with severe disabilities while on the job. Early behavioral research indicated that skills needed in natural environments could also be trained in simulated settings. We compared job-site plus simulation training for teaching job skills to supported workers with autism to provision of training exclusively on the job. Job-site training occurred in a small publishing company during the regular work routine, and simulation training occurred in an adult education site for people with severe disabilities. Two pairs of workers received training on two job skills; one skill was trained at the job site and the other was trained using job-site plus simulation training. Results indicated that for 3 of the 4 comparisons, job-site plus simulation training resulted in a higher level of skill or more rapid skill acquisition than did job-site-only training. Results suggested that job-site training, the assumed best practice for teaching vocational skills, is likely to be more effective if supplemented with simulation training. Directions for future research include expanding applications of behavioral technologies to other aspects of the current support paradigm.     

Improving the Social-Behavioral Adjustment of Adolescents: The Effectiveness of a Social Skills Group Intervention

We evaluated the efficacy of a social skills training intervention designed to improve adolescents’ social, emotional and behavioral adjustment, Social Skills Group Intervention-Adolescent (S.S.GRIN-A). Seventy-four adolescents (ages 13–16 years) and their parents were randomly assigned to either the treatment group (N = 40) or a wait-list control group (N = 34). Adolescents in the treatment and control groups were compared on global self-concept, social self-efficacy, internalizing problems, and externalizing problems pre- and post-intervention. Youth in the treatment group demonstrated enhanced global self-concept, increased social self-efficacy, and decreased internalizing problems as compared to youth in the control group. No differences in externalizing behavior were found. We discuss the effectiveness of S.S.GRIN-A as a general program designed for addressing a range of adjustment issues and social skill deficits in adolescents.     

STACKING THE DECK: TEACHING SOCIAL SKILLS TO RETARDED ADULTS WITH A MODIFIED TABLE GAME

This study developed and evaluated a social skills training program for institutionalized mildly or moderately retarded and dually diagnosed individuals. Social skills were conceptualized as requiring an action or reaction within six skill areas: compliments, social interactions, politeness, criticism, social confrontation, and questions/answers. The program taught social skills using a commercially available table game, Sorry, and a specially designed card deck. Each card represented one of the skill areas and was designed to train either an actor or reactor response. The program featured response specific feedback, self-monitoring, individualized reinforcers, and individualized performance criterion levels. A multiple baseline across two groups (N = 3 per group) revealed that the game contingencies increased social skills in all targeted areas. After training, the subjects displayed their newly learned skills at or above their trained levels in two different settings with novel persons present. Although untargeted, the complexity of the subjects' responses increased across conditions, since there was a steady increase in the number of words they used per response. The program appears to be a viable means of training social skills since it uses standardized training procedures, requires only one facilitator, and is in itself a social situation that may encourage interactions with peers, cooperation, competition, and politeness.     

Improvisation as a Meta-Counseling Skill

Counselor education tends to see the development of basic counseling and communication skills as the foundation of clinical training. Improvisation has historically and primarily been connected to theater training and as a performance mechanism. By developing skills in spontaneity and the nature of narrative (or story) one becomes more able to be in-the-moment with a client or clients and thus less anxious and more able to meet the client where they are. As such, improvisation can really be seen as a meta-counseling skill—a skill that can form a firmer foundation for the learning of the basic counseling and communication micro-skills. This article outlines the core concepts of improvisational training for counselors and includes examples of improvisational games that can specifically help in preparing counselor trainees for their future clinical work.     

A Comparison of the Effects of Prejob Training and Job Experience on Nonprofessional Telephone Crisis Counselors

ABSTRACT: This study, carried out in a telephone crisis intervention program in which nonprofessional volunteer counselors received 55 hours of prejob training, isolates the effects of prejob training and on-the-job experience. Participants in the study were evaluated on several parameters including knowledge, counseling skills, acceptance of others, and dogmatism. Three groups of volunteers were measured: group 1—measured immediately before and after prejob training, group 2—measured just after prejob training, and group 3—measured after five months of telephone counseling experience. Results indicate that counselor skills and knowledge significantly increased with prejob training, but did not show further improvement as a result of five months of experience. Attitudes such as acceptance of others and dogmatism did not change either as a result of training or experience. Dogmatism was found to be inversely related to both counselor skill and knowledge.     

A pragmatic trial evaluating the effectiveness of web versus live training in functional behavior assessment and interventions among special educators

This study adopted a pragmatic trial with randomization to investigate the relative effectiveness of web versus live training on special educators' competence and perceived skills in functional behavior assessments (FBA) and behavior interventions. Pragmatic trials seek to determine the effectiveness of an intervention in a real-world setting to ensure better application and generalizability in routine practice conditions. The live training group received an in-person workshop delivered in a lecture format via powerpoint slides. The web training group received asynchronous online instruction via a secure website. The same training content was delivered to both groups. Participants were randomly assigned across both instructional modalities and completed two pre- and post-test measures. Results indicated that participants (N = 104) in both groups showed a significant increase in theoretical competence of FBA and behavior interventions post training. Only participants in the live workshop group reported a significant increase in perceived skill scores. When comparing outcomes across groups, the live training group gained significantly more theoretical competence in FBA and behavior interventions than that in the web training group. These results shed light on the practical implications of online platforms for professional development among in-service teachers in behavior management for schools with children having disabilities and challenging behavior.     

Prerequisite vs. in vivo acquisition of self-feeding skill

Separating the acquisition of prerequisite skills from the learning of skills in vivo may be a more efficacious procedure for self-help training of low functioning developmentally delayed children. Two procedures for training independent use of a fork at meals were compared using two equivalent groups of three subjects each, in multiple baseline design. Using previously accepted procedures, one group was trained during meals while the experimental group received prerequisite training making use of simulated food (styrofoam pieces). Data during training, generalization-to-meal, and follow-up were collected. For 6 months following training, the efficacy of prerequisite training was upheld. The complexity of individual responses to the singular or conjunctive use of social and edible reinforcement for the purpose of self-feeding skill generalization and maintenance, is discussed.     

TEACHING SOCIAL/VOCATIONAL SKILLS TO RETARDED ADULTS WITH A MODIFIED TABLE GAME: AN ANALYSIS OF GENERALIZATION

In this study, a social skills training program for institutionalized mildly or moderately retarded adults was extended to include skills relevant to vocational settings. Target behaviors involving a verbal action or reaction within six skill areas were taught using a commercially available board game, Sorry, and a specially designed card deck. The training program featured response specific feedback, self-monitoring, individualized reinforcers, and individualized performance criterion levels. Using a multiple baseline across two groups (n = 3 per group), the game contingencies increased social/vocational skills in all targeted areas. Generalization was assessed in two settings: a simulated workshop in which pre and post measures were taken and in the institutional workshop where the residents worked. The posttraining simulated workshop results revealed that the residents' newly learned skills had generalized. However, repeated generalization measures of the residents' social interactions in the institutional workshop were equivocal as were measures of their productivity.     

Mentoring Nurses in Familial Cancer Risk Assessment and Counseling: Lessons Learned From a Formative Evaluation

Background. As familial cancer genetic services moves into community practice increased numbers of trained health professionals are needed to counsel individuals seeking cancer risk information. Nurses have been targeted to provide cancer risk assessment and counseling. To help prepare nurses for this role, a 5-day training in familial cancer risk assessment and counseling followed by a long-distance mentorship to support continued skill development in the work environment was conducted by Fox Chase Cancer Center, Philadelphia, PA. Methods. Four cohorts (N = 41) have completed the training and were randomized to either an immediate or delayed mentorship. A formative evaluation assessed the nurse’s ability to consult with other genetic health professionals and build self-efficacy in counseling skills via responses to questionnaire. A post-mentorship interview evaluated the usefulness, timing and length of the mentorship. Results. For both groups, there was a statistically significant improvement in self-efficacy for all skills from baseline to 6 months and an increased number of nurses consulting with genetic health professionals. All the nurses reported the value of the mentorship and those with less cancer risk counseling experience prior to the training needed support and resources for further skill and program development. Lessons learned from this formative evaluation are provided.     

Effects of Behavioral Group Therapy on chronic Pain

Abstract

Benign chronic pain is frequently reported among rehabilitation patients. The present study investigates a behavioral treatment model used with 3 consecutive groups of 8 chronic pain outpatients. The behavioral strategy used was to identify specific pain behaviors such as verbal expression of pain, consumption of analgesics and inactivity and to teach the patient to modify these patterns. The treatment was provided by a rehabilitation team and included contingency management of pain behaviors, applied relaxation and social skills training. Results showed significant 6 month follow-up reductions in the expression of pain, analgesics intake and level of rest for the group as a whole subsequent to intervention. In addition, two thirds of the group were engaged in formal pre-occupational training at follow-up.     

Leadership Development of Women Preparing for Ministry

This mixed-methods study investigates the leadership development and leadership skills of women graduate students at a theological seminary. Through the Student Leadership Practices Inventory (Student LPI) and Leadership Competency Inventory (LCI), demographic questionnaire, and focus group interviews, the researchers explored the leadership training the women had received and their perception of their leadership abilities and development needs. The findings showed that the women reported frequently demonstrated exemplary leadership practices and many possessed significant leadership experience. Participants scored highest on competencies utilizing people skills and lowest in areas reflecting competence in cognitive or strategic skills. While exposed to formal leadership education they reported receiving their leadership education primarily through observation and experience.     

Community-referenced leisure skill clusters for adolescents with multiple disabilities

We evaluated the effectiveness of a training package used to teach student-selected community-referenced leisure skill clusters — ordering a pizza-to-go and renting a video from a local vendor — to two adolescents with multiple disabilities. The adolescents were taught the leisure skills (e.g., ordering the pizza) as well as related behaviors necessary to perform those leisure skills (e.g., using a phone, interacting with the delivery person, cutting and serving pizza, cleaning up). The students were taught functional skill clusters, problem-solving skills, and assistance-seeking skills. Training consisted of didactic instruction, feedback, a least intrusive prompting procedure for incorrect responses, and verbal praise and natural consequences for correct responses. Simulation training was conducted at school and in vivotraining was conducted in the local community. A multiple baseline design demonstrated the controlling effects of treatment. Also, follow-up probes conducted up to five months after treatment showed these students maintained treatment gains. Applied issues related to the efficiency of the training package, general and specific skills training, and factors influencing skill maintenance are discussed.     

An Operational Model for a Therapeutic Community

A comparison of peer led and professionally led support groups for caregivers of frail older persons living in the community demonstrates that both types of groups are effective. Findings reveal that it was the opportunity to ventilate pent-up feelings and emotions, the validation of caregiving experiences, the affirmation of coping abilities, the encouragement for continuing to provide care and cope with the situation, the exploration of alternative care-giving arrangments, the mutual support, and the mutual sharing of information about community resources and coping strategies that appeared to be the most helpful therapeutic ingredients of both types of groups. The greater attention to problem solving work and the learning of specific coping skills in the professionally led groups was not reflected in differential outcomes in the two support group conditions.