当事人眼中的团体辅导效果：基于协商一致的质性研究

目的：本文从当事人的视角,深入研究团体辅导对于团体成员所产生的作用。方法：采用协商一致的质性研究（CQR）方法,对15个来自不同团体的当事人的深度访谈材料进行分析。结果：发现与团体辅导效果相关的域有4个,即团体辅导的过程效果、团体辅导效果获得的过程和体验、团体辅导效果的影响因素,团体辅导的后续效果。结论：当事人眼里团体辅导效果的内容广泛且丰富,团体依恋既是团体辅导效果的内容也是基础性的疗效因子。     

初中流动儿童的内隐群体偏爱、社会支持及其对学校适应的影响

以群体偏爱的IAT测验为实验材料,结合社会支持和学校适应问卷,考察初中流动儿童在内隐群体偏爱、社会支持上与本地儿童之间的差异,并探讨这两种变量对流动儿童学校适应的影响.结果表明：（1）流动儿童存在内隐外群体偏爱,对自身所属群体表现出内隐的消极认同;本地儿童存在内隐内群体偏爱,对流动儿童具有内隐的消极认知;（2）流动儿童在父亲、教师以及同性朋友的社会支持上显著差于本地儿童;（3）在对流动儿童学校适应的影响上,社会支持的主效应显著,内隐群体偏爱和社会支持的交互作用显著;高内隐群体偏爱组中,高社会支持流动儿童的学校适应优于低社会支持儿童.     

集体自恋：群际冲突的催化剂

集体自恋是将自恋延伸到群体水平的一个经典构念, 目前被界定为对于“自身所属群体是卓越的并值得优待, 却未充分被他者承认”的信念。现有研究发现它对群际敌对性有较强解释力, 因为集体自恋者对内群体形象、地位或身份所受威胁高度敏感, 容易高估威胁和怀疑外群体, 而缺乏自我价值感及控制感是集体自恋的重要根源。鉴于现有研究一般都预设了集体自恋的脆弱性和消极性, 而集体自恋的属性不必然如此, 未来研究应在充分厘清集体自恋内涵及结构的基础上探索其消极与积极后效, 揭示其多元成因及干预方法, 并推进跨文化研究。     

Acceptability and Feasibility of an Intervention to Enhance Social Group Belonging: Evidence From Three Trials of Groups 4 Health

Groups 4 Health (G4H) is a group psychotherapy program that targets social group disconnection. An emerging evidence base supports its efficacy in reducing loneliness, depression, and social anxiety. However, to date there has been no formal analysis of its acceptability to clients and therapists, nor an investigation of its feasibility for wider implementation. This input from end users is crucial to ensure the program’s wider suitability and to contribute to its improvement. This study drew data from three clinical trials, including 266 G4H clients and 68 G4H therapists. From the Phase III trial only, additional data were available from 90 clients in a dose-controlled cognitive-behavioral therapy (CBT) comparison group, and focus groups/interviews with 6 therapists and 13 clients. Client satisfaction was high, with all average ratings >7/10, significantly exceeding the CBT comparison group. Therapist satisfaction with each module was >5/7. Retention was >80%. Homework completion was high, with <10% of clients saying that they had not attempted the homework. Therapists and clients both emphasized the benefits arising from G4H, and the contribution of the group context itself as a vehicle to achieve positive outcomes.     

An Open Trial of Group Acceptance and Commitment Therapy With an Adjunctive Mobile App for Generalized Anxiety Disorder

Generalized anxiety disorder (GAD) is a common and debilitating condition. Effective treatments exist, but they are time- and resource-intensive. This study tested the initial efficacy and acceptability of a novel treatment protocol designed to increase efficiency: acceptance and commitment therapy (ACT) taught in groups and through an adjunctive mobile app. Participants were 21 individuals with GAD who received six weeks of 2-hour group ACT sessions as well as access to an adjunctive ACT mobile app. Significant improvements occurred in worry, anxiety, social functioning, and depression as well as relevant processes (psychological inflexibility, anxiety-related cognitive fusion). In-the-moment improvements were also observed in symptoms and ACT processes immediately after completing mobile app sessions. Treatment was perceived as credible and acceptable overall. However, rates of reliable and clinically significant change were low, and app usage did not correlate with change in worry. Overall, this study suggests that an efficient, brief ACT group intervention combined with a mobile app may lead to improvements in GAD but may not be sufficient for clinically significant change. A detailed overview of the treatment is included, and guidance for clinicians interested in implementing this protocol is discussed.     

Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis

IntroductionAssuming that motivation is the key to initiate and sustain beneficial health behaviors, the aim of this systematic review was to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards PA in school-aged children and adolescents.MethodsA comprehensive literature search was carried out in six electronic databases to identify randomized controlled trials and quasi-experimental trials examining the effects of PA interventions implemented during the regular school day, e.g., during physical education lessons or lunch breaks. Primary outcomes of interest were students' motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Meta-analyses were conducted for these outcomes using Comprehensive Meta-analysis software. Secondarily, intervention effects on students' PA behaviors were examined and the findings summarized narratively. Methodological quality of studies was evaluated using the Cochrane Collaboration's tool for assessing risk of bias for randomized trials; certainty of evidence on outcome level was evaluated using the GRADE approach.ResultsIn total, 57 studies carried out between 2001 and 2018 were included in this review. Sixteen individual meta-analyses were performed and revealed significant pooled effects for the outcomes enjoyment (g = 0.310), perceived autonomy (g = 0.152), identified regulation (g = 0.378), intrinsic motivation (g = 0.419), self-determination index (g = 0.672), task/mastery climate (g = 0.254), ego/performance climate (g = −0.438), autonomy supportive climate (g = 0.262), task goal orientation (g = 1.370), ego goal orientation (g = −0.188). The narrative data synthesis indicated an increase in students' PA behavior. The overall risk of bias was high across all studies and certainty of evidence of meta-analyzed outcomes ranged from very low to moderate. Moderate certainty of evidence was found for ego/performance climate and ego goal orientation. Conclusions: Meta-analyses suggest that school-based PA interventions may be effective in increasing a variety of motivational outcomes. However, the certainty of evidence was limited in the majority of outcomes. Further research is needed to identify effective intervention strategies that increase students’ motivation towards PA.     

Changes in Decentering Across Cognitive Behavioral Group Therapy for Social Anxiety Disorder

To further improve treatments, we need to better understand potential common treatment mechanisms, such as decentering, or the ability to observe thoughts and feelings as objective events in the mind rather than personally identifying with them (Safran & Segal, 1990). Therefore, this study examined whether 12 sessions of Cognitive Behavioral Group Therapy (CBGT) for 63 clients (57.6% female, 50.8% White) diagnosed with social anxiety disorder led to increases in decentering and whether increased decentering was associated with improved outcome. Furthermore, this study examined whether decentering was associated with outcome over and above a competing mechanism—cognitive reappraisal. Overall, results indicated that CBGT in this study led to similar outcomes compared to previous studies and decentering increased over CBGT (d’s from 0.81 to 2.23). Change in decentering predicted improvement on most, but not all, measures of outcome and those who no longer met criteria for social anxiety disorder at posttreatment had significantly greater change in decentering across therapy and significantly higher decentering scores at post-treatment compared to those who retained a social anxiety disorder diagnosis at posttreatment. Finally, changes in decentering predicted outcome over and above changes in reappraisal on all outcome measures. These results largely support the role of decentering in CBGT for social anxiety; however, the implications of the inconsistencies in results based on which outcome measure was used are discussed.     

Developing agency through good work: Longitudinal effects of job autonomy and skill utilization on locus of control

An internal locus of control has benefits for individuals across multiple life domains. Nevertheless, whether it is possible to enhance an individual's internal locus of control has rarely been considered. The authors propose that the presence of job autonomy and skill utilization in work can enhance internal locus of control, both directly and indirectly via job satisfaction. Three waves of data over a four-year period from the Household, Income and Labour Dynamics in Australia Survey (N = 3045) were analyzed. Results showed that job autonomy directly shaped internal locus of control over time, as did job satisfaction. Skill utilization did not play a role in terms of affecting locus of control, and the indirect effects of both job autonomy and skill utilization via job satisfaction were weak. This study suggests the importance of job autonomy in promoting the development of an employee's internal locus of control.     

The magic of collective emotional intelligence in learning groups: No guys needed for the spell!

Using a cross‐lagged design, the present study tests an integrative model of emergent collective emotions in learning groups. Our results indicate that the percentage of women in the group fosters the emergence of collective emotional intelligence, which in turn stimulates social integration within groups (increases group cohesion and reduces relationship conflict) and the associated affective similarity, with beneficial effects for group effectiveness.     

The first interview: Anxieties and research on initiating psychoanalysis

A qualitative clinical study of preliminary interviews by the Working Party on Initiating Psychoanalysis (WPIP) of the European Psychoanalytic Federation suggests that the unconscious dynamics in first interviews are extraordinarily powerful and that they give rise to deep unconscious anxieties in both patient and analyst, with the corresponding defences against them. Furthermore, the group dynamics observed in the clinical workshops and in the research team doing the study suggest that both the anxieties and the defences are conveyed to these groups in the form of unelaborated ‘session residues’ provoking renewed anxieties and defences in them. These findings contribute to our understanding of what goes on in first interviews, but also raise interesting questions about the psychoanalytic research process in psychoanalysis and how confrontation with the unknown is dealt with in that context. Rather than as a means to avoid anxiety, method in clinical research can be seen as a way to help the research group to contain its reactions and to tolerate them until the group finds its way to further elaboration. These points are illustrated with a clinical case drawn from the study.