Rapid Adoption and Implementation of Telehealth Group Psychotherapy During COVID 19: Practical Strategies and Recommendations

Behavioral health services have been tasked with rapidly adopting and implementing teletherapy during the SARS-CoV-2/COVID-19 pandemic to assure patient and staff safety. Existing teletherapy guidelines were developed prior to the pandemic and do not capture the nuances of rapidly transitioning in-person individual and group-based treatments to a teletherapy format. In this paper, we describe our approach to quickly adapting to a teletherapy technology platform for an intensive outpatient program (IOP) guided by cognitive and behavioral modular principles for adults with serious mental illness. A review of existing guidelines was conducted and the staged approach for teletherapy implementation (Muir et al., 2020) was selected as the most appropriate model for our organizational context. We describe the most pertinent implementation strategies and report our preliminary findings detailing the feasibility of IOPs delivered via telehealth. This model of rapid teletherapy implementation offers practical clinical guidelines for administrators and clinicians seeking to transition traditional in-person behavioral health services to a teletherapy format.     

Teaching social perception skills to adolescents with autism and intellectual disabilities using video‐based group instruction

Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video‐based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID.     

Feasibility of and teacher preference for student‐led implementation of the good behavior game in early elementary classrooms

The Good Behavior Game (GBG) is a classwide group contingency shown to reduce disruptive student behavior. We examined the feasibility of training young students to lead the GBG in one first‐grade and three kindergarten classes. We also examined teacher preference for teacher‐led GBG, student‐led GBG, or no GBG using a concurrent chains procedure. We successfully trained students in all classes to lead the GBG, and the GBG reduced disruptive behavior regardless of who implemented it. Preference for who implemented the game varied across teachers. Results of this study suggest that students as young as kindergarten age can be trained to implement the GBG and that teacher preference should be taken into account when determining how classwide interventions are to be implemented.     

Political Contacts: Analyzing the Role of Similarity in Theories of Prejudice

Over the last 50 years, many theories of prejudice reduction in social psychology have embraced the premise that intergroup contact allows people to recognize similarities between themselves, and that this perceived similarity overwhelms the social distance associated with intergroup antipathy. Given the mixed empirical evidence, however, we suggest that the positive effects of perceived similarity have been overemphasized. Although similarity may be sufficient for improved intergroup relations, the relationship between similarity and intergroup relations is far more complex than the literature usually suggests. Moreover, studying difference in intergroup contexts may yield new ways to resolve intergroup conflict and address group inequalities.     

Dealing with Masochistic Behavior in Group Therapy from the Perspective of the Self

The self psychological understanding of masochism differs from traditional views in that it perceives masochistic behaviors as maladaptive attempts to experience vitalization, greater self-esteem and self-cohesiveness. Motivational systems theory may be especially useful in understanding the purposes served by masochistic behavior. Masochistic behavior in interpersonal relations is of particular importance to group therapy. Such behavior serves to maintain a relationship with the object as well as to gain selfobject experiences. Exhibitionism appears to be a prominent aspect of the behavior of individuals acting masochistically in group therapy. The group leader has the responsibility of establishing and maintaining an empathic atmosphere among the group members so that the individual engaging in self destructive behavior, as well as other members, can hear and understand their own and each other's subjective experiences.     

群体决策过程中的信息取样偏差

一般认为,决策群体的优势是能综合各个成员拥有的不完整信息,形成对所有决策备择方案的无偏差的认识,从而作出最佳选择。但“群体讨论中的有偏差信息取样模型’认为,群体在决策中往往表现出倾向于讨论两种信息：(1)各成员讨论前都拥有的信息;(2)支持成员在讨论前所偏好的信息。该实验通过模拟人员选拔决策形式的实验室实验,对这一模型的假设进行验证。研究结果表明,大多数群体选择了一开始受到大多数成员支持的候选人,而非实际的最佳人选;群体讨论非但未纠正,反而加强了成员对候选人原有的歪曲印象。     

Leadership and Regressive Small Group Processes: A Case Study

The psychoanalytic literature of regressive group and intergroup processes is reviewed briefly and selectively to derive principles of effective, working group leadership. These principles are applied to a case study of the leadership provided by Terje Larsen to the unique work group of Palestinians, Israelis, and Norwegians who produced the 1993 Oslo Peace Accords.