Group therapists' training: what predicts learning?

This field study represents the continuing effort to identify the determinants of learning within experiential small study groups. Thirty-seven training groups from the 1996 Institute of the American Group Psychotherapy Association were studied. Three process measures (Group Relationship Questionnaire [GRQ], Leader Adjective Measure [LAM], and Group Climate Questionnaire [GCQ]) were administered to 434 group members after the first two of four group sessions. Process variables were used to predict learning (measured by the Learning Evaluation Form [LEF]) at the end of the training groups. The factors derived from each of the measures showed good to excellent correspondence with previous studies employing the same instruments. Results suggest that perceptions of the leader and the group, rather than perceptions of one's own relationship to other group members, are more robust predictors of learning in these short-term training groups. Specifically, perceptions of an emotionally engaged group willing to confront conflict, and perceptions of a skillful leader, proved to be significant predictors of learning. Implications for the training of group therapists and group therapy research are discussed.     

Psychologisch-psychotherapeutische Interventionen bei onkologischen Erkrankungen

Psychooncological interventions reduce significantly anxiety, desperation, depression, and stress in cancer patients, and can often help to improve quality of life and to eliminate communicational problems which occur in the social environment as a consequence of the disease.Hardly any research regarding the complex connections in the brain between the emotional experience, the endocrine and the immunological systems has been done, but the few available investigations are promising. In the absence of methodologically sound studies, the question still remains unanswered if adjuvant psychological or psychotherapeutic interventions contribute to a better survival or not.Up to now there exist just as many studies supporting this hypothesis as refutations.     

The contribution of feedback to outcome in long-term group psychotherapy

Two long-term analytic inpatient psychotherapy groups, comprised of severely disturbed neurotic and personality disordered patients, were intensively investigated using process ratings and therapist and patient reports to examine the contribution of interpersonal feedback to treatment outcome. We found that feedback was important throughout the course of therapy, and that patients who derived the most benefit from the groups were those who experienced a greater level of group cohesiveness and were most active in terms of self-disclosure, receipt of feedback, and making significant behavioral modifications within treatment. These successful patients received both positive and negative feedback, primarily from other group members, and worked effectively toward the goals that brought them to treatment.     

Gruppenpsychotherapie Die unbekannte und benachteiligte psychotherapeutische Behandlungsoption

Gruppenbehandlungen stellen die angemessene Indikation für ein sehr breites Spektrum von psychischen Störungsbildern und somatischen Erkrankungen dar. Für einige psychische Störungen, wie Persönlichkeitsstörungen, psychiatrische Erkrankungen, Essstörungen, Substanzmissbrauch, psychosomatische Erkrankungen und funktionelle Störungsbilder sowie chronische körperliche Erkrankungen, ist die Gruppenbehandlung sogar die beste indikative Option. Das mögliche breite Behandlungsspektrum ist weithin unbekannt. Hinzu treten hierzulande administrative Behinderungen, die speziell im ambulanten Versorgungsbereich die Gruppenbehandlung gegenüber der einzeltherapeutischen Behandlung benachteiligen, so dass die angemessenere und kostengünstigere Option einer Gruppenbehandlung hier viel zu wenig zum Tragen kommt.     

Zur Bedeutung von Gruppenleitern in der gruppenpsychotherapeutischen Weiterbildung

Training in group therapy is fundamentally based on self-experience in groups. The importance of the model character of the group leader's role has hardly been subject to empirical research in spite of its highly qualified and specialized requirements. In order to ensure process quality in group therapy training, the effects of the leader's model on the reported learning effects of 413 members in 35 short-term Process (self-awareness) and so-called Special Interest (thematically focused) groups of the American Group Psychotherapy Association (AGPA) were investigated. The first two sessions out of four were investigated by process questionnaires focusing on self-experience, experience of the group atmosphere and subjective impressions of the group leaders' performances. These process variables were later correlated with the overall learning impression after all four sessions. It turned out that particularly those group leaders' styles and attitudes had a strong positive correlation with favourable learning effects, that were decisive and charismatic instead of vague and that group leaders who were experienced by group members as predominantly indecisive, vague and less charismatic were in spite of the fact of being seen as competent and skillful produced weak learning effects. Results are discussed in the light of the need of neophyte group therapists to identify with a leader model promising to provide authority and sovereignity even prior to competence and empathy given the anticipatory fear regarding possible critical group dynamics in future therapy groups.     

The Impact of Clients’ and Therapists’ Characteristics on Therapeutic Alliance and Outcome

Journal of Contemporary Psychotherapy - This article investigates distances between therapists and their clients in their experience of the therapeutic alliance across the duration of the...