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The Group Process
Published in Cathy Laver-Bradbury, Margaret J.J. Thompson, Christopher Gale, Christine M. Hooper, Child and Adolescent Mental Health, 2021
Stuart Gemmell, Cathy Laver-Bradbury
There are many ways to evaluate group work, but probably the most rewarding is a self-evaluation form that group members use to monitor their own sense of development. Despite being a self-assessment tool, the by-product may be used in auditing the effectiveness of the group.
Treatment and management strategies
Published in Stephanie Martin, Working with Voice Disorders, 2020
Groups may fulfil different objectives, such as vocal rehabilitation, focus on a specific therapy intervention, initiate behavioural change, relaxation, stress reduction or include discussion on aspects of vocal usage. While clinicians may consider at length the composition of a group, there can also be surprises in the success of what may seem to be an ill-matched group of people. However, there are considerations for group work in terms of the number and experience of the clinicians available, the involvement of students or assistants, the number of patients to be involved, and the suitability of the facilities for the number of people attending at one time. Care should be taken to assess the demands of the group against the resources available, so that the duty of care is not compromised. Voice Information Groups have been mentioned in previous chapters as the first contact with the patient; an outline programme is provided in Chapter 7 and they will also be discussed more fully in Chapter 8.
Talking Helps
Published in Clare Gerada, Zaid Al-Najjar, Beneath the White Coat, 2020
Clare Gerada, Caroline Walker, Richard Jones
Doctors respond remarkably well to talking therapies. They respond to being able to reframe and normalise their emotions. What we have found especially helpful is group work, something that at first doctors find difficult to contemplate (their first thought might be ‘how can we share what we feel with others?’) yet find the support, learning and attachment to a group, transformational.
A Review of “Group Art Therapy: Practice and Research”
Published in Art Therapy, 2023
Three chapters focus on group dynamics, therapeutic factors, and leadership considerations. These issues are the core of group work and can be areas where art therapists find themselves lost. Dynamics, including the climate of a group, are central to how members change and heal. Robb theorizes that creating a positive and supportive group climate is vital to the success of the group. She explores what she calls the 4Cs: group climate, group cohesion, sociocultural attunement, and creativity. Together with understanding therapeutic factors, such as interpersonal interactions, the 4Cs move the group forward and open the way for therapeutic change. Leadership styles and an overview of leadership characteristics and skills round out the issues needed to understand the working phase of group work.
A step-by-step guide for mentors to facilitate team building and communication in virtual teams
Published in Medical Education Online, 2022
Julia F Aquino, Robert R Riss, Sara M Multerer, Leora N Mogilner, Teri L Turner
Successful group work requires a commitment to a shared purpose, as well as initial bonding and establishing connections[2]. Early relationship building fosters trust, which enables cohesion, commitment, and psychological safety in a team of workers[3]. For group work at a distance, like in-person group work, team success depends on developing strong relationships, trust and a shared mental model of the direction of the team. This task is more challenging when collaborators span different institutions and lack everyday opportunities to get to know one another. Experts in online student education have established three best practices for developing virtual and online communities: initial bonding, support of continued interaction, and maintaining multiple avenues for communication[4].
Knowledge, skills and barriers to evidence-based practice and the impact of a flipped classroom training program for physical therapists: An observational study
Published in Physiotherapy Theory and Practice, 2022
Leora Harrison, David Wong, Adrian C. Traeger, Alison R. Harmer, Matthew Jennings, Anne M. Moseley
Training was tailored to the knowledge and skill mix of the participating physical therapists and addressed the barriers to evidence-based practice pertinent to that site (based on pre-training data). A flipped classroom approach was used. The program delivered approximately 8 hours of content (through three 90-minute face-to-face practical sessions and 10 video lectures) and consolidation tasks after each practical session (see Appendix Table C2). Practical sessions involved group work, case studies, interactive activities and role play. These were facilitated by academics and clinicians with expertise in evidence-based practice. The 10 videos covered the theory of evidence-based practice and were delivered by experts in each step of the process. A description of the training program using the Template for Intervention Description and Replication (TIDieR) checklist (Hoffmann et al., 2014) is in Appendix Table C1. While we did not explore the equivalence in quality of training across the sites, systems were in place to promote similar training. The number of people attending each practical session and the number of times each video was viewed were recorded.