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This quasi-experimental study examines the effectiveness of a psychoeducational group intervention program consisting of psychoeducation sessions and group exercises based on psychodrama warm-up activities resulting from the needs of public sector call center agents in the workplace. Forty municipality call center employees from two municipalities (intervention and control groups) completed pre- and post-test measures before and after the intervention program. Within the scope of the study in sociodemographic form, the Brief Psychological Resilience Scale (BPRS), Maslach Burnout Inventory (MBI), Warwick-Edinburgh Mental Well-Being Scale (WEMWBS), Organization-Based Self-Esteem Scale (OBSES), Group Cohesion Scale (GCS), and Group Atmosphere Scale (GAS) were used. A follow-up session and follow-up test for the intervention group took place one month after the completion of the intervention sessions. The intervention group showed significant pre-to-post-test short-term effects on psychological resilience and pre-to-follow-up long-term effects on group atmosphere scores. However, there was no significant change in burnout, well-being, or organization-based self-esteem scores. Moreover, no significant difference was noted in the control group from pre- to post-test, except for the decrease in the group atmosphere scores.

Group sandplay therapy is a useful instrument for healing family rifts. This article is a case study where the group sandplay therapy method was used to address the client's conflicts with his family members. The therapy outcomes show that group sandplay therapy is efficacious in enhancing communication and interaction between family members, improving interpersonal relationships within a family, particularly the parent-child relationship, and alleviating parent-child tensions as barriers to effective home education.

This study examined the preliminary feasibility, acceptability, and efficacy of an autism-adapted cognitive behavioral therapy for depression in autistic youth, CBT-DAY. Twenty-four autistic youth (11-17 years old) participated in the pilot non-randomized trial including 5 cisgender females, 14 cisgender males, and 5 non-binary youth. Youth participated in 12 weeks of, CBT-DAY and youth depressive symptoms (i.e., primary clinical outcome) and emotional reactivity and self-esteem (i.e., intervention mechanisms) were assessed through self-report and caregiver report at four timepoints: baseline (week 0), midpoint (week 6), post-treatment (week 12), and follow-up (week 24). Results suggested that CBT-DAY may be feasible (16.67% attrition) in an outpatient setting and acceptable to adolescents and their caregivers. Bayesian linear mixed-effects models showed that CBT-DAY may be efficacious in targeting emotional reactivity [[beta][subscript T1-T3] = -2.53, CrI[subscript 95%] (-4.62, -0.58), P[subscript d] = 0.995, d = -0.35] and self-esteem [[beta][subscript T1-T3] = -3.57, CrI[subscript 95%] (-5.17, -2.00), P[subscript d] > 0.999, d = -0.47], as well as youth depressive symptom severity [[beta] = -2.72, CrI[subscript 95%] (-3.85, -1.63), P[subscript d] > 0.999]. Treatment gains were maintained at follow-up. A cognitive behavioral group therapy designed for and with autistic people demonstrates promise in targeting emotional reactivity and self-esteem to improve depressive symptom severity in youth. Findings can be leveraged to implement larger, more controlled trials of CBT-DAY. The trial was registered at Clinicaltrials.gov (Identifier: NCT05430022; https://beta.clinicaltrials.gov/study/NCT05430022).

Purpose: This study explored the relation between therapy group size and language outcomes for children receiving school-based language therapy through an implementation science lens. Method: Data for the current study were gathered as part of the Speech-Language Therapy Experiences in Public Schools study. Participants included 273 English-speaking kindergarten through second-grade children with language impairment receiving business-as-usual therapy on the caseloads of 75 speech-language pathologists. Data were collected over an academic year, including weekly therapy logs, speech-language pathology questionnaires, and pre-- and post--language measures. Results: Descriptive analysis revealed that children primarily experienced small-group therapy sessions (two to four children); however, there was considerable variability in group size. Hierarchical general linear modeling indicated that caseload size did not explain group size variability. However, the number of student cancellations was positively associated with receipt of large-group sessions. Notably, a significant negative association was found between receipt of large-group sessions (i.e., five to 10 children) and language outcomes. Children who received more than the average number of sessions in large groups (i.e., more than 5% of total sessions) experienced 0.18 SD less language gain over the academic year compared to the mean (0.54 SD). No other group size configurations (i.e., individual, small group, and extra large) yielded significant associations with language outcomes. Conclusions: The findings suggest that young children receiving language-based therapy in large groups make substantially fewer language gains over an academic year. These results have considerable implications for educational policy and clinical practice, which are discussed through an implementation science frame.

The aim of this research is to explore emotional processes occurring during educational dialogues on civic and social issues (EDCSI) by asking what factors arouse emotions in EDCSI, how do these factors interact, how do they affect the participants, and how this effect can be explained from the perspective of group therapy. EDCSI involves a complex set of emotions at the individual, inter-personal, and group levels that cannot only be explained by already existing frameworks used in educational research. Thirty-three students discussed civic and social issues using digital media in two different settings: a three-day learning seminar for secondary school students and an undergraduate university course. Using a cued retrospective reporting protocol, the students were interviewed and asked to refer to their overall experience in the discussions and to emotional moments they experienced. The analysis of the interviews shows that factors that arouse emotions pertain to the personal, interpersonal, and group dimensions, and often interact with each other. The emotional processes described by the participants were consistent with factors identified in the field of group psychotherapy such as instillation of hope, universality, imitative behaviors, and interpersonal learning. We therefore claim that research about emotional processes in group therapy may contribute to understanding the multi-level emotional processes occurring in EDCSI and that psychotherapy practices may inspire educators in designing and facilitating EDCSI.

Ernst Papanek (1900-1973) was an Austrian pedagogue who, between 1938 and 1940, was responsible for children's homes in France he directed for the OSE (Oeuvre de secours aux en-fants). In these children's homes at Montmorency, close to Paris, Papanek tried to treat the traumatized children who had lost their homes, their parents, and those who struggled with their own identities that had been called into question by ideological propaganda and personal experiences alike. Papanek decided to give their souls a new home and not only intended to keep them physically alive but also to use a new form of therapy that was supposed to treat the children as a group. In 1940, Papanek had to escape from France, via Spain and Portugal, to the United States, and he tried to rescue the children by bringing them across the Atlantic as well. However, when he advocated for the idea to continue their treatment as a group in a children's home like the ones he had run in France, he met with resistance, as such approaches were uncommon in the United States, where social workers sought to separate the children and have them adopted into different foster families nationwide. This paper describes this transatlantic "struggle of ideas" when it comes to the role of group therapy for traumatized children and the positive impact of such children living collectively in homes.

Self-cognition and self-acceptance are essential for mental health development and emotion in college students. The study investigated the efficacy of group drawing therapy in improving Chinese college students' positive self-cognition and self-acceptance. It is worth noting that Chinese college students in a collectivist culture have systematic and fluid conceptualizations of the self, such as "self in relation to others" and "self in background." In this study, the intervention group participated in group drawing therapy, and the control group did not participate in any mental health care. Our results demonstrated promising effects in improving the level of self-cognition and self-acceptance among college students. Group drawing therapy was beneficial to the growth-oriented development of college students. Additionally, it may provide an innovative direction for student development professionals and help mental health educators promote self-growth in psychologically disturbed college students.

Background: Marginalized mothers are disproportionately impacted by depression and face barriers in accessing mental health treatment. Recent efforts have focused on building capacity to address maternal depression in Head Start; however, it is unclear if mental health inequities can be addressed by two-generation programs in Head Start settings. Therefore, this study examined the implementation outcomes and processes of a two-generation program called "Healthy Moms, Healthy Kids" (HMHK) that provided an evidence-based depression treatment to ethnic minority Head Start mothers. Method: Quantitative and qualitative data were collected and merged in a convergent mixed method design in accordance with the RE-AIM Qualitative Evaluation for Systematic Translation (RE-AIM QuEST) framework. Qualitative data included interviews with 52 key stakeholders, including intervention participants and staff members, and 176 sets of meeting minutes from the implementation period. Quantitative data included intervention study data and administrative data. Results: It was difficult for HMHK to reach the target population, with only 16.8% of eligible mothers choosing to participate. However, mothers who participated experienced reductions in depressive symptoms and parenting stress and shared a variety of positive impacts in interviews. The program was also more successful in enrolling Latinx mothers who were Spanish-speaking or bilingual rather than English-speaking and Black/African American mothers, limiting its reach. Conclusion: Providing IPT therapy groups was effective in reducing maternal depressive symptoms and stress for those who enrolled, but additional work should focus on reducing barriers to participation, considering other delivery models to meet participants' needs, and identifying culturally relevant ways to meet the needs of Black mothers.

Emerging research shows that Acceptance and Commitment Therapy (ACT) may improve mental health for caregivers. Parents of autistic children, adolescents, and adults (N = 54) were randomly assigned to either complete a brief group-based ACT intervention or remain on the waitlist. Participants completed surveys immediately prior to randomization, and 3-, 7-, and 17-weeks post-randomization. The primary outcome was depression symptoms and secondary outcomes included stress, goal attainment, positive affect, ACT psychological processes, child mental health, and family functioning. Mixed effects linear models testing Group × Time interaction indicated the Treatment group (n = 27) demonstrated greater post-intervention improvements than the Waitlist group (n = 27) in parent depression (p = 0.03, d = -0.64) and family distress (p = 0.04, d = -0.57). Treatment group parents also reported greater short-term gains in positive affect (p =< 0.001, d = 0.77) and personal goal attainment (p = 0.007, d = 0.80), compared to the Waitlist group. Although there was no significant Group × Time interaction for other outcomes, stress (b = -2.58, p = 0.01), defusion (b = -3.78, p = 0.001), and experiential avoidance (b = -4.22, p = 0.01) showed improvement for the Treatment group, but not the Waitlist group, at post-intervention. All Treatment group improvements were maintained at follow-up. Results suggest that a brief ACT group intervention is efficacious for improving some aspects of mental health for parents of autistic children.

School counselors play an instrumental role in advancing equity and access for students through tiered supports and specifically group counseling. In this article, we propose the need to move away from a deficit-based model of groups focused on student skill gaps. First, we outline a culturally sustaining group approach that focuses on students' experiences, strengths, and assets while providing a space where students can collectively heal and learn from each other. Second, we describe a cyclical process whereby school counselors learn from students and use students' expertise to inform and improve the school-wide systems, processes, and practices that negatively impact students and contribute to the initial need for students to participate in group interventions. Finally, because groups are increasingly implemented within Tier 2 of a multi-tiered systems of support (MTSS) framework, we outline a visual model we have developed to illustrate how culturally sustaining practices can be infused throughout the Tier 2 process.

The present study includes an Motivational Interviewing-Existential Psychotherapy (MI-EP) group counseling program development and assessment of its effectiveness for college students having depressive symptoms. The program, consisting of 8 sessions over 4 weeks, was developed based on MI-EP to reduce depression and enhance a sense of meaning in life. The analysis, using a quasi-experimental design, demonstrated a significant decrease in depression of the experimental group. The sense of meaning in life was higher in the experimental group than in the control group. These results remained persistent during the follow-up test period, extending one-month post-treatment. The theoretical implications for the development and effectiveness verification of the MI-EP group counseling program were discussed, and suggestions were made for further research.

Group therapy is an effective modality to treat various mental health concerns and is proven to have significant interpersonal benefits. Despite the high prevalence of sexual violence amongst college-aged women, there are limited contemporary models for providing a trauma-specific group for this population. This article describes an innovative eight-session group for victims and survivors of sexual violence. Offered in a university setting, this semi-structured group incorporates psychoeducation about trauma, self-compassion and mindfulness techniques, coping skill development, trauma processing, expressive and creative therapeutic outlets, and peer connections in a confidential, affirming environment. The theoretical grounding and evidence-based framework underpinning this group is described, along with a detailed account of the weekly group sessions. Quantitative and qualitative data from the pilot study are reported, with preliminary results suggesting this is an effective group therapy model for improving post-traumatic stress symptoms, well-being, resilience, and self-compassion. Limitations and future directions are discussed.

Trauma exposure places youth at an increased risk for post-traumatic stress symptoms (PTSS) and externalizing problems. Trauma-focused therapies help treat these symptoms, but many youth with these symptoms are still unable to receive treatment. Offering trauma-focused therapies in a group format is one way to extend therapeutic services to more youth who need them. Providing group interventions to youth in the school setting can further minimize barriers for youth who need therapeutic services. Despite the relationship between trauma exposure and externalizing behavior problems, and the disruptive nature of externalizing problems, the impact of externalizing problems on outcomes in group treatment for PTSS has yet to be examined. This study uses multilevel modeling to examine whether PTSS symptom change during group therapy for youth with PTSS differs as a function of youth's self-reported externalizing problems or as a function of youth's exposure to other youth's externalizing problems within their therapy group. Results show that youth's own level of externalizing problems at baseline did not yield a significant effect on PTSS symptom change from pre- to post-treatment; however, youth who were part of groups with higher levels of externalizing problems experienced less change in PTSS from baseline to post-intervention. While youth with higher levels of externalizing problems themselves still report experiencing reductions in PTSS from group therapy, the presence of these youth in group sessions may impede therapeutic progress of other groups members. The clinical implications of these findings for treatment of PTSS in youth with externalizing behavior problems will be discussed.

Guidance programs in school may not be meeting the current needs of students. School counsellors are forced to make decisions about which students should receive services, because of budget cuts and increasing demands placed on counsellors. This article proposes that, in the face of budget cuts to counselling services, students' needs would be better met with the incorporation of group counselling sessions. Music therapy is proposed as a preferred means of group counselling. The universality of music, the high success rate of clinical music therapy, and the strong music-adolescent connection are convincing reasons to incorporate group music therapy in schools.

This manuscript provides a detailed examination of comprehensive school-based dialectical behavior therapy (CSB-DBT) as a critical component to the DBT services continuum provided in schools. Because suicide is the second leading cause of death among adolescents along with increased prevalence of self-harming behavior, schools often find themselves thrust into the role of mental health providers especially around the issues of emotion regulation. Yet school personnel are often not formally trained to provide adequate services to these at-risk students. This gap is filled by the implementation of CSB-DBT. DBT is an evidence-based, transdiagnostic treatment that has been adapted by Miller and Rathus for adolescents with a range of mental health difficulties characterized by emotional and behavioral dysregulation. Comprehensive DBT adapted for implementation in school-based settings consists of four modes: Individual counseling, group skills training, in-school coaching, and DBT provider consultation team. A fifth mode, caregiver involvement is encouraged, to the extent possible. Each mode will be explained in further detail along with the adaptation rationale that makes it distinct for school-based application. Finally, discussion of implementation strategies, barriers, and support will be examined as important components for successfully integrating CSB- DBT.

Measurement-based care is an approach to clinical care that involves systematically evaluating patient-reported outcomes to guide clinical decision making with a strong evidence base in the general population; however, its use in autism is limited. As autistic people are more likely to be diagnosed with psychiatric disorders (e.g. depression, anxiety) and to use psychiatric services (e.g. psychotherapy) than the general population, efforts to enhance clinical care for this population are critical. The current proof-of-concept study presents the development and pilot administration of an autism-adapted measurement-based care (MBC-AUT) system for psychotherapy designed for and with autistic people, as well as preliminary data on the feasibility, acceptability, benefits, and barriers to the adoption of the system for clients and clinicians. Findings from the first 18 youth and adult clients to use the system suggest that the MBC-AUT system is feasible and acceptable. Important benefits of the MBC-AUT system for clients and clinicians were identified through semi-structured interviews, and some barriers to the use of the MBC-AUT system were raised. Potential solutions are presented to address these barriers and to reduce the client and clinician burden. As autistic clients continue to seek psychological services, efforts to enhance the delivery and quality of psychotherapy for this population are essential.

Parents of children with autism spectrum disorder and other disabilities report high levels of distress, but systematically evaluated interventions are few. This study aimed to evaluate the feasibility of a novel, manualized Acceptance and Commitment Therapy group intervention ("Navigator ACT") in a sample of 94 parents of children with disabilities. Feasibility was measured by treatment completion, credibility, and satisfaction, and preliminary outcomes by using self-rating scales administered at the baseline, post-intervention, and follow-up. The results imply the intervention is feasible in the context of Swedish outpatient habilitation services. A preliminary analysis of the outcome measures suggests that parents experienced significant improvements in well-being. The results indicate that the treatment is feasible and should be evaluated in a randomized controlled trial.

Individuals with autism spectrum disorder (ASD) experience behavioral and emotional symptoms hypothesized to arise from "emotion dysregulation" (ED), difficulty modulating emotional experience, expression, and intensity in an acceptable and contextually appropriate manner. We developed Regulating Together (RT)--an intensive-outpatient, caregiver-assisted group program to meet the ASD + ED intervention critical need. A within-subjects trial was conducted (5-week-control lead-in period, 5-week-treatment, and 5-and 10-weeks-post-treatment follow-ups). Forty-four youth with ASD + ED (25 8-12, 19 13-18 yr-olds, 88% male, mean FSIQ of 96) participated. Improvements were found in reactivity, emotion regulation knowledge, and flexibility post-treatment and 10-weeks post-treatment. A reduction in inpatient hospitalization rates by 16% from the 12 months pre-RT to 12 months post-RT was observed. RT shows promise to reduce ED in ASD.

Shortly following the temporary nationwide school dismissal amid COVID-19, the current exploratory case-study evaluated the feasibility of two engagement strategies delivered during group teletherapy: Class Dojo and opportunities to respond (OTR). Three elementary students with emotional and behavioral difficulties participated. An A-B-A design was used to evaluate the effects of Class Dojo on student engagement with therapist-delivered OTRs. Due to one student's poor response to the contingency, an A-B-C design was used to evaluate the additive effect of student-delivered OTRs on his engagement. Results indicated moderate to high rates of student attendance, and consistently high rates of engagement for two students. When students delivered OTRs, the student who initially struggled to engage demonstrated an increase in engagement. Practical issues are discussed and recommendations are considered for future research on increasing student engagement during online settings.

Fibromyalgia Syndrome (FMS) is a chronic pain syndrome that often coexists with common musculoskeletal pain, sleep disorders, bowel syndrome, mood disorders, and fatigue. Although the aetiology of FMS pain has not been elucidated yet, psychotherapy methods are used in addition to physical methods to treat these pains. This study aims to examine the effect of psychodrama on a 62- year-old patient with back and chest pain and who lived alone. This patient participated in psychodrama group psychotherapy with 8 members who were all female and diagnosed with FMS. An informed consent form was obtained from the case for the study. This research is important because there are very few studies on fibromyalgia complaints with psychodrama group therapy, and it contributes to the literature. Studying the case with past trauma and losses in the psychodrama scene has led to a significant reduction in fibromyalgia complaints. As a result, the patient's pain level decreased from 90% to 32.5%, and the anxiety level decreased from advanced to normal. Thus, psychodrama group psychotherapy was found to be effective in reducing FMS pain.

Cognitive Behavioural Therapy (CBT) programs adapted to children with Autism Spectrum Disorder (ASD) effectively reduce anxiety when run in university clinics. Forty-nine children aged 8-14 years participated in a waitlist controlled study in a general child psychiatric hospital setting. Post-treatment 30% of the children were free of their primary anxiety diagnoses and 5% were free of all anxiety diagnoses. No statistically significant difference between the two trial conditions were found on primary outcomes. However, statistically significant differences were found on secondary outcomes indicating clinically meaningful treatment responses. Together with high program satisfaction this study shows the CBT program to be feasible and potentially efficacious in treating anxiety in children with ASD in a general child psychiatric hospital setting.

Background: This study investigated the use of a Compassion-Focused Therapy (CFT) group as a psychological intervention for a group of adults with an intellectual disability with a range of psychological issues. Method: Four clients attended the group, which was facilitated by three trainee Clinical Psychologists. The group consisted of 8 weekly sessions. Findings: Standardised outcome measures showed an increase in psychological well-being and self-compassion for all participants postintervention. Two participants showed an increase in psychological distress, while two participants reported decreases in this area. Scores on measures of self-criticism fell for two participants, increased for one participant and showed no change for one participant. Qualitative interviews were conducted with postgroup with all group members (clients and facilitators). Thematic analysis identified two superordinate themes relating to the accessibility of the group content, and interpersonal aspects of the group. Conclusion: The results suggest that clients enjoyed and benefitted from the group. Challenges, such as lack of carer involvement, were identified, and recommendations for future CFT groups are made.

Mixed-methods were used to investigate treatment outcomes for youth enrolled in an innovative sports-based group therapy intervention. Chart review was conducted for 65 youth, aged 5 to 13 years over one academic year at an elementary school serving high-needs youth in an urban district. Analysis revealed symptom reduction for 72% of participants. For a subset of students (n = 34) with available Child and Adolescent Needs and Strengths (CANS) Assessments, the average number of adverse experiences was 2.74 (SD: 2.11). Qualitative coding of progress notes and discharge summaries was used to assess symptom presentation and treatment outcomes. This sports-based group therapy intervention promotes access to services while minimizing stigma.

Background: People with post-stroke aphasia tend to have smaller social networks, a higher risk of depression and poorer health-related quality of life than those who do not have aphasia after stroke. Stroke-specific or general rehabilitation programmes offered by community-based organizations are commonly group-based and involve discussions among group members with or without stroke. Research has shown that people with post-stroke aphasia may be unable to participate fully in verbal sharing of experiences and exchange of thoughts. Aims: To explore the experiences of people with post-stroke aphasia in relation to participating in group-based rehabilitation programmes organized by community-based organizations. Methods & Procedures: A qualitative design was adopted, including individual, semi-structured interviews with 20 adults with post-stroke aphasia recruited from community-based rehabilitation centres and support groups. The participants had a mean age of 68.86 ± 13.54 years and a mean post-stroke duration of 9.24 ± 7.72 years. They had participated in at least one group-based rehabilitation programme organized by community-based organizations in the past year. The participants were asked about their experiences of attending group-based programme(s), thoughts and feelings while interacting with the facilitators and group members, and satisfaction with their participation. The interview data were thematically analysed. Outcomes & Results: Three themes were identified--(1) hurdles to active and fulfilling participation including the dominance of verbal sharing, short duration of the programme, being a minority in the group and accumulated negative experiences; (2) strategies adopted to improve participation including accepting a reduced speaking ability, having support from caregivers, and trying mobile apps to vocalize and supplement meanings; and (3) a preference for certain group conditions including receiving invitations by staff with whom they were familiar, groups that are led by experienced facilitators, a large or small group, the dominance of non-verbal activities, and inclusion of only people with post-stroke aphasia. Conclusions & Implications: The findings showed that people with post-stroke aphasia experience difficulties participating more actively in group-based rehabilitation programmes due to hurdles in terms of the structure and format of the programmes and accumulation of negative experiences. Facilitating positive group experiences for these people with innovative methods, such as using technology and providing professional and standby support, would be helpful. Longer sessions with smaller groups, exclusively including people with post-stroke aphasia and involving more non-verbal activities to help them express feelings, are suggested to optimize the benefits they derive from these group-based programmes.

Objective: Graduate student mental health is a growing concern and the need for interventions is well-documented. This manuscript outlines an Acceptance and Commitment Therapy group treatment for graduate students intended to promote psychological flexibility through the cultivation of six processes: contact with the present moment (mindfulness), freely chosen life direction (values), distance from thoughts (defusion), nonjudgmental acknowledgement of one's internal experiences (acceptance), meta-awareness of one's own experiences (self-as-context), and ongoing patterns of behavior in the service of values (committed action). Participants: The treatment was delivered to graduate students across academic disciplines with variable psychological concerns over several semesters. Method: Graduate students completed measures of preliminary acceptability. Results: Clients perceived the intervention positively and believed they benefited from participating. Conclusion: Treatment evaluation information support the social validity and acceptability of the treatment and justify future studies assessing treatment efficacy and effectiveness.

This small-scale, qualitative, participatory study explored a group of young people's experiences of the Tree of Life narrative intervention and ways of conducting participatory research with this particular group. The research was carried out with five co-researchers (aged 12-13 years) who attend a specialist secondary school for students with autism/social communication needs and related social, emotional and mental health needs. Visual approaches were used to answer the research question: "What did we think of the Tree of Life group?" The data were analysed using an adaptation of thematic analysis and the findings included the following themes: friendship, knowledge, fun, and self-expression. The findings suggest implications for educational psychologists regarding the usefulness of the Tree of Life approach to improve friendships, group cohesion and foster self-reflection. The research also has implications for EPs as practitioner researchers in supporting the use of participatory approaches to promote the autonomy of young people.

Background: Specific treatment and interventions for individuals with Autism Spectrum Conditions who display harmful sexual behaviour have yet to be widely evaluated. This review aims to consolidate and assess the quality of research exploring non-pharmacological interventions for individuals with Autism Spectrum Conditions who display harmful sexual behaviour. Method: A systemic search of electronic databases was conducted. Articles were considered for inclusion, according to identified inclusion and exclusion criteria. At the end of the search, ten papers were deemed suitable for inclusion. Results: Ten studies were considered eligible for review, including a study of follow-up data of one of the original studies. Quality assessment indicated that the majority of papers provided weak research evidence, with only two papers receiving an "adequate" rating. A consistent methodological flaw was the lack of control groups for group interventions. Conclusions: There is currently a very small research base exploring non-pharmacological interventions for individuals with Autism Spectrum Conditions who display harmful sexual behaviour. The current research is littered with methodological flaws, however reveals some useful information regarding the use of functional behaviour assessment and individualised treatment planning, as well as some of the limitations of using adapted group CBT interventions. Suggestions for future research include; studies evaluating the effectiveness of behavioural interventions for individuals with Autism Spectrum Conditions who display harmful sexual behaviour, studies which include female participants, studies which utilise control groups where appropriate, and an evaluation of interventions for those with Autism Spectrum Conditions without Intellectual Disabilities.

The efficacy of group therapy as a counselling method is examined. Factors that reinforce the effectiveness of group therapy include the necessity of communication amongst the human species, the longevity of the practice of group work in the field of therapy, and the empirical research suggesting the success of the method. Barriers to the success of group therapy are considered, such as public misconceptions, ethical challenges and problems with maintaining confidentiality. A balanced appraisal of both the pros and cons are deliberated. Group therapy is determined to be a valuable method of counselling.

This is a case study of a Greek-American young adult and a New York City non-profit Day Habilitation consumer who was diagnosed with various developmental disabilities. The methods used for therapeutic and educational interventions included Gustav Heckman's version of Socratic Method called Socratic Enquiry used in individual sessions (one-on-one) for teaching Greek as a Second Language and English Reading and Writing along with social/behavioral skills group therapy sessions of five consumers where Hawaiian Talk Story was used. An intercultural approach was provided, as both methods were very appropriate for studying the intercultural dynamics of groups as well as individuals of diverse backgrounds in multicultural settings and the intercultural meaning of the results of those therapeutic and educational interventions.

This study investigates the effects of psychodrama on adults' anxiety and subjective well-being levels. A pre/post-test experimental pattern is used with experimental and control groups. The study sample consists of 24 non-thesis master's program students at Gaziantep University, Human Psychology, and Communication. The State-Trait Anxiety Inventory (STAI) and the Subjective Well-Being Scale were applied as a pre-test to the experimental and control groups. The psychodrama group practice was performed with the experimental group once a week for eleven weeks, 90 minutes per session, while the control group did not receive any practice. After the application, the post-test was administered to both groups. The data were analyzed with SPSS 23 statistical program. The Mann-Whitney U test was used to evaluate the difference between the experimental and control group, and the Wilcoxon Signed Rank Test was applied for the changes within the experimental group. The findings indicate that the individuals' anxiety level in the experimental group significantly decreased compared to the control group. There was no significant difference between subjective well-being in the experimental and control group for pre-test and post-test applications.

Teenage siblings of children with autism spectrum disorder (ASD) are at risk of worse mental health outcomes than their peers, yet there have been few interventions focused on improving their psychosocial wellbeing. This study explored the acceptability of an 8-session virtual group mind-body resiliency intervention for teen siblings of children with ASD. We used mixed methods to assess quantitative and qualitative survey results. Participants reported that the intervention had the right amount of sessions (88%), structure (74%), and duration (89%). Most participants felt comfortable during sessions (74%), found it helpful to learn mind-body exercises (74%), and that the intervention helped in coping with stress (71%). Though participants were satisfied with the opportunity to meet peers, they desired more social connection.

Few studies have explored the problem of engagement in relation to group psychoeducation from a multi-site and multi-stakeholder perspective. The aim of the study was to explore the factors influencing service user and family engagement with group psychoeducation programmes. The study design was qualitative descriptive. Data were collected through individual and focus group interviews with key stakeholders (n = 75) involved with the programme within 14 mental health sites in the Republic of Ireland. Enablers and barriers to engagement were identified at participant, provider, programme and organization level. Motivated participants and engaged clinicians, peer co-facilitation and support, and skilled and responsive facilitators were some of the factors which enhanced engagement. Barriers to engagement included readiness among participants, concerns related to stigma and confidentiality, desire to distance oneself from mental health services, a lack of support for programme participation within families, group discomfort, the time and length of the programme, issues with transport, visibility of the programme, and structural supports for clinicians. Findings from the study illustrate the multifaceted nature of engagement as well as provide a greater understanding of the multifactorial influences on engagement. Strategies to enhance engagement should therefore reflect a multipronged approach. At the outset of programme implementation, organizations should address their readiness to engage, conduct local needs assessments to anticipate individuals' needs and plan accordingly in order to maximize engagement, and bolster facilitators' engagement skills through the provision of training and mentoring opportunities.

Purpose: The purpose of this project was to collect practice-based evidence regarding dosage in speech sound therapy sessions in school-based settings. Dosage is the number of trials within a therapy session for any one particular child. School-based speech-language pathologists (SLPs) face a variety of obstacles to service delivery, often making the implementation of evidence-based practices difficult. To that end, we were interested in exploring how therapy parameters, such as group size and session frequency were associated with dosage. Method: Using the experience sampling method, we queried school-based SLPs (n = 90) across the United States. SLPs participated via a phone application, which randomly alerted them to participate 3 times per day for 5 days. SLPs also completed a demographic questionnaire that included information regarding caseload size and job satisfaction. Results: We report results from 670 therapy sessions. Results revealed that the therapy parameter of group size was negatively related to dosage. The SLP parameter of caseload size was positively related to dosage, but this was a small association. The child parameter of comorbidity was negatively related to dosage. Conclusions: Our results support that as group size increases, children receive smaller doses of speech sound practice. Similarly, children who have a reported comorbidity received smaller doses compared to children who have an isolated speech sound disorder. We discuss implications for school-based practitioners and researchers.

Financial therapy is used to address the psychological, emotional, and behavioral components involved in the process of learning and utilizing new financial literacy skills. This study describes the use of a manualized financial therapy financial therapy intervention, the Five-Step Model, as it is piloted in a group setting. Current economic theories support the use of an intervention model that differs from traditional financial literacy teachings. Behavioral economics and the Transtheoretical Model of Behavior Change is used as a foundation for the Five-Step Model. A case study illustrates the key principles and effectiveness of the intervention model. Reflections and feedback from the members of the group are provided, along with a discussion of implications and directions for further inquiry.

Background: Death and loss are inevitable, and life changes profoundly for those left behind. A General Household Survey by Statistics South Africa indicated that 94.2% of orphans aged 7-18 years were still attending school. With no parental and often familial support, learners often had to turn to their teachers for support. Vukuzakhe, a non-governmental organisation, saw the need for a grief programme in schools. Aim: The aim of this study was to evaluate how the school-based grief programme is perceived by different stakeholders (grieving children, educators and programme facilitators). Setting: The grief programme is being implemented in four primary schools in Underberg and Himeville, rural KwaZulu-Natal, and this study will conduct an evaluation at all four sites. Methods: Appreciative Inquiry, based on a four-dimensional cycle, was used to evaluate a grief programme offered in selected primary schools in KwaZulu-Natal, South Africa. Three stakeholder groups (grief support programme facilitators [n = 4], grieving children [n = 6] and educators [n = 2]) from four schools were asked three open-ended questions to ascertain the programme's value. Results: Nine key themes were identified: healing, insight, relationships, growth, skills, support, enjoyment, collaboration and value of the programme. All stakeholders noted positive outcomes resulting from participation in the programme and held it in high regard. Conclusion: Improvements for its future development were suggested and recommendations made for its further implementation at schools throughout South Africa.

The aim of this study is to increase university students' awareness and support their personal development through "Gestalt Group Program" that is predicated on Gestalt Therapy. Twelve university students in the second, third and fourth grades of the faculty of education participated in the study. Group study consisted of eight sessions. Each session was determined as 120 minutes. In this study, one of the qualitative research methods, content analysis method was used. To collect data for the study, researcher created "Personal Information Form" and "Gestalt Group Program Evaluation Form" and used on participants. Obtained qualitative data was examined via content analysis method. Finally, "Gestalt Group Program" was found to have a positive impact on raising university students' awareness.

This article presents a systematic review of group counseling interventions facilitated by school counselors that included academic achievement as outcome targets. We examined the articles that met the criteria to identify any therapeutic factors within the group interventions. A total of 18 articles met the criteria and all of the studies with the largest effect size (i.e., above 0.8) were found to have imparting information as one of the therapeutic factors coded as part of the intervention. Five articles were either qualitative in nature or did not present enough descriptive data to calculate effect size. These articles included at least three therapeutic factors and raised an important implication for mixed-method research studies to ensure more inclusive approaches in the future. We provide recommendations for practice and research and conclude this article with a call for more group counseling research in schools.

The purpose of this study was to examine the effect of occupational therapy group intervention using Trust Based Relational Intervention® (TBRI®) Nurture Groups© on preschool children's social, emotional, and behavioral development in a Head Start program. This study used a retrospective mixed method, quasi-experimental design with non-equivalent groups and pretest-posttest measures. The intervention site teaching staff participated in 16 hours of TBRI® Caregiver training and the children participated in 12 weeks of Nurture Group© interventions. The Strengths and Difficulties Questionnaire (SDQ) and Teaching Strategies GOLD® (TSG) assessment measured child development in social, emotional, and behavioral domains. The intervention site teaching staff participated in a focus group to determine their perceptions of the intervention's effectiveness. This data was evaluated using grounded theory methodology. SDQ: The children experienced statistically significant changes in the emotional symptoms and prosocial behavior domains. TSG: Results indicated a statistically significant main effect of site on objectives of Forms Relationships with Adults, Responds to Emotional Cues, and Balances Needs & Rights of Self and Others. Themes identified from qualitative analysis illustrated how the teachers highly valued the TBRI® training and adapted their teaching strategies to incorporate the TBRI® principles of empowering, connecting, and correcting. Teaching staff reported increased perceived social-emotional skills in the children and detailed how the children's behavior changed to demonstrate these skills. Occupational therapy group intervention supports the social-emotional development of children attending Head Start. Occupational therapy practitioners need to engage in universal and targeted approaches to promote resiliency in this population of at-risk children.

This case study describes art therapy with a client diagnosed with Progressive Supranuclear Palsy. Throughout 26 group art therapy sessions, significant emotional and behavioral changes unfolded along three distinct phases of the process. These stages included: identifying losses, reconciling difficult relationships, and articulating her dreams and desires. Art therapy seemed to provide emotional, behavioral, social, and cognitive benefits.

Many children who enter the care system and are subsequently adopted have had exposure to a range of potentially traumatising experiences including domestic violence, abuse, neglect and loss of key caregivers. There are also an increasingly high number of adopted children presenting with the impact of intrauterine exposure to alcohol, drugs and stress. They are often adopted by adults with their own experiences of loss and fertility difficulties. Despite the low overall level of adoption disruption, it is becoming clear that some adoptive parents may face difficulties in terms of forming and maintaining secure attachments across time with their children. A 9-week therapeutic group intervention was delivered to a group of 15 adoptive parents in Northern Ireland. This incorporated psychoeducation on a range of topics including attachment theory, trauma and the impact on brain development. It also incorporated theory and practical strategies for parenting therapeutically with traumatised children, and those with foetal alcohol and drug-related difficulties. The main focus of the group was on developing the capacity for mind-mindedness in the parents, through the more reflective focus of the second half of each group. The results from the evaluation indicated the positive impact of this intervention on parents' understanding of their children, increased confidence in parenting, and increased sense of competence in coping with challenging behaviour. It also indicated a positive change in the children's behaviour and in the parent-child relationships.