An Exploratory Study of Expert Group Leadership

Rubel, Deborah J.; Kline, William B.

doi:10.1080/01933920801977363

Cited by 29 publications

(14 citation statements)

References 13 publications

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“…They described how they could learn from the other professionals and how this enriched their own professional role and thereby built new professional confidence (30). The positive effects of a multidisciplinary approach have also been recognized in other studies (29,31) where the benefits of such an approach were interpreted.…”

Section: Discussionmentioning

confidence: 88%

Letting go of an old habit: group leaders' experiences of a client-centred multidisciplinary falls-prevention programme

Johansson¹,

Borell²,

Jonsson³

2014

Scandinavian Journal of Occupational Therapy

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The analysis revealed that a change in the role of being a group leader had taken place during the intervention process. Three primary categories pertaining to this process were identified: (i) the group leaders moved between the role of expert and the role of facilitator; the group climate (ii) facilitated the translation of expert knowledge to applied knowledge; and (iii) increased awareness as a prerequisite for change.

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Section: Discussionmentioning

confidence: 88%

Letting go of an old habit: group leaders' experiences of a client-centred multidisciplinary falls-prevention programme

Johansson¹,

Borell²,

Jonsson³

2014

Scandinavian Journal of Occupational Therapy

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“…Nine individuals were interviewed for the present study with the remaining three either being unreachable or declining to participate. In other GT studies examining similar phenomena (Rubel & Kline, 2008; Taephant et al, 2015), a typical range of participants is 8–12. Post-hoc, to determine whether “well-published” had been used as a proxy for “expert group therapist” nominations (which we did not want and might be considered a confound in our study), we conducted Google Scholar searches to estimate publication rates for the final participant pool: five participants can be clearly identified as well-published group therapy scholars, and four would be categorized as having published minimally or not at all in the field.…”

Section: Methodsmentioning

confidence: 99%

Developing into a group therapist: An empirical investigation of expert group therapists’ training experiences.

Hahn¹,

Paquin²,

Glean³

et al. 2022

American Psychologist

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Group therapy is a ubiquitous treatment modality. And its recent recognition as an APA specialty reflects both its empirical bases of support as a clinical intervention, as well as the decades of work that have gone into establishing competency standards for its practice. The present study seeks to add to this literature by examining how one develops into a group therapist, and how to best train group therapists to meet competencies. Specifically, for those who have achieved "expertness" in the practice of group work, this grounded theory (GT) study explores both how have they done so and how such practitioners, in turn, train and evaluate effectiveness in their group therapy trainees. Through analysis of in-depth interviews with nine peer-nominated expert group therapists, essential components of their development included an emphasis on experiential training, personal therapy, didactic coursework, participating in professional conferences, and simply enjoying group work. The study also identifies common competencies that these experts look for to determine effectiveness among their trainees, as well as how these experts determine their own level of effectiveness (and how these processes differ). Finally, the study proposes an emergent theoretical model as to how one develops a professional identity as a group therapist. Study limitations and implications for practice, training, advocacy, and research are discussed.

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“…In addition, the approach of learning in combination with the occupation focus and the occupation base of the programme, created opportunities for the process of increased awareness. The view that the professional role of being the expert who knows everything best could be challenged in favour of the role as a facilitator is supported in the literature (Hammell, 2013;Whalley Hammell, 1995) and the learning benefits along with the client-centred approach created advantages in practice (Mattingly & Hayes Fleming, 1994;Rubel & Kline, 2008). Attention should be paid to ensure that the therapists applied a non-patronising approach, as a prerequisite for the knowledge translation in a dynamic and safe climate in the group (Bunn, et al, 2008;Cheal & Clemson, 2001).…”

Section: Thinking and Acting In A New Waymentioning

confidence: 99%

“…In addition, the literature also describes how the life experiences an individual brings along should be viewed as an asset upon which new knowledge can be built (Dysvik & Furnes, 2012). Additional strengths of the group-based format were for example, that the older adults were empowered which allowed them to trust in their own ability, for example to get up from the floor after a fall and they were shown respect and given options to become actively engaged, as in client-centred practice (Rubel & Kline, 2008;Whalley Hammell, 1995). Not all the participants experienced the group as a prerequisite for change or important for learning.…”

Section: Thinking and Acting In A New Waymentioning

confidence: 99%

Does a Falls Prevention Program Impact Perceived Participation in Everyday Occupations? A Pilot Randomized Controlled Trial

Johansson

Dahlberg²,

Jonsson

et al. 2015

OTJR: Occupation, Participation and Health

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This study aimed to evaluate the effectiveness of a multi-disciplinary, client-centered, fall prevention program on the experiences of participation and autonomy in everyday occupations among community-dwelling older adults. In total, 131 older adults (65+) were included and randomly allocated into two groups. Intention-to-treat analysis was used. Results of this pilot study showed that the program had a limited effect on the subjective experiences of participation and autonomy in everyday occupations among the participants. However, a trend of increased perceived participation and a decrease in the experience of perceived problems with participation among the participants in the intervention group was shown. Perceived participation and autonomy seem to be subjective experiences, and they seem to vary depending on the individual. To properly understand the impact of fall prevention interventions on participation and autonomy, measurements that capture both subjective and objective experiences are essential to use.

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An Exploratory Study of Expert Group Leadership

Cited by 29 publications

References 13 publications

Letting go of an old habit: group leaders' experiences of a client-centred multidisciplinary falls-prevention programme

Letting go of an old habit: group leaders' experiences of a client-centred multidisciplinary falls-prevention programme

Developing into a group therapist: An empirical investigation of expert group therapists’ training experiences.

Does a Falls Prevention Program Impact Perceived Participation in Everyday Occupations? A Pilot Randomized Controlled Trial

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