An integrated model for adolescent inpatient group therapy

Abstract

This paper proposes an integrated group therapy model to be utilized by psychiatric and mental health nurses; one innovatively designed to meet the therapeutic needs of adolescents admitted to inpatient psychiatric programs. The writers suggest a model of group therapy primarily comprised of interpersonal approaches within a feminist perspective. The proposed group focus is on active therapeutic engagement with adolescents to further interpersonal learning and to critically examine their contextualized lived experiences. Specific client and setting factors relevant to the selection of therapeutic techniques are reviewed. Selected theoretical models of group therapy are critiqued in relation to group therapy with adolescents. This integrated model of group therapy provides a safe and therapeutic forum that enriches clients' personal and interpersonal experiences as well as promotes healthy exploration, change, and empowerment.

Service users' experiences of a therapeutic group programme in an acute psychiatric inpatient unit

“…These findings are similar to those studies previously conducted on group therapy in acute inpatient units (Hsiao et al 2004, Leung & Arthur 2004. The participants reported that there was a need for both discussion and activity-based groups, this reflects the ideas of Garrick & Ewashen (2001) who reported that a holistic approach incorporating both are needed to promote recovery and well-being.…”

Post-Discharge Services and Psychiatric Rehospitalization Among Children and Youth

“…Child and adolescent patients tend to participate in different group treatments throughout the day and are otherwise engaged in structured activities (Garrick and Ewashen 2001). At the index facility, patients participated in groups, such as anger management, feelings groups, stress management and multifamily groups.…”

Narrative group therapy with outpatient adolescents

“…Family and group therapists are called to privilege adolescent clients' experiences, and to monitor their own biases toward teens (Garrick, & Ewashen, 2002;Bowling, Kearney, Lumadue, & St. Germain, 2002). Simply learning narrative and postmodern theory in such a way as to be able to effectively administrate the types of groups described in this study facilitates the development in staff members of a less offensive, more effective approach to kids.…”