Interpersonal learning is associated with improved self-esteem in group psychotherapy for women with binge eating disorder.

Abstract

Yalom and Leszcz (2005) indicated that interpersonal learning is a key therapeutic factor in group psychotherapy. In this study, we conceptualized interpersonal learning as the convergence over time between an individual's and the group's perception of the individual's cohesion to the group. First, we developed parallel measures of: (a) an individual's self-rated cohesion to the group (Cohesion Questionnaire-Individual Version [CQ-I]), and (b) the group's rating of the individual's cohesion to the group (CQ-G) based on the original Cohesion Questionnaire (CQ; Piper, Marache, Lacroix, Richardsen, & Jones, 1983). Second, we used these parallel scales to assess differences between an individual's self-rating and the mean of the group's ratings of the individual's cohesion to the group. Women with binge eating disorder (N = 102) received Group Psychodynamic Interpersonal Psychotherapy. Participants were assigned to homogeneously composed groups of either high or low attachment anxiety. Outcomes were measured pre- and post-treatment, and the CQ-I and CQ-G were administered every fourth group session. We found significant convergence over time between the CQ-I and mean CQ-G scale scores in both attachment anxiety conditions. Participants with higher attachment anxiety had lower individual self-ratings of cohesion and had greater discrepancies between the CQ-I and CG-G compared with those with lower attachment anxiety. There was a significant relationship between greater convergence in cohesion ratings and improved self-esteem at post-treatment. More accurate self-perceptions through feedback from group members may be a key factor in facilitating increased self-esteem in group therapy. Group therapists may facilitate such interpersonal learning, especially for those higher in attachment anxiety, by noting discrepancies and then encouraging convergence between an individual and the group in their perceptions of cohesion to the group.

Common Therapeutic Factors in Bereavement Groups

“…For example, cohesion refers to the quality of the interrelationships between the group members, group leaders, and the group as a whole (Burlingame, McClendon, & Alonso, 2011). Group cohesion has a strong positive relationship with treatment outcomes in general therapy groups and bereavement groups (Gallagher et al, 2013). Further, group cohesion is associated with lower dropout rates, increased hope for the future, and higher self-esteem among group members with CG (Marmarosh, Holtz, & Schottenbauer, 2005;.…”

“…These efforts may be challenging because of the difficulty in defining and measuring these processes, but there are an increasing number of examples of how this might be achieved in the literature on group processes. For example, Gallagher et al (2013) defined interpersonal learning as the extent to which a group member's level of cohesion to the group increased over the life of the group and assessed how this related to group outcomes.…”

Online Social Networking and Mental Health

“…[12][13][14] Low self-esteem is associated with the pathogenesis of numerous mental illnesses, including depression, eating disorders, and addiction. [15][16][17][18][19][20][21][22] Recent studies have presented conflicting results regarding the potential influence of Facebook and other SNS on self-esteem.…”

Directive vs. Non-directive Clinical Approaches: Liberation Psychology and Muslim Mental Health

“…Group approaches have also proven effective for female survivors of incest due to reduced isolation and shame (Margotta & Asner, 1999). Interpersonal learning as a result of group therapy has effectively enhanced self-esteem for women recovering from eating disorders (Gallagher et al, 2014).…”