Understanding Content and Process: Guidelines for Group Leaders

Puskar, Kathryn; Mazza, Giuliana; Slivka, Cynthia; Westcott, Megan; F, Campbell; McFadden, Tricia

doi:10.1111/j.1744-6163.2012.00343.x

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…The efficacy of group based support within health promotion in general, compared to individual support is discussed [ 16 ] and group-based health promotion is described as a complex social process including interaction between the participants in the group and the group leader. For group-based support to be successful, components like the group composition and group leadership are argued to be of importance [ 16 , 31 , 32 ]. In the present study it would appear that a course in group leadership can provide the necessary knowledge and strengthen the nurses in their profession, which might further facilitate their fulfilment of the objectives of parental groups.…”

Section: Discussionmentioning

confidence: 99%

“From resistance to challenge”: child health service nurses experiences of how a course in group leadership affected their management of parental groups

et al. 2017

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BackgroundAll parents in Sweden are invited to child health service (CHS) parental groups, however only 49% of the families participate. The way the parental groups are managed has been shown to be of importance for how parents experience the support and CHS nurses describe feeling insecure when running the groups. Lack of facilitation, structure and leadership might jeopardise the potential benefit of such support groups. This study describes CHS nurses’ experiences of how a course in group leadership affected the way they ran their parental groups.MethodsA course in group leadership given to 56 CHS nurses was evaluated in focus group interviews 5–8 months after the course.ResultsThe nurses felt strengthened in their group leader role and changed their leadership methods. The management of parental groups was after the course perceived as an important work task and the nurses included time for planning, preparation and evaluation, which they felt improved their parental groups. Parental participation in the activities in the group had become a key issue and they used their new exercises and tools to increase this. They expressed feeling more confident and relaxed in their role as group leaders and felt that they could adapt their leadership to the needs of the parents.ConclusionsSpecific training might strengthen the CHS nurses in their group leader role and give them new motivation to fulfil their work with parental groups.Trial registration Clinical Trials.gov ID: NCT02494128.

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Section: Discussionmentioning

confidence: 99%

“From resistance to challenge”: child health service nurses experiences of how a course in group leadership affected their management of parental groups

et al. 2017

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“…Knowledge about group facilitation and group leadership is often overlooked as something that does not have to be taught or trained (Elwyn et al, 2004) but in reality profound knowledge in group dynamics, decision making and process consultation is needed to be an efficient group facilitator (Elwyn et al, 2004, Puskar et al, 2012, Petersson et al, 2003.…”

Section: Discussionmentioning

confidence: 99%

“…Knowledge about group facilitation and group leadership is often overlooked as something that does not have to be taught or trained (Elwyn et al, 2004), but in reality profound knowledge in group dynamics, decision-making and process consultation is needed to be an efficient group facilitator (Elwyn et al, 2004; Petersson et al, 2003; Puskar et al, 2012). Most CHC nurses do not have any formal group leadership training in their education, and despite the efforts made in terms of CHS continuing professional education to strengthen nurses in their role as parental group leaders, they still report uncertainty regarding managing parental groups.…”

Section: Discussionmentioning

confidence: 99%

Managing parental groups during early childhood

Lefèvre

Lundqvist

Drevenhorn

et al. 2013

J Child Health Care

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Managing parental groups during early childhood: New challenges faced by Swedish child health-care nurses.Lefevre, Åsa; Lundqvist, Pia; Drevenhorn, Eva; Hallström, Inger General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal AbstractThe purpose of this study was to describe child health centre (CHC) nurses' views of managing parental groups during early childhood. All 311 CHC nurses working within the Swedish CHC system in one county were asked to complete a web-based questionnaire. Findings showed that although the CHC nurses were experienced several found group leadership challenging and difficult. The need for specialized groups for young parents, single parents and parents whose first language was not Swedish was identified by 57% of the nurses. The CHC nurses found the participation of fathers in their parental groups to be low (an estimate of 10 to 20%) and 30% of the nurses made special efforts to make the fathers participate. Education in group dynamics and group leadership can strengthen CHC nurses in managing parental groups. It is recommended that specialized parental groups are organized by a few family centres so CHC nurses can develop their skill in managing such groups.

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“…This dual attention to the individual and the group is also crucial for focus groups, with the difference that focus groups are conducted for research and group psychotherapy has a therapeutic aim. Nonetheless, focus groups and group psychotherapy share features of: screening participants for appropriateness of inclusion, a moderator who facilitates interactions, a distinction between process and content, and a goal of maximizing participation among all members (Jensen et al, 2012; Puskar et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

Using theories from group psychotherapy to understand group process in multicultural focus groups: A pilot study

Cedeno¹,

Díaz²,

Aggarwal³

2019

Group Analysis

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This study explores the applicability of the American Group Psychotherapy Association’s (AGPA) Practice Guidelines for Group Psychotherapy to analyse the construction of group processes in three focus groups with patients, clinicians, and administrators on cultural competence. Each focus group was recorded, transcribed, and analysed through codes developed from the AGPA’s Guidelines. Findings were compared and contrasted to discover thematic convergences and divergences. Our results show that certain processes such as catharsis, imparting information, and universality emerged commonly across all three focus groups, but with different frequencies. Group processes influenced how participants interacted and influenced each other in their responses, suggesting the value of analysing group processes in multicultural focus groups.

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Understanding Content and Process: Guidelines for Group Leaders

Cited by 3 publications

References 9 publications

“From resistance to challenge”: child health service nurses experiences of how a course in group leadership affected their management of parental groups

“From resistance to challenge”: child health service nurses experiences of how a course in group leadership affected their management of parental groups

Managing parental groups during early childhood

Using theories from group psychotherapy to understand group process in multicultural focus groups: A pilot study

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