If one needs to demonstrate the implementation of supportive-expressive group therapy, group meetings under a stay-at-home order are the right setting. The trainees raised and discussed various real-life concerns such as caring for elderly parents, challenging financial situations, vocational problems and health issues. Participating in group meetings demonstrated the power of the group and the advantages of being a group member in times when tension and anxiety are on the rise.
The theoretical portion of the program was modified in content and structure. Issues such as functioning in uncertainty, dealing with stress and anxiety, social isolation and regressive behaviors were added to the curriculum. Assignments were completed in small groups with online references provided as resources. The coursework alternated between synchronous and asynchronous. The instructor observed that some trainees were online at all times, some took frequent breaks, some unexpectedly became leaders, while others hid behind their screens. Online classes were scheduled and conducted according to trainees’ availability and sometimes lasted longer than planned.
Unfortunately, for the course’s online period, the instructors and trainees did not modify the group contract and ground rules, expectations, roles or responsibilities such as appropriate participant settings, interruptions and requesting flexibility. Therefore, aside from updating meeting hours to accommodate child- and elder-care schedules, each participant felt free to determine his/her presence and participation individually, which required instructors and trainees to constantly adapt.
Student Intervention Groups
As part of the Group-Facilitator Training Course, 150 students (ages 5-13) from across the country were assigned to 16 local intervention groups for 10 face-to-face group intervention meetings. The course was underway when the COVID-19 pandemic hit, which threatened the continuation of group meetings.
The group facilitators discussed options for conducting the course during lockdown, and the majority decided to continue the meetings online. The facilitators raised concerns such as whether students from under-resourced communities could communicate adequately online, how to maintain the attention of students with special needs and how to reframe group goals.
The shift to online group meetings was successful. Most of the students participated in the group meetings; activities were designed for online environments; and group goals were modified from enhancing personal skills to addressing situations caused by the lockdown and uncertainty – focusing on relaxation, stress relief and anxiety reduction. For some students, this period was an opportunity to flourish as they took upon themselves roles in organizing the meetings and reminding their peers to attend meetings on time.
Data Collection for Process Evaluation
Evaluation is integrated into group intervention programs (Karst & Van Hecke, 2012). Although research on converting to online meetings was not planned, enough data was gathered to assess the process as a whole.
The information below is based on group facilitator records, course-instructor documentation including videotaped virtual meetings (via Zoom) and questionnaires that combined quantitative and qualitative assessments and analyses.
Questionnaires: Post-group surveys were administered to both facilitator-course participants and students featuring:
- 12 open-ended questions, including feedback on group participation
- A 10-statement Likert-type scale survey requesting respondent ratings from “not at all” to “very much”
