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Processes and outcomes in prevention-focused time-limited groups for girls
Karin M Hodges1, Les R Greene, James Fauth
1Massachusetts General Hospital, Department of Psychiatry, Boston, MA 02114, USA. khodges1@partners.org
International Journal of Group Psychotherapy
|June 9, 2012
Summary
This study examined school-based prevention groups for preadolescent girls. Affiliation patterns over time, not direct affiliation, distinguished high- from low-outcome participants, suggesting a nuanced relationship between group dynamics and social-emotional development.
Area of Science:
- Child Psychology
- Developmental Psychology
- School-Based Interventions
Background:
- School-based groups are utilized for prevention.
- Social-emotional development in preadolescent girls is a key area of focus.
- Understanding group processes is crucial for intervention effectiveness.
Purpose of the Study:
- To assess processes and outcomes in 8-week school-based prevention groups for preadolescent girls.
- To explore if these groups facilitate social-emotional development.
- To investigate the relationship between affiliative processes and group outcomes.
Main Methods:
- A naturalistic study design was employed.
- Data were collected on processes and outcomes within 8-week prevention groups.
- Affiliative processes were analyzed in relation to treatment outcomes.
Main Results:
- Hypotheses directly linking affiliative processes to outcome were not supported.
- Ancillary analyses revealed distinct affiliation patterns over time.
- U-shape and inverted U-shape affiliation patterns differentiated high- from low-outcome participants.
Conclusions:
- The study did not find direct support for hypotheses on affiliation and outcome in prevention groups.
- Different patterns of affiliation over time appear to be more indicative of treatment success.
- Further research is needed to understand the complex interplay between group dynamics and social-emotional development in preadolescent girls.
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