scholarly journals Group Process as a Resocialization Intervention: The Family - People Helping People Project

Author(s):  
David F. Allen ◽  
Keva Bethell ◽  
Marie Allen-Carroll ◽  
Flavia D’Alessandro
Keyword(s):  
2013 ◽  
Vol 21 (4) ◽  
pp. 990-997 ◽  
Author(s):  
Cinira Magali Fortuna ◽  
Silvia Matumoto ◽  
Maria José Bistafa Pereira ◽  
Celiane Camargo-Borges ◽  
Lauren Suemi Kawata ◽  
...  

OBJECTIVE: to analyze the experience of the family health team in resignifying the way to develop educational groups. METHOD: groups of discussion, with twenty-six biweekly group meetings conducted, with an average of fifteen professionals from the family health team, during the year 2009. The empirical material consisted of the transcription of the groups, on which thematic analysis was performed. RESULTS: two themes were developed and explored from the collective discussions with the team: "The experience and coordination of the groups" and "The work process and educational groups in a service-school". CONCLUSIONS: continuing Education in Health developed with the team, not only permitted learning about the educational groups that comprised the population, but also contributed to the team's analysis of its own relationships and its work process that is traversed by institutions. This study contributed to the advancement of scientific knowledge about the process of continuing health education as well as educational groups with the population. Also noteworthy is the research design used, providing reflexivity and critical analysis on the part of the team about the group process experienced in the meetings, appropriating knowledge in a meaningful and transformative manner.


Social Work ◽  
1985 ◽  
Vol 30 (5) ◽  
pp. 429-434 ◽  
Author(s):  
Barbara A. Soricelli ◽  
Carolyn Lorenz Utech

Population ◽  
1972 ◽  
Vol 27 (4/5) ◽  
pp. 919
Author(s):  
H. B. ◽  
Alan L. Grey

1991 ◽  
Vol 24 (4) ◽  
pp. 465-469
Author(s):  
Herta Reik

The young woman said that she did not understand anything, she did not know what was going on in the group, she felt left out, like a child among grown-ups. She had made similar complaints in previous sessions to which the group had not reacted. It seemed that she would again be ignored. However this time I heard something in her voice which I thought was important. She sounded anxious. I remarked that it might be interesting for the group to explore why they wanted this group member to remain a `child'. There was a short silence. Then an older woman said that it suited her - there were more women in the group than men, she did not need another woman. An older man looked at the girl fondly and said that he thought that she was lovely as she was and should stay like this. A woman exclaimed that she was `so cute', always coming out with things which nobody else mentioned. `I like to confide in her, use her as a mother like my mother used me' was another spontaneous reaction. The group then began to associate with problems of their own adolescence, their wishes and fears. Two women who had adolescent daughters became aware of feelings about them which they had not been in touch with before. The talk widened to families and their jealousies and rivalries, incestuous phantasies and wishes. Each communication was responded to with strong feelings and brought new realizations. The young woman who had listened silently through all this then began to speak. She said that she had been the only one of four siblings who had not known that her parents were planning to separate. She was twelve at the time and it had bothered her ever since. She realized that she had become anxious in the group when she did not know what was happening. She was now able to connect her anxiety to her past experience. She was father's favourite of the four girls in the family. She had been anorexic at the time of her parents' separation but was able to stop it. However, she still had trouble with eating from time to time. The theme did not change until the end of the group. I did not say anything; it seemed totally unnecessary, in fact I felt that it would be an intrusion and interruption of the intense group process in action.


Social Forces ◽  
1971 ◽  
Vol 50 (1) ◽  
pp. 128
Author(s):  
John R. Earle ◽  
Alan L. Grey

Author(s):  
Peggie Ward

This chapter focuses on the group psychoeducation done with the favored parents in families with parent–child contact problems attending Overcoming Barriers programs. A systems-based understanding of parent–child contact problems highlights the importance of intervention with each member of the family. The author describes the personality traits, beliefs, feelings, and attitudes of favored parents as well as challenges that such characteristics pose to clinical intervention. Strategies to promote a shift in favored parents’ beliefs about the health of their children are discussed, including calling attention to cognitive distortions, teaching about concepts such as memory and suggestibility, and building skills for coping with emotional triggers. The role of group process and relationships among group members are discussed as possible mechanisms of change. Case material is used to illustrate key points.


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