This study of stress management via group therapy evaluated the effect of group process and structured content on the reduction of stress. Group process focused mainly on cohesion, interpersonal learning, self-disclosure, and group norms. Structured content consisted of relaxation training, assertiveness training, and cognitive restructuring. Sixty-four subjects were randomly assigned to four conditions: (1) Group Process, (2) High Structure, (3) Combined (process and structure), and (4) Control (waiting list). Results showed that the 3 treatment conditions (1-3) were significantly better than no treatment on at least one dependent measure, and although not statistically significant, the conditions enhancing group process (1 and 3 above) were generally superior to those that didn't.

The purpose of this article is to describe a set of clinical principles for enhancing the motivation of participants in treatment groups. These principles are derived from the motivational-related research on therapy, the authors' own clinical experiences, and anecdotal evidence. The suggested strategies are aimed at improving the quality of treatment goals, enhancing clients' participation in therapy, acceptance of their problems, and working on resolving them. The underlying assumption is that ambivalence about therapy is normal and must be dealt with before treatment goals can be achieved. KEYWORDS: group workgroup treatmentgroup therapygroup counselingmotivationmotivational enhancement

This paper describes a multisystems approach to the treatment of institutionalized juvenile offenders from a cognitive behavioral perspective. Emphasis is placed on procedures used in the group, family and residential treatment and strategies for integrating the effects of the three treatment settings. Such treatment procedures as situational analysis, problem solving, self instructional training, modeling and other role play procedures are exemplified as they are employed in the family as well as in the group. Techniques of involving the participants and ways of transferring learning from the residential setting and the group to the family are discussed. How the treatment team coordinates these efforts and methods of training staff in this approach are also presented.

Children who have recently undergone radical family changes may experience difficulty in coping with the stress that their new situation may evoke. These situations include a recent divorce or separation, joining a foster family, going to live with relative, death or serious illness of a sibling or parent, or incarceration of one of the parents. It may involve living in a non-typical family. The focus of his article is on a family change program which has been found to facilitate the adaptation and the further development of coping skills of the 5-7 year old child who has recently undergone family changes. This article is based on experience with approximately 30 groups over a five year period with this and other age groups. The groups usually consist of 4 to 5 children with one leader. The 8-12 sessions for each group last approximately 40-60 minutes. The treatment goals include coping more effectively with stress evoked by the child's unique living situation, mdfying distorted cognitions associated with the family situation, learning lo relax and resolving sleeping problems. The interventions include reading and discussion of excerpts from children's books, relaxation and imagery training, token reinforcement, modeling, self instructional training, homework, cognitive correction, and interactive games and crafts. Consumer satisfaction and that of parents and teachers referring the child has been high. Most treatment goals appear to have been achieved.

To engage in goup treatment research is to find oneself confronting problems inherent to group functioning. These problems are first identified and then illustrated through a discussion of how the authors in this volume grapple with them. It is argued that instead of either oversimplifying group functioning in service of attempting to side-step these research problems, or abandoning group research altogether, practical knowledge about groups can be gained by carefully reviewing how different researchers address these problems, and viewing their results within the context of a developing body of group treatment research.

This study evaluated a structured group coping skills intervention designed to reduce stress. The treatment focused specifically on modifying cognitive mediation of events and on improving coping with ongoing routine stressors, and contained relaxation, cognitive restructuring, and social skill training components. The experimental treatment was compared to a relaxation-only treatment and to a waiting list control condition. Treated subjects significantly improved on three of four dependent measures of stress. Although no statistically significant differences were found between the conditions, the study provided support for further examination of the intervention.

This study evaluated the effectiveness of a multicomponent group approach for improving the social skills of elementary school children. Two fifth grade classrooms were used in the study (N = 40). One class received the treatment program while the other class served as a control group. The method of intervention included problem-solving techniques, social skill, sociorecreational activities and small group intervention strategies. Children of varying social status were assigned to small groups and met once a week for 45 minutes over an eight-week time period. Three skills were emphasized: (1) initiating and maintaining a conversation with peers, (2) joining an ongoing activity, (3) including others in your activities. Three measures were administered: sociometric ratings and nominations, a roleplay test, and a locus of control test. Students in the treatment group showed significant improvement on sociometric ratings (follow-up) and the roleplay test (posttest). Low status children in the treatment group (n = 5) showed significant improvement on negative peer nominations (follow-up) and the roleplay test (posttest).

No abstract available for this article.