Group work with bereaved individuals: the power of mutual aid

Experiences of participation in bereavement groups from significant others' perspectives; a qualitative study

Background

When death ends a life, the impact of caring for person who suffered a period of illness or disease continues for significant others who are left to grieve. They should be offered support to avoid complicated grief. This can be provided in different ways and individually or in groups. This study aims to describe significant others’ experiences of participation in bereavement groups.

Methods

Ten bereavement groups that each met five times offered support for the significant others of deceased loved ones who had been cared for by a palliative-care team. After the five meetings, the grieving members (n = 46) completed written comments about the role of the groups; they also commented one year after participating (n = 39). Comments were analyzed with qualitative content analysis with a directed approach using the theory of a good death according to the 6S’s: self-image, self-determination, social relationships, symptom control, synthesis and summation, and surrender.

Results

Bereavement groups were found to be a source for alleviating grief for some significant others, but not all experienced relief. Moreover, grief was found to persist during participation. Another finding involved the impact of the role of the palliative home-care team on bereavement support. To evaluate the experience of participating in a bereavement group, the use the 6S’s as a model was a strength of the analysis. Bereavement groups could enhance the self and offer relief from grief. Participation was described as social relationships that offered a sense of coherence and understanding in grief. The effects of participation were more meaningful close to the loss and could lose efficacy over time. Bereavement support provided before a loved one’s death was seen as valuable.

Conclusion

Overall, the bereavement groups eased the grief of significant others close to the death of their loved one. However, moving forward, several of the significant others were not sure that their participation eased their grief. To identify persons who may remain in a state of complicated grief, a routine of planned contacts with the bereaved should begin before death and be followed up later than six months after the death of a loved one.

From Grieving to Giving: When Former Bereavement Campers Return as Volunteers

This study examines the lived experiences of bereavement camp participants who return to camp as volunteer counselors. Participants in the study were eight bereavement camp counselors who once attended camp as bereaved participants. Using a qualitative case study design, the participants were interviewed by the researchers, and data collected from these interviews were analyzed using the constant comparison method. The findings revealed a variety of personal meaning-making themes and subcategories described by the study participants. These themes were compared between the bereavement camp camper experience and the returning bereavement camp volunteer experience. This analysis uncovered a personal growth development that facilitated a continuing progression for participants through their individual grief and growth process. Implications for the further development and staffing of bereavement camps using returning campers as volunteers and the enhanced therapeutic value these returning volunteers can provide to bereavement camps due to their own experience are discussed.

Perceptions of a psychoeducation program for caregivers of persons with dementia at end of life: a qualitative study

OBJECTIVES

Caregivers (CG) of persons with dementia have described positive and challenging experiences related to caring for a person with a neurological disease. This study explored perceived benefits and challenges of a unique psychoeducation program provided at end of life (EOL) jointly attended by current and bereaved CGs of persons with dementia, residing in a hospital Specialized Care Unit.

METHOD

Semi-structured interviews were held with sixteen participants and analyzed with content analysis.

RESULTS

Program benefits were perceived by CGs such as: (i) enhanced emotional well-being, (ii) increased feelings of preparedness for EOL, and (iii) personal growth into role models. Within the organization the program was perceived as promoting relationship-centered care and increasing resources. Challenges such as diverse CG preferences, day-time scheduling and limited involvement of unit staff were perceived as barriers.

CONCLUSIONS

This program fills a gap in care for CGs at the critical stage of EOL with continuity into bereavement. Implications for practice include: increasing engagement of unit staff for involvement and tailoring of the program, and translation of the program into alternative settings like long-term care. Policies outlining the support needs and resources for CGs through EOL within and outside the hospital are necessary to ensure access and continuity of care.

Group Work with Homeless Mothers: Promoting Resilience Through Mutual Aid

In the article, the author discusses how group work can be used to promote strength and resilience in homeless mothers, based on the current theoretical and empirical literature. The advantages of group work for homeless mothers are identified, as well as the skills and tasks associated with effective leadership of such groups. Common themes that surface in these groups are examined, as are challenges. The author's experiences facilitating a group for homeless mothers in a residential shelter are used to illustrate key points.

Are participants in face-to-face and internet support groups the same? Comparison of demographics and depression levels among women bereaved by stillbirth

Support groups can help individuals cope with difficult health situations but have been understudied for women with perinatal bereavement. An early study suggested those using internet support groups had high rates of positive depression screens, raising the question whether these users were more symptomatic than those in similar face-to-face support groups. We therefore conducted two convenience sample surveys of women bereaved by perinatal loss, one looking at use of online support groups and the other in-person support groups. The surveys identified demographics, use of peer support, potential confounders, and current depression symptoms using the Edinburgh Postnatal Depression Scale (EPDS). Four hundred sixteen women from 18 internet groups and 60 women from 13 in-person groups met inclusion criteria. Participants in both groups were predominantly Caucasian, highly educated, and had private insurance. Severe depression symptoms were similar in the two groups despite the different modalities. Women in both face-to-face or internet groups for pregnancy and perinatal loss demonstrated similar scores on depression screens. Women of color, poor, and less-educated women were starkly underrepresented in both types of groups, raising questions about knowledge of support options, barriers to use, preferences for bereavement support, and optimization of groups for a broader population.

Curriculum ad Psychoeducational Groups: Opportunities and Challenges

Curriculum and psychoeducational groups have become increasingly popular because of their strong evidence base and presumed ease of implementation. The curriculum provides a valuable guide to social workers leading groups as they decide on topics for discussion. Typically, the literature emphasizes the content--the material being presented--over the process: the ways in which members interact with one another and with the leader. The authors of this article contend that when the social worker adheres too rigidly to the content, members' ability to make meaning of and internalize the information being presented is compromised. They advocate for an approach to group facilitation that emphasizes flexible presentation of curriculum topics. The benefits of group participation are maximized when collaborative learning, which involves members' interactions with one another and the leader, is encouraged. The article includes a summary of the theoretical foundation and evidence base of psychoeducational and curriculum groups and presents strategies to promote collaborative learning using case examples.