Tracking change in group interventions: a further adaptation of the innovative moments coding system for groups

In group psychotherapy research, there are few reliable measures for tracking members' change. This study proposes a further adaptation of the Innovative Moment Coding System for Groups (IMCS-G), a reliable method previously developed in one format of group intervention for detecting innovative moments (IMs). IMs are exceptions to the clients' problematic narratives, organized in different levels of complexity in terms of meaning elaboration (Level 1, 2, and 3). IMCS-G consists of 7 categories (Self-Directed, Other-Directed, Explicit Mirroring, 'Prompting change, Reinforcing change, Collective, Voice of Group) organized in two macro-categories: Individual (e.g., change was narrated by a single participant) and Group IMs (e.g., change was co-constructed by more than one participant). Two reliable coders applied the IMCS-G to analyse the transcripts of nine sessions of a counselling group addressed to underachieving university students (N=10) and eight sessions of a brief group psychotherapy targeted to substance abusers (N=8). Agreement and reliability for IMCS-G categories and their Levels were calculated. Consistently with previous studies, a strong agreement and reliability for IMCS-G categories and Levels were found in both group interventions. Furthermore, despite some differences in the frequency of IMCS-G categories and Levels, in both interventions, there was a higher frequency of Self-Directed IMs, a lower frequency of the Explicit Mirroring IMs, and a higher frequency of Level 3 Group IMs in comparision with Level 3 Individual IMs. This study confirmed the reliability of IMCS-G in different group interventions, but it also suggested rooms of improvement for some IMCS-G categories.

Mirroring in Group Counseling: Analyzing Narrative Innovations

The aim of this case study is to demonstrate how an innovative group counseling method, the narrative mediation path, promotes reflective mirroring in a group of underachieving university students. We used an adaptation of the innovative moments coding system, a reliable method for studying change by tracking narrative innovations throughout the intervention. The transcripts of the seven sessions of a single narrative mediation path counseling group were analyzed, and three types of innovative moments were identified: self-directed innovative moments (those directed at the participants themselves), other-directed innovative moments (those directed at another group member), and group-directed innovative moments (those directed at the group as a whole). To study the narrative sequences containing both other-directed or group-directed innovative moments and self-directed innovative moments, a microgenetic approach was adopted. Results suggested that across the narrative mediation path counseling sessions, different types of reflecting mirroring emerged, based on supporting, interpreting, and connecting members’ experiences.

On Structure and Leadership in Mentalization-based Group Therapy and Group Analysis

Mentalization-based group therapy (MBT-G) has its roots in group analytic psychotherapy. Modifications were made in order to suit the needs of more disturbed personality disordered patients, and to avoid the chaotic and destructive processes often encountered in groups dominated by these patients. In this article I outline the kind of leadership, structure and authority that MBT proscribes and discuss these principles in comparison with group analysis. I also comment upon a study of a MBT group that failed to establish a good mentalizing culture, with reference to Bion’s concept of ‘attack on linking’. This study reminds us that strong professional support and competent supervision is necessary in order to achieve sound communicational ideals, when the group is composed of members who easily resort to prementalistic modes of thinking.

A Qualitative Study of a Mentalization-based Group for Borderline Patients

In this article we present a video-based explorative study of three consecutive mentalization-based group therapy (MBT-G) sessions at a Norwegian Mental Health Centre. MBT-G has its roots in group analytic psychotherapy, but is modified to avoid the chaotic and destructive processes often encountered in groups consisting of severely personality disordered patients. Among the most notable differences from the Foulkesian group analytic approach are the therapists handling of authority and a ‘not-knowing stance’ (as opposed to an interpretative stance). Contrary to our expectations we found the typical chaotic borderline group processes that MBT-G was designed to avoid. An in-depth examination of the data, employing qualitative Thematic Analysis, revealed that the therapists failed to establish themselves as authoritative leaders of the group and misconstrued the ‘not-knowing stance’. We present transcripts of some typical sequences and discuss their clinical and therapeutic implications.

Promoting Mentalization in Clinical Psychology at Universities: A Linguistic Analysis of Student Accounts

This study investigated the structure of mentalization (Bateman & Fonagy, 2012) in a training context. The dual purpose was to evaluate the effectiveness of practicum student training and whether the Linguistic Inquiry method (Pennebaker, 2000) could be used to evaluate the three dimensions of mentalization — relational, cognitive, and emotional. The training utilized the groups and their accounts as devices and mediators to conceptualize the relationship between self-mentalizing training, the academic context and the practicum experience. Accounts from 38 Italian students pursuing master degree in Clinical, Dynamic, and Community Psychology were analyzed by LIWC software. The Wilcoxon test showed a significant increase in mentalizing words during the middle and end of the term, as compared with the beginning. The results displayed a need to promote mentalization within academic settings and indicated the value of this competence for clinical psychology.