Graduation Year
2024
Document Type
Dissertation
Degree
Ph.D.
Degree Name
Doctor of Philosophy (Ph.D.)
Degree Granting Department
Educational and Psychological Studies
Major Professor
Shannon Suldo, Ph.D.
Committee Member
Sarah Kiefer, Ph.D.
Committee Member
Deirdre Cobb-Roberts, Ph.D.
Committee Member
Robert Dedrick, Ph.D.
Keywords
Group Processes, Adolescents, Intervention Outcomes, Mixed-Methods
Abstract
While previous research has focused on how positive psychology treatments relate to outcomes, it is also essential to evaluate the therapeutic process of these treatments. The therapeutic process consists of elements like the therapeutic alliance and the efforts the clinicians and the client put into the process (Bordin, 1979). Positive psychology intervention therapeutic processes differ from traditional treatments, as they have a skills-building perspective rather than a problem-focused perspective (Cunha et al., 2019; Datu & Bernardo, 2020; Kwok et al., 2016). Thus, the therapeutic relationship may take on a different form. Furthermore, as therapy approaches differ, so do the modalities that they are offered, such as individual or group settings. In individual therapy, the therapeutic process is usually between the client and the clinician. However, in group therapies, there are more relationships to account for that may relate to outcomes (Alldredge et al., 2021; Burlingame et al., 2018). Group therapy provides a unique context to develop a therapeutic relationship with the clinician and the peers within the group (Burlingame et al., 2011). This study aimed to address the gaps in the literature on positive psychology interventions with youth and understand how the therapeutic process in positive psychology group interventions may relate to client outcomes. Secondary analyses were conducted from a larger grant-funded study intended to improve middle school students’ well-being through a positive psychology intervention. A second-order latent growth model analyzed the nested relationships of students’ therapeutic alliance and group cohesion within groups across three time points in relation to the following client outcomes: life satisfaction, affect, and psychopathology symptoms. The regression of post-test life satisfaction on the initial student therapeutic alliance yielded a coefficient estimate of .31 (SE = .15, p = .04). This finding suggests that the more positively students rated their initial therapeutic alliance, the more positively they rated their post-intervention life satisfaction. A similar positive trend was seen for leaders’ ratings of their therapeutic alliance in relation to students’ post-test life satisfaction .22 (SE = .09, p = .02). There were no other significant results between students' and leaders’ initial or growth perspectives. There were also no significant findings for students’ group cohesion perspectives predicting student outcomes. As a supplement to the quantitative results, student interviews provided insight into what students valued in their therapeutic relationships. Close thematic analyses revealed that students valued leaders who showed characteristics of approachability, interest, and genuineness. Likewise, students enjoyed the presence of their peers more when there was a facilitation of safe spaces, respect, engagement, and fun from both their leaders and their group members. The results of this study may provide implications for mental health professionals and researchers to understand therapeutic alliance and group cohesion in group-positive psychology interventions and interpret how these factors may relate to student or youth client outcomes.
Scholar Commons Citation
Taylor, Alexis, "An Analysis of Therapeutic Alliance and Group Cohesion in a Group Positive Psychology Intervention Serving Middle School Students Reporting Low Life Satisfaction" (2024). USF Tampa Graduate Theses and Dissertations.
https://digitalcommons.usf.edu/etd/10251
