Feedback-informed Group Treatment: A Qualitative Study of the Experiences and Needs of Patients and Therapists

• Published in: International journal of group psychotherapy 2022-07, Vol.72 (3), p.193-227
• Main Authors: Koementas-de Vos, Marjolein M. W., van Dijk, Marjolein, Tiemens, Bea, de Jong, Kim, Witteman, Cilia L. M., Nugter, M. Annet
• Format: Article
• Language: English
• Subjects: Cognitive behavioral therapy; Cognitive therapy; Cognitive-behavioral factors; Feedback; Grounded theory; Group processes; Group psychotherapy; Group therapy; Interpersonal psychotherapy; Psychotherapy; Qualitative research; Social comparison; Therapeutic alliances; Therapists; Therapy
• ISSN: 0020-7284; 1943-2836
• DOI: 10.1080/00207284.2022.2086557

Therapists, including group therapists, can systematically gather feedback from patients about how their group members are responding to treatment. However, results of research on using feedback-informed group treatment (FIGT) are mixed, and the underlying mechanisms responsible for positive patient changes remain unclear. Therefore, the present qualitative study examined the perceptions and experiences of both (a) group therapists and (b) group members regarding using feedback in their therapy groups to gauge treatment progress, across five different therapy groups. Specifically, three interpersonal psychotherapy groups and two cognitive-behavioral therapy groups used a FIGT tool in which treatment progress updates were provided to patients and therapists. Observational data were collected in the form of feedback discussions in these therapy groups, as well as during interviews conducted with patients and therapists. Data were analyzed using thematic analysis and a grounded theory approach. Overall, patients were mostly positive about their experiences with FIGT, but therapists also expressed concerns about FIGT. Results indicated that FIGT is useful for gaining insight and strengthening the working alliance. In addition, specific group processes were also found to be important, especially interpersonal learning, cohesion, and social comparison. Practical implications are discussed.