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ati
o
n
a
l
Jo
urn
a
l
o
f
P
u
b
lic Hea
l
th Science (IJ
P
HS)
V
o
l.5
,
No
.2
,
Jun
e
2
016
, pp
. 12
3
~ 1
28
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S
SN
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2-8
8
0
6
1
23
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urn
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/
IJPHS
A Qualitative Impact
Evaluation of the First Love Yourself
(FLY) Women’s Support Group
Valerie Blac
kmon
1
, Cha
l
enna
Ca
ssell
2
, Cathy
G. McEl
derry
3
,
Olawu
n
mi Obises
an
3
1
University
of
Louisanna
at Monroe, Monro
e
, LA
, USA
2
Blackmon Con
s
ulting, Sikeston
, MO, USA
3
Southeast Missouri State Univ
ersity
, C
a
pe Girar
d
eau, MO, USA
Article Info
A
B
STRAC
T
Article histo
r
y:
Received Feb 23, 2016
Rev
i
sed
Mar
24
, 20
16
Accepted Apr 27, 2016
Research has shown that social s
upport groups not only
hav
e
significant
effects on the phy
sical and mental health
of individuals, but can also be used
as
predic
tors
of
heal
th out
com
e
s
.
It
is
, th
eref
ore, im
port
a
nt
that s
o
c
i
al
workers and oth
e
r public health
professi
onals are aware of th
e social support
groups that
exist
in
com
m
unities so as to
find w
a
y
s
to u
til
ize th
ese to
m
e
et
heal
th needs
.
T
h
e s
t
ud
y aim
s
t
o
explore
the F
i
rs
t Love Yours
e
lf (F
LY)
group, an
empo
werment-based
support gr
oup s
p
ecif
i
cally
desig
n
ed to
meet
the n
eeds
of H
e
alth
y S
t
art
cons
um
ers
,
paren
t
s and consortium
members. A
qualitativ
e
analysis of th
e data g
a
ther
ed from th
is focus group stud
y
y
i
elded
several
ke
y
the
m
es. W
h
ile par
t
icip
ants
descr
i
b
e
d finding
other
community
resources helpfu
l, th
ey
r
e
ported
having
no other
outlet for
confid
ential self-
expression and
connection to
peer
s other
th
an the FLY gr
oup. Group
members also reported hav
i
ng improved se
lf-esteem, relationships with their
childr
e
n, p
a
rtn
e
r
s
, and f
a
m
i
l
y
,
an
d abil
it
y
to cop
e
as a r
e
sult of
p
a
rti
c
ipa
tion
in the group. Particip
ants furth
e
r
de
scribed g
a
ining knowledge and learnin
g
skills that
were
helpful
.
Th
is i
n
cluded
le
arnin
g
parent
ing,
co
m
m
unication,
stress and anger
m
a
nagem
e
nt
, b
udgeting
,
go
al-s
etting
and
cop
i
n
g
skills
and
techn
i
ques
.
F
i
n
a
ll
y, qu
ali
t
a
tive
anal
ys
is
of
the
data g
a
in
ed fro
m
the focus
group with participan
ts and the
group l
eader rev
ealed the pres
en
ce of all 11
curat
i
ve fa
ctors
des
c
ribed as
Yal
o
m
’
s
Therapeuti
c F
actors
.
Th
e prim
ar
y
ar
ea
s
for improvement noted b
y
th
e group and its
lead
er were r
e
lated to th
e
frequency
of g
r
oup m
eetings. Both audien
ces indicat
ed th
at
addition
a
l
sessions would be ben
e
ficial.
Keyword:
Em
powerm
e
nt
Family
Gr
ou
p t
h
era
p
y
Social s
u
pport
Yalo
m
’
s Th
erap
eu
tic Fact
o
r
s
Copyright ©
201
6 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Valerie Blackm
on,
Un
i
v
ersity of
Lou
i
sanna at
Monroe
,
7
0
0
Un
iv
ersity
Av
e,
Mo
nr
o
e
,
LA
71
209
, U
S
A
Em
a
il: Valerie@b
l
ack
m
o
n
c
on
su
lting
.
o
r
g
1.
INTRODUCTION
Th
e
r
o
les of
so
cial supp
or
t
an
d psycho
so
cial e
m
powe
r
m
e
nt
ha
ve
bee
n
i
d
ent
i
f
i
e
d as
a p
r
oces
s t
o
i
n
fl
ue
nce
heal
t
h
an
d l
i
f
e
out
com
e
s [1]
.
Em
powerm
e
nt
has b
een
desc
ri
be
d as an e
s
sent
i
a
l
part
o
f
chan
ge.
People who
have access t
o
inform
ati
on about s
p
ecific si
tuations i
n
whic
h they find t
h
em
selves and their
envi
ro
nm
ent
s
are bet
t
e
r
i
n
f
o
rm
ed on c
o
ndi
t
i
ons t
h
at
i
m
pact their lives
and health
, a
n
d
bet
t
e
r eq
ui
p
p
ed
t
o
h
a
nd
le th
ese situ
atio
n
s
wh
en th
ey o
c
cu
r
[1]. A su
ppo
rtive social environm
ent cr
eate
s
an atm
o
sphe
re of
m
u
tu
al resp
ect an
d
tru
s
t, equip
p
i
ng
ind
i
v
i
du
als with
wh
at
th
ey n
eed
to
b
e
in
con
t
ro
l of th
eir life an
d h
ealth
[2]
.
Th
e aim o
f
th
is p
a
p
e
r is to
e
x
am
in
e th
e o
v
e
rall i
m
p
act o
f
p
a
rticip
atio
n
i
n
th
e First Lov
e
Yo
urself
(FLY)
Wo
m
e
n
’
s Supp
ort Grou
p
im
p
l
e
m
en
te
d
b
y
th
e Missou
r
i Boo
t
h
eel R
e
g
i
on
al Con
s
ortiu
m
,
In
c.
(MBRC).
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
06
IJP
H
S V
o
l
.
5, No
. 2,
J
u
ne 2
0
1
6
:
12
3 – 1
2
8
12
4
MBRC’s FLY
g
r
ou
p was origin
ally d
e
sign
ed to
b
e
a 12-
16
week
m
o
n
t
h
l
y su
ppo
rt group
av
ailab
l
e
to
Health
y
St
art
C
ons
um
ers, pa
re
nt
s and
cons
ort
i
u
m
m
e
m
b
ers, ag
ed
1
8
an
d ab
ov
e.
W
i
t
h
i
n
t
h
e
gr
o
u
p
,
b
o
t
h
di
dact
i
c
and
ex
p
e
rien
tial tech
n
i
q
u
e
s are
u
t
ilized
to
in
crease m
e
m
b
er
s ab
ilit
y to
m
o
re effectiv
ely p
a
rent, co
mm
u
n
i
cat
e with
ot
he
rs, p
r
i
o
ri
t
i
ze and set
g
o
a
l
s, pr
obl
em
sol
v
e, m
a
ke heal
t
h
y
deci
si
on
s and c
o
p
e
wi
t
h
dai
l
y
st
ressor
s
. The
gr
o
up i
s
al
so
m
eant
t
o
em
power
wom
e
n t
o
bet
t
e
r care f
o
r
th
em
selv
es an
d
supp
or
t on
e an
o
t
h
e
r. Th
e
gr
oup
is
led
b
y
a licen
sed
d
o
c
t
o
ral lev
e
l clin
ician
wh
o facilita
tes discu
ssion
s and wo
rk
s co
llaborativ
ely w
ith group
me
m
b
ers to create
m
onthly hom
e
work a
ssignm
e
nts aimed to m
eet establishe
d
personal goals. T
h
e conc
eptual
fram
e
wo
rk
fo
r
th
is stu
d
y
was
Yalo
m
’
s cu
rativ
e factors.
In
a fou
n
d
a
tion
a
l work
as it relates to
th
e practice
of
group the
r
a
p
y, Yalom
and L
e
szcz (200
5)
detail 11
group thera
p
y fact
ors
,
which a
r
e
estee
m
ed to have a
cu
rativ
e effect wh
en
sk
illfu
l
l
y
fo
stered
i
n
th
e
g
r
o
u
p
t
h
erap
y pro
c
ess [3
]. Research h
a
s
v
a
lid
ated
t
h
e
use o
f
support groups to fo
ster im
prove
d wellbei
ng [4],[5] and to fill gaps
in access to servic
es
[6]. This study will
assess the pres
ence of Yalom
’
s curativ
e fact
ors as a m
eans of e
v
aluating
the succes
s of t
h
e FL
Y group
within
a B
l
ack fem
a
l
e
p
o
p
u
l
a
t
i
o
n
.
Ta
bl
e 1
co
nt
ai
ns
t
h
e
nam
e
s and
defi
ni
t
i
ons
o
f
Yal
o
m
’
s 1
1
c
u
rat
i
v
e fa
ct
or
s.
Tabl
e
1.
Yal
o
m
(200
5)
T
h
er
apeut
i
c
Fa
ct
or
s
Therap
euti
c Fa
ct
ors
Definition
Instillation
of
H
ope
Process by
whi
c
h hope is inspired through ob
servation of therapeut
i
cal
l
y
advanced group
members.
Universality
Process b
y
whic
h group memb
ers feel
less isolated in their
pain as th
ey
connect to
oth
e
r
s
with similar
ex
perien
ces.
Imparting of
Inf
o
rmation
Psy
c
hoeduc
ation
is provided b
y
group lead
ers,
and experiential
knowledge is
transm
itted
betw
een group
m
e
m
b
ers.
Altruism
Clients l
earn th
at the
i
r con
t
ribu
tions
to the gro
up are vital
to the healing of
others.
Correct
ive
rec
a
p
itula
tion
of th
e
primar
y
family
g
r
oup
The group
is
e
xperien
ced
as
a
fam
ili
al un
it
allowing for
healing of
ear
l
y
wounds and relearning of
unhealth
y
p
a
tter
ns learned with
in on
e’s family
of
origin.
Developm
ent o
f
S
o
ciali
z
ing
Techn
i
ques
Within
group experien
ces communicatin
g
with
one
anoth
e
r
and providing
interp
ersonal feedback allow
for i
m
p
rove
d social
s
k
ills outsid
e
of
t
h
e group.
Imitativ
e
Beh
a
vior
Group member
s model the
behavior of th
e group lead
er
and other
therap
euti
cal
l
y
a
dvanced
m
e
m
b
ers
.
Interpersona
l
Le
arning
Healing t
a
kes pl
ace as gr
oup m
e
m
b
ers form health
y
supportiv
e r
e
la
tionships
with oth
e
rs within the group.
Group
Cohesive
ness
Accept
a
nc
e from
others within th
e group fosters a sense of internal secur
i
t
y
,
trust, and
b
e
long
ingness.
Catharsis
The group
pro
cess fosters th
e id
entif
ication
and h
ealth
y
expression of
emotion.
Existential
Facto
r
s
The group proc
ess allows
memb
ers to explore
th
eir beliefs about the meaning
of lif
e
and th
eir
l
i
fe ro
les.
2.
R
E
SEARC
H M
ETHOD
Qualitative da
ta were collected using two ap
proac
h
es
for this study: A focus
group am
ong
p
a
rticip
an
ts and
an
in-d
ep
th
in
terv
iew
with th
e clin
ician
.
Th
e f
o
cu
s gr
ou
p
w
a
s
co
m
p
osed
o
f
f
i
v
e
pro
g
r
a
m
p
a
rticip
an
ts. All p
a
rticip
an
ts liv
e in
th
e Boo
t
h
eel
reg
i
on
o
f
Sou
t
h
east
Misso
uri an
d
are MBRC co
n
s
u
m
ers.
Each pa
rt
i
c
i
p
a
n
t
had
,
at
l
east
,
one chi
l
d
a
nd
rep
o
rt
e
d
b
e
i
ng act
i
v
e i
n
ot
her c
o
m
ponent
s
of t
h
e p
r
o
g
ram
o
f
feri
n
g
s
at MBRC. Fo
cu
s
group
m
e
m
b
ers repo
rted
th
at
case m
a
n
a
g
e
r
in
teractio
n
led to
enro
llm
en
t in
th
e
FLY group
. Fo
cus
gro
u
p
p
a
rticip
an
ts were
selected
u
tiliz
in
g
t
h
e co
nv
enien
ce sam
p
lin
g tech
n
i
q
u
e
whereb
y
available FL
Y
group attendee
s were as
ke
d to pa
rticipate
in th
e focu
s
g
r
oup
. Particip
an
ts
were i
n
fo
rm
ed
th
at
wh
ile so
m
e
v
e
rb
atim
resp
o
n
ses wou
l
d
b
e
reco
rd
ed
, all id
en
tifyin
g
info
rmatio
n
wou
l
d
rem
a
in
co
n
f
id
en
tial. A
d
o
c
t
o
ral-lev
e
l
men
t
al h
ealth
clin
ician
m
o
d
e
rated
th
e
sessi
o
n
u
tilizin
g
a
semi-stru
c
tured
ap
pro
a
ch
wh
ereb
y
gr
o
up m
e
m
b
ers part
i
c
i
p
at
ed
i
n
a di
scussi
on re
v
o
l
v
i
ng
aro
u
nd a set
of p
r
e-e
s
t
a
bl
i
s
hed
quest
i
ons
.
T
hese
q
u
e
stio
n
s
aim
e
d
to g
a
t
h
er in
fo
r
m
atio
n
about g
r
ou
p m
e
m
b
er
s
p
e
r
s
p
ectiv
e of
th
e str
e
n
g
t
h
s
and
weakn
e
sses of
the group as
well as the impact par
ticip
ati
o
n
h
a
s on
th
ei
r d
a
ily liv
es in
clu
d
i
ng
g
o
a
l ach
i
ev
em
en
t, sen
s
e of
sel
f
, pare
nt
i
n
g,
and fam
i
ly
relat
i
ons
hi
ps. T
h
e
m
oderat
o
r pr
ovi
ded cl
ari
f
i
c
at
i
on of
quest
i
ons
whe
n
nee
d
ed an
d
record
ed
h
a
n
d
written
v
e
rb
ati
m
resp
o
n
ses and
a
syno
p
s
is of k
e
y
respon
ses
p
r
ov
id
ed
b
y
gro
u
p
m
e
m
b
ers.
The in-de
p
th i
n
terview w
ith
the group
facilitator was conducte
d in a fac
e
-to-face setting duri
ng t
h
e
sam
e
ti
me as t
h
e fo
cu
s group
b
y
a
d
o
c
t
o
ral lev
e
l res
earc
h
er. Both t
h
e focus group
and
th
e in
te
rvie
w we
r
e
ap
pro
x
i
m
a
tel
y
90
m
i
n
u
t
es
in
duratio
n. Th
e clin
ic
ian was
i
n
terv
iewed
as
th
e fo
cu
s g
r
ou
p
was
b
e
ing
co
ndu
cted
; th
erefo
r
e, th
e two g
r
o
u
p
s
d
i
d
n
o
t h
a
v
e
an
op
portun
ity to
d
i
scu
ss th
e
fo
cu
s
group
qu
estion
s
u
n
til
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
PH
S I
S
SN
:
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2-8
8
0
6
A Qua
lita
tive Impa
ct Eva
l
ua
tio
n o
f
t
h
e First
Lo
ve
You
rself (
F
LY)
Wo
men'
s Su
ppo
rt .... (Va
l
erie Bla
c
kmon
)
12
5
after t
h
e
d
a
ta
h
a
d been co
ll
ected
. Th
e resu
lts con
s
ist
o
f
a th
em
atic an
alysis o
f
t
h
e
qu
alitativ
e d
a
ta. The
Sou
t
h
east Misso
u
ri State
Un
i
v
ersity’s In
stitu
tio
n
a
l Rev
i
ew
Bo
ard
ap
pro
v
e
d
th
e stud
y.
3.
R
E
SU
LTS AN
D ANA
LY
SIS
Fo
cu
s gr
oup
me
m
b
er
s w
e
r
e
ask
e
d
to
d
e
scr
i
be th
eir
ex
p
e
rien
ces relativ
e to
p
a
rticip
ating in
th
e FLY
g
r
ou
p. As a
wh
o
l
e
g
r
ou
p, m
e
m
b
ers u
n
a
n
i
mo
u
s
ly repo
rted
h
i
gh
ly p
o
sitiv
e ex
p
e
rien
ces bo
th
with
in
t
h
e
g
r
ou
p
as well as a p
o
s
itiv
e ch
ang
e
in
th
eir liv
es outsid
e
o
f
th
e gro
u
p
as a resu
lt o
f
group
p
a
rticip
atio
n
.
As it relates
to changes in t
h
eir day to day
life; group m
e
m
b
ers repo
rted feeling “m
ore peaceful,”
tha
t
they “strive harde
r
to...ac
h
ieve” e
s
tablished goa
l
s, ha
ve “bett
e
r [
p
latoni
c and
r
o
m
a
ntic]
relations
hips”
,
and are “
b
etter [at]
p
a
ren
ting
.
” As it relates to
p
a
ren
ting
,
g
r
ou
p
me
m
b
ers al
so
repo
rted
b
e
i
n
g “
m
o
r
e p
a
tien
t
” with
th
eir child
ren.
Fo
r in
stan
ce, t
h
ree group
me
m
b
ers
d
e
scri
b
e
d learn
i
ng
t
o
“tak
e ti
m
e
t
o
talk
t
o
”
v
e
rsu
s
“yellin
g at” th
ei
r
childre
n a
nd
having learned
to “walk away
” whe
n
es
peci
ally angry and “com
e
back”
after calm
i
ng down.
Gro
u
p
m
e
m
b
ers also
d
e
scribed
und
erstand
i
n
g
t
h
e im
p
o
r
ta
n
ce of m
o
d
e
lin
g
po
sitiv
e b
e
h
a
v
i
o
r
as a resu
lt of
g
r
ou
p
d
i
scu
ssi
o
n
s
and
rep
o
rted
u
tilizin
g
“time o
u
t
” in
stead
of “sp
a
nk
ing.” It sho
u
l
d
b
e
n
o
t
ed
th
at m
o
th
ers
ex
pressed
h
a
v
i
n
g
m
o
re po
sitiv
e in
teractio
ns with
t
h
ei
r ch
i
l
d
r
en
an
d h
a
v
i
n
g
b
e
tter ou
tco
m
es wh
en
u
tilizin
g
th
is m
e
th
o
d
. Fu
rt
h
e
rm
o
r
e,
g
r
o
u
p
m
e
m
b
ers d
i
scu
s
sed
sp
end
i
ng
m
o
re qu
ality
ti
m
e
with
th
eir ch
ildren
after
sp
en
d
i
n
g
ti
m
e
ex
p
l
o
r
i
n
g low- to
n
o
-co
s
t fam
ily b
o
n
d
i
ng
activ
ities with
in
t
h
e
g
r
ou
p.
Particip
an
ts shared
ho
w FLY g
r
o
u
p
p
a
rticipatio
n
h
a
s po
sitiv
ely i
m
p
acted
th
eir sense of self. As
a
wh
ol
e, gr
o
u
p
m
e
m
b
ers
desc
r
i
bed feel
i
n
g
“
m
ore
con
f
i
d
e
n
t.” One group
me
m
b
er affi
rm
ed
th
at attend
i
n
g th
e
gr
o
up “b
ri
n
g
s
y
o
u
r
sel
f-est
ee
m
up” whi
l
e
anot
her st
at
ed
t
h
at
“i
nst
ead o
f
do
ubt
i
n
g m
y
s
e
lf I feel like yes I can
d
o
th
is!” Particip
an
ts attri
b
u
t
ed
m
u
ch
of the group
’s
su
ccess to th
e sk
ill of t
h
e
g
r
ou
p facilitato
r with
who
m
gr
o
up m
e
m
b
ers cl
earl
y
dem
onst
r
at
ed
ha
vi
n
g
a st
r
o
ng
ra
pp
ort
.
O
n
e
gr
ou
p
m
e
m
b
er st
at
ed, “s
he al
s
o
t
a
ug
ht
us
ho
w t
o
l
o
ve
o
u
r
sel
f
beca
use
s
o
m
e
of
us
had
l
o
w s
e
l
f-est
ee
m
and [
n
eede
d
]
t
o
t
a
ke t
i
m
e for
o
u
rs
el
ves.”
Gr
ou
p
me
m
b
ers also
estee
m
ed
v
e
ry
p
o
sitiv
e ch
aracteristics to
th
e gro
u
p
leader repo
rting
that sh
e “lov
es
God
,
”
“listen
s
and
doesn
’t try t
o
talk
ov
er
you”,
s
h
ares
in a
way
that increas
es
“t
he trust factor”,
an
d th
at she will
“cr
y w
ith you
t
o
o.”
In add
itio
n to
su
ppo
rt
fro
m
th
e group
facilitato
r, th
e
factor t
h
at seem
ed
to
b
e
m
o
st esteemed
was th
e
level of s
u
pport group m
e
mbers
desc
ribe
d receiving fr
om one anothe
r. One FL
Y me
m
b
er stated “
it’s like
we’
r
e al
l
a bi
g fam
i
l
y
”;
wh
i
l
e
anot
he
r v
o
i
ced ap
p
r
eci
at
i
ng “
h
a
v
i
n
g t
h
e sup
p
o
rt
of s
o
m
e
one p
u
s
h
i
ng a
n
d
bel
i
e
vi
n
g
i
n
y
o
u
.
”
An
ot
he
r
m
e
m
b
er st
at
ed ha
vi
n
g
l
ear
ne
d f
r
o
m
t
h
e gr
o
u
p
t
h
at
“e
ven
i
f
y
o
u
do
n
’
t
bel
i
eve i
n
yourself, t
h
ere
are always
pe
ople t
h
at believe in y
o
u.
” Group m
e
m
b
ers also sha
r
e
d
how p
a
rticip
atin
g in
the
gr
o
up hel
p
ed
t
h
em
l
earn t
h
at
“y
ou
can trust pe
ople” and re
porte
d
that
th
ey felt
c
o
m
f
o
r
tab
l
e and
safe
“talk
[
ing
]
about an
yth
i
ng
”
w
ith
in
t
h
e
g
r
ou
p du
e to th
e estab
l
ish
e
d lev
e
l
o
f
tr
u
s
t.
3.
1.
Acquired
Skil
l
s & Kn
owled
g
e
Me
m
b
ers o
f
the fo
cus g
r
ou
p
were ask
e
d
to
d
e
scri
b
e
sp
ecific k
n
o
wledg
e
an
d
sk
ills th
at
h
a
v
e
b
een
at
t
a
i
n
ed as a
re
sul
t
o
f
g
r
ou
p
p
a
rt
i
c
i
p
at
i
on.
G
r
ou
p m
e
m
b
ers r
e
po
rt
ed t
h
at
wi
de ra
n
g
es
of
t
o
pi
cs we
re
di
sc
usse
d
from
budgeting to sexual re
lationshi
ps. As
it relates to s
p
ecific
skills, group m
e
m
b
ers reported learni
ng
speci
fi
c st
ress
and a
n
ger m
a
nagem
e
nt
t
echn
i
ques s
u
c
h
as
breat
hi
n
g
t
r
ai
n
i
ng a
nd y
oga
.
Gr
ou
p m
e
m
b
ers al
so
v
o
i
ced
learn
i
ng
p
a
r
ticu
l
ar
lesso
n
s
w
h
ich
w
e
r
e
h
e
lp
fu
l su
ch as “can
’
t
n
obo
d
y
m
a
k
e
you ang
r
y
bu
t your
self
”
an
d th
e im
p
o
r
t
a
n
ce
o
f
b
e
liev
i
n
g
in
on
eself. In
ad
d
ition
,
grou
p m
e
m
b
ers d
i
scu
ssed
learn
i
ng
h
o
w t
o
“set
g
o
a
l
s
and ac
hieve t
h
e
m
” and to
better “comm
unicate” and “to t
h
in
k
b
e
fo
re y
o
u act.” As it relates to
settin
g
g
o
a
ls,
gr
o
up m
e
m
b
ers desc
ri
be
d w
o
r
k
i
n
g
wi
t
h
i
n
t
h
e g
r
o
u
p
t
o
i
d
ent
i
f
y
pers
o
n
a
l
goal
s
, c
r
eat
e achi
e
va
bl
e st
eps f
o
r
reachi
ng
goals, and c
h
oose m
ont
hly
“hom
ework a
ssignm
e
nts” desi
gne
d t
o
m
ove them
f
o
rward in ac
hi
eving
goal
s
. G
o
al
s
m
e
nt
i
oned i
n
cl
u
d
ed
o
b
t
a
i
n
i
n
g a d
r
i
v
e
r
’s l
i
cense, ea
rni
ng
o
n
e’s
Gene
ral
Ed
uc
at
i
onal
Devel
opm
ent
(
G
ED
),
pa
rt
i
c
i
p
at
i
ng i
n
S
ubst
a
nce
Ab
use
Tra
ffi
c
Of
fen
d
e
r
P
r
o
g
ram
(SA
T
O
P
)
reco
very
cl
a
sses,
im
pro
v
i
n
g o
n
e
’
s di
et
, i
m
provi
n
g
rel
a
t
i
o
n
s
h
i
ps i
n
cl
u
d
i
n
g pare
nt
i
n
g rel
a
t
i
ons
hi
ps
, p
r
act
i
c
i
ng b
u
dget
i
n
g,
a
n
d
find
ing
a
jo
b.
3.
2.
Barriers
and Supp
ortin
g
F
a
ctors
Give
n the
numerous st
ress
ors
,
that group m
e
m
b
er’s
face i
n
their daily live
s
, fact
ors t
h
at
may preve
n
t
or
di
sco
u
ra
ge
gr
o
up at
t
e
n
d
a
n
ce were al
s
o
as
sessed.
G
r
o
u
p
me
m
b
ers reported that the m
o
st significa
nt barrier
en
coun
tered
rev
o
l
v
e
d
aroun
d h
a
v
i
ng
m
u
lti
p
l
e ro
les and
n
u
m
erou
s respo
n
s
i
b
ilities, wh
ich
create a h
ectic
sche
dule. Participants also
re
ported t
h
at last
m
i
nut
e tran
sp
ortatio
n
and
ch
ild
car
e issues were
p
r
ob
lematic.
Howe
ver, each group m
e
m
b
er stresse
d
prioritizing the
group as t
h
ey re
po
rted
finding it ex
trem
e
l
y helpful.
One
gr
o
up m
e
m
b
er share
d
t
h
at
she
had m
i
ssed he
r ni
ec
e’s fi
rst
s
p
ort
s
gam
e
i
n
orde
r t
o
at
t
e
nd t
h
e
gr
ou
p.
Ot
he
r m
e
m
b
er
s i
ndi
cat
ed t
h
a
t
due t
o
w
o
r
k
or pa
re
nt
i
ng
re
l
a
t
e
d sched
u
l
i
n
g co
nfl
i
c
t
s
“w
e
m
a
y be l
a
t
e
,
but
we
always co
m
e
.”
W
h
ile ch
ild
care and
p
a
ren
t
in
g
co
nflicts
were cited
as
a barrier,
group m
e
m
b
ers reported
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
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06
IJP
H
S V
o
l
.
5, No
. 2,
J
u
ne 2
0
1
6
:
12
3 – 1
2
8
12
6
find
ing
it essen
tial to
h
a
v
e
time fo
r t
h
em
sel
v
es.
On
e m
e
mb
er poignantly stated,
“I
lik
e
the fact t
h
at you ca
n’t
b
r
i
n
g k
i
d
s
w
ith yo
u...it
f
o
r
ces
yo
u
t
o
r
e
lax
[
a
n
d
]
h
e
lp
s you
t
h
ink
ab
ou
t your
self
.”
Particip
an
ts n
a
med
sev
e
ral su
ppo
r
ting
fact
o
r
s,
w
h
ich
con
t
ribu
te to th
eir ab
ility to
at
ten
d
group
m
eet
i
ngs. T
h
i
s
i
n
cl
u
d
ed
ha
vi
ng t
r
ans
p
ort
a
t
i
on
p
r
o
v
i
d
e
d
,
chi
l
d
care
assi
st
ance,
rem
i
nder p
h
one
cal
l
s
a
n
d
letters, as well as a stron
g
sen
s
e of co
nn
ect
io
n
to
t
h
e
group
facilitato
r. B
a
rriers t
o
group
m
e
m
b
er’s in
itiall
y
j
o
i
n
ing
th
e class were also
discu
ssed
.
Gro
u
p
m
e
m
b
er
s rep
o
rted
h
a
v
i
ng
b
een
recru
ited b
y
an
MBRC case
man
a
g
e
r
with
who
m
th
ey h
a
d
an
estab
lish
e
d
relatio
n
s
h
i
p
.
Th
ey cited
th
eir o
v
e
rall p
o
s
itiv
e ex
p
e
rien
ce with
MBRC an
d
trust in
th
eir case
man
a
g
e
r as facto
r
s,
wh
ich
con
t
ribu
ted
to
their d
ecisio
n
to
j
o
i
n
th
e group
. Th
ey
also nam
e
d “wanting
pa
renting hel
p
”
a
nd
ne
eding “a
place to get support”
as
additional c
ont
ributing
fac
t
ors.
Th
ey ex
pressed
in
itial con
cern
th
at
p
a
rticip
an
ts no
ted
wou
l
d
h
a
v
e
prev
en
t
e
d
th
em
fro
m
j
o
in
ing
t
h
e
g
r
oup
was
a fear
t
h
at
“
[
t
h
ei
r]
bu
si
ness
w
oul
d
get
o
u
t
t
h
ere i
f
t
h
ere
we
r
e
ot
he
rs
fr
om
the sam
e
com
m
uni
t
y
” i
n
t
h
e
gr
ou
p.
Th
e fact th
at co
nfid
en
tiality i
s
v
a
lu
ed
b
y
all
m
e
m
b
ers was listed
as a su
pp
orting
factor in
con
tinu
e
d
atten
d
a
nce.
Gro
u
p
m
e
m
b
ers
d
i
d
no
t list any ad
d
ition
a
l
facto
r
s t
h
at would
prev
en
t t
h
em
fro
m
atten
d
i
n
g
t
h
e
g
r
ou
p. Fu
rt
h
e
rm
o
r
e, p
a
rticip
an
ts repo
rted
that th
ey d
i
d
n
o
t
have
any
c
o
nst
r
uct
i
v
e
fee
d
b
a
c
k
t
o
sha
r
e
ot
he
r t
h
a
n
wi
shi
ng t
h
at
t
h
e gr
ou
p
was o
f
fere
d m
o
re t
h
an o
n
ce
per m
ont
h.
A
not
her
g
r
o
u
p
m
e
m
b
er al
so sha
r
ed t
h
at
whi
l
e
t
h
e g
r
ou
p as
a
w
hol
e “l
ove
s
t
o
have”
ne
w
m
e
m
b
ers, t
h
ese m
e
m
b
ers typically “don
’t
stay” in the
group.
M
e
m
b
ers e
x
p
r
essed
wa
nt
i
n
g
t
o
e
xpa
n
d
t
h
e gr
o
u
p
t
o
i
n
cl
ude
ot
he
rs
g
i
ven t
h
at
t
h
e
gr
o
up
has
bee
n
s
o
in
stru
m
e
n
t
al in th
eir liv
es.
3.
3.
Clinicia
n Perspectiv
e
Th
e licen
sed
men
t
al h
ealth
clin
ician
in
ch
arge o
f
facilitatin
g
th
e g
r
oup
ind
i
cated
th
at FLY is an
op
en
gr
o
up i
n
t
h
at
m
e
m
b
ers
m
a
y
joi
n
o
r
l
eave at any tim
e
duri
n
g the 12-wee
k
se
ssi
on
. The cl
i
n
i
cal
appr
oac
h
i
s
one
that foc
u
ses on the needs
of
t
h
e g
r
o
u
p
rat
h
e
r
t
h
an a bei
ng
cur
r
i
c
ul
um
based. T
h
e clinician stated, “I want the
g
r
ou
p
to
be th
eir o
w
n
.
” Sh
e, ho
wev
e
r, ind
i
cated
th
at sh
e d
i
d p
r
esen
t to
g
r
ou
p
p
r
ep
ared
wi
th
sk
ill-b
a
sed
to
p
i
cs
su
ch
as: p
r
ob
l
e
m
-
so
lv
ing
,
co
mm
u
n
i
catio
n
,
g
o
a
l-setting
,
co
p
i
n
g
, bu
dg
etin
g
,
and
ang
e
r
m
a
n
a
g
e
m
e
n
t
. Sh
e
not
e
d
t
h
at
g
o
al
set
t
i
ng and
pr
obl
em
sol
v
i
ng
were a p
r
i
m
ary em
phasi
s whe
n
a new ses
s
i
o
n be
gan a
nd t
h
at
t
h
i
s
oft
e
n cha
nge
d
base
d u
p
o
n
g
r
ou
p nee
d
s
.
Sh
e i
ndi
cat
ed t
h
a
t
oft
e
n t
h
e
gr
o
up em
erged i
n
t
o
a pr
ocess g
r
ou
p as
deeply-rooted
e
m
otions s
u
rfa
ce during
the
discussi
on. Due to the num
b
er
of stress
ors
faced
by the group
m
e
m
b
ers and t
h
e fre
q
u
ency
o
f
gr
o
up m
eet
i
n
gs, w
h
e
n
co
re em
ot
i
onal
di
st
r
e
sses sur
f
ace
d,
t
h
e em
ot
i
onal
need
s
were at
t
e
n
d
ed
t
o
as appr
o
p
ri
a
t
e for t
h
e g
r
o
u
p
set
t
i
ng. O
f
t
e
n t
h
i
s
m
eant
t
h
e sessi
on bec
o
m
e
s a psy
c
hol
ogi
cal
process
group, largely because the gr
oup offe
rs a “safe
place” to openly
se
lf-discl
ose.
It was note
d that the
m
e
m
b
ers oft
e
n h
o
l
d
one a
not
her acc
ou
n
t
abl
e
fo
r g
o
al
achi
e
vem
e
nt
, ho
nest
y
and
peer s
u
p
p
o
rt
am
on
g
me
m
b
er
s
.
The cl
i
n
i
c
i
a
n
descri
bed m
easuri
ng
succes
s
i
n
t
e
rm
s of g
o
al
achi
e
vem
e
nt
an
d t
h
e
de
m
onst
r
at
i
on
of
em
otional growth.
Am
ong the noteworthy
successes note
d by the clinician were
: ability to
identify and
achieve a goal, changes in se
nse of confi
d
e
n
ce and self-w
ort
h
, o
p
e
n
l
y
sh
ari
n
g wi
t
h
i
n
t
h
e gr
ou
p, a
n
d sense o
f
self-efficacy. T
h
e m
a
jor c
h
allenge
s noted were the l
o
ng
pe
riod bet
w
ee
n group m
eetings (us
u
ally 30
da
ys) a
nd
th
e op
en
n
e
ss of th
e
g
r
ou
p
rel
a
tiv
e to
po
in
ts
o
f
en
try.
C
o
n
s
eque
nt
l
y
, i
m
provem
e
nt
fo
r t
h
e gr
o
up
rel
a
t
e
d
t
o
t
h
e
freq
u
e
n
c
y
o
f
meetin
g
.
Th
e facilitato
r specifically n
o
t
ed
th
at
b
i
-m
o
n
th
ly m
e
e
tin
g
s
wo
u
l
d
o
f
fer m
o
re
op
p
o
rt
uni
t
y
t
o
hol
d
wom
e
n ac
cou
n
t
a
bl
e,
ca
pt
ure
m
o
re pa
rt
i
c
i
p
ant
s
a
n
d m
a
int
a
i
n
pr
o
g
ress
.
4.
DIS
C
USSI
ON
Each of Yalom
’
s 11 therapeutic factors a
ppea
r
e
d
to
be prese
n
t. Certain ele
m
ents of these factors
were
di
sc
usse
d
very
c
o
ncret
e
by
g
r
o
u
p
m
e
m
b
ers
.
C
a
t
h
a
r
si
s
an
d
Uni
v
ersal
i
t
y
were evi
d
e
n
t
as
gr
o
u
p
m
e
m
b
ers
an
d
g
r
ou
p
leader d
i
scussed
b
e
n
e
fiting
fro
m
h
a
v
i
ng
th
e gr
oup
as a safe em
o
tio
n
a
l ou
tlet to
talk
with
p
e
ers who
had sim
ilar experie
n
ces [7]. Group
c
ohesi
veness and corrective recapitula
tion of the
prim
ary fa
m
i
ly
were
al
so very
ap
pa
r
e
nt
as t
h
e gr
o
u
p
desc
ri
be
d fee
l
i
ng a fam
i
l
i
a
l
bo
n
d
wi
t
h
o
n
e
anot
her a
nd
ha
vi
n
g
l
earne
d t
o
t
r
ust
ot
he
rs as a res
u
l
t
of g
r
ou
p i
n
t
e
ract
i
o
n [
8
]
.
Im
part
i
ng o
f
In
fo
rm
at
i
on was al
so evi
d
e
n
t
as gro
u
p
m
e
m
b
ers
d
i
scu
s
sed learnin
g
sp
eci
fic skills th
at allo
w t
h
em
to
p
a
re
n
t
an
d cop
e
m
o
re effectiv
ely. Th
ere were also sign
s
of i
n
t
e
r
p
er
so
na
l
l
earni
ng an
d
al
t
r
ui
sm
as gro
up m
e
m
b
ers exp
r
esse
d h
o
w
sup
p
o
rt
i
v
e
ot
h
e
rs i
n
t
h
e gr
o
u
p
were
and
s
h
are
d
t
h
e
im
port
a
nce
o
f
hol
di
n
g
one
an
ot
he
r acc
ou
nt
a
b
l
e
f
o
r
com
p
l
e
t
i
ng
h
o
m
e
wor
k
assi
gnm
ent
s
[
7
]
,
[9]
.
Ad
di
t
i
onal
l
y
, t
h
e de
vel
opm
ent
o
f
s
o
ci
al
i
z
i
ng t
ech
ni
q
u
es
was al
so
dem
onst
r
at
ed
as g
r
o
up m
e
m
b
ers
di
scuss
e
d
ha
vi
ng i
m
pro
v
e
d
p
l
at
oni
c, r
o
m
a
nt
i
c
, and
pa
rent
i
ng
rel
a
t
i
ons
hi
p as a
res
u
l
t
o
f
t
h
e
gr
o
up
[
8
]
,
[9]
.
El
em
ent
s
of t
h
e rem
a
i
n
i
ng fa
ct
ors m
a
y
not
have
bee
n
di
sc
usse
d ex
pl
i
c
i
t
l
y
by
gr
ou
p m
e
m
b
ers but
n
o
n
e
t
h
el
ess
w
e
r
e
ob
ser
v
ed du
r
i
n
g
d
a
ta
co
llectio
n
and no
ted du
r
i
n
g
th
e clin
ician in
terv
iew. For in
stan
ce, Im
itativ
e
Beh
a
v
i
o
r
was n
o
t
exp
licitly d
i
scu
ssed
du
ring
th
e fo
cu
s
g
r
ou
p
b
u
t
was ap
paren
t
in
th
e estee
m
g
r
ou
p
m
e
m
b
ers
h
a
d
fo
r t
h
eir
group
lead
er who
th
ey ascrib
ed
qu
alities th
at th
ey wo
u
l
d
lik
e to
d
e
m
o
n
s
trate. Th
e
g
r
ou
p lead
er
al
so n
o
t
e
d
t
h
a
t
m
e
m
b
ers oft
e
n
dem
onst
r
at
e im
i
t
a
t
i
v
e be
havi
ors
w
h
e
n
new
g
r
o
u
p
m
e
m
b
ers ar
ri
ve
or
i
n
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
PH
S I
S
SN
:
225
2-8
8
0
6
A Qua
lita
tive Impa
ct Eva
l
ua
tio
n o
f
t
h
e First
Lo
ve
You
rself (
F
LY)
Wo
men'
s Su
ppo
rt .... (Va
l
erie Bla
c
kmon
)
12
7
hol
ding one a
n
othe
r accountable. F
u
rt
herm
ore, group m
e
m
b
ers
did
not exp
licitly use the term
hope;
howeve
r,
t
h
ey
di
d
dem
onst
r
at
e ha
vi
n
g
ho
pe f
o
r t
h
e f
u
t
u
re by
havi
ng
enga
ge
d i
n
f
u
t
u
re
-o
ri
ent
e
d be
havi
or
(i
.e. cre
a
t
i
n
g
and
wo
r
k
i
n
g t
o
wa
r
d
s g
o
al
s).
Gr
ou
p m
e
m
b
ers al
so dem
onst
r
at
ed E
x
i
s
t
e
nt
i
a
l
Fact
ors a
s
t
h
ey
share
d
bei
n
g
m
o
re aware of
t
h
ei
r goal
s
, r
o
l
e
s as pare
nt
s
,
and t
h
em
sel
v
es as i
ndi
vi
d
u
a
l
s
. Thus
, i
t
appea
r
s t
h
at
t
h
e
FLY
gr
o
u
p
,
as i
m
pl
em
ent
e
d,
fost
e
r
s eac
h
of
Yal
o
w’s
corrective
thera
p
eutic
fac
t
ors.
5.
CO
NCL
USI
O
N
Th
e
resu
lts
o
f
th
is qu
alitativ
e d
a
ta an
alysis su
gg
es
t t
h
at each
o
f
t
h
e Yalom
’
s co
rrectiv
e th
erap
eu
tic
factors appea
r
to be
appropria
t
ely fo
ster
ed
by th
e gr
oup
p
r
ocess.
A
s
it r
e
la
tes to
reg
i
o
n
a
l serv
ices, p
a
rticip
an
t
s
di
scuss
e
d
fi
n
d
i
ng
ot
he
r p
r
og
r
a
m
s
offe
red t
o
be vi
t
a
l
but
re
po
rt
ed
havi
n
g
no
ot
he
r o
u
t
l
e
t
fo
r co
nfi
d
ent
i
al
sel
f
-
exp
r
essi
on a
n
d
con
n
ect
i
o
n t
o
peers
.
C
o
ncer
n
i
ng t
h
e i
m
pact
of
gr
o
up
pa
rt
i
c
i
p
at
i
on, m
e
m
b
ers re
p
o
rt
ed
ha
vi
n
g
i
m
p
r
ov
ed
self-estee
m
,
relatio
n
s
h
i
p
s
with
th
eir ch
ildren,
p
a
rtn
e
rs, fam
ily a
n
d ab
ility to
cop
e
.
Particip
an
ts also
d
e
scri
b
e
d
g
a
in
ing
kn
owledg
e and
learnin
g
sk
ills th
at were
h
e
lp
fu
l, i
n
clud
ing learn
i
n
g
p
a
ren
ting,
co
mm
u
n
i
catio
n
,
st
ress and
ang
e
r m
a
n
a
g
e
m
e
n
t
,
b
udg
etin
g,
g
o
a
l
-
settin
g and
co
p
i
n
g
sk
ills an
d techn
i
qu
es.
Gr
ou
p m
e
m
b
ers re
po
rt
ed
ha
vi
n
g
seve
ral
b
a
rri
ers
,
w
h
i
c
h
wo
ul
d ei
t
h
e
r
p
r
eve
n
t
t
h
em
from
att
e
ndi
n
g
g
r
ou
p
s
o
r
con
t
rib
u
t
e to
late att
e
n
d
a
n
ce.
Howev
e
r, th
ey
sh
ared
th
at MBRC
h
a
s add
r
essed
man
y
o
f
th
ese issu
es
by
pr
o
v
i
d
i
n
g c
h
i
l
d
care assi
s
t
ance an
d t
r
an
spo
r
t
a
t
i
o
n
.
Th
e t
w
o u
n
m
e
t
conce
r
ns rai
s
e
d
by
gr
ou
p m
e
m
b
ers
rel
a
t
e
d t
o
t
h
e
l
o
w f
r
e
que
ncy
of
gr
ou
p ses
s
i
ons a
n
d di
f
f
i
cul
t
y
ret
a
i
n
i
ng ne
w g
r
ou
p
m
e
m
b
ers. The
sam
e
conce
r
ns we
re
exp
r
esse
d by
t
h
e gr
o
up l
ead
er as wel
l
.
It
i
s
sug
g
est
e
d t
h
at
way
s
t
o
pot
ent
i
a
l
l
y
expan
d
t
h
e
g
r
ou
p is con
s
i
d
ered and
po
ssi
b
ilities fo
r in
creasin
g th
e
frequ
en
cy
of
g
r
o
up m
e
e
tin
g
s
b
e
ex
p
l
o
r
ed
.
REFERE
NC
ES
[1]
Lord J. & Hutchison P., “The process of empow
erm
e
nt: im
plic
at
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y
a
nd practi
c
e
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nadian Journal of
Community Mental
H
e
alth,
vo
l/issue: 12(1),
pp. 5-22, 1993.
Availab
l
e fr
om:
http://www.john
lord.net/web_do
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nts/process
_of_empowerment.pdf.
[2]
McMurray
A
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& Clendon J., “Community
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y
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London
,
UK, 2015.
[3]
Yalom I.
&
Leszcz M., “Th
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theo
r
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r
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f
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th
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[4]
By
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n
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al
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rsus interp
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C. L. Marmarosh & G. A. Tasca,
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l
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[6]
Diefenbe
ck C.
A.,
et al.
, “Emergence of Yalo
m’s therapeutic
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y
n
ch
rono
us, online support
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a
mily car
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Issues in M
e
ntal H
e
alth
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[7]
Kline W. B., “In
t
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ddle River
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e
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[8]
Caruso R,
et
al
., “Exp
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of exper
i
ences
in ther
apeu
tic
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oups for patients with se
v
e
r
e
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f
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ara grou
p
experi
enc
e
s
s
c
ale (F
E-
GES
)
,”
BMC Psychiatr
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[
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n
t
ernet
]
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ss Me
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pp. 242
, 2013
. A
v
ail
a
ble from
:
ht
tp://dx
.
doi
.org/1
0.1186/1471-24
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[9]
Marogna C. & Caccamo F., “Ana
ly
sis of the process in brie
f psy
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hotherap
y
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Availab
l
e fr
om:
http://dx.doi.org/
10.4081/ripppo
.2014.161.
BIOGRAP
HI
ES
OF AUTH
ORS
Valeri
e Bl
ackm
on is
an
experi
e
n
ced m
a
nag
e
m
e
nt
consultant wh
o specializes in
organization
a
l
performance. She earned a Bachelor of Scie
n
ce with Double Majors in Accounting and
Marketing Management in 1986 from Southeast
Mi
ssouri State University
. Later in 1997 she
earned a Master
of Science in Public Administ
ration from
Southeast Missouri
State University
;
finally
,
in
2008
she earned a Do
ctor of Philoso
p
h
y
in
Organization and Manag
e
ment, from th
e
School of Busin
e
ss and T
echnol
og
y
at C
a
pel
l
a
Universit
y
. In
addition
,
Dr. Bl
ackm
on has
nearly
three d
e
cades of
progressive professi
on
al work
exper
i
ences. H
e
r career began
in
auditing
and
account
ing in b
o
th the for
-
pro
f
it and no
t-for-
profit industr
ies
.
Her work
experience inclu
d
es 10
y
ears in
governmental; three
as an in
tern
al aud
itor
,
two in a University
setting and another five in fina
ncial management for a private
not-for-profits. For the past
fourteen
ye
ars
,
s
h
e has
worked as
a m
a
nagem
e
nt consultant with
an emphasis on
improving
organiz
a
tion
a
l p
e
rform
ance
. In this role, she
pr
ovides execu
tive coaching
,
strategic plann
i
ng,
program evaluation, resear
ch and data analy
s
is, and several
workshops and
trainings for
organizations. D
r
. Blackmon is also an experien
ced higher edu
cation instructor
. She has taught
Evaluation Warning : The document was created with Spire.PDF for Python.
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S
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:
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06
IJP
H
S V
o
l
.
5, No
. 2,
J
u
ne 2
0
1
6
:
12
3 – 1
2
8
12
8
busine
ss c
l
a
sse
s in ma
na
ge
ment
and accounting
both in live face
-to-face settings
and in an on
-
line
environm
en
t. S
h
e is
current
l
y
an ad
junc
t for Argosy
Univers
i
ty
and teaches management,
strateg
i
c p
l
annin
g
and non-pro
f
it management co
urses in th
eir
MBA and MPA programs and
the Univ
ers
i
t
y
of
Louis
i
ana
at
M
onroe wher
e s
h
e
t
each
es
in
the
M
P
A program
.
Chalenn
a
Cassel
l
is a
clin
ic
al ps
ycho
logist wi
th
specia
liz
ed tr
ain
i
ng in tr
ea
ting t
r
aum
a
rel
a
ted
and dis
s
o
ciativ
e
dis
o
rders
.
Dr. Cas
s
e
ll earn
e
d a Doctorat
e in Clinic
al P
s
y
c
ho
l
o
g
y
from
the
Georgia Schoo
l of Professiona
l Ps
y
c
holog
y
an
d a Master of
Community
Co
unseling from
Southeast Missouri State Univer
sity
. Dr. Cassell
also completed
her undergradu
ate degr
ee at
Southeast Missouri State Univ
er
sity
where sh
e double
major
e
d in
Ps
y
c
ho
log
y
and
Criminal
J
u
s
tice.
S
h
e curr
entl
y works
as
a
cons
ultan
t
a
t
B
l
ackm
on Cons
ul
ting,
LLC whe
r
e s
h
e as
s
i
s
t
s
with grant writing and research
. Her research interests incl
ud
e complex trauma, prolonged
exposure to
community
v
i
olen
ce, minority
mental
health
and resilien
c
y
,
and th
e
generational
impact of
tr
auma, r
a
cism, and
op
pression.
Cath
y
Gi
lber
t M
c
Eld
e
rr
y
is
an as
s
o
ciat
e profes
s
o
r and chair of the
Departm
e
nt of S
o
cial W
o
rk
at S
outheas
t M
i
s
s
ouri S
t
ate Univ
ers
i
t
y
. Dr. M
c
E
l
derr
y
earn
e
d her
P
h
.D. in S
o
cial
W
o
rk fro
m
the Univers
i
t
y
o
f
Alabam
a. Dr.
M
c
Elderr
y ho
lds
a M
a
s
t
er of S
o
c
i
al W
o
rk from
Clark Atl
a
nta
Univers
i
t
y
(form
erl
y
At
lant
a Uni
v
ers
i
t
y
)
and
a M
a
s
t
er of
P
ublic
Health
from
the
Univers
i
t
y
of
Alabama in Bir
m
ingham. Dr. McEld
e
rr
y
is a license
d practitioner
in a health and
mental health
pra
c
t
ic
e.
Dr.
M
c
Elde
rry
’
s re
se
arc
h
foc
u
se
s on so
cial d
e
term
ina
n
ts of health
an
d well-be
ing.
She is particularly
interested in
advan
c
ing
an
understanding o
f
the ro
le o
f
socioeconomic
disparities in
initiating, sh
aping, and con
t
ribut
in
g to problematic outco
me
s suc
h
a
s
substa
nc
e
abuse, pover
t
y
,
poor acad
em
ic a
c
hiev
em
ent,
and
ot
her socia
l
issues. Dr. McEld
e
rr
y
’
s scholar
l
y
act
iviti
es
ex
tend
to th
e inv
e
s
tiga
tion of wom
e
n i
s
s
u
es
s
u
ch as
ac
ces
s
to he
al
thcar
e, HIV/AID
,
and gend
er-based violence. Dr
. McEld
e
rr
y
is
a Deputy
-
Editor
for th
e Journal of Gender,
Information and
Devel
opm
ent in Africa.
Olawunm
i Obises
an is
an adjunct facu
lt
y
in t
h
e Departm
e
nt
of S
o
cial W
o
rk at S
outheas
t
Missouri Sta
t
e
Unive
r
sity
, Missouri,
USA.
Ola
w
unmi holds several degrees includ
ing a PhD in
Public Health (
E
pidemiolog
y
)
f
r
om
Walden Un
ivers
i
t
y
. S
h
e is
current
l
y
com
p
leting anoth
e
r
doctoral program in Health Ed
ucation from A.T.
Stil
l Univers
i
t
y
and
an MPH program
in
Prevention
Science from
Emor
y
University
, Rol
lins School of P
ublic
Health. Olawunmi has
worked with several hospitals
and is currently
the Coordinato
r for the Regio
n
al Arthritis
Center (RAC) for 16 counties in Southeast Mi
ssouri. Under the R
A
C program, Ol
awunmi ha
s
im
plem
ented s
e
veral CDC-fun
d
ed evid
enc
e
-b
as
ed program
s
for the S
t
ate
of M
i
s
s
ouri,
including th
e S
t
anford Univers
i
t
y
’s
Chronic Dis
eas
e S
e
lf-M
ana
g
em
ent P
r
ogram
(CDS
MP
).
Olawunmi’s research in
ter
e
sts include issues th
at affect th
e health of vulner
a
ble populations
,
es
peci
all
y
im
m
i
grants
.
Evaluation Warning : The document was created with Spire.PDF for Python.