The Mindfulness Response uses the Naikan philosophy and gratitude to help open discussions about personal choices. Once the group held conversations about relationships, interactions, and personal choices. The idea of transforming strong feelings such as anger or shame into something positive was exciting. Participants considered advocacy for change and becoming a mentor or role model to others, and this was self-empowering.
The Mindfulness Response, Transformation, and Yalom’s Therapeutic Forces
Those who completed the group got time to explain to others what they learned and how they changed. It was inspirational for all group members and the staff to hear how they felt about themselves. They thanked the group for listening to their distress and despair. They commented on personal strengths and how the group helped them develop them. I noticed that their comments related to Yalom’s (1985) Therapeutic Forces.
Yalom’s Therapeutic Forces in Group Therapy
Instillation of Hope: Encouragement that recovery is possible by sharing stories.
Participants said they feel more hope, now after completing this group.
Universality: A shared experience and knowing a person’s problems are not unique.
Participants commented that they are not alone.
Imparting of Information: Learning factual information about treatment options.
Participants stated that they learned so much from this group about schizophrenia, psychosis symptoms, and other symptoms.
Altruism: Experiencing the ability to help another person can build self-esteem.
Participants said they want to help others who have problems with psychosis and PTSD, just like me.
Primary Family Roles: Identify and change dysfunctional patterns or roles from childhood.
Participants said they learned to change how they did things. They used to go along with others and learned to become more assertive and not let others talk for them.
Social skills Development: Learn new ways to talk about feelings, observations, and concerns.
Participants learned how important feelings are and not to ignore them.
Imitative Behavior: Modeling another participant’s manners & recovery skills.
Participants stated that they wanted to stay sober because others talked about how important it is for their health.
Interpersonal Learning (modeling, vicarious learning):
The importance of interpersonal relationships and modeling is the first step in learning. The second step is corrective emotional experience. The third step is how the group is a social microcosm where each participant learns from others.
Participants said the group was safe, and I could talk to the group about anything.
Group Cohesiveness (Belonging): The feeling of belonging to the group and valuing the group.
Participants thanked the group and explained that they could talk about these symptoms that no one else understood.
Catharsis: The release of emotional tension, such as crying. Express emotions in a safe environment.
Participants said It’s ok to cry. It’s good to get it out. It relieves pressure. We all need to cry. This is a good place to do that.
Existential Factors (risk, responsibility): Learning to take responsibility for one’s actions.
Participants told others they decided that they didn’t need to do reckless behaviors. It wasn’t important anymore.
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