Adams B N, Brownstein C A, Rennalls I M, Schmitt M H
Adolescence. 1976;11(44):467-85.
This paper has described the groups for pregnant teenagers developed in the Rochester Adolescent Maternity Project. One and one-half year's experience with these groups has allowed the authors time to begin their study of groups and to write a descriptive paper of their evolution. The groups' development goes on while the leaders continue their own theoretical study of groups at this writing. Groups for pregnant adolescents have ranged from group therapy sessions to structured groups where only didactic material is presented. The literature is somewhat limited in its discussion of types of groups and especially in describing group process. This paper differs from others in that both group structure and process, based on the group objectives, are discussed. Information on approaches beneficial to the adolescent have been included. The goals of the group are to help the teenagers work through the developmental tasks of adolescence and pregnancy and to prepare them for the labor, delivery, and initial parenthood experience. Group structure is based on the intent to engage teenagers in resolution of these tasks in order to be prepared at a variety of levels, i.e. cognitive, emotional, etc., for labor, delivery, and parenthood. Co-leadership of the groups and an unstructured format facilitate the movement of the group toward accomplishment of its objectives. Group content issues were explored and techniques developed to handle these issues were suggested. Included were the following: 1. Commitment to the group by the members is assisted by the structure set for the group and the leaders' active outreach to members. 2. Descriptions of emotions and thoughts are made in concrete rather than abstract terms because of the developmental status of the teenagers. 3. Expression of personal feelings, often difficult for teenagers, is aided by the use of a projective technique. 4. Transition from leader-oriented to group-directed discussion is made possible by the group leaders gradually changing their leadership from one of direct interaction to one of facilitating discussion. 5. Polarization of the group in a negative or positive direction is prevented through the use of a neutral group member or active intervention by the group leaders taking on a neltral role. 6. Control, an issue of pregnancy and adolescence, is dealt with on interactional, educational, and emotional levels. 7. Termination is determined by the stage of the group "work" and is identified and facilitated by the group leaders. Research questions needed to document the effectiveness of the group approach to the pregnant adolescent were addressed.
本文描述了罗切斯特青少年孕产项目中为怀孕青少年设立的小组。对这些小组为期一年半的实践经验，让作者有时间开始对小组进行研究，并撰写一篇关于其发展历程的描述性论文。在撰写本文时，小组仍在持续发展，而小组负责人也在继续他们自己关于小组的理论研究。针对怀孕青少年的小组形式多样，从小组治疗课程到仅提供教学材料的结构化小组。现有文献在小组类型的讨论方面，尤其是在描述小组过程方面，内容较为有限。本文与其他论文的不同之处在于，它既讨论了基于小组目标的小组结构，也讨论了小组过程。文中还纳入了对青少年有益的方法的相关信息。小组的目标是帮助青少年完成青春期和怀孕阶段的发展任务，并让他们为分娩及初为人父母的经历做好准备。小组结构的设计意图是促使青少年参与解决这些任务，以便在认知、情感等多个层面为分娩和为人父母做好准备。小组由两人共同领导且采用非结构化形式，有助于小组朝着实现目标的方向发展。文中探讨了小组内容问题，并提出了处理这些问题的技巧。具体如下：1. 小组设定的结构以及负责人对成员的积极联络，有助于成员对小组的投入。2. 鉴于青少年的发展阶段，情感和想法的描述应具体而非抽象。3. 通过使用投射技术，帮助青少年表达通常难以表达的个人感受。4. 小组负责人逐渐将领导方式从直接互动转变为促进讨论，从而实现从以负责人为主导向以小组主导的讨论的过渡。5. 通过引入中立的小组成员或负责人以中立角色进行积极干预，防止小组向消极或积极方向两极分化。6. 在互动、教育和情感层面处理“控制”这一与怀孕和青春期相关的问题。7. 结束由小组“工作”的阶段决定，并由小组负责人识别和推动。文中还探讨了记录小组方法对怀孕青少年有效性所需的研究问题。
