Facilitator experiences of psychoeducational groups for trauma survivors: An exploratory study

Daisy George; Joanne Vaughan

doi:10.1921/gpwk20252585

Authors

Daisy George The University of Law https://orcid.org/0009-0002-5530-7395
Joanne Vaughan The University of Law https://orcid.org/0009-0006-1160-2471

DOI:

https://doi.org/10.1921/gpwk20252585

Keywords:

psychoeducational groups, facilitation, trauma

Abstract

Abstract: This exploratory qualitative study aimed to investigate the experiences of facilitators delivering psychoeducational groupwork with trauma survivors within a UK-based organisation. Qualitative semi-structured interviews were conducted with a convenience sample of three facilitators, and data was analysed using reflexive thematic analysis. Four themes were identified: Getting the Right People, Responsibility, Challenging, and The Power of Groups. These themes provide insights for further investigation into groupwork with trauma survivors, particularly focussed on organisational considerations such as facilitator recruitment, training, and clinical support.

Author Biographies

Daisy George, The University of Law

Daisy R. George is a qualified teacher, with experience teaching in secondary schools and lecturing in further education and undergraduate settings. She has worked as a support worker within mental health and safeguarding services, delivering psychoeducational groups on domestic abuse and common mental health difficulties, alongside facilitating creative wellbeing groups using traditional art methods. As well as her teaching qualification, she holds an MSc in Psychology and works as an assistant psychologist in the NHS.

Joanne Vaughan, The University of Law

Joanne Vaughan is course lead for MSc Psychology and a Senior Lecturer with 10 years’ teaching experience. She specialises in health and wellbeing, development, and education, and has taught at undergraduate and postgraduate levels. She has led collaborative health professions courses and mentored student teachers. Her research focuses on health and wellbeing in applied and everyday contexts, including education, gender differences, teacher motivation, stress, and job satisfaction. She has published award-winning research on school wellbeing.

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