Interactive journal writing as an adjunct to training groups

Abstract

Scope and Method of Study: The purpose of this study was to explore how interactive journal writing affects group process and learning within a therapeutic group. A qualitative investigation was conducted to explore the meaning, essence, and structure of the interactive journaling group experience for 11 counseling students. The four sources of data analyzed included live group transcriptions, journaling documents, interviews, and essays written by the participants.

Findings and Conclusions: The findings suggest that group counseling, expressive writing, and technology can be successfully integrated. Interactive journaling appeared to accelerate and deepen the group experience. For some of the participants, the journaling extended spatial and temporal group boundaries. For other participants, the journaling functioned to decrease anxiety, resulting in greater self-disclosure and overall participation. In addition, courage emerged a crucial therapeutic factor in the group's development. Interactive journaling is a powerful adjunctive communication medium with a promising future in practice of group interventions.