Kristin Miserocchi, Ph.D. – Division 49 Program Chair
Division 49 hosted some excellent programs and poster sessions at the 2025 APA Convention in Denver, CO. Thanks to all who attended our programs and to OUR AMAZING PRESENTERS! I’ve shared some photos from the convention below.
I also want to invite you to start thinking about the proposal you will be submitting for the 2026 APA Convention in Washington, DC. The call for proposals will be here before you know it!
Poster Title: Strategies of Trauma-Informed Group Therapy for Justice-Involved Adults
Author: Amanda Fraser, MS
University Affiliation: Capella University
Sponsoring Faculty: Dr. Lisa Faille, PhD
Abstract
Trauma is significantly more prevalent among adults in the U.S. justice system than in the general population, profoundly affecting their involvement and hindering rehabilitation efforts. Trauma-Informed Group Therapy (TI-GT) is a crucial intervention that applies Trauma-Informed Care (TIC) principles to group psychotherapy. This approach shifts focus from pathology to a holistic understanding of trauma’s impact on justice-involved adults. Research supports TI-GT’s effectiveness in reducing PTSD and co-occurring issues, leveraging peer support and mind-body techniques to benefit this highly traumatized population. Future efforts emphasize interdisciplinary and systemic approaches to address the complex needs of justice-involved adults with trauma.
Presenting at the 2025 APA Convention
My experience presenting at the APA Convention was both affirming and deeply inspiring. From the moment I arrived, the atmosphere was electric—a vibrant mix of intellectual curiosity and collegial warmth. It was incredible to be surrounded by so many presenters who were not only experts in their fields but also genuinely enthusiastic to share and discuss their work. This created a fun and highly educational environment where every conversation felt like an opportunity to learn.
As someone deeply passionate about improving therapeutic outcomes for justice-involved adults, it was profoundly rewarding to connect with others who share that same commitment. After years of focused education and research, stepping into a space where I could confidently discuss my work and feel a sense of expertise was a significant personal and professional milestone. It was gratifying to see my passion mirrored in my peers and to feel that my research was a meaningful contribution to a larger, vital conversation.
The most valuable takeaway, however, came from the one-on-one interactions at my poster. Engaging with attendees from diverse theoretical backgrounds and clinical settings offered a kaleidoscope of new perspectives on my research. These conversations, which ranged from nuanced clinical applications to broader systemic challenges, were invaluable. They have directly helped me crystallize and narrow down my focus for the next stage of my research, providing a much clearer path forward for the upcoming year.
Advice from a First-Time Attendee
Presenting a poster for the first time can be intimidating, but it’s not as scary as it seems and is a fantastic opportunity to share your work while connecting with others. Drawing from my very rewarding experience, I offer this advice to other students to help alleviate some of the anxiety surrounding poster presentations:
- Prepare a few key talking points, including a 30-second “elevator pitch” and a more detailed 2-3 minute summary. This helps you cover the most important aspects of your work without rambling.
- Make your work accessible. For my presentation, I used a QR code linking to a folder with a PDF of my poster, references, and an audio overview to ensure a wider and more diverse audience could engage with my research.
- Comfort is key. I learned the hard way that wearing comfortable shoes is crucial, as poster sessions involve a lot of standing and talking. Being physically comfortable allows you to focus on the conversations and enjoy the experience.
Ultimately, I found that presenting a poster is a fantastic opportunity to share my work and connect with others who shared my commitment. It transformed a potentially intimidating event into a chance for meaningful contribution, connection, and professional growth that has given me a much clearer path forward in my young career.
Examining Group Members’ Interpersonal Style Discrepancies on Treatment Outcome in EBGT
Principal Author:
Tianxin Wang, M.A.
Doctoral Student
Department of Psychological and Quantitative Foundations
University of Iowa
Iowa City, Iowa 52242
Coauthors:
Kun Wang, M.S.
Doctoral Student
Department of Psychological and Quantitative Foundations
University of Iowa
Martyn Whittingham, Ph.D.
Whittingham Psychological Services
Martin Kivlighan, Ph.D.
Professor
Department of Psychological and Quantitative Foundations
University of Iowa
Affiliated University
University of Iowa
Abstract
Objective: Group psychotherapy provides a unique therapeutic context where individuals can model and practice interpersonal skills within a social microcosm. Research suggests that differences in interpersonal styles among group members significantly influence group dynamics, processes, and outcomes. However, little is known about how discrepancies between an individual group member’s and other group members’ interpersonal styles impact group psychotherapy outcomes. Guided by the Interpersonal Circumplex and Mutual Influence Theory, this study examined the effect of discrepancies in an individual member’s affiliation and dominance (actor effect) and the other group members’ affiliation and dominance (partner effect) on an individual member’s adjusted post-treatment psychological symptoms.
Method: Data consisted of 201 clients participating in Focused Brief Group Therapy at a university counseling center between 2015 and 2019. Using the Actor-Partner Interdependence Model and Response Surface Analysis with Polynomial Regression, we modeled pre-treatment actor and partner dominance and affiliation components as predictors of an individual group member’s post-treatment outcomes.
Results: Results indicated a significant positive congruent effect between actor dominance and partner dominance on an individual group member’s post-treatment outcome. Additionally, there was a significant positive discrepant effect between actor dominance and partner dominance on an individual group member’s post-treatment outcome.
Conclusions: These findings highlight the complex interplay between group members’ interpersonal styles and group composition, providing important implications for structuring and leading groups to optimize interpersonal growth in group psychotherapy.
Group therapy: Benefits, barriers, and using research to make groups more attractive
Julie Wojtaszek, MHSA, MS & Tamara Loverich, PhD (faculty sponsor)
Eastern Michigan University
Abstract
Introduction: Group therapy fills an important gap in care and offers many unique benefits. Despite these benefits and the training many clinicians receive in delivering therapy within this modality, it still seems to be underutilized in practice. Benefits of group therapy include accessibility in the form of lower per-session costs; and unique factors contributing toward its efficacy such as normalization of symptoms, a sense of belonging, mutual support, and increased accountability among participants. Current barriers impacting client willingness to pursue this form of therapy include longer duration of sessions as compared to individual (e.g., 2-hour vs. 1-hour sessions), scheduling issues (e.g., having to accommodate a group day/time that may not be as convenient), concerns about disclosing information in a group setting, and/or overall lack of knowledge of the unique benefits of group therapy. To increase utilization of this modality, we need to address known barriers and make this option more attractive to participants. Method: Interested participants completed an initial screening confirming eligibility criteria of between 18-29 years old and experiencing social anxiety (as evidenced by a score of 30 or greater on the Leibowitz Social Anxiety Scale (LSAS). We obtained feedback individually from the focus group participants (N=10) online via Zoom interview. We assessed factors such as participant scheduling preferences, concerns about participating in group therapy, potential motivating factors for participation, and expected benefits. Results: In addition to schedule, cost, and location, barriers to ongoing participation included participant discomfort sharing in a group, unclear expectations, and not feeling they were benefiting from the group. Receiving reminders, graduated activities, and social supports encouraging participants to attend were among the important motivating factors. Discussion: The feedback was used to inform the design and structure of an intensive version of CBGT. Expressed scheduling preferences led to offering the brief intensive group on two consecutive weekends, four-six hours per day, and incorporating frequent breaks. Concerns around comfort level led to designing activities to facilitate group member familiarity with one another and emphasizing a supportive, judgment-free group space via ground rules. Important motivating factors, such as reminders and engaging social supports, were incorporated into the design of the group. This process can serve as a model for gathering feedback to inform clinical practice and to increase the utilization of group therapy in the future.
Narrative of the Presentation Experience
It was a pleasure to present a poster on this topic at the APA conference in August. The poster represented the culmination of the first phase of my dissertation, and a topic I am truly passionate about. I was pleasantly surprised by both the number of individuals who visited my poster and the diversity of their positions. This led to many insightful discussions where I was able to discuss findings with individuals currently in practice considering starting a group, those that had been offering groups but were interested in new ideas on recruiting and retention, and students and faculty primarily focused on group-based and other related research in the university setting.
My tips for students who have not presented a poster at any event are to first identify a topic that you are truly passionate about and that represents a gap in the current research base. Be prepared to discuss key findings, how they expand on past research, and how they may be used by a variety of audiences, including clinicians, researchers, students, and advanced practitioners (where applicable). Last, communicate what you envision as next steps that you, your research team, and/or others in the field could take to expand on this research.
Best Regards,
Julie Wojtaszek, MHSA, MS, TLLP
Doctoral Fellow
PSY 203 Instructor
Department of Psychology
Eastern Michigan University