Group Psychotherapy with Children: Core Principles for Effective Practice
Sheppard, T. L., & Thieneman, Z. J. (2024)
Reviewed by: Rita M. Rivera, PsyD, CGP
Introduction
In Group Psychotherapy with Children: Core Principles for Effective Practice, Sheppard and Thieneman (2024) present a timely, practice-oriented resource that bridges the gap between theory, research, and real-world clinical application. Written as part of the AGPA Group Therapy Training and Practice Series, the book positions itself as both a theoretical guide and a manual for therapists engaged in child group work. What distinguishes this text is its sustained emphasis on integrating interpersonal theory, developmental science, multicultural competence, and brain-based research into the design and facilitation of children’s groups. The authors achieve a balance between academic rigor and clinical utility, rendering this book valuable not only to trainees but also to seasoned clinicians seeking to deepen their practice.
This review highlights the book’s major contributions, analyzes its structure and arguments, and considers its significance for clinical work with children. It also offers a critical reflection on how the text situates child group therapy within broader cultural, developmental, and systemic frameworks.
Core Contributions
The Interpersonal Foundation
Sheppard and Thieneman (2024) establish interpersonal group psychotherapy as the backbone of their approach. They echo Yalom and Leszcz’s (2020) assertion that the “here-and-now” experience constitutes the heart of group therapy, and they adapt this perspective to the unique developmental realities of children. Rather than relying solely on manualized techniques or cognitively driven psychoeducation, the authors encourage therapists to prioritize interactional processes such as curiosity, empathy, and emotional expression.
The inclusion of detailed clinical vignettes illustrates how therapists can guide children to link experiences, notice emotional reactions, and form connections. For example, when a child interrupts another during introductions, the therapist reframes the interruption as a bid for connection, thereby preserving group process while attending to structure. These examples ground theory in lived clinical realities, making the book accessible to practitioners who might otherwise struggle to translate abstract concepts into practice.
Developmental Science as Guiding Principle
One of the book’s strengths lies in its nuanced treatment of child development. Thieneman (2024) underscores that children are not “little adults,” emphasizing the importance of tailoring interventions to cognitive, social, and intrapersonal capacities at different developmental stages. Drawing on Piaget, Vygotsky, and attachment theory, the authors provide therapists with frameworks to assess group readiness, match children appropriately, and calibrate interventions. This developmental grounding prevents the common pitfall of applying adult-focused group theories wholesale to child populations.
The authors also highlight the dangers of neglecting developmental considerations, noting that groups can “go awry” when members’ maturational levels are too disparate. By foregrounding development, they invite therapists to consider not only the child’s presenting concerns but also their readiness for group process work.
Multicultural and Intersectional Competence
Another central theme is the insistence that child group therapy cannot be understood outside of culture, identity, and systemic context. The authors directly confront the WEIRD bias (Western, educated, industrialized, rich, democratic) that undergirds much of psychological theory. They call attention to the fact that many group therapy models were developed in segregated, heteronormative contexts, and they urge practitioners to interrogate their own identities, biases, and assumptions when working with children from marginalized communities.
Rather than relegating multiculturalism to a single chapter, the book weaves these considerations throughout. Critical thinking exercises invite readers to reflect on how intersecting identities such as race, immigration status, sexual orientation, and family composition influence children’s experiences in groups. This sustained focus frames cultural humility not as an optional addition but as an ethical and clinical necessity.
Integration of Brain Science
The authors also draw from interpersonal neurobiology (Siegel, 2020) to explain why process-oriented, experiential learning is so effective for children. They note that human connections literally shape neural connections, and thus, relational interventions within groups support healthy brain development. By grounding their framework in neurobiological evidence, Sheppard and Thieneman strengthen the case for group psychotherapy as a uniquely powerful modality for children, one that builds upon developmental tasks while also engaging neuroplasticity.
Structure and Organization
The book is organized into eight chapters, each addressing a foundational area: (1) Foundations, (2) Child Development, (3) Multiculturalism, (4) Interpersonal Theory, (5) Therapist Considerations, (6) Group Formation and Development, (7) Ethics, and (8) Practical Matters. Each chapter blends theory, clinical vignettes, and discussion prompts, making it both instructive and interactive.
The vignettes are particularly effective in demonstrating the delicate balance between content and process in children’s groups. They also show how therapists can respond in the moment to interruptions, disclosures, or conflicts in ways that preserve cohesion and foster growth. By modeling therapist interventions in dialogue form, the authors demystify the process for readers who may feel apprehensive about managing the complexities of child groups.
Clinical and Educational Significance
For practitioners, the book provides both reassurance and challenge. It reassures therapists that they need not abandon activities, games, or manuals, but rather, they can integrate these within an interpersonal, process-focused frame. At the same time, it challenges clinicians to examine their cultural assumptions, attend more closely to developmental capacities, and lean into the uncertainties of group process.
For educators, the text offers a rich curriculum. The inclusion of discussion questions and exercises makes it particularly adaptable for graduate courses or training institutes. It encourages learners to think critically about both their clinical decisions and their identities as therapists.
Conclusion
Group Psychotherapy with Children: Core Principles for Effective Practice is a significant contribution to the field of child and adolescent psychotherapy. By weaving together interpersonal theory, developmental science, multicultural competence, and neurobiological evidence, Sheppard and Thieneman (2024) provide clinicians with a comprehensive yet practical guide.
Ultimately, the authors succeed in making group therapy with children both accessible and inspiring. Sheppard and Thieneman (2024) remind us that group work is not merely a modality of efficiency but a relational space where children can find belonging, practice new skills, and reimagine themselves in connection with others. or practitioners, educators, and students alike, this book is not only a valuable addition to the professional library but also a trusted companion in the ongoing practice of fostering healing, growth, and transformation through groups.
Reference
Sheppard, T. L., & Thieneman, Z. J. (2024). Group psychotherapy with children: Core
principles for effective practice. Routledge. https://doi.org/10.4324/9781003189701