Unveiling sociotherapists’ coping resources: exploring professional experiences through thematic analysis (2024)

Introduction

Professional practice in the field of psychological assistance and counseling should not only run smoothly, delivering the expected results, but it should also be a subject of scientific reflection and research in itself. Sociotherapy, which is the subject of our article, is a particular case worthy of consideration, as it contains many paradoxes: (1) it is a common form of assistance for children and youth in Poland, yet it is not known internationally under this name, even though similar forms of assistance are certainly used for children and youth in need worldwide; (2) although it is often the first form of assistance in the face of adaptive difficulties, it is an underdeveloped scientifically almost at all; (3) group work, on which it is based, allows for the activation of complex and advanced therapeutic factors, but at the same time, participants’ difficulties and structural deficiencies (e.g., institutional) place sociotherapists in the face of the need for crisis intervention. Examining sociotherapists as a professional group provides an opportunity to see the realities of their work from a personal perspective in natural conditions, and the analysis of coping resources is an example of how knowledge within the community can provide support and enrich practice.

Sociotherapy is a widely used form of support for children and adolescents in Poland, conducted in various settings such as sociotherapeutic day-rooms, family support centers, health centers, and other public and private facilities (Soroko & Jankowiak, 2020). It is a group psychological and pedagogical approach designed to help children and adolescents at risk of developing mental and behavioral disorders or those already experiencing psychosocial difficulties (Szczepanik & Janos, 2016). The method involves activating helping factors, using group processes, and building a therapeutic relationship with the sociotherapist to promote positive development and weaken pathomechanisms that sustain psychosocial problems (Jankowiak & Soroko, 2021). Sociotherapy typically begins with activities in a circle, followed by interactive exercises and therapeutic plays that are discussed from psychological and psycho-educational perspectives. Short-term closed groups are commonly recommended. Sociotherapy combines play therapy and group therapy, recognizing the developmental need for children and adolescents to establish close relationships with peers (Packman & Bratton, 2003). Research indicates that group play therapy can be an effective method for treating children and adolescents due to its developmental appropriateness and practicality (Ware & Dillman Taylor, 2014). The sociotherapist is the central figure of the sociotherapy process (Paszkiewicz, 2017) who facilitates the group process, and conducts purposeful activities (Grudziewska, 2017; Waszyńska et al., 2015).

Although sociotherapy is characteristic of the Polish context of organizing psychological and pedagogical assistance for children and adolescents, similar forms of help are commonly offered. Equivalents include group-based interventions for children and adolescents (e.g., McCart et al., 2023; Grande et al., 2023; Hugh-Jones et al., 2021). Sociotherapy also shows some similarities to play therapy (e.g., Perryman et al., 2015), school-based play therapy (Drewes, 2020; Perryman, 2021), and interpersonal skills training (e.g., Serrano-Pintado et al., 2022; Taylor et al., 1999). In other countries, the challenge lies in organizing systems that integrate healthcare cooperation with schools, such as child and adolescent mental health services (CAMHS) (e.g., Rothi & Leavey, 2006), or in more complex multisystemic interventions (e.g., Henggeler, 1999). At the same time, the challenges in helping children and youth in groups, considering their developmental context, are shared by professionals regardless of the country (e.g., Holmbeck et al., 2011). Mobilizing resources to meet job demands in the provision of psychological services is crucial for building a framework that enhances the effectiveness of such assistance.

Despite the practice of running sociotherapy groups in Poland and the general importance of the organization of mental health, there is still limited research characterizing this type of work and analyzing factors influencing professional effectiveness (Beausaert et al., 2016; Fernet et al., 2014; Greenglass et al., 1997; Helms-Lorenz & Maulana, 2016). While literature extensively discusses work peculiarities in upbringing, education, and psychotherapy (McAleavey et al., 2019; Yang & Hayes, 2020), little is known about sociotherapy’s work and workload. It is worth noting that sociotherapy as a form of assistance is not advanced in the process of professionalization, lacking structured promotion procedures and evidence-based practices to date (Chorpita et al., 2011; Youngstrom et al., 2017). Conducting research in this field is essential for developing good professional practices, and the research in this area is scarce to date (Soroko & Jankowiak, 2020). Professional practice is marginalized primarily due to a lack of research on its effectiveness (which we strongly advocate for), but also due to general neglect in science regarding studies conducted from the perspective of practitioners. Effective assistance to those in need requires principles and procedures grounded in science, which should be based on the specific capabilities of professionals within particular institutional contexts. And it is precisely from people with lived experience that we can learn this best.

Existing research on job stress and coping resources often employs the Job Demands-Resources Model (JD-R model; e.g., Cao et al., 2020; Lesener et al., 2019; Mazzetti et al., 2023). This model categorizes occupational risk factors into job demands (physical, psychological, social, or organizational aspects requiring effort) and job resources (functional for achieving goals, reducing costs, and fostering development). These resources include workplace and personal factors (Demerouti & Bakker, 2011). Understanding their impact on professional functioning aids interventions promoting worker and organizational resilience (S. Chen et al., 2015; Yu et al., 2019).

Work in sociotherapy is challenging, relying on therapists’ personal capabilities (Jankowiak & Soroko, 2020). Research shows therapy professions face higher stress and burnout risks due to intense client interactions (Farber, 2000; Puig et al., 2014). Limited studies on sociotherapy reveal challenges and demands, including crises requiring intervention, lack of systemic support, and diverse participant issues (Jankowiak & Soroko, 2020). Moreover, the institutional context can also create burdens, including the nature of the institution itself, lack of cooperation and support from colleagues, and failure to adhere to group work rules by other institution employees (Jankowiak & Soroko, 2020). According to research, the undesirable effects of job demands on job burnout and employee well-being can be mitigated by job resources (Bakker & Demerouti, 2017). Job resources affect future job commitment, and employees who have many job resources available are better able to cope with job demands (Bakker et al., 2010), labor resources are related to employee resilience (J. Chen & Chi-Kin Lee, 2022), job social resources affect team resilience, and in turn impact team performance (Meneghel et al., 2016). The results of research on sociotherapy work indicate that sociotherapists face many challenges at work (Jankowiak & Soroko, 2020). It has been proven that work resources particularly affect motivation when work demands are high (Bakker & Demerouti, 2017). This thesis is consistent with Hobfoll’s (2001) view that all types of resources gain their motivational potential and become especially useful when they are needed. People with high personal resources believe that they are able to cope with unforeseen events (Bakker & Demerouti, 2017), and according to research, sociotherapists are often confronted with uncertainty about their actions when confronted with the difficult behavior of group participants, and also because of the crises experienced by children and adolescents participating in sociotherapy (Jankowiak & Soroko, 2020; Soroko & Jankowiak, 2020).

After gaining insights into the demands faced by sociotherapists, the next step is to explore the resources available within their working environment, both external and internal. To reconstruct the resources that sociotherapists reach for in their day-to-day work, we designed a qualitative study. The purpose of the study was to identify resources (abilities, strategies, opportunities) that help cope with demands in sociotherapy work with children and adolescents, and then to understand the structure of the resources described. We have taken a detailed perspective, focusing on the specific experiences of sociotherapists undertaking certain activities (tasks) in group work on a daily basis. Our project aims to professionalize sociotherapy by providing information for institutional and community support, training, and supervision while addressing the broader issue of transforming individual practitioners’ approaches into community-accepted working principles through scientific evaluation.

Methods

Research design

The study was conducted in a qualitative paradigm using in-depth interviews to explore the little-recognized issue of sociotherapists’ resources in the context of professional challenges. The qualitative approach seems to be an indispensable way to conduct this type of research, as it allows for the creation of a complex picture of the analyzed issue, as well as the presentation of its various perspectives, discussion of the many components affecting the situation, as well as outlining the emerging broader horizons (Creswell, 2013). When epistemological stances are considered, our study is based on constructivist assumptions (Savin-Baden & Howell-Major, 2013). According to constructivism, people seek to understand the world in which they live, giving subjective meanings to their experiences (Kvale, 2004). “Objective” life circumstances become important in a person’s life largely by assigning subjective meanings to them and arranging them into a meaningful worldview that may manifest in narrations (stories about different areas of life) and direct actions. In terms of data analysis, we used reflexive thematic analysis, which, thanks to its flexibility, fits well with the constructivist philosophical approach. Reflexive thematic analysis is an inductive technique for identifying and interpreting patterns in qualitative data (Braun & Clarke, 2006, 2021b, 2021a). The technique is well structured in terms of stages of analysis (steps) but, at the same time, allows researchers to identify rich and insightful meanings that participants construed based on their unique experiences. Reflexive thematic analysis based on the constructivist approach allowed us to explore the psychological perspective of sociotherapists, that is, how, being in a situation of professional demands, they perceive and construct a network of resources that help them in their work. The combination of philosophical approach and analytical technique allowed for (re)construction of how this mobilization of resources can take place. The study received approval from the ethics committee of the Faculty of Educational Studies at UAM (consent reference: WSE-KEdsPB-05b/2022/2023).

Participants

The study includes 22 participants (including 2 men), all with higher education (completed studies in psychology, pedagogy or teacher’s studies). Twelve people completed full training in sociotherapy. They are aged 28–60 years, with 3–20 years of experience, working in schools, sociotherapy centers (day-rooms) and psychological counseling centers or both in schools and other institutions where sociotherapy is implemented. They were working in various cities and rural areas of Poland. Participants for the study were selected using the snowball method, where the interviewees referred to other sociotherapists working with adolescents. The size of the sample was determined by organizational factors (the ability to collect data within the specific time frame of the study and the possibility of in-person appointments), as well as the need to collect sufficiently diverse material yet technically feasible for accurate analysis. The interviews were conducted face-to-face in 2023. All participants provided informed consent for interviews, recording, and anonymous quotation of their statements. Fictitious names were assigned to the interviewed individuals (see Table 1 for more information on the participants).

Full size table

Data collection

The Job Demands-Resources theoretical model was used to focus the interview (the data analysis was not based on theoretical resource classifications but was conducted in a bottom-up manner). We conducted an in-depth qualitative interview with a semi-structured procedure (to enhance credibility and dependability). The last section of the interview focused on coping resources related to professional work and started with an open-ended question designed to elicit a narrative about the difficulties they positively overcame, which was: “Please tell a story about a difficult situation while working in sociotherapy setting that was challenging and tell what helped you cope with the situation.” After the narrative stimulus, the interviewer was ready to clarify and paraphrase the statement in order to best understand the story being told. The main interview question and the detailed questions were aimed at recognizing the relationship between job demands and the diverse resources that sociotherapists were using. The researcher who collected the data (MW) first interviewed sociotherapists’ about adolescent risk behaviors and then made it clear that he was changing the subject and introduced the above request to reflect on challenges in sociotherapeutic practice. Being asked to tell a story was intended to help embed the coping resources more firmly in the context of the professional work of the sociotherapists, as well as to enable the presentation of the intentions and fate of the people involved in the situation, and to show what perspective the storyteller (narrator) takes towards the events. Moreover, the narrative angle of the interview enabled the participants to tell success stories and to refer to an example of a specific situation in which they overcame a particular difficulty. Thus, we have used the advantages of narrative interviews (e.g., De Fina, 2009; Soroko, 2021). The collected interviews were transcribed verbatim, considering non-verbal elements like laughter and silence.

Analytic strategy

We followed the steps suggested in an authoritative article by Braun and Clarke (2006), enriched by the guidelines articulated by these authors in recent works (Clarke & Braun, 2016). The analysis is an inductive approach to data and starts with (1) familiarization with the data, then (2) coding, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and, finally, (6) writing the report. We performed the analysis in a team that consisted of one main investigator (SP) and two consultants at many points of the process of analysis. Our intention in the group work was not only to make a consensus on themes or general lines of findings but also to ensure quality control in the form of investigator triangulation and adopt a reflective attitude toward our data and analytic process itself. Discussing our own meaning of resources sociotherapists activated in challenging situations, leads us to recognize our own blind spots and supplement each other (Denzin, 1970; Nowell et al., 2017).

While reporting in detail, the analysis proceeded in such a way that first, the lead analyst (SP) familiarized himself with the data, coded some of the material, and then presented the coding to the rest of the team (ES, JB). There was a discussion about explicit and implicit coding and the linguistic form of the codes, as a result, we agreed that coping experiences are worth capturing explicitly but also require more interpretation. We also discussed at this stage the implications of a constructivist perspective, pointing to the interviewees’ meaning-making processes and context. All the material collected was then fully coded line-by-line (SP). A second researcher (ES) accessed the coded material and added her codes to enrich the understanding of challenges and resources. The lead analyst (SP) identified initial themes based on such double-coded material. At this stage, each code was assigned to one of the themes, and if it did not match, it was placed in the ‘other’ category. Then the ‘other’ category was “grounded” in the transcripts of the interviews, and codes from the category were relocated to the proper theme. We intended to have all the codes (and thus all meanings) well-fitted in the final set of themes. The proposed themes were presented to ES and BJ, who reviewed them and worked on defining and naming themes. They then forwarded the results to SP, who checked again that each code found its place in the structure of the themes and prepared a list of citations that illustrated each theme well. During the data analysis, we monitored both code saturation (the point at which no additional codes are generated) and meaning saturation (the point at which no further meaningful insights are identified (e.g., Hennink et al., 2017).

Reflexivity

The qualitative research required indicating the standpoint from which the data was collected and analyzed. BJ and ES are educators and psychologists with extensive experience in working with adolescents and researching sociotherapy. BJ supervised the project and was involved in data analysis. BJ and ES actively work for the sociotherapy community in Poland, which contributes to emphasizing the social mission and practical implications of the research project. (SP), a psychologist with interests in social and clinical psychology, tended to focus on the literal meaning of statements during analysis, while ES tended to code more implicitly. MW, an educator, psychologist, and sociotherapist, conducted interviews, ensuring an atmosphere of trust and professional exchange. The team members designing and supervising the study (BJ, ES) have extensive experience in qualitative (domestic and international) projects in psychology and pedagogy. MW and SP are novices in qualitative inquiry, but both of their PhD projects are based on qualitative methods. As a research group, we encompassed diverse professional, practical, and scientific backgrounds, fostering discussions that facilitated a range of interpretations and mitigated the impact of individual biases.

Findings

Using thematic analysis of sociotherapists’ statements we created the following themes, which reflect the resources (themes) mobilized by the sociotherapists in a difficult work situation: (1) “I can rely on other professionals”; (2) “I am ready to work on and with myself”; (3) “I am ready to be a container for their feelings”; (4); “I need to take action.”; (5) “But I’m a sociotherapist, and I have a mission!”.

Theme 1. “I can rely on other professionals”

The first theme centers around fulfilling social relationships within the sociotherapy workplace, characterized by receiving informational and emotional support from fellow professionals and collaborating to address challenges faced by sociotherapy participants. This theme pertains to the sociotherapeutic environment, particularly the team of sociotherapists comprising educators-therapists, supervisors, occupational therapists, support staff, psychiatrists, and mentors. Seeking support from other professionals manifests in various ways, involving direct communication with professionals directly engaged with the child in question, as well as those from external sources. They emphasized the potential of contact to help work through a difficult situation (“I think there’s always that contact [relationship] in the team, right? Talking through, understanding…” OKSANA), as well as relying on someone’s expertise, especially at the beginning of a career (“the help [of a mentor] was essential” OTYLIA). OLGA shows in detail how a group of people can be helpful:

“But it also helped me in this situation to talk it over a bit with other, let’s say, specialists, how they see the situation, what they would, what they would do in this situation, how anyone can help her [sociotherapy participant]” (OLGA).

A particular quality of contact with other professionals seems to be the emotional closeness and trust that comes from good past experiences. This is well illustrated by OLAF’s appreciation of such relationships:

“but I’ve been terribly lucky that I’ve always worked and how I work with people I like, with whom I’m friends, whom I know, […] with whom I also understand each other very well in the sense of such substantive conversations and that it’s always been such a great support for me. It’s nice to work in such a group because then you have a sense of such support, but also that you can take a lot from these people and learn a lot, sort yourself out in your head somehow, and integrate, right?” (OLAF)

Relying on other professionals also means experiencing the power that comes from the unity of a team of professionals who work with the same group of pupils (sociotherapy participants) or with the same young person, but in different contexts (e.g. at school, in a sports club). MARIA points out the very beneficial effects of professionals working together when dealing with a child’s aggression, saying:

“but there was great educational work at that time carried out in the form of educational teams, which discussed the range of problematic topics and ways of dealing with aggression. And we carried out such work, where all teachers, in the same way, reacted to certain unacceptable behaviors and I must say that it had a brilliant effect” (MARIA)

OKSANA, on the other hand, also, when working with a girl with antisocial characteristics, points out the relationship between the work of a single sociotherapist with a group compared to the feeling of being only part of a helping system. She states:

“and the firm stance of the team, right? That we stand by their side and have a common front of the action, and I think it’s the team you work with that is very important to manage. When you’re working individually, you always need the people you have such professional confidence in.” (OKSANA)

Reaching out for help from others is also linked to being willing to support others in their difficulties, so one can see this theme as being part of a mutual support system.

Theme 2. “I am ready to work on and with myself”

The second theme focuses on the internal perception of resources, encompassing self-acceptance, belief in one’s abilities, knowledge, emotional regulation competence, and proactive problem-solving. It highlights the ideas of self-change, drawing from past experiences (including previous decisions, self-awareness, and knowledge from various sources), and managing one’s emotions resulting from self-reflection (reaching back to one’s past experiences, mainly previous decisions, self-knowledge and knowledge from different sources). These experiences are intertwined, so we do not treat them as separate subthemes. When confronted with challenges, sociotherapists willingly acknowledge their limitations and use these emotionally demanding experiences as opportunities for personal and professional growth. MARIA put this idea in these words: “I draw something from every such [difficult] behavior. I take something for myself, I’m trying to get something out of it’” (MARIA). Becoming aware of one’s own limitations and yet maintaining a commitment to the work was expressed by OTYLIA, who talked about working with a girl who was developing a personality disorder. The sociotherapist was at the beginning of her career at the time and felt herself. She said:

“My so called „personality factors” [OTYLIA mentioned these earlier, and they are: awareness of areas of one’s own ignorance at the beginning of practice; empathy; willingness to relate to another person] also helped me. And the awareness that if I don’t have the knowledge doesn’t mean I can’t cope!” (OTYLIA).

So awareness of not knowing mobilizes other resources. This theme was also developed by ODA. She shares in detail her own ‘proprietary’ strategy for dealing with a difficult situation, where she does not have a ready answer but needs time to work it out.

“[..] my method, that when I don’t know what to talk about or how to react, I talk about it directly. That is, it was difficult for me because, at that moment, I didn’t know what to do. I think about my honesty with myself and what I’m talking about with the other person, and it’s like something that’s even a little bit off-putting because it’s rare to hear, well, it’s rare to hear us talk about emotions, right? […] and it’s something that allows me to catch my balance and get in touch with what’s happening to me and probably take control of the situation” (ODA)

Through her method, ODA communicates she speaks of ignorance despite her position to the young people or referrers in sociotherapy, which probably normalizes moments of helplessness, making them part of life and models honesty with herself in front of the young people as well. For herself, it brings a time perspective and balance. OKTAWIA, on the other hand, encountering working with a group displaying high levels of aggression (“I was afraid things would get out of hand!”) indicates that insight into her own emotions helped her:

“I have to have a lot of insight into myself and my emotions so that I know how to keep my distance and so that I also don’t get too much into their emotions, into their states, into what’s going on in their homes, because that can also kind of drag in a lot, very much.” (OKTAWIA).

This insight, in her view, allows her to achieve a position where she is neither excessively afraid of them, excessively angry with them, nor excessively sympathetic to them, as this would deprive her of the opportunity to work based on professional neutrality.

Theme 3. “I am ready to be a container for their feelings”

Theme three focuses on the sociotherapists’ capacity to handle the challenging emotions of group participants, creating a safe therapeutic environment that fosters a sense of acceptance. While not explicitly discussed, the importance of maintaining contact despite difficulties is highlighted. Sociotherapists work with intense emotions, expressed through externalizing symptoms at both group and individual levels. SONIA talked about working in a rural school with a class that no one had previously wanted to work with because of their destructive attitude towards previous group leaders. She spoke about the role of her attitude, which the group did not expect from her:

“…I was actually the first person they [sociotherapy participants] encountered who accepted them at once. They bumped into acceptance, that is, these personal qualities of mine, some kind of friendliness, being on their side, was that first factor for them, such an opening factor that we could establish a dialog at all” (SONIA).

She seems to have broken the cycle of self-fulfilling prophecy through her different behavior, the essence of which was calmness and a tendency to see something positive behind the surface of troublesome behavior. SARA talked about an individual relationship with a boy who had aggression attacks (kicking, hitting, biting):

“And I feel like that’s my peace of mind, that I accept that he does that, that he doesn’t deal with it, that’s just the way he [sociotherapy participant] is, and it didn’t make me angry at all, and I feel like every time something doesn’t make me angry as someone does wrong and I have that peace of mind it helps” (SARA)

SYLWIA, on the other hand, working with a boy previously deliberately isolated from the group (due to aggression attacks), doctored the process of containing and accepting his difficult feelings as follows:

“We started to play different games, we started to talk a lot, we started to show each other pictures, he [sociotherapy participant] kind of became such a part of us, and we looked at him kind of in such a context more him as a person and not his behavior.” (SYLWIA).

The main emotion that needs to be contained is hostility, expressed in the group in various forms of aggression. Aggression that demands interpretation and understanding is not only part of the interaction with the children in the group but also with other people around the child (parents, teachers). MAGDA describes how observing from a distance and understanding the meaning of her father’s verbal aggression influenced her to help her child more constructively:

“the aggression was already very visible, verbal aggression from his [the sociotherapy participant’s] parents, especially his father, and what helped me was that I didn’t take it personally. I tried to have “a third eye” there which observed what was going on, and despite various attacks personally, as part of the school, but also personally to me, to the teacher, I tried to interpret it to him [father] and show him that we are on the same side, somewhere, that it is not a fight but we are partners” (MAGDA)

Difficulties in contact may also relate to internalization issues. STEFANIA talked about her willingness to remain silent with a girl with mutism in a seemingly unproductive situation:

“Well, it just seems to me that the method [group work], but also the patience, is that we let her [the sociotherapy participant] be silent. And there came a moment when she herself unlocked” (STEFANIA).

Theme 4. “I need to take action!”

The fourth theme centers on taking tangible and specific actions to address challenging situations. It involves monitoring one’s actions and being able to perceive their impact, leading to a recognition that one’s efforts can prompt others to take responsibility for change. Working with eight- and nine-year-olds, OLIMPIA lists actions that she sees as a recipe for success in resolving a difficult situation.

“Consistently sticking to and reminding myself of the rules in the contract. Naming the behaviors I see. Reflecting, trying to reflect, the feelings that might be behind those behaviors. Well, in the case of just working with a teenager, it’s also having that individual conversation somewhere around the motivation around being in a group and the rules.” (OLIMPIA)

She exhibits various strategies for reversing the situation, as demonstrated in previous themes (e.g., themes 2 and 3). However, what is crucial in this context is her role as an agent and competence in taking effective action. MATYLDA, who similarly communicates messages directly to the group, adopts a comparable position.

“[the solution is] talking about the situation directly, saying why you acted like this. But better to do it reflectively, so that the participants could also see for themselves what was happening, or I don’t know, to call a spade a spade by saying: “This is, listen, this is how it is, where did it come from, how did it work, what can we do now to sort of keep having this group”.” (MATYDA)

Another facets of action are shown by such statements by sociotherapists, where they have to work according to the principles of crisis intervention. STANISLAWA tells such a story:

“One situation was when a child in the daycare center, in the yard, started to be aggressive […] and the child wanted to run away from the playground, said that he would kill himself, he said that he would throw themselves in front of a car […] and we had to momentarily call the ambulance, the police, the services, the parent. A quick plan of action. Somewhere first there was an attempt to delegate action, which didn’t work. So I reversed, so to speak, some of the action; I said: “then I’ll do this, you do that, or call someone else. I have to do what I said because the child needs to be helped as soon as possible” (STANISŁAWA)

Here, not only was specific action needed (it was a matter of holding the child by force), but also the recognition of circumstances that might impede the success of this action (other outsiders observing the situation might have thought that violence was being used against the child). In her story, STANISLAWA herself held the child because she assessed that this action had to be done.

Theme 5. “But I’m a sociotherapist, and I have a mission!”

The fifth theme explores sociotherapists’ professional identity. They maintain a strong sense of purpose in their work, staying motivated and reflecting on the nature of their profession, which helps them persevere in the face of challenges. Recognizing their role as adult role models is one approach they use to overcome difficult moments, being aware that they often represent one of the few adults consistently displaying mature behavior around children. SZYMON expounded upon his realization in this regard:

“And here I just stepped into the role of such a man, a mentor, who directs, shows and demonstrates how even women can be treated because this boy had to learn how a real guy should treat a woman.” (SZYMON)

Later in the interview, he added how much effort it took (to both communicate and be well received) and pointed out the consequences.

“I put very, very much mental effort into speaking to well young guys. Well they were already seventeen, guys who thought that as soon as they turn eighteen, they take their papers from school and go and work. And explaining to them to at least finish that primary school…” (SZYMON)

At the center of her professional identity, SONIA placed emotional accessibility and taking on hardship. She told of the experience of working with a difficult group:

“It was a class that nobody in that environment could deal with. I just started working there as a school psychologist […] Even though I wasn’t going to do that kind of work already that year because of the multitude of different responsibilities, I went into this task because of the social demand. And I really started working with this class.” (SONIA)

Moreover, it appears crucial that when confronted with professional challenges, preserving a sense of mission and responsibility towards others becomes a significant and empowering experience for sociotherapists. This is because a considerable sense of pride and self-esteem emerges from this particular aspect.

Discussion

We begin by discussing each theme (coping resources), followed by the presentation and discussion of a visual illustration of the structure and potential functions of the identified resources.

Coping resources and implications for their mobilization

The first theme, “I can rely on other professionals”, refers to the wider sociotherapeutic environment (e.g., educators-therapists, supervisors, occupational therapists, support staff, and volunteers) working at a given institution and the support received through professional relationships that allow for peer supervision within the institution and support from other team members (Jankowiak & Soroko, 2021). According to the JD-R model, the undesirable impact of job demands can be alleviated by job resources, such as social support, the quality of the relationship with the supervisor, and feedback on job performance (Bakker & Demerouti, 2017). Numerous scientific evidence suggest that social support reduces strains, mitigates perceived work stressors, and buffers against strains (Lee et al., 2011; Viswesvaran et al., 1999). Our study showed that sociotherapists would benefit from professional social support, including an active network for discussing challenging group work cases. The broader social context of sociotherapists’ professional practice in Poland should be considered. Professional organizations, like the Polish Association of Sociotherapists (Polskie Stowarzyszenie Socjoterapeutów Polish Association of Sociotherapists, 2023) or the Sociotherapy Section of the Polish Psychological Association (Polskie Towarzystwo Psychologiczne Polish Psychological Association, 2023), have limited representation in the sociotherapist community due to strict admission criteria. Many sociotherapists do not meet the requirements set by these associations. For instance, to become a member of the Polish Psychological Association, one must hold a 5-year master’s degree in psychology, which doesn’t align with the qualifications of some sociotherapists who have backgrounds in fields like pedagogy or social work. On the other hand, the Polish Association of Sociotherapists admits individuals who have completed a training course in sociotherapy, including group experience, which is not commonly available in post-graduate or undergraduate studies in Poland. Our study identified strategies that strengthen their resources and promote effective professional practice (engaging in supportive conversations with colleagues, sociotherapy team members, and supervisors).

The second theme—“I am ready to work on and with myself”—concerns the perception of one’s own resources and, firstly, belief in one’s own effectiveness, professional skills, expertise and therefore, in certain work-related individual qualities and, secondly, in general self-appreciation, high self-awareness, ability to manage emotions and ability to learn through experience. Personal resources are aspects of the self that are generally linked to resiliency and refer to individuals’ sense of their ability to control and impact upon their environment successfully (Hobfoll et al., 2003). Individuals who are high in optimism and self-efficacy believe that good things will happen to them, and that they are capable to handle unforeseen events (Bakker & Demerouti, 2017), are also better protected against professional burnout (Gallavan & Newman, 2013). According to the research, self-confidence in one’s ability to meet job demands is important in many occupations, including those related to therapeutic assistance (Vax et al., 2012). Self-efficacy, which is one of the most important personal resources in the context of work, is positively related to team climate (Loeb et al., 2016). This is alluded to by the findings of Luthans et al., (2006), who showed that a resourceful work environment activates employees’ “psychological capital” (i.e., hope, optimism, efficacy and resilience development). On the other hand, employees who have personal resources, are confident in their abilities and optimistic about the future, can identify and even create more aspects of their environment that facilitate goal achievement. Some results suggest, therefore, that the existence of environmental (work) resources can activate personal resources, and this, in turn, can result in positive organizational (Xanthopoulou et al., 2007).

However, reflexivity, mentalization, hope for change, and the ability to experience doubt are essential determinants of psychotherapeutic outcomes (Bartholomew et al., 2019; Nissen‐Lie et al., 2017; Shaw et al., 2020). Arguably, this is the basis of experiential learning (e.g., Feinstein et al., 2015), and our research shows it too—if a psychotherapist can engage his or herself (emotions, experiences, learning) in the helping process, he or she reaches out for help from colleagues, takes needed action, and is willing to contain difficult emotions.

The findings from our qualitative project indicate that sociotherapists’ awareness of their own resources plays a significant role in their ability to navigate challenges in their work Therefore, organizations employing sociotherapists should support the development of their competencies, knowledge, and skills to enhance their professional effectiveness. In Poland, there are currently no legal regulations pertaining to the sociotherapist profession, which raises uncertainties regarding the required competencies and knowledge for those conducting sociotherapeutic group work with children and adolescents. As John-Borys (2005) states, the usefulness of sociotherapy as a form of assistance has been positively verified in social practice, but it lacks precise standards of measures defined as sociotherapy that could form the basis for training programs defining professional roles. Current worldwide programs of training and continuing education encourage the use of supervision directed at continued self-knowledge and growth from one’s work (Dlugos & Friedlander, 2001).

The third theme, “I am ready to be a container for their feelings”, focuses on sociotherapists’ capacity to accept and endure the emotions of group participants. They manage their own emotions to demonstrate acceptance towards the clients. By containing and tolerating these feelings, even if they cause discomfort, the therapists provide an opportunity for young individuals to observe a more mature approach to dealing with emotions compared to primitive defensive processes (Collie, 1996). Sociotherapy participants experience that their challenging emotions do not disrupt the therapeutic relationship. As supported by other studies, group therapy often includes stages with increased emotional expression by children and adolescents, and this process helps group members learn that their feelings are accepted and how to express them responsibly (Perryman et al., 2015). An important helping factor, according to sociotherapists, is that the group is an accepting forum for children and adolescents to exchange emotional content. The relationship with the sociotherapist is seen as a source of emotional development, support and feedback (Soroko & Jankowiak, 2020). Sociotherapists encounter a notable challenge in their work, involving personal commitment and handling strong emotions because group participants have experienced traumatic and stressful situations in their lives. The participants may generate strong emotions in the sociotherapists, which presents challenges when it comes to maintaining a neutral attitude (Soroko & Jankowiak, 2020). The fact that the therapist is „neutral” does not mean that they have no emotional reactions to the group participant, but that they are able to manage and use them for a better understanding of the therapeutic situation. According to previous studies in many cases crisis situations occur in children and youth during a sociotherapeutic meeting and group leaders provide crisis intervention (Soroko & Jankowiak, 2020). Our research highlights the importance of including emotion management training in the sociotherapist’s training. Additionally, institutions employing sociotherapists should facilitate access to supervision for their work with groups (Hawkins & McMahon, 2020). Being aware of one’s own emotions in the therapeutic relationship helps therapists make informed decisions about choosing appropriate interventions for groups. Additionally, recent evidence highlights the importance of therapist self-care, that should be viewed as a moral imperative (Carroll et al., 1999).

The fourth theme, “I need to take action!”, focuses on deliberate actions taken by therapists working with children and adolescents. Sociotherapists emphasized that specific behaviors and good practices (e.g., following group therapy rules, intervening in crisis where needed) were crucial resources for coping with professional challenges. The professional competence of a group facilitator is based on working according to the idea of group process (Corey et al., 2013), stimulating interpersonal learning (Dierick & Lietaer, 2008; Shechtman et al., 1997), and adhering to general recommendations such as acknowledging developmental level, ethical practices, and participant functioning in group work (Ware & Dillman Taylor, 2014). Work based on the group process usually does not involve crisis interventions, but in the Polish context, such immediate actions, often very dramatic, and even at times perhaps crossing the boundaries of neutrality, are undertaken by sociotherapists (Soroko & Jankowiak, 2020). As a result, sociotherapists’ actions should have support from the institutions where they work and an institutional policy that includes crisis intervention procedures, as well as appropriate training in crisis assistance and supervision as a key element in supporting reflective practice for all those who work in the helping professions (Hawkins & McMahon, 2020; Stajkovic & Luthans, 1998).

The fifth theme—“But I’m a sociotherapist, and I have a mission!”—centers on a commitment to sociotherapeutic work, a sense of responsibility, and finding meaning in one’s profession. This sense of mission helps cope with emergencies and sustains sociotherapists’ dedication to their daily work. Some sociotherapists go beyond their role to provide crisis intervention when needed, even in challenging circumstances without additional resources. Interestingly, research on engagement and commitment has mostly focused on organizational settings, with limited exploration in therapeutic work. Commitment, as defined by Meyer & Herscovitch (2001), is a powerful force that drives individuals towards their specific goals. Research shows that affective commitment has strong positive correlation with job performance, commitment bind an individual to a course of action specified within the terms of the commitment (Meyer & Herscovitch, 2001). The bases for the development of affective commitment are personal involvement, identification with the relevant target, and value congruence (Becker, 1992; Becker et al., 1996). It is worth noting that due to the emotional nature of their work, therapists are not only at risk of occupational burnout but also are not reinforced by clear and unambiguous indicators of success like other professionals—such as attorneys or corporate executives (Dlugos & Friedlander, 2001). In Poland, sociotherapists’ work is responsible and demanding but not highly paid, making personal commitment and finding meaning in their professional activities crucial for maintaining motivation. Other research has discussed the concept of passionate commitment in therapeutic work, defined as the ability to love and develop one’s profession despite obstacles (Dlugos & Friedlander, 2001). The mission is described as the therapist’s desire to help clients and their professional zeal for effective treatment (Farrenkopf, 1992), viewing their job as a calling despite hardships (Friedman, 2002). Our research highlights the significance of shared values in organizational policies, fostering a sense of mission and responsibility for sociotherapists’ coping. Socialization practices focusing on organizational values positively impact affective commitment (Mercurio, 2015). Strengthening this aspect of sociotherapists’ resources can be achieved through individual and group supervision in the workplace. Empirical studies show mentoring relationships and social networks among employees positively affect affective commitment (Morrison, 2002; Payne & Huffman, 2005).

Structure and functions of the coping resources

The identified areas of resources can be organized in a way that shows their content, structure, and functions in the work of sociotherapists (see Picture 1). Firstly, three themes (1, 4, and 5—first column) constitute the dimension of activity in the social world, while the next two (2 and 3—second column) pertain to internal psychological resources based on introspection and self-monitoring abilities. Secondly, themes 1 and 2, which are aligned, can be understood as starting points, as resources from which the successful coping process begins. They are associated with the competence of learning and seeking help by relating with other people. In other words, this involves seeking support from others and being prepared to work on oneself, which is exemplified by accessing support from colleagues and supervision. The next two themes (3 and 4) often represent the effects of received support (providing concrete guidance or bringing psychological relief) or personal self-work (increasing self-efficacy in one’s own actions and developing emotional distance), as reflected in the narratives of sociotherapists. A remarkable resource that sociotherapists utilize is their professional mission (theme 5), which helps to endure a personally challenging situation in the pursuit of a good cause or recall identification with the role of the sociotherapist.

In interviews with highly resilient therapists (Hou & Skovholt, 2020), researchers identified, using Grounded Theory, a central concept, which is “a strong web of vibrant connectedness,” and themes that revealed the working style of highly resilient therapists. Their findings are similar to ours, as in the context of professional success, resources such as strong interpersonal relationships, personal development through active self-engagement, a desire to learn and grow, and the recognition of core values and beliefs (e.g., theory as a roadmap) were identified. In their research, these resources were related to both vocational and personal issues, whereas in the case of sociotherapists in Poland, references to fulfilling personal life were absent. The process of coping involves mobilizing resources through extensive exchanges, encompassing both external (social) and internal (self) domains. Some of these resources may serve as fundamental competencies (themes 1 and 2—Fig. 1). This suggests a potential role for sociotherapy-related institutions, pro-sociotherapy policies, and sociotherapist education. Specifically, they could not only help identify these resources but also facilitate the flow between them, integrating the community and supporting sociotherapists in their individual development, perhaps in a more holistic context beyond their professional roles.

Structure and functions of the work resources based on the reflexive thematic analysis.

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Limitations

A limitation of the study was the use of the snowball method to select the research sample. While this method has advantages, participants tend to recommend people they know well, resulting in a small subgroup representation from the general population (Parker et al., 2019). Therefore, the research participants do not reflect the entire community of Polish sociotherapists. The sample was homogeneous in terms of self-identifying as sociotherapists in Poland and working with groups but heterogeneous in terms of the level of experience and education. Other sources of sample heterogeneity beyond our control may exist in the study. Additionally, interviewees may have engaged in self-presentation due to the interviewer being a well-known and respected sociotherapist in the community. This may have led to distorted statements about how they handled difficult situations due to fear of judgment. The interviewer was aware of this potential bias and took steps to establish a research rapport and minimize self-presentation motives. Moreover, the basis for our analyses relied on the narrative generated in response to the narrative stimulus at the end of the extended interview. One limitation of the study is that our narrative stimulus focused on a difficult situation encountered by the sociotherapist, which may have led to an overrepresentation of emotionally charged content in the codes compared to a neutral prompt. Additionally, placing the central question at the end of the interview structure might have resulted in less motivated responses from participants than if the question had been asked at the beginning. However, it is possible that information about the professional resources of sociotherapists may have been present elsewhere in the interview. Although all members of the research team were familiar with the entire interview, only the portion following the narrative stimulus was coded. This approach made the detailed analysis of this section more manageable cognitively for researchers, but it also meant that potentially relevant information mentioned earlier in the interview was not coded. The nature of the narrative, with its specific properties such as the author’s perspective (the self as the protagonist of the self-narrative), self-selection of a positive ending, and the indicated direction of interpretation of the situation, can influence the transferability of the results. Thus, it is essential to consider this perspective when drawing conclusions from the findings. In conclusion, it is also worth noting that the conducted research is exploratory in nature, introducing a neglected area of study into the scientific discourse in an engaged manner, hence alternative implications of the findings should also be considered.

Conclusion

An effective coping process for sociotherapists begins with seeking support from other professionals and personal growth, so community factors have to be noticed. Organizations employing sociotherapists could enable their development, provide a supportive environment, and offer resources like specialized training and supervision. Crisis intervention procedures should be incorporated into group assistance for children and youth. Wider access to associations of sociotherapists can foster a supportive professional network and promote shared principles of good practice, exchange of resources, and advancing sociotherapy as a professional form of assistance for children and adolescents.

Unveiling sociotherapists’ coping resources: exploring professional experiences through thematic analysis (2024)

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