Social Connectedness While Social Distancing: Feasibility, Acceptability and Preliminary Impact of a Virtual Telehealth Group for Adolescent Girls

• In Event: Implementation and Evaluation of TeleGroup Interventions for Youth in the Wake of the COVID-19 Pandemic

Abstract

Introduction: The COVID-19 pandemic forced society to reconceptualize our idea of social environment. The everyday social contacts once paramount to adolescent social development now carry the risk of infection. Although government shelter-in-place and social distancing policies are vital for curbing the spread of infection, the impact of these changes on the social development of adolescents is unknown. Preliminary data suggests the pandemic has had devastating effects on adolescent mental health, with increases in rates of suicide, hospitalizations, and substance use (Centers for Disease Control and Prevention, 2020). With a majority of youth receiving school-based mental health care, pandemic-related school closures could lead to major disruptions in care, particularly for low-income, racial and ethnic minoritized groups (Ali et al., 2019). Although the pandemic has given rise to and coincided with a number of large-scale hardships (e.g., economic recession, mass casualties, racial violence, natural disasters), the collective impact these hardships have had on social relationships cannot be ignored. Identifying effective tools for mitigating social isolation and promoting healthy socialization is critical. Once such tool is videoconferencing software for group therapy. Virtual group-based programs offer many advantages for adolescents, particularly for social development (e.g., opportunity to build interpersonal skills, receive peer feedback, foster social connectedness; Shoemaker & Hilty, 2016). As the pandemic continues, there is an urgent need to explore the potential benefits of virtual teletherapy groups to improve social connectedness amidst social isolation. The present study evaluates the feasibility, acceptability, and preliminary impact of a virtual CBT-based teletherapy group for adolescent girls on self-reported distress, social connectedness, and comfort using videoconferencing software.

Methods: Girls (ages 12-17) were referred to group from community mental health clinics and school wellness centers for peer-support and coping strategies. Ten of the 12 girls referred for group participated in a six- or nine-week virtual CBT-based skills group promoting healthy coping through psychoeducation, CBT skills, and social connections. Weekly one-hour groups were led by a trained mental health provider and a non-clinical staff. Participants rated distress, social connectedness, and comfort using videoconferencing software on a 9-point Likert scale before and after each session. Post-session surveys also assessed helpfulness and how much they liked the session, with an option to provide qualitative feedback.

Results: Mean group attendance across groups was 65.2%. A Wilcoxon signed-rank test showed statistically significant increases in feelings of connectedness (V = 41, p = 0.03) and comfort with videoconferencing software (V = 32.5, p < 0.05) between baseline and final group ratings. There were no significant differences between median baseline and final group ratings of distress (V =9, p = 0.23). Median ratings across all sessions suggest participants found sessions helpful (Md = 7, IQR = 8-5) and liked sessions (Md = 8, IQR = 9-6). Themes emerging from qualitative data suggest girls enjoyed group activities and felt connected with facilitators.

Conclusion: This study provides initial support for the potential value of teletherapy groups in fostering social connectedness for adolescent girls.

Authors

• Margareth Vanessa Del Cid, OTHER
  Presenting Author

• Johanna Bailey Folk
  Non-Presenting Author

• Lauren Haack, University of California, San Francisco
  Non-Presenting Author

• Joseline Delgadillo, University of California, San Francisco
  Non-Presenting Author

• Jamie Salas, University of California, San Francisco
  Non-Presenting Author

• Jacqueline Moses, University of California, San Francisco
  Non-Presenting Author

• Stacie Collins, University of California, San Francisco
  Non-Presenting Author

• Marina Tolou-Shams, University of California, San Francisco
  Non-Presenting Author