Bonnin, Emma, Fragkiadaki, Eva, Childs-Fegredo, Jasmine ORCID: https://orcid.org/0000-0001-6447-0034 and Dures, Emma (2025) Emotional Skills Groups: A qualitative study exploring client experiences of online emotional skills group interventions in an NHS Talking Therapies service. Counselling and Psychotherapy Research, 25 (3). e70033.

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Abstract

Background: Many people treated in Talking Therapies services have highly complex needs which are not always met by the treatment offered. Emotional skills groups based on adaptations of dialectical behavioural therapy (DBT) have been offered to meet complex needs, but little is known about clients' experiences of these. Aims: This research aimed to gain insight into clients' experiences of online emotional skills groups in NHS Talking Therapies. Methods: Twelve participants who attended online emotional skills groups were recruited from a Talking Therapies service. Semistructured interviews focused on participants' experiences were conducted and analysed using Reflexive Thematic Analysis (RTA). Results: The central organising concept, ‘My journey from disconnection towards connection’ splits into three main themes: (1) finding life hard; (2) maybe this group will make a difference; and (3) re‐evaluating the importance of connection. These themes are broken down into subthemes allowing for a more in‐depth analysis. Originality/Value: There is little known about clients' experiences of online emotional skills groups in adult NHS Talking Therapies services. This research demonstrates the benefit and value of these groups, something that therapists and managers should consider when it comes to improving treatment outcomes and commissioning. Conclusion: Findings suggest that online emotional skills groups benefit people who experience a high level of distress but find it difficult to engage with standard Talking Therapies treatments. There is a need for a policy change so that online emotional skills groups can be offered as a widely available treatment for complex emotional needs in primary care.

Item Type:	Article
Status:	Published
DOI:	10.1002/capr.70033
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/12178

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