Introduction: There is a need within counselling and psychotherapy to ensure their ability to respond to endemic presences such as the COVID-19 pandemic, by utilising rapid technological advances without compromising effectiveness. To do so, existing research about online group therapy must be built upon to provide a comprehensive understanding of the efficacious delivery of this therapy modality. Thus, a systematic review was conducted to collate what is currently known in the published and grey literature on online group therapy, using the PRISMA framework. Thirty-three articles were identified as including information regarding facilitating group therapy online. After appraising each article using appropriate quality appraisal tools, a thematic analysis was conducted on the papers, arriving at seven main themes summarising the main findings regarding online versus in-person groups, group planning, counselling micro skills, group processes, ethics, technology, and unique online therapy issues. There is a growing but incomplete body of knowledge that informs the group therapist regarding the ethical delivery of groups online. A more comprehensive review can enable group therapists to feel confident they are across best practice guidelines. Limitations and research implications are considered.

Gut Directed Hypnosis (GDH) is a specialised form of hypnotherapy originally developed to reduce gastrointestinal (GI) symptoms in individuals with Irritable Bowel Syndrome (IBS). IBS is a condition characterised by symptoms including bloating, abdominal pain and diarrhoea and/or constipation as well as psychosocial symptoms such as depression and anxiety. Although the specific mechanism of action remains unclear, it is suggested that GDH works on the brain-gut axis to improve GI symptoms, psychological functioning and overall wellbeing. The present study aimed to expand upon the knowledge surrounding GDH by exploring practitioners' experiences of using GDH for IBS and their perceptions of how it impacts upon client wellbeing. Six practitioners trained in GDH participated in one hour semi-structured interviews. Thematic Analyses (TA) was used to analyse data. Three major themes emerged from data including: predisposing personality traits and vulnerabilities associated with IBS; GDH as evidence-based practice; and the future evolution of GDH. The findings from this study add to the growing body of literature exploring the use of GDH for IBS, by incorporating the perspective of practitioners working within this field.

The therapeutic working alliance by Bordin has been demonstrated as a ‘common ground’ variable attributable to change in identified change enterprises, including education. In this context, working alliance (renamed learning alliance) has been empirically demonstrated to predict positive on-campus student outcomes. However, minimal research investigating whether learning alliance predicts blended student outcomes has been conducted. A measure of on-campus student teaching alliance (the learning alliance inventory, LAI; Rogers), which operationalises (measures) learning alliance using three subscales (collaborative bond, teacher competency and student investment) was administered to 199 Australian tertiary students, enrolled in a counselling program delivered in the blended learning modality (online learning coupled with synchronous tutorials and an on-campus intensive). The aim of the study was to investigate if this on-campus measure of learning alliance can validly measure learning alliance in blended student populations as well. Results revealed that learning alliance in the blended student population is best operationalised as a two-factor model (collaborative bond and student investment) only. Thematic analysis of an open question revealed learning alliance in the blended teaching environment is understood as four themes: qualities of the teacher, teacher style, mastery of the technology and unique online factors. These results were interpreted as evidence that the bond factor of the original learning alliance construct as operationalised by Bordin (1979) continues to be important in the blended teaching space, but other factors unique to blended learning are important for online learning alliance, including content relevancy, currency and validity, as well as a transparent and structured course delivery style, flexibility when technology fails and online objectivity. Study limitations, implications and future research recommendations are discussed.

This paper reports on an art-based autoethnography study aimed at helping the author, an international student, reflect on her personal distress during tertiary study in Australia. Over an 8-week period, the author engaged in meditation and art-making activities to articulate and reflect upon her experiences and emotions. Distress levels were recorded using the Visual Analogue Scale before and after each session of art making and reflection. The findings indicate a reduction in the author’s distress levels following engagement in art making and reflection. Furthermore, the process revealed the importance of maintaining a positive mindset and cultivating self-love, which contributed to the author’s reduced distress levels. In conclusion, this study reveals that engaging in art making effectively alleviated distress for the author during her time as an international student in Australia.

Background: This paper presents an analysis of the current research landscape within the Australian counselling profession, identifying key challenges and proposing a strategic approach to building research capacity. Problem Statement: Written by a taskforce of educational leaders, it reports their perceptions and experiences of the multifaceted challenges hindering research development. These challenges encompass the limited pipeline of future doctoral‐trained counselling educators, the barriers to promotion opportunities for current counsellor educators, and the impact these deficits may have on the profession overall. Proposed Solutions: To address these challenges, the paper proposes a series of targeted strategies aimed at stakeholders across the research ecosystem. Conclusion: The intention of disseminating these strategies is to support counselling professionals in other regions who may be interested in further development of their own research capacity.

Background: The COVID-19 pandemic necessitated a rapid transition to online group psychotherapy. While research confirms its effectiveness in promoting mental wellbeing and common humanity, achieving these objectives requires a grounded facilitator. However, the virtual environment presents unique challenges that can leave facilitators feeling ungrounded and disinhibited. Method: This scoping review identifies and maps literature on how online group facilitators return to groundedness when facing self-disinhibition. Using a somatic framework—prioritising internal physical perception—grounding is defined as maintaining an embodied connection to the self. Six articles met the inclusion criteria following a systematic search of published and grey literature. Findings were evaluated using JBI quality appraisal tools and analysed via thematic synthesis. Findings: Data were summarised into four themes: body-oriented practice, techniques, ethics, and technology. Results highlighted that somatic practices help facilitators regulate themselves by tuning into bodily sensations, while technological features, such as chat functions and breakout rooms, can serve as active grounding tools. Discussion: Despite increased research on online therapy effectiveness, a paucity of studies addresses specific facilitator grounding skills. This review identifies interventions and barriers to efficiency, aiming to guide future research and best practices. While theoretical extensions from gestalt and mindfulness-based approaches offer promising frameworks, rigorous empirical testing is required to confirm their efficacy in digital spaces.