Coping School: A proof-of-concept feasibility study of a primary care psychoeducational group promoting self-care after adverse events

• Coping School was perceived as valuable by participants for increasing self-understanding, though the condensed format limited some therapeutic components. • A small eligible patient population, hesitation toward group treatment, and organizational barriers were identified as key obstacles to recruitment. • Symptom changes varied across participants, suggesting potential benefit for some, but highlighting the need for further evaluation in larger studies. PTSD is defined by the presence of a qualifying traumatic event (Criterion A), yet considerable debate remains regarding how this criterion should be operationalized, as individuals exposed to non–Criterion A stressors may develop clinically significant PTSD-like symptoms. This diagnostic complexity poses challenges for identification and treatment of trauma-related distress in primary care settings. The aim of the study was to investigate whether Coping School , a psychoeducational group for patients and their relatives, is feasible and associated with symptom reduction, how participants experience the intervention, and therapists’ perspectives on recruitment difficulties. Eleven assessment interviews with potential participants were conducted, of which only four were deemed eligible. The study used a within-group design with measurements conducted pre, mid, and post intervention, and three-month follow-up. At follow-up, changes in symptom ratings relative to baseline varied across participants. Participants perceived the intervention as valuable for increasing self-understanding, but that an overly condensed intervention led to the loss of important therapeutic elements. Therapists were also interviewed (n = 11) regarding their views on the intervention and factors that may have contributed to recruitment difficulties. The thematic analysis resulted in three themes: A limited eligible patient population, Hesitation toward group treatment, and Organizational barriers to collaboration and development. These preliminary findings suggest that Coping School may be feasible and acceptable for some participants, but recruitment challenges – including how to engage and motivate other therapists to refer patients – highlight the need for further development and larger studies to evaluate effectiveness and generalizability.