Exploring a Relational Cultural Group Trainee Model for Master’s Level Counseling Students

Through the relational looking glass: Applications of relational–cultural theory to career development and mental health

“…When an individual experiences a growth‐fostering relationship with these elements present, one desires to be in other relationships, which becomes framed as a desire for more connection and relationships (Miller & Stiver, 1997; Singh & Moss, 2016). Ultimately, the combination of the five good things leads to more motivated, passionate, and relationally competent relationships overall (Hammer et al., 2021). Under the premise of RCT, developing growth‐fostering relationships is a primary goal in therapy and human development, becomes a driver for the five good things, supports other RCT core tenets, and reinforces the effectiveness of the theoretical framework (Jordan, 2017, 2018).…”

“…Collins (1990) initially defined controlling images as societal expectations that influences individuals’ expectations of themselves and their interactions within relationships. Collins initially applied this concept to understand the influence of controlling images on the identity development of Black women (Hammer et al., 2016, 2021). Societal expectations contained within controlling images are encountered by all individuals and can be a barrier for clients when considering their personal potential (Hall et al., 2018; Kress et al., 2018).…”

“…These internalized expectations prevent authenticity and fully experiencing mutuality or mutual empathy (Duffey et al., 2016; Jordan, 2018). Both controlling images and relational images add to difficulties with experiencing healthy relationships, life transitions, career expectations, and perceptions of self (Hammer et al., 2016, 2021; Singh et al., 2020).…”

“…Although social justice has surfaced consistently as a priority for career practitioners and counselors alike, the use of social justice approaches and theories are difficult to define (Fickling et al, 2018). As relational-cultural theory (RCT) has augmented a wide range of empirical and conceptual research in counseling (see Duffey et al, 2016;Jordan, 2017;Hall et al, 2018;Liang et al, 2002;Mereish & Poteat, 2015;Storlie et al, 2017), its theoretical premise provides several implications for infusing mutuality, social justice, and connection with environment directly into career development interventions with employees, the workplace, and the workforce. Although RCT has exploded within the fields of psychology and counseling, the approach is rarely applied to career development practices and interventions.…”

Counselor Education and Supervision: 2018 Annual Review

“…Scholars also conducted research on evaluating methods related to group counseling courses with a focus on growth groups. Researchers found that not sharing journals led to faster creation of group cohesion (Oh et al, 2018), identified growth factors that varied over group stages and time (Kiweewa, Gilbride, Luke, & Clingerman, 2018), and reported student experiences in a group course grounded in relational‐cultural theory (Hall, Harper, & Korcuska, 2018). Additionally, the literature on multicultural courses included evidence that photovoice deepened learning and helped students express emotions (Paone, Malott, Pulliam, & Gao, 2018); use of popular films to teach multicultural counseling (Nittoli & Guiffrida, 2018); and use of self‐regulated learning to improve multicultural awareness, skill development, and competence (Zeleke, Karayigˇit, & Myers‐Brooks, 2018).…”