Facilitating an Experiential Group in an Educational Environment: Managing Dual Relationships

Abstract

The significant benefit of experiential learning in group work presents ethical complexities that must be considered by students, faculty, and programs. This article explores the clinical and ethical intricacies of teaching a group counseling course while facilitating an experiential group as part of the course curriculum. Specifically, the framework presented examines the dual roles of facilitator and instructor as complementary versus adversarial functions while analyzing challenges to both teacher and students. Guidelines for effectively running an experiential group as part of a group counseling course are presented utilizing five ethical principles: fidelity, beneficence, nonmaleficence, autonomy, and justice. Finally, guidelines and practice considerations specifically tailored for the educative role as instructor and the process role as group facilitator are provided.

Developing into a group therapist: An empirical investigation of expert group therapists’ training experiences.

“…That is, being part of an EGG during their formalized training allowed them to gain richer perspectives as to what clients might experience when they first enter treatment and practice giving/taking feedback. The present study supports other findings (Haber & Deaton, 2019) regarding the reported developmental benefits of EGGs in group therapy training.…”

“…might experience when they first enter treatment and practice giving/taking feedback. The present study supports other findings (Haber & Deaton, 2019) regarding the reported developmental benefits of EGGs in group therapy training.…”

“…Barlow (2004) suggests the integration of skills across a variety of formats (experiential, academic, observation, and supervision) provides the student with a rich experience in learning group therapy skills. More recently, Haber and Deaton (2019) outlined an integrated conceptual framework that incorporates didactic, experiential, and debriefing strategies to assist trainees in becoming effective group therapists and allow for a deeper, richer learning experience to occur. Within this framework, didactic instruction provides trainees with a conceptual understanding of group techniques; experiential learning provides trainees opportunities to enhance their skills through observation, deepen their understanding of group skills, and apply the techniques they learn in the didactic instruction; and debriefing allows trainees to process their thoughts, feelings, and emotions following the group session to promote complex learning.…”

Recommendations for Implementing, Leading, and Participating in Process Groups During Training in Psychiatry

“…Psychiatry trainees are frequently in contact outside the group experience as colleagues on the wards or in the classroom, friends, or romantic partners. Interpersonal conflict or self-disclosure in the process group may adversely affect work and personal relationships [ 19 ]. Even when participation is explicitly voluntary, there may be unspoken social consequences of not participating.…”

“…After completing the initial planning, we recommend that programs provide trainees with an orientation guide that includes a rationale, learning objectives, and group agreements for participation [ 19 ]. Ideally, these guidelines are reviewed with both the program director and the group leader together.…”