Five models for using the experiential group in the preparation of group counselors

Turkish counselor trainees’ experiences regarding experiential groups: A qualitative study

“…Empirical investigations revealed that instructor-led groups are used in 39 % of the counseling programs. Of the % 22 programs, counselor educators take an observer role; of the % 19 programs, counselor educators do not lead the group, but receive feedback (Merta et al, 1993). Some researchers have argued that counselor educator involvement in such groups may cause some ethical concerns, such as in regard to dual relationships.…”

“…Moreover being a member helps trainees to understand how their future clients might feel and react during the group process and to transfer their learning to their own leadership efforts (Ieva et al, 2009;Smith & Davis-Gage;2008). The experience also, in itself, creates awareness of group dynamics and gives opportunity to vicariously learn group leadership skills (Flasch, Bloom & Holladay, 2016;Ieva et al, 2009;Merta & Sission, 1991;Merta, Wolfgang & McNeil, 1993;Stockton & Toth, 1996).…”

Application of a skill-based training model for group counselors

“…A survey of counselor education programs indicated that nearly 40% of respondents (93 of 236) used instructor-led experiential groups in their group counseling courses. In addition, more than 20% of the respondents (51 of 236) used instructor-observer experiential groups (Merta et al, 1993). Merta and Sisson (1991) stated that educators face the dilemma of asking (students) in an experiential group t o engage emotionally and in a meaningful way to maximize interpersonal and intrapersonal learning, while informing them that because of the limits of confidentiality and the evaluative nature of the preparation, they will be assessed as to their interpersonal effectiveness.…”

“…Striking a balance between responsibility to the profession and responsibility t o students is a complex task. Professional responsibilities include training competent group workers (Merta & Sisson, 19911, whereas responsibilities to students involve protecting privacy, preventing the abuse of power, and monitoring dual-relationship issues (Kitchener, 1988;Merta et al, 1993). A number of models have been outlined that attempt t o address these opposing demands (Merta et al, 1993;Pierce & Baldwin, 1990;Sklare et al, 1996).…”

“…At the same time, a skill-based training model may reduce the threat to an invasion of student privacy because the emphasis is on skill acquisition rather than interpersonal development. The use of further safeguards such as informed consent procedures or instruction on how to limit self-disclosure (Merta et al, 1993) can be used to help provide further protection for students. Developing self-confidence or self-efficacy is also an important element in a counselor education curriculum.…”