Student Attitudes and Instructor Participation in Experiential Groups

St.Pierre, Betsy K.

doi:10.1080/01933922.2014.919048

Cited by 17 publications

(8 citation statements)

References 21 publications

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“…Many counseling program curricula have implemented an experiential group as part of their course, creating a well-established component adjunct to learning about the process of group counseling (Corey, Corey, & Corey, 2014;LaPorte & Sweifach, 2011;Shumaker et al, 2011) and skill development (Anderson & Price, 2001;Kottler, 2004;Luke & Kiweewa, 2010;St. Pierre, 2014;Yalom & Leszcz, 2005).…”

mentioning

confidence: 99%

“…There are unique ethical concerns when facilitating an experiential group that must be addressed. Experiential groups are often led either by the course instructor or by an independent, outside facilitator (St. Pierre, 2014). When groups are run by the course instructor, students are placed in a vulnerable position due to the power differential between the student and the professor.…”

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confidence: 99%

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

Haber

Deaton²

2019

International Journal of Group Psychotherapy

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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.

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mentioning

confidence: 99%

mentioning

confidence: 99%

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

Haber

Deaton²

2019

International Journal of Group Psychotherapy

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“…In the same vein, the nervous reactions of the CITs could not be totally eliminated. In the study of St.Pierre (2014), some participants recognized the value of being nervous and excited, and opposed to using role-playing or "pseudo-personality". In addition, those ethical issues and authentic emotional reactions could be fully utilized as learning materials for the CITs during the debriefing session conducted by the counsellor educators.…”

Section: Implications For Counsellor Educatorsmentioning

confidence: 99%

“…In a recent review paper, Zhu (2018) identified 15 empirical studies on an experiential training group for CITs in the last three decades. Among those studies, two are quantitative studies (Ohrt, Robinson, & Hagedorn, 2013;Young et al, 2013), two are studies using mixed methods (St.Pierre, 2014;Steen, Vasserman-Stokes, & Vannatta, 2014), one is a descriptive study (Anderson & Price, 2001), and ten are qualitative studies (e.g., Bohecker, Vereen, Wells, & Wathen, 2016;Ieva, Ohrt, Swank, & Young, 2009;Smith & Davis-Gage, 2008). In addition, while the findings of ten studies were directly relevant to counsellor professional and personal development, the other five studies presented the overall perceptions and/or reactions of the CITs (Zhu, 2018).…”

Section: Introductionmentioning

confidence: 99%

Effects of an Experiential Training Group on Psychological Wellness and Professional Efficacy for Counsellors-in-Training

Fung¹

2019

GJHS

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Despite the recognized value of an experiential training group in major counselling program accrediting and governing institutions, there is a paucity of research investigating the effectiveness of such a training group for counsellors-in-training (CITs). The present study examined the effects of a wellness-themed training group conducted in Hong Kong on CITs’ psychological wellness and group leader self-efficacy. The Five Factor Wellness Inventory (5F–Wel) and the Group Leader Self-Efficacy Instrument (GLSI) were administered to forty-three CITs of a Hong Kong master’s degree program in counsellor education. A pretest–posttest design was employed to compare psychological wellness and group leader self-efficacy before and after a 12-hour experiential training group. Two research aims were addressed. The findings showed significant increases in group leader self-efficacy and psychological wellness among CIT participants. Further investigation showed that Coping Self, Creative Self and Life Satisfaction improved significantly following the experiential training group. The foci of promoting an awareness of personal resources and identifying personal-fit positive coping strategies in the current group intervention might contribute to the positive results. The present findings have important implications for counsellor educators who have an important role in preparing competent and resilient CITs. The mandatory participation of the CITs as group members in an authentic, feedback experiential training group is recommended in a professional counselling program.

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“…Nitekim Büyükgöze -Kavas (2011) tarafından yapılan araştırmanın sonucu da yüksek lisans ve doktora öğrencilerinin % 41'inin liderlik yapmaktan dolayı heyecan ve kaygı yaşadıklarını ortaya koymuştur. Bir başka araştırmada, grup lideri adaylarının % 20'sinin eğitim sırasında öğretim üyesi tarafından değerlendirildikleri ve eleştirildikleri için, % 30'unun ise diğer diğer grup üyeleri tarafından eleştirildikleri için kaygılandıkları görülmüştür (Pierre, 2014).…”

Section: Tartişma Sonuç Ve öNerđlerunclassified

Beceri̇ye Dayali Grupla Psi̇koloji̇k Danişma Eği̇ti̇mi̇’ni̇n Grupla Psi̇koloji̇k Danişma Beceri̇leri̇ne Etki̇si̇ni̇n İncelenmesi̇

Pamukçu¹,

Kağnici²

2016

Elektronik Sosyal Bilimler Dergisi

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Bu araştırmanın amacı, Beceriye Dayalı Grupla Psikolojik Danışma Eğitimi'nin (BDGPDE) grup lideri adaylarının grupla psikolojik danışma becerilerini kullanma sıklıklarına ve bu becerileri kullanmadaki etkililik düzeylerine etkisini ortaya koymak; BDGPDE alan grup lideri adaylarının söz konusu eğitime ilişkin görüşlerini incelemektir. Araştırmada yer alan 41 grup lideri adayından, deney grubunda yer alanlar BDGPDE, karşılaştırma grubunda yer alanlar Yaşantıya Dayalı Grupla Psikolojik Danışma Eğitimi (YDGPDE) alırken, kontrol grubunda yer alanlar ise herhangi bir eğitim almamıştır. Araştırmanın nicel verileri Grupla Psikolojik Danışma Becerileri Ölçeği ve Etkililik Değerlendirme Ölçeği; nitel verileri ise Odak Grup Görüşme Formu kullanılarak elde edilmiştir. Nicel verilerin analizinde karışık ölçümler için varyans analizi, nitel verilerin analizinde ise içerik analizi kullanılmıştır. Araştırmanın nicel bulguları, BDGPDE'nin grup lideri adaylarının beden dili becerisini kullanmadaki etkililik düzeylerini YDGPDE ve kontrol grubuna göre göre anlamlı düzeyde arttırdığını; göz teması becerisini kullanmadaki etkililik düzeylerini ise kontrol grubuna göre anlamlı düzeyde arttırdığını ortaya koymuştur. Ancak, BDGPDE'nin grup lideri adaylarının açık uçlu soru sorma, kapalı uçlu soru sorma, içerik yansıtma, özetleme ve duygu yansıtma becerilerini kullanma sıklıklarını ve bu becerileri kullanmadaki etkililik düzeylerini anlamlı düzeyde arttırmadığı sonucuna ulaşılmıştır. Araştırmanın nitel bulguları ise Katkı, Öğretim Yöntemleri ve Öneriler olmak üzere üç kategori altında yer almıştır.

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Student Attitudes and Instructor Participation in Experiential Groups

Cited by 17 publications

References 21 publications

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

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

Effects of an Experiential Training Group on Psychological Wellness and Professional Efficacy for Counsellors-in-Training

Beceri̇ye Dayali Grupla Psi̇koloji̇k Danişma Eği̇ti̇mi̇’ni̇n Grupla Psi̇koloji̇k Danişma Beceri̇leri̇ne Etki̇si̇ni̇n İncelenmesi̇

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