Ten Strategies to Intentionally Use Group Work to Transform Hate, Facilitate Courageous Conversations, and Enhance Community Building

Debriefing experiential learning in counselor education

“…In these moments, the debriefer may need to revisit setting the scene (phase one) to reaffirm the basic assumption and learning contract for the debrief. The counselor educator becomes more directive in their facilitation leaning more into advocacy and inquiry to illuminate the multiple perspectives and establish more concrete rules for engagement, not too dissimilar from best practices in group facilitation (Guth et al., 2019). Although psychological safety is initiated in the first phase, it is crucial to maintain psychological safety in the classroom and throughout the debrief to ensure an environment for interpersonal risk‐taking and authentic sharing.…”

Beyond Traditional Group Counseling: Moving Toward Healing, Catharsis, and Social Action

“…In alignment with the development and expansion of the guiding principles, the Association for Specialists in Group Work (ASGW) offers Ten Strategies to Intentionally Use Group Work to Transform Hate, Facilitate Courageous Conversations, and Enhance Community Building (Guth et al, 2019; see the Appendix). These 10 strategies provide a platform dedicated to equity, multiculturalism, and social justice.…”

“…Some examples include hip hop spoken word therapy (Levy, 2019;Washington, 2018), digital storytelling (Sawyer & Willis, 2011), and creative arts (Martin et al, 2018). Regardless of methods, evidence demonstrates that group work builds community and cohesion among members, which leads to overall well-being (Guth et al, 2019;Levy & Travis, 2020).…”

Unsettling Complex Inequities on School Climate for Males of Color: School Counseling Applications From an Intersectionality-Based Policy Analysis

“…Using a core feature of the lens of intersectionality, school counselors strengthen their culturally responsive practices by firmly grasping their own intersections, awareness, critical consciousness, and knowledge (Haskins & Singh, 2015; Tuttle & Haskins, 2017). This issue is especially vital in consistently attending to multicultural and social justice competencies (Guth et al, 2019; McDowell & Hernández, 2010; Ratts et al, 2016) and broaching topics to inform culture and equity within interpersonal relationships (Day-Vines et al, 2018). While Tana can indicate different identities as sources of strength among her students, she can foster conversations that capitalize on strengths of students similar to James and prevent essentialist assumptions by problematically positing that every male student of color operates from the same experience (Grzanka, 2019; McCall, 2005).…”