A Survey of Group Coordinators in College and University Counseling Centers: Findings and Recommendations

In an era of increasing demands on college counseling centers (CCs), many CCs appoint a group coordinator (GC) to oversee the implementation of a group therapy program. It is common knowledge in the field that this role is essential to develop and maintain a thriving group program, yet little information is available to understand best practices. An exploratory survey of GCs in CCs was conducted to understand the descriptive features of those occupying the role as well as typical responsibilities, resources, and job satisfaction. We analyzed responses from 53 GCs in the US and Canada. Generally, GCs reported managing a wide range of responsibilities and having limited resources (administrative time, reduced caseload) and inconsistent CC staff practices (group training, weekly group meeting). On average, GCs reported moderate satisfaction with their role and resources and high satisfaction with CC leadership. Correlations were found between positive CC culture toward group and staff involvement, groups per semester, GC responsibilities, group program structures, and GC role satisfaction. Rates of group utilization were significantly higher for GCs with two or more administrative hours and for CCs that held a weekly meeting about groups. Staff group involvement, representing strength of CC culture toward group, was significantly higher if the GC held an administrative role. The article concludes with recommendations for best practices for the GC role and directions for future research.

A Broad View of Education and Training

This reaction responds to the three core articles in the Major Contribution in the September 2005issue of The Counseling Psychologist regarding (a) how counseling psychology programs fit within academic structures, (b) how our training models relate to student and faculty outcomes, and (c) how much progress has been made toward increasing the diversity of our faculty. The authors (a director/internship director in a university counseling center and a training director of a counseling psychology program) share a belief in the continued need for teachers and trainers in counseling psychology to work together, not only within departments and colleges but across campuses and throughout the field. The importance of collaboration between graduate programs and college counseling centers is highlighted, and support for a closer fit with colleges of education is stressed, along with a commitment to children and adolescents. This Major Contribution will hopefully reinvigorate other cooperative efforts.

An Investigation of Process Variables in Feminist Group Clinical Supervision

Using a qualitative research design, this study investigated how three supervision groups, each led by a counseling supervisor with a feminist theoretical orientation, understood process variables of feminist group supervision. Participants each completed one semi-structured individual interview and engaged in one of three respective focus groups to talk about their experiences in group supervision. Data from these interviews were analyzed using constructivist grounded theory; standards of trustworthiness were accounted for using multiple tools. A supervision model emerged from the data, representing various clusters of process variables that affected how the participants understood the process and outcome of their supervision experiences. Implications of the model on theory, research, practice, and advocacy are discussed.