Revisiting Experiential Group Training in Counselor Education: A Survey of Master's-Level Programs

Experiential Group Psychotherapy Training with Undergraduate Students in Spain

This paper describes a single case study design examining the experiences of 14 undergraduate psychology students in Spain who participated in a group psychology course with an analytic, experiential group training component. Our goal was to better understand trainees' experiences as participants in the groups and gather their perceptions on the main mechanisms of learning that occur. Qualitative data came from participants' personal reflective journals, and thematic analysis was used to code these data. Quantitative data came from participants' pre-post scores on a therapeutic factors inventory (Yalom's therapeutic factors). Test scores suggest that altruism, universality, cohesion, increased among participants, from pre- to posttest. In addition, qualitative analysis revealed that the group process followed an expected progression (e.g., hesitant and superficial, to deep and emotionally charged interventions, to themes surrounding closure and integration). We review learning mechanisms identified by participants, such as practice in the observer role and the use of silences in the group. Finally, we review the usefulness of an experiential approach in helping undergraduate students learn about group process, develop interpersonal skills, experience personal growth, and acquire group facilitation skills. Study limitations are also discussed.

Assessing the Efficacy of Contextualized Group Counseling Education in Asia: A Mixed Methods Study

Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures, especially in counseling education. This study examined the learning experiences of students (n = 52) enrolled in a culturally contextualized experiential teaching method implemented across a 3-year period in a Malaysian university Masters-level group counseling course. The course changes included group demonstrations by lecturers and peers, live group participation and observation, group dynamics map drawing and debriefing, paired group proposal writing and presentation, and group note- taking. This study adopted a mixed method approach with a short survey consisting of both standardized scales and open-ended questions, administered at the beginning and end of each 12-week semester. Archival data on students' evaluation was also retrieved from the year before the intervention, to compare with the 3 years of intervention. Results showed a statistically significant improvement in students' perceived group leadership skills and leadership characteristics at the end of the course. Students' overall satisfaction with the course quality also improved significantly from the year prior to the implementation of the new teaching method. Qualitative coding identified three major themes-active learning classroom that led to confidence in group counseling knowledge and skills; experiential activities in the tutorial sessions, with opportunities to carry out their proposed group activities; and formative feedback given throughout the semester during tutorial settings contributing to the higher course satisfaction rate. To conclude, we discuss the implications of contextualized experiential learning for higher education counseling pedagogy in the Asian region.

Supplementary information

The online version contains supplementary material available at 10.1007/s10447-022-09471-3.

An Exploration of Turkish Counselor Trainees' Development in Experiential Training Groups: An Uncontrolled Case Study

The purpose of this case study was to (1) examine the effect of experiential training groups on empathy and professional disposition levels of counselor trainees and (2) to understand their experiences and perceptions regarding experiential groups. Participants were 62 Turkish undergraduate counselor trainees enrolled in a group counseling course. Trainees participated in both a didactic group counseling course and an experiential group. The quantitative results of the study indicated that trainees experienced an increase in empathy and professional disposition levels pre-post. The qualitative analysis yielded three major categories: (a) member roles, (b) emotional experiences, and (c) contributions. The findings of this study highlight the importance of experiential training groups in counselor education.

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

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.