Presents case example and evaluation of group counselor supervision. Describes how experiential client-centered and didactic supervision methods were employed to achieve four key supervisory goals within an interpersonally oriented developmental framework. Attempts to document actual practice of group supervision over the course of the group life…

THE AUTHOR BELIEVES THAT GROUP COUNSELING PROVIDES A UNIQUE METHODOLOGY AND A UNIQUE OPPORTUNITY FOR SOCIAL LEARNING. A GUIDE TO THIS APPROACH IS PRESENTED. DEVELOPMENTAL GROUP COUNSELING IS SEEN AS PART OF THE EDUCATIONAL PROCESS. THIS APPROACH HELPS CHILDREN FACE CHANGES AS THEY OCCUR WITHIN THE CHILD AND THE WORLD. EMPHASIS IS PLACED UPON…

Describes a developmental group training workshop for training experienced counselors to do group counseling. Discusses stages of training including exploration, understanding, and action, which can help counselors learn helping skills for counseling that can often transfer to their own interpersonal lives and interactions with others. (JAC)

Presents an annotated bibliography of books, articles, and other commercially produced materials dealing with life-skills training. Gazda's developmental modalities provide the framework for these sources, many of which are relevant for group usage. (JAC)

Presents research completed on developmental group guidance meetings. Presents an example of how counselors can document and evaluate the positive reactions their students have to well-organized, weekly group sessions. Provides direction for changes in the group guidance program. (ABB)

Presents an outline of a six-session communication lab. These labs focus on feelings and their relationship to human behavior. (Author/HMV)

Presents a two-tiered developmental guidance classroom unit on parental divorce which acquaints children with the idea of divorce as a family change. Focuses on the needs of the children coping with parental divorce. Discusses results which appear to have a positive effect on child's depression, attitudes and belief about parental divorce and…

Describes a curriculum and presents the research results of a primary prevention model designed and used to promote personal growth of high school students. Intervention served as an operational translation of cognitive-development theory. Used practicum-seminar format to practice active listening-empathic responding. (Author)

Describes a premarital group counseling program involving 35 committed couples. Results indicate that few role models were available for couples and that communication difficulties were apparent among many of the participants. Suggests counselors consider group premarital counseling as a valuable process for their clients. (Author)

Tested the value of a developmental play (DP) program with a group of emotionally disturbed children (N=8). Results indicated that DP had a positive impact on the lives of both the children and the teacher, who reported that learning occurring in the group sessions generalized to the classroom. (LLL)

Describes the Theme Centered Interaction (TCI) Model, which provides a method for residence hall staff to support student development processes. Discusses initiation of the theme, dynamic development, and termination of the group. Residence hall staff can readily be used as facilitators for TCI groups. (JAC)

The Del Mar Union School District in southern California began a developmental program for inarticulate, shy, poorly-peer-oriented students. A group program appeared to be the best way to give this type of child a place to make himself heard, to supply ego-supporting activities, to foster broader peer interaction and the development of…

GROUP WORK IN THE ELEMENTARY SCHOOL IS AN EFFECTIVE METHOD FOR DEALING WITH THE INSTRUCTIONAL ASPECTS OF GUIDANCE AND OF ASSISTING CHILDREN WHO SHOW A DEFEATING SELF-CONCEPT OR AN INABILITY TO RELATE TO OTHERS. GROUP WORK IS AN EFFICIENT WAY OF DEALING WITH GROWING NUMBERS OF MALADJUSTED CHILDREN IN SCHOOLS. THE FORCE OF THE PSYCHOLOGICAL GROUP IS…

Describes the cognitive pattern of perfectionist thinking and discusses its development. The stages and strategies of group intervention for this pattern are presented. Goals and a general orientation are outlined which include developing self-awareness, recognizing secondary gains, and disrupting the maladaptive cognitive system. (JAC)