A group designed to address social justice issues for Asian international students within a counseling training program is described. The authors implemented such a group that led to critical consciousness, accountability, and action spurred by culturally sensitive empowerment. Such a group may be desirable for training programs that want to…

This article presents a teaching strategy for group work that enhances the social justice consciousness of course participants by increasing their knowledge of their own cultural identity, worldview, acculturation, privilege, and oppression to improve their cultural responsiveness and understanding of social justice issues. The focus is on group…

This article reviews and critiques the literature regarding dual relationships in group work training. It explores the ethical concerns raised within the field, and relates this to an emerging literature concerning potentially beneficial relationships. Anecdotal and empirical evidence regarding dual relationships is reviewed, demonstrating the…

An online survey about the group work training experiences of school counselors was completed by 802 members of the American School Counseling Association (ASCA). Most respondents had one course in group work; a minority had the opportunity to observe or co-lead groups with children and/or adolescents as part of their training. Qualitative…

Describes the co-leading experience of a trainee who is paired with a senior therapist. Explores the advantages and disadvantages of this approach for training counselors in group work. Provides recommendations to prospective trainees and supervising co-leaders. (KW)

This article centers around a training of trainers course. The course was developed in response to student and departmental needs to provide advanced graduate students with the opportunity to have supervised practicum experience and explore theoretical issues in group training as part of their education and preparation within the department.…

Presents a small-group format for training basic group leadership skills and gives components of the format and methods for their use. (Author)

Examines the effectiveness of systematic group leadership training for 36 graduate students to verbally use and discriminate among four group leadership skills; i.e., cutting off, drawing out, holding the focus, and shifting the focus. Results showed increases in skill acquisition following training. (BH)

Examined the impact of using faculty as models for counselors-in-training. Although the change from pretest to posttest was positive for both groups, the experimental group did not differ significantly from the control group. (Author)

Discusses a model for training supervisors, helpers and other leaders of small group discussions with a specific goal. Describes the model's five stages: (1) trainer models leader behavior, (2) subgroup members practice leading, (3) subgroup's behavior processed, (4) critiques leader's behavior, and (5) total group shares observations and…

One consistent criticism of group involvement is poor leader preparation. The apprenticeship model provides an alternative to an experience-based training model. The development of skills should be graduated, allowing the leader to assume responsibility commensurate with level of training. (Author)

The Council for Accreditation of Counseling and Related Educational Programs and the Association for Specialists in Group Work standards of practice require programs to provide both experiential and didactic training in group leadership skills. This article discusses methods traditionally used to meet these standards and the practical and ethical…

Concerns the scarcity of literature on training practices for group leadership and the lack of training research. Group leadership training is a relatively new field. Clarification of group counseling functions and more research in group counseling will bring the development of more sophisticated approaches to leadership training. (NRB)

Reviews the literature on the use of process observation as an effective method for training group workers. Describes the development and implementation of a process observation system as a training tool. (Author/KW)

Group work trainees have benefited from experiential instructional methods that allow them to participate in actual group experiences. The reflecting team process can serve as one such instructional method. It provides an experiential component that allows group work students to participate in actual group experiences, with particular focus on…