Jonathan H. Ohrt

The Impact of Experiential Groups on Master Students' Counselor and Personal Development: A Qualitative Investigation

The qualitative inquiry describes the personal experiences of 15 masters level counselors-in-training who participated in an experiential personal growth group as an adjunct to their group counseling course. This study explored how counselors-in-training make meaning of their personal growth group experiences as well as how they perceive the experience of being members of this specific group. In an effort to bridge experiential training and counselor practice, implications for educating counselors-in-training are provided based on the clinical and academic experiences reported by the students. Additionally, we discuss directions for future research.

Using Music Videos to Enhance Empathy in Counselors-in-Training

Counselor empathy is recognized as a fundamental aspect of the counseling process. In addition, a counselors ability to empathize with clients is associated with positive counseling outcomes. Counselor educators utilize various strategies when teaching empathy to counselors-in-training. The purpose of this article is to describe the use of music videos as a tool to enhance empathy among counselors-in-training. More specifically, this manuscript will (a) review strategies used for empathy development in counselors-in-training, (b) present support for using expressive techniques in empathy training, and (c) describe the use of music videos in empathy training, including the application of a music video that is appropriate for counselors-in-training.

Group Leader Reflections on Their Training and Experience: Implications for Group Counselor Educators and Supervisors

Effective group leaders possess specialized counseling skills and abilities; however, attention to group leadership training appears to be lagging behind that of individual counseling. In this phenomenological study we explored group leaders’ perceptions of their training and experience. Twenty-two professional counselors participated in semi-structured interviews in which 7 primary themes within 2 categories were identified: (a) group counseling practice, (b) observation of group leadership, (c) supervision of group leadership, (d) experiential group participation, (e) academic/instruction, (f) group leader role, and (g) group process and dynamics. We discuss implications for counselor educators and supervisors and future research.

An Exploration of Group and Member Development in Experiential Groups

In this phenomenological study, we explored 52 group members’ development in experiential groups. Specifically, participants completed 10 weekly journal reflections about their experiences as members and also reflected on the group’s overall development. Four overall themes—exploration, transition, working, closure—as well as multiple subthemes emerged. We discuss findings, implications for group counselors and educators, and directions for future research.

A Phenomenological Exploration of Children's Experiences in a Social Skills Group

This phenomenological study explored the perspectives of 6 children who participated in a social skills group. The children were identified as having significant social skills delays and 4 of the children had a disorder on the autism spectrum. Seven themes emerged: mutual acceptance and support, improved interpersonal skills, positive feelings about the group experience, understanding others’ perspectives, improved ability to manage and express emotions, learning and practicing specific skills, and areas of improvement outside the group. Implications for group leaders and future research are discussed.

Adolescents’ Perceptions of Their School Counselors’ Impact

School counselors focus on students’ academic, career, and social/emotional needs in addition to fulfilling various administrative expectations. In this article, we explored adolescents’ perceptions of their school counselors’ impact. We used thematic analysis to analyze 273 students’ essays about how their school counselors affected them and identified eight themes: (a) College and Career Readiness, (b) Life Skills, (c) Multiple Roles, (d) Individual Attention, (e) Emotional/Social Support, (f) Therapeutic Relationship, (g) Advocacy, and (h) Academic Achievement. We discuss implications and suggestions for future research.

Manifestation of altruism: Perceptions among counselling students in the United Kingdom

Aims: The purpose of this study was to examine the applicability of a proposed model of the development of altruism, or unselfish caring for others, as perceived by counselling students in the UK. Method: Semi-structured interviews were conducted with eight counsellors-in-training. The data analysis involved open coding, axial coding, and the development of a coding paradigm. Findings: The findings address the four factors (biological, cognitive, social learning, and religiosity/spirituality) proposed in the model. Additional themes included: (a) community development and sustainability, (b) altruism across the lifespan, and (c) the counselling profession. Implications: The findings suggest a relationship between altruism and counsellor success. This supports the integration of altruism within the counselling curriculum, as it relates to the British Association for Counselling and Psychotherapy (BACP) Ethical Framework (2010). Furthermore, the findings support future research focused on altruism.

The Effects of a Success Skills Group on Adolescents' Self-Regulation, Self-Esteem, and Perceived Learning Competence.

In this article, the authors discuss how school counselors at two middle schools identified and intervened with eighth-grade students who were at risk for academic failure using the Student Success Skills (SSS) small-group curriculum (Brigman, Campbell, & Webb, 2010). Participants reported significant increases in self-regulation and perceived competence for learning. The authors present results of the intervention, including (a) process, (b) perception, and (c) outcome data, and discuss implications for school counselors.

Infusing Mindfulness-Based Interventions in Support Groups for Grieving College Students.

Approximately 39–49% of college students have experienced grief due to death in the past 24 months. Students’ grief is often complicated due to the nature of their developmental characteristics (e.g., searching for autonomy, identity development, career direction, academic pressure, and formation of intimate relationships). Group mindfulness-based interventions may help alleviate symptoms associated with grief. In this article, we discuss integration of mindfulness-based techniques in a college counseling group to support bereaved college students.

An Integrated Approach to Counseling Children Diagnosed With ADHD, ODD, and Chronic Stressors:

Families in rural, low socioeconomic status areas are often underserved related to mental health services. Additionally, attention deficit hyperactive disorder (ADHD) and oppositional defiant disorder (ODD) are common comorbid concerns for children in these areas. Further, chronic stressors are typically present in the lives of children in such a setting when a parent loses custody of the child, and another family member takes on the parenting role. In this article, we (a) review information on the confluence of ADHD, ODD, and chronic stressors; (b) present an assimilative integrated approach using behavioral therapy as the foundational theory, supplemented by techniques from play therapy and structural family therapy; and (c) present a case example in which the approach was utilized.