Rex Stockton

Teaching group counselors: Recommendations for maximizing preservice instruction

Abstract The authors examine instructional strategies for the preparation of group counselors including the Association for Specialists in Group Work (ASGW, 1992) Professional Standards for the Training of Group Workers. Suggestions are made for maximizing instruction at the university level.

Facilitating Feedback Exchange in Groups: Leader Interventions.

Abstract Therapeutic factors have long been conceptualized as providing a theoretical foundation for the change that may occur in small group settings. This article examines interpersonal feedback, a process that in fluences the development of many therapeutic factors. It is theorized that through the use of a variety of feedback interventions, group leaders can facilitate positive growth among group members. A number of specific interventions that leaders may use to facilitate the giving, receiving, and using feedback messages in a small group setting are presented.

A Skill-Based Approach to Teaching Group Counseling Interventions.

Abstract This article investigates the use of a skill-based training curriculum as it relates to group counselor education. A pilot study is presented that uses three basic elements of group counselor training: didactic, observational, and experiential. The pilot study suggests how group interventions might be taught using a microcounseling-type skill-based approach.

Islamic Values Relevant to Group Work, with Practical Applications for the Group Leader.

Abstract Islamic and cultural values of Muslim members are presented along with their potential positive and negative impacts on counseling groups. Therapeutic functions and skills are suggested when working with Muslim members.

Letting Go of Grief: Bereavement Groups for Children in the School Setting.

The loss of a family member is a traumatic experience for any child, affecting every aspect of life. In this article, we describe many of the needs of the child experiencing a loss, focusing on parental bereavement. A rationale for using support groups with grieving children is presented. Furthermore, we provide a review of best practices from the literature and recommendations to help counselors implement grief groups. Although many of the techniques and methods described are geared toward school counselors, grief groups for children can be used in a variety of settings, including hospices and community mental health centers. It is hard to imagine a more devastating event in the life of a child than the death of one or both parents. Unfortunately, it happens to about 4% of American youthbefore their 15thbirthday (Fristad, Jedel, Weller, & Weller, 1993). Researchindicates that mourning is always a complicated process for children for a number of reasons, which are outlined below. Particularly in cases where it is a parent who has died, grief can be more devastating. Grief groups that are led by counselors in schools can be an effective way to assist students who have undergone such a traumatic event. Children’s functioning in school is one of the many areas affected by such a traumatic loss. Thus, school counselors and other personnel are often in a position to assist students in mourning the loss of a loved one and beginning the process of healing. This article will provide a brief description of the needs of grieving children and detail a number of interventions found to be helpful in helping children deal with loss in a support group setting. The authors make use of available literature, the

Self-Talk of Group Therapists.

To identify group leader cognitions and the role experience may play in leader cognitive schemas, 60 participants were placed in 1 of 3 groups on the basis of group-leading experience and were exposed to a 20-min videotape of a group session, during which they completed a thought-listing instrument. Two judges free sorted the 1,299 collected thoughts and identified and defined 17 distinct thought categories. Three trained judges then placed 1,271 (97.8%) of the thoughts into these categories. Differences among experience levels were also explored through correlation and stepwise multiple regression analyses. Two thoughts, interpretation of group process and internal question regarding member, were found to account for 56% of the variance in experience level. Findings are discussed in terms of group leader cognitive processing, and suggestions for future research are provided

The Effects of Structured Group Exercises on Cohesion, Engagement, Avoidance, and Conflict:

The purpose of this study was to investigate the effects of the use of structured group exercises on cohesion, engagement; avoidance, and conflict. Thirty-seven subjects were randomly assigned to either an experimental condition or a control condition. The groups in the experimental condition began their group sessions with a 15-to 20-min group exercise. Groups in the control condition did not participate in any structured exercises. At the end of each session, subjects completed the Group Climate Questionnaire (Short Form) and theAttraction Scale. A repeated measures analysis of variance indicated a significant interaction between time and structure for cohesion, engagement, and avoidance. Subsequent trend analysis indicated that trends were of a higher order for the control condition than for the experimental condition for all variables. This may indicate less recycling back to earlier developmental levels in the groups that incorporated the structured exercises. Subjects in the experimental condition were also significantly more satisfied with their group experience.

Processing Group Events: A Conceptual Map for Leaders.

Abstract Beginning group leaders frequently are called on to process significant events in a group. However, little information exists in the literature that directly discusses how to perform this important group function. This article offers a conceptual map for leaders to follow in processing group events. Examples of specific interventions that can be used to facilitate processing are offered along with case examples.

Developing cohesion in small groups: Theory and research

Abstract Although group cohesion is widely recognized as a potent factor in a variety of group settings, its multidimensional properties are dflficult to define and measure. This review presents some current attempts to redefme the concept and examines studies designedto manipulate factors hypothesized to enhance cohesion and concludes with some suggestions for more systematic and potentially fruilful research.

The Use of Verbal Feedback in Counseling Groups: Toward an Effective System.

Though limited, research findings suggest that behavioral feedback is rated by group members as more effective than interpretive or mixed feedback. Jacobs, Jacobs, Cavior, and Feldman (1973) studied type offeedback when given publicly and Jacobs, Jacobs, Cavior, and Burke (1974) did a similar study using anonymous delivery of feedback. Even though behavioral feedback was not rated as superior on all dependent measures, both studies concluded that behaviorally focused feedback generally has advantages over other forms of feedback.