Group Counseling Practice Research Articles

The Impact of Group Psychological Counseling on Counseling Self-Efficacy: A Mixed-Methods Study

This study aims to examine the impact of group counseling practice conducted with undergraduate psychological counseling and guidance (PCG) students on their counseling self-efficacy levels. The study group consisted of 36 third-year students enrolled in the Group Counseling Principles and Techniques course in the spring semester of 2019 at the Department of PCG at Atatürk University. Since the course content was theoretical and students needed to have fundamental knowledge related to the course, it was taught theoretically for the first 7 weeks (until the midterm exam). After the midterm, group counseling practice was conducted with students divided into three groups for the remaining 7 weeks. The researcher led the sessions, and the students participated as group members. The Counselor Activity Self-Efficacy Scales was administered immediately before and one week after the practice. After the practice, students were also asked to fill out a semi-structured form to evaluate their group experiences. This study was designed using the explanatory sequential design, one of the mixed research methods. The quantitative aspect of the research was conducted as a single-group pretest-posttest design, one of the weak experimental designs. In analyzing the quantitative data, the Paired Samples t-Test was used for pretest-posttest comparisons. For the qualitative aspect, content analysis was performed on the forms filled out by the students. The study found that group counseling practice significantly increased the counseling self-efficacy of the counselor candidates, and the students’ qualitative responses supported this finding. Furthermore, students indicated that the practice contributed to their development in both professional skills and personal relationships. It is observed that individual counseling practices are generally emphasized in psychological counselor education. Considering the inadequacy of group counseling practices in counselor education and the lack of research addressing the contributions of these practices to the personal and professional development of psychological counselors, it is evaluated that the results of this research will contribute to the field.

Visualizing Systemic Change Through Group Counseling: Established and Emerging Approaches

In this editorial, we introduce snapshots of the entire set of published articles in this special issue of Professional School Counseling. We also incorporate our own individual and collective journeys reading, digesting, editing, and reacting to this material. We take the opportunity to present our impressions both visually and narratively to demonstrate how group counseling in schools remains relevant and continues to expand while holding on to salient foundational concepts. In particular, these articles are visually situated in relation to the multitiered systems of support (MTSS) framework as a way to demonstrate the impact groups can have on entire schools and communities. Throughout this introduction, we raise questions that have yet to be answered and challenge scholars to explore others not addressed by this compilation of articles. Finally, we conclude by offering several questions for the reader to consider in their own group counseling practice endeavors.

A Group Counseling Practice for Improving Middle-School Students’ Self-Esteem

This study aimed to investigate the effects of a self-esteem development program on middle-school students in the seventh grade. The study included 21 students with low self-esteem, of which 11 were in the experimental group and 10 in the control group. After identifying the participants, the researcher implemented an eight-session program, each session lasting 90 minutes on average, for the students in the experimental group. Non-parametric Mann Whitney-U test was used to determine whether there was a significant difference between the pre-test and post-test score averages of the experimental and control groups. Non-parametric Wilcoxon Signed Ranks test was used to determine whether there was a significant within-group difference between the pre-test and post-test scores of the experimental and control groups. The results indicate that the self-esteem scores of the students in the experimental group, who participated in group activities, increased. There was no change in the self-esteem scores of the students in the control group. The results of the study were discussed and interpreted in light of the relevant literature.

Group counseling training with a REBT approach for guidance and counseling teachers at the MTs in Magelang Regency

Improving the competency of guidance and counseling teachers includes both a demand and an obligation in the delivery of guidance and counseling services. The aim of this program intends to strengthen guidance and counseling teachers' competency, particularly in group counseling services. The Guidance and Counseling Teacher Consultation (MGBK) MTs Magelang Regency are the target audience for this program. This program employs lectures, group counseling practice support using the REBT technique, and activity evaluation. As the result of this program, guidance and counseling teachers at Magelang Regency MGBK MTs learned to grasp the application of group counseling using the REBT approach.

Lesson study dengan penilaian kinerja dalam praktik lapangan konseling kelompok untuk meningkatkan kemampuan mahasiswa calon konselor

This study aims to improve the ability to manage the practice of group counseling in students through a Lesson Study with performance assessment. The subjects of this study were 42 students in the Guidance and Counseling department. This research was conducted with lesson study in three cycles, each cycle consisting of two meetings of practical activities in schools in the stages of the plan, do and see. Lesson study activities were carried out in three secondary schools in Singaraja, Bali, involving school counselors as observers and supervisors. The data in this study in the form of student learning outcomes of group counseling practice were obtained through performance assessment with a guided observation method using the rubric of assessing skills in managing group counseling. The data in this study were analyzed descriptively quantitatively, then compared with the criteria for the success of the action using a reference on a scale of five. The results showed that the application of the lesson study method with performance assessments in group counseling practices has increased the ability of prospective counselor students in group counseling practices. The results of this study recommend the implementation of a lesson study with performance assessment as a model for improving the ability to manage group counseling for prospective counselor students.

Non-face-to-face Group Counseling Practice Experience for Undergraduate Students Majoring in Counseling during Covid-19

목적 본 연구는 코로나-19 상황에서 상담전공 학부생들의 비대면 집단상담 실습 경험을 탐구하고, 비대면 집단상담 실습수업의 가능성과 한계를 살펴보고자 한다. 방법 이를 위하여 경기도 소재 대학교 집단상담을 수강하는 상담전공 학부생 31명을 대상으로 비대면 집단상담 매회기 경험 보고서를 수집하였다. 수집된 269개의 자료는 Elo와 Kyngäe(2008)의 귀납적 내용분석 방법을 적용하여 개방코딩, 그룹화, 추상화의 총 3단계 과정을 통해 분석하였다. 결과 분석 결과 비대면 집단상담 실습 경험은 109개의 핵심개념으로 드러났으며, 각각의 개념은 25개의 하위범주와 7개의 범주로 나타났다. 그리고 연구참여자들의 경험을 잘 제공하기 위해 7개의 범주를 다시 4개의 영역으로 분류하였다. 7개의 범주로는 ‘타인의 시선과 자기개방에 대한 두려움’, ‘자기 이해의 촉진’, ‘집단원들과의 긍정적인 정서 경험’, ‘실질적인 변화의 경험’, ‘상호작용을 통한 성장’, ‘예비상담자로서의 배움’, ‘비대면 상담 환경에 기인한 경험’으로 나타났다. 4개의 영역은 ‘집단 경험에서의 어려움’, ‘성장집단의 치료적 요인’, ‘학습 경험’, ‘비대면 상담 경험’으로 분류되었다. 결론 연구결과를 바탕으로 상담 전공 학부생들의 비대면 집단상담 실습 경험의 특징과 시사점을 논의하였다. 본 연구가 비대면 교육 현장에서 상담전공 학부생들에게 질 높은 실습 수업을 위한 다양한 시사점을 제공할 것으로 기대한다.

Non-face-to-face Group Counseling Practice Leader Experience of Graduate Students Majoring in Counseling through Focus Group Interviews

목적 이 연구의 목적은 비대면 집단상담 실습에서 상담전공 대학원생의 리더 경험을 이해함으로써 비대면 집단상담 운영에 있어서의 어려움과 장점, 보완점 및 개선 방향 등을 살펴보는 데 있다. 방법 이를 위해 비대면 집단상담 실습수업을 진행한 상담전공 대학원생을 모집하여 2개 그룹 13명을 대상으로 포커스그룹 인터뷰를 실시하였다. 인터뷰는 2021년 4월부터 2021년 12월까지 각각 3회씩 총 6회 실시되었으며, 추가 질문이 필요한 경우 개별 면담을 진행하여 자료를 수집하였다. 수집된 자료는 전사하여 의미 있는 단위로 분류하여 주제를 구성하고, 범주화하여 분석하였다. 결과 인터뷰와 개별 면담을 통해 도출된 455개의 주제로부터 총 5개의 범주와 13개의 하위범주가 생성되었다. 5개의 범주는 ‘기술적 접근의 어려움’, ‘비대면 환경에서의 부정적 정서 경험’, ‘비대면 환경에서 집단상담 운영의 어려움’, ‘비대면 집단 촉진을 위한 노력’, ‘비대면 집단의 가능성 확인 및 기대감’으로 구성되었다. 결론 본 연구는 상담전공 대학원생들이 실습수업에서 비대면 집단상담 리더로서 어떠한 경험을 하는지에 대해 구체적으로 탐색하여, 집단 리더들이 비대면 환경의 어려움에 적응해 가는 경험을 밝히고 비대면 집단상담의 가능성을 확인하였다는 데 그 의의가 있다. 연구결과를 토대로 상담자 실습에서 비대면 집단상담 운영에 필요한 개선 방안을 제시하였다.

Keefektifan Konseling Kelompok Cognitive Behavioral Therapy (CBT) dengan Teknik Modeling Simbolis dan Role Playing untuk Meningkatkan Self-Confidence pada Siswa

Self-Confidence is a person's belief in all aspects of the advantages he has and that belief makes him feel able to achieve various goals in his life. This study aims to examine the effectiveness of CBT group counseling with symbolic modeling techniques and role play techniques on increasing students' self-confidence. This study used a pretest and multiple posttest designs. Purposive sampling technique was used to select 21 experimental subjects who were placed into three groups randomly so that each group consisted of seven students. The results of the mixed repeated measure ANOVA test showed that the CBT group counseling with symbolic modeling and role play techniques was effective in increasing students' self-confidence. This study found that the combination of symbolic modeling techniques and role play techniques shows interesting implications, so the implications of using this combination of techniques in group counseling practice are recommended in the implementation of CBT counseling.

A Strength-Based Support Group for International College Students: A Pilot Study

ABSTRACT The United States remains the top host of international college students globally. Within the counseling literature, international college students’ acculturative experiences and characteristics are often studied through the lens of the medical model. This gap lends itself to opportunities for a paradigm shift in group counseling practice to foster their wellbeing, by building on their existing psychological capabilities such as hope, efficacy, resiliency, and optimism, referred to as Psychological Capital (PsyCap). The purpose of this practice article is to showcase the development, implementation, participants’ feedback, pilot evaluation, and implications of an eight-week strength-based support group called the International SuperHERO.

Exploring Youth Participatory Action Research in Urban Schools: Advancing Social Justice and Equity-Based Counseling Practices

Youth Participatory Action Research (YPAR) is emerging as a group counseling practice that focuses on topics that are of personal interest to youth and aims to promote social change. Although YPAR has been found to facilitate critical consciousness, assist with youth self-identity development, and promote social change, few researchers have examined its application in counseling. The present study explored six school counselor trainees’ perceptions of YPAR as a therapeutic intervention and its impact on counseling skill development and how it relates to multicultural and social justice counseling competencies. The themes that resulted from the Interpretative Phenomenological Analysis for YPAR as a counseling practice were: (1) fun, interactive, youth-centered approach, not like counseling or therapy, (2) implementation of challenges requiring planning, time, and commitment, (3) collaborative supports to step out of comfort zone, overcome initial hesitancy, and welcome new learning experience, (4) development of counseling skills and confidence as a counselor, and (5) understanding differences and increasing self-awareness and advocacy skills. Discussion and implications for school counseling practice are provided.

A Quasi-Experimental Investigation of a Group Intervention for Adult Survivors of Polyvictimization and Complex Trauma

ABSTRACTThis pilot study investigated the efficacy of a manualized group treatment for adult survivors of polyvictimization and complex trauma (N = 116). Participants were assessed at baseline (waitlist), pre-intervention, and post-intervention. Scores statistically significantly improved on measures of symptom distress (Outcome Questionnaire-45 and Trauma Symptom Checklist-40) following the group intervention. Individual client scores were analyzed for pre/post treatment differences and indicated that 41% of the sample made reliable gains on the OQ-45. Significant gender differences were noted with females’ scores indicating a much stronger improvement during treatment. Implications for group counseling practice and future research are delineated.

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.

Conceptualizing Group Dynamics From Our Clients' Perspective: Development of the Conceptualization of Group Dynamics Inventory

There is a clear call in group counseling practice and training for evidence-based practice (ACA, 2005; ASGW, 2008; CACREP, 2009). At the same time, group counselors also are asked to keep clients' experience at the center of their work (ASGW, 2012). This article outlines the authors' effort to develop and study an instrument designed to measure group counselors' conceptualization skill using group members' subjective perceptions as a foundation. Descriptions of the instrument's internal reliability, construct validity, and generalizability will be presented, as well as suggestions for conducting research on this instrument in future studies.

A Review of “Group Psychotherapy: A Live Demonstration”

Irvin Yalom and Molyn Leszcz have produced a masterpiece of a DVD on group therapy which provides new and experienced therapists valuable tools for the study and practice of group counseling. In li...

Integrating Narrative and Action Processes in Group Counseling Practice: A Multimodal Approach for Helping Clients

The aim of this article is to introduce an integrated approach for helping clients. The approach combines and builds on two group-based interventions: guided autobiography and therapeutic enactment. Descriptions of the two interventions individually and a transtheoretical model for change are provided. How change occurs through the proposed approach is described and then illustrated through the presentation of a case study. Characteristics for whom the approach applies, limitations, implications, and research are also discussed.

Closing the Gap: A Group Counseling Approach to Improve Test Performance of African-American Students

This article evaluated the impact of a group counseling intervention on African-American students’ achievement rates during the spring administration of high-stakes testing at a rural high school in Georgia. Eighty percent ofeligible students who participated in the intervention received passing scores on the four sections tested during the spring administration of the Georgia High School Graduation Tests (GHSGT), and all participating students received passing scores on the English Language Arts and Math sections of the GHSGT. Additionally, the achievement gap between African-American students and White students on the Enhanced Math narrowed during the 2007-2008 testing period, with 63.2% of African-American students achieving pass rates as compared to 70.5% of White students. The pass rate increased from the 38.7% pass rate among African-American students from the previous school year, indicating that the intervention was successful in improving pass rates on high-stakes testing. Implications for professional school counselors include utilizing the practice of group counseling and disaggregating data to promote achievement among underachieving student subsets.

Traditional- and Activity-Based Laboratory Groups: A Quantitative Comparison of Two Teaching Approaches

Counselor educators struggle with finding optimum methods for teaching group counseling concepts to graduate counseling students. Educators routinely combine a didactic component along with a traditional- or discussion-group process. This study compared a discussion-based laboratory with an activity- or adventure-based laboratory, which included a Challenge Course. This article compares these two approaches using the Group Environment Scale (GES) and the Coopersmith Self Esteem Inventories (SEI). The activity-based group scored significantly higher on five GES subscales: Leader Support, Task Orientation, Self-Discovery, Order and Organization, and Leader Control. The SEI results showed no significant differences between groups. The results of this study suggest that an activity-based group is a viable alternative for educating counseling trainees in the theory and practice of group counseling.

Theory and Practice of Group Counseling: It's More Than Just Another Pretty Face

Theory and Practice of Group Counseling: It's More Than Just Another Pretty Face

Review of Theory and Practice of Group Counseling. 2nd ed.

Review of Theory and Practice of Group Counseling. 2nd ed.

6: Group Counseling

The rapid growth in the professional practice of group counseling has been accompanied by a proliferation of related research studies. Some 240 of the articles reviewed (covering the period from Summer 1965 to Fall 1968) were considered pertinent to this chapter. Among the studies in Gazda and Larsen's (1968) noncritical abstracts of group counseling research studies in the guidance literature, only those which are particularly relevant to the chapter are repeated here. In this chapter, group counseling was considered to include professional attempts to assist non-psychotic clients to examine and modify their values or behavior through small-group interaction. Although many of the studies were well-designed, there were few long-term treatment studies, follow-up studies, or replication studies. Most of Kagan's (1966) evaluative comments are still valid. The spelling out of specific procedures and techniques in sufficient detail to permit replication, although dimly perceptible, is still essentially lacking. Despite the masses of data being collected and analyzed, most studies are relatively unrelated, small-scale efforts which provide only the accumulation of bits of evidence. There is still no body of theoretically related knowledge on which the practice of group counseling can be solidly grounded. The organization of this chapter represents an