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Group counseling theory and empirical research indicate that interpersonal feedback is an impor tant element that can lead to insight and change in group members. Yet, managing interpersonal feedback is a difficult skill for novice group leaders to learn. This article examines (a) the role of feedback in counseling groups; (b) the implementation of a skill-based training program to teach novice group counselors how to give, receive, and facilitate inter personal feedback; and (c) students' evaluation of such a program in which they participated. Recommendations are made to practitioners for incorporating feedback into counseling, and for counselor educators regarding the teaching of the intervention.

A six-stage skill-based model for training group counselors that incorporates experiential, didactic, observational, and role-play components is described. Skill-based training methodologies can be applied to each of the core skill competencies forgroup counselors as outlined by thehsociation for Specialists in Group Work. Because this training model focuses on skill acquisition rather than interpersonal development, it can be used to reduce dual-relationship issues in the training of group counselors. Also, skill-based training models contain mechanisms for enhancing the self-confidence of group counselor trainees that m y not be present in training models that are strictly didactic in nature.

The author assessed the moral sensitivity of 147 counselor supervisors (75 women, 71 men; mean age, 48 years). Findings show that 35% and 67% of supervisors received low moral sensitivity scores for the breach of confidentiality and the dual relationship case, respectively. Supervisors scored significantly higher in moral sensitivity for the less ambiguous case, breach of confidentiality, when compared with the more ambiguous dual relationship case.