Application of a skill-based training model for group counselors

Abstract

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.

Turkish counselor trainees’ experiences regarding experiential groups: A qualitative study

“…In this model, instructor are only responsible for didactic part of the course and experiential group are utilized by another professional. Toth, Stockton and Erwin (1998) proposed a skill-based training model in which the students are not required to disclose their personal information. This model includes didactic component, role-play component, observing through videotapes and practicing leadership in a small structured group.…”

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

“…The topic of experiential groups as a training tool has been discussed extensively in the literature (e.g., Emerson, 1995;Fall & Levitov, 2002;Hensley, 2002;Merta & Sisson, 1991;Toth et al, 1998). In addition, there has been a great deal of discussion about educators' views of the most effective ways of integrating the experiential segment and the conflicting opinions about the appropriate modes of facilitation.…”

“…For example, the group stage model (Toth, Stockton, & Erwin, 1998) incorporates different techniques from week to week and provides students with an opportunity to practice during role-plays. Another proposed model consists of simulated group training, where students are assigned roles to play during the group and then rotate as leaders or co-leaders (Romano, 1998).…”

Training related changes in the ways that group trainees structure their knowledge of group counseling leader interventions.

“…Typical knowledge acquisition studies use a pretest-posttest design to exam-ine changes in content (declarative) knowledge or skills use for trainees in a group counseling training experience (e.g., Urbani, Smith, & Maddux, 2002). Research on knowledge acquisition suggests that group counseling trainees do acquire the targeted declarative knowledge (e.g., Toth & Stockton, 1996;Toth, Stockton, & Erwin, 1998). This focus on the acquisition of declarative knowledge is limited because group leader training also seeks to accomplish changes in the way that trainees apply the skills that they are learning (i.e., changes in procedural knowledge) and changes in the way that trainees think about group processes and group leader interventions (i.e., changes in structural knowledge).…”