Effects of a growth group on counseling students' self-actualization

Barnette, Edmund L.

doi:10.1080/01933928908412051

Cited by 5 publications

(2 citation statements)

References 4 publications

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“…Quantitative research examining the effects of group participation on counselor training shows mixed fi ndings. Early research has shown marginally positive fi ndings (Barnett, 1989;Ritter, 1981) or inconclusive fi ndings (Fenton & Kraczkowski, 1987;Gutsch & Holmes, 1974). More recent studies have found positive fi ndings among many of the participants with a sizable subgroup that was dissatisfi ed with the experiential training requirement (Anderson & Price, 2001).…”

Section: Introductionmentioning

confidence: 99%

Experiential group training

Smith

Davis-Gage²

2008

Groupwork

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Many counselor education programs use experiential groups to help students learn group leadership skills, group concepts and develop self-awareness. However, little is known about these groups from the students' perspective. Qualitative methodology was employed and eleven master's students were interviewed regarding their perceptions of participating in an experiential group. Participants believed they developed both skills and knowledge about groupwork. Recommendations for counselor educators are presented.

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Section: Introductionmentioning

confidence: 99%

Experiential group training

Smith

Davis-Gage²

2008

Groupwork

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“…It was seen that there is a relationship between the low ethical judgment scores and low self-actualization scores (46). In a study aimed for the department of psychological counseling and guidance, it was found that psychological counseling with a group and occupational consultancy were effective in increasing the self-actualization levels of the individuals (47,48). In addition, it was stated that gaining characteristics in regard to self-actualization for the students would increase their adaptation levels and life satisfactions (49).…”

Section: Introductionmentioning

confidence: 99%

Obstacles to Self-actualization of College Students-The Case of Gazi Faculty of Education

Bulut¹

2018

ujer

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The purpose of this study is to determine the obstacles to self-actualization of the college students. A large qualitative data was collected. The study group consists of a total of 748 students with 599 female and 149 male students studying in Gazi Faculty of Education. The study group was determined through convenience sampling, which is one of the purposeful sampling methods. Content analysis was used for the analysis of the data. Inter-coder reliability coefficient was calculated, experts were consulted and conformability strategy was used so as to ensure trustworthiness of the study. In consideration with the findings, the college students stated that the obstacles to self-actualization were personal obstacles which include neurotic tendencies, lack of confidence, time management problems, lack of motivation, procrastination, lack of self-expression and stress. Students stated negative impact of the other people, problems related to socialization, social rules, lack of social support and obstacles against females as social obstacles; inability of the education system in revealing the individual skills, time spent in the school, exams, homework and negative teacher attitudes as obstacles in regard to education; and negative parent attitudes as parental obstacles. While small portion of the students stated that they had no obstacles to self-actualization, majority of them stated that they had no sufficient economic support in self-actualization. When the findings are analyzed, it can be said that the college students have obstacles in regard to belonging, being loved, and overcoming unconditional acceptance culture. The acquired findings were interpreted in accordance with the humanistic approach and the Maslow's hierarchy of needs.

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