Exploratory Findings on Novice Group Counselors’ Initial Co-facilitating Experiences in In-Class Support Groups With Adjunct Online Support Groups

Kit, Phey Ling; Wong, Shyh Shin; D’Rozario, Vilma; Teo, Chua Tee

doi:10.1080/01933922.2014.954737

Cited by 13 publications

(13 citation statements)

References 40 publications

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“…The call for counseling training programs to begin integrating online counseling knowledge and skills is clearly described (Anthony, 2015;Kit et al, 2014). Kit et al, (2014) state, "group counselor educators have to consider the most effective training methods for teaching novice group counselors… in both face-to-face and online group counseling" (p. 317).…”

Section: Resultsmentioning

confidence: 99%

Teaching Online Group Counseling Skills in an On-Campus Group Counseling Course

Kozlowski¹,

Holmes²

2017

JCPS

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Section: Resultsmentioning

confidence: 99%

Teaching Online Group Counseling Skills in an On-Campus Group Counseling Course

Kozlowski¹,

Holmes²

2017

JCPS

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“…This mode of data collection ensured a level of consistency for the topics discussed for each participant (Birks & Mills, 2011;Corbin & Strauss, 2015) while allowing interviewers the flexibility to seek clarification on pertinent points of discussion during the interview process. The semi-structured interview questions, which were written in the English language, were co-constructed by the first and second authors of this paper, who adapted the questions from that used in their previous publication on novice group counsellor's experiences of face-to-face and online group counselling (Kit et al, 2014), and by consulting the extant literature.…”

Section: Data Collectionmentioning

confidence: 99%

“…Given that online counselling could eventually become an accepted mode of counselling, counsellor educators could consider training student counsellors who have achieved some degree of proficiency in the traditional faceto-face counselling techniques in online counselling techniques. This is because previous studies have recommended that, given the differences between the two modalities, it may be difficult for trainee counsellors with no counselling experience to learn online counselling techniques (Kit et al, 2014;Mallen et al, 2011).…”

Section: Implications For Future Practice and Researchmentioning

confidence: 99%

“…They were also concerned about technical challenges (Haberstroh, Duffey, Evans, Gee, & Trepal, 2007) and difficulties with crisis management (Mallen et al, 2005). Novice group counsellors from Singapore also opined that it was more difficult for them to manage group discussions online compared to face-to-face settings (Kit et al, 2014). More importantly, counsellors were most concerned about the missing non-verbal cues in online communication as they deemed these essential to building rapport and developing effective therapeutic relationships with clients (Barak et al, 2009;Haberstroh et al, 2007;Haberstroh, Parr, Bradley, Morgan-Fleming, & Gee, 2008;King, Bambling, Reid, & Thomas, 2006;Leibert, Archer, Munson, & York, 2006;Mallen, Jenkins, Vogel, & Day, 2011;Perle et al, 2011;Richard & Viganó, 2013;Salleh, Hamzah, Nordin, Ghavifekr, & Joorabchi, 2013. In contrast, proponents of online counselling cited evidence that, despite the lack of non-verbal cues, skilled counsellors could establish close, empathic, and warm therapeutic relationships with their clients when their interactions were deep, smooth, and engendered feelings of positivity, emotional arousal, and a sense of being helped (Barak & Bloch, 2006;Cook & Doyle, 2002;Salleh et al, 2013.…”

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confidence: 99%

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Singaporean Counsellors’ Online Counselling Experiences with Children: An Exploratory Qualitative Study

Kit¹,

Teo²,

Tan³

et al. 2017

J. Asia Pac. Couns.

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This study focused on the online counselling experiences of six Singaporean trainee counselling psychologists (TCPs) working with elementary school children in Singapore. A qualitative analysis using Strauss and Corbin's grounded theory produced 16 themes and 17 sub-themes in 4 categories. Participants' Counselling Experiences and Interests (causal condition) and Expectations and Reality (intervening condition) informed their Planned and Actual Counselling Actions (strategic actions and interactions) during online counselling sessions. Consequently, they engaged in Analysis andReflection of their key learning points and professional development needs. Findings revealed that the lack of non-verbal cues enhanced children's psychological safety and willingness to self-disclose online. TCPs also found it helpful to use a solution-focused approach to work with children and to adapt their face-to-face counselling techniques to online counselling through the use of SITCOMS.

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“…Participants reported that the group enhanced personal growth and awareness with themes clustering around intra‐personal, inter‐personal, group‐as‐a‐whole, and supra‐group. In a recent study, Kit, Wong, D'Rozario, and Teo () interviewed 16 novice group counsellors following their participation in in‐class therapy training groups as well as in online groups. The majority of participants reported an increase in self‐awareness and a preference for the face‐to‐face groups over online groups.…”

Section: Introductionmentioning

confidence: 99%

Concentric Circles Therapy Training: Clinical Psychology Trainee's Reflections on Participation in a Revised Interpersonal Therapy Training Group

Rees

Maclaine

2016

Australian Psychologist

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Objective: The Concentric Circles Therapy Training (CCTT) approach is a revised version of a previously developed interpersonal therapy training approach that primarily aims to develop therapist's awareness of interpersonal process. The CCTT approach enables students to take part in an interpersonal therapy training group both as a participant and as an observer. The aim of the study was to obtain in-depth accounts of the experience of this revised approach to interpersonal therapy training. Methods: Seven Clinical Psychology post-graduate students took part in the study, with each participant providing 6 weeks of in-depth personal reflective journals regarding their psychotherapy training experience. Thematic analysis was used to determine the predominant themes. Results: Three main themes emerged in the data: personal reflections, interpersonal reflections, and integration. Overall, participants indicated that being able to be both a participant and an observer was a unique and powerful learning experience, and all participants indicated that participation in the concentric circles training was an important part of their training to become psychotherapists. Conclusion: The CCTT approach was developed to provide a practical solution to enable interpersonal therapy training in clinical psychology courses where class sizes continue to increase. What is already known on this topic1 Effective psychotherapy relies on a blend of specific (content) and non-specific (process) factors. 2 Due to the heavy emphasis placed on the importance of teaching evidence-based therapies, clinical psychology postgraduate courses have tended to focus less attention on teaching related to the process elements of psychotherapy. 3 Innovative efforts to address this shortfall such as reflective selfpractice and interpersonal psychotherapy groups have evidence of effectiveness. What this paper adds1 Despite the challenge of larger class sizes in postgraduate clinical psychology courses, it is still possible to provide an intensive approach to teaching process aspects of psychotherapy. 2 The Concentric Circles Approach provides students with the ability to learn about interpersonal process from the perspective of both a participant and an observer. 3 Despite initial hesitations and anxieties, by the end of the sessions, students are able to integrate the experience and relate it back to their work as therapists.

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Exploratory Findings on Novice Group Counselors’ Initial Co-facilitating Experiences in In-Class Support Groups With Adjunct Online Support Groups

Cited by 13 publications

References 40 publications

Teaching Online Group Counseling Skills in an On-Campus Group Counseling Course

Teaching Online Group Counseling Skills in an On-Campus Group Counseling Course

Singaporean Counsellors’ Online Counselling Experiences with Children: An Exploratory Qualitative Study

Concentric Circles Therapy Training: Clinical Psychology Trainee's Reflections on Participation in a Revised Interpersonal Therapy Training Group

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