Impact of a Participatory Group Experience on Counselors in Training

Eiben, Ray; Clack, R. James

doi:10.1177/104649647300400409

Cited by 12 publications

(4 citation statements)

References 15 publications

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“…Since all the groups with which I was concerned were composed of graduate students preparing to be counselors, I reviewed findings relating to similar populations. Significant gains between POI pre-test and post-test means were detected in several studies (Eiben & Clack, 1973;Maynard & Long, 1976;Shapiro & Gust, 1974).…”

Section: Growth Groups and The Personalmentioning

confidence: 87%

Growth Groups and the Personal Orientation Inventory

Ritter¹

1977

Group & Organization Studies

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The Personal Orientation Inventory (POI) is frequently used to measure changes that have occurred in participants as a result of an encounteror growth-group experience. The positive results from many studies led this author to attempt to explain possible reasons why some of the groups she has facilitated have failed to demonstrate significant gains as reflected on the POI. The nine groups discussed were held at three different educational institutions; the participants were students in master's degree programs in counseling. The pseudo-self-actualizing tendency of counseling students is explored, and rationale is presented as to why the POI should be used with other instruments-if it is used at all-to measure group change in this population.In an effort to determine if any changes were occurring in the members of the groups I facilitated, several years ago I began administering Shostrom's (1974) Personal Orientation Inventory (POI) at the beginning and end of randomly selected groups. As results accumulated, contradictions became apparent. My findings were not consistent with each other, nor were they in agreement with what I was reading in the literature. This paper discusses briefly what others have found regarding the use of the POI in groups, shares my findings, and attempts to reconcile, or at least bring into perspective, the contradictions.In a recent (1976) review of studies that used the POI to measure participant change in growth groups, Knapp and Shostrom summarized by stating:Significant differences have been obtained in most instances between pre-and post-treatment administrations of the POI and, in aggregate, present a very uniform picture of increased self-actualizing as measured by the

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Section: Growth Groups and The Personalmentioning

confidence: 87%

Growth Groups and the Personal Orientation Inventory

Ritter¹

1977

Group & Organization Studies

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“…Research studies indicate that it is far easier for students to acquire specific skills (Carkhuff, 1969;Eagan, 1975;Ivey, 1971 ; Kagan, 1975;Toukmanian & Rennie, 1975) than for them to modify their life-styles (Goldberg, 1974;Lutwak & Hennessy, 1982;Neufeldts, 1978). In general, students who have participated in a group counseling experience showed an increase in their ability to provide the core conditions of counseling but manifested only minimal personality change (Anderson, 1969;Arbuckle, 1966;Eiben & Clark, 1973;Foley & Bonney, 1966;Gazda & Bonney, 1966;Mahon & Altman, 1977;Woody, 1971). Whether the group's counseling experience helps students to improve their effectiveness as counselors has not been clearly demonstrated (Cecere, 1969;McKinnon, 1969;Nye, 1972;Ohlsen, 1975;Yalom, 1976).…”

mentioning

confidence: 92%

The Effects Of Group Leadership Style on Counselor Trainees' Personal Functioning

Fenton

Kaczkowski

1987

Small Group Behavior

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498This study examines the effects of three group leadership styles on the personal and interpersonal functioning of 67 counselor trainees who participated in a required group experience in conjunction with a group experience course. Theparticipants were randomly assigned to one of three group conditions: (1) structured T-group, (2) rotating leadership, and (3) Rogerian. Each of the nine groups met approximately 20 hours over the course of the semester. Each subject completed the following instruments: Edward's Personal Preference Schedule, Money Problem Checklist, Rotter Incomplete Sentence Blank, and Reaction to Group Situation Test. Results from the pretest, posttest, and 6-to 8-weekfollow-up suggest that differences among the groups could in part be attributed to group leadership styles. The theoretical and practical implications of these results are discussed.Many counseling training programs are predicated on the idea that the life-style of their participants must be modified in order for them to function effectively as counselors. Underlying this premise are two notions: (1) Nonintellectual factors are basic to effective counseling and (2) counseling as an &dquo;interpersonal influence process&dquo; (Strong, 1968) requires the counselor to be seen by the client as empathic, trustworthy, and facilitative. Although counselor programs may use such procedures as microcounseling, human relations training, and interpersonal recall process to train specific interaction skills, they may also employ group counseling as a means of fostering self-awareness and personal growth. In general these tactics are SMALL

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“…Typically, instructors require students to participate in some type of therapeutic group and use this experience as a basis for inculcating group leadership skills (Yalorn, 1975;Halgin, 1982). Although studies have shown that students who have participated in a group counseling experience increase their ability to provide the core conditions in individual counseling (Gazda & Bonney, 1966;Woody, 1971;Eiben & Clark, 1973), the influence of a group counseling experience on counselor effectiveness has not been clearly demonstrated (McKinnon, 1969;Nye, 1972;Ohlsen, 1975;Yalom, 1975). Training programs developed by Carkhuff (1969Carkhuff ( ), lvey (1971, and Eagan (1975) may increase a trainee's ability to communicate more clearly and enhance his or her self-awareness level, but these factors in and of themselves do not necessarily lead to more effective counseling (Mahon & Altman, 1977).…”

mentioning

confidence: 97%