Personal Growth Groups: Measuring Outcome and Evaluating Impact

Young, Tabitha L.; Reysen, Rebekah; Eskridge, Talunja; Ohrt, Jonathan H.

doi:10.1080/01933922.2012.745915

Cited by 27 publications

(7 citation statements)

References 14 publications

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“…Group experience is commonly viewed as a firsthand learning opportunity to develop group leadership skills (Corey & Corey, 2006;Yalom, 1995;Yalom & Leszcz, 2005;Young et al, 2013). It is very likely that the observation opportunity of having CITs learn how group leaders perform in action contributed to the enhanced self-efficacy of group leadership in the current study.…”

Section: The Enhancement Of Professional Efficacymentioning

confidence: 81%

“…In addition, an experiential training group is widely considered an essential learning component for CITs to grow as counsellors and people. Multiple authors and researchers view group experience as a firsthand opportunity for CITs to better understand group concepts, group process phenomena and to develop group leadership skills (Corey & Corey, 2006;Yalom, 1995;Yalom & Leszcz, 2005;Young, Reysen, Eskridge, & Ohrt, 2013). An experiential training group could also be conducted to enhance CITs' personal growth, such as to help them have higher self-awareness, be more empathic, and attain a higher level of psychological wellness (Kiweewa, Gilbride, Luke, & Seward, 2013;Wolf, Thompson, Thompson, & Smith-Adcock, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…In a recent review paper, Zhu (2018) identified 15 empirical studies on an experiential training group for CITs in the last three decades. Among those studies, two are quantitative studies (Ohrt, Robinson, & Hagedorn, 2013;Young et al, 2013), two are studies using mixed methods (St.Pierre, 2014;Steen, Vasserman-Stokes, & Vannatta, 2014), one is a descriptive study (Anderson & Price, 2001), and ten are qualitative studies (e.g., Bohecker, Vereen, Wells, & Wathen, 2016;Ieva, Ohrt, Swank, & Young, 2009;Smith & Davis-Gage, 2008). In addition, while the findings of ten studies were directly relevant to counsellor professional and personal development, the other five studies presented the overall perceptions and/or reactions of the CITs (Zhu, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Effects of an Experiential Training Group on Psychological Wellness and Professional Efficacy for Counsellors-in-Training

Fung¹

2019

GJHS

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Despite the recognized value of an experiential training group in major counselling program accrediting and governing institutions, there is a paucity of research investigating the effectiveness of such a training group for counsellors-in-training (CITs). The present study examined the effects of a wellness-themed training group conducted in Hong Kong on CITs’ psychological wellness and group leader self-efficacy. The Five Factor Wellness Inventory (5F–Wel) and the Group Leader Self-Efficacy Instrument (GLSI) were administered to forty-three CITs of a Hong Kong master’s degree program in counsellor education. A pretest–posttest design was employed to compare psychological wellness and group leader self-efficacy before and after a 12-hour experiential training group. Two research aims were addressed. The findings showed significant increases in group leader self-efficacy and psychological wellness among CIT participants. Further investigation showed that Coping Self, Creative Self and Life Satisfaction improved significantly following the experiential training group. The foci of promoting an awareness of personal resources and identifying personal-fit positive coping strategies in the current group intervention might contribute to the positive results. The present findings have important implications for counsellor educators who have an important role in preparing competent and resilient CITs. The mandatory participation of the CITs as group members in an authentic, feedback experiential training group is recommended in a professional counselling program.

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Section: The Enhancement Of Professional Efficacymentioning

confidence: 81%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Effects of an Experiential Training Group on Psychological Wellness and Professional Efficacy for Counsellors-in-Training

Fung¹

2019

GJHS

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“…The researchers found that counsellors benefited most from a Rogerian style process group, where psychological safety, respect and trust were footholds from which developing counsellors could gain validation, self‐awareness and support (Smith & Burr, 2022). Looking at trainee and post‐trainee experiences, other research validates these studies and shows a tendency towards a group process improving affective experiences, introspection, self‐awareness, a sense of personal agency, social influence, professional identity as a counsellor and the ability to navigate social and personal difficulties (Anderson & Price, 2001; Moller & Rance, 2013; Shumaker et al, 2011; Yalom & Leszcz, 2005; Young et al, 2013).…”

Section: Introductionmentioning

confidence: 82%

How do counselling trainees describe group process and does this change over time?

Murphy

Schofield²

2023

Couns and Psychother Res

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Personal development groups or “group processes” are used in most counselling and psychotherapy trainings, but little is understood about how trainees change in their experience and descriptions of them over time. This study collected qualitative surveys (N = 70) from two groups of master's students (N = 35), at the mid‐ and end point of their first year of counselling training, to find out whether their descriptions of group process changed. We used content analysis to study the most common words and phrases used by trainee counsellors to describe group process and to monitor how positive, neutral and negative their descriptions were over time. We found a significant difference in the vocabulary and the ratio of positive to negative descriptions of group process at the midpoint of term, depending on the group the trainees were assigned to, with a levelling out of vocabulary words and positive and negative descriptions over time, converging towards a 70%–80% positive point at the end of term. Our results indicate that process groups need time to develop trainees above a positive threshold, by balancing group bonding against an ability to challenge and learn from difference, because individuals and groups start at different points in relation to their readiness and capacity for personal development. Further research should explore facilitation and trainee variables, as well as the impact of process groups on students' well‐being, because, while most of our students positively described the process, an important minority of students described negative experiences that were unresolved at the end of the study.

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“…with different terminology. In the literature, several terms have been used such as self-help (Katz & Brender, 1976;Borkman, 2004;, selfdevelopment (Holm et al, 2010), self-improvement and personal growth (Young et al, 2013;Matsuo, 2019). Regardless of terminology and labels, the general purpose of these groups has been to improve aspects of life that formal systems and professionals fail to address or to provide the necessary support.…”

Section: Shgs: Concept and Characteristicsmentioning

confidence: 99%

Self-help groups as a social rosource in times of crisis

Almateri

2022

J. cienc. soc.

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The COVID-19 crisis has highlighted the importance of social support resources and the need to create and/or expand social networks that provide the necessary support. This has been evident as many people lost their sources of support in the most needed situations, including public support provided by formal institutions. Although the overall magnitude of the social impact is yet to be evaluated, many questions have been raised, as a result of this crisis, about improving the existing systems of support and using other possible social resources. This essay aims to shed light on the role of self-help groups (also called self-development or personal growth groups) as a significant resource of social support and resilience. Evidently, these groups have provided a space for people to connect with each other, to share useful information, to mutually give emotional and instrumental support, and to build capacity and resilience among its members. This has been more evident during the COVID-19 crisis as online self-help and mutual aid platforms played a key supportive role when movement was restricted. We argue that self-help groups represent an important social resource, not only as a buffer against crises, but also as tool for social change and improving quality of life.

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Personal Growth Groups: Measuring Outcome and Evaluating Impact

Cited by 27 publications

References 14 publications

Effects of an Experiential Training Group on Psychological Wellness and Professional Efficacy for Counsellors-in-Training

Effects of an Experiential Training Group on Psychological Wellness and Professional Efficacy for Counsellors-in-Training

How do counselling trainees describe group process and does this change over time?

Self-help groups as a social rosource in times of crisis

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