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The development of novice group counsellors: helpers and blockers
Author
Wee, Wynee
Supervisor
D'Rozario, Vilma
Wong, Isabella Yuen Fun
Abstract
The primary focus of this qualitative study was to develop an understanding of master's level group counsellor students' experiences and perceptions of their participation in an experiential counselling group. Participation in the group involved seven face-to-face sessions and five text-based synchronous online sessions.
These 11 group counsellors-in-training are from the National Institute of Education, Nanyang Technological University, Singapore, and were enrolled in a core introductory group work module entitled Group Process and Counselling. In partial fulfilment of the programme, they were required to submit individual reflective journals based on their experiences as a member as well as a leader in the experiential group counselling sessions.
The participants were given the choice of choosing their own co-facilitators. Each pair was given an opportunity to lead one to two sessions based on a rotational schedule. After the experiential sessions, participants engaged in reflection-on-action in the form of reflective journaling. These reflective journals were the sole_ source of data_ in the study. Through the use of a modified grounded theory approach 11 themes of helpers and blockers emerged from data analysis.
Themes from the face-to-face sessions were divided into three categories: individual factors, relational factors and nature of group. Themes under individual factors were: task behaviour versus maintenance, level of self-perceived competence as group counsellor, knowledge of group process, development of insight; themes under relational factors were: the existence of dual relationships, co-facilitator compatibility, observational learning; themes under nature of group were: group design and group composition. The themes of the experiential online sessions are: nature of online communication and logistical issues.
The implications of the patterns of perceptions of these novice group counsellors, as group leaders and members, were explored. Limitations of the study as well as recommendations for future researchers of group counsellor development were also discussed.
These 11 group counsellors-in-training are from the National Institute of Education, Nanyang Technological University, Singapore, and were enrolled in a core introductory group work module entitled Group Process and Counselling. In partial fulfilment of the programme, they were required to submit individual reflective journals based on their experiences as a member as well as a leader in the experiential group counselling sessions.
The participants were given the choice of choosing their own co-facilitators. Each pair was given an opportunity to lead one to two sessions based on a rotational schedule. After the experiential sessions, participants engaged in reflection-on-action in the form of reflective journaling. These reflective journals were the sole_ source of data_ in the study. Through the use of a modified grounded theory approach 11 themes of helpers and blockers emerged from data analysis.
Themes from the face-to-face sessions were divided into three categories: individual factors, relational factors and nature of group. Themes under individual factors were: task behaviour versus maintenance, level of self-perceived competence as group counsellor, knowledge of group process, development of insight; themes under relational factors were: the existence of dual relationships, co-facilitator compatibility, observational learning; themes under nature of group were: group design and group composition. The themes of the experiential online sessions are: nature of online communication and logistical issues.
The implications of the patterns of perceptions of these novice group counsellors, as group leaders and members, were explored. Limitations of the study as well as recommendations for future researchers of group counsellor development were also discussed.
Date Issued
2010
Call Number
BF636.65 Wee
Date Submitted
2010