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The article aims to advance the use of qualitative research methods to understand group work. The first part of this article situates the use of qualitative research methods in relationship to group work research. The second part examines recent qualitative group work research using a framework informed by scoping and systematic review methods and the synergies between research challenges and qualitative research potential. The third part describes 4 broad quality criteria for qualitative research, illustrates the criteria using examples drawn from examined studies and describes associated pitfalls related to group work research. Implications for training and research are discussed.

This article provides a critical review of interdisciplinary literature on intercultural conflict management. The authors provide theoretical frameworks and evidence-based strategies to help group counselors more effectively identify and address potential sources of overt and covert intercultural conflict in groups. Using practical examples and integrated case studies, we examine the dynamics of intercultural conflict in groups, effective and ineffective group leader interventions, and implications for research and the practice of group work.

To begin our rejoinder, we would like to express our gratitude to Sells and Hagedorn (2016) for participating in this scholarly exchange of ideas. Our primary objective in writing the article, "Ethical Issues Raised by CACREP Accreditation of Programs Within Institutions That Disaffirm or Disallow Diverse Sexual Orientations," was to draw attention to the Council for Accreditation of Counseling and Related Educational Programs' (CACREP) practice of accrediting programs that are "housed within institutions that disaffirm sexual minority identities and/or have policies and codes of conduct that disallow LGB [lesbian, gay, or bisexual] sexual expression" (Smith & Okech, 2016, p. 252). We intended to initiate dialogue on how the counseling profession negotiates the ethical issues raised by the practice of accrediting counseling programs that function within such colleges and universities. At the core of our article was a challenge to the counseling profession to engage in a critical examination of the ethical issues CACREP might be encountering in its pursuit of honoring both religious diversity and sexual orientation diversity in its accrediting practices. To facilitate focused dialogue, we asked three pertinent questions: Question 1: Are the institutional codes of conduct that disaffirm or disallow sexual minority identity on religious grounds acts of discrimination? Question 2: Do institutional policies influence counseling programs, and if so, how do CACREP-accredited counseling programs negotiate the stated doctrinal statements and codes of conduct advanced by the administration within their universities? Question 3: How has CACREP negotiated the adherence to its own standards on diversity and multiculturalism when reviewing accreditation applications from counselor education programs located in religious institutions whose codes of conduct or policies disaffirm/disallow LGB identities? (Smith & Okech. 2016, p. 255) Throughout our process of seeking to raise the field's awareness of this issue, we had hoped that multiple voices from diverse perspectives would have the opportunity to contribute. Thus, we are delighted that Richard S. Balkin, editor of the Journal of Counseling & Development, invited Sells and Hagedorn (2016) to join us in discussing this important issue. Sells and Hagedorn have provided a response to our article that we find in many ways to be thoughtful and generative while also significantly divergent from our own understanding on some key points. In our view, they made a good-faith effort in addressing Question 3, but Questions 1 and 2 remain underexamined. In this brief rejoinder, we highlight areas of common ground between Sells and Hagedorn's position and our own while also noting a few of the ideas and positions of their article from which we dissent. Our hope is to further complicate the field's collective thinking on these issues while fostering a dialogue on how our field may ethically honor both diverse religious and sexual orientation identities. * Common Ground Sells and Hagedorn (2016) began their response to our article (Smith & Okech, 2016) by calling for convicted civility: an engaged, collaborative, and civil approach to discussions such as this, which have the potential to be divisive. We wholeheartedly agree and would add that we invite all stakeholders to approach the ethical issues raised in this article with compassion and empathy toward those who may hold an opposing view from their own. Many persons who may seek to engage in the present discussion have experienced marginalization, prejudice, cruelty, and even trauma owing to their sexual minority status or their conservative Christian identity (Hyers & Hyers, 2008; Russell, Kosciw, Horn, & Saewyc, 2010). Adaptive fight/flight/ freeze responses are likely to be connected to this discussion (Van der Kolk, 1988), and as counselors, we encourage meeting such defenses with empathy. …

This article utilizes one counselor education program’s experience as a framework for exploring how to prepare counselors to work in interdisciplinary teams. Based on an interdisciplinary training program that involves faculty and graduate students from counseling, social work, nursing, internal medicine and family medicine, the article explores the role discipline-specific orientations play in the outcome of interdisciplinary training programs. Using practical examples grounded by the program’s experiences and literature on interdisciplinary training, understanding of the dynamics of interdisciplinary training programs is explored. Implications for preparing counselors for interdisciplinary work and future research are provided.

Interdisciplinary literature on intercultural communication is critically reviewed as a source of evidence-based strategies for group counselors dedicated to enhancing effective intercultural communication within and between groups. We discuss the Association for Specialists in Group Work’s Multicultural and Social Justice Competence Principles for Group Workers on intercultural communication and expand understanding of these principles. Using practical examples grounded by interdisciplinary literature, we discuss the dynamics of intercultural communication and implications for the practice of group work.

BackgroundRecent efforts to prepare healthcare professionals to care for patients/clients with substance use problems have incorporated SBIRT (Screening, Brief Intervention, and Referral to Treatment) into graduate education programs. No research has examined the benefits and methods of an SBIRT interprofessional education approach for behavioral health graduate students and medical residents. This pilot study examined the implementation of an interprofessional curriculum on SBIRT to improve attitudes, abilities, skills, and knowledge of learners planned by faculty from multiple professions at a state university.MethodsFaculty in Counseling, Family Medicine, Internal Medicine, Nursing and Social Work departments collaborated to develop an interprofessional curriculum delivered through a small-group and active learning approach. Seventy-one residents and graduate students participated. Pre- and post-training surveys measured self-perceived attitudes, abilities, and skills along with objectively measured knowledge. Analysis examined pre- to post-training changes in scores.ResultsPre-training surveys yielded an 89% response rate; post-training, 85%. Self-perceived attitudes did not change significantly, except a 20% increase in how rewarded learners felt while working with patients/clients with alcohol/drug use disorders (P < .01). Compared to baseline, there was a statistically significant increase in all items of self-perceived ability (P

The complex group work environment can be overwhelming and anxiety provoking, particularly for novice group leaders. Effectively accessing and managing one's own emotions are tasks central to effective group leadership and should be primary learning objectives of group workers in training. This article provides an overview of Gross's (2001) process model of emotion regulation and recent research, details emotion regulation strategies, and discusses how the concepts apply across common components of master's-level group work training and supervision.

Children in Kenya’s Kisumu District Primary Schools (N = 430) completed three measures of trauma. Respondents completed the My Worst Experience Scale (MWES; Hyman and Snook 2002) and its supplement, the School Alienation and Trauma Survey (SATS; Hyman and Snook 2002), sharing their worst experiences overall and specifically in schools. Participants also completed the Trauma and Attachment Belief Scale (TABS; Pearlman 2003), addressing their experiences of violence. The study examined children’s perceptions about themselves and others in the aftermath of violent experiences and the relationship between children’s trauma symptoms from experiencing violence and their social and academic functioning. Differences in the presence, frequency, and severity of symptoms emerged, with a large percentage attaining statistical and clinical significance. Research and practice implications are provided.

The authors examine the history and development of the counseling profession in Kenya. This profession is deeply rooted in responses to the HIV/AIDS epidemic, the emergence of mental health needs created by the impact of political and community-based violence, increasing student unrest in public institutions, and government efforts to provide social–emotional support for students in public schools and universities. The authors also examine the challenges for the profession and make recommendations for the future.

Literature on international experiences highlights their significant impact on the development of cross-cultural knowledge and awareness. Using practical examples derived from literature on multiculturalism, the multifaceted dimensions of international experiences are critically reviewed as an essential process for counselors dedicated to utilizing such experiences to enhance their cross-cultural awareness. The authors explore the dimensions of interpersonal and intrapersonal processes, as well as the expanded sense of identity that derives from international experiences. Using materials from the literature and findings from research, the authors expand dialogue on the efficacy of international experiences in contributing to cross-cultural competence.

The researchers conducted a systematic exploration of the experiences of expert group work supervisors during the supervision process. This article's purpose is to report results that inform intentional practice and illustrate supervision interventions for group work supervisors. Results indicated that participants experienced an interactive process of apperception and actions situated within the context of their beliefs about group work and supervision and knowledge about multiple levels of the system. This article provides a detailed account of the interrelationship of supervisor understanding and actions, examples of group work supervision interventions, and implications for group work supervision, training, and further research.

Evaluation of group work supervision literature suggests that description of expert group work supervisors' experiences could be useful for expanding existing group work supervision practices and models. This study provided a systematic exploration of the experiences of expert group work supervisors during the supervision process. Results indicate that group work supervisors experience a process of conceptualization and critical reflection that guides their supervisory actions. This process occurs within the contexts of beliefs about group work, supervision, and knowledge about self, supervisee(s), and supervisees' groups. The article addresses limitations of the study, provides implications for training of supervisors, supervision, and research.

Group literature on co-leaders' experiences and perceptions while leading groups illuminate reflective practice as highly influential to co-leader relationships and performances. Using practical examples grounded by interdisciplinary literature on reflective practice, this article explores and expands dialogue on the complex interplay between co-leaders' intrapersonal processes, interactions with co-leaders and group members, and decision-making within the co-leader role. Discussion presents implications for clinical practice, training, supervision, and future research.

International and interdisciplinary literature on cross-racial friendships is critically reviewed as a source of relevant and provocative data for counselling professionals dedicated to multiculturalism. The authors discuss the dynamics of cross-racial friendships and implications for counsellors. Using practical examples grounded by interdisciplinary literature, the authors expand discussions about racism within the counselling profession.

This article emphasizes the need for concrete descriptions of supervision to promote diversity-competent group work and presents an application of the supervision of group work model (SGW) to this end. The SGW, a supervision model adapted from the discrimination model, is uniquely suited for promoting diversity competence in group work, since it allows integration of awareness of self, awareness of client's worldview, and diversity-appropriate interventions with the individual, interpersonal, and group-as-a-whole dimensions of group work. Strategies to prepare for and conduct supervision, and a case analysis that highlights key issues for diversity-competent group work supervision and illustrates a potential supervision process, are presented. Implications for supervisors, group workers, and future research are also provided.

Counselor educators (N = 167) in programs accredited by the Council for Accreditation of Counseling and Related Educational Programs were surveyed regarding research training received during their doctoral studies. Respondents shared perspectives regarding the quality and quantity of their research course work as well as suggestions on how to enhance research training in counselor education programs. Differences in the amount, type, and attitudes toward research were found according to programs from which educators were graduated and year of graduation. The influences of mentoring as a critical practice in research training also emerged. Implications for research training in counselor education are discussed.

Group co-leaders' descriptions of their experiences and perceptions of each other as they led groups together illuminated competency concerns as a factor that strongly influenced their relationships and performance. Based on their narratives, group co-leaders' perceptions of their ability to form intimate relationships and beliefs regarding their interactions with their groups and group members also emerged as significant aspects of their co-leadership experiences. Discussion presents implications for training, supervision, and future research.

The purpose of this article is to present a supervision model applicable to group work. This model uses a 3 × 3 × 3 conceptual system that synthesizes concepts from the discrimination model and group systemic levels to provide a framework for supervisors of group workers in training. Discussion of the model includes considerations for group leadership development, cross-cultural issues in group work, and supervision of group workers in individual, triadic, and group formats. Implications for supervisors, counselor education programs, and future research are also addressed.

This article describes the process and outcome of a qualitative exploration of group co-leader relationships over a 16-week period. Results from this investigation generated theoretical conceptualizations regarding how co-leaders experience and perceive their relationships as they lead groups. The descriptions of these co-leaders illuminated the influences of complex reflective processes on co-leader reactions and interactions and on processes in which co-leaders engage to evaluate the quality of their relationships. Five themes emerged in the data relative to group co-leader relationship development. These themes are outlined, their implications for group leadership training and supervision are discussed, and research areas are suggested for future study.