Search

The article presents information on how counselors are bound by ethical standards for assessment in both individual and group work. It also examines the problems of unprofessional behavior in the assessment process in group counseling. According to the authors, every supervisor must have an ethical responsibility to ensure the appropriate planning and levels of competence that exist in order for the best interest of clients to be served. The aim of supervision is to raise the professional growth and effectiveness of the counselor in group training.

The article focuses on an issue related to a novice group counselor who lacks appropriate use and implementation of effective silence within the group process in group counseling. The aim of supervision is to raise the professional growth and effectiveness of the counselor in group training. According to the authors, like teaching, the supervision requires higher order questioning in order to facilitate the growth and effectiveness of the supervisee. The American Counseling Association Code of Ethics and Standards of Practice states that counselors, through ongoing evaluation and appraisal, are aware of the personal and academic limitations of supervisees and students that might impede performance.

The article focuses on an incident which addresses how a counselor decides how far to engage clients in disclosing their feelings and thoughts in group counseling. According to the authors, a leader must utilize their skill, ethics, knowledge and instincts in order to process a group to a deeper level and be successful. The authors states that a leader of a group may wish to be more formal in group introductions. He further states that a group leader may have asked how the group felt about continuing the discussion as a check-in for the comfort level of all members before allowing the discussion to get to such a deep level.

The article focuses on some of the issues associated with transitioning during different stages in group counseling. It also presents information on two counselors who have collaboratively formed a group to prepare high school seniors for the transition to college. The American Counseling Association Code of Ethics and Standards of Practice states that group members should be free from undue pressure and coercion. Group leaders can increase the therapeutic potential of the group and more effectively help members examine issues that contribute to their resistance, by recognizing and illuminating the processes.

The article explains the responsibility that group counselors share in the development and maintenance of trusting relationship between themselves and their clients in group counseling. According to the authors, informed consent is necessary in establishing trust with clients and it provides clients with full knowledge of the parameters and limits of the counseling relationship. Pregroup meetings are a good way of establishing trust with individual group members. A pregroup meeting with both the parent and child would have given the co-leaders an opportunity to meet the parents face to face and tell the parents about the nature and goals of the group.

The article examines the ethical issues surrounding the collaboration between the preparedness of a school counselor and a mental health counselor in group counseling. Group counseling is a challenge to the most veteran of school counselors. Group members form relationships with the leaders as well as with each other, explore concerns cooperatively and support each other's decisions and strategies. According to the authors, counselors need to take the time to carefully explain to teachers the purpose of the group, what they hope will occur and gain the teachers support by asking for permission.

The article presents information on an incident which addresses concerns that arise when the presence or absence of leader interventions fails to block inappropriate member participation in group counseling. Different degrees of conflict are part of the group process. Dealing with a monopolizer in a group is often problematic and bothersome even for the most seasoned group facilitator. In group work it is more detrimental not to cut off a person who monopolizes its content and dominates the process of a group than to remain silent.

This article focuses on the appropriateness of leader self disclosure and how it may harm the group process in group counseling. The American Counseling Association Code of Ethics and Standards of Practice, states that counselors avoid actions that seek to meet their personal needs at the expense of clients. According to the authors, the constitutes successful resolution of counseling is dependent upon the mutually agreed upon goals established cooperatively by the client and counselor. The groups are semistructured, include a sequence of activities related to career counseling and address personal issues.

This article focuses on a situation in which confrontation by a member might be necessary in group counseling. It also presents information on two experienced counselors and group leaders, cofacilitate a process group for eight male and female students in a high school. According to the authors, a key point in the concept of confrontation is the intent of the counselor. The typical understanding of confrontation is to emphasize to a client some type of discrepancy in the message he or she has conveyed.

The article presents information on the multicultural competence of a school counselor who fails to recognize the effects of cultural differences on group participation. It also reflects the most dominant discourse assumptions that the ideal group counseling members are homogeneous in their personal characteristics and experience of a specific concern or situation. According to the authors, the screening prospective group members provide group leaders with an opportunity to learn more about each group member and how the individual will respond to the fellow group members.

This article presents information related to an issue of a group member whose continued silence rattled both the group facilitator and the group members in group counseling. It also presents information on an Italian American counselor, who had volunteered to facilitate a support group for individuals with cognitive impairments at a local rehabilitation agency. This group is an open-ended group that has been meeting casually on and off for years. The agency has recently experienced an increase in the number of clients with traumatic brain injuries and other cognitive impairments.

The article examines some of the issues of sexual feelings among group members in group counseling. According to the authors, having a firm understanding of how psychosexual psychology impacts counselor-client interactions is critical in both individual and group settings, particularly if such subject matter may become a component of the counseling venue. The authors state that everyone will need to feel free to openly express their viewpoints and effective group leadership demands effective and knowledgeable group leaders.

This article reports on how resistance may affect the group counseling process. It also presents information on a counselor, who rationalized away her own intuition about the actual state of the client. According to the authors, a basic definition of resistance is being anything that impedes the movement of therapy. The authors state that the most beginning therapists view confrontation as a negative process, but in reality, it is a process of attempting to get the clients or group members to look at their choices and decisions in a mirror before making them.

This article focuses on an incident, which explores some of the issues group leaders may encounter in the group counseling when group members do not allow each other the opportunity to experience and explore certain emotions. It also presents information on a counselor who has been working with students at a small, liberal arts college for two years. According to the authors, it is possible that there are times when rescuing is appropriate in a group setting, but safeguarding clients is the responsibility of the group facilitator, not group members.

This article presents information on a group situation, which addresses the potential challenges involved for beginning counselors when a group member becomes hostile during a counseling session. According to the authors, when a group member's hostility is acted out in the group, it can result in an uncomfortable situation for the members as well as the group leaders. The authors states that many students have had limited experience with groups, including group counseling coursework and a variety of task groups. The authors further state that feelings of worry, surprise, confusion, lack of confidence and perhaps fear serve to challenge the group leaders as they work toward facilitating an appropriate course of action.

This article focuses on the role of a dominating member in group counseling. It also reports on a situation within a longstanding open ended group composed of eight addicted impaired professionals with narcissistic traits, one of whom has significantly dominated the group. According to the authors, a dominating group member as well as other group members have met attempts by the co-facilitators to intervene with the dominating member with resistance. The authors states that the most group facilitators are poignantly aware after the particular group that the dominating member is wrestling with issues of control and emotional vulnerability.

The article explores the issue of confidentiality in the group work setting. In addition, it also assesses how it might be different than in an individual counseling setting. It presents a case of a school counselor who was eager to provide developmental guidance activities related to current student issues, and had a strong desire to incorporate her training in group counseling in her work with students. According to the authors, the vast majority of ethical dilemmas in counseling revolve around the issue of informed consent.

The article explores some of the issues involved when a group leader finds it mandatory to make a member to leave the group. It presents a case of certified addictions counselor having 3 years of experience at the outpatient recovery program of a nonprofit hospital. According to the authors, regardless of leadership style and group type, whatever happens in a group can be processed. In addition, the authors discusses the group leadership strategies or styles that might have prevented the escalation of the events surrounding the necessity of removing the addicted member from the group.

The article explores some of the issues related to manipulation in a group counseling situation. It highlights a case of two counselors who began the process of planning for the group. According to the authors, the counselors were highly intentional in determining the focus of the group and the characteristics of a desirable group member. But, little information is provided about how they screened group members for acceptability into a group based on other factors, such as personality dynamics. The labeling of group members usually leads to practice-oriented problems.

The article explores the impact of member self-disclosure on group dynamics. In addition, it considers the roles and responsibilities of group facilitators. It presents a case of two people who are interning at the local high school as part of their formal training in order to earn a master's degree in school counseling. They are likely to begin a new group for students who are experiencing stressors at home that are having an impact on their school performance. They provided a safe environment in which members could feel comfortable talking about their difficulties.

The article describes the development of subgrouping within an outpatient, open-ended group that primarily focuses on early addiction recovery issues. The group requires each member to attend Alcoholics Anonymous or Narcotics Anonymous meetings on a weekly basis. It presents a case of three newest members who are subgrouping. According to the authors, the counselor's role may not be to correct group members for subgrouping but to provide a better understanding of why subgrouping is occuring. The counselor should motivate each member of the subgroup to establish personal goals and to consider how the group can support his efforts to meet the goals.

The article focuses on the importance of counselor training in group counseling. It discusses an incident of a veteran high school teacher who has taken one counseling course. The critical incident explores the importance of sufficient counselor training and supervision. The American Counseling Association Code of Ethics and Standards of Practice (1995) clearly indicates that counselors should practice only within the domain of their competence. It highlights the importance of providing every new student, at the point of admission, with an orientation to ethics.

The article explores moral development and ethical decision making within a peer supervision group. It discusses a case of a novice counselor who joined a peer supervision group. Each group member shares something about the previous week. In this particular session, the novice counselor was asked for time to discuss a client with whom she has been working for several months. The supervision group primarily focuses on the professional development of competence, especially in that these supervisees are not licensed. The supervisor provide a format to address both the ethical and process issues of the group.

The article presents the role of advertising groups in a school setting. It assesses some of the issues that accompany novice group leaders. It discusses the case of an elementary school counselor. After attending the annual state fall counseling conference, she planned to begin a group for children who have a parent who is abusing drugs or alcohol. At the conference, she attended a 90-minute presentation about working with children of alcoholics, and she wants to replicate the small group activities that were presented in the conference at her own school. According to the authors, it was not evident to ask teachers to refer students who live with someone who abuses drugs or alcohol.

The article discusses an incident in which group members displayed great diversity in their criminal activities. In a 6 month intensive program entitled "Cognitive Self-Change," held inside the prison in the education area of the security department, an individual presented his list of rule-breaking activities that included stealing and shooting. At the end of the session, some of the group members were snickering, some were befuddled, allowing them to have an open, sometimes unfriendly and hostile communication, but still resulting in bonding of the group members. According to the authors, although these could have been consequences from the lack of assertiveness of the group leader, the lack of assertiveness could have also led to the success of the group.

The article explores creation of a support group and discusses the development of goals for the group. Goal development is a central element in group counseling. Two experienced licensed counselors, are specialized in conducting group therapy for individuals in drug and alcohol treatment facilities, and psychiatric hospitals. Their private practice focuses on interpersonal relationships and personal problems such as grief, anxiety, and/or depression. One of the main tasks of group leaders is to identify, clarify, and develop meaningful goals for the group. Both of them failed to include this in the initial sessions of group goals. Thus, the leaders need to recognize their limitations and take steps to overcome them.

The article explores issues related to training for group leadership in substance abuse treatment. Two practicing school counselors in a small, rural school district called their former professor to discuss their concerns regarding the assignment given by their instructor for a course in substance abuse treatment in which they were enrolled. The assignment was to attend at least four meetings of an Alcoholics Anonymous group. In addition to the personal and professional issues raised by the two counselors, it also provokes legal and ethical issues. It presents what is important for a counselor to know, and how best to learn it, versus protection of individuals' rights to privacy.

The article explores some of the issues that may arise when a group counselor is challenged by the group members. It presents a case of new school counselor. The teachers and the administration expected developmental guidance classes, weekly consultation with administration and faculty, numerous parent contacts, and individual and group counseling from the counselor. The case presents the way this counselor inherited these boys as well as others upon his arrival to his new position. The clarity with which he recalled the events involving this group illustrates the powerful impact this experience had on his psyche and development as a counselor.

The article explores some of the issues that may arise when a counseling professional encounters a peer who seems to exhibit signs and symptoms of impairment. A recent doctoral graduate of a counselor education program is excited to join the counseling center staff at a state university. One of her colleagues leads a personal growth group. This semester she is co-leading the group with him. He is not only impaired emotionally and mentally, but he is also physically impaired by his use of alcohol. The American Counseling Association's Code of Ethics and Standards of Practice, states that counselors refrain from offering professional services when employees physical, mental, or emotional problems are likely to harm a client.

The article focuses on the issue of maintaining records on clients who are members of a required parent training group through the Department of Social Services. It presents a professional counselor who used to work for a community mental health center. He was told by the Department of Social Services (DSS), to keep records of attendance and participation by the group members and to submit them to the DSS. He collected his attendance sheets and wrote a summary of the group member's participation at the end of the 6 weeks of group meetings. One of the member of the group was accused of abusing his wife in front of children. According to the authors, the professional counselor was competent in his field, but he still need to follow the ethical guidelines of the counseling profession.

The article explores the issue of assuring informed consent for minor clients in counseling. In addition, it explores some of the practical, legal, and ethical considerations the school counselor face in conducting group counseling with children and adolescents. It presents a case of a person who is beginning her internship in school counseling at Meadow Elementary School. It highlights the additional actions that she should take before continuing with the formation of her counseling group so that her behavior is in accordance with the American School Counselor Association Ethical Standards for School Counselors (1998). In addition, it discusses the school's implied consent policy in terms of being ethical and legal.

The article discusses issues associated with group leaders choosing group activities that are inappropriate for the time and place. There are two considerations when using activities in group work. The first is whether the activity addresses an important theme or issue in the group, The activity must always work toward meeting the goals of the group, whether to teach new skills particularly in psychoeducational groups, or to promote honest communication and feed back among members. The second consideration is the effective processing of the activity. There are several drawbacks to using activities in group. One is that the group becomes dependent on the activity and the leader. Another potential drawback is that leaders often use activities when they are anxious about what will happen in group.

The article discusses an incident which presents issues that confront school counselors who lead groups that consist of involuntary members. There are certainly circumstances in a school setting under which involuntary participation in individual or group counseling may occur. Counseling may be mandated by an administrator, a parent, a teacher, or the courts. Reasons can include concern for behavior, concern for adjustment, and concern for learning. Although involuntary participation is not optimal for students, by laying a proper foundation, involuntary members can still benefit. A good example is when unwilling participants are drawn into a group, and are able to and something of interest in the group despite their initial resistance. Involuntary members can benefit if they are able to come to some kind of understanding that the group actually has something to offer them.

The article focuses on an experienced group leader's inability to learn and benefit from new research and training opportunities. This inturn affected the learning experiences of groups and their members. It presents a case discussing a counselor who had been in this profession for over 25 years. In the recent years, the chair of the department offered him opportunities to attend training to update his knowledge of specific group modalities. But, he refused to attend the training. In the recent group class, the students asked him to provide information about trauma. Due to lack of training in the area, he resorted to his early group dynamics training. His lack of continuing education and experience with specific group modalities highlights an attitude of complacency on his part.

The article discusses an incident which addresses the issue of dual relationship in group counseling. Two counselors preplanned a group to explore women's concern with their body image, shape, size, and weight. They consulted with each other on the possible group members. After the first group session, it was realized that three of the group members seemed to be way ahead of the group members in their awareness of their body image. One group member did not feel comfortable in the group and spoke only to the counselor, whom she saw before, when she shared in the group. According to the authors, in a case when dual relationship cannot be prevented, the counselor should inform the client about the nature of the relationship and the impact it may have on the counseling process. The counselor should take steps to ensure that his or her judgment is not impaired and that no exploitation occurs.

The article discusses an incident which shows how group counselors often assist clients in sorting through problems that are value laden. A counselor who is leading a voluntary group of college students seeking to improve their academic performances, asks the students to write down their perspective on why they are not doing well. Throughout the session, he continually felt discouraged that the outside commitments of the students had become liabilities to their academics. He decided that in the next session he will teach students the importance of good grades. According to the authors, the counselor imposed his values by asserting that school should be the number one priority for all group members. He also neglects the cultural differences that may be impacting the choices the students have made.

The article discusses an incident on issues involving co-leadership of the groups. During the first meeting of a rape crisis program, the group members are invited to say things that will allow other members in knowing them. They are also asked to share their expectations regarding the group with other members. The co-leaders feel that sharing expectations may encourage ownership of the group by the members. One of the goals of the first session is to allow each participant to tell the story, what she hopes to get from the group, and what her worries about the group. In addition to graduate course work, counselor suitability for group leadership requires experience leading or co-leading groups, an understanding of the applicability of a variety of theoretical orientations.

The article discusses an incident which discusses the termination process, a critical variable in the preparation of group counselors. Two second year graduate students, who are co-leading a personal growth group for undergraduates expressed concerns about co-leading the group through the termination process. They decided that the members should not be pushed or coerced into sharing feelings. During the final meeting, the group members confirmed the leaders' beliefs that they had left little room for members to participate in the process of termination. According to the authors, in this case the leaders seem to have neglected involves telling the group members well in advance that the group will be terminating, which is usually done 3 to 5 weeks before the final session to remind the group members that termination will occur soon.

The article discusses an incident, which explores some of the issues that accompany novice group leaders who negate the preplanning details involved with facilitating a successful group experience. In the incident two counselors who started their first job as counselors at a community mental health center decided to put together a teen process group. In the first session they asked the members to write what they wanted to accomplish as a result of participating in the group. According to the authors, the counselors did not engage in any meaningful preplanning activities. Preplanning may include a meeting with their supervisor to discuss the basic purpose of the group, the member selection process, group format, and methods of evaluation.

The article discusses the emotions when a group member leaves during group counseling. In a community college counseling center which ran an ongoing group of women's issues, the rotating members of the group comprised each of therapists's individual clients. One of the members did not appear as talkative and outgoing as she did in her individual sessions. The counselors wondered about the silence of the member during sessions and decided to let it go one week and then speak to her privately, but the member never returned back. After the member leaves, issues that remain include loss, disappointment, anger, hurt, relief, surprise, guilt, unresolved feelings. They may share how they feel about other members or how the leaders can be more productive in identifying issues that challenge the equilibrium of the group.

The article discusses an incident, which suggests that pre-selection of group members, is one of the most critical factors in the preparation for group counseling. In an incident, a counselor who has just obtained emergency certification as a school counselor, shares some issues of the students which were related to suicidal tendency, sexual activeness, stealing, alcoholism, physical abuse at the first meeting. After the session, the counselor is overwhelmed and believes that she did not have the skills and knowledge necessary to conduct a group. According to the authors, the group counselor should have the concepts of group dynamics, leadership styles, planning, skills and techniques of dealing with problem members. Prescreening and pregroup procedures in school counseling are extensive and important to utilizing group work in an ethical and helpful way.

A foreword to the book "Critical Incidents in Group Counseling," is presented.

The article presents information on the contributing editors of the book "Critical Incidents in Group Counseling." Some of the contributors are Lawrence E. Tyson, Rachelle Pérusse, and Jim Whitledge.

People that the editors would like to thank for their assistance in the creation of this book are mentioned.