Pub Date : 2023-01-02DOI: 10.1080/01933922.2022.2161769
Brittany L. Pollard-Kosidowski, Lorraine J. Guth
As evidenced by the articles included in this special issue, group workers have been both intentional and adaptive in navigating the global transformations that have characterized this historical era. Alongside the ongoing developmental needs of students and clients, the complex challenges brought on by the COVID-19 pandemic and the sociopolitical unrest of the past few years have necessitated new levels of group work innovation. This special issue represents the wide array of topics with which group workers and scholars are currently engaged. As the world continues to transform in both unprecedented and expected ways, it will be important for group facilitators to remain adaptive, committed, and innovative in both theory and practice. We hope these articles provide new insight and direction for group work scholars and practitioners and we look forward to the continued evolution of this important work. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"Looking Ahead to Continued Innovation","authors":"Brittany L. Pollard-Kosidowski, Lorraine J. Guth","doi":"10.1080/01933922.2022.2161769","DOIUrl":"https://doi.org/10.1080/01933922.2022.2161769","url":null,"abstract":"As evidenced by the articles included in this special issue, group workers have been both intentional and adaptive in navigating the global transformations that have characterized this historical era. Alongside the ongoing developmental needs of students and clients, the complex challenges brought on by the COVID-19 pandemic and the sociopolitical unrest of the past few years have necessitated new levels of group work innovation. This special issue represents the wide array of topics with which group workers and scholars are currently engaged. As the world continues to transform in both unprecedented and expected ways, it will be important for group facilitators to remain adaptive, committed, and innovative in both theory and practice. We hope these articles provide new insight and direction for group work scholars and practitioners and we look forward to the continued evolution of this important work. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76847120","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/01933922.2022.2161767
Lorraine J. Guth, Brittany L. Pollard-Kosidowski
{"title":"Introduction to Group Work Innovations in a Transforming World","authors":"Lorraine J. Guth, Brittany L. Pollard-Kosidowski","doi":"10.1080/01933922.2022.2161767","DOIUrl":"https://doi.org/10.1080/01933922.2022.2161767","url":null,"abstract":"","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85580893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-02DOI: 10.1080/01933922.2022.2158971
Yiying Xiong, P. Prasath, Qiyang Zhang, L. Jeon, Y. Pillay
ABSTRACT This article presents the results of a phenomenological study that examined twelve counseling students’ experiences of facilitating an online mindfulness-based wellbeing group for international students (MBWIS) during the COVID-19 pandemic. Three themes emerged, including the challenges of facilitating an online MBWIS, strategies and resources to cope with the challenges, and personal and professional growth of the facilitators. Implications for group work and counselor training are discussed.
{"title":"A Phenomenological Study of Group Facilitators’ Experiences: A Mindfulness-based Wellbeing Group for International Students During the COVID-19 Pandemic","authors":"Yiying Xiong, P. Prasath, Qiyang Zhang, L. Jeon, Y. Pillay","doi":"10.1080/01933922.2022.2158971","DOIUrl":"https://doi.org/10.1080/01933922.2022.2158971","url":null,"abstract":"ABSTRACT This article presents the results of a phenomenological study that examined twelve counseling students’ experiences of facilitating an online mindfulness-based wellbeing group for international students (MBWIS) during the COVID-19 pandemic. Three themes emerged, including the challenges of facilitating an online MBWIS, strategies and resources to cope with the challenges, and personal and professional growth of the facilitators. Implications for group work and counselor training are discussed.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80603962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/01933922.2022.2129939
Kristopher M. Goodrich, David Van Horn
As noted by other scholars (i.e., Fernando & Minton, 2011; Hunter et al., 2018), journal-level impact (often referred to as impact factor) is a complex subject and has important meaning for different stakeholders. Journal level impact has been used by different colleges and universities to help inform how they evaluate faculty for formative and summative evaluation processes (Barrio Minton & Fernando, 2011), which can have a tremendous impact on faculty members’ academic careers. Fernando and Barrio Minton have criticized the bias and lack of fairness surrounding this system; however, this might inform the decision where scholars may seek to publish their academic work, either within a certain journal or other, or within a journal within a certain field or not (Hunter et al., 2018). Hunter and colleagues have expressed the potential consequences to professional identity and its relationship to program accreditation, as there is an implied obligation within Council for Counseling and Related Educational Programs (CACREP) accreditation guides to have Counselor Educators from CACREP-accredited program publish in Counselor Education-related journals. Further, some scholars have used journal metrics as a proxy to explain field differences, arguing the quality of one field in comparison to another based around impact factor differences found for their journals; others have discussed journal-based differences in fields due to number of issues and page counts across different journals (Hunter et al., 2018). Following this line of thinking, Hunter and colleagues have suggested that our field and journals need to consider alternative forms of impact. The politics surrounding journal-level impact is not something that we wish to explore in within this editorial; however, as I (KMG) move toward the end of my term as editor of JSGW, the issues surrounding impact, especially impact as it relates to our own journal (and other journals within our field of Counselor Education) is something that I believe needs further evaluation. Working in tandem with a doctoral student (DJVH), we wish to present a counter-narrative to what has been previously discussed within the field as a rationale for why many of our journals may have not yet received formal impact factors. As two individuals who were both trained in CACREP-accredited masters programs, and who have or are seeking doctoral degrees in CACREP-accredited doctoral programs, we come from within the field and seek a call for attention that we hope will lead to a call to action as we continue our important work in Counselor Education. It is ultimately our argument that the size of journals, the number of pages, or issues within journal volumes do not alone explain the lack of journal-level impact for many of the journals within our fields, as argued by others. Instead, it is our belief that there are actions that we could, and should, take as a field that would not only support us in moving our journals toward forma
正如其他学者(即Fernando & Minton, 2011;Hunter et al.， 2018)，期刊层面的影响(通常称为影响因子)是一个复杂的主题，对不同的利益相关者具有重要意义。期刊水平的影响已经被不同的学院和大学用来帮助告知他们如何评估教师的形成性和总结性评估过程(Barrio Minton & Fernando, 2011)，这可能对教师的学术生涯产生巨大的影响。费尔南多和巴里奥·明顿批评了围绕这一制度的偏见和缺乏公平性;然而，这可能会为学者们决定在哪里发表他们的学术工作提供信息，无论是在某一期刊上还是其他期刊上，还是在某一领域的期刊上(Hunter et al.， 2018)。亨特和他的同事们已经表达了职业身份及其与项目认证关系的潜在后果，因为在咨询和相关教育项目委员会(CACREP)认证指南中有一项隐含的义务，即来自CACREP认证项目的咨询教育工作者在咨询教育相关期刊上发表文章。此外，一些学者使用期刊指标作为解释领域差异的代理，认为一个领域的质量与另一个领域的质量相比是基于其期刊的影响因子差异;其他人则讨论了基于期刊的领域差异，这是由于不同期刊的问题数量和页数(Hunter et al.， 2018)。按照这种思路，亨特和他的同事们建议我们的领域和期刊需要考虑其他形式的影响。围绕新闻层面影响的政治不是我们希望在这篇社论中探讨的;然而，随着我(KMG)作为JSGW编辑的任期即将结束，围绕影响的问题，特别是与我们自己的期刊(以及我们咨询师教育领域的其他期刊)相关的影响，我认为需要进一步评估。我们与一名博士生(DJVH)合作，希望对该领域之前讨论的问题提出一个相反的叙述，作为我们的许多期刊可能尚未收到正式影响因子的基本原理。作为两个都在cacrep认证的硕士课程中接受过培训的人，以及已经或正在攻读cacrep认证的博士学位的人，我们来自这个领域，希望能引起人们的关注，我们希望能在继续我们在咨询教育领域的重要工作时，引起人们的行动呼吁。我们最终的论点是，期刊的规模、页数或期刊卷内的问题并不能单独解释我们领域内许多期刊缺乏期刊级影响力的原因，正如其他人所认为的那样。相反，我们相信，作为一个领域，我们可以，也应该采取一些行动，这不仅会支持我们将期刊推向正式影响因子;它们还可以帮助我们确保我们领域的奖学金反映出我们希望为我们领域的长期未来维持的严谨性和影响形式。
{"title":"Impact: Will We Ever Have A Chance?","authors":"Kristopher M. Goodrich, David Van Horn","doi":"10.1080/01933922.2022.2129939","DOIUrl":"https://doi.org/10.1080/01933922.2022.2129939","url":null,"abstract":"As noted by other scholars (i.e., Fernando & Minton, 2011; Hunter et al., 2018), journal-level impact (often referred to as impact factor) is a complex subject and has important meaning for different stakeholders. Journal level impact has been used by different colleges and universities to help inform how they evaluate faculty for formative and summative evaluation processes (Barrio Minton & Fernando, 2011), which can have a tremendous impact on faculty members’ academic careers. Fernando and Barrio Minton have criticized the bias and lack of fairness surrounding this system; however, this might inform the decision where scholars may seek to publish their academic work, either within a certain journal or other, or within a journal within a certain field or not (Hunter et al., 2018). Hunter and colleagues have expressed the potential consequences to professional identity and its relationship to program accreditation, as there is an implied obligation within Council for Counseling and Related Educational Programs (CACREP) accreditation guides to have Counselor Educators from CACREP-accredited program publish in Counselor Education-related journals. Further, some scholars have used journal metrics as a proxy to explain field differences, arguing the quality of one field in comparison to another based around impact factor differences found for their journals; others have discussed journal-based differences in fields due to number of issues and page counts across different journals (Hunter et al., 2018). Following this line of thinking, Hunter and colleagues have suggested that our field and journals need to consider alternative forms of impact. The politics surrounding journal-level impact is not something that we wish to explore in within this editorial; however, as I (KMG) move toward the end of my term as editor of JSGW, the issues surrounding impact, especially impact as it relates to our own journal (and other journals within our field of Counselor Education) is something that I believe needs further evaluation. Working in tandem with a doctoral student (DJVH), we wish to present a counter-narrative to what has been previously discussed within the field as a rationale for why many of our journals may have not yet received formal impact factors. As two individuals who were both trained in CACREP-accredited masters programs, and who have or are seeking doctoral degrees in CACREP-accredited doctoral programs, we come from within the field and seek a call for attention that we hope will lead to a call to action as we continue our important work in Counselor Education. It is ultimately our argument that the size of journals, the number of pages, or issues within journal volumes do not alone explain the lack of journal-level impact for many of the journals within our fields, as argued by others. Instead, it is our belief that there are actions that we could, and should, take as a field that would not only support us in moving our journals toward forma","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82884134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/01933922.2022.2129940
Kristopher M. Goodrich, Gerard T. Bartlett, Cassandra Hirdes, Lia D. Falco
Although peer review is the cornerstone of scientific and scholarly publication, very few people receive training to do this during their graduate education. The process of peer review involves having others of equal or greater expertise in a subject area critique or comment on work that is submitted to a journal. This process can be blind (i.e., the Associate or Action Editors know identity of the author(s) but the reviewers do not), or “double-blind” (i.e., the author identity is unknown to both the Action or Associate Editor and the reviewers). A manuscript that is peer reviewed is sometimes called “refereed.” The benefit of the process is that, when done well, it creates stronger, clearer publications which contribute to quality in the advancement of knowledge. Peer review is not meant to serve as a barrier to publication, rather it exists to ensure publications in professional journals are the best possible quality and can be disseminated worldwide. Further, none of this can be accomplished without other scholars and practitioners in the field who volunteer to perform this service. Serving as a member of a journal’s editorial review board is one of the most important roles that one can take in a professional association. Reviewers are an integral part of the publication process, supporting the journal in vetting and supporting authors to move manuscripts through the editorial process. Their work is key in ensuring that manuscripts are appropriate to the scope and mission of the journal (and the association it falls within), that the piece has the appropriate depth and breadth to add new knowledge into the field for practice and scholarly knowledge, as well as ensuring that authors write the work in a way that our broad group of readers may be able to understand and integrate the work into whatever their professional areas may be. It is surprising, then, that although we as a field recognize the importance that editorial board membership, and the process they engage in, that little is discussed or trained within graduate schools to prepare individuals to take on this important service. Often times, we find that our members are hesitant to take on these roles because of the little training or attention that editorial board service has previous had in their professional career. More often than not, we have found that most people we have interacted with have taken on these roles because they were “invited” by editorial or professional association leadership due to small review board numbers, and a need to fill slots. Others may feel external pressure to perform this service as a requirement for tenure and promotion. Additionally, these individuals often appear hesitant to take on these roles, due to the little training they have received. However, they do all report recognizing the importance of these roles, as well as an acknowledgment of the thing we often report to our authors: if you want to learn how to better write for a journal, join the
{"title":"How to Review for the Journal for Specialists in Group Work (JSGW) Editorial Board Member Basics","authors":"Kristopher M. Goodrich, Gerard T. Bartlett, Cassandra Hirdes, Lia D. Falco","doi":"10.1080/01933922.2022.2129940","DOIUrl":"https://doi.org/10.1080/01933922.2022.2129940","url":null,"abstract":"Although peer review is the cornerstone of scientific and scholarly publication, very few people receive training to do this during their graduate education. The process of peer review involves having others of equal or greater expertise in a subject area critique or comment on work that is submitted to a journal. This process can be blind (i.e., the Associate or Action Editors know identity of the author(s) but the reviewers do not), or “double-blind” (i.e., the author identity is unknown to both the Action or Associate Editor and the reviewers). A manuscript that is peer reviewed is sometimes called “refereed.” The benefit of the process is that, when done well, it creates stronger, clearer publications which contribute to quality in the advancement of knowledge. Peer review is not meant to serve as a barrier to publication, rather it exists to ensure publications in professional journals are the best possible quality and can be disseminated worldwide. Further, none of this can be accomplished without other scholars and practitioners in the field who volunteer to perform this service. Serving as a member of a journal’s editorial review board is one of the most important roles that one can take in a professional association. Reviewers are an integral part of the publication process, supporting the journal in vetting and supporting authors to move manuscripts through the editorial process. Their work is key in ensuring that manuscripts are appropriate to the scope and mission of the journal (and the association it falls within), that the piece has the appropriate depth and breadth to add new knowledge into the field for practice and scholarly knowledge, as well as ensuring that authors write the work in a way that our broad group of readers may be able to understand and integrate the work into whatever their professional areas may be. It is surprising, then, that although we as a field recognize the importance that editorial board membership, and the process they engage in, that little is discussed or trained within graduate schools to prepare individuals to take on this important service. Often times, we find that our members are hesitant to take on these roles because of the little training or attention that editorial board service has previous had in their professional career. More often than not, we have found that most people we have interacted with have taken on these roles because they were “invited” by editorial or professional association leadership due to small review board numbers, and a need to fill slots. Others may feel external pressure to perform this service as a requirement for tenure and promotion. Additionally, these individuals often appear hesitant to take on these roles, due to the little training they have received. However, they do all report recognizing the importance of these roles, as well as an acknowledgment of the thing we often report to our authors: if you want to learn how to better write for a journal, join the ","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89230659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/01933922.2022.2139876
Jordan Shannon, D. Seward, M. Luke
ABSTRACT Group co-leadership requires facilitators to effectively work together to produce positive group outcomes; however, there is a paucity of information about how the co-leadership relationship develops. In this modified consensual qualitative research study, we explore the development of the group co-leadership relationship in doctoral-level trainees. Five doctoral student co-leaders facilitating experiential learning groups completed reflection journals on their leadership experiences. Findings revealed five relational dynamic themes experienced amongst co-leaders in leading an experiential training group. The primary implications from these findings can assist counselor educators in the training of group leaders.
{"title":"Dynamics of Co-Leadership Development in an Experiential Training Group","authors":"Jordan Shannon, D. Seward, M. Luke","doi":"10.1080/01933922.2022.2139876","DOIUrl":"https://doi.org/10.1080/01933922.2022.2139876","url":null,"abstract":"ABSTRACT Group co-leadership requires facilitators to effectively work together to produce positive group outcomes; however, there is a paucity of information about how the co-leadership relationship develops. In this modified consensual qualitative research study, we explore the development of the group co-leadership relationship in doctoral-level trainees. Five doctoral student co-leaders facilitating experiential learning groups completed reflection journals on their leadership experiences. Findings revealed five relational dynamic themes experienced amongst co-leaders in leading an experiential training group. The primary implications from these findings can assist counselor educators in the training of group leaders.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91167492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/01933922.2022.2126050
Nathaniel L. Smith, Ian M. Lértora
ABSTRACT Group counseling is an effective counseling modality with LGBTQIA clients, yet much of group counseling literature does not account for the experience of prejudice and marginalization that LGBTQIA youth encounter. Relationships with families and peers of LGBTQIA youth have a significant impact and special consideration must be taken when designing and implementing group counseling. Consequently, we argue the use of Relational Cultural Theory (RCT) in a group context can bring discussions of controlling images, social inequities, and foster growth and relational resilience. We present a case example where the tenets of RCT are explored and provide implications for counselors.
{"title":"Group Work with LGBTQIA Youth Using Relational Cultural Theory: A Case Example","authors":"Nathaniel L. Smith, Ian M. Lértora","doi":"10.1080/01933922.2022.2126050","DOIUrl":"https://doi.org/10.1080/01933922.2022.2126050","url":null,"abstract":"ABSTRACT Group counseling is an effective counseling modality with LGBTQIA clients, yet much of group counseling literature does not account for the experience of prejudice and marginalization that LGBTQIA youth encounter. Relationships with families and peers of LGBTQIA youth have a significant impact and special consideration must be taken when designing and implementing group counseling. Consequently, we argue the use of Relational Cultural Theory (RCT) in a group context can bring discussions of controlling images, social inequities, and foster growth and relational resilience. We present a case example where the tenets of RCT are explored and provide implications for counselors.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84755263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-02DOI: 10.1080/01933922.2022.2126049
Elizabeth Terrazas-Carrillo, Ediza Garcia, Alyssa Vera
ABSTRACT Experiential group training builds group counseling skills among counselors-in-training. The current study examines Latino master’s students’ perceptions of experiential group training that started in person but shifted to a virtual platform during the Covid-19 pandemic. Qualitative interviews were conducted with 11 Latino graduate counseling psychology students. Our findings included five main themes: Professional development, group leader modeling, personal growth, pandemic’s impact on experiential group and impact of culture on experiential group. Themes shed new insight for the use prior research findings on experiential group training and shed new insight the use of this training modality with Latinos and utilizing a virtual platform. Findings highlight multicultural competence among experiential group facilitators.
{"title":"Experiential Groups: Narratives of Latino Master’s Level Students in Counseling Psychology during the Covid-19 Pandemic","authors":"Elizabeth Terrazas-Carrillo, Ediza Garcia, Alyssa Vera","doi":"10.1080/01933922.2022.2126049","DOIUrl":"https://doi.org/10.1080/01933922.2022.2126049","url":null,"abstract":"ABSTRACT Experiential group training builds group counseling skills among counselors-in-training. The current study examines Latino master’s students’ perceptions of experiential group training that started in person but shifted to a virtual platform during the Covid-19 pandemic. Qualitative interviews were conducted with 11 Latino graduate counseling psychology students. Our findings included five main themes: Professional development, group leader modeling, personal growth, pandemic’s impact on experiential group and impact of culture on experiential group. Themes shed new insight for the use prior research findings on experiential group training and shed new insight the use of this training modality with Latinos and utilizing a virtual platform. Findings highlight multicultural competence among experiential group facilitators.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83818551","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-03DOI: 10.1080/01933922.2022.2080894
Shih-Hua Chang, C. Bhat
ABSTRACT In this practice article we present a group counseling model based on Bowen theory for college students with codependency traits and related symptoms developed and piloted in Taiwan. Along with principles of Bowen theory applied to the group counseling model, we discuss group goals, leader roles, group process and development. We present preliminary outcome data on differentiation of self and on therapeutic factors of the group and offer suggestions for future group practice and research.
{"title":"A Group Counseling Model Based on Bowen Family Systems Theory for College Students with Codependency in Taiwan","authors":"Shih-Hua Chang, C. Bhat","doi":"10.1080/01933922.2022.2080894","DOIUrl":"https://doi.org/10.1080/01933922.2022.2080894","url":null,"abstract":"ABSTRACT In this practice article we present a group counseling model based on Bowen theory for college students with codependency traits and related symptoms developed and piloted in Taiwan. Along with principles of Bowen theory applied to the group counseling model, we discuss group goals, leader roles, group process and development. We present preliminary outcome data on differentiation of self and on therapeutic factors of the group and offer suggestions for future group practice and research.","PeriodicalId":45501,"journal":{"name":"Journal for Specialists in Group Work","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2022-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77838483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.1080/01933922.2022.2058663
Ryan F. Reese, Melisa DeMeyer, Amy Hoag, L. Glass, Chris Madigan, Janeé R. Avent Harris
ABSTRACT We examined participant experiences of the 7-week Fishing for Wellness (FFW) nature-based group counseling protocol. Eleven white adult male and female clients aged 27–73 years (M = 47.8, SD = 14.3) completed semi-structured interviews in exploring contextual factors impacting participation, self-reported change, and possible elements within FFW contributing to that change. Data were analyzed using consensual qualitative research. Participants reported expanded self-awareness, self-efficacy, connection with self and others, and nature relatedness two to three months following the group’s termination. Findings lend initial support for applying the FFW protocol when working with clients presenting with adverse life experiences.
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