Facilitating an experiential group in an educational environment: Managing dual relationships

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jennifer D. Deaton, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: The significant benefit of experiential learning in group work presents ethical complexities that must be considered by students, faculty, and programs. This article explores the clinical and ethical intricacies of teaching a group counseling course while facilitating an experiential group as part of the course curriculum. Specifically, the framework presented examines the dual roles of facilitator and instructor as complementary versus adversarial functions while analyzing challenges to both teacher and students. Guidelines for effectively running an experiential group as part of a group counseling course are presented utilizing five ethical principles: fidelity, beneficence, nonmaleficence, autonomy, and justice. Finally, guidelines and practice considerations specifically tailored for the educative role as instructor and the process role as group facilitator are provided.

Additional Information

The International Journal of Group Psychotherapy, 69(4), 434-458. DOI: 10.1080/00207284.2019.1656078
Language: English
Date: 2019
group counseling, counselor education, experiential learning

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