28-4 The Effects of a systematic training model for group leaders advanced training

A systematic model, designed by the researcher, is aimed to develop the cognitive competence of a group leader by teaching leadership strategies according to the tasks of a group developing stage. The impact of training on a group leader’s self-efficacy, intentions and focuses, and skills were examined in this study.

Participants consisted of 8 trainees and 34 members who were volunteers in the study. Trainees were doctorate students and members were from communities. Each pair of trainees co-led a ten-week long unstructured group, during which time they received training and live supervision based on this training model. Both quantitative and qualitative research methods were applied for data collecting and analysis. Trainees demonstrated significant higher scores in post-test than pre-test of Group Leader Self-Efficacy Instrument (GLSI). Between pre and post training, focuses and intentions and skills were significantly different both in amount and distribution of frequencies. After training, the leaders appeared more active and mature in their leadership than before. In addition, members of four groups reached an average score of 5.07 on Involvement Subscale of The Group Climate Questionnaire-Short (GCQ-S), and the scores shape a curved line that matches the theoretical development of a group process and previous research findings.

Because of the limitations and delimitations of the research methods, a tentative conclusion was drawn that this training model was significantly effective in developing a leader’s self-efficacy and in increasing the positive changes in leading simulated group sessions. Discussions and suggestions for training of group counselors and researchers in the future were proposed.

Keywords
instruction, group counseling, group counselor, lab, leader, supervision, training model, training

Reference

王麗斐、林美珠(2000)。團體治療性因素量表之發展與編製。中華輔導學報,9,1-24。
吳秀碧(2003)。螺旋式領導方法的諮商團體歷程階段發展之研究。國科會九十一年度專案研究成果報告(編號:NSC91-2413-H-018-014)。
吳秀碧(2005)。諮商團體領導原理的建構:螺旋式領導方法。中華輔導學報,17,1-32。
吳秀碧(2010)。一個進階領導者系統化訓練模式的建構,輔導季刊,46(2),55-65。
吳秀碧、洪雅鳳、許育光(2005,11 月)。團體成員自我揭露行為與團體氣氛之分析研究。中國輔導學會主辦「2005 年會暨學術研討會」宣讀之論文, 台北。
吳秀碧、洪雅鳳、羅家玲(2003)。團體諮商歷程中領導者意圖與聚焦之分析研究。中華輔導學報,13,117-150。
吳秀碧、許育光、李俊良(2003)。諮商團體歷程中成員自我揭露頻率與深度之初探。彰化師大輔導學報,25,1-23。
吳秀碧、許育光、洪雅鳳、羅家玲(2004)。非結構諮商團體過程中領導者技術應用之研究。中華心理衛生學刊,17(3),49-82。
林幸足(1989)。諮商技巧訓練對準諮商員的諮商技巧能力、諮商員效能及諮商效果之影響研究。國立台灣教育學院輔導研究所碩士論文,未出版,彰化。
洪雅鳳(2008)。高低過程效能諮商團體領導者意圖及介入之研究。國立彰化師範大學輔導與諮商學系碩士論文,未出版,彰化。
許育光(2005)。團體諮商轉換階段之人際歷程與領導者介入策略分析研究。國立彰化師範大學輔導與諮商學系碩士論文,未出版,彰化。
許育光(2009)。碩士層級受訓團體諮商師參與「螺旋式領導取向」培訓之成效與介入能力學習經驗分析。教育心理學報,41,321-343。
賀孝銘、吳秀碧、張德榮(2001)。不同層級準諮商員「個案概念化」能力差異比較研究。輔導學報,22,1-32。
賀孝銘、吳秀碧、張德榮、林清文、林幸足(2001)。諮商員「個案概念化」之能力結構與評量表之編製研究。輔導學報,22,193-230。
謝麗紅(1999)。團體諮商實習課程對於準諮商員團體諮商領導能力訓練效果之分析研究。中華輔導學報,7,245-272。
謝麗紅、翁毓秀、張欣祐(2007)。團體督導對碩士層級準諮商師團體領導能 力督導效果之分析研究。輔導與諮商學報,29(2),99-116。
Al-Darmaki, F. R. (2004). Counselor training, anxiety, and counseling self- efficacy: Implications for training psychology students from the United Arab Emirates University. Social Behavior and Personality, 32(5), 429-440.

Baker, S. B., Daniels, T. G., & Greeley, A. T. (1990). Systematic training of graduate-level counselors: Narrative and meta-analytic reviews of three major programs. The Counseling Psychologist, 18, 355-421.

Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice Hall. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
Barnes, K. L. (2004). Applying self-efficacy theory to counselor training and supervision: A comparison of two approaches. Counselor Education and Supervision, 44, 57-69.
Beck, A. P., & Lewis, C. M. (Eds.). (2000). The process of group psychotherapy: System for analyzing change. Washington, DC: American Psychological Association.
Bernard, J., & Goodyear, R. (2004). Fundamentals of clinical supervision (3rd ed.). MA: Ally and Bacon. 
Braaten, L. (1990). The different patterns of group climate critical incidents in high and low cohesion sessions of group psychotherapy. International Journal of Group Psyhotherapy, 40, 477-493.
Buser, T. J. (2008). Counselor training: Empirical findings and current approaches. Counselor Education and Supervision, 48, 86-100.
Chen, M. W., & Rybak, C. J. (2004). Group leadership skills. Belmont, CA: Brooke/Cole.
Costa, P. T., & McCrae, R. R. (1992). Professional manual: Revised NEO personality inventory (NEO PI-R) and NEO five-factor inventory (NEO-FFI). Odessa, FL: Psychological Assessment Resources.
Council for Accreditation of Counseling and Related Educational Program(CACREP). (2000). CACREP Accreditation standards and procedures manual. VA: Author.
Crews, J., Smith, M. R., Smaby, M. H., Maddux, C. D., Torres-Rivera, E., Casey, J. A., & Urbani, S. (2005). Self-monitoring and counseling skills: Skills- based versus interpersonal process recall training. Journal of Counseling and Development, Winter, 83, 78-84.
Daniels, J. A., & Larson, L. M. (2001). The impact of performance feedback on counseling self-efficacy and counselor anxiety. Counselor Education and Supervision, 41, 120-130.
DeLucia-Waack, J. L., & Bridbord, K. H. (2004). Measures of group process, dynamics, climate, leadership behaviors, and therapeutic factors. In J. L. DeLucia-Waack, D. A. Gerrity, C. R. Kalodner & M. T. Riva (Eds.),Handbook of group counseling and psychotherapy (pp. 120-135). New Delhi: Sage.
Downing, T. K. E., Smaby, M. H., & Maddux, C. D. (2001). A study of the transfer of group counseling skills from training to practice. The Journal for Specialists in Group Work, 26(2), 156-167.
Duys, D., & Hedstrom, S. M. (2000). Basic counselor skills training and counselor complexity. Counselor Education and Supervision, 40, 8-19.
Erwin, P. G. (1999). The effects of a programme of training in structured group counseling. Counseling Psychology Quarterly, 12(2), 191-199.
Ferencik, B. M. (1991). A typology of the here-and-now: Issues in group therapy.International Journal of Group Psychotherapy, 41, 169-183.
Hensley, L. G. (2002). Teaching group process and leadership: The two-way fishbowl model. Journal for Specialists in Group Work, 27(3), 273-286.
Heppner, P. P., Kivlighan, D. M., Burnett, Jr. J., Berry, T. R., Goedinghaus, M., Doxsee, D. J., Hendricks, F. M., Krull, L. A., Wright, G. E., Bellatin, A. M., Durham, R. J., Tharp, A., Kim, H., Brossart, D. F., Wang, L. F., Witty, T. E., Kinder, M. H., Hertel, J. B., & Wallace, D. L. (1994). Dimensions that characterize supervisor interventions delivered in the context of live supervision of practicum counselors. Journal of Counseling Psychology, 41(2), 227-235.
Hiebert, B., Uhlemann, M. R., Marshall, A., & Lee, D. Y. (1998). The relationship between self-talk, anxiety, and counseling skill. Canadian Journal of Counselling, 32, 163-171.
Hill, C. E., & O’Grady, K. E. (1985). List of therapist intentions illustrated in a case study and with therapists of varying theoretical orientations. Journal of Counseling Psychology, 32(1), 3-21.
Hill, C. E., Thompson, B. J., & Nutt-Williams, E. (1997). A guide to conducting consensual qualitative research. Counseling Psychologist, 25, 517-572.
Holloway, E. L., & Hosford, R. E. (1983). Towards developing a prescriptive teaachnology of counselor supervision. The Counseling Psychologist, 11, 73-77.
Hosford, R. E., & Barmann, B. (1983). A social learning approach to counselor supervision. The Counseling Psychologist, 11, 51-58.
Ivey, A. E. (1971). Microcounseling: Innovations in interview training.Springfield, IL: Thomas.
Jacobs, J. E., Harvill, R. L., & Masson, R. L. (1994/1995). Group counseling- Strategies and skills. 劉安真、黃慧涵、梁淑娟、顏妃伶譯(1995)。團體 諮商- 策略與技巧。台北:五南。
Kivlighan, D. M., & Quigley, S. T. (1991). Dimensions used by experienced and novice group therapists to conceptualize process. Journal of Counseling Psychology, 38(4), 415-423.
Kivlighan, D. M. (1989). Changes in counselor intentions and response modes and in client reactions and session evaluation after training. Journal of Counseling Psychology, 36(4), 471-477.
Kivlighan, D. M., & Tarrant, J. M. (2001). Does group climate mediate the group leadership-group member outcome relationship? A test of Yalom’s hypotheses about leadership priorities. Group Dynamics, 5, 220-234.
Kivlighan, D. M., Kivlighan, M. C., & Clayton, M. (2004). Counselor intentions in individual and group treatment. Journal of Counseling Psychology, 51(3), 347-353.
Kivlighan, D. M., Multon, K. D., & Brossart, D. F. (1996). Development changes in group climate as they relate to therapeutic gain, Group Dynamics: Theory, Research, and Practice, 1, 208-221.
Kuntze, J., van der Molen, H. T., & Born, M. (2007). Progress in mastery of counseling communication skills: Development and evaluation of a new instrument for the assessment of counseling communication skills. European Psychologist, 12(4), 301-313.
Kurpiur, D. J., Benjamin, D., & Morran, D. K. (1985). Effects of teaching a cognitive strategy on counselor trainee internal dialogue and clinical hypothesis formulation. Journal of Counseling Psychology, 32, 263-271.
Larson, L. M. (1998). The social cognitive model of counselor training. The Counseling Psychologist, 26, 219-273.
Larson, L. M., Suzuki, L. A., Gillespie, K. N., Potenza, M. T., Bechtel, M. A., & Toulouse, A. L. (1992). Development and validation of the Counseling Self- Estimate Inventory. Journal of Counseling Psychology, 39, 105-120.
Little, C., Packman, J., Smaby, M. H., & Maddux, C. D. (2005). The skilled counselor training model: Skills acquisition, self-assessment, and cognitive complexity. Counselor Education and Supervision, 44, 189-200.
MacKenzie, K. R. (1983). The clinical application of a group climate measure. In R. R. Dies & K. R. MacKenzie (Eds.), Advances in group psychotherapy: Integrating research and practice. NY: International Universities Press.
MacKenzie, K. R. (1998). Group Climate Questionnaire, GCQ-S. In B. Strauss, I. Eckert & T. Tschuschke (Eds.), Methods of empirical research in group psychotherapy. Opladen: Westdeutscher Verlag.
Martin, J. (1984). The cognitive mediational paradigm for research on counseling.Journal of Counseling Psycholoty, 31, 558-571.
Martin, J. (1990). Confusions in psychological skills training. Journal of Counseling and Development, 68, 402-407.
Martin, J., Martin, W., Meyer, M., & Slelmon, A. G. (1986). Empirical investigationof the cognitive mediational paradigm for research on counseling. Journal of Counseling Psychology, 33, 115-123.
Martin, J., Martin, W., & Slelmon, G. A. (1989). Cognitive-mediational models of action-act sequences in counseling. Journal of Counseling Psychology, 36, 8-16.
McPherson, F. M., & Walton, H. J. (1970). The dimensions of psychotherapy group interaction: An analysis of clinicians’ constructs. British Journal of Medical Psychology, 43, 281-290.
Miles, M. B., & Huberman, M. (1984). Qualitative data analysis: A sources book of new methods. Beverly Hill, CA: Sage.
Miller, G. E. (1990). The assessment of clinical skills/ competence/ performance. Academic Medicine, 65(9), 63-67.
Miller, M. J. (1997). Counselor intentionality: Implications for the training of beginning counselors. Counseling and Values, 41(3), 194-204.
Morran, D. K., Stockton, R., & Whittingham, M. H. (2004). Effective leader intervention for counseling and psychotherapy groups. In J. L. DeLucia- Waack, D. A. Gerrity, C. R. Kalodner & M. T. Riva (Eds.), Handbook of group counseling and psychotherapy (pp. 91-103). CA: Sage.
Page, B. J., Pietrzak, D. R., & Lewis, T. F. (2001). Development of the group leader self-efficacy instrument. Journal for Specialists in Group Work, 26(2), 168-184.
Romano, J. L. (1998). Simulated Group Counseling: An experiential training model for group work. Journal for Specialists in Group Work, 23(2), 119-132.
Romano, J. L., & Sullivan, B. A. (2000). Simulate group counseling for group work training: A four-year research study of group development. Journal for Specialists in Group Work, 25(4), 366-375.
Romi, S., & Teichman, M. (1995). Participant and symbolic modeling training programmes: Changes in self-efficacy of youth counselors. British Journal of Guidance and Counseling, 23, 83-94.
Rubel, D. J., & Kline, W. B. (2008). An exploratory study of expert group leadership. The Journal for Specialists in Group Work, 33(2), 138-160.
Smaby, M. H., Maddux, C. D., Torres-Rivera, E., & Zimmick, R. (1997). Skilled Group Counseling Scale. Unpublished instrument.
Smaby, M. H., Maddux, C. D., Torres-Rivera, E., & Zmmick, R. (1999). A study of the effects of a skills-based versus a conventional group counseling training program. Journal for Specialists in Group Work, 24(2), 152-163.
Stiles, W. B. (1987). Some intentions are observable. Journal of Counseling Psychology, 34(2), 236-239.
Stockton, R., Morran, D. K., & Clark, M. B. (2004). An investigation of group leaders’ intentions. Group Dynamics: Theory, Research, and Practice, 8(3), 196-206.
Stoltenberg, C., McNeill, B., & Delworth, U. (1998). IDM supervision: An integrated developmental model for supervising counselors and therapists. San Francisco: Jossey-Bass.
Tang, M., Addison, K. D., LaSure-Bryant, D., Norman, R., O’Connell, W., & Stewart-Sicking J. A. (2004). Factors That Influence Self-Efficacy of Counseling Students: An Exploratory Study. Counselor Education and Supervision, spring, 44, 70-80.
Urbani, S., Smith, M. R., Maddux, C. D., Smaby, M. H., Torres-Rivera, E., & Crews, J. (2002). Skills-based training and counseling self-efficacy.Counselor Education and Supervision, 42, 93-106.
Ward, D. E. (1985). Levels of group activity: A model for improving the effectiveness of group work. Journal of Counseling and Development, 64, 59-64.
Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). NY: Basic Books.
Yalom, I. D., & Leszcz, L. (2005). The theory and practice of group psychotherapy (5th ed.). NY: Basic Books.
Zimmick, R. (2000). Basic and advance group counseling skills as a core and theory-based curriculum. Dissertation Abstracts International, 60 (8-A), 2803.
Zimmick, R., Marlowe, H. S., & Maddux, C. D. (2000). Improving the use of a group counseling scale and related model to teach theory and skills integration. Counselor Education and Supervision, 39(4), 284-296.

Download
Download