2025.01 72-1 A Study on the Effectiveness of Group Supervision Model and Peer Feedback Groups in Group Counseling Practicum Courses
This study explores the impact of a group supervision model and peer feedback groups on undergraduate students’ group counseling leadership abilities and practical experiences in a group counseling practicum course. Current training programs for group counseling leaders commonly use various methods to enhance leadership skills, including participating in groups, leading groups, observing instructors demonstrate group leadership, viewing group counseling recordings, receiving supervision, and learning group techniques. Drawing on years of teaching and research experience in group counseling courses, the lead researcher developed a two-phase training model for group counseling practicums: laboratory-based peer simulation groups and practical group internships.
This practicum incorporates the “group supervision model” and “peer feedback groups” to provide supervision for the group counseling practicum course. The curriculum involves interns taking on diverse roles, such as leading groups, serving as observers, and participating in peer feedback groups. These varied learning scenarios employ active participation, observation, vicarious learning, and reflection, fostering a cooperative learning environment where members share information and feedback, assist one other, and collaboratively achieve learning objectives. The course was designed to enhance the participants’ group counseling leadership skills through integrated training methods.
The study participants included 20 fourth-year students from counseling and guidance-related departments. The practicum incorporated cooperative learning into the teaching process, combining the group supervision model with peer feedback groups to supervise group leaders. The aim was to enhance students’ group leadership skills. A mixed-methods research approach, combining qualitative and quantitative methods, was used in the study. The training effectiveness of the group counseling practicum course was assessed using Hsieh’s (1998) “Group Counseling Leadership Competency Scale.” Additionally, participants’ reflective journals and focus group interviews were employed as qualitative data sources.
The findings revealed significant improvements in the participants’ overall group counseling leadership competencies, including “preparation skills before group sessions” and “leadership skills during group processes.” However, no significant growth was observed in the psychological and behavioral traits of leaders, “theoretical foundations,” or “professional ethical behaviors during group counseling.” For qualitative data analysis, Hycner’s (1985) “phenomenological content analysis” was used to understand the influence of the group counseling practicum on undergraduate students’ leadership skills and practical experiences.
The qualitative results indicated that learners experienced the development and adjustment of leadership styles and the development and refinement of their leadership skills. By engaging in various group roles, participants gained diverse group participation experiences that positively influenced their practical group leadership capabilities. Furthermore, support, encouragement, and constructive feedback from peers and supervisors enhanced the learners’ self-awareness, strengthened their professional self-efficacy, and fostered consistency between their theoretical knowledge and practical experiences.
Based on these findings, this study provides the following recommendations for counseling education and novice group leaders:
1. Adopt a Two-Phase Progressive Training Approach: Novice group leaders should begin with peer simulation groups to build foundational leadership skills before transitioning to practical group settings. This approach can help reduce the anxiety and pressure associated with leading real-world groups.
2. Encourage Role-Switching for Perspective-Taking: Assigning learners to different roles, such as leaders, observers, and members within the group, enables them to develop a deeper understanding of group processes and dynamics from multiple perspectives. This diverse exposure enriches the students’ learning experiences.
3. Implement Peer Feedback Groups and Group Supervision: These methods are highly effective for training and supervising group leaders during group counseling practicums. They also provide a structured framework for feedback and development.
4. Foster Tolerance for Uncertainty and Professional Resilience: Leading groups through uncertainty is inevitable for novice leaders. Learners should embrace the gradual process of professional growth, develop resilience to professional challenges, and cultivate the ability to effectively integrate theory and practice.
Keywords
Group supervision model, novice leader, peer feedback, practical group, simulation group
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