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Dissertations / Theses on the topic 'Group counseling'

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Published: 4 June 2021

Last updated: 30 July 2024

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1

Bitter, James, and G. Corey. "Adlerian Group Counseling." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/6053.

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Book Summary: With the guidance of world-renowned counseling author, teacher, and practitioner Gerald Corey, best-selling Theory AND PRACTICE OF GROUP COUNSELING, 8e equips readers with the knowledge and skills for effective group counseling and leadership. You'll learn key theoretical approaches to group leadership and how to successfully apply each in practice. With Corey's clear, straightforward writing style, you will have no difficulty understanding each theoretical concept and its relationship to group practice. And as you explore different approaches, your growing knowledge will enable you to integrate techniques from the various approaches you'll study in this book to create a unique approach that works successfully for YOU.

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Bitter, James Robert, and Gerald Corey. "Adlerian Group Counseling." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5220.

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Book Summary: THEORY AND PRACTICE OF GROUP COUNSELING, 9th Edition, gives readers an in-depth overview of the eleven group counseling theories. In addition to illustrating how to put these theories into practice, this best-selling book guides readers in developing their own syntheses of various aspects of the theories. With Corey's clear, straightforward writing style, readers are able to grasp each theoretical concept and its relationship to group practice with ease.

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Bitter, James Robert. "Adlerian Group Counseling: An Experience." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/5235.

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Adlerian group counseling/therapy was initiated in private practice by Rudolf Dreikurs and developed more fully by his student/colleague, Manford Sonstegard. This is an experiential workshop, the endpoint of which is the development of a therapeutic community where the members of the group come to understand each other emotionally and dynamically, encouraging and supporting each other in the process.

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Bitter, James Robert, and Amanda La Guardia. "Adlerian Group Counseling with Adolescents." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5243.

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Lee, Myung Dong. "A small group ministry through biblical counseling education." Theological Research Exchange Network (TREN), 2008. http://www.tren.com/search.cfm?p036-0400.

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Merzig, John W. "A quest for biblical group counseling." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.

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7

Sonstegard, M., and James Bitter. "Adlerian Group Counseling: Step-By-Step." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etsu-works/6043.

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8

Doxsee, Deborah J. "Hindering events in group counseling and psychotherapy /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841138.

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Brossart, Daniel F. "An investigation of the adequacy of two counseling group development theories using Tuckerized growth curves /." free to MU campus, to others for purchase, 1996. http://wwwlib.umi.com/cr/mo/fullcit?p9712794.

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10

Ohrt, Jonathan. "The Effects of Two Group Approaches on Counseling Students' Empathy Development, Group Leader Self-Efficacy Development, and Experience of hte Therapeutic Factors." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3732.

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Counselor education programs accredited by the Council for Accreditation of Counseling and Related Educational Programs (CACREP) require their students to participate in a group experience as a member for 10 clock hours over the course of an academic term (CACREP, 2009). In addition, the Association for Specialists in Group Work (ASGW) recommends that students participate in a group experience as a member or a leader for at least 10 hours and states that 20 hours of participation is preferable (ASGW, 2000). Counselor education programs satisfy the requirement in a variety of ways (Anderson & Price, 2001; Armstrong, 2002; Merta et al., 1993); however, the two most common types of groups are unstructured (e.g., personal growth) (48%), and structured (e.g., psychoeducational) (38%), both requiring some level of self-disclosure by students (Armstrong, 2002). The purpose of this study was to investigate the effects of two group approaches on counseling students' empathy development, group leader self-efficacy development, and their experience of the therapeutic factors. More specifically, this study compared personal growth groups and psychoeducational groups on the constructs of: (a) cognitive and affective empathy (Interpersonal Reactivity Index ; Davis, 1980), (b) group leader self-efficacy (Group Leader Self-Efficacy Instrument ; Page, Pietrzak, & Lewis, 2001), and cohesion, catharsis, and insight (Curative Climate Instrument ; Fuhriman, Drescher, Hanson, & Henrie, 1986). In addition, the study explored pre to post intervention change for each group on the constructs of cognitive and affective empathy and group leader self-efficacy. The statistical analyses in this study included (a) MANCOVA, (b) disrciminant analysis, and (c) repeated-measures ANOVAs. The participants in personal growth groups valued catharsis and insight at greater levels than participants in the psychoeducational groups. Additionally, there was not a difference between the groups at posttest on cognitive empathy, affective empathy, or group leader self-efficacy. Further, neither group experienced a change in cognitive or affective empathy from pre to post. However, both groups did experience an increase in group leader self-efficacy from pre to post.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

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11

Rice, Robert E. "Group Leadership of Experienced Middle School Counselors." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/cps_diss/56.

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ABSTRACT GROUP LEADERSHIP OF EXPERIENCED MIDDLE SCHOOL COUNSLEORS by Robert E. Rice Middle school students experience biological, cognitive, and social changes as they struggle with identity formation, self-concept, self-esteem, and academic success. Psycho-educational groups are an effective and efficient method for confronting social/emotional or academic problems that prohibit middle school students from performing well in schools. An essential component in the successful counseling of middle school groups is the skill and experience of the group leader. Research on school-based groups has focused on all areas with the exception of group leadership. Therefore, the purpose of this study is to explore how experienced middle school group leaders approach and conduct psycho-educational groups. This qualitative study uses a grounded theory methodology to investigate the practices, experiences, and perceptions of fourteen middle school counselors. The theory that emerged is grounded in the data from the participants and represents how they were able to conduct small groups in schools despite barriers many other school counselors experienced. Through educational leadership, relationship building, and an understanding of the systems at work in schools, these participants were able to establish a group program in their schools. The participants in this study also reveal the experiences they used to develop their skills as group leaders. The results of this study may have important implications to middle school counselors, researchers, and counselor educators in understanding the group and educational leadership skills needed to conduct effective groups in a middle school setting.

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Neale-McFall, Cheryl, and Rebekah J. Byrd. "Counseling Masters Student’s Personal Growth Group Experience." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/888.

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Participating in and experiencing a counseling growth group is a process that is required in all CACREP-accredited counseling programs. Existent literature suggests that multiple variables may impact participants’ learning in growth groups, and call into question the effectiveness of such groups. Overall, the majority of the research (Barnette, 1989; Hogg & Deffenbacher, 1988; Yalom & Leszcz, 2005) implies that growth groups have the potential to produce meaningful and positive outcomes; however, there are gaps in the literature that do not address the direct experiences of individuals in growth group (Berman & Zimpfer, 1980; Goodrich, 2008). This article presents research that utilized phenomenological methodology to explore the experiences of 13 counseling maters’ students who participated in a growth group as part of their degree requirements. Data were collected through individual interviews and focus groups. Eight themes emerged from the analysis in regard to group process and setting. Awareness gained by participants relevant to the perceived purpose of the group, as well as qualities of effective groupleadership, was also examined.

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Bitter, James Robert. "An Expert's Perspective on Adlerian Group Counseling." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/5219.

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Book Summary: The Student Manual helps you experience group process techniques and gain maximum benefit from Corey's textbook. The manual includes many activities, ideas for supervised training groups, summary charts, self-inventories, study guides, comprehension checks and quizzes, group techniques, and examples of cases with open-ended alternatives for group counseling practice. It also features experts discussing their personal perspective for each of the theories by addressing these questions: (1) What attracted you to this particular theoretical orientation? How does the theory fit for the person you are? (2) What are some key concepts (and techniques) of this theory that are most applicable to the practice of group counseling? (3) How does this theory have particular relevance for addressing diversity and social justice issues in group work?

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Fall, Kevin A. "The Characteristics of Psychological Safety in Group Counseling." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278011/.

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Psychological safety is a concept mentioned throughout the literature as a necessary component in the process of change in group counseling. Despite its frequent mention, no study has examined the characteristics of psychological safety. The purpose of this study was to lay the groundwork for a definition of the concept of psychological safety using self reports of group leaders and group members on a constructed Likert format psychological safety questionnaire of three attributional categories: self, other members, and leader. The study utilized group members (n = 44) and group leaders (n = 4) participating in laboratory groups as a part of a counseling related masters curriculum. The questionnaires were filled out on the first, eighth (middle), and fourteenth (last) sessions. Hierarchies for characteristics and attribution were constructed by using a summing procedure of the Likert responses. Results on the attribution of psychological safety by group members showed a consistent pattern over the three time measures. Group members reported leaders as the most attributed to facilitating psychological safety, other members as second, and self as least attributed to facilitate psychological safety. Group leaders showed no apparent agreement between groups, but each group leader attributed psychological safety consistently over time within one's own group. Results on the characteristics of psychological safety yielded a comprehensive list of characteristics, arranged in hierarchical format, as reported by both group members and leaders. Results indicated that psychological safety has some core concepts in each of the attributional categories. For group members, the characteristics of "warmth and support" and "active listening" were stable across every attributional category and time measure. For group leaders, "self disclosing feelings", "warmth and support", and "responding in an emotional, feeling manner" were reported in every time measure and attributional category. Characteristics that had a negative effect on psychological safety and recommendations for future research were also discussed.

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Page, Nathaniel W. "International Student Support Groups: Understanding Experiences of Group Members and Leaders." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5565.

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A multi-site qualitative study explored the group experiences of 6 group leaders and 10 group members who participated in 7 different university counseling center international student support groups. Data collection and analysis phases followed the process of hermeneutic interpretation articulated by Kvale and Brinkmann (2009), which resulted in nine major themes and ten sub-themes organized into four sections: (a) Recruitment and group design, (b) Experiences of group members, (c) Experiences of group leaders, and (d) Additional considerations. Implications for international student support groups are discussed.

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Schmidt, Mellis I. (Mellis Irene). "Forgiveness as the Focus Theme in Group Counseling." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc330735/.

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This study reviewed the literature regarding forgiveness and developed a structured group counseling format with the theme of forgiveness. The purpose of the study was to determine the effect of forgiveness as used in group counseling upon depression, generalized anxiety, dogmatism, relationships, guilt, and forgiveness in the participants. Thirty subjects were selected to participate in one of three groups: an experimental group, a comparison treatment group, and a control group. The experimental group and the comparison treatment group participated in two-hour group sessions, once a week for ten weeks. The experimental group was didactic and experiential with the focus on forgiveness, whereas the comparison treatment group was problem solving using Redecision Therapy. All groups participated in pre and post test sessions. The seven hypotheses in this study were tested with a multivariate analysis of covariance as well as univariate analysis of covariance for each hypothesis. Significance in differences between means was tested at the .05 level of significance.

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Bitter, James, and Gerald Corey. "Challenges Facing Group Leaders: Understanding and Working with Difficult Group Members." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etsu-works/6089.

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Mehlos, Brianne E. "Providing accountability in school counseling a literature review to support data use in assessing group counseling /." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009mehlosb.pdf.

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Bitter, James. "Adlerian Group Counseling and Therapy: Step-by-Step." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/6106.

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Adlerian Training Institute, Bratislava, Slovakia, October, 2008, March, 2007; Florida Atlantic University, Port St. Lucie, Florida, July, 2008, June, 2006; Group Process Training (Don Yoo, Director), Seoul, South Korea, October, 2005; 38th Annual International Committee of Adlerian Summer Schools and Institutes (ICASSI), Marsascala, Malta, July, 2005; Florida Atlantic University, Port St. Lucie, Florida, June, 2005; Individual Psychology Association of Idaho (IPAI), Boise, Idaho, May, 2005; West Texas Institute of Adlerian Studies, Odessa, Texas, May, 2005; Adlerian Society of British Columbia, Vancouver, British Columbia, Canada, February, 2005; Adlerian Summer School, Waiheke Island, New Zealand, January, 2005; North American Society of Adlerian Psychology (NASAP), Pre-convention workshop, Myrtle Beach, South Carolina, June, 2004; Florida Atlantic University, Port St. Lucie, Florida, June, 2004; (with Manford Sonstegard), Greek Adlerian Society/Florida Atlantic University, Athens, Greece, June, 2001.

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20

Edwards, Quinton T. "Member perceptions and the relationship between leader behavior, gender and group climate /." free to MU campus, to others for purchase, 1999. http://wwwlib.umi.com/cr/mo/fullcit?p9953856.

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21

Brooks, Andrea B. "The impact of group supervision on counseling self-efficacy of master's-level counseling interns." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3610059.

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The purpose of this study was to determine the impact of group supervision on counseling self-efficacy of master's-level counseling internship students. Larson's (1998a) Social Cognitive Model of Counselor Training (SCMCT) was used as the theoretical framework for the study. SCMCT addresses how counseling knowledge is transitioned to counseling action. The study was a quantitative, causal-comparative research design. The participants were 135 master's-level counseling internship students from a CACREP-accredited, private college in the southeast United States. Data was collected through the administration of online surveys: Counseling Self-Estimate Inventory (COSE; Larson et al., 1992), Group Supervision Impact Scale (GSIS; Getzelman, 2003), Supervisory Styles Inventory (SSI; Friedlander & Ward, 1984), and a demographics survey. Group supervisor impact (r = .227, p = .008), peer supervisee impact (r = .240, p = .004), and group supervision environment impact (r = .358, p < .001) were significantly correlated with counseling efficacy. Group supervision environment impact was the best predictor variable of counseling self-efficacy, b = .773, t(127) = 3.210, p = .002. There was no significant difference in counseling self-efficacy between participants with master's-level group supervisors and participants with doctorate-level group supervisors, t(133) = .586, p = .559. There was no significant difference in counseling self-efficacy between participants who had a group supervisor licensed in professional counseling and participants who had a group supervisor licensed in a different field, t(133) = .125, p = .901.

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Bitter, James, and Don Yoo. "Group Consultation: Process and Practice." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/6101.

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Williams, Ellen Edith. "Domestic violence: a comparative study of group counseling for men and group couple counseling for partners involved in abusive/violent relationships." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/492.

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The overall objective of this study was to compare two modalities of treatment, group counseling for men and couple counseling for both partners; that are utilized to intervene and defer further violence in abusive/violent relationships, and evaluate theireffectiveness. To attain this objective, various aspects of the prescribed treatment programs used to stop further violent behavior in relationships were addressed by the researcher: (a) the specific goals and objectives of the programs, and how they were achieved, and (b) whether the chosen treatment program was effective. A comparative design was used in the study. A self administered questionnaire was given to men in treatment, and battered women who either sought action against, or had an abusive partner in treatment. Both groups used in this research were members at the Odsseys’ Men Project and Battered Women’s Group. The study was an attempt to find out which prescribed modality of treatment was most effective at reaching the individual goals of its treatment program, and hence the most effective intervention at preventing further abusive/violent behavior in relationships. The results indicated that: group counseling for men had a significant effect on achieving the objectives of stress reduction, sex role and cognitive restructuring; whereas conjoint and group couple counseling had a significant effect on achieving the objective of problem-solving.

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Disque, J. Graham, C. McCarter, and Clifton W. Mitchell. "Group Constellation: Experiencing the Dynamic Life of a Group from the Outside." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/2791.

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Book Summary: In this book, supervisors share more than 50 activities for thesupervision of group work. Activities are organized across foursections: Facilitating Group Development and Process, Model-Based Interventions, Theory-Based Interventions, and Expressive/Creative Arts in Supervision. The group development activities aredesigned to assist supervisors in their ability to recognize andfacilitate the group process, whereas the model- and theory-basedactivities will help supervisors ground their group work in familiarcounseling and supervision frameworks. The activities in theExpressive/Creative Arts section contain action-based methods foruse in the supervision of group work. Published by the Association forSpecialists in Group Work.

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Ellis, Kathleen. "Training counseling students to use appropriate self-disclosure in the personal growth group : an historical thesis /." View abstract, 2000. http://library.ctstateu.edu/ccsu%5Ftheses/1584.html.

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Thesis (M.S.)--Central Connecticut State University, 2000.
Thesis advisor: Judith Rosenberg. " ... in partial fulfillment of the requirements for the degree of Master of Science in Rehabilitation Counseling." Includes bibliographical references (leaves 44-47).

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Parker, Kenneth. "A group experience in counseling Black conduct disordered adolescents." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1990. http://digitalcommons.auctr.edu/dissertations/3066.

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The purpose of this study is to confirm whether or not group counseling improves the self-concept and associated behaviors in Black American adolescents who are assessed to be conduct disordered. The instruments utilized in the study are the Tennessee Self-Concept Scale and the Devereux Adolescent Behavior Rating Scale. Twenty (20) subjects were randomly selected from a population of behavior disordered adolescents. Ten (10) subjects were randomly placed in control and ten (10) experimental groups. The study was implemented by two counselors employed by the community agency conducting the study. Two (2) hypotheses were examined in this study. Analysis of Covariance was used to analyze the data. The variables selected for the study included the following: Positive Score-Identity, Moral-Ethical Self, Personal Self, Total Positive Score, Unethical Behavior, Defiant-Resistive, Poor Emotional Control and Inability Defiant-Resistive, Poor Emotional Control and Inability to Delay. The two null hypotheses were rejected and were significant at the p<.05 level indicating a significant difference between the control and experimental groups. The results of this study supported the hypotheses that Black American conduct disordered adolescents who received group counseling will have significantly higher self-concept and behavioral profiles than adolescents who do not receive such counseling. The utilization of this counseling modality can improve the behaviors of Black American adolescents who have conduct disorders.

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Choi, Sun. "Effectiveness of group counseling for children from dysfunctional families /." Free full text is available to ORU patrons only; click to view:, 2006. http://proquest.umi.com/pqdweb?did=1268609681&sid=2&Fmt=2&clientId=456&RQT=309&VName=PQD.

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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2006.
Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 199-203).

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Qualia, Linda R. (Linda Raffel). "Effects of Group Counseling and Group Discussion on Selected Personality Variables of First-Year Theology Students." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc330652/.

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This study examined the use of group counseling and group discussion as a method of demonstrating changes on selected personality variables of first-year theology students. It was hypothesized that the subjects would become less dogmatic (more open-minded), motivated from a more internal locus of control, feel less anxious, and demonstrate greater creativity and self-concept following their participation in either group counseling or group discussion. Group counseling was hypothesized to be the best method for effecting changes. The subjects were first-year theology students at a southwestern theological seminary. These participants planned to work in some phase of ministry; several planning to be ordained as priests or to enter the deaconate. This study was based upon the premise that ministers often assume a counseling role and they therefore, need training in counseling skills and an opportunity to enhance their personal development. Group counseling and group discussion were explored as possible means to achieve these ends. Each of the five personality variables was measured on a pretest-posttest design. The subjects were tested prior to meeting in one of the two formats and tested again after fifteen hours of participation in one of the groups. A control group was also tested at these same times to allow for a comparison to be made as to which method was most effective. Chapter I presents a review of related literature on the five variables and the need for training of ministers in counseling skills and for providing an opportunity for self-growth. Chapter II states the procedures and includes definitions, the method of the study and a discussion of the instrumentation. Chapter III presents the results of the study and a discussion of the implications. Although the findings indicated some changes in the variables as predicted by the hypotheses, none of the changes was statistically significant. Therefore, it was concluded that these changes may have been occurred by chance. The positive trends, however, were seen to be indicative of the possible beneficial nature of group counseling and it was recommended that the seminary provide an opportunity for such an experience.

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Lotz, Jennifer Elaine. "Focused Brief Group Therapy Treatment Manual." Wright State University Professional Psychology Program / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1349319908.

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Gilmore, Martha Louise 1957. "Training in group psychotherapy." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/565529.

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Defibaugh, Christopher. "A leadership intervention perspective on the creation, monitoring and maintenance of the group therapeutic relationship a modified systematic literature review with clinical illustrations : a dissertation submitted to Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science in Psychotherapy (MHSc), 2009 /." Click here to access this resource online, 2009. http://hdl.handle.net/10292/713.

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Schor, Mark Melvin. "Therapeutic Effects of Group Counseling with Visually-Impaired Elderly Adults." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331653/.

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The purpose of this study was twofold: (a) to determine the therapeutic effectiveness of group counseling with visually-impaired elderly adults, and (b) to provide information concerning the effectiveness of group counseling to practitioners in the field. The study reviewed the literature regarding aging and vision, psychosocial reactions to vision loss, and group counseling with the visually-impaired and the elderly. Twenty subjects, who were above age 65 and had recently experienced a severe loss of vision, were selected to participate in the study. Ten subjects were assigned to an experimental counseling group and 10 subjects were assigned to a no-treatment control group. The experimental group participated in 1-1/2 hour group sessions once a week for 10 weeks. Both the experimental group and the control subjects were administered pre- and post-tests. The tests measured depression, anxiety, self-esteem, and life satisfaction.

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Beede, C. Robert. "Ministering to the divorced/separated from a reformed evangelical perspective in the military chaplaincy." Theological Research Exchange Network (TREN) Access this title online, 1992. http://www.tren.com/search.cfm?p030-0028.

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Irani, Taronish H. "Multicultural Group Screening Form (MGSF): Development of a Pre-Group Screening Form for Use with Diverse Groups at University Counseling Centers." Wright State University Professional Psychology Program / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=wsupsych1308924515.

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Wexler, Steven M. "Interaction and comparison between a marriage enrichment seminar and small group dynamics as they effect couples' marital satisfaction." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Sonstegard, M., James Bitter, P. Pelonis-Peneros, and W. Nicoll. "Adlerian Group Psychotherapy: A Brief Therapy Approach." Digital Commons @ East Tennessee State University, 2001. https://dc.etsu.edu/etsu-works/6041.

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Adlerian Brief Therapy is a specific approach to Individual Psychology that uses relational strategies to bring about effective change in the lives of individuals, groups, couples, and families (Bitter, Christensen, Hawes, & Nicoll, 1998; Sonstegard, Bitter, Pelonis-Peneros, & Nicoll, 2001). In this article, the authors discuss a relationship- intervention continuum as an integration of two approaches. A therapy session demonstrating Adlerian Brief Therapy with individuals is used to highlight the integration.

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Johnson, Jerrolynn D. "Experiencing Christ through our curriculum determining the effective components of the inner healing prayer small groups course to promote personal inner healing in formational counseling Doctor of Ministry students at Ashland Theological Seminary /." Theological Research Exchange Network (TREN) Access this title online, 2005. http://www.tren.com.

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Bitter, James. "An Interview with Manford A. Sonstegard: A Career in Group Counseling." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/6046.

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Manford A. Sonstegard's place in the development of group counseling is reviewed, including his early work, his use of Adlerian approaches, and his perspective on current issues, supervision, and training.

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Majcher, Jo-Ann Marie. "Assessing the stages of group development using children's serial group drawings." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28743.

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The research problem that was examined in this study was two-fold. First, was the idea that the stages of group development could be depicted in serial group drawings completed by children who had participated in structured learning groups. Second, was that by using a rating scale that was designed for this purpose, trained objective raters could classify the stages of group development from the serial drawings completed by the children. Fifteen sets of drawings were gathered from fifteen children who had participated in different structured learning groups. These drawings were then analyzed and classified by raters who had been trained to use the rating scale. The rating scale was devised to identify the stages of group development within children's serial drawings. Qualitative data analysis showed that the stages of group development were depicted in some of the sets of serial group drawings. Quantitative data analysis showed that raters were able to use, with limited success, the rating scale designed to classify the drawings into the stages of group development. Many extraneous variables effected the results. These include: the unique characteristics of each child, the leadership style of each counsellor, the varying group topics, the adequacy of the rater training procedure, the objectivity of the raters, and the accuracy of the rating scale. Due to the many extraneous variables, it is clear that methodologically this study leaves many questions unanswered. Further research is necessary to more fully investigate the idea that the stages of group development can be identified within serial group drawings completed by children who have participated in structured learning groups., If further research proves that the stages of group development can be depicted and measured using a rating scale, it will provide group counsellors with a useful tool when evaluating group development.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Pang, Hang-hang. "An outcome study of couples communication training group /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20133674.

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Park, Jum Dug. "Increasing the quality of life of senior citizens through group counseling /." Free full text is available to ORU patrons only; click to view:, 2004. http://wwwlib.umi.com/cr/oru/fullcit?p3150446.

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Applied research project (D. Min.)--School of Theology and Missions, Oral Roberts University, 2004.
Includes abstract and vita. Translated from Korean. Includes bibliographical references (leaves 250-255).

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Byram, Katie. "Trauma-Informed Multi-Tiered Systems of Supports| A Tier 2 Group Intervention." Thesis, Saint Mary's College of California, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825771.

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This master’s thesis proposed an integrative group counseling intervention utilizing trauma-focused cognitive behavioral therapy (TF-CBT), attachment theory, and mindfulness for youth who have experienced Adverse Childhood Experiences (ACEs). The proposed group is intended as a Tier 2 support in a trauma-informed multi-tiered system of supports on a school campus; however, the group can be offered in mental health treatment settings. Synopses of the research described the symptomology of trauma, detailing the adverse consequences for youth who have experienced trauma, including the neurobiological impairments, mental health challenges, social limitations, maladaptive behavioral outcomes, harmful academic impact, and negative health outcomes. The literature review substantiated the probable benefits of the use each component of this integrative group counseling intervention to support youth with post-trauma difficulties. The integrative intervention is designed to reduce trauma symptomology, improve attachment patterns, and increase mindfulness in youth who have ACEs. Limitations, implications and recommended future research are discussed.

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Farley, Patrick N. "Current Practices in General Hospital Group Psychotherapy." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30406.

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The purpose of this survey study was to evaluate the current practice of inpatient group therapy in general hospital psychiatric units in a southeastern state and to determine whether there was a need for a more systematic method of designing, implementing, and evaluating general hospital group therapy. A second major purpose was to test a model to determine if it could be used to evaluate current practices of general hospital psychiatric group therapy on a more global basis. The history of group therapy and current nationwide statistical data relating to general hospital psychiatric units were summarized. A survey which addressed unit operations, unit staffing patterns, types of patients, and general practices regarding psychiatric unit group therapy was administered to 35 general hospital psychiatric unit administrators in a southeastern state. A standard interview protocol was developed and administered on-site to six group therapy practitioners. These interviews gathered information relative to specific unit group therapy practices, evaluated whether Group Pentagon components were utilized in group therapy practices, and identified factors influencing unit group therapy practice. An analysis of the available literature indicated there was little information relative to the practice of group therapy on general hospital psychiatric units. The literature analysis also revealed no consistent model or procedures for the design, implementation, and evaluation of group therapy in general hospital psychiatric units. The survey and interviews demonstrated that group therapy programs appeared fragmented, varied across units, and did not appear to be designed, implemented, or evaluated in a consistent manner. During the interviews, the practitioners described the lack of many of the conditions necessary for the provision of effective group therapy on their general hospital psychiatric units. The literature review analysis, survey, and interviews indicated the components of the Group Pentagon were not utilized in general hospital group therapy programs. The Group Pentagon provided a useful model for evaluating overall group therapy programs, as well as reviewing specific group therapy procedures. Finally, this research established a protocol for evaluating general hospital and potentially other group therapy practices.
Ed. D.

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Van, Vuuren Casper Hendrik. "The influence of existential group counselling on the purpose in life, self-esteem and alcohol outcome expectancies of under-graduate students." Thesis, Link to the online version, 2006. http://hdl.handle.net/10019/1272.

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Power, Doyle Catherine. "Parenting through crisis : group counselling with single mothers /." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23169.pdf.

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Kutlesa, Natasha. "Effects of group counseling with university students who complain of procrastination." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ30727.pdf.

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Bird, Michael Larry. "Christian premarital counseling and the efficacy of group training versus conjoint training utilizing the Couple Communication program a project and study employing a premarital skills-based program and measuring its effects upon relationship satisfaction, confidence and adjustment with an evangelical population /." Theological Research Exchange Network (TREN), 2005. http://www.tren.com.

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Armstrong, Stephen A. "An Investigation into the Current Practices of Group Counseling Instructors in the Delivery of the Required Experiential Group in Accredited Institutions." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3270/.

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This study was designed to determine the diverse practices of group counseling instructors in the delivery of the required experiential group. A small group experience (experiential group) is required of all counseling students in accredited institutions. The accreditation body for counseling programs is the Council for the Accreditation of Counseling and Related Educational Programs (CACREP). The experiential group has been considered to be a valuable and integral part of counselor training. However, the group has been controversial because of ethical issues involving dual relationships and the right to privacy. The purpose of this study was to determine how group counseling instructors deliver the experiential group, compare current practices to recommended practices in the literature, and recommend changes based on disparities that may exist. The difference between this study and previous surveys of group counseling instructors is that the sample in this study involves CACREP institutions exclusively and the focus is on CACREP standards rather than the standards of the Association for Specialists in Group Work. The results of the study showed that approximately one third of the instructors surveyed indicated that they also serve as leaders of the experiential group. Many of these instructors who serve as group leaders also indicated that they use the group for gatekeeping. Instructors in this study also indicated that understanding group process was the most important goal of the required experiential group. Personal growth was not ranked highly as a goal of the experiential group.

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Trotter, Kay Sudekum. "The Efficacy of Equine Assisted Group Counseling with At-Risk Children and Adolescents." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5489/.

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The purpose of this study was to determine the efficacy of equine assisted group counseling as compared to in-school curriculum group guidance/counseling. Research examined externalizing, internalizing, maladaptive, and adaptive behaviors of elementary and middle school students who were considered at-risk of academic or social failure. Two types of behavior instruments, the Behavioral Assessment System for Children (BASC)-Self-Rating, Parent-Rating, and Teacher-Rating Scales; and the Animal Assisted Therapy-Psychosocial Session Form (AAT-PSF), were used in a pretest-posttest comparison group quasi experimental design. Results of the paired sample t-test analysis of the BASC Self-Report indicated that the equine assisted counseling group showed statistically significant improvement in five behavior areas, and the in-school curriculum group guidance/counseling group showed statistically significant improvement in four areas, with only one behavior area the same as the equine assisted counseling group. Results of the paired sample t-test analysis of the BASC Parent-Report indicated that the equine assisted counseling group showed statistically significant improvement in twelve behavior areas, whereas the in-school curriculum group guidance/counseling showed statistically significant improvement in only one behavior area. Results of the paired sample t-test analysis of the BASC Teacher-Report indicated that the equine assisted counseling group showed no statistically significant improvement; however the in-school curriculum group guidance/counseling group showed statistically significant improvement in one area. An ANCOVA comparison of equine assisted counseling group verses in-school curriculum guidance/counseling group using the BASC Self, Parent, and Teacher-Reports indicated that the equine assisted counseling group showed statistically significant improvement in seven behavior areas that the in-school curriculum guidance/counseling group did not. Results of the repeated measures ANOVA of the AAT-PSF (equine assisted counseling group only) showed statistically significant improvement in all 3-scale scores: 1) overall total behaviors; 2) increased positive behaviors; and 3) decreased negative behaviors.

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Linton, Kelly R. "The effect of an icebreaker game on communication in a third grade group counseling session." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999linton.pdf.

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