TPC-Journal-V3-Issue3

131 The Professional Counselor Volume 3, Issue 3, Pages 131–140 http://tpcjournal.nbcc.org © 2013 NBCC, Inc. and Affiliates GRL VOO Collaborating with the Peace Corps to Maximize Student Learning in Group Counseling Simone Lambert Emily Goodman-Scott This article explores a model partnership with a counseling education program and the Peace Corps. Counselor education students in a group counseling course developed and implemented a singular structured group session with clients not typically used (e.g., non-counseling students) to maximize student learning and implement group counseling skills. Group services were provided to returning Peace Corps volunteers with diverse cultural experiences who were in career and life transitions. In addition, the authors provide strategies for developing similar partnerships between counselor education programs and other agencies. Keywords : group counseling, counselor education, Peace Corps, volunteers, student learning Group counseling is a core element of accredited master’s-level counselor education programs, as noted in the Council for Accreditation of Counseling and Related Programs Training Standards (CACREP, 2009). Dur- ing the group counseling course, students often learn the process of participating in and leading experiential process groups, typically with other counseling students (McDonnell, Toth, & Aldarondo, 2005). While pro- cess groups are beneficial to student learning, student learning could be maximized by going one step further and providing group counseling to non-counseling students. The authors propose that rather than waiting until students’ clinical coursework (e.g., practicum, internship) to provide counseling services to non-counseling students, participating in a model partnership with the Peace Corps could foster such student learning. This experience offers master’s-level group counseling students the opportunity to provide group counseling to non- counseling students under intense supervision. In addition, students provide a service to Returning Peace Corps Volunteers (RPCVs), who traditionally face a myriad of challenges transitioning back into the United States from their international service (Bosustow, 2006; Callahan & Hess, 2012; Christofi & Thompson, 2007; Gaw, 2000; Szkudlarek, 2010). The first section of this article summarizes the importance of student learning through experiential group counseling, especially with non-counseling students. Additionally, the authors discuss RPCVs and their poten- tial needs following deployment. The second section of this article describes the partnership between a coun- selor education program and the Peace Corps that has evolved over several years to include group counseling services to RPCVs. The logistical aspects involved (e.g., class assignments) are offered as a model for future adaptation, as well as overall trends in group members’ and facilitators’ feedback. Finally, the authors provide suggestions for counselor education programs to implement similar partnerships with their local organizations and other programs on campus. Simone Lambert, NCC, is an Assistant Professor at the Counseling Programs, Argosy University DC. Emily Goodman-Scott, NCC, is an Assistant Professor at Old Dominion University. Correspondence can be addressed to Simone Lambert, Counseling Programs, Argosy DC, 1550 Wilson Blvd., Suite 600, Arlington, VA 22209, sflambert@argosy.edu .