TPC-Journal-V3-Issue3

135 The Professional Counselor \Volume 3, Issue 3 videotaped demonstrations in class and two group counseling sessions in the community or school settings; (3) they participated in an experiential group with their peers; and (4) they facilitated or co-facilitated the experien- tial group with classmates on a rotating basis at least once. These assignments were processed in writing as well as verbally with classmates. ASGW (2000) indicated that competencies need to be gained in planning, implementing, leading and evalu- ating group interventions. These competencies converged in the culminating assignment divided into two parts: the development of a group counseling proposal and the actual implementation of the proposed psychoeduca- tional group for RPCVs (see Appendix for sample assignment descriptions). By both designing and implement- ing the group within the course, students immediately applied psychoeducational group proposals they created. By developing their own psychoeducational group, students had high personal investment in both the proposal and its implementation. For the culminating assignment, students were encouraged to work in pairs; thus, the co-facilitators co- authored the group proposal. The group proposal was due a few weeks prior to the students conducting the structured psychoeducational group, giving the instructor time to coordinate logistics with the RPCV coordi- nator. The instructor graded the proposals, emphasizing mastery of the assignment with revisions being a part of the process. Svinicki and McKeachie (2014) describe how student anxiety about grades can be lessened by allowing students to resubmit revised work. The instructor could then focus on student anxiety related to stu- dent facilitation of the group. In addition, these revised group proposals can be a document added to students’ professional portfolios. Intensive supervision was provided as the instructor and/or doctoral supervision interns were present for all group sessions. Stockton and Toth (1996) suggested that providing a supervised experiential group experience is a vital element in training group leaders. In addition, Toth and Stockton (1996) stated that observing other students lead a group can be instrumental in attaining group leadership skills. These two factors were combined by providing on-site supervision and reviewing portions of students’ recorded group sessions during the fol- lowing class session. Also, on-site supervision allowed the instructor to address any client safety concerns that arose (e.g., harm to self or others). One of the biggest challenges to implementing this learning opportunity was scheduling the groups at a time when supervisors, students and group members were available. Over the past several years, the authors tried a number of configurations for scheduling the psychoeducational groups. Holding multiple sessions concurrently over 3–4 hours was the preferred method. Osborn et al. (2003) recommended that counseling students engage in instructor-facilitated reflection to debrief and learn from their group leadership experience. Likewise, Luke and Kiweewa (2010) recommended that counselor education programs include reflective journaling to maximize students’ self-awareness in the group work context. After completion of the culminating assignment (the psychoeducational group facilitation), students submitted a reflection paper describing their reaction to their group leadership experience. Student learning continued through receiving and discussing post-session evaluations of RPCVs. Following the group facilitation, students reported having a clearer sense of their strength and growth areas. During students’ sub- sequent practicum and internship courses, they often reported confidence and skill in group counseling, which they attributed to the culminating assignment in their group counseling course. Group Member Procurement The described counselor education program had an established relationship with the local Peace Corps Career Center (PCCC), which was established years prior through a faculty member offering career counsel- ing services to RPCVs. For example, practicum students provided individual counseling sessions to RPCVs