Journals and Portfolio Presentation

Group Procedure: Dynamics of Group Counseling

Chapter Reflections

This section covers my reflections from certain chapters that were covered in my small group sessions. Included with my reflections are videos of each theory in practice during a group therapy session.

Chapter 4: Creating Groups for Group Counseling

This chapter includes information on how to create a group for counseling. It covers the selection process for members as well as the exclusion process. It had not occurred to me that there was a procedure for excluding members, especially that therapists could and would exclude people from joining the group. After reading about the types of members that are to be excluded, it made sense that these people could not benefit from the group setting and could hinder the healing of the other members of the group. I also found the implementation of heterogenous and homogenous settings for group settings to be interesting. I can see how either group type would work. It had not occurred to me to have heterogenous groups. I had assumed to just have homogenous.

Chapter 7: Adlerian Therapy

This chapter was over Adlerian Therapy in the group setting. So far, Adlerian Therapy is the most appealing. I feel like this would be the approach I would take most often as a counselor. As a teacher, I feel that I have been knowingly been using this approach when building relationships with my students. I think that I possess some of the qualities of an Adlerian leader after my experience as a teacher.

Chapter 11: Gestalt Therapy

This chapter covered how to incorporate Gestalt Therapy into a group setting. It is particularly interesting because this therapy focuses on the “here-and- now.” I found that this would be beneficial in the secondary school setting as teens are often focused in the present and do not think long term. The idea is the past is the past and the future has not happened yet. For students struggling with their past, this approach would help them see the good in their present and work on where they are now so that they can have a better future.

Chapter 16: Solution- Focused Brief Therapy

This chapter covered Solution- Focused Brief Therapy. I found this theory to be particularly interesting. I am on the fence on how I feel about this approach, however. I am a “cut to the chase” kind of person, and I like how this approach does not focus on the past or analyzing problems. I like how it has a focus on solution and the brevity of the approach. I think that this would work well with students with minor problems. Students that have deep rooted issues need more time and, I think, more focus on past and problems.

In Vivo Support Group Observation


Overall, this support group seemed to be very beneficial for the members present. They are comfortable sharing, for the most part. A few members are apprehensive. The facilitator informed me that he has had meetings where it took ten minutes for anyone to start talking. I met with the facilitator for about ten minutes before the first meeting, and he informed me that the format was strictly open share with the restriction of feedback and crosstalk. It was interesting to see that people do not always need to be given advice to benefit from therapy. In this case, merely sharing experiences and feelings was therapeutic for these members.

Group Sessions


It was nice to have a few people to be in contact with regarding classwork. However, the group assignments did not seem to serve much purpose. The group sessions seemed redundant from what we were already doing in class with the whole class discussions.