Haber Russell, Deaton Jennifer D
Int J Group Psychother. 2019 Oct;69(4):434-458. doi: 10.1080/00207284.2019.1656078. Epub 2019 Sep 10.
The significant benefit of experiential learning in group work presents ethical complexities that must be considered by students, faculty, and programs. This article explores the clinical and ethical intricacies of teaching a group counseling course while facilitating an experiential group as part of the course curriculum. Specifically, the framework presented examines the dual roles of facilitator and instructor as complementary versus adversarial functions while analyzing challenges to both teacher and students. Guidelines for effectively running an experiential group as part of a group counseling course are presented utilizing five ethical principles: fidelity, beneficence, nonmaleficence, autonomy, and justice. Finally, guidelines and practice considerations specifically tailored for the educative role as instructor and the process role as group facilitator are provided.
体验式学习在小组工作中的显著益处带来了一些伦理复杂性，学生、教师和课程都必须予以考虑。本文探讨了在教授团体咨询课程时，同时推动一个体验式小组作为课程一部分的临床和伦理复杂性。具体而言，所提出的框架审视了促进者和教师的双重角色，将其视为互补而非对抗的功能，同时分析了教师和学生面临的挑战。利用五项伦理原则：忠诚、善行、不伤害、自主和公正，给出了作为团体咨询课程一部分有效开展体验式小组的指导方针。最后，提供了专门针对教师的教育角色和团体促进者的过程角色的指导方针和实践考量。
