Green B L, Stone W N, Grace M C
Psychiatry. 1983 May;46(2):130-8. doi: 10.1080/00332747.1983.11024186.
According to practicing group psychotherapists, the two most valued components of training for group psychotherapy are: (1) the opportunity to conduct a therapy group under supervision, and (2) participation in experiential training (Dies 1974). It is no wonder, then, that a large spectrum of experiential training models has emerged (Lakin, Lieberman, and Whitaker 1969). What is learned from the various models relates to the milieu, the leader, and the group composition (Stone and Green 1978), and in part depends on the particular training format. In contrast to descriptions of training, however, is the relatively limited formal evaluation of the learning which occurs in these programs. This paper will focus on an evaluation of the learning which took place during the group dynamics component of group psychotherapy training. The effect on learning of variations in format in which the leader is either silent or explicates group processes was tested.
据团体心理治疗从业者称，团体心理治疗培训中最受重视的两个组成部分是：（1）在督导下带领治疗团体的机会，以及（2）参与体验式培训（迪耶斯，1974年）。因此，各种各样的体验式培训模式应运而生也就不足为奇了（拉金、利伯曼和惠特克，1969年）。从各种模式中学到的内容涉及治疗环境、领导者和团体构成（斯通和格林，1978年），部分取决于特定的培训形式。然而，与培训描述形成对比的是，这些项目中发生的学习的正式评估相对有限。本文将重点评估团体心理治疗培训中团体动力学部分所发生的学习情况。测试了领导者保持沉默或阐释团体过程的不同形式对学习的影响。
