Feiner S E
Vassar College Counseling Service, Poughkeepsie, NY 12604, USA.
Int J Group Psychother. 1998 Oct;48(4):439-60. doi: 10.1080/00207284.1998.11491566.
Graduate training programs attempt to teach group therapy courses using experiential learning methods and theoretical concepts. Presently, however, these courses often maintain a rather unstructured format for fostering an experiential group process. The literature suggests that without standardized course objectives, students are vulnerable to harm and inadequately prepared for professional demands, and faculty are insufficiently prepared with guidelines for instruction. This article reviews the historical evolution of experiential courses, raises questions about the ethical integrity of such courses in their current form, and proposes a new course design that integrates essential components of learning theory. Standards for integrating a developmental approach to learning, beginning with didactic tasks and advancing to more experiential tasks, more effectively uphold ethical principles, provide an outline for comprehensive instruction, and enhance student learning.
研究生培训项目试图采用体验式学习方法和理论概念来教授团体治疗课程。然而，目前这些课程通常采用相当无结构化的形式来促进体验式团体过程。文献表明，没有标准化的课程目标，学生容易受到伤害，且对专业要求准备不足，而教师也缺乏足够的教学指导方针。本文回顾了体验式课程的历史演变，对其当前形式的课程道德完整性提出质疑，并提出一种整合学习理论基本要素的新课程设计。将发展性学习方法整合进来的标准，从讲授式任务开始，逐步推进到更具体验式的任务，能更有效地维护道德原则，提供全面教学大纲，并增强学生学习效果。
