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Facilitating the highly bonded cohort : should more be done to anticipate and reduce the potential for hyper-cohesiveness and deindividuation in therapy training cohorts in universities?

journal contribution
posted on 2014-01-01, 00:00 authored by Jane Edwards
Successfully facilitating learning for small therapy training programmes requires a special understanding of the psychological work of group processes. Students in therapy training spend almost every class together over two or more years. In these student groups, or cohorts, individuals manage themselves within a unique interpersonal and intragroup dynamic. Course instructors must develop their capacity to work effectively with this specific learning milieu. At the same time, the particular dynamics of the cohort context might not be understood by university management where increasingly few cohort contexts exist for students. Consequently, phenomena arising from the specialised nature of the group environment may not be well understood outside of the expertise of the course. In the first part of the paper, the international literature about learning in cohorts is reviewed. In the second part, this reflection is further developed to explore facilitation of a group that has some features of what might be described as negative cohesiveness, or what is described in family theory as enmeshment. Some consideration as to how to anticipate and off-set potential difficulties for groups in therapy training courses is also contributed.

History

Journal

European journal of psychotherapy and counselling

Volume

16

Issue

2

Pagination

114 - 126

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

1364-2537

eISSN

1469-5901

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

2014, Taylor & Francis

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