ABSTRACT

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.

 抽象的

小组合作中体验式学习的显着优势带来了学生、教师和项目必须考虑的道德复杂性。本文探讨了教授团体咨询课程同时促进体验式团体作为课程内容的一部分的临床和伦理复杂性。具体来说，提出的框架研究了促进者和指导者的双重角色，即互补性与对抗性功能，同时分析了教师和学生面临的挑战。作为团体咨询课程的一部分，有效运营体验式团体的指导方针提出了利用五项道德原则：忠诚、仁慈、非恶意、自主和正义。最后，提供了专门针对作为讲师的教育角色和作为小组协调员的过程角色量身定制的指南和实践注意事项。