In this second special issue on facilitating encounter, we focus particularly on encounter groups as part of training, teaching and what it means to facilitate encounter groups in this context. Encounter groups are sometimes used as part of person-centered counseling and psychotherapy training, as well as in related teaching contexts. There are conflicts and dilemmas involved for trainers who also facilitate encounters for their students, such as the shifts in roles required from facilitating to assessing. Dee Ray discusses the place of encounter groups in counseling training and clarifies their difference from therapy groups. In addition, facilitating encounter with students in training also provides emotional requirements for the trainers to take this role. Margaret Rock puts the case for becoming a better facilitator by experiencing being a participant in encounter groups. Such an experiential way of learning can also be a challenge within institutional contexts that prioritize measuring outcomes as discussed by Manu Bazzano. He emphasizes the notion of encounter groups as experience or experiment, open to results and therefore to provoking institutional changes. He also challenges the tendency to defuse the power of encounter as a person-centered faith ritual, which leads or should lead to overcome conflicts, instead of recognizing conflicts as a condition for encountering. Encounter groups can also be used in teaching contexts outside counseling and psychotherapy training as discussed by Renate Motschnig, who broadens the scope to include the field of education and teacher training. She discusses the challenges of facilitating encounter in this field and shows how prospective teachers can benefit from their experiences in encounter. The following papers focus on other aspects of facilitating encounter in general (within and outside training contexts): Karin Macke and Gabriele Hasler concentrate in their contribution on gender bias and the importance for facilitators to be aware of cultural norms that promote heteronormative and binary sex/gender notions and argue for the necessity of facilitators being able to reflect on these in and with groups. Will Stillwell concludes this issue, informed by his decades of experience facilitating encounter with a narrative piece about telling stories, metaphor and identity.

中文翻译：

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社论：促进培训环境中的相遇

在关于促进相遇的第二期特刊中，我们特别关注作为培训、教学的一部分的相遇小组以及在这种情况下促进相遇小组的意义。邂逅团体有时被用作以人为本的咨询和心理治疗培训的一部分，以及相关的教学环境。对于也为学生提供便利的培训师而言，存在冲突和困境，例如需要从促进到评估的角色转变。Dee Ray 讨论了遭遇小组在咨询培训中的地位，并阐明了他们与治疗小组的区别。此外，在培训中促进与学生的接触也为培训师担任这一角色提供了情感要求。玛格丽特·洛克 (Margaret Rock) 提出了通过体验成为遭遇小组的参与者而成为更好的促进者的理由。在 Manu Bazzano 讨论的优先衡量结果的制度环境中，这种体验式学习方式也可能是一个挑战。他强调遭遇群体作为经验或实验的概念，对结果持开放态度，因此对引发制度变革持开放态度。他还挑战了将相遇的力量化解为以人为中心的信仰仪式的倾向，它导致或应该导致克服冲突，而不是将冲突视为相遇的条件。正如 Renate Motschnig 所讨论的，遭遇小组也可以用于咨询和心理治疗培训之外的教学环境，他将范围扩大到包括教育和教师培训领域。她讨论了促进这一领域遭遇的挑战，并展示了未来的教师如何从他们的遭遇中受益。以下论文侧重于一般促进相遇的其他方面（在培训环境内外）：Karin Macke 和 Gabriele Hasler 专注于他们对性别偏见的贡献以及促进者意识到促进异性恋和二元性别的文化规范的重要性/性别观念，并主张促进者必须能够在群体中和与群体一起反思这些问题。威尔·斯蒂尔威尔 (Will Stillwell) 以他数十年的经验为基础，促成与讲述故事、隐喻和身份的叙事作品相遇。