Teaching Group Dynamics Through an Application-Based Learning Approach

Abstract

The purpose of this study was to demonstrate how a structured experiential course can be used to teach students to lead group discussions. Group dynamics and leadership skills were taught through two teaching strategies in the course: the first method required junior- and senior-level undergraduate students to participate in a process-oriented group led by the faculty instructor, and the second method required these students to participate in a practicum by serving as facilitators leading their own process-oriented groups comprised of first-year university students. Results indicated that the student leaders’ confidence and satisfaction with their leadership skills increased significantly over the course of the semester. In addition, first-year group members’ evaluations of these student leaders indicated high levels of satisfaction and group connectedness with their leaders. Implications of the benefits of teaching group dynamics and leadership skills, including the generalizability of this course for a variety of students such as teaching assistants and new instructors, are discussed.

Keywords

leadership development group dynamics university transitions peer support group facilitation

Get full access to this article

View all access options for this article.

References

Eichler

(1987). Using structured group workshops to teach group process. Teaching of Psychology, 14, 42–44. doi:10.1207/s15328023top1401_12

Gaia

A. C.

Corts

D. P.

Tatum

H. E.

Allen

(2003). The GTA mentoring program: An interdisciplinary approach to developing future faculty as teacher-scholars. College Teaching, 51, 61–65. doi:10.1080/87567550309596413

Halgin

(1982). Using an experimental group to teach a group therapy course. Teaching of Psychology, 9, 188–189. doi:10.1207/s15328023top0903_18

Harper

M. S.

Allegretti

C. L.

(2009). Transition to University: An adjustment and retention program for first-year students. E-source for College Transitions, 6, 10–12. Retrieved from http://tech.sa.sc.edu/fye/esource/web/index.php

Harper

M. S.

Allegretti

C. L.

(2013). Expanding a peer-facilitation program beyond the fall term. E-source for College Transitions, 11, 17–18. Retrieved from http://tech.sa.sc.edu/fye/esource/web/index.php

Hulse-Killacky

(1996). Using the classroom as a group to integrate knowledge, skills, and supervised practice. Journal for Specialists in Group Work, 21, 163–168. doi:10.1080/01933929608412246

Meyers

S. A.

Prieto

L. R.

(2000). Training in the teaching of psychology: What is done and examining the differences. Teaching of Psychology, 27, 258–261.

Pancer

S. M.

Pratt

Alisat

(2006). T2U: A small group intervention to ease the transition of first year students at university. Paper presented at the biennial meeting of the Society for Research on Adolescence, San Francisco, CA.

Pancer

S. M.

Pratt

Hunsberger

Alisat

(2005). Bridging troubled waters: Helping students make the transition from high school to university. Guidance and Counselling, 19, 184–190.

10.

Prieto

L. R.

Meyers

S. A.

(1999). The effects of training and supervision on the self-efficacy of psychology graduate teaching assistants. Teaching of Psychology, 26, 264–266. doi:10.1207/S15328023TOP260404

11.

Riva

M. T.

Korinek

(2004). Teaching group work: Modeling group leader and member behaviors in the classroom to demonstrate group theory. Journal for Specialists in Group Work, 29, 55–63. doi:10.1007/978-3-7091-6663-5

12.

Williamson

L. K.

(2001, 4). The pedagogy of pedagogy: Teaching GTAs to teach. Paper presented at the Annual Meeting of the Popular Culture Association and the American Culture Association Conference, Philadelphia, PA.