This article presents results from a interview study of psychology
students’ experiences from group-analytic groups conducted at the
University of Copenhagen. The primary foci are the significance of the
differences in participants’ personal aims for participation in the
group, the impact of the composition of participants on the group process, and
the professional learning through the group experience. In general the
interviews show a marked satisfaction with the group participation. In
particular, learning about group boundaries and about being in the dual position
of both helper and client is seen as important. However, the fact that all group
members are fellow students is challenging to the participants.
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