The use of role-play and reflecting teams have been established as acceptable practices in the education of counselors-in-training. However, the current counseling literature does not identify the range of emotion experienced by students, as they participate in experiential activities. This manuscript identifies the emotions experienced by students during the use of a 10-week-long role-play in a family theories course, whereby the students played various roles including that of co-counselor, family member, reflecting team member, and observation team member. Implications for the training of counselors and the importance of future research are explored.
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