The authors use qualitative content analysis to examine common pedagogical practices in master's level group counseling classes. The results suggest a focus on knowledge rather than skill outcomes, an emphasis on experiential and didactic methods of instruction, and a heavy emphasis on written assignments as the evaluation method. Implications for…

Examines the literature on group instruction that provides the foundation for instructional models proposed by recognized authorities in the field and based on professional association standards. Suggests ways both for translating this knowledge into effective training strategies and for maximizing instruction at the university level. (RJM)

Presents ways that counselor educators can use their class meetings to help students integrate knowledge, skills, and supervised practice in an introductory group course. Sample observation and reflection forms are appended. (Author/LSR)

A model of providing direct experience of group process for counseling students is provided. Ethical considerations, advantages, and disadvantages are discussed. (Author)