Intergroup Dialogue Facilitation in Psychology Training: Building Social Justice Competencies and Group Work Skills

Autor/inn/en	White, Brittany A.; Miles, Joseph R.; Frantell, Keri A.; Muller, Joel T.; Paiko, Lynsay; LeFan, Jarod
Titel	Intergroup Dialogue Facilitation in Psychology Training: Building Social Justice Competencies and Group Work Skills
Quelle	In: Journal of Diversity in Higher Education, 12 (2019) 2, S.180-190 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miles, Joseph R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8926
DOI	10.1037/dhe0000089
Schlagwörter	Intergroup Relations; Dialogs (Language); Facilitators (Individuals); Psychology; Counselor Training; Doctoral Students; Student Experience; Social Justice; Teaching Methods; Competence; Conflict Resolution; Synchronous Communication; Intervention; Critical Theory; Multicultural Education; Bias; Consciousness Raising; Advocacy; Group Counseling; Perspective Taking; Controversial Issues (Course Content); Undergraduate Students; Student Development; Public Colleges; Professional Development; Emotional Response; Self Efficacy; Outcomes of Education; Skill Development; Social Action + Suchen Sie Ihr Suchwort? Intergruppenbeziehungen; Dialog; Dialogs; Dialogue; Dialogues; Psychologie; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Studienerfahrung; Soziale Gerechtigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Kompetenz; Conflict solving; Konfliktlösung; Konfliktregelung; Kritische Theorie; Multikulturelle Erziehung; Bewusstseinsbildung; Sozialanwaltschaft; Gruppenberatung; Zukunftsperspektive; Controversial issues; Kontroverse; Emotionales Verhalten; Self-efficacy; Selbstwirksamkeit; Lernleistung; Schulerfolg; Kompetenzentwicklung; Qualifikationsentwicklung; Soziales Handeln
Abstract	Although a growing body of research suggests that participation in intergroup dialogue is associated with a wide variety of positive outcomes, much less research has examined the experiences and outcomes of those who facilitate these dialogues. Therefore, using a modified grounded theory approach, we sought to examine the experiences of 10 doctoral students in counseling psychology who facilitated intergroup dialogue groups as a component of their graduate education under a scientist-practitioner-advocate training model. We were specifically interested in determining if and how this training experience related to their development of multicultural and social justice competencies in group work and beyond. Analysis of interview data revealed the following themes related to the students' experiences facilitating intergroup dialogues: Impactful Prior Experiences, Emotional Engagement, Challenges in Trainee Development, Social Resources, Group Facilitator Development, Critical Consciousness Development, and Positive Outcomes. To help construct meaning from the themes that emerged, we discuss these themes in relation to multicultural and social justice principles and the literature on group theory and practice. Implications for education and training of psychology doctoral students are discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01