在教育环境中促进体验小组:管理双重关系
International journal of group psychotherapy
|March 7, 2024
概括
在小组辅导课程中的体验式学习提供了好处,但也引发了伦理方面的担忧. 这篇文章为教师和学生提供了使用五个道德原则来解决这些复杂问题的指导方针.
科学领域:
- 咨询教育 咨询教育
- 群体治疗 伦理 团体治疗 伦理
- 经验式学习是体验式学习.
背景情况:
- 团队工作中的体验式学习带来了重大的伦理挑战.
- 这些复杂性需要学生,教师和教育计划仔细考虑.
- 与综合体验小组一起教授小组辅导课程需要解决双重角色和潜在的冲突.
研究的目的:
- 探索在小组辅导课程中促进体验小组的临床和伦理复杂性.
- 分析辅助者和教练角色的互补性与对抗性.
- 在这种教育模式中,识别教育工作者和学生所面临的挑战.
主要方法:
- 提出了一个框架来研究辅导员和教练的双重角色.
- 分析了教师和学生面临的挑战.
- 伦理原则 (忠诚,公益,非恶性,自主,正义) 用于制定指南.
主要成果:
- 辅导员和教练的双重角色可以是互补的,也可以是对立的.
- 学生和教师在这个综合学习环境中面临着独特的挑战.
- 五个核心伦理原则为管理体验群体提供了基础.
结论:
- 为有效地运行体验性小组提供了指导方针,作为小组咨询课程的一部分.
- 对教育角色 (教练) 和过程角色 (促进者) 提出了具体的考虑.
- 解决道德复杂性对于成功的体验性小组辅导教育至关重要.
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