Answer to Question 1
The authors identify several deficits with group training models. Specifically, many group leaders are not trained to work in a natural setting. One example the authors use is that school counselors are often not taught about the practical limitations they face in the school setting, such as only having 20-40 minutes for a group session and dealing with nonvoluntary members. Another deficit cited is that leaders are not given practical, supervised experience within their training programs and opportunities to receive feedback and improve upon their leadership skills. Many training programs require students to be members of a group, but not to lead a group. The authors state that this is concerning on two different levels. First, being a member of a group does not adequately substitute for leading a group. Second, many times the groups that students participate in are of little value, do not properly model group counseling skills, and are boring, in general. The authors' biggest concern is that people lead groups in many different settings without adequate training. These concerns can be addressed in graduate programs by ensuring that group counseling students receive ample opportunity to lead real groups and receive feedback on their work. In addition, the authors argue that group leaders should advocate for more training from their administrators.
Answer to Question 2
b
Splicing mechanisms in group I and group II self-splicing introns and spliceosom
Adolescents are preoccupied with finding their place in the social group as well as society.
Basic Food Group Choices for a 1,200 Calorie Eating Plan
Group Studying
Testing client’s ability to identify dull sensation
Married or partnered couples within a visible minority mixed group