A Group-Facilitator Certification Course Trainee’s Testimonial
Insights into the Group Process
The following feedback was written by N. as part of her final Group-Facilitator Certification Course assignment. N. is an experienced special education teacher at a rural elementary school in Israel’s central district. N. gave her consent to share her course feedback.
“The group itself served as a source of support, advice and assistance for me. Throughout the year, the atmosphere between the participants was pleasant; there was a sense of acceptance, inclusion, non-judgment and cohesion. An intimacy was created that allowed us to share feelings and personal experiences, even when we could not meet face to face, when we met instead at a distance via Zoom. The personal rapport shared among group members elicited responses of support, and the expression of support encouraged the expression of deeper emotions.
“In addition, group members formed interpersonal connections even outside the meetings themselves, which united the group even more. The members of the group were always ready to help and support, whether with materials, tools, ideas, or by listening, giving good advice and asking questions that stimulated additional thoughts. A number of instances also arose in which group members raised objections or had outbursts, not always in a very respectful manner. But these instances were rarer, and they provoked dialogue, and usually participants came to an understanding. The group members’ personal stories contributed very personally to my experience, as more than once, I identified closely with the feelings raised, and this evoked many thoughts in me and led to personal insights. The fact that we were all educators was excellent because I could identify with the group members and see myself in the dilemmas and problems that arose.
“I believe I also contributed to the group myself, in attending meetings, initiating collaborations and participating in conversations and discourse, both in the discussion circle and in the more theoretical components. In addition, group member participation in parts of the supervision contributed greatly, as did the way that the group members related, provided advice and raised ideas in the various group forums.
“And in addition to all this input, of course, a very large part of the experience success was due to the facilitator herself; she was very present, attentive, inclusive and pleasant, and at the same time, she set boundaries for us, and most of all, made us feel confident. I’m a little disappointed that I didn’t get to lead any activity in the group; I may have been a little apprehensive about this role, and I think it could have been an important and helpful experience for me.”
The Process of Change: The Story of C.
The following is a case summary of C., who was a participant in one of the student intervention groups. No further details are provided in order to protect his identity.
C was a twelve-year-old boy, the youngest of three siblings in his family, living in a community with medium-high socioeconomic status. C. arrived at the intake meeting with his mother; he appeared calm and was very cooperative. Both C. and his mother said that at home everything was OK, yet, at school, things were not going well. C. was not actively studying any subject; he was not disciplined and had no social connections. This situation lasted for months. C. was working individually with an art therapist. He liked working with her, yet, he was not making academic or social progress at school.
During the first phase of the three-phase of the program’s group sessions, C. was aggressive toward his fellow students; he did not engage in group activities and misbehaved. In the second phase of the program, during the lockdown, the curriculum focused on relaxation techniques, stress relief and anxiety reduction skills. Beginning in this phase, the facilitators perceived that C.’s attitude and behavior were starting to change. C. attended online meetings nearly regularly. He enjoyed showing the group his room decor and sharing his hobbies. At times, C. would roleplay with puppets and hide behind his screen. The group tolerated and accepted his behaviors, and never interrupted him.
During the last phase of the group meetings, the return to face-to-face get-togethers, C. was completely integrated into the group. In the final group meeting, one member bestowed upon C. “the most significantly improved student” award. In his final program feedback questionnaire, C. wrote: “Before I joined the group, I felt like it would be as boring as groups always are. The group helped me understand to respect adults. I’m sad to stop the sessions because I always want that extra hour of fun.” In answering a question about the group meetings coming to an end, C. replied: “Who said I want them to end? These days, I am feeling calm.”
