Focused Journal Writing for Teaching Group Dynamics

Abstract: Thirty-seven student journals (17 pretest, 17 posttest) for a group counseling and psychotherapy class were rated and analyzed on the extent to which descriptions of seven observed group dynamics for T-group sessions showed adequacy of reporting and growth. Analyses included interrater reliability, pretest–posttest differences, and qualitative theme analyses. Results from both the quantitative and qualitative analyses showed growth in recognizing the dynamics for external observations, internal experiencing, and the impacts on the group.