Self-efficacy Development of Graduate Student Leaders in Facilitating Groups for International Students

ABSTRACT

This article describes how facilitating a mindfulness-based well-being group for international students (MBWIS) impacts self-efficacy development in group facilitation for graduate counseling students. Twelve students facilitated these eight-week structured psychoeducation support groups online and were supervised weekly by group counseling faculty. With a qualitative case study design, students participated in focus groups to discuss their experiences in the group facilitation. Two broad qualitative themes emerged from the findings including areas of increased self-efficacy and factors promoting self-efficacy. Implications for incorporating such multicultural group facilitation experiences as a teaching strategy when preparing students to conduct group work are discussed.

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Faculty Research Award, College of Education and Human Development, University of Texas at San Antonio and Seed Grant for Faculty from the Johns Hopkins School of Education.

Notes on contributors

Priscilla Rose Prasath

Priscilla Rose Prasath, Ph.D., LPC, M.B.A., is an Assistant Professor of Counseling in the Department of Counseling at the University of Texas at San Antonio, Texas. Yiying Xiong, Ph.D., is an Assistant Professor in the School of Education, Johns Hopkins University. Qiyang Zhang, M.S.Ed., is a Ph.D. student at Johns Hopkins University, School of Education. Lieny Jeon, Ph.D., is the Jane Batten Bicentennial Associate Professor of Early Childhood Education at the University of Virginia School of Education and Human Development.