Group Cohesion in Experiential Growth Groups: A Multilevel Growth Analysis

ABSTRACT

Group cohesion is considered a key group therapeutic factor; however, limited knowledge exists on the session-to-session development of group cohesion in the context of training groups or on the factors that may predict such developments. We utilized multilevel growth modeling to examine the longitudinal changes in 44 counselor trainees’ ratings of group cohesion in seven experiential growth groups across four semesters. We found significant between-person variability in the growth trajectory of group cohesion and identified trainee self-disclosure and gender as significant predictors of group cohesion. The results indicated the complexity of within- and between-person changes in group cohesion in training groups and the need for further research to identify potential predictors of these changes. We also discussed ways for group facilitators to attend to self-disclosure as an important marker of group cohesion.

DISCLOSURE STATEMENT

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Peitao Zhu

Peitao Zhu, Department of Counseling and Higher Education, Northern Illinois University. Peitao Zhu is an Assistant Professor of Counselor Education whose research focuses on explicating characteristics and interpersonal markers of impactful therapeutic, pedagogical, and supervisory practice. Thomas Smith, Department of Educational Technology, Research and Assessment, Northern Illinois University. Thomas Smith is a Professor of Educational Technology, Research and Assessment who specializes in advanced quantitative methods and large-scale data analysis. Injung Lee is an Assistant Professor of Counselor Education whose research focuses on professional identity development of counselors-in-training, ethnic/cultural minority populations in counselor education, as well as trauma-informed teaching. Timothy Schoonover, Department of Counseling and Higher Education, Northern Illinois University. Timothy “T.J.” Schoonover is an Assistant Professor of Counselor Education whose work revolves around play therapy, childhood trauma, school counseling, and creative counseling supervision interventions.