Gradual parallel-process training for counseling students delivering intervention programs

School counselors play a vital role in students' mental health, and effective training is crucial to meet the significant unmet mental health needs of many students, particularly those from minority groups. This study proposes a gradual training model based on parallel processes for school counselors learning to deliver psycho-educational intervention programs. The model integrates experiential learning through participation in group counseling courses and the delivery of actual intervention programs in schools. This approach leverages the parallel process in supervision, where the counselor-client dynamic mirrors the counselor-supervisor dynamic, fostering self-awareness and skill development. The study explores the students' experiences within this model, aiming to understand its impact on their personal and professional development and the well-being of the students they serve. The effectiveness of psycho-educational group counseling in schools is well-established, offering a cost-effective and practical method for addressing students' academic, social, and emotional challenges. However, the lack of research on parallel-process training for school counseling students delivering these programs highlights a significant gap in the literature. This study seeks to fill this gap by examining a training model that emphasizes experiential learning and the application of parallel processes to enhance students' abilities to deliver effective interventions.

The literature review highlights the importance of comprehensive psycho-educational group counseling in schools, emphasizing its effectiveness in addressing various student needs, including reducing stress, strengthening coping skills, and improving academic and social-emotional adjustment. Existing research underscores the benefits of experiential training in group counseling, noting that hands-on experience, coupled with supervision, significantly enhances students' skills and confidence. The concept of parallel processes in supervision, stemming from psychodynamic theory, is introduced. This concept posits that the dynamics in the counselor-client relationship are often reflected in the counselor-supervisor relationship, offering a rich opportunity for self-reflection and professional development. Existing studies support the effectiveness of supervision based on parallel processes, particularly in school counselor training, demonstrating that counselors and supervisors alike adjust their behavior based on these parallel processes. However, a gap in research exists regarding the specific application and effectiveness of parallel process training models for students delivering psycho-educational interventions in schools.

This qualitative-phenomenological study employed purposive sampling, recruiting 33 graduate students from a school counseling Intervention Programs course in northern Israel. Data were collected through semi-structured interviews conducted at the end of the academic year. The interviews explored students' experiences in both the academic course and their practicum in schools, focusing on their understanding of and participation in parallel processes. Demographic questionnaires provided additional context. Data analysis followed Colaizzi's phenomenological method, involving six steps: (1) immersion in the data; (2) identification of meaningful statements; (3) formulation of meaning units; (4) development of themes; (5) development of a comprehensive description of the phenomenon; and (6) description of the essential structure of the phenomenon. Rigor was ensured through several measures, including bracketing by the researchers, use of an interview guide based on the research questions, verification of interview transcripts, inclusion of only themes shared by at least half of the participants, and the use of quotes to verify identified themes. A second researcher audited the analysis to ensure consistency in interpretation. The training model itself consisted of a two-year program. The first year involved a basic Group Counseling course. The second year included a two-semester Intervention Programs course. The first semester focused on needs assessment, program planning, and evaluation, while the second semester involved implementing the programs in schools, along with group supervision and peer interaction, explicitly addressing transference, countertransference, resistance, and projection.

The findings are presented according to the two research questions. Regarding students' experiences in the Intervention Programs course, the first semester was characterized by initial uncertainty and apprehension about the task of developing and delivering an intervention program. Many felt unprepared and lacked a clear understanding of the process. However, the instructor's guidance and structured approach proved helpful, allowing students to gain professional knowledge in building programs and conducting needs assessments. In the second semester, while delivering programs in schools, students developed skills in group leadership, including supporting students, managing groups, and adapting to unexpected situations. The second semester also highlighted intensified group cohesion amongst the student participants, facilitated by their prior relationship. The parallel process aspect of the training emerged as a key finding. Students observed their own experiences in the training group mirroring those of their students in their school-based interventions. This heightened their self-awareness and improved their understanding of group dynamics. Addressing the second research question concerning the course's impact on professional development, the overwhelming response was positive. Students found the course highly significant, practical, and effective in promoting personal growth. Many reported increased confidence, a stronger sense of professional identity, and satisfaction with their program's impact on their students. They also expressed a greater ease and confidence in their role as school counselors.

The findings of this study support the effectiveness of the gradual, parallel-process training model for school counseling students. The initial uncertainty and apprehension experienced by students during the first semester highlight the importance of providing clear guidance and practical examples early in the training. The development of skills in group leadership and the ability to adapt to unexpected situations in the second semester demonstrates the value of real-world experience. The intensified group cohesion and the conscious engagement with parallel processes significantly enhanced students' self-awareness and improved their ability to facilitate group work effectively. The positive feedback from the students and the school community underscores the program's effectiveness in improving students’ well-being. The results suggest that the combined experience of participation in a supportive group and the challenges of leading a real-life intervention program significantly contributed to students' confidence and professional development. The study emphasizes the importance of not just providing short-term interventions, but also fostering long-term coping mechanisms in students.

This study demonstrates the effectiveness of a gradual parallel-process training model for school counseling students delivering intervention programs. The model's structured approach, combined with experiential learning and reflection on parallel processes, significantly enhanced students’ personal and professional development. The findings suggest that this model can be a valuable tool for preparing school counselors to effectively address students’ mental health needs and promote their well-being. Future research could explore larger, more diverse samples, include interviews with students, teachers, and school counselors, and assess the long-term impact of the training on both students and the school community.

The study's limitations include its small sample size from a single graduate program and the potential influence of the interviewer's familiarity with the participants. The indirect reporting of feedback from students, teachers, and school counselors is also a limitation. Future research should address these limitations by using larger samples from multiple programs, employing independent interviewers, and directly collecting data from various stakeholders.