Gradual parallel-process training for counseling students delivering intervention programs

The study addresses the need for effective training of school counseling students to deliver psycho-educational group interventions in schools, given substantial unmet mental health needs among pupils and limited evidence on the role of parallel-process-based supervision in counselor education. The purpose was to develop and present a gradual training model grounded in parallel processes and experiential learning, and to explore how it contributes to counseling students’ personal insight, professional development, group leadership skills, and to pupils’ well-being. Research questions: (1) What was the experience of school counseling students in the Intervention Programs course (in academia and in practicum with pupils in schools)? (2) How did participation in the course impact students’ professional development as school counselors? The study’s importance lies in enhancing counselors’ preparedness to lead comprehensive, preventive, school-based group programs and positioning school counselors as long-term change agents for pupil well-being.

The paper synthesizes three strands: (1) Psycho-educational group counseling in schools: Such groups combine educational and emotional processes to address academic, social, and emotional difficulties, showing benefits in correcting faulty cognitions, increasing prosocial behavior, self-regulation, conflict resolution, and reducing emotional reactivity and disruptive behavior. They are cost-effective, short-term, scalable, and appropriate for primary prevention in school settings, but require adequate training in group facilitation skills for optimal impact. (2) Experiential training in group counseling: Participation as both group members and leaders fosters professional and personal growth, normalizes anxiety, increases understanding of client experiences, and is strengthened by supervision. Experiential and supervised practice deepens therapeutic skills, allows learning from mistakes, and builds confidence. (3) Parallel processes in supervision: Based on psychodynamic concepts of transference/countertransference, dynamics in the counselor–client relationship can be mirrored in the supervisor–supervisee relationship. Recognizing and working through parallel processes enhances counselor awareness and growth. Empirical work suggests parallel-process-informed supervision is common and useful, yet few studies have examined training that explicitly integrates parallel processes with concurrent delivery of school-based psycho-educational programs. This study addresses that gap and seeks to identify experiential and emotional components that strengthen group work training.

Design: Qualitative phenomenological study using Colaizzi’s method to capture participants’ lived experiences and shared meanings. Context and training model: A gradual model tailored for school counseling graduate students. Stage 1 (Year 1): Group Counseling course focusing on group facilitation foundations, personal growth, and peer group facilitation, with stable small cohorts (10–15 students) to build cohesion. Stage 2 (Year 2): Two-semester Intervention Programs course. Semester 1: Teach needs assessment at practicum sites, program planning/building, and evaluation informed by theory and research. Semester 2: Students implement intervention programs in schools (mostly with pupils) while receiving group supervision in class and engaging in peer group dynamics. Supervision explicitly addresses transference, countertransference, resistance, and projection, facilitating a parallel process between students’ classroom experience and their leadership of pupil groups. Participants: Purposive sample of 33 graduate students (of 48 invited) from a college in northern Israel; interviews conducted at the end of the academic year. Demographics: 29 women (88%), 4 men; 15 Jewish, 17 Arab (15 Muslim, 2 Christian), 1 non-Arab Christian born abroad; mean age 34.79 (SD 7.57, range 26–54); 28 married. Practicum activity: 27 group intervention programs delivered; populations: elementary (46%), junior high (33%), high school (18%), special needs aides (3%); leadership: alone (64%) or co-led (36%); group size M=11.58 (SD=4.98; range 5–28); number of meetings M=10.73 (SD=2.32; range 2–12). Measures: Demographic questionnaire; semi-structured interview guide aligned with research questions (e.g., experiences in the course; perceived effects on professional development). Procedure: Ethical approval obtained; informed consent collected. One-hour, private, Hebrew audio-recorded interviews conducted by the first author (a program lecturer but not the course instructor). Transcripts verified by both authors. Researchers engaged in bracketing via reflective journaling to mitigate bias. Data analysis: Colaizzi’s six-step phenomenological analysis (familiarization; extracting significant statements; formulating meanings; clustering themes and checking against transcripts; exhaustive description; statement of essence). Rigor: Bracketing throughout; interview guide developed by experienced instructors; pilot interviews included; transcript accuracy checks; themes generally retained if present in at least half of participants; representative quotes provided; second author audited themes and resolved discrepancies via discussion.

• First-semester experience (academia): Initial uncertainty was common (91%); 46% reported not knowing what an intervention program was and 42% reported not understanding it at first. Many expressed anxiety/self-doubt (expectations colored by apprehension, 82%). It took time to understand (36%) and to prepare/build the program (46%). The instructor’s guidance was perceived as helpful and structured (55%). All participants (100%) reported gaining professional knowledge: building a program (97%), conducting needs assessments (39%), and adjusting programs to the population (52%).
• Second-semester practicum (at school): 97% reported learning to lead a group; 82% noted skill development (support, empathy, listening, attending to individuals), 55% improved group management, and 76% learned flexibility (adapting plans to emergent pupil needs and contextual realities while setting limits).
• Second-semester classroom experience (academia): Intensified group cohesion (76%) building on prior Group Counseling course; heightened awareness and utilization of parallel processes (91%). Learning through experience was salient (73%); 61% reported personal change and development (greater openness, working through emotions/trauma, increased self-awareness).
• Perceived course value and outcomes: 97% rated the course as important; 52% emphasized effectiveness/practicality and 49% cumulative learning. As a tool for school counselors, 70% viewed program delivery knowledge as essential to their role and future work. Confidence and empowerment were widely reported (97%): 88% cited a good experience with pupils (cooperation, participation, cohesion); 85% reported success in leading groups; 33% received good feedback; 67% noted increased confidence; 36% felt more at ease with the counselor role.
• Program delivery context: Across 27 programs, mean group size was 11.58 pupils (SD 4.98, range 5–28) with 10.73 meetings on average (SD 2.32, range 2–12); settings included elementary (46%), junior high (33%), high school (18%), and special needs aides (3%), with most programs led alone (64%). Overall, despite initial fear and uncertainty, the gradual, parallel-process-based training enhanced students’ personal growth, counseling and group facilitation skills, adaptability, and professional confidence, while students perceived meaningful benefits among pupil participants.

Findings directly address the research questions by showing that the gradual, experiential training coupled with explicit exploration of parallel processes yielded a robust learning trajectory: initial uncertainty gave way to skill acquisition, flexible group leadership, and strengthened professional identity. The classroom peer group and supervision mirrored dynamics in students’ school-based groups, helping students recognize and process transference/countertransference, manage resistance, and deepen empathy. Cohesive peer relationships and sustained supervision provided psychological safety for self-exploration, contributing to personal development that translated into more attuned facilitation with pupils. Practically, students perceived their programs as effective for pupils (e.g., enhanced emotional expression, interpersonal skills, stress coping), reinforcing the counselor’s role as a proactive, preventive change agent in schools. The results underscore the significance of staged learning (foundational group counseling followed by program design and supervised implementation), parallel-process-informed supervision, and experiential practice for building durable competencies and self-efficacy in school counselors.

The study contributes a theoretically grounded, gradual training model that integrates parallel-process supervision with experiential delivery of psycho-educational group programs in schools. It demonstrates that such training fosters students’ personal growth, group facilitation skills, flexibility, and professional confidence, while supporting meaningful pupil outcomes. The model highlights two key mechanisms: (1) cumulative, staged learning that builds group cohesion and foundational skills; and (2) conscious engagement with parallel processes linking classroom supervision and practicum leadership. Practical recommendations include providing early concrete examples of intervention programs (session outlines, goals, materials), sample evaluation tools, and video demonstrations to reduce initial ambiguity and anxiety. Future research should test the model with larger, more diverse cohorts across institutions/instructors; incorporate perspectives of pupils, teachers, and school counselors directly; and use structured measures to assess skill gains and pupil outcomes over time.

• Single-institution sample with a relatively small cohort (N=33) trained by the same course instructor limits generalizability; future studies should include larger, multi-site samples with multiple instructors.
• The interviewer was a familiar lecturer (though not the course instructor), which may have influenced responses; interviews were scheduled post–academic year to mitigate this.
• Outcomes reflect students’ perceptions and indirect feedback from school stakeholders; future work should directly interview pupils, teachers, and school counselors and administer standardized measures to quantify improvements in targeted domains.