Table Of ContentThe University of Notre Dame Australia
School of Arts and Sciences
The University of Notre Dame Australia
The meaning and personal significance of the small
group experience for a group of recent graduates from
the Bachelor of Counselling degree at the University of
Notre Dame Australia
Martin Philpott
BA (Hons) Psych, MA (Coun), DCG (Hons), MAPS, MPsSI
This thesis is presented in partial fulfilment of the requirements for the degree
Doctor of Counselling
DECLARATION OF AUTHORSHIP
I declare that this is my own work and does not contain material that has been accepted for
the award of any degree or diploma in any academic or other institution.
I further declare that to the best of my knowledge this thesis does not contain material
previously published or written by others except where due reference is made in the text of
this thesis.
Martin Philpott
Candidate’s Name Date
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TABLE OF CONTENTS
List of appendixes ................................................................................................................... v
Abstract .................................................................................................................................. vi
Acknowledgements .............................................................................................................. vii
Chapter 1. Introduction and background to the study ..................................................... 1
1.1 Purpose of the study ................................................................................................... 3
1.2 Significance of the study ............................................................................................ 4
1.3 Counselling – an overview ......................................................................................... 7
1.4 Common theories and approaches to counselling .................................................... 11
1.5 Counsellor education and training ............................................................................ 21
1.6 Experiential groups at UNDA .................................................................................. 26
1.7 Self-awareness .......................................................................................................... 33
1.8 The concept of self ................................................................................................... 39
1.9 The Johari Window .................................................................................................. 41
1.10 Personal growth ........................................................................................................ 44
1.11 Awareness ................................................................................................................. 45
1.12 Selective self-disclosure ........................................................................................... 46
1.13 Development of groups ............................................................................................ 49
Chapter 2. Literature review ............................................................................................. 58
2.1 Personal growth in groups ........................................................................................ 65
2.2 Group membership and continuity ........................................................................... 68
2.3 Group facilitation ...................................................................................................... 70
2.4 Group structure ......................................................................................................... 72
2.5 Assessment ............................................................................................................... 73
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2.6 Support and challenge .............................................................................................. 73
2.7 Phenomenology ........................................................................................................ 78
2.8 Ethical considerations ............................................................................................... 85
2.9 Dual relationships ..................................................................................................... 86
2.10 Informed consent ...................................................................................................... 93
2.11 Confidentiality .......................................................................................................... 93
Chapter 3. Methodology ..................................................................................................... 95
3.1 Research questions ................................................................................................... 95
3.2 Quantitative research ................................................................................................ 95
3.3 Qualitative research .................................................................................................. 98
3.4 Triangulation .......................................................................................................... 101
3.5 Theoretical saturation – How many interviews are enough? ................................. 103
3.6 Choice of research methodology ............................................................................ 105
3.7 Interpretative Phenomenological Analysis ............................................................. 106
3.8 The sample in IPA and in the present study ........................................................... 113
3.9 Method of data collection ....................................................................................... 115
3.10 The interview process ............................................................................................. 118
3.11 The “epoche” or bracketing .................................................................................... 126
3.12 Analysing the data using IPA ................................................................................. 131
Chapter 4. An overview of the analytic process in the present study .......................... 134
4.1 Sample of graduate responses................................................................................. 136
4.2 Facilitator responses ............................................................................................... 150
4.3 Agency supervisor responses.................................................................................. 154
4.4 Generation of themes, sub-themes and interpretation ............................................ 157
4.5 Cluster of ordinate themes ...................................................................................... 163
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Chapter 5. Discussion ....................................................................................................... 185
5.1 Introduction ............................................................................................................ 185
5.2 Discussion of ordinate themes ................................................................................ 186
5.3 Implications for counselling education .................................................................. 192
5.4 Implications for future research .............................................................................. 196
5.5 Conclusion .............................................................................................................. 198
References .......................................................................................................................... 202
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LIST OF APPENDIXES
Appendix I: Unit outline of “Personal Growth Group”, offered by The University of
Notre Dame Australia ................................................................................. 218
Appendix II: Unit outline of “Personal Development 1: Experiential Group Process”,
offered by Jansen Newman Institute of Counselling and Applied
Psychotherapy ............................................................................................. 223
Appendix III: Rationale/information sheet ........................................................................ 227
Appendix IV: Consent form ............................................................................................... 229
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ABSTRACT
This research is a phenomenological study investigating the meaning and personal
significance of the small group experience (personal growth) for a single cohort of eight
mature-age graduates (male and female) who completed the Bachelor of Counselling
degree at The University of Notre Dame Australia in the years 2005 and 2006. Two
facilitators of these personal growth groups were interviewed, as were two agency
supervisors who had access to these graduates during their clinical practice.
The research used qualitative methods in the collection of data. A semi-structured interview
was conducted with purposefully selected participants to determine their understanding of
the significance and meaning of experiential group participation. Methodology harnessed
Interpretative Phenomenological Analysis [IPA] as described by Smith (2003).
By investigating the phenomenon of the small group experience in counsellor training,
greater understanding of its value or usefulness is highlighted. The findings of this
qualitative study revealed the existence of the following themes: self-awareness; change;
vulnerabilities; emotional experience; support; self-disclosure; feedback; challenges; risks;
safety; facilitators; and the link to practice. The implications of these themes for counsellor
education are discussed and suggestions for further research are offered.
These findings contribute to discussion on counsellor education and training of professional
counsellors and therapists in Australia, in an attempt to improve the overall quality of
members entering this very important and growing caring profession.
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ACKNOWLEDGEMENTS
I wish to thank the following people for their help and support during the writing of this
thesis: the participants in the study – the graduates, facilitators and agency supervisors who
gave willingly of their time – for their reflections on the small group experience; my
supervisors, Dr George E. Trippe and Professor Richard Berlach, who showed patience and
offered much support; my colleagues who frequently asked after my progress; the two
women in my life – Breda, my wife and best friend who always seemed to have an
encouraging word, and my only daughter, Alison, who was always available for
consultation, constructive criticism and feedback. I wish to thank my sons Ronan, Killian
and son in law John for their ongoing support. To my parents Paddy and Vera Philpott for
my formation. Finally, I wish to thank all my students who continue to inspire me. Thank
you all. I am grateful.
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CHAPTER 1. INTRODUCTION AND BACKGROUND TO THE STUDY
As single authority systems are increasingly being challenged in the modern world, there is
a growing demand from individuals to participate in shaping their own lives. One response
to this need for personal control and personal growth can be seen in the development of the
small group movement as people struggle for some understanding of the social milieu in
which they find themselves. Groups such as encounter groups, self-help groups, therapeutic
community groups, and sensitivity and other training groups have flourished. The small
group experience that is the subject of this study has emerged from the development of
such groups.
There has also been a significant increase in the emergence of counselling training
programs that specifically prepare people to engage in a helping relationship. There is a
significant variation in how counsellors are trained for this relationship. Some courses
offered by the Australian Institute for Professional Counsellors, for example, are available
by distance learning, where students are supplied with reading material linked to different
modules in the curriculum. Other courses are very specific in their theoretical orientation
and include preparation and training in particular approaches to counselling; for example,
Gestalt therapy, Narrative therapy or Transactional Analysis. There are courses offered by
universities within departments of psychology, education, arts and sciences, and social
work.
The research conducted for this study examines the small group experiences of counselling
graduates who have recently completed a course at undergraduate level at The University
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