The Group Leader’s Journey: Reflections on Training in the Heartland
Francis Kaklauskas & Carlos Canales
“Con o sin billetes de cien, estamos bien.” From Estamos Bien, Bad Bunny.[CC1]
This past weekend, our team had the exciting challenge of presenting The Group Leader’s Journey, a training for individuals across disciplines and experience levels in the heartland of the U.S., Des Moines, Iowa. The title, the Group Leader’s Journey, inspired communal consideration and reflection about one’s professional path, invited personal and historical sharing, and suggested looking into one’s future with intension and desire – where do we want to go?
Prior to beginning, we reviewed a broad range of related research and guidance about training group leaders from professional organizations and interdisciplinary teams (Whittingham et al., 2021; Kaklauskas & Greene, 2019) We pulled from enduring models and designed the workshop to include didactic presentations, question-and-answer segments, demonstration groups, and process group time for all attendees. While some attendees were years or decades into their training in group psychotherapy, most were new to process groups and live fishbowl demonstrations.
Across the history of this topic[CC2] , training recommendations show both similarities and distinctions depending on clinical specialty, specific licensure or certification, and theoretical perspectives. We touched on the strong empirical base for the effectiveness of group psychotherapy, and used Barlow’s model emphasizing two domains of competence: foundational knowledge—including social and personality psychology, small-group dynamics, identity, and culture—and functional competence—the clinical skills of formulation, hypothesis testing, and intervention. This model supports cultivating a therapeutic culture early, attending to the subtle and unspoken aspects, and responding with interventions towards empathic attunement and cohesion building. We also incorporated the continually emerging theory and research on diversity and sociocultural processes. The desired essential message was that in order to become a competent clinician, one must get in touch with one’s inner experience, one’s heart, and make room for someone else’s different internal manner, constitution, and perspective – a heart that is recognizably different from mine. Compassion and empathy have long been presented and researched as essential elements of change processes and leadership effectiveness, and potentially an outcome of group psychotherapy (Aminifar et al. 2023; Marmarosh et al. 2022). While these constructs are often presented as a given for clinicians, these muscles need to be strengthened and refined, and group interactions provide opportunities to practice and learn from misattunements.
An Iterative Path of Development
In synthesizing these perspectives, we offered an iterative path to group leadership that mirrors what many educators and researchers have described:
- Gain experiences across both professional and personal life.
- Engage in didactic study of theory and technique.
- Observe a variety of leaders in action.
- Obtain close supervision early on.
- Participate as a member in groups for an extended period.
- Engage in personal psychotherapy to become aware of countertransference dynamics and personal enactments.
- Learn clinical choice points and decision-making processes.
- Attend to both content and process—and how they interrelate.
- Apply theoretical knowledge to real encounters.
- Repeat, reflect, and do it again.
Through reflection, conversation, and attendee feedback, we propose that certain elements of the journey are not yet well-captured in the academic literature.
Personal Narratives and Lived Experience
In private conversations, Carlos shared stories from his home country, Peru, and how immigrating to the United States made him cognizant about entering various groups in his life—friend groups, sport teams, farm-worker crews, and professional communities. Francis shared a story from Hip Hop 50, where Nas reflected that hip-hop had saved his life. Francis and his son discussed what, in turn, had given their own lives direction and meaning. Francis and Carlos agreed and noted that the pursuit of group psychotherapy proficiency provided a deep sense of focus and purpose beyond their early life survivor hustles. Anecdotally, it could be argued that group-oriented clinicians seek to continually restore, integrate, and explore enduring existential concepts like belonging, openness to emotional experience, inclusion and exclusion, meaning-making, and agency. (Kaklauskas & Mohyuddin, 2025).
At the conference, themes emerged of how being part of group training, even just for three sessions, provided reflections and new insight about dynamics and participation from the groups of their past and present. Attendees further reviewed with felt emotion their various roles in group circles and possible enactments in their lives. Experienced group leaders at the conference conveyed how group participation in this manner has helped them solidify themselves as better partners, parents, and community members. In addition, they have come face-to-face with their own subjectivity bias and learned to appreciate others in their differences. Not only had group participation invited personal sharing allowing for hearts to be seen and understood, but it also required group participants to listen and appreciate the jouney of others.
Attendees expressed more enthusiasm about being in the journey with each other than focused interest for learning the many lenses group psychotherapy offers across personality theories, change processes, and social enactments. Some of the attendees, newer to group psychotherapy, reported feeling electrified, vitalized, and vibrating with energy at the encounter of like-hearted and minded. They felt like they found their community or a new community that combines relational interest, scholarly learning, vulnerability, and intimacy. Two women of color claimed with relief experiencing community acceptance in a predominantly White group. Many were amazed at how even a small dosage of group process can have their attitudes and relational patterns shift. (Seidman et al., 2022) The experience of esprit de corps.
In reference to Bad Bunny’s lyrics, there is a way to “be good with one another’s being,” for a moment, suspending the ever-present observation of power or economic hierarchies and differences. For some attendees, the experience is similar to what Adrienne Rich (2010) said about discovering poetry, “more,” where impact and meaning are well beyond words. As trainers, we had been limited to the developmental group leadership taxonomies, often without enough emphasis on the emotional and relational benefits of this journey. Luckily, over the la[CC3] st few decades, there have been numerous exciting and emerging methods of in-person, online, and hybrid delivery options to address these personal and professional desires (Weinberg, 2025).
The Challenging but Doable Journey
Suppose there is one lesson we both hope to offer—as parents to our children or trainers to our trainees—it is that with practice, challenge, effort, reflection, and guidance, one improves and grows, almost regardless of the pursuit. Although research on group leader development remains emergent, a recent interesting study by Murphy and Schofield (2023) showed that even within a single semester, students gain marked insight into group processes and the importance of engaging challenging dynamics rather than avoiding them.
The training wasn’t without provocation, confrontation, and hurt. During the weekend’s demonstration and process groups, many attendees reported encountering relational challenges that had not surfaced in previous training contexts. We emphasized the timeless construct of openness to experience—approaching discomfort with curiosity rather than defensiveness. Naturally, a balance must be maintained between enabling challenge and minimizing the potential for harm, at times a passionate and precarious tightrope walk.
Many attendees discussed previous deleterious incidents in their training and even in their group experiences. In such intensive settings, personal and sociocultural enactments (e.g., microaggressions) inevitably emerge. These interactions provided opportunities not only to review the theory and research but to witness leaders and members working constructively to care, explore, and move towards repair. Attendees often became more aware of their typical roles and relational style, but their groups provided a container to explore, discuss, and consider new possibilities. Many participants reported learning more from facing and staying with relational challenges, and how these were handled—both successfully and imperfectly—than from any didactic segment. As an experiential learning training, the focus was not on treating any specific symptom cluster, but rather on process group work that fostered awareness of relational patterns, interpersonal learning, and self-understanding (Chang et al., 2017; Kivighan & Holmes, 2004). By staying in process and encouraging contact, a new life-giving experience developed with increased potential and generativity. Everyone seemed to want more time and contact with one another. Perhaps the vision of the group can help transmute these conflicts, competitions, and othering dynamics into deeper understanding, dialogue, and teamwork.
The Personal Rewards of Group Leadership
Group leadership may not be for every clinician. It is complex, unpredictable, and vibrantly alive. As leaders, we cannot always accurately foresee how members will respond to the material, to one another, or to us. Thus, it is inherently anxiety producing, requiring the leader to listen with sensitivity, compassion, and readiness to pick up emotional communication, contain it, and use it to develop life-enhancing capacities or more understanding. Yet this unpredictability brings animation, emotional connection, and continuous learning—not only for members but also for leaders. Through our members, we encounter humor, pain, resilience, deferred dreams, and transformation. Each participant enriches us, especially those who struggle or with whom we struggle.
Group leadership and membership require us to expand our ability to consider and take new perspectives. Not only do we learn about how and why other people experience their feelings, thoughts, relationships, and lives, but we expand into world we may have otherwise ever encountered.
Theory, Practice, and Lifelong Growth
Like our attendees, group leaders wrestle with applying theories—from trauma-informed care to Lacanian psychoanalysis—and integrating them with lived personal and group experience. Group leadership has a general path but no universal recipe; each practitioner’s “curry” turns out uniquely. The role offers countless mirrors for self-reflection. When we remain open, our members help reveal both our strengths and our growing edges. Group work offers a life of exploration, immediacy, and aliveness. Even when we fall short of theoretical ideals, our members see us and hopefully invite us to keep growing as we do for them.
Although current training models provide essential foundations, group leadership is a lifelong developmental process. One semester or even a year as a group member offers only a beginning; it may take decades of personal and professional work to perceive beyond one’s cultural conditioning and habitual patterns, meeting members with depth and attunement. The journey can sound laborious, while Camus (1955) encouraged us to imagine Sisyphus happy pushing his rock up a hill, perhaps the landscape of the group leader’s journey is better imagined as a trek through a vivid landscape, filled with color, scent, symbolism, similarity, difference, mystery, challenges, and life-affirming encounters.
Enthusiasm and Belief in the Work
Group psychotherapy continues to face public misunderstanding. Media portrayals often mock the leader or the group itself, distorting the richness and depth of what actually occurs. Many clinicians know the difficulty of persuading potential members—or institutional administrators—of group therapy’s value. Even third-party payers have yet to grasp its transformative power and limit reimbursement (Whittingham et al., 2021). Yet those who have experienced it firsthand understand its transformative potential as members, and for those who have chosen this path or had this path choose us. We are “good” together and with one another, “con o sin billetes de cien.”
In the end, The Group Leader’s Journey reminds us that leading groups is not merely a professional role but a personal evolution and a biological imperative, we are herd animals. It is a path of courage, humility, curiosity, and devotion to human connection. Group trainers and members experientially know this and can also share this message.
References
Aminifar, S., Hidaji, M., Mujembari, A., Mansoobifar, M., & Peyvandi, P. (2023). The effectiveness of short-term intensive psychodynamic therapy on emotional self-awareness, empathy and self-compassion in psychotherapy trainees. journal of Adolescent and Youth Psychological Studies. https://doi.org/10.61186/jayps.4.5.133.
Barlow, S. H. (2016). The handbook of group psychotherapy: Practice and development. Wiley.
Camus, A. (1955). The Myth of Sisyphus and Other Essays (J. O’Brien, Trans.). Vintage Books.
Chang, C. R., Ciliberti, A. A., & Kaklauskas, F. J. (2017). Mindfulness Approaches to Groups in College Counseling Centers. In Gross, J. M., Ribero, M. D., and Turner, M (Eds.), The college counselor’s guide to group psychotherapy (pp. 218-238). New York: New York: Routledge..
Kaklauskas F. J & Greene, L. S. (2019). Finding the leader in you. In F. J. Kaklauskas, & L. S. (Eds.) Core principles of group psychotherapy: A training manual for theory, research, and practice. (pp. 182-197). Allyn & Francis: New York.
Kaklauskas, F. J. & Mohyuddin, F. (2025) Existential group psychotherapy: A practice for our time. In (ed. L. Hoffman) American Psychological Association’s Handbook of Humanistic and Existential Psychology. American Psychological Association. 109-131.
Kivlighan, D. M., Jr., & Holmes, S. E. (2004). The importance of therapeutic
factors: A typology of therapeutic factors studies. In J. L. DeLucia-Waack,
D. A. Gerrity, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of group
counseling and psychotherapy (pp. 23–36). Thousand Oaks, CA: Sage.
Marmarosh, C. L., Sandage, S., Wade, N., Captari, L. E., & Crabtree, S. (2022). New horizons in group psychotherapy research and practice from third wave positive psychology: A practice-friendly review. Research in Psychotherapy: Psychopathology, Process and Outcome, 25(3), 643. https://doi.org/10.4081/ripppo.2022.643
Murphy, R., & Schofield, M. (2023). How do counselling trainees describe group process and does this change over time? Counselling and Psychotherapy Research, 24, 219–229. https://doi.org/10.1002/capr.12633
Rich, A. (2010, May 12). Someone is writing a poem. Poetry Foundation.https://www.poetryfoundation.org/articles/69530/someone-is-writing-a-poem
Seidman, A. J., Wade, N. G., & Geller, J. (2022). The effects of group counseling and self-affirmation on stigma and group relationship development: A replication and extension. Journal of Counseling Psychology, 69(5), 701–710. https://doi.org/10.1037/cou0000614
Weinberg, H. (2025). Resistances to online group analysis – Is there anything new under the sun? Group Analysis, https://doi.org/10.1177/05333164251315825
Whittingham, M., Lefforge, N. L., & Marmarosh, C. (2021). Group Psychotherapy as a Specialty: An Inconvenient Truth. American Journal of Psychotherapy, 74(2), 60–66. https://doi.org/10.1176/appi.psychotherapy.20200037
[CC1]Fun Spanish phrase with a rhyme. I think we can use it to talk about interpersonal resonance – moves towards cohesion. With or without $100 bills, we are good.” Implies that our union is more than the security of a Benji
The Group Leader’s Journey: Reflections on Training in the Heartland
Francis Kaklauskas & Carlos Canales
“Con o sin billetes de cien, estamos bien.” From Estamos Bien, Bad Bunny.[CC1]
This past weekend, our team had the exciting challenge of presenting The Group Leader’s Journey, a training for individuals across disciplines and experience levels in the heartland of the U.S., Des Moines, Iowa. The title, the Group Leader’s Journey, inspired communal consideration and reflection about one’s professional path, invited personal and historical sharing, and suggested looking into one’s future with intension and desire – where do we want to go?
Prior to beginning, we reviewed a broad range of related research and guidance about training group leaders from professional organizations and interdisciplinary teams (Whittingham et al., 2021; Kaklauskas & Greene, 2019) We pulled from enduring models and designed the workshop to include didactic presentations, question-and-answer segments, demonstration groups, and process group time for all attendees. While some attendees were years or decades into their training in group psychotherapy, most were new to process groups and live fishbowl demonstrations.
Across the history of this topic[CC2] , training recommendations show both similarities and distinctions depending on clinical specialty, specific licensure or certification, and theoretical perspectives. We touched on the strong empirical base for the effectiveness of group psychotherapy, and used Barlow’s model emphasizing two domains of competence: foundational knowledge—including social and personality psychology, small-group dynamics, identity, and culture—and functional competence—the clinical skills of formulation, hypothesis testing, and intervention. This model supports cultivating a therapeutic culture early, attending to the subtle and unspoken aspects, and responding with interventions towards empathic attunement and cohesion building. We also incorporated the continually emerging theory and research on diversity and sociocultural processes. The desired essential message was that in order to become a competent clinician, one must get in touch with one’s inner experience, one’s heart, and make room for someone else’s different internal manner, constitution, and perspective – a heart that is recognizably different from mine. Compassion and empathy have long been presented and researched as essential elements of change processes and leadership effectiveness, and potentially an outcome of group psychotherapy (Aminifar et al. 2023; Marmarosh et al. 2022). While these constructs are often presented as a given for clinicians, these muscles need to be strengthened and refined, and group interactions provide opportunities to practice and learn from misattunements.
An Iterative Path of Development
In synthesizing these perspectives, we offered an iterative path to group leadership that mirrors what many educators and researchers have described:
- Gain experiences across both professional and personal life.
- Engage in didactic study of theory and technique.
- Observe a variety of leaders in action.
- Obtain close supervision early on.
- Participate as a member in groups for an extended period.
- Engage in personal psychotherapy to become aware of countertransference dynamics and personal enactments.
- Learn clinical choice points and decision-making processes.
- Attend to both content and process—and how they interrelate.
- Apply theoretical knowledge to real encounters.
- Repeat, reflect, and do it again.
Through reflection, conversation, and attendee feedback, we propose that certain elements of the journey are not yet well-captured in the academic literature.
Personal Narratives and Lived Experience
In private conversations, Carlos shared stories from his home country, Peru, and how immigrating to the United States made him cognizant about entering various groups in his life—friend groups, sport teams, farm-worker crews, and professional communities. Francis shared a story from Hip Hop 50, where Nas reflected that hip-hop had saved his life. Francis and his son discussed what, in turn, had given their own lives direction and meaning. Francis and Carlos agreed and noted that the pursuit of group psychotherapy proficiency provided a deep sense of focus and purpose beyond their early life survivor hustles. Anecdotally, it could be argued that group-oriented clinicians seek to continually restore, integrate, and explore enduring existential concepts like belonging, openness to emotional experience, inclusion and exclusion, meaning-making, and agency. (Kaklauskas & Mohyuddin, 2025).
At the conference, themes emerged of how being part of group training, even just for three sessions, provided reflections and new insight about dynamics and participation from the groups of their past and present. Attendees further reviewed with felt emotion their various roles in group circles and possible enactments in their lives. Experienced group leaders at the conference conveyed how group participation in this manner has helped them solidify themselves as better partners, parents, and community members. In addition, they have come face-to-face with their own subjectivity bias and learned to appreciate others in their differences. Not only had group participation invited personal sharing allowing for hearts to be seen and understood, but it also required group participants to listen and appreciate the jouney of others.
Attendees expressed more enthusiasm about being in the journey with each other than focused interest for learning the many lenses group psychotherapy offers across personality theories, change processes, and social enactments. Some of the attendees, newer to group psychotherapy, reported feeling electrified, vitalized, and vibrating with energy at the encounter of like-hearted and minded. They felt like they found their community or a new community that combines relational interest, scholarly learning, vulnerability, and intimacy. Two women of color claimed with relief experiencing community acceptance in a predominantly White group. Many were amazed at how even a small dosage of group process can have their attitudes and relational patterns shift. (Seidman et al., 2022) The experience of esprit de corps.
In reference to Bad Bunny’s lyrics, there is a way to “be good with one another’s being,” for a moment, suspending the ever-present observation of power or economic hierarchies and differences. For some attendees, the experience is similar to what Adrienne Rich (2010) said about discovering poetry, “more,” where impact and meaning are well beyond words. As trainers, we had been limited to the developmental group leadership taxonomies, often without enough emphasis on the emotional and relational benefits of this journey. Luckily, over the la[CC3] st few decades, there have been numerous exciting and emerging methods of in-person, online, and hybrid delivery options to address these personal and professional desires (Weinberg, 2025).
The Challenging but Doable Journey
Suppose there is one lesson we both hope to offer—as parents to our children or trainers to our trainees—it is that with practice, challenge, effort, reflection, and guidance, one improves and grows, almost regardless of the pursuit. Although research on group leader development remains emergent, a recent interesting study by Murphy and Schofield (2023) showed that even within a single semester, students gain marked insight into group processes and the importance of engaging challenging dynamics rather than avoiding them.
The training wasn’t without provocation, confrontation, and hurt. During the weekend’s demonstration and process groups, many attendees reported encountering relational challenges that had not surfaced in previous training contexts. We emphasized the timeless construct of openness to experience—approaching discomfort with curiosity rather than defensiveness. Naturally, a balance must be maintained between enabling challenge and minimizing the potential for harm, at times a passionate and precarious tightrope walk.
Many attendees discussed previous deleterious incidents in their training and even in their group experiences. In such intensive settings, personal and sociocultural enactments (e.g., microaggressions) inevitably emerge. These interactions provided opportunities not only to review the theory and research but to witness leaders and members working constructively to care, explore, and move towards repair. Attendees often became more aware of their typical roles and relational style, but their groups provided a container to explore, discuss, and consider new possibilities. Many participants reported learning more from facing and staying with relational challenges, and how these were handled—both successfully and imperfectly—than from any didactic segment. As an experiential learning training, the focus was not on treating any specific symptom cluster, but rather on process group work that fostered awareness of relational patterns, interpersonal learning, and self-understanding (Chang et al., 2017; Kivighan & Holmes, 2004). By staying in process and encouraging contact, a new life-giving experience developed with increased potential and generativity. Everyone seemed to want more time and contact with one another. Perhaps the vision of the group can help transmute these conflicts, competitions, and othering dynamics into deeper understanding, dialogue, and teamwork.
The Personal Rewards of Group Leadership
Group leadership may not be for every clinician. It is complex, unpredictable, and vibrantly alive. As leaders, we cannot always accurately foresee how members will respond to the material, to one another, or to us. Thus, it is inherently anxiety producing, requiring the leader to listen with sensitivity, compassion, and readiness to pick up emotional communication, contain it, and use it to develop life-enhancing capacities or more understanding. Yet this unpredictability brings animation, emotional connection, and continuous learning—not only for members but also for leaders. Through our members, we encounter humor, pain, resilience, deferred dreams, and transformation. Each participant enriches us, especially those who struggle or with whom we struggle.
Group leadership and membership require us to expand our ability to consider and take new perspectives. Not only do we learn about how and why other people experience their feelings, thoughts, relationships, and lives, but we expand into world we may have otherwise ever encountered.
Theory, Practice, and Lifelong Growth
Like our attendees, group leaders wrestle with applying theories—from trauma-informed care to Lacanian psychoanalysis—and integrating them with lived personal and group experience. Group leadership has a general path but no universal recipe; each practitioner’s “curry” turns out uniquely. The role offers countless mirrors for self-reflection. When we remain open, our members help reveal both our strengths and our growing edges. Group work offers a life of exploration, immediacy, and aliveness. Even when we fall short of theoretical ideals, our members see us and hopefully invite us to keep growing as we do for them.
Although current training models provide essential foundations, group leadership is a lifelong developmental process. One semester or even a year as a group member offers only a beginning; it may take decades of personal and professional work to perceive beyond one’s cultural conditioning and habitual patterns, meeting members with depth and attunement. The journey can sound laborious, while Camus (1955) encouraged us to imagine Sisyphus happy pushing his rock up a hill, perhaps the landscape of the group leader’s journey is better imagined as a trek through a vivid landscape, filled with color, scent, symbolism, similarity, difference, mystery, challenges, and life-affirming encounters.
Enthusiasm and Belief in the Work
Group psychotherapy continues to face public misunderstanding. Media portrayals often mock the leader or the group itself, distorting the richness and depth of what actually occurs. Many clinicians know the difficulty of persuading potential members—or institutional administrators—of group therapy’s value. Even third-party payers have yet to grasp its transformative power and limit reimbursement (Whittingham et al., 2021). Yet those who have experienced it firsthand understand its transformative potential as members, and for those who have chosen this path or had this path choose us. We are “good” together and with one another, “con o sin billetes de cien.”
In the end, The Group Leader’s Journey reminds us that leading groups is not merely a professional role but a personal evolution and a biological imperative, we are herd animals. It is a path of courage, humility, curiosity, and devotion to human connection. Group trainers and members experientially know this and can also share this message.
References
Aminifar, S., Hidaji, M., Mujembari, A., Mansoobifar, M., & Peyvandi, P. (2023). The effectiveness of short-term intensive psychodynamic therapy on emotional self-awareness, empathy and self-compassion in psychotherapy trainees. journal of Adolescent and Youth Psychological Studies. https://doi.org/10.61186/jayps.4.5.133.
Barlow, S. H. (2016). The handbook of group psychotherapy: Practice and development. Wiley.
Camus, A. (1955). The Myth of Sisyphus and Other Essays (J. O’Brien, Trans.). Vintage Books.
Chang, C. R., Ciliberti, A. A., & Kaklauskas, F. J. (2017). Mindfulness Approaches to Groups in College Counseling Centers. In Gross, J. M., Ribero, M. D., and Turner, M (Eds.), The college counselor’s guide to group psychotherapy (pp. 218-238). New York: New York: Routledge..
Kaklauskas F. J & Greene, L. S. (2019). Finding the leader in you. In F. J. Kaklauskas, & L. S. (Eds.) Core principles of group psychotherapy: A training manual for theory, research, and practice. (pp. 182-197). Allyn & Francis: New York.
Kaklauskas, F. J. & Mohyuddin, F. (2025) Existential group psychotherapy: A practice for our time. In (ed. L. Hoffman) American Psychological Association’s Handbook of Humanistic and Existential Psychology. American Psychological Association. 109-131.
Kivlighan, D. M., Jr., & Holmes, S. E. (2004). The importance of therapeutic
factors: A typology of therapeutic factors studies. In J. L. DeLucia-Waack,
D. A. Gerrity, C. R. Kalodner, & M. T. Riva (Eds.), Handbook of group
counseling and psychotherapy (pp. 23–36). Thousand Oaks, CA: Sage.
Marmarosh, C. L., Sandage, S., Wade, N., Captari, L. E., & Crabtree, S. (2022). New horizons in group psychotherapy research and practice from third wave positive psychology: A practice-friendly review. Research in Psychotherapy: Psychopathology, Process and Outcome, 25(3), 643. https://doi.org/10.4081/ripppo.2022.643
Murphy, R., & Schofield, M. (2023). How do counselling trainees describe group process and does this change over time? Counselling and Psychotherapy Research, 24, 219–229. https://doi.org/10.1002/capr.12633
Rich, A. (2010, May 12). Someone is writing a poem. Poetry Foundation.https://www.poetryfoundation.org/articles/69530/someone-is-writing-a-poem
Seidman, A. J., Wade, N. G., & Geller, J. (2022). The effects of group counseling and self-affirmation on stigma and group relationship development: A replication and extension. Journal of Counseling Psychology, 69(5), 701–710. https://doi.org/10.1037/cou0000614
Weinberg, H. (2025). Resistances to online group analysis – Is there anything new under the sun? Group Analysis, https://doi.org/10.1177/05333164251315825
Whittingham, M., Lefforge, N. L., & Marmarosh, C. (2021). Group Psychotherapy as a Specialty: An Inconvenient Truth. American Journal of Psychotherapy, 74(2), 60–66. https://doi.org/10.1176/appi.psychotherapy.20200037
[CC1]Fun Spanish phrase with a rhyme. I think we can use it to talk about interpersonal resonance – moves towards cohesion. With or without $100 bills, we are good.” Implies that our union is more than the security of a Benji
[CC2]Not sure what we mean here… “this topic.” The journey of the leader? Perhaps we should just start with Training recommendations show…