Traditional- and Activity-Based Laboratory Groups: A Quantitative Comparison of Two Teaching Approaches

Abstract

Counselor educators struggle with finding optimum methods for teaching group counseling concepts to graduate counseling students. Educators routinely combine a didactic component along with a traditional- or discussion-group process. This study compared a discussion-based laboratory with an activity- or adventure-based laboratory, which included a Challenge Course. This article compares these two approaches using the Group Environment Scale (GES) and the Coopersmith Self Esteem Inventories (SEI). The activity-based group scored significantly higher on five GES subscales: Leader Support, Task Orientation, Self-Discovery, Order and Organization, and Leader Control. The SEI results showed no significant differences between groups. The results of this study suggest that an activity-based group is a viable alternative for educating counseling trainees in the theory and practice of group counseling.