A Navigating the Praxis of Case Discussion Groups

A Critical Perspective on Experiential Learning in Counselling Training

Abstract

This opinion piece discusses some challenges inherent in facilitating case discussion groups for MSc counselling students (the University of Greenwich), where Experiential Learning is the predominant learning theory employed. This primarily being used to help foster self-awareness in tandem with developing skills. I, however, posit it may lead to cognitive overload for students, who are simultaneously processing complex emotional experiences, various theoretical frameworks, and their own developing identities as counsellors. This piece, inspired by the praxis model within pedagogy, investigates this challenge by considering the utilisation of theoretical instruction when scaffold learning, and how to best use critical reflection, dialogue and tempo to mitigate the potential cognitive and emotional overload to further enhance student learning.