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The group creates a formation process within the group itself by bringing up the dynamics in it so that certain goals are achieved. Groups are formed by BK/Counselors who play an important role in BKp and KKp services. Leaders are closely related to group activities. Group leaders have a strong influence in the group service process, not only must direct the behavior of group members according to needs, but must be responsive to all changes that occur in the group as a result of the development of group activities. Therefore, to be able to carry out their duties, roles and functions as group leaders, the personality and skills of the counselor are central in the therapeutic process, so all theoretical models devote a lot of attention to group leaders. This study aims to determine the basic skills of group leaders in conducting practical group procedures in counseling. The number of samples in this study were 112 students of BKI study program. Based on the results of the study, it was found that most of the students had basic group leader skills with a high category of 37.5%, most of the others were in the medium category that was 28.5%, the low category was 25% and the very low category was 9 %. Overall, the basic skill level of group leaders in BKI students is in the medium category (112.58%).

This study reports group leaders’ assessment of group members’ risk for reassault and level of accountability during a psychoeducational group intervention with male domestic violence perpetrators. It also examines members’ assessment of their own risk for reassault and level of accountability over the 18-week program. Group leaders and group members completed surveys every 2 weeks. Bivariate analyses examining differences in accountability rating and risk assessment between group leaders and group members show little agreement between leaders and members and few changes over time. Group leaders assessed group members as showing some increases in level of accountability near the end of the group. These findings suggest group leaders perceived increased accountability among group members, but they were rarely able to fulfill their goal of educating members about the connection between accountability and risk of reassault. [ABSTRACT FROM PUBLISHER]

This article provides a first-person account of a training program in group dynamics. It is deliberately written in the first-person to capture the highly personal nature of group dynamic analysis. Proceeding through an intensive account of six days of T-groups, module facilitation, and facilitator feedback sessions, the author examines painful emotions and complicated reasoning that arose in encountering several relational and intrapsychic conflicts. In particular, feelings such as needing approval and leaping to respond to various "triggers" are emphasized and several alternatives are suggested. Applications are implied for teachers, psycho-therapists, and facilitators of groups of many kinds. [ABSTRACT FROM AUTHOR]