Supervision & Professional Development Groups

The value of our groups 

According to C. Gratton Kemp, author of Small Groups and Self-Renewal (1971), the group process enhances the potential for change in the perceptions and self-concepts of the members (p. viii). David L. Williamson, author of Group Power (1982), describes how small groups facilitate growth and discoveries that can be experienced concerning self and others. The specific groups offered are intended to also fill gaps in graduate education, the result of careerism's impact.

Careerism and education: Why the groups offered fill a gap

Careerism in higher education refers to the pursuit of academic and professional success primarily for personal gain, often at the expense of intellectual curiosity, academic integrity, or the broader educational mission. Careerism can show in various ways, such as faculty focusing more on career advancement (e.g., publishing papers or securing grants) than on teaching or mentoring students, or students prioritizing degrees and credentials solely to secure jobs rather than engaging meaningfully with the material or developing a love of learning.

Careerism can sometimes be seen as a reflection of a larger societal trend where success is defined by tangible outcomes like salary and status, rather than by intrinsic values like knowledge, personal growth, or contributing to the common good. In the context of higher education, careerism can undermine the core values of academic institutions, such as fostering critical thinking, intellectual exploration, and civic responsibility.

Factors contributing to careerism trends in higher education

Careerism is becoming more prominent in academia as higher education institutions face pressure to align with market-driven goals. Several factors contribute to this trend:

  • Universities emphasize measurable outcomes like research publications, which can push faculty to prioritize career advancement over teaching or mentorship.

  • Faculty are increasingly expected to secure grants for job security and tenure, often prioritizing vitae-building efforts over meaningful contributions to their field.

  • Rising tuition costs have led students to view education as an investment in future careers, shifting focus from intellectual engagement to obtaining degree credentials for job opportunities.

  • Universities adopting a corporate model prioritize financial stability and reputation, which can shift the focus toward revenue generation rather than knowledge and teaching excellence.

While these pressures contribute to careerism, many academics still prioritize core values like critical thinking and intellectual curiosity. However, the rise of careerism suggests universities may need to reassess their priorities to balance professional advancement with educational integrity.

Bibliography

Berman, E. (2013).The Marketization of Higher Education and the Careerism of Academics. Journal of Education Policy, 28(3), 305-324.

Giroux, H. A. (2014).Neoliberalism’s War on Higher Education. Haymarket Books.

Kezar, A., & Maxey, D. (2014). The Changing Role of Faculty in the Age of Accountability and Marketization. The Journal of Higher Education, 85(3), 330-356.

Slaughter, S., & Rhoades, G. (2004). Academic Capitalism and the New Economy: Markets, State, and Higher Education. Johns Hopkins University Press.

Sowell, T. (1993). Inside American education: the decline, the deception, the dogmas. Free Press.

Sykes, C. (1988). ProfScam: professors and the demise of higher education. Regnery Gateway.

Trow, M. (2010). The Development of Higher Education Systems in the United States and Europe. The European Journal of Education, 45(4), 429-447.

 

"Way Beyond Grad School Groups"

Group I. Advanced practice: the AGI framework for transformative therapy

Group Structure

This group supervision experience, available to LPCCs and MFTCs, offers a unique opportunity for advanced clinical insights.   

This group will focus on applying the Assessment, Goal, and Intervention (AGI) sequential practice framework to progressively move clients toward the goldmine of psychotherapy - the post-goal development action phase.

During our six-week experience, we will focus on:

  • Learn how to facilitate sustained client involvement throughout treatment.
  • Conceptualize a course of sequential therapy to guide the client's progress.
  • Apply a process-focused therapeutic assessment for enhanced systemic impact.
  • Narrow the gap between a client's story, actions, and experiences for congruence.
  • Identify and shape a single, transformative outcome during goal development.
  • Anchor client goals in ethics, integrity, values, virtues, and purpose for lasting impact.
  • Minimize barriers to client action and implement interventions that stabilize progress.
  • Establish distinctions for your therapeutic role and clinical approach for effectiveness.

The AGI framework can guide the scaffolding and conceptualization of clinical efforts for most psychological and systemic theories. 

Participants will gain functional insights to guide clients from hope to action.

Schedule a new client to start soon after the first day of our group meetings.

Meeting Schedule, Group Size, Fee, and Supervision Hours

Once weekly, Thursdays, starting May 15th, Thursday, 1-2:30 PM (MST)

For MFTCs and LPCCs

  • Maximum 8 participants
  • Investment: $50 per meeting, per person
  • Earn 9 hours of group supervision toward licensure.

Bibliography underlying content of the group

 

Barka, J.B. (1983). Procrastination: why you do it and what to do about it. Addison-Wesley Publishing Company.

Bion, W. (1965). Transformations (1st ed.). Basic Books.

Bloch, S., & Crouch, E. (1985). Therapeutic factors in group psychotherapy. Oxford Press.

Chaleff, I. (2009). The courageous follower; standing up to and for our leaders (3rd ed.). Berrett-Koehler Publishers, inc.

Gilligan, S., & Price, R. (Eds.). (1983). Therapeutic conversations (1st ed.). W.W. Norton & Company.

Glasser, W. (1965). Reality therapy. Harper & Row.

Glasser, W. (1985). Control theory: a new explanation of how we control our lives. Harper & Row Publishers, New York.

Glasser, W. (1998). Choice Theory: A New Psychology of Personal Freedom: redefining your personal freedom. Harper & Row Publishers, New York. 

Hill, N. (2021). Adversity & advantage: achieving success in the face of challenges. Sterling Ethos.

Johir, Q. (2024, August 1). When you speak like this, God answers [video]. YouTube. https://www.youtube.com/watch?v=9DGgU8tpOmA

Johnson, S. (1985). Characterological transformation. W.W. Norton & Company

Mahoney, M.J., (2003). Constructive Psychotherapy. The Guilford Press, New York

Mahoney, M.J., (1991). Human change processes. Basic Books

May, Rollo. (1975). The courage to create. W.W. Norton & Company.

Papp, P. (1987). The process of Change (4th ed.). The Guilford Press.

Ruesch, J. (1961). Therapeutic Communication. W.W. Norton & Company.

Satir, V. (1988). The new people making. Science and Behavior Books, Inc.

Sullivan, B. & Thompson, H. (2013). The plateau effect: getting from stuck to success. Penguin Group, New York, NY.

Watzlawick, P., Weakland, J. H. & Fisch, R. (1974). Change (1st ed.). W.W. Norton & Company.

Watzlawick, P. (1978). The language of change: elements of therapeutic communication. Basic Books, Inc., New York

Williamson, D.L., (1982). Group power. Prentice-Hall, Inc., New Jersey.

FAQ
  1. Are meetings held virtually? Yes, we use Zoom Pro.
  2. Is this group available to licensed professionals interested in the scaffolding approach of the AGI framework? Yes
  3. What is the maximum size of the group? The group is limited to eight participants.
  4. How are the supervision hours endorsed? Complete the hours verification form and submit the form to the group facilitator for endorsement. 
  5. What are the benefits of joining this group? The gains from this group include the opportunity to meet new professionals, build connections, be part of a highly motivated community, learn advanced skills, expand knowledge for enhanced effectiveness, and experience rewarding outcomes from your clinical efforts. 
  6. How often is this group offered? This group will be offered every 3 months. 

Group II. Beyond the therapist role: character of the clinician

Group Structure

Counselor and Therapist education emphasize the role of the therapist but not the character of the therapist. This group fills that gap. 

Over the past two decades, I've facilitated various process and psychoeducational groups. I continue to deepen my understanding of group dynamics, particularly the balance between structure and spontaneity that cultivates safety, growth, and shared ownership. This 32-week group is rooted in a developmental and existential framework, intentionally structured to support reflective practice, professional integrity, and character growth among early-career and seasoned clinicians. 

Group Structure Overview:

  • Orientation and Covenanting: We begin with introductions and a group covenanting process. This foundational step draws from group norms and cohesion-building principles, establishing accountability and mutual regard.

  • Weekly Format: Each week centers around a specific theme (e.g., Integrity, Responsibility, Fear, etc.) and follows a consistent rhythm:

    • A preparatory email is sent before each meeting, including:

      • A short reflection-provoking statement based on key readings,

      • A sentence completion exercise (adapted from Nathaniel Branden's Taking Responsibility), and

      • Two to three reflection/action questions are designed to prompt insight and authentic engagement.

    • During the session:

      • We begin with a check-in (a high/low or progress statement).

      • Participants share responses to the sentence completion prompts.

      • We explore one reflection question at a time, allowing space for open follow-up dialogue.

      • Sessions conclude with shared takeaways and personal insights.

  • Facilitation Style: To foster equitable participation and minimize social inhibition or ambiguity, we begin with structured turn-taking (typically in alphabetical order), which supports inclusivity and ensures each voice is heard. This structure transitions into organic discussion during designated follow-up moments, encouraging spontaneity and deepened interpersonal process.

While the format is structured, the focus is deeply reflective, and the relational field often invites moments of resonance, challenge, and shared vulnerability. We attend not only to the content but also to the process - tracking transference, resonance, and the subtle shifts that occur in a group setting as described in the work of Yalom and others.

32-Week Structure

Here's a structured 32-week breakdown that allows for a logical and impactful journey, ensuring each topic builds upon the previous ones:

Weeks 1–8: Core Foundations

  1. Introductions

  2. Integrity – The foundation of trust and self-respect.

  3. Values – Shape every decision and action.

  4. Ethics – Define moral responsibility and interactions.

  5. Identity – Influences self-perception and actions.

  6. Courage – Essential for growth, change, and standing by values.

  7. Responsibility – Key to personal power and accountability.

  8. Faith – Whether spiritual or personal belief, it guides resilience.

  9. Purpose – Gives meaning but is often shaped by deeper values.

Weeks 9–14: Psychological and Emotional Drivers

  1. Self-Esteem – Impacts confidence and decision-making.

  2. Love – Drives connection, meaning, and fulfillment.

  3. Emotions – Affect perception and behavior deeply.

  4. Fear – A major driver of action or inaction.

  5. Shame – Can be destructive if unchecked.

  6. Fragility – Determines resilience or vulnerability.

Weeks 15–21: Social and Relational Dynamics

  1. Power – Defines influence and control.

  2. Boundaries – Essential for healthy relationships.

  3. Oppression – Affects both personal and systemic realities.

  4. Conflict – A natural part of growth and relationships.

  5. Criticism – Impacts growth, self-awareness, and improvement.

  6. Morale – Determines group and personal energy levels.

  7. Motivation – Drives action and persistence.

Weeks 22–28: Strategic and Practical Influences

  1. Discernment – Critical for wise decision-making.

  2. Judgment – Influences choices and perspectives.

  3. Congruence – Ensures alignment between beliefs and actions.

  4. Directness – Affects clarity and efficiency in communication.

  5. Confrontation – Necessary for truth and resolution.

  6. Curiosity – Fuels learning and adaptability.

  7. Creativity – Drives innovation and problem-solving.

Weeks 29–32: Situational and Behavioral Factors

  1. Efficiency – Maximizes resources and time.

  2. Patience – Needed for long-term success.

  3. Attitude – Colors all experiences and choices.

  4. Pressure – Can drive excellence or burnout.

  5. Close

Partially adapted from the character development work detailed in The 15 Invaluable Laws of Growth by John C. Maxwell

Meeting Schedule, Group size, Fee

A new group will be offered this upcoming Fall. The group meetings focus on the following segments; each segment runs 6-7 weeks, with breaks between each:

  1. Core Foundations
  2. Psychological & Emotional Drivers
  3. Social & Relational Dynamics
  4. Strategic & Practical Influences
  5. Situational & Behavioral Factors

    Group size: 8 participants

    Investment: $25 per person, each group meeting

     

    Participants may optionally align the following readings with our discussions in the following order: 

    This curriculum provides a structured approach to expanding self-awareness and fostering meaningful discussions. Read in the following order. Journaling is encouraged to enhance personal growth.

    1. Jonathan Sack's, Morality
    2. Nathaniel Branden's Taking Responsibility
    3. Nathaniel Branden's The Art of Living Consciously
    4. Nathaniel Branden's Honoring the Self
    5. bell hook's, all about love
    6. Rollo May's, Love and Will
    7. Erich Fromm's, Escape from Freedom
    8. Ayn Rands' The Virtue of Selfishness
    9. Robert Sardello's, The Power of Soul: Living the Twelve Virtues

    FAQ
    1. Are meetings held virtually? Yes, we use Zoom Pro. 
    2. Are discounts available to military veterans? Yes, a 5% discount is available for military veterans.
    3. Is there a scholarship available? Yes, there is one scholarship available per group, for 50% off. Please email the facilitator for more information.
    4. What happens if I can not attend some meetings? This group is focused on character development and requires a commitment to the process. Nevertheless, participants are known to miss group meetings due to situations requiring their attention. It's important to be responsible while honoring commitments. 
    5. Does this group count for supervision? No. This group is open to licensed and pre-licensed professionals interested in a course of professional development. 
    6. Is this group available to licensed and pre-licensed professionals nationwide who are not pursuing supervision/case consultation/group supervision hours? Yes. This is a professional development program. 
    7. A new group will be offered every six months. 

    To register for a group, submit form: