Conclusion

In a typical process time you might hear that someone is tired, ail-other is excited about her child's success, someone else has lost a par ent, another person is animated about what he has been learning about himself in response to the group's process, and so on. The task of the leader is to hold the environment in a place of acceptance and containment. Occasionally, issues will arise, usually between people that require facilitation. These interactions provide an opportunity for a deepening sense of the group's meaning and sense of community.

This intervention depends on the ability of the group leader to facilitate, move fluidly between primary and secondary process, hold the boundaries, make connections with participants, facilitate connections between participants, and notice when the group has taken over an "executive" function. This allows the leader to step back and "let the group do it," which models for the group that they can, indeed, hold the energy and participate substantially in the process.

REFERENCES

Cohen, A. (2004). A process-directed approach to learning process-directed counseling skills. Canadian Journal of Counseling, 38(3), 152-164. Cohen, A. (2006). Attending to the inner experience of an educator: The human dimension in education. Retrieved January 20,2007, from UBC DSpace Web site: http:/?/?hdl.handle.net/?2429/? Mindell, A. (2002). The deep democracy of open forums: Practical steps to conflict prevention and resolution for the family, workplace, and world. Charlottesville, VA: Hampton Roads.

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