Many mental health graduate programs require classes in group psychotherapy. Like all forms of groups, student groups are unique in their specific set of challenges, mainly as a result of its format. Although variation exists among programs and instructors with respect to design, most group psychotherapy classes, in addition to didactic portions, necessitate that the students conduct process psychotherapy on one another over the course of a semester or longer. Learning group psychotherapy and process must be achieved experientially (Fehr, 2003). This task presents as a challenge for many students, as transitioning from the didactic to the experiential format requires that they engage in new roles. In order to aid in this process, I introduce a particular exercise which is also designed to strengthen the bonds among them, fostering a more emotionally based setting.

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