The Laboratory Experience in a Small Group*

Virtually all conversation in the small group is confidential information to be exchanged only among members of that group.

General observations and learnings about group process may be discussed outside the group, but not as an alternative to discussing such matters within the group as well.

In journal entries or in class discussions, take great care to protect the identity of your group's members. Remember that a person's identity could be deduced by your comments, even though you do not mention a name. For example, "Someone in our group was discussing the birth of his child," can be attributed to the only male in your group!

Only the course instructor and coleaders see journals, nobody else. The function of the journal is to present your thoughts, feelings, perceptions, motives, not the description of other's behavior. If you have a question about what to write and whether it might violate someone's confidence, consult with the instructor.

Coleaders (if any), meet weekly with the instructor for supervision. These conversations will focus on the group's structure, patterns, and processes rather than on content or the life circumstances of members. Even so, there may be occasions when the instructor knows a member's identity or when a particular fact or event is mentioned during the supervision session. While members may choose to request that certain information be retained from the instructor, the supervision process is such that members must be aware that confidentiality cannot be fully guaranteed.

Member observations of such process issues as avoidance of intimacy, underlying conflict, excessive silence, and the like should be discussed within the member's group, not in the large class. Examples (not specific to any member) may be cited in class to illustrate a concept, such as developing trust, so long as the example is stated in general terms that neither identifies a member nor violates a confidence.

Students may seek clarification or ask questions about group process in relation to class material so long as a discussion does not replace or detract from within group attention to the topic or event.

* This material is from Conyne, R.K., Wilson, F.R., & Ward, D.E. (1997). Comprehensive group work: What it means and how to teach it. Alexandria, VA: ACA.