1. “Articulate various ethical and legal issues inherent in group counselling (e.g., need for pre/postgroup meetings, informed consent issues unique to group counselling, boundary issues)” (McBride, 2018, p. 3).

2. “Articulate why group counselling is a valid and important counselling intervention” (McBride, 2018, p. 3).

3. “Compare and contrast selected theories of group counselling (e.g., strengths, limitations, application)” (McBride, 2018, p. 3).

4. “Demonstrate competencies in group design including group member recruiting, screening, session planning, and evaluating on the impact and effectiveness of the group program” (McBride, 2018, p. 3).

5. “Describe and demonstrate a variety of group leadership and facilitation skills associated with managing:
(a) delivery of F2F psychoeducational content in a way that promotes self-discovery and group interaction;
(b) delivery of online groups – using basic skills and Zoom videoconference software
(c) group process;
(d) various stages of group development; and
(e) common group dynamics (associated with members’ roles, needs, behaviours) which could appear as intellectualizing, storytelling, socializing, rescuing, giving advice, monopolizing, acting superior, and so on (McBride, 2018, p. 3).

6. “One of: Critically analyze and reflect upon a series of taped group counselling sessions. Alternatively, describe your observations and what you learned as a result of participating as a group member in a small group activity outside class, approved by the instructor, for a minimum of 10 clock hours over the course of one academic term” (McBride, 2018, p. 3).

7. “Observe one’s experience of travelling through various stages of group development – both online and in a face-to-face situation” (McBride, 2018, p. 3).

8. “Practice a variety of group counselling skills and interventions in role-played scenarios of facilitating psychoeducational and/or counselling groups” (McBride, 2018, p. 3).

9. “Reflect about self as a group therapist through a variety of means including assessing one’s performance and writing reflective journals” (McBride, 2018, p. 3).