Making sense of group dynamics: an exploration of educational psychologists’ experiential group experience during training and the application of learning to post-qualification practice

Experiential group (EG) is a method of learning from experience. EGs are predominantly facilitated as part of postgraduate training in counselling, psychotherapy and psychology disciplines in the United Kingdom and overseas. The purpose of EG is for trainees to enhance their intrapersonal and interpersonal skills and explore group dynamics as they emerge in the moment. A scoping review conducted as part of this study identified a research gap concerning EG experiences underpinned by psychodynamic principles. Also, the EG experiences of trainee educational psychologists (EPs) training at the Tavistock Education and Training – North London NHS Foundation Trust have not been investigated. Given the importance of group work within the EP profession, this study addresses the research gap by exploring EPs’ EG experiences, examining their learning about group dynamics and identifying how they applied it in their post-qualification group work. This study employed a qualitative methodology, involving data generated through semi-structured online interviews with 19 Tavistock-trained EPs, which were subsequently analysed through reflexive thematic analysis. By interpreting the dataset through a systems psychodynamic lens, four key themes were generated: 1) containment and psychological safety, which shaped participants’ engagement in EG; 2) group roles, which were fluid, context-dependent and socially constructed; 3) affective responses, which were drawn upon to interpret group dynamics and generate hypotheses; and 4) participants valued EG despite the challenges it presented. The study introduces a conceptual framework underpinned by unconscious group processes, linking experiential learning to professional practice. Limitations are presented, followed by implications for EG practice in the Tavistock EP training, focusing on trainees’ orientation to the task, different facilitating styles, and supporting exploration of diversity and differences. Post-qualification recommendations address promoting EPs’ group work through reflective practice spaces, supervision and group relations training. The study ends with the researcher’s positionality and questions for future research.