Charles Gentzel

CNS 742 DG FA 2019

2.1 Reflection
08 September 2019

Reflections: Personal Experiences in a Group

A few years ago, I was selected to support the Fort Hood Suicide Prevention Program by

administering ASIST training to all incoming leaders assigned to the installation. The training to become

an instructor lasted two weeks and consisted of a lot of practice and guidance on instructing and leading

groups. Before all of that, I had to receive the ASIST training the way any participant would.

ASIST training is a mixed group that blends a task/work group with a psychoeducational group.

Participants are there to acquire the ability to effectively intervene for someone succumbing to thoughts

of suicide. The over-all purpose is for them to be able to apply this skill in helping others. In order to do

this, participants discussed their experiences with suicide with each other. Their perceptions are

challenged with the intention of reducing the stigma surrounding suicide and mental health (Gladding

2016). The group started with 16 participants in a symposium style where we discussed the statistical

impact of suicide, how suicidal thoughts develop and progress, and an introduction of the four trainers.

After a short video showing dramatizations of people exhibiting suicidal behaviors, we broke off

into roundtable subgroups of eight. The two instructors for our group sat us in a circle arrangement and

guided a discussion of the video and how well we thought the caregivers in each vignette did when

confronted with suicide. This discussion was very opinionated, but the nonverbal behavior was stiff. We

were all uncomfortable talking about suicide. We were then guided through introducing ourselves and

discussing any connection or experience we have with suicide. This was very emotional, as we were a

homogenous soldiers and Noncommissioned Officers, which is basically military middle management,

and we all knew friends or coworkers who attempted or died from suicide or had the more direct

experience of a previous attempt. I have lost several soldiers I deployed with to suicide and have had a

very close family member attempt it in the past. I was reticent to bring this up, but hearing others
 Charles Gentzel
CNS 742 DG FA 2019
2.1 Reflection
08 September 2019

experiences allowed me to feel comfortable talking about very personal things with people I had met

that morning. There was some conflict as different members worked through their discomfort in

different ways, but the instructors kept everything positive and affirming. One of members of my group

had a spouse who was, at that moment, suicidal and she experienced catharsis when she admitted that

to the group. She was hesitant to speak and chose to go last, but towards the end of her time, she said

she felt better for finally being open about what she was experiencing with others. The universality of

this exercise allowed our group to be cohesive and built trust among us (Gladding 2016). It really

worked, too. I am still in a group chat that has been going since 2017 with all of the participants (who

later became my co-instructors).

The remainder of the first day was focused on the imparting of knowledge on the suicide

intervention model. We stayed in our smaller group, but reorganized back into a symposium

arrangement for the remainder of the day. We received informational sessions that were broken up

with verbal interpersonal group activities, such as dividing us into teams and having each team write

reasons someone might feel suicidal, what groups might be at risk of suicide, and what behaviors

someone who is suicidal might demonstrate. We then discussed these answers, but came to the

conclusion, guided by the instructors, that anyone, for any reason could be suicidal and could

demonstrate in any way. We also became familiar with the steps of the Pathway for Assisting Life (PAL)

model and put them to use through role plays were the instructor plays one of the characters from the

film and the collective group tries to utilize the various steps in the model. The activities were useful

because they broke up what would have been an entire afternoon of lectures and “generate[d]

discussion and participation… stimulating members’ energy levels and interaction” (p. 39 Gladding

2016), kept us focused and engaged, and provided experiential learning that increase the confidence of

our group with the model.

 Charles Gentzel
CNS 742 DG FA 2019
2.1 Reflection
08 September 2019

The second day continued the role playing, this time back in the larger group. One of the more

intense scenarios had an instructor role playing someone on a bridge. We had to, one at a time, stand

up and put the model to use in talking her down. This was done in a symposium structure with the

instructor on a chair while a second instructor moderated the group’s reaction and guided us through

the model. It was surprisingly stressful. When we pulled the curtain back and discussed how we would

administer each scenario, I found out that each instructor comes up with their own story that puts them

on the bridge. Stephanie, our instructor on the chair, had an absolutely heartbreaking story about losing

a child. It gave the whole thing a sense of urgency that allowed us to see how having a model provided

something to fall back on in a difficult situation. This came in useful for the culminating exercise where

we paired off with one of us playing a person at risk and the other attempting an intervention. This was

done in front of our small groups with each pair critiqued by the rest of the group. It was done in a way

that was very positive and affirming.

Despite the group being focused on the topic of suicide, the training was very hopeful. I came

away from it with the idea that I could definitely make a difference to someone at risk, not by helping

them solve their problems or work through their issues, but just by listening to them and guiding them

to the help they need.

 Charles Gentzel
CNS 742 DG FA 2019
2.1 Reflection
08 September 2019

References

Gladding, S.T. (2016). Groups: A counseling specialty. (7th ed.). Upper Saddle River, NJ: Pearson

Education, Inc.