I found the chapters on running groups with children to be really helpful. I haven't lead any groups yet, but that will probably come up in my next year of field placement, for sure. I'll be looking forward to having supervision!
I found the examples of children disclosing feelings, and helping each other, to be emotionally powerful. For instance, in the Boyd Webb chapter, I focused on the drawing by the child who experienced a natural disaster like an earthquake. The child wrote "big world" and also "small me.” I felt like I could understand a bit, what that child must have gone through. In the Shechtman chapter, I appreciated the information from a group of children working through the divorces of their parents. I felt it was powerful to read through the story of the boy who could barely express that he hated his mother. The group leader came back to the boy at the next session. The other children helped the boy understand and put words to his feelings.
I thought it was interesting that "policing the group" seemed to come up in more detail in the Shechtman chapters, compared to the Boyd Webb chapter.
Boyd Webb seems to often write from a practical, nuts/bolts perspective — and yet, Boyd Webb spent less time on how a counselor can help group members see the impacts of their (possibly pushy) group interactions ... (or how to gently suggest that a group member put their phone down…) I appreciated that Shechtman spent time discussing this aspect of working with a group of children or adolescents.