1

Course: CPY 540: Advanced Theory and Practice of Group Counseling Course Schedule: Summer Semester 2015

Monday 6:45 – 9:45 pm (CCS 229)

Thursday (6/4 & 7/23) 6:45 – 9:45pm Instructor: Samuel Sanabria, Ph.D., LMHC, NCC

Office: CSS 238 Phone: (407) 646-2352 E-mail: ssanabria@rollins.edu Office Hours: Tuesday 1 – 3:00; Thursday 1 – 3:00 By Walk-in or Appointment Course Description:

This course is designed to train students in the fundamental concepts and skills necessary to lead counseling and therapy groups. Course activities include lecture, demonstration, discussion of assigned readings, and experience as member and leader in simulated counseling and therapy groups. . Prerequisites: CPY 520, CPY 525, CPY 530 Course Goals/Objectives: (Relevant CACREP Standards)

Expected Student Learning Outcomes for

this Course The student will demonstrate knowledge, skills, and practices necessary for success as a professional counselor via his or her participation in key learning activities in this course. Content covered includes:

Learning activities that facilitate development of knowledge, skills, and/or practices of this content:

II.F.5.a. Theories and models of effective counseling and wellness programs.

Readings, Class lecture and discussion, Final exam, Psychotherapy group videos, Psychoeducation group

II.F.6.a. Theoretical foundations of group work.

Readings, Class lecture and discussion, Psychoeducation group, Final exam, Psychotherapy group videos

II.F.6.b. Dynamics associated with group process and development.

Readings, Class lecture and discussion, Psychoeducation group, Psychotherapy group videos, Constructing a counseling group, Technique simulation

2

II.F.6.c. Therapeutic factors and how they contribute to group effectiveness.

Readings, Class lecture and discussion, Psychoeducation group, Final exam, Psychotherapy group video, Technique simulation

II.F.6.d. Characteristics and functions of effective group leaders.

Readings, Class lecture and discussion, Constructing a counseling group, Psychoeducation group, Final exam, Psychotherapy group videos

II.F.6.e. Approached to group formation, including recruiting, screening, and selecting group members.

Readings, Class lecture and discussion, Constructing a counseling group,

II.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.

Class lecture and discussion, Constructing a counseling group, Psychoeducation group

II.F.6.g. Ethically and culturally relevant strategies for designing and facilitating groups.

Readings, Class lecture and discussion, Final exam, Psychoeducation group, Technique simulation

II.F.6.h. Direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term.

Psychoeducation group, Technique simulation

CMHC.1.B. Theories and models related to clinical mental health counseling.

Readings, Class lecture and discussion, Psychoeducation group, Final exam, Psychotherapy group videos

CMHC.3.U. Techniques and interventions related to a broad range of mental health issues.

Readings, Class lecture and discussion, Psychoeducation group, Technique simulation, Final exam

Class Format:

Classes will emphasize practice through demonstration and other simulations. Students will participate as both members and leaders in these simulations. Brief lectures and active discussion will complement these activities. Class discussions and group participation are an important part of CPY 540. You are encouraged not only to ask questions, but also to add your own experiences and perspectives to the class dialogue. Your class participation will influence your grade. Required Texts: Corey, G., Corey, M. S., & Haynes, R. (2006). Groups in action: Evolution and challenges;

Student DVD and workbook. Belmont, CA: Thomson Brooks/Cole. ISBN-13: 978-1-285-09506-6

Corey, G., Corey, M.S., Callanan, P., & Russell, J.M. (2015). Group Techniques (4th

edition). Cengage Learning. ISBN: 978-0-534-61269-6

3

Required Articles: Can be found on Blackboard

Recommended Texts:

Alberti, R., & Emmonds, M. (2008). Your perfect right. (9th ed.). Atascadero, CA: Impact Publishers

Corey, M. S., & Corey, G. (2006). Groups: Process and practice (7th ed.). Monterey, CA: Brooks/Cole. (Required text from CPY 520.)

DeLucia-Waack, J., Bridbord, K, & Kliener, J. (2002). Group work experts share their favorite activities. Association for Specialists in Group Work. Order through the American Counseling Association at www.counseling.org for member discount.

DeLucia-Waack, J. L., & Donigian, J. (2004). The practice of multicultural group work: Visions and perspectives from the field. Belmont, CA: Brooks/Cole.

On Reserve in the Library

Yalom Videos Understanding Group Psychotherapy: Parts I & II Stockton Videos

Additional Readings will be made available during the semester. Students are expected to complete assignments before class and be prepared to discuss the ideas and concepts in the readings. Not all assigned readings will be reviewed in class; students are responsible for asking questions about material they do not understand.

Required Assignments and Learning Experiences (possible points):

1. Constructing a COUNSELING Group (26 points):

Each student will view the DVD and respond to a series of questions from each of the four sections from the Groups in Action: Evolution and Changes Student DVD and workbook (Corey, Corey, & Haynes, 2006), based on a self-constructed counseling group.

2. Group Technique Simulation (12 points):

Each student will facilitate a group technique for 30 minutes as assigned and will write a reflection paper about the experience.

3. PSYCHOEDUCATIONAL Group Facilitation (25 points):

Each student will facilitate a simulated psychoeducational group session for 1 hour and will write a preplanning and post-reflection paper about his or her group facilitation experience.

4. Yalom PSYCHOTHERAPY Group Videos (15 points):

Each student will view the Irving Yalom videos Understanding Group Psychotherapy: Outpatient Group Vol.1, Tapes 1 & 2 (or A&B depending on how they are cataloged), on

and will write a paper responding to the questions provided discussing his or her insights or learnings.

5. Final Exam (22 points)

Each student will complete a comprehensive final examination.

4

Method of Evaluation and Grading: Activity Maximum Points Points Earned

Constructing a COUNSELING Group 26

Group Technique Simulation 12

PSYCHOEDUCATIONAL Group Facilitation 25

Yalom PSYCHOTHERAPY Group Videos 15

Final Exam 22

TOTAL POSSIBLE-------------------------------------------------------------100 Points

Final Grades will be based on a point accumulation basis. Points will be converted in a percentage score based off earned points vs. total points. Your Final Grade can only be rounded up greater than or equal to .5. Hence a 93.5 will earn a grade of “A” and a 93.4% will

earn a grade of “A-“.

A = 94 – 100 % of total

points

A- = 90 – 93% of total

points

B+ = 87 – 89% of total

points

B = 84 – 86% of total

points

B- = 80 – 83% of total

points

C+ = 77 – 79% of total

points

C = 74 -76 % of total

points

C- = 70 – 73% of total

points

You are advised that success in this course does not rest exclusively upon intellectual abilities, that it is necessary for the instructor to rely on professional judgment in evaluating various aspects of student competence, including interpersonal skills, capacity for empathy, professionalism in class and in demonstrations, etc. Every effort will be made to evaluate performance fairly and accurately, and students are encouraged to participate fully in this process. Ultimately, some subjective judgment will occur in assigning grades. Please speak to the instructor if you have any concerns or questions.

Confidentiality for Group Activities

Students are required to maintain client confidentiality in line with the ACA 2014 code of ethics and moral principles [http://www.counseling.org/Resources/CodeOfEthics/TP/Home/CT2.aspx] within in their Group Experiences. Please do not release or “gossip” issues discussed in your group with anyone (e.g., peers, colleagues, friends, family). It is of extreme importance that you respect your fellow classmates. Failure to maintain confidentiality will result in failure of the course and your standing will be reviewed for program continuation.

Specific comments about or made by a specific member are confidential to the group.

Avoid comments outside the group that appear to protect the anonymity of group member(s) but, by process of deduction, could be attributed to a specific member(s), e.g., “Someone in our group discussed concerns about his ______.” - said in a situation where there are only 1 or 2 men in the group, so it becomes obvious who the comment is about.

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

5

Course Policies and Expectations of Graduate Students This is the “fine print” for which you are fully responsible for knowing and following. Please

read this section of the syllabus carefully!

Academic and Professional Integrity

By accepting this syllabus, you pledge to uphold the principles of Academic Honesty and student conduct guidelines published in the Rollins College Graduate Studies Catalog, and the policies published in the current edition of the Graduate Studies in Counseling Student Handbook (both available online on the Rollins Graduate Counseling website. You also agree to abide by the current version of the American Counseling Association Ethics Code (available

at www.counseling.org.). Students who are unable to perform in a reliable, competent, and ethical manner, or exhibits performance that results in being terminated by and internship or other field site, will necessitate a review by the faculty and may result in student remediation, suspension, or dismissal from the Graduate Studies in Counseling program.

Please consult the documents named above to refresh your understanding of the expectations, policies, and procedures required of students throughout their enrollment in the graduate counseling program. Students will be held to these published standards and failure to fulfill these standards may be grounds for remediation and/or dismissal from the Graduate Studies program.

Academic Honesty and Professional Conduct -- The Philosophy of the Rollins Academic Honor Code: Integrity and honor are central to the

Rollins College mission to educate its students for responsible citizenship and ethical leadership. Rollins College requires adherence to a code of behavior that is essential for building an academic community committed to excellence and scholarship with integrity and honor. Students, faculty, staff, and administration share the responsibility for building and sustaining this community.

The Honor Pledge: Membership in the student body of Rollins College carries with it an

obligation, and requires a commitment, to act with honor in all things. The student commitment to uphold the values of honor - honesty, trust, respect, fairness, and responsibility - particularly manifests itself in two public aspects of student life. The Rollins College Academic Honor Code is consistent, in philosophy, with the Code of Ethics of the American Counseling Association as well as other expectations of the profession. Therefore, as a student of Rollins College, graduate students are expected to show their commitment to these virtues by abstaining from any lying, cheating, or plagiarism in their academic endeavors and by behaving responsibly, respectfully and honorably in their social life and in relationships with others.

This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to the all work, including papers, quizzes, exams, etc., the handwritten signed statement:

On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.

All material submitted electronically or in paper form should contain the pledge followed by the student’s name. Submission implies signing the pledge.

Respect for Individual Differences – The Graduate Studies in Counseling program faculty

endorses a learning climate that represents diversity and individual differences and encourages the open-minded exploration of distinctions among individuals. Students in the program are not expected to think the same way, but are expected to be accepting of

Commented [SS1]: New department and university policies

6

differences and strive to understand how other peoples’ perspectives, behaviors, and world views are different from their own. Students’ ability to maintain an open mind and respectfully discuss and understand the values and opinions of others is a reflection of personal development and professionalism as a counselor. No person will be treated differently by faculty or student colleagues with regard to race, gender expression, color, national origin, ancestry, religion, sex, age, sexual orientation, marital and/or parental status, citizenship, military status, religion, political beliefs, height, weight, and/or mental or physical ability.

Self-Disclosure Expectations and Guidelines – During this and most courses in the

Graduate Counseling program you will be asked to share thoughts and feelings that are personal in nature with your peer colleagues as part of a learning activity. Please remember that you are in charge of what you choose to disclose. Willingness to share concerns, reactions, fears and doubts will, most likely, assist you in gaining insight necessary to further your personal and professional development. AND, please remember that you do not have to share any information that you choose not to reveal. Generally, professors consider confidential any information that you disclose within your journals and papers or in private conversations; however, they may consult with other faculty if there are concerns about ethical, personal safety or functioning, or professional standards.

Confidentiality – To protect the confidentiality of clients, any case material discussed in class

will be presented anonymously (without identifying information) to protect the right to privacy and maintain ethical and legal confidentiality standards. To provide a safe learning environment and create safety for student peers, guests, and professors in the class, personal information and/or reactions shared in class should be considered as confidential as client information and respected accordingly. Interns will maintain strict confidentially according the ACA Code of Ethics (2014) by refraining from discussing case material and the personal information of others outside of class.

Professionalism and Classroom Civility – Graduate students are expected to observe a

level of professional conduct in the classroom reflective of practicing mental health professionals. This extends to the use of technology when it impedes the learning process.

Talking to or interrupting other students: Students are expected to refrain from talking while

attention is expected for lecture instruction or student presentations.

Students failing to act professionally will be asked to leave the class. Your final grade will reflect an unarranged absence penalty described above in the Attendance and Participation Policy section.

Please abide by the attire policy described in the student handbook. If you are unsure of your attire, please consult with a core faculty member to assure that you are meeting expectations.

Professional Association Membership – All students are required to maintain membership

in the American Counseling Association throughout their enrollment in the graduate program. The emphasis in the Rollins College Counseling program is that each student is a professional who is committed to the profession of counseling. Membership in ACA also include professional liability insurance coverage, which provides protection to you and the clientele with whom you come in contact during external course assignments, pre-practicum, practicum and internship.

Evaluation Criteria for this Course

Method of Grading – Final grades will be based on a point accumulation basis described in

the syllabus. Points will be converted into percentage scores. Grades will be assigned as

7

follows for all Graduate Counseling courses: A = 94-100% of total points B- = 80-83% of total points A- = 90-93% of total points C+ = 77-79% of total points B+ = 87-89% of total points C = 74-76% of total points

B = 84-86% of total points C- = 70-73% of total points

Incomplete Policy – Students that are unable to complete course requirements within the

time limitations of this semester are responsible for initiating and proposing an arrangement for completing requirements with the professor prior to the end of this term in order to avoid failing this course. The plan for completion must be agreed upon by the professor and must be submitted in writing identifying a date when work will be completed. If the incomplete is not resolved by the end of the following semester, the incomplete grade will convert to an “F.”

Attendance and Participation Policies – Graduate students are training to be professional

helpers responsible for the welfare of counseling clients. Attendance and participation in courses is required to evaluate the readiness and preparedness of each student to enter the profession. Success in this graduate program requires students to be fully present academically, physically, personally, and interpersonally during all learning experiences.

Attendance and participation constitute a portion of your final grade. Attendance means arriving for class on time and staying for the duration of the class. Participation means preparing for class by reading required texts/materials and engaging in class discussion.

The instructor will not make judgments or decisions regarding “allowing” student absences and will not evaluate which reasons are acceptable to qualify as an excused absence. If a student does not to attend class, he/she cannot earn the participation points for that class meeting or for activities that occur during the missed class. A student who misses two or more classes will be subject to action by the professor, which includes, but is not limited to:

Recommendation to withdraw from the class. Requiring additional assignments(s) to complete the class. Reduction in the final grade per the percentage allotted to attendance and

participation. Any other action deemed appropriate by the professor in consultation with the full

faculty.

Final grades will be lowered one-half of a letter grade for each absence after the first, regardless of the reason. Absence from more than two classes in a course may result in a

failing grade.

Advance notification of anticipated absences is expected (phone call or e-mail) out of courtesy to the instructor and class peers. In the event of an unanticipated emergency or illness, students are responsible for notifying the instructor at the earliest opportunity via phone message or email. Students are responsible for the content of all assignments, lectures, announcements, and class discussions even when not present. Make-up tests or extra credit will not be given. If you have a conflict with an exam date, speak with the instructor at least seven days in advance.

Assignments turned in later than the established due-dates are subject to a 5% point reduction for every day beyond the stated date due.

Tardiness: Arriving late to or departing early from a working group on the part of one person

disrupts the flow of learning for the professor and other students. Please be prepared to begin and/or resume class at the agreed upon times. Class will start on time and time agreements for class breaks are expected to be honored. Chronic tardiness or inattentiveness will also impact

8

your final grade. If you are going to be late, absent, need to leave class early, etc. it is your responsibility to let the professor know in advance. Students that are late to class by more than 10 minutes or return from break more than 5 minutes after the agreed upon time, will be considered tardy. A student tardy more than twice will lose 1 participation point. Students arriving late to class will not be permitted to complete any assignment that has begun (such as a quiz) and will forfeit the points for the assignment.

Breaks during class meetings are at the discretion of the professor and may range from 0-15 minutes scheduled at times that the professor determines within the individual class session. Please return promptly from breaks.

Participation: Class participation in this course is very important as part of the learning

process for all students, individually and as a group. You will be evaluated on the quality of your contributions and insights. Quality comments possess one or more of the following characteristics:

Offers a different and unique, but relevant, perspective;

Contributes to moving the discussion and analysis of the topic forward;

Builds on the comments and contributions of other peer colleagues;

Transcends the “my opinion” syndrome; i.e., your contribution includes evidence (when appropriate), rationale, and reflective thinking.

Students who rarely or never participate in class discussions or activities will receive a grade reduction despite attendance. In addition, students engaging in non-class related activities (e.g., sleeping in class, working on their laptop or phone, side conversations, working on material not related to course content, etc.) will lose participation points. The number of points will be at the discretion of the professor.

Technology Policies

E-mail – All e-mail communication and dissemination of information from the professor will be via the Rollins e-mail account. This is the official means of communication used by Rollins College. Students are responsible for all information sent to their Rollins e-mail account. Students are also requested to communicate with faculty and staff using their Rollins email account to avoid losing important communications to SPAM filters. If you have problems, contact the IT Help Desk at 407-628-6363.

BlackBoard – This course instruction is accompanied by the online “BlackBoard” system. Students are responsible for checking Blackboard for information, assignments, reporting forms, reading materials, course updates and other information and resources prior to class.

Laptop Computers – Use of laptop computers in class is at the discretion of the professor and is only permitted for note taking or other class-related activities unless prior arrangements have been made with the professor. Please do not use laptops for any other reasons. Non-class use is distracting to others. Students found using laptops for other purposes, such as e-mailing, web-surfing, working on assignments, will not be permitted to use technology in class. If a student uses any electronic device not authorized as part of the classroom activity, they will be warned to turn off the device. Second offenses will result in loss of participation points without warning.

Other Technology Devices – Out of respect for the professor and your classmates, do not use cell phones or any other portable communications devices during class. Please silence or turn cell phones off to avoid disrupting others. There are times when emergencies arise and communication with family or others is necessary. In those events, please inform the professor prior to class and make provisions to leave the classroom when the situation arises.

9

Emergency calls may be taken outside the class but frequent call interruptions will not be tolerated. If the vibrate setting becomes a nuisance, you will be asked to turn it off completely. Texting in class is unacceptable.

Professional Paper Formatting – All papers are required to be submitted in the formatting style detailed in the most recent edition of the Publication Manual of the American Psychological Association. This includes an appropriately formatted title page, abstract, headers, heading levels, citations, and reference pages. Points will be deducted from the grade if this style format is not followed. Students should assume that these formatting components are expected for each and every assignment unless stated otherwise in the syllabus.

Use of Student Work: Copies of student work in this course, including copies of any

submitted papers or other written work, may be kept on file for institutional research, assessment, and accreditation purposes. All work used for these purposes will be submitted anonymously as example of aggregate data.

Students with Disabilities -- Rollins College is committed to equal access and does not

discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities. If you are a person with a disability on this campus and anticipate needing any type of academic/medical accommodations in order to participate in your classes, please make timely arrangements by disclosing this disability in writing to the Disability Services Office at (Box 2772) – Mills Building, 1000 Holt Ave., Winter Park, FL, 32789. Appointments can be scheduled by calling 407-646-2354 or by emailing: gridgeway@rollins.edu (1/2015)

Instructor Availability – If, at anytime, you wish to discuss class-related concerns, particularly

those may affect your performance in this course, please do not hesitate to contact me. Sometimes students are emotionally impacted by class experiences. Please feel free to consult with me along the way if you need further clarification or to process your experiences. I am very willing to set up an appointment with you at a time outside my posted office hours. Please don’t wait until it is too late to help make this course a successful and rewarding learning experience for you. Your suggestions and ideas are always welcome, both during class and outside of class.

The best way to contact this instructor is via his Rollins email address. If communication is urgent please email, text, and leave a voicemail message. Thank you.

Schedule of Classes and Assignments: CPY 540 – Summer 2015

# Date Topic Area Reading/Assignments Due

1 6/1 Course Overview Four Group Types Training Standards Yalom’s Therapeutic Factors Debriefing Format Model Formation of a Group Review of Group Skills

ASGW Professional Standards for the Training of Group Workers ASGW Principles for Diversity-Competent Group Workers ASGW Best Practice Guidelines for Group Workers

2 6/4 Assertiveness Group Corey, Corey & Haynes (2006) pp. 1-40; DVD

10

Format Creating a Group Co-Leadership Role play screening Technique Demonstration #1 Technique Demonstration #2

Introduction & Initial Stage Corey, Corey & Callanan (2015) Chapters 1-3; Leggett (2003); Jones & Robinson (2000); Couch (2005); Ritchie & Huss (2000); Practice Ideas # 14 – Conducting Effective Screening Interviews Practice Ideas # 8 – Designing a Counseling Group DUE: Be prepared to conduct a group member

screening. DUE: Brief description of your Client Role

3 6/8 Initial Stage

Therapist Basic Tasks Process Observation Technique Demonstration #3 Psychoed Group #1

Corey, Corey & Callanan (2015) Chapter 4 Carroll, Bates, & Johnson (1997) Practice Ideas # 4 – Balancing Process and Content in Groups Practice Ideas # 9 –Setting up for Success with Psychoed Groups DUE: Counseling Group Description

4 6/15 Transition Stage

Resistance in Groups Dealing with Conflict Technique Demonstration #5 Psychoed Group #2

Corey, Corey & Haynes (2006) pp. 41-57; DVD Transition Stage Corey, Corey & Callanan (2015) Chapter 5 Kraus, DeEsch, & Geroski (2001) Practice Ideas # 12 – Reframing Resistance DUE: Workbook Responses Set #1: Initial Stage

5 6/22 Technique Demonstration #6 Psychoed Group #3

Practice Ideas # 11 – Best Practice in Leading Prevention Groups Practice Ideas # 13 – Group Counseling with Children Practice Ideas # 19 - Cultural Identity Psychoeducational Groups

6 6/29

Problem Clients Dealing w/ hostility in groups Technique Demonstration #9 Psychoed Group #4

Practice Ideas # 3 - Defining Moments in Group Work Practice Ideas # 15 – Understanding and Managing Emotions DUE: Workbook Responses Set #2: Transition Stage

7 7/6 Working Stage

Corey, Corey & Haynes (2006) pp. 58-76; DVD Working Stage

11

Technique Demonstration #7 Psychoed Group #5

Corey, Corey & Callanan (2015) Chapter 6 DUE: Yalom Paper

8 7/13 Technique Demonstration #8 Psychoed Group #6

Practice Ideas # 5 – Leading in the Here and Now DUE: Workbook Responses Set #3: Working Stage

9 7/20 Ending Stage

Technique Demonstration #10

Psychoed Group #7

Corey, Corey & Callanan (2015) Chapter 7 Corey, Corey & Haynes (2006) pp. 77-87; DVD Ending Stage Gladding (1994) DUE: Workbook Responses Set #4: Ending Stage

10

7/23 Technique Demonstration # 11

Technique Demonstration # 12

Final Exam

12

In order to complete this assignment effectively, students are responsible for viewing the DVD Groups in Action by Corey, Corey, & Haynes (2006) and reading the workbook, including

thinking about their responses to each question. This specific assignment will assess student learning through the demonstration of knowledge application to a self-constructed counseling group scenario. For this specific assignment, each student will respond to four series of questions that are due as indicated in the syllabus. Imagine a COUNSELING group (not a psychoed group) that you might want to lead in the future. On one page, single spaced and bullet the following:

Write a description of the group indicating whether it is a (1) general personal growth counseling group or a counseling group addressing a specific problem and (2) describe the specific problem to be addressed.

List the goals for the group.

Write a brief description of the desirable characteristics of the potential members

Write a brief description of the nature of conditions of membership in the group.

Include how often, for how long, and the duration of the group sessions.

Title your group (keeping in mind that this title may go on flyers) This imagined counseling group description will be the basis for your responses for each of the workbook questions listed below and the counseling group description should be attached to every assignment for this activity Answer the questions in the Student Workbook that are listed below SPECIFICALLY applying

your responses to the counseling group you have described. You must make every attempt to answer each question with connection to your group and group population. Please give these questions much thought and avoid generalities. Provide the rationale for each response. Refer to your Corey & Corey (2015) and Corey & Corey (2006) texts to help you in shaping your responses. Required format: Please retype each question, noting the page and question

number, above your response and each assignment should have the one-page group description attached as the first page every time. Submit the assignment via email directly to the professor the attachment should be titled: YourLastName-540-Workbook1 (2, 3, 4 accordingly).

Failure to follow this format will incur a reduction in points on the assignment.

Workbook Questions for Each Stage #1 Initial Stage

p. 15 #2

p. 15 #4

p. 20 #1

p. 22 #2

p. 25 #2

#2 Transition Stage

p. 47 #3

p. 47 #4

p. 51 #4

p. 56 #1

p. 56 #5

#3 Working Stage

p. 59 #2

p. 75 #5 (upper page)

p. 75 #4 (lower page)

p. 75 #7 (lower page)

#4 Ending Stage

p. 78 #2

p. 79 #2

p. 81 #1

p. 81 #3

p. 82 #1

Constructing a Counseling Group

13

p. 25 #3

p. 39 #5 (top)

p. 57 #1

p. 57 #3

p. 83 #3

p. 86 #5

Each student will facilitate one 20 minute session of a group utilizing a preassigned group technique. Leaders should prepare for their roles by becoming familiar with the assigned activity and organize any materials or planning necessary to demonstrate the technique by including all group members. Leaders may need to alter the format of the technique to fit into the allotted time

Post-session Reflection Paper: DUE DATE: The self-reflection paper is due at noon on Thursday following the group

technique simulation via email attachment. Submit your typed, double-spaced responses via email directly to the professor. Title your attachment: YourLastName-540-Technique

Write a 2-3 page paper (typed, double-spaced) that thoughtfully addresses the following questions. Include the following questions in your paper followed by your response.

1. Briefly describe the technique you used for this demonstration.

2. Describe the effectiveness of the activity.

3. What counseling or group techniques and skills did you use during the session?

4. Describe the group processes you observed during the demonstration.

5. Describe how the technique influenced member-to-member dynamics.

6. What did you do that you thought went well? What were your strengths as leader during the session?

7. What would you have done differently?

8. What other thoughts, observations, and/or reflections do you have about your learning experience?

Group Technique Simulation Grading Rubric

Points for: Possible Received

Session structured/planned well (e.g., intro/outro); Good flow 1.5

Basic group leadership skills (e.g. listening, reflection; acknowledging, summaries, immediacy, confrontation, additional microskills)

3

Coverage of technique assigned (e.g. instructions, execution) 1.5

Use of group dynamics/process in the technique (e.g. linking, creating themes, member-to-member interaction, session

4

GROUP TECHNIQUE Simulation

14

process/debriefing)

Professional demeanor throughout 1

Reaction Paper (insightful, thorough, reflective, addressed all questions)

1

TOTAL 12

Assertive Communication Psychoeducational Group

Format:

Group will run for 6 weeks; one hour per week. Membership and Group Member Roles:

Each student will adopt a role (including a name) as a group member to play on a weekly basis. This role should fit into the topic of assertiveness training (e.g., a role of someone with problems being assertive or managing anger).Think about a role you can play in an in-depth and consistent manner for the duration of the group. You may play yourself, or you might select a persona that incorporates some characteristics of individuals you know. (Remember, individuals who present with psychopathology or personality disorders would have been eliminated from group membership during the screening process!). Students will have the opportunity to debrief their roles after each group. Screening:

During the class before group begins, the class will discuss screening and generate criteria for inclusion/exclusion in the group, and examples of questions to use in the screening process. The professor will model a general information-giving aspect of the screening process regarding intended goals, format, etc. for the group. Following the discussion of screening procedures, each student will take a turn interviewing another student as if screening for appropriateness for the group and access the individual’s goals for the group. All students will listen to the screening interviews and take notes in order to become familiar with the personas of each group member and their expectations for the group. Each screening will take five minutes. Group Leaders/Facilitators: Each student will facilitate a group utilizing a psychoeducational approach. Leaders should

prepare for their roles by becoming familiar with information about the topic of assertiveness, the psychoeducational group format, and by increasing their awareness about interventions appropriate for the particular stage and related processes the group is experiencing at the time of the facilitation (i.e., initial stage, transitional stage, etc.). In preparation for group leadership, view the Psychoeducational Group Demonstration Video with Judy Provost on BlackBoard. Please feel free to make an appointment with your professor to consult about preparing for

PSYCHOEDUCATIONAL GROUP Facilitation

15

your group facilitation session in advance of your presentation. In addition, group leaders should meet with the professor the week before their scheduled group leadership to plan the session and obtain the necessary materials. Group Leaders will prepare a pre-planning reflection paper to be turned in to the professor prior to facilitating the group, and a post session reflection paper (see syllabus for further instructions). Resources that may be helpful in becoming familiar with the content for this group are on reserve at the Olin Library: Alberti, R. & Emmons, M. (2008). Your perfect right: Assertiveness and equality in your

life and relationships (9th Ed.). San Luis Obispo, CA: Impact Publishers.

Bower, S. A., & Bower, G. H. (1991). Asserting yourself: A practical guide for positive change. Cambridge, MA: Perseus.

Lange, A. J., & Jakubowski, P. (1976). Responsible assertive behavior: Cognitive/behavioral procedures for trainers. Champaign, IL: Research Press.

Smith, M. J., (1975). When I say no, I feel guilty. New York: Bantam.

Each student will facilitate a simulated psychoeducational group session. The group will be a

weekly assertiveness training group. The group will be conducted in class and will last for one hour. See group description below for more information. Each student will hand in their own assignment.

Preplanning Reflection Paper: Write a 2-3 page paper (typed, double-spaced) that addresses the following questions. DUE DATE: The preplanning reflection paper is due at noon on the Monday before facilitating the group. Submit the typed, double-spaced paper via email directly to the professor. Title your attachment: YourLastName-540-PreGroup

Please include the following questions in your paper followed by your response.

1) What stage is the group in at this time? Considering the stage and the related group development tasks and dynamics, discuss how you plan to address them as the leaders. Be as specific as possible.

2) Consider and discuss any specific member issues that have previously surfaced and which you may need to address during this session. Is there unfinished business from the last session? (If this is the first session, what do you anticipate as member issues for this group topic and group experience?)

3) What diversity dimensions do you anticipate will emerge during the session? How do you plan to handle these dynamics?

4) Consider expressed goals of group members and the overall goals of this psychoeducational group. What interventions do you plan to employ to attend to these goals during your session?

Post-session Reflection Paper: Write 3-5 page paper (typed, double-spaced) that addresses the following questions. DUE DATE: The self-critique is due at noon on Thursday following

the session. Submit the typed, double-spaced paper via email directly to the professor. Title your attachment: YourLastName-540-PostGroup.

16

Please include the following questions in your paper followed by your response.

1) Describe the process of the group session and your perspective of what you actually did as the group facilitator in the session (what techniques and skills you used during the session?).

2) Describe how you saw the group members respond over the course of the session.

3) Describe the leader-member dynamics during this session and what led you to use the techniques you selected.

4) Discuss what you observed about each group member’s response over the course of the session. Write this as though you are writing a group case note on each member.

5) Did any specific member issues surface? Is there unfinished business from this session? If so, what is it?

6) What diversity dimensions emerged during the session? How did you handle these dynamics?

7) What did you do that you thought went well? What skills did you demonstrate that you believed were effective? What were your strengths as leader during the session?

8) All group leaders are continuously working on improving group work skills. What, specifically, would you have done differently?

9) What was your experience of co-leading group with another leader? What worked well? What would you have done differently?

10) Where is your growth or learning edge in group work? In other words, what group work skills do you want to further develop based on your experience in this role?

11) What other thoughts, observations, or reflections do you have about your learning experience?

Group Leader Demonstration Grading Rubric

Points for: Possible Received

Pre-Planning Reflection Paper 3

Session:

Session structured/planned well (e.g. intro/outro); Good flow, Balanced

4

Attention to diversity (ethnicity, class, race, etc.) 2

Basic group leadership skills (e.g. listening, reflection; acknowledging, summaries, immediacy, confrontation, additional microskills)

4

Coverage of psychoed topics assigned (e.g. instructions, execution, processing)

4

Use of group dynamics and techniques (e.g. linking, creating themes, member-to-member interaction, session process/debriefing)

4

Professional demeanor throughout 1

Reaction Paper (insightful, thorough/comprehensive, reflective, addressed all questions)

3

TOTAL 25

17

View the Irving Yalom videos Understanding Group Psychotherapy: Outpatient Group Vol.1, Tapes 1 & 2 (or A&B), on reserve in Olin Library. Write a 6 to 8 page paper (double spaced using APA style formatting) responding to the five items below. Please title each of the five

sections in your paper according to the format below and relist the questions above your answer. Submit your typed, double-spaced responses by the due date indicated in your syllabus via email directly to the professor. Title your attachment: YourLastName-540-Yalom

Tape 1/ Volume 1A 1) Yalom practices with an assumption that an “interpersonal pathology” underlies clients’ presenting symptoms. Comment on implications this assumption has for group therapist interventions. 2) In vignette #2, the women confront Bob about being “judgmental.” If Yalom didn’t process this with Bob, a possible consequence could be premature termination. Why do you think premature termination would be a possibility? How, specifically, does Yalom handle the group members’ confrontation of Bob? Tape 2/ Volume 1B 3) Discuss any examples of horizontal disclosure in this tape and its importance in the group’s development. Contrast horizontal disclosure with any vertical disclosure you observed in terms of behaviors and group consequences. 4) In the last vignette, the group is concerned that they haven’t helped Betty solve her problem about her daughter’s drug addiction. Comment on the group dynamics involved and Yalom’s approach to dealing with this situation. Overall 5) Compare Yalom’s group with Corey’s group from Groups in Action. Discuss the differences between:

a) Yalom’s and Corey’s approaches. b) The goals and focus of the therapy group vs. the counseling group. c) Member composition and member issues.

PSYCHOTHERAPY GROUP Reaction Paper

18

If one class is missed, students must view the 3 Stockton tapes (on reserve at the Olin Library) and write a 3 page, typed, APA style, double-spaced paper (with subtitles) comparing these tapes with the Yalom tapes of a therapy group for each stage: beginning, transition, working, and ending stages. Consider issues of leadership style, membership of group, methods, and processes. A complete paper will replace the class absence. This paper is due no later than the second to last day of class. Title your attachment: YourLastName-540-Stockton

Missed Class Assignment

19

Debriefing/Feedback Model

Order and focus of debriefing: 1) “Group Members” debrief

Describe the experience of the session from an experiential* perspective. 2) Group Leader debrief

Describe the experience of the session from an experiential* perspective.

3) Feedback a) Describe your observations of what you perceived to happen during the session that

represented the concepts and techniques that were intended to be demonstrated, addressed, or practiced. This includes concrete observations of skills practice and/or process events.

(No evaluative language is to be used.)

b) Give direct feedback to leader of what he/she did well and what he/she might consider

doing differently in the future. This should be in the format of, “If I was leading this group _______.”

*An experiential perspective includes your personal experience of the phenomena (situations,

group dynamics, activities, etc.). It is unique unto you and often includes feelings, internal thoughts, and reactions. It is your intuitive or perceptual experience of the phenomena. It is your unique subjective experience. Your experiential perspective should be self-observational and does not include feedback, observations or interpretations of others’ behaviors. There is no “right” or “wrong” about your experiential perspectives, nor should they be judged by others.