Personal and Professional Development Group

PP7080--P&PD Fall 2009 Asay 1

PP 7080

Personal and Professional Development Group

Fall 2009

INSTRUCTOR:

Penelope Asay, Ph.D.

PHONE:

312-777-77713

EMAIL:

REQUIRED TEXTS:

Title / Theory and Practice of Group Psychotherapy
Author(s) / Yalom, I.. & Leszcz, M.
Copyright / 2005
Publisher / Basic Books
ISBN / 0465092845
Edition / 5th

This Course Requires the Purchase of a Course Packet:NO

Argosy University

COURSE SYLLABUS-DRAFT

PP7080

Personal and Professional Development Group

Fall 2009

Mondays, 3:30-5:00

Faculty Information

Faculty Name: Penelope Asay, Ph.D.

Campus: Chicago

Contact Information: (best contact); 312-777-7713

Office: # 1339

Office Hours: TBA

Short Faculty Bio: Penelope Asay, Ph.D. received her doctorate in counseling psychology from the University of Maryland, College Park. Dr. Asay also earned an M.A. in College Student Personnel from the University of Maryland, College Park, and she has extensive experience working in university settings in a variety of capacities. Dr. Asay’s interests include LGBT issues, multicultural issues, women’s issues, social justice, career issues, groups, and college student mental health.

Group Co-Leaders:

Course Pre-requisites: None

Required Textbook:

Yalom, I. & Leszcz, M. (2005) The Theory and Practice of Group Psychotherapy (5th edition). New York: IUP. ISBN: 0-465-092845

Course Description: (from Argosy catalogue)

This course offers a group experience which focuses on increasing knowledge, enhancing skills, and examining attitudes and values involved in interpersonal and group interaction. In this experiential approach, students are facilitated to increase self-awareness and empathic understanding of others, to practice more effective listening and communication skills, and to work on developing greater interpersonal competency in order to guide their development as clinicians and professional psychologists.

Course Objectives:

This course is designed for student to learn about group process through theoretical readings, the experience of group participation, self-reflection and the integration of the three. The students’ experience will allow them to gain insight about group process in addition to their own process. In this manner, they may learn more about how they react to various group dynamics and how they influence various group dynamics. The students are given the opportunity to understand better their own interpersonal dynamics with greater depth through their interactions, and reflections upon these interactions, with individuals in the group. The process of the group itself may be categorized as “here and now.” Students are encouraged to be emotionally and thoughtfully present to the interpersonal interactions in the moment as they occur. Additionally, emphasis will be placed on creating and maintaining a sense of safety in the group along with respect, confidentiality, acceptance, and striving for authenticity in interactions with others. The underlying goal of this class is to facilitate the students’ ongoing growth both personally and professionally with the recognition that both are essential to becoming an ethical, conscientious and skilled clinician.

Format:

1 1/2 hour meetings Fall and Spring terms;Spring Weekend in Lake Geneva, WI.

The group will be facilitated by Penny Asay and the two student co-leaders,.

The Community Retreat Weekend is at the George Williams Conference Center, Williams Bay, Wisconsin, DATE TBA. Here the students will have opportunity for larger group experiences, structured and unstructured group activities and also have the opportunity to meet on numerous occasions with their group/class from the year.

Class Time:Mondays 3:30-5:00

Course Assessment:

Group process is affected by each student’s presence. Therefore, attendance at all meetings is required. There will be a short paper at the beginning of the course and a paper due after the group weekend. Readings will be required as the course begins in September. Readings will focus on group process and related concepts to the group experience. Each week students will write reactions/reflections with respect to the group session. Students are asked not to discuss the group process with one another outside of the group meeting itself. Students are expected to be active participants in the group. However, except for poor attendance, behavior in sessions will not have an effect on the students’ grades. Hence, attendance and the papers will be the only factors influencing the student’s grade.

Required Papers

Initial Paper: Due Monday, September 21

Students are required to write a brief paper addressing any initial expectations, hopes, and/or fears they have for their P&PD experience. Students should feel free to include reflections on any previous experiences with groups of any type.

1-3 pages; due at the beginning of class.

Weekly reflection papers: Due at beginning of each class, beginning Sept 28

Students are required to hand in papers that reflect on their experience in the group each week. Students should focus on their thoughts, feelings, and observations about whatever seems most relevant, pressing, or important for them. It is most helpful if these reflection papers are completed as soon as possible after the class. It may also be helpful to think of these as weekly journals.

Minimum 1/2 page each week; due at the beginning of class

End-of-semester papers

A brief (3-5) page paper which ties the class readings with the students’ group reflections will be due the last class of the fall. In the spring, a paper will be due after the weekend retreat. More information about these papers will be provided in class.

Required Reading:

The Theory and Practice of Group Psychotherapy, Fifth Edition, Yalom & Leszcz

Confidentiality

All material discussed within the time boundaries of the group is to be regarded as confidential by co-leaders, faculty and students. If, however, any member of the group shares information within the group that indicates a risk of harm to self or another or that suggests evidence of child or elderly abuse, this material would not be held to the same rules of confidentiality. Additionally, as this is a course in and educational setting, group progress or group issues may be discussed with other PPD faculty. Such discussion would not include an individual’s performance unless there is a specified problem that would always, as with any course, be addressed first with the student.

As members of this group, it is required that you do not, at any time, share information about any member with any people outside of the group. Failure to perform this requirement will be construed as a lack of academic honesty. Laptops are not allowed in the group during class time. All cell phones, pagers, Palm Pilot alarms, and anything else that could potentially beep are to be turned OFF during group.

Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of theory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following:

• Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients.
• Objective 1a: Accurately and ethically administer and score various psychodiagnostic instruments.
• Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally.
• Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the assessment.
• Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients.
• Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications.
• Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients.
• Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision.
  Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeutic relationships.

• Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and demonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services.
• Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning.
• Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice.

The Master’s Program in Clinical Psychology has been designed to educate and train students to enter a professional career as MA level practitioners. Argosy University/Chicago Campus provides students an educational program with all the necessary theoretical and clinical elements that will allow them to be effective members of a mental health team. The program introduces students to basic clinical skills that integrate individual and group theoretical foundations of applied psychology into appropriate client interactions and intervention skills. In addition, the Program offers excellent preparation for those considering application to the Doctoral Program in Clinical Psychology.

Library

All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords.

Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at Detailed descriptions of online resources are located at

In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians.

Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at

Academic Policies

Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism.

Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” ( an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy

It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request.

Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner.

The Argosy University Statement Regarding Diversity

Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

COURSE SCHEDULE

Sept 14Introductions; Syllabus Review; Overview of Course

Sept 21Lecture and Discussion: Interpersonal Process Groups

Chapter 1The Therapeutic Factors

Chapter 2 Interpersonal Learning

Chapter 11 In the Beginning

Sept 28Here-and-Now

Chapter 3 Group Cohesiveness

Chapter 4 The Therapeutic Factors: An Integration

Chapter 12 The Advanced Group

Oct 5Here-and-Now

Chapter 5 The Therapist: Basic Tasks

Oct 12Here-and-Now

Chapter 6 The Therapist: Working in the Here-and-Now

Oct 19Here-and-Now

Chapter 7 The Therapist: Transference and Transparency

Oct 26Here-and-Now

Chapter 8 The Selection of Clients

Nov 2Here-and-Now

Chapter 9 The Composition of Therapy Groups

Nov 9Here-and-Now

Chapter 10 Creation of the Group: Place, Time, Size, Preparation

Nov 16Here-and-Now

Nov 23 End of Semester Review and Discussion

Nov 30 No Class

Dec 7No Class

Dec 14 No Class

If it is Not Group Therapy, What is it?

The Task, Role, and Boundaries of Personal and Professional Development:

The Personal and Professional Development (P&PD) course is a unique feature in the clinical psychology curriculum. Although there are readings and explanation of theory and practice as there are in other didactic courses, P&PD is primarily an experiential learning endeavor. Whereas a lecture format focuses on acquisition of a fund of knowledge through explanation, P&PD focuses on the exploration or discovery of knowledge by doing and experiencing.

As this is done in a group format, oftentimes the question of how P&PD is or is not like a group therapy experience is asked. Whereas there is a wide of breadth of potential learnings in the personal and professional domains that may occur, therapeutic outcomes are not a course task in a formal or informal sense. P&PD groups are experiential Learning Groups. Since an experiential group does have logistical and theoretical overlap with Encounter Groups, Training Groups, or Psychotherapy Groups, it is possible for a student to have a therapeutic experience as a by-product of their primary task when learning about the intersection or conflicts of person-in-role as they take up the clinician role. However, something like this may also occur in a Management and Leadership course in say a business administration program. A visual may help at this point:

Note that in this representation of the process, the practices and effects of the different group tasks are not mutually exclusive. There are obvious commonalities in practice, format, theory or application. The primary difference is task. Symptom reduction or character re-structuring is not a task of this group, as they may be for a therapy group. This course indeed makes the students’ interpersonal, psychological and/or emotional development the subject and domain of the class. The purpose, however is to mature these developmental lines as traditional classes develop their cognitive, academic or technical capacities. Students who have been part of other experiential groups may find those experiences helpful or applicable, in part. However, it is a novel experience to explore self-in-role as clinicians-in-training. For more specifics regarding frame, theoretical orientation, or format of the various P&PD course offerings, please see the registration guidelines.

Personal and Professional Development, Overview and Rationale Statement:

Personal and Professional Development (PP7080) is designed to give students the opportunity to increase awareness of their own style of interpersonal relating and its impact on others and to foster awareness of group process.