Counseling 543
Group Process in Counseling
Fall, 2008
Shamshad Ahmed, Ph.D.
Office Phone: (570) 348-6211 x2319
E-Mail:
Office Location: 1020 McGowanCenter
Office hours
It is important to me to be readily available to each of you. My preference is to schedule appointments and to set an agenda in advance–this procedure allows me to be of most help. However, you can meet with me whenever my office door is open or during the times listed below:
Mondays: 11:45 AM -12:45 PM
Wednesdays: 11:45 AM -12:45 PM
Thursday: 11-3 PM
Textbooks
1. Theory and Practice of Group Counseling (6th Edition, 2004).
2. The Theory and practice of Group Psychotherapy (5th Edition), Yalom
Description
This is a graduate level course. This course will investigate the basic issues in group work, the process by which you conduct groups, as well as explore various perspectives and personal styles applied to group work. A combination of discussions, demonstrations, videos, experiential opportunities, and practice in co-leadership will be utilized in the classroom. Including both didactic and experiential components, this course combines academic and personal learning. The intention of the coursework is to lay a framework upon which to design and conduct groups of your own. Emphasis is on developing skills and applying theories combined with various techniques to actual group situations. Related legal and ethical issues will be discussed.
Teaching methods will include lecture, reading, class discussion, class activities, videos, case reviews and peer presentations.
Objectives
1. Review and understand basic theory and principles of group process.
2. Review exclusion criteria when starting a group.
3. Explore the ethical, “slightly unethical”, legal, and “boundary” issues when recruiting
group members.
4. . Be able to identify and practice managing “critical incidents”.
5. Be able to identify, understand, and utilize the “antigroup” to avoid group deterioration and promote the progress and depth of group work.
6. Learn important skills which increase the potential to utilize “critical incidents” and the
“antigroup” for transformation.
7. Explore transference and countertransference issues as they frequently develop in groups.
8. Review and deepen leadership skills which facilitate group focus on current, in- group, here-and-now process.
9. Review the different group leadership styles for inpatient vs. outpatient populations.
10. Discuss group design and leadership styles with other special populations: elders, children, the culturally diverse, etc.
11. Be able to design and develop a group for your setting.
Requirements
- Class participation and attendance (15% of grade): This is a discussion-oriented class. Thus, the quality of the experience depends heavily upon each of you participating. Because each of your contributions are important, any unexcused absences will result in a significant lowering of this grade, as will two or more excused absences. Half of the grade will be for attendance and the other half for class participation.
Very good participation-12-15% A
Good participation - 8-11% B+
Average participation 4-8% C
Poor participation below 4% F
Criteria for Class Participation
Grade
A = 90+
Student actively participated in discussions in >80% of class sessions; nearly all
comments were thought provoking and incorporated material from the assigned
readings
B = 80 – 89
Student actively participated in discussions in >80% of class sessions; most of the
comments were thought provoking and incorporated material from the assigned
readings
C = 70 – 79
Student participated in discussions in >70% of class sessions; comments/questions
demonstrate a surface level understanding of course topics
F = <70
Student participated in <70% of class sessions; comments/questions did not
demonstrate an understanding of course topics, or student did not participate in classdiscussions
2.PAPER AND IN-CLASS PRESENTATION-30%
Design a group for your setting, or a population of your special interest. Your 10-15 page
paper should include:
(a). Purpose and Nature of the group : Describe the purpose and nature of thegroup,
makeup of participants, how they will be recruited and screened, and your exclusion
and inclusion criteria. Where, when, how often, and how long will the group meet?
What restrictions or challenges will be presented if your group will serve clients
of a specific clinic, HMO, or court?
(b.) Your chosen theory and style of group leadership. How will the group’s work
be accomplished?
(c.) Will you have a co-therapist? If you actually have someone in mind, describe how
you intend to work together. If there isn’t a “real” person available, you could
“make one up”, modeling on a colleague or fellow student.
(d.) bring copies for each of your fellow students.
Due: weeks 10&11
Student Performance Evaluation Criteria and Procedures
Criteria for Class Presentation
Grade
A = 90+
Presentation is well organized and provides excellent coverage of the topic area;
informative visual aids provided to the instructor and classmates
B = 80 – 89
Presentation is well organized and provides adequate coverage of the topic area
C = 70 – 79
Coverage of material is marginal; presentation is slightly disorganized
F = <70
Presentation is disorganized and does not provide adequate coverage of the topic
area, or presentation was not completed by student.
Criteria for Paper
Grade
A = 90+
Paper is in appropriate APA format, well thought out and provides excellent coverage
of material
B = 80 – 89
Paper is well thought out, but is missing one component of APA format OR coverage
of material is adequate
C = 70 – 79
Insufficient number of references provided AND limited coverage
F = <70
Paper is disorganized AND coverage is not adequate AND does not conform to APA
format, or there is evidence of plagiarism, or paper not submitted.
3. Guided Reflections- 15% ( due on weeks -3, 6, & 9)
Write 2-3 pages about the topic discussed in the previous class. Focus your paper on the following:
What did you benefit from the topics?
How have they impacted you?
How will you apply the information in future?
Each guided reflection submitted on time will carry 5 points
4. Research Finding- offer to the class an informal, brief (8-10) minutes oral presentation on a current research finding published in a professional journal.-25% (due-last week)
5. Exam –quizzes will be conducted in week 3,6 & 9. This will be a multiple choice format, which will focus on the chapters discussed in the previous weeks-15%
Over All Grading
The following scale will be employed for this course:
GradeRange Description
A >93 Outstanding
A- 90–92 Excellent
B+ 87–89 Above Average
B 84–86 Average
B- 80–83 Below Average
C+ 77–79 Poor
C 70–76 Seriously Deficient
C- "69 Failing
Academic Honesty
Students will be expected to exhibit academic honesty in all course related activities. It is the student’s responsibility to know what is academically honest and dishonest behavior (e.g., plagiarism). The university policy on point states the following: “Students are expected to maintain rigorous standards of academic honest in their coursework. Students who violate ethical standards of practice in their coursework or in the conduct appropriate to their professional objectives are subject to dismissal from programs after being admitted. Coursework completed through plagiarism will be graded as automatic ‘F.’”
Tentative Class schedule
Topic(s)
Class 1- 10, Assigned Reading:
1. INTRODUCTION TO GRROUP WORK
Corey-chapter 1: Overview
Yalom-chapter 1: Therapeutic factors
Video-The evolution of a group
2. THERAPEUTIC FACTORS
Yalom- Chapter 2,3,4: Therapeutic factors continued
Video- The evolution of a group(Transition and working stages)
LEADERSHIP ISSUES
Corey- Chapter2,3: Leadership and Ethical Issues
Yalom-Chapters 5,6: Leader Basic Tasks, Here and Now Work
Video- the evolution of a group (Working stage)
4. STAGES OF GROUP DEVELOPMENT
Corey-Chapter 4,5: Early and Later stages
Video- The evolution of a group (final stage)
5. THEORETICAL APPROACHES TO GROUP WORK
Corey- Chapter 6,7: Psychoanalytic and Adlerian Approaches
Yalom- Pages 217-25: criteria for Exclusion
Pages 235-39- Criteria for Exclusion
Pages 442-48- Structure and competence
6. THEORETICAL APPROACHES CONTINUED
Corey- Chapter 8,9: Psychodrama and Existential Approach
Yalom- pages414-19& 435-42
7. THERORETICAL APPROACHES CONTINUED
Corey- Chapter 10,11,12; Person Centered, Gestalt, TA Groups
Yalom- Chapter 11: In the beginning of groups
8. THEORETICL APPROACHES CONTINUED
Corey- Chapters 13,14,15: Behavioral, REBT, Reality
Yalom- chapter 12: The advanced group
9. THEORETICAL APPROACHES CONTINUED
10. COMPARISONS, CONTRASTS AND INTEGRATION
Corey-chapters 17 &18
11. STUDENT PRESENTATIONS
12. STUDENT PRESENTATIONS
Articles will be sent to you via email or may be posted on moodle. Instructor will keep you informed and you are expected to read the article before coming to class and be prepared to discuss the articles in class
Special Services
For Students with Disabilities: MarywoodUniversity complies with Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990. Students with disabilities who need special accommodations should advise their instructor and submit documentation of the disability to the Office of Student Support Services for reasonable accommodations to be granted. The Associate Director of Student Support Services, Ms. Diane Taylor, will partner with students to determine the appropriate accommodation and, in cooperation with the instructor, will work to ensure that all students have a fair opportunity to perform in this class. To best service the needs of the student, each student should notify the instructor and the Associate Director of Student Support Services of any special accommodation needs no later than the last day to register for semester classes.
For more information, please contact:
Diane Taylor, Associate Director of Student Support Services
LiberalArtsCenter - Room 223B
(570) 348.6211 x2335