DEPARTMENT: EDUCATIONAL STUDIES, LEADERSHIP & COUNSELING
COURSE PREFIX: CNS COURSE NUMBER: 692 CREDIT HOURS: 3
I. TITLE: Group Counseling
II. COURSE DESCRIPTION AND PREREQUISITE(S):
An experiential course in the dynamics of group behavior. The student will participate in an encounter-type group experience as well as being introduced to theory and techniques of group counseling. In addition, group guidance procedures are emphasized to include meaning, purposes, scope, and methods. Strongly recommended to be taken within the first 12 hours of course work.
Prerequisite(s): None
III. COURSE OBJECTIVES:
As a result of participation in this course, students will be able to do the following (Based on 2009 CACREP Standards)
A. Students will gain knowledge of:
1. Principles of group dynamics including group process components, developmental stage theories, and behavioral indicators (Section II: G.6.a)
2. Group leadership styles and approaches including characteristics of various types of group leaders and leadership styles (Section II: G.6.b)
3. Theories of group counseling including proponents, commonalties, distinguishing characteristics, pertinent research and literature, and behavioral manifestations (Section II: G.6.c).
4. Group counseling methods including group counselor orientations and behavior; therapeutic ingredients such as goal setting, decision making, and problem solving; group members' roles and behaviors; ethical considerations; selection criteria and methods; multicultural issues in group counseling; and methods of evaluation of effectiveness (Section II: G.6.d).
5. The effects that diversity, cultural, and personal factors play in group member and leader involvement and group process (Section II: G.2.b).
B. Students will:
1. Explain stages and factors that impact groups (Section II: G.6.a; Section III School: C5).
2. Demonstrate group leadership skills (Section II: G.6.b).
3. Demonstrate group counseling orientations (Section II: G.6.c).
4. Explain group counselor verbal and nonverbal behavior (Section II: G.6.d).
5. Demonstrate and self-evaluate group counseling skills (Section II: G.6.d).
6. Apply group member selection criteria and procedures (Section II: G.6.a).
7. Apply basic and advanced group counseling skills (Section II: G.6.a.).
8. Demonstrate multicultural group counseling competencies (Section II: G.2.b)
9. Reflect and describe their experience as a participant in a minimum of 10 group experiences (Section II: G.6.e)
C. Students will test and improve upon their personal strengths and weaknesses which impact their productivity as group facilitators (Section II, G.6.a).
The MSU counseling faculty recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts (ACA 2014 Code of Ethics Preamble).
IV. CONTENT OUTLINE:
A. Group Behavior & Group Leadership Skills
B. Group Theories and authorities
C. Participation and Skills Development
V. INSTRUCTIONAL ACTIVITIES:
A. Students will gain knowledge from the texts, handouts, individual research, class lecture, and discussion.
B. Students will participate in a growth group where they will have an opportunity to practice group leadership skills and experience the group processes.
VI. FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES:
Participation in leading and/or co-leading group experiences.
VII. TEXT(S) AND RESOURCES:
A. Required Text:
Jacobs, E. E., Masson, R. L, Harvill, R. L., & Schimmel, C. J. (2012). Group counseling: Strategies and skills (7th ed.). Belmont, CA: Brooks/Cole.
B. Other references include:
Corey, G. (2012). Theory and practice of group counseling. Pacific Grove, CA: Brooks/Cole Publishing Company.
Gladding, S. T. (2012) Groups: A counseling specialty (5th ed.). Upper Saddle River, NJ: Pearson. (Required Textbook).
Ivey, A .E., Pedersen, P. B., & Ivey, M. B. (2001). Intentional group counselling: A micro-skills approach. Belmont, CA: Brooks/Cole.
Johnson, D. W. & Johnson, F. P. (2013). Joining together: Group theory and group skills. Upper Saddle River, NJ: Pearson.
Kline, W. B. (2003). Interactive group counseling and therapy. Upper Saddle River, NJ:
Merrill Prentice Hall.
Yalom, I. D. (1995). The theory and practice of group psychotherapy. New York, NY: Basic Books.
C. References:
American Counseling Association. (2014). ACA code of ethics. Alexandria, VA: Author.
American Psychological Association. (2009). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.
Websites:
Association for Specialists in Group Work (ASGW): www.asgw.org
American Counseling Association (ACA): www.counseling.org
Kentucky Counseling Association (KCA): www.kyca.org
Journals:
Journal for Specialists in Group Work (JSGW)
International Journal of Group Psychotherapy
VIII. EVALUATION AND GRADING PROCEDURES:
Late Assignments will not be accepted
A. Course Requirements:
Ten Weekly Reaction Papers (for group members and leaders) 100 points
Ten Process and Content Summations (for group observation) 100 points
Midterm Exam (Chapters 1-6, 8-11 & 16) 75 points
Leadership Skill Grade (50 pts each time leading) 100 points
Presentation and Group Counseling Proposal 75 points
Group Counseling Paper 75 points
Exam 2 (Chapters: 7, 12, 13, 15, 17 & 18) 75 points
Attendance & Participation 100 points
Total 700 points
B. Grading Scale:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
E = Below 70%
Attendance and Participation in Class Activities (100 points)
Due to the experiential nature of the course, attendance and participation in the various activities is crucial. Students will lose 25 participation points for every session missed to a maximum of 50 points beyond which the student may be required to withdraw from class due to the disruption to the group process imposed upon other students. Absentee students may makeup weekly assignments per instructor’s instruction.
Personal Reaction (10 x 10 = 100 points)
Following each session, (whether as member or co-leader), you will reflect on your experience and complete the reaction form for that session. Papers will be evaluated according to the thoroughness with which the questions are answered. Personal reactions are due the week after the group experience. Form is located on Canvas. If you are the leader, you will complete the Leader Reaction form. If you are a participant, you will complete the Reaction Form (CACREP Section II: G.6.b, G.6.e.)
Observation Summaries (10 x 10 = 100 points)
After the group observation is over, the observing group members reflect on the issues and aspects of group process playing out in the group and complete the process summary form. Due to the limited number of participants, the group will be video recorded and uploaded for review. You will base your observation summaries on the recorded session. Videos will be uploaded the day after class and the observation summary is due the following week. Form is located on Canvas (CACREP Section II: G. 6.a, G.6.d).
Leadership Experience 1 (50 points)
Overall grade for demonstration of leadership skills and overall effectiveness during first group leadership opportunity. Evaluation will address individual application of skills, skill effectiveness, group process conceptualization, co-leadership effectiveness (CACREP Section II: G.6.d, G.6.e).
Leadership Experience 2 (50 points)
Overall grade for demonstration of leadership skills and overall effectiveness during second group leadership opportunity. Evaluation will address improvement of individual application and of skills, skill effectiveness, group process conceptualization, co-leadership effectiveness (CACREP Section II: G.6.e).
Midterm exam (75 points)
Multiple choice questions based on the following readings from the text: Chapters 1-6, 8-11 & 16. You will take the exam online and submit by the due date. The exam will open 1 week prior to the due date and must be submitted by 5pm. (CACREP Section II: G.6.a, G.6.b.,G.6.d). Due 10/6/14
Group Counseling Paper (75 points)
You will submit a 7-9 page paper highlighting the following aspects of group counseling (CACREP Section II: G.6.a, G.6.b, G.6.c, G.6.d): Due11/3/14
1. Describe your preferred theory of group counseling (support your preference with research).
2. Briefly describe the principles of group dynamics (including but not limited to stages of groups, group member roles and responsibilities and behaviors, and therapeutic factors of group work). Describe how each of these components impact you as a group leader.
3. Identify how you would use appropriate selection criteria and methods for establishing your own group (identify the type of group) and the need for evaluation of group effectiveness.
4. Describe the group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles. Describe the skills you believe you have already and the ones you identify as challenging.
5. How do you plan to update/improve your group counseling skills?
6. Describe the self-awareness you have gained in the following areas:
a. Your culture and how it might influence your group counseling.
b. Personal strengths and challenges as they relate to your leadership experience.
c. What you learned about yourself from being a group member.
Future Group Counseling Proposal Presentation (75 points)
You will develop a proposal for the design of a group you could possibly lead in the future (should be realistic and practical) and present it in class. The group should be relevant for your specialization area (i.e. clinical mental health or school counselling). The proposal and presentation should include the following (CACREP Section II: G.1.j., G.6.a., G.6.b, G.6.d; Section III School: C5): Due 12/1/14
1. Rationale for your proposed group. From the literature, justify the specific population and type of group you will be targeting, based on your future work setting (e.g. school, agency, etc). Show research that justifies why group work is effective or beneficial in these settings and for your identified population.
2. Describe and justify the purpose of the group.
3. The setting, clientele, and an issue or cluster of issues a counseling group might address.
4. Discussion of the type, format, and duration of the group along with a rationale for each.
5. Identify the goals and a detailed description of the procedures to be used (e.g., structured experiences, process focus, skill development, a combination of procedures, etc.).
6. Describe the primary group process issues that are likely to be encountered in the group you propose (e.g., shame, anger management, lack of interpersonal skills, self-discloser issues, etc). Describe understanding of group dynamics and the facilitation of teams to enable students to overcome barriers and impediments to learning.
7. Provide a detailed description of the topics to be discussed within group as well as any and all experiential activities that you plan to integrate into the group setting.
8. Provide a description of the procedures for recruiting, selecting, and preparing members.
9. Describe the evaluation procedures.
10. Identify any ethical concerns relevant to this group and to the setting and population it will serve.
11. Discuss and provide a sample of the informed consent form you may use.
12. Creative ways to advertise your planned group. e.g. using fliers, online/offline, etc
Each student will provide a handout that presents an outline of the content of their presentation and a reference list. Students should use a multitude of resources (i.e. other texts, journal articles) in their quest to complete the assignment. The resources must be no more than 10 years old and internet sources must be approved.
Exam 2 (75 points)
Multiple choice questions over the following textbook chapters: 7, 12, 13, 15, 17 & 18. You will take the exam online and submit by the due date. The exam will open 1 week prior to the due date and must be submitted by 5pm.
(Section II: G.6.b, G.6.c, G.6.d; Section III CMHC: A3, C3; Section III School: H5, I2). Due 11/24/14
*Being present in class & doing other activities (e.g., drawing, playing on computer, talking) is not considered being actively involved
Additional Notes on Assignments:
A. For each paper be ready to have a class discussion about the subject matter.
B. Concerning the assignments, this syllabus is subject to change throughout the course of the semester. Updated versions of the syllabus will be posted on Canvas.
C. All papers will be written in APA 6th ed. format. If you have questions about formatting, refer to the APA Manual.
D. All assignments will be posted to Canvas, unless otherwise stated in the syllabus or in class. When uploaded assignments save in the following format pender_rebecca_nameofassignment. (for assignments that have multiple parts label them with the edition of 1, 2 etc.)
E. Policy on late assignments: late assignments will not be accepted for any reason.
IX. ATTENDANCE POLICY:
Students are expected to adhere to the MSU Attendance Policy outlined in the current MSU Bulletin. In addition, missing 2 sessions will necessitate withdrawal from the course. Further, students will lose participation and attendance points whenever they miss scheduled class sessions. If they come to class late or leave early they could be counted as absent.
X. ACADEMIC HONESTY POLICY:
Murray State University takes seriously its moral and educational obligation to maintain high standards of academic honesty and ethical behavior. Instructors are expected to evaluate students’ academic achievements accurately, as well as ascertain that work submitted by students is authentic and the result of their own efforts, and consistent with established academic standards. Students are obligated to respect and abide by the basic standards of personal and professional integrity.
Violations of Academic Honesty include:
Cheating - Intentionally using or attempting to use unauthorized information such as books, notes, study aids, or other electronic, online, or digital devices in any academic exercise; as well as unauthorized communication of information by any means to or from others during any academic exercise.
Fabrication and Falsification - Intentional alteration or invention of any information or citation in an academic exercise. Falsification involves changing information whereas fabrication involves inventing or counterfeiting information.
Multiple Submission - The submission of substantial portions of the same academic work, including oral reports, for credit more than once without authorization from the instructor.
Plagiarism - Intentionally or knowingly representing the words, ideas, creative work, or data of someone else as one’s own in any academic exercise, without due and proper acknowledgement.
Instructors should outline their expectations that may go beyond the scope of this policy at the beginning of each course and identify such expectations and restrictions in the course syllabus. When an instructor receives evidence, either directly or indirectly, of academic dishonesty, he or she should investigate the instance. The faculty member should then take appropriate disciplinary action.