SYLLABUS

COUN 6170, GROUP COUNSELING AND PSYCHOTHERAPY

Instructor Location: Office Hours: Email: Phone: Texts: Corey, G. (2012). Theory and practice of group counseling (8th ed.). Pacific Grove, CA: Brooks/Cole. Corey, G. (2012). Manual for theory and practice of group counseling (8th ed.). Pacific Grove, CA: Brooks/Cole. Jacobs, E. E., Masson, R. L., and Harvill, R. L., & Schimmel, C. J. (2012). Group counseling: Strategies and skills (7th ed.). Pacific Grove, CA: Brooks/Cole. Objectives: The primary objectives of this course are to introduce the counseling students to the theory and practice of group counseling, and to assist them as they begin to integrate their learning from this and other counseling courses for the thoughtful, ethical leadership of small groups. It is anticipated and encouraged that over the course of the semester, the students will obtain increased awareness and understanding of self, as they develop group knowledge and skills that, at a minimum, are reflected in the following standards.

2009 CACREP Standards Addressed and Measured Standard

# Core Curricular

Category Standard Learning Activities and

Experiences(LAEs) Assignments/Measures

II-G-5-d Helping Relationships

Counseling theories that provide the student with models to conceptualize client presentation and that help the student select appropriate counseling interventions. Students will be exposed to models of counseling that are consistent with current professional research and practice in the field so they begin to develop a personal model of counseling;

Lecture and course readings; Application papers; practice demonstrations; Exam

II-G-6-a Group Work Principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work;

Lecture and course readings; Exam

II-G-6-b Group Work Group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles;

Lecture and course readings; Exam

II-G-6-c Group Work Theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature;

Lecture and course readings; Written assignment; Practice demonstrations; Exam

II-G-6-d Group Work Group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness;

Lecture and course readings; Two practice demonstrations per student; Exam

II-G-6-e Group Work 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.

Participation as group member when classmates lead practice groups in class

Standard #

Clinical Mental Health Counseling

Standard Learning Activities and Experiences(LAEs)

Assignments/Measures CMHC-A-

2 Foundations - Knowledge

Understand the history, philosophy, and trends in clinical mental health counseling

Lecture and course readings; Exam

Standard #

School Counseling

Standard Learning Activities and Experiences(LAEs)

Assignments/Measures SC-C-1 Counseling,

Prevention, Intervention - Knowledge

Knows the theories and processes of effective counseling and wellness programs for individual students and groups of students

Application paper for each theory chapter; Test

SC-C-5 Counseling, Prevention, Intervention - Knowledge

Understands group dynamics—including counseling, psycho-educational, task, and peer helping groups—and the facilitation of teams to enable students to overcome barriers and impediments to learning

Lecture and course readings; Exam

Course Requirements and Activities: A. General requirements 1. COUN 6180 component: Participation in group lab is required during the current semester. See syllabus of that course for detail.

B. Demonstration of knowledge of content (350 points)

1. Active participation in class assignments which will include Points • Regular class attendance and participation in discussions, simulations, and class

activities. Because, in addition to being theoretical, this is a skills class, attendance and participation are essential.

15

• Creation of a hypothetical group. 5 • Sample get-acquainted exercise for hypothetical group 5 • Sample introductory exercise for a topic for one session of student’s hypothetical group

with copies for classmates. 5

• Completion of an “informed consent” checklist to comply with the latest edition of the ASGW Best Practice Guidelines.

10

• Oral report on a research article dealing with any aspect of group counseling/ therapy related to student’s hypothetical group.

10

• Report on one of the following: 1) A second article dealing with any aspect of group counseling/therapy 2) Attendance at approved group counseling workshop 3) Attendance at approved group counseling session

10

• Completion of a draft of a plan for one session as leader of group; due at least a week prior to student’s session.

5

• Final plan for session due the day that the student leads or co-leads the session. 5 • Completion of manual (omit chapters 6, 8, & 12) 30

2. Demonstration of a thorough understanding of the Corey texts and supplemental materials through performance on two tests.

200

3. Demonstration of a thorough understanding of the Jacobs text through the following: • Completion of a writing assignment for 5 chapters. Create a hypothetical group and

complete the “Relating Jacobs’ Info To My Hypothetical Group” form for 5 of the following chapters: 3, 4, 5, 7, 8, 9, 10, 11, 12, 15, and 16. Put on D2l by 3:00 on assigned day for a possible 5 points each.

• Class discussion of every assigned chapter. (Points assigned in #1 above.)

25

4. Demonstration of a thorough understanding of the Corey theories’ chapters through the following:

• Completion of the “Relating Theories to My Hypothetical Group” for 5 of the following chapters: 10, 11, 7, 13, 14, 15, and 16 (excluding the theory you are using for your group session.) Put on D2L by 3:00 on assigned day for a possible 5 points each.

• Class discussion of every assigned chapter. (Points assigned in #1 above.)

25

C. Demonstration of group membership and leadership skills (350 points)

1. Each student will demonstrate an understanding of appropriate behaviors of a responsible group member through his/her own cooperation and participation in class activities, group exercises, and sample group sessions.

50

2. Each student will demonstrate group leadership skills during class simulations. Each student will (at a minimum) lead or co-lead group in class on a topic stimulated by an exercise of his/her choice (which is not a “get-acquainted” or “ice-breaker” exercise.) Introduction and facilitation of the exercise will be the catalyst for a 20 - 30 minute processing session or discussion which follows the activity. Time permitting, other group leadership opportunities will be available during class.

100

3. Each student will lead or co-lead a 75-minute session of a group with classmates as the group members, following these guidelines:

200

• The session will not be the first or the last session of a group and will be some aspect of an approved topic such as anxiety/stress management; communication; anger management; grief work; children of divorce; couples work; motivation for success; preparing for college; parenting; or teen pregnancy.

• The leader may instruct the members to be themselves or to role play a specific population over 13 years of age.

• The session will include an appropriate opening, working, and closing/processing phase.

• The leader will facilitate discussion, sharing and processing for at least half of the session rather than moving from one activity or exercise to another.

• The leader will base at least one significant aspect of the session on any counseling theory and will be able to explain how the theory was utilized.

• The leadership style is to be a reflection of the integrative approach being taught during the course rather than imitative of the specific theory being demonstrated.

• A draft of the session will be submitted prior to the leadership day; the final version of the session will be submitted at the time of the leadership of the session.

• Further information regarding leadership skills will be provided closer to the time of the demonstration.

Disabilities: Students with disabilities have the right to self-identify to the instructor and should do so during the first week of class if they are in need of accommodations. Those accommodations must be approved through the Disabled Student Services Office in KUC 120. Dispositions: Students in the Professional Counseling Program are required to demonstrate program Dispositions (being collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class and in all other academic and professional endeavors. Information regarding demonstration of these dispositions may be communicated to program faculty to be used as a component of the faculty’s continuous evaluation of student progress. (See Professional Counseling Program Handbook for details.) Grading Scale: The student will be expected to perform well in both knowledge and skills, and these categories will be graded separately. Points for the demonstration of knowledge of content portion will be accumulated throughout the semester, and in a sense, will be more “objective” than the points for the demonstration of group membership and leadership skills. The latter will be assessed according to the professional judgment of the professor who will give feedback throughout the semester. Final assignment of points, however, will not be made until the end of the semester, so as to take into account time for skill development and improvement throughout the semester. The numerical averages of the knowledge grade and skills grade will determine the grade, using the following percentage scale: A = 93 -100; A- = 90-92; B+ = 87-89; B = 83-86; B- = 80-82; C+ = 77-79; C = 73-76; C- = 70-72; D = 60-69; Below 60 = F. Incompletes are given only in the most extenuating of circumstances. Serious ethical violations will result in an automatic failing grade.

TENTATIVE CLASS SCHEDULE Please read the assignments and complete chapter of the manual corresponding to the Corey assignments prior to the class period where the chapter is listed. All D2L Drop-box assignments are due by 3:00 p.m. on day of class. DATE TOPIC ASSIGNMENTS DUE Date Overview/ Why do groups?

Kinds of groups Therapeutic factors Decide on 2nd and 3rd dates for lab!

Date 1st Saturday Group Lab • Read, “Ways of Getting the Most from Your Group Experience,” in Corey Manual.

• Bring your open, honest, authentic self and a journal! Date Ethical considerations

Roles of members Basic leadership skills

• Corey Ch. 1, 2, 3 (Reference to Corey always means text and manual); Jacobs, Ch. 6

• Select a theory for group session later in semester • Description of your hypothetical group

Date Basic leadership skills Group process/Stages Planning a group

• Corey Ch. 4 & 5; • Informed Consent Checklist • Sample get-acquainted exercise for your hypothetical

group. This does not have to be written. Date Planning a group session • Sample introductory exercise for a topic for one of your

hypothetical group sessions. See form on D2L and bring copy for everyone.

Date Purpose & Focus • TEST on Corey Ch. 1-5; Jacobs Ch. 6; selected handouts and discussion.

• CH. 1 – 5 OF MANUAL DUE • Read Jacobs Ch.3*, 4*, 5*, & 7* and be prepared to discuss • *Begin putting on D2L “Relating Jacobs” Info to My

Hypothetical Group” paper for any chapters that are part of your 5 chapters and be prepared to discuss all chapters. Continue for next sessions.

Date Advanced Skills Rounds, dyads & exercises Group practice

• Jacobs Ch. 8*, 9*, 10*, & 11*. • Assigned students will lead a group exercise & group

discussion; to be continued the next class meetings. Date Leading in the “Here and Now”

Group practice • Jacobs Ch. 12*, 15*, & 16*. • Jacobs Ch. 13 & 14 (no paper) • Assigned students will lead a group exercise & group

discussion. Date No Class Spring Break

Date Group practice

Planning a session “Here and Now”

• Assigned students will lead a group exercise & group discussion

Date Counseling theory in group

Existential Person--Centered

• Corey Ch. 9 (no paper), 10* • *Begin putting on D2L “Relating Theories to My

Hypothetical Group” paper for any chapters that are part your 5 chapters and be prepared to discuss all chapters. Continue for next sessions.

• Draft of Session Plan due the week before student’s session; Final plan due when student leads the session

Date Person-Centered

Gestalt • Corey Ch. 11*

Date Gestalt Adlerian

• Corey Ch. 7* • Student-led group sessions

Date Cognitive Behavior & REBT

• Corey Ch. 13*, 14* • Student-led group sessions

Date Saturday Group Lab • Student-led group sessions

Date Reality Therapy

• Corey Ch. 15* • Student-led group sessions • Critiques of articles (with attached articles), workshop,

and/or group session due Date Solution Focused Brief Therapy

Discuss articles and research related to group work

• Corey Ch. 16* • Corey Ch. 17, & 18 (no paper) • Student-led group sessions

Date FINAL TEST • TEST over Corey, Ch. 7-18 (excluding 8 &12) & class

discussion • MANUAL DUE WITH CH. 7-18 (EXCLUDING 8 and

12)