EDPC 5338-Group Counseling

The University of Texas at El PasoCollege of Education

Department of Educational Psychology and Special ServicesCounselor Education

COURSE SYLLABUSSpring 2018

INSTRUCTORS: Richard “Craig” Williams, Ph.D.Phone: (915) 747-7581 Office (302) 563-1369 CellE-mail: rcwilliams@utep.eduOffice: EDUC 704 Hours: M & W (2:30 p.m. – 4:30 p.m.)

(If possible, please make an appointment in advance.)

TEXTBOOK: Gladding, S.T. (2012). Groups: A Counseling Specialty 6th Edition. Upper Saddle River, NJ: Pearson. ISBN10: 0-13-705152-2 ISBN13: 978-0-13-705152-6. (Required) (Note: Students may use 7th Edition ISBN13: 9780133905205.)

Yalom, I.D. and Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy 5th Edition. Hoboken, NJ: John Wiley & Sons. ISBN-13: 978-0465092840, ISBN-10: 0465092845. (Recommended)

COURSE DESCRIPTION:

This course is a description of the history, principles, theories, and dynamics of group counseling. Emphasis on the open communication process, curative factors, stages of group development, and the role of therapeutic leadership, to include techniques, skills, and styles unique to group process. Participation in a small group experience is an ungraded requirement for successful course completion.

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COURSE OBJECTIVES/STUDENT COMPETENCIES:

EDPC 5338Group Counseling

Goals/Objectives 2016 CACREP

Standards

School Counselor

Certification Standards

Learning Activities Outcome Measures

GOAL A: Understand the principles of group dynamics; including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work (CACREP STANDARDS 2.F.6.a, 2.F.6.b, 2.F.6.c, 2.F.6.h)

Objective A-1 Understand the principles of group dynamics including various dimensions of group process, stages of group development, group member roles and behaviors, and curative- therapeutic factors of group work.

2.F.6.a, 2.F.6.b, 2.F.6.c, 2.F.6.h

II.3V.1V.2V.5

a) Readings, lectures, and discussions (classroom and/or online environments) of the principles of group dynamics including dimensions of group process, stages of group development, group member roles and behaviors, and curative/therapeutic factors of group work and b) Participate as a member of a process oriented group for a minimum of ten hours and submit a self-evaluation paper.

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on: i) Dimension 1 - Description of Group Dynamics, ii) Dimension 3 – Identification of Member Roles and Analysis of the Impact of Roles on Group Dynamics and iii) Dimension 4 - Analysis of the Impact of Group Dynamics on Functioning of Self and Other Members on the Group Experience Self-Evaluation Scoring Rubric.

GOAL B: Understand group leadership or facilitation styles and approaches, including the characteristics of various types of group leaders and leadership styles and group counselor orientations and behaviors (CACREP STANDARDS 2.F.5.d)

Objective B-1 Be knowledgeable about different group leadership and facilitation styles, approaches, orientations, methods, and skills/behaviors and be able identify their differential

2.F.5.d, 2.F.6.h

II.3V.1V.2V.5

a) Readings, lectures, and discussions (classroom and/or online environments) of group leadership styles, approaches, orientations, methods, and skill/behaviors and b) Participate as a member of a process oriented group for a

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on Dimension 2 – Identification of Group Leadership Styles and Skills and Analysis of Impact on Group Dynamics on the Group Experience

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impact on group members and on the functioning of groups

minimum of ten hours and submit a self-evaluation paper and c) Submission of a Group Design Research Project.

Self-Evaluation Scoring Rubric, and c) Achieve a satisfactory score on: i) Dimension 3 – Group Structure and Logistics and ii) Dimension 4 - Leader Role, Group Activities and Techniques on the Group Design Research Project Scoring Rubric.

GOAL C: Understand theories of group counseling, including commonalities, and distinguishing characteristics and be knowledgeable about pertinent research and literature that suggest the efficacy of various theories and approaches to group counseling services delivery (e.g., support groups, peer facilitation training groups, parent education groups, self-help groups, theoretically grounded short term issue oriented groups, etc.) for various client populations and issues. (CACREP STANDARDS 2.F.6.f )

Objective C-1 Be knowledgeable about different theories and types of group counseling, including commonalities and distinguishing characteristics

2.F.6.f Readings, lectures, and discussions (classroom and/or online environments) of theories of group counseling and types of groups including commonalities, and distinguishing characteristics.

Achieve a passing grade on the Final Exam

Objective C-2 Be knowledgeable about relevant research and literature that suggest the efficacy of various approaches to group services delivery (e.g., support groups, peer facilitation training groups, parent education groups, self-help groups, theoretically grounded short term issue oriented groups, etc.) for

2.F.6.f a) Readings, lectures, and discussions (classroom and/or online environments) of the types of groups and methods of group services delivery and b) Submission of a Group Design Research Project

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on: i) Dimension 1 - Introduction/ Overview of the Counseling Issue and Population and Group Treatment Rationale and ii) Dimension 2 – Review of Relevant Literature on the Group Design Research Project Scoring Rubric.

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various client populations and issuesGOAL D: Understand appropriate group member selection criteria and methods of evaluation of group therapeutic outcomes and treatment effectiveness (CACREP STANDARDS 2.F.6.e)

Objective D-1Be knowledgeable about group member selection criteria

2.F.6.e a) Readings, lectures, and discussions (classroom and/or online environments) of group member selection criteria and b) Submission of a Group Design Research Project

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on Dimension 5 – Member Selection Criteria and Screening Plan on the Group Design Research Project Scoring Rubric.

Objective D-2Be knowledgeable about methods for monitoring group counseling impact on members and evaluation of group counseling outcomes and treatment effectiveness

2.F.6.e a) Readings, lectures, and discussions (classroom and/or online environments) of methods for monitoring group member progress, the evaluation of group treatment process, and group treatment outcome measures, and b) Submission of a Group Design Research Project

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on: i) Dimension 6 - Risks of Participation, Monitoring Participant Needs, and Follow-up Strategies and ii) Dimension 7– Outcome Measures and Evaluation Strategies on the Group Design Research Project Scoring Rubric

GOAL E: Understand the ethical standards of professional organizations and applications of ethical and legal considerations related to group counseling (CACREP STANDARDS, 2.F.6.g )

Objective E-1 Understand the ethical standards of professional organizations and applications of ethical and legal considerations related to group counseling

2.F.6.g a) Readings, lectures, and discussions (classroom and/or online environments) of the ethical codes of the American Counseling Association (ACA) and the Association for Specialists in Group Work (ASGW) and b) Develop and submit an informed consent form for participation in a

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on the Ethics Assignment – Consent Form Scoring Rubric

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group.GOAL F: Understand how to appropriately design a culturally relevant group to address a mental health counseling need (or needs) for a specific client population/issue (CACREP STANDARDS 2.F.6.g )

Objective F-1Understand how to design a group to address a mental health counseling need (or needs) for a specific mental health client population or mental health counseling issue

2.F.6.g a) Readings, lectures, and discussions (classroom and/or online environments) on elements of psycho-educational, counseling, and therapy group design and b) Submission of a Group Design Research Project.

a) and b) Achieve a satisfactory total score on Group Design Research Project Scoring Rubric

GOAL G: Demonstrate the ability to lead a counseling group in a culturally sensitive and adaptive manner and evaluate group leadership skills (CACREP STANDARDS 2.F.6.g, 2.F.6.h)

Objective G-1Demonstrate group leadership skills that are flexible and adaptive to the needs of a diverse group membership

2.F.6.g, 2.F.6.h

II.3V.1V.2V.5VI.1

a) Readings, lectures, and discussions (classroom and/or online environments) on the skills of culturally sensitive group leadership and b) Lead or co-lead 1 session of the required process oriented group, receive feedback, and submit a self-evaluation paper.

a) and b) Achieve a satisfactory score on Dimension 5 – Self-evaluation of Group Leadership Skills on the Group Experience Self-Evaluation Scoring Rubric

SUPPLEMENTAL OBJECTIVES:

The course is not a substitute for supervision in the practice of group interventions. It would be unethical to organize and run counseling/therapy groups solely on the basis of completion of this basic course. Additional supervision and training is necessary prior to the independent practice of group counseling.

Upon completion of the course, students should understand the basic principles of group counseling and be able to identify and design appropriate group interventions for a variety of clients and client issues. Students should also have begun to develop an awareness of their unique personal and professional strengths regarding group participation and leadership and also those skills/personal characteristics needing enhancement to be effective group leaders. Group leadership and group counseling cannot be learned solely by academic preparation, but must be experienced in a practical manner. Thus, the course requires students to learn academic content and also to participate in a “process group”. The purpose of the group experience is to

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assist students to develop a personal awareness of what group members experience, to provide a live and dynamic observation of group leadership, and to experientially document the concepts discussed in class.

It is anticipated that the nature of this course will also help students to gain a greater appreciation for their interpersonal style and to identify personal strengths and areas for growth in their ability to establish and maintain facilitative interpersonal relationships. In other words, students will receive feedback regarding their interpersonal behaviors in the group process and will be invited to explore themselves in light of that feedback for purposes of improving their potential to be effective counselors.

It has been my experience that students typically rate group participation as one of the best components of their graduate education. There is some risk of emotional discomfort in self-disclosing (tests and projects can also prompt discomfort), but the potential for personal and professional growth is great, and far exceeds the risks, in my opinion. Please see me immediately to discuss any concerns you may have regarding this requirement. An alternative group experience will be expected for students opting to not participate in the process group during scheduled class time.

EXPECTATIONS OF STUDENTS:

1. Professionalism is expected at all times. Professionalism includes, but is not limited to, arriving to class, the training lab, and other meetings with classmates on time; completing assignments on time; working collaboratively and effectively with professors and classmates; apprising your professors of issues with the class or attendance in a timely manner; communicating with professors and fellow students in a courteous respectful, and honest manner; appropriately working out disagreements with professors and classmates; attending all classes unless there is a documented emergency or work conflict that has been excused by your professor; and following the ethical codes that pertain to your profession (e.g. ACA Code of Ethics).

2. Attendance is required . The outcomes of this course require the integration of cognitive material with experiential learning and skills performance. As indicated in the Graduate Catalog, attendance is required at all class sessions and is considered crucial in order to gain maximum benefit from the course. You are expected, as a professional to discuss any absence with the professor and the members of your small group either prior to, or immediately after, the absence. Any unexcused absences will result in a decrease of your final grade. Students cannot miss more than 7.5 hours of the scheduled classes and pass this course, excused absence or not. An absence will be considered excused at the discretion of the instructor and documentation should be offered and provided if requested for the absence to be considered excused (e.g., doctor’s note, letter from your employer etc.). Remember, if you encounter unexpected events in your life during the course of the semester, you can drop the class, stop out, and return during another semester. You are also expected to be at this class ON TIME. Please use your time management skills properly and be on time and ready to learn at 5:00 p.m. sharp. If you are late to class more than three times it will result in a decrease of your final grade. Being late is disruptive to the class and its process. If you have a verified and documented reason to be late to class you may be excused from this requirement. However,

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documentation from your job, doctor, or another authority figure that can verify your tardiness is beyond your control is required. In addition, you are expected to remain in class for the duration of the class. Unless you have a documented, unavoidable reason for leaving class early, you are expected to stay until released by the professor. If you leave early more than twice without approval of the instructor, you will be dropped from the course.

3. Active class participation is expected . You must participate fully in classroom discussions and practice exercises. Please demonstrate enthusiasm and a high level of interest in your classroom experiences.

4. “Personal” use of electronic devices is not allowed during class. NO electronic devices (e.g., cell phones, computers, pagers, tablets, etc.) are allowed for “personal” use in class without the explicit permission of the instructors unless the student has an accommodation from Center for Accommodations and Support Services. Please notify the professor at the start of class if a family, work, or personal emergency necessitates that a cell phone be left on during class. (If so, it should be in silent or vibrate mode). However, emergency requests should not be a continuing, on-going event. Please avoid being on call for work during class time. (Your priority on the class evening should be your class. If this is not possible, you should defer taking Group Counseling until another term.) The unauthorized student use of cell phones, laptops or any other electrode device during class (and it is always very obvious when this occurs) may result in a request to leave class as this distraction to the professor and the other students around you. This will be counted as an unexcused absence. Refer to the first paragraph above regarding unexcused absences.

5. Readings must be completed prior to each class session. Most classroom presentations will be reviews and discussions of the readings. The more you have read and understand the topics prior to class, the more you will learn during class discussions.

6. Assignments must be submitted on Blackboard by the due dates/times* . This allows timely feedback from which to learn. Assignments received after the due date will be penalized as follows: 20 % of the total possible points for the assignment will be deducted from assignments

received within 24 hours after the original due date and time 40% of the total possible points for the assignment will be deducted from assignments

received between 24 hours and 48 hours after the original due date and time 60% of the total possible points for the assignment will be deducted from assignments

received within between 48 and 72 hours after the original due date and time 80% of the total possible points for the assignment will be deducted from assignments

received within between 72 and 96 hours after the original due date and time No credit will be earned for assignments received more than 96 hours after the original

due date and time

*A student may request an extension of the due date/time for extenuating circumstances beyond the student’s control. For circumstances that are not “emergencies”, such request should be made in writing (e.g. email) no less than 24 hours prior to the original due date/time.

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7. Confidentiality must be maintained regarding the information learned during group sessions .

ASSIGNMENTS: (All assignments will be posted on Blackboard and the required documents must be submitted to Blackboard by the deadline to be eligible to earn full credit.

1. Ethics Assignment – Consent Form (40 points)Students will create an ethically and legally sound consent form for participation in a group per the instructions for the assignment as posted in Blackboard.

2. Six Evaluations of the Process Group (10 points each = 60 points)

Each student is required to participate in a group experience for 10.5 hours during the semester to be earned by participation in the 7 session “process group” which is provided as part of the course. For the first 6 sessions, students must submit to the course Blackboard site a written “group process” note each week that documents the dynamics of the group (e.g., what stages the group went through, the interpersonal interactions observed, the major turning points in the life of the group, the roles members played, group cohesiveness, trust issues, conflicts, interpersonal support, etc.). In addition to the group process note, students will also include a brief reflection of their emotional reactions to the process group in which they participate. Students should also speculate on what personal issues arose in response to the group experience that week, how they personally impacted the group, and how the group impacted them.

3. Self-Evaluation of Student Group Experiences (100 points)

After the last process group meeting, the weekly process group notes, personal reflections, and students’ thoughts about their task group experience in the Group Design Project should all be crafted into a 5-6 page essay/evaluation of their group experience which includes what students learned about themselves specifically through this process, what they learned about membership in a task group and a process group , what they learned about task group and process group leadership, what group dynamics were observed in each group and how those dynamics impacted them and each of the groups, what member roles were most and least facilitative of positive group process, etc. The essay/evaluation should conclude with a plan for how to improve their interpersonal effectiveness and how to develop their group leadership skills. The essay will be graded for breadth and depth of reflection, quality of writing, proper grammar (APA Style), and demonstration of ability to integrate classroom knowledge, practical experience in the group, and personal awareness according to the Group Experience Self-Evaluation Scoring Rubric (see below). However, the grade is not based on the level of self-disclosure, content of self-disclosure, or amount of participation in these groups.

4. Psycho-educational Group Design Project (100 points)

Team Project -

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Students will break into work groups/teams to complete this assignment which involves producing a design for a psycho-educational group. Based on the special population/issue (chosen from the list below) with which your group decides to work, your team is to design a psycho-educational counseling group which could be offered to that special population for their special issues(s). You are expected to understand in depth that population, their need(s), and the specific issues to be addressed in the psycho-educational group. Each team will produce:

Written Document in APA style (Note: Content = 90 points; Quality of Writing = 10 points)

The written document explicates and elaborates the psycho-educational group design that has been developed by the team. (See attached Group Design Research Project Scoring Rubric and Group Design Research Project Document Quality of Writing Scoring Rubric).

The document should minimally include all of the following:

a) description of the nature of the issues/problems faced by the population as described in the professional literature;

b) description of the population to whom the group will be offered as well as their unique counseling needs as described in the professional literature;

c) your rationale/justification for offering the group;d) a detailed logistical plan (where, when, how often) and description of the activities

for each group meeting;e) a marketing strategy to advertise the group;f) the screening process to select participants for the group;g) supervisors and consultants that would be used;h) strategies to evaluate the outcome of the group;i) client follow-up plans;j) risks inherent in the type of group offered;

Each member of the group will receive a proportional number of points for the written project based on the amount of the work he/she contributed as determined by each member’s evaluation of the relative contribution to the work load (see attached Participation Ratings document). Thus, if each member is perceived to do an equal share of the work, each will receive 100 percent of the number of points earned by the project and presentation. However, if members are perceived to do unequal shares of work, then the grade will be adjusted accordingly. In the extreme case where a team member’s performance has become unacceptable to the team, the team may expel/divorce themselves from the team member according to the procedures specified (see attached Divorce Clause).

Examples of Special Populations/Issues

Adolescent Substance AbuseAdult Children of AlcoholicsDepressionSurvivors of Childhood Abuse/Incest

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Men and FatheringJob Loss and TransitionNon-Traditional StudentsWar VeteransVictims of TerrorismSurvivors of Homicide VictimsFamilies of Members of Deployed MilitaryAdult Chemical DependencyMale BatterersAnxietyRape SurvivorsGriefDisaster VictimsRefugeesOthers??? (see Instructor)

5. 4 Quizzes (25 points each = 100 points)Quizzes cover knowledge and application of the information contained in the assigned readings in the textbooks and the instructor’s lectures for segments of the course.

6. Comprehensive Final Exam (100 points)Final exam covers knowledge and application of the information contained in the assigned readings in the textbooks and the instructor’s lectures for the entire course.

EVALUATION:

Grades are earned as follows:

A = 450 – 500 pointsB = 400 – 449 pointsC = 350 – 399 pointsF = < 350 points

SCORING RUBRICS: (See Below)

COURSE OUTLINE: (See Below)

MISCELLANEOUS:

1. Students with Disabilities . If you have a disability and need classroom accommodations, please contact The Center for Accommodations and Support Services (CASS) at 747-5148, or by email to cass@utep.edu, or visit their office located in UTEP Union East, Room 106. For additional information, please visit the CASS website at www.sa.utep.edu/cass. If you have a condition, which may affect your ability to exit safely from the premises in an emergency during class, you are encouraged to discuss this in confidence with the professor and/or the director of CASS.

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2. Academic Dishonesty . Students are expected to work independently on all assignments unless specifically stated otherwise. Academic honesty is expected of all students. Academic dishonesty (including but not limited to cheating, plagiarism, and collusion) is considered a violation of the UTEP Handbook of Operating Procedures and will not be tolerated. Plagiarism includes: a) failing to cite another’s work when you have used that person’s ideas; b) copying another’s work or just changing a word or two in a passage or phrase (even if you cite it); c) copying another’s work without appropriate quotation citation; or d) copying your own work without appropriate citation. Make sure that your paper does not contain plagiarism (APA Publication Manual, Chapter 1, 1.10, pp. 15-16). Cheating may involve copying from another student or giving information to another student, or using unauthorized materials during a quiz or test. Collusion involves collaboration with another person to commit any academically dishonest act. Any act of academic dishonesty will be referred to the Dean of Students for review and possible disciplinary action.

3. UTEP email . You MUST have a working UTEP e-mail for this course in order to access BLACKBOARD. If you have a UTEP e-mail and it is not working properly, it is your responsibility to contact the HELP DESK not the professors. If you do not have a UTEP e-mail, you can get one free by following these directions:

a. Log on to www.utep.edub. Click on my.utep.educ. Click on Get your UTEP account hered. Follow prompts to activate your E-maile. If you experience any problems call the HELP DESK # 4357 on

campus; 747-5257 off campus

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EDPC 5338– Group CounselingGroup Design Research Project Scoring Rubric

Students: 1)__________________________________________2)_____________________________________________3)________________________________4)__________________________________________5)_____________________________________________

GRADE:_________ Rater: ______________________________________________________ Date:_____________________

DIMENSIONS

UNSATISFACTORY MARGINALC- C

SATISFACTORYB- B B+

GOODA-

EXEMPLARYA A+

1……………...9.5……………10……………...10.5……………….11………..….11.5………………11.7………………12.5………………13

1. Overview of the Counseling Issue and

Population and Rationale for Group

Treatment

Score = ______

The overview of the issue and/or population the group was designed to treat is absent or insufficient. The rationale for treating the issue and/or population was missing or extremely unclear. The logical, theoretical, practical, and/or empirical justification for using a group approach is inadequate.

The overview of the issue and/or population the group was designed to treat is sufficient. The rationale for treating the issue and/or population was fairly clear but limited. The logical, theoretical, practical, and/or empirical justification for using a group approach is adequate but not compelling and needs further elaboration.

The overview of the issue and/or population the group was designed to treat is very well developed. The rationale for treating the issue and/or population was very clear and complete. The logical, theoretical, practical, and/or empirical justification for using a group approach is compelling and fully elaborated.

2. Review of Relevant Literature

Score = ______

The review of literature is absent or insufficient and/or lacks relevance. The literature reviewed is only tangentially related to the population and/or issue and does not adequately support for the potential benefit of group treatment.

The review of literature is sufficient and is adequately relevant. The literature reviewed is related to the population and/or issue and offers adequate but limited support for the potential benefit of group treatment.

The review of literature is very well developed and highly relevant. The literature reviewed is pertinent to the population and/or issue and elaborates a high level of support for the potential benefit of group treatment.

3. Group Structure and Logistics

Score = ______

The structure of the group (e.g. size, time frame, openness to new members, focus on content/process, degree of homogeneity of members, goals, etc.) and/or logistics (i.e. days, times, location, fees, etc.) are unclear do not match the treatment needs of the population/issue.

The structure of the group (e.g. size, time frame, openness to new members, focus on content/process, degree of homogeneity of members, goals, etc.) and logistics (i.e. days, times, location, fees, etc.) are sufficiently clear and matches the treatment needs of the population/issue in an adequate but limited manner.

The structure of the group (e.g. size, time frame, openness to new members, focus on content/process, degree of homogeneity of members, goals, etc.) and logistics (i.e. days, times, location, fees, etc.) are extremely clear and match the treatment needs of the population /issue in a superior manner.

4. Leader Role, Group Activities and Techniques

Score = ______

The description of the leader(s) role(s), group activities, and intervention techniques is absent or insufficient in detail and/or clarity and/or the described roles, activities, and techniques do not match the group purpose, rationale, structure, logistics, and/or desired therapeutic outcomes.

The description of the leader(s) role(s), group activities, and intervention techniques is sufficiently clear provides sufficient detail. Roles, activities, and techniques somewhat adequately match the group purpose, rationale, structure, logistics, and desired therapeutic outcomes.

The description of the leader(s) role(s), group activities, and intervention techniques is very clear and provides abundant detail. Roles, activities, and techniques are a very good match the group purpose, rationale, structure, logistics, and desired therapeutic outcomes.

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Group Design Research Project Scoring Rubric continued

DIMENSIONS

UNSATISFACTORY MARGINALC- C

SATISFACTORYB- B B+

GOODA-

EXEMPLARYA A+

1……………...9.5……………10……………...10.5……………….11………..….11.5………………11.7………………12.5………………13

5. Member Selection Criteria and Screening

Plan

Score = ______

The criteria for selection of members and/or the plan for screening potential members is missing or insufficient in clarity/detail and/or applicability to the population/issue and proposed group structure.

The criteria for selection of members and/or the plan for screening potential members is sufficient in clarity/detail and is adequately applicable to the population/issue and proposed group structure.

The criteria for selection of members and/or the plan for screening potential members is very clear and provides abundant detail and is highly applicable to the population /issue and proposed group structure.

6. Risks of Participation, Monitoring

Participant Needs, and Follow-up Strategies

Score = ______

Identification of the risks of participation in the group and/or a plan for monitoring group participant needs/risks during the group, and/or strategies for follow-up of group members are absent or insufficient in applicability to the population /issue.

Identification of the risks of participation in the group, the plan for monitoring group participant needs/risks during the group, and the strategy for follow-up of group members are sufficient and applicable to the population /issue in a somewhat limited manner

Identification of the risks of participation in the group, the plan for monitoring group participant needs/risks during the group, and the strategy for follow-up of group members are all well developed and clearly applicable to the population /issue in a comprehensive manner.

7. Outcome Measures and Evaluation

Strategies

Score = ______

The outcome indicators and related measures and/or the strategies for evaluating the success of the group are absent or insufficiently clear and/or their applicability to the population/issue is extremely limited.

The outcome indicators and related measures and/or the strategies for evaluating the success of the group are sufficiently clear. Their applicability to the population/issue is adequate but somewhat limited.

The outcome indicators and related measures and/or the strategies for evaluating the success of the group are extremely clear and highly applicable for the population/issue.

DIMENSION

UNSATISFACTORY MARGINALC- C

SATISFACTORYB- B B+

GOODA-

EXEMPLARYA A+

0..................................7........……7.5….............…………8………………...8.5………..……8.8………………………9……….…………….9.5………………..10 Points

8. Quality of Writing

Score:____

Paper is very poorly written. The subject and the main idea of the document are missing or extremely unclear. There is no discernible main point. There is no evidence of an organizing plan. Where included, the introduction and conclusion are ineffective and disconnected from each other and the body of the document. Paragraphs

Paper is adequately written but writing needs some additional effort. The main idea/purpose/focal point of the document is sufficiently clear. Sub-points adequately but minimally elaborate the topic. There is an adequate organizing plan (i.e. introduction, body, and conclusion) which can be inferred with moderate effort. Most major ideas of the

Paper is written very well. The main idea/purpose/focal point of the document is very clearly stated. Sub-points effectively elaborate the topic. A highly effective and logical organizing plan (i.e. introduction, body, and conclusion) is evident. All major ideas of the document are set off by paragraphs. The topics of the paragraphs are clearly stated. The main ideas are

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fail to identify main ideas. Details to support the main idea of the paragraphs are not included or are unclear, random and/or inappropriate if included. The number of grammar, spelling, and/or syntax errors makes the paper confusing to read. The paper is does not adhere to APA style.

document are set off by paragraphs. The topics of paragraphs are usually stated or readily implied. Details to support the main idea of the paragraphs are included but additional elaboration is sometimes needed. There are a number of grammar, spelling, and syntax errors (It appears that paper was not proofed very well by using spell or grammar checks and/or proof reading.) There are a number of APA style errors.

always supported by details at an efficient and effective level of elaboration. Spelling and grammar are correct other than minimal errors in transfer between the student’s 1st and 2nd languages. There are minimal APA style errors.

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EDPC 5338 – Group CounselingGroup Experience Self-Evaluation Scoring Rubric

Student Name:________________________________________ Rater Name:____________________________________________ Date:_____________________

DIMENSIONS

UNSATISFACTORY MARGINALC- C

SATISFACTORYB- B B+

GOODA-

EXEMPLARYA A+

1……………...10.5……………11……………...11.6………………12.3………12.8…………………13………………....14………………14.5..

1. Description of Group Dynamics

Score = ______

Description of group dynamics (i.e. stages of group, therapeutic factors, and “group as a whole” behaviors and /themes) was absent, inaccurate, or insufficient.

Description of group dynamics (i.e. stages of group, therapeutic factors, and “group as a whole” behaviors and themes”) was adequate and sufficiently accurate to demonstrate a basic understanding of these constructs.

Description of group dynamics (i.e. stages of group, therapeutic factors, and “group as a whole” behaviors and themes) was very well developed and highly accurate and demonstrated an advanced understanding of these constructs.

2. Identification of Group Leadership

Styles and Skills and Analysis of Impact on

Group Dynamics

Score = ______

Identification of group leadership styles and skills was absent or insufficient and/or analysis of the impact of leader behaviors on the group was inaccurate or insufficiently elaborated.

Identification of group leadership styles and skills was adequate and sufficient. The analysis of the impact of leader behaviors on the group was mostly accurate and sufficiently elaborated and demonstrated a basic understanding of the relationship of these constructs.

Identification of group leadership styles and skills was very well developed. The analysis of the impact of leader behaviors on the group was highly accurate and fully elaborated and demonstrated an advanced understanding of these constructs.

3. Identification of Member Roles and

Analysis of the Impact of Roles on Group

Dynamics

Score = ______

Identification of member roles was absent or insufficient and/or analysis of the impact of member role behaviors on the group was absent, inaccurate or insufficiently elaborated.

Identification of member roles was adequate and sufficient. The analysis of the impact of member role behaviors on the group was mostly accurate and sufficiently elaborated demonstrated a basic understanding of the relationship of these constructs.

Identification of member roles was very well developed. The analysis of the impact of member role behaviors on the group was highly accurate and fully elaborated and demonstrated an advanced understanding of these constructs.

4. Analysis of the Impact of Group

Dynamics on Functioning of Self

and Other Members

Score = ______

Analysis of the impact of the group dynamics on the functioning (emotions, thoughts, and interpersonal behaviors) of self and/or other members was absent, inaccurate or insufficiently elaborated.

Analysis of the impact of the group dynamics on the functioning (emotions, thoughts, and interpersonal behaviors) of self and/or other members was mostly accurate and sufficiently elaborated and demonstrated a basic understanding of the relationship of these constructs.

Analysis of the impact of the group dynamics on the functioning (emotions, thoughts, and interpersonal behaviors) of self and/or other members was highly accurate and fully elaborated and demonstrated an advanced understanding of the relationship of these constructs.

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Group Experience Self-Evaluation Scoring Rubric continued

DIMENSIONS

UNSATISFACTORY MARGINALC- C

SATISFACTORYB- B B+

GOODA-

EXEMPLARYA A+

1………………....10.5…………11……………...11.6………………12.3………..12.8…………………..13………………......14………………14.5

5. Self-evaluation of Group Leadership

Skills

Score = ______

Self-evaluation of group leadership skills is absent or insufficient. There is little or no evidence that student is able to accurate identify or assess leadership skills strengths or weaknesses.

Self-evaluation of group leadership skills is mostly accurate and sufficiently elaborated to demonstrate that the student is able to identify and assess leadership skills strengths and weaknesses with a basic level of insight.

Self-evaluation of group leadership skills is highly accurate and fully elaborated and demonstrates that the student is able to identify and assess leadership skills strengths and weaknesses with an advanced level of insight.

6. Self-evaluation of Interpersonal Functioning

Score = ______

Self-evaluation of interpersonal functioning is absent or insufficient. There is little or no evidence that student is able to accurately identify typical interpersonal behaviors and demonstrate insight regarding the causes and impact of those behaviors.

Self-evaluation of interpersonal functioning is mostly accurate and sufficiently elaborated and demonstrated a basic level of insight regarding the causes and impact of those behaviors. Potential enhancements to interpersonal functioning were identified but discussion was somewhat limited.

Self-evaluation of interpersonal functioning is highly accurate and fully elaborated and demonstrated an advanced level of insight regarding the causes and impact of those behaviors. Potential enhancements to interpersonal functioning were identified and reviewed in a comprehensive manner.

7. Plan to Enhance Interpersonal

Functioning and Group Leadership

Skills

Score = ______

Plans to enhance interpersonal functioning and/or group leadership skills are absent or insufficient.

Plans to enhance interpersonal functioning and group leadership skills are sufficient, but limited in being able to address identified leadership skill weaknesses and interpersonal functioning growth needs.

Plans to enhance interpersonal functioning and group leadership skills are well developed, fully elaborated, and comprehensive in ability to address leadership skill weaknesses and interpersonal functioning growth needs.

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EDPC 5338Group Design Project Participation Ratings

Identify the names of all team members, including yourself, and estimate the amount of contribution each made to the entire project. Your subjective estimate should be based on attendance/participation in team meetings, amount of effort put forth, quality of ideas/ work contributed and ability to cooperate with others. The Total of all estimated contributions should add to 100 percent. You must submit this to the instructor when the project is turned in. Your estimate will remain confidential. In the case of extreme discrepancies in the estimates of individuals on the same team, the instructor will meet with the team to reconcile the discrepancies.

Points for each member of the team will be based on their relative contributions to the project. The individual perceived to have contributed the most will receive the full points awarded to the project by the instructor. If other members are not perceived to have contributed as much, they will receive proportionally less points based on the ratio of their contribution to the highest member’s contribution.

Example 1:Each member of a 4 person team is perceived to have contributed equally to the project. So the average contribution of each member is 25%. The total project score earned by the team is 100 points. The final points for each member are calculated as follows:

Since each member contributed equally, the highest member contribution is 25% and each member’s contribution is also 25% and they should all individually receive the same number of points.Points = (Member Contribution ÷ Highest Member Contribution) X 100Points = (25% ÷ 25%) X 100 = (1) X 100 = 100 points each

Example 2:The average contribution of Member 1 of a 3 person team is perceived to be 42% while the average contribution of Member 2 is perceived to be 35 % and the average contribution of Member 3 is perceived to be only 23 %. If the total project score earned by the team is 100 points then:

Member 1 Points = (42% ÷ 42%) X 100 = 1.0 X 100 = 100 pointsMember 2 Points = (35% ÷ 42%) X 100 = .83 X 100 = 83 pointsMember 3 Points = (23% ÷ 42%) X 100 = .55 X 100 = 55 points

Since Member 2 and Member 3 contributed relatively less work as Member 1, they deserve relatively less points.

Obviously, each team should strive earn as many points as possible on the project by doing a quality job. Furthermore, each team member should strive to contribute as much to the project as every other team member so they can individually earn as many points as the project earned.

Team Members Estimate of Contribution

1. _________________________________ (self) ______________%

2.__________________________________ ______________%

3.__________________________________ ______________%

4.__________________________________ ______________%

5.__________________________________ ______________%

TOTAL 100%

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Team Divorce Clause

PLEASE READ THIS OUT LOUD, AS A GROUP, SO THAT ALL UNDERSTAND!

Should a team member consistently fail to attend class, contribute, come prepared, or participate, the team may take steps to remove that member from its ranks. The following steps must be followed in order to “divorce” a team member:

1) The team members must contact the individual and discuss the need to improve.

2) If the initial attempt to remedy the problem fails, the remaining team members must agree that the absent/nonparticipating team member should be removed.

3) Representatives from that team must meet with the professor, and agree on a “last chance” deadline for the given team member.

4) The group will inform that team member in writing (with a copy given to the professor) of that person’s last chance to effectively work with the team. The memo must address the changes that should take place in this team member’s behavior, as well as a reasonable time frame for these changes.

5) If the given team member fails to make the necessary changes within the time frame allotted (barring a reasonable excuse with documentation, e.g., hospitalization, family emergency), that person will be removed from the team.

6) The team-less person may choose to take a zero for all team assignments or to complete all tasks individually.

REMEMBER!!! You do have a say in your team member’s grade in this course when you complete the peer evaluations. If you typically “blow off “ teamwork, are content to let others do the work for you, or frequently miss class—you should seriously reconsider taking this class because you will suffer, in numerous ways, for poor preparation, attendance, and participation.------------------------------------------------------------------------------------------------------------Team Divorce Clause Contract

We, the members of TEAM_____________________, have read out load as a team the Team Divorce Clause. We understand that if any one of us consistently fails to attend class, come prepared for class, or participate in team activities, that we may be removed from the team, as their will. We understand there is a 6-step process to be followed if we need to remove a member. By signing below we are stating that we fully understand this process and will abide by this contract for the duration of this course.

Printed names of each team member: Signatures of each team member: Date signed

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EDPC 5338 – Group CounselingTentative Outline/Schedule

(12-8-17)G = Chapters in Gladding, S.T. (2012). Groups: A Counseling Specialty 6th Edition. (REQUIRED) (Students may use 7th Edition)Y = Chapters in Yalom, I.D. and Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy 5th Edition. (RECOMMENDED)

SPRING 2018Week Class Dates

Wednesdays5 p.m. – 7:50 p.m.

Topics/Activities Readings Assignments

#1 1/17/18 IntroductionsSyllabusTypes of Groups

G-1Y-16

Sign On to Blackboard and Follow Instructions for Getting Acquainted Assignment (Due in Bb 5 p.m. on 1/24/18)

#2 1/24/18Getting Acquainted

Assignment Due

Therapeutic FactorsEthics

G-2, 4, 10 Y-1, 2, 3, 4, 5

#3 1/31/18 FormationMember SelectionBeginning Stages

G-2,4, 5Y-5, 8, 9, 10, 11

Quiz 1 (Bb)(Due in Bb 5 p.m. on 2/7/18)

#4 2/7/18Quiz 1

Group VideoLater Stages

G-3,6,7Y- 6, 11, 12

Ethics Assignment-Consent Form(Due in Bb 5 p.m. 2/14/18)

#5 2/14/18Consent Form Due

Introduction to Leadership SkillsGroup Video

G-3Y-14

#6 2/21/18 Member Issues Group Video

Y-7, 13

#7 2/28/18 Group VideoGroup Preparation

Quiz 2 (Bb)(Due in Bb 5 p.m. on 3/7/18)

#8 3/7/18Quiz 2

Process Group #1 (1.5 hrs)Diversity IssuesGroups for Children

G-8,11 Group Evaluation 1 (Bb)(Due in Bb 8 a.m. on 3/9/18)

#9 3/14/18NO CLASS

SPRING BREAK

#10 3/21/18 Process Group #2 (1.5 hrs)Humanistic ContextsExistential ContextsGroups for Adolescents

G-15(344-350)G-16(354-357)G-12

Group Evaluation 2 (Bb) (Due in Bb 8 a.m. on 3/23/18)Quiz 3 (Bb)(Due in Bb 5 p.m. on 3/28/18)

#11 3/28/18Quiz 3

Process Group #3 (1.5 hrs)Psychodynamic ContextsTransactional AnalysisGroups for Adults

G15(323-331)G-13

Group Evaluation 3 (Bb)(Due in Bb 8 a.m. on 3/30/18)

#12 4/4/18 Process Group #4 (1.5 hrs)Gestalt ContextsPsychodramaGroups for Older Adults

G-16G-14

Evaluation 4 (Bb)(Due in Bb 8 a.m. on 4/6/18)

#13 4/11/18 Process Group #5 (1.5 hrs)Cognitive Contexts/REBTAdlerian Contexts (Bb)Reality Therapy Contexts

G-15G-16

Evaluation 5 (Bb)(Due in Bb 8 a.m. on 4/13/18)Quiz 4 (Bb) (Due in Bb 5 p.m. on 4/18/18)

#14 4/18/18Quiz 4

Process Group #6 (1.5 hrs) Evaluation 6 (Bb) (Due in Bb 8 a.m. on 4/20/18)Psycho-educational Group Design (Bb)(Due in Bb 5 p.m. on 4/25/18)

#15 4/25/18Project Due

Process Group #7 (1.5 hrs) Course Wrap-Up

Self Evaluation Group Experience (Bb) (Due in Bb 11:59 p.m. on 4/29/18)

#16 Group Experience Evaluation Due

Sunday - 4/29/18Final Exam

Wednesday- 5/2/18

Final Exam DueExtra Credit Due

Extra Credit Assignment (Bb)(Due in Bb 11:59 p.m. on 5/2/18)Final Exam (Bb)(Due in Bb 11:59 p.m. on Wednesday 5/2/18)

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Please Detach and Sign and Submit this page to the Instructor

I, _____________________________________ , (Print Your Name)

1. Have received a copy of the Syllabus for EDPC 5338 –

Group Counseling being taught during the 2018 Spring

Term.

2. The syllabus was explained to me.

3. I have had an opportunity to ask questions regarding the

expectations of the class including assignments, due dates,

quizzes, grading, etc.

4. I have read the syllabus and understand it and will seek

further clarification if needed at any time by contacting the

instructor.

5. I will abide by the expectations of the course as described

in the syllabus

Signature: _______________________ Date:__________

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