Texas A & M University – Central Texas
Department of Psychology and Counseling
CPSY 554.125 Group Procedures for Counselors
Summer 2014
Saturday: 8:00 AM – 12:30 PM
Founder’s Hall, Room 410
Professor:
Carolyn A. Greer, Ed.D., LPC-S
Phone:
512-567-9051 (cell)
Email:
drcarolyngreer@gmail.com preferred or at Blackboard
Office Hours:
online through email, before/after class by appointment only
Class time:
Saturday 8:00 – 12:30 with online components, June 7 – July 19
 A portion of this course is delivered via Blackboard Online Learning. Please create a
CT/TAMU email at the CT/TAMU tab. Also, you will need to sign in on Blackboard and
check daily. (httpc//:tamuct.blackboard.com) You are required to check in online via email
via Blackboard within the first week of this class.
UNILERT
Emergency Warning System for Texas A&M University – Central Texas
UNILERT is an emergency notification service that gives Texas A&M University-Central Texas
the ability to communicate health and safety emergency information quickly via email and text
message. By enrolling in UNILERT, university officials can quickly pass on safety-related
information, regardless of your location. Please enroll today at TAMUCT.org/UNILERT
COURSE INFORMATION
1.0 Course Overview and Description:
This is an introduction to group therapy and group procedures with special emphasis on the
development of group counseling skills with children, adolescents, adults, and special populations.
Supervised experience in group memberships is included. It also covers related ethical concerns
This course is a combination of discussions, observations, textbook readings, classroom exercises,
hands-on technology, and actual group experiences designed to cognitively organize and
experientially enliven the process of group counseling. The intent of this course is to provide an
introduction to the field of group work and prepare you to design and initiate counseling groups.
This course is also designed for you to experience what it is like to be a member and leader of an
ongoing group. However, this course is not a substitute for supervised practice as a group leader or
facilitator, nor will it qualify you to run groups unsupervised as a sole facilitator.
To facilitate the learning process, the course consists of both an experiential and a didactic
component. The didactic portion of this course will focus on group development, group counseling
theories, selecting clients, group composition, and the stages of the therapeutic process etc. The
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experiential component will allow students to practice group leadership skills and experience being
in a simulated and “real” group.
2.0 Course Objective:
2.1 Student Learning Outcomes: Upon completion of this course, students
should:
1. Enhance students’ ability to conceptualize group as a whole and recognize unique and
intrinsic factors common to all groups.
2. Increase understanding of the stages of group development and the role of group leaders at
each stage.
3. Enrich student understanding of group leadership styles and the advantages and
disadvantages of each style.
4. Increase ability to understand and utilize various fundamental group constructs.
5. Enhance understanding of various types of groups.
6. Enhance ability to appreciate and work with a variety of patients/clients in group context.
7. Further develop an understanding of and ability to work with ethical issues relevant to
group work.
8. Enrich understanding of self as a group member and how you experience leadership and
authority.
2.2. Competency Goals Statements:
Go to CACREP Standards @ CACREP.org for full context;
or
School Counselor Standards @ Texas Education Agency for:
Texas Administrative Code
TITLE 19
PART 7
CHAPTER 239
SUBCHAPTER A
RULE §239.15
EDUCATION
STATE BOARD FOR EDUCATOR CERTIFICATION
STUDENT SERVICES CERTIFICATES
SCHOOL COUNSELOR CERTIFICATE
Standards Required for the School Counselor Certificate
3.0 Required Textbook:
Jacobs, Ed. E., Masson, Robert L., Harvill, Riley L., & Schimmel, Christine J. (2012). Group Counseling
Strategies and Skills (7th ed.). Pacific Grove, CA: Brooks/Cole.
3.1 Additional Recommended Texts:
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.). Washington, D.C.: American Psychological Association. (Note: All
previous editions are obsolete.)
http://owl.english.purdue.edu/owl/resource/560/01/
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Gladding, S. (1999). Group work: A counseling specialty (3rd ed.). Upper Saddle River: PrenticeHall.
Yalom, I. (2005). Theory and practice of group psychotherapy (5th ed.). New York: Basic Books
Corey, M.S., & Corey, G. (2013). Groups: Process and practice (8thth ed.). Pacific Grove, CA: BrooksCole.
COURSE REQUIREMENTS
4.0
Course Requirements
4.1. Demonstrate professionalism/participation (10 Total Points)Students show
professionalism when they: (a) attend all classes and activities on time and remain in
class for the duration; (b) are prepared for class discussions; (c) attend to class discussion
(online and in class) and adhere to timelines for assignments; (d) are flexible to schedule
changes; (e) and respect the opinion and rights of others.
This course emphasizes participatory learning through small and large group activities, and
discussion of outside readings and assignments. In order to meet learning objectives for
this course, you are expected to arrive on time, and attend all classes (in case of emergency,
please notify me in advance or as soon as possible). Due to the hybrid structure of this
class, it is imperative that students do not miss any class time.
All assignments should be turned in during the class period on the day they are due or via
email on Blackboard on days we do not meet. Assignments turned in after such times are
considered late. Points will be deducted for each day the assignment is late. Special
circumstances need to be discussed with the instructor ahead of time when possible.
Because of the nature of the class, at times students may engage in some self-disclosure.
Trust and openness are very important in learning about counseling; therefore, I ask you to
maintain confidentiality. If you wish to share with others outside of the classroom
(including online portions), please reveal only your own reactions and experiences, but you
should not share those of your classmates.
This class is designed to stimulate thought-provoking conversation and debate, and to help
you develop your ability to learn and interact with others at a professional level. In the
context of counseling, this means balancing individual and group learning processes as well
as valuing diverse perspectives. Professionalism also includes the participation for online
Blackboard assignments and discussions.
Your participation in this course will be evaluated based on:
 responsible, meaningful and thoughtful contributions to classroom discussion;
 inviting/reminding peers and instructor to consider minority or missing perspectives;
 willingness to explore confusion, lack of knowledge, or uncertainly;
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identifying and owning both your weaknesses and strengths;
willingness to seek out, reflect upon, and integrate feedback from others;
providing thoughtful and constructive feedback to others;
volunteering for demonstrations;
demonstrating collaboration in the learning process
You will start with 5 points and may earn (or lose) points (up to 10 total possible) based
on the guidelines above.
4.2 Movie Reflection (online discussion during July 5 - 11) {15 points}
Students will view and reflect upon a movie that depicts principles of group development and
dynamics discussed in class. I will ask specific questions to be addressed from viewing one of
these movies for the Online Discussion. Examples of movies appropriate for this assignment
are: 12 Angry Men, Girl Interrupted, 28 Days, Stand by Me, Dangerous Minds, The
Great Debaters. (15 points) Students will be expected to give specific comments reflective of
these movies. Students are expected to view and reference at least three (3) of these movies.
4.3. Specific Groups Presentation (Due in class July 19) {20 points}
Students will work in groups of three (3) or four (4) and address specific groups: children,
adolescents, adults and older adults. The group will provide a presentation (10 – 15 minute)
that outlines the appropriateness of each sub group. Each presentation will provide a handout
for the class members, outlining necessary and essential guidelines for working with this
group. Students should provide a minimum of six (6) references to support their presentation.
The text may be one of the sources. (20 points – 15 points for group and 5 points for
individual)
4.4. Mid-term Examination (June 28) {15 points}
This exam will consist of multiple choice and short answer questions, and will count for 15
points.
4.5. Final Project: Due July 19 {20 points} [see description below]
4.6. Journals: Due June 22 and 28 and July 12 and 19 (5 points each = 20 points) [see
description below]
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5.0 Grading Criteria
Grade Distribution:
Movie Reflection
Mid-Term Quiz
Group Presentation
Journals
Final Project
Participation/Professionalism
TOTAL POINTS
15 points
15 points
20 points
20 points
20 points
10 points
100 points
Grading:
100 – 92 = A
91 – 83 = B
82 – 74 = C
73 – 65 = D
64 and below = F
COURSE OUTLINE AND CALENDAR
6.0 Complete Course Calendar
Course Calendar Summer 2014
Date
June 7
Where
Class Meets
June 14
Class Meets
June 22
Class Meets
June 27
June 28
Class Meets
July 5
July 12
Online
Class Meets
July 19
Class Meets
August 7
Topic
Syllabus, Introduction;
Stages of Groups
Purpose; Planning; Getting
Started
Basic Skills; Focus; Cutting
Off and Drawing Out
Journal due
Graduation Deadline for Fall
2014 (Commencement
Participation)
Rounds and Dyads,
Exercises; Introducing,
Conducting & Processing
Exercise Mid-term Exam
Journal Due
Movie Reflections
Middle Stage; Problem
Situations; Theories; Therapy
Journal Due
Closing; Issues; Specific
Populations
Presentations;
Final Project Due
Journal Due
Graduation Application
Deadline for Summer 2014
(Degree Only)
Readings
Ch 1 & 2
Ch. 3 - 5
Ch. 6 - 8
Ch. 9 - 11
Ch. 12, 13, 14, 16
Ch. 15, 17,18
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COURSE AND UNIVERSITY PROCEDURES AND POLICIES
7.0 Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the
necessary paperwork. Professors cannot drop students; this is always the responsibility of the student.
The record’s office will give a deadline for which the form must be returned, completely signed. Once
you return the signed form to the record’s office and wait 24 hours, you must go into DuckTrax and
confirm that you are no longer enrolled. If you are still enrolled, FOLLOW UP with the records office
immediately. You are to attend class until this procedure is complete to avoid penalty for absence.
Should you miss the deadline or fail to follow the procedure, you will receive an F in the course.
8.0 Academic Integerity:
Texas A&M University - Central Texas expects all students to maintain high standards of
honor in personal and scholarly conduct. Any deviation from this expectation may result
in a minimum of a failing grade for the assignment and potentially a failing grade for the
course. All academic dishonesty concerns will be reported to the university's Office of
Student Conduct. Academic dishonesty includes, but is not limited to, cheating on an
examination or other academic work, plagiarism and improper citation of sources, using
another student's work, collusion, and the abuse of resource materials. When in doubt
on collaboration, citation, or any issue, please contact me before taking a course of
action. More information can be found at
http://www.tamuct.edu/departments/studentconduct/academicintegrity.php
9.0 Disability Support Services
If you have or believe you have a disability, and wish to self-identify, you can do so by providing
documentation to the Disability Support Coordinator. Students are encouraged to seek
information about accommodations to help assure success in their courses. Please call (254) 5015831 or visit Founder’s Hall 114, Suite 114. Additional information can be found at
http://www.tamuct.edu/departments/disabilitysupport/index.php.
10.0 Tutoring
Tutoring is available to all TAMUCT students, both on-campus and online. Subjects tutored
include Accounting, Finance, Statistics, Mathematics, and Writing. Tutors are available at the
Tutoring Center in Warrior Hall, Room 111. Visit www.ct.tamus.edu/AcademicSupport and
click “Tutoring Support: for tutor schedules and contact info. If you have questions, need to
schedule a tutoring session, or if you’re interested in becoming a tutor, contact Academic
Support Programs at 254-501-5830 or by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMU-CT students to log-in and receive FREE online
tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career
Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access
Tutor.com, log into your Blackboard account and click “Online Tutoring.”
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11.0
Library Services
INFORMATION LITERACY focuses on research skills that prepare individuals to live
and work in an information-centered society. Librarians will work with students in the
development of critical reasoning, ethical use of information, and the appropriate use of
secondary research techniques. Help may include, yet is not limited to: exploration of
information resources such as library collections and services, Identification of subject
databases and scholarly journals, and execution of effective search strategies. Library
Resources are outlined and accessed at:
http://www.tamuct.edu/library
12.0 Attendance Policy
Attendance is expected for all classes and all groups. Because of the experiential nature of
this class, missing even a small part of class leaves a large void in your learning and
understanding of group theory and process. If you need to miss part of the class, that is not a
problem, but you will need to do some type of additional assignment to make up for the time
not spent in class. The most common way to make up for a missed class is to read one of the
Yalom paperbacks.
Active participation in this class is essential. Come to class prepared to participate.
Participation at an “A” level means initiating spontaneous comments or questions during
class session.
An open, curious, and honest attitude toward learning from others and about one’s self will
facilitate intellectual growth and development for everyone, including me. This is not a time
to be shy. Conversely, it’s also not a forum to dominate and monopolize. Exercising social
awareness is essential.
Confidentiality is essential. Due to the experiential nature of the course, any information
obtained during class will be held in confidence. Any breach of confidentiality will be
considered an ethical violation and may result in dismissal from the program. Continuation
in this course is contingent upon acceptance of these conditions.
Journaling personal experience weekly provides an opportunity to reflect on the experience,
lessons learned and growth areas. Journaling should include: your experience regarding the
group, how the group coincides with your assigned readings, questions regarding the group
procedures, what you learned about group work and what you learned about yourself. There
will be four times you turn in your journals (5 points per journal = 20 points) [June 14 and
28, July 12 and 19}
Attendance: absence free for one ½ of one class: 10 points per missed class thereafter
13.0 My Expectations:
What you can expect from me:
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Feedback in the form of graded assignments within 1 week in most cases.
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Return email within 24 hours except on weekends.
Prepared for class, so I expect the same from you.
Every rubric for every assignment in this course has as part of the grade:
writing, grammar and spelling.
Respect and professionalism that is inclusive and supportive
As an Adjunct Professor at Texas A&M University Central Texas for nine (9) years,
and a counselor for over thirty (30) years both in schools and private practice, I look
forward to working with students who are learning the value of working with clients in
group settings. Often counselors shy away from looking at clients in a group manner
and understanding the power of groups. My goal is for each student to find success and
to learn how rewarding it is to know that counselors make a difference in the lives of
others.
NOTE: The instructor has the right to change the syllabus and final grading
structure when deemed appropriate. All changes will be provided to
currently enrolled students in writing.
Due to the experiential nature of this course, the instructor retains the right to dismiss or
have any student repeat the course, regardless of the grade! Respect and confidentiality
are essential.
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Journal Requirements: (20 points)
This should be turned in on 8.5 x 11” loose-leaf paper. NO notebooks or covers.
Personal Journal:
Your journal should include thoughts, feelings and ideas that occur to you as the
semester progresses. Entries need to be made at least once a week, or more, if desired.
The journals are totally confidential between you and me and will be returned to you at
the end of the semester. They are designed as a place for you to explore and keep track
of your personal learning and reactions throughout the semester, which is one of the goals
of the course. Thus, it is meant to be a PERSONAL journal. For your entries, follow
these directions:
1. Write a description of yourself and summarize your background as it relates to
who you are today, especially in terms of your psychological and interpersonal
characteristics and style. Identify one or two personal goals you have chosen to
work on during the semester in your journal.
2. For each weekly journal entry, title one section “In My Life This Week” and
provide a synopsis of issues of importance and how the week has gone for you
outside of class. Entry will vary, but should not exceed 400 words per entry.
3. As you are involved in a small group in class, include a journal entry each week
with the heading “In My Group This Week. First, provide a synopsis of that
week’s group meeting including your perception of the leader’s behavior and
effectiveness, observations and reactions to the behavior of other members, and
your opinion of how the group is doing so far. Then include a subsection entitled,
“My Behavior in Group This Week” and include the identification of behavior
you engaged in using the following topic titles:
a. What I shared/disclosed about myself
b. How I showed support/interest in another member
c. Feedback I gave
d. Feedback I requested
e. Feedback I received
f. Feedback I plan to give next group
g. What I plan to share/disclose next week
4. In your last journal entry before turning the journal into me, summarize your life
experience during the semester, your group experience and your personal learning
about yourself, others and your relationship skills and groups.
5. Your journal should be presented to me at the beginning of the in-class meetings
on June 14, June 28 and July 12 and July 19.
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Final Project: (20 points)
Due July 19
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Title of the group or workshop.
Type of group or workshop being proposed.
Population for whom the group is most appropriate.
Develop a rationale that documents the need for the group you are proposing and
why it is important you work with this population in a group format. It is
important to be informed about the population for whom the group is relevant.
Thus, outside reading about the population’s specific attributes and counseling
needs will be necessary. Consider this section to be a miniature literature review
of what others have theorized, proposed, or discovered about group work with
your particular population. You should cite at least six (6) sources specific to this
topic. The six (6) sources may include an interview with someone considered to
be an “expert” on your group topic.
Describe any potential risks for the participants or leader(s).
Marketing strategy: How will members be recruited for the group? What will be
the criteria for inclusion and exclusion?
Pre-group screening and preparation criteria and processes. How, when, and by
whom will these processes be enacted.
Operationalized goals: What skills will members learn or what changes
will
they make? What will be “different” for members as a result of successful
participation in this group? Include at least one affective, behavioral, and
cognitive goal. Each goal should be measurable and assessed in your evaluation
plan.
Logistics: What will the ideal size of the group be, length of time for each session,
number of sessions, location, and materials needed?
Group leader characteristics: Is this group more appropriate to be led by one
facilitator or by co-facilitators? What qualifications (experience, degrees, and
personal characteristics) are necessary to be a facilitator of this group? What type
of leader will be the most effective?
How will the group leader(s) receive supervision?
How will the group experience and the specific group goals be evaluated? Include
any evaluation forms you might use.
Group curriculum: Plan a six (6) hour segment of this group or workshop. Think
of this as a “lesson plan” for your group counseling or group workshop sessions.
Include a description of the objectives of each unit, the major content to be
covered, the specific activities that will take place with time allotments, and so
forth. Attach any handouts or homework assignments. Be specific and practical
and design it in a way that is useful for you.
References listed in accordance with the APA Style Manual (6th ed.).
Your grade will be based on the extent to which you are able to integrate material
leaned in this class into your written understanding of a group process.
The project should be in essay form, using headings and sub-headings.
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