CNSL5340 Group therapy, theories and techniques
Spring 2014 Hawaii Campus
April 7, 2014 – June 13, 2014
Instructor: Kaniala Kekaulike, PsyD
Email: kkekaulike@wayland.wbu.edu
Telephone: (808) 725-7351
Office Hours: By appointment only. Please contact instructor directly by phone or email
Wayland Baptist University exists to educate students in an academically challenging and distinctively Christian environment for professional success, lifelong learning, and service to God and humankind.
UNIVERSITY MISSION:
Wayland Baptist University exists to educate students in an academically challenging, learning-focused, and distinctively
Christian environment for professional success and service to God and humankind.
OFFICE HOURS:
Please contact instructor directly by phone or email to schedule an appointment.
COURSE DESCRIPTION:
Group therapy, theories and techniques. Emphasis is on developing skills for conducting group counseling within the framework of various models.
PREREQUISITES:
Students must be able to write scholarly papers and be willing to participate in-group activities. Students must also be willing to receive and utilize feedback from the instructor and members of the group.
REQUIRED TEXTBOOK:
TITLE
Group Counseling
AUTHOR
Jacobs
PUBLISHER
Cengage
ED
7th
YEAR
2012
ISBN#
9780840033932
Textbooks are an information source and a means of explaining and stimulating interest in the material. It does not contain all the information students need to know, however. Additional information, interpretations, and analyses will be given in class.
COURSE OUTCOME COMPETENCIES:
Upon completion of this course the student will be able to:
 Students will demonstrate on tests and in class discussions their understanding of the progression of group interactions, especially as depicted in the six stages as described by Corey.
 Student exams will reflect their understanding of how group techniques and interactions differ by age level and purpose of group.
 Students will identify in films, in class group interaction or role play, and on tests the following group leadership skills: active listening, restating, clarifying, summarizing, questioning, interpreting, confronting, reflecting feelings, supporting, empathizing, facilitating, initiating, setting goals, evaluating, giving feedback, suggesting, protecting, disclosing oneself, modeling, linking, blocking, and terminating.
 Students will demonstrate in-group activities their nonverbal attending skills.
 Students will develop an understanding and demonstrate it on tests and in discussion of how to modify various techniques according to the age of group members.
 Students will demonstrate in-group their willingness to receive and utilize feedback.
 Students will also demonstrate their understanding of the usefulness of the group in achieving their goals in their individual projects.
CNSL5340
Page 1 of 7
SPRING 2014

COURSE EXPECTATIONS
ATTENDANCE
Students enrolled at one of the University’s external campuses should make every effort to attend all class meetings. All absences must be explained to the instructor, who will then determine whether the omitted work may be made up. When a student reaches that number of absences considered by the instructor to be excessive, the instructor will so advise the student and file an unsatisfactory progress report with the campus dean. Any student who misses 20 percent or more of the regularly scheduled class meetings may receive a grade of F in the course. Additional attendance policies for each course, as defined by the instructor in the course syllabus, are considered a part of the University’s attendance policy.
INSTRUCTORS ADDITIONAL ATTENDANCE POLICIES
Attendance is very important to the outcome of your success in this class. If you are unable to attend a class, it is your responsibility to notify the instructor immediately and to acquire the notes from another student for the class missed.
Attendance will be taken and will be factored into students' grade. If you miss class, you should notify the instructor
(preferably via e-mail) of your status and reason for missing class. Students will be expected to be present and to participate and contribute thoughtfully to the classroom discussions. This requires you to be prepared for class by completing the reading prior to the day it is discussed in class. You are expected to be attentive and to respect your classmates’ opinions
READINGS
Assigned readings and/or chapters are to be completed prior to the class session for which they are assigned. Students should read a chapter at a time prior to coming to class, so that they can participate in class discussions as well as ask and answer questions. Students should take notes in class, and/or use a tape recorder, rather than just underlining passages in the textbook as they read.
PLAGIARISM POLICY
Intellectual integrity and truthfulness are fundamental to scholarship. Scholars, whether they are performing as students or as teachers, are engaged in a search for truth. Plagiarism is a form of cheating and also a form of theft. Plagiarism occurs when a student fails to give proper credit when information is either quoted or paraphrased. In essence, plagiarism takes place when you take credit for someone else’s work. This happens when you copy someone’s exam or when you fail to explain which parts of a paper reflect your own ideas and which came from someone else. Looking at or copying someone else’s test, answer sheet, and/or paper is counted as cheating. Carelessness is no excuse. As such, it is a breach of scholarly responsibility. It is also unethical, immoral, and in some cases, illegal. Plagiarism may result in an “F” in the course or in your being expelled from the class.
DISCIPLINARY PROCEUDRES
The Graduate School Catalog specifies the circumstances under which students may be placed on probation, suspended, or dismissed. Additionally, the Counseling Program Faculty may recommend to probate, suspend, or dismiss from the program students who (a) do not meet the program’s academic requirements, (b) do not make satisfactory progress over time toward completion of the Masters in Counseling degree, (c) exhibit behavior unbefitting a scholar, researcher, or counselor, or (d) display such inappropriate behaviors that cause the Counseling faculty to be concerned about whether the student possesses the interpersonal, emotional, and ethical behaviors necessary for entry into the counseling profession. Accordingly, on an as-needed basis, the Counseling faculty in formal meetings will discuss student progress with regard to academic performance as exhibited in classes, on examinations, and in their field site placements and nonacademic performance as exhibited in counseling relationships, personal and professional attitudes, professional behaviors, adherence to good ethical behavior, and overall compatibility with the Counseling Program at Wayland
Baptist University and the counseling profession.
IMMEDIATE DISSMISAL
Success in the Counseling Program consists of more than grades. Work habits and attitudes play a major role in the success of any counseling student. Any of the following actions are considered just cause for immediate dismissal from the Counseling Program: Dishonesty (cheating, plagiarism, etc.), Disclosure of client confidential information with unauthorized individuals, Negligence of misconduct, Mistreatment of clients, fellow students, research participants, or faculty, Abusing a client, fellow student, faculty member, or staff member, (including abusive language), Violations of the rules, regulations, and principles in the ACA Ethical Code, Receipt of a Failing grade in Practicum, Internship, or
Advanced Internship, Willful submission of false information or alteration of any official records, counseling reports,
CNSL5340
Page 2 of 7
SPRING 2014

papers, or examinations, Willful conduct that may cause injury to self or others, Unethical behavior as defined by ethical guidelines and practice (e.g., ACA), and Sexual harassment as defined by Wayland Baptist University.
SERVICES FOR THE DISABLED
In compliance with the Americans with Disabilities Act of 1990 (ADA), it is the policy of Wayland Baptist University that no otherwise qualified person with a disability be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the university. The Coordinator of Counseling Services serves as the coordinator of students with a disability and should be contacted concerning accommodation requests at
(806) 291- 3765. Documentation of a disability must accompany any request for accommodations.
ETHICAL AND PROFESSIONAL CONDUCT
Counselors-in-training are expected to behave in accordance with the ACA Ethical Standards and other standards of accepted professional conduct, including attire appropriate to professional counseling. Special attention is called to standards of confidentiality. Specific Ethical and Professional Guidelines for School Counselors are also included in the
(a) TEA Code of Ethics and (b) American School Counselor Association Ethical Standards.
UNIVERSITY GRADING SCALE
The University has a standard grade scale:
A = 90-100, B = 80-89, C = 70-79, D = 60-69, F= below 60, W = Withdrawal, WP = withdrew passing, WF = withdrew failing, I = incomplete. An incomplete may be given within the last two weeks of a long term or within the last two days of a micro term to a student who is passing, but has not completed a term paper, examination, or other required work for reasons beyond the student’s control. A grade of “incomplete” is changed if the work required is completed prior to the last day of the next long (10 to 15 weeks) term, unless the instructor designates an earlier date for completion. If the work is not completed by the appropriate date, the I is converted to an F.
CNSL5304 GROUP COUNSELING
CLASS ASSIGNMENTS AND GRADING SYSTEM
1. INDIVIDUAL CHAPTER PRESENTATION
Each class member will be randomly assigned a chapter out of Jacob’s text to present to the class. You should utilize handouts, additional resources and your presentation must be presented via PowerPoint or Prezi formats. Prezi is a new
PowerPoint like application that has graphics and other functional additions to engage your audience. Handouts MUST be provided to each class member and the professor. You will be graded on the following:
1.
Handout provided to class member and professor
2.
Clarity of presentation
3.
How well you address each important point within the chapter
4.
Quality of information provided within your handouts
5.
Presentation format and organization
6.
Creativity of presenting the assigned chapter
*Chapters and presentation dates will be assigned randomly by the professor on the first day of class. If you are unable to present on the date you are assigned, it will be the student’s responsibility to make arrangements to change dates with another student and inform the professor of the date changes.
2. COMMUNITY GROUP OBSERVATON
Observe a group in the community for at least 60 minutes. It is fine if you are a member of this group, though you may find it easier to attend a group where you are more in the role of observer. An open AA or NA Meeting is fine. It could also be an informal group. Do not lie or present yourself dishonestly. At most meetings it is appropriate and accepted to say that you are attending as a requirement for a class and are there to observe. In your write-up do not include any information that would reveal someone’s identity or breach their confidentiality. Write a 2-page reflection paper. Please make sure to address each of the following points in your paper. You may utilize each as bullet points or headings for your paper:
CNSL5340
Page 3 of 7
SPRING 2014

 What type of group it is (educational, task, support, etc.).
 How the session started.
 The stage of the group (beginning, middle/working or end).
 A description of the leader and what you noticed about what they did, including an evaluation of their strengths and weaknesses as a leader.
 A description of interaction patterns between those present.
 A description and evaluation of skills used by the leader and participants.
 Group dynamics and problems that occurred and how these were handled by the leader or group members.
 How the session ended.
 Your thoughts and feelings about observing and participating in the group.
3. GROUP MOVIE ASSIGNMENT
With your assigned group members, watch a film that involves a group. After viewing the film, discuss the following questions and create a 20-30 minute class presentation that summarizes your discussion.
 Which character(s) do you each identify with?
 How do the character(s) experiences and feelings match your own?
 How do the experiences and feelings of the character(s) affect their response to the group?
 How do you “play” this character within this working group (working on this assignment)?
 What are some of the difficulties the characters encounter coming from their cultural, ethnic, racial background? How do these play out in the group?
 What are the sources of strength for the characters, coming from their particular cultural, ethnic, racial background? How does this play out in the group?
 What does this group in the film teach you about group work in the counseling field?
 How did your group work together to complete this assignment? What characters from the film were you most like in doing so?
 You will provide a participation grade for each member of your group. So your participation in this assignment is VERY important.
4. GROUP DESIGN PROJECT
You are tasked with the responsibility of developing a multi-session group on a topic or issue to be agreed on together.
For this assignment, prepare and facilitate a one-hour group session that is not a first session. You and your classmates
(to be determined at our first meeting) should work together to develop a sample group session and not simply divide up the presentation into mini individual presentations. This should not be a didactic session that merely aims to teach or dispel information. It should focus more on process, not content. That is, it should be designed and facilitated to encourage the group members to participate and interact. Creativity is welcomed and encouraged. Brainstorm ways to make your project interesting and engaging.
PART 1: BACKGROUND INFORMATION
Each group supplies a typewritten report addressing the following (please format your paper using these headings)
A. Descriptive information about the group.
 Describe the purpose/purposes of the group and for this particular session. Provide a brief overview of the content
 Describe the type of group if will be (educational, discussion, etc.).
 Describe your setting, population of your special interest, the makeup of participants, how they will be recruited and screened, and your exclusion and inclusion criteria.
 Will it be open or closed?
 Voluntary or non-voluntary?
 How will client dropouts and admission of new members be handled?
 Any rules about concurrent individual and group counseling?
 Where, when, how often, and how long will the group meet?
 Specify the rules of operation for the group and how you will deal with potential problems that arise (e.g., being shy and withdrawn, dominating the discussion, etc.)
 What ethical and legal issues have you considered? How?
CNSL5340
Page 4 of 7
SPRING 2014

B. Stages of the group
 How do you anticipate the group changing through the beginning, middle and closing stages?
 At what stage is this particular session scheduled for? What factors have you considered since the group is at this stage?
C. Your chosen theory and style of group leadership.
 How will the group’s work be accomplished?
D. Managing a co-therapist.
 Identify your co-therapist(s) and how you specifically intend to work together. Identify challenges that may arise and how these will be addressed.
E. First Meeting:
 Describe how you would begin the first meeting. How will you directly or indirectly begin setting structure and modeling desired norms? How will you address potential absences? Tardiness?
F. Anticipate Critical Incidents:
 Given the type of group, the specific population and the meeting place of your group, the expected issues your group addresses, and your chosen theory and style of group leadership, what problems and critical incidents do you anticipate? How do you intend to handle them?
G. Anticipate problem situations:
 Given the population you would be working with, what potential problem situations (chapter 16) do you expect, and how will you address and manage them? Identify and address at least four potential problems.
H. Closure/Termination/Aftercare/Referrals:
 How you will structure the ending of your group and what follow-up if any, would you offer?
I. Group Flyer:
 Create a one page inviting and ethically honest description of your group, which you will use to recruit clients and/or give to clients for their information.
J. Informed Consent:
 Create an informed consent form for you and your participants to sign. Include the pros and cons of group participation, and the expectations and responsibilities of both group members and you, the leader. Clarify what clients can expect to happen in the group, the style of group work, boundaries of your availability outside of group.
 Note the limits of confidentiality, and the limits of your ability to enforce strict confidentiality either in inpatient settings, or in groups in general.
 Specify the counselor's/group leader's legal and ethical responsibilities, specify rules and penalties for group members who breach confidentiality. Include fees, and how they will be paid. Those designing groups for minors or persons under conservatorship (e.g., those who lack the mental capacity to consent for themselves) will create 2 informed consent forms: a consent form for the legally responsible party, and an assent form, which respects the intellectual capacity of the potential group participant.
K. A sample therapist’s group meeting notes/summary sheet :
 From a previous hypothetical session. This is for record keeping purposes. Include both content and process comments.
PART 2: A DESCRIPTION OF THE SESSION YOU ARE FACILITATING WITH THE CLASS
This is submitted as a group and should address the following (please format your paper using these headings):
 What session number is this?
 Describe the focus of this session. What are the specific content goals? How and when do you plan to shift the focus? Any plans to deepen the focus? How?
CNSL5340
Page 5 of 7
SPRING 2014

 Describe the specific process goals of this session.
 Provide a detailed description and assign a specific amount of time for each exercise or activity. Include information about how the session will start and end. o Use a round activity at least once. Describe what type of round you will be using and why you chose this type of round o Use at least one exercise. Describe the type of exercise you will be using and why you chose it. Describe in detail how you plan to introduce, conduct and process the exercise.
PART 3: GROUP FACILITATION
Your grade, in part, will be determined by your execution and facilitation of this session with the class.
Criteria for grading include:
 Evidence of your preparation and organization, including the clarity of your instructions and the coordination with your co-facilitators
 Your use of basic skills (active listening, questioning, etc.)
 Your reaction to the group members (Hint: don’t focus too much on following your plan that you forget to pay attention to the group members!)
 You’re overall participation in the group
PART 4: REFLECTION
Each group member will write a 3 page reflection paper following your group facilitation addressing the following:
 Describe the group dynamic. In hindsight, what could you have done differently to address this more effectively?
 Describe how well you and your co-facilitators worked throughout the planning and execution of this project.
 What mistakes did you make in planning? What could you have done differently to address this?
 Identify and evaluate your use of basic skills during the session.
 Describe and evaluate an attempt you made during this session to either cut someone off or draw someone out.
Why did you decide to do this? How did you do this? What effect did it have?
 Did any critical incidents or problem situations occur? Critique how they were handled.
GRADE POINTS FOR ASSIGNMENTS
POINTS
20
20
10
10
10
10
10
10
100
ASSIGNMENT
Individual Chapter Presentation
Group Observation Assignment & Reflection Paper
Group Movie Assignment
GROUP DESIGN GROUP PROJECT
Part 1: Background (group grade)
Part 2: Session Information (group grade)
Part 3: Facilitation (individual)
Part 4: Reflection Paper (individual)
Class Attendance & Participation (*1 point per class will be given for attendance)
TOTAL POINT S
The following grading system will be used throughout the course:
A 100-90%
B 89-80%
C 79-70%
D 69-60%
F below 60%
I incomplete*
W withdrawal
CNSL5340
Page 6 of 7
SPRING 2014

APRIL 10
APRIL 17
APRIL 24
SCHEDULED CLASS DATES & TIMES
*Students are expected to arrive on time and be ready to start class promptly at 5:30pm.
DATE
APRIL 10, 17, 24 (5:30-9:30pm)
ASSIGNMENT NOTES/CHANGES
1.
Introductions of class members in group format
2.
Assignment of chapters & dates from required text
3.
Group assignments
1.
Chapter presentations
2.
Group role play#1
1.
Chapter presentations
2.
Group role play #2
MAY 1, 8, 15, 22, 29 (5:30-9:30pm)
DATE
May 1
May 8
May 15
ASSIGNMENT
1.
Chapter presentations
2.
Group role play #3
1.
Chapter presentations
2.
Group movie presentations for all groups #1-#3
1.
Chapter presentations
2.
Group observation report and reflection paper due
May 22
May 29
1.
Chapter presentations
2.
Group Presentation #1
1.
Chapter presentations
2.
Group Presentation #2
JUNE 5, 12 (5:30-9:30pm)
DATE
June 5
ASSIGNMENT
1.
Chapter presentations
2.
Group presentation #3
CNSL5340
Page 7 of 7
SPRING 2014