SYLLABUS
COUN 6170, GROUP COUNSELING AND PSYCHOTHERAPY
Instructor
Location: Office Hours:
Email:
Phone:
Texts:
Corey, G. (2012). Theory and practice of group counseling (8th ed.). Pacific Grove, CA: Brooks/Cole.
Corey, G. (2012). Manual for theory and practice of group counseling (8th ed.). Pacific Grove, CA:
Brooks/Cole.
Jacobs, E. E., Masson, R. L., and Harvill, R. L., & Schimmel, C. J. (2012). Group counseling: Strategies and
skills (7th ed.). Pacific Grove, CA: Brooks/Cole.
Objectives: The primary objectives of this course are to introduce the counseling students to the theory and
practice of group counseling, and to assist them as they begin to integrate their learning from this and other
counseling courses for the thoughtful, ethical leadership of small groups. It is anticipated and encouraged that
over the course of the semester, the students will obtain increased awareness and understanding of self, as they
develop group knowledge and skills that, at a minimum, are reflected in the following standards.
2009 CACREP Standards Addressed and Measured
Standard
#
Core Curricular
Category
Standard
Learning Activities and
Experiences(LAEs)
Assignments/Measures
Lecture and course
readings; Application
papers; practice
demonstrations; Exam
II-G-5-d
Helping
Relationships
Counseling theories that provide the student with
models to conceptualize client presentation and
that help the student select appropriate
counseling interventions. Students will be
exposed to models of counseling that are
consistent with current professional research and
practice in the field so they begin to develop a
personal model of counseling;
II-G-6-a
Group Work
Principles of group dynamics, including group
process components, developmental stage
theories, group members’ roles and behaviors,
and therapeutic factors of group work;
Lecture and course
readings; Exam
II-G-6-b
Group Work
Group leadership or facilitation styles and
approaches, including characteristics of various
types of group leaders and leadership styles;
Lecture and course
readings; Exam
II-G-6-c
Group Work
Theories of group counseling, including
commonalities, distinguishing characteristics, and
pertinent research and literature;
II-G-6-d
Group Work
Group counseling methods, including group
counselor orientations and behaviors,
appropriate selection criteria and methods, and
methods of evaluation of effectiveness;
II-G-6-e
Group Work
Direct experiences in which students participate
as group members in a small group activity,
approved by the program, for a minimum of 10
clock hours over the course of one academic
term.
Standard
#
Clinical Mental
Health Counseling
Standard
CMHC-A2
Standard
#
Foundations Knowledge
School Counseling
Understand the history, philosophy, and trends in
clinical mental health counseling
Standard
SC-C-1
Counseling,
Prevention,
Intervention Knowledge
Counseling,
Prevention,
Intervention Knowledge
Knows the theories and processes of effective
counseling and wellness programs for individual
students and groups of students
SC-C-5
Understands group dynamics—including
counseling, psycho-educational, task, and peer
helping groups—and the facilitation of teams to
enable students to overcome barriers and
impediments to learning
Lecture and course
readings; Written
assignment; Practice
demonstrations; Exam
Lecture and course
readings; Two practice
demonstrations per
student; Exam
Participation as group
member when
classmates lead practice
groups in class
Learning Activities and
Experiences(LAEs)
Assignments/Measures
Lecture and course
readings; Exam
Learning Activities and
Experiences(LAEs)
Assignments/Measures
Application paper for
each theory chapter; Test
Lecture and course
readings; Exam
Course Requirements and Activities:
A. General requirements
1. COUN 6180 component: Participation in group lab is required during the current semester. See syllabus
of that course for detail.
B. Demonstration of knowledge of content (350 points)
1. Active participation in class assignments which will include
• Regular class attendance and participation in discussions, simulations, and class
activities. Because, in addition to being theoretical, this is a skills class, attendance and
participation are essential.
• Creation of a hypothetical group.
• Sample get-acquainted exercise for hypothetical group
• Sample introductory exercise for a topic for one session of student’s hypothetical group
with copies for classmates.
• Completion of an “informed consent” checklist to comply with the latest edition of the
ASGW Best Practice Guidelines.
Points
15
5
5
5
10
•
•
•
•
•
Oral report on a research article dealing with any aspect of group counseling/ therapy
related to student’s hypothetical group.
Report on one of the following:
1) A second article dealing with any aspect of group counseling/therapy
2) Attendance at approved group counseling workshop
3) Attendance at approved group counseling session
Completion of a draft of a plan for one session as leader of group; due at least a week
prior to student’s session.
Final plan for session due the day that the student leads or co-leads the session.
Completion of manual (omit chapters 6, 8, & 12)
2. Demonstration of a thorough understanding of the Corey texts and supplemental materials
through performance on two tests.
3. Demonstration of a thorough understanding of the Jacobs text through the following:
• Completion of a writing assignment for 5 chapters. Create a hypothetical group and
complete the “Relating Jacobs’ Info To My Hypothetical Group” form for 5 of the
following chapters: 3, 4, 5, 7, 8, 9, 10, 11, 12, 15, and 16. Put on D2l by 3:00 on assigned
day for a possible 5 points each.
• Class discussion of every assigned chapter. (Points assigned in #1 above.)
4. Demonstration of a thorough understanding of the Corey theories’ chapters through the
following:
• Completion of the “Relating Theories to My Hypothetical Group” for 5 of the following
chapters: 10, 11, 7, 13, 14, 15, and 16 (excluding the theory you are using for your group
session.) Put on D2L by 3:00 on assigned day for a possible 5 points each.
• Class discussion of every assigned chapter. (Points assigned in #1 above.)
C. Demonstration of group membership and leadership skills (350 points)
1. Each student will demonstrate an understanding of appropriate behaviors of a
responsible group member through his/her own cooperation and participation in class
activities, group exercises, and sample group sessions.
10
10
5
5
30
200
25
25
50
2. Each student will demonstrate group leadership skills during class simulations. Each
student will (at a minimum) lead or co-lead group in class on a topic stimulated by an
exercise of his/her choice (which is not a “get-acquainted” or “ice-breaker” exercise.)
Introduction and facilitation of the exercise will be the catalyst for a 20 - 30 minute
processing session or discussion which follows the activity. Time permitting, other
group leadership opportunities will be available during class.
100
3. Each student will lead or co-lead a 75-minute session of a group with classmates as the group
members, following these guidelines:
200
•
•
The session will not be the first or the last session of a group and will be some aspect of
an approved topic such as anxiety/stress management; communication; anger
management; grief work; children of divorce; couples work; motivation for success;
preparing for college; parenting; or teen pregnancy.
The leader may instruct the members to be themselves or to role play a specific
population over 13 years of age.
•
The session will include an appropriate opening, working, and closing/processing phase.
•
The leader will facilitate discussion, sharing and processing for at least half of the session
rather than moving from one activity or exercise to another.
•
The leader will base at least one significant aspect of the session on any counseling
theory and will be able to explain how the theory was utilized.
•
The leadership style is to be a reflection of the integrative approach being taught during
the course rather than imitative of the specific theory being demonstrated.
•
A draft of the session will be submitted prior to the leadership day; the final version of the
session will be submitted at the time of the leadership of the session.
•
Further information regarding leadership skills will be provided closer to the time of the
demonstration.
Disabilities: Students with disabilities have the right to self-identify to the instructor and should do so during the
first week of class if they are in need of accommodations. Those accommodations must be approved through the
Disabled Student Services Office in KUC 120.
Dispositions: Students in the Professional Counseling Program are required to demonstrate program Dispositions
(being collaborative, ethical, professional, reflective, self-directed, and critical-thinking students) in this class and
in all other academic and professional endeavors. Information regarding demonstration of these dispositions may
be communicated to program faculty to be used as a component of the faculty’s continuous evaluation of student
progress. (See Professional Counseling Program Handbook for details.)
Grading Scale: The student will be expected to perform well in both knowledge and skills, and these categories
will be graded separately. Points for the demonstration of knowledge of content portion will be accumulated
throughout the semester, and in a sense, will be more “objective” than the points for the demonstration of group
membership and leadership skills. The latter will be assessed according to the professional judgment of the
professor who will give feedback throughout the semester. Final assignment of points, however, will not be made
until the end of the semester, so as to take into account time for skill development and improvement throughout
the semester. The numerical averages of the knowledge grade and skills grade will determine the grade, using the
following percentage scale:
A = 93 -100; A- = 90-92; B+ = 87-89; B = 83-86; B- = 80-82; C+ = 77-79; C = 73-76; C- = 70-72; D = 60-69; Below
60 = F.
Incompletes are given only in the most extenuating of circumstances. Serious ethical violations will result in an
automatic failing grade.
TENTATIVE CLASS SCHEDULE
Please read the assignments and complete chapter of the manual corresponding to the Corey assignments prior
to the class period where the chapter is listed. All D2L Drop-box assignments are due by 3:00 p.m. on day of class.
DATE
TOPIC
Date
Overview/ Why do groups?
Kinds of groups
Therapeutic factors
Decide on 2nd and 3rd dates for lab!
Date
1st Saturday Group Lab
Date
Ethical considerations
Roles of members
Basic leadership skills
Date
Basic leadership skills
Group process/Stages
Planning a group
Date
Planning a group session
Date
Purpose & Focus
Date
Advanced Skills
Rounds, dyads & exercises
Group practice
Leading in the “Here and Now”
Group practice
Date
Date
No Class
Date
Group practice
Planning a session
“Here and Now”
Counseling theory in group
Existential
Person--Centered
Date
ASSIGNMENTS DUE
•
Read, “Ways of Getting the Most from Your Group
Experience,” in Corey Manual.
• Bring your open, honest, authentic self and a journal!
• Corey Ch. 1, 2, 3 (Reference to Corey always means text
and manual); Jacobs, Ch. 6
• Select a theory for group session later in semester
• Description of your hypothetical group
• Corey Ch. 4 & 5;
• Informed Consent Checklist
• Sample get-acquainted exercise for your hypothetical
group. This does not have to be written.
• Sample introductory exercise for a topic for one of your
hypothetical group sessions. See form on D2L and bring
copy for everyone.
• TEST on Corey Ch. 1-5; Jacobs Ch. 6; selected handouts
and discussion.
• CH. 1 – 5 OF MANUAL DUE
• Read Jacobs Ch.3*, 4*, 5*, & 7* and be prepared to discuss
• *Begin putting on D2L “Relating Jacobs” Info to My
Hypothetical Group” paper for any chapters that are part of
your 5 chapters and be prepared to discuss all chapters.
Continue for next sessions.
• Jacobs Ch. 8*, 9*, 10*, & 11*.
• Assigned students will lead a group exercise & group
discussion; to be continued the next class meetings.
• Jacobs Ch. 12*, 15*, & 16*.
• Jacobs Ch. 13 & 14 (no paper)
• Assigned students will lead a group exercise & group
discussion.
Spring Break
•
Assigned students will lead a group exercise & group
discussion
•
•
Corey Ch. 9 (no paper), 10*
*Begin putting on D2L “Relating Theories to My
Hypothetical Group” paper for any chapters that are part
your 5 chapters and be prepared to discuss all chapters.
Continue for next sessions.
Draft of Session Plan due the week before student’s
session; Final plan due when student leads the session
•
Date
Person-Centered
Gestalt
•
Corey Ch. 11*
Date
•
•
•
•
•
Corey Ch. 7*
Student-led group sessions
Corey Ch. 13*, 14*
Student-led group sessions
Student-led group sessions
Corey Ch. 15*
Student-led group sessions
Critiques of articles (with attached articles), workshop,
and/or group session due
Corey Ch. 16*
Corey Ch. 17, & 18 (no paper)
Student-led group sessions
Date
Gestalt
Adlerian
Cognitive Behavior & REBT
Date
Saturday Group Lab
Date
Reality Therapy
•
•
•
Date
Solution Focused Brief Therapy
Discuss articles and research related to
group work
•
•
•
Date
FINAL TEST
•
•
TEST over Corey, Ch. 7-18 (excluding 8 &12) & class
discussion
MANUAL DUE WITH CH. 7-18 (EXCLUDING 8 and
12)