PSYC 366
Dr. Grant Jones
Spring 2006
INTRODUCTION TO APPLIED GROUP PROCESSES
Syllabus
Office Hours:
Mon
5:00 – 6:00
Welcome to the Introduction to Applied Group Processes course! This course is one part of
your journey in completing your BS in Human Service. It is my attempt to help prepare your for
a degree in the helping professions and in pursuing graduate training. It is my privilege to do so
and I will do all in my power to help you achieve your career goals in the helping professions.
COURSE DESCRIPTION
This course is designed to study the major theoretical approaches concerning group functioning
and group process. Areas that will be addressed include types of groups, stages of groups,
leadership styles, screening, planning, basic skills, exercises, and therapeutic forces. Emphasis
will be placed on integrating both cognitive and experiential insights in order to develop skills
for effective group leadership in a variety of settings. This will be accomplished through the
study of a variety of processes and methods of group dynamics in addition to active participation
within a growth-group setting. Practice at a facilitating growth-group is provided.
TEXT
Jacobs, Harvill, and Hasson (2002). Group Counseling. 5th ed., Brook/Cole.
METHODS
A combination of methods will be used in order to communicate the course content to the
learner. The majority will include lecture, class discussion, class demonstrations, role-playing,
and group participation. In addition, each learner will participate in a growth group that will run
for the entire course. The group will run the last hour of the class period or on the alternate
Tuesday. Some learners may be responsible for leading one of the group sessions and if so will
submit a detailed outline of the projected session to the professor at least two days before group.
Emphasis will be given to implementing the lecture material into actual hands-on learning
experiences.
JOURNAL
A log is to be kept by the learner recording thoughts, responses, and reactions to each group
session. Emphasis should be on personal insights into group processes, introspection, and selfdisclosure. These will be turned in the day after each learner’s group meeting. Each entry should
be at least two pages. One page will evaluate and critique the group processes, leader’s role,
group members, and if the goals were met as stated in the text/lectures. The second page focuses
on what happened to the learner personally (what was learned, felt, experienced). Amount of
effort/personal involvement and awareness of group processes are the two criteria by which the
logs will be evaluated. Effort is measured by responding to the professor’s questions and
comments. If a learner leads a group, special emphasis should be given to the day the learner
lead the growth group and should be at least three pages. A copy of the learner's outline for
leading the group should be included with the entry.
GENERAL OBJECTIVES
1.
Learners will be able to identify the major mental health groups and the function and
purpose of each.
2.
Learners will be able to critically examine the major group leadership styles and
characteristics of effective group leaders.
3.
Learners will have understanding of the stages of group development and the factors
that influence group dynamics.
4.
Learners will know how to start and prepare for different types of groups.
5.
Learners will be able to identify and explain the basic skills of an effective group
leader.
6.
Learners will identify appropriate group exercises and when and how to use them.
7.
Learners will be able to explain the unique qualities and issues associated with
therapy groups.
8.
Learners will participate in a growth group and develop insight into who he/she is and
what is (are) the motivation/reason(s) for entering the helping professions.
9.
Learners will develop entry level skill in leading groups.
10.
Learners will be exposed to the basic ethical issues in group mental health groups.
SPECIFIC OBJECTIVES AND COURSE EXPECTATIONS
I.
Prior to and during lesson one, each learner will:
1.
Know the differences between group guidance, group counseling and group therapy.
2.
Know the seven basic types of groups, their purpose, function, member composition, and
leadership style and training.
3.
Know the major factors and reasons that make groups so effective.
4.
Know the basic leadership styles used in leading groups.
5.
Know the key traits and factors that make an effective group leader.
6.
Know the difference between process and content issues in groups.
7.
Know the four stages of groups.
8.
Know the key group dynamics of each of the seven types of groups.
9.
Know what is meant by “group processes” and “group dynamics”.
10.
Know the 15 major therapeutic forces and how each impacts group behavior.
11.
Know why knowing the purpose is the most critical concept about group leadership.
12.
Know how to establish the overall purpose of the group as well as each group session.
13.
Know what are the unique issues and processes of the first group meeting.
14.
Know how to conduct the first meeting, identify key tasks, and accomplish its purpose.
15.
Know the rubric in how to asses the first session and prepare for the second one.
16.
Participate in a growth group.
II.
Prior to and during lesson two, each learner will:
1.
Know what are the unique issues and processes of the second group meeting.
2.
Know how to conduct the second meeting, identify key tasks, and accomplish its purpose.
3.
4.
5.
6.
7.
8.
9.
10.
Know the rubric in how to asses the second session and prepare for the next one.
Know the difference between “big-picture planning”, “pre-group planning” and “session
planning”.
Know the questions to process in pre-group planning.
Know the major methods of screening group members.
Know how to plan for each phase of a group meeting.
Know the common planning mistakes involved in group work.
Know the basic skills of an effective group leader and how to use each one.
Participate in a growth group.
III.
Prior to and during lesson three, each learner will:
1.
Know how to establish the focus and why this is critical for effective groups.
2.
Know how and when to hold, shift, and deepen the focus.
3.
Know the difference between cutting-off and drawing out.
4.
Know when each is to be implemented and how it is done.
5.
Know the reasons for silence and which technique is to be used with each reason.
6.
Know how to assess if group is working during the working phase or in the middle stage.
7.
Know the major skills and techniques needed for leading middle stage sessions.
8.
Know the common mistakes made during middle sessions.
9.
Know the pertinent middle stage issues for each type of group.
10.
Know the purposes and goals of each closing phase of each meeting.
11.
Know the major steps and skills to be included/used in the closing phase of each session.
12.
Participate in a growth group.
IV.
Prior to and during lesson four, each learner will:
1.
Know what a round is and the different types of rounds and the purpose of each.
2.
Know when and how to use a round.
3.
Know what a dyad is and the different types of dyads and the purpose of each.
4.
Know when and how to use a dyad.
5.
Know why exercises are used in groups and when they are to be used.
6.
Know the major types of exercises that commonly used in groups.
7.
Know when and how to conduct exercises.
8.
Know how to process exercises.
9.
Know the common mistakes made while conducting exercises.
10.
Know the purposes and goals of the closing stage of the group.
11.
Know the major steps and issues to be included in the closing stage of the group.
12.
Participate in a growth group.
V.
Prior to and during lesson five, each learner will:
1.
Know how therapy groups are different from other groups.
2.
Know what are the purposes and goals of therapy groups.
3.
Know what the leaders roles is and what skills are needed in leading therapy groups.
4.
Know the common mistakes made by the leader in therapy groups.
5.
Know the steps and procedures used to handle disruptive group members.
6.
7.
8.
9.
10.
11.
11.
Know the most common types of disruptive members encountered in groups.
Know the advantages and disadvantages of using co-leaders.
Know the Best Practice Guidelines code.
Know the key ethical issues in leading groups.
Know how to evaluate groups.
Know the major websites for resources for leading groups.
Participate in a growth group.
EVALUATION
1.
The grade for each unit test (essay) will be determined on the basis of 90%=A; 80%=B; 70%=C;
and 60%=D of the highest learner score. There will be five unit tests and each is worth 50
points. Each will be taken the first hour of classes 2 – 5. The 5th test will be a take home one.
2.
The nature of the course requires participation by each learner. There is experiential learning that
occurs during each class or group meeting and thus a grade for attending is given. Therefore, an
attendance grade, (this includes attendance in class and each group meeting), equal to ONE unit
test, will be determined on the following basis:
Absences
0
1
2
3
Number of Points
50
40
30
F for course
3.
Each learner will be required to attend one community sponsored group meetings and to turn in a
two-page typed critique of each. One page will describe the group content and the other will
critique the group processes. Write it as if you were the hired consultant to help them out by
making recommendations for improvement. It will be worth 20 points.
4.
The final grade will be determined by the average of the 5-unit tests, journal, participation grade,
and attendance grade. Each learner will be evaluated by his/her degree of participation in the
group sessions and class time. The criteria will not be based solely on amount of verbal
interaction, but also in the amount of personal growth at the semester's end and the amount of
insight into group processes.
5.
TEST AND ATTENDANCE GRADE = 70% OF FINAL GRADE
Each test is worth 50 points
JOURNAL AND PARTICIPATION GRADE = 30% OF FINAL GRADE
a.
Journal: 60 points (12 possible for each entry x 5 entries = 60). Four points will
deducted if turned in late.
b.
Outline: 10 points
c.
d.
e.
Participation: 60 points (12 possible for each group meeting x 5 sessions = 60 points)
Leader: 10 points
One Community group: 20 points
COURSE OUTLINE
Feb
21
Lesson One: Intro & Chapters 1, 2, 3, & 5 (1st session)
March
28
Lesson Two: TEST 1; Chapters 4, 5 (2nd Session), & 6
14
Lesson Three: TEST 2; Chapters 7, 8, 12, & 14 (Closing phase)
21
Lesson Four: TEST 3; Chapters 9, 10, 11, & 14 (Closing stage)
28
Lesson Five: TEST 4; Chapters 13, 15, & 17
31
TEST 5 due by 4:30 p.m.