UNIVERSITY OF LETHBRIDGE
FACULTY OF HEALTH SCIENCES
ADDICTIONS COUNSELLING PROGRAM
ADCS 2120A – COUNSELLING II (GROUP COUNSELLING)
Course Syllabus – Fall, 2014
Course Instructor:
Office Hours:
Office:
Phone:
Fax:
E-mail:
Lecture Time:
Lecture Location:
Lab Facilitators:
Lab Location:
Jason Solowoniuk, BHSc., MEd., C.C.C
Upon Request
M3034
403-329-2597
403-329-2668
Jason.solowoniuk@uleth.ca
Wednesdays, 9:00 – 11:50 a.m. (Sept 3 – Dec 4)
AH 175
Trent Leighton, Nancy Sharpe, Tseten Drawu
M1004
COURSE DESCRIPTION:
The focus of this course is threefold and includes increasing students’: i) theoretical knowledge base,
ii) skill development, and; iii) personal development of the counsellor’s self to enhance the translation of
theoretical knowledge into applied skills for group facilitation and counselling with addictions and related
issues. Lectures will focus on the acquisition of knowledge and understanding of counselling theory,
models of group counselling, general group processes, dynamics and development, treatment issues,
and group counsellor training issues with an emphasis on the application for group counselling in the
treatment of addictions. Labs will emphasize the lived experience of the powerful effects of interactional
and interpersonal learning through the group counselling process to enhance the personal and
professional development of the student as a group counsellor and to experience the how the group
process works to facilitate growth and change.
COURSE OBJECTIVES:
Upon completion of this course the student will:
• Understand theories and concepts relating to group processes, dynamics and development for
effective group facilitation and counselling with treatment issues related to substance, use, abuse
and dependency, and mental health concerns and other addictions issues.
• Understand the principles and application of Attachment Theory, Existential, and 12-Step
philosophies as it applies to individual psychodynamics and inter/intrapsychic group processes
• Recognize the necessary knowledge, skills, responsibilities, ethics and professionalism of a
group counsellor.
• Develop basic group facilitation skills based in Yalom’s Interactional Model of Group
Psychotherapy, Psychodynamic Principles, coupled with Transpersonal and Nondual approaches
to Group Psychotherapy
2
•
Develop effective communication skills and skills in group facilitation, psycho-educational
presentations and experiential exercises for addictions, psychospiritual and mental health issues.
Increase self-awareness and reflective practice skills as a group counsellor with an emphasis on
self-care and self-management.
•
Canadian Centre for Substance Abuse (CCSA) Core Competencies covered in this Course
Technical Competencies
•
•
•
•
Counselling
Ethics & professionalism
Group facilitation
Understanding substance use, abuse &
dependency
Behavioral Competencies
•
•
•
•
•
•
•
•
Analytic thinking & decision making
Client-centered change
Developing others
Effective communication
Ethical conduct & professionalism
Interpersonal rapport/savvy
Self-care
Self-management
APPROACH TO LEARNING:
Lecture: The basic concepts pertaining to counselling theory, models of group facilitation and
counselling, general group processes, dynamics and development, treatment issues related to substance,
use, abuse and dependency, and group counsellor training issues will be reviewed in a lecture and
discussion format along with activity-based application of concepts learned. Students are expected to
complete assigned readings from the course text prior to the lecture and be prepared to participate in all
class discussion and activities.
Labs: The purpose of the lab is to provide students with experiential, hands-on exposure to a group
counselling process that emphasizes interactional client-centered change and ethical conduct and
professionalism of the group counsellor. Students participate both as group members and group
facilitators. Professional development of the group counsellor is structured through the development of
applied group counselling skills to effectively build trust and interpersonal rapport within the group
context. Additionally, reflective practice skills are developed to analyze group facilitator and member
behavior and enhance analytic thinking & decision making within the context of group counselling. Using
basic group facilitation skills based in Yalom’s Interactional Model of Group Psychotherapy, Existential
thought, and Psychodynamic approaches students are responsible to co-facilitate two segments of the
group session: i) the ‘check-in” process component, and ii) the group intervention exercise component.
Personal development of the group counsellor is facilitated by participation in self-awareness exercises
and personal growth experiences within the context of the group session and by the on-going practice of
self-reflection. Students are expected to fully participate in all aspects of the lab sessions.
As participation in the lab component of the course is critical to the development of applied group
facilitation counselling skills, it is recommended that students do not miss any labs. Therefore, if you are
going to be absent your lab instructor is to be informed 24 hours before your absence and your absence
must be supported by medical documentation.
REQUIRED TEXTS:
Mei-whei, C., & Rybak, C. (2004). Group Leadership skills. Belmont, CA: Brooks/Cole.
Fehr, S.S. (2010). 101 Interventions in Group Therapy. New York, NY: Routledge
Flores, P. (2007). Group Psychotherapy with Addicted Populations: An Integration of Twelve-Step and
Psychodynamic Theory. New York, NY: Routledge.
*Assigned readings will be handed out by instructor
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RECOMMENDED READING:
Alcoholics Anonymous (2002). Alcoholics Anonymous: The big book (4th ed). New York: World Services,
Inc.
Almaas, A.H. (2000). The point of existence: Transformations of Narcissism in Self-Realization. Boston:
Shambhala
Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London: Routledge.
Guntrip, H. (1971). Psychoanalytic theory, therapy, and the self. New York: Basic Books.
Kohut, H. (1984). How does analysis cure? Chicago: University of Chicago Press.
McKenna, J. (2007). Spiritual Warfare. New York: Wisefool Press.
Nixon, G. (2013). The sun rises in the evening. London: Non-Duality Press.
Schierse-Leonard, L. (2001). Witness to the fire: Creativity and the Veil of Addiction. Boston:
Shambhala.
Yalom, I.D. (with Leszcz, M.) (2005). The theory and practice of group psychotherapy (5th ed.). New York,
NY: Basic Books.
COURSE ASSIGNMENTS, DUE DATES, & WEIGHTING:
Assignments
Due Date
Weighting
Group Psycho-Education Presentation (in-class)
Mid-Term Exam
Co-facilitation Written Analysis (based on lab)
Group Intervention Implementation (in-lab)
Class Attendance
Final Exam
(upon sign-up)
October15
(upon sign-up)
(upon sign-up)
N/A
December 4
15%
25%
15%
15%
10%
20%
Description of Assignments:
1) Mid-Term Exam
The mid-term exam will be held during class time on October 15. This exam is based on lecture
material and assigned readings from the course text and other assigned readings. The format of the
exam will consist of both essay discussion-style questions and multiple-choice questions which
require the understanding and application of theory. The exam is worth 25% of your final grade.
2) Group Psycho-Education
In groups of 6 persons, each group will present a Psychoeducation topic to the lecture class with
respect to addiction and recovery. This presentation is geared toward persons who are in recovery
(either in a 12-step group, inpatient care, or outpatient). Group topics have already been chosen by
the instructor (e.g., emotional regulation, relapse and withdrawal, cycle of violence, relationships and
communication, issues in second stage recovery, families and addiction;, groups may present
something different only with the permission of the instructor. Group topics are to be thoroughly
researched, well thought out, and when completed can be replicated in a professional setting. Please
see the attached marking sheet for this assignment. (15%)
3) Co-Facilitation Analysis Paper
You are to write a self-reflective theoretical analysis of group facilitation. The paper should elucidate
experiences of your group mates and yourself. You will be expected to analyze these experiences by
applying theory in a coherent discussion using references from the texts and learning from the lecture
material (both technical reflection on skills and theory related to group process). Content, process,
and skill elucidation are necessary in order to complete this analytical paper. A minimum of 15 direct
quotes from the text(s) is expected to be included in your analysis. APA format will be used in the
assignment. Each student will complete and submit an independent analysis and receive an
independent mark for this assignment. Please see the attached marking sheet for this assignment.
Minimum 10 pages. (15%)
4
4) Group Lab Intervention Facilitation
Each student (with the same co-facilitator from group check-in) will create and deliver an interactive
group intervention exercise (after break following the group check-in / adapted from the 101 Group
Interventions book). The key of this exercise is to deepen an individual’s growth emotionally,
cognitively, or psychospiritually, while equally deepening the atmosphere and stage of the group
process, and finally, be an exercise that could be replicated and potentially implemented during a
practicum. Please see the attached marking sheet for this assignment. (15%)
5) Attendance in Lecture
As per developing a theoretical skill set and professional personhood – attendance and participation
in class is the utmost of importance. To receive 10% for attendance – students must attend all
classes. 5% will be awarded for attending 12 classes. Attendance will be taken at the beginning of
every class.
6) Final Exam
Will be held during class time on December 4. This exam is based on lecture material and assigned
readings from the course text and other assigned readings based on material after the midterm. The
format of the exam will consist of essay questions, which require the understanding and application of
theory. The exam is worth 20% of your final grade.
PLAGIARISM STATEMENT:
The University of Lethbridge subscribes to Turnitin.com, a plagiarism detection service. Please be
advised that student work submitted for credit in this course may be submitted to this system to verify its
originality. Students must be able to submit both electronic and hard copy versions of their work upon
request.
ACCOMMODATIONS FOR STUDENTS WITH A DISABILITY:
Reasonable accommodations are available for students who have a documented disability. If you have
been diagnosed with a disability, there is no need to face the challenge of University without support.
Please contact the Accommodated Learning Centre at 403-329-2766 to set up an appointment
http://www.uleth.ca/ross/counselling/index.html. After registering with the Accommodated Learning
Centre, your instructor will be notified by a formal letter of any accommodations you require. In addition,
students are responsible for requesting accommodations from the instructor at least *two weeks* in
advance of the evaluation date. The instructor and student are jointly responsible for arranging the
resources needed for the evaluation process.
COPYRIGHT STATEMENT:
All University of Lethbridge students, faculty and staff must comply with Canadian law and institutional
license agreements pertaining to copyright. At the same time, keeping abreast of our copyright
obligations and options is a complex task as copyright matters locally and globally are in flux and are
likely to remain so for at least the near future.
The University’s Copyright website (www.uleth.ca/copyright) is a source of current copyright information
that includes:
 answers to common copyright questions (see the FAQs),
 guidance on whether you need permission or a license to copy a particular work (see the
Copyright Permissions Flow Chart),
 guidance on assessing whether fair dealing may apply to specific instances of copying you wish
to undertake (see the Guidelines for Copying under Fair Dealing), and
 a permissions look-up tool to help you determine the kinds of copying and other uses permitted
by the Library’s license agreements covering specific online journals and other online resources.
5
You are encouraged to contact the University Copyright Advisor (copyright@uleth.ca) for assistance with
any copyright questions or issues.
GRADING BREAKDOWN:
The grading system for this course is consistent with that established in the Faculty of Health Sciences,
effective May, 2002
Grade
A+
A
AB+
B
BC+
C
CD+
D
F
Percentage
95 - 100
91 – 94.9
87 – 90.9
83 – 86.9
79 – 82.9
75 – 78.9
71 – 74.9
67 – 70.9
63 – 66.9
59 – 62.9
55 – 58.9
0 – 54.9
Grade Points
4.0
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
1.3
1.0
0.0
6
PROPOSED CLASS/LAB SCHEDULE & READINGS (tentative and subject to change):
Lecture Schedule
Readings
September 3: CLASS #1
➢ Introductions
➢ Introductory Concepts
➢ Course Review
Read for class 2
Ch.1, 2, and 4
(syllabus, assignments,
lab sections,
assignments, instructor
expectations
➢ Breaking the Ice
September 10: CLASS #2
➢ Group Theory,
assumptions, and
conducting the first
session
Read for class 3
Ch. 5, 6
Lab Schedule
LAB #1
Facilitated by Lab Instructor(s)
❖ Attendance
❖ Objectives & Expectations
❖ Role of Lab Instructor
❖ Assignments & Signup
Sheets (forms)
❖ Introductions
❖ Group Rules
❖ Setting personal goals
LAB #2
Facilitated by Lab Instructor(s)
❖ Review Group Rules
❖ Group Leader Tasks/Skills
Modeled: Some Basics of
IM Model (connecting
members, feedback,
silence, linking)
➢ Themes for Check-in
1. Review and finalize
personal goals share with
group/have group discuss (if
necessary)
2. Select and process personal
agenda
3. Depending on what has
been completing in first two
group labs, may also prepare
/design/implement first group
intervention exercise after
check in
Assignment
Due Dates
7
Lecture Schedule
September 17: CLASS #3
➢ Foundation of Group
Skills and Working on
Agendas
September 24: CLASS #4
➢ The Disease concept
and existential group
therapy part A
➢ Psycho-education
presentation 1
Readings
LAB #3
Facilitated by Lab Instructor(s)
Read PDF The
➢ Group Leader Tasks Modeled
Disease Concept
(Non-verbal cues to invite
and the
sharing, getting all group
Existential group
members involved, blocking
and redirecting, Drawing out
quiet members, Looping back
and refocusing
❖ Selecting and working on
personal agendas
❖ Leader facilitated group
intervention exercise (after
check-in)
Finish reading
PDF The
Disease Concept
and the
Existential group
October 1: CLASS #5
➢ The Disease concept
and existential group
therapy part B
➢ Psychoeducation
presentation 2
October 8: CLASS #6
and addiction part A
presentation 3
LAB #4
Facilitated by Lab Instructor
➢ Group Leader Tasks Modeled
(Directing clients away from
storytelling, listening core
issues, validating feelings,
feedback, intervening
domineering behaviors
Themes for Check-in
❖ Personal agenda
processing
❖ Leader facilitated group
intervention
LAB #5
Read PDF
Psychodynamic
Theory and
Addiction
➢ Psychodynamic theory Review readings
➢ Psychoeducation
Lab Schedule
for Midterm
➢ Student facilitated check-in/
personal agenda processing
➢ Student facilitated group
prepared intervention exercise
LAB #6
➢ Student facilitated check-in/
personal agenda processing
➢ Student facilitated group
prepared intervention exercise
Assignment
Due Dates
8
Lecture Schedule
October 15: CLASS #7
➢ MIDTERM EXAM
Readings
Finish reading
Read
Psychodynamic
Theory and
Addiction
Lab Schedule
LAB #7
➢ Student facilitated check-in/
personal agenda processing
➢ Student facilitated group
prepared intervention exercise
October 22: CLASS #8
➢ Psychodynamic theory
and addiction part B
➢ Video “what babies
want”
LAB #8
Co-facilitated by Students
Read Ch.7 and 8 ➢ Student facilitated check-in/
personal agenda processing
➢ Student facilitated group
prepared intervention exercise
October 29: CLASS #9
➢ Working with Tension
and Conflict,
Confrontation
➢ Psychoeducation
presentation 4
Read Ch.9
November 5: CLASS #10
➢ Transference In
Groups
➢ Common Roles in
Groups and Hot Seat
Method
November 12: CLASS #11
➢ Resistance and
Curative Factors, and
Stirring The Pot
➢ Psychoeducation
presentation 5
November 19: CLASS #12
➢ Termination
➢ Psychoeducation
presentation 6
November 26: CLASS #13
➢ Final Exam
Assignment
Due Dates
Oct. 15
In-class Midterm exam is
worth 25% of
final grade.
LAB #9
➢ Student facilitated check-in/
Read PDF
Transference
In Groups
personal agenda processing
➢ Student facilitated group
prepared group intervention
exercise
Read Ch. 10
➢ Student facilitated check-in/
Read PDF
Resistance and
Curative Factors
personal agenda processing
➢ Student facilitated group
prepared group intervention
exercise
Read Ch.11
➢ Student facilitated check-in/
LAB #10
LAB #11
personal agenda processing
➢ Student facilitated group pre
prepared group intervention
exercise
LAB #12
Study readings
and slides for
final
N/A
➢ Student facilitated check-in/
personal agenda processing
➢ Student facilitated group pre
prepared group intervention
exercise
LAB #13
➢ Leader facilitated termination
and good-bye lab
Final Exam
9
ADCS 2120 Counselling II (Group Counselling)
Lab Assignment Marking Sheet
Written Reflective Analysis of Co-Facilitation
Learner: _____________________________
ID#: ___________________________
You are to write a self-reflective theoretical analysis of group facilitation. The paper should elucidate the
experiences of your group mates and yourself. You are expected to analyze these experiences by
applying theory in a coherent discussion, using references from the texts and learning from the lecture
material (both technical reflection on skills and theory related to group process. Moreover, the analysis
will consist of observations, insights, and personal feelings regarding skills/techniques used, group
member response, facilitator behaviour and effectiveness, and overall experience of facilitating the group
that week. A minimum of 15 direct quotes from the text(s) is expected to be included in your analysis.
APA format will be used in the assignment. Essay should be a minimum of 10 pages.
Elements for Evaluation
Mark
Examination of Interactional Skills Used
/5
Elucidation and Application of Theory Analysis
(e.g., group member observations, group
members process, facilitation of process,
theoretical analysis).
/7
What I Would Do Differently/Future Growth
/3
Total
/15
Comments
10
ADCS 2120 Counselling II (Group Counselling)
Lab Assignment Marking Sheet
Prepared Group Intervention
Learner: _______________________________ ID#: ____________________
Elements for Evaluation
Facilitation of Intervention
Delivery and clarity of intervention,
engagement of group members
Impact on Personal/Group Dynamics
Potential for personal growth, group
learning and growth, appropriateness of
topic with respect to stage of group
process (forming, norming, storming)
Total
Mark
5
10
/15
Comments