KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8711/Master of Social Work
Department Social Work & Human Services
Degree Title (if applicable) Master of Social Work
Proposed Effective Date August 2010
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
College Curriculum Committee
Date
College Dean
Date
GPCC Chair
Date
Dean, Graduate College
Date
Not Approved
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Vice President for Academic Affairs Date
Approved
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President
Date
1
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number
___
Course Title
___
Class Hours
____Laboratory Hours_______Credit Hours________
Prerequisites
___
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number ____SW 8711____________________________
Course Title __Advanced Clinical Practice III: Working With Groups
_______
Class Hours
3____Laboratory Hours____0___CreditHours___3_____
Prerequisites Admission to the Social Work Program
Description (or Proposed Degree Requirements):
Current group interventions used with a diverse population of children,
adolescents, adults, and the elderly will be covered in this course. Students will
become familiar with children, adolescents, adults and the elderly from diverse
backgrounds, affirming and respecting their strengths and differences in group
settings. The major focus of this course is on the identification, analysis, and
implementation of empirically-based intervention strategies for clinical practice
with groups. Students will explore multiple perspectives in the advanced
application of theories, models, and skills utilized in short- and longer-term group
interventions. This course is based on social work values and the ethical decisionmaking process, as presented in the NASW Code of Ethics.
III.
Justification
Many of the primary functions of a Social Worker require an ability to facilitate and work
in groups. To meet this requirement, Social workers require training on group dynamics,
assessment and intervention strategies. This course will provide such training. It will also
enhance students’ ability to apply group theories, models, and skills utilized in short- and
longer-term group interventions at an advanced clinical level.
2
IV.
Additional Information (for New Courses only)
Instructor: Takeisha Wilson
Text: 1) Yalom, Irvin.D. (2005). The theory and practice of group psychotherapy. (5th
ed.). New York: Basic Books., 2) Malekoff, A. (2004). Group work with adolescents:
Principles and practice. (2nd ed.) New York: The Guilford Press.
Prerequisites: Admission to the Social Work Program
Objectives:
Knowledge objectives: Students completing this course will have knowledge of...
 The history of social work practice with groups.
 Group intervention theories, models and strategies for use with children, adolescents,
adults, and the elderly that reflect an appreciation for diversity.
 How to assess and address ethical dilemmas and decision making found in practice with
groups and the effects of ethical dilemmas in group work.
Value Objectives: Students completing this course will have an appreciation of/for...
 The integration of theories and empirical knowledge in selecting and utilizing group
interventions.
 Individual worth, dignity, and self-determination in all phases of working with client
systems with special attention given to at-risk populations and the effects of oppression.
 The impact of diversity on group process and dynamics, especially differences related to
work with children, adolescents, adults, and the elderly.
 The importance of the evaluation of outcomes and evaluating the effectiveness of one’s
own practice activities.
Skills Objectives: Students completing this course will be able to...
 Formulate a clinical assessment of the group and the group members’ biopsychosocial
functioning.
 Select, design, and evaluate group interventions, activities, and programs while
recognizing and appreciating the diversity of the group being served.
 Demonstrate an ability to tailor and implement group interventions according to the
context in which they are delivered.
 Integrate and apply core and advanced group work skills and processes in various
settings.
 Analyze the role of the group leader and his/her impact in practice with groups, with
special attention to power dynamics
 Demonstrate an advanced clinical knowledge of group work intervention and leadership
roles and skills.
 Effectively use the NASW Code of Ethics to address ethical dilemmas as they relate to
group work.
Instructional Method:
This course will be delivered in a manner that addresses various learning styles, including
cognitive, affective and experiential modes of learning. The cognitive dimension will be
delivered via lectures, class discussions, assigned readings, and papers. Outside speakers,
3
group exercises, and videotapes may be used to supplement class materials. Affective
and experiential dimensions will be delivered via in-class exercises, student-to-student
interactions, small group interactions, instructor-to-student interactions, and exams.
Exercises promoting self-awareness in relation to group processes will be emphasized in
written assignments as well as class interactions. Teaching and learning will be
collaborative and interactive.
Method of Evaluation: Attendance/Participation, three written course synthesis
assignments, two exams, one role play, and one written role play reflection
assignment.
The following rubric will be used for grading:
Assignment
Attendance/Participation
Synthesis Papers (3 Total)
Exam I
Role Play
Role Play Reflection Papers
Exam II
TOTAL
V.
Grade
10%
10%
20%
20%
20%
20%
100%
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
0
0
4
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 30 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
Social Work
SW 8711
Advanced Clinical Practice III
3-0-3
Fall 2010
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
5
KENNESAW STATE UNIVERSITY
COLLEGE OF HEALTH AND HUMAN SERVICES
DEPARTMENT OF SOCIAL WORK & HUMAN SERVICES
HUMAN SERVICES PROGRAM
SW 8711
ADVANCED CLINICAL PRACTICE III:
Working with Groups
Fall 2010
Instructor:
Professor Takeisha Wilson
Meeting Time:
TBD
Semester Credits:
3 hrs.
Email Address:
twilson@kennesaw.edu
Phone Number:
499-6630
Office:
225 Pilcher
Office Hours:
10-3:00 M-F By Appointment
REQUIRED TEXTS:
Yalom, Irvin.D. (2005). The theory and practice of group psychotherapy. (5th ed.). New York:
Basic Books.
Malekoff, A. (2004). Group work with adolescents: Principles and practice. (2nd ed.) New York:
The Guilford Press
Publication Manual of the American Psychological Association. Available in the university
bookstore.
Supplemental readings may be distributed throughout the term and/or placed on reserve at the
library. Students will also be responsible for any additional readings assigned.
COURSE DESCRIPTION
Current group interventions used with a diverse population of children, adolescents, adults, and
the elderly will be covered in this course. Students will become familiar with children,
adolescents, adults and the elderly from diverse backgrounds, affirming and respecting their
strengths and differences in group settings. The major focus of this course is on the
identification, analysis, and implementation of empirically-based intervention strategies for
clinical practice with groups. Students will explore multiple perspectives in the advanced
application of theories, models, and skills utilized in short- and longer-term group interventions.
This course is based on social work values and the ethical decision-making process, as presented
in the NASW Code of Ethics.
6
COURSE OBJECTIVES:
Knowledge objectives: Students completing this course will have knowledge of...
 The history of social work practice with groups.
 Group intervention theories, models and strategies for use with children, adolescents,
adults, and the elderly that reflect an appreciation for diversity.
 How to assess and address ethical dilemmas and decision making found in practice with
groups and the effects of ethical dilemmas in group work.
Value Objectives: Students completing this course will have an appreciation of/for...
 The integration of theories and empirical knowledge in selecting and utilizing group
interventions.
 Individual worth, dignity, and self-determination in all phases of working with client
systems with special attention given to at-risk populations and the effects of oppression.
 The impact of diversity on group process and dynamics, especially differences related to
work with children, adolescents, adults, and the elderly.
 The importance of the evaluation of outcomes and evaluating the effectiveness of one’s
own practice activities.
Skills Objectives: Students completing this course will be able to...
 Formulate a clinical assessment of the group and the group members’ biopsychosocial
functioning.
 Select, design, and evaluate group interventions, activities, and programs while
recognizing and appreciating the diversity of the group being served.
 Demonstrate an ability to tailor and implement group interventions according to the
context in which they are delivered.
 Integrate and apply core and advanced group work skills and processes in various
settings.
 Analyze the role of the group leader and his/her impact in practice with groups, with
special attention to power dynamics
 Demonstrate an advanced clinical knowledge of group work intervention and leadership
roles and skills.
 Effectively use the NASW Code of Ethics to address ethical dilemmas as they relate to
group work.
COURSE EXPECTATIONS
INCOMPLETE POLICY - A grade of incomplete or “I” will not be given unless the student
contacts the instructor and makes special arrangements for making up the required work.
Only emergency situations that prohibit a student from completing the course will warrant a
grade of “I”. Therefore, it will not be given automatically.
ATTENDANCE & PARTICIPATION POLICY- Students are expected to attend each and
every class and to arrive on time. Attendance is important in this class. Attendance will be called
at the beginning of each class. If you are not there when attendance is called, you are absent. No
exceptions will be made in this policy except for documented emergencies. Excused absences
require written documentation in the form of a medical excuse, evidence of death in the family,
7
etc.. The documentation must be turned in on the day the student returns to class, and he/she
will not be penalized for that day. In addition, students are excused for official religious holidays.
Late arrivals and early departure compromises your record. Students are allowed to miss one
class without penalty. After one absence, you will lose 1 point of your 16
attendance/participation grade points for each additional day missed. Students do not need to
notify the professor regarding the reason for their absence(s).
Students are expected to purchase the course text and complete the assigned readings and other
assignments before class. In addition, students are expected to raise questions from the reading or
class discussion, listen to the ideas and questions of fellow students respectfully and respond
thoughtfully. Allow others space to talk, discuss and respond to material. Class discussions and
papers will follow the guidelines for nonsexist, nonbiased language. Please do not confuse
quantity of comments with quality of comments. Occasional short quizzes or one-minute papers
may be used to assess your preparedness. There will be short assignments over the course of the
semester that will be considered in this area. Please turn off all cell phones, pagers, and laptops
during class. If you have an emergency, you may request an exception to the policy from the
professor before class begins. Let’s use common courtesy and respect for others.
MAKE-UP POLICY- Make-up exams, as a rule, will not be permitted. Only in extraordinary circumstances this
may be considered. If a make-up exam is warranted, the format is up to the Professor’s discretion and may be an
essay exam.
ASSIGNMENTS POLICY
All assignments are due at the beginning of class on the day indicated on the syllabus.
Assignments may not be submitted by email or fax. Late assignments will not be accepted, so
please plan accordingly. Extension of a due date may be considered only in the case of an
emergency. Appropriate documentation will be required. Each student is expected to make
arrangements with the professor for excused absences or late assignments. Late assignments will
result in a deduction of five points for each day that the assignment is late.
For all assignments: References counted as ‘required’ include ONLY peer reviewed journal
articles or book chapters published from a scholarly press (such as Columbia University Press,
Free Press, Allyn & Bacon, etc. [ask if you are not sure]). Other references may be utilized;
however, they do not count as a required reference.
** The KSU Writing Center is a free service offered to all KSU students. Experienced, friendly
writing assistants work with you throughout the writing process on concerns such as topic
development, revision, research, documentation, grammar, and mechanics. Rather than edit your
paper for you, writing assistants will help you learn strategies to become a better writer on your
own. For more information or to make an appointment (appointments are strongly encouraged),
visit http://www.kennesaw.edu/english/WritingCenter, or stop by Room 242 in the English
Building.**
8
COMMUNICATION WITH STUDENTS
All communications will be sent ONLY to your KSU e-mail address and you should check
it at least weekly. I will send all enrolled students occasional e-mail updates on course-related
information (e.g., course Web site updates and additions, last minute class cancellations, etc.). If
you have not activated your KSU e-mail, you should do so as soon as possible. Information on
activating and using your KSU e-mail can be found at http://students.kennesaw.edu.
I also strongly encourage students to use e-mail as an immediate way of communicating with
me. I check my email frequently throughout the day and I will make every effort to respond
within 24 hours (usually sooner).
Class discussions and papers will follow the guidelines for nonsexist, nonbiased language.
STATEMENT OF DIVERSITY AND NONDISCRIMINATION
Discriminatory and harassing behaviors are reprehensible and will not be tolerated at Kennesaw
State University Master of Social Work Program. As they subvert the mission of the University
and the MSW program, violate social work code of ethics, and threaten the careers, educational
experiences and well being of students, faculty and staff. The University and the MSW program
will not tolerate behaviors between or among members of the University community, which
create an unacceptable working environment. Similarly, the Instructor will tolerate neither
discriminatory nor harassing behaviors between or among students enrolled in the course. The
program promotes an atmosphere of inclusion, non-judgmental, and empowerment.
ACCOMMODATIONS FOR STUDENTS WITH DISABILITIES
If you believe you qualify for course adaptations or special accommodations under the
Americans with Disabilities Act, it is your responsibility to contact the disabled Student Support
Services office in the Student Development Center and provide the appropriate documentation. If
you have already documented a disability or other condition that would qualify you for special
accommodations, or if you have emergency medical information or special needs please notify
the instructor during the first week of class by phone or e-mail, or schedule an appointment with
your instructor.
ACADEMIC INTEGRITY
Every KSU student is responsible for upholding the provisions of the Student code of conduct, as
published in the Undergraduate and Graduate Catalogs. Section II of the Student Code of
conduct addresses the University’s policy on academic honesty, including provisions regarding
plagiarism and cheating, unauthorized access to University materials,
misrepresentation/falsification of University records or academic work, malicious removal,
retention, or destruction of library materials, malicious/intentional misuse of computer facilities
and/or services, and misuse of student identification cards. Incidents of alleged academic
misconduct will be handled through the established procedures of the University Judiciary
Program, which includes either an “informal” resolution by a faculty member, resulting in a
grade adjustment, or a formal hearing procedure, which may subject a student to the code of
Conduct’s minimum one semester suspension requirement.
9
COURSE METHODS
This course is web enhanced and students should communicate regarding this course using KSU
email. The instructor will also be available during office hours for face to face communication.
This course will be delivered in a manner that addresses various learning styles, including
cognitive, affective and experiential modes of learning. The cognitive dimension will be
delivered via lectures, class discussions, assigned readings, and papers. Outside speakers, group
exercises, and videotapes may be used to supplement class materials. Affective and experiential
dimensions will be delivered via in-class exercises, student-to-student interactions, small group
interactions, instructor-to-student interactions, and exams. Students will be expected to have
read materials before each class meeting and be prepared to discuss reading assignments.
Students will not be able to participate in experiential exercises and class discussions unless they
are present in class. Therefore, class attendance and participation is imperative. Exercises
promoting self-awareness in relation to group processes will be emphasized in written
assignments as well as class interactions. Teaching and learning will be collaborative and
interactive.
CRITERIA FOR STUDENT EVALUATION
Assignment
Attendance/Participation
Synthesis Papers (3 Total)
Exam I
Role Play
Role Play Reflection Papers
Exam II
TOTAL
Grade
10%
10%
20%
20%
20%
20%
100%
Due Date
Ongoing
ASSIGNMENTS
Class Attendance/Participation: Attendance, punctuality, informed participation, and
experiential learning (integration of internship experience) will be considered in the total
class participation grade.
Synthesis Assignments: Students will be required to complete three 2-3 page written
assignments designed to encourage further processing of the information presented in this
course. The questions to be addressed in these assignments and their due dates are listed in
the course schedule. These assignments will be graded on a scale of 1 – 10 based upon:
answering the question asked in the assignment; clarity of thought and critical analysis;
spelling, grammar and punctuation.
Mid-term & Final Exams: The mid-term and final exams will cover all aspects of assigned
class readings, lecture, and class discussion addressed by the exam date. They may include
multiple-choice, true-false, short- answer questions, and/or 1-2 essay-type questions.
Group Role Play – Students will present a researched and well-prepared 30 minute roleplay focusing on one of the theoretical group models/at-risk populations listed below,
followed by facilitated interaction and feedback from the class (l5 minutes). Two in -class
10
times to meet in groups will be given, but additional preparation will require meetings
outside of class. The instructor will be available to meet with each group during the in -class
times to answer any questions.
The role-play should: a) present a group using an assigned/selected modality in the middle (or
working) stage of group development; b) clearly demonstrate group interventions specific to
that modality; c) attend to issues of diversity i.e. race, ethnicity, culture, spirituality, and/or
sexual orientation. The group leader may use an abbreviated script or notes during the roleplay to facilitate leading the role-play, however group members may not. A brief handout should
be prepared and distributed to class members before the role-play which includes: a) who the
various role-play members are and a short description of why they are in group; b) a brief
description of the group techniques or interventions that are specific to this model; c) a
reference page supporting the use of this model with the population being demonstrated (810 citations of relevant evidence-based research.
Facilitated class discussion after the role-play should also include some discussion of
evidence-based research which supports using this modality with the population
demonstrated, as well as with which population groups one might not use this modality.
One group member should keep an on-going brief summary of each group meeting. The
summaries will include who attended; general discussion and planning; and
outcomes/decisions reached. These can be very helpful to all group members when reflection
papers are written. The meeting summaries will be turned into the instructor on the date of
the role-play presentations.


Elements of the Group Role-Play Evaluations
Appropriate modality for the type of group being demonstrated, as supported by
thorough reading and research focused on the middle (or working) stage of a group
composed of these population members, using this group modality.
Appropriate demonstration of the modality as evidenced by types of interventions
shown.
Degree of preparation of all members as displayed by the role-play itself, facilitated
discussion, and the meeting-to-meeting summaries
Appropriate demonstration of group members’ diversity issues integrated into the
role-play
Creativity
Post group role-play class discussion and interaction




Potential Group Role-play Presentation Topics
Psychodynamic/Interpersonal Growth Group - loss and grief group for older adults
Cognitive-Behavioral – anxiety treatment group for adults (of any age)
Play/Gestalt therapy – sexually abused children or adolescents
Solution-Focused – survivors of domestic violence group




11
Role-Play Reflection Paper - The reflection paper should include the following:
A. A researched analysis of some aspect of a group theory, perspective, or issue as
discussed in class assignments and readings. Examples might be: Yalom’s concept of
“universality;” or Yalom’s discussion of “transference and counter-transference;” or
Schiller’s “relational model of conflict” in women’s groups; or Perls’ Gestalt concept
of “polarities” in dealing with life conflicts. (These examples are not inclusive –
please feel free to pick a group theory perspective or concept of your own choosing
if you wish, though do not pick an entire group therapy modality, such as
“psychodynamic” or “solution-focused” for your topic). This section of the paper
needs to be supported with relevant citations and referenced material -- you may use
reference material from our in-class readings or assignments, or outside referenced
material.
B. Your personal reflections on this issue as it relates to your values, ethics, beliefs,
professional, and/or personal experiences. What are the elements of this concept you
agree/disagree with, and why? How is this concept relevant to your understanding of
group process, and your own past experience in groups, including in other classes?
What relevance might the concept have to issues of gender, age, sexual orientation,
spirituality, culture or ethnicity, or to disadvantaged, oppressed, or at-risk populations?
C. Include an analysis of how the issue was (or was not) demonstrated in your group’s
role play, either in the role-play itself or in the preparation for the role-play. Did the
concept seem to fit with your role-play experience, and if so, how? What other related
group processes did you observe in your group and were these concepts or stages
supported in our class readings?
D. Finally, conclude with a synthesis of what self-awareness issues you learned or gained
from in this group role play experience, including how you felt role-playing this
particular population, the role(s)you played in this group, how this compares with
roles you usually play in other groups, and what you might want to do the same or
differently in future groups. (There will be in -class time given after all group role
plays are complete, and after all reflection papers have been turned in and graded, to
meet with your group, and give each other confidential, constructive feedback related
to the role play experience.)
E. Role-play reflection papers should be between 1 2-14 pages, and include a reference list.
Because the role-play reflection papers will be due one week after the group role play,
there will be different due dates as follows:
12
Theoretical Group
Model
Psychodynamic
Presentation Date
Paper Due Date
Cognitive-Behavioral
Play/Gestalt Therapy
Solution-Focused
Play
Role-
Elements of the Reflection Paper Evaluations
 Critical analysis, clarity, organization, inclusion of components “a-e” as listed
above
 Application of theoretical and class discussion material to actual role-play
 Use of self (self-awareness)
COURSE GRADING SCALE
90 – 100%
80 – 89%
70 – 79%
60 - 69%
A
B
C
D
A “B” IS PASSING IN GRADUATE SCHOOL.
13
COURSE SCHEDULE:
The instructor reserves the right to revise the course
outline to accommodate the needs of the class, with notice.
WEEK
Topic
1
Course Introduction and Overview
Reading & Assignment
None
2
Yalom’s Therapeutic Factors
Yalom-Preface & Ch.1
Malekoff-Ch 3 (p35-53)
3
**Synthesis #1 – Reflect upon your
own past group experience. Which
(if any) of Yalom’s 11 therapeutic
factors was evident? Which were
most important to you, then and
now? Why?**
Interpersonal Group Psychotherapy
**Synthesis #1 Due**
4
5
Interpersonal Group Processes
(continued)
Cross-Cultural Competence in
Group Facilitation
EP
Yalom-Ch 1& Ch 2
Malekoff-The Power of Group Work
with Kids: Lessons Learned
& Ch 2
Yalom – Ch. 3 & 5
Malekoff Ch 4 & 6
Bilides – Race, Color, Ethnicity, &
Class in School-based Adol.
Counseling Groups
Irizarry & Appel – In Double
Jeopardy: Preadolescents in the Inner
City
6
Cross-Cultural Competence in
Group Facilitation (continued)
**Synthesis #2 – Identify and
explain some of the major
differences between the Yalom,
Malekoff and Schiller models of
“group stages of development.”**
Subramanian et al. – PsychoEducational Group Work for LowIncome Latina Mothers with HIV
Infection
Bilides – Race, Color, Ethnicity, &
Class in School-based Adol.
Counseling Groups
Irizarry & Appel – In Double
Jeopardy: Preadolescents in the Inner
City
Subramanian et al. – PsychoEducational Group Work for LowIncome Latina Mothers with HIV
14
7
8
9
10
11
Ethics of Group Leadership:
Transference & Transparency
**Synthesis #2 Due**
Stages of Group Development
Corey – Ethical & Professional Issues
in Group Practice
Yalom – Ch. 8, 11, 13
Selection of Group Participants
Malekoff – Ch 3 (p53-59)
“Challenging” Group Members
Corey – Final Stage-Consolidation &
Termination
Exam I
In-patient Group Therapy: Primary
Differences from Out-patient
Evidence-Based Integration of
Yalom’s Therapeutic Factors
Cognitive/Behavioral Therapy
(CBT)
Rational Emotive Therapy (RET)
An Introduction
12
Adolescent & Children’s Groups
Gestalt/Play Therapy
13
Reminiscence Therapy & Older
Adults
Working with Family Survivors of
suicide
Working with GLBT Groups
14
Infection
Yalom – Ch. 7
Working with Older Adults in
Groups
Solution Focused Group Therapy
Schiller – Rethinking Stafes of
Development in Women’s Groups
None
Yalom – Ch. 4 & 15
Corey: Cognitive Behavioral
Therapy/Group Therapy & Rational
Emotive Therapy/Group Therapy
Albert: Rethinking Difference: A
Cognitive Therapy for Chronic Mental
Health Patients
Corey: Gestalt Therapy in Groups
Tutty: The Evaluation of a Group for
Young Children, Who Have Witnessed
Family Violence
Nadelman: Sharing the Hurt:
Adolescents in a Residential Setting
Laskowski – Assessing Group
Placement for Gay, Lesbian, and
Bisexual Clients
Junn-Krebs – Group Work wit Seniors
Who Have Alzhemer’s or Dementia in
a Social Adult Day Group
Murphy – Solution=Focused Therapy
in Schools
15
Groups in Homeless Shelters
Solution-Focused Brief Therapy
Role-Play Demonstration
15
16
**Synthesis #3 – Indicate which
therapy model(s) we have studied
this semester you believe the author
was using with the prison inmates,
in the Albert article “Talking Like
Real People.”**
Course Evaluation & Wrap Up
**Synthesis #3 Due**
Exam II
Please do not schedule travel on the
day of the final exam.
Donigian & Hulse-Killacky- Solution
Focused Groups
Lee, J-No Place to Go: Homeless
Women and Children
Albert, A – Talking Like Real People:
The Straight-Ahead Prison Group.
None
None
16
SUPPLEMENTAL READINGS
Albert, A. (1994). Talking like real people: The “straight-ahead prison group” In Mutual aid groups,
vulnerable populations, and the life cycle (Gitterman & Shulman, Eds. 2 nd ed). New York:
Columbia University Press.
Albert, J. (1994). Rethinking difference: A cognitive therapy group for chronic mental patients. Social
Work with Groups, 17(1/2), 105-121.
Bilides, D. (1991). Race, color, ethncity, and class: Issues of biculturalism in school-based adolescent
counseling groups. Social Work with Groups. 12 (4), 43-48.
Brooks, R. (1999). Fostering resilience in exceptional children: The search for islands of competence. In
Handbook of psychosocial characteristics of exceptional children. New York: Plenium
Publishers.
Corey, G. (2000). Ethical and professional issues in group practice. Group counseling (5th Ed.). Pacific
Grove, CA: Brooks/Cole
Corey, G. (2000). Final Stage: Consolidation and Termination. Group counseling (5th Ed). Pacific Grove,
CA: Brooks/Cole
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COURSE SYLLABUS REVIEW STATEMENT
AND SIGNATURE FORM
I have carefully read the syllabus for SW 8711, Fall Semester 2010, and have had the opportunity to ask
the instructor any questions that I may have about it. I understand its contents, including the course
requirements and grading policy. I understand that this syllabus will serve as a temporary guide for this
course and is subject to change at the discretion of the professor. I also understand that all assigned
grades will stand as assigned and are not subject to change.
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