KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name SW 8711/Social Work
Department Social Work and Human Services
Degree Title (if applicable) Master of Social Work (MSW)
Proposed Effective Date August, 2012
Check one or more of the following and complete the appropriate sections:
New Course Proposal
XX Course Title Change
Course Number Change
Course Credit Change
XX Course Prerequisite Change
XX 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
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
___
Course Prefix and Number SW 8711
___
Course Title Advanced Clinical Practice III: Working With Groups ___
Class Hours 3 ____Laboratory Hours___0____Credit Hours__3______
Prerequisites Admission to the MSW Program
___
Description (or Current 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.
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number __
Course Title _Advanced Clinical Practice II: Working With
Groups________________
___________
Class Hours
____Laboratory Hours___CreditHours
Prerequisites All MSW Foundation Level Courses
Description (or Proposed Degree Requirements)
This advanced practice course provides a beginning base of practice knowledge, values,
and skills for working with social work clients within a group treatment model in a variety
of behavioral healthcare settings and contexts. The course helps students learn to engage
asses and intervene with clients within a group treatment format. The importance of client
diversity and its role in the group treatment process is emphasized.
III.
Justification
MSW Curriculum was reorganized to drop 1 course as one of 3 required courses
in an advanced practice sequence. Consequently, the title is changed to reflect the
2 required practice sequence courses; no change is made in the course contents.
IV.
Additional Information (for New Courses only)
Instructor:
Text:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
-
V.
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
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
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
Current Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8711: Advanced Clinical Practice III: Working with Groups
Instructor
Steve King Ph.D., L.C.S.W.
Meeting Time
TBA
Semester Credits
3 Credit Hours
Email Address
sking82@kennesaw.edu
Phone Number
678-797-1234
Office
Prillaman Hall, 3315 #
Office Hours
Monday, 10-12; Tuesday, 10-2; Thursday, 12-2
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 decisionmaking process, as presented in the NASW Code of Ethics.
COURSE OVERVIEW
This course provides a theoretical framework for clinical social work engagement,
assessment, and intervention skills within a group treatment context. Group treatment
theory will be taught via lecture, assigned readings and class discussion. Group treatment
practice skills will be practiced and applied through a series of experiential exercises
designed to provide students with the elementary skills needed to facilitate group
treatment. Students will examine how personal and professional values affect their practice
and will learn models for ethical decision-making and intervention planning.
REQUIRED TEXTS:
Yalom, I. D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy. 5th Ed.
New York: Basic Books.
RECOMMENDED TEXTS:
American Psychological Association (2010). Publication manual of the American
Psychological Association, 6th Ed., Washington, DC: American Psychological
Association.
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 RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
The Master of Social Work Program at Kennesaw State University was established to
address increasing problems in two major areas, child abuse and neglect, and substance
abuse and addictions. We are committed to making a positive difference in the community
and in these two areas. This course is related to and consistent with the mission of the
Master of Social Work Program as it prepares students for service with groups, particularly
those who are members of oppressed groups and communities.
COURSE OBJECTIVES:
Knowledge Objectives: Students completing this course will be able to describe…
1. theoretical principles for working with groups and therapeutic intervention techniques
congruent with group treatment theory. (EP 2.1.4)
2. a variety of group treatment approaches and the appropriate application of group
treatment techniques when working with vulnerable and oppressed populations (EP
2.1.4)
3. the group treatment process and critically analyze and evaluate its theoretical constructs
and technical applications.(EP 2.1.4)
Value Objectives: Students completing this course will have an awareness of and
sensitivity to…
1. The values and ethics that guide professional practice with groups. (EP2.1.2)
2. The importance of assessing one’s own values as they relate to the theory and practice of
group treatment with a wide variety of clinical population groups. (EP2.1.1; 2.1.2)
3. Diversity and the spheres of client diversity. (EP2.1.4; 2.1.5)
Skills Objectives: Students completing this course will be able to…
1. Demonstrate clinical assessment skills in a group treatment format (EP2.1.10a-d)
2. Demonstrate clinical joining and engagement skills in a group treatment format. (EP
2.1.10a-d)
3. Demonstrate clinical intervention strategies in a group treatment format. (2.1.10a-d)
COURSE METHODS
The major class methods will be lecture/discussion and experiential exercises. Group
exercises and a variety of media may be used to supplement class materials. 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.
Class Format
This course is taught completely in a live classroom setting. We will be using GeorgiaVIEW
as our primary method of communication and to submit your assignments. Take time to
become familiar with the course room.
Supplemental and supporting course information may be found on Georgia VIEW.
You are expected to attend and participate in each class.
Use of Groups/Teams
This course utilizes groups/teams as a method of teaching you how to work in groups and
how to work with each other as colleagues.
Reading Load
The reading load for this course is considered moderate. Each student is expected to
complete the assigned readings and assignments before class. These readings set the
foundation for our class exercises, discussions and activities. Although there may not be a
“lecture” on that specific reading; they are expected to inform your discussions in the
session.
COURSE EXPECTATIONS & POLICIES
Attendance Policy- Students are expected to attend each and every class and to arrive on
time. Roll will be taken regularly. Students are allowed to miss class only for legitimate and
documented emergencies. Students who are unable to attend class must discuss their
individual situations with the instructor. Be aware that tardiness will also affect your final
grade. Please turn off all cell phones and pagers during class. Students may use laptop
computers to take notes or to follow PowerPoint presentations. Anyone using email,
Facebook, twitter, instant messaging or any similar activity during class will be asked to
put away their computers, etc.
Make-up Policy- Make-up exams or assignments, as a rule, will not be permitted. Only in
extraordinary circumstances this may be considered. The professor reserves the right to
determine the format of any make-up exam or assignment.
Incomplete Policy- Only emergency situations that prohibit a student from completing the
course will warrant a grade of “I”. Therefore, it will not be given automatically.
Assignments Policy- All papers must be completed per APA 6th edition guidelines (see
www.apastyle.org). That includes, but is not limited to, using double-spacing, as well as
standard fonts (Times New Roman 12) and margins (1 inch on all sides). Page number
requirements do not include the cover page, reference pages or appendices. For all
assignments: References should 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]).
*IMPORTANT: I 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 48 hours (usually sooner).
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
CRITERIA FOR STUDENT EVALUATION
A total of 100 points are possible in the course and will be distributed as follows:
Assignment #1
25 points
Assignment #2
25 points
Assignment #3
Attendance/Participation
TOTAL
25 points
25 points
100 %
Course grades will be assigned on the basis of:
A = 90 points or greater
B = 80 – 89 points
C = 70-79 points
ASSIGNMENTS
Assignments 1, 2, & 3 are brief papers/reports (≥6 pages not including references, title
page, abstract or appendices) on theoretical and applied practice material from the
textbook and should include a personal reflection summary. These papers should adhere
strictly to APA guidelines. These papers will be graded using the following criteria.
1. Is the paper comprehensive?
2. Is the paper organized?
3. Is the paper coherent?
4. Does the paper adhere to APA guidelines?
Each paper is worth a total of 25 points.
Assignment # 1
Y&L, 1-4
Assignment # 2
Y&L, 6-7
Assignment # 3
Y&L, 11-12
6.25 points
6.25 points
6.25 points
6.25 points
Experiential Group Exercises: Class periods will include a group role play experience for
students to experience group membership and leadership roles. These group exercises will
consist of 6-8 students per group with one student assuming the group leadership role.
Repeated rotation of the leadership role among group members will allow students and the
instructor to evaluate their progress. Experiential learning is a dynamic process and class
learning needs will influence any needed changes to the nature of these exercises.
Assignments: Rationale
Written assignments demonstrate a student’s grasp of group treatment models and
intervention techniques. Personal reflection demonstrates a student’s ability to critically
analyze and evaluate theoretical frameworks and their applicability from a personal and
professional standpoint.
Group exercises provide students with the experience of group membership and
leadership. This experiential process allows students to practice the application of group
treatment methods and techniques in the engagement, assessment and intervention with
clients. Group treatment is frequently a significant part of social work practice and student’
need preparation to deliver these clinical services in a group format as they enter
professional practice. Self reflection, peer feedback, and instructor critique and supervision
provide on ongoing evaluation of each student’s developing group treatment leadership
skills.
COURSE OUTLINE AND READINGS (Tentative)
*All assigned chapters are in Corey.
The instructor reserves the right to alter this schedule in order to facilitate the
learning experience of the class.
Date
Topics
Readings/Assignments
1/9
Introduction
Yalom & Leszcz (Y&L) Chapter 14
1/16
Martin Luther King Jr. Holiday
(Class will not meet)
Therapeutic Factors
Continue Y&L, 1-4
1/23
Continue Y&L, 1-4
Group Exercises (G.E.)
1/30
Therapeutic Factors
Continue Y&L, 1-4
G.E
2/6
Group Process, G.E.
Y&L, 6-7
2/13
Group Process, G.E.
Y&L, 6-7
2/20
Group Process, G.E.
Y&L, 6-7
Assignment #1 due.
2/27
Group Composition and
Development, G.E.
Y&L, 11-13
3/5
Spring Break
Class will not meet
3/12
Group Composition and
Development
G.E.
Y&L, 11-13
3/19
Group Composition and
Development
G.E.
Y&L, 11-13
Date
Topics
Readings/Assignments
3/26
Specific Groups and Techniques, Y&L, 14-15
G.E.
Assignment #2 due
4/2
Specific Groups and Techniques, Y&L, 14-15
G.E
4/9
Group Therapy, The Group
Therapist, G.E
Y&L, 16-17
4/16
The Group Therapist, G.E.
Y&L, 16-17
4/23
Skills Application & Evaluation
4/30
Skills Application & Evaluation
5/7
Summary and Evaluation
Assignment #3 due
Bibliography
Alonzo, A. & Rutan, J. (1993) Character Change in group therapy. International Journal of
Group psychotherapy, 43(4) 439-451.
Bandura, A. (1986). Social Foundations of Thought and Action. New Jersey: Prentice Hall.
Bloch, S. (1985) Therapeutic factors in groupPsychotherapy. APA Annual Review V,
Washigton D.C..: APA Press. 679-698.
Depue, R. (1996) “A Neurobiological framework for the structure of personality and
emotion: implications for personality disorders in Major Theories of Personality
Disorders, eds.: Clarkin, J. & Lenzenweger, M. New York: Guilford Press. (342-390)
Falloon, I. (1981) Interpersonal variables in behavioral group therapy. British Journal of
Medical psychology, 54, 133-141.
Laube, J, (1990) Why group for bulimia? International Journal for Group Psychotherapy, 40,
169-188.
Leszce, M. (1997) Integrated group psychotherapy for the treatment of depression in the
elderly. Group, 21, 89-113.
Lese, K. & McNair-Semands, R. (2000) The therapeutic factors inventory: Development of a
Scale. Group, 24, 303-317.
McRoberts, C., Burlingame, G., & Hoag, M. (1998) Comparative efficacy of individual and
group psychotherapy: A meta-analytic perspective. Group Dynamics: Theory,
Research, and Practice, 2, 101-117.
Maslow, A. (1954) Motivation and Personality, New York: Harper.
Maslow, A. (1963) The need to know and the fear of knowing. The Journal of General
Psychology, 68, 111-125.
Piper, W., Joyce, M., McCallum, H., & Azim, H. (1998) Interpretive and supportive forms of
psychotherapy and patient personality variables. Journal of Consulting and Clinical
Psychology, 66, 558-567.
Spiegel, D & Classen, C. (2000) Group Therapy for Cancer Patients. New York: Basic Books.
Tsui, P. & Schultz, G. (1988) Ethnic factors in group process.
Orthopsychiatry, 58, 136-142.
American Journal of
Weiss, J. (1993) How Psychotherapy Works. New York: Guilford Press.
Revised Syllabus
MASTER OF SOCIAL WORK PROGRAM
SW 8711: Advanced Clinical Practice II: Working With Groups
Instructor
Steve King Ph.D., L.C.S.W.
Meeting Time
TBA
Semester Credits
3 Credit Hours
Email Address
sking82@kennesaw.edu
Phone Number
678-797-1234
Office
Prillaman Hall, 3315
Office Hours
Monday, 10-12; Tuesday, 10-2; Thursday, 12-2
COURSE DESCRIPTION
This advanced practice course provides a beginning base of practice knowledge, values,
and skills for working with social work clients within a group treatment model in a variety
of behavioral healthcare settings and contexts. The course helps students learn to engage
asses and intervene with clients within a group treatment format. The importance of client
diversity and its role in the group treatment process is emphasized.
COURSE OVERVIEW
This course provides a theoretical framework for clinical social work engagement,
assessment, and intervention skills within a group treatment context. Group treatment
theory will be taught via lecture, assigned readings and class discussion. Group treatment
practice skills will be practiced and applied through a series of experiential exercises
designed to provide students with the elementary skills needed to facilitate group
treatment. Students will examine how personal and professional values affect their practice
and will learn models for ethical decision-making and intervention planning.
REQUIRED TEXTS:
Yalom, I. D., & Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy. 5th Ed.
New York: Basic Books.
RECOMMENDED TEXTS:
American Psychological Association (2010). Publication manual of the American
Psychological Association, 6th Ed., Washington, DC: American Psychological
Association.
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 RATIONALE RELATIVE TO THE MISSION OF THE MSW PROGRAM
The Master of Social Work Program at Kennesaw State University was established to
address increasing problems in two major areas, child abuse and neglect, and substance
abuse and addictions. We are committed to making a positive difference in the community
and in these two areas. This course is related to and consistent with the mission of the
Master of Social Work Program as it prepares students for service with groups, particularly
those who are members of oppressed groups and communities.
COURSE OBJECTIVES:
Knowledge Objectives: Students completing this course will be able to describe…
1. theoretical principles for working with groups and therapeutic intervention techniques
congruent with group treatment theory. (EP 2.1.4)
2. a variety of group treatment approaches and the appropriate application of group
treatment techniques when working with vulnerable and oppressed populations (EP
2.1.4)
3. the group treatment process and critically analyze and evaluate its theoretical constructs
and technical applications.(EP 2.1.4)
Value Objectives: Students completing this course will have an awareness of and
sensitivity to…
1. The values and ethics that guide professional practice with groups. (EP2.1.2)
2. The importance of assessing one’s own values as they relate to the theory and practice of
group treatment with a wide variety of clinical population groups. (EP2.1.1; 2.1.2)
3. Diversity and the spheres of client diversity. (EP2.1.4; 2.1.5)
Skills Objectives: Students completing this course will be able to…
1. Demonstrate clinical assessment skills in a group treatment format (EP2.1.10a-d)
2. Demonstrate clinical joining and engagement skills in a group treatment format. (EP
2.1.10a-d)
3. Demonstrate clinical intervention strategies in a group treatment format. (2.1.10a-d)
COURSE METHODS
The major class methods will be lecture/discussion and experiential exercises. Group
exercises and a variety of media may be used to supplement class materials. 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.
Class Format
This course is taught completely in a live classroom setting. We will be using GeorgiaVIEW
as our primary method of communication and to submit your assignments. Take time to
become familiar with the course room.
Supplemental and supporting course information may be found on Georgia VIEW.
You are expected to attend and participate in each class.
Use of Groups/Teams
This course utilizes groups/teams as a method of teaching you how to work in groups and
how to work with each other as colleagues.
Reading Load
The reading load for this course is considered moderate. Each student is expected to
complete the assigned readings and assignments before class. These readings set the
foundation for our class exercises, discussions and activities. Although there may not be a
“lecture” on that specific reading; they are expected to inform your discussions in the
session.
COURSE EXPECTATIONS & POLICIES
Attendance Policy- Students are expected to attend each and every class and to arrive on
time. Roll will be taken regularly. Students are allowed to miss class only for legitimate and
documented emergencies. Students who are unable to attend class must discuss their
individual situations with the instructor. Be aware that tardiness will also affect your final
grade. Please turn off all cell phones and pagers during class. Students may use laptop
computers to take notes or to follow PowerPoint presentations. Anyone using email,
Facebook, twitter, instant messaging or any similar activity during class will be asked to
put away their computers, etc.
Make-up Policy- Make-up exams or assignments, as a rule, will not be permitted. Only in
extraordinary circumstances this may be considered. The professor reserves the right to
determine the format of any make-up exam or assignment.
Incomplete Policy- Only emergency situations that prohibit a student from completing the
course will warrant a grade of “I”. Therefore, it will not be given automatically.
Assignments Policy- All papers must be completed per APA 6th edition guidelines (see
www.apastyle.org). That includes, but is not limited to, using double-spacing, as well as
standard fonts (Times New Roman 12) and margins (1 inch on all sides). Page number
requirements do not include the cover page, reference pages or appendices. For all
assignments: References should 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]).
*IMPORTANT: I 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 48 hours (usually sooner).
ACADEMIC INTEGRITY STATEMENT
http://catalog.kennesaw.edu/content.php?catoid=11&navoid=489&returnto=search#stud
_code_cond
CRITERIA FOR STUDENT EVALUATION
CRITERIA FOR STUDENT EVALUATION
A total of 100 points are possible in the course and will be distributed as follows:
Assignment #1
25 points
Assignment #2
25 points
Assignment #3
25 points
Attendance/Participation 25 points
TOTAL
100 %
Course grades will be assigned on the basis of:
A = 90 points or greater
B = 80 – 89 points
C = 70-79 points
ASSIGNMENTS
Assignments 1, 2, & 3 are brief papers/reports (≥6 pages not including references, title
page, abstract or appendices) on theoretical and applied practice material from the
textbook and should include a personal reflection summary. These papers should adhere
strictly to APA guidelines. These papers will be graded using the following criteria.
5. Is the paper comprehensive?
6. Is the paper organized?
7. Is the paper coherent?
8. Does the paper adhere to APA guidelines?
Each paper is worth a total of 25 points.
Assignment # 1
Y&L, 1-4
Assignment # 2
Y&L, 6-7
Assignment # 3
Y&L, 11-12
6.25 points
6.25 points
6.25 points
6.25 points
Experiential Group Exercises: Class periods will include a group role play experience for
students to experience group membership and leadership roles. These group exercises will
consist of 6-8 students per group with one student assuming the group leadership role.
Repeated rotation of the leadership role among group members will allow students and the
instructor to evaluate their progress. Experiential learning is a dynamic process and class
learning needs will influence any needed changes to the nature of these exercises.
Assignments: Rationale
Written assignments demonstrate a student’s grasp of group treatment models and
intervention techniques. Personal reflection demonstrates a student’s ability to critically
analyze and evaluate theoretical frameworks and their applicability from a personal and
professional standpoint.
Group exercises provide students with the experience of group membership and
leadership. This experiential process allows students to practice the application of group
treatment methods and techniques in the engagement, assessment and intervention with
clients. Group treatment is frequently a significant part of social work practice and student’
need preparation to deliver these clinical services in a group format as they enter
professional practice. Self reflection, peer feedback, and instructor critique and supervision
provide on ongoing evaluation of each student’s developing group treatment leadership
skills.
COURSE OUTLINE AND READINGS (Tentative)
*All assigned chapters are in Corey.
The instructor reserves the right to alter this schedule in order to facilitate the
learning experience of the class.
Date
Topics
Readings/Assignments
1/9
Introduction
Yalom & Leszcz (Y&L) Chapter 14
1/16
Martin Luther King Jr. Holiday
(Class will not meet)
Therapeutic Factors
Continue Y&L, 1-4
1/23
Continue Y&L, 1-4
Group Exercises (G.E.)
1/30
Therapeutic Factors
Continue Y&L, 1-4
G.E
2/6
Group Process, G.E.
Y&L, 6-7
2/13
Group Process, G.E.
Y&L, 6-7
2/20
Group Process, G.E.
Y&L, 6-7
Assignment #1 due.
2/27
Group Composition and
Development, G.E.
Y&L, 11-13
3/5
Spring Break
Class will not meet
3/12
Group Composition and
Development
G.E.
Y&L, 11-13
3/19
Group Composition and
Development
G.E.
Y&L, 11-13
Date
Topics
Readings/Assignments
3/26
Specific Groups and Techniques, Y&L, 14-15
G.E.
Assignment #2 due
4/2
Specific Groups and Techniques, Y&L, 14-15
G.E
4/9
Group Therapy, The Group
Therapist, G.E
Y&L, 16-17
4/16
The Group Therapist, G.E.
Y&L, 16-17
4/23
Skills Application & Evaluation
4/30
Skills Application & Evaluation
5/7
Summary and Evaluation
Assignment #3 due
Bibliography
Alonzo, A. & Rutan, J. (1993) Character Change in group therapy. International Journal of
Group psychotherapy, 43(4) 439-451.
Bandura, A. (1986). Social Foundations of Thought and Action. New Jersey: Prentice Hall.
Bloch, S. (1985) Therapeutic factors in groupPsychotherapy. APA Annual Review V,
Washigton D.C..: APA Press. 679-698.
Depue, R. (1996) “A Neurobiological framework for the structure of personality and
emotion: implications for personality disorders in Major Theories of Personality
Disorders, eds.: Clarkin, J. & Lenzenweger, M. New York: Guilford Press. (342-390)
Falloon, I. (1981) Interpersonal variables in behavioral group therapy. British Journal of
Medical psychology, 54, 133-141.
Laube, J, (1990) Why group for bulimia? International Journal for Group Psychotherapy, 40,
169-188.
Leszce, M. (1997) Integrated group psychotherapy for the treatment of depression in the
elderly. Group, 21, 89-113.
Lese, K. & McNair-Semands, R. (2000) The therapeutic factors inventory: Development of a
Scale. Group, 24, 303-317.
McRoberts, C., Burlingame, G., & Hoag, M. (1998) Comparative efficacy of individual and
group psychotherapy: A meta-analytic perspective. Group Dynamics: Theory,
Research, and Practice, 2, 101-117.
Maslow, A. (1954) Motivation and Personality, New York: Harper.
Maslow, A. (1963) The need to know and the fear of knowing. The Journal of General
Psychology, 68, 111-125.
Piper, W., Joyce, M., McCallum, H., & Azim, H. (1998) Interpretive and supportive forms of
psychotherapy and patient personality variables. Journal of Consulting and Clinical
Psychology, 66, 558-567.
Spiegel, D & Classen, C. (2000) Group Therapy for Cancer Patients. New York: Basic Books.
Tsui, P. & Schultz, G. (1988) Ethnic factors in group process.
Orthopsychiatry, 58, 136-142.
American Journal of
Weiss, J. (1993) How Psychotherapy Works. New York: Guilford Press.