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.