SUMMER – 2014 – C13
Classroom – D17
Thursday 6-10 p.m.
6/12/14 – 8/14/14
INSTRUCTOR: Mollie Buchanan, MA
Office: 931 North Rutledge St. Springfield
hours by appointment
mbuchanan@ben.edu
Office: 525-7757 x 220 Cell: 801-2244
PRE-ASSIGNMENTS
1. Review Syllabus
2. Read Corey Chapters 1-3. Be prepared to discuss.
PSYC 358 GROUP DYNAMICS LAB
I.
COURSE DESCRIPTION (4 credit hours)
A process-experimental course in how to conduct training in interpersonal skills and how to engage in
organizational development activities.
II.
TEXTBOOK AND MATERIALS
Required text:
Corey, Gerald. (2012). Theory & Practice of Group Counseling. (8th ed.). Brooks/Cole,
ISBN: 0-84003386-9 ISBN: 978-084003386-4
III.
MISSION STATEMENT
Benedictine University is dedicated to the education of undergraduate and graduate students from diverse ethnic,
racial and religious backgrounds. As an academic community committed to liberal arts and professional education
distinguished and guided by our Roman Catholic tradition and Benedictine heritage, we prepare our students for a
lifetime as active, informed and responsible citizens and leaders in the world community.
IV.
GOALS, OBJECTIVES, AND OUTCOMES
A. Benedictine Core Goals
Benedictine University's core mission is to prepare students for active participation in an increasingly
interconnected world. Its Core Curriculum advances this mission by enabling students to attain a broad range of
learning goals, listed below:
1. Demonstrate an effective level of cognitive, communicative, and research skills;
2. Achieve a college level of computational skills and an ability to understand and interpret numerical data;
3. Acquire knowledge of the history and heritage of western civilization, to include:

the contributions of religious faith and philosophical thought to understanding the person in community,

the relationship of the individual to society: membership and participation in groups and institutions,

scientific literacy through a knowledge of the history, the methods, and the impact of science on the
individual, society, and the environment, artistic and literary heritage;
4. Develop an understanding of global society: cultural diversity, mutual relationships, interdependence of
peoples and nations;
5. Apply liberal learning in problem-solving contexts as preparation for active participation in society;
6. Make informed ethical decisions that promote personal integrity, the legitimate rights and aspirations of
individuals and groups, and the common good.
As a distribution course within the Core Curriculum, PSYC 358 was designed with the above Core goals in mind.
Thus, upon successful completion of Clinical Practicum/Lab (PSYC 358) course, the student will be able to
demonstrate their mastery of the following course goals, objectives and student learning outcomes:
B. Course Goals:
1. To broaden an awareness and interest in the field of psychology;
2. To gain a general understanding of group work, including history and types;
3. To understand the requirements for effective group leadership;
4. To explore legal and ethical aspects of group work.
C. Course Objectives/Outcomes
1. To provide information about the therapeutic process.
2. To identify key theoretical ideas related to group work.
3. To prepare and present information in an individual and group format.
4. To demonstrate ethical and professional behavior in a group setting.
5. To challenge the student to examine his/her own qualities that support and/or hinder attempts to be
therapeutic to others.
6. To promote personal growth (emotional, intellectual, and social) via introspection and discussion.
V.
TEACHING METHODS
The instructor will present material by lecture, discussion, and class activities. Students are expected to complete
assigned readings prior to the respective class. Audio-visual media may be utilized to supplement students’
learning.
VI.
COURSE REQUIREMENTS
Attendance Policy and Participation
Both are important and expected! It is the student’s responsibility to discuss any attendance, participation,
and/or punctuality issues with the instructor prior to it becoming problematic. There will be a penalty for
poor attendance; no make-ups will be given for missed group presentations
This course is highly accelerated, and students will need to take a great deal of responsibility for their own
learning outcomes. Attendance is required in each class meeting for the full period of time. Any absence must be
due to extraordinary circumstances and will require documentation for it to be considered excused.
Documentation must be provided immediately in order to determine what, if any, accommodations are reasonable
or possible. Class attendance will directly impact your final grade, and each undocumented absence will be
considered unexcused and will result in a 20% reduction in the final grade for the course.
Due to the accelerated nature of the course, should you experience a medical condition which prevents
you from attending any class(es), appropriate medical documentation must be provided immediately so it
may be determined what, if any, accommodations are reasonable or possible.
Reading Assignments:
Readings should be completed prior to class and students need to come prepared to discuss the material as
it relates to experiences and real-life events.
Written Assignment:
Research Paper (7-10 pages, minimum 1800 words): Students will select a topic in the field of Group work
and research it. Material must come from scholarly books, research literature, journal articles, etc. Specifics
will be discussed in class. The topic for the paper should be identified by the student by the third class meeting.
The paper must be prepared in APA style format, typed, doubled spaced on standard 8.5” x 11” paper with
1” margins on all sides, 10-12 pt Times New Roman (or similar) font.
Facilitation of Group Discussion
This is the Lab experience. Students should be prepared to discuss assigned questions related to theories.
Each student will co-facilitate group sessions for discussion. Specific guidelines will be discussed in class.
Written Exams: There will be a Mid-term and a Final exam covering material from readings, lecture, and
class activities.
Benedictine University at Springfield Student Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university. Benedictine
University at Springfield pursues these missions in an environment guided by our Roman Catholic tradition and
our Benedictine heritage. Integrity and honesty are therefore expected of all University students. Actions such as
cheating, plagiarism, collusion, fabrication, forgery, falsification, destruction, multiple submission, solicitation, and
misrepresentation are violations of these expectations and constitute unacceptable behavior in the University
community.
Student’s Responsibility
Though there is no formal honor code at Benedictine University at Springfield, students are expected to exhibit
academic honesty at all times. Violations against academic honesty are always serious and may result in
sanctions that could have profound long-term effects. The final responsibility for understanding the Academic
Honesty Policy of the institution, as well as the specific policies for individual courses normally found in syllabi,
rests with students. If any doubt exists about what constitutes academic dishonesty, students have the
responsibility to talk to the faculty member. Students should expect the members of their class to be
academically honest. If students believe one or more members of the class have been deceitful to gain academic
advantage in the class, students should feel comfortable to approach the faculty member of the course without
prejudice.
Violations of the Academic Honesty Policy will be reported to the Office of the Dean of Academic Affairs. Along
with a verbal warning, the following are consequences a student may face for academic dishonesty:
 a failing grade or “zero” for the assignment;
 dismissal from and a failing grade for the course; or
 dismissal from the Institution.
VII.
MEANS OF EVALUATION
Final grades will be earned as follows:
MID-TERM EXAM
FINAL EXAM
RESEARCH PAPER
GROUP FACILITATION
ATTENDANCE & PARTICIPATION
Total
15%
15%
20%
40%
10%
100%
Tests will be graded and recorded as a percentage of questions answered correctly. Students can determine
the letter grade according to the following scale:
100–90% = A
89-80% = B
79-70% = C
69-60% = D
BELOW 60% = F
Optional extra credit will be given for references and/or other writing assignments. Specifics may be discussed
with the instructor.
Grade Appeal Process
If a student believes that an error has been made in reporting a grade, an appeal must be made in writing to the
instructor and must be initiated within 60 calendar days after the end of the term for which the grade in question
was reported. The appeal should contain specific information about why it is believed the grade reported is
inaccurate. See the Student Handbook for details.
Add/Drop Dates
Please refer to the current Academic Calendar for add/drop dates.
Incomplete Request
To qualify for an “I” grade, a minimum of 75% of the course work must be completed with a passing grade,
and a student must submit a completed Request for an Incomplete form to the Registrar’s Office. The form
must be completed by both student and instructor, but it is the student’s responsibility (not the instructor’s)
to initiate this process and obtain the necessary signatures.
Student Withdrawal Procedure
It is the student’s responsibility to officially withdraw from a course by completing the appropriate form, with
appropriate signatures, and returning the completed form to the Advising Office. Please refer to the Student
Handbook for important financial information related to withdrawals.
VIII.
DATE
6/12
6/19
TOPICAL COURSE OUTLINE
NOTE
Corey chapters 1-3
Vignettes 1&2
6/26
TOPIC
READINGS
Course requirements and overview
Therapeutic factors, screening, common elements
Myths and assumptions
Problems in groups
7/3
Structuring, Ethics
Chapter 5 Tinker Toys exercise
TENTATIVE
7/10
MID TERM EXAM
Chapter 4
Vignettes 3&4
(Dynamics, process, ethics,
Leadership, & stages)
7/24
Psychoanalytic,
Adlerian
Existential,
Person-centered
7/31
Gestalt & Behavioral
Chapters 11,13
group discussion
RESEARCH PAPER DUE
8/7
TA, Reality, REBT
Chapters 12, 14-15
group discussion
8/14
FINAL EXAM (Theories)
Remaining Chapters 16-17
7/17
Chapters 6-7
prepare lifeline
Psych & Adlerian group
Chapters 9-10
group discussion
IX.
AMERICANS WITH DISABILITIES ACT (ADA)
Benedictine University at Springfield provides individuals with disabilities reasonable accommodations to participate
in educational programs, activities, and services. Students with disabilities requiring accommodations to participate
in campus-sponsored programs, activities, and services, or to meet course requirements, should contact the
Resource Center as early as possible: springaccess@ben.edu, (217) 525-1420, Ext. 3306.
X.
ASSESSMENT
Goals, objectives and learning outcomes that will be assessed in the class are stated in this syllabus.
This Instructor will use background knowledge probe, one-minute papers, reflective essays
and/or other Classroom Assessment Techniques as deemed necessary in order to provide continuous
improvement of instruction.
CONFIDENTIALITY
Lab experiences in this class will provide students with the opportunity to talk about and deal with personal aspects
of themselves, which will impact their learning and future employment opportunities within the helping professions.
Ideally these lab experiences will provide a safe environment where students can disclose commensurate with their
comfort. The lab experiences are designed to be CONFIDENTIAL; however, it is imperative that students use
common sense and good judgment when choosing what to disclose. The following points further illustrate what
confidentiality means for this class:
1.
Confidentiality continues beyond the end of the class.
2.
Confidentiality means awareness and sensitivity to third parties.
3.
Exceptions to confidentiality: the legal and ethical standards of mental health professionals require a
breach of confidentiality in the event that a group member is determined to be a danger to him or herself or to the
property or person of other(s), or in the case of child abuse/ neglect or elder abuse/neglect.
GROUP DYNAMICS RESEARCH PAPER
(From VI. 3) Students will select a topic in the field of Group work and research it. Material must come from
scholarly books, research literature, journal articles, etc. Corey provides suggestions for further reading at the end
of each chapter of the text. The topic must be from primary sources of a particular theorist. Articles and/or
chapters related to group work will meet the requirement. The topic for the paper should be identified by the
student by the third class meeting (6/26).
Format: 7-10 pages (not including the Title and Reference pages); minimum of 4 sources. The paper must be
prepared in APA style format, typed, doubled spaced on standard 8.5” x 11” paper with 1” margins on all sides,
10-12 pt Times New Roman (or similar) font.
OUTLINE
I.
INTRODUCTION
Identification of topic of Interest Assumptions
Definition of major terms
II.
REVIEW OF LITERATURE
Recaps / summaries
III.
Limitations
Relevance
Issues
CONCLUSIONS
Recommendations for further research, practice, clients, setting, and self
Discussion of implications
PROOF YOUR WORK! Points will be deducted for typos, grammatical errors, and sloppiness.
Guidelines for Facilitated Group Discussion
1. Note that the objective of these discussions is to increase self-awareness, not to teach subject matter or
provide counseling.
2. Sit so that you have good eye contact with the co-facilitators.
3. Make sure that everyone knows one and others names.
4. Listen and understand empathically. Be sensitive to non-verbal cues. Model communication skills:
reflect/restate/clarify, etc.
5. Be supportive without rescuing, answering for the other person, being overprotective, breaking an
uncomfortable silence too soon.
6. Avoid being judgmental.
7. Don’t reinforce monopolistic behavior by extensive eye contact/head nods/”uh huhs”. Ask others to
respond.
8. Allow for differences in opinion, disagreement, or conflict (no pressure to conform).
9. Intervene when necessary to manage inappropriate group pressure (i.e. Are we/you saying Jack must
agree with us? What makes this important to you?
10. Keep the group focused. Bring people back to your point (e.g. if someone goes off on a tangent).
11. Note the time limit.
12. Self-disclose appropriately (consider relevance). Avoid disclosure due to anxiety.
Questions for Facilitated Group Discussion
REMINDER: Note that the objective of these discussions is to increase self-awareness, not to teach
subject matter or provide counseling.
Group 1: Psychoanalytic & Adlerian
Psychoanalytic
1. Be prepared to discuss an event (Lifeline instructions will be given in class) and its impact on your life
now.
2. Using Erickson’s stages, identify a problem or concern you have related to a specific stage.
Adlerian
1. Adlerians stress birth order and family constellations. Be prepared to tell what it was like to be the
first born child, the last born, the middle child or the only child. What do you think are the advantages
and disadvantages of these positions?
2. According to Adler, each of us has a unique lifestyle, or personality, which starts to develop in our
early childhood to compensate for and overcome perceived inferiority. Be prepared to discuss the
following:
*What makes you unique?
*When did you feel the most powerful?
*What are the goals that you strive for most?
*What do you most often tell others about yourself upon first meeting them?
Group 2: Existential & Person Centered
Existential
1. Be prepared to share your epitaph (instructions in class)
2. Identify one or two goals you want to accomplish before you die.
3. There are various explanations for the causes of suffering (i.e. fate, divine plan, etc) How do you
explain suffering?
Person Centered
1. Think about what you have learned about yourself at this point that will either enhance or restrict your
effectiveness as a group facilitator. What do you see as your single most important personal quality or
strength?
2. Consider the following:
A. When others feel:
Mad, I______________________________________
Sad (depressed), I_____________________________
Guilt/Shame, I ________________________________
Inadequate/Weak, I_____________________________
B. With which of these do you have difficulty?
Group 3: Gestalt & Behavioral
Gestalt
1. Gestalt therapy emphasizes the role of old business that hangs around and gets in the way of our
being effective and alive now. Be prepared to share an item of unfinished business which might limit
your effectiveness in working with clients’ issues.
2. Where do you experience anxiety in your body?
Behavioral
1. Many people have difficulty in defining what they want to accomplish in counseling. A real value of
the behavioral approach is its specificity-its ability to translate broad goals into specific ones. What is
a concrete goal for the following:
A. “I need to learn to get in touch with my feelings”
B. “I’d like to be able to relate better”
C. “I’m all messed up and I need a major overhaul”
2. Write a concrete goal for yourself and explain how you would determine if the goal was achieved.
Group 4: REBT, Reality & TA
REBT
Review the list below and circle those irrational assumptions that most apply to you:
A.
B.
C.
D.
E.
F.
G.
H.
I.
I expect myself to be successful with all of my clients (customers, patients) all the time.
I must be an outstanding group leader (worker, therapist, parent).
It would be terrible if I made a mistake.
I feel I need the approval of virtually all of the people in my life.
I must always be available for all the people who might need me.
If someone I know is in pain, I should take it away.
I should know everything.
If I make a mistake, it means I am a failure.
I frequently expect myself to be perfectly competent in what I do.
Be prepared to discuss these in class. Write out a rationale and effective belief that replaces the irrational belief.
For example, if you say “I must be approved and accepted by the people in my life” a disputation might include:
“Where is it written that my approval of myself depends on getting approval from others?”
1. Consider the following:
I must be approved by everyone
I must be perfectly competent
Relate a situation in which you experienced one of these feelings.
I must be treated fairly
Reality & TA
1. TA stresses the need for “strokes”. Be prepared to talk about the specific strokes you need to sustain
yourself. What strokes do you seek? How do you get the strokes you want? Are you able to accept positive
stroking? Were you raised with conditional strokes?
2. Reality therapy hold that total behavior is purposeful, that it originates from within the individual rather than
external sources, and that psychological needs are powerful motivating forces. How do you meet the
following needs (as defined by Glasser)?
A. Belonging. What do you do to meet your needs for involvement with others? In what ways do you feel a
sense of belonging?
B. Power. When do you feel a sense of power? In what areas of life do you feel most competent? When do
you feel recognized?
C. Freedom. To what degree do you feel that you are in charge of your life and that you are moving in the
direction that you want?
D. Fun. What activities do you do for fun? Do you have as much fun as you would like?
E. Survival. Psychological needs.
Be prepared to discuss how you would deal with a client who held different needs or priorities than you.