UNIVERSITY OF MARY HARDIN-BAYLOR
MASTER OF ARTS DEGREE IN COUNSELING AND PSYCHOLOGY
PSCO/MFCC 6312: Group Processes
COURSE DESCRIPTION
6312. Group Processes. Three (3) semester hours. This core course includes the study of group
development and group counseling theories. Further considerations include group leadership styles,
methods and skills, and ethical considerations in group work. Group dynamics will be studied through
participation in an experiential growth group.
COURSE OBJECTIVES
1. Students will understand the theory of group process and practices and how it is distinguished from
individual counseling. (2009 CACREP, PII. G.6.c; CMHC. E.3; )
2. Students will possess knowledge of different types of groups and leadership styles, including
therapeutic groups, counseling groups, personal-growth groups, training groups, structured groups,
and self-help groups. (2009 CACREP, PII. G.6.b; CMHC. A.3, C.1 and 3, D.3, E.3)
3. Students will demonstrate an understanding of diversity issues and their impact on group leaders,
clients, group dynamics, and therapeutic processes.(CMHC. D.2 AND 5, E.1 and 2, F.3)
4. Students will demonstrate knowledge of group methods, theoretical orientations, group techniques,
and methods of evaluation. (2009 CACREP, PII. G.6.a and d., CMHC. A.3, D.4, E.3)
5. Students will demonstrate an understanding and management of the ethical problems and issues
facing beginning group leaders.
6. Students will demonstrate knowledge of group leadership styles and the personal characteristics of
the effective group leader. (2009 CACREP, PII. G.6.b; CMHC. F.3)
7. Students will demonstrate knowledge of effective interpersonal communication skills. (CMHC.F.3)
8. Students will demonstrate an understanding of the ethical and professional guidelines for group
leaders and professional preparation standards. (2009 CACREP, PII. G.1.j; CMHC. A.2 and 4, C.9)
9. Students will demonstrate knowledge of group members’ roles and behaviors and the therapeutic
factors of group work. (2009 CACREP, PII. G.6.a)
10. Students will demonstrate knowledge of the stages of group development and experience the stages
of group process. (2009 CACREP, PII. G.6.a; CMHC. F.3)
11. Students will participate as group members in a small group activity for a minimum of 10 clock
hours. (2009 CACREP, PII. G.6.e)
12. Students will demonstrate knowledge of how to plan and implement a group, including participant
selection, type and purpose, size, and length and effectively serve as group leaders and/or co-leaders.
(2009 CACREP, PII. G.6.b and d; CMHC. C.3)
TOPICAL OUTLINE OF COURSE CONTENT
I.
II.
III.
IV.
V.
Orientation to Course, Overview, and a Perspective on Group Counseling
Group Counselor - Person & Professional
Ethical Issues in Groups
Forming Groups
Initial Stage
VI.
VII.
VIII.
IX.
X.
XI.
XII.
Transition Stage
Working Stage
Final Stage
Groups for the Elderly
Groups for Adolescents
Groups for Adults
Groups for Children
METHODS OF INSTRUCTION
This course will be taught as both a course content discussion group and an experiential group.
Approximately half of the class time will be used to discuss the textbook, view group videos, and complete
class exercises. The second half of the evening will be participating as a group member and reflecting on
the process of the class group experience.
TEACHING PHILOSOPHY
This professor is committed to effective, innovative teaching that prepares students to excel in their
particular fields, to think creatively and critically, and to integrate facts across disciplines. He will strive to
exhibit an intellectual curiosity and passion for the counseling field, which, in turn, is aimed to stimulate
students to excel academically and to grow professionally and personally. He believes in a
learning-centered pedagogy with a focus on learning outcomes.
COURSE REQUIREMENTS AND PERFORMANCE EVALUATION
1. Assignment #1: Class/Group Participation and Journal
a. Class and Experiential Group Participation: Students must attend every class (or provide explanation
for absence based on an emergency situation or illness). Students will actively participate in (1) class
discussions on the textbook and videos and exercises, and (2) in group processes as group members - as
active and helpful members of a genuine group process involving real life situations. This class will involve
some degree of self-exploration, interpersonal learning, and emotional challenge. One of the best ways to
learn about the practice of group counseling is to experience the process and then conceptualize this
learning experience. (Measures Objectives 10 and 11)
b. Journal: Students are required to keep journals throughout the course, each entry submitted at the
next class. They should be approximately 2-3 pages each and typed double-spaced. Journal entries may
include personal issues you are working on in the group, as well as reactions and observations in the group
process, including any insights into your own or others behavior. You may also comment on your
reflections on group dynamics and development. (Measures Objectives 9, 10,and 11)
2. Assignment #2: Group Proposal
Each student will write and present to the class a proposal for a group (10-15 pages). The Proposal Paper
will be written in APA style. You will be given a handout that describes the content of the paper. LATE
PAPERS generally have a penalty of 10% deduction from the total. For example, if you were to receive a
93% on a paper, yet submit it late, if would be docked 10%, which would yield an 84% for the paper. The
paper should be carefully proofread, and should give evidence of considerable thought, and must show
development of your positions in a coherent, logical, creative, and organized way. Please attach the rubric.
(Measures Objectives 4, 5, 8, 9, 10, and 12)
3. Assignment #3: Weekly quizzes based on text readings chapters 1-8 and final exam (Measures
Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, and 12)
Grading System:
Class Participation and Journal (10 pts each class and group session)
Group Proposal Paper and Presentation (100 pts)
Weekly Chapter Quiz + Final Exam (100 pts total)
40%
30%
30%
Evidence-Based Learner Outcome:
Student learning of Objectives 9, 10, and 11 is evidenced by students attending and actively participating
with verbal contributions and submitting a written journal for every class and experiential group meeting.
Student learning of Objectives 4, 5, 8, 9, 10, and 12 is evidenced by a student grade of 80 or better on the
Group Proposal Scoring Rubric.
Student learning of Objectives 1, 2, 3, 4, 5, 6, 7, 8, 9, and 12 is evidenced by a student grade of 80 or better
on the weekly text chapter quiz and final examination.
ATTENDANCE
Students are expected to attend all classes regularly and are held responsible for all course work and assignments.
All students are responsible for adhering to the professional performance standards as stated in
the Graduate Counseling & Psychology Student Handbook through the Graduate Counseling and
Psychology website at http://www.umhb.edu/files/graduate/psychology/ppe. Failure to meet the
standards supersedes the student’s academic grade performance and will result in a grade of F for
the course.
TEXT
Corey, M., & Corey, G. (2010). Groups: Process and Practice (8th Edition) NY: Brooks/Cole Publishers.
RECOMMENDED READINGS
Yalom, I. D. & Leszcz, M (2005). The theory and practice of group psychotherapy (5th ed.). New York:
Basic Books.
Corey, G. (2008). Theory and practice of group counseling (7th ed), Brooks/Cole.
Corey, G. (2006). Groups in action: Evolution and challenges DVD and workbook (1st ed.).
Brooks/Cole.
Corey, G., Corey, M., Callanan, P., & Russell, J. (2004). Group techniques (3rd ed.). Brooks/Cole.
SELECTED WEBSITES
American Society for Group Psychotherapy and Psychodrama (ASGPP). www.asgpp.org
Association for Specialists in Group Work (ASGW). www.asgw.org
American Group Psychotherapy Association (AGPA). www.groupsinc.org
American Counseling Association (ACA). www.counseling.org
Group Psychotherapy. (www.psychnet-uk.com)
American Association of Christian Counselors: www.aacc.org
American Association for Marriage and Family Therapy: www.aamft.org
American Counseling Association: www.aca.org
American Psychological Association: www.apa.org
American Psychiatric Association: www.apsa.org
Texas Counseling Association: www.tca.org
PROFESSOR AND OFFICE HOURS
David Howard, Ph.D., LMFT-S, LPC
Meyer Christian Studies Center, Room 218
Office: 295-5421 Cell: 718-8622
Office hours by appointment or as posted
E-mail: david.howard@umhb or drhoward@vvm.com
PSCO/MFCC 6312: Group Processes Course Calendar Fall 2009
DATE
Topics and Readings
Part I
INTRODUCTION:
AUG 26
Course Overview
SEPT 2
Introduction to Group Work (Ch 1)
Course Orientation
In class exercises and discussions
In class exercises and discussions
SEP 9
The Group Counselor: Person and
Professional (Ch 2)
Ethical and Legal Issues in Group
Counseling (Ch. 3)
Experiential Group #1
Chapters 1-2 Quiz
Chapter 3 Quiz; Journal Paper #1 Due;
Experiential Group #2
Part II
GROUP PROCESS: STAGES
OF DEVELOPMENT
SEP 23
Forming a Group (Ch. 4)
Chapter 4 Quiz; Journal Paper #2 Due;
Experiential Group #3
SEP 30
Initial Stage of a Group (Ch. 5)
OCT 7
Transition Stage of a Group (Ch. 6)
OCT 14
Working Stage of a Group (Ch. 7)
Chapter 5 Quiz; Journal Paper #3 Due;
Experiential Group #4
Chapter 6 Quiz; Journal Paper #4 Due;
Experiential Group #5
Chapter 7 Quiz; Journal Paper #5 Due;
Experiential Group #6
OCT 21
Final Stage of a Group (Ch. 8)
Chapter 8 Quiz; Journal Paper #6 Due
Experiential Group #7
Part III
APPLICATION OF GROUP
PROCESS
TO SPECIFIC GROUPS
OCT 28
Groups for Children (Ch. 9)
Group Proposal Papers Due
NOV 4
Groups for Adolescents (Ch. 10)
NOV 11
Groups for Adults (Ch. 11)
NOV 18
Groups for the Elderly (Ch.12)
Group Proposal Presentations
Experiential Group #8
Journal Paper #7 Due
Group Proposal Presentations
Experiential Group #9
Journal Paper #8 Due
Guest Speaker
Experiential Group #10
Journal Paper #9 Due
Guest Speaker
Experiential Group #11
Journal Paper #10 Due
NOV 25
DEC 2
Thanksgiving Holiday
Course Evaluation
Final Exam
SEP 16
Activities
BASIC
ISSUES IN GROUP WORK.
Journal Paper #11 Due
Experiential Group Wrap-Up/Learnings
NOTE: Some components of the syllabus and classroom activities are courtesy of Marianne & Gerald Corey as shared in their Instructor’s
Resource Manual for Groups: Process and Practice.
STUDENT’S RESPONSIBILITIES
The University of Mary Hardin-Baylor is an institution of Christian higher education. Therefore, graduate students
are expected to use good judgment in conducting their personal lives, observing university policies, and acting in a
mature manner toward all members of the university family on and off campus. Students are expected to model the
highest standards of ethical, intellectual, and academic integrity. Honesty and integrity are expected in all learning
endeavors, and failure to exhibit this personal character will result in course failure, dismissal from the program,
and/or dismissal from the University.
CLASSROOM CONDUCT
Graduate students are expected to demonstrate a professional orientation, to include but not necessarily limited to,
appropriate interpersonal interaction, class attendance and punctuality, professional presentation of self, maturity of
cognitive processes, emotional maturity and stability, commitment to graduate study, and ethical behavior.
ACADEMIC HONESTY
Students are expected to demonstrate academic honesty, including providing one’s “fair share” of input for all group
work; preparing for every class; refraining from cheating on exams or consulting with others during exams; and
unauthorized collaboration, falsification, and multiple submissions of material for credit without permission.
Students will refrain from giving, receiving, or obtaining information about examinations unless authorized by their
instructors. They will also refrain from using any materials during examinations that have not been approved by their
instructors.
PLAGIARISM
Students are expected to give appropriate credit to ideas that are not their own through correct citation of quotes and
paraphrases. All acts of plagiarism are considered serious offenses and may result in failure of the course assignment.
Students are also expected to use their own intellect to complete assignments and not use work found on the Internet,
work obtained from ghostwriters, or work previously submitted.
DISABILITIES STATEMENT
The University representative responsible for establishing official documentation of student disabilities and
facilitating corresponding accommodation requests is the Director of Counseling and Testing. Students desiring
accommodation(s) for a disabling condition are responsible for providing acceptable documentation to this
individual. A licensed professional qualified to make the respective diagnosis must have produced acceptable
documentation within the last three years. Any documentation submitted to the University for consideration must be
provided in a timely manner prior to the period of stated need.