DUQUESNE UNIVERSITY
Department of Counseling, Psychology and Special Education
The Counseling Program
557 - Group Counseling: Theory & Techniques
Spring 2009
3 credits
William J. Casile
412.396.6112
casile@duq.edu
Duquesne University Emergencies and Cancellations: 412-396-1700
COURSE SYLLABUS
I.
SCOPE OF COURSE
This course is an introduction to group work and specifically group counseling. It is designed
to provide future counselors with opportunities to explore basic theoretical and practical
concepts regarding the group counseling process; the behavioral dynamics that occur in
groups; and the role, essential skills, and techniques of group leadership. Classes will consist
of didactic and experiential elements, including lectures, large and small group discussions,
demonstrations, student presentations, and structured role-plays and simulations that make
attendance and active participation essential to your learning.
II.
PREREQUISITES
There are no prerequisites except to be admitted to the Graduate School of Education. This
course is one of the screening courses required for admission to candidacy in the school,
community, or marriage & family counseling programs. Students not applying to one of the
counseling programs may also enroll in this course with instructor approval.
III.
INSTRUCTIONAL OBJECTIVES
A.
Understand the definitions, purposes, and therapeutic factors of group work types,
with a special emphasis on counseling groups.
B.
Understand issues and tasks related to the stages of group work.
C.
Understand the basic principles of group process and dynamics, and understand the
roles, tasks, and behaviors of group members and leaders.
D.
Identify the essential skills/techniques of group leadership and their impact on the
group.
E.
Demonstrate the ability to lead groups by processing and evaluating actual and
simulated group experiences.
F.
Explore specific ethical and cultural issues unique to group work.
G.
Describe prevalent theoretical approaches to group work and integrate these
approaches to group work into a personal approach to group leadership.
IV.
COURSE RESOURCES
A. Required Text: Gladding, S.T. (2008 ). Group work: a counseling specialty,5 th ed.
NJ: Merrill Prentice Hall. Companion Website: www.prenhall.com/gladding
Alternative Recommended Reading: Corey, G. (2004). Theory and practice of
group counseling, 6th ed. Belmont, CA: Brooks/Cole. OR
Yalom, I. (1995). The theory and practice of group psychotherapy, 4th ed. New York:
Basic Books. AND
American Counseling Association. (1995). Code of ethics and standards
of practice. Alexandria, VA: American Counseling Association.
B. Web Resources:
Group Dynamics: Theory, Research, and Practice
APA's Division 49's journal publishes papers on the scientific study of group
dynamics and the application of that scientific understanding in applied settings.
http://www.vcu.edu/hasweb/group/gd.html
ASGW Web Page
The Association for Specialists in Group Work web page provides resources for
practitioners.
http://asgw.educ.kent.edu
Journal for Specialists in Group Work
Official journal of the Association for Specialists in Group Work, a division of the
American Counseling Association. Features include original research papers,
editorials, historical pieces, and works on training and practice. Visitors can search
recent issues of the journal.
http://www.acsu.buffalo.edu/~jdelucia/
Tavistock Institute
Formed in 1947, the Tavistock Institute is an independent not-for-profit organization
that aims at helping those interested in group dynamics to combine research in the
social sciences with professional practice. The organization publishes the journal
Human Relations and is primarily concerned with change at the organizational rather
than the individual level.
http://www.tavinstitute.org/
Duquesne University Counselor Education Program
http://www.education.duq.edu/counselored/
V. COURSE EXPECTATIONS
A.
A student’s continued enrollment in this course indicates her/his informed
consent to participate actively in class discussions, activities and presentations
described in this syllabus. During class, you will be asked to participate in a variety
of experiential activities designed to facilitate your exploration of your personal
process in a group work setting. While these activities are used as educational
experiences, they frequently involve real issues for the participants. Therefore, you
are expected to treat each class as a therapeutic group experience in terms of your
sensitivity to your colleagues and respect for the confidentiality of the information
disclosed. Because learning in this class is based on constructivist learning theory,
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meaning that you are responsible for constructing your own learning, active
participation is required. If you are unable to attend or unwilling to participate in a
specific activity, you may opt out. However, you will need to make an appointment
with the instructor to discuss your decision and arrange an alternative experience.
B.
The assigned reading for this course includes Gladding, S.T. Group Work: A
Counseling Specialty and all class handouts. If you choose to use one of the
alternative texts, you will need to align the readings with the sequence of material in
this course. Assigned readings for each class are noted on the course schedule and
should be completed prior to that class in order to support class discussions.
C.
Completion of examinations. The midterm examination will cover the content
presented in class and in Gladding’s text, chapters 1 – 10. The final examination will
cover the information in the student presentations and chapters 11 - 18 of the
Gladding text. Both exams will contain, primarily, multiple choice questions. This is
what you will see on the NCE.
D.
Completion of a group assignment. There will be at least five (5) student groups
organized. Each will be assigned one of the theoretical perspectives that inform
group leadership found in the Gladding text, Part Three (Chapters 15 – 18).
Each group will prepare a class presentation and a 1-page Study Guide (copy for each
student) addressing the following questions:
1. What are the expected and desired outcomes of groups according to this
theory?
2. What is the role of the group leader and techniques supported by this
approach to group work?
3. What are some of the contributions and limitations of this approach to
group work?
Finally, each group will conduct a real or simulated demonstration of a
psychoeducation or counseling group session that demonstrates the principles of the
theoretical orientation assigned to the group.
E.
Completion of an individual assignment. The individual assignment for this course
is a paper contrasting two of the approaches to group work described in the Gladding
text. The first theoretical orientation will be the approach your group presents in
class, the other is your selection. The paper should be 5-10 pages in length; conform
to the APA Style Manual and cite appropriate references, including at least two
relevant professional journal articles. This paper should:
1. Compare/contrast the basic assumptions or key concepts of these approaches to
group work: how are the approaches similar … how are they different?
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2. Discuss the role of the group leader and the use of technique from the
perspective of each approach. Again… similarities and differences should be
emphasized.
3. Explain how these approaches influence you as a group counselor, e.g. your
leadership style, how you perceive member behavior, your expectations, etc.
VI.
STUDENT EVALUATION
The final course grade is a letter grade based on the examinations (25 points each), group
assignment (20 points), individual assignment (20 points), and the instructor’s evaluation of
student engagement/participation (10 points). The point range for an A = 90 - 100; B = 80 89; C = 70 - 79; < 70=I. Plus/minus grading may be used at the discretion of the instructor.
VII.
INFORMATION FOR STUDENTS
Students with disabilities are entitled to reasonable accommodations, as determined by the
institution, after proper documentation of the disability has been received. At Duquesne
University, the Office of Freshman Development and Special Student Services, located in
room 309 Duquesne Union (412-396-6657), is responsible for determining reasonable
accommodations and for assisting students in communicating these to faculty. Students
should notify the faculty member, at the beginning of the term, if any reasonable
accommodations are needed. Students need to be registered with the Office of Freshman
Development and Special Student Services. Before accommodations will be granted, the
faculty member should receive a memo confirming the recommendations for reasonable
accommodations from the Office of Freshman Development and Special Student Services.
The purpose for implementing reasonable accommodations is to allow for equal opportunity
for students with disabilities. It is the student's responsibility to demonstrate that the
cognitive, behavioral and professional competencies have been acquired to a satisfactory
degree in order for successful completion of the course.
It is the responsibility of the student to maintain academic integrity with regard to class
assignments, exams, and any other course requirements. Thus cheating, plagiarism, and
knowingly assisting another to violate academic integrity are all violations of academic
integrity. Violations of academic integrity are subject to disciplinary action, including
lowering or failing grades, suspension/dismissal from class or the University.
VIII. COURSE EVALUATION
Students will be asked to evaluate the course in relation to the stated objectives and their
instructional experience. They will be invited to do so orally and/or in writing. The University
TEQ’s may be administered.
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IX. COURSE CONTENT & SCHEDULE
Session
Date
Topic
Read Prior to Class
1
1/14
Introduction to Course and Group Work
2
1/21
Group Dynamics & Process
3
1/28
Therapeutic Factors in Groups
4
2/4
Group Stages and Tasks: Forming
5
5
2/11
Group Stages and Tasks: Storming
6
6
2/18
Group Stages and Tasks: Working
7
7
2/25
Group Stages and Tasks: Ending
8
8
3/4
Spring Break – No Classes
3/11
Midterm Exam
Group Leadership: Skills & Techniques
9
3/18
Ethical/Cultural Considerations
9, 10
10
3/25
Groups, Theory & Techniques
Presentation:
15 -
11
4/1
Groups, Theory & Techniques
Presentation:
12
4/8
Groups, Theory & Techniques
Presentation:
13
4/15
Groups, Theory & Techniques
Presentation:
14
4/22
Groups, Theory & Techniques
Presentation:
Individual Assignment Due
15
4/29
Synthesis & Final Exam
1, 2, 3
1-10
4
- 18
11-18
Note: This Schedule is tentative and may be adjusted during the course.
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X. Conceptual Matrix: Group Counseling
Objectives
LTP1
PDE E&SSC2
A. Professional Knowledge
D, SC, MP
1-4, 11, 12
II K 6f, g
B. Group Stages
L, MP, SC
4, 7, 12
II K 6a
C. Group Process
D, MP, LT
4
II K 6a
D. Group Skills
D, SC, MP
3-7
II K 6b,e
E. Group Leadership
L, MP, IL
4
II K 6b, c, d, e
F. Ethical & Multicultural D, SC, MP
G. Theory
1-4, 11, 12
L, D, T, LT
3, 4
CACREP3
II K 6f,g
II K 6c
Coding for Conceptual Matrix:
1. Leading Teacher Program
These are the Domains and Themes that form the Conceptual Framework for all programs
offered in the Duquesne University School of Education. The concept of teacher is expanded
to include anyone from whom a person learns.
Domains:
1. Learning Theorist (LT)
2. Curriculum Designer (CD)
3. Expert School Context (SC)
4. Master Practitioner (MP)
5. Instructional Leader (IL)
Themes:
1. Leadership (L)
2. Diversity (D)
3. Technology (T)
2. Pennsylvania Department Of Education
The PDE has identified specific standards for the training of future Elementary School
Counselors (ESC) and Secondary School Counselors (SSC).
3. Council For The Accreditation Of Counseling And Related Educational Programs
CACREP has identified general standards for the training of all entry level personnel into the
counseling profession.
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XI. Student Information & Consent (complete & return by 3rd class session)
I have read and understand the expectations and requirements for 557. Group Counseling as outlined
in this syllabus, in particular the requirement to treat personal information as confidential, and I
agree to abide by them.
Print Student’s Name____________________________________
Spring 2009
e-mail ________________________________________________
Phone (home) ________________(work)________________(other)_____________________
Advisor________________________
Counseling Program Major _____________________
Counseling Courses Completed or Taking Concurrently:
Group Lab Time:________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
______________________________
Student Signature _________________________________________ Date _______________
557. Group Counseling Outcomes:
Midterm (25)
___________
Group Assignment (20)
___________
Individual Assignment (20) ___________
Final (25)
___________
Participation (10)
___________
Total (100)
___________
557- Group Counseling/Casile Sp’09
Grade ___________
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