DEPARTMENT: EDUCATIONAL STUDIES, LEADERSHIP & COUNSELING
COURSE PREFIX: CNS
I.
COURSE NUMBER: 692
CREDIT HOURS: 3
TITLE: Group Counseling
II.
COURSE DESCRIPTION AND PREREQUISITE(S):
An experiential course in the dynamics of group behavior. The student will participate in
an encounter-type group experience as well as being introduced to theory and techniques
of group counseling. In addition, group guidance procedures are emphasized to include
meaning, purposes, scope, and methods. Strongly recommended to be taken within the
first 12 hours of course work.
Prerequisite(s): None
III.
COURSE OBJECTIVES:
As a result of participation in this course, students will be able to do the following (Based
on 2009 CACREP Standards)
A. Students will gain knowledge of:
1. Principles of group dynamics including group process components,
developmental stage theories, and behavioral indicators (Section II: G.6.a)
2. Group leadership styles and approaches including characteristics of various types
of group leaders and leadership styles (Section II: G.6.b)
3. Theories of group counseling including proponents, commonalties, distinguishing
characteristics, pertinent research and literature, and behavioral manifestations
(Section II: G.6.c).
4. Group counseling methods including group counselor orientations and behavior;
therapeutic ingredients such as goal setting, decision making, and problem
solving; group members' roles and behaviors; ethical considerations; selection
criteria and methods; multicultural issues in group counseling; and methods of
evaluation of effectiveness (Section II: G.6.d).
5. The effects that diversity, cultural, and personal factors play in group member and
leader involvement and group process (Section II: G.2.b).
B. Students will:
1. Explain stages and factors that impact groups (Section II: G.6.a; Section III
School: C5).
2. Demonstrate group leadership skills (Section II: G.6.b).
3. Demonstrate group counseling orientations (Section II: G.6.c).
4. Explain group counselor verbal and nonverbal behavior (Section II: G.6.d).
5. Demonstrate and self-evaluate group counseling skills (Section II: G.6.d).
6. Apply group member selection criteria and procedures (Section II: G.6.a).
7. Apply basic and advanced group counseling skills (Section II: G.6.a.).
8. Demonstrate multicultural group counseling competencies (Section II: G.2.b)
9. Reflect and describe their experience as a participant in a minimum of 10 group
experiences (Section II: G.6.e)
C. Students will test and improve upon their personal strengths and weaknesses which
impact their productivity as group facilitators (Section II, G.6.a).
The MSU counseling faculty recognize diversity and embrace a cross-cultural
approach in support of the worth, dignity, potential, and uniqueness of people
within their social and cultural contexts (ACA 2014 Code of Ethics Preamble).
IV.
V.
VI.
VII.
CONTENT OUTLINE:
A. Group Behavior & Group Leadership Skills
B. Group Theories and authorities
C. Participation and Skills Development
INSTRUCTIONAL ACTIVITIES:
A. Students will gain knowledge from the texts, handouts, individual research, class
lecture, and discussion.
B. Students will participate in a growth group where they will have an opportunity to
practice group leadership skills and experience the group processes.
FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES:
Participation in leading and/or co-leading group experiences.
TEXT(S) AND RESOURCES:
A. Required Text:
Jacobs, E. E., Masson, R. L, Harvill, R. L., & Schimmel, C. J. (2012). Group counseling:
Strategies and skills (7th ed.). Belmont, CA: Brooks/Cole.
B. Other references include:
Corey, G. (2012). Theory and practice of group counseling. Pacific Grove, CA:
Brooks/Cole Publishing Company.
Gladding, S. T. (2012) Groups: A counseling specialty (5th ed.). Upper Saddle River, NJ:
Pearson. (Required Textbook).
Ivey, A .E., Pedersen, P. B., & Ivey, M. B. (2001). Intentional group counselling: A
micro-skills approach. Belmont, CA: Brooks/Cole.
Johnson, D. W. & Johnson, F. P. (2013). Joining together: Group theory and group
skills. Upper Saddle River, NJ: Pearson.
Kline, W. B. (2003). Interactive group counseling and therapy. Upper Saddle River, NJ:
Merrill Prentice Hall.
Yalom, I. D. (1995). The theory and practice of group psychotherapy. New York, NY:
Basic Books.
C. References:
American Counseling Association. (2014). ACA code of ethics. Alexandria, VA:
Author.
American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
Websites:
Association for Specialists in Group Work (ASGW): www.asgw.org
American Counseling Association (ACA): www.counseling.org
Kentucky Counseling Association (KCA): www.kyca.org
Journals:
Journal for Specialists in Group Work (JSGW)
International Journal of Group Psychotherapy
VIII.
EVALUATION AND GRADING PROCEDURES:
Late Assignments will not be accepted
A. Course Requirements:
Ten Weekly Reaction Papers (for group members and leaders)
Ten Process and Content Summations (for group observation)
Midterm Exam (Chapters 1-6, 8-11 & 16)
Leadership Skill Grade (50 pts each time leading)
Presentation and Group Counseling Proposal
Group Counseling Paper
Exam 2 (Chapters: 7, 12, 13, 15, 17 & 18)
Attendance & Participation
Total
100 points
100 points
75 points
100 points
75 points
75 points
75 points
100 points
700 points
B. Grading Scale:
A = 90 – 100%
B = 80 – 89%
C = 70 – 79%
E = Below 70%
Attendance and Participation in Class Activities (100 points)
Due to the experiential nature of the course, attendance and participation in the various
activities is crucial. Students will lose 25 participation points for every session missed to
a maximum of 50 points beyond which the student may be required to withdraw from
class due to the disruption to the group process imposed upon other students. Absentee
students may makeup weekly assignments per instructor’s instruction.
Personal Reaction (10 x 10 = 100 points)
Following each session, (whether as member or co-leader), you will reflect on your
experience and complete the reaction form for that session. Papers will be evaluated
according to the thoroughness with which the questions are answered. Personal reactions
are due the week after the group experience. Form is located on Canvas. If you are the
leader, you will complete the Leader Reaction form. If you are a participant, you will
complete the Reaction Form (CACREP Section II: G.6.b, G.6.e.)
Observation Summaries (10 x 10 = 100 points)
After the group observation is over, the observing group members reflect on the issues
and aspects of group process playing out in the group and complete the process summary
form. Due to the limited number of participants, the group will be video recorded and
uploaded for review. You will base your observation summaries on the recorded session.
Videos will be uploaded the day after class and the observation summary is due the
following week. Form is located on Canvas (CACREP Section II: G. 6.a, G.6.d).
Leadership Experience 1 (50 points)
Overall grade for demonstration of leadership skills and overall effectiveness during first
group leadership opportunity. Evaluation will address individual application of skills,
skill effectiveness, group process conceptualization, co-leadership effectiveness
(CACREP Section II: G.6.d, G.6.e).
Leadership Experience 2 (50 points)
Overall grade for demonstration of leadership skills and overall effectiveness during
second group leadership opportunity. Evaluation will address improvement of individual
application and of skills, skill effectiveness, group process conceptualization, coleadership effectiveness (CACREP Section II: G.6.e).
Midterm exam (75 points)
Multiple choice questions based on the following readings from the text: Chapters 1-6, 811 & 16. You will take the exam online and submit by the due date. The exam will open
1 week prior to the due date and must be submitted by 5pm. (CACREP Section II: G.6.a,
G.6.b.,G.6.d). Due 10/6/14
Group Counseling Paper (75 points)
You will submit a 7-9 page paper highlighting the following aspects of group
counseling (CACREP Section II: G.6.a, G.6.b, G.6.c, G.6.d): Due11/3/14
1. Describe your preferred theory of group counseling (support your preference with
research).
2. Briefly describe the principles of group dynamics (including but not limited to
stages of groups, group member roles and responsibilities and behaviors, and
therapeutic factors of group work). Describe how each of these components
impact you as a group leader.
3. Identify how you would use appropriate selection criteria and methods for
establishing your own group (identify the type of group) and the need for
evaluation of group effectiveness.
4. Describe the group leadership or facilitation styles and approaches, including
characteristics of various types of group leaders and leadership styles. Describe
the skills you believe you have already and the ones you identify as challenging.
5. How do you plan to update/improve your group counseling skills?
6. Describe the self-awareness you have gained in the following areas:
a. Your culture and how it might influence your group counseling.
b. Personal strengths and challenges as they relate to your leadership
experience.
c. What you learned about yourself from being a group member.
Future Group Counseling Proposal Presentation (75 points)
You will develop a proposal for the design of a group you could possibly lead in the
future (should be realistic and practical) and present it in class. The group should be
relevant for your specialization area (i.e. clinical mental health or school counselling).
The proposal and presentation should include the following (CACREP Section II: G.1.j.,
G.6.a., G.6.b, G.6.d; Section III School: C5): Due 12/1/14
1. Rationale for your proposed group. From the literature, justify the specific
population and type of group you will be targeting, based on your future work
setting (e.g. school, agency, etc). Show research that justifies why group work is
effective or beneficial in these settings and for your identified population.
2. Describe and justify the purpose of the group.
3. The setting, clientele, and an issue or cluster of issues a counseling group might
address.
4. Discussion of the type, format, and duration of the group along with a rationale
for each.
5. Identify the goals and a detailed description of the procedures to be used (e.g.,
structured experiences, process focus, skill development, a combination of
procedures, etc.).
6. Describe the primary group process issues that are likely to be encountered in the
group you propose (e.g., shame, anger management, lack of interpersonal skills,
self-discloser issues, etc). Describe understanding of group dynamics and the
facilitation of teams to enable students to overcome barriers and impediments to
learning.
7. Provide a detailed description of the topics to be discussed within group as well as
any and all experiential activities that you plan to integrate into the group setting.
8. Provide a description of the procedures for recruiting, selecting, and preparing
members.
9. Describe the evaluation procedures.
10. Identify any ethical concerns relevant to this group and to the setting and
population it will serve.
11. Discuss and provide a sample of the informed consent form you may use.
12. Creative ways to advertise your planned group. e.g. using fliers, online/offline, etc
Each student will provide a handout that presents an outline of the content of their
presentation and a reference list. Students should use a multitude of resources (i.e. other
texts, journal articles) in their quest to complete the assignment. The resources must be
no more than 10 years old and internet sources must be approved.
Exam 2 (75 points)
Multiple choice questions over the following textbook chapters: 7, 12, 13, 15, 17 & 18.
You will take the exam online and submit by the due date. The exam will open 1 week
prior to the due date and must be submitted by 5pm.
(Section II: G.6.b, G.6.c, G.6.d; Section III CMHC: A3, C3; Section III School: H5, I2).
Due 11/24/14
*Being present in class & doing other activities (e.g., drawing, playing on computer,
talking) is not considered being actively involved
Additional Notes on Assignments:
A.
For each paper be ready to have a class discussion about the subject matter.
B.
Concerning the assignments, this syllabus is subject to change throughout the
course of the semester. Updated versions of the syllabus will be posted on Canvas.
C.
All papers will be written in APA 6th ed. format. If you have questions about
formatting, refer to the APA Manual.
D.
All assignments will be posted to Canvas, unless otherwise stated in the syllabus
or in class. When uploaded assignments save in the following format
pender_rebecca_nameofassignment. (for assignments that have multiple parts label
them with the edition of 1, 2 etc.)
E.
Policy on late assignments: late assignments will not be accepted for any reason.
IX. ATTENDANCE POLICY:
Students are expected to adhere to the MSU Attendance Policy outlined in the current MSU
Bulletin. In addition, missing 2 sessions will necessitate withdrawal from the course. Further,
students will lose participation and attendance points whenever they miss scheduled class
sessions. If they come to class late or leave early they could be counted as absent.
X. ACADEMIC HONESTY POLICY:
Murray State University takes seriously its moral and educational obligation to maintain
high standards of academic honesty and ethical behavior. Instructors are expected to
evaluate students’ academic achievements accurately, as well as ascertain that work
submitted by students is authentic and the result of their own efforts, and consistent with
established academic standards. Students are obligated to respect and abide by the basic
standards of personal and professional integrity.
Violations of Academic Honesty include:
Cheating - Intentionally using or attempting to use unauthorized information
such as books, notes, study aids, or other electronic, online, or digital devices
in any academic exercise; as well as unauthorized communication of
information by any means to or from others during any academic exercise.
Fabrication and Falsification - Intentional alteration or invention of any
information or citation in an academic exercise. Falsification involves
changing information whereas fabrication involves inventing or
counterfeiting information.
Multiple Submission - The submission of substantial portions of the same
academic work, including oral reports, for credit more than once without
authorization from the instructor.
Plagiarism - Intentionally or knowingly representing the words, ideas,
creative work, or data of someone else as one’s own in any academic
exercise, without due and proper acknowledgement.
Instructors should outline their expectations that may go beyond the scope of this policy at
the beginning of each course and identify such expectations and restrictions in the course
syllabus. When an instructor receives evidence, either directly or indirectly, of academic
dishonesty, he or she should investigate the instance. The faculty member should then take
appropriate disciplinary action.
Disciplinary action may include, but is not limited to the following:
1) Requiring the student(s) to repeat the exercise or do additional related exercise(s).
2) Lowering the grade or failing the student(s) on the particular exercise(s) involved.
3) Lowering the grade or failing the student(s) in the course.
If the disciplinary action results in the awarding of a grade of E in the course, the
student(s) may not drop the course.
Faculty reserve the right to invalidate any exercise or other evaluative measures if
substantial evidence exists that the integrity of the exercise has been compromised. Faculty
also reserve the right to document in the course syllabi further academic honesty policy
elements related to the individual disciplines.
A student may appeal the decision of the faculty member with the department chair in
writing within five working days. Note: If, at any point in this process, the student alleges
that actions have taken place that may be in violation of the Murray State University NonDiscrimination Statement, this process must be suspended and the matter be directed to the
Office of Institutional Diversity, Equity and Access. Any appeal will be forwarded to the
appropriate university committee as determined by the Provost.
XI. NON-DISCRIMINATION POLICY STATEMENT:
Murray State University endorses the intent of all federal and state laws created to prohibit
discrimination. Murray State University does not discriminate on the basis of race, color,
national origin, gender, sexual orientation, religion, age, veteran status, or disability in
employment, admissions, or the provision of services and provides, upon request,
reasonable accommodation including auxiliary aids and services necessary to afford
individuals with disabilities equal access to participate in all programs and activities.
For more information, contact the Executive Director of Institutional Diversity, Equity and
Access, 103 Wells Hall, (270) 809-3155 (voice), (270) 809-3361 (TDD).
For more information, contact the Executive Director of Institutional Diversity, Equity and
Access, 103 Wells Hall, (270) 809-3155.
Course Specifics for CNS 692 (Fall 2014)
Instructor:
Telephone:
Office:
E-Mail:
Dr. Rebecca L. Pender, Ph.D., LPCC (KY), LPC (IL/ID), NCC
270-809-6905
Alexander Hall 3220
rpender@murraystate.edu
Office Hours:
Monday
1:00 pm – 3:00 pm
Tuesday
1:00 pm – 4:00 pm
Wednesday 1:00 pm – 3:00 pm
Thursday
1:00 pm – 4:00 pm
Traditional
Monday
5 pm – 8 pm
Madisonville John Gray Building 303
Format:
Meeting Days:
Meeting Times:
Location:
CACREP Counseling Program Specifics for CNS 692
Clinical Mental Health Counseling Objectives
Assessment
Foundations A2
Understands ethical and legal considerations specifically related
to the practice of clinical mental health counseling.
Live supervision, Final paper , Group Proposal
Presentation, Exams
Foundations A3
Understands roles and functions of clinical mental health
counselors in various practice settings and the importance of
relationships between counselors and other professionals.
Demonstrates the ability to apply and adhere to ethical and legal
standards in clinical mental health counseling.
Live supervision, Final paper , Group Proposal
Presentation, Exams
Knows the models, methods, and principles of program
development and service delivery (e.g., support groups, peer
facilitation training, parent education, selfhelp).
School Counseling Objectives
Foundations A2
Understands ethical and legal considerations specifically related
to the practice of
school counseling.
Foundations B1
Demonstrates the ability to apply and adhere to ethical and legal
standards in
school counseling.
Live supervision, Final paper , Group Proposal
Presentation, Exams
Preven. & Intesrv. C5
Live supervision, Final paper , Group Proposal
Presentation, Exams
Foundations B1
Prevention &
Intervention C3
Assessment H5
Research I2
Research J1
Academic Dev L1
Col lab. & Consult
M1
Understands group dynamics—including counseling, psychoeducational, task,
and peer helping groups—and the facilitation of teams to enable
students to
overcome barriers and impediments to learning.
Assesses barriers that impede students’ academic, career, and
personal/social development
Knows models of program evaluation for school counseling
programs
Applies relevant research findings to inform the practice of school
counseling
Conducts programs designed to enhance student academic
development
Understands the ways in which student development, well-being,
and learning are enhanced by family-school-community
collaboration
Live supervision, Final paper , Group Proposal
Presentation, Exams
Assessment
Live supervision, Final paper , Group Proposal
Presentation, Exams
Live supervision, Final paper , Group Proposal
Presentation, Exams
Live supervision, Final paper , Group Proposal
Presentation, Exams
Live supervision, Final paper , Group Proposal
Presentation, Exams
Live supervision, Final paper , Group Proposal
Presentation, Exams
Live supervision, Final paper , Group Proposal
Presentation, Exams
Live supervision, Final paper , Group Proposal
Presentation, Exams
Course Schedule and Assignments
Week
1
Topic
Assignments CACREP
Standards
/Activities
Group
Leaders
None: Classes started on
Tuesday
Introduction to course, Review
syllabus
2
Introduction to Group
Counseling
Reading:
Ch. 1
Section II: G.6.a, G.6.b
ASGW Training Standards and
Best Practice Guidelines
3
4
No Class Labor Day
Stages of Group & Group
Process
Reading:
Types of Groups
Ch. 2, 3, 4
Section II: G.6.a, G.6.b
Purpose and Planning Groups
Reading:
5
Counseling & Therapy Groups
Ch. 14, 6
Basic Group Skills
Session 1
Section II: G.6.a, G.6.b,
G.6.c., G.6.d
Reading: Ch. 5
6
Group 2 Leader:
1:
Session 2
The Beginning stage
Feedback 1
Group 1 Leader:
Opening
Section II: G.6.a, G.6.b,
G.6.e
2:
Observation 1
Reading: Ch.16
7
Group 3 Leader:
1:
Session 3
Dealing with Problem Situations
Feedback 2
Observation 2
Leader Reaction
Section II: G.6.a, G.6.b,
G.6.d, G.6.e
2:
8
Cutting off & Drawing Out
Rounds & Dyads
Reading:
Group 4 Leader:
Ch. 8 & 9
1:
2:
Session 4
Feedback 3
Section II: G.6.a, G.6.b,
G.6.d, G.6.e
Observation 3
Leader Reaction
Midterm
Reading:
Ch.10 & 11
Session 5
9
Appropriate Use of Exercises
Feedback 4
Observation 4
Leader Reaction
Group 5 Leader:
1:
Section II: G.6.a, G.6.b,
G.6.d, G.6.e
Reading: Ch12
Session 6
10
11
Feedback 5
Middle Stage
Using Counseling Theories
Observation 5
Leader Reaction
Group 6 Leader:
1:
Section II: G.6.a, G.6.b,
G.6.d, G.6.e
Reading: Ch. 13
Group 7 Leader:
Session 7
1:
Feedback 6
Observation 6
Section II: G.6.b, G.6.c.
Leader Reaction
Reading: Ch.17
Group 8 Leader:
Session 8
1:
Feedback 7
12
Working With Specific
Populations (children/adolescent
& school settings)
Observation 7
Leader Reaction
Group
Counseling
Paper
Section II: G.2.b, G.6.a,
G.6.d; Section III
School: A2, C5, H5, I2
13
Working with Specific
Populations (adults, agency &
other settings)
Reading: Ch. 17
Group 9 Leader:
Session 9
1:
Feedback 8
Observation 8
Section II: G.2.b, G.6.a,
G.6.d; Section III
CMHC: A2, A3, B1, C3
Leader Reaction
Reading: Ch. 15,
18
14
Closing Stage
Session 10
Issues in Group Counseling
Feedback 9
Observation 9
Group 10
Leader: Closing
Section II: G.6.a, G.6.b.,
G.1.j; Section III CMHC:
A2; School: A2, H5
Leader Reaction
Exam 2 Due
15
No Class
Feedback 10
Observation 10
Leader Reaction
16
Group Presentations
Course Evaluations and WrapUp
Group Proposal
and
Presentations
Due
Section II: G.6.b, G.6.c,
G.6.d; Section III
CMHC: A3, C3; Section
III School: H5, I2
Section II: G.6.b, G.6.d;
Section III CMHC: A2, A3,
C3; Section III School: A2,
B1, J1, L1
1:
CNS 692 Group Counseling
Rubric: Group Paper
CATEGORY
Exceeds
Standards
Meets Standards
Developing
Standards
Does Not Meet
Standards
Thoroughly
describes the
principles of group
dynamics (including
but not limited to
stages of groups,
group member roles
Section 6: Group and responsibilities
and behaviors, and
Work: G.6.a
therapeutic factors
of group work).
Thoroughly
describes how each
of these components
impact you as a
group leader. =10
Partially describes
the principles of
Describes the
group dynamics
principles of group
(including but not
dynamics (including
limited to stages of
but not limited to
groups, group
stages of groups, group
member roles and
member roles and
responsibilities and
responsibilities and
behaviors, and
behaviors, and
therapeutic factors
therapeutic factors of
of group work).
group work). Describes
Partially describes
how each of these
how each of these
components impact you
components impact
as a group leader. =7
you as a group
leader.=4
Fails to describe
the principles of
group dynamics
(including but not
limited to stages
of groups, group
member roles and
responsibilities
and behaviors, and
therapeutic factors
of group work).
Fails to describe
how each of these
components
impact you as a
group leader. =0
Thoroughly
describes the group
leadership or
facilitation styles
and approaches,
including
characteristics of
Section 6: Group various types of
group leaders and
Work: G.6.b
leadership styles.
Thoroughly
describes the skills
you believe you
have already and the
ones you identify as
challenging. =15
Partially describes
the group leadership
Describes the group
or facilitation styles
leadership or
and approaches,
facilitation styles and
including
approaches, including
characteristics of
characteristics of
various types of
various types of group
group leaders and
leaders and leadership
leadership styles.
styles. Describes the
Partially describes
skills you believe you
the skills you
have already and the
believe you have
ones you identify as
already and the ones
challenging. =10
you identify as
challenging. =5
Fails to describe
the group
leadership or
facilitation styles
and approaches,
including
characteristics of
various types of
group leaders and
leadership styles.
Fails to describe
the skills you
believe you have
already and the
ones you identify
as challenging. =0
Thoroughly
describes preferred
theory of group
Section 6: Group
counseling (support
Work: G.6.c
your preference
with research). =10
Describes preferred
theory of group
counseling (support
your preference with
research). =7
Partially describes
preferred theory of
group counseling
(support your
preference with
research). =4
Fails to describe
preferred theory of
group counseling
(support your
preference with
research). =0
Score
Thoroughly
identifies how
he/she would use
appropriate
selection criteria
and methods for
Section 6: Group
establishing your
Work: G.6.d
own group (identify
the type of group)
and the need for
evaluation of group
effectiveness. =10
Outlines a clear and
realistic plan to
Skill
continue to improve
Improvement
group skills in a
CACREP Section
realistic and
II: G.5.b
effective manner.
=5
Thoroughly
describes how
culture may
Self-awareness influence group
CACREP Section counseling, personal
strengths and
II.G.5.b
challenges as they
relate to personal
leadership style, and
what he/she learned
from being a group
member. =15
Writing Style
Refined level of
writing that
excellently adheres to
APA format, including
appropriate margins,
font, running head,
spelling, sentence &
paragraph structure,
& citations &
reference list (if
necessary). =10
Partially identifies
Identifies how he/she how he/she would
would use appropriate use appropriate
selection criteria and
selection criteria
methods for
and methods for
establishing your own establishing your
group (identify the type own group (identify
of group) and the need the type of group)
for evaluation of group and the need for
effectiveness. =7
evaluation of group
effectiveness. =4
Creates a plan to
continue to improve
group skills. =3
Thoroughly describes
how culture may
influence group
counseling, personal
strengths and
challenges as they
relate to personal
leadership style, and
what he/she learned
from being a group
member. =10
Fails to identify
how he/she would
use appropriate
selection criteria
and methods for
establishing your
own group
(identify the type
of group) and the
need for
evaluation of
group
effectiveness. =0
Partial plan, not
realistic or
obtainable. =1
Fails to identify a
plan of action or
mention is brief
and cursory. =0
Thoroughly
describes how
culture may
influence group
counseling, personal
strengths and
challenges as they
relate to personal
leadership style, and
what he/she learned
from being a group
member. =5
Thoroughly
describes how
culture may
influence group
counseling,
personal strengths
and challenges as
they relate to
personal
leadership style,
and what he/she
learned from
being a group
member. =0
Appropriate level of
writing that adheres to
APA format with few
mistakes in margins, font, Writing mostly does Inappropriate
running head, spelling,
not demonstrate APA writing and missing
sentence & paragraph
format. =4
APA formatting. =0
structure, & citations &
reference list (if
necessary). =7
Total Points Possible: 75
/75
CNS 692 Group Leadership Rubric
CATEGORY
Exceeds
Standards
10
Meets Standards
Developing
Standards
Does Not Meet
Standards
4
0
7
Generally, sets
positive hopeful
tone. Focuses
Tone/Purpose
on the purpose
CACREP Section
of the group.
II: G. 6.b
Keeps people
focused on
purpose.
Appears to set
positive tone.
Focuses on the
purpose of the
group. Struggles
with keeping
group focused
Appears
tentative
nervous.
Struggles to keep
group on topic.
Comes across
negative or
paralyzed. Does
not focus on
the purpose of
the group.
Consistently
Leadership demonstrates a
Style CACREP democratic style
Section II: G. and a Strong co6.b
leader
relationship.
Mostly
demonstrates a
democratic style
and a strong coleader
relationship.
Is sometimes
overly directive.
Occasionally
loses control of
group. Weak coleader
relationship
Does nothing or
is completely
directive and
authoritarian.
Poor co-leader
relationship
Consistently
uses group skills
Leadership
effectively i.e.
Skills CACREP
Connects, draws
Section II: G.
out, clarifies,
6.b
blocks, supports
members.
Generally uses
group skills
effectively i.e.
connects, draws
out, clarifies,
blocks, supports
members.
Uses some skills
but struggles to
consistently use
effective group
skills.
Does not use
group skills or
uses skills
inappropriately.
Pays attention
to group
consistently.
Attention to
Consistently
group CACREP
scans group for
Section II: G.
reactions and
6.a
connects
members to
topic.
Occasionally
Generally pays
focuses solely on
attention to group.
one individual
Generally scans
without paying
group for reactions
attention to or
and connects
applying topic to
members to topic.
the group.
Does not scan
or pay
attention to the
group. Only
focuses on
individuals.
Score
Consistently,
recognizes and
addresses
Attention to
content &
Group process
process
CACREP Section
factors/norms
II: G. 6.a
affecting
individuals &
group.
Generally,
recognizes and
addresses content
& process
factors/norms
affecting
individuals &
group.
Tries or attempts
to recognize or
apply group
process but
doesn’t address
accurately or
completely
Total Possible Points: 50
Focuses only on
content. Does
not address
unspoken
process.
/50
CNS 692 Group Counseling
Rubric: Group Proposal and Presentation
Meets Standards
Below Standards
Does Not Meet
Standards
Clearly identifies
population. Uses
data/citations to
justify why this type
of group is necessary
and beneficial for
this population.
Identifies research
that justifies why
group work is
effective or
beneficial in these
settings and for your
identified population.
=7
Unclear rationale
for type of group &
population selection
Fails to use
appropriate data to
justify group topic.
Partially identifies
research that
justifies why group
work is effective or
beneficial in these
settings and for your
identified
population. =4
Does not give a
rationale for need
of
group/population.
Does not identify
research that shows
group work is
effective with
population. =0
Thoroughly
identifies setting,
clientele, and an
issue or cluster of
issues this group
will address.
CACREP Section II
Thoroughly
Group Work: G.6.a.
identifies the type,
format, and
duration of the
group along with a
rationale for each.
=10
Identifies setting,
clientele, and an
issue or cluster of
issues this group will
address. Identifies
the type, format, and
duration of the group
along with a rationale
for each. =7
Partially identifies
setting, clientele,
and an issue or
cluster of issues this
group will address.
Partially identifies
the type, format,
and duration of the
group along with a
rationale for each.
=4
Does not identify
setting, clientele,
and an issue or
cluster of issues
this group will
address. Fails to
identify the type,
format, and
duration of the
group along with a
rationale for each.
=0
Thoroughly
identifies the goals
and provides a
detailed description
of the procedures
to be used (e.g.,
CACREP Section II structured
Group Work: G.6.b experiences,
process focus, skill
development, a
combination of
procedures, etc.).
=10
Identifies the goals
and provides a
detailed description
of the procedures to
be used (e.g.,
structured
experiences, process
focus, skill
development, a
combination of
procedures, etc.). =7
Partially identifies
the goals and
provides a detailed
description of the
procedures to be
used (e.g.,
structured
experiences, process
focus, skill
development, a
combination of
procedures, etc.). =4
Fails to identify the
goals and provides
a detailed
description of the
procedures to be
used (e.g.,
structured
experiences,
process focus, skill
development, a
combination of
procedures, etc.).
=0
CATEGORY
Exceeds
Standards
Expertly
establishes clear
relational with
ample data and
citations to support
CACREP Section II proposal. Expertly
Group Work: G. identifies research
that justifies why
6.d
group work is
effective or
beneficial in these
settings and for
your identified
population. =10
Score
Thoroughly
describes the
primary group
process issues that
are likely to be
encountered in the
group you propose
(e.g., shame, anger
management, lack
of interpersonal
skills, selfCACREP Section II discloser issues,
Group Work: G.6.a; etc). Thoroughly
Section III SC: C5 describes
understanding of
group dynamics
and the facilitation
of teams/groups to
enable
students/clients to
overcome barriers
and impediments
to learning. =10
Describes the
primary group
process issues that
are likely to be
encountered in the
group you propose
(e.g., shame, anger
management, lack of
interpersonal skills,
self-discloser issues,
etc). Describes
understanding of
group dynamics and
the facilitation of
teams/groups to
enable
students/clients to
overcome barriers
and impediments to
learning. =7
Partially describes
the primary group
process issues that
are likely to be
encountered in the
group you propose
(e.g., shame, anger
management, lack
of interpersonal
skills, self-discloser
issues, etc).
Partially describes
understanding of
group dynamics and
the facilitation of
teams/groups to
enable
students/clients to
overcome barriers
and impediments to
learning. =4
Fails to describe
the primary group
process issues that
are likely to be
encountered in the
group you propose
(e.g., shame, anger
management, lack
of interpersonal
skills, self-discloser
issues, etc). Fails to
describe
understanding of
group dynamics
and the facilitation
of teams/groups to
enable
students/clients to
overcome barriers
and impediments to
learning. =0
Provides a detailed
description of the
topics to be
discussed within
group as well as
any and all
experiential
activities that you
plan to integrate
into the group
setting. =10
Provides description
of the topics to be
discussed within
group as well as any
and all experiential
activities that you
plan to integrate into
the group setting. =7
Provides a partial
description of the
topics to be
discussed within
group as well as any
and all experiential
activities that you
plan to integrate
into the group
setting. =4
Fails to describe
the topics to be
discussed within
group as well as
any and all
experiential
activities that you
plan to integrate
into the group
setting. =0
Provides a detailed
description of the
procedures for
recruiting,
selecting,
preparing members
and evaluation.
=10
Provides a
description of the
procedures for
recruiting, selecting,
preparing members
and evaluation. =7
Provides a partial
description of the
procedures for
recruiting, selecting,
preparing members
and evaluation. =4
Fails to describe
procedures for
recruiting,
selecting, preparing
members and
evaluation. =0
Thoroughly
identifies ethical
concerns relevant
Ethical Issues
to this group and to
CACREP Section II: the setting and
population it will
G.1.j
serve. =5
Identifies ethical
concerns relevant to
this group and to the
setting and
population it will
serve. =3
Partially identifies
ethical concerns
relevant to this
group and to the
setting and
population it will
serve. =1
Fails to identify
ethical concerns
relevant to this
group and to the
setting and
population it will
serve. =0
Group Format
Group Selection
and Evaluation
Consent form
clearly addresses
Informed Consent
population.
CACREP Section II: G.
Professional in
1.j
look, language and
content. =5
Advertisement
Advertisement is
professional in
design, layout,
visual appeal, and
content. =5
Written form,
outlining, client’s
rights, limits of
confidentiality,
benefits & risks to
counseling. =3
Discussed verbally
but not in written
format and or
incomplete
description. =1
Partially completed.
Contains some but
Visually attractive,
not all necessary
easy to read with
information or is not
accurate information.
visually appealing
=3
or difficult to read.
=1
Total Points Possible: 75
No description or
minor cursory
mention of
informed consent
=0
Absent or contains
little information
and is visually
unappealing. =0
/75
Weekly Observation Rubric
Exceeds Standards
Meets Standards
Below Standards
5
3
1
CATEGORY
Leadership Skills
CACREP Section
II: G. 6.b & d
Observation
consistently
includes accurate
description of
issues relating to
the leaders, their
leadership style,
skills and the
impact they have
on the group
Observation
consistently
includes accurate
description of the
Process Issues
Group dynamics playing out in the
CACREP Section group ( i.e. roles,
II: G. 6.a
norms, underlying
interpersonal
issues, difficult
member behavior
or unspoken group
issues)
Does Not Meet
Standards
Score
0
Observation
Observation
Observation
generally includes
partially
greatly lacks or
accurate
describes issues
inaccurately
description of
relating to the
describes the
issues relating to
leaders, their
leaders, their
the leaders, their
leadership style, leadership style,
leadership style,
skills and the
skills and impact
skills and the
impact they have they have on the
impact they have
on the group
group
on the group
Observation
generally includes
accurate
description of the
Process Issues
playing out in the
group ( i.e. roles,
norms, underlying
interpersonal
issues, difficult
member behavior
or unspoken
group issues)
Observation
partially
describes group
Process Issues. (
i.e. roles, norms,
underlying
interpersonal
issues, difficult
member
behavior or
unspoken group
issues)
Observation
greatly lacks or
inaccurately
describes group
Process Issues. (
i.e. roles, norms,
underlying
interpersonal
issues, difficult
member behavior
or unspoken group
issues)
Total Points: 10
Student Name _____________________________ Date____________
Comments:
/10
Weekly Personal Reaction Rubric
Exceeds Standards
Meets Standards
Below Standards
5
3
1
CATEGORY
Score
0
Partially describes
personal reaction
to group process
and group
leadership. Takes
some ownership
for own
experience.
Fails to describe
personal reactions
Takes little
ownership for own
experience. Blaming
or belittling of
others
Demonstrates
Demonstrates
some effort to
thoughtful
reflect on the
reflection and
group experience.
insight and effort Describes some
to apply group
insight and effort
experience and
to apply group
knowledge to self experience and
knowledge to self
Demonstrates little
or no effort to
describe thoughtful
reflection and
insight and effort to
apply group
experience and
knowledge to self
Describes
Clearly describes
personal reaction
Reaction to
personal reaction to
to group process
Group
group process and
and group
CACREP Section group leadership.
leadership. Takes
II: G. 6.e
Takes ownership
ownership for
for own experience.
own experience.
Thoroughly
demonstrates
thoughtful
Application to
reflection and
Self CACREP
insight and effort to
Section II: G. 6.
apply group
experience and
knowledge to self
Does Not Meet
Standards
Total Points: 10
Student Name _____________________________ Date____________
Comments:
/10