Texas A & M University – Central Texas
Department of Psychology and Counseling
CPSY 554.125: Group Procedures for Counselors
Summer 2013
Saturday: 8:00am – 12:30pm
Professor:
Phone:
Email:
Office Hours:
Carolyn A. Greer, Ed.D., LPC-S
512-567-9051 (cell)
drcarolyngreer@gmail.com preferred or at Blackboard
online through email, before/after class by appointment only
1.0 Course Overview
This is an introduction to group therapy and group procedures with special emphasis on
the development of group counseling skills with children, adolescents, adults, and special
populations. Supervised experience in group memberships is included. It also covers
related ethical concerns
This course is a combination of discussions, observations, textbook readings, classroom
exercises, hands-on technology, and actual group experiences designed to cognitively
organize and experientially enliven the process of group counseling. The intent of this
course is to provide an introduction to the field of group work and prepare you to design
and initiate counseling groups. This course is also designed for you to experience what it
is like to be a member and leader of an ongoing group. However, this course is not a
substitute for supervised practice as a group leader or facilitator, nor will it qualify you to
run groups unsupervised as a sole facilitator.
To facilitate the learning process, the course consists of both an experiential and a
didactic component. The didactic portion of this course will focus on group development,
group counseling theories, selecting clients, group composition, and the stages of the
therapeutic process etc. The experiential component will allow students to practice group
leadership skills and experience being in a simulated and “real” group.
2.0 Course Objectives:
1. Enhance students’ ability to conceptualize group as a whole and recognize unique
and intrinsic factors common to all groups.
2. Increase understanding of the stages of group development and the role of group
leaders at each stage.
3. Enrich student understanding of group leadership styles and the advantages and
disadvantages of each style.
4. Increase ability to understand and utilize various fundamental group constructs.
5. Enhance understanding of various types of groups.
6. Enhance ability to appreciate and work with a variety of patients/clients in group
context.
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7. Further develop an understanding of and ability to work with ethical issues
relevant to group work.
8. Enrich understanding of self as a group member and how you experience
leadership and authority.
3.0 Required Textbook:
Jacobs, Ed. E., Masson, Robert L., Harvill, Riley L., & Schimmel, Christine J. (2012). Group
Counseling Strategies and Skills (7th ed.). Pacific Grove, CA: Brooks/Cole.
3.1 Additional Recommended Texts:
American Psychological Association. (2001). Publication manual of the American
Psychological Association (6th ed.). Washington, D.C.: American Psychological
Association. (Note: All previous editions are obsolete.)
http://owl.english.purdue.edu/owl/resource/560/01/
Gladding, S. (1999). Group work: A counseling specialty (3rd ed.). Upper Saddle River:
Prentice-Hall.
Yalom, I. (2005). Theory and practice of group psychotherapy (5th ed.). New York: Basic
Books
Corey, M.S., & Corey, G. (2013). Groups: Process and practice (8thth ed.). Pacific Grove, CA:
Brooks-Cole.
3.2 Expectations
Attendance is expected for all classes and all groups. Because of the experiential nature
of this class, missing even a small part of class leaves a large void in your learning and
understanding of group theory and process. If you need to miss part of the class, that is
not a problem, but you will need to do some type of additional assignment to make up for
the time not spent in class. The most common way to make up for a missed class is to
read one of the Yalom paperbacks.
Active participation in this class is essential. Come to class prepared to participate.
Participation at an “A” level means initiating spontaneous comments or questions during
class session.
An open, curious, and honest attitude toward learning from others and about one’s self
will facilitate intellectual growth and development for everyone, including me. This is not
a time to be shy. Conversely, it’s also not a forum to dominate and monopolize.
Exercising social awareness is essential.
Confidentiality is essential. Due to the experiential nature of the course, any information
obtained during class will be held in confidence. Any breach of confidentiality will be
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considered an ethical violation and may result in dismissal from the program.
Continuation in this course is contingent upon acceptance of these conditions.
Journaling personal experience weekly provides an opportunity to reflect on the
experience, lessons learned and growth areas. Journaling should include: your
experience regarding the group, how the group coincides with your assigned readings,
questions regarding the group procedures, what you learned about group work and
what you learned about yourself. There will be four times you turn in your journals (5
points per journal = 20 points) [June 15 and 29, July 13 and20}
4.0 Course Requirements:
4.1 Movie Reflection (online discussion during June 16 - 21) {15 points}
Students will view and reflect upon a movie that depicts principles of group
development and dynamics discussed in class. I will ask specific questions to be
addressed from viewing one of these movies for the Online Discussion. Examples of
movies appropriate for this assignment are: 12 Angry Men, Girl Interrupted, 28
Days, Stand by Me, Dangerous Minds, The Great Debaters. (15 points) Students
will be expected to give specific comments reflective of these movies. Students are
expected to view and reference at least three (3) of these movies.
4.2. Specific Groups Presentation (due in class July 13) (20 points)
Students will work in groups of three (3) or four (4) and address specific groups:
children, adolescents, adults and older adults. The group will provide a presentation
(10 – 15 minute) that outlines the appropriateness of each sub group. Each
presentation will provide a handout for the class members outlining necessary and
essential guidelines for working with this group. Students should provide a minimum
of six (6) references to support their presentation. The text may be one of the sources.
(20 points – 15 points for group and 5 points for individual)
4.4. Mid-term Examination (June 29) (15 points)
This exam will consist of multiple choice and short answer questions, and will count
for 15 points.
4.5. Final Project: Due Online July 20 (20 points) [see description below]
4.6. Journals: Due June 15 and 29 and July 13 and 20 (5 points each = 20 points)
[see description below]
*Note! Due to the experiential nature of this course, the instructor retains the right to
dismiss or have any student repeat the course, regardless of the grade!
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Drop Policy
If you discover that you need to drop this class, you must go to the Records Office and ask for the
necessary paperwork. Professors cannot drop students; this is always the responsibility of the
student. The record’s office will give a deadline for which the form must be returned, completely
signed. Once you return the signed form to the record’s office and wait 24 hours, you must go
into DuckTrax and confirm that you are no longer enrolled. If you are still enrolled, FOLLOW
UP with the records office immediately. You are to attend class until this procedure is complete
to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you
will receive an F in the course.
Plagiarism
Although I do not anticipate that these concerns will arise, please be advised of the University’s
policy on academic integrity:
Academic Dishonesty/Plagiarism Statement:
Texas A&M University - Central Texas expects all students to maintain
high standards of personal and scholarly conduct. Students guilty of
academic dishonestly are subject to disciplinary action. Academic dishonesty includes,
but is not limited to, cheating on an examination or other academic work, plagiarism,
collusion, and the abuse of resource materials. The faculty member is responsible for
initiating action for each case of academic dishonestly. More information can be found at
www.ct.tamus.edu/StudentConduct
Using APA Style, there's no need to plagiarize; just cite your source!
Special Needs/Disability Statement:
Texas A&M University – Central Texas complies with Section 504 of the
Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990.
TAMUCT promotes the use of the Principles of Universal Design to ensure that
course design and activities are accessible to the greatest extent possible.
Students who require reasonable accommodations based on the impact of a
disability should contact Gail Johnson, Disability Support Coordinator at
(254) 501-5831 in Student Affairs, Office 114E. The Disability Support
Coordinator is responsible for reviewing documentation provided by students
requesting accommodations, determining eligibility for accommodations,
helping students request and use accommodations, and coordinating
accommodations.
Tutoring
TAMUCT offers its students tutoring, both on-campus and online. Subjects tutored
include: Accounting, Finance, Statistics, Mathematics, and Writing (MLA and
APA). For hours, or if you're interested in becoming a tutor, contact Academic Support
Programs at 254-519-5496 or by emailing gnichols@ct.tamus.edu .
Tutor.com is an online tutoring platform that enables TAMU-CT students to log-in and
receive FREE online tutoring and writing support. This tool provides tutoring in
Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus,
and Statistics. Chat live with a tutor 24/7 for any subject on your computer, or use the
Tutor.com To Go App on your iPhone, iPodtouch, or iPad. Visit www.tutor.com/togo to
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download the app for free. For access, please visit www.ct.tamus.edu/AcademicSupport
and click the link for Tutor.com.
Library Services
INFORMATION LITERACY focuses on research skills that prepare individuals to live and work
in an information-centered society. Librarians will work with students in the development of
critical reasoning, ethical use of information, and the appropriate use of secondary research
techniques including: exploring information resources such as library collections and services,
identify sources such as subject databases and scholarly journals, executing effective search
strategies, retrieving, recording, and citing relevant results correctly, and interpreting search
results and deciding whether to expand the search. Library Resources are outlined and accessed
through the web page: http://www.tarleton.edu/centraltexas/departments/library.
*I reserve the right to amend this syllabus at any time.
COURSE OUTLINE
DATE
June 8
WHERE
Class Meets
June 15
Class Meets
June 16 – 21
June 22
Online
Class Meets
June 29
Class Meets
July 6
Class Meets
July 13
Class Meets
July 20
Online
TOPIC
Syllabus,
Introduction;
Stages of Groups
Purpose; Planning;
Getting Started
Journal due
Movie Reflection
Basic Skills; Focus;
Cutting Off and
Drawing Out
Rounds and Dyads,
Exercises;
Introducing,
Conducting &
Processing Exercise
Mid-term Exam
Journal Due
Middle Stage;
Problem Situations;
Theories; Therapy
Closing; Issues;
Specific Populations
Presentations
Journal Due
Final Project Due
Journal Due
READINGS
Ch 1 & 2
Ch. 3 - 5
Ch. 6 - 8
Ch. 9 - 11
Ch. 12, 13, 14, 16
Ch. 15, 17,18
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Journal Requirements: (20 points)
This should be turned in on 8.5 x 11” loose-leaf paper. NO notebooks or covers.
Personal Journal:
Your journal should include thoughts, feelings and ideas that occur to you as the
semester progresses. Entries need to be made at least once a week, or more, if desired.
The journals are totally confidential between you and me and will be returned to you at
the end of the semester. They are designed as a place for you to explore and keep track
of your personal learning and reactions throughout the semester, which is one of the goals
of the course. Thus, it is meant to be a PERSONAL journal. For your entries, follow
these directions:
1. Write a description of yourself and summarize your background as it relates to
who you are today, especially in terms of your psychological and interpersonal
characteristics and style. Identify one or two personal goals you have chosen to
work on during the semester in your journal.
2. For each weekly journal entry, title one section “In My Life This Week” and
provide a synopsis of issues of importance and how the week has gone for you
outside of class. Entry will vary, but should not exceed 400 words per entry.
3. As you are involved in a small group in class, include a journal entry each week
with the heading “In My Group This Week. First, provide a synopsis of that
week’s group meeting including your perception of the leader’s behavior and
effectiveness, observations and reactions to the behavior of other members, and
your opinion of how the group is doing so far. Then include a subsection entitled,
“My Behavior in Group This Week” and include the identification of behavior
you engaged in using the following topic titles:
a. What I shared/disclosed about myself
b. How I showed support/interest in another member
c. Feedback I gave
d. Feedback I requested
e. Feedback I received
f. Feedback I plan to give next group
g. What I plan to share/disclose next week
4. In your last journal entry before turning the journal into me, summarize your life
experience during the semester, your group experience and your personal learning
about yourself, others and your relationship skills and groups.
5. Your journal should be presented to me at the beginning of the in-class meetings
on June 15, June 29 and July 13 and online on July 20.
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Final Project: (20 points)
Due Online on July 20
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Title of the group or workshop.
Type of group or workshop being proposed.
Population for whom the group is most appropriate.
Develop a rationale that documents the need for the group you are proposing and
why it is important you work with this population in a group format. It is
important to be informed about the population for whom the group is relevant.
Thus, outside reading about the population’s specific attributes and counseling
needs will be necessary. Consider this section to be a miniature literature review
of what others have theorized, proposed, or discovered about group work with
your particular population. You should cite at least six (6) sources specific to this
topic. The six (6) sources may include an interview with someone considered to
be an “expert” on your group topic.
Describe any potential risks for the participants or leader(s).
Marketing strategy: How will members be recruited for the group? What will be
the criteria for inclusion and exclusion?
Pre-group screening and preparation criteria and processes. How, when, and by
whom will these processes be enacted.
Operationalized goals: What skills will members learn or what changes
will
they make? What will be “different” for members as a result of successful
participation in this group? Include at least one affective, behavioral, and
cognitive goal. Each goal should be measurable and assessed in your evaluation
plan.
Logistics: What will the ideal size of the group be, length of time for each session,
number of sessions, location, and materials needed?
Group leader characteristics: Is this group more appropriate to be led by one
facilitator or by co-facilitators? What qualifications (experience, degrees, and
personal characteristics) are necessary to be a facilitator of this group? What type
of leader will be the most effective?
How will the group leader(s) receive supervision?
How will the group experience and the specific group goals be evaluated? Include
any evaluation forms you might use.
Group curriculum: Plan a six (6) hour segment of this group or workshop. Think
of this as a “lesson plan” for your group counseling or group workshop sessions.
Include a description of the objectives of each unit, the major content to be
covered, the specific activities that will take place with time allotments, and so
forth. Attach any handouts or homework assignments. Be specific and practical
and design it in a way that is useful for you.
References listed in accordance with the APA Style Manual (6th ed.).
Your grade will be based on the extent to which you are able to integrate material
leaned in this class into your written understanding of a group process.
The project should be in essay form, using headings and sub-headings.
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Attendance: absence free for one ½ of one class:
10 points per missed class thereafter
Grade Distribution:
Movie Reflection
Mid-Term Quiz
Group Presentation
Journals
Final Project
Participation/Professionalism
15 points
15 points
20 points
20 points
20 points
10 points
TOTAL POINTS
100 points
Grading System
A = 92 - 100
B = 83 - 91
C = 74 – 82
D = 65 – 73
F = Below 65
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