CED 567 - GROUP DYNAMICS & COUNSELING
SYLLABUS
SAMPLE
COURSE DESCRIPTION
Group Counseling is designed to provide students with basic knowledge, information, and
skills to do small group work. Prior to beginning this class, students should have a grounding in
some social psychology -- attribution theory, cognitive dissonance, obedience to authority, ingroup and out-group phenomena, leadership behavior, decision-making processes, idiosyncratic
credits, and other information related to small groups. These concepts form the foundation upon
which this course is built. Students should also have solid grounding and some experience in task
groups, self-help groups, and psychoeducational groups. An excellent source for much of this
information is Forsyth, D.R. (2005). Group dynamics (4th Ed.). Pacific Grove, CA: Brooks/Cole
or Burn, S. M. (2004). Groups: Theory and Practice. Belmont, CA: Wadsworth/Thompson
Learning.
This course is directed toward "psyche" group processes with an emphasis on appropriate
and effective group facilitator attitudes, behavior, and skills. In addition to the knowledge and
skill competencies of group leadership, special attention is directed to the personal characteristics
of group leaders that have an impact on members. Thus, student knowledge of personal strengths,
weaknesses, values, and biases and their impact on others is stressed.
In this course you are entering into an experience that involves human interaction. The issues and
concerns that arise in class with your classmates are very much like the issues and concerns that will
arise with your future clients. At times controversial topics and perspectives may emerge during
class discussion. At times, your student colleagues may express an opinion that may be at discord
with your own. It is possible that student colleagues may reveal personally important information or
communicate something central to their cultural, ethnic, personal, or disability-status background.
When this occurs it is critical in this learning environment that all students take responsibility to
maintain an environment of respect. Central to this is the need to respect the rich differences and
similarities that exist among us. The issue of ethnic and cultural diversity is especially important.
Working to understand another’s perspective and background--which helped to form their beliefs
and world view--is critical for becoming more understanding, better critical thinkers, and improved
professionals. It is your responsibility to maintain a climate of respect and to discuss with your
instructor any obstacles that you experience during this class or discomforts you may experience
from class activities, lectures, or discussions.
This course provides an understanding of group purpose, development, dynamics, group
counseling theories, group counseling methods and skills, and other group approaches. The
following knowledge and skill content areas will be developed.
COURSE OBJECTIVES
Students will:
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Understand principles of group dynamics, including group process components,
developmental stage theories, group members’ roles and behaviors, and therapeutic
factors of group work,
Understand group leadership or facilitation styles and approaches, including characteristics
of various types of group leaders and leadership styles,
Understand theories of group counseling, including commonalties, distinguishing
characteristics, and pertinent research and literature,
Understand group counseling methods, including group counselor orientations and
behaviors, appropriate selection criteria and methods, and methods of evaluation of
effectiveness, and
Understand direct experiences where students participate in a small group activity,
approved by the program, for a minimum of 10 clock hours over the course of one
academic term.
Understand group dynamics, including counseling, psycho-educational, task, and
peer helping groups; and the facilitation of teams to enable students to overcome
barriers and impediments to learning.
The above concepts are learned through an integration of didactic (e.g. assigned readings,
lecturettes, videotapes) and experientially-based activities. Students participating in this course
must understand the following:
A major component of this course is experiential, which will require examining your
attitudes, perceptions, and behaviors in groups. Class activities and a small group
experience involve the sharing of personal reactions, thoughts, and feelings about here-and
now events. Boundaries of confidentiality are to be discussed. Remember that a group
leader cannot assure confidentiality.
COURSE REQUIREMENTS
TO QUALIFY FOR A "B" GRADE:
1. Regular attendance. Participate in lecture and discussion sessions, in skill practice
activities, and in circle games. (Due date: Ongoing.)
Because of the integrated and unique nature of this educational experience, your absence
will interfere greatly with your learning. If you are unable to attend all sessions, it would be better
to take the course later. Remember, missing one class is equivalent to missing over a week of a
traditional course. If you must miss a class then complete one video set for each class missed.
These videos sets cannot be used for an "A." grade. If you miss more than two classes,
please withdraw from the course.
1. Psychoeducational Group. Class members will participate in a psychoeducational
laboratory group. (Due date: Ongoing.)
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Participation in a small group is one of the most effective ways of learning about what
group members and leaders do. It is helpful for those intending to lead small groups to have
experienced what it is like to be a group member. Involvement in a group provides students with
concrete examples to better understand lecture and reading content. You are expected to reveal
personal information about yourself. You are also expected to provide feedback to others in your
group. Most importantly, you are responsible for determining how much self-disclosure and the
degree of feedback is optimal for you. If this is not a good time in your life for you to participate in
a group experience or if you are excessively concerned about dual relationships, it would be better
to take the course at a different time, from a different professor, or have it waived from your
program of studies. The psychoeducational groups are facilitated by advanced students, supervised
by me, and meet during class time. The general goals of these groups are to increase selfknowledge, self-acceptance, group skills of participants, and knowledge about the group topic.
Advanced students who did particularly well in the group class and in their group
experience serve as facilitators of these groups. Usually these students co-facilitate although
sometimes they are a solo leader. Group leaders develop the group content and conduct a group
during the last part of most class sessions. I have a box of material which I have collected over the
years and which provides a starting place in developing the groups although the cofacilitators also
do some additional reading in the content area. After each group session, I meet with the group
leaders for discussion and supervision.
At the beginning of the class, I will do a restricted "needs assessment" to determine which groups
are most desired by class members. Depending on the needs of the class and interest of the cofacilitators, there are four or five groups possibilities:
• Assertiveness Training
• Stress Management
• Loss and Growth (dealing with grief)
• Interpersonal Communication (various foci)
• Kiva (a here-and-now, personal growth group)
In addition to learning the content in the psychoeducational group, the group provides a vehicle
that allows you to observe the group skills and participate in the group process that we discuss in
class.
3. Group Log. Provide a summary of not more than two-written pages of each
Psychoeducational group session. (Due date: E-mail a copy to me and to your facilitator(s),
three days post-group and give me a printed, paper copy at the beginning of the next class
meeting).
A good log reports on the thoughts and feelings of the writer about critical instances in the
group. This summary should describe the process that occurred in group and your reaction to it. It
must also highlight your understanding of lecture content as well as your reading especially of the
text. Include where appropriate any of the names, terms, or concepts from the Study Guide and
Competency List.
Your log includes references to theory, research, and skills discussed by various authors
and in lecture. Most students have found it helpful to jot down notes immediately after a group
session, reflect on them, and then write a two-page report. This is good discipline for future
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logging, case notes, or other record keeping. The logs also become another important way for me
to determine your understanding and application of course content. It is also helpful to me and
your facilitator(s) in understanding better what is going on with you personally.
Log evaluation rubric: logs will be evaluated for inclusion of personal thoughts,
feelings, and perceptions and for inclusion of observed group concepts, processes, and
ideas.
Pass -- 2 paragraphs of personal information and at least three observed group
processes.
No pass/resubmit-- no personal information and inadequate observation of process.
4. Read the required text chapters and assigned handouts. (Due date for reviews: One half
by the fifth class; Complete by the eighth class). The text for this course is:
DeLucia-Waack, J.L., Gerrity, D. A., Kalodner, C. R., & Riva, M. T. (Eds.). (2004).
Handbook of group counseling and psychotherapy Thousand Oaks, CA: Sage Publications.
The required chapters are: Chapter 1, 2, 3, 6, 7, 8, 11, 44, 46, Appendix A (due on class
five); Appendix B, Appendix C and two chapters each (most pertinent to you) from Part 3,
Part 4, Part 5, and Part 6 (due on class eight).
Begin reading in the Handbook and shift your chapter reading to topics that we discuss in
class or that emerge in the KIVA group; I do not assign weekly chapter readings. However, if you
can complete all the assigned chapters fairly early-- say in the first four to six weeks --, you will
gain more from this class. Please submit a one-or two-page review of each chapter that captures
the critical information that is included in the chapter. Include names, terms, and concepts that are
on the Study Guide and Competency List. You should prepare this review as a study guide
available to you when you take your comprehensive exam for your MC degree and examinations
for your state license and national certification.
Chapter review rubric: reviews will be evaluated for accurate identification of group
information, concepts, and processes.
Pass-- three examples of appropriate group information, concepts, or processes for each
chapter.
No pass/resubmit-- less than three examples or incorrect information/ examples .
Additional required materials for this class include both background and enrichment material.
This packet of handouts and process forms for in-class activities and out-of-class worksheets are
may be purchased from Sheila in room 425 Payne. By next class please have read Informed
consent for KIVA group, Guidelines for effective laboratory groups, and The group as a
laboratory. By the next class meeting, complete Goals for personal development, Small group
sentence completion, and the Self-disclosure/Feedback target form. Also, complete the FIRO-B so
we can score it in class. Other "homework" will be assigned as needed throughout the semester.
5. Videos assignment: View the film The Breakfast Club that was popular a few years ago. Write a
brief (two type-written pages only) summary that highlights your perceptions of the film. Due date:
Penultimate class).
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Description: The Breakfast Club, Tanen, N., Hughes, J. (Producers), & Hughes, J.
(Director), (1985). The breakfast club [film]. Hollywood, CA: Universal City Studios -- depicts a
group of high school students spending a Saturday in detention and grappling with their own ideas
of life. The film begins with the main characters showing up at their school to report for
detention. Once in the library-turned-detention-hall, the students are told that they must write an
essay about who they are. The ensuing interactions among the students are characterized by
anxiety, conflict, and finally, mutual understanding as they come to terms with their identities,
relationships, and interactions.
This film has been used to illustrate theories of adolescent psychological development
(Deforges, D.M. [1994]). Applying theories of development: An exercise for teaching adolescent
psychology. Teaching of Psychology, 21 [4], 245-6.) I use it to demonstrate effective group
interaction. See if you can figure out what leads me to say that. Pay particular attention to the
group discussion scene that occurs late in the film.
After reviewing your lecture notes and reading appropriate sections of your textbook on
group norms and on group development stages/phases detailed by Tuckman, Corey, and Schutz,
write a brief (two type-written pages only) summary that highlights those concepts and your
perceptions of the film.
Film review rubric: accurate identification of group concepts and processes as indicated
above.
Pass-- identify requested concepts and processes with pertinent examples from the film.
No pass/resubmit-- inadequate identification of group concepts and processes.
6. Adequate response to a competency examination. (Due date: TBA.)
If I have adequate information from assignments above to be able to evaluate each
student's competency, it may not be necessary to have a competency examination.
Competency exam rubric: short answers will be evaluated on definitions and concepts
with appropriate examples of each.
Pass: 80% accuracy of match of content with process.
No pass/resubmit: less than 80% accuracy.
NOTE: All written work is designed to give me enough information to determine if you have
basic competency in groups. If so, you obtain a "B" in this class. I will evaluate written work
to determine if it is up to “B” quality; if not, I will return it to you so that it can be redone.
(This contract is effective only if work is submitted early or on time and is not in effect if
work is turned in late. Nor does it extend past the last day of the semester—if you haven’t
got it right by then I’m sorry but I will have to go with what you have earned.) Therefore,
please turn in your assignments in a timely fashion and work hard to do them well.
Just as important as my need for evaluation is my desire for you to prepare your written
work so that it provides you with study material to help you in future examinations -program comprehensives, state licensing boards, and national credentialing processes. Give
me what I need but prepare your notes in such a way that you can best use them.
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The above requirements have been established for a "B" grade that indicates that a student
has achieved basic competency in small group work. No attempt is made to set requirements for a
grade below "B" because group counseling is an advanced graduate course where it is assumed no
student is deliberately working for less than a "B". It should be pointed out, however, that "B" is
an honor grade and that anyone obtaining a "B" within this system has done completely
satisfactory work at the graduate level and has demonstrated competency in group counseling. I
reserve the right to assign grades below "B" to students who are unable or unwilling to do
satisfactory work.
To earn an "A" grade in this course, a student must first satisfactorily fulfill each of the
requirements listed above for a "B" grade. For students who choose to work for an "A" grade
there are two options with a smorgasbord of choices for each of the options that must be
completed. Then a student completes each of the additional requirements listed below to be
considered for an "A".
ADDITIONAL LEARNING EXPERIENCES TO BE CONSIDERED FOR AN "A"
Option I: Reading and Viewing Smorgasbord. (One of three reading assignments and two of four
video sets).
Additional Reading.
• Either: Pick 10 additional chapters of your choice from the Handbook. Read them and turn in a
review paper as per the "B"assignment (i.e., a one- or two-page review of each chapter). Books
are so expensive -- including this one! -- I want you to make as much use of it as you can if you
choose to do so.
• Or: Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.)
New York: Basic Books.
If you anticipate doing counseling or therapy with adults in your future career, Yalom is a
good bet for this assignment even though his book is expensive. His work is a classic -- scholarly,
erudite, elegant, and beautifully written --, that I have been using off and on since the first edition
appeared in 1970! Please provide me a 10-page review summary. Knowing the high cost of
books, I did not make it a requirement for this class. Maybe I should have. (Due date for either of
the above: Penultimate class).
Chapter review rubric: see above.
Group Videos Sets
Students have consistently indicated that they benefit greatly from observing good group
work. A few years before my retirement, I added to the Division's collection of videotapes in the
small group area. I have reviewed most of them and believe they have considerable merit as
learning tools. Consequently, I have prepared this assignment to parallel learning experiences in
this course.
To complete this component, view two of the four videotape sets and take notes on the
content and process. Pay particular attention to the group leader's interaction and intervention
skills. Then complete a two-page (maximum) typewritten summary of each of the videotapes
in each set from your notes.
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I have prepared several copies of each Video Set for check out. In some the quality is
fairly good; in others it may be adequate. The videotapes are available for check out at the
appointment desk in the Counselor Training Center (CTC). Please be thoughtful to classmates.
Return them as soon as possible – within three or four days. Viewing by a small group of students
is encouraged. Viewing by a small group of students in the CTC using the original videos is
encouraged and can be arranged with prior notice. The original videos MAY NOT be taken out of
the CTC, and you may need to schedule a video playback machine and room prior to viewing. As
you can see from the schedule, I have arranged for some common viewing times during the times
when class does not meet.
Group Types Set. (This set contains two videotapes (Note: no more than 4 page summary) and is about
two hours and 15 minutes long.)
Description: Task Group in Action (1999, 65 min.) Led by Robert Conyne and Robert
Wilson, this video illustrates a task group in action. It follows Hill’s learning-through-discussion
(LTD) methodology, addresses issues of task-group leadership, and includes graphics and
explanations of the method.
Review readings for task group issues and write a brief (two type-written pages only)
summary that highlights your learning from the video. Discuss leader skills and pay attention to
the running of the task group not the task itself.
Description: Psychoeducation Group Training Program (1999, 2 parts, 70 min. total)
Arranged by Robert Conyne and Robert Wilson, this video profiles a psychoeducation group on
career development for international students. It shows group co-leaders engaging in activities
organized according to the three P’s – planning, performing, and processing.
Review readings for psychoeducational group issues and write a brief (two type-written
pages only) summary that highlights your learning from the video. Discuss leader skills, the six
characteristics, and the three steps in psychoeducational groups.
Yalom Set. (This set comprises four tapes on two topics (Note: 4 pages of review. Also Note: Students
have indicated that copies of Yalom are very poor.) and is about three hours and 20 minutes long.)
Description: Understanding Group Psychotherapy: Outpatient groups, (1990, 100 min.
on two tapes). This video explains the concepts of the interactive approach to group psychotherapy
and Irvin Yalom and his co-therapist demonstrate them in group sessions. This outpatient group
portrays reenactments of four segments of group sessions from a time-limited, mixed, adult group.
Review readings for outpatient group counseling and therapy. Pay special attention to the
therapeutic (curative) factors and write a brief (two type-written pages only) summary that
highlights your perceptions. Be sure to discuss the therapeutic factors that are evident in the
group; also comment on process versus content, vertical and horizontal self-disclosure, here-andnow interaction, and the intervention skills of the co-therapists.
Description: Understanding Group Psychotherapy: Inpatient Groups. (1990, 100 min. on two
tapes).Yalom conducts a group of inpatients and demonstrates agenda setting, building a group
culture, and other interpersonal connections.
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Review readings related to this type of group and write a brief (two typewritten pages only)
summary of the information that you gained from this state. Be sure to describe agenda setting and
building a group culture.
Lifespan Set. (This set consists of three videotapes on two age groups (Note: 4 pages of review) and is
about two hours and 20 mins. long.)
Description: Group Procedures With Older People (1990, 80 min. on one tape).Presenting
ethnically and racially varied vignettes, this video illustrates counseling issues for practitioners
who work with older people coping with life transitions, discrimination, spiritual convictions, and
family issues. Jane Meyers and Thomas Sweeney discuss group work with older people and life
review.
Description: Skills and Techniques for Group Work with Youth (1996, 60 mins. on two
tapes).
Part I and Part II. Setting guidelines and getting connected in the first sessions is presented with
live demonstrations. The second part deals with subsequent sessions that teach and heal.
Here and Now Set. (This set consists of three videotapes (Note: 2 pages of review for each video.) and is
about three hours long.)
Description: This videotape is an "oldie but goodie". The facilitator is Peg Carroll, a
longtime counselor educator who has had a major impact on group work in counseling. She
facilitates an ongoing group and then discusses the process with group observers who are also in
the room. Part one deals with the initial stage; part two focuses on reassessing goals and dealing
with flight and transitions. And, finally, in part three in the group struggles with conflict and
summation.
(Due date: Summary review for one Set is due the fifth week of class; the review for the
second Set is due the eighth week of class.)
Film review rubric: see above.
Option II: Article writing to be considered for an "A." (You have one of two choices here).
• Either:
I have been most interested in encouraging our students to publish. Should you have an
idea of a topic (program description, research project, etc.) in the group area that you would like to
put into publishable form, you might want to use this alternative. Indeed, we have had
considerable success with this over the last several decades. The following notice appeared some
years ago in a college newsletter:
The “article [Tkac, D. & Zimpfer, D.G., (1992). A fifteen-year analysis of
The Journal for Specialists in Group Work. The Journal for Specialists in Group
Work, 17(3), and 197-8] examines the institutional sources of articles published in
the journal over its fifteen-year history. Earlier work by Miller (1984) had
indicated that ASU was unranked from volume years 1-9. However, from volume
9-15 (1985-1990) ASU ranked number two…ASU established its ranking solely on
the basis of refereed manuscript production."
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I have been very pleased that an increasing number of students in this class have been
opting to write for publication. To increase the probability that your work is published; I would
like you to adhere to the following schedule. This will insure that appropriate steps are
accomplished in a timely fashion. Your assignments are on the right; due dates on the left.
Due dates
Early in the semester (third class)
Fifth week of class
Eighth week of class
Penultimate class
Article Assignments
1. Thesis statement. (If you are considering several possible topics,
provide me with a descriptive list prior to this date.)
2. Very tentative outline.
3. Photocopy of "Guidelines to Author" from at least 3 potential
journal outlets.
1. Working outline (in some detail) of your piece.
2. Brief literature review of work similar to yours.
3. Publication priority list with the editors' names and addresses.
1. Rough draft of your ms. (Use APA Style Manual).
1. Revised draft of your ms. (APA style).
2. Commitment to continue to work on ms. for publication.
• Or:
Some years ago, as I looked back on the first half of the very satisfying career, I realized
with some disappointment that I had supervise several MC theses and/or Ph.D. dissertations that
should have been disseminated to a larger audience. Several of these student-initiated research
projects were not published in refereed journals. They sit -- to this day -- on a lonely, dusty,
musty, and not-very-well-used shelf in the library. I subsequently established a rule for my
research option masters and Ph.D. students. When they are graduated with their degree, they have
one year to submit their research in journal article form for my editing. After that time I have the
right to find a new-to-the-program student to rewrite the research into a journal article as a third
author and submit it for publication. This has resulted in some very interesting and helpful articles
being published.
This project requires you to consult with the original researcher and rewrite their research
in an appropriate form for a journal article. The literature review needs to be updated and
sometimes new analyses need to be undertaken (although this is very rare). If you are interested in
this project, I will provide you with information about my former students and their research.
Due dates
Early in semester (third week of
class)
Fifth week of class
Eighth week of class
Penultimate class
1.
2.
1.
1.
2.
3.
1.
Videotape Assignments
Consult with researcher and provide a note on direction.
Very tentative outline.
Photocopy of "Guidelines to Author" from at least 3 potential
journal outlets.
Working outline (in some detail) of your piece.
Brief literature review of new work if necessary.
Publication priority list with the editors' names and addresses
Rough draft of your ms. (Use APA Style Manual).
Revised draft of your ms. (APA style).
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2. Commitment to continue to work on ms. for publication
NOTE: FOR STUDENTS ELECTING OPTION NUMBER TWO, IF YOU ASSUME THAT IT IS LESS
WORK THAN OPTION NUMBER ONE, DON'T BELIEVE IT. IT IS NOT A WAY TO GET OUT OF WORK!
Article manuscript rubric: Pass-- following the schedule delineated above, the revised draft
will be evaluated on readiness to submit to a professional journal. No pass/resubmit-- revise
until ready to send to journal.
APPENDIX
CACREP COMMON STANDARDS (Section II)
GROUP WORK - studies that provide both theoretical and experiential understandings of
group purpose, development, dynamics, theories, methods and skills, and other group
approaches in a multicultural society, including all of the following:
Note: Standards are covered in text readings, videos, lecture, and small group
participation. They are assessed primarily in chapter outlines and post-session group
logs. Students demonstrate theoretical and experiential understandings of group
development and dynamics, and leader skills and behaviors. Student logs and other
written material enable assessment of students' observations, understandings, and
group behaviors.
a. principles of group dynamics, including group process components, developmental
stage theories, group members’ roles and behaviors, and therapeutic factors of group
work,
Course Objective 1: Covered in class #3, 9, & 10, in Lab Groups and in the text: Chapters
2, 3, 7, &11 and the film, Breakfast Club. Assessed in written group logs, chapter
reviews, and BC video review. Written material is evaluated for accuracy and
understanding.
b. group leadership or facilitation styles and approaches, including characteristics of
various types of group leaders and leadership styles,
Course Objective 2: Covered in class #4, 5, 6, 9, & 10 in Lab Groups and in the text:
Chapters 2, 3, 6, & 7. Assessed in written group logs and chapter reviews. Written
material is evaluated for accuracy and understanding.
c. theories of group counseling, including commonalties, distinguishing characteristics,
and pertinent research and literature,
Course Objectives 3
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Covered in class #7, 8, 9, & 10 and in the text: Chapters 1, 2, 3, & 46 and the film,
Breakfast Club. Assessed in written group logs, chapter reviews, and BC video review.
Written material is evaluated for accuracy and understanding.
d. group counseling methods, including group counselor orientations and behaviors,
appropriate selection criteria and methods, and methods of evaluation of effectiveness,
Course Objective 4 Covered in class #2, 3, & 11, in Lab Groups and in the text: Chapters
2, 3, 7, &11. Assessed in written group logs and chapter reviews. Written material is
evaluated for accuracy and understanding.
e. direct experiences where students participate in a small group activity, approved by the
program, for a minimum of 10 clock hours over the course of one academic term.
Course Objective 5 Covered in class #2-12 in Lab Groups and in the text: Chapters 2, 3,
7, &11.. Assessed in written group logs and chapter reviews. Written material is
evaluated for accuracy and understanding.
SCHOOL COUNSELING: PREVENTION AND INTERVENTIONS
Students preparing to work as school counselors will demonstrate the professional knowledge and
skills/practices that are necessary to promote the academic, career and personal/social
development of all K-12 students. In addition to the common core curricular experiences outlined
in Section II.G, programs must provide evidence that student learning has occurred in the
following domains.
C. Knowledge
5. Understands group dynamics, including counseling, psycho-educational, task, and peer
helping groups; and the facilitation of teams to enable students to overcome barriers and
impediments to learning.
Course Objectives 6
Covered in class #2, 11, 12, & 13 and in the text: Chapters 2, 44, & 46. Assessed in
written group logs and chapter reviews. Written material is evaluated for accuracy and
understanding.
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