NAROPA UNIVERSITY
PSYS 683 Sections A & B
Graduate School of Psychology
Somatic Counseling Psychology Program
Group Process and Dynamics – 3 Credits
Spring Semester 2014
Instructors:
Wendy Allen, MA, LPC, BC-DMT
Email: wallen@naropa.edu
Phone: 303.245.4844
Office Hours: Mondays 1:30-2:30 pm; Thursdays 2-3 pm; or by appointment.
Diane Israel, MA
Email: disrael@naropa.edu
Cell: 720.244.7216
Office Hours: By appointment.
Class Time/ Location:
Classes are held on Thursdays from 11am - 1:50pm beginning January 16, 2014 and
ending May 1, 2014. Make up day if needed is May 8th. Classes are held on Paramita
Campus in VIRYA and DANA.
ERES Password: InItTogether
Methods of Instruction:
Lecture/ Discussion – 45%
Experiential – 30%
Media – 25%
Course Requirements:
Pre-Requisite(s):
 Somatic Psychology students only (Dance/Movement Therapy and Body
Psychotherapy) or instructor’s approval
Course Description:
This course introduces beginning Dance/Movement Therapists and Body
Psychotherapists to the skills they will need to lead clinically focused therapy groups.
These skills include an understanding of: group formation, the developmental stages of
groups, group norms, multicultural issues in groups, methods for soliciting and
integrating minority member influences, styles of communication among group
members, group dynamics, group leadership styles, and group productivity. Specific
movement-oriented, body-based interventions will be discussed and practiced in
experientials and student-led group facilitations.
1
Graduate School of Psychology Licensure Statement:
Please note that the licensure requirements of state boards and licensing agencies vary
from state to state and change over time. Consequently, successful completion of
degree requirements does not guarantee that a state board or licensing agency will
accept a graduate’s application for licensure. It is important that learners are aware of
their responsibilities regarding licensure and certification. Advisors are available to
discuss professional and career matters with learners and graduates.
Accommodations for Qualified Students with Disabilities:
Naropa University will provide accommodations for qualified students with disabilities.
To request an accommodation, or to discuss any learning needs you may have, contact
the Disability Services Coordinator. Her office is located in the Student Affairs
Department in the Administration Building on the Arapahoe Campus. You may contact
her by phone at 303.245.4749 or by email at jchavarria@naropa.edu.
Course Goals and Student Learning Outcomes:
Student Learning Outcome 1: Students will understand and articulate theories
central to group psychotherapy, as well as theories and research specific to
group work in dance therapy and body psychotherapy.
 Students will be able to describe major theories of group dynamics,
group leadership and group development and be able to apply
these to the leading of dance/movement therapy groups and/or
body psychotherapy groups.
 Students will be able to identify and articulate models for
Dance/Movement Therapy and Body Psychotherapy in groups as
evidenced by classroom discussion and experientials.
Student Learning Outcome 2: Students will consistently demonstrate the
necessary clinical skills to pursue a career in counseling and dance/movement
therapy or body psychotherapy.
 Students will be able to effectively lead an ongoing group in either
the body psychology or dance therapy fields.
 Students will be able to identify appropriate clinical interventions
and facilitation skills reflective of effective group leadership as
evidenced by classroom discussion and successful completion of
papers.
 Students will be able to identify group themes in terms of task,
process, and psychodynamics as evidenced by classroom
discussion and successful completion of papers.
Student Learning Outcome 3: Students will learn and manifest the standards of
ethical and professional practice for the fields of counseling and either dance/
movement therapy or body psychotherapy.
 Students will demonstrate the knowledge of and ability to practice
the professional ethics and standards for body psychotherapists,
dance/ movement therapists and professional counselors.
 Students will practice ethical guidelines in class as evidenced by
2
creation of and adherence to group agreements.
 Students will understand the basic ethical requirements of group
psychotherapy such as: screening and selection of group members;
preparing people for group; establishing safety through group
norms, boundaries, and confidentiality; referrals; and termination.
Knowledge will be demonstrated through classroom discussion and
successful completion of papers.
Student Learning Outcome 4: Students will internalize and manifest pluralism
and multicultural competency as an integral part of clinical and professional
practice, and will be prepared to be of service to the under-served and
disadvantaged members of their community and society.
 Students will possess a basic understanding of and ability to
practice multicultural counseling skills, as well as skills with clients
of difference including but not limited to: class, race, gender,
religion, ethnicity, political affiliation, ability, age, sexual orientation,
and gender expression.
 Students will show awareness of privilege and diversity issues in
classroom discussions, experientials and papers.
 Students will demonstrate awareness of personal motives and
obstacles through classroom discussion, experientials, and papers.
 Students will be able to identify qualities of an effective leadership
style/treatment philosophy for each of the populations discussed in
class.
 Students will be able to identify specific considerations to regard
when working with diverse populations as evidenced by classroom
discussion and successful completion of assigned readings.
Required Text Books and Readings:
Callanan, P., Corey, G., Corey, M. S., & Russell, J. M. (2004). Group techniques.
Pacific
Grove, CA: Brooks/ Cole Publishing Company.
Kottler, J. A. & Englar-Carlson, M. (2009). Learning group leadership. Thousand Oaks,
CA: Sage Publishing.
Yalom, I. D. (2005). The theory and practice of group psychotherapy (5th ed.). New
York, NY: BasicBooks.
E-Reserves To access online: www.naropa.edu -> Inside Naropa -> Allen Ginsberg
Library -> Online Sourcebooks/ Electronic Reserves ->Search by course #, course
title, or instructor’s name, password: InItTogether
Brown, C. D. & Papagno, N. I. (1991). Structured group therapy for learning and
behaviorally disabled children and adolescents. Journal of Child and Adolescent
Group Therapy, 1(1), 43 - 57.
3
Burton, C. (1974). Movement as group therapy in the psychiatric hospital. Focus On
Dance VII, AHPERD
Burton, C. Movement, dance, and personal drama in group therapy with children.
Unpublished paper.
Chin, J., Sanchez-Hucles, J. (2007) Diversity and leadership. American Psychologist,
September, 608-609.
Clark, A. J. (2002). Scapegoating: Dynamics and interventions in group counseling.
Journal of Counseling & Development, 80, 271 - 276.
Cohen, S. L. (2011). Coming to our senses: The application of somatic psychology to
group psychotherapy. Journal of Group Psychotherapy, 61(3), 397 – 419.
Corey, G. ( 2004). Theory and practice of group counseling (6th ed.). Belmont, CA:
Brooks/ Cole Publishing Company.
Heifetz, R. A. & Linsky, M. (2002). Leadership on the line: Staying alive through the
dangers of leading. Boston: Harvard Business School Press.
McGough, N. (1998). Ethical issues and thoughts to ponder when doing group work.
Unpublished manuscript, The Naropa Institute.
Sandel, Susan. (1993). Imagery in dance therapy groups. In S. Chaiklin, A. Lohn, & S.
Sandel (Eds.), Foundations of dance/ movement therapy: The life and work of
Marian Chace (pp. 112 – 119). Coliumbia, MA: ADTA.
Schmais, C. (1981). Group development and group formation in dance therapy. The
Arts in Psychotherapy, 8, 103 - 107.
Schmais, C. (1985). Healing processes in group dance therapy. American Journal of
Dance Therapy, 8, 17 - 36.
Schmais, C. (1998). Understanding the dance/movement therapy group. American
Journal of Dance Therapy, 20(1), 23 - 35.
Stanton-Jones, K. (1992) An introduction to dance movement therapy in psychiatry.
New York, NY: Routledge.
Wallock, S. F. & Eckstein, D. G. (1983). Dance/movement therapy: A primer for group
facilitators.The 1993 Annual for Facilitators, Trainers, and Consultants, 195-202.
Weil, F., Pascal, M., Kaddar, Y, & Luboshitzky, D. (1990). The place of verbal games in
the framework of in-patient group psychotherapy with late adolescents.
Recommended Text Books and Readings:
Corey, G., & Corey, M.S. (2008). Groups: Process and practice (8th ed.). Pacific Grove,
CA: Brooks/Cole Publishing Company.
Dossick, J. & Shea, E. (1988). Creative therapy: 52 exercises for groups. Sarasota, FL:
Professional Resource Exchange, Inc.
Dossick, J. & Shea, E. (1990). Creative therapy II: 52 more exercises for groups.
Sarasota, FL: Professional Resource Exchange, Inc.
Dossick, J. & Shea, E. (1995). Creative therapy III: 52 more exercises for groups.
Sarasota, FL: Professional Resource Exchange, Inc.
Espenak, L. (1981). Dance therapy: Theory and application. Springfield, IL: Charles C.
Thomas.
Hacker, D. (2002). A writer’s reference (4th ed.). Boston, MA: Bedford/St. Martin’s.
Heider, J. (1997). The tao of leadership. Atlanta, GA: Humanics New Age.
4
Ivey, A.E., Ivey, M. B. & Pedersen, P. B. (2001). Intentional group counseling : A
microskills approach. Pacific Grove, CA: Brooks/Cole Publishing Company.
Schmais, C. & Diaz-Salazar, P. BERN - A method for analyzing dance/movement
therapy groups. The Arts in Psychotherapy, 25(3), 159-165.
Course Requirements and Grading Policy:
1. Attendance Policy: Attendance will be taken at the beginning of each class. Three
tardies equals one absence. More than one absence will lower your grade. If you
observe a spiritual or religious holiday that falls on a day when class is scheduled, you
will receive an excused absence if you inform the instructor by the third week of class.
Students are responsible for all material covered in the course, regardless of absences.
2. Participation (5%): Evidenced by involvement in experiential exercises, engagement
in class discussions, and contribution of relevant and/or original thinking. Completion of
reading assignments will be evidenced by active participation in discussions; i.e. asking
questions, drawing connections, disagreeing, critical thinking, etc. All relevant reading
assignments must be read prior to coming to class.
3. Reflection paper (10%): Integrating class concepts with experiential exercises and
readings. 2-3 pages, addressing assigned questions (see course content). Please
integrate relevant readings into this paper. Due February 20.
4. Group Timeline and Relational Meeting Reflection Paper (25%): This assignment
has three parts: a timeline, a relational meeting, and a reflection paper. Using an artsbased approach (art materials/ mediums, creativity) create a timeline of your
experiences with groups. This timeline should include all significant group experiences
(groups that you were a member of as well as groups that you facilitated). After
reviewing and reflecting on your timeline write a 2-page reflection paper that explores
the emerging patterns or themes that you notice. How might your past experiences in
groups influence your perception of them now? How might they influence your choice of
a practicum site? For the second part of this assignment have a relational meeting with
a mental health professional who is doing the kind of group work you might be
interested in doing. Write a 1-page reflection on the meeting including what you learned
and what was most valuable about the conversation. Timeline and Reflection Paper
due March 13.
5. Group Lead (35%): Students will work in groups of 5 to 6 people, to practice, outside
of class, the group leadership skills covered in class. Each group will have six 60-minute
meetings (one meeting per group member…if your group has 5 members, then you will
meet 5 times). The meetings will be facilitated by a different person each time and
should address the group’s developmental and emotional needs. Following each 50minute lead, the group will have 10 minutes to debrief. Please use a journal to record
reflections about your own lead as well as notes about what you are learning from your
peers and their leads. Each group must turn in a tracking sheet recording their
meetings. (Attached at end of syllabus.) In addition, each student is responsible for
5
videoing the group session that they lead. Following the session, the student will review
the video and choose a 15-minute segment of the video to share with the instructor
during a 30-minute meeting. Students are responsible for scheduling the meeting with
the instructor and should arrive with specific questions or requests for feedback related
to the segment of video they have chosen to share. Missed meetings will count as an
absence. Tracking sheet due May 1 (one sheet for each group). Your video
meeting should take place within 2 weeks of your turn leading your group.
6. Journal and Final Paper (25%): Students will reflect on their experiences as a group
member and a facilitator/leader in a 5-8 page final paper. Although this paper is
reflective, it should refer to the theories and topics covered in class and must have at
least three references. Topics to address should include but are not limited to: personal
strengths; examples of your perceived "mistakes" as a leader and what you learned
from them; reflections on your tendencies and behaviors as both a group member and
leader and thoughts about how these patterns of interaction might be influenced by your
past group experiences; reflections on your emergent leadership style; and ideas for
your further development. In addition, please explore your own values and biases as a
leader and how they helped or hindered your leadership experience and influenced the
group process. Your journal should be a form of research for this paper…a place for you
to track your experiences and a source of information to consult for information on
emerging themes, patterns, or tendencies. Your journal can include writing, art, collage,
diagrams, etc. Use it in a way that makes sense to you. You may also use your journal
to record thoughts about class and what you notice about the leadership being modeled
by others. Although journals will not be formally graded they will be turned in with the
final paper for review. Due May 1.
Grading:
1.
2.
Graduate level writing, style, and thinking are expected in all work.
Questions about what constitutes graduate level writing or style are to be
directed to either the Publication Manual of the American Psychological
Association (2009, 6th Edition) or to A Writer’s Reference by Diana Hacker
(1998). If you need individual support around graduate writing style and
standards, you can contact the Naropa Writing Center at 303.245.4606 or
nwc@naropa.edu. Work that is not graduate level will not be accepted
and will be returned to you for revisions. Revised work will be considered
late.
Assignments must be turned in by the end of class on the date due unless
prior arrangements have been made with the instructor and a plan has
been established to compensate for the delay. Exceptions to due dates
are only granted in cases of emergency and are at the discretion of the
instructor. Otherwise, late assignments will be marked down one grade
(ex. from an “A” to an “A-”).
6
LATE PAPERS MUST BE TURNED IN ELECTRONICALLY.
Submission of papers online: Please follow the format below when submitting papers
electronically:
•
The name of the file should be: your last name, GPD, assignment name, Spring
2014 (example: Allen_GPD_ReflectI_SP14)
•
Submit it to wallen@naropa.edu. I will send you a confirming email that says Got
it!. If you do not receive this email within 48 hours of sending your paper, please
contact me to assure that I have received your paper.
•
The file should be in a Word format (doc or docx). DO NOT SEND PDF’s.
3.
A = 94-100 (Excellent)
A- = 90-93 (Great)
B+ = 87-89 (Very Good)
B = 84-86 (Good)
B- = 80-83 (Fair)
C+ = 77-79 (Not Passing)
C = 74-76 (Not Passing)
C- = 73 and lower (Not Passing)
Please see Rubric in student handbook for detailed criteria.
7
-COURSE OUTLINE AND READING ASSIGNMENTSPlease have readings completed by the day they are listed
Course Outline is subject to change.
Week 1: January 16
Introduction: Review syllabus; Course Overview and Requirements
Topic: Introduction to Group Work
·
What’s so special about group work? (definition, advantages)
·
Dynamics and Curative Forces of Group Work (goals)
·
Therapeutic Factors
·
Types of Groups
·
Somatic Psychotherapy and DMT groups (group as body)
Assignment: Who do you admire and what are their characteristics and qualities?
Come prepared to reflect on this in class with peers.
Week 2: January 23
Topic: The Group Leader
·
Qualities, Motivations, Values, Theoretical stance of the group leader
·
Relational issues as they pertain to Groups (therapist’s role, family of
origin)
·
The art of leadership
Experiential: sculpt personal relationship to groups/ leadership role
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 33 – 55 (CH 2: Your
Behavior in Groups)
·
ERES: Heifetz & Linsky - Chapter 1: The Heart of Danger and Chapter 2:
The Faces of Danger
Week 3: January 30
Topic: Understanding Group Dynamics
·
Interaction patterns
·
What to look for (proxemics, nonverbal behavior, silences)
·
Member roles
Experiential: group task
Video
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 57 – 85 (CH 3:
Understanding Group Dynamics and Systems)
·
Yalom – The theory and practice of group psychotherapy, pp. 1 - 18 (CH 1: The
Therapeutic Factors)
·
ERES: Heifetz & Linsky – Chapter 3: Get on the Balcony
8
Week 4: February 6
Topic: Overview of Stages of Group Development
·
Forming a Group (homogenous vs. heterogenous, size, frequency
and duration of meetings, length of group, place, open vs. closed)
·
Stages of Group Evolution
Experiential: somatic warm-ups; vignettes
Video
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 87 – 111 (CH 4:
Stages of Group Development
·
Corey & Corey – Group techniques, pp. 40 – 68 (CH 3: Techniques for Forming
Groups)
·
ERES: Schmais - Understanding the dance/movement therapy group
Week 5: February 13
Topic: Multicultural and Diversity Issues (guest speaker)
·
Becoming a diversity-competent group counselor (values, working with
diversity, recognition of privilege)
·
Leadership and power
·
Working with dynamics of shame and rage
Experiential: TBA
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 113 – 136 (CH 5:
Multicultural Dimensions of Group Work)
·
ERES: Chin & Sanchez-Hucles - Diversity and Leadership
·
Handout: Topper – DMT is Ripe for Moving Through Oppression
Assignment: REFLECTION PAPER: Reflect on your relationship with personal power.
How willing or unwilling are you to own your power as a group leader? To step into a
leadership role? What things arise? What do you notice somatically? How might your
experiences with power in relationships in the past impact your leadership style?
Week 6: February 20
DUE: Reflection Paper
Topic: Ethical Issues
Experiential: vignettes
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 365 – 384 (CH 13:
Ethical Issues Unique to Group Work)
·
Corey & Corey – Group techniques, pp. 23 - 39 (CH 2: Ethical Issues in Using
Group Techniques)
9
Week 7: February 27
Topic: Contemplative Dynamics in Groups
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 179 – 203 (CH 7:
Assessment and Group Diagnostics)
·
ERES: Ladden, L. J. – Contemplative Group Dynamics: Who are we?
Week 8: March 6
Topic: Projection in Groups (guest speaker)
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 235 - 266 (CH 9:
When to Intervene in Groups)
Week 9: March 13
DUE: Timeline and Reflection Paper
Topic: Working with Anger and Conflict in Groups
Experiential: studio time
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 205 – 233 (CH 8:
Specialized Leadership Skills)
·
Yalom - The theory and practice of group psychotherapy, pp. 345 – 390 (CH 12:
The Advanced Group)
·
ERES: Clark - Scapegoating: Dynamics and interventions in group counseling
·
ERES: Conflict and conflict resolution handouts, Feedback handout
Week 10: March 20
Topic: Critical Incidents and Challenging Group Members
Experiential: vignettes
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 339 – 364 (CH 12:
Critical Incidents and Difficult Group Members: Challenges and Obstacles)
MARCH 27 – SPRING BREAK
Week 11: April 3
Topic: Somatic Dynamics in Groups
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 267 – 302 (CH 10:
Group Techniques and Structures)
·
ERES: Schmais - Healing processes in group dance therapy
·
ERES: Schmais - Group development and group formation in dance therapy
·
ERES: Cohen – Coming to our senses: The application of somatic psychology to
group psychotherapy
10
Week 12: April 10
Topic: Working with Groups Creatively
Experiential: TBA
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 387 – 420 (CH 14:
Advanced Group Leadership: Creative Interventions and Difficult Members)
·
ERES: Sandel – Imagery in dance therapy groups: A developmental approach
Week 13: April 17
Topic: Co-leadership and Peer Supervision
Experiential: TBA
Video
Readings due today:
·
Kottler & Englar-Carlson – Learning Group Leadership, pp. 305 – 338 (CH 11:
Co-leadership and Supervision)
Week 14: April 24
Topic: TBA
Assignment: Final Paper
Week 15: May 1
DUE: Final Paper and Journal
DUE: Group Led Tracking Sheet
Topic: Closure
Make up/snow day – May 8th, 11 to 1:50pm, do not leave town before this day.
NOTE: This course outline is flexible and may change as is deemed necessary or
appropriate by the instructor, or as other relevant information and opportunities
arise.
11
Practice Group Tracking Sheet – due last class
Members of this group:
1)
2)
3)
4)
5)
6)
7)
8)
Each person should be a “therapist” one time for 50 minutes. After each
“session” the group should provide 10 minutes of feedback to the “therapist.”
Date
Who was therapist
Who was present in group
12
13