Course Syllabus for
COU 820 – GROUP COUNSELING
Summer 2010
A. Course Description:
Prerequisites: COU 813, 840, 846. Theory and experiences to develop skill in and understanding
of group dynamics and effective group behavior. This course is 50% on line.
REQUIRED TEXT:
Corey,M., Corey,G., Corey,C., (2010). Groups Process and practice. [8th ed.]. Belmont.
CA: Brooks Cole.
B.
RECOMMENDED TEXT:
Yalom, I. (1995). The theory and practice of group psychotherapy (4th edition). New
York, NY: BasicBook
C. STUDENT LEARNING OBJECTIVES:
.
To acquire both theoretical and experiential understandings of group purpose,
development, dynamics, counseling theories, group counseling methods and skills,
and other group approaches, including all of the following:
a. principles of group dynamics, including group process components,
developmental stage theories, group members’ roles and behaviors, and
therapeutic factors of group work;
b. group leadership styles and approaches, including characteristics of various
types of group leaders and leadership styles;
c. theories of group counseling, including commonalties, distinguishing
characteristics, and pertinent research and literature;
d. group counseling methods, including group counselor orientations and behaviors,
appropriate selection criteria and methods, and methods of evaluation of
effectiveness;
e. approaches used for other types of group work, including task groups,
psychoeducational groups, and therapy groups;
f. professional preparation standards for group leaders; and
g. ethical and legal considerations.
D. Grading Scale and Criteria:
100% - 90% A
80% - 89% B
70% - 79% C
60% - 69% D
59% or
F
points
points
points
points
or less
below
A final grade will be determined through the final project, group leadership reflection
paper, reaction paper for attending two groups, chapter quizzes and assignments, and
class participation. The clinical component of this class will include skill development
through participating in a personal growth group, role-plays with classmates, feedback
from the professor, group supervisor and peers. This course will be infused with
multicultural awareness and sensitivity and by the end of the course you will be expected
to know about multicultural competence and display developmentally appropriate
multicultural competence.
E. STUDENT PROGRESS:
You will be provided with written feedback on each assignment. You may at any time during
The semester inquire about your current grade by simply going to the online grade book in
Blackboard.
F. ATTENDANCE POLICY:
Attendance in on-campus seminars is essential for effective mastery of the course material. All
absences are discouraged. If an absence is unavoidable, it must be discussed with the professor,
preferably in advance. Active attendance for any web-based activities is also essential. Students
should have a back-up plan in the event that they are unable to access the web from their
primary computer.
G. LAST DAY TO DROP A CLASS:
See EKU academic calendar by clicking calendars on the EKU website at www.eku.edu.
H. DISABILITIES STATEMENT:
If you are registered with the Office of Services for Individuals with Disabilities, please make an
appointment with the course instructor to discuss any accommodations you need. If you need
accommodations and are not registered with the Office of Services for Individuals with
Disabilities, please contact the office on the third floor of the Student Services Building, by email at disserv@eku.edu or by telephone at (859) 622-2933. Upon individual request, this
syllabus can be made available in alternative forms.
I. ACADEMIC INTEGRITY
Students are expected to be familiar with and to adhere to the university's academic integrity
policy. See www.academicaffairs.eku.edu/policy/
J. COURSE REQUIREMENTS:
Reading - There is one required and one recommended text for this class; both books
integrate research, practice and personal reflection. It is important that you
stay current with the reading and come to class ready to discuss the
topics outlined in your syllabus. You are required to keep a video reaction journal. This journal
is also to be used for detailing your thoughts and reactions to the readings, and personal
growth group experiences as well.
Video/Course Reflection Journal - (150 points) You are required to watch videos each week.
Include one entry in your journal for each of the videos. In addition to other reflections on the
videos, you are to include the answers to the following: What issues/questions came up for you
as you watched? What reactions did you have to how the group leaders facilitated the group?
How would you apply the concepts from the videos to working with groups? What specific
skills/interventions did you observe? Were the videos helpful? Why or why not.
Chapter quizzes - (120 points) Online multiple choice questions based on the reading. Quizzes l
Completion of Weekly Assignments (100 points) Essay questions based on the reading.
Group Participation and Leadership Skills – (80 points) As a part of this course you are
required to participate in a personal growth group. The focus of this group is on your personal
growth and development as a counseling professional. The group will meet for 3-4 sessions,
which will occur during class time. You will take on the roles of group leader, group observer
and group participant. Group leadership will rotate every group and will meet with the
instructor before the group you lead and will meet with the group supervisor and process
observers after your group. To prevent introduction of personal issues (introduced or discussed
during the group sessions) into the grading of this course, the instructor of this course will only
receive process evaluations of class members from the group supervisor. A reflection paper on
your experiences of being a group participant in the personal growth group that includes how
this course impacted the way you view and understand groups.
Group Leader Reflection Report – (100 points) The group leader refection report is due.
the class after you co-lead the group. Length: 2 pages – Group leaders will integrate their
academic and personal experience with group dynamics in a written paper. Apply your readings
in group process to an analysis of your own experience as a group leader. Students should focus
on their group leadership skills and style of leadership, what they feel they did well, where they
would like to improve, how you develop trust within a group, resistances you are aware of, etc.
What would you plan for the next group if you were to continue to lead that group?
Reaction Paper of Attending two Groups: (135 points) Attend one Self Help Group
(example would be any 12 step program) and a Support Group with a leader (examples are;
those who have loved ones who are dying, stepparents, caregivers of those with cancer or
some other disease). In selecting a meeting, students should be aware of the difference
between “open” and “closed” meetings. Open meetings are, as the name implies, open to the
public and designed to provide information to the public regarding the problem being
addressed. Closed meetings are limited to those who identify as seeking help with the problem
being addressed. So, while anyone is welcome to attend an open meeting, only those who
identify as having a problem should attend a closed meeting. In either case, students should
realize that for the purposes of this assignment, they are guests at the meeting. It would be
inappropriate to do anything that would negatively impact the meeting such as taking notes or
giving advice to the group members.
In your reaction paper, clearly identify the type of group you attended, date and location of the
group, and what occurred in the group. Integrate terms from your reading of the text to
describe your observations regarding group dynamics, group leadership, and the stage at which
the group appears to be functioning. Discuss any dynamics you observe that may have
been due to cultural influences from various members of the group. Compare and contrast
your attendance at the Self Help group with your experience of the Support group.
Class Participation – (60 points) You are expected to be an active participant in this class
and your personal growth group, engaging in lectures, asking questions and providing
feedback to your class mates. You will be actively involved in soliciting and providing
feedback to other members of the class in a professional manner and participating in class
exercises. The focus will be on providing developmentally appropriate, specific and
clinically relevant feedback to class members to facilitate their growth as a group leader.
Final Project – (270 points) Your group will identify a need for a psychotherapy or psychoeducational
group in a community or school that you are interested in working with. Once the group identifies the
need and population, you will engage in reviewing the literature for information to support the need for
a group, as well as best practices and group interventions. Requirements for this project and a grading
rubric are located on blackboard.
Confidentiality -It is expected that all classroom discussions and
group interactions remain confidential to facilitate honest
communication.
COURSE OUTLINE:
Introductions
Review Syllabus
History of Group Counseling
Introduction to Group Leadership
Initial Stages of a Group
Overview of Yalom's Therapeutic Factors
View Video: Evolution of a group
Personal Growth Group – Session 1
Developmental Aspects of Group Counseling
Week 2
NO ON CAMPUS MEETING
Review: PowerPoints Corey,Corey, Corey chapters 1-5 (on Blackboard)
Read: Corey, Corey, Corey, Chapters 1- 5
Yalom, Chapter 1, The Therapeutic Factors, Chapter 2, Interpersonal Learning,
Chapter3, Group Cohesiveness, Chapter 4 The therapeutic factors: An integration, Chapter
5, the Therapist: Basic Tasks, Chapter 16 Group Therapy and the Encounter
Quizzes: Complete Chapter 1-5 Quiz, Corey, Corey, Corey
View Videos: (1) Getting Started In Group Psychotherapy
http://ctiv.alexanderstreet.com/View/530254
(2) Leading In The Here And Now: The Initial Stage
http://ctiv.alexanderstreet.com/View/53493
(3) Leading In The Here And Now: Transition and Flight
http://ctiv.alexanderstreet.com/View/534931
Information for accessing videos on BlackBoard under ‘COURSE INFORMATION’
REMINDER: Reaction Paper of Attending two Groups Due
Week 3
NO ON CAMPUS MEETING
Review: PowerPoints: Corey, Corey, Corey Chapter 6-8
Read: Corey, Corey, Corey Chapte65-8
Yalom, Chapter 6 The Therapist Working in the here and now Chapter 7 The Therapist:
Transference and Transparency, Chapter 8, The Selection of Patients, Chapter 11, In the
Beginning.
Quizzes: Complete Chapter 5-8 Quizzes, Corey, Corey, Corey
Homework Assignment: Respond to questions in Corey, Corey, Corey pages 28 #6, page
70#5 &10, page 132 #1 & 10, page 228 #8 & 10.
View Videos: (1) Afrocentrics Approaches to Group Work: I Am Because We Are
http://ctiv.alexanderstreet.com/View/526247
(2) Leading In The Here And Now: Group Conflict and Summation
http://ctiv.alexanderstreet.com/View/526587
Information for accessing videos on BlackBoard under ‘COURSE INFORMATION’
Personal Growth Group Session 2 Group (May meet off Campus)
Week 4
Review ( before class) PowerPoints- Corey, Corey, Corey Chapters 9-10
Read: (Before class) Corey, corey, Corey Chapters 9-10
Yalom; Chapter 9, Composition of therapy groups, Chapter 10
Creation of the group: Place, Time, Size Preparation, Chapter 12 The
advanced group.
Quizzes: Complete Chapter 9-10 Quiz, Corey, Corey, Corey
Homework Assignment: Respond to question in Corey, Corey, Corey, page 288,#2,7,& 10,
page 322, #2& 4
View Video: (before class) (1) Encouraging Risk-Taking In Group :
http://ctiv.alexanderstreet.com.libproxy.eku.edu/View/534730
(2) Developmental Aspects of Group Counseling; Working Stage
http://ctiv.alexanderstreet.com.libproxy.eku.edu/View/536286
Personal Growth Group: Session 3
Week 5
Review: ( before class)Powerpoints: Corey, Corey, Corey Chapter 11-12 (on Blackboard)
Read: (before this class) Corey Chapter 11-12
Yalom; Chapter 13, Problem Patients, Chapter 14, Specialized formats and procedural aids,
Chapter 15 The specialized Therapy group
Quizzes: Complete Chapter 11-12 Quizzes, Corey, Corey, Corey
Homework Assignment: Respond to questions in Corey, Corey, Corey page 356#1, 2, & 5.
View Video (before class): (1) Developmental Aspects of Group Counseling, Part 3: Working
Stage/Termination (2)Facing Our Future: Group Procedures With Older People (3) Group
Microskills: Encountering Diversity
All three videos are on alexanderstreet.com. Don't forget you must go through EKU library to
gain access to videos.
Personal Growth Group Session 4
Reaction Paper of Attending two Groups Due
Week 6
NO ON CAMPUS MEETING
Group Project Due
Final Reflection Paper Due