UNIVERSITY OF LETHBRIDGE
FACULTY OF HEALTH SCIENCES
ADDICTIONS COUNSELLING PROGRAM
HLSC 2120A – COUNSELLING II (GROUP COUNSELLING)
Course Syllabus – Fall, 2013
Course Instructor:
Office Hours:
Office:
Phone:
Fax:
E-mail:
Jason Solowoniuk, BHSc., MEd., C.C.C
Upon Request
M3034
403-329-2597
403-329-2668
Jason.solowoniuk@uleth.ca
Wednesdays, 1:00 – 2:50 p.m. (Sept 4th – Dec 4th)
Room AH 175
Lecture Time:
Lecture Location:
Lab Facilitators Karim McCallum, Nancy Sharpe, Tseten Drawu, Jelena Antonic
Lab Location:
M1004
Course Description:
The focus of this course is threefold and includes increasing students’: i) theoretical knowledge
base, ii) skill development, and; iii) personal development of the counsellor’s self to enhance the
translation of theoretical knowledge into applied skills for group facilitation and counselling with
addictions and related issues. Lectures will focus on the acquisition of knowledge and
understanding of counselling theory, models of group counselling, general group processes,
dynamics and development, treatment issues, and group counsellor training issues with an
emphasis on the application for group counselling in the treatment of addictions. Labs will
emphasize the lived experience of the powerful effects of interactional and interpersonal learning
through the group counselling process to enhance the personal and professional development of
the student as a group counsellor and to experience the how the group process works to facilitate
growth and change.
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Course Objectives:
Upon completion of this course the student will:

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Understand theories and concepts relating to group processes, dynamics and development
for effective group facilitation and counselling with treatment issues related to substance,
use, abuse and dependency, mental health, psychospiritual concerns and other addictions
issues.
Understand the principles and application of Attachment Theory, Existential, and 12-Step
philosophies as it applies to individual psychodynamics and inter/intrapsychic group
processes
Understand and be able to apply basic psychodynamic techniques during group
facilitation
Recognize the necessary knowledge, skills, responsibilities, ethics and professionalism of
a group counsellor.
Develop basic group facilitation skills based in Yalom’s Interactional Model of Group
Psychotherapy, Psychodynamic Principles, coupled with Transpersonal and Nondual
approaches to Group Psychotherapy
Develop effective communication skills and skills in group facilitation, psychoeducational presentations and experiential exercises for addictions, psychospiritual and
mental health issues.
Increase self-awareness and reflective practice skills as a group counsellor with an
emphasis on self-care and self-management.
Canadian Centre for Substance Abuse (CCSA) Core Competencies covered in this Course
Technical Competencies
 Counselling
 Ethics & professionalism
 Group facilitation
 Understanding substance use,
abuse & dependency
Behavioral Competencies
 Analytic thinking & decision
making
 Client-centered change
 Developing others
 Effective communication
 Ethical conduct &
professionalism
 Interpersonal rapport/savvy
 Self-care
 Self-management
Approach to Learning:
Lecture: The basic concepts pertaining to counselling theory, models of group facilitation and
counselling, general group processes, dynamics and development, treatment issues related to
substance, use, abuse and dependency, and group counsellor training issues will be reviewed in a
lecture and discussion format along with activity-based application of concepts learned. Students
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are expected to complete assigned readings from the course text prior to the lecture and be
prepared to participate in all class discussion and activities.
Labs: The purpose of the lab is to provide students with experiential, hands-on exposure to a
group counselling process that emphasizes interactional client-centered change and ethical
conduct and professionalism of the group counsellor. Students participate both as a group
member and as group facilitators. Professional development of the group counsellor is structured
through the development of applied group counselling skills to effectively build trust and
interpersonal rapport within the group context. Additionally, reflective practice skills are
developed to analyze group facilitator and member behavior and enhance analytic thinking &
decision making within the context of group counselling. Using basic group facilitation skills
based in Yalom’s Interactional Model of Group Psychotherapy, Existential thought, and
Psychodynamic approaches students are responsible to co-facilitate two segments of the group
session: i) the ‘check-in” process component, and; ii) the group interactive experiential exercise
component.
Personal development of the group counsellor is facilitated by participation in self-awareness
exercises and personal growth experiences within the context of the group session and by the ongoing practice of self-reflection. Students are expected to fully participate in all aspects of the lab
sessions.
As participation in the lab component of the course is critical to the development of applied
group facilitation counselling skills, it is recommended that students do not miss any labs.
Therefore if you are going to be absent your lab instructor is to be informed 24 hours
before your absence and your absence must be supported by medical documentation.
Required Text:
Flores, P. J. (2007) Group psychotherapy with addicted populations (3rd ed.). New York, NY:
The Haworth Press.
Other Assigned readings will be handed out by instructor.
Recommended Reading:
Alcoholic Anonymous (2002). Alcoholics Anonymous: The big book (4th ed). New York: World
Services, Inc.
Almaas, A.H. (2000). The point of existence: Transformations of Narcissism in Self-Realization.
Boston: Shambhala
Bowlby, J. (1988). A secure base: Clinical applications of attachment theory. London:
Routledge.
Guntrip, H. (1971). Psychoanalytic theory, therapy, and the self. New York: Basic Books.
Kohut, H. (1984). How does analysis cure? Chicago: University of Chicago Press.
McKenna, J. (2007). Spiritual Warfare. New York: Wisefool Press.
Nixon, G. (2013). The sun rises in the evening. London: Non-Duality Press.
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Schneider-Corey, M., Corey, G., & Corey, C. (2014). Groups Process and practice. Belmont,
CA: Brooks/Cole.
Schierse-Leonard, L. (2001). Witness to the fire: Creativity and the Veil of Addiction. Boston:
Shambhala.
Yalom, I.D. (with Leszcz, M.) (2005). The theory and practice of group psychotherapy (5th ed.).
New York, NY: Basic Books.
Course Assignments, Due Dates, & Weighting
Assignments
Due-Date
Weighting
Mid-term Exam
October 16th
25%
Final Take-Home
Group Theoretical Analysis Paper
December 13th
35%
Co-facilitation of Check-In and Written Analysis
15%
Interactive Group Experiential Exercise
10%
Class Attendance
15%
Description of Assignments:
1) Mid-term Exam
The mid-term exam will be held during class time on October 16th. This exam is based on
lecture material and assigned readings from the course text and other assigned readings. The
format of the exam will consist of both essay discussion-style questions and MC questions which
require the understanding and application of theory. The exam is worth 25% of your final grade.
2) Group Theoretical Analysis Paper
(35%)
This assignment will be handed out in class on November 27th and students will have two
weeks to complete it. You are to write a self-reflective theoretical analysis of your journey and
that of your group mates. The paper should elucidate experiences of your group mates and
yourself. You will be expected to analyze these experiences by applying theory in a coherent
discussion using references from the text and learning from the lecture material. Content,
process, and skill elucidation are necessary in order to complete this analytical paper. A
minimum of 15 direct quotes from the text are expected to be included in your analysis.
Instructions for the assignment and the marking sheet will be handed out on November 28th.
APA format will be used in the assignment. For those students whose group was not facilitated
by the lecturer – you are required to use pseudonyms to hide the identity of your group mates.
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3) Co-Facilitation of Check-in: Written Analysis:
(15%)
Each student will select a partner with whom to co-facilitate the group process of the “Check-in”
segment of one lab, on a pre-selected date. “Check-in” is a semi-structured process, which is
focused on a chosen theme for the week. It will be facilitated by utilizing interactional,
psychodynamic group facilitation counselling skills. Students are responsible for digitally
recording this segment of the lab. While the actual facilitation of skills will not be graded, each
co-facilitator will review the digital recording to analyze the co-facilitators’ effectiveness,
responsiveness and corresponding group dynamics. A 6-page (12 point font, typewritten, doublespaced) reflective analysis will be submitted one week after the date of the co-facilitation. The
analysis will consist of observations, insights, and personal feelings regarding skills/techniques
used, group member response, facilitator behaviour and effectiveness, and overall experience of
facilitating the group that week. Analysis will also include integration of counselling theory
and concepts learned in lectures and readings. Each student will complete and submit an
independent analysis and receive an independent mark for this assignment. Please see the
attached marking sheet for this assignment.
4) Interactive Group Experiential Exercise
Each student (with the same co-facilitator from group check-in) will create and deliver an
interactive group experiential exercise (after break following the group check-in). The interactive
topic must be related to addiction, mental health, and or personal psychospiritual growth. It must
have facilitation and interactional group component (e.g., death and dying meditative exercise, or
Jungian-Shadow exercise, dark emotion exercise, accessing core-driver exercise, relapse
orientated exercise, etc.,). The key of this exercise is to deepen an individual’s growth
emotionally, cognitively or psychospiritual, while equally deepening the atmosphere and stage of
the group process, and finally, be an exercise that could be replicated and potentially
implemented during a practicum or of that nature. Students must consult with the lab instructor
and lecturer to ensure the topic is an appropriate fit. It is important that co-facilitators help the
group to understand how the topic relates to addictions counselling, mental health, existential, or
psychospiritual issues. The full assignment involves: a) an experiential exercise itself, b) the use
of interactional group facilitation counselling skills, and c) the debriefing process with group
members after the group session. Students will be graded on all three aspects of the
assignment and will share the mark with their co-facilitator. This assignment is worth 10%
of the final grade. Please see the attached marking sheet for this assignment.
5) Attendance
As per developing a theoretical skill set and professional personhood – attendance and
participation in class is the utmost of importance. To receive 15% for attendance – students must
attend all classes. 5% will be awarded for attending 12 classes. Attendance will be taken at the
beginning of every class.
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Guidelines for Assignments and Plagiarism Statement:
All assignments submitted for evaluation are to be the original work of the individual student(s).
Using the work of others without appropriate citation constitutes the academic offense of
plagiarism (see University of Lethbridge 2012-13 calendar for current academic regulations and
student discipline policies).
The University of Lethbridge subscribes to Turnitin.com, a plagiarism detection service. Please
be advised that student work submitted for credit in this course may be submitted to this system
to verify its originality. Students must be able to submit both electronic and hard copy versions
of their work upon request.
As per the Faculty of Health Sciences policy, the grades of late assignments will be reduced by
5% per day, unless extenuating circumstances have been discussed with the instructor
prior to the due date.
Discipline:
Please note that students in the course are subject to the student discipline policy for academic
and non-academic offenses in accordance with the University Calendar.
Grading Breakdown:
The grading system for this course is consistent with that established in the Faculty of
Health Sciences, effective May, 2002.
Letter
A+
A
AB+
B
B-
GPA
4.0
4.0
3.7
3.3
3.0
2.7
Percent
95 - 100%
91 - 94.9%
87 - 90.9%
83 - 86.9%
79 - 82.9%
75 - 78.9%
Letter
C+
C
CD+
D
F
GPA
2.3
2.0
1.7
1.3
1.0
0
Percent
71 - 74.9%
67 - 70.9%
63 - 66.9%
59 - 62.9%
55 - 58.9%
0 - 54.9%
Accommodations for Students with a Disability:
Reasonable accommodations are available for students who have a documented disability. If you
have been diagnosed with a disability, there is no need to face the challenge of University
without support. Please contact the Counselling Services/Students with Disabilities Resource
Centre at 403-329-2766 http://www.uleth.ca/ross/counselling/index.html to set up an
appointment. After registering with the Disabilities Resource Centre, your instructor will be
notified by a formal letter of any accommodations you require. In addition, students are
responsible for requesting accommodations from the instructor at least *two weeks* in advance
of the evaluation date. The instructor and student are jointly responsible for arranging the
resources needed for the evaluation.
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Proposed Class and Lab Schedule and Readings (tentative and subject to change)
Lecture Schedule
September 4: CLASS #1
 Introductions
 Introductory Concepts
 Course Review
(syllabus, assignments,
lab sections,
assignments, instructor
expectations
 Short Lecture on
Group Types
 Hand-out and
complete attachment
questionnaire
CLASS #2
Wednesday, Sept. 11th
 The Neurobiology of
Addiction and
Attachment Theory
 Utilizing Attachment
and Self-Exploration
Readings
Read for
class two
Ch.1, and 2.
Ch. 3,5
 Video (What babies
Want (tentative)
CLASS #3
Wednesday, Sept. 18th
 Finish attachment if
necessary
 Disease Concept and
12-Step Philosophy
and Existential
Components
Ch. 4
Lab Schedule
LAB #1
Facilitated by Lab Instructor(s)
 Attendance
 Objectives & Expectations
 Role of Lab Instructor
 Assignments & Signup Sheets
(forms)
 Introductions
 Group Rules
 Setting personal goals (1intrapsyhic, 1- psychosocial)
LAB #2
Facilitated by Lab Instructor(s)
 Review Group Rules
 Skill Handout readings
 Group Leader Tasks / Skills
Modeled: Some Basics of IM
Model (connecting members,
feedback, silence, linking)
 Themes for Check-in
1. Review and finalize personal
goals share with group / have
group discuss
2. Fears, trust, nature of trust,
evolution of safety
3. *Themes for check-in (decided
by lab facilitators)
LAB #3
Facilitated by Lab Instructor(s)
 Skill handout readings
 Group Leader Tasks Modeled
(Non-verbal cues to invite
sharing, getting all group
members involved, blocking and
redirecting, Drawing out quiet
members, Looping back and
Assignment
Due Dates
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CLASS #4
Wednesday, Sept. 25th
 Psychodynamic
Theory
Ch. 11, 8
CLASS #5
Wednesday, Oct. 2nd
 The Group Leader
and Interactional
Model Part I
Ch. 8, 9.
CLASS #6
Wednesday, Oct. 9th
 Interactional Model
Part II and
Modifications
Review
readings for
Midterm
refocusing
 Themes for Check-in
 Family of Origin, Narcissistic
wounds in childhood,
abandonment, family survival
rules and roles (unconscious),
attachment types
LAB #4
Facilitated by Lab Instructor
 Skill handout readings
 Group Leader Tasks Modeled
(Directing clients away from story
telling, listening core issues,
validating feelings, feedback,
intervening domineering
behaviors
Themes for Check-in
 Unconscious /conscious,
defense mechanisms,
projection/introjection,
transference objects, mirroring,
idealization, confronting
parental imago’s, dreams
LAB #5
Facilitated by Lab Instructor
 Skill handout readings
 Group Leader Tasks Modeled
(working with tension and
conflict)
 Themes for Check-in
Interpersonal authenticity, Being
oneself, caregiving, rescuing
LAB #6
Facilitated by Lab Instructor
 Skill handout readings
 Group Leader Tasks Modeled
(working stage, hot seat, when
buttons are pushed, nonverbal
behaviors
 Theme for Check-in
Group members evaluation of self
and other, hidden secrets, what I
would like to say, getting honest
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CLASS #7
Wednesday, Oct. 16th
 Midterm
CLASS #8
Wednesday, Oct. 23th
 Early and Middle
stage Treatment
CLASS #9
Wednesday, Oct. 30st
 Late Stage
Treatment and
Transference in
Groups
CLASS #10
Wednesday, Nov. 6th
 Resistance and
Curative Factors in
Group
CLASS #11
Wednesday, Nov. 13th
 Special populations
CLASS #12
Wednesday, Nov. 20th
 Nondual Approaches
Insights for Group
Psychotherapy:
“Working the
Greyish Zones”
LAB #7
Co-facilitated by Students
Ch. 13, 14
Ch. 15,16
Ch. 17,18
 Skill handout readings
 Group Leader Tasks Modeled
(stirring the pot, group collusion,
bland sterility, etc.).
 Theme for Check-in
Shadow issues (addiction,
sexuality, shame issues, nice
guy/girl gig)
LAB #8
Co-facilitated by Students
 Theme for Check-in
Existential concerns
(meaninglessness, isolation,
aloneness vs. loneliness, death,
responsibility)
LAB #9
Co-facilitated by Students
 Theme for Check-in
Dark emotions or (students
choice)
To be
announced
LAB #10
Co-facilitated by Students
 Theme for Check-in
(Students choice)
Handed out
by instructor
LAB #11
Co-facilitated by Students
 Theme for Check-in
(Students choice)
LAB #12
Co-facilitated by Students
Handed out
by instructor
 Theme for Check-in
(Students choice)
Oct. 16th
In-class Midterm exam is
worth 25% of
final grade.
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CLASS #13
Wednesday, Nov. 27th
 Nondual Approaches
and Insights for
Group
Psychotherapy:
“No-Knowing”
CLASS #14
Wednesday, Dec. 4th
 Wrap up
LAB #13
NA
 Skill handout readings
 Group Leader Tasks Modeled
(leadership and the termination
phase)
Facilitated by Lab Instructor(s)
NA
Termination Lab
Take Home
Handed-Out
handed out in
class.
Take Home
Due Dec 13th
12:00 pm.
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HLSC 2120 Counselling II (Group Counselling)
Lab Assignment Marking Sheet
Written Reflective Analysis of Co-facilitation of “Check-in”
Learner:_____________________________ID#:___________________________
Each student will select a partner with whom to co-facilitate the group process of the “Check-in”
segment of one lab, on a pre-selected date. “Check-in” is a semi-structured process, which is
focused on a chosen theme for the week. It will be facilitated by utilizing interactional,
psychodynamic group facilitation counselling skills. Students are responsible for digitally
recording this segment of the lab. While the actual facilitation of skills will not be graded, each
co-facilitator will review the digital recording to analyze the co-facilitators’ effectiveness,
responsiveness and corresponding group dynamics. A 6-page (12 point font, typewritten, doublespaced) reflective analysis will be submitted one week after the date of the co-facilitation. The
analysis will consist of observations, insights, and personal feelings regarding skills/techniques
used, group member response, facilitator behaviour and effectiveness, and overall experience of
facilitating the group that week. Analysis will also include integration of counselling theory
and concepts learned in lectures and readings. Each student will complete and submit an
independent analysis and receive an independent mark for this assignment. Please see the
attached marking sheet for this assignment.
Elements for Evaluation
Mark
Identification of Skills Used
/3
Observation/Insights Re: Interactional Skills
Used, Group Member Response, CoFacilitator Behaviour & Effectiveness,
Successes & Challenges, & Debriefing.
/6
Integration of Theory/Concepts Learned
/6
Total
/15
Comments
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HLSC 2120 Counselling II (Group Counselling)
Lab Assignment Marking Sheet
Psycho-educational Presentation & Experiential Exercise
Learner: _______________________________ ID#:____________________
Each student (with the same co-facilitator from group check-in) will create and deliver an
interactive group experiential exercise (after break following the group check-in). The interactive
topic must be related to addiction, mental health, and or personal psychospiritual growth. It must
have facilitation and interactional group component (e.g., death and dying meditative exercise, or
Jungian-Shadow exercise, dark emotion exercise, accessing core-driver exercise, relapse
orientated exercise, etc.,). The key of this exercise is to deepen an individual’s growth
emotionally, cognitively or psychospiritual, while equally deepening the atmosphere and stage of
the group process, and finally, be an exercise that could be replicated and potentially
implemented during a practicum or of that nature. Students must consult with the lab instructor
and lecturer to ensure the topic is an appropriate fit. It is important that co-facilitators help the
group to understand how the topic relates to addictions counselling, mental health, existential, or
psychospiritual issues. The full assignment involves: a) an experiential exercise itself, b) the use
of interactional group facilitation counselling skills, and c) the debriefing process with group
members after the group session. Students will be graded on all three aspects of the
assignment and will share the mark with their co-facilitator. This assignment is worth 10%
of the final grade. Please see the attached marking sheet for this assignment.
Elements for Evaluation
Presentation and Exercise:
Effectiveness of Presentation and
Exercise, Relatedness and usefulness
of Topic to Addictions Counselling,
Psychospiritual Growth, and Mental
Health
Mark
/4
Effectiveness of Co-Facilitators’
Interactional Group Facilitation
Counselling Skills and Impact on
Group Dynamics
/2
Engagement (presentation impact on
group members, inspiration, potential
for insight both and
emotional/cognitive
/4
Total
/10
Comments