ࡱ> ` tbjbjss 8jl9ddd8dbf<hhLh i i iiii$ihyiiyy i i|||y  i i|y||$ ih dzF0c{ccDpi*o|ruiiiQ|XiiiyyyyWr]$r] Counseling & Human Development Services Adult, Counseling, Health, & Vocational Services 310 White Hall, Kent, Ohio 44242-0001 http://chdsw.educ.kent.edu CHDS 6/77820: Group Work: Theory and Techniques(3 Credit Hours) Instructor:Dr. Betsy Page, Ed.D.Office Telephone:330-672-0696Secretary Telephone:330-672-2662FAX:330-672-3063 Email Address: HYPERLINK "mailto:bpage@kent.edu" bpage@kent.edu Please use the words group class as the subject line of any email in order to decrease problems with computer viruses, any emails that are not from a known person or source are not opened. Semester: Summer 2009 Office Hours:In general office hours will be Tuesday morning or by appointment. Please email me at  HYPERLINK "mailto:bpage@kent.edu" bpage@kent.edu or call me at 330 672-0696, and make an appointment in advance.  KSU Graduate Catalogue Course Description This is an experiential and didactic course designed to provide both an overview of groups and a basic group experience. Involvement in a group is part of this course. Course Objectives To understand the principles of group dynamics, including group process components, developmental stage theories, group member's roles and behaviors, and therapeutic factors of group work. To understand group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles. To understand theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature. To understand group counseling methods including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness. To become introduced to approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups. To understand professional preparation standards for group leaders. To understand ethical and legal considerations in group work. CACREP Standards The following CACREP (2001) standards are met during this class. These standards are listed in the tentative schedule and are considered essential to the course. II.K.6. Group Work: a. principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work. II.K.6. Group Work: b. group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles. II.K.6. Group Work: c. theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature. II.K.6. Group Work: d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness. II.K.6. Group Work: e. approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups. II.K.6. Group Work: f. professional preparation standards for group leaders. II.K.6. Group Work: g. ethical and legal considerations. CHDS Doctoral Students should note that this course does not meet the requirement for doctoral students to have advanced training in group counseling. Method of Course Delivery The class meets from 1:00 3:30 pm on Mondays, Tuesdays, and Wednesdays. A combination of experiential learning, lecture, discussion, and reading will be used. Students are expected to use computers and the Internet as an integrated part of their approach to scholarship as graduate students. Kent State University provides computers for student use on the first floor of the main library. The College and Graduate School of Education provides computers for student use in the computer labs and Instructional Resources Center (IRC) both of which are located on the second floor of White Hall. Information for some sessions may be posted on the WebCT site. If you are unfamiliar with the general processes for word processing, searching for materials on the Internet, or saving materials, the library provides a free series of 1 hour seminars that will help you build your skill. Some assistance may also be available in the computer room of the main library or in the Instructional Resources Center in White Hall. Required Texts Gladding, S. T. (2008). Groups: A counseling specialty (5th. Ed.). Upper Saddle River, NJ: Merrill. ISBN 13 978-0-13-173595-8 Page, B. J., & Jencius, M. J. (2009). Groups: Planning and Leadership Skills. Boston: Lahaska Press. ISBN 13 978-0-618-63943-4 Publication manual of the American Psychological Association (5th ed.). Washington, D. C.: American Psychological Association. You will also want access to a basic text on counseling theory. This may be the text used in Introduction to Counseling (the theory course) or similar, current text from the library. Recommended Texts Barlow, D. H., Hayes, S. C., & Nelson, R. O. (1984). The scientist practitioner: Research and accountability in clinical and educational settings. Boston: Allyn and Bacon. Capuzzi, D., Gross, D. R., & Stauffer, M. D. (2006). Introduction to group counseling (4thd. ed.). Denver, CO: Love. Conyne, R. (1989). How personal growth and task groups work. Newbury Park, CA: Sage. Conyne, R. K. (1999). Failures in group work: How we can learn from our mistakes. Thousand Oaks, CA: Sage. DeLucia-Waack, J. L., & Donigian, J. (2004). The practice of multicultural group work: Visions and perspectives from the field. Belmont, CA: Brooks/Cole. Donigian, J., & Malnati, R. (1997). Systemic group therapy: A triadic model. Pacific Grove, CA: Brooks/Cole. Gazda, G. M., Ginter, E. J., & Horne, A. M. (2001). Group counseling and group psychotherapy: Theory and application. Boston: Allyn and Bacon. Granrose, C. S., & Oskamp, S. (1997). Cross cultural work groups. Thousand Oaks, CA: Sage. Jacobs, E. E. (1992). Creative counseling techniques: An illustrated guide. Odessa, FL: Psychological Assessment Resources. Jacobs, E. E, Masson, R. L., & Harvill, R. L. (2006). Group counseling: Strategies & Skills (5th. ed.). Belmont, CA: Thompson. Heppner, P. P., Kivlighan, Jr., D. M., & Wampold, B. E. (1999). Research design in counseling (2nd Ed.). Pacific Grove, CA: Brooks/Cole. Hulse-Killacky, D., Killacky, J., & Donigian, J. (2001). Making task work groups work in your world. Upper Saddle River, NJ: Prentice-Hall. Kraus, K. L. (2003). Exercises in group work. Upper Saddle River, NJ: Merrill Prentice Hall. Kline, W. B. (2003). Interactive group counseling and therapy. Upper Saddle River, NJ: Merrill Prentice Hall. Mc Kay, M., & Paleg, K. (Eds.). (1992). Focal group psychotherapy. Oakland, CA: New Harbinger. O'Rourke, K., & Worzbyt, J. C. (1996). Support groups for children. Bristol, PA: Accelerated Development. Pack-Brown, S., Whittington-Clark, L. E., & Parker, W. (1998). Images of me: A guide to group work with African-American women. Boston: Allyn and Bacon. Rose, S. D. (1998). Group therapy with troubled youth: A cognitive behavioral approach. Thousand Oaks, CA: Sage. Spitz, H. I. (1996). Group psychotherapy and managed mental health care: A guide for providers. New York: Brunner/Mazel. Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books. Journal for Specialists in Group Work Journal of Counseling and Development Group International Journal of Group Psychotherapy Small Group Research The Professional School Counselor Journal of Technology in Counseling Journal of Technology in Human Services In addition to the readings assigned, students are encouraged to use the library regularly. Reading of group work research journals and texts promotes development of the complex conceptualization needed for success in group leadership. The library also contains video tapes on group work and extensive holdings of books elaborating group plans for specific populations and issues for example groups for women who have been abused. I encourage you to use your initiative and to become a self-directed learner. Course Assignments General expectations: Content: Follow the directions carefully addressing each requirement of the assignment. Timeliness: Assignments are due as indicated on the syllabus. Start work on your papers early. You may turn the papers in class on the day they are due. If you will be absent on the day the paper is due arrange for a classmate to turn the paper in for you. Do not email or fax papers. Points will be deducted from late papers. Writing: Group Work: Theory and Technique is a graduate class therefore professional writing is expected. Analysis, synthesis, and evaluation of concepts are expected. Papers will be typed or computer printed. Use 12 point font and double space your text. FOLLOW APA STYLE; refer to the APA publication manual 5th edition as needed. Particularly attend to the formats for the following: title page use of heading citations in the text Quotations References. Papers will be evaluated on content, writing, and APA style. If your basic writing and composition skills are not strong, please make use of the Student Success Center. The Student Success Center offers scheduled or drop in tutoring on writing.  HYPERLINK "http://www.kent.edu/asc/WritingTutoring" http://www.kent.edu/asc/WritingTutoring The following are examples of writing problems that have resulted in points being deducted from student papers in the past: Disorganized writing Failure to write in paragraphs Use of sentence fragments Responding to questions with a string of direct quotations rather than answering the question or writing to the point Mixing singular and plural in the same sentence Ending sentences in prepositions Test 1: This will be an in class test covering all assigned readings, up to and including the day of June 23rd. Class discussions and activities as well as materials on WebCT up to the time of the test may also be included in questions on the test. Format for the questions may include: multiple choice, matching, true-false, and essay. Final: The final will be in class on July 15th. The final covers all assigned readings due after test 1, up to and including the day of the test. Class discussions and activities as well as materials on WebCT up to the time of the test may also be included in questions on the test. Format for the question may include: multiple choice, matching, true-false, and essay. Note: Students are expected to take the tests with the class. Any need for make up tests should be discussed with the instructor during the first two days of the semester. Make up tests will be scheduled at instructor convenience and may have different questions than those of the original test. Table on Theory Application to Groups Quality group leadership bases a group in theory. Concepts addressed in the group should be characteristic of the theory. Activities and discussions should address the topic of the group and be grounded in the theory. Progress of the members and particularly outcome evaluation at the end of the group should be directly tied to the theory base of the group and to the specific discussions or activities used to address concepts in the theory. Evaluating the outcome of the group based on member satisfaction alone is insufficient. You are to develop a table that addresses the application of theory to group work for three different theories of your choice. Set up your table with the column and row headings as shown in the example below. I have provided an illustrative example using Behavioral Theory but you may choose and three theories you want and do not have to use behavioral theory as one of them. Theoretical concept characteristic of the theoryActivity or discussion designed to specifically address the conceptItem, question, or product used in the end of group evaluation designed to assess learning or skillsTheory A: Behavioral Theory1. Self monitoring of behavior (smoking)Mini lecture by leader teaching how to construct chart and how to record number of cigarettes smokedClient turns in weekly charts of number of cigarettes smoked2.3.Theory B: 1.2.3.Theory C:1.2.3. Coleading a group in class: Each student will be expected to prepare a group, colead the group in class, and participate in class discussion of group process after the group. The length of the group will be approximately half an hour. The topic of the group will be chosen by the members. This is a skills training group. The purpose of the group is to demonstrate basic group leader skills including: stating a clear purpose for the group setting clear norms linking members monitoring the group reflecting content, feelings, and meaning holding the focus direct teaching on specific points cutting off members Drawing out members using rounds encouraging appropriate expression of differences giving feedback balancing participation in the group clarifying goals (group and member) providing structure: beginning, working focus, processing and closure communicating with coleader following guidelines for ethical practice Group leaders may also be asked to demonstrate particular stages in group development or purposes and activities consistent with the use of specific theories. The in class groups also provide and opportunity to study and experience a variety of member roles. Students are encouraged to use appropriate leader skills to help the group while they are members of the group. Evaluation of Coleadership Demonstration of basic leader skills listed above Balanced coleadership the coleaders should be equally active leading the group it is not satisfactory for one coleader to do most of the talking and the other to be a silent observer Demonstration of beginning, working focus, and processing and closure Students who abandon their scheduled coleader will receive a zero for coleadership and will be assessed an additional fifteen points subtracted from their semester point total for an ethics violation. Course Grading Policies This course is a comprehensive course in group work. Because of the experiential nature of classes and the negative effects on the group when members are missing, attendance at all class activities is required. If you will need to miss more than one class for any reason, please take the course another semester. Participation includes: (a) preparing for class so that you are able to discuss the assigned readings with insight, (b) engaging in class activities in positive ways that focus on the task of the group and contribute to the group, (c) openness to personal reflection and learning, and (d) demonstrating basic leader skill as a co leader in a small groups and while in a member role. Students will receive points for actively and appropriately participating in the entire class each class session. Please note that ringing of and use of cell phones in class either for talking or texting is disruptive of the instructional process. If you are on call for your agency or carry a cell phone for family safety issues, please be sure that you have a phone that can be set and is set to vibrate rather than ring. Students causing disruption in class or attending to phones rather than instruction will not receive credit for participating in the class for that class session. Overall evaluation for the semester is based on points earned. Evaluation: Test 1 20 points Final 20 points Participation in class 15 classes @ 2pts 30 points Group co- leadership 10 points Table on Theory Application to Groups 20 points Total possible points 100 points CHDS Grading Scale Final grades are determined using letter grades corresponding to the following point/percentage distributions: A = 95 - 100 A- = 90 - 94 B+ = 86 89 B = 83 85 B- = 80 - 82 C+ = 76 79 C = 73 75 C- = 70 72 D+ = 66 - 69 D = 63 65 D- = 60 62 F = 59 or lower Students receiving a grade lower than B will need to repeat the course. Note: Readings should be completed before the class for which they are listed. SessionDateTopicsCACREPReading 1June 15Introductions and formation of the community of learners Ice breaker activities Learning the names of group members Planning our work: Syllabus and expectations Directions for the Group Paper Use of resources - On-line library search services and seminars - Using computers and accessing materials on the Internet A first foundation: Yaloms Therapeutic factors what they are and how to activate them Confidentiality Reflections and closure II.K.6a II.K.6cPage & Jencius Chapter 1 Introduction to Group Planning and Leadership Gladding Chapter 1 History and Trends of Group Work and Current Trends 2June 16Video on getting started-Stockton good vs. bad group experiences hopes re: process together norm setting norm setting activity processing and closure II.K.6a II.K.6bPage & Jencius Chapter 2 Getting the Group Started Page & Jencius Chapter 3 Applying Individual Counseling Skills in Groups Part: I Gladding Chapter 2 Types of Group Work  3June 17 Welcome Beware Action Curve and the meaning of structure in group work Applying individual counseling skills in groups ASGW four types of groups Stages of group development- Tuckman Effective Leadership Start of Corey video II.K.6a II.K.6b II.K.6dPage & Jencius Chapter 4 Applying Individual Counseling Skills in Groups: Part II Page & Jencius Chapter 5 Planning and Structuring Groups Gladding Chapter 3 Group Dynamics 4June 22Group leadership skills discussions and role plays Forming groups Purpose statement Soliciting and screening members Goals for groups Approaches to Evaluating Groups Group Planning Activity Planning single sessions Planning multiple session groups II.K.6a II.K.6b II.K.6c Page & Jencius Chapter 6 Mastering Group Leadership Skills: Part I Page & Jencius Chapter 7 Mastering Group Leadership Skills: Part II Gladding Chapter 4 Effective Group Leadership  5June 23Test 1 (1st hour) Co leading Co leader discussions Planning for in class groups II.K.6a II.K.6bGladding Chapter 5 Beginning a Group Gladding Chapter 6 The Transition Period in a Group: Norming and Storming  6June 24Student led group #1 Demonstrate 1st session Student led group #2 Demonstrate 1st session Stages of group work Discussion: How to study theory chaptersII.K.6a II.K.6b II.K.6c II.K.6d Gladding Chapter 7 Working stage Gladding Chapter 18 Rational Emotive Behavioral Therapy and Behavioral Groups  Reminder: The primary purpose of the student led groups is to practice using the group leadership skills while you are leading a small group. 7June 29 Student led group #3 Children Student led group #4 Children Use of theory in group leadership: Rational Emotive Behavioral Therapy Behavioral therapy Discussion: Using developmental theories ex. Erikson Video: Behavioral Group Counseling or Video Skills and Techniques for counseling with youth part I Existential Factors Adlerian Theory Study Questions on theory chapters II.K.6a II.K.6b II.K.6c II.K.6d II.K.6e Gladding Chapter 11 Groups for Children Gladding Chapter 15 Psychoanalytic, Transactional Analysis, & Reality Therapy Groups Gladding Chapter 17 Gestalt and Psychodrama 8June 30Student led group #5 - Adolescents Student led group #6 - Adolescents Use of theory in group leadership: Adlerian Reality Therapy Group Counseling for Children and Adolescents Tasks of Adolescent/Young Adult Development Working developmentally appropriate goals into your groups Group Counseling in the Schools Psycho educational Groups - II.K.6a II.K.6b II.K.6a II.K.6c II.K.6d II.K.6e Gladding Chapter 12 Groups for Adolescents Gladding Chapter 16 Adlerian, Person Centered, and Existential Groups  9July 1ONLINE class no class at White Hall Highlights of theories Making theories work in interactive groupsII.K.6c Materials for this class session are on vista8 10 July 6Student led group #7 Adults Student led group #8 Adults Group Counseling for People with Addictions Ethics in Group Work Review of the ethics codes with focus on groups Ethics Scenarios in small groups Ask the expert II.K.6a II.K.6b II.K.6c II.K.6d II.K.6e II.K.6g Gladding Chapter 13 Groups for Adults Gladding Chapter 10 Ethical and Legal Aspects of Group Work  SessionDateTopicsCACREPReading11July 7 Student led group #9 Group for the elderly Student led group #10 grief, loss group Remotivation groups Reminiscence groups Existential factors Record keeping how to keep appropriate notes and records for groups II.K.6d II.K.6e II.K.6g Gladding Chapter 14 Groups for the Elderly Appendix B ASGW Principles for Diversity Competent Group Workers 12July 8 Online class no class at White Hall Professional Standards for the Training of Group Workers Best Practices in Group Work Work on table on theory application of groups II.K.6a II.K.6b II.K.6 c II.K.6d II.K.6f II.K.6gMaterials for this class session are online in vista 8 Appendix A ASGW Best Practice Guidelines Appendix C ASGW Professional Standards for the Training of Group Workers Page & Jencius Chapter 11 Moving Toward Professional Practice Work on table on theory application of groups  13July 13 Table on Theory Application to Groups Due in Class Student led group #11 Diversity issue Student led group #12 Diversity issue Counseling with Gay, Lesbian, and Bisexual Clients Group Composition Exercise Considering cultural issues as you compose the membership of groups Cultural and Diversity Issues in Group Work Group Counseling for People with Disabilities Critical incidents : What they are and how leaders think about and respond to them  II.K.6d lI.K.6g Page & Jencius Chapter 8 Working with Cultural Complexities and Differences Gladding Chapter 9 Group Work with Culturally Diverse Populations Page & Jencius Chapter 9 Interventions for Critical Incidents 14July 14 Student led group #13 (if needed) Student led group # 14 (if needed) Leading Psychotherapy Groups Purpose and parts of a diagnosis Diagnosis focused groups vs groups in which some of the members have a diagnosis Considering diagnosis as you compose groups Setting goals for diagnosis focused groups Consistency : Assessment, diagnosis, treatment, and outcome evaluation Task work groups Termination of a group Stockton video on terminating groups Course Evaluations II.K.6d II.K.6ePage & Jencius Chapter 10 Leading Psychotherapy Groups  15July 15Final exam   The instructor reserves the right to revise the syllabus to facilitate instruction. Accessibility Statement University policy 3342-3-18 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Accessibility Services ( contact 330-672-3391 or visit  HYPERLINK "http://www.kent.edu/sds" www.kent.edu/sds for more information on registration procedures. Student Accessibility Services is located on the first/ground floor of Deweese Heath Center. Registration Information University policy requires students to be registered in order to attend classes. Anyone who is not officially enrolled by the second week of classes (or registration deadline for summer classes) is not eligible for course credit or a grade in the class. Students may not enroll in a class after the registration period unless there is documented proof of University error. CHDS Program Statement of Expectations The Kent State University (KSU) Counselor and Human Development Services (CHDS) Program is charged with the task of preparing individuals to become professional counselors in a variety of settings and to assume positions of leadership in the field. In order to fulfill these responsibilities, faculty must evaluate students based on their academic, professional, and personal qualities. The KSU CHDS Program attempts to establish a learning community where students can develop professionally. We do this by providing an environment in which students' rights and responsibilities are respected and by respecting the dignity and worth of each student. A student's progress in the program may, however, be interrupted for failure to comply with academic standards or if a student's interpersonal or emotional status interferes with education/training related requirements for self or others. For example, in order to ensure proper training and client care, a counselor-in-training must abide by relevant ethical codes and demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, and professional character. These factors are evaluated based on one's academic performance and one's ability to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should be able to demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings appropriately. Gladding Chapter 1 History and Trends of Group Work and Current Trends Gladding Chapter 2 Types of Group Work Gladding Chapter 3 Group Dynamics Gladding Chapter 4 Effective Group Leadership Gladding Chapter 5 Beginning a Group Gladding Chapter 6 The Transition Period in a Group: Norming and Storming Gladding Chapter 7 The Working Stage in a Group: Performing Gladding Chapter 8 Termination of a Group Gladding Chapter 9 Group Work with Culturally Diverse Populations Gladding Chapter 10 Ethical and Legal Aspects of Group Work Gladding Chapter 11 Groups for Children Gladding Chapter 12 Groups for Adolescents Gladding Chapter 13 Groups for Adults Gladding Chapter 14 Groups for the Elderly Appendix A ASGW Best Practice Guidelines Appendix B ASGW Principles for Diversity Competent Group Workers Appendix C ASGW Professional Standards for the Training of Group Workers Page & Jencius Chapter 1 Introduction to Group Planning and Leadership Page & Jencius Chapter 2 Getting the Group Started Page & Jencius Chapter 3 Applying Individual Counseling Skills in Groups Part: I Page & Jencius Chapter 4 Applying Individual Counseling Skills in Groups: Part II Page & Jencius Chapter 5 Planning and Structuring Groups Page & Jencius Chapter 6 Mastering Group Leadership Skills: Part I Page & Jencius Chapter 7 Mastering Group Leadership Skills: Part II Page & Jencius Chapter 8 Working with Cultural Complexities and Differences Page & Jencius Chapter 9 Interventions for Critical Incidents Page & Jencius Chapter 10 Leading Psychotherapy Groups Page & Jencius Chapter 11 Moving Toward Professional Practice Activity Fair- Each student is to bring an activity to share with the group. The student should prepare a single page description of the activity including the following: (a) Title of the activity, (b)purpose of the activity and how it could be related to purpose statements of specific group give two examples, (c) citation if you took this activity from a book provide a specific reference including page number, (d) list of materials needed, and (e) specific directions. Bring to class a copy of this sheet for each class member and the instructor. Be prepared to demonstrate the activity with a small group of your class members.      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