Murray State University s10

DEPARTMENT: EDUCATIONAL STUDIES, LEADERSHIP, AND COUNSELING

COURSE PREFIX: CNS COURSE NUMBER: 692 CREDIT HOURS: 3

I. TITLE: Group Counseling

II. COURSE DESCRIPTION AND PREREQUISITE(S): An experiential course in the dynamics of group behavior. The student will participate in an encounter-type group experience as well as being introduced to theory and techniques of group counseling. In addition, group guidance procedures are emphasized to include meaning, purposes, scope, and methods. It is strongly recommended to be taken within the first nine hours of course work. Prerequisite(s): None

III. COURSE OBJECTIVES: As a result of participation in this course, students will be able to do the following (Based on CACREP 2009 Standards) A. Students will gain knowledge of: 1. Principles of group dynamics including group process components, developmental stage theories, and behavioral indicators (Section II, G.6.a) 2. Group leadership styles and approaches including characteristics of various types of group leaders and leadership styles, and behavioural indicators (Section II, G.6.b) 3. Theories of group counseling including proponents, commonalties, distinguishing characteristics, pertinent research and literature, and behavioral manifestations (Section II, G.6.c). 4. Group counseling methods including group counsellor orientations and behaviour; therapeutic ingredients such as goal setting, decision making, and problem solving; group members' roles and behaviour; ethical considerations; selection criteria and methods; multicultural issues in group counseling; and methods of evaluation of effectiveness (Section II, G.6.d). 5. The effects that diversity, cultural, and personal factors play in group member and leader involvement and group process (Section II, G.2.b).

B. Students will develop skills to: 1. Explain stages of group development including factors affecting stage progression (Section II, G.6.a). 2. Experiment on group leadership skills (Section II, G.6.b, G.6.e.). 3. Demonstrate group counseling orientations (Section II, G.6.c, G.6.e.). 4. Explain group counselor verbal and nonverbal behavior (Section II, G.6.d). 5. Explain group member verbal and nonverbal behavior (Section II, G.6.d). 6. Demonstrate and self-evaluate group counselling skills (Section II, G.6.d, G.6.e.). 7. Apply group member selection criteria and procedures (Section II, G.6.a). 8. Apply basic and advanced group counselling skills (Section II, G.6.a., G.6.e.). 9. Demonstrate multicultural group counseling competencies (Section II, G.2.b, G.6.e.)

C. Students will test and improve upon their personal strengths and weaknesses which affect their productivity as group facilitators (Section II, G.6.a, G.6.e.). The MSU counseling faculty recognize diversity and embrace a cross-cultural approach in support of the worth, dignity, potential, and uniqueness of people within their social and cultural contexts (ACA 2005 Code of Ethics Preamble).

IV. CONTENT OUTLINE: A. Group Behavior B. Group Theories and authorities C. Group Leadership Skills D. Participation and Skills Development

V. INSTRUCTIONAL ACTIVITIES: A. Students will gain knowledge from the texts, handouts, individual research, class lecture, and discussion. B. Students will participate in a growth group where they will have an opportunity to practice group leadership skills and experience the group processes.

VI. FIELD, CLINICAL AND/OR LABORATORY EXPERIENCES: None

VII. TEXT(S) AND RESOURCES: Gladding, S. T. (2008). Group work: A counselling specialty (5th Ed.). Upper Saddle River, NJ: Merrill Prentice Hall. Handouts Library Research

Students should be aware of and use in their literature search the International Journal of Group Psychotherapy and The Journal for Specialists in Group Work (ASGW journal). Other references include: Corey, G. (1985). Theory and practice of group counselling. Pacific Grove, CA: Brooks/Cole Publishing Company. Corey, G., Corey, M.S., et al. (1982). Group techniques. Pacific Grove, CA: Brooks/Cole Publishing Company. Corey, M.S. & Corey G. (1997). Issues and challenges for group practitioners. Denver, CO: Love Publishing Company. Gladding, S.T. (2008) Group work: A counselling specialty (5th Ed.). Upper Saddle River, NJ: Merrill Prentice Hall. (Required Textbook). Ivey, A.E., Pedersen, P.B., & Ivey, M.B. (2001). Intentional group counselling: A micro- skills approach. Belmont, CA: Brooks/Cole. Jacobs, E. E., Mason, R. L., Harvill, R. L., & Schimmel, C. J. (2012). Group counselling strategies and skills. Belmont, CA: Brooks/ Cole. Johnson, D.W. and F.P. Johnson. (1997). Joining together: Group theory and group skills. Boston, MA: Allyn and Bacon. Kaplan, H.I., & Sadock, B.J., (eds.). (1993). Comprehensive group psychotherapy. Baltimore,MD: Williams & Wilkins. Kline, W.B. (2003). Interactive group counselling and therapy. Upper Saddle River, NJ: Merrill Prentice Hall. Yalom, I.D. (1995). The theory and practice of group psychotherapy. New York, NY: Basic Books.

A. Waterfield Library at Murray State University B. RACERtrak, ERIC, and the Internet C. Self-selected books, articles, and activities

VIII. EVALUATION AND GRADING PROCEDURES: Grading: Any assignment turned in late will “earn” minus 10 points /week Student grades will be based on the accumulation of points: 1. Attendance and Participation in class activities = 75 pts. 2. Ten Weekly Reaction Papers (for group members and leaders) = 100 pts. 3. Ten Process and Content summations (for group observers) = 100 pts. 4. Leadership Skill Grade = 25 pts. 5. Presentation of group counselling proposal = 50 pts. 6. Group counselling paper = 50 pts.

Grades: Total of 400 points possible A = 360 – 400 90% B = 320 - 359 80% C = 280 - 319 70%

Attendance and Participation in Class Activities (75 points) Due to the experiential nature of the course, attendance and participation in the various activities is crucial. Students will lose 10 participation points for every session missed to a maximum of 20 points beyond which the student may be required to withdraw from class (Section II, G.6.e)

Personal Reaction (10 x 10 = 100 points) Following each session, (whether as member or co-leader), you will reflect on your experience and complete the reaction form for that session. Papers will be evaluated according to the thoroughness with which the questions are answered (Section II, G.6.b., G.6.e)

Process and Content Summaries (10 x 10 = 100 points) After the group observation is over, the observing group members reflect on the issues and aspects of group process playing out in the group and complete the process summary form (Section II, G.6.b., G.6.e).

Leadership skill Grade (25 points) The overall grade for the demonstration of leadership skills and the overall effectiveness during group leadership opportunities (Section II, G.6.e).

Group Counseling Paper (50) You will submit a 3- 4 page paper highlighting the following aspects of group counselling (Section II, G.6.d): 1. Describe the group leadership skills you have acquired and the ones that you are still working on. 2. How do you plan to update/improve your group counselling skills? 3. Describe your preferred theory of group counselling (support your preference). 4. Self-awareness report describing: a. Your culture and how it might influence your group counselling. b. Personal strengths and challenges as they relate to group counselling.

Presentation of Group Counseling Proposal (50 points) You will make a presentation to the class based on a proposal for the design of a group you might lead in the future. The presentation should include the following (Section II, G.6.d): 1. A brief explanation of the group you would like to create. 2. Rationale for your proposed group 3. Creative ways to advertise your planned group. e.g. using fliers, online/offline, etc 4. Creativity in presentation.

IX. ATTENDANCE POLICY: This course adheres to the policy published in the MSU Graduate Bulletin.

X. ACADEMIC HONESTY POLICY: Murray State University takes seriously its moral and educational obligation to maintain high standards of academic honesty and ethical behavior. Instructors are expected to evaluate students’ academic achievements accurately, as well as ascertain that work submitted by students is authentic and the result of their own efforts, and consistent with established academic standards. Students are obligated to respect and abide by the basic standards of personal and professional integrity.

Violations of Academic Honesty include: Cheating - Intentionally using or attempting to use unauthorized information such as books, notes, study aids, or other electronic, online, or digital devices in any academic exercise; as well as unauthorized communication of information by any means to or from others during any academic exercise. Fabrication and Falsification - Intentional alteration or invention of any information or citation in an academic exercise. Falsification involves changing information whereas fabrication involves inventing or counterfeiting information. Multiple Submission - The submission of substantial portions of the same academic work, including oral reports, for credit more than once without authorization from the instructor. Plagiarism - Intentionally or knowingly representing the words, ideas, creative work, or data of someone else as one’s own in any academic exercise, without due and proper acknowledgement.

Instructors should outline their expectations that may go beyond the scope of this policy at the beginning of each course and identify such expectations and restrictions in the course syllabus. When an instructor receives evidence, either directly or indirectly, of academic dishonesty, he or she should investigate the instance. The faculty member should then take appropriate disciplinary action.

Disciplinary action may include, but is not limited to the following: 1) Requiring the student(s) to repeat the exercise or do additional related exercise(s). 2) Lowering the grade or failing the student(s) on the particular exercise(s) involved. 3) Lowering the grade or failing the student(s) in the course. If the disciplinary action results in the awarding of a grade of E in the course, the student(s) may not drop the course.

Faculty reserve the right to invalidate any exercise or other evaluative measures if substantial evidence exists that the integrity of the exercise has been compromised. Faculty also reserve the right to document in the course syllabi further academic honesty policy elements related to the individual disciplines.

A student may appeal the decision of the faculty member with the department chair in writing within five working days. Note: If, at any point in this process, the student alleges that actions have taken place that may be in violation of the Murray State University Non- Discrimination Statement, this process must be suspended and the matter be directed to the Office of Equal Opportunity. Any appeal will be forwarded to the appropriate university committee as determined by the Provost.

XI. NON-DISCRIMINATION POLICY STATEMENT: Murray State University endorses the intent of all federal and state laws created to prohibit discrimination. Murray State University does not discriminate on the basis of race, color, national origin, gender, sexual orientation, religion, age, veteran status, or disability in employment, admissions, or other provision of services and provides, upon request, reasonable accommodation including auxiliary aids and services necessary to afford individuals with disabilities equal access to participate in all programs and activities. For more information, contact Director of Equal Opportunity, Murray State University, 103 Wells Hall, Murray, KY 42071-3318. Telephone: 270-809-3155 (voice), 270-809-3361 (TDD).

CACREP Counseling Program Specifics for CNS 692 Assessment Clinical Mental Health Counseling Objectives: Understands ethical and legal considerations specifically Reaction Papers, Summations, Foundations A2 related to the practice of clinical mental health counseling. Group Paper Understands the roles and functions of clinical mental health Reaction Papers, Summations, counselors in various practice settings and the importance of Foundations A3 Leadership Skill, Proposal relationships between counselors and other professionals, Presentation, Group Paper including interdisciplinary treatment teams. Knows the professional organizations, preparation standards, Reaction Papers, Summations, Foundations A4 and credentials relevant to the practice of clinical mental health Group Paper counseling. Reaction Papers, Summations, Demonstrates the ability to apply and adhere to ethical and Foundations B1 Leadership Skill, Proposal legal standards in clinical mental health counseling. Presentation, Group Paper Counseling, Knows the models, methods, and principles of program Summations, Proposal Prevention, & development and service delivery. Presentation, Group Paper Intervention C3 Counseling, Reaction Papers, Summations, Knows the disease concept and etiology of addiction and co- Prevention, & Proposal Presentation, Group occurring disorders. Intervention C4 Paper Counseling, Reaction Papers, Summations, Understands professional issues relevant to the practice of Prevention, & Proposal Presentation, Group clinical mental health counseling. Intervention C9 Paper School Counseling Objectives: Assessment Understands ethical and legal considerations specifically Reaction Papers, Proposal Foundations A2 related to the practice of school counseling. Presentation, Group Paper Knows professional organizations, preparation standards, and Reaction Papers, Proposal Foundations A4 credentials that are relevant to the practice of school Presentation, Group Paper counseling. Reaction Papers, Summations, Demonstrates the ability to apply and adhere to ethical and Foundations B1 Leadership Skill, Proposal legal standards in school counseling. Presentation, Group Paper Understands group dynamics and the facilitation of teams to Reaction Papers, Summations, Prevention & enable students to overcome barriers and impediments to Leadership Skill, Proposal Intervention C5 learning. Presentation, Group Paper Provides individual and group counseling and classroom Prevention & Leadership Skill, Proposal guidance to promote the academic, career, and personal/social Intervention D2 Presentation development of students. Tentative Class Schedule CNS 692

Assignments Group Date Topic /Activities Leaders Introduction, Review syllabus, Jan 17 Reading: Ch1 Discuss Types of Groups - chapter one. Ethical & Legal Aspects of Working with Groups Jan 24 Reading: Ch.10

Reading: Ch.2 Jan 31 Group Dynamics

Reading: Ch.3 Feb 7 Beginning A Group Session 1 Dr. Bakes Feedback 1 Reading: Ch. 3 Session 2 Harper Feb 14 Effective Group Leadership Feedback 2 Julie Reaction 1 Process 1 Reading: Ch.5 The Transition Period in a Group: Storming and Session 3 Ashley Feb 21 Norming Feedback 3 Kim Small Groups Reaction 2 Process 2 Reading: Ch.6 Session 4 The working stage in a Group Jermaine Feb 28 Feedback 4 Small Groups Alyssa Reaction 3 Process 3 Reading: Ch.7 Session 5 Closing a Group Earlie Feedback 5 March 6 Kayla Reaction 4 Process 4 Reading: Ch.8 Session 6 Group Work with Culturally Diverse Populations Sagan Feedback 6 March 13 Melissa Reaction 5 Process 5

March 20 SPRING BREAK NO CLASS

Reading: Session 7 Specialty Group & Creativity in Groups Robert March 27 Feedback 7 Maggie Reaction 6 Process 6 Reading: Ch.11 & 12 Session 8 Becky April 3 Groups for Children & Adolescents Feedback 8 Rob Reaction 7 Process 7 Reading: Ch.13 & 14 Session 9 Groups for Adults & Older Adults Randy April 10 Feedback 9 Stephanie Reaction 8 Process 8 Reading: Ch. 15 Session 10 Theory based groups Angela April 17 Feedback 10 Marquetta Reaction 9 Process 9 Reading: Ch. 16 April 24 Theory based groups - continued Reaction 10 Process 10 Reading: 17 History & future of groups Group May 1 Presentations Group Paper

May 6-11 Finals Week