Appalachian State University s7

Appalachian State University HPC 5790- 101: Group Methods and Processes-CSD Fall 2016 Meeting Time: Monday 11:30am- 2:20pm Location: RCOE 301

INSTRUCTOR Dr. Diane M. Waryold Office location: 334B RCOE Office telephone: 262-6067 Home telephone: 297-2292 (please do not call after 9:00pm) Email: [email protected] Office Hours: sign up, drop-in and by appointment

‘Teaching, in my estimation, is a vastly overrated function..... I see the facilitation of learning as the aim of education' (Rogers, 1969).

Course Catalog Description A study of group dynamics, experimentation in groups, leadership/participants roles, effective group skills and behaviors, and applicability to a variety of group settings. Note- this section places special emphasis upon using the outdoors as the medium for such work.

Course Overview This course is an introduction to group theory and processes. The course is designed to increase one’s understanding of the value of group work in the helping profession. Interaction patterns and dynamics within small groups are considered. Focused on the understanding of individual and group behavior, the course involves didactic and experiential learning in group theory and practice. The nature of this course will require students to be active partners in the learning process. Students should gain awareness of their own identity, anxieties, stereotypes, strengths and limitations.

Course Objectives Upon completion of the course students will be able to: 1. Articulate the philosophical, social, theoretical, and historical roots of group work. 2. Develop an understanding of how experiential education is utilized in group work. 3. Construct and describe a personal philosophy of group work. 4. Identify group processes/ activities which are applicable to one’s own career setting (i.e.- advising student groups). 5. Acquire and demonstrate group facilitation skills. 6. Describe the principles of group dynamics, the stages of a group, and the techniques for effective group processes. 7. Design and implement a group oriented experience which utilizes the outdoors as an educational medium. Give and receive feedback. 8. Recognize the role of the natural world (the great outdoors) in personal growth/development and healing. 9. Identify with and experience a powerful learning community whereby students value individual differences and feel a sense of connection to others. 10. Transform teachable moments. 11. Demonstrate enthusiasm while teaching and working with peers.

1 Professional Competency Areas for Student Affairs Practitioners ( ACPA/NASPA 2010) Advising & Helping Description: The Advising and Helping competency area addresses the knowledge, skills, and attitudes related to providing counseling and advising support, direction, feedback, critique, referral, and guidance to individuals and groups.  Basic-Establish rapport with students, groups, colleagues, and others.  Intermediate- Perceive and analyze unspoken dynamics in a group setting.  Intermediate- Facilitate or coach group decision making, goal setting, and process.  Intermediate- Conduct individual professional development needs assessment and group assessment of organizational needs.  Intermediate- Mediate differences between or among individuals and groups.  Advanced- Provide effective counseling services to individuals and groups.

Equity, Diversity & Inclusion Description: The Equity, Diversity, and Inclusion (EDI) competency area includes the knowledge, skills, and attitudes needed to create learning environments that are enriched with diverse views and people. It is also designed to create an institutional ethos that accepts and celebrates differences among people, helping to free them of any misconceptions and prejudices.  Advanced- Provide consultation to other units, divisions, or institutions on strategies to increase support and opportunities for underrepresented groups.

Human & Organizational Resources Description: The Human and Organizational Resources competency area includes knowledge, skills, and attitudes used in the selection, supervision, motivation, and formal evaluation of staff; conflict resolution; management of the politics of organizational discourse; and the effective application of strategies and techniques associated with financial resources, facilities management, fundraising, technology use, crisis management, risk management, and sustainable resources.

 Basic- Communicate with others using effective verbal and nonverbal strategies appropriate to the situation in both one-on-one and small group settings.  Intermediate- Communicate with others using effective verbal and nonverbal speaking strategies appropriate to the situation in one-on-one as well as small- and large-group settings.  Advanced- Develop recruitment and hiring strategies that encourage individuals from underrepresented groups to apply for positions.  Advanced- Implement strategies for motivating individuals and groups that are challenged with elements of campus life disengagement, apathy, or aspects of decline of morale.  Advanced- Manage conflict at a level of complexity where multiple entities are often at odds with each other and lead groups to effective and fair resolutions.  Advanced- Assess the relationship between agenda management and the group dynamics that occur in meetings and how this relationship influences the realization of goals, the accomplishments of tasks, and any impacts on participants.  Advanced- Identify the internal and external special interest groups that influence policy makers at the department, institutional, local, state/province, and federal levels.

2 Leadership Description: The Leadership competency area addresses the knowledge, skills, and attitudes required of a leader, whether it be a positional leader or a member of the staff, in both an individual capacity and within a process of how individuals work together effectively to envision, plan, effect change in organizations, and respond to internal and external constituencies and issues.

 Basic- Identify institutional traditions, mores, and organizational structures (e.g., hierarchy, networks, governing groups, nature of power, policies, goals, agendas and resource allocation processes) and how they influence others to act in the organization.  Explain the impact of decisions on diverse groups of people, other units, and sustainable practices.

Student Learning & Development Description: The Student Learning and Development competency area addresses the concepts and principles of student development and learning theory. This includes the ability to apply theory to improve and inform student affairs practice, as well as understanding teaching and training theory and practice.

 Basic- Identify the limitations in applying existing theories and models to varying student demographic groups.

Method of Teaching: Most of the learning will take place in smaller groups using problem-based learning. Students will be presented with a variety of exercises and will be asked to work together to decide how they would develop strategies which would best lead to empowering group and teamwork practices. A variety of methods/techniques will be employed including: small and large group discussion, lecture, readings, written assignments, videos, demonstration, experiential exercises, student led activities, student participation in the group process, and exploration of current literature/research. Please note that this course is intended to encourage students to “think outside the box” and to consider nontraditional ways of learning. This professor cannot predict the type of methods students will utilize in student lead activities. Students are encouraged to be “creative” in this endeavor.

Throughout all of the experiences throughout this course, continue to ask yourself- What I am learning about myself? What I am learning about others? What am I learning about myself in relationship to others? What I am learning about groups?

Required Course Text/Readings: Johnson, D.W & Johnson, F.P. (2013). Joining Together: Group Theory and Group Skills (11th ed.). New Jersey: Pearson. American Psychological Association. (2009). Publication Manual of the American Psychological Association (6th ed). Washington, DC: Author.***

3 Websites, docs and journals: Group dynamics theory, research, and practice Group facilitation Group psychotherapy and psychodrama Journal for Specialists in Group Work Studies of the Use of Wilderness for Personal Growth, Therapy, Education, and Leadership Development: An Annotation and Evaluation http://www.shhs.unh.edu/docs/kin_oe/Moore_&_Russell_(2002).pdf Therapeutic Adventure Annotated Bibliography. http://www.shhs.unh.edu/docs/kin_oe/Young_(2007).doc Taproot Journal Pathways Journal of Experiential Education Journal of Adventure Education and Outdoor Learning Australian Journal for Outdoor Education New Zealand Journal of Outdoor Education

Overall Expectations Attendance and participation in class This course has intentionally been designed to be experiential in nature. Therefore, regular class attendance and full participation is necessary to achieve the course objectives. Effective learning is enhanced when students complete all reading assignments, written assignments and experiential exercises. The input of each student is valuable. There is much that we can learn from each other’s contributions. Unexcused absences will jeopardize the student’s final grade. Notify instructor in advance if you will miss class. Punctuality is one of the hallmarks of a professional. With this said, please provide classmates and the instructor with the professional courtesy of being on time for class and avoid leaving early.

This section of Group Methods and Processes has an outdoor emphasis. Students must experience direct encounters with the natural world in order to fully understand the power and potential impact created by the immediacy of the great outdoors. The instructor will discuss technology consumption and the impact it has had on student health. Therefore, it is logical to experience first-hand the therapeutic impact of some fresh air! Come to class prepared to saunter about in- and-around the High Country. Dress appropriately with sturdy shoes and rain gear. This is not a “fair weathered” class. When we go outdoors, be sure to bring a field note pad and writing utensil.

Student Religious Observance Policy Requirement (S.L. 2010-211) - NC law authorizes a minimum of two excused absences each academic year for religious observances required by the faith of a student. If you will be missing class because of a religious holiday/observance, please e- mail me no later than three weeks after the first day of class to alert me of your anticipated absence.

Inclement Weather In the event of inclement weather, class may be postponed. Check e-mail for notification of class cancellation. If e-mail is down due to electrical outage or if you are uncertain as to whether or not class will meet, please phone Dr. Waryold at home.

4 Technology This class is a technology free class. The only exception to this is a duty phone. If you have spec ial circumstances, please discuss these with the instructor. Please turn off the sound of all devices, leave them in your backpack, or better yet- leave them at home!

Academic Integrity Academic Integrity is central to effective learning in all academic communities. It is expected that students will neither engage in nor facilitate cheating. Students should know and adhere to ASU’s Academic Integrity Code. It can be found at http://studentconduct.appstate.edu

Timely submission of assignments It is expected that all assignments will be submitted by the deadlines noted in this syllabus. Late assignments will not be accepted except for extraordinary circumstances that are pre-approved by instructor. Assignments are due at the beginning of class on the dates indicated on this syllabus.

Writing Style All work is expected to be of graduate level caliber. Papers should be written using APA style. You are encouraged to have your work proofread. Excessive typographical and grammatical errors detract from the content of your work and will be reflected in your grade. All assignments should be typed, with 1 inch margins, double-spaced, and stapled. Double side use of paper is encouraged. Fancy packaging is expensive and unnecessary. Please turn in original copies only- Xerox copies will not be accepted.

Student Accommodations ASU and the Department of Human Development and Psychological Counseling are committed to providing a classroom and institutional climate in which all students can thrive. Those seeking accommodations for documented qualifying disabilities in accordance with the Americas with Disabilities Act of 1990, and Section 504 of the Rehabilitation Act of 1973, must contact and register with The Office of Disability Services (ODS) at http://www.ods.appstate.edu/ or 828- 262-3056. Once registration is complete, individuals will meet with ODS staff to discuss eligibility and appropriate accommodations.

Course Requirements: 1. Attendance and full participation in class. We cannot talk about groups and experiential education without full participation. If you do not come to class, you cannot participate! There will be MANY opportunities to interact, be active, to solve problems, and to respond to questions. Simply put, you will GET what you GIVE to this class. So please approach this class “full on.” Complete all readings and assignments in a meaningful way. This course is heavy on self-directed learning whereby students are encouraged to be responsible owners of their own learning, and to internalize their learning.

2. Participation in a Group Interaction Experience Students will participate in a 3-hour group interaction experience. The primary purpose of the GI experience is to provide an opportunity for students to experience being group members (and, therefore, experience group process). The GI will be a progression of low-to-the-ground elements or initiatives designed to enhance group interaction and reflection. The GI will utilize the outdoors as a medium for group work. There is a $ lab fee associated with this experience.

5 3. Readings and questions. There will be a weekly requirement to submit two questions or thoughts related to what you have learned for each chapter from the readings in the text. Submit them on an index card each week. These two items can be in the form of questions, comments, reflections etc. In order to receive participation points- be sure to place the chapter number and your name on each card. These items may guide our class discussions.

4. Ice breakers and nuggets. Each week, a “dynamic duo” (a pair) of students will be responsible for the facilitation of an Ice Breaker (at the start of the class) and a Nugget (at the end of the class). An ice breaker is an activity or game that is used as a socializer. These activities promote group interaction (and over time - group cohesion). Effective ice breakers are used to welcome group members and to warm up the conversation. Feel free to choose an activity that will reinforce the topic of the class session. Ice breakers should be facilitated in 20 minutes (processing time/ questions included). Think of ways in which you might use the outdoors to enhance the activity. The facilitators of the ice breaker for the week should provide a one-page handout (via e-mail) to the class. This handout should be e-mailed to the class within a week of delivery and will provide fellow classmates with a resource for future interactions with groups. Properly cite the activity. Ice breakers should not be confused with lengthy problem solving activities, nor the group design assignment (below). The group design is a MUCH more substantive group exercise guided by specific (and measurable) learning outcomes.

The nugget is a reading for the day. The reading is a short message and/or quote intended to grab the attention of the class and to leave classmates with thoughts to ponder. One student in class is asked to serve as the volunteer “keeper” of a running list of nuggets. This document will be provided to students via email at the end of the semester as a resource for future interactions with groups.

5. Group Design Project Students will work as trios and pairs (4 trios and 2 pairs) and will facilitate and present a group design. Design a structured group experience to demonstrate knowledge of group design and group facilitation skills. Engage the class in what you design AND present the design to the class. Use the outdoors as an effective medium for the experience. Each group presentation will be 1 HOUR in length.

Students will introduce the topic by sharing with the class how groups are typically used in practice in your discipline. Outline the group design in your presentation. Engage the class in one or more sessions. Plan the group experience using the outdoors as a medium for the experience. Planning for this experience will likely require considerable time. Do not replicate something that you have already done (as leader or group member).

A written proposal of the group design should be created. This should include at a minimum the following:  The general goals of the group.  What topics will be explored? 6- session format (outlined) at a minimum.  The target population- include description of composition/demographics and needs.  What does the literature say about this type group and the appropriateness for the population (include 3 references in an annotated bibliography to be included in a handout to be distributed to the class).  Theoretical base for design of the group. Cogently lay out the theoretical orientation and

6 philosophy of group work as it pertains to this project. The reader should glean from this a clear understanding about how and why you (as group facilitator) approached this group design. If you espouse to a particular theorists, researcher, author, or practitioner--- what it about their work that appeals to you?  Logistics of the group- include length of group-number of sessions.  Is the group voluntary or involuntary- special consideration of mandated group attendance?  How the group will be advertised? For example, you may include a promo flyer to publicize group to attract potential group members.  Screening and selection process if applicable-entrance criteria.  Ideal number of participants- why?  Where and when will the group meet? Format and structure from beginning to end.  Who will lead the group? Qualifications and characteristics of the group leader(s).  Will the group be open or closed to new members?  What ground rules will be established from the onset of the group?  What special precautions will you take if the group includes minors?  What evaluation procedures will be used?  What follow-up procedures will be planned (if any)?  Challenges and limitations of confidentiality- and how they will be addressed?  Specific ethical and professional standards to consider.

In addition, a reflection (process paper) should be written that summarized the group exercise. This process paper is due the week after the group experience. This paper will include strategies employed for working with the group, any surprises encountered, successes and flops, and impressions about the group that you created and your ability to connect with the group. This will serve as a review of both the process and content of the group experience. The paper should explore topics that are discussed in the class, including philosophical dimensions of the work you conducted as well as more technical parts of your experience. In other words, did the application of theory to practice work? Explain what you learned about planning, implementation, and execution of a design.

6. Participation in a direct experience as a group member and analysis of experience- Minimum of 7 hours. Students will be required to engage in learning through observation and participation in a group outside of this class. It is imperative that you locate a group ASAP in order to allow time for an effective analysis of the experience. There is a vast array of groups available on campus and in the greater Boone community. Join a group of your choice; be certain that the group is NEW to you. Observe and analyze the group process and experience as a facilitator/leader, member, and observer.

Analyze the experience and provide a written summary of your observations. In this analysis you will focus on your observation of the group process including developmental stages, leadership style, norms and roles, curative factors observed (if applicable), individual roles, and analysis of communication patterns and sources of influence. Use your readings and class content to support your findings. Discuss your own experience in the group and how it related to group process. Please do not include any names of group members. The analysis is not intended to be a report of group content but an opportunity to experience and examine group processes. Include in your paper (at a minimum)…  Where did you find your group and why does the group interest you?  What are the characteristics of the members in the group?

7  What is the group’s purpose or goal?  Is the group primarily “efficient” (task completing) and/or member/relationship enhancing?  Number of participants  Dates of participation and observations  Duration of time of group meeting  Physical environment?  Characteristics of the group? Do the members share a sense of identity with one another? Explain.  How do the group members interact with one another?  What do the group’s norms appear to be? What roles are evident?  What communication patterns did you observe? Does there appear to be a status or hierarchy?  Did the group possess cohesion? What level and why do you think it is evident?  Did anything about the group puzzle or surprise you?

7. Extra Credit Assignment- Take a 3-day pledge in which you promise to unplug from ALL technology use. This is voluntary, but in order to participate, you must abstain from using ALL digital devices in order to better understand the role of technology in your life. Keep a handwritten journal during the 3 day period. Reflect upon the experience.

Evaluation/Grading: Class attendance and participation (includes GIC)= 26 pts. Weekly chapter readings and cards = 24pts. Ice Breaker and nugget= 10 pts. Direct group experience/analysis= 20 pts. Group Design Project (proposal design and process summary) = 20 pts. Extra Credit Assignment- can earn up to 3 pts. Total = 100 pts.

ASU Graduate School Grading Scale A = 95-100 A- = 90-94 B+= 86-89 B = 83-85 B-= 80-82 C+= 76-79 C = 73-75 C-= 70-72 F = Less than 70

8 CALENDAR OF CLASS ACTIVITIES DATE ___ TOPIC ___ ASSIGNMENT Monday 8/22 Ice Breaker and Nugget-DMW

Introduction and overview Review syllabus & expectations

Decide on Ice breaker & Nugget pairs & dates

Decide on Group Design teams & presentation dates

Monday 8/29 Group Dynamics Chaps. 1,3 Ice Breaker & Nugget - ______

Monday 9/5 Holiday- No classes

Monday 9/12 Experiential Learning Chap. 2 Ice Breaker & Nugget – ______

Monday 9/19 Communication Chap. 4 Ice Breaker & Nugget – ______

Monday 9/26 Leadership Chap. 5 Ice Breaker & Nugget- ______

Monday 10/3 Power Chaps. 6, 7 Decision Making Ice Breaker & Nugget – ______

Monday 10/10 Controversy & Creativity, Conflict Chaps. 8,9 Ice Breaker & Nugget- ______

10/13-10/14 Fall Break- Enjoy!

Monday 10/17 Diversity Chap. 10 Ice Breaker & Nugget – ______

Check-in- Pausing to Assess- How are we doing?

9 CALENDAR OF CLASS ACTIVITIES DATE ___ TOPIC ___ ASSIGNMENT Monday 10/24 Group Interaction Experience Meet @ State Farm fields (Greenway)- across from Armory and across from Watauga Swim Complex (Complex Drive).

Monday 10/31 Advising Student Groups/Teams Chaps. 11, 13 Ice Breaker & Nugget- ______

Group Design ______

November 4- 7th, 2016 SACSA – JAX, FL

Monday 11/7 No class (SACSA)

Monday 11/14 Therapy/Growth Groups Chap. 12

Group Design ______

Monday 11/21 Report Out- Group Member Experience Group Member (5 minutes max.) Exp. Paper due

Group Design ______

11/24-25 Holiday- Give Thanks!

Monday 11/28 Course evaluation and wrap up Chap. 14 Extra Credit Outing/Celebration Due (if applicable)

Closure Exercise-DW

Wednesday 11/30 Last Day- Fall classes

Group Design Papers due on presentation dates.

NOTE: The calendar of class activities may be modified by the professor during the semester to accommodate the needs/progress of the class.

10 Supplementary Reading List- Experiential Education, Outdoor Education, Adventure Education, Adventure Based Counseling, Group Counseling, Wilderness Therapy

Aghazarian, T. L., (1996) Use of a challenge course as an intervention tool to adolescent self- esteem. Unpublished doctoral dissertation, San Jose State University, California.

ASGW Code of Ethics and Standards of Practice

Baldwin, C., Persing, J. & Magnuson, D. (2004). Role of theory, research, and evaluation in adventure education. Journal of Experiential Education, 26(3) 167-183.

Bandura, A. (1977a). Social learning theory. Prentice Hall: New Jersey.

Bandoroff, S. & Newes, S. (Eds.) (2004). Coming of age: The evolving field of adventure therapy. Boulder, CO: Association of Experiential Education.

Beames, S., & Atencio, M., (2008). Building social capital through outdoor education. Journal of Adventure Education and Outdoor Learning. 8(2) 99-112.

Bernard, H. S. & MacKenzie, K.R. (eds.) (1999), Basics of Group Psychotherapy, Guilford Press.

Bieling, P.J., MacCabe, R.E., & Antony, M.M. (2006). Cognitive-Behavioral Therapy in Groups NY: Guilford Pub.

Bonney, B. and Drury, J. (1992). The Backcountry Classroom. ICS Books.

Bower, N.M. (1998). Adventure Play. Needham Heights, MA: Simon & Schuster.

Cain, J. & Cummings, M. & Stanchfield, J.(2005). A Teachable Moment. Iowa: Kendall Hunt Publishing Company.

Cason, D. & Gillis, H. L. (1994) A meta-analysis of outdoor adventure programming with adolescents. The Journal of Experiential Education Vol 17(1).

Conyne, R., Crowell, J. L., and Newmeyer, M.D., (2008) Group Techniques: How to Use Them Purposefully. Upper Saddle River, New Jersey: Pearson Education Inc.

Corey, M.S. & Corey, G., (2006). Group process and practice (7th ed.). Pacific Grove, CA: Brooks Cole Publishing.

Corey, G., Corey, M.S., Callanan, P., & Russell, J.M. (2004). Group Techniques. Pacific Grove, Brooks/Cole Publishing Company.

Csikszentmihayli, M. (1990). Flow: The Psychology of Optimal Experience. New York: Harper & Row, Publishers.

Davis-Berman, J., & Berman, D. (1994). Wilderness Therapy: Foundations, Theory & Research. Iowa: Kendall/Hunt Publishing Company.

11 Dewey, J. (1938). Experience and education. New York: MacMillan.

Gass, M. (1999). Adventure programs in higher education. In J.C. Miles & S. Priest (Eds.), Adventure programming (pp. 373-385). State College, PA: Venture Publishing.

Gass, M. (1993). Adventure Therapy: Therapeutic Applications of Adventure Programming. Iowa: Kendall/Hunt Publishing Company.

Gilbertson, K., Bates, T., McLaughlin, T. & Ewert, A. (2006). Outdoor Education: Methods and Strategies. Champaign, IL. Human Kinetics.

Gladding, S.T. (2008). Groups: A counseling specialty. (5th ed.). Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.

Hackman, J.R.(1990). Groups That Work (and Those That Don’t): Creating Conditions for Effective Teamwork. California: Jossey-Bass Inc.,

Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: Out-of-class experiences that make a lasting difference. Review of Educational Research, 67, 43-97

Henley, T. (1996). Rediscovery: Ancient Pathways, New Discoveries: Outdoor Activities Based on Native Traditions. Edmonton AB: Lone Pine Publishing.

Hopkins, David and Roger Putnam. (1993) Personal Growth through Adventure. Bristol, PA: Taylor & Francis, Inc.

Itin, C. M. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. The Journal of Experiential Education, 22(2), 91-98.

Jackson, Lewis and Rosemary S. Caffarella. (1994) Experiential Learning: A New Approach. San Francisco: Jossey-Bass.

Kimball, R. (1983). The Wilderness as Therapy. Journal of Experiential Education. 5(3),6-9.

Kolb, David A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, New Jersey: Prentice-Hall.

Martin, B., Cashel, C, Wagstaff, M., Breunig, M. (2006). Outdoor Leadership:Theory and Practice. Champaign, IL. Human Kinetics.

Nadler, Reidan S., & Luckner, John L. (1992). Processing The Adventure Experience. Iowa: Kendall/Hunt Publishing Company.

Priest, Simon and Gass, Michael A. (2005) Effective Leadership in Adventure Programming. (2nd ed.). Champaign, IL: Human Kinetics.

Priest, S., Gass, M., Gillis, L. (2000). The Essential Elements of Facilitation. Iowa: Kendall/Hunt Publishing Company.

12 Prouty, D., Panicucci, J., & Collinson, R. (2007). Adventure Education: Theory and Applications. Champaign, IL: Human Kinetics

Rogers, C. (1969) Freedom to Learn: A View Of What Education Might Become. Columbus, Ohio: C. E. Merrill Russell, K. C., & Farnum, J. (2004). A concurrent model of the wilderness therapy process. Journal of Adventure Education and Outdoor Learning, 4(1), 39-55.

Russell, K. C. (2001). What is wilderness therapy? Journal of Experiential Education, 24(2), 70- 79.

Russell, K. C. (2000). Exploring how the wilderness therapy process relates to outcomes. Journal of Experiential Education, 23(3), 170-176.

Schoel, J. Maizell, R.S. (2002). Exploring Islands of Healing: New Perspectives on Adventure Based Counseling. Beverly, MA / Project Adventure:Weston Walch, Publishers.

Sibthorp, J. (2003). An empirical look at Walsh and Golins. adventure education process model: Relationships between antecedent factors, perceptions of characteristics of an adventure education experience, and changes in self-efficacy. Journal of Leisure Research, 35, 80- 106.

Simpson, S., Miller, D. & Bocher, B. (2006). The Processing Pinnacle: An Educator’s Guide to Better Processing. Oklahoma City: Wood “N” Barnes Publishing.

Warren, K., Sakofs, M., & Hunt. J. (1995). The Theory of Experiential Education, (3rd. ed.). Iowa: Kendall/Hunt Publishing Company.

Warren, K. (1996). Women’s Voices in Experiential Education. Iowa: Kendall/Hunt Publishing Company.

Wilson, F.R. & Newmeyer, M.D. (2008). A standards based inventory for assessing perceived importance of and confidence in using ASGW’s Core Group Work Skills. The Journal for Specialists in group Work. 33(3) 270-289.

Yalom, I.D. and Leszcz, M. (2005) The Theory & Practice of Group Psychotherapy , 5th ed. . N.Y.: Basic Books.

13 Group Feedback Preparation

Mastery of Topic

Introduction

Explanation of group member responsibilities

Creativity

Co-leadership

Process

Closing the group

Comments Strengths (likes)

Things that could be improved (dislikes)

On a scale of 1-5 with 5 = excellent- How would you rate this group experience?

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