10/05 1 ALABAMA STATE UNIVERSITY
COLLEGE OF EDUCATION
SYLLABUS FOR
INTRODUCTION TO GROUP COUNSELING
COURSE NUMBER: COU 524
COURSE DESCRIPTION: Students are involved in group interactions from structured group exercises. Group dynamics and leadership styles are observed with the aid of interaction observation instruments. Finally, students learn to facilitate groups
CREDIT HOURS: 03 Semester Hours
INSTRUCTOR: Dr. Virginia Martin
TELEPHONE (334) 229-4571 e-mail [email protected]
OFFICE: Councill Hall, Room 212
INFORMATION SITE: For program information/announcements and course information, please log on weekly to the "Counseling Student Information" forum at http://coe.alasu.edu/forum/
TEXTBOOK: Posthuma, B. W., (2002). Small groups in counseling and therapy (4th ed.). Boston: Allyn and Bacon.
Prepared by:______Dr.Virginia Martin Date
Approved by:______Dept. Chair Date
______Dean, College of Education Date
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PURPOSE OF THE COURSE
COU 524, Introduction to Group Counseling, is a required course for students pursuing the master's degree in school and general counseling. Its purpose is to provide students with a basic understanding of group dynamics, and with beginning group leadership skills. The format for the course is both didactic and experiential.
Consistent with the College of Education Conceptual Framework, students in this course will engage in decision making activities that require planning, implementing and evaluating counseling groups. This planning requires sensitivity to the unique perspectives of clients from diverse backgrounds.
PROFESSIONAL EXPECTATIONS
Students in the counseling program are expected to conduct themselves in a professional manner both within and outside the classroom. Being a professional involves, but is not limited to, academic honesty, adherence to ethical standards, involvement in professional organizations, personal integrity, dependability, self awareness and commitment to growth.
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COURSE OBJECTIVES
1. Understand the differences between group and individual counseling. a. List the different types of groups. b. Describe the advantages of group over individual counseling. c. Explain the role and function of the leader in counseling groups.
2. Develop professional values by evaluating ethical situations in group counseling a. Make decisions about the resolution of hypothetical ethical dilemmas. b. Evaluate those decisions ethical judgments in terms of the Association for Specialists in Group Work (http://asgw.educ.kent.edu/)Best Practices Guidelines and ACA Code of Ethics (http://www.counseling.org)
3. Develop knowledge of factors involved in establishing groups in school and non-school settings. a. List procedures for planning and advertising a group. b. Describe considerations in pre-group screening and selection of members. c. Describe considerations for accommodating clients with special needs
4. Develop understanding of the process and dynamics of group counseling. (SDE 2a6; CF 1.1) a. Describe the stages of group development b. Compare the dynamics of groups at each stage of development c. Explain positive and negative behaviors of group members
5. Apply knowledge by planning and facilitating a counseling group.
6. Reflect on group experience and demonstrate the ability to recognize and evaluate leader behaviors, member roles, and group dynamics.
TOPICS TO BE COVERED
-Kinds and advantages of counseling groups
-Leadership styles, functions and issues
-Ethical considerations
-Issues in establishing groups for clients with diverse needs
-Stages of group growth, including dynamics and issues of each stage
-Group counseling for special populations
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RUBRICS FOR EVALUATION
1. Objectives 1-4 will be evaluated on three examinations. In order to pass these objectives, the student must answer correctly 70% of the objective questions and make 70% of the points available on the essay questions. Grading will be based on the following criteria:
a. objective test questions- number of correct responses. b. essay questions will graded on correctness of content (90%) and composition- clarity of expression, grammar, punctuation and spelling (10%).
2. Objective 5 will be evaluated by in-class experiences with planning and facilitating groups. This objective will be evaluated according to attached guidelines, and students must earn 70% of available points to pass.
3. Objective 6 will be evaluated by a written report of a group observation, and will be graded according to attached guidelines. To pass this objective, students must earn 70% of available points.
Grades will be assigned as follows:
Exam 1 25% Exam 2 25% Exam 3 25% Proposal 5% Leader report 10% Process report 10%
To pass this course, students must pass all objectives.
To receive a letter grade of “A”, the student must earn an overall average of 90-100%, and miss no more than one group session. A second missed group session will result in the loss of a letter grade. Missing three group sessions will result in a failing grade.
A 90-100% B 80-89% C 70-79% D 60-69% F below 60%
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GUIDELINES FOR ASSIGNMENTS
1. Group Leadership- (objective 5)
During the course, each student will be responsible for planning and facilitating at least one group session lasting approximately 2 hours. Grading for this assignment will be based on two written reports a. A written (typed) proposal must be submitted prior to the session. This proposal should include the following: group goals; procedures, including structured exercises (if any); and evaluation plans. The proposal will be graded based on the following criteria:
(1) appropriateness and specificity of goals – 2% (2) appropriateness and specificity of procedures- 2% (3) appropriateness and specificity of evaluation plan- 1% Total credit for proposal 5% b. In addition, facilitators should prepare a process report following each of their sessions, to be turned in the following week. This report should include a discussion of the developmental stage of the group, your leadership style, group member roles, and other variables described in the text. The leader report will be graded according to the following criteria:
(1) thoroughness and accuracy, supported by behavioral examples- 8% (2) composition, including clarity of expression, grammar, punctuation and spelling-2% Total credit for leader report 10%
2. Group Process Report
Near the end of the semester, each student will be asked to carefully review the group experience, and to submit a typed report describing his/her own experience as a group leader and member- i.e. thoughts, feelings, behaviors, and how they changed over the course of the experience. Also discuss each member of the group, the roles each played, and how each changed as the group developed. Grading will be based on the following criteria:
a. content- thoroughness and accuracy, supported by behavioral examples- 8% b. composition, including clarity of expression, grammar, punctuation and spelling 2% Total credit for group process report- 10%
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DISPOSITIONS
1. Any student requiring alternative formats for testing and/or handouts for this course, or other types of accommodations due to a handicapping conditions, should advise me within the first week of class. 2. This syllabus represents a proposed format and is subject to change. 3. Missed exams must be made up before the next class meeting. No student will be given more than one makeup exam. 4. Assignments turned in late will be penalized 10% unless special arrangements are made in advance. 5. Students are expected to attend all classes. If you miss a class, you may only make up missed work- including exams and classroom activities, such as presentations- with a written excuse from the Office of Student Affairs. In addition, materials and information distributed in class will not be supplied by the instructor without an official excuse, although such information may be obtained from other students. Please note that this is the official attendance policy for ASU approved by the Board of Trustees and effective spring semester, 2004. See Rubrics for Evaluation section for additional policies regarding missing group sessions. Note that you cannot make an “A” in this course if you miss more than one group session.
6 10/05 7 SOURCE MATERIALS
Association for Specialists in Group Work.. Best Practices Guidelines http://www.asgw.org
Association for Specialists in Group Work.. Professional Standards for the Training of Group
Counselors. http://www.asgw.org
Capuzzi, D. (2003), Approaches to group work: A handbook for practitioners. Upper Saddle River,
N.J.: Merrill Prentice Hall.
Capuzzi. D., & Gross, D. R. (Eds.). (2006). Introduction to group counseling (4th ed.).
Denver: Love.
Cartwright, D., & Zander, A. (Eds.). (1998). Group dynamics. New York: Harper & Row.
Carroll, M., Bates, M., & Johnson, C. (2004). Group leadership (4th ed.). Denver: Love.
Delucia-Waack, J., Bridbord, M. A., Kleiner, J. S. (2002). Group work experts share their favorite
activities: A guide to choosing, planning, conducting, and processing. Alexandria, VA:
Association for Specialists in Group Work.
Gladding, S. T. (Ed.). (1997). New developments in group counseling. Greensboro, NC:
ERIC/CASS Publications.
Ivey, A. E., Pedersen, P. B., & Ivey, M. B. (2001). Intentional group counseling: A microskills
approach. Pacific Grove, CA: Brooks/Cole
Johnson, D. W., & Johnson, F. P. (2003). Joining together: Group theory and group skills (7th
ed.). Boston: Allyn & Bacon.
Kline, W. B. (2003). Interactive group counseling and therapy. Upper Saddle River, N. J.: Merrill
Prentice Hall.
Kottler, J. A. (2001). Learning group leadership: An experiential approach. Boston: Allyn &Bacon.
Journal for Specialists in Group Work Together
Praxis website: http://www.ets.org/praxis
7 10/05 8 Tentative Class Schedule - corrected Summer 2007
Week 1 (5/31) Introduction- Overview of group practice, history, types of groups, advantages and disadvantages, therapeutic factors- Chapters 1, 15 ASGW Professional Training Standards, http://www.asgw.org Ethical issues review - Chapter 9, ASGW Best Practices Guidelines/- Diversity Competencies http://www.asgw.org Group development: Chapter 2
Week 2 (6/7) Leadership- Chapters 6,7,8,11 Planning a group- Chapter 3, 5 (pp. 75-86) Initial Stage- Video 1
Week 3 (6/14) Exam 1- Chapters 1,2,6,7,8,9,11,15., Best Practices, Professional Standards
Week 4 (6/21) Initial Stage- Goals and Norms: Chapter 4 Transition stage: member roles, Chapter 5 (87-93) Video- stage 2 group experience #1
Week 5 (6/28) Conflict- Chapter 12 Dealing with Difficult Group Members (Corey video) Social Power group experience #2
Week 6 (7/5) Working stage- Video stage 3 Groupthink group experience #3
Week 7 (7/12) Ending stage Group experience #4
Week 8 (7/19) Group experience #5
Week 9 (7/26) Exam 2- Chapters 3,4,5,12
Grading: Proposal 5% Group Leader Report: 10% Group Process Report: 10% Exam 1: 35% Exam 2: 35% Class attendance: 5%
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