Syllabus Template



EDCO 542 Group Counseling: Theory and Practice Syllabus

Fall 2008, Tuesdays 4:15-6:55

Room # 205

Instructor: Ginger Clark, Ph.D. E-mail: ginger.clark@usc.edu

Office: WPH-1001C Phone: 213-740-3479 Office Hours: By Appt.

Masters Office: WPH-602 Phone: 213-740-3255 Hours: M-F 9:00-5:00

|Rossier School of Education Theme: |

|“The Rossier School of Education focuses on redefining excellence in urban education through research, teaching and service in the areas of |

|leadership, learning, accountability and diversity.” |

|Course Overview |

|Group work is an important, but very unique, component to a counselor’s skill repertoire. The skills required for competent group work are |

|qualitatively different than the skills needed for individual counseling and family counseling. Students will learn group dynamics, group |

|process, and how to proficiently facilitate the group process and therapeutic progress in groups, all within the context of working effectively |

|with diverse populations. |

|Course Objectives |

|Students will demonstrate knowledge of the theory of small group process. |

|Students will practice and develop effective group counseling techniques. |

|Students will develop a personal theoretical approach that is appropriate for use in students’ respective career settings. |

|Students will demonstrate an understanding of the practical issues and problems related to beginning, conducting, and evaluating the group |

|process. |

|Students will demonstrate knowledge and use of culturally sensitive techniques in group work. |

|Course Requirements |

|Class Involvement and Participation (25 Points): |

|Students’ professionalism/preparation, attendance, and active participation in the class are critical to students’ learning and success in the |

|class. The interactive nature of the class encourages the sharing of individual ideas and reactions related to the course content. Missing |

|class, arriving more than 10 minutes late, leaving early, coming unprepared, and non-participation will result in a 3 point loss from your total |

|grade per incident. |

| |

|You are required to participate in all of the weekly on-line Blackboard discussions. This is an opportunity for us to go beyond our in-class |

|discussion and really explore the reading topics in depth. To get credit for online discussion, you must respond to all questions in that |

|discussion and your answers should be thoughtful and reflect understanding. One line answers or simply agreeing with another response are not |

|acceptable. Students must respond to on-line questions 48 hours after they are posted. Weekends do not count in the 48 hour period. Business |

|days only. If you miss an on-line discussion, you will lose 3 participation points for that week. |

| |

|Blackboard Discussion Leadership (25 Points): |

|Students will lead one on-line discussion on the readings for a particular week. Discussion leaders are required to devise 2 discussion questions|

|based on the readings; these questions should be posted on the course website within 24 hours after the class period during which we will review |

|the topic. Discussion leaders should familiarize themselves with the readings and be prepared to use their questions to lead a meaningful |

|discussion. Questions should address issues not already addressed in class. See Blackboard website for examples. Please use a new thread for |

|each question. Leaders should respond to those discussion statements that they find warrant response. Leaders are not required to respond to |

|all discussion responses. Weekends do not count in the 24 hour period. Business days only. |

| |

|Laboratory Practice Group: |

|Class members will participate in an in-class group during which group leadership skills will be practiced, the stages of group development will |

|be experienced, and group process will be observed. The laboratory practice group will be one hour in length starting in class 2. Students will|

|be grouped into leader pods of 4. The pod will lead four groups. Each group will be led by two co-leaders from the pod. The pod is responsible|

|for choosing who will lead the group with whom and when. Each leader pod member MUST lead the group at least twice. The pod members not leading|

|the group will be observers of the group that week and will sit outside the group and take notes on group process to be used in the feedback |

|discussion following group. It will be up to the leader pod to decide who will do this and who will lead each week. Group members have the |

|right to refuse participation in the laboratory group experience as a whole. Please see instructor for alternative experiences. Once you commit|

|to participate in group, it is important that you be there for all sessions. |

| |

|Leader Group Session Conceptualizations (25 Points each X 3): |

|Each leader pod will prepare session preparation notes, and will complete post session observations/conceptualizations. Session preparation |

|notes and Post session observations will be written according to guidelines provided at the end of the syllabus. Conceptualizations will be |

|type-written in narrative form with subheadings and turned in on the first class meeting following your group leader experiences. A copy of your|

|type-written session preparation notes should be attached to your conceptualizations. Session prep and post session conceptualizations should be|

|prepared as a group, using APA Style (without abstract or references) and turned in as a group assignment. Each group must video tape their |

|group session and feedback session, and post the video to Blackboard, under Discussion Board, VIDEO FORUM, then add a new Thread for your video |

|and feedback session. To upload these files, be sure to click on the video embed icon [pic] in the dash board of the discussion thread MESSAGE |

|BOX. DO NOT TRY TO ATTACH THE FILE; it won’t work. You may want to select a recorder and use e-mail or Blackboard chat if you don’t have time |

|to meet to do these assignments. Conceptualizations should be written after reviewing your video of that session, and are due one week after the|

|group is completed. |

| |

|Basic Group Counseling Skill Assessment (25 Points): |

|Each student will co-lead at least one group, some will lead two. Each co-leader will be evaluated on their use of basic group counseling skills|

|during their turn as a leader. For the session in which you want to be evaluated, please submit the Basic Group Counseling Skill Assessment form|

|found in the back of the syllabus (one for each co-leader), with the skills on which you would like to be evaluated circled. Please use your |

|pod as consultants if you feel weak in a group counseling skill area. They can give valuable feedback and direction. |

| |

|Topic Presentation 10 minutes (45 Points): |

|Each student will select a type of counseling group of their choosing and present information on that group to the class. You will investigate |

|the type of group in depth and present a lesson on how to run the group to the class. In your presentation you will demonstrate your knowledge |

|of the topic and be able to respond to questions. Presentations should be a brief overview of your group proposal, and no longer than 10 minutes|

|in length. The content of your presentation should include: |

|Introduction (5 points): An introduction to the group and the target issue that illustrates why this type of group is important. |

|Target Population (5 points): Information regarding the target population for this group/issue (statistics about who is affected and why, |

|prevalence, diversity issues, etc.). |

|Therapeutic issues (5 points): Therapeutic issues that will be addressed in the group. |

|Theory (5 points): A brief overview of how you are conceptualizing the issues in the group using your chosen counseling theory, the |

|theoretically-based techniques that are appropriate for this group, and any research supporting the use of this theoretical approach with this |

|type of issue or group. |

|Literature (5 points): Findings from 3 scholarly, professional, peer-reviewed journals about the effectiveness of this type of group in dealing |

|with its target issue. If you cannot find studies that have looked at this type of group, pull together articles that would suggest that this |

|group and approach would work for this population (e.g., one article might suggest that CBT works well in addressing depression, and one article |

|might suggest group work is effective in dealing with depressive issues in adolescents, therefore your proposal for a CBT based group for |

|adolescents can logically be predicted to be effective). |

|Timeline and Curricula (5 points): A timeline and curriculum for each week of the group (including handouts (if relevant) to be given to |

|clients). In your presentation, this should be reviewed very briefly. Choose the most powerful points to present, and allow your classmates to |

|review the entire curriculum on their own time. |

|Conclusion (5 points): A conclusion that ties together all of the information you have presented. |

|References and Resources (5 points): A list of references and resources (e.g., websites, organizations, etc.) should be provided as part of your|

|outline. You do not need to review these in your presentation. |

|Outline and Presentation Skills (5 points): A presentation outline should be given to the class. The outline should have sufficient detail so |

|that other students may implement this group in their future work setting. The outline should include all of the basic information in your |

|presentation and should include the sample group curriculum and supportive handouts. If you use materials developed by some one other than |

|yourself, you must cite the source of the material on the bottom of the handout. This outline may be e-mailed to your fellow students to cut |

|down on costs, but should be e-mailed at least 2 days before your presentation. Please bring one hard copy for the instructor, and attach a copy|

|of the topic presentation rubric to be graded and returned to you by the instructor. Your presentation should be engaging, conversational, and |

|dynamic. Students should not read their presentation. |

|Your presentation should be an abbreviated version of particular areas of your counseling group proposal. |

| |

|Please submit your written presentation file to TURNITIN via Blackboard. You will find the TURNITIN assignment under “Assignments” on |

|Blackboard. You should submit your file electronically BEFORE class on the day you turn your hardcopy in to me. |

| |

|Counseling Group Proposal (55 Points): |

|This paper is focused on the basic issues and practical organizational factors involved in setting up a group appropriate for use in your future |

|counseling setting. This should be an expanded review of the group you chose for the Topic Presentation. |

| |

|Listed below are topic areas that should be addressed when proposing a counseling group. Limit the actual text of your proposal to 10 pages |

|(typed, double-spaced). The paper should be written in proper APA style, including an abstract and a minimum of seven references (including at |

|least three peer-reviewed journal articles) to support your proposal. |

| |

|Note: Your proposal should be well written, using APA Style. Please use sub-headings to separate the topic areas of your proposal. Paragraphs |

|should be well developed. Poor grammar, sentence structure, and spelling will lower your grade. |

| |

|Group Logistics (5 points): Indicate the type of group, the setting, and give the group a name. Attach sample recruitment material and an |

|informed consent form appropriate for your population. (Remember to inform clients that you cannot guarantee confidentiality in a group setting,|

|and of the voluntary nature of the group.) |

|Introduction (5 points): Explain why the group proposed here is important and worthwhile by identifying social trends, neglected societal or |

|local issues, or other relevant information. What is the impact on society and individuals? Evidence from published research should also be |

|included in the explanation. |

|Population concerns (5 points): Which population and problems will be helped by this group?* Describe the population in some depth addressing |

|relevant cultural, gender, and developmental issues, and document with references. |

|Group counseling theories (10 points): What group counseling theory or theories will be used to guide the group?* In general, what are theory’s |

|basic assumptions?* What are the goals of this theory?* How does it explain client change?* Specifically, how would this theory explain the |

|problems addressed in this group, and what are the goals for this group, according to tenets of this theory? What theoretically based techniques|

|will be used? How do these theories match the population and concerns described above?* If you are using more than one theory, how will they be|

|integrated so they are complementary rather than contradictory? Evidence from research would be important to support the use of your theory. |

|Leadership (5 points): What personal characteristics will be important for leaders working with the population and concerns described above? |

|What training and/or supervision should the leaders have, according to the theories also described above?* What functions will the leaders |

|fulfill and what leadership techniques will they employ to fulfill them? What possible effects would individual leadership have compared to |

|co-leadership? How will the leaders fulfill their responsibilities to protect the rights and promote the welfare of members?* |

|Membership (10 points): How will group members be recruited and what effects might this recruitment process have?* What are the optimal and |

|acceptable number of group members? What criteria and methods will be used for screening out and selecting in group members?* What information |

|will be gathered on group members prior to entering the group? Why is this information important? What dimensions of development will be |

|important to consider when determining group composition? In what ways will the group be homogeneous and/or heterogeneous? What would be an |

|ideal group composition? How will group members be prepared for the group experience?* What are members’ rights and responsibilities?* What |

|roles and behaviors will be expected of members in the group?* What risks are there in participating in the group?* |

|Group Development (5 points): In what ways would you characterize the development of the group over time? Include in your discussion changes in |

|membership (e.g., adding members, attrition, etc.), changes in members’ concerns, stages the group may pass through, group dynamics, and changes |

|in members’ roles. How will use of theories, leadership functions, and techniques change in response to the group’s development? How will |

|termination be handled? |

|Research and evaluation (5 points): How will termination and follow-up assessments be performed to evaluate the effectiveness of the group?* What|

|provisions will be made for persons who do not progress or who are harmed as a result of the group experience?* What kinds of research studies |

|might be helpful in determining the process and outcomes of the group? |

|Ethics (5 points): Review the “Ethical Guidelines for Group Counseling” (Association for Specialists in Group Work, 1989 Appendix A and B). The |

|questions marked with an * above are closely related to these guidelines. Evaluate the extent to which your proposal has addressed the |

|guidelines. Address here any relevant guidelines that were not covered in other sections (you should be able to find at least 2 areas not |

|covered). |

| |

|Please submit your Proposal file to TURNITIN via Blackboard. You will find the TURNITIN assignment under “Assignments” on Blackboard. You |

|should submit your file electronically BEFORE class on the day you turn your hardcopy in to me. |

|Textbooks and other materials |

|Gladding, S. (2003). Group Work: A Counseling Specialty, 4th Edition. New Jersey: Prentice Hall. |

| |

|Yalom, I.D. (2005). The Theory and Practice of Group Psychotherapy, 5th Edition. New York: Basic Books. |

| |

|(Optional) American Psychological Association (2001). Publication Manual (5th Edition). |

| |

|Video recorder, I recommend the FLIP video recorder. |

|Class Participation |

|Small group discussions will occur at every class meeting and students are expected to participate fully in them. Students are also encouraged to|

|ask questions and actively participate in both planned and impromptu class discussions so long as the discussion forwards the purpose of the |

|class. Effort invested during class time will reduce the effort necessary outside class. |

| |

|Students who miss class or are late to class, without a documented excuse, will lose 3 points per occurrence from their total grade. |

|Grading |

| Points % of grade |

|Attendance, Participation, Professionalism 25 10.0% |

|Blackboard Leadership 25 10.0% |

|Session Conceptualization #1 25 10.0% |

|Session Conceptualization #2 25 10.0% |

|Session Conceptualization #3 25 10.0% |

|Basic Group Leader Skills 25 10.0% |

|Topic Presentation 45 18.0% |

|Counseling Group Proposal 55 22.0% |

|250 100.0% |

| |

|A = 94%-100% A- = 90%-93% B+ = 87%-89% B = 84%-86% |

|B- = 80%-83% C+ = 77%-79% C = 74%-76% C- = 70%-73% |

| |

|A = 235 or greater, A- = 225-234, B+ = 217-224, B = 210-216, B- = 200-209, C+ = 192-198 |

|Grades |

|All Master’s degree students should be submitting B, B+ or A- work. Students receiving a C, should consult their professors immediately for |

|feedback about making significant changes in their approach to their courses. Students receiving a D or below are not working at the graduate |

|level, and should seriously consider whether their current life circumstances are conducive to successfully completing a Master’s degree at this |

|time. Master’s level students should not expect to get an A as a matter of course. A’s are reserved for outstanding achievement, reflecting |

|exceptional understanding, insight, and writing (i.e., profound command of the course content with an exceptionally high level of scholarship and|

|excellence). Only a few students will receive A’s at this level because you have reached a new, and much higher, standard of performance at the |

|master’s level, and there is always room to improve. If you receive an A in a class, you know you have gone far above and beyond what is |

|expected of you. If you receive a B, you have met our expectations. |

|Writing Skills |

|All papers should be professional documents, written in scholarly language. They should be type-written, in APA format, with sub-headings. Make|

|sure you address all parts of the assignment. Please have a colleague give you feedback on writing errors and clarity before you turn it in. |

|Your grade will be affected by your demonstration of writing skills (e.g., clarity, grammar, syntax, insight, mastery of course content, use of |

|APA style, etc.). If you know writing is a challenge for you, please use the writing center on campus to help you develop this skill early in |

|your program and before you submit your papers. You can also use online writing centers found at |

|. If your paper does not meet the appropriate standards for graduate level writing,|

|you will be docked 10% of the total points for the assignment, and may be required to provide proof of use of the writing center for all future |

|papers in this course. |

|Late Assignments |

|In order to be fair to everyone in class, assignments should be turned in within the first 10 minutes of class on the date they are due. Any |

|assignments turned in after that point will lose one full letter grade (10%), and an additional 10% for every week they are late, unless the |

|student has been excused by the instructor. Please inform the instructor before class if you must miss class or if an assignment will be late, |

|due to an emergency. Whenever possible, students should arrange to have their work turned in on time by one of their colleagues or via e-mail. |

|If this is not possible, in the case of documented excusable absence, students may make arrangements with the instructor to make up missed work |

|or turn in late assignments. If an emergency situation prevents students from completing all requirements in the course, students should see the|

|instructor about how to proceed with retaking the course at a better time. Students should provide written documentation to validate emergencies|

|(e.g., doctor’s note). |

| |

|Students must hand in all assignments by the end of the final exam time in order to receive a passing grade for this course. If all assignments |

|are not handed in, students will receive a failing grade for the course regardless of how they well they did on other assignments. |

|Academic Accommodations |

|Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each |

|semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me as early in|

|the semester as possible. DSP is located in STU 301 and is open 8:30 a.m. - 5:00 p.m., Monday through Friday. The phone number for DSP is (213) |

|740-7766. |

|Incompletes |

|IN – incomplete (work not completed because of documented illness or some other emergency occurring after the twelfth week of the semester; |

|arrangements for the IN and its removal should be initiated by the student and agreed to by the instructor prior to the final exam); IX – lapsed |

|incomplete. |

|Conditions for Removing a Grade of Incomplete. If an IN is assigned as the student’s grade, the instructor will fill out the Incomplete (IN) |

|Completion form which will specify to the student and to the department the work remaining to be done, the procedures for its completion, the |

|grade in the course to date and the weight to be assigned to the work remaining to be done when computing the final grade. A student may remove |

|the IN by completing only the portion of required work not finished as a result of documented illness or emergency occurring after the twelfth |

|week of the semester. Previously graded work may not be repeated for credit. It is not possible to remove an IN by re-registering for the course,|

|even within the designated time. |

|Time Limit for Removal of an Incomplete. One calendar year is allowed to remove an IN. Individual academic units may have more stringent policies|

|regarding these time limits. If the IN is not removed within the designated time, the course is considered “lapsed,” the grade is changed to an |

|“IX” and it will be calculated into the grade point average as 0 points. Courses offered on a Credit/No Credit basis or taken on a Pass/No Pass |

|basis for which a mark of Incomplete is assigned will be lapsed with a mark of NC or NP and will not be calculated into the grade point average. |

|Academic Dishonesty () |

|Plagiarism is the use of others’ ideas, writings, research, drawings, etc. in a paper without appropriate acknowledgment. Paraphrasing (putting |

|the material in your own words, etc.) is usually acceptable as long as the original reference is cited, and you do not imply that the ideas or |

|thoughts are your own. You must always use quotation marks and a citation when using someone else’s words verbatim. |

| |

|Cheating is defined as the act of obtaining or attempting to obtain academic credit for work by the use of any dishonest, deceptive, or |

|fraudulent means. Action will be taken if an instructor suspects a student of cheating. |

| |

|When working with other students, be sure you turn in your own original work with your own original thoughts. Each student’s work should be |

|unique and reflect his/her own thought processes. |

Course Schedule

|Class |Date |Topic |Grp # |Reading |

|1 |8/26 |Overview of the course, Introduction to group work, | |Gladding Ch. 1 & 2 |

| | |Types of Group Work, | | |

|2 |9/2 |Group Dynamics, Ethical issues in group work, Stages | |Gladding Ch. 3 & 10, Appendices A, B, &|

| | |of Group, Initial Stage of the group: Forming, | |C |

| | |Gladding Tape Creating a Group, | |Yalom Ch 1, 2, 3, 4, 10, 11, & Appendix|

| | | | |BB: |

| | | | |BB: |

|3 |9/9 |Group leadership skills, Here and Now work | |Gladding Ch.4, 5 |

| | |Video #3 Yalom Tape 1 Part 1 | |Yalom Ch 5, 6, 7, 8, 9 BB: |

| | | | |BB: |

|4 |9/16 |Transition stage: Storming and Norming |1 |Gladding Ch. 6 |

| | | | |Yalom Ch. |

| | |Laboratory Group Begins | |BB: |

| | | | |BB: |

|5 |9/23 |Working Stage: Performing |2 |Gladding Ch. 7 |

| | |TP: | |BB: |

| | | | |BB: |

|6 |9/30 |Termination of a Group: Adjourning |3 |Gladding Ch. 8 |

| | |TP: | |Yalom Ch 12 |

| | | | |BB: |

| | | | |BB: |

|7 |10/7 |Problem Patients |4 |Yalom Ch. 13 |

| | |TP: | |BB: |

| | |TP: | | |

|8 |10/14 |Group work with Diverse Populations |5 |Gladding Ch. 9 |

| | |TP: | |BB: |

| | |TP: | | |

|9 |10/21 |Crisis Intervention: Debriefing Group Model |6 |Handouts |

| | |TP: | | |

| | |TP: | | |

|10 |10/28 |Intentionally Structured Groups |7 |Yalom Ch 15 |

| | |TP: | |Gladding Ch. 11, 12, 13, 14 |

| | |TP: | |BB: |

| | | | |BB: |

|11 |11/4 |Theoretically based Groups |8 |Gladding Ch. 15, 16, 17, 18, 19 |

| | |TP: | |BB: |

| | |TP: | |BB: |

|12 |11/11 |Specialized Formats and Procedural Aids |9 |Yalom Ch. 14 |

| | |TP: | |BB: |

| | |TP: | | |

|13 |11/18 |Evaluation of Group Work: Goal Setting and Assessment|10 |Discussion |

| | |TP: | | |

| | | | | |

|14 |11/25 |Group Therapy: Encounter Groups |11 |Yalom Ch. 15 |

| | |TP: | |BB: |

|15 |12/2 |Training of Group Leaders |12 |Yalom Ch. 16 |

| | |Laboratory Group ends | |BB: |

| | |Summary and critique of the course | | |

EDCO 542 Group Counseling

Personal Growth Group for Group Counselor Trainees

Leadership Calendar

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|Session 1 | |Pod: 1 |

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|Session 2 | |Pod: 2 |

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|Session 3 | |Pod: 3 |

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|Session 4 | |Pod: 4 |

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|Session 5 | |Pod: 1 |

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|Session 6 | |Pod: 2 |

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|Session 7 | |Pod: 3 |

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|Session 8 | |Pod: 4 |

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|Session 9 | |Pod: 1 |

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|Session 10 | |Pod: 2 |

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|Session 11 | |Pod: 3 |

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|Session 12 | |Pod: 4 |

Session Preparation Notes

Each leader group will submit a copy of their type-written preparation notes with their session conceptualization assignments. Below are some guidelines of areas you should cover in your session preparation notes. Please use subheadings.

• Process goals/objectives for the session

• Practice goals for your individual leadership skill development

• Practice goals for your co-leadership relationship

• Topics to be covered

• Process questions

• Behavioral outcomes (how will you know you have achieved your purposes or objectives)

Students should be prepared to alter their plans according to group needs during each session.

Session Conceptualization Guidelines

Post session observations will be written according to guidelines below. Conceptualizations will be type-written in narrative form, with subheadings, and turned in on the first class meeting following all group leader experiences. A copy of your session preparation notes should be attached to your conceptualizations. (20 points each)

1. How was the introduction handled? Were links made to previous sessions?

2. Number in attendance?

3. What group development/therapeutic factors were you working on during this session?

4. How did activities/process questions contribute to or take away from group and/or individual development?

5. What were the critical incidents during the session?

6. Other positive and negative developments that came up during the session?

7. Linkages made between ideas. Linkages made between people.

8. How were processing and closure handled?

9. Issues to focus on for next session.

10. Other problems/issues experienced by the leaders.

Basic Group Leader Skills Assessment

|1. |Dealing with Resistance | |5 4 3 2 1 0 ___ |

|2. |Linking | |5 4 3 2 1 0 ___ |

|3. |Tying Things Together | |5 4 3 2 1 0 ___ |

|4. |Confronting | |5 4 3 2 1 0 ___ |

|5. |Reality Testing | |5 4 3 2 1 0 ___ |

|6. |Dealing with Silence | |5 4 3 2 1 0 ___ |

|7. |Self Disclosure | |5 4 3 2 1 0 ___ |

|8. |Pulling Group Down From Intellectualization to Deeper Work | |5 4 3 2 1 0 ___ |

|9. |Holding Focus/Changing Focus | |5 4 3 2 1 0 ___ |

|10. |Redirecting | |5 4 3 2 1 0 ___ |

|11. |Here and Now Work | |5 4 3 2 1 0 ___ |

|12. |Processing Experience | |5 4 3 2 1 0 ___ |

|13. |Noticing Non-Verbals | |5 4 3 2 1 0 ___ |

|14. |Clarifying | |5 4 3 2 1 0 ___ |

|15. |Summarizing | |5 4 3 2 1 0 ___ |

|16. |Drawing in Group Members | |5 4 3 2 1 0 ___ |

|17. |Identifying Group Issue in Individuals’ Work | |5 4 3 2 1 0 ___ |

|18. |Scanning Group | |5 4 3 2 1 0 ___ |

|19. |Using One Group Member to Help Another With an Issue | |5 4 3 2 1 0 ___ |

|20. |Making Covert Overt | |5 4 3 2 1 0 ___ |

| |To be used on ONE session of your choosing. Total | | ___ |

| |Should use at least 5 of these skills each session. | | |

| |Circle the five skills you plan to work on. You will be graded on the five you use. | |25 possible. |

Leader: ________________ Group Session#: _________________

EDCO 542 GROUP COUNSELING

Topic Presentation List

• Groups for Children

• Groups for Adolescents

• Groups for College Students and Young Adults

• Groups for Men

• Groups for Women

• Groups for Married and Unmarried/Partnered and non-Partnered

• Groups for Divorced Men or Women

• Groups for Domestic Violence

• Groups for Gay, Lesbian, Bisexual, or Transgendered People

• Cooperative learning groups

• Groups for Women or Men of Color

• Groups for Persons with Life-Threatening Illnesses

• Groups for the Elderly

• Psychoanalytic Groups

• Transactional Analysis Groups

• Adlerian Groups

• Person-Centered Groups

• Gestalt Groups

• Existential Groups

• REBT Groups

• Reality Therapy Groups

• Behavioral Groups

• Psychodrama Groups

• Solution-focused groups

• Self-help groups

• Technology and group work

• Groups for ADHD Children

• Groups for Autistic Children or their Parents

• Groups for Re-entry students

• Drug and/or Alcohol Education Groups for Students

• Groups for Pregnant Teens

• Grief Groups

• Eating Disorder Groups

• Obsessive-Compulsive Disorder Groups

• Groups for Adult Offenders

• Rape Education Groups for Men

• Groups for Un- or Underemployed

• Focus Groups

• Groups for African American Boys with Incarcerated Parents

• ADHD Educational groups for families

• Sexual Addiction Groups for Gay Men

• Leadership Groups for Latino Youth

• Support Groups for Working Mothers

TOPIC PRESENTATION _____________________________

Name of Presenter Date

_____________________________

Topic

|1. |Introduction: Effort to arouse interest; relate to student’s needs; motivate further | |5 4 3 2 1 0 ___ |

| |study, etc. Clearly stated indication of why this group was chosen and why it is | | |

| |important. | | |

|2. |Target Population: Information regarding the target population for this group/issue | |5 4 3 2 1 0 ___ |

| |(statistics about who is affected and why, prevalence, issues surrounding culture, gender,| | |

| |age, SES, etc.). | | |

|3. |Therapeutic Issues: Issues that will be addressed in the group. | |5 4 3 2 1 0 ___ |

|4. |Theory: A brief conceptualization of the issues using counseling theory, the | |5 4 3 2 1 0 ___ |

| |theoretically-based techniques, research supporting the use of this theoretical approach | | |

| |with this type group. | | |

|5. |Literature: Findings from 3 scholarly, professional, peer-reviewed journals about the | |5 4 3 2 1 0 ___ |

| |effectiveness of this type of group in dealing with its target issue. | | |

|6. |Timeline and Curricula: Timeline and curriculum for each week of the group (including | |5 4 3 2 1 0 ___ |

| |handouts). Only discuss highlights, not the entire curriculum. | | |

|7. |Conclusion: Tie together the presentation. | |5 4 3 2 1 0 ___ |

|8. |References: References and resources (websites, organizations, etc.). | |5 4 3 2 1 0 ___ |

|9. |Outline and Presentation Skills: Helpful basic outline including curriculum and handouts.| |5 4 3 2 1 0 ___ |

| |Use of engaging, conversational presentation style. Presentation, and not reading, of | | |

| |information. | | |

| |Total | | ___ |

Open-ended Comments:

Particularly helpful and appreciated was your:

One suggestions for improving future presentations is:

EDCO 542 Group Counseling

Laboratory Practice Informed Consent

This Group Counseling course adheres to the ASGW Professional Standards for Training of Group Workers (Appendix C, Gladding, 2003). In examining group theories, there will be four areas of group work introduced: Task/Work Groups, Guidance Psycho-educational Groups; Counseling/Interpersonal Problem-Solving Groups; and Process/Psychotherapy/Personality Reconstruction Groups. As an introductory course for masters level graduate students, training in knowledge and skill competencies of group counseling, as well as supervised practice in a classroom group will be provided. The focus of the class laboratory practice will be on developing skills to facilitate process groups and to understand group process. The supervision of the laboratory practice is aimed at developing the leadership skills of the persons responsible for conducting a specific session. The laboratory practice sessions are educationally focused for the development of specific group leadership competencies, and although students will often gain personal insight during their participation as members in the group, this group should not be seen as an equivalent to or substitution for professional therapy. The evaluation process will focus on the leadership competencies required/demonstrated in the group training and not on performance of students as group members.

Your participation in the laboratory practice group is voluntary, and you are free to terminate participation in the group at any time. If you choose to terminate your participation before the group ends, it is requested, but not required, that you meet with the group to discuss your decision to terminate, in order to facilitate closure. It is important to recognize that confidentiality, although strongly encouraged, cannot be guaranteed in group counseling, group work, or class discussions, as the course instructor cannot control what group members or students discuss outside of class. Therefore, students should be thoughtful about the topics and information they choose to share in group. Students should not use the group to work on traumatic or particularly sensitive personal issues, as the group leaders will not have the training or adequate time to deal with such serious psychotherapeutic issues; appropriate use of boundaries is required.

There are alternatives to the laboratory practice for those who do not wish to be a member of this group. Individuals are invited to meet with the instructor to discuss and set up alternatives if desired.

It is important to have a supervised practice in the professional preparation of group workers. The training design of the course is in response to the ACA and ASGW Ethical and Training Standards. If an issue or perceived difficulty is experienced, please set up an appointment with the instructor to discuss and resolve the issue.

Your signature here indicates an understanding of and agreement to the above statement and class procedures.

Student Signature Ginger Clark, Ph.D.

Group Counseling Instructor

Your Copy to Keep for Reference

EDCO 542 Group Counseling

Laboratory Practice Informed Consent

This Group Counseling course adheres to the ASGW Professional Standards for Training of Group Workers (Appendix C, Gladding, 2003). In examining group theories, there will be four areas of group work introduced: Task/Work Groups, Guidance Psycho-educational Groups; Counseling/Interpersonal Problem-Solving Groups; and Process/Psychotherapy/Personality Reconstruction Groups. As an introductory course for masters level graduate students, training in knowledge and skill competencies of group counseling, as well as supervised practice in a classroom group will be provided. The focus of the class laboratory practice will be on developing skills to facilitate process groups and to understand group process. The supervision of the laboratory practice is aimed at developing the leadership skills of the persons responsible for conducting a specific session. The laboratory practice sessions are educationally focused for the development of specific group leadership competencies, and although students will often gain personal insight during their participation as members in the group, this group should not be seen as an equivalent to or substitution for professional therapy. The evaluation process will focus on the leadership competencies required/demonstrated in the group training and not on performance of students as group members.

Your participation in the laboratory practice group is voluntary, and you are free to terminate participation in the group at any time. If you choose to terminate your participation before the group ends, it is requested, but not required, that you meet with the group to discuss your decision to terminate, in order to facilitate closure. It is important to recognize that confidentiality, although strongly encouraged, cannot be guaranteed in group counseling, group work, or class discussions, as the course instructor cannot control what group members or students discuss outside of class. Therefore, students should be thoughtful about the topics and information they choose to share in group. Students should not use the group to work on traumatic or particularly sensitive personal issues, as the group leaders will not have the training or adequate time to deal with such serious psychotherapeutic issues; appropriate use of boundaries is required.

There are alternatives to the laboratory practice for those who do not wish to be a member of this group. Individuals are invited to meet with the instructor to discuss and set up alternatives if desired.

It is important to have a supervised practice in the professional preparation of group workers. The training design of the course is in response to the ACA and ASGW Ethical and Training Standards. If an issue or perceived difficulty is experienced, please set up an appointment with the instructor to discuss and resolve the issue.

Your signature here indicates an understanding of and agreement to the above statement and class procedures.

Student Signature Ginger Clark, Ph.D.

Group Counseling Instructor

Read, Sign and Turn in to me on First Night

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