Group Work: Theory and Techniques



[pic] |Counseling & Human Development Services

Adult, Counseling, Health, & Vocational Services

310 White Hall, Kent, Ohio 44242-0001

|[pic] | |

|CHDS 6/77820: Group Work: Theory and Techniques |

|(3 Credit Hours) |

|Instructor: |Dr. Betsy Page, Ed.D. |

|Office Telephone: |330-672-0696 |

|Secretary Telephone: |330-672-2662 |

|FAX: |330-672-3063 |

|Email Address: |bpage@kent.edu |

| |Please use the words “group class” as the subject line of any email – in order to|

| |decrease problems with computer viruses, any emails that are not from a known |

| |person or source are not opened. |

| | |

|Semester: |Summer 2009 |

|Office Hours: |In general office hours will be Tuesday morning or by appointment. Please email |

| |me at bpage@kent.edu or call me at 330 672-0696, and make an appointment in |

| |advance. |

KSU Graduate Catalogue Course Description

|This is an experiential and didactic course designed to provide both an overview of groups and a basic group experience. Involvement in a |

|group is part of this course. |

Course Objectives

|To understand the principles of group dynamics, including group process components, developmental stage theories, group member's roles and |

|behaviors, and therapeutic factors of group work. |

|To understand group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles. |

|To understand theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature. |

|To understand group counseling methods including group counselor orientations and behaviors, appropriate selection criteria and methods, and |

|methods of evaluation of effectiveness. |

|To become introduced to approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups. |

|To understand professional preparation standards for group leaders. |

|To understand ethical and legal considerations in group work. |

CACREP Standards

|The following CACREP (2001) standards are met during this class. These standards are listed in the tentative schedule and are considered |

|essential to the course. |

|II.K.6. Group Work: a. principles of group dynamics, including group process components, developmental stage theories, group members’ roles |

|and behaviors, and therapeutic factors of group work. |

|II.K.6. Group Work: b. group leadership styles and approaches, including characteristics of various types of group leaders and leadership |

|styles. |

|II.K.6. Group Work: c. theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and |

|literature. |

|II.K.6. Group Work: d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and |

|methods, and methods of evaluation of effectiveness. |

|II.K.6. Group Work: e. approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups. |

|II.K.6. Group Work: f. professional preparation standards for group leaders. |

|II.K.6. Group Work: g. ethical and legal considerations. |

| |

|CHDS Doctoral Students should note that this course does not meet the requirement for doctoral students to have advanced training in group |

|counseling. |

Method of Course Delivery

|The class meets from 1:00 – 3:30 pm on Mondays, Tuesdays, and Wednesdays. A combination of experiential learning, lecture, discussion, and |

|reading will be used. Students are expected to use computers and the Internet as an integrated part of their approach to scholarship as |

|graduate students. Kent State University provides computers for student use on the first floor of the main library. The College and Graduate |

|School of Education provides computers for student use in the computer labs and Instructional Resources Center (IRC) both of which are located|

|on the second floor of White Hall. Information for some sessions may be posted on the WebCT site. |

| |

|If you are unfamiliar with the general processes for word processing, searching for materials on the Internet, or saving materials, the |

|library provides a free series of “1 hour seminars” that will help you build your skill. Some assistance may also be available in the computer|

|room of the main library or in the Instructional Resources Center in White Hall. |

Required Texts

• Gladding, S. T. (2008). Groups: A counseling specialty (5th. Ed.). Upper Saddle River, NJ: Merrill. ISBN – 13 978-0-13-173595-8

• Page, B. J., & Jencius, M. J. (2009). Groups: Planning and Leadership Skills. Boston: Lahaska Press. ISBN – 13 978-0-618-63943-4

• Publication manual of the American Psychological Association (5th ed.). Washington, D. C.: American Psychological Association.

• You will also want access to a basic text on counseling theory. This may be the text used in Introduction to Counseling (the theory course) or similar, current text from the library.

Recommended Texts

• Barlow, D. H., Hayes, S. C., & Nelson, R. O. (1984). The scientist practitioner: Research and accountability in clinical and educational settings. Boston: Allyn and Bacon.

• Capuzzi, D., Gross, D. R., & Stauffer, M. D. (2006). Introduction to group counseling (4thd. ed.). Denver, CO: Love.

• Conyne, R. (1989). How personal growth and task groups work. Newbury Park, CA: Sage.

• Conyne, R. K. (1999). Failures in group work: How we can learn from our mistakes. Thousand Oaks, CA: Sage.

• DeLucia-Waack, J. L., & Donigian, J. (2004). The practice of multicultural group work: Visions and perspectives from the field. Belmont, CA: Brooks/Cole.

• Donigian, J., & Malnati, R. (1997). Systemic group therapy: A triadic model. Pacific Grove, CA: Brooks/Cole.

• Gazda, G. M., Ginter, E. J., & Horne, A. M. (2001). Group counseling and group psychotherapy: Theory and application. Boston: Allyn and Bacon.

• Granrose, C. S., & Oskamp, S. (1997). Cross cultural work groups. Thousand Oaks, CA: Sage.

• Jacobs, E. E. (1992). Creative counseling techniques: An illustrated guide. Odessa, FL: Psychological Assessment Resources.

• Jacobs, E. E, Masson, R. L., & Harvill, R. L. (2006). Group counseling: Strategies & Skills (5th. ed.). Belmont, CA: Thompson.

• Heppner, P. P., Kivlighan, Jr., D. M., & Wampold, B. E. (1999). Research design in counseling (2nd Ed.). Pacific Grove, CA: Brooks/Cole.

• Hulse-Killacky, D., Killacky, J., & Donigian, J. (2001). Making task work groups work in your world. Upper Saddle River, NJ: Prentice-Hall.

• Kraus, K. L. (2003). Exercises in group work. Upper Saddle River, NJ: Merrill Prentice Hall.

• Kline, W. B. (2003). Interactive group counseling and therapy. Upper Saddle River, NJ: Merrill Prentice Hall.

• Mc Kay, M., & Paleg, K. (Eds.). (1992). Focal group psychotherapy. Oakland, CA: New Harbinger.

• O'Rourke, K., & Worzbyt, J. C. (1996). Support groups for children. Bristol, PA: Accelerated Development.

• Pack-Brown, S., Whittington-Clark, L. E., & Parker, W. (1998). Images of me: A guide to group work with African-American women. Boston: Allyn and Bacon.

• Rose, S. D. (1998). Group therapy with troubled youth: A cognitive behavioral approach. Thousand Oaks, CA: Sage.

• Spitz, H. I. (1996). Group psychotherapy and managed mental health care: A guide for providers. New York: Brunner/Mazel.

• Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.

• Journal for Specialists in Group Work

• Journal of Counseling and Development

• Group

• International Journal of Group Psychotherapy

• Small Group Research

• The Professional School Counselor

• Journal of Technology in Counseling

• Journal of Technology in Human Services

In addition to the readings assigned, students are encouraged to use the library regularly. Reading of group work research journals and texts promotes development of the complex conceptualization needed for success in group leadership. The library also contains video tapes on group work and extensive holdings of books elaborating group plans for specific populations and issues for example groups for women who have been abused. I encourage you to use your initiative and to become a self-directed learner.

Course Assignments

General expectations:

Content: Follow the directions carefully addressing each requirement of the assignment.

Timeliness: Assignments are due as indicated on the syllabus. Start work on your papers early. You may turn the papers in class on the day they are due. If you will be absent on the day the paper is due arrange for a classmate to turn the paper in for you. Do not email or fax papers. Points will be deducted from late papers.

Writing: Group Work: Theory and Technique is a graduate class therefore professional writing is expected. Analysis, synthesis, and evaluation of concepts are expected. Papers will be typed or computer printed. Use 12 point font and double space your text. FOLLOW APA STYLE; refer to the APA publication manual 5th edition as needed.

Particularly attend to the formats for the following:

• title page

• use of heading

• citations in the text

• Quotations

• References.

Papers will be evaluated on content, writing, and APA style.

If your basic writing and composition skills are not strong, please make use of the Student Success Center. The Student Success Center offers scheduled or drop in tutoring on writing.

The following are examples of writing problems that have resulted in points being deducted from student papers in the past:

• Disorganized writing

• Failure to write in paragraphs

• Use of sentence fragments

• Responding to questions with a string of direct quotations rather than answering the question or writing to the point

• Mixing singular and plural in the same sentence

• Ending sentences in prepositions

Test 1: This will be an in class test covering all assigned readings, up to and including the day of June 23rd. Class discussions and activities as well as materials on WebCT up to the time of the test may also be included in questions on the test. Format for the questions may include: multiple choice, matching, true-false, and essay.

Final: The final will be in class on July 15th. The final covers all assigned readings due after test 1, up to and including the day of the test. Class discussions and activities as well as materials on WebCT up to the time of the test may also be included in questions on the test. Format for the question may include: multiple choice, matching, true-false, and essay.

Note: Students are expected to take the tests with the class. Any need for make up tests should be discussed with the instructor during the first two days of the semester. Make up tests will be scheduled at instructor convenience and may have different questions than those of the original test.

Table on Theory Application to Groups

Quality group leadership bases a group in theory. Concepts addressed in the group should be characteristic of the theory. Activities and discussions should address the topic of the group and be grounded in the theory. Progress of the members and particularly outcome evaluation at the end of the group should be directly tied to the theory base of the group and to the specific discussions or activities used to address concepts in the theory.

Evaluating the outcome of the group based on member satisfaction alone is insufficient.

You are to develop a table that addresses the application of theory to group work for three different theories of your choice. Set up your table with the column and row headings as shown in the example below. I have provided an illustrative example using Behavioral Theory but you may choose and three theories you want and do not have to use behavioral theory as one of them.

|Theoretical concept characteristic of the |Activity or discussion designed to |Item, question, or product used in the end of |

|theory |specifically address the concept |group evaluation designed to assess learning or |

| | |skills |

|Theory A: Behavioral Theory | | |

|1. Self monitoring of behavior (smoking) |Mini lecture by leader teaching how to |Client turns in weekly charts of number of |

| |construct chart and how to record number |cigarettes smoked |

| |of cigarettes smoked | |

|2. | | |

|3. | | |

|Theory B: | | |

|1. | | |

|2. | | |

|3. | | |

|Theory C: | | |

|1. | | |

|2. | | |

|3. | | |

Coleading a group in class: Each student will be expected to prepare a group, colead the group in class, and participate in class discussion of group process after the group. The length of the group will be approximately half an hour. The topic of the group will be chosen by the members. This is a skills training group. The purpose of the group is to demonstrate basic group leader skills including:

• stating a clear purpose for the group

• setting clear norms

• linking members

• monitoring the group

• reflecting content, feelings, and meaning

• holding the focus

• direct teaching on specific points

• cutting off members

• Drawing out members

• using rounds

• encouraging appropriate expression of differences

• giving feedback

• balancing participation in the group

• clarifying goals (group and member)

• providing structure: beginning, working focus, processing and closure

• communicating with coleader

• following guidelines for ethical practice

Group leaders may also be asked to demonstrate particular stages in group development or purposes and activities consistent with the use of specific theories.

The in class groups also provide and opportunity to study and experience a variety of member roles. Students are encouraged to use appropriate leader skills to help the group while they are members of the group.

Evaluation of Coleadership

• Demonstration of basic leader skills listed above

• Balanced coleadership

o the coleaders should be equally active leading the group

o it is not satisfactory for one coleader to do most of the talking and the other to be a silent observer

• Demonstration of beginning, working focus, and processing and closure

• Students who abandon their scheduled coleader will receive a zero for coleadership and will be assessed an additional fifteen points subtracted from their semester point total for an ethics violation.

Course Grading Policies

This course is a comprehensive course in group work. Because of the experiential nature of classes and the negative effects on the group when members are missing, attendance at all class activities is required. If you will need to miss more than one class for any reason, please take the course another semester.

Participation includes: (a) preparing for class so that you are able to discuss the assigned readings with insight, (b) engaging in class activities in positive ways that focus on the task of the group and contribute to the group, (c) openness to personal reflection and learning, and (d) demonstrating basic leader skill as a co leader in a small groups and while in a member role. Students will receive points for actively and appropriately participating in the entire class each class session.

Please note that ringing of and use of cell phones in class either for talking or texting is disruptive of the instructional process. If you are on call for your agency or carry a cell phone for family safety issues, please be sure that you have a phone that can be set and is set to vibrate rather than ring. Students causing disruption in class or attending to phones rather than instruction will not receive credit for participating in the class for that class session.

Overall evaluation for the semester is based on points earned.

Evaluation:

Test 1 20 points

Final 20 points

Participation in class 15 classes @ 2pts 30 points

Group co- leadership 10 points

Table on Theory Application to Groups 20 points

Total possible points 100 points

CHDS Grading Scale

Final grades are determined using letter grades corresponding to the following point/percentage distributions:

A = 95 - 100

A- = 90 - 94

B+ = 86 – 89

B = 83 – 85

B- = 80 - 82

C+ = 76 – 79

C = 73 – 75

C- = 70 – 72

D+ = 66 - 69

D = 63 – 65

D- = 60 – 62

F = 59 or lower

Students receiving a grade lower than B will need to repeat the course.

Note: Readings should be completed before the class for which they are listed.

|Session |Date |Topics |CACREP |Reading |

| |June 15 |Introductions and formation of the community of learners |II.K.6a II.K.6c|Page & Jencius Chapter 1 Introduction to Group |

|1 | |Ice breaker activities | |Planning and Leadership |

| | |Learning the names of group members | | |

| | |Planning our work: | |Gladding Chapter 1 History and Trends of Group |

| | |Syllabus and expectations | |Work and Current Trends |

| | |Directions for the Group Paper | | |

| | |Use of resources - On-line library search services and | | |

| | |seminars - Using computers and accessing materials on the| | |

| | |Internet | | |

| | |A first foundation: | | |

| | |Yalom’s Therapeutic factors – what they are and how to | | |

| | |activate them | | |

| | |Confidentiality | | |

| | |Reflections and closure | | |

|2 |June 16 |Video on getting started-Stockton |II.K.6a |Page & Jencius Chapter 2 Getting the Group |

| | |“good” vs. “bad group experiences |II.K.6b |Started |

| | |hopes re: process together | | |

| | |norm setting | |Page & Jencius Chapter 3 Applying Individual |

| | |norm setting activity | |Counseling Skills in Groups Part: I |

| | |processing and closure | | |

| | | | |Gladding Chapter 2 Types of Group Work |

|3 |June 17 |Welcome Beware |II.K.6a |Page & Jencius Chapter 4 Applying Individual |

| | |Action Curve and the meaning of structure in group work |II.K.6b |Counseling Skills in Groups: Part II |

| | |Applying individual counseling skills in groups |II.K.6d | |

| | |ASGW – four types of groups | |Page & Jencius Chapter 5 Planning and Structuring|

| | |Stages of group development- Tuckman | |Groups |

| | |Effective Leadership | | |

| | |Start of Corey video | |Gladding Chapter 3 Group Dynamics |

| | | | | |

|4 |June 22 |Group leadership skills – discussions and role plays |II.K.6a |Page & Jencius Chapter 6 Mastering Group |

| | |Forming groups |II.K.6b |Leadership Skills: Part I |

| | |Purpose statement |II.K.6c | |

| | |Soliciting and screening members | |Page & Jencius Chapter 7 Mastering Group |

| | |Goals for groups | |Leadership Skills: Part II |

| | |Approaches | | |

| | |to Evaluating Groups | |Gladding Chapter 4 Effective Group Leadership |

| | | | | |

| | |Group Planning Activity | | |

| | |Planning single sessions | | |

| | |Planning multiple session groups | | |

|5 |June 23 |Test 1 – (1st hour) |II.K.6a |Gladding Chapter 5 Beginning a Group |

| | |Co leading |II.K.6b |Gladding Chapter 6 The Transition Period in a |

| | |Co leader discussions | |Group: Norming and Storming |

| | |Planning for in class groups | | |

|6 |June 24 |Student led group #1 – Demonstrate 1st session |II.K.6a |Gladding Chapter 7 Working stage |

| | |Student led group #2 – Demonstrate 1st session |II.K.6b |Gladding Chapter 18 Rational Emotive Behavioral |

| | |Stages of group work |II.K.6c |Therapy and Behavioral Groups |

| | |Discussion: How to study theory chapters |II.K.6d | |

Reminder: The primary purpose of the student led groups is to practice using the group leadership skills while you are leading a small group.

| |June 29 | |II.K.6a |Gladding Chapter 11 Groups for Children |

|7 | |Student led group #3 – Children |II.K.6b |Gladding Chapter 15 Psychoanalytic, Transactional|

| | |Student led group #4 – Children |II.K.6c |Analysis, & Reality Therapy Groups |

| | |Use of theory in group leadership: |II.K.6d II.K.6e|Gladding Chapter 17 Gestalt and Psychodrama |

| | |Rational Emotive Behavioral Therapy | | |

| | |Behavioral therapy | | |

| | |Discussion: Using developmental theories ex. Erikson | | |

| | |Video: Behavioral Group Counseling or Video Skills and | | |

| | |Techniques for counseling with youth part I | | |

| | |Existential Factors | | |

| | |Adlerian Theory | | |

| | |Study Questions on theory chapters | | |

|8 |June 30 |Student led group #5 - Adolescents |II.K.6a |Gladding Chapter 12 Groups for Adolescents |

| | |Student led group #6 - Adolescents |II.K.6b |Gladding Chapter 16 Adlerian, Person Centered, |

| | |Use of theory in group leadership: |II.K.6a |and Existential Groups |

| | |Adlerian |II.K.6c | |

| | |Reality Therapy |II.K.6d | |

| | |Group Counseling for Children and Adolescents |II.K.6e | |

| | |Tasks of Adolescent/Young Adult Development – Working | | |

| | |developmentally appropriate goals into your groups | | |

| | |Group Counseling in the Schools | | |

| | |Psycho educational Groups | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

| | |- | | |

|9 |July 1 |ONLINE class – no class at White Hall |II.K.6c |Materials for this class session are on vista8 |

| | |Highlights of theories | | |

| | |Making theories work in interactive groups | | |

|10 |July 6 |Student led group #7 – Adults |II.K.6a |Gladding Chapter 13 Groups for Adults |

| | |Student led group #8 – Adults |II.K.6b |Gladding Chapter 10 Ethical and Legal Aspects of |

| | |Group Counseling for People with Addictions |II.K.6c |Group Work |

| | |Ethics in Group Work |II.K.6d | |

| | |Review of the ethics codes with focus on groups |II.K.6e II.K.6g| |

| | |Ethics Scenarios in small groups – Ask the expert | | |

|Session |Date |Topics |CACREP |Reading |

|11 |July 7 |Student led group #9 – Group for the elderly |II.K.6d |Gladding Chapter 14 Groups for the Elderly |

| | |Student led group #10 – grief, loss group |II.K.6e II.K.6g|Appendix B ASGW Principles for Diversity |

| | | | |Competent Group Workers |

| | |Remotivation groups | | |

| | |Reminiscence groups | | |

| | |Existential factors | | |

| | | | | |

| | | | | |

| | |Record keeping – how to keep appropriate notes and records| | |

| | |for groups | | |

|12 |July 8 |Online class – no class at White Hall |II.K.6a II.K.6b|Materials for this class session are online in |

| | | |II.K.6 c |vista 8 |

| | |Professional Standards for the Training of Group Workers |II.K.6d | |

| | | |II.K.6f |Appendix A ASGW Best Practice Guidelines |

| | |Best Practices in Group Work |II.K.6g |Appendix C ASGW Professional Standards for the |

| | |Work on table on theory application of groups | |Training of Group Workers |

| | | | | |

| | | | |Page & Jencius Chapter 11 Moving Toward |

| | | | |Professional Practice |

| | | | | |

| | | | |Work on table on theory application of groups |

| | | | | |

| |July 13 |Table on Theory Application to Groups Due in Class | | |

|13 | |Student led group #11 – Diversity issue |II.K.6d |Page & Jencius Chapter 8 Working with Cultural |

| | |Student led group #12 – Diversity issue |lI.K.6g |Complexities and Differences |

| | |Counseling with Gay, Lesbian, and Bisexual Clients | |Gladding Chapter 9 Group Work with Culturally |

| | | | |Diverse Populations |

| | |Group Composition Exercise | | |

| | |Considering cultural issues as you compose the membership | |Page & Jencius Chapter 9 Interventions for |

| | |of groups | |Critical Incidents |

| | | | | |

| | |Cultural and Diversity Issues in Group Work | | |

| | |Group Counseling for People with Disabilities | | |

| | | | | |

| | |Critical incidents : What they are and how leaders think | | |

| | |about and respond to them | | |

| | | | | |

|14 |July 14 | |II.K.6d II.K.6e|Page & Jencius Chapter 10 Leading Psychotherapy |

| | |Student led group #13 (if needed) | |Groups |

| | |Student led group # 14 (if needed) | | |

| | | | | |

| | |Leading Psychotherapy Groups | | |

| | | | | |

| | |Purpose and parts of a diagnosis | | |

| | |Diagnosis focused groups vs groups in which some of the | | |

| | |members have a diagnosis | | |

| | |Considering diagnosis as you compose groups | | |

| | |Setting goals for diagnosis focused groups | | |

| | |Consistency : Assessment, diagnosis, treatment, and | | |

| | |outcome evaluation | | |

| | |Task work groups | | |

| | |Termination of a group | | |

| | |Stockton video on terminating groups | | |

| | |Course Evaluations | | |

|15 |July 15 |Final exam | | |

| | | | | |

The instructor reserves the right to revise the syllabus to facilitate instruction.

Accessibility Statement

University policy 3342-3-18 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Student Accessibility Services ( contact 330-672-3391 or visit kent.edu/sds for more information on registration procedures. Student Accessibility Services is located on the first/ground floor of Deweese Heath Center.

Registration Information

University policy requires students to be registered in order to attend classes. Anyone who is not officially enrolled by the second week of classes (or registration deadline for summer classes) is not eligible for course credit or a grade in the class. Students may not enroll in a class after the registration period unless there is documented proof of University error.

CHDS Program Statement of Expectations

The Kent State University (KSU) Counselor and Human Development Services (CHDS) Program is charged with the task of preparing individuals to become professional counselors in a variety of settings and to assume positions of leadership in the field. In order to fulfill these responsibilities, faculty must evaluate students based on their academic, professional, and personal qualities. The KSU CHDS Program attempts to establish a learning community where students can develop professionally. We do this by providing an environment in which students' rights and responsibilities are respected and by respecting the dignity and worth of each student.

A student's progress in the program may, however, be interrupted for failure to comply with academic standards or if a student's interpersonal or emotional status interferes with education/training related requirements for self or others. For example, in order to ensure proper training and client care, a counselor-in-training must abide by relevant ethical codes and demonstrate professional knowledge, technical and interpersonal skills, professional attitudes, and professional character. These factors are evaluated based on one's academic performance and one's ability to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should be able to demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings appropriately.

Gladding Chapter 1 History and Trends of Group Work and Current Trends

Gladding Chapter 2 Types of Group Work

Gladding Chapter 3 Group Dynamics

Gladding Chapter 4 Effective Group Leadership

Gladding Chapter 5 Beginning a Group

Gladding Chapter 6 The Transition Period in a Group: Norming and Storming

Gladding Chapter 7 The Working Stage in a Group: Performing

Gladding Chapter 8 Termination of a Group

Gladding Chapter 9 Group Work with Culturally Diverse Populations

Gladding Chapter 10 Ethical and Legal Aspects of Group Work

Gladding Chapter 11 Groups for Children

Gladding Chapter 12 Groups for Adolescents

Gladding Chapter 13 Groups for Adults

Gladding Chapter 14 Groups for the Elderly

Appendix A ASGW Best Practice Guidelines

Appendix B ASGW Principles for Diversity Competent Group Workers

Appendix C ASGW Professional Standards for the Training of Group Workers

Page & Jencius Chapter 1 Introduction to Group Planning and Leadership

Page & Jencius Chapter 2 Getting the Group Started

Page & Jencius Chapter 3 Applying Individual Counseling Skills in Groups Part: I

Page & Jencius Chapter 4 Applying Individual Counseling Skills in Groups: Part II

Page & Jencius Chapter 5 Planning and Structuring Groups

Page & Jencius Chapter 6 Mastering Group Leadership Skills: Part I

Page & Jencius Chapter 7 Mastering Group Leadership Skills: Part II

Page & Jencius Chapter 8 Working with Cultural Complexities and Differences

Page & Jencius Chapter 9 Interventions for Critical Incidents

Page & Jencius Chapter 10 Leading Psychotherapy Groups

Page & Jencius Chapter 11 Moving Toward Professional Practice

Activity Fair- Each student is to bring an activity to share with the group. The student should prepare a single page description of the activity including the following: (a) Title of the activity, (b)purpose of the activity and how it could be related to purpose statements of specific group – give two examples, (c) citation – if you took this activity from a book provide a specific reference including page number, (d) list of materials needed, and (e) specific directions. Bring to class a copy of this sheet for each class member and the instructor. Be prepared to demonstrate the activity with a small group of your class members.

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download