EDPC 5338-Group Counseling

The University of Texas at El PasoCollege of Education

Department of Educational Psychology and Special ServicesCounselor Education

ONLINE COURSE SYLLABUSSummer, 2020

(MODIFIED FROM USUAL SYLLABUS DUE TO COVID -19 SOCIAL ISOLATION RESTRICTIONS REQUIRING ONLINE FORMAT FOR THE COURSE).

The course requires students to use Blackboard Collaborate, an online meeting platform that can be accessed by computer or mobile devices for attendance at online class meetings.

INSTRUCTORS: Richard “Craig” Williams, Ph.D.Phone (302) 563-1369 CellE-mail: rcwilliams@utep.eduOffice Hours: Please make an appointment to meet via Zoom or by telephone at a time that is convenient to both of us.

TEXTBOOK: Gladding, S.T. (2012). Groups: A Counseling Specialty 6th Edition. Upper Saddle River, NJ: Pearson. ISBN10: 0-13-705152-2 ISBN13: 978-0-13-705152-6. (Required) (Note: Students may use 7th Edition ISBN13: 9780133905205.)

Yalom, I.D. and Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy 5th Edition. Hoboken, NJ: John Wiley & Sons. ISBN-13: 978-0465092840, ISBN-10: 0465092845. (Required)

COURSE DESCRIPTION:

This course is a description of the history, principles, theories, and dynamics of group counseling. Emphasis on the open communication process, curative factors, stages of group development, and the role of therapeutic leadership, to include techniques, skills, and styles unique to group process.

The course is not a substitute for supervision in the practice of group interventions. It would be unethical to organize and run counseling/therapy groups solely on the basis of completion of this basic course. Additional supervision and training is necessary prior to the independent practice of group counseling.

Upon completion of the course, students should understand the basic principles of group counseling and be able to identify and design appropriate group interventions for a variety of clients and client issues. Students should also have begun to develop an awareness of their unique personal and professional strengths regarding group participation and leadership and also those skills/personal characteristics needing enhancement to be effective group leaders. Group

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leadership and group counseling cannot be learned solely by academic preparation but must be experienced in a practical manner.

COURSE OBJECTIVES/STUDENT COMPETENCIES:

EDPC 5338Group Counseling

Goals/Objectives 2016 CACREP

Standards

School Counselor

Certification Standards

Learning Activities Outcome Measures

GOAL A: Understand the principles of group dynamics; including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work (CACREP STANDARDS 2.F.6.a, 2.F.6.b, 2.F.6.c, 2.F.6.h)

Objective A-1 Understand the principles of group dynamics including various dimensions of group process, stages of group development, group member roles and behaviors, and curative- therapeutic factors of group work.

2.F.6.a, 2.F.6.b, 2.F.6.c, 2.F.6.h

II.3V.1V.2V.5

a) Readings, lectures, and discussions (classroom and/or online environments) of the principles of group dynamics including dimensions of group process, stages of group development, group member roles and behaviors, and curative/therapeutic factors of group work and b) Participate as a member of a process oriented group for a minimum of ten hours and submit a self-evaluation paper.

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on: i) Dimension 1 - Description of Group Dynamics, ii) Dimension 3 – Identification of Member Roles and Analysis of the Impact of Roles on Group Dynamics and iii) Dimension 4 - Analysis of the Impact of Group Dynamics on Functioning of Self and Other Members on the Group Experience Self-Evaluation Scoring Rubric.

GOAL B: Understand group leadership or facilitation styles and approaches, including the characteristics of various types of group leaders and leadership styles and group counselor orientations and behaviors (CACREP STANDARDS 2.F.5.d)

Objective B-1 Be knowledgeable about different group leadership and facilitation styles, approaches, orientations, methods, and

2.F.5.d, 2.F.6.h

II.3V.1V.2V.5

a) Readings, lectures, and discussions (classroom and/or online environments) of group leadership styles, approaches, orientations, methods, and skill/behaviors and

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on Dimension 2 – Identification of Group Leadership Styles and Skills and Analysis of

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skills/behaviors and be able identify their differential impact on group members and on the functioning of groups

b) Participate as a member of a process oriented group for a minimum of ten hours and submit a self-evaluation paper and c) Submission of a Group Design Research Project.

Impact on Group Dynamics on the Group Experience Self-Evaluation Scoring Rubric, and c) Achieve a satisfactory score on: i) Dimension 3 – Group Structure and Logistics and ii) Dimension 4 - Leader Role, Group Activities and Techniques on the Group Design Research Project Scoring Rubric.

GOAL C: Understand theories of group counseling, including commonalities, and distinguishing characteristics and be knowledgeable about pertinent research and literature that suggest the efficacy of various theories and approaches to group counseling services delivery (e.g., support groups, peer facilitation training groups, parent education groups, self-help groups, theoretically grounded short term issue oriented groups, etc.) for various client populations and issues. (CACREP STANDARDS 2.F.6.f )

Objective C-1 Be knowledgeable about different theories and types of group counseling, including commonalities and distinguishing characteristics

2.F.6.f Readings, lectures, and discussions (classroom and/or online environments) of theories of group counseling and types of groups including commonalities, and distinguishing characteristics.

Achieve a passing grade on the Final Exam

Objective C-2 Be knowledgeable about relevant research and literature that suggest the efficacy of various approaches to group services delivery (e.g., support groups, peer facilitation training groups, parent education groups, self-help groups, theoretically

2.F.6.f a) Readings, lectures, and discussions (classroom and/or online environments) of the types of groups and methods of group services delivery and b) Submission of a Group Design Research Project

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on: i) Dimension 1 - Introduction/ Overview of the Counseling Issue and Population and Group Treatment Rationale and ii) Dimension 2 – Review of Relevant Literature on the Group Design Research Project Scoring Rubric.

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grounded short term issue oriented groups, etc.) for various client populations and issuesGOAL D: Understand appropriate group member selection criteria and methods of evaluation of group therapeutic outcomes and treatment effectiveness (CACREP STANDARDS 2.F.6.e)

Objective D-1Be knowledgeable about group member selection criteria

2.F.6.e a) Readings, lectures, and discussions (classroom and/or online environments) of group member selection criteria and b) Submission of a Group Design Research Project

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on Dimension 5 – Member Selection Criteria and Screening Plan on the Group Design Research Project Scoring Rubric.

Objective D-2Be knowledgeable about methods for monitoring group counseling impact on members and evaluation of group counseling outcomes and treatment effectiveness

2.F.6.e a) Readings, lectures, and discussions (classroom and/or online environments) of methods for monitoring group member progress, the evaluation of group treatment process, and group treatment outcome measures, and b) Submission of a Group Design Research Project

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on: i) Dimension 6 - Risks of Participation, Monitoring Participant Needs, and Follow-up Strategies and ii) Dimension 7– Outcome Measures and Evaluation Strategies on the Group Design Research Project Scoring Rubric

GOAL E: Understand the ethical standards of professional organizations and applications of ethical and legal considerations related to group counseling (CACREP STANDARDS, 2.F.6.g )

Objective E-1 Understand the ethical standards of professional organizations and applications of ethical and legal considerations related to group counseling

2.F.6.g a) Readings, lectures, and discussions (classroom and/or online environments) of the ethical codes of the American Counseling Association (ACA) and the Association for Specialists in Group Work (ASGW) and b)

a) Achieve a passing grade on the Final Exam and b) Achieve a satisfactory score on the Ethics Assignment – Consent Form Scoring Rubric

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Develop and submit an informed consent form for participation in a group.

GOAL F: Understand how to appropriately design a culturally relevant group to address a mental health counseling need (or needs) for a specific client population/issue (CACREP STANDARDS 2.F.6.g )

Objective F-1Understand how to design a group to address a mental health counseling need (or needs) for a specific mental health client population or mental health counseling issue

2.F.6.g a) Readings, lectures, and discussions (classroom and/or online environments) on elements of psycho-educational, counseling, and therapy group design and b) Submission of a Group Design Research Project.

a) and b) Achieve a satisfactory total score on Group Design Research Project Scoring Rubric

GOAL G: Demonstrate the ability to lead a counseling group in a culturally sensitive and adaptive manner and evaluate group leadership skills (CACREP STANDARDS 2.F.6.g, 2.F.6.h)

Objective G-1Demonstrate group leadership skills that are flexible and adaptive to the needs of a diverse group membership

2.F.6.g, 2.F.6.h

II.3V.1V.2V.5VI.1

a) Readings, lectures, and discussions (classroom and/or online environments) on the skills of culturally sensitive group leadership and b) Lead or co-lead 1 session of the required process oriented group, receive feedback, and submit a self-evaluation paper.

a) and b) Achieve a satisfactory score on Dimension 5 – Self-evaluation of Group Leadership Skills on the Group Experience Self-Evaluation Scoring Rubric

EXPECTATIONS OF STUDENTS:

1. Professionalism is expected at all times. Professionalism includes, but is not limited to, arriving to online class meetings and other meetings with classmates on time; completing assignments on time; working collaboratively and effectively with professors and classmates; apprising your professors of issues with the class or attendance in a timely manner; communicating with professors and fellow students in a courteous respectful, and honest manner; appropriately working out disagreements with professors and classmates; attending all classes unless there is a technology glitch or documented emergency or work conflict that has been excused by your professor; and following the ethical codes that pertain to your profession (e.g. ACA Code of Ethics).

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2. Online Attendance is required . The outcomes of this course require the integration of cognitive material with experiential learning and discussion. As indicated in the Graduate Catalog, attendance is required and is considered crucial in order to gain maximum benefit from the course. You are expected, as a professional to discuss any absence with the professor and the members of your small group learning or project teams either prior to, or immediately after, the absence. Any unexcused absences will result in a decrease of your final grade. An absence will be considered excused at the discretion of the instructor and documentation should be offered and provided if requested for the absence to be considered excused (e.g., doctor’s note, letter from your employer etc.).

3. Active class participation is expected . You must participate fully in discussion board discussions and learning exercises. Please demonstrate enthusiasm and a high level of interest in your online learning experiences.

4. Readings must be completed prior to each class session. The more you have read and understand the topics prior to class, the more you will learn during class lectures and discussions.

5. Assignments must be submitted on Blackboard by the due dates/times* . This allows timely feedback from which to learn. Assignments received after the due date will be penalized as follows: 25 % of the total possible points for the assignment will be deducted from assignments

received within 24 hours after the original due date and time 50 % of the total possible points for the assignment will be deducted from assignments

received between 24 hours and 48 hours after the original due date and time 80% of the total possible points for the assignment will be deducted from assignments

received within between 48 and 72 hours after the original due date and time No credit will be earned for assignments received more than 72 hours after the original

due date and time

*A student may request an extension of the due date/time for extenuating circumstances beyond the student’s control. For circumstances that are not “emergencies”, such request should be made in writing (e.g. email) no less than 24 hours prior to the original due date/time.

ASSIGNMENTS:

(All assignments will be posted on Blackboard and the required documents must be submitted to Blackboard by the deadline to be eligible to earn full credit.)

1. Ethics Assignment – Consent Form (40 points)Students will create an ethically and legally sound consent form for participation in a group per the instructions for the assignment as posted in Blackboard.

2. Psycho-educational Group Design Project (100 points)

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Team Project -

Students will break into work groups/teams to complete this assignment which involves producing a design for a psycho-educational group. Based on the special population/issue (chosen from the list below) with which your group decides to work, your team is to design a psycho-educational counseling group which could be offered to that special population for their special issues(s). You are expected to understand in depth that population, their need(s), and the specific issues to be addressed in the psycho-educational group. Each team will produce:

Written Document in APA style (Note: Content = 90 points; Quality of Writing = 10 points)

The written document explicates and elaborates the psycho-educational group design that has been developed by the team. (See attached Group Design Research Project Scoring Rubric and Group Design Research Project Document Quality of Writing Scoring Rubric).

The document should minimally include all of the following:

a) description of the nature of the issues/problems faced by the population as described in the professional literature;

b) description of the population to whom the group will be offered as well as their unique counseling needs as described in the professional literature;

c) your rationale/justification for offering the group and why group is a preferred modality to address the issues faced by the population;

d) a detailed logistical plan (where, when, how often) and a thorough description of the content of and activities for each group meeting;

e) a marketing strategy to advertise the group;f) the screening process to screen and select participants for the group;g) supervisors and consultants that would be used;h) strategies to evaluate the outcome of the group;i) client follow-up plans;j) risks inherent in the type of group offered;

Each member of the group will receive a proportional number of points for the written project based on the amount of the work he/she contributed as determined by each member’s evaluation of the relative contribution to the workload (see attached Participation Ratings document). Thus, if each member is perceived to do an equal share of the work, each will receive 100 percent of the number of points earned by the project and presentation. However, if members are perceived to do unequal shares of work, then the grade will be adjusted accordingly. In the extreme case where a team member’s performance has become unacceptable to the team, the team may expel/divorce themselves from the team member according to the procedures specified (see attached Divorce Clause).

Examples of Special Populations/Issues

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Adolescent Substance AbuseAdult Children of AlcoholicsDepression (Children or Adults)Survivors of Childhood Abuse/IncestSurvivors of Domestic AbuseMen and FatheringJob Loss and TransitionNon-Traditional StudentsWar VeteransVictims of TerrorismSurvivors of Homicide VictimsFamilies of Members of Deployed MilitaryAdult Chemical DependencyMale BatterersAnxiety (Children or Adults)Rape SurvivorsGriefDisaster VictimsRefugeesChildren of Divorced ParentsLGBTQ IssuesIssues Related to AgingOthers??? (see Instructor)

3. Online Quizzes (5 quizzes @ 20 points each = 100 points)Quizzes cover knowledge and application of the information contained in the assigned readings in the textbooks and the instructor’s lectures for segments of the course

4. Video Review and Online Discussion Assignments (4 graded discussion board assignments @ 40 points each = 160 Points)Students will review streamed videos of a number of groups, answer questions posted online by the instructor and respond to classmates posted answers.

5. Comprehensive Final Exam (100 points)Final exam covers knowledge and application of the information contained in the assigned readings in the textbooks and the instructor’s lectures for the entire course.

EVALUATION:

Grades are earned as follows:

A = 450 – 500 pointsB = 400 – 449 pointsC = 350 – 399 pointsF = < 350 points

SCORING RUBRICS: (See Below)8

COURSE OUTLINE: (See Below)

MISCELLANEOUS:

1. Students with Disabilities . If you have a disability and need classroom accommodations, please contact The Center for Accommodations and Support Services (CASS) at 747-5148, or by email to cass@utep.edu, or visit their office located in UTEP Union East, Room 106. For additional information, please visit the CASS website.

2. Academic Dishonesty . Students are expected to work independently on all assignments unless specifically stated otherwise. Academic honesty is expected of all students. Academic dishonesty (including but not limited to cheating, plagiarism, and collusion) is considered a violation of the UTEP Handbook of Operating Procedures and will not be tolerated. Plagiarism includes: a) failing to cite another’s work when you have used that person’s ideas; b) copying another’s work or just changing a word or two in a passage or phrase (even if you cite it); c) copying another’s work without appropriate quotation citation; or d) copying your own work without appropriate citation. Make sure that your paper does not contain plagiarism. Cheating may involve copying from another student or giving information to another student or using unauthorized materials during a quiz or test. Collusion involves collaboration with another person to commit any academically dishonest act. Any act of academic dishonesty will be referred to the Dean of Students for review and possible disciplinary action.

3. UTEP email . You MUST have a working UTEP e-mail for this course in order to access BLACKBOARD. If you have a UTEP e-mail and it is not working properly, it is your responsibility to contact the HELP DESK not the professor

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EDPC 5338– Group CounselingGroup Design Research Project Scoring Rubric

Students: 1)__________________________________________2)_____________________________________________3)________________________________4)__________________________________________5)_____________________________________________

GRADE:_________ Rater: ______________________________________________________ Date:_____________________

DIMENSIONS

UNSATISFACTORY MARGINALC- C

SATISFACTORYB- B B+

GOODA-

EXEMPLARYA A+

1……………...9.5……………10……………...10.5……………….11………..….11.5………………11.7………………12.5………………13

1. Overview of the Counseling Issue and

Population and Rationale for Group

Treatment

Score = ______

The overview of the issue and/or population the group was designed to treat is absent or insufficient. The rationale for treating the issue and/or population was missing or extremely unclear. The logical, theoretical, practical, and/or empirical justification for using a group approach is inadequate.

The overview of the issue and/or population the group was designed to treat is sufficient. The rationale for treating the issue and/or population was fairly clear but limited. The logical, theoretical, practical, and/or empirical justification for using a group approach is adequate but not compelling and needs further elaboration.

The overview of the issue and/or population the group was designed to treat is very well developed. The rationale for treating the issue and/or population was very clear and complete. The logical, theoretical, practical, and/or empirical justification for using a group approach is compelling and fully elaborated.

2. Review of Relevant Literature

Score = ______

The review of literature is absent or insufficient and/or lacks relevance. The literature reviewed is only tangentially related to the population and/or issue and does not adequately support for the potential benefit of group treatment.

The review of literature is sufficient and is adequately relevant. The literature reviewed is related to the population and/or issue and offers adequate but limited support for the potential benefit of group treatment.

The review of literature is very well developed and highly relevant. The literature reviewed is pertinent to the population and/or issue and elaborates a high level of support for the potential benefit of group treatment.

3. Group Structure and Logistics

Score = ______

The structure of the group (e.g. size, time frame, openness to new members, focus on content/process, degree of homogeneity of members, goals, etc.) and/or logistics (i.e. days, times, location, fees, etc.) are unclear do not match the treatment needs of the population/issue.

The structure of the group (e.g. size, time frame, openness to new members, focus on content/process, degree of homogeneity of members, goals, etc.) and logistics (i.e. days, times, location, fees, etc.) are sufficiently clear and matches the treatment needs of the population/issue in an adequate but limited manner.

The structure of the group (e.g. size, time frame, openness to new members, focus on content/process, degree of homogeneity of members, goals, etc.) and logistics (i.e. days, times, location, fees, etc.) are extremely clear and match the treatment needs of the population /issue in a superior manner.

4. Leader Role, Group Activities and Techniques

Score = ______

The description of the leader(s) role(s), group activities, and intervention techniques is absent or insufficient in detail and/or clarity and/or the described roles, activities, and techniques do not match the group purpose, rationale, structure, logistics, and/or desired therapeutic outcomes.

The description of the leader(s) role(s), group activities, and intervention techniques is sufficiently clear provides sufficient detail. Roles, activities, and techniques somewhat adequately match the group purpose, rationale, structure, logistics, and desired therapeutic outcomes.

The description of the leader(s) role(s), group activities, and intervention techniques is very clear and provides abundant detail. Roles, activities, and techniques are a very good match the group purpose, rationale, structure, logistics, and desired therapeutic outcomes.

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Group Design Research Project Scoring Rubric continued

DIMENSIONS

UNSATISFACTORY MARGINALC- C

SATISFACTORYB- B B+

GOODA-

EXEMPLARYA A+

1……………...9.5……………10……………...10.5……………….11………..….11.5………………11.7………………12.5………………13

5. Member Selection Criteria and Screening

Plan

Score = ______

The criteria for selection of members and/or the plan for screening potential members is missing or insufficient in clarity/detail and/or applicability to the population/issue and proposed group structure.

The criteria for selection of members and/or the plan for screening potential members is sufficient in clarity/detail and is adequately applicable to the population/issue and proposed group structure.

The criteria for selection of members and/or the plan for screening potential members is very clear and provides abundant detail and is highly applicable to the population /issue and proposed group structure.

6. Risks of Participation, Monitoring

Participant Needs, and Follow-up Strategies

Score = ______

Identification of the risks of participation in the group and/or a plan for monitoring group participant needs/risks during the group, and/or strategies for follow-up of group members are absent or insufficient in applicability to the population /issue.

Identification of the risks of participation in the group, the plan for monitoring group participant needs/risks during the group, and the strategy for follow-up of group members are sufficient and applicable to the population /issue in a somewhat limited manner

Identification of the risks of participation in the group, the plan for monitoring group participant needs/risks during the group, and the strategy for follow-up of group members are all well developed and clearly applicable to the population /issue in a comprehensive manner.

7. Outcome Measures and Evaluation

Strategies

Score = ______

The outcome indicators and related measures and/or the strategies for evaluating the success of the group are absent or insufficiently clear and/or their applicability to the population/issue is extremely limited.

The outcome indicators and related measures and/or the strategies for evaluating the success of the group are sufficiently clear. Their applicability to the population/issue is adequate but somewhat limited.

The outcome indicators and related measures and/or the strategies for evaluating the success of the group are extremely clear and highly applicable for the population/issue.

DIMENSION

UNSATISFACTORY MARGINALC- C

SATISFACTORYB- B B+

GOODA-

EXEMPLARYA A+

0..................................7........……7.5….............…………8………………...8.5………..……8.8………………………9……….…………….9.5………………..10 Points

8. Quality of Writing

Score: ____

Paper is very poorly written. The subject and the main idea of the document are missing or extremely unclear. There is no discernible main point. There is no evidence of an organizing plan. Where included, the introduction and conclusion are ineffective and disconnected from each other and the body of the document. Paragraphs

Paper is adequately written but writing needs some additional effort. The main idea/purpose/focal point of the document is sufficiently clear. Sub-points adequately but minimally elaborate the topic. There is an adequate organizing plan (i.e. introduction, body, and conclusion) which can be inferred with moderate effort. Most major ideas of the

Paper is written very well. The main idea/purpose/focal point of the document is very clearly stated. Sub-points effectively elaborate the topic. A highly effective and logical organizing plan (i.e. introduction, body, and conclusion) is evident. All major ideas of the document are set off by paragraphs. The topics of the paragraphs are clearly stated. The main ideas are

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fail to identify main ideas. Details to support the main idea of the paragraphs are not included or are unclear, random and/or inappropriate if included. The number of grammar, spelling, and/or syntax errors makes the paper confusing to read. The paper is does not adhere to APA style.

document are set off by paragraphs. The topics of paragraphs are usually stated or readily implied. Details to support the main idea of the paragraphs are included but additional elaboration is sometimes needed. There are a number of grammar, spelling, and syntax errors (It appears that paper was not proofed very well by using spell or grammar checks and/or proof reading.) There are a number of APA style errors.

always supported by details at an efficient and effective level of elaboration. Spelling and grammar are correct other than minimal errors in transfer between the student’s 1st and 2nd languages. There are minimal APA style errors.

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EDPC 5338Group Design Project Participation Ratings

Identify the names of all team members, including yourself, and estimate the amount of contribution each made to the entire project. Your subjective estimate should be based on attendance/participation in team meetings, amount of effort put forth, quality of ideas/ work contributed and ability to cooperate with others. The Total of all estimated contributions should add to 100 percent. You must submit this to the instructor when the project is turned in. Your estimate will remain confidential. In the case of extreme discrepancies in the estimates of individuals on the same team, the instructor will meet with the team to reconcile the discrepancies.

Points for each member of the team will be based on their relative contributions to the project. The individual perceived to have contributed the most will receive the full points awarded to the project by the instructor. If other members are not perceived to have contributed as much, they will receive proportionally less points based on the ratio of their contribution to the highest member’s contribution.

Example 1:Each member of a 4-person team is perceived to have contributed equally to the project. So, the average contribution of each member is 25%. The total project score earned by the team is 100 points. The final points for each member are calculated as follows:

Since each member contributed equally, the highest member contribution is 25% and each member’s contribution is also 25% and they should all individually receive the same number of points.Points = (Member Contribution ÷ Highest Member Contribution) X 100Points = (25% ÷ 25%) X 100 = (1) X 100 = 100 points each

Example 2:The average contribution of Member 1 of a 3-person team is perceived to be 42% while the average contribution of Member 2 is perceived to be 35 % and the average contribution of Member 3 is perceived to be only 23 %. If the total project score earned by the team is 100 points, then:

Member 1 Points = (42% ÷ 42%) X 100 = 1.0 X 100 = 100 pointsMember 2 Points = (35% ÷ 42%) X 100 = .83 X 100 = 83 pointsMember 3 Points = (23% ÷ 42%) X 100 = .55 X 100 = 55 points

Since Member 2 and Member 3 contributed relatively less work as Member 1, they deserve relatively less points.

Obviously, each team should strive earn as many points as possible on the project by doing a quality job. Furthermore, each team member should strive to contribute as much to the project as every other team member so they can individually earn as many points as the project earned.

Team Members Estimate of Contribution

1. _________________________________ (self) ______________%

2.__________________________________ ______________%

3.__________________________________ ______________%

4.__________________________________ ______________%

5.__________________________________ ______________%

TOTAL 100%

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Team Divorce Clause

PLEASE READ THIS OUT LOUD, AS A GROUP, SO THAT ALL UNDERSTAND!

Should a team member consistently fail to attend class, contribute, come prepared, or participate, the team may take steps to remove that member from its ranks. The following steps must be followed in order to “divorce” a team member:

1) The team members must contact the individual and discuss the need to improve.

2) If the initial attempt to remedy the problem fails, the remaining team members must agree that the absent/nonparticipating team member should be removed.

3) Representatives from that team must meet with the professor and agree on a “last chance” deadline for the given team member.

4) The group will inform that team member in writing (with a copy given to the professor) of that person’s last chance to effectively work with the team. The memo must address the changes that should take place in this team member’s behavior, as well as a reasonable time frame for these changes.

5) If the given team member fails to make the necessary changes within the time frame allotted (barring a reasonable excuse with documentation, e.g., hospitalization, family emergency), that person will be removed from the team.

6) The team-less person may choose to take a zero for all team assignments or to complete all tasks individually.

REMEMBER!!! You do have a say in your team member’s grade in this course when you complete the peer evaluations. If you typically “blow off” teamwork, are content to let others do the work for you, or frequently miss class—you should seriously reconsider taking this class because you will suffer, in numerous ways, for poor preparation, attendance, and participation.Team Divorce Clause Contract

We, the members of TEAM_____________________, have read out load as a team the Team Divorce Clause. We understand that if any one of us consistently fails to attend class, come prepared for class, or participate in team activities, that we may be removed from the team, as their will. We understand there is a 6-step process to be followed if we need to remove a member. By signing below, we are stating that we fully understand this process and will abide by this contract for the duration of this course.

Printed names of each team member: Signatures of each team member: Date signed

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EDPC 5338 – Group CounselingTentative Outline/Schedule

(5-13-20)G = Chapters in Gladding, S.T. (2012). Groups: A Counseling Specialty 6th Edition. (REQUIRED) (Students may use 7th Edition)Y = Chapters in Yalom, I.D. and Leszcz, M. (2005). The Theory and Practice of Group Psychotherapy 5th Edition. (REQUIRED)Bb = To be submitted to BlackboardZ = Zoom Meeting

Summer 2020Week

Mon - Sun

Class Online

Meeting Dates

Topics Activities Assignments

#16/8-6/14

Tuesday6/9

Online Classroom

Meeting

Module 1 - IntroductionIntroductions, SyllabusTypes of GroupsHistory of Therapeutic Groups

Module 1 Readings (G-1; Y-16)

Video Review

Blackboard Collaborate Discussion Board

1. Getting Acquainted Bb Discussion Board Assignment with embedded questions regarding types of groups and history of groups. Due in Bb: Sunday 6/14/20, 11:59 p.m. (Practice assignment worth 10 “extra credit” points).

2. Quiz 1 (readings, video, and information from Discussion Board for Module 1) Due in Bb: Tuesday 6/16/20 11:59 p.m.

#26/15-6/21

Module 2 - Group TheoryInterpersonal TheoryTherapeutic Factors in Groups

Module 2Readings (G-2; Y-1,2,3)

Recorded Lecture

Blackboard Discussion Board

1. Bb Discussion Board Assignment with small groups reflecting on written scenarios. Due in Bb: Sunday 6/21/20, 11:59 p.m. (Learning exercise worth 10 “extra credit” points)

2. Quiz 2 (readings and lecture for Module 2) Due in Bb: Tuesday 6/23/20 11:59 p.m.

#36/22-6/28

Tuesday6/23

OnlineClassroom

Meetingwith

Lecture

Module 3 - EthicsGroup EthicsBest Practices for Groups

Module 3 Readings (G-10)

ASGW Best Practices Review

Review of Consent Forms

1. Consent Form Assignment to create a consent form for a group that is described on Bb. Due in Bb: Sunday 6/28/20, 11:59 p.m.

#46/29-7/5

Module 4 - Leadership Leadership FunctionsLeader Styles and RolesLeadership SkillsUnderstanding Member Roles

Module 4Readings (G-3; Y-5,6,7,13, 14)

Recorded Lecture

Video Review (Yalom Group)

1. Discussion Board Assignment review of Yalom group video. Due in Bb: Sunday 7/5/20, 11:59 p.m. (Graded assignment worth 40 points)

2. Quiz 3 (readings, lecture, and video for Module 3 & Module 4) Due in Bb: Tuesday 7/7/20 11:59 p.m.

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Week Class Online Meeting

Dates

Topics Activities Assignments

#57/6-7/12

Tuesday7/7

OnlineClassroom

Meetingwith

Lecture

Module 5 - Stages/DynamicsFormation of GroupsMember SelectionBeginning StagesLater Stages

Readings (G-4, 5,6, 7; Y- 8,9,10,11,12)

Video on Group Preparation

Video Review (To be selected)

1. Discussion Board Assignment to review videos) Due in Bb: Sunday 7/12/20, 11:59 p.m. (Graded assignment worth 40 points)

2. Quiz 4 (readings, lecture and video for Module 5) Due in Bb: Tuesday 7/14/20 11:59 p.m.

#67/13-7/19

Module 6 - Designing GroupsElements of Group Design

Module 7 - KidsDiversity Issues in GroupsGroups for ChildrenGroups for Adolescents

Assigned Readings for Designs(Available on Bb)

Recorded Lecture

Readings (G-8,11,12) Kids

1. Discussion Board Assignment to begin development of Psychoeducational Group Design. Due in Bb: Sunday 7/19/20, 11:59 p.m. (Ungraded assignment to facilitate work on the Group Design project with your team.)

2. Psychoeducational Group Design Project. Due in Bb: Sunday 7/26/20 11:59 p.m.

#77/20-7/26

Tuesday7/21

Online Classroom

Meetingwith

Lecture

Group Design

Project Dueon

Sunday 7/26

(Module 7 - Kids continued)

Module 8 - AdultsGroups for AdultsGroups for Older Adults

Video Review (5th Graders or Adolescents)

Readings (G-13,14,15,16) Adults

1. Discussion Board Assignment to review Kid’s Counseling videos. Due in Bb: Sunday 7/26/20, 11:59 p.m. (Graded assignment worth 40 points)

2. Quiz 5 (readings, and lecture, for Module 7, & 8) Due in Bb: Tuesday 7/28/20 11:59 p.m.

#87/27-8/2

Tuesday7/28

OnlineClassroom

Meetingwith

Lecture

Module 8 – Adults continuedHumanistic ContextsExistential ContextsPsychodynamic ContextsTransactional AnalysisGestalt ContextsPsychodramaCognitive Contexts/REBTAdlerian Contexts (Bb)Reality Therapy Contexts

Assigned Readings on Contexts (Available on Bb)

Video Review (“The Work” & Adult Group)

1. Discussion Board Assignment to review Adult Counseling videos. Due in Bb: Sunday 8/2/20, 11:59 p.m. (2 Graded assignments each worth 20 points)

2. Final Exam (covers Modules 1- 8) Due in Bb: Tuesday 8/4/20 11:59 p.m.

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Please Detach and Sign and Submit this page to the Instructor

I, _____________________________________ , (Print Your Name)

1. Have received a copy of the Syllabus for EDPC 5338 –

Group Counseling being taught during the 2020 Summer

Term.

2. The syllabus was explained to me.

3. I have had an opportunity to ask questions regarding the

expectations of the class including assignments, due dates,

quizzes, grading, etc.

4. I have read the syllabus and understand it and will seek

further clarification if needed at any time by contacting the

instructor.

5. I will abide by the expectations of the course as described

in the syllabus

Signature: _______________________ Date: __________

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