MARYLAND IN EUROPE

GRADUATE PROGRAMS - COUNSELING AND PERSONNEL SERVICE

 

EDCP 617 Group Counseling

 

Term 5 2001/02

 

COURSE DATES:  Sat/Sun 9:00 to 16:00 1/2, 15/16, 29/30 Jun; 20/21 Jul

 

COURSE LOCATION:  Ramstein - Kapaun

 

CREDIT: 3 semester hours

 

PREREQUISITE: EDCP 616

 

INSTRUCTOR: DR. CLEMENT MARCANTONIO earned the Doctor of Education degree in Psychology, Marriage and Family at University of Northern Colorado; he is a clinical member and Approved Supervisor for the American Association of Marriage and Family Therapists, Licensed Marriage and Family Therapist and National Certified Counselor; has taught graduate courses in excess of 20 years for the University of Southern Cal, Boston University and University of Maryland.

 

EMAIL ADDRESS:  clement.marcantonio@lnd.amedd.army.mil

 

OFFICE HOURS: Prior to class; after class on day one or by appointment.

 

TEXT:

 

Corey, G. & Corey, M. (1997). Groups: Process and Practice (5th ed.). Pacific Grove, CA: Brooks/Cole.

 

Additional articles and handouts to be provided in class by Instructor.

 

COURSE OBJECTIVES

 

The purpose of the course is  to present an overview of the basic elements of the group process, with a focus  on the stages of group development.  The art of leading groups along with ethical and professional issues in group work will be highlighted. The course is a combination of didactic and experiential elements, including demonstrations, short lectures, questions and answers, and discussions of group process concerns. Also, multicultural concerns will  be addressed throughout the course. The specific objectives are:

 

1. An explanation of the nature and function of various types of groups
2. Identification and understanding of the various stages of groups
3. Skill development and techniques associated with group counseling
4. Practice in the use of skills and techniques applicable to various  stages of  the group process  and various counseling situations
5. Feedback mechanisms for group process evaluation
6. Supervised practice in facilitating a group session
7. Identifying the pros and cons of the co-leadership model in group work
8.  Knowledge of professional codes of ethics  applicable  to group work.

 

REQUIREMENTS OF STUDENTS

 

• Active participation in class discussions. The quality and degree of your participation in class discussion constitute class participation. You are expected to come prepared to class by having completed all the assigned reading and to raise questions and also participate verbally in the discussions. Participation also includes these factors: attendance, punctuality, group project (both oral and written); active use of the Web Board.

 

• Class presentations on a special type of group.  Four reports done by several students for each of these groups: Children, Adolescents, Adults, and Elderly. Each group is to submit a written proposal for a group.

 

• Students will submit three short position papers.

 

1. Ethical Issue Position Paper. Based on Ch. 3 of  text book Select a particular ethical issue of interest to you as a group leader and develop your ideas on this questions ( anout 2-1/2 pages)
2. Your Most Difficult Group Member. Think about a form of resistance that you expect you’d have the most problem  in dealing with, or a particular problem behavior of a group member. Write about what factors within you make this behavior particularly troubling and write about how you  expect  to deal with this person therapeutically. (about 2-1/2 pages)
3. Group Leadership Issue. Based on  the chapters of the text,  select a group leadership topic to explore. Be specific and take a stand! (about 2-1/2 pages)

 

• Process Analysis of the Course Paper: Do a process commentary of the groups from both a leader’s perspective and a member’s perspective (since you function in both roles).  Apply your readings in group process to an analysis of your own experience in these groups. Conceptualize the group process, rather than give a report of events. Write about key group process themes in a way that demonstrates your understanding of the readings. Write an essay on both your own personal learnings and on the group process aspects of these group sessions  More information will be given on the first day of class.

 

THE SMALL GROUPS.  Almost half of the time throughout  the entire course is allotted to small group participation. You will have several opportunities to co-lead your small group and receive feedback from fellow participants in your group and the supervisor. To make these small groups work effectively, you will need to participate in a personal way, by sharing your thoughts and feelings as it pertains to what it is like for you to be a part  of your experiential group. You are expected to give feedback to others and also to listen to and consider feedback you receive from others.

 

CONFIDENTIALITY.  Due to the personal nature of the weekend course, confidentiality pertaining to the nature of the disclosures of those involved is of the utmost importance. Enrolling in this class carries with it the responsibility to maintain confidentiality. You are not expected to disclose your deepest personal secrets, yet you are expected to deal with your personal reactions to what is taking place in the here-and-now  context of the unfolding of the group.

 

BASIS FOR GRADING

 

• Class participation and attendance                     35
• Position papers and group presentation             15
• Process Analysis paper                                     25
• Final Examination                                              25

 

GRADING SCALE (PERCENTAGE) IS AS FOLLOWS:

 

·        100-94    =     A

·        93-84      =     B

·         83-74      =     C

·         73-64      =     D

 

WEB BOARD:  Students will be enrolled in the CAPS WebBoard conference for EDCP617.

This is designed as an interim tool of communication between the weekend classes. Students will make use of the WebBoard by sharing their thoughts, feelings and insights as it pertains to their group experience. As part of their “class participation”, students will avail themselves of the WebBoard at least three times following each of the weekend group experience.

 

COURSE SYNOPSIS:

 

I           Overview and Orientation

A Demonstration Group

 

• Ethical Issues in Group Work
• The Group Counselor as a Person
• Issues in Forming Groups
• Introduction to Initial Stages of a Group
• Begin Small Groups
• Lecture, Demonstration, and Discussion
• Issues during the Initial Stage
• Groups characteristics at early stage of groups
• Role of Leaders and Members
• Clarification of Goals
• Demonstration: Initial Stages

 

Assigned Readings: Chapters : 1,2,3,4 & 5.

 

II  Lecture, Demonstration, and Discussion

Transition Stage

 

• Characteristics of Transition Stage
• Key Tasks
• Conflict and confrontation
• Leader’s reaction to resistance
• Small Groups
• Dealing with Resistance and Difficult Group Members
• Demonstration
• Student Led Groups (with supervision)
• Assessment of progress of the small group sessions
• Proposal for Group reports

 

Assigned Readings: Chapter  6

 

 

 III       Lecture, Demonstration, and Discussion

 

• The Working Stage
• Group Process at Working Stage and Issues
• Characteristics of the group  at the working stage
• Differences between Working and Nonworking Groups
• Discussions on how to assess group
• Therapeutic factors of group: survey of major therapeutic factors and how changeoccurs in groups.
• Overview of some theories of group counseling: theories dealing with cognition, with expression of feelings, with behavior (action plans)
• Integration of thinking, feeling, and doing
• Ways to apply theory to group work
• Developing your own style of group leadership
• Student Led Groups (with supervision)
• Reflections of the Day: By the Group: assessment of progress of the small group sessions
• Proposal for group reports

 

Assigned Readings: Chapter 7

 

IV  Lecture, Demonstration, and Discussion

Final Stage: Termination and Evaluation

 

• Focus of the ending stage of groups
• Tasks of the final stage
• Methods of helping members integrate learnings
• Specific techniques for the final stage
• Challenging members to develop action plans
• Evaluation of the group experience
• Student Led Groups (with supervision)
• Summarize and integrate learning
• Each group presents highlight of group development
• Consolidations of key personal learnings and group process learnings
• Wrap up session

 

All written assignments due

Final Examination

Class evaluations

 

GUIDELINES FOR ASSIGNED READINGS AND PAPERS

 

• Assigned readings should be carefully read and studied before each weekend  session.

 

• Papers are to be typed, double spaced in APA format; grammar, punctuation and spelling should be excellent. Your writing style should make your meaning clear. Poorly written papers will be returned for revision. Papers are expected on time, so plan your work accordingly.