Faculty Contact Information:
Telephone: (0)6374.805862
Email: RStilgenbauer1@faculty.ed.umuc.edu
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Consultation:
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Available by email, prior to class, after class, and by appointment.
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Required Texts and Readings:
American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: Author
Corey, G. & Corey, M. (2005). Groups: Process and Practice (7th ed.). Pacific Grove, CA: Brooks/Cole.
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Supplementary Readings:
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All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
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Recommended Journals:
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A variety of full-text, online, free-of-charge and pay-per-view academic journals are available from the UMUC Europe online library at http://www.ed.umuc.edu/library/
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Course Description:
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Prerequisites: PSYC 502 and PSYC 734. This course is not offered online but must be taken onsite. The primary objective of this course is to acquaint students with important skills that are considered to be prerequisites for effective group counseling as well as working with other kinds of groups. These skills include the basics of group dynamics and an introduction to the laboratory training method of working with groups. As this course replaces GUCO 531, students may receive credit for only one of the following courses: GUCO 731, GUCO 531 or EDCP 617.
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Course Goals:
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This course is designed to acquaint the student with the theoretical concepts and fundamentals of group counseling as outlined in the CACREP common-core curriculum area of Group Work. Students will examine counseling theories and research related to group work along with learning micro-skills related to group development and dynamics. The course will provide students with a beginning knowledge of conducting a group. An experiential component as a simulated counseling group will provide opportunities for practice and for personal and professional development.
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Course Objectives:
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At the conclusion of this course, the student will be able to:
1. Know the major theories of group counseling.
2. Be able to apply group therapeutic techniques.
3. Have acquired group counseling skills.
4. Be familiar with problems encountered in group counseling.
5. Be familiar with ethical and legal issues in group counseling.
6. Understand personal development through group activities.
7. Understand individual, interpersonal, and intragroup issues that occur in group counseling.
8. Demonstrate an enhanced self-awareness of personal strengths, interests, and abilities.
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Grading Information:
Grades for this course will be assigned as follows:
A 90 - 100 Points
B 80 – 89 Points
C 70 – 79 Points
F 69 Points and Below
Please note that Bowie State University does not use "D" for graduate students. The grade "F" is used to designate academic failure. "FN" is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs.
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Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society. In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Class Participation and Attendance 35 Points
Position Papers (5 Points each) 15 Points
Group Report/Poster Session 15 Points
Process Analysis 35 Points
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Description of Course Requirements:
Successful graduate students in American universities dedicate approximately three hours of preparation/study time for every hour spent in the onsite classroom. Thus, the following course requirements were developed on the assumption that students would be prepared to spend approximately 150 hours of their own time working on them. In an eight-week term, that is the equivalent of a half-time job. Most ten-week graduate distance education courses require at least ten hours per week of dedicated time, plus time spent in the virtual classroom.
Participate in classroom discussions:You are expected to come to class prepared to engage in all discussions in a professional and informed manner.
Write graduate level papers or case studies:You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Resubmission of coursework from previous classes (whether or not taken at UMUC, UMUC-Europe or BSU), partially or in its entirety, is not acceptable in this course and will result in an automatic failure on the assignment. APA style is mandatory for all graduate counseling course work. Plan on committing approximately 150 hours over the duration of this course to producing professional level work.
Orally/visually present prepared material:You are required to present your research in a professional manner. In an onsite course, this typically means an oral presentation accompanied by appropriate visual material. In an online class, this means creating a visual/textual presentation for your instructor and classmates.
1. Group Report/Poster Session – You will form small student groups and prepare a therapeutic group proposal for children, adolescents, adults, and elderly. The proposal will be presented to the class. An outline of the presentation with references (APA format) will be submitted. Consider designing a poster based on the group project for the class presentation. Presentation will be approximately 30 minutes.
2. Students will submit three short position papers:
a. Ethical Issue – Based on Chapter 3, select an ethical issue of interest to you as a group leader. Develop and present your ideas on this issue (2-3 pages).
b. Your Most Difficult Group Member – Consider a form of resistance or a problem behavior of a group member that you anticipate will be problematic for you. What makes this behavior troublesome for you, what is the meaning of the behavior in your life, and how will you work with such a person? (2-3 pages).
c. Group Leadership Issue – Select a group leadership topic. Explore and expand on the topic. (2-3 pages).
3. Process Analysis Paper – Prepare a report that conceptualizes the group therapy process from your experiences as a leader and as a group member. Be sure to apply textbook information to your paper and demonstrate your understanding of the reading material. Questions that you might find helpful:
What did you learn about yourself during this process?
What qualities do you have that might enhance or detract from your effectiveness as a group leader? How will you integrate or manage these qualities?
What did you learn about yourself as a group leader?
What qualities do you have that might enhance or detract from your effectiveness as a group member? How will you integrate or manage these qualities?
What did you learn about yourself as a group member?
Were your group’s characteristics similar and dissimilar to the groups described in the text?
Small Group Work- You will participate in small groups throughout the course. You will have several opportunities to co-lead your small group and receive feedback from fellow participants in the group and from the instructor. Sharing your thoughts and feelings as a member of your experiential group is encouraged. You are expected to give feedback to others and to consider and receive feedback from others.
Confidentiality – Due to the personal nature of the course, confidentiality is of the utmost importance. Enrolling in this class carries the responsibility to maintain confidentiality and it is expected that everyone will protect the information disclosed in group. While the group activities resemble therapy, students are reminded to be discreet and mindful in sharing personal information.
Class participation and attendance/ are vital to the group process. Should unavoidable circumstances make absences necessary, it is the student's responsibility to inform the instructor and to propose appropriate alternatives to make up for the lost opportunities and for the loss of classroom time. Missing any part of the class will have a detrimental effect on your grade. Missing eight (8) or more hours of class will result in a grade of ‘C’ or less.
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Course Schedule:
Weekend 1 – 7/8 June 08
Reading: Chapters 1,2, 3, 4, 5
Saturday: Introductions and Syllabus Review
Overview and Orientation
Multicultural Awareness, Knowledge, and Skills Survey (MAKSS)
The Counselor as a Person
Attitude Questionnaire on Group Leadership
Self-Assessment of Group Leadership Skills
Ethical Issues in Group Work
Issues in Forming Groups
Sunday: Introduction to Initial Stages of a Group
Begin Small Groups
Initial Stage Issues
Group Characteristics at the Early Stage
Role of Leaders and Members
Weekend 2 – 21/22 June 08
Reading: Chapter 6, 7
Saturday: Transition Stage
Transition Stage Characteristics
Key Tasks
Conflict and Confrontation
Resistance
Difficult Group Members
Student-led Groups
Assessment of Group Process
Complete Self-Assessment Scale (p. 220)
Sunday: Working Stage
Group Process at the Working Stage
Working Stage Characteristics
Assessment of Group
Therapeutic Factors of Group
Theory Overview and Application
Student-led Groups
Assessment of Group Process
Due: Position Papers
Weekend 3 – 12/13 July 08
Reading: Chapter 8
Saturday: Termination Stage
Ending Groups
Tasks of the Final Stage
Methods to Help Members Integrate the Experience
Group Members and Action Plans.
Evaluating the Experience.
Student-led Groups
Assessment of Group Process
Sunday: Student Presentations of Group Report
Remembering
Review of Group Process
Due: Process Analysis Paper
Group Report (Written)
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Academic Policies:
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Note: Any written assignment in this course may be submitted to TurnItIn.Com. This statement constitutes prior notice.
The official university policy on Plagiarism and Academic Dishonesty can be found at http://www.umuc.edu/policy/aa15025.shtml. Section I.C. states: "Faculty may determine if the resubmission of course work from previous classes (whether or not taken at UMUC), partially or in its entirety, is acceptable when assigning a grade on that piece of course work. Faculty must provide this information in their written syllabi. If the resubmission of course work is deemed to be unacceptable, a charge may not be brought under this Policy and will be handled as indicated in the written syllabi."
Course Withdrawal: The last day to withdraw from a DE course is Friday before the last full week of the course. The last day to withdraw from an on-site course is the last business day before the last class meeting.
Students with disabilities should contct:
Director of Student Services
UMUC-Europe, UNIT 29216
APO AE 09102
Or: Im Bosseldorn 30, 69126 Heidelberg, Germany
Phone: +49-6221-378-299
Email: edstudent_svc@ed.umuc.edu
Please refer to Description of Course Requirements for specific information on how resubmissions will be treated in this course and to the UMUC-Europe Graduate Catalog for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
Hard copies of the catalog are available at your local Education Center.
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Faculty Bio:
I am licensed as a Marriage and Family Therapist in California and have more than 15 years of experience in providing individual, marital, and family counseling. I have provided consultation in educational and medical settings, and have an extensive background in with non-profit agencies. I have taught undergraduate psychology classes for Chapman University (Monterey, California campus) and graduate counseling classes for the University of San Francisco (South Bay campus). My degrees are from both traditional and non-traditional universities (The University of the State of New York, Chapman University, and Capella University). My professional interests include developing self-care skills for mental health professionals, posttraumatic growth, and the interface of spirituality and psychology.
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