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CED 759 ADVANCED GROUP (II.K.6;this course is an elective)
COURSE DESIGNATION (II.H.2)
Advanced study of group theories and recent innovations in group counseling and group dynamics. Supervised experiences in selected settings. Prerequisite: CED 604 and 605 and permission of the instructor. 3 credits
PURPOSE
To provide an advanced and in-depth examination of concepts, skills, and strategies of group leadership. In addition, the investigation and application of several selected group therapy theories will be a major course focus. Students will be encouraged to develop a personally congruent leadership style. In addition, students will learn to conceptualize group process, group development issues, and develop interventions based on these principles.
GENERAL COURSE OBJECTIVES (II.H.2)
The goals of this course are to:
1. Develop a conceptual framework for levels of group intervention
2. Develop advanced intervention techniques for counseling and therapy groups
3. Develop a personally congruent leadership style and awareness of how
personalization issues affect group leadership
4. Conceptualize therapeutic or group producing factors
5. Conceptualize groups utilizing Systems Theory, Focal Conflict Theory, Interpersonal Process
Theory, and selected other theories.
6. Understand process and content and their appropriate utilization
7. Examine in-depth group development issues and leader responses
Student Evaluation: Students are required to co-lead and video tape 2 laboratory groups under the supervision of the course instructor, make a presentation in the master’s group experience class, and participate in weekly supervision seminars. Students will submit four (4) directed learning logs during the semester and complete a self-evaluation paper focused on their experiences and learning as a group leader at the conclusion of the semester. Course grades will be determined by evaluating the quality of the student's work in each of these areas.
SUBJECT MATTER OR CONTENT TO BE STUDIED (II.H.3)
Required Texts:
Bernard, H. S., & MacKenzie, K. R. (1994). Basics of group psychotherapy.New York: Guilford Press.
Yalom, I.D. (1995). The theory and practice of group psychotherapy. (4th ed).New York: Basic Books.
Recommended Texts:
Kline, W. B. (2003). Interactive group counseling and therapy. Upper Saddle River, NJ: Prentice
Hall.
Porter, L.& Mohr, B. (Eds.). (1982). Reading book for human relations training.(7th ed.).
Arlington, VA: NTL Institute.
Course Assumption and Goals:
This course is designed for students who have successfully passed CED 605, at least one counseling practicum or internship experience, at least one experience as a group member, and preferably, some experience leading groups. It is assumed that students understand fundamental group dynamics principles, group development theory, and are somewhat competent in the skills necessary to lead groups.
The goals of the course are to review and deepen students' understanding of essential group leadership concepts and skills. Additional goals involve the investigation and application of advanced theoretical conceptualizations and group leadership principles. Primary methods of instruction involve experiences as co-leaders, weekly supervision, directed reading, completion of directed reading logs, and writing a self-assessment paper. You will have been successful in this course if you leave with increased self-awareness as a group leader, a broader repertoire and clearer understanding of group intervention skills (i.e., effectively utilizing group process and group level skills), a working knowledge of several group therapy theories, and greater awareness of how your interpersonal style effects your work as a group leader and co-leader.
ALL participants in this course are expected to adhere to the principles of ethical conduct in general and confidentiality in particular. A breach of confidentiality will result in a failing grade.
Course Format and Major Student Activities
The academic, skills, and personal development components of this class include co-leading a weekly 1 ½ hour group session with master’s level counseling students, a presentation in the master’s group experience class, and weekly 1-hour group supervision seminar. Students are required to satisfy the following requirements:
1. Meet weekly (time and duration to be determined by you) with your co-leader to prepare for
your group session. This is an excellent opportunity to discuss how to apply/utilize feedback
from the supervision seminar. (II.K.6.b)
2. Conduct a weekly 1 ½ hour group session with your assigned group. (II.K.6.a-g)
3. Meet immediately after group with your co-leader to discuss and summarize the events of the
group session. This is the best time to offer and process co-leader feedback and to process
reactions and feelings stimulated by the group session. (II.K.6.b)
4. Co-leaders can opt to extend this post group processing time to view the tape of their group
and to prepare for the supervision seminar. A time for supervision seminar preparation is
essential. This preparation time should include:
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A. Discussion and decisions about how to present the tape in the seminar (i.e., who will do the presentation; roles of each co-leader during the presentation, etc.).
B. Summarization of key group events (i.e., group development issues/illustrations, important interactions, leader interventions, etc.).
C. Cuing of the tape to the first segment to be presented in supervision.
D. Preparation of questions, commentary, or discussion items for the supervision session.
E. Discussion of previous feedback and how it did or did not work.
F. Request for specific feedback and input.
G. Writing of feedback on member logs. (II.K.6.a-g)
5. Participation in supervision is essential. Students are expected to be prepared for and involved in conceptualization discussions, the exchange of feedback, and the presentation and
discussion of key group leadership issues. (II.K.6.b)
6. Completion of readings, reading logs, and self-assessment assignments. (II.K.6.a-g)
7. Co-leader pairs may also consult with the course instructor on an “as needed” basis. (II.K.6.b)
8. All students leading groups are expected to give at least one presentation in the class
component of the masters' group experience class. A meeting with the course instructor will
be scheduled prior to your presentation to discuss objectives and to provide preparation
materials and references. (II.K.6.b, f)
Students in this class are expected to observe ACA Ethical Standards. In particular, it is essential to review and comply with standards relevant to group leadership and multiple role relationships. Because of the various roles you will be performing with masters' students (e.g., group leader, class presenter, skills supervisor, etc.), discussion your role parameters during supervision is encouraged whenever confusion arises. (II.K.6.g)
Time for the presentation and discussion of content material is limited. Directed readings and learning logs will be used to cover much of the course content. The instructor will present spontaneous content/theory lecturers and will incorporate content material in discussions of group events. Also, discussion of group events that integrate course readings will be initiated by the instructor. You are encouraged(!) to complete your assigned reading on schedule in order to be prepared for class discussions.
EVALUATION AND GRADING (II.H.5)
Students will be evaluated in this course based on a combination of the following factors:
1. Effectiveness as a group leader.
2. Preparation for supervision seminar (tape and readings).
3. Responsiveness to feedback.
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4. Quality of Group Experiences class presentation.
5. Quality of learning logs (Logs should evidence thoughtful discussion of content and application to group events).
6. Quality of Self-Assessment Paper (thoughtfulness and integration of content and experience).
Learning Logs:
There will be four required learning logs. The content of these logs will be directed by the assigned readings and the questions provided. Goals of the logs are to connect and integrate material presented in the course texts, explain and elaborate student's experiences as leaders, and guide and stimulate thinking about development as group leaders. These logs should clearly demonstrate that you have read and comprehend the assigned material. I encourage you to regard these logs as a valuable tool for your personal and professional development as a group leader. Logs will be no less than six and no more than eight double-spaced typed pages.
Learning Log Assignments:
Log 1 Due:
Readings:Bernard and MacKenzie - Skim Chapter 1, Read pp. 35-47, 60-74, and
100-103.
Yalom - pp. 414-418, 517-518, Chapters 2,5,&11.
Questions:
1. What are your views or perceptions about who you are as a person that have implications for
your group leadership style? Based on this, describe in general terms the types of techniques
that you believe would fit best with you and allow you to be fully present in a group.
2. Discuss the therapist's basic tasks and what you would do as a group leader to work towards
these objectives in the initial stages of group development described by Yalom, MacKenzie,
and Dies (The last 2 in Bernard and Mackenzie).
3. Describe the benefits and drawbacks of co-leadership. What do you see as key relationship
issues for co-leaders. Based on where you stand in terms of your own relationships, what
factors (e.g., needs, issues, style, etc.) do you need to be aware of and how will you incorporate
this knowledge into developing your co-leader relationship?
Log 2Due:
Readings:Bernard and MacKenzie - Read Chapter 5 and pp. 47-53, 74-82, 103-122,
157-165, and skim 165-185.
Yalom-Chapters 1, 4, 7, & 13.
Questions:
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1. Briefly characterize what members do to be regarded “problem members.” Given that these
behaviors may be seen as defensive, resistant, or a person’s “best attempt to deal with a very
strange situation,” describe a range of techniques you would use to intervene with these
members. This range should be a continuum that moves from safe, supportive to more
confrontive and active interventions.
2. Yalom discusses therapist transparency as a means of resolving transference issues. Discuss
how he sees this happening. Compare and contrast Yalom's views with those of Dies (In
Bernard and MacKenzie). Describe your views about how transparent you should be as a
group leader. What are some potential benefits and pitfalls of your position on transparency?
3. What do you believe are the three most important therapeutic factors? Explain you reasons.
How would you as a group leader work to develop each of the factors you have described?
Log 3Due:
Readings:Bernard and MacKenzie - Read pp. 53-57, 82-93, and Chapter 7.
Yalom-Chapters 3, 6, 12, & 14 (Re-read sections on co-therapists only if you want a review).
Questions:
1. How does Yalom define group cohesiveness? Discuss what he says and what you believe
make group cohesiveness such a critical factor in the power of a group to be therapeutic.
Briefly describe three goals or actions you would perform as a leader to stimulate the
development of cohesion.
2. Conflict is to be expected in the transitional, working, and the advanced phases of a group's
life. Describe common origins and expressions of hostility that may occur in a group during
these phases. Discuss how you would react (cognitively and emotionally) and respond should
this hostility be directed at you, the group leader. In discussing your responses be sure to
incorporate comments about how they are congruent with who you are.
3. In Chapter 6, Yalom discuss two critical concepts, here-and-now and process. Briefly describe
the meaning of these concepts (Be sure to include discussion that differentiates process from
content!). Give two examples of group interactions in which you were involved as a member
and offer your process interpretation of what occurred. For each of these examples give a
process observation you could have offered if you had observed these interactions as the group
leader.
4. Present an illustration of a "critical incident" that occurred in your group. Select 2 group
therapy theories and briefly explain this incident from the point of view of each of these
theories.
Log 4Due:
Readings:Bernard and MacKenzie – Read pp.57-58 and 93-96.
Yalom - Chapter 17.
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Questions:
1. Termination is a highly significant event in the life of the group. Discuss the significance the
ending of this group will have for you. What do you consider the essential objectives for
terminating the life of a group? Describe a series of steps you would take to prepare a group
for terminating and some techniques you might employ in the final session. Briefly comment
on how you would conclude group meetings.
2. This is your last log and final log entry. Based on your experience as a participant in this class,
discuss what you believe you need in terms of further experience as a group member, training
and supervision as a group leader, and encouragement.
NOTE: Yalom Chapters 8, 9, and 10 covers considerations for composing a group; Chapter 15 discusses specialized groups; and Chapter 16, t-groups, encounter groups and their connections with therapy groups are not assigned. These are useful and interesting chapters. I strongly encourage you to read Chapters 8, 9, and 10 before you begin your own group.
Self-Assessment Paper: Due:
This paper is designed as a stimulus to reflect on your experience as a group leader and to consolidate/clarify your learning. In order to effectively involve yourself in this process it would be helpful to keep a diary of your group experience. This personal diary serves as the notes for your paper and will not be submitted. The outline for this paper (below) offers some ideas about what to include in your diary:
1. Discuss your assessment of your skills and knowledge as a group leader (e.g., giving feedback,
owned language, conceptualizing group events, intervening at various levels, processing group
events, structuring, bridging, drawing out, shifting and maintaining focus, self-awareness,
etc.). How do you see yourself evolving as a group counselor/therapist/leader/facilitator? (You
may wish to refer in general terms to any personal issues that impact your functioning.)
Compare how you see your abilities at the beginning of the semester with your perceptions at
the end of the semester. It is recommended that you write about your current perception now,
possibly as an initial diary entry.
2. In terms of your own development over the course of the semester, discuss what happened to
you. Describe any critical incidents, personal work, key feedback, goals met or not met,
development of personal awareness/understanding as a leader/person, etc. that had a notable
influence on you. It is important to discuss how you have or have not developed and what
stimulated or impeded this development during the semester. Describe the impact these
learnings have had on you. (Note: you are not required to make specific disclosures about
personal learning).
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3. Discuss how you saw your role and perceptions of yourself as a leader evolving over the
course of the semester. Discuss fully how you have worked to define and differentiate your
role as a group leader. Include commentary on how you have defined leader verses member
boundaries and role conflicts you have experienced (i.e., Being the leader but wanting to be
involved as a member, wanting to care-take or fix, etc.). Your response to this item should
involve describing your initial and eventual perceptions of self as a leader. Again, you may
benefit from recording your perceptions of who you are as a leader in your initial log entries.
TENTATIVE CLASS SCHEDULE
First Meeting:The Masters' Group Experience Class: Philosophy and Objectives
Advanced Group Students' roles and expectations
Select co-leaders and discuss group scheduling
Go over syllabus and review class procedures
Schedule CED 605 class presentations
Schedule supervision sessions
The remaining meetings are 1-hour group supervision sessions. The time and place for these will be negotiated between the students and course instructor.