Argosy University/Chicago Campus
C 7433 Advanced Group Counseling
Section: BLA
Spring 2009
INSTRUCTOR: Tsui-yee Chow, Ed.D., LCPC
E-mail:
Phone: 1 312 777 7679
MEETING DATES
First Weekend:Friday 3/13/09(6:00 P.M. – 9:00 P.M.)
Saturday 3/14/09 (9:00 A.M. – 5:00 P.M.)
Sunday 3/15/09 (9:00 A.M.- 4:00 P. M.)
Second Weekend: Friday 4/3/09 (6:00 P.M. – 9:00 P.M.)
Saturday 4/4/09 (9:00 A.M. – 5:00 P.M.)
Sunday 4/5/09 (9:00 A.M. – 4:00 P.M.)
WEB –AUGMENTED ACTIVITIES
Starting the week of 3/3/2009, ending the week of 4/23/2009
MISSION STATEMENT - EdD in Counseling Psychology
The Doctor of Education in Counseling Psychology with a concentration in Counselor Education and Supervision is designed to meet the special requirements of counselor professionals motivated to develop their knowledge and skills in the preparation and supervision of counselors in agency or school settings, in colleges and universities, or at local, state, or federal levels. The program is designed to provide counselor professionals with the opportunity to pursue their personal and professional goals through the completion of a graduate program which results in the terminal professional degree in the discipline of counseling.
MISSION STATEMENT - EdD in Counselor Education & Superivsion
The field of counselor education and supervision is dedicated to both the academic preparation and comprehensive supervision of counselors across multiple settings. The Doctor of Education (EdD) in Counselor Education & Supervision aligns with the master’s-level Counselor Education programs in order to encourage entry-level counseling students to work toward becoming doctoral-level advanced practitioners, educators, and supervisors. The Ed.D. in Counselor Education & Supervision program prepares counselors for a variety of settings by providing the advanced skills and knowledge necessary to provide leadership and advocacy, as well as serve in supervisory, training, and teaching positions in the counseling profession.
The Ed.D. in Counselor Education & Supervision program is designed to help current practitioners with existing master’s-level preparation to advance their careers. This doctorate provides expanded opportunities to compete in the market place, on par with the growing number of doctoral-level counseling practitioners.
COURSE DESCRIPTION
The focus of this seminar is the direct application of theories of group dynamics and group leadership within the therapeutic process. Discussion revolves around the use of groups in facilitating personal growth and resolving emotional and interpersonal difficulties. The seminar examines the developmental stages of group process and the problems inherent in group leadership. The expected student outcome is the ability to practice effective group therapy. Moreover, this seminar also prepares students (counselor-educators-to-be), to train and supervise group leaders in their current and future career settings through the introduction of different training models and assessment tools and procedures.
COURSE DELIVERY FORMAT
The course will be available to students one week prior to the beginning of the term. For questions pertaining to the online format, please refer to the registration bulletin.
This course has class meetings scheduled on weekends and is web-augmented with a weekly online component found at This online component is meant to supplement the content delivered in the face-to-face meetings and provides weekly instructional contact with the instructor of this course. Students can expect weekly reading assignments and online discussion questions that offer opportunities to interact with fellow students and course faculty, as well as opportunities to engage with faculty and other students around activities meant to deepen and enhance the learning experience. In addition, the faculty may use the web-based learning environment to provide supplemental resources and reading material.
The course will be available to students one week prior to the beginning of the term. For questions pertaining to the online format, please refer to the registration bulletin.
PROGRAM OUTCOMES:
Program Outcome One: Counselor SupervisionCompetency 1. Effectively apply theories and practices of counselor supervision.
Program Outcome Two: Research (Understanding and Applying Qualitative and Quantitative Research)
Competency 1. Apply scientific foundations of counseling and scientific methodology to the design of research and analysis of counseling topics: case material, counselor education and counselor supervision.
Program Outcome Three: Advanced Practice/Assessment
Competency 1. Effectively apply theory pertaining to the principles and practice of counseling, career development, group work, systems, assessment and consultation.
Program Outcome Four: Counselor Education
Competency 1. Effectively apply instructional theory and methods relevant to counselor education.
Program Outcome Five: Ethics
Competency 1. Commit to, demonstrate, and engage in ethical practice and ethical decision making strategies in counselor education and supervision, grounded in the ACA Code of Ethics as well as socially responsible practice and living.
Program Outcome Six: Social & Cultural Issues/Multicultural Competence
Competency 1. Demonstrate multicultural awareness, knowledge, and skills with regard to the role of racial, ethnic, and cultural heritage, nationality, socioeconomic status, family structure, age, gender, sexual orientation, religious and spiritual beliefs, occupation, physical, and mental status, local, regional, national, international perspective, and equity issues in counseling practice, counselor education, and supervision.
Program Outcome Seven: Interpersonal Effectiveness
Competency 1. Develop and improve positive relationship skills via effective communication, respect for others, appreciation of diversity and cultural sensitivity, and awareness of their impact on others.
Program Outcome Eight: Written and Oral Presentation
Competency 1. Using appropriate media and technology, present counseling information orally and in writing that is concise, organized, well supported, created in a professional manner, and appropriate to the audience.
COURSE OBJECTIVES
As a result of the course, students will:
1.Analyze the evolution of group development stages and the emergence of Yalom’s therapeutic factors (Program Outcomes 3 & 4);
2.Appraise theoretical approaches in psychotherapy groups, and apply their respective concepts and techniques in explaining and managing group dynamics and proce(Program Outcomes 3 & 4);
3.Integrate and utilize elements of different theories to design psychotherapy groups for specific clienteles, clinical issues, and settings (Program Outcomes 3, 4 & 6);
4.Be able to implement effective leadership skills and intervention strategies in simulated group settings;
5.Apply various tools to objectively assess leadership behavior, group dynamics, process, climate, and therapeutic factors (Program Outcomes 3, 4 & 6);
6.Analyze the impact of cultural factors on the group process, dynamics, and climates; and use multicultural interventions in assisting the development and function of the group (Program Outcomes 3, 4 & 6);
7.Apply various supervision models in the training and supervision of group leaders (Program Outcomes 1, 2 & 4);
8.Utilizing the ACA Code of Ethics (2005) and the Association for Specialists in Group Work Best Practice Guidelines (1998), analyze ethical and professional issues involved in group situations and encountered by group leaders in practice (Program Outcomes 5, & 7);
9.Implement best practices in the conducting of groups and training of group leaders based on both theory and research (Program Outcomes 2, 3, & 4); and
10.Be able to articulate his or her own approach to group work and client change, and construct a personal theory of group therapy (Program Outcomes 3, 4, 6 & 8).
REQUIRED TEXTBOOKS
1. Donigian, J. & Hulse-Killacky, D. (1999). Critical incidents in group therapy. (2nd ed.). Belmont, CA: Wadsworth. ISBN: 0-534-35727 –X.
2. DeLucia-Waack, J. L., Gerrity, D. A., Kalodner, C. R., & Riva, M. T (Eds.). (2004). Handbook of group counseling and psychotherapy. Thousand Oaks, CA: Sage. ISBN: 0-7619-2469-8.
OTHER REFERENCES AND RECOMMENDED READINGS:
1. Yalom, I. & Leszcz, M. (2005).The theory and practice of group psychotherapy (5th
ed.). New York: HarperCollins. ISBN 0-465-092845.
Or
2. Yalom, I. (2005). The Schopenhauer Cure: A Novel. New York: HarperCollins.
ISBN: 00666214416.
CLASS POLICIES AND EXPECTATIONS
1. Attendance and Participation
Students’ active participation is integral and essential to the success of this class; thus attendance and participation, in both class meetings and online, are influential factors in the determination of your final grade. For foreseeable or necessary absence for class meetings, or inability to complete online assignments and activities, students are required to notify the instructor prior to class meetings, or the due dates of online assignments.Only with my consent can you make up missing assignments after the absence. Students who miss more than 3 hours of the total class meeting time will need to retake the course automatically. Students who miss 2-3 hours of the class time will automatically get a grade reduction from the final grade unless the student can successfully negotiate and complete a remediation plan to make up the deficit in class attendance.
2. Online Assignments
Students are expected to complete weekly reading and online assignments. It is important to note that online components of the course begin when the semester session begins, for this course, online activities start with the week of March 3, 2009and end the week of April 20, 2009.Online participation in a timely manner is a form of class attendance. Student financial aid may be affected by when you last participated online.
3. Preparation for Class Meetings
All students should complete the assigned reading prior to each class meeting. You are expected to come to class prepared to discuss the assigned reading materials.
4.Assignments
Assignments should be submitted to the instructor before or on the announced due date. Late assignments without proper explanation and extension agreement with the instructor will receive a 10% grade reduction for each day they are late. With the exception of in-class writing exercises, quizzes, tests, and online activities, all assignments should be typed with reference to the APA style and submitted to Dr. Chow via e-mail (), or in person within class time.
EVALUATION AND COURSE REQUIREMENTS
A.Class participation 40 points
You will be assessed through various aspects of your participation in the class: enthusiasm in taking part in class discussion, sharing of your experience, and providing constructive feedback to your fellow classmates, sincerity in self-exploration exercises, and other in-class activities.
B. Online Activities and Participation 60 points
(10 points for each week excluding the weeks of class meetings)
Online participation of the class begins with the semester, the week of March 3 and ends on April 20, 2009. Ground rules for online participation, and instructions for the first week activities and assignment will be posted online the week before.The format of these online assignments and activities vary. Basically students will be asked to respond to two small activities, or two discussion questions per week. Each Friday, new instructions of the online activities of the following week will be posted.As a general rule, week cycles begin on Mondays and end on Sundays, midnight. Within the cycle, Students have to post their responses to the online assignments by Fridays, and provide feedback to two other students’ postings by Sundays, midnight.
Students’ online performance will be assessed according to the qualities of their responses to both the activities and to other students. Some of the characteristics of quality communication and feedback include: meaningful statements with context and content, constructive and respectful criticism or arguments, and clear expression
C. Facilitation of MA Student Groups 100 points
Each student will be assigned to lead or co-lead a group of MACommunity Counseling students who are attending the Group Counseling course. MA student groups are expected to be a personal growth and development support group, not a therapy group. Dcotoral student will plan and co-lead experiential group activities for master’s level students during the first weekend of class meetings (see Class Sequence of Events below for specific group times). MA students will lead the group in teams of two for one hour in the second weekend. During the first weekend, you will help the MA level gourp to identify 4 themes which they want to work on for the second week. The MA student teams will pick one of the themes to lead the discusion in the second week. You are required to journal your experience which will be handed in by the end of the course. After each group session, you are expected to discuss and reflect on the group process, climate, and skills and strategies used with your group.
Prior first class meeting contact:
You will be given the contact information of the classmate(s) and a MA Group Counseling Course instructor prior to the first weekend of class. Please take initiative and arrange a meeting with the Instructor and your classmate(s) to plan for four 1 ½ hour group sessions for the MA students, either for the first or the second weekend. Please be mindful and respectful that the instructors of the MA Group Course are the persons who are ultimately responsible and in-charge for the kind of activities and the nature of the experience that they wish what their students to have.
D. Analysis of Group Development30 points
Due March 13, in class
Watch the movie “The Breakfast Club”, and identify:
1. the stages of development of the group at various junctures in the movie;
2. the therapeutic factors – how did they emerge and affect the development of the group
and its members?
3. How do you intepret the issues related to the termination of the group when you
watched the ending of the movie?
* Submit your answers in bullet points, and have them ready for class discussion.
E. Short Class Presentation on Diversity Factors in Group Therapy 50 points
Due April 3, 4, & 5
In teams of two, select acultural factor of your choice (approval needed from instructor), or a chapter from DeLucia-Waack, et. al., Chapters 12-18 on multicultural groups and issues. Your team needs to do half an hour presentation on your selected client group or cultural factor highlighting the following:
- What are the cultural beliefs, issues, values, and practice may have an effect on the group dynamics and process?
- As a group leader, how would you address those isses and work with your group accordingly?
- What may some of the ethical concerns be when running such a group?
F. Online Presentation onGroup Implementation & Effectiveness 60 points
Due April 10, 2009, midnight, online, provision of feedback by Sunday, April 12.
Choose a theme/topic in which you have great interest, and a client population about whom you are passionate, e.g. children with a terminal illness. With reference to at least5 research studies or journal articles related to your chosen topic, or other types of scholarly publications, in 6-8 pages using APA style, respond to the following:
1.What are some of the therapeutic concerns of this particular group of clients?
2.What are the rationales for establishing group therapy for this group of clients?
3.How has group therapy been implemented for this particular client group?
4.How has this particular clientele been benefiting from group therapy?
5.How effective are these groups in treating or helping clients to deal with this issue?
6.How could this kind of group therapy be implemented in your projected or current professional setting?
7.How would you modify or improve, or why would you want to keep the same format, for some of the groups suggested in the related literature?
G.Self-reflection and Personal Theory Paper80 points
Due April 20, 2009, 5:00 p.m. Submit paper in person, or via e-mail at
The purpose of this assignment is to help you to start to formulate your own theory by integrating your personal characteristics (experiences, beliefs, cultural upbringing, etc.), preferences, and what you have learned from the class (various theories and experiential groups). With reference to your group journal entries in the past few weeks, your previous experience in participating and/or leading group, your leadership style and other personal characteristics, Write a 5-6 page paper (excluding the cover page and the reference list), in APA style consisting the following parts:
- How your experience of the leading, participating in, or observing groups have informed or influenced you regarding your own group leadership skills, leadership style, and perception about groups;
- Your perspective about the functions of a therapeutic group in assisting client changes;
- Elements or factors contributing to the development of the group, and changes and growth of the clients;
- Your role as a group leader and therapist in the group; and
- From the theoretical models that have been discussed in class, select one model which you think most compatible with the views that you have expressed in Parts 2, 3, & 4 above. Describe how you integrate your views into this chosen model in group therapy.
GRADING
Grades by %
100 to 93% = A
92 to 90% = A-
89 to 88% = B+
87 to 83% = B
82 to 80% = B-
79 to 78% = C+
77 to 73 = C
72 to 70 = C-
69 & below = F
WEEKLY THEMES AND ASSIGNMENTS
Week of March 3
Theme: Current and historical perspectives on group counseling - effective leadership, therapeutic factors, process & outcome
Readings:: DeLucia-Waack, et. al., Chapters. 1, 2, 3, 4,
Assignment: Online Discussion
Week of March 9-15
Theme:Best Practices – conducting groups, selection of activities, group
Processin, effective leader intervention, & Guideline for Ethical and Legal Practice
Effective leader intervention
Readings: DeLucia-Waack, et. al., Chapters 6, 7, 8, 9, & 11
Assignment: Analysis of Group Development, Due March 13, in class
Week of March 16-22
Themes: Overview of selected Theories I - Client-centered, cognitive-behavioral,
family-centered, Gestalt, & individual therapy
Readings:Donigian, & Hulse-Killacky, Chapters 1- 5
Assignment: Online Discussion
Themes: Overview of selected Theories II – Individual, interpersonal, psychodynamic, , solution-focus, and systems-centered therapy
Readings:Donigian, & Hulse-Killacky, Chapters 6-11, & 13
Assignment: Online Discussion
Week of March 23 -29
Themes:Critical incidents
Readings: Donigian, & Hulse-Killacky, Chapters 14 -19
Assignment: Online Discussion
Week of March 30 – April 5
Theme: Best Practices– training and supervising group leaders, assessment,
andethical issues