Old Dominion University
Psychoeducational Groups
Fall 2008
Instructor: Tammi F. Milliken, Ph.D., NCC
Phone: 757-683-3850
E-mail:
Address: Educational Leadership and Counseling, Norfolk, VA 23529
Course Title: Psychoeducational Groups
Course Description: Psychoeducational Groups combines lecture, discussion, demonstration, and experiential learning pertaining to facilitating effective psychoeducational groups as opposed to therapy groups.
Purpose: The course is intended to prepare students to design, lead, and evaluate psychoeducational groups conducted in a variety of human services and counseling organizations.
Course Competencies:
§ Understand how psychoeducational groups differ from other forms of groups
§ Learn designated theories of group process (strengths and limitations)
§ Develop the skills necessary to design, organize, and assess psychoeducational groups
§ Learn the fundamentals of group leadership and recognize individual variables which may impact the group process
§ Understand and recognize group dynamics and group development
§ Develop competencies for facilitating psychoeducational groups with diverse populations
§ Learn ethical issues involved in psychoeducational groups
§ Develop the skills necessary to lead/facilitate various psychoeducational group activities
§ Develop the ability to manage personal anxiety, conflict, and group members’ emotional reactions and behaviors.
Course Requirements:
§ Exam I 20
§ Exam II 20
§ Psychoeducational Group Project 30
(Individual Presentation = 15; Group Paper = 15)
§ Participant Observation Reaction Paper 20
§ Attendance & Participation 10
Assignments:
Attendance and Participation: Attend class and take part in discussions, experiential and self-development activities. Students are expected to attend classes, complete all readings, and participate in class discussions and activities. Attendance will be documented for each class. Students are entitled to two absences without penalty. Students who come in late or leave early may receive partial attendance credit dependant on the quality and quantity of material missed. Points are also impacted by participation. A person who clearly does not participate in discussions and activities may lose participation points. A person’s grade will be based on how much the individual misses class (either actively misses class or “misses” class by not participating).
Exam I & Exam II:
Exam I will assess your knowledge concerning the concepts important to the use of psychoeducational groups in counseling and human services. Exam II will evaluate your knowledge pertaining to designing, structuring, and assessing a psychoeducational group. Both will cover material from selected readings, lecture notes, individual assignments, and class activities.
Psychoeducational Group Project: This assignment is intended to provide you with experience participating in the group process. Students will be assigned to groups in which they will develop a comprehensive plan for a psychoeducational group. Groups may select a topic from those provided by the instructor, or may choose other topics with the instructor’s approval. In-class time will be provided to groups for forming their plan and integrating group dynamics.
You will be evaluated on your ability to design, structure, facilitate, and assess a psychoeducational group. You will be expected to draw from class activities including discussions and experiential demonstrations in order to develop a comprehensive plan for a psychoeducational group. A rubric will be given that delineates the project requirements.
§ Group Paper: Each group will turn-in a comprehensive paper describing the psychoeducational group. (15 pts)
§ Individual Presentation: As an extension of the group project, you will be expected to lead the class in one of the psychoeducational activities that is part of your group’s project. Each student will be assessed on their clarity, leadership skills, application of theory, ability to recognize and address group dynamics, inclusion of processing, and completeness. (15 pts)
Participant Observation Reaction Paper: Students will be asked to attend a psychoeducational group presentation within their community. You should observe the leader’s degree of clarity, leadership skills, application of theory, inclusion of processing, and completeness, as well as the group’s process and dynamics. You will be asked to provide a one-page synopsis of the presentation and a one-page personal reaction. In the synopsis students should provide an overview and summarization of the presentation. The personal reaction should focus on your feelings, thoughts, and growth as a result of participating in the experience. Papers must be two double-spaced typed pages, and presentation materials must be attached.
Submissions
All materials submitted for evaluation will be assessed on their adherence to assignment guidelines, grammar, style, clarity, and depth of reflectiveness. Grammar, spelling, and use of APA style are mandatory. Poor grammar usage, lack of APA style, or misspelled words will seriously detract from your grade.
Submissions must adhere to APA style guidelines. This includes the following:
1) A title page
2) 1 inch margins
3) 12-point font (Times New Roman or Arial)
4) Double space
5) Referencing throughout and at the end of the paper as applicable
For guidance, refer to the APA manual (reference below) and The OWL at Purdue, APA Formatting and Style Guide (http://owl.english.purdue.edu/owl/resource/560/01/)
6. Accommodating Students with Special Learning Needs: In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss accommodations.
8. Grading:
92.1 to 100 = A
90 to 92 = A-
85 to 89.9 = B+
80 to 84.9 = B
78 to 79.9 = B-
75 to 77.9 = C+
70 to 74.9 = C
68 to 69.9 = C-
9. Honor Pledge: By attending ODU and this course, you have accepted the responsibility to abide by the following code. “I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to honor council hearings if summoned.” This is an institutional policy approved by the Board of Visitors.
12. Class References:
Required Text
Brown, N. (2004). Psychoeducational Groups (2nd Ed.).
Other Required Selections
Additional reading assignments will be distributed in class
Suggested
American Psychological Association (2001). Publication manual of the American Psychological Association
(5th ed.). Washington, D.C.: Author.
Optional References
The following may be helpful in providing you with ideas about the current facilitation of psychoeducational groups. Examples include: stress and anger management, assertiveness training, social-skills training, substance abuse, and eating disorders.
Beattie, M. Codependent No More
Benson, H. The Relaxation Response
Cherry & James. The Grief Recovery Handbook
Lerner, H. Stress Breakers
Maher, C. & Zins, J. Psychoeducational Interventions in the Schools
Perlmutter, J. Kick It: Stop Smoking In 5 Days
Weisinger, H. Dr. Weisinger’s Anger Work-Out Book
Whiteman, T. & Burns, B. The Fresh Start- Divorce Recovery Workbook
The syllabus, scheduled topics, formats for assignments, and readings may be adjusted over the course of the semester.
TOPICAL OUTLINE
Class /Topic
/ Assignment8/26 /
Course Overview, Review Syllabus, Activity
8/28 /Intro to Groups
/ Ch 1 (pp. 1-15)9/2 /
Use of Groups in Counseling & Human Services
/ Ch 12 and Ch 139/4 /
The Role of Theory in Group Process and Principles of Learning and Instruction
/Ch 3 (pp. 47-65)
9/9 / Group Theories9/11 /
Group Dynamics
/ Ch 4 (pp 69-72)9/16 /
Group Stages
/ Ch 4 (pp72-77 stop at Developing the Group, and 79 at Helpful Group Factors to end of ch)9/18 /
Multiculturally Competent Group Facilitation
/ Ch 1 (pp 19-21)9/23 /
Ethics and the Group Process
Exam I Review / Ch 1 (pp 15-19)9/25 /
Exam I
/ Exam I9/30 /
Structuring and Designing Psychoed Groups
/ Ch 3 (pp 65-67), Ch 4 (p77- Developing the Group to p 79 stop at Helpful Group Factors), and Ch 510/2 /
Structuring and Designing Psychoed Groups- Cont.
/ Ch 3 (pp 65-67), Ch 4 (p77- Developing the Group to p 79 stop at Helpful Group Factors), and Ch 510/7 / Supporting the Design and Showing Accountability /
Ch 6
10/9 / The Group Leader and Leadership Skills /Ch 2
10/14 /NO CLASS- Work on Group Project
10/16 /Group Membership Issues
/ Ch 7Participant Obs Paper Due
10/21 / Managing Conflict / Ch 8 (139-145)
10/23 /
NO CLASS- Work on Group Project
10/28 /Healthy Confrontation
/ Ch 8 (145-152)10/30 / Specific Psychoeducational Groups & Group Activities / Ch 9, Ch 10 and Ch 11
11/4 /
Psychoed Group Demonstration
Exam II Review11/6 /
Exam II
/ Exam II11/11 /
Individual Presentations (2)
11/13 /Individual Presentations (2)
11/18 /Individual Presentations (2)
11/20 /Individual Presentations (2)
11/25 /Individual Presentations (2)
11/27 /NO CLASS
12/2 /Individual Presentations (2)
/ Group Paper Due12/4 /
Individual Presentations (2)
12/9 /LAST CLASS- Wrap Up