PSRT 5242

GROUP METHODS

SUMMER 2009

COURSE DESCRIPTION: This course addresses the basic elements of group counseling including group process with a focus on the stages of group development, guidelines for multicultural practice, ethical and professional issues in group counseling, and skills for leading a group. These topics are presented through classroom lectures and discussion as well as structured laboratory experience and independent study practice. Emphasis is on developing skills to be able to apply group counseling theories and techniques in a variety of settings.

COURSE GOALS: The primary goal of this course is to prepare students for the development, planning, and implementation of group counseling using a variety of formats.  Emphasis is placed on types of groups, group dynamics, group leadership styles and techniques, and applying theories of group work in practice.  Additionally, there will be discussion of special considerations in planning and implementing groups such as groups with families, groups with individuals with disabilities, and peer-led groups. 

METHOD OF INSTRUCTION: This course includes lecture, group skills practice in class, and small group independent study.  Students will be expected to meet in small groups to accomplish class assignments outside of scheduled class hours.

COURSE OBJECTIVES:

1. Apply theories of counseling and relevant research literature to group practice.
2. Identify principles of group dynamics, including group process components, developmental stages, group member roles and behaviors, and therapeutic factors of group work.
3. Apply standards of counselor competence in identifying professional preparation needed to develop and implement group counseling approaches.
4. Address multicultural issues in a group context.
5. Discuss leadership styles including special issues in leading groups with family members, with persons with disabilities, and in working with peer counselors.
6. Recognize legal and ethical issues in group practice including issues related to documentation.
7. Demonstrate the skills required for effective group leadership by preparing and implementing group sessions in a laboratory situation including applying approaches for various types of groups such as psychoeducational and skills groups. 

REQUIRED TEXTS:

• Corey, M.S., Corey, G., & Corey, C. (2010). Groups: Process and practice (8th ed.).   Belmont, CA: Brooks/Cole.

• Corey, M.S., & Corey, G. (2006) Groups in action (DVD/ Workbook) Belmont, CA: Brooks/Cole.

• Book, DVD and Workbook will be used throughout the semester.

• Articles from other sources will be assigned during the semester at the discretion of the instructor.

RECOMMENDED TEXTS:

• Bellack, A.S., Mueser, K.T., Gingerich, S. and Agresta, J. (2004) Social skills training for schizophrenia: A step by step guide (2nd ed.) New York: Guilford Press.

COURSE REQUIREMENTS:

GRADING:

A  = 92-100

B  = 83-91

C  = 75-82

D  = 69-74

F  = 68 or below

Note:  This is a required course for the M.S. in Rehabilitation Counseling.  Failure to pass the course will require retaking the course.  This is an elective course for the M.S. in Psychiatric Rehabilitation, Leadership Track.  Students from this degree who fail the course may retake the course or discuss with their advisor taking another elective.  A grade of “C” or better is required to pass this course.  Per Department policy, students who fail a course may retake it only once.

FEEDBACK ON PROGRESS:  Students are provided with written feedback on the  assignments on which grading for the course is based.  It is the responsibility of  students to monitor their performance in light of the grade interpretation for the course.  Students who are not making satisfactory progress should contact the instructor to discuss improving performance in the course.

FACULTY/STUDENT HONOR CODE: The faculty of UMDNJ-School of Health Related Professions believe that students must observe and support high standards of honesty and integrity in all aspects of education, practice, and research.  For this reason, all matriculated and non-matriculated students in this course are expected to abide by the School's Faculty/Student Honor Code and accept responsibility to help ensure that these standards are maintained by reporting violations of the Honor Code observed in others.  All violations will be considered with gravest concern and may be punishable with sanctions as severe as suspension or dismissal.  Refer to your SHRP Student Handbook at http://shrp.umdnj.edu/ current_students/ handbook.pdf.

COURSE EVALUATION:  The quality of this course is evaluated through student course evaluations completed at the end of the course and through the Department’s peer review process.  As part of the peer review process, other faculty from the Department may attend class sessions to observe the course.

ACCOMMODATIONS:  Students are encouraged to discuss requests for accommodation with the Instructor.  You can also contact the Disability Compliance Coordinator at (973) 972-8594.  Additional information about services for students with disabilities is available at http://shrp.umdnj.edu/, click on Current Students and then select Student Services and Requesting Accommodations for Disabilities.  Information about supported education services is available from Prof. Michele Mullen at (908) 889-2513 or by e-mail at mullenmi@umdnj.edu.

ADDITIONAL INFORMATION ON COURSE REQUIRMENTS:

CLASSROOM PARTICIPATION: Students are expected to attend class regularly and participate in classroom lectures and discussions as well as the experiential laboratory exercises.  Students are also expected to participate as members of groups led by the instructor and fellow students. Taking part in class discussion and exercises as an active group member, therefore, is a critical component of this course.  Students will complete observation forms to be provided by the instructor for in-class group exercises in which they are not participating.

Part of this course involves discussing group process including increasing self-awareness of one’s personal role in this process.  Students are expected to be open to increasing self-awareness of their own roles and behaviors in large and small groups.   Students are also expected to participate actively in class discussions and activities so we can learn from each other.  In discussions and exercises, students should be sensitive to other’s outlooks and experiences as well as practice communication techniques demonstrating diversity competence.   In giving and receiving feedback, students should focus on behavior, frame feedback suggestions in positive terms, and maintain a professional approach.

READINGS/WORKBOOK ASSIGNMENTS:  Students are expected to complete assigned readings and written workbook assignments in a timely manner.

JOURNAL ARTICLE REVIEWS:  Students will complete two reviews of journal articles related to group counseling per instructions to be given in class by the instructor.  Students should be prepared to present a review of one of the articles to the class.

PERSONAL OBSERVATION JOURNAL/PAPAER: Students will keep a journal with weekly entries of their personal observations about their participation in groups, both in the class and in the independent study portion of class requirements.  From this journal, students will write a paper summarizing their observations about their participation in groups both as a leader and as a member.  Topics to be discussed include the roles you tend to assume as a group member, the status of your leadership skills, your style of leadership including relationships with a co-leader, areas you would like to work on to improve your skills in leading groups, steps you might take to address this, and any other observations you have about yourself in groups.

USE OF DVD/WORKBOOK: The DVD is designed for use with the Workbook in providing students with an opportunity to observe how a real group evolves. You will complete the exercises in the workbook per instructions given in class. 

INDEPENDENT STUDY GROUPS: Each student will be assigned to an independent study group composed of four or more classmates. The task of each group will be to prepare materials related to the group leadership skill practice required of each student in class.  Additionally, groups will discuss various exercises from the Workbook.  Each group will meet at least 5 times during the semester for a minimum of 10 hours. These groups will also give students an opportunity to observe personal behavior and functioning in a small group, one element of the Personal Observation Journal/Paper assignment.

GROUP LEADERSHIP SKILLS: Students will be expected to develop, plan and lead or co-lead two group sessions during the semester.  The first session will be an initial session of the group.  The second session will represent a subsequent session of the group.  Each group session in class will be about 30 minutes in length.  Leadership of the group will be based on the Group Planning and Curriculum Papers, which must be submitted before the group is conducted.  Students should plan a group based on “here and now” issues and that includes a curriculum.  A concise understanding of the course readings and adequate preparation for the "hands-on" experiential portions of the class are critical to its successful completion.  The instructor will give additional information about this requirement in class and will also develop a schedule of co-leaders and of times for the group skills practice.  Co-leaders will submit their group plans papers jointly.

Session 1:  Bring copies of the Group Flyer, Informed Consent form, Group Protocol, and Evaluation form to share with class members. 

Session 2:  The second session will use a curriculum-based approach which has been tailored to the anticipated needs and preferences of group members.

GROUP PLANNING AND CURRICULUM PAPER: PART I

This project involves developing a plan for a group for a population of your special interest.  Check the population you plan to use with the instructor before designing the group.  The Part I paper will include the important steps to take before the first session of the group.  The plan you develop should reflect applications of research literature.  You must document the sources of the rationales underlying your plans.  Use APA format.  Your paper should include the information described below.  In your paper, use the underlined headings for each section. 

1. Group purpose.
2. Expected participants in the group including number of participants and characteristics of participants.
3. Strategies for recruitment of participants.  Describe how you will identify and recruit group members.
4. Strategies and methods for screening potential participants.
5. Exclusion and inclusion criteria.
6. Group meetings:  Identify frequency, duration of meetings, overall length of the group, where group meetings will take place.
7. Setting restrictions or challenges: you expect will be presented from the setting where the clients are served.
8. Group member restrictions or challenges you expect will be presented relative to the population from which group members will be drawn.
9. The type of group you have chosen and how the group’s work will be accomplished.   
10. Work with the co-leader:  How will you work with the co-leader?  What will each of you do during the initial session?  Discuss the style of leadership you and the co-leader will bring to the group.
11. Plans for the first meeting:  Include how you will begin the group, how you will explain the purposes of the group including expectations of group members, how you will address confidentiality, and how you will begin setting structure and modeling desired norms.
12. Content for the first meeting:  What content do you expect to address in the first meeting and how will you accomplish this?
13. Rationale for plans based on research literature.  Use APA format in citing your sources.
14. Flyer:  Develop a flyer announcing the group to potential participants and giving needed information.  The flyer must be inviting and meet ethical standards.
15. Informed Consent:  Create an informed consent form for participants and you to sign. This should include the purpose and nature of the group, expectations and responsibilities of group members and the leaders, limits of confidentiality including your limits in enforcing strict confidentiality,  what the participant can expect to happen in the group, how the group will be evaluated, your availability outside group meetings,  payment parameters, and any other considerations.
16. Evaluation form:  Consider how you will evaluate what group participants have gained from the group.  Create a form that participants can complete before the group starts and at the end of the group to assess outcomes of the group.  Describe how you will gather this information before and after the group.  Identify any special considerations or challenges there may be in gathering this information.
17. Group Protocol:  Write a group protocol for the group using the form provided by the instructor.

GROUP PLANNING AND CURRICULUM PAPER: PART II:

The Part II paper will include the plan for a session subsequent to the first session of the group.  Identify what number session you are writing about.  You must document the sources of the rationales underlying your plans.  Use APA format.  Your paper should include the information described below.  In your paper, use the underlined headings for each section. 

PSRT 5242: Group Methods

Course Schedule / Topical Outline

Note:  In addition to the reading assignments, the instructor will make assignments from the Workbook and will announce due dates for these assignments.  All required journal articles are available on-line in full text format from the UMDNJ library.

Note:  Dates for specific topics may change due to scheduling issues. The instructor will advise the class of schedule changes.

PSRT 5242 – Group Methods

Group Protocol

Name of Group:

Brief Description:

Target Population:

Recommended Group Size:

Number of Group Sessions:

Length and Frequency of Group Sessions:

Group Goal(s):

Group Objectives/Outcomes:

At the end of this group, participants will be able to:  (Write these from the perspective of what the client will be able to do.  These must be behavioral and measurable.)

How Outcomes are Assessed:  (Attach any documents used for assessment.)

Recommended Group Leader Qualifications:  (What must leader know and/or be able to do in order to lead the group?)

Special Equipment or Resources: (If any, describe.)

Other Considerations:

Protocol Developed by: