Education | Introduction to Group Counseling
G532 | 5003 | Amy Heesacker


Introduction
This course is a combination of didactic information about groups
(history, theory, techniques and applications) along with a clinical
training portion that will prepare future group leaders. As part of
your training you will be asked to role play, practice techniques,
and lead, observe and actively participate in a personal growth group
(composed of class members and observed by an experienced group
supervisor).

Goals - The goals of this class are for you to:

•Develop and demonstrate knowledge of group dynamics including group
process components, developmental stage theories, and group member’s
roles and behaviors

•Develop a basic understanding and personal awareness of how racial,
ethnic, gender, sexual orientation, functional ability, socio-
economic class, and other background/cultural factors affect your
group clients and your interactions with them.

•Understand and demonstrate group leadership styles and approaches
including characteristics of various types of group leaders and
leadership styles.

•Develop and demonstrate an understanding of group theory
(commonalities & distinguishing characteristics), group development,
group process and outcome and relevant research.

•Demonstrate knowledge of group counseling methods including group
counselor orientations and behaviors, appropriate selection criteria
and methods, and methods of evaluation and effectiveness.

•Demonstrate understanding of and ability to apply ethical principles
and standards to group topics.

Grading
A final grade will be determined through a midterm exam, three
reaction papers and feedback on your group facilitation skills.  The
clinical component of this class will include skill development
through role-plays with classmates, feedback from the professor,
group supervisor and peers, exercises, and participation in personal
growth group. This course will be infused with multicultural
awareness and sensitivity.

Grade: Midterm 20%, Paper 1 20%, Paper 2 20%, Paper 3 20% and
presentation 20%.

Attendance and timeliness in this class is mandatory. As in any group
activity absences will sabotage the group process.

Texts:
Required
Corey, M.S. & Corey, G. (2002). Groups: Process and Practice (6th
edition).

Yalom, I. (1995). The theory and practice of group psychotherapy (4th
edition).

Other readings and activities will be posted online through ONCOURSE
(http://oncourse.iu.edu)

Recommended
Student membership in ACA and the Association for Specialists in
Group Work (ASGW)
http://asgw.educ.kent.edu/

Course Requirements:
Reading – There are two required texts for this class; both books
integrate research, practice and personal reflection. There will be
online readings to supplement the books. It is important that you
stay current with the reading and come to class ready to discuss the
topics outlined in your syllabus. It is recommended that you keep a
personal journal detailing your thoughts and reactions to the course
material and experiences.

Group Participation and Leadership Skills – As a part of this course
you are required to participate in a personal growth group. The focus
of this group is on your personal growth and development as a
counseling professional. The group will meet for 6 or 7 sessions,
which will occur during class time. You will take on the roles of
group leader, group observer and group participant. Group leader will
rotate every group and will meet with the instructor before the group
you lead and will meet with the group supervisor and process
observers after your group. To prevent introduction of personal
issues (introduced or discussed during the group sessions) into the
grading of this course, the instructor of this course will only
receive process evaluations of class members from the group
supervisor.

Note:  Every attempt will be made to meet class members at a level
appropriate for their previous clinical experience. Differences in
experience, natural ability and other individual variables are likely
to exist within the group; therefore you will be graded on individual
improvement rather than relative to your classmates.

Paper 1 - Group Leader Reflection Report – The class after you co-
lead the group, the group leader refection report is due.  See
guidelines below.

Paper 2 – Group Member Reflection Report – this is due at your
discretion. See guidelines below.

Paper 3 – Group observer Report – this is due at your discretion. See
guidelines below.

Group Proposal Presentation – You will be responsible for presenting
to the class a presentation of Applications of Group Process to
Specific Group (see Corey & Corey page 299 for an example). This
presentation should be a group that you are interested in running and
appropriate to your practicum setting. A maximum of 4 people can work
on presentations together. You will be expected to provide an
overview of group issues and provide resources.


Class Participation – You are expected to be an active participant in
this class, engaging in lectures, asking questions and providing
feedback to your class mates. You will be actively involved in
soliciting and providing feedback to other members of the class in a
professional manner. The focus will be on providing developmentally
appropriate, specific and clinically relevant feedback to class
members to facilitate their growth as a group leader.

Confidentiality –It is expected that all classroom discussions and
group interactions remain confidential to facilitate honest
communication.

Date	Course Schedule
6/23/03	Introductions
Review Syllabus

6/24/03	History of Group Counseling (lecture)
Introduction to Group Leadership (lecture)
Overview of Yalom’s Therapeutic Factors (lecture)
6/26/03	
1.View Video: Developmental Aspects of Group Counseling, Part 1:
Early Development
2.Read: Corey & Corey Chapter 1, Introduction to Group Work Corey &
Corey, Chapter 2, the Group Counselor: Person and Professional
3.Read: Yalom, Chapter 16 Group Therapy and the Encounter Group,
Chapter 1, The Therapeutic Factors, Chapter 2, Interpersonal
Learning, Chapter 3, Group Cohesiveness

6/30/03	
1.Read : Corey & Corey Chapter 3; Ethical and Legal Issues in Group
Counseling, Corey & Corey Chapter 4; Forming a Group
2.Read: Yalom, Chapter 4 The therapeutic factors: An integration,
Chapter 5, the Therapist: Basic Tasks, Chapter 6 The Therapist:
Working in the here and now
3.Group selection and preparation

7/1/03	
1.View Video: Developmental Aspects of Group Counseling, Part 2:
Transition/Working Stage.
2.Read Corey & Corey Chapter 5, Initial Stages of a Group
3.Read: Yalom Chapter 11, In the Beginning, Chapter 7 The Therapist:
Transference and Transparency, Chapter 8 The selection of patients

7/3/03	No class, presentation preparation time

7/7/03	
1.Read Corey & Corey Chapter 6 Transition Stages of a Group
2.Read Yalom: Chapter 9, Composition of therapy groups, Chapter 10
Creation of the group: Place, Time, Size Preparation, Chapter 12 The
advanced group

7/8/03	
1.View Video: Developmental Aspects of Group Counseling, Part 3:
Working Stage/Termination
2.Read Corey & Corey Chapter 7; Working Stage of a Group
3.Read Yalom: Chapter 13, Problem Patients

7/10/03	Midterm

7/14/03	Group 1

7/15/03	Read: Corey & Corey; Chapter 8 Ending a Group
Read: Yalom Chapter 12, the advanced group, Chapter 14 The therapist:
Specialized formats and procedural aids

7/17/03	Group 2

7/21/03	Group 3

7/22/03	Group Presentations

7/24/03	Group 4

7/28/03	Group 5

7/29/03	
1. Read Corey and Corey Chapter 9, 10, 11 & 12
2. Read Yalom 15 the specialized Therapy group, Chapter 17, Training
the Group Therapist

7/31/03	Last day of class, all assignments due
Teacher evaluations

Notes:
1.Incompletes will not be given in this course.
2.Late assignments will not be accepted.

Guidelines for Reports
Here are the guidelines for your reports. All reports must be typed
and double spaced. You can submit your reports electronically to the
instructor. Your report should adequately address the issues and
therefore the length will vary. The reports are due 2 days after the
group you choose.

Please remember: Protect the confidentiality of group members, do not
identify group members by name. Make up names instead. Remember, I am
intersted in the process of the group and the development of group
leadership, I am not looking for personal information on group
members.

Group Leadership Reflection Report
A. Analysis of Three Group Leadership Interventions.

Please answer all five of the questions below for three different
interventions that you select to discuss. Write about each
intervention separately. You can expand or add additional
reflections, but please make sure to cover all of the requested
information.

1. What did I try to do as a group leader?
2. What response did I get from individuals and/or the group?
3. How did these responses fit with what I wanted or expected as a
leader?
4. How might I resond in another way to get closer to what I wanted
or expected?
5. Based on the readings, what made this intervention appropriate?

B. Analysis of Strengths and Areas of Improvement
For strengths and improvements, please comment on a number of
strengths and areas for improvement (not just one each) related to
you as a group leader.

Group Member Reflection Report
A. Reflection on Group Membership

1. How did I respond to group leadership interventions?
2. What response did I get from individuals and/or the group?
3. How did these responses fit with what I wanted or expected as a
group member?
4. How might I resond in another way to get closer to what I wanted
or expected?
5. Connect the readings to your experience as a group member (group
stage, interventions, leadership interventions).

B. Analysis of Strengths and Areas of Improvement
For strengths and improvements, please comment on a number of
strengths and areas for improvement (not just one each) related to
you as a group member.

Group Observer Report
A. Analysis of Three Group Leadership Interventions.

The role of observer is different than leader or group member. By
taking the role of observer you can bypass the anxiety and
performance concerns of being in the group, and take an "outsider"
perspective on what is happening in the group.

In the role of group observer you  may choose a variety of techniques
to record your observations. For example, you can map out interaction
or used structured checklists (there is information available on this
in the Corey & Corey text and I will provide some additional ideas).

This paper will be your report on the process of the group and you
will be expected to tie your observations to the readings. How might
the group members and group leaders improve their interactions and be
more effective?