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SYLLABUS
FOR GROUP COUNSELING
Term: Fall 2010 (102) (Sept. 9- 10/21)
Course Number: HSV 420
Instructor: Dr. Eileen Stenzel
Office: Room 506
Office Phone: 219-473-4260
Cell Phone: 708-557-86=
23
E-mail: &=
nbsp;
estenzel@ccsj.edu and estenzel@comcast.net
Office Hours: As posted
Instru=
ctor
Background: &=
nbsp; Licensed
Professional Counselor, State of
&nbs=
p; &=
nbsp; &nbs=
p; &=
nbsp; Certified
Sports Counselor
Ph.D. Theology, The
M.A. Counselor Educati=
on The
M.A. Theology,
B.A. Political Science,
Course Description: This course will introduce students to: 1) the various theories of
group
counseling; 2) the st=
ages of
group development; 3) group dynamics; and
4) the various types =
of
groups and the leadership roles they require.
Course Time:
Thur. 6 – 10 Sept. 9, 16, 23, 30, Oct. 7, 14 and 21. This is an accelerated delivery hybrid course: it combi=
nes guided
instruction in the classroom and independent work completed on-line.
Accelerated Hybrid Delivery: The Human Services Program is in the
second year of a pilot project that uses advanced accelerated delivery to
assist students in progressing toward degree completion in a timely
manner. This is especially
important for part-time students who have, historically, made up the large
majority of Human Services majors.
In launching this pilot, the program was required to comply with two
design standards. First, ther=
e is
an Accreditation Standard for Contact hours. The course must demonstrate the
equivalent of a minimum amount of
hours of actual engagement with the professor and other students.
Second, there is an Academic Standard at the undergraduate level. It is expected that students engag=
e in
two hours of independent outside class work for each hour in class. If students are to effectively pla=
n for
success in this course it is important that they understand how these two
requirements need to be met. =
Because th=
is is
an accelerated/hybrid course the Accreditation Standard is met through
scheduled seminars and Blackb=
oard
Discussion Board Forums, the hybrid component of the course. The Academic Standards are met thr=
ough
additional Blackboard assignments, class preparation assignments and written
project. Here is the breakdow=
n of
time.
Accrediting Standard for a 14 week semester: 35
contact hours
50 minute =
hours
x 14 =3D 700 minutes of contact per semester for one credit hour.
700 minute=
s x 3
=3D 2100 minutes of contact per semester for three credit hours.
2100 minut=
es
equals 35 clock hours of contact per semester.
Seminar Co=
ntact
Hours:
There are =
seven
four-hour classes scheduled for the semester that total 28 clock hours.
There are =
seven
Discussion Board Forums assigned as supplemental contact hours for a total =
of
35.
Academic Standard: 70 hours of independent work<= o:p>
Two hours =
of
preparation for each hour in class translates into seventy hours of indepen=
dent
work on the student’s part.
This includes reading assignments, additional Blackboard Forums,
completion of assigned written projects, and test preparation.
Tips for Success:
1. Plan
for Success: Success results from =
a good
plan. Students need to use the
information about accelerated/hybrid delivery to plan out their weekly
engagement with this course to ensure that sufficient time is being allocat=
ed
for completing reading assignment and for work on written projects.
2.
3.
As part of the preparation for each week, studen=
ts are
asked to bring with them a list of things they learned for the first time a=
fter
reading each chapter. For exa=
mple,
did you know about mandated reporting of child abuse before reading chapter
5? While there is no grading =
of
this part of the preparation, it will serve to stimulate discussion of the
reading material that is relevant to new learning for students.
4. Quality of Written Assignments:
Blackboard 24/7 Techni=
cal
Support: The first page of the
Blackboard course site offers a link to detailed instructions for technical
support. The link is: http:=
//www.ccsj.edu/blackboard/. The toll free number is: 1-877-736-2580.
.
Prerequisites: HSV 100
Standards used i=
n the
design of the course: Council for Accreditation of Counseling and Related
Educational Programs (CACREP) 2009 Standards for Group Work: http://www.cacrep.org/directo=
ry.html
“GROUP WORK—studies that provide both theoretical and
experiential
understandings of group purpose, development, dynamics, theories,
methods,
skills, and other group approaches in a multicultural society,
including all of the
following:
a. principles of
group dynamics, including group process components,
developmental stage theories, group members’ roles and behavi=
ors,
and
therapeutic factors of group work;
b. group leader=
ship
or facilitation styles and approaches, including
characteristics of various types of group leaders and leadership
styles;
c. theories of group
counseling, including commonalities, distinguishing
characteristics, and pertinent research and literature;
d. group counse=
ling
methods, including group counselor orientations and
behaviors, appropriate selection criteria and methods, and methods =
of
evaluation of effectiveness; and
e. direct exper=
iences
in which students participate as group members in a small
group activity, approved by the program, for a minimum of 10 clock
hours
over the course of one academic term.”
Learning
Outcomes/Competencies:
1. Through discussion of assigned readings, complet=
ion
of Discussion Board Forums and two papers, students will identify the different stage=
s of
group development and explain the characteristics of each of the respective
stages
2. Through discussion of assigned readings, complet=
ion
of Discussion Board Forums and two papers, students will explain the different proced=
ures
for forming a group
3. Through discu=
ssion
of assigned readings, completion of Discussion Board Forums and two papers,
students will identify
the various types of groups and the purposes and functions of each type of
group.
6. Identify the professional codes of ethics applicable=
to
group work
Textbooks: =
Corey, M.S.
Teaching Strategies: <=
/span>
In-Class Role Plays,
Simulation Exercises, Blackboard Forum Discussion, Group Discussions and
classroom, Lecture
Learning Strategies: The following learni=
ng
activities will help student master the knowledge and skill developed in this course.
1. Attend all in-class sessions on time and for =
the
full session.
2. Identify learning goals that are meaningful to
the student.
3. Give their full attention to class
activities. This will require=
that
all electronic devices be turned off.
There is to be no texting while in class.
4. Carefully read all assignments.
5.
Identify specific times during each week to devote to Blackboard
assignments.
6. Actively participate in the class as indicate=
d by
taking part in role-plays, engaging in discussions, asking questions of the
instructor and other students.
7. Use the on-line resources of the Cenage Learn=
ing
System.
8. Download all rubrics for assignments and use =
them
as a guide.
Class Policy for
Assignments:
- Assignments are t=
o be
completed and/or submitted on-time. Blackboard Discussion Forums will
close one week after the due date.&nb=
sp;
This provides a short grace period. However, once the forums are =
closed
they will not be re-opened.
- All written assig=
nments
are to be submitted with the rubric for the assignment attached. This is to demonstrate that t=
he
student knew the standards that would be used in evaluating the assign=
ment
prior to completing the assignment.
Class Policy on Attend=
ance: There are seven scheduled sessions for this
class: Attendance at all sess=
ions
is required. A student who mi=
sses
any session beyond the first Friday evening will be required to withdraw fr=
om
the class or be withdrawn. The
Human Services Attendance Policy for on-line courses is attached. Remember, participation in the
Discussion Board Forums is a form of attendance in hybrid courses..
Requirements:
1. Attendance at all 28
hours of scheduled sessions.
Students earn 10 points for each full hour of attendance. Total attendance points: 280
2. Completion of all Blackboard Forum=
s on
time. Each forum thread (the
student’s response to the forum) should be a minimum of 250. Each response to at least one other
student should be a minimum of 100 words.
3. Membership in a group activity.
1. Your Most
Difficult Group Member. Think about a form of resistance that you expect
you’d have the most problem in dealing with, or a particular problem
behavior of a group member. Write about what factors within you make this
behavior particularly troubling and write about how you expect to deal with
this person therapeutically. Put the focus on yourself, particularly with
respect to sources of counter transference. (About 2-1/2 pages)
2. Proposal fo=
r a
Group. (See Chs. 9–12 of =
Groups:
Process and Practice.) In outline form, with some brief description,
develop a proposal of a group. Actually bring your group proposal to an age=
ncy
for feedback and reactions. In your group proposal, show how you’d
screen, select, and orient members; outline the practical consideratio=
ns
in setting up this group. You might have an outline of topics that may
structure your group sessions, if this is appropriate. Discuss the rationale
for your group and also how you would evaluate the outcomes. Review the
examples of the various group proposals in the textbook given in Chapters 9
through 12 for ideas for the structure of your proposal. Also, in Chapter 4,
specific guidelines are addressed for developing a proposal for a group and=
for
forming groups. Your proposal is designed to help you clarify the nature of=
the
group and procedures you may use.
Paper II: Process
Analysis the Group Experience.
Apply Groups: Process and
Practice on stages of group, techniques and practice, and group process
concepts to the group process in the various components of this class (enti=
re
class and group project). Look at the experience from both a leader’s perspective, if yo=
u had
that role, and a member’s perspective. Apply your readings in group
process to an analysis of your own experience in these groups. Your task he=
re
is not to write a report but rather develop an essay that focuses on the gr=
oup
process as your observed it and experienced it.
Assessment:
Formative:&n= bsp; Participation in class discussions and simulated exercises are the b= est indicator of a student’s ability to apply knowledge and skills to the challenges of group work.
Summative: The final grade will be determined=
as
follows:
- Points earned on
Discussion Board Forums: Each
Forum is scored on a ten point scale
- Points earned on
Chapter Quizzes: Each qu=
iz is
ten points
- Points earned on
in-class participation
- Points earned on =
the
group project: Students receive 50 points for participating in a group
project.
- Points earned on =
each
of two application papers.
Grading
Policy: The final grade is
determined on the basis of the percentage of the total possible points a
student earns. The distributi=
on is
as follows:
&nb=
sp; =
.
90%
=3D &nb=
sp; A
88-90%
=3D &nb=
sp; B+
85-87%
=3D &nbs=
p; B
80-84%
=3D &nb=
sp; B-
75-79%
=3D &nb=
sp; C+
70-74%=3D
&=
nbsp; C
60-69%=3D &=
nbsp; D
Below
60% =3D F
Center for Academic
Excellence:
Tutoring assistance is free to all students of Calum= et College of St. Joseph. Call the Center for Academic Excellence (CAE), to ma= ke an appointment at 473-4287. The Center has experienced and well-trained tut= ors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.<= o:p>
Statement of Plagiaris=
m:
If
an instructor or other Calumet College of St. Joseph personnel find that a
student has plagiarized or been involved in another form of academic dishon=
esty,
the instructor or other personnel may elect to bring the matter up for judi=
cial
review. The maximum penalty for any form of academic dishonesty is dismissal
from the College. The procedures for judicial review are listed under the
section of CCSJ handbook that addresses student grievances. (Academic Plann=
er
2001/2002 p.27)
Citation Guidelines:
Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.).&nbs= p; All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. = These texts outline how to cite references from a variety of sources, including electronic media.
Withdrawal from Classes
Policy:
After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed wi= th the Registrar. Written request for withdrawal must be received by the Regis= trar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to = the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the fac= ulty member, who makes the final determination to accept or deny the request. If= the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult = the DCD Student Handbook for information on DCD withdrawals.
An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permis= sion automatically incurs an "F" grade for the course (see Refund Schedule).
Summary of Course Requirements:
- Attendance at all four in-class sessions. A student who misses more tha= n one Friday Session will be administratively withdrawn from the course. A student who misses either of the Saturday Sessions will be administratively withdrawn from the course.
- Completion of all preparation assignments for each weekly session.
- Completion of all Blackboard Forums by the stated deadline.
- Participation in in-class exercises.
- Completion of on-line chapter quizzes using the Cengage site. Scores sho= uld be e-mailed to: estenzel@ccsj.edu
- Completion of two papers.
COURSE OUTLINE
Part I: INTRODUCTION: BASIC ISSUES IN GROUP WORK (Ch.s 1, 2,and 3)
Weeks 1 and 2
Week I Sept. 9: Orientation to the Course and The Role of Group Wor=
k in
the Helping Professions
6:00-6:30 Introductions: We are a group. What kind of group are we?
6:30-6:45 The Hasidic Riddle, Discussion and Assessment
6:45-7:15 Overview of the Course
7:15-8:00 1: Introduction to Group Wor= k: Types of Groups
8:00-8:15 Break
8:15-8:45 Types of Groups cont’d<= span style=3D'mso-spacerun:yes'> Setting up our practice group.
8:45-9:45 Discussion and Demonstration=
:
Communication Styles a= nd Group Function: Handout
9:45-10:00 Questions/Discussion/Assessment
Resources: Textbook: =
Group: Process and Practice Chapte=
r 1
=
;
Week 2 Sept. 16 Basic
Issues in Group Work (cont’d) Chapters 2 and 3
Preparation for Week 2:
Read Chapter 2.
Complete the MAKSS (Multicultural Awareness, Knowledge and Skills Survey)
6:00-8:00
8:00-8:15 Break
8:15-9:15
9:15-10:00 Discussion and
Assessment
Part II: GROUP PROCESS: STAGES OF DEVELOPMENT Chapters 4 - 8
Preparation for Week 3: Read chapters 4 and 5
4: Forming a Group.
5: Initial Stage of a Group.
Week 3 September 23 Forming a Group and Facilitating The Stages of
Group Development.
We will be using the Exe= rcises in the text, Groups Process and Practice. These are on pages, 128-130; 176-1= 74; 222-226; 262-264; and 282-284.
Learning Objectives: =
- Through a summary and discussion of Chapter Four (pp128-129) and a simulated screening exercise, students will be able = to conduct a screening session for group member.
- Through a review of the summary of Chapter 5 on p= p. 174-174 and participation in a simulated group exercise, students will= be able to demonstrate members’ experiences and the leadership skil= ls associated with the Initial Stage of a group’s development.
6:00-7:00 Forming a Group: Resource Text G= roups Process and Practice Chapter 4
Experiential Exercise: Screening Gr= oup Members
7:00-8:00 The Initial Stage of Group Development: Members’ Experiences and
Leaders’ Skills (
8:00-8:15 Break
8:15-9:45 Group Exer=
cise
9:45-10:00 Questions/Discussion/Assessment
Week 4: Facilitating the Stages of Group Development cont’d. =
Preparation: Read Chs=
. 6, 7
and 8
Outcomes:
- Through a summary and discussion of Chapter Six (= p. 221) and a simulated screening exercise, students will be able to demo= nstrate members’ experiences and the leadership skills associated with t= he Transition Stage of a group’s development.
- Through a review of the summary of Chapter Seven =
(p.
262) and participation in a simulated group exercise, students will be
able to demonstrate members’ experiences and the leadership skil=
ls
associated with the Working Stage of a group’s development.
- Through a review of the summary of Chapter Eight =
(p.
281) and participation in a simulated group exercise, students will be
able to demonstrate members’ experiences and the leadership skil=
ls
associated with the Final Stage of a group’s development.
6:00-7:00 The Transition Stage of Group Work: Members’ Experiences and Leaders’ Skills
7:00-8:00 The Working Stage of Group Work:
8:00-8:15 Break
8:15-9:45 The Final Stage of a Group
9:45-10:00 Questions/Discussion/Assessment
PART III APPLICATION OF GROUP PROCESS TO SPECIFIC GROUPS Weeks 5, 6,
and 7
Preparation for Week 5:<= span style=3D'mso-spacerun:yes'> Read Chapters 5 and 6 and Complete Discussion Board Forums
Week 5 Groups for Childr= en and Adolescents
Preparation for Week 6:<= span style=3D'mso-spacerun:yes'> Read Chapter 7 and Complete Discus= sion Board Forums
Week 6: Groups for Adult= s
Preparation for Week 7:<= span style=3D'mso-spacerun:yes'> Read Chapter 8 and Complete Discus= sion Board Forums
Week 7: Group for Older = Adults