The University of New Mexico

COUNSELING 518

GROUP WORK

Summer 2005: 3 Credit Hours

Assistant Professor

David Olguin, Ph.D., LPC Class Times: Mon.-Thurs. 10:00-12:30 pm

Office: Simpson Hall 119 Class Location: Mitchel Hall 118

Phone: 277-5324 Office Hours: 9:00-9:50 am Mondays

Email: dolguin1@unm.edu 12:30-1:30 pm Wednesdays

Website: www.unm.edu/dolguin1 Or by appointment

Course Description, Introduction, & Design

Catalogue Description & Introduction

This course is designed to provide students with an understanding of the fundamentals and components to group work, developmental stages of groups, different types of groups, group leadership styles, theoretical bases of group work, and ethical and multicultural issues involved in group work. The instructor’s role is that of a facilitator and creator of situations so that students can apply knowledge from textbooks and other resources to develop group work skills during class. This course will combine theory and experiential activities to provide students with a concrete understanding of GROUP PROCESS and CONTENT. Prerequisites: COUNS 520, 530, accepted in the counseling program or permission of the instructor.

While the course is designed to combine theory, experience and practical application it is NOT intended to serve as a therapeutic group. Many students find experiential group activities empowering and most students who complete this course uncover/discover new information about themselves which may be unsettling. However, this course should in no way be construed as a substitute or adjunct to personal counseling.

This course is an intensive summer program. Students are responsible to frequently check Dr. Olguin’s website to download required forms and assignments. The syllabus, forms and assignments/activities will be under the UNM COURSES section on the website. Click on the appropriate course link.

Course Design

This course is intensive and meets four days per week for 2 ½ hours each day. It is your responsibility to check your UNM email account on a daily basis because electronic information will ONLY be distributed to UNM email addresses. The reading assignments are heavily loaded within the first several classes because the rest of the semester if experiential and reflective. The first half of the course will entail class discussions and microlabs. The second half of the class will entail increased student participation and experience in small and large group meetings. All students will also partake as group members in six (6) advanced student facilitated groups. Advanced students are UNM students (master’s and doctoral) with group work experience (some may be in internship).

Course Goals and Objectives

Each student will:

1. Explore personal perceptions to past, present, and future group work experiences
2. Increase ethical, legal, and multicultural awareness to group work (www.asgw.org)
3. Understand different types and theories of group work
4. Give and receive feedback
5. Learn how to observe the process of groups in action
6. Know the developmental phases of a group and know how to begin and end groups in a creative fashion
7. Learn how to develop a group work proposal that will be used later in one’s career
8. Critique a research-based (quantitative or qualitative) group work article
9. Learn evaluative methods to conduct effective groups

How Learning Will Take Place

You will be exposed to a variety of learning modalities including:

1. Discussions facilitated by instructor while using group work skills and techniques
2. Small group discussion
3. Large group discussion
4. Power point presentations
5. Reading assignments
6. Writing assignments
7. Participation in group experiences
8. Group (co-)facilitation
9. Feedback exchange
10. Commentary from process observers

Expectations of Professionalism

Student Rights and Responsibilities/Requirements:

1. Attend class on time; i.e., late arrivals disrupt the learning environment.
2. Have access to all required textbooks.
3. Students MUST READ ASSIGNED READINGS PRIOR TO CLASS!!!!
4. Students must activate, use and check their UNM email addresses on a daily basis.
5. Students MUST check Dr. Olguin’s website, FREQUENTLY.
6. Maintain confidentiality (What is discussed in group work stays in the group).
7. Be courteous and treat all persons in the classroom with respect; different opinions will be shared/expressed to the extent that not everyone will be in agreement.
8. To ask for clarification at any time.
9. Students have the right to express their opinions.
10. Read the “Rights and Responsibilities at The University of New Mexico” (UNM Student Handbook).
11. To comply with the “Policy on Academic Dishonesty (Student Handbook).
12. Confrontations will be presented professionally; counselors are advocates for conflict resolution.
13. Know the code of ethics and standards outlined by the American Counseling Association (ACA, http://www.counseling.org/resources/ethics.htm#ce) and the Association for Specialists of Group Work (www.asgw.org).
14. Students with known physical/mental limitations must contact the Student Support Services, and instructor, at the beginning of the semester.
15. Write questions (and give to me) if you feel uncomfortable speaking in large groups.
16. Monitor congregation of small group allies outside of class time, gossip in educational environments can be detrimental and disrupt learning and group processes.
17. Staple assignments if longer than one-page (no paper clips or manual bending of corners).

Students with Disabilities

It is the policy of UNM to accommodate students with disabilities, pursuant to federal law, state law, and the University’s commitment to equal educational opportunities. Any student with a disability who needs accommodations (for example, seating placement, arrangements for examinations, or in class activities) should inform the professor at the beginning of the course. Students with disabilities are encouraged to contact Student Support Services; they are located in room 2021 Mesa Vista Hall, and their telephone number is 277-3506.

Course Requirements

Class Attendance and Participation: 20% (20 points)

Personal Story Paper: 10% (10 points)

Student-Theory Presentation: 20% (20 points)

Leadership Paper: 10% (10 points)

Reflection Reports: 5% (5 reports at 1 point each for a total of 5 points)

Article Critique: 5% (5 points)

Group Proposal: 30% (30 points)

• If you need an extension on a paper assignment, please speak with me before the assignment due date. You will receive a drop in letter grade for papers turned in late without previous discussion with me.
• Please put all pagers and cell phones on vibrate or ‘off’ during the class time.
• I do not give incomplete grades except under extraordinary circumstances.

Class attendance and Participation (20%):

Class attendance and participation are crucial elements in graduate school counseling programs. Students are expected to attend every class on time, have completed the assigned readings prior to class and be prepared to discuss what was read. All of us will take responsibility for our learning community through dialogue and the exchange of feedback. Giving and receiving feedback are two elements to personal and professional growth as a counselor. You will receive and receive feedback forms, and give verbal feedback to peers regarding their contributions in attempt to develop and nurture a community of scholars. Attendance and participation also include student participation in six (6) advanced student facilitated in-class groups, and the peer-in-class groups. These groups are not for therapeutic purposes although some personal information will be disclosed. By no means will disclosure of personal information affect your course grade. Participation also includes that each student pair up with a classmate to prepare and present to the entire class a theory of their choice (from textbook); and downloading appropriate forms from the website.

Personal Story Paper (10%):

As a way to get better acquainted and to give you an opportunity to reflect on your family, cultural history, and personal development, you will prepare a brief paper (3-5 pages) about “your story.” This paper is due on July 6, 2005 and will serve as a focal point for your personal growth, as a group facilitator, and for additional course assignments.

Advanced Student Groups:

Advanced student groups will take place during the second half of the class time. Each student will serve as members in either Group A or B; students will select a card to indicate the respective group. Each group will last 40 minutes in duration, followed by feedback and process observations of self.

Peer-In-Class Groups:

Students will select a co-leader, date and time in order to demonstrate knowledge of theories, skills and techniques as they facilitate a peer-in-class group. Co-leaders will facilitate one peer-in-class group throughout the semester for a total of six-sessions (DEPENDING ON THE NUMBER OF STUDENTS ENROLLED, SOME STUDNETS MAY NEED TO FACILITATE MORE THAN ONE GROUP). Students participate as both group members and process observers. When you are observing a group (one in which you are not a member) you will provide verbal and written feedback to peer-facilitators after sessions. Co-facilitators will meet with the instructor for supervision towards the end of class. Through all experiences, you will see how groups move through stages of growth and development. Pre-group planning meetings, in-class feedback sessions, written reflection reports, and supervision sessions will provide you with further opportunities to integrate your learning.

Student-Theory Presentations (20%)

Groups of two and three students will pair-up and present one chapter containing two theoretical orientations. For example, two students choose to present chapter 15 will be responsible to present both Psychoanalysis and Transactional Analysis. Presenters must have handouts for each person in class. Presentations are no longer than 40-minutes in duration. Presentations must include the premise of the theory, integrating the theory, group leader role(s), and desired outcomes in a group based on each theory. At the end of your presentation provide a brief compare and contrast of the two chosen theories. Be creative and use group work skills during your presentation.

Leadership Paper (10%):

For this assignment you are asked to identify a leadership issue that would be most challenging for you to face at this time in your development as a counselor-in-training. Focus the issue in a task, psychoeducation, counseling, or psychotherapy setting. Utilizing group research and practice literature, you must present ways in which you will address your particular leadership issue. In addition, you are asked to reflect on how the preparation and writing of this paper have changed your abilities to address this issue and how you plan to apply what you have learned in future group settings. Please adhere to the 6-page limit. The leadership paper is due July 14, 2005.

Reflection Reports (5%):

Following each peer-in-class group you are required to complete the appropriate group leader or member reflection form (attached to syllabus). After you experience a group (regardless if you are a member or co-facilitator) it is your responsibility to complete (in-full) the appropriate form(s). The reflection reports must be completed and returned to me either at the end of class or at the beginning of the next class meeting. Feedback forms from process observers are to be handed to the co-facilitators after the group session.

Article Critique (5%):

In preparation for your group proposal you are asked to read one published article about the type of group you plan to develop for your group proposal. Prepare a two (2)-page critique, in APA (5^th ed.) style and format. If the article is researched based, please examine the methods, participants, purpose, research questions, hypotheses, results, and implications of the study’s results. If the article selected is more conceptual or practice based, examine the key points, assess the accuracy of the message(s), and present implications that you would have done differently. Please attach a copy of your article to your critique. This paper is due July 20, 2005.

Group proposal (30%):

For your final written assignment you will prepare an 8-10 page proposal, due July 27, 2005. Follow APA style (5^th ed.). Select a setting in which you want to implement a group program (i.e., groups designed for children, adolescents, college students, families, geriatric, prison/detention, inpatient or outpatient setting, school setting, nursing home, etc.). Select one of the specialization areas (task, psychoeducation, counseling, or psychotherapy). Your design can include an on-going group, a series of single-session groups, or a single group experience such as a ½ day or all day training workshop. The purpose of the group proposal assignment is for you to demonstrate your working knowledge of the course content while synthesizing learning. The contents of the group proposal must address the points below:

1. Background and rationale for your design
2. Relevant literature to support your rationale
3. Objectives for the group
4. Composition of the group
5. Logistics to consider when planning the group
6. Ways you will attempt to balance process and content in your group.
7. Examples of how you will attend to warm-up, action, and closure phases in your group
8. Leadership role and functions
9. Evaluation:

i. How will termination and follow-up appraisals be performed to evaluate the effectiveness of the group?

ii. What provisions will be made for persons who do not progress and/or who are harmed as a result of the group experience?

10. Research questions: Develop several research questions that might be asked about the process and outcome of the group.

i. How will you assess the basic value of the group as a medium to affect the change outcome you are seeking?

ii. Describe one way you might go about answering each question you pose.

11. Interpersonal Learning: Describe how you will help members translate (transfer of learning) interpersonal learning in the group to life beyond the group.

Grading

98-100- A+ 93-97- A 90-92- A-

88-89- B+ 83-87- B 80-82- B-

78-79- C+ 73-77- C 70-72- C-

69-Below- D or F

Textbooks and Readings

Required Texts

Gladding, S. T. (2003). Group work: A counseling specialty (4^th ed.). Merril/Prentice Hall: New Jersey. (ISBN 0-12-061305-3).

Hulse-Killacky, D., Killacky, J., Donigian, J. (2001). Making Task Groups Work in your world. (ISBN 0-13-906041-3)

Texts for Further Inquiry into Group Work

Corey, M. S., & Corey, G. (2002). Groups: Process and Practice (6^th ed.). (ISBN 0-534-34789-4)

Donigian, J., & Hulse-Killacky, D. (1999). Critical Incidents in Group Therapy (2^nd ed.). (ISBN 0-534-35727-X)

Donigian, J., & Malnati, R. (1997). Systemic group therapy: A triadic model. (ISBN 0-534-34518-2).

Jacobs, E. E., Masson, R. L., & Harvil, R. L. (1998). Group Counseling: Strategies and skills (3^rd ed.). (ISBN 0-534-34486-0).

Trotzer, J. P. (1999). The counselor and the group: Integrating theory, training, and practice. (3^rd Ed.). (ISBN 1-56032-699-9).

Yalom, I. D. (1995). The theory and practice of group psychotherapy (4^th Ed.). (ISBN 0-465-08448-6)

TENTATIVE COURSE SCHEDULE

COURSE MEETING	CONTENT COVERED	DUE DATE
July 5, 2005 Content Discussion 10:00-11:30 AS Group Begins 11:35-12:15 group 12:15-12:30 feedback	Introductions Class purpose, setting, environment, expectations, Introduce process observer History and Types of Groups 1^st Class Group (Group A participates and group B serves as process observers)	Gladding (1-2) Personal Story due tomorrow
July 6, 2005 Content Discussion 10:00-11:30 AS Group 11:35-12:15 group 12:15-12:30 feedback	Group Dynamics, Group Work with Culturally Diverse Populations and Ethical and Legal Aspects of Group Work Effective Group Leadership 2nd Class Group (Group B participates and group A serves as process observers)	Gladding (3,4,9 &10) Appendix B Personal Story Due
July 7, 2005 Content Discussion 10:00-11:30 AS Group 11:35-12:15 group 12:15-12:30 feedback	Beginning a Group and The transition Period in a Group: Stroming and Norming Working Stage in a Group: Performing and Termination of a Group 3^rd Class Group (Group A participates and group B serves as process observers)	Gladding (5-8)
July 11, 2005 Content Discussion 10:00-11:30 AS Group 11:35-12:15 group 12:15-12:30 feedback	Groups for Children, Adolescents, Adults and Elderly ***Group co-leader selection. Groups begin July 19th*** 4^th Class Group (Group B participates and group A serves as process observers)	Gladding (11– 14)
July 12, 2005 Content Discussion 10:00-11:30 AS Group 11:35-12:15 group 12:15-12:30 feedback	Conceptualizing Group Work: Warm-up, Action, & Closure 5^th Class Group Experience (Group A participates and group B serves as process observers)	Hulse-Killacky (1-3) Gladding Appendix A
July 13, 2005 Content Discussion 10:00-11:30 AS Group Ends 11:35-12:15 group 12:15-12:30 feedback	…(Hulse-Killacky Chapters 4 & 5) 6^th Class Group Experience (Group B participates and group A serves as process observers)	Hulse-Killacky (4 & 5)
July 14, 2005 10:00-10:40 10:45-11:25 11:30-12:15	Student Presentations (40 minutes per presentation): -Psychoanalytic/Transactional Analysis -Person-Centered/Existential Groups -Adlerian/Reality Therapy Groups	Gladding (15-17) Leadership Paper Due
July 18, 2005 10:00-10:40 10:45-11:25	Student Presentations: -Gestalt/Psychodrama Groups -Rational-Emotive Behavioral Therapy/Behavioral Therapy Professional Standards and Implementation Design	Gladding (18,19 & Appendix C) Hulse-Killacky (6)
July 19, 2005	Student co-leadership groups begin 10:00-10:40 1^st group 10:40-11:00 Feedback 11:00-11:10 Break 11:10-11:50 2^nd group 11:50-12:10 Feedback 12:10-12:30 Supervision	Reflection Reports
July 20, 2005	Student co-leadership groups Leader and member (1^st) reflection reports	Article Critique Due Reflection Reports
July 21, 2005	Student co-leadership groups Leader and member (2^nd) reflection reports	Reflection Reports
July 25 2005	Student co-leadership groups Leader and member (4^th)reflection reports	Reflection Reports
July 26, 2005	Student co-leadership groups Leader and member (5^th)reflection reports	*Reflection Reports **Group Proposals Due
July 27, 2005	Student co-leadership groups Leader and member (6^th)reflection reports	Reflection Reports
June 28, 2005	Class closure All assignments must be submitted	Reflection Reports