Mississippi State University
Department of Counselor Education and Educational Psychology
Group Techniques & Procedures - COE 8043
(Credit: 3 Semester Hours)
Class Schedule/Location
Class meets Tuesdays and Thursdays
1:00 - 5:30 p.m.
Allen Hall, 5th Floor
Small Groups Meet 4:00-5:30
Instructor:
Charles D. Palmer, Ph.D., C.R.C.
Associate Professor & Program Coordinator
Office: 325-7917
E-mail: cpalmer@colled.msstate.edu
Website: http://www2.msstate.edu/~cpalmer
Summer Office Hours: By Appointment
Group Facilitators
TBA
____________________________________________________________
COURSE SYLLABUS
COURSE DESCRIPTION:
Prerequisites - 8013 (Counseling Skills) and 8023 (Counseling Theory). Three
hours lecture and lab. Group counseling theory, dynamics, processes, and
leadership functions.
COURSE GOALS:
This course is designed to assist students to learn concepts and professional
skills for working with groups. Students will learn concepts of group
development and group dynamics via cognitive and experiential learning.
Opportunities to acquire group membership and leadership skills will be
provided through participation in a laboratory group.
OBJECTIVES:
At the conclusion of the course, the student should be able to demonstrate
attainment of the following objectives:
1. Understand different types of groups, their functions and purposes,
as well as considerations involved in the implementation of groups.
2. Understand stages of group development and identify such stages and
indicators of transition.
3. Demonstrate group leadership and membership skills.
4. Demonstrate knowledge of group dynamic variables such as leadership,
membership, goals, norms, process, and communication.
5. Implement strategies, techniques, and approaches to group work.
6. Understand theoretical orientations to group work and implement a
personal approach firmly grounded in theory.
7. Become familiar with issues and research related to group work.
8. Understand ethical issues related to group work.
9. Understand the issues involved in diversity of gender, racial, ethnic,
religious, and sexual orientation of group members.
TEXTBOOK:
Gladding, S. T. (2003). Group work: A counseling specialty (4th Ed.)
Englewood Cliffs, NJ: Prentice Hall.
Other Readings: Further readings are required to complete assignments and
will be discussed in class. In addition, see the bibliography for recommended
readings.
COURSE REQUIREMENTS:
1. ATTENDANCE AND PARTICIPATION (5 points)
Regular class attendance and active participation are essential in this course.
You are expected to be prepared for class, to raise questions based on the
readings, and to participate verbally in class discussions. One absence may be
excused in cases of emergency only or to attend a professional development
activity such as a conference (proof of attendance must be submitted). Students
may be dropped from this course or receive a grade of "F" if they miss more
than one class and/or one group session. Attendance at small group meetings is
particularly important as you will harm the integrity and process of your group
by not attending, thus harming your own and your classmates' educational
experience. In addition, test questions will come from class discussions and
lecture materials which are not found in the textbooks.
2. READINGS. Read assignments prior to class. As stated previously, you
are expected to be prepared for classroom discussions based on the readings.
3. WRITTEN SMALL GROUP LOG (20 points) & REFLECTIVE SUMMARY (10
points)(Total 30 points)
Keep a written log analyzing the group's progress after each session. The
log should focus on observations and interpretations of events not on the
actual events. This assignment will not be graded for specific content, style,
or grammar because it will reflect your own experiences in and analysis of
your personal growth group. Your report, however, will be graded for completion
and depth of content. (See the "Guidelines for Small Group Logs" on
pages 4 -7 for further details.) At the conclusion of your small group
experience you are to turn in a REFLECTIVE SUMMARY (10 points) of your
experiences. See the "Guidelines for Summary Analysis" on page 7 for further
details.
4. QUIZZES (70 points): There will be seven (7) quizzes valued at ten
(10) points apiece.
5. GROUP OBSERVING (10 points)
You will serve as a process observer during at least one group session to
strengthen your group analysis skills and practice providing feedback to the
group. Process observation will count for ten (10) points of your grade.
Grading will be based on your attempts as a process observer to identify the
nonverbal behaviors and to communicate to the group what you saw in terms of
group process (not content).
6. DEVELOPMENT OF GROUP PROPOSAL (30 points)
In anticipation of your future work setting (or practicum/internship site),
develop a proposal for a group that you might conduct. See the Guidelines for
Group Proposal for further information (pages 7-9).
7. THEORY PRESENTATION & ACTIVITY (25 points)
Working in small teams (to be assigned by the second class meeting), you will
present a brief overview (about 5 minutes) of the key points of a specified
theory and conduct an exercise appropriate for use in group based on that
theoretical orientation (about 20 minutes). Each team will prepare a brief
handout summarizing their points and activity. See the Guidelines for Theory
Presentation & Activity for further details (page 9).
Evaluation of Student Progress: Scaling:(A = 163-170)
Active participation in class 5 (B = 145-162)
Weekly Logs 20 (C = 127-144)
Reflective Summary 10 (D = 109-126)
Quizzes 70 (F < 109)
Process observation 10
Group proposal 30
Theory presentation/activity 25
Total 170
NOTES * * * * * NOTES * * * * * NOTES * * * * * NOTES * * * * * NOTES * * * * * NOTES
1. Assignments
a. All written assignments must be word processed and have no spelling
or punctuation errors. Assignments with said errors will not be graded.
b. Students missing class on the day an assignment is due or an
examination is scheduled will have one (1) class session to submit
the assignment or arrange for and complete a make-up examination.
No assignments or examinations will be accepted or allowed after
one class session past the due date.
2. Attendance
You are an integral component to the educational properties of this class.
Your presence and participation is desired and required. Each absence
following one (within a summer session) or three (within a regular semester)
will reduce your semester point accumulation three (3) points.
3. Academic Honesty
Mississippi State University's Academic Honesty rules apply to ALL course
products and activities. See your Student Handbook for possible repercussions.
4. Academic Accommodations
Qualified students needing academic accommodations are required by law
to initiate the request process. If you haven't already made arrangements
through Student Support Services and wish to discuss any accommodation
needs you may have, my office hours and telephone numbers are included
in the syllabus.
5. Caveat
The information and schedule of events contained in this syllabus are
subject to change based upon numerous environmental factors.
Guidelines for Small Group Logs
An analysis of the group's progress developed by a group member after each
session is an important technique for enhancing group communication, enriching
a group experience, and providing insights into one's own perceptions and
behavior in groups. The report is not a simple chronicle of events and
situations that occur in your group. Instead of summarizing what happened,
focus your writing on your own feelings and thoughts as you experienced them
in group. You may have thoughts and feelings regarding other people in the
group, the leader, yourself, or the group in general. You should write about
these. Please understand that your level of self-disclosure is up to you. You
do not need to disclose personal details about your life if you choose not to.
The emphasis should be on how you make sense of what is happening in group in
relation to: (1) what you're learning about yourself that has implications
about your future effectiveness as a group leader; and (2) what you're reading
about group development (about what happens that facilitates a group's
movement from being a room of individuals to being a group). See the
instructions and examples for further details.
Instructions
1. After each group session, write in your log, addressing the points noted
below. Write freely and informally. You may use your computer, type, or hand
write the log.
2. The length of each entry is entirely your decision. Some people mull
over reactions and understandings and ideas for several pages each time,
writing as they think; others find that shorter commentaries and reflections
suffice, especially until insights become clearer and information synthesizes
for them.
3. You may choose to submit your report each Monday and Wednesday by 5:00
or you may submit a combined report weekly (that includes your analysis of both
the previous Tuesday's and Thursday's sessions) by 5:00 each Monday (e.g.,
turn it in Thursday, Friday or Monday). Submitting your reports twice a week
will allow you to get feedback before each session. Submitting your report once
a week will allow me to read your report, make comments on it, and return it to
you on Tuesdays in class. As noted in the syllabus, your report will not be
graded for specific content, style, or grammar. If your report, however,
presents a summary of what happened in group but does not include your
reactions and/or does not include your analysis of how events and member
behaviors influence the group, you will be asked to rewrite it before you
receive your points. All reports may be submitted via E-mail:
cpalmer@colled.msstate.edu
General Guidelines
1. Write your reports as soon as you can following each group experience
(that day/evening).
2. Focus on your own thoughts and feelings, rather than on those of other
people.
3. Try to make the report an extension of the group experience rather than
a summary. It should be an exercise in understanding group process
(not content).
4. Try to analyze what occurred in your group in relation to what you're
reading in your book. For example, relate how the group's discussion
of ground rules helped you and others start to feel more comfortable.
5. The reports will be read by your instructor and group leader(s). Treat
your report as you would any professional material that is highly
confidential in nature. Keep it in a notebook or file folder marked
"confidential" with the following information on the cover: Your name
and phone number, your instructor's name, and the group leader's name.
Include the Following:
1) Your thoughts and feelings about what you are experiencing in group.
2) Your awareness about your own behavior in a group, and how your
behavior affects others. Think about how this relates to your effectiveness as
a future group leader. As noted previously, your level of self-disclosure is
up to you. For example, you may write that you realized that you became
nervous when you believed member C was on the hot spot. This led you to
try to rescue him which made you feel better. You understand that seeing
people struggle is hard for you because of some things that went on in
your family when you were younger (you don't need to explain that this
was because you wished someone had rescued your mother when your father
yelled at her). You also see that you rescuing him was about you, and
that this may have actually stopped him for exploring what he needs.
Discuss how your tendency to rescue might help or hinder your work as a
group leader.
3) Your awareness of other people's behavior in a group, and how their
behavior affects you (How did you feel, respond, behave? Did anything get
triggered in yourself?). As noted earlier, you do not need to say that
member D discussed the death of his mother. Instead, you may choose to note
that member D's issues triggered your own sense of grief (and you may or
may not say over what). Examine how this might influence your effectiveness
as a group leader.
4) Your understanding about group life and group process. For example,
what was the level of interaction (intellectual, feeling oriented)? Is the
group moving or stuck? Are there sub-groups? What is the emotional climate?
This is important to review each week. Discuss this in relation to what
we discuss in class and what you read in your textbooks.
5) Issues about groups that you wish to resolve; things you want to work
on; and, how you plan to act on these issues and desires.
Following are some examples of the kind of material that is helpful to write:
Excerpt A: When member A said we weren't really strangers, it hit me that's
exactly what I felt in group--like I was alone, separate, a stranger. I know
most people here from around school, but this is different. It seems that most
of us, including me, are not sure how much to disclose about ourselves. The
lack of structure and direction makes me uncomfortable. I was glad when the
leader asked us some specific questions about our personal goals for the group.
When member D asked me about something I said, I was nervous about talking
about myself but I think this made me feel like she cared about me. That
increased my comfort which in turn allowed me to begin to disclose a
little bit more about my family history. After that, several other
members began to share little bits about their family. The leader made
comments that got us to see some of our commonalities (other than being
students). Interestingly, I realized that I wasn't feeling so much like a
stranger anymore and that this was true for other people also. I think
this was really important if we are to become a group rather than a circle of
individuals.
Excerpt B: Our group seems to be stuck in the initial stage. Everyone is being
very nice and polite. I found myself wanting to tell member F that I thought he
was being phony--that his smile didn't match his body language, but I was
afraid that other people would think I'm mean. Part of me was waiting for our
leader to comment on stuff like this but I guess that it's my responsibility to
take a risk and speak up. In fact, that fits with my personal goal to learn to
use "I statements" to express myself. I have a feeling that we're all waiting
for someone else to be the first person to share anything that might be
perceived negatively and this reluctance is contributing to us being
stuck. As a leader, I'll need to be aware of my own tendency to want to
avoid negativity.
Excerpt C: ...Member X surprised me by commenting on how he finds himself
reacting when I smile at the same time as I'm talking about stressful
events in my life. It made me really uncomfortable. I know that what he said
is true but found myself getting defensive. I wonder if when I'm leading
groups if I'll have trouble appropriately challenging group members. I also
wonder how often I give mixed messages. These are both things that I'll need
to become more aware of. In terms of the group's progress, I think that
although member X's statements made me and others feel uncomfortable, he
brought some good honesty into the group. I felt very supported by the
leader who was effective in drawing out what I was feeling and thinking.
She helped me express my concerns about people liking me to the very
members I was afraid don't like me. This opened up a good discussion with
others in the group. We began to get glimpses of each others' true
thoughts/feelings.
____________________________________________________________
Guidelines for Reflective Summary
Review your reports and think about your group experience. Apply your readings
about group process to an analysis of your own experience in group and your
group's progress through the stages. Do not give a report of events, but do
write about key group process themes in a way that demonstrates your
understanding of the readings. Write on both your personal learning and on the
group process aspects of your group sessions by addressing the following:
1. What did you learn about yourself through this process? Focus on the
qualities about yourself that might either enhance or detract from your
effectiveness as a group leader.
2. Discuss the characteristics that applied to your group and discuss how
your group did or did not fit the characteristics described in your readings.
For example, what factors contributed to your group becoming a working and
productive group or to your group getting stuck? How was trust generated
within a group or what prevented this from occurring? Concretely, what did the
group teach you about being a group member? About group leadership? About
how groups function or don't function? About the stages of group and the
techniques associated with different stages?
3. Discuss what you think was important for group members to do during this
last session. Why do you think this was or would have been helpful in
facilitating a sense of closure?
4. What have you learned about groups this semester that you can apply to
the types of groups that you'll lead at some time in the future?
_________________________________________________________
Guidelines for Group Proposal
Listed below are topic areas which should be addressed when proposing the
formation of a group. Where there is overlap, a specific point needs to be
made only once. The proposal may be presented in a modified outline format.
Try to limit your proposal to 7-10 pages (typed and double-spaced). You are
to use a minimum of 6 references. Three of these must be articles published
in national journals and at least two of these must be a report of a research
study relevant to the type of group you are proposing (e.g., a study on the
effectiveness of using a psychoeducational group format to help adolescents
learn to control their anger). You are to cite sources/references in the paper
and include a reference list using APA-style. Feel free to attach appendices.
Introduction: Include a brief statement explaining why the group proposed
is important and how it will be useful. You are to note social trends,
neglected issues, and/or research as part of your explanation (e.g.,
the prevalence of alcohol-related accidents involving college students
as a reason to have a group address this issue). Remember to cite your
references.
Population and Concerns: The specific population who will be served by the
group and how members will be served (e.g., why group rather than
individual work and what members can gain by participating in group).
Describe the population in some depth including relevant cultural
(e.g., gender, race/ethnicity, sexual orientation, socioeconomic
status, etc.) and developmental issues.
Group Theories: What theory or theories will be used to guide this group?
What are the basic assumptions of the theory and how do these explain
how clients make changes? Cite sources. Using the theory,
explain your understanding of your specific population's
concerns and identify goals for improvement. Be sure to discuss
your overall goals for your proposed group.
Leadership: What personal characteristics will be important for leaders
working with the population and concerns described above
according to your theoretical framework? What training and/or
supervision should leaders have? What functions will the leaders
fulfill and what are some typical techniques they will use to
fulfill them? If you propose that there be co-leaders, explain
why. Discuss these issues in terms of your proposed group (e.g.,
leaders will need to have completed course work in substance abuse
as well as a strong working knowledge of issues related to
adolescent offenders).
Membership: Address each of the questions asked. Present information that
relates directly to your proposed group (do not simply restate
information from Gladding and Corey). Cite references that
support your statements (e.g., According to Smith (1999), it is
important to discuss medical histories and current medical
conditions of individuals with eating disorder to determine if
they are in any physical danger....).
1) Will the group be an open or closed group and why?
2) How will members be recruited?*
3) What are the optimal and acceptable number of group members (and why)?
4) Where will the group meet, how often, and how long will each session
be?
5) How will potential members be screened and selected for group
membership?*
6) What type of information will be gathered on members prior to entering
the group?
7) How will this information be used? (e.g., what types of questions might
potential members be asked? How would leaders determine that a
potential member is likely to benefit from, and contribute to
the group?)
8) In what ways will the group be homogeneous and/or heterogeneous?
9) How will members be oriented or prepared for group experience? Include
a discussion of members/rights and responsibilities.*
10) What risks are involved in participating in the group?*
Evaluation: How will termination and follow-up appraisals be performed to
evaluate the effectiveness of the group?* What provisions will be made
for members who do not progress or who are harmed as a result of the
group experience?*
Ethics: Review the Ethical Guidelines for Group Counselors (Appendix A).
The questions marked with an * are closely related to these guidelines.
Evaluate the extent to which your proposal has covered the
guidelines.
Address here any guidelines that were not covered in other
sections.
The paper will be evaluated on the following criteria: (1) content substance of
information presented, including how directly your information relates to your
proposed group (versus presenting information about groups in general); (2)
clarity of writing and organization of information (note that lack of clarity
and organization may influence the instructor's perception of the content
substance); (3) inclusion of appropriate references; (4) proper use of APA
style for headings, citations, and references. Use headings to organize
your paper and to ensure that you have addressed all required points.
_____________________________________________________________
Guidelines for Theory Presentation and Activity
You will work together with 1-4 other class members (to be determined after
the first class meeting) to develop and present a relevant exercise for a
group based on a specific theory (or an example of how a group worker would
apply a specific theory to a group setting). The instructor will be available
to meet with the teams prior to their presentation for planning purposes.
Each group member is to turn in his/her notes and sources of information to
the instructor following the presentation.
Your presentation should include:
1. A brief overview of the key assumptions of a specified theory as these
relate to group work. You may reference Gladding and Corey. Do not,
however, simply repeat what's in Gladding or Corey. You need to use
include other sources that present a more in depth-review of the key
assumptions as these relate to group work.
2. A description of the group for which the exercise is intended (e.g.,
demographics of the group members, the purpose of the group). Be as
specific as possible so the class members can "get into character"
for the demonstration of the exercise (e.g., they can role-play being
college R.A.'s, children of parents who are divorced, adults who are
grieving the loss of a loved one, etc.)
3. The goal(s) and objectives of the exercise and at what point in the
group process (e.g., initial stage, working stage) and in the
session (e.g., opening, middle, closing) is the most
appropriately used. Include research findings that support the
effectiveness of this type of exercise in helping these types
group members address their concerns or meet the goals of the group.
4. A demonstration of the exercise appropriate for use in group based on
that theoretical orientation.
5. Your presentation should be approximately 20 minutes long.
Each team will also prepare a brief handout that includes: (a) a written
abstract (APA style) of the presentation, (b) summarization of key points,
(c) description of the group and the activity, and (d) reference/resource list.
Remember to cite your sources/references in the body of the handout and
on all appendices. Please bring sufficient copies of your handout for all
class members.
Your presentation will be evaluated on the following:
(1) Substance of information presented: You are expected to go beyond
Gladding and Corey. Remember to include information related to
research findings that support the effectiveness of the theory
base or the type of activity/exercise you choose in relation to
the specific group you discuss.
(2) Organization and clarity of material: Be sure to adequately cite your
references throughout your paper, using appropriate APA style. Use
headings in your paper to help organize your work. You will also have
access to an overhead projector if you wish to use transparencies as
part of your presentation.
(3) Participation by all team members
(4) Facilitation of the activity
__________________________________________________________________________
- - Process Observation Evaluation Form - -
Student's Name: Date:
Evaluator:
1. Did the student try to identify who was interacting with whom? If so,
how effective was s/he?
2. Did the student note nonverbals? If so, how effectively?
3. Did the student attempt to communicate her/his observations with the group?
If so, how effective was she/he?
4. Did the student include comments on process as well as content in
his/her feedback to the group? If so, how effectively?
Suggested Number of Points (1-10):
__________________________________________________________________________
Tentative Schedule of Classes and Topics to be Covered*
Topics Assigned Reading
Orientation, introductions,
informed consent
History/Trends
Introduction to Types of Groups
Lab Group(s)meet from 4:00-5:30
Elements
Types of Groups Continued Gladding: Chs. 1-3, App. B
Norms/Dynamics/Process
Group A Process Observers
Group B Process Observers
Group Leadership Gladding: Chs. 4, 5
Beginning a group/Pre-group
issues
Quiz on Gladding: Chs. 1-3
and related material***
Group A Process Observers
Group B Process Observers
Elements/Stages
Introduction to ethics in Gladding: Ch.6,10, App.A
group counseling**
Initial/Transition Stages
Quiz on Gladding: Chs. 4-5 and
related material***
Group A Process Observers
Group B Process Observers
Initial/Transition Stages Cont. Gladding: Chs. 7-8
Working/Closing (termination)
Stages
Quiz on Gladding: Chs. 6 & 10 and
related material***
Group A Leaders
Group B Leaders
Working/Termination Stages Cont. Gladding: Chs. 9, 11-14
Introduction to cultural
sensitivity in group work**
Quiz on Gladding: Chs. 7-8 and
related material***
Group A Leaders
Group B Leaders
Theory
Psychoanalytic Gladding: Ch. 15
Transactional Analysis
Adlerian
Team Presentations
Quiz on Gladding: Chs. 9, 11-14
and related material***
Group A Leaders
Group B Leaders
Existential Gladding: Ch. 16
Person Centered
Gestalt
Team Presentations
Quiz on Gladding: Ch. 15***;
Group Proposal Due
Group A Leaders
Group B Leaders
Behavioral Gladding: Chs. 17-18
REBT
Reality
Trends & Closures
Team Presentations
Quiz on Gladding: Chs. 16-18 and
related material***
Reflective Summary Due
* Syllabus and schedule are tentative and open to revision.
** Social/cultural and ethical issues will be discussed throughout the
course as related to each topic (e.g., application of each theory
to group work with diverse client populations).
*** These quizzes will include questions on cultural and ethical issues
related to each topic.
Comments?
Dr. Charles Palmer -cpalmer@colled.msstate.edu
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