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SYLLABUSQuestions and ConcernsPlease feel free to talk with me if you have follow-up issues to discuss, if you feel there isa problem or a misunderstanding, or if you have a question or concern. Sign up for officehours whenever possible, and if my office door is open, stop in. Email is usually a greatway to get in touch with me, although I may not respond over the weekends.Disability Support:If you have any type of special need(s) or disability for which you requireaccommodations to promote your learning in this class, please contact me as soon aspossible. The office of Disability Support Services (DDS) offers various support servicesand can help you with special accommodations. You may wish to contact DDS at 4535738 or go to Room 150 at Woody Hall to verify your eligibility and options foraccommodations related to your special need(s) or disability.Academic Integrity:Submitting the work of others as your own, submitting prior work for presentassignments without written permission of the instructor, plagiarism in any form,intentionally using unauthorized materials in an academic exercise, or intentionallyhelping another to commit an act of academic dishonesty will result in penalties rangingfrom a failing grade on an assignment to expulsion from the university depending on theseverity of the offense. Refer to SIU Student Handbook for further clarification.All students: Review http://www.plagiarism.org/learning center/what is citation.htmlfor a brief overview of plagiarism and the benefit of accurate citations within your work.Emergency Response Procedures:9

SYLLABUSSIU- Carbondale is committed to providing a safe and healthy environment for study andwork. Because some health and safety circumstances are beyond our control, we ask thatyou become familiar with the SIUC Emergency Response Plan and Building EmergencyResponse Team (BERT) program. Emergency response information is available onposters in buildings on campus, available on the BERT's website at www.bert.siu.edu,Department of Public Safety's website www.dps.siu.edu (disaster drop down) and in theEmergency Response Guidelines pamphlet. Know how to respond to each type ofemergency.Instructors will provide guidance and direction to students in the classroom in the eventof an emergency affecting your location. It is important that you follow theseinstructions and stay with your instructor during an evacuation or shelteringemergency. The Building Emergency Response Team will provide assistance to yourinstructor in evacuating the building or sheltering within the facility.10

SYLLABUSCOUN 543 Group TheoriesTentative Schedule Spring 2016Wednesdays 6pm-9pmWed. Topic1/20Assignments &ReadingsCourse overview &introductions/expectations,History & social context of groupwork;Types of Groups1/27Therapeutic factors, Ethical issues ingroup workGladding, Chs 1, 2 &10Yalom, Chs. 1&22/3Group dynamics, norms, and roles;member attitudes.Yalom, Ch. 11Kline, Ch. 4 (PDF)Article reviewpaper #1 dueGroup Development TheoriesEvolution of a Group video2/10Group Development TheoriesYalom, Ch. 5, 6 &7Gladding, Ch. 42/17Leader role & basic tasksCorey & Corey, Ch.6 (PDF)Bring yourtopic for yourgroupmanual toclass11

SYLLABUS2/24Member self-disclosure & risk-taking, Gladding, Ch. 3 & 5Yalom, Ch. 8,9,10Johari window3/2Setting up and running groups,membership considerations3/9Research in group work3/16Small Group#1 7:30-9pmKline 5, 6 & 7 (PDF)Article reviewpaper #2 dueTBASmall Group#2 7:30-9pmSmall Group#3 7:30-9pmSpring Break- No class3/23Group (process) theoriesGladding Ch 15 and16Small Group#4 7:30-9pm3/30TBATBASmall Group#5 7:30-9pm4/6Multicultural/diversity issuesYalom, Ch. 12 & 13Gladding Ch. 8Article reviewpaper #3 dueSmall Group#6 7:30-9pm4/13On-going leadership tasksKline, Ch. 13 (PDF)Small Group#7 7:30-9pm4/20Challenging member roles &intervention strategies4/27TerminationGroup ManualPresentations IGladding Ch 7Group ManualPresentations IISmall Group#8 7:30-9pmSmall Group #9 7:30-9pm12

SYLLABUS5/4Becoming a group leaderGroup Proposaland Manual DUESmall Group#10 7:309:00pmEvaluation5/11Finals Week Scheduled exam time:TBA.**Session Reflection logs are due byFriday midnight to group leaders, orby arrangement with individual leader13

SYLLABUSAPPENDIX ASMALL GROUP MANUAL INSTRUCTIONSA.Chapter One: Introduction. This chapter includes a review of previous research,all decisions made prior to the first group meeting, and justification for decisions usingreferences. A minimum of 10 references should be used to support your group design.(You may not include textbooks as references; Yalom’s text is an original source bookand is therefore ok).1.Explain the purpose of the group. Who is it for? What issue does itaddress? What type of group is it?2.Briefly summarize and critique the literature (research, theory, descriptive)as it applies to this type of group. Describe the nature of the research and results.3.How does the literature support decisions for this design?4.What are the goals for the group (what do you expect to accomplish in 10weeks)? Goals should reflect the group purpose, and meet the needs of themembers.5.Briefly introduce pre-post assessment instruments and explain how yourassessment methods will determine if the goals have been reached.6.How many members? This decision should be supported by the literature.7.Who are the members? How were they referred (i.e., self-referral, agencyreferral, court mandate, etc.)? What kind of information is relevant to memberselection? Is a pre-session interview preferred for selection?14

SYLLABUS8.What are the preferred member characteristics? Heterogeneous?Homogeneous? Examples of member characteristics.9.How are members prepared for the group?10.Who is/are the facilitator(s)? Male/Female? One/Two?Training/Experience? What leadership style may be best suited to group and why?11.When and where will the sessions be held?12.Any additional information important for the reader of this manual.B.Chapter Two: Session Outlines. The first group session will be introductoryand the final session will be the termination session. This leave just 8 ‘working’ sessions;carefully consider how much a group can accomplish within each session. For each of the10 sessions include the following:1. Theme: What’s the main idea behind this session? Be brief: one phrase, sentence,line of poetry, etc.2. Rationale: The rationale explains the aims and reasoning for the session. Sessionsand activities should be selected and sequenced in some logical order. Therationale should make sense for both the learning goals of the group as well as forgroup development. For example, a discussion of group norms must occur in theearliest session(s) to lay the necessary foundation for important future groupwork. In a study skills group, you’d teach group members a method for effectivenote-taking after you’d covered simpler skills but before you asked them to bringin sample notes to share with peers for feedback.3. Objectives and Behavioral Outcomes: Member-oriented, instructional objectivesare simple sentences stating what members are expected to learn in the session.Each objective is supported by behavioral indicators (behavior outcomes) thatmay indicate that an objective has been met. Most sessions should containobjectives which address group development and/or therapeutic factors as well as15

SYLLABUStheme content.4. Activities: What will you have members do in session, in order to meet sessionobjectives? Each session will contain structured (or semi-structured) activities.Activities must be carefully considered and selected to ‘fit’ the group type andpurpose, as well as member characteristics. (For instance, a psychoeducationalgroup- like a study skills group for ninth-graders- would typically use structuredactivities, while a counseling group for college-age women focused on personalgrowth may use unstructured, member-generated activities.) List activities inorder with an approximate time line identified. Each activity should be brieflydescribed, followed by three or four process questions. Activity Process questionsshould pertain to content of the activity (what did members learn) and memberreactions (feelings). Remember process questions are unique for each activity.Specific details, procedures, and materials for activities should be included in anappendix in the back of the manual. Be sure all information in the appendices iseasy to locate.5. Session Processing: In addition to processing each activity, the final 10 minutesare used to process the full session. List three or four process questions related tosession objectives, behavioral outcomes and member affective reactions. Theseare important because they help members tell you what they learned in the sessionand how they are progressing toward group goals.For additional guidance on developing Session Outlines, see p. 9, and the samplesession outline.C.Chapter Three: Evaluation. The purpose of evaluation is to determine if thegroup was effective at helping group members learn or develop in whatever way thegroup is intended to help them. Evaluations may be formal (a standardized instrument) orinformal (a survey developed by the leaders for use in only this group). Evaluations canbe focused on assessing change related to the target topic (In a group for teen girls witheating disorders, did members change their food-related thinking or behavior?)Evaluation can also focus on group members’ perceptions of the group itself (“What wasthe best thing that happened in group today?”) It is important that more than one16

SYLLABUSinstrument/method be used. For this section, choose at least one standardizedinstrument (if possible) for comparison to a normative sample. To determineeffectiveness, pretests and post-tests are usually used to measure change. Other nonstandardized indices, such as rating scales or check lists, can be used to provide aquantifiable measure of behavior. To determine group members’ experiences (includinglearning) in group, it will be important to use the same assessment in several sessions.Note: You aren’t designing a research project here, so you needn’t consider a controlgroup, etc. The focus here is on identifying evaluation approaches that are appropriate foruse in group work.A. Explain your rationale for instrument selection. Why is this instrument suitablefor use with your population? How is it relevant to your group goals? Consider thefunctioning level of group members. Samples of test items should be used in thediscussion to verify face/content validity or instrument appropriateness.b.When possible include a copy of instruments in the appendix. Further,information on validity and reliability should be included (see instrument manual, MentalMeasurements Yearbook, etc.).Final Order of the manual: Title page, Table of Contents, Chapter 1 (LiteratureReview), Chapter 2 (Session Outlines), Chapter 3 (Evaluation), References, andAppendices.APPENDIX B17

**********************************The T-Group (or Small Group) ExperienceThe power of the group lies in the space between members.Training GroupsOne cannot learn to be an effective group leader without having been a groupmember. The purpose of the T-group experience is educational, and is designed to helpyou become better prepared to function within groups as well as lead groups. If you areanything like other students who have taken similar graduate courses, you will learnabout your communication style and some of the roles you normally take on in group.Additionally, the group can provide support in your development and growth as aprofessional counselor. It is not uncommon for graduate students to rate participation intheir small group as one of the most significant experiences of their graduate education.The T-group provides counselors-in-training with the ‘lived experience’ ofparticipation in a small group. This is an invaluable opportunity to learn first-hand whatgroup members experience, and provides us, as students of group work, unparalleledopportunity to study communication and small group process. The skill of using feedbackand immediacy in the here-and-now of the group describes much of the group focus;therefore, one group goal is to discuss how you are experiencing the group and to explorethe process of the group. You will also have the option of learning about yourself withinthe small group process. Your participation in the training group will not be evaluated aspart of your grade for this class.Please note that a T-group is not a counseling or therapy group: There is noassumption that anyone’s needs or desires will change, nor will you be expected to18

SYLLABUSdisclose anything about your “there and then” life outside of the group. There is somerisk of emotional discomfort in self-disclosing your experiencing of the here-and-nowinteraction, but the potential for personal and professional growth is far greater.A good strategy is that anything you mention regarding your “there and then” lifeshould be framed as it relates to how you are experiencing the group in this moment. The“here and now life of the group” includes times together within the group, and within theCOUN 543 class. Rules and norms for how this will “look” in practice will evolve as thelife of the group unfolds.Successful and meaningful small group experiences depend on members’ activeengagement and consistent participation. However, you are in charge of your level ofdisclosure. Deep self-disclosure is not necessary. For this reason, you will always havethe option to pass or ask to be off focus at a particular time. However, students typicallylearn more about groups when actively participating. Do not interpret this right to be offfocus as permission not to participate throughout the group sessions. Other members willneed your help to make the group work.Confidentiality and Limits- Students are fully responsible for what and how much theychoose to share. As with any group, confidentiality is critical for the development oftrust, yet it cannot be guaranteed by the group leader. In keeping with the aims of acounselor education program, the instructor will be providing supervision to the doctoralstudents facilitating the T-group experience. Leaders videotape all group sessions. Thevideotapes are used in supervision with the instructor where the focus is on the leader’sdevelopment. Supervision may include extended discussion and/or observation of audiovisual recordings of group sessions. Leaders do not report individual group members’disclosures to the course instructor except in the very rare case that the leader has causefor concern regarding a student’s ability to work with vulnerable populations.In summary: Confidentiality in T-groups is limited and cannot be guaranteed.Confidentiality does not apply to anything that you disclose in class, nor does it apply to19

SYLLABUSyour T-group leader if he or she perceives the need for outside consultation or supportfrom the instructor for this course, other program instructors, university personnel, firstresponders, the police or social services.During the first weeks of class, we will discuss ethical issues of group workfurther, including the limits of confidentiality and dual relationships. There is an inherentdual relationship in my being in a position to evaluate your academic work while at thesame time you are being asked to participate and share information about your experiencein the T-group, albeit indirectly. It is important that we work together to ensure thatcommunication in this class is open, but appropriate. Please feel free to ask me to clarifyany questions you may have about dual relationships and your rights as a student.20

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Syllabus CACREP Section II D SPRING 2016 Wednesdays 6pm-9pm WHAM 205 Course description 543-3 Group Theory and Practice. Focuses on the theory, functions, and techniques of . CACREP's standards for the Group Work core content area. In addition to the seminar portion of this class, this course also includes a 15-hour T-group component in