GroupCounselingPC6505Fall10 Moore

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Argosy University COURSE SYLLABUS
PC6505 Group Counseling Fall 2010 9/10-9/12 & 10/8-10/10/2010 Friday 1-9 pm; Saturday 8:30-5:30 pm; Sunday 8:30-5 pm Saturday:8:30-11:30 Check-in Only1

Faculty Information Faculty Name: Campus: Contact Information: David Moore, Ph.D., CDP Seattle [Home] [email protected]; 253.632.7208 [Campus] [email protected]; 206.393.3548 Thursdays: 3 PM to 6 PM by appointment [Additional times by arrangement]

Office Hours:

I will be available to you by email and by telephone through the dates listed above and the week prior to the course beginning. I tend to return emails in the early morning, afternoon (1-4 pm) and weekend hours. Please use my campus number on class days and Thursdays. Otherwise, if you need to speak to me in the next day, please call my home number. I am available to meet in person at my office at Argosy University, Seattle or my Clinical Office in South King County by arrangement. Regular office hours during Fall Semester are Thursdays, 3-6 PM. Short Faculty Bio: Dr. Moore is an Associate Professor of the Counseling Psychology Department at Argosy University/Seattle. He was awarded both his M.Ed. and Ph.D. in Counseling Psychology from the University of Washington/Seattle. He is a Licensed Clinical Psychologist, Licensed Chemical Dependency Professional, & Board Certified Chemical Dependency Counselor II. He is a member of the American Psychological Association. He has conducted 20+ years of national field research in developing school-community prevention and intervention systems at the Universities of Washington and Johns Hopkins. Along with teaching graduate-level behavioral science courses in the College of Education at the Universities of Washington and Puget Sound, he served as a research faculty member at Johns Hopkins School of Public Health’s Department of Mental Health. Dr. Moore has a wide range of experience supervising behavioral health staff and systems in diverse settings—ranging from serving as Director for Scripps Health hospital and clinic addiction treatment program in San Diego CA to serving as Staff Psychologist in the traditional healing system for the Central Council of
Since you are required to attend 3 Meetings that will go 1.5 hours as part of the class; on Saturday the 11th, you will only have an AM check-in where there will be a discussion group of resource people to describe the 12 Step Program and its relationship to group counseling.
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Tlingit and Haida Indian Tribes of Alaska in Juneau AK. Along with teaching at Argosy, he continues both his research and practice activities in all three areas: a) schoolcommunity systems, b) addiction and trauma therapy and c) tribal approaches to wellness and chemical dependency recovery.

Course description: A broad understanding of group development, dynamics, and counseling theories will be explored. Group leadership styles will be discussed in addition to basic and advanced group counseling methods and skills. Several different approaches to conducting group counseling will be reviewed. Course Pre-requisites: None Required Textbooks: Corey, G. and Corey, M. (2006) Groups: Process and Practice (seventh edition) Belmont, CA: Brooks/Cole. ISBN 0534607950 Solotaroff, Paul. (1999). Group: Six People in the Search of Life. New York, NY: Riverhead Books. ISBN 1-57322-065-5 Yalom, I.D. & Leszcz, M. (2005) Theory and Practice of Group Psychotherapy (5th ed.). NewYork: Basic Books, Inc. ISBN 0465092845

Recommended Textbooks: Alcoholics Anonymous (2002). Twelve Steps and Twelve Traditions. New York, NY: AA World Services. ISBN-978-0916856014 Technology: Pentium III CPU/ Windows 98; 128MB RAM printer; Microsoft Office: Acrobat (full version); Microsoft Internet Explorer 5.5 (PC), 5.0 (MAC), or Netscape Navigator 4.08; Norton Antivirus. Course length: 7.5 Weeks Contact Hours: 45 Hours Credit Value: 3.0 Course Evaluation Process: See Addendum. Mission Statement The Counseling Psychology program embraces a range of relevant theory and techniques applicable in the three major areas of counseling psychology: a) the remedial (assisting in

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remedying problems in living), b) the preventive (anticipating, circumventing, and forestalling difficulties that may arise in the future), and c) the educative and developmental (discovering and developing potentialities). Counseling Psychology focuses on: a) a wide range of client issues and developmental life stage challenges, b) assets, strengths, and positive mental health, c) relatively brief interventions, and d) context, sociocultural and political influences, diversity, and person-environment interactions, rather than exclusive emphasis on the individual. Program Outcomes: Master of Arts in Counseling Psychology Program Outcome One: Professional Practice Competency 1 Assessment and Skills. Formulate assessments of psychological functioning and apply therapeutic intervention strategies when working with individuals, couples, families, and groups, toward the development of optimal mental health. Competency 2 Theory. Interpret and apply psychological and developmental theories to therapeutic intervention strategies. Competency 3 Writing. Employ media and technology when presenting counseling information orally and in writing, so that the presentation is concise, organized, well supported, professional, and appropriate to the audience. Program Outcome Two: Research Competency 1. Analyze research, and translate research findings for improvement of counseling services using statistics and program evaluation methods. Program Outcome Three: Interpersonal Effectiveness and Professional Development Competency 1: Students will develop positive relationship skills that promote personal and professional development via effective communication, encouragement, empathy, respect for others, self-awareness, and otherawareness. These skills will be evidenced by students’ ability to: a. Apply active listening communication skills in interpersonal scenarios to establish empathetic relationships. b. Analyze the importance of effective nonverbal communication skills in interpersonal relationships. c. Solicit and utilize feedback to build and maintain interpersonal relationships. d. Utilize effective communication and relationships skills in order to promote the growth of others and effect change. Program Outcome Four: Ethics Competency 1. Using the American Counseling Association’s Standards of

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Practice or the American Psychological Association’s Ethical Code, as well as local state law as it applies to the behavior of mental health professionals, identify ethical dilemmas and apply ethical decision-making strategies while engaging in professional activities. Program Outcome Five: Diversity Competency 1 Multicultural Skills. Provide assessment, counseling, and consultation services for clients by applying psychological and multicultural theories and research to diverse populations, and modifying interventions as needed to work effectively with diverse clients. Competency 2 Multicultural Awareness. Examine personal values and biases, reflect on personal beliefs, and understand how they impact work with clients and other interpersonal relationships (e.g., other students and faculty). Competency 3 Multicultural Knowledge. Identify and assess the complexity and multidimensionality of cultural/diversity theories and issues in the field of counseling psychology while working with clients and developing interpersonal relationships with other students and faculty.

Course Objectives At the successful completion of this course, the student should: 1. Demonstrate an understanding of the concepts and theories specific to group counseling, including the ability to apply group theory to case examples. 2. Demonstrate knowledge of the techniques and strategies characteristic of group therapy. 3. Demonstrate an understanding of the therapeutic forces particular to groups. 4. Demonstrate self-assessment skills necessary for further development as a group counselor, and particularly those relevant to working with clients of diverse backgrounds. 5. Students are expected to exemplify professional behaviors in their acquisition of the course content and demonstration of learning. Such behaviors include: the ability to receive and integrate feedback, the ability to maintain appropriate boundaries, the ability to modulate affect (appropriate to the activities of the course), openness to different perspectives, and demonstration of collegial and respectful relationships with faculty and peers. When group work is required, students are expected to work collaboratively, contributing effectively to the group & actively learning from others.

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Assignment Table 1 2 2 4 5 6 Topics Yalom Midterm Exam Corey Group Participation Paper Final Examination Class Group Project Readings Complete [Covers Yalom] Complete Assignments/Date due By first class First Sunday By second weekend Beginning of second weekend Second Sunday Second Sunday

[Covers Corey]

Grading Criteria Grading Scale Grading requirements A AB+ B BC+ C CD+ D DF 100 – 93 92 – 90 89 – 88 87 – 83 82 – 80 79 – 78 77 - 73 72 – 70 69 – 68 67 – 63 62 – 60 59 and below Group Participation Paper Midterm Examination Classroom Group Journal Final Examination Total 30% 20% 30% 20% 100%

Counseling Psychology Program Information Counseling psychology students should be aware that since the program is clinically oriented faculty will create assignments that ask students to reflect upon aspects of their emotional reactions to clinical material, address aspects of their history or current life relationships, or to discuss personal reactions to a class. We believe such assignments are an essential component of professional development as a clinician. Such self observations are central in helping students gain a deeper appreciation of clinical theory and phenomena, and to develop empathy towards others.

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At times students will find that such assignments create considerable personal discomfort. For this reason, we encourage students to monitor their reaction to such assignments and seek additional assistance when warranted. We encourage ongoing interpersonal reflection of how students respond to the world around them. It is expected that students will develop social and therapeutic support networking that allows for personal growth. Library All resources in Argosy University’s online collection are available through the Internet. The campus librarian will provide students with links, user IDs, and passwords. Library Resources: Argosy University’s core online collection features nearly 21,000 full-text journals and 23,000 electronic books and other content covering all academic subject areas including Business & Economics, Career & General Education, Computers, Engineering & Applied Science, Humanities, Science, Medicine & Allied Health, and Social & Behavior Sciences. Many titles are directly accessible through the Online Public Access Catalog at http://library.argosyu.edu. Detailed descriptions of online resources are located at http://library.argosyu.edu/misc/onlinedblist.html. In addition to online resources, Argosy University’s onsite collections contain a wealth of subject-specific research materials searchable in the Online Public Access Catalog. Catalog searching is easily limited to individual campus collections. Alternatively, students can search combined collections of all Argosy University Libraries. Students are encouraged to seek research and reference assistance from campus librarians. Information Literacy: Argosy University’s Information Literacy Tutorial was developed to teach students fundamental and transferable research skills. The tutorial consists of five modules where students learn to select sources appropriate for academic-level research, search periodical indexes and search engines, and evaluate and cite information. In the tutorial, students study concepts and practice them through interactions. At the conclusion of each module, they can test their comprehension and receive immediate feedback. Each module takes less than 20 minutes to complete. Please view the tutorial at http://library.argosyu.edu/infolit/ Academic Policies Academic Dishonesty/Plagiarism: In an effort to foster a spirit of honesty and integrity during the learning process, Argosy University requires that the submission of all course assignments represent the original work produced by that student. All sources must be documented through normal scholarly references/citations and all work must be submitted using the Publication Manual of the American Psychological Association, 5th Edition (2001). Washington DC: American Psychological Association (APA) format. Please refer to Appendix A in the Publication Manual of the American Psychological Association, 5th Edition for thesis and paper format. Students are encouraged to purchase this manual (required in some courses) and become familiar with its content as well as Page 6

consult the Argosy University catalog for further information regarding academic dishonesty and plagiarism. Scholarly writing: The faculty at Argosy University is dedicated to providing a learning environment that supports scholarly and ethical writing, free from academic dishonesty and plagiarism. This includes the proper and appropriate referencing of all sources. You may be asked to submit your course assignments through “Turnitin,” (www.turnitin.com), an online resource established to help educators develop writing/research skills and detect potential cases of academic dishonesty. Turnitin compares submitted papers to billions of pages of content and provides a comparison report to your instructor. This comparison detects papers that share common information and duplicative language.

Americans with Disabilities Act Policy It is the policy of Argosy University to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations, the student must notify the Director of Student Services. Procedures for documenting student disability and the development of reasonable accommodations will be provided to the student upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form. To receive accommodation in class, it is the student’s responsibility to present the form (at his or her discretion) to the instructor. In an effort to protect student privacy, the Department of Student Services will not discuss the accommodation needs of any student with instructors. Faculty may not make accommodations for individuals who have not been approved in this manner. The Argosy University Statement Regarding Diversity Argosy University prepares students to serve populations with diverse social, ethnic, economic, and educational experiences. Both the academic and training curricula are designed to provide an environment in which students can develop the skills and attitudes essential to working with people from a wide range of backgrounds.

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Addendum
PC6505 – Group Counseling

1.

Midterm[Yalom] and Final [Corey] Examinations (20 points each) . The exam will focus on application of the assigned reading and class topics. You will receive objective, multiple choice, questions and answers related to each text. These are study tools and will be at least 60 items in length. The Midterm and Final Exam will be on 20 of those items, with some possible wording changes to reflect abstract/critical thinking about the question.. Group Participation Paper (30 points) This is a 6-8 page paper (not including the title page or reference page— this paper does not require a separate introduction section) that is meant to blend personal experience with theory. The paper needs to be in clear, grammatically appropriate, format and at least 12 point font. References must be done in APA style. Papers are due on Second Friday, please be finished with your paper to move on to professional group therapy discussion. Please do not request extensions.

2.

Attend and observe at least 3 12-step model social support group sessions from this list: AA, Alanon, NA, Naranon, Secular Organizations for Sobriety2, Overcomers Anonymous3 [for faith 12-step program], Overeaters Anonymous, Wellbriety4 [or Native 12 Step Group], Gamblers Anonymous, Sex and Love Addicts Anonymous, Codependents Anonymous or Emotions Anonymous [Emotional Health Anonymous]. You may attend the same group 3 times or different groups. Your paper should address: a) describe the nature and purpose of the group and it’s members b) discuss the group’s philosophical orientation to human development (what does the activity of the group suggest is/are the assumptions about how behavioral health change occurs in its members?) c) using your knowledge of therapeutic factors, analyze the group process and it’s stage of development. 12 Step Groups DO have stages of development—how they speak about this is that each group is autonomous [Tradition 4] and each group has an individual belief system called the Group Conscience [Tradition 2]. Coaching clients in use of support groups should include how each is different from one another. d) discuss the approach of the leader, often called ‘trusted servants” or “secretary” in 12 Step Groups, including apparent philosophy, techniques, leadership style e) discuss the use of the reconstructive “inventory” steps of 4-10 and how you would work with a client who was seeing you in individual or family counseling.

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http://www.sossobriety.org/meetings/states.htm#Washington http://www.overcomersoutreach.org/index.html 4 http://www.whitebison.org/wellbriety_movement/fire_list.html

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3.

Classroom Group Journal [30 Points])

This assignment will be discussed, in-depth, on the first Friday of class. Students will participate in a minimum of 5 90-minute groups over the course of the two weekends, led by the instructor and several designated co-facilitators. Students will be given specific instruments to record their feelings and perspectives on group as they experience it. There will be small break out groups to discuss reactions, both cognitive and affective. At the end of each day, students will keep a journal log of at least 1 handwritten page. On Sunday of the last weekend, they will present their learning to the class in 15-minute discussion and feedback sessions. Completion of the assignment will result in the award of 30 points.

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