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CWU PSY 561 - Syllabus

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Lecture #1 - Group Counseling – Psy 561Issue 1 - Text:Issue 2 - Course DescriptionIssue 3 - GoalsIssue 4 - Course Objectives - Students will:Issue 5 - Course Policies:Issue 6 - Evaluation: Your grade will consist ofIssue 7 - Tentative Course CalendarIssue 8 - Copyright:Issue 9 - Scholastic Dishonesty:Topic B - Washington State ESA Standards for School Counselors and School Psychologists, NASP Standards, and CACREP Standards covered in PSY 561, Group Counseling (3 credits)Issue 1 - *STANDARD 10: Leadership and Advocacy. Certified counselors support practices and policies that promote academic rigor—skills for learning, living, and working; provide leadership that enhances student academic, career, and personal/social development and advocate for guidance as an integral part of a school's educational system; model practices that help students, parents, teachers, and policy makers understand how curriculum, instruction and assessment can help students see the relationship between effort, performance, and success beyond high school. Certified school counselors help promote understanding of graduation requirements, WASL scores, and development of theLecture #1 - Group Counseling – Psy 561Robert Brammer, Ph.D.PSYC Building, Room 427, (806) 963-3629Best way to reach me: [email protected] HOURS:By appointmentIssue 1 - Text: Yalom, I. D. & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic Books.Jacobs, E. E., Masson R. L., & Harvill R. L. (2006). Group counseling: Strategies and skills (5th ed.). Pacific Grove, CA: Brooks/Cole.Issue 2 - Course DescriptionGroup psychotherapy is largely an American born method of treatment that began in the 20th century. However, group support has been used from the oldest early Shamanic healing practices, later in other religious groups, in families and in communities worldwide. Although individual therapy has been the preferred method of treatment, group therapy is currently increasing in popularity. Therapeutically, this is largely due to its ability to recreate and address intimacy issues and concerns within the treatment setting. In this course, we will examine the history and theories of group methods, therapeutic factors, effective leader skills, interpersonal patterns of various client types. We will experience the process of group through regularly scheduled, brief training (T) groups. You will practice the role of leader in class simulation exercises.Issue 3 - Goals1. Provide insight into group dynamics and techniques through lectures and examples2. Provide a setting for students to become members of theoretical and growth groups3. Provide opportunities for students to lead groups and develop their theoretical orientations. Issue 4 - Course Objectives - Students will: 1. Identify the history and trends of group counseling.2. Identify the major principles of group dynamics. This includes differentiating the developmental stages of groups and the behavioral manifestations of these stages and the implications for group process.3. Describe and apply various group leadership styles and approaches and identify the characteristics of effective group counselors.4. Demonstrate an understanding of various theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature.5. Describe and apply group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness.6. Describe approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups.7. Demonstrate an understanding of the preparation standards for group leaders8. Describe ethical and legal issues relevant to group counseling.9. Identify multicultural considerations relevant to group counseling.Issue 5 - Course Policies:1. Students should come to class prepared to discuss all readings assigned for that week. 2. Students should familiarize themselves with the University policy on academic dishonesty. Please be aware that any instance of plagiarism in this course will result in an automatic grade of "F" for the entire course.3. Unless otherwise specified, all written work for this course should be presented in APA style.4. All papers and assignments are expected to be on time and complete. You will lose 10% off the assignment for each day late.5. Attendance is important as this is often an experiential class. Unexcused absences will result in a loss of 3 percentage points from your final grade. Some or all of these points can be made up by completing a 5 page paper on a course-related topic agreed upon by the instructor. (For the paper a grade of 90-100=3pts, 80-89=2pts, etc.).6. Makeup work. A makeup opportunity for missed exams or assignments may be given at the instructor's discretion, but only in those instances in which the absence is "excused." Excused absences include personal illness, emergencies in your immediate family, job interviews, and university sponsored trips, among others. If possible, check in advance before you make travel and other arrangements for planned absences; for unplanned absences, check with me as soon as possible after you can once again attend class to schedule makeup work. If you are ill, call or e-mail me before or during class and leave a message. I may require a doctor’s note to excuse absence due to illness. Makeup opportunities will not be allowed for unexcused absences, and I do not automatically excuse absences.7. I cannot accept “electronic” excuses for work not turned in, e.g., “my computer/printer/disk/etc. wouldn’t work.” Please save all work on a jump/flash drive in case you or I need a second copy.Weekly Readings: The reading assignments form the basis for class lectures, discussions, and tests.Outside Class Experience: Each student will visit a group meeting during the semester. A one-page paper will be submitted describing the experience. See form on the following pages.Project: Design a new group. Create a proposal where you are arguing why this group would be helpful. Convince the person you’re writing to (which could a principal, administrator, or committee) that this is the best format and approach for the intervention you desire.- General informationo Focus on a specific populationo Maybe done in pairs or individuallyo Provide an annotated bibliography of four


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