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1 ANNETTE CALDWELL SIMMONS SCHOOL OF EDUCATION AND HUMAN DEVELOPMENT COUNSELING PROGRAM COURSE SYLLABUS MAY TERM 2016 April 4 June 10, 2016 HDCN 6303 COUNSELING METHODS: GROUP Instructor: S. Dean Aslinia, Ph.D., LPC-S, NCC Class Meeting Times: Wednesdays 6:00 10:15 PM Office Hours: (By Appointment Only) Phone: saslinia@smu.edu COURSE INFORMATION Required Text for Course Groups: Process and Practice 9th Edition 2014 Corey, Corey, & Corey Brooks/Cole Publishing ISBN-13: COURSE DESCRIPTION AND PURPOSE: The goal of this course is to provide students with an overview of the study of group dynamics and the major approaches to group modalities. Students will study various group modalities, including group guidance, task-groups, group counseling, and group psychotherapy. Various theoretical approaches to group counseling will also be reviewed. Emphasis will be on how to effectively start, lead, terminate, and evaluate a therapy group process. Students will work on developing an understanding of the skills requisite to group membership and leadership. Students

2 will examine their approach to group counseling exploring the dynamics of relationships unique to a group setting. As a result, skill development opportunities, leadership experiences, and mandatory laboratory group experience will occur each week. Group counseling will highlight a variety of different groups, including children, adolescents, adults, and geriatric group work spanning across diverse settings. Evaluation will be based on several factors, including strengths and deficits in intrapersonal and interpersonal group counseling skills as demonstrated via roleplays, class exercises, examination, and/or written assignments. COURSE LEARNING OBJECTIVES: (include but are not limited to) Learning Objectives; CACREP; and TExES Competencies Measurable Outcomes Demonstrate an ability to relate to and facilitate a counseling Students will demonstrate these group as a group leader by manifesting effective skills during in class role plays and communication skills through oral, written, and nonverbal experiential laboratory. expression (CACREP VI, d and e); (TExES F, 1) Counsel groups and group members utilizing appropriate Students will demonstrate through counseling theoretical foundations and techniques in classroom discussion, role-play response to the needs of the group and the individual. This exercises, reflection briefs, group also includes the demonstration of proficient teaching of modality paper and presentation, small and large groups by actively engaging members of the final examination, and the group. (CACREP VI, a); (TExES C, 3 and 6) experiential laboratory experience. Students will exhibit these abilities Demonstrate an ability to explain the personal characteristics through integrated role plays; and process skills needed to be an effective group counselor. videos, and during class discussion (CACREP VI, c, d, and h) and oral discourse. Express understanding in the variety of group counseling modalities, as well as the process of forming a group, including recruiting, screening, selection, and consent. (CACREP VI, e) Demonstrate an ability to explain how an individual s group membership, culture identity development, ethnic background, and social justice influence an approach and process to group counseling. (CACREP II, b,d,e, h; (CACREP VI, f and g) Demonstrate an ability to explain basic group dynamics/stages and member roles and this impact on the progress of the total group in helping to help facilitate a productive group climate. (CACREP VI, b); (TExES F, 2) Assess oneself regarding areas of strength and areas for growth as a group counselor. (CACREP VI, h) Students will complete a chosen group modality for researching and will present an overview and example to the class; general classroom lectures Through classroom lectures and reflections assignments, as well as the final examination. Students will demonstrate their understanding of these concepts through oral discourse, role plays, and the final examination. Students will demonstrate through classroom discussion, reflection briefs, and the experiential laboratory.

3 Demonstrate the knowledge of a group in various stages and how to intervene at critical junctures. (CACREP VI, b, c, f, g, and h) Exhibit awareness and knowledge in facilitating and advocating for the needs germane to the individual group members by involving caretakers (i.e., parents/ guardians) and additional outside enterprises. (CACREP VI, f); (TExES, F,6) ASSIGNMENTS, EXPECTATIONS, & GRADING: 1. Class Attendance, Attitude, and Participation: Students will demonstrate through classroom discussion, reflection briefs, group modality paper and presentation, final examination, and the experiential laboratory experience. Students will demonstrate their understanding of these concepts through oral discourse, role plays, and the final examination. Participation in class includes actively volunteering for and participating in activities such as role-play, contributing to class discussions, actively contributing to supervision experiences, and completing additional in-class activities and reflective assignments. Demeanor, attitude, and overall disposition toward peers, professor, and mock clients will be GREATLY taken into consideration. Student notifies the instructor within the first two weeks of the term if issues hinder participation (e.g., need for ADA accommodation, etc.) such issues will not negatively affect the participation grade. Points Participation Level 1-2 points Participates rarely and/or reluctantly 3-5 points Participates inconsistently (abstains from participation or must be persuaded to participate on more than 2 occasions) 6-8 points Participates consistently (always participates with little or no coaxing) 9-10 points Participates consistently & Exercises leadership/initiative (always participates without coaxing; takes initiative in volunteering for activities; actively contributes their own thoughts and ideas and/or encourages the engagement of peers). Additionally, students must notify the Professor preferably within the first two weeks of the term if there is any circumstance that would create a hardship for participation (e.g., need for ADA accommodation, extreme shyness, cultural considerations, etc.).

4 Attendance: Final grade can be impacted if an unexcused absence occurs and/or if attendance is inconsistent (i.e., showing up to class late, returning from breaks late, or missing a day(s)). A 24-hour notice of any absence should be given. Furthermore, if a student must miss one class, it is the student s responsibility to contact a classmate to get all the material and assignments covered during their absence. Should a student miss more than two classes, his/her final grade will be impacted. A student missing more than two classes may, at the instructor s discretion: receive a grade of Incomplete if the requirements to do so have been met (see the policy on Grades of Incomplete contained in this syllabus) receive a failing grade for the course drop or withdraw from the course. (This option may have a financial and/or financial aid impact. Student should refer to the Add/Drop Policy and the Withdrawal Policy for the Counseling program which can be found at then consult with the Program Specialist if they believe this option is a possibility.) A major component of the Attitude and Participation Group Grade is your presence and willingness to participate in the laboratory experience: You will not be formally evaluated in your laboratory group; however, attendance and lack of professional deportment will be reported to the instructor. Your willingness to participate in the group as a helper and helpee will be an asset. You don't need to have a "problem" in order to invest in the group. The group will hopefully be an interpersonal experience that will provide you an opportunity to test your self-processing and helping skills in a directed fashion. The focus will be upon interpersonal relationships and personal self-exploration. If, for some reason, you don't feel that you can fully participate in the experiential group then you probably should not be enrolled in HDCN 6303 at this time. (10 pts.; viewed over the course) 2. Reflections: Reflections will be completed throughout the term following the experiential group experience in any format the student wishes (typed or written journal). The Instructor will be reviewing your reflections occasionally, so weekly reflections must be brought to class. Weekly reflections should contain center around what you ve learned about becoming a group counselor apposite to course readings/learning and your personal group experience not about another group member s personal content discussed. Instructor will view the reflections for self insight and thought into the group process. Should reflections not indicate this OR if absence from a group, you will not receive credit for the journal points that week. (20 pts.). 3. Group Modality Research Paper: A research paper on you re a special topic interest in Group Counseling is required. This is a 7-10 page (not including references or title page), APAcompliant paper that may include the following: research conducted on the utilization of this modality; descriptive literature on the tenets and functionality of the group modality, limitations, logistics to consider, etc. Please incorporate the following headings when constructing your paper: Introduction; Group Theory/Tenets; Organization/Function; Benefits, Limitations, and Personal Impression. (20 pts).

5 Rubric for Group Modality Paper: AREA Possible Points Earned Points Content: 70 Content discussed/thoroughness Content: Headings addressed 5 Content: Page length 10 APA: Grammatical 10 Soundness/clarity/flow APA: References 5 TOTAL Group Counseling Out-of-Class Experience: Gain experience participating in a group counseling modality for two sessions as either an observer or co-leader. Group sites but be approved by the class instructor prior to your involvement. You must work under the approval of a supervisor with whom you are working with in the group. All ethical, legal, and HIPPA mandates must be upheld. Failure to do so automatically leads to failure of this course. A summary sheet (provided by the instructor) must be completed and turned in to get credit. (10pts.) 5. Final Exam: This is a comprehensive final (i.e., it will the cover all (entire term) classroom lectures and readings). You will have hour and fifteen minutes to complete this examination. It is comprised of 80 multiple-choice questions. Information on the delivery of the examination will be provided in class blackboard may be used by Instructor for the delivery. (40 pts.) Course Assignment Overview Assignment Possible Points % Attendance, Participation, and Attitude 100 pts. 10% Group Out-of-Class Experience 100 pts. 10% Group Research Paper 100 pts. 20% Reflection Journal 100 pts. 20% Final Exam 100 pts. 40% TOTAL 500 pts. 100% MAKE-UP CLASS: There may be a need to schedule a make-up class during this term, as a result we will need to make up the additional class time either on another weekday, weekend, or by extending the teaching instructions of the regular class meetings to cover the missed instruction time. We will discuss and decide this on the first day of the course.

6 SMU GRADE SCALE Teaching Method and Philosophy I have been teaching in higher education for the past 8 years. During this time, I have taught at 4 different universities, including our local Universities of Texas A&M University-Commerce, and University of North Texas-Dallas. I have taught in the departments of Psychology and Counseling at Undergraduate, Masters, and PhD levels. During this time, I have developed a student-centered teaching approach that is based on the The Standards for Effective Pedagogy and Learning that were established through the Center for Research on Education, Diversity, and Excellence (CREDE). CREDE cites The Standards represent recommendations on which the literature is in agreement, across all cultural, racial, and linguistic groups in the United States, all age levels, and all subject matters. Thus, they express the principles of effective pedagogy for all students. The research consensus can be expressed as five standards. Joint Productive Activity: Teacher and Students Producing Together (discussions, course planning, etc..)

7 Language Development: Developing Language and Literacy Across the Curriculum (writings, presentations, etc ) Contextualization: Making Meaning: Connecting Education to Students' Lives (clinical case studies, class discussion on cases, and examples) Challenging Activities: Teaching Complex Thinking (discussions, critical thinking, journal article reviews) Instructional Conversations: Teaching Through Conversation (Open conversation/discussion forums, seating arrangement if possible) Therefore, my teaching style utilizes a series of practices which may include, but is not limited to Lecture, PowerPoint presentations, Media (video, internet) and classroom discussions. I allow my students to take the lead in their learning. As a result, although there is a scheduled topic for the class session, we might embark on several parallel discussions on related topics which I found to be just as important for your clinical skill set and knowledge. As an experienced clinician who has owned, managed, and directed two private practice offices, and two mental health clinics; I believe in relating the classroom teaching to practical implications in our field. These topics often include, ethical dilemmas, legal statutes, board rules, best practices for treatment, and research findings. Grade of Incomplete ADDITIONAL POLICIES A student may receive a grade of I (Incomplete) if at least 50 percent of the course requirements have been completed with passing grades, but for some justifiable reason, acceptable to the instructor, the student has been unable to complete the full requirements of the course. At the time a grade of I is given, the instructor must stipulate in writing to the student and to the University registrar the requirements and completion date that are to be met and the grade that will be given if the requirements are not met by the completion date. The maximum period of time allowed to clear the Incomplete grade normally is 12 months. If the Incomplete grade is not cleared by the date set by the instructor or by the end of the 12-month Policies and Procedures 25 deadline, the grade of I will be changed to the grade provided by the instructor at the time the Incomplete grade was assigned or to a grade of F if no alternate grade was provided. The grade of I is not given in lieu of a grade of F or W, or other grade, each of which is prescribed for other specific circumstances. If the student s work is incomplete, poor quality and not acceptable, a grade of F will be given. The grade of I does not authorize a student to attend the course during a later term. Graduation candidates must clear all Incomplete grades prior to the deadline in the Official University Calendar, which may allow less time than 12 months. Failure to do so can result in removal from the degree candidacy list and/or conversion of the grade of I to the grade indicated by the instructor at the time the grade of I was given.

8 For graduate students, a maximum of two (six hours) concurrently held grades of Incomplete in courses other than thesis is allowed. If this maximum is reached, the student will be allowed to take only one three-hour course per term until the Incomplete total is reduced. Students who accumulate a total of three grades of Incomplete in courses other than thesis will be put on probation and not allowed to enroll further until the total is reduced. Academic Integrity Students are reminded of the SMU Honor Code as referenced in the Student Handbook. Intellectual integrity and academic honesty are foundational for this program. Please reference and review the university policies regarding the responsibility, policies, and penalties regarding academic honesty found at: Cheating and plagiarism are types of academic misconduct and will not be accepted. The term plagiarism includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. Plagiarism also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials. Plagiarism is plagiarism, whether intentional or unintentional. To avoid plagiarism, follow guidelines in the current edition of the APA Publication Manual. APA-style writing is always required for every submitted document or assignment, unless specified otherwise by this instructor. Students should be prepared to submit papers and other written work electronically so that the instructor can use anti-plagiarism software to validate the originality of the student s work. Students also have access to these plagiarism-prevention tools and are strongly encouraged to utilize these resources. The term cheating includes, but is not limited to, (1) use of any unauthorized assistance in taking quizzes, tests or examinations; (2) dependence upon the aid of sources specifically prohibited by the instructor in writing papers, preparing reports, solving problems or carrying out other assignments; (3) the acquisition, without permission, of tests or other academic material belonging to a faculty or staff member of the university; (4) dual submission of a paper or project, or resubmission of a paper or project to a different class without express permission from the instructor(s); (5) any other act designed to give a student an unfair advantage. If cheating or plagiarism is discovered, a faculty member will assign penalties. Penalties can include reducing or changing a grade or issuing a failing grade for an assignment/test or for the entire course. In addition, a student who has cheated or plagiarized may be dismissed from the academic program and the university. Unless otherwise specified in the syllabus, all course assignments and exams must be the student s original work, produced by the individual to whom the work is assigned. Working with

9 partners or groups to complete any coursework is not allowed unless the coursework is specifically designated as group work. Plagiarism Policy Plagiarism is not tolerated and will result in an F grade for the class. Plagiarism is defined as the following: To represent ideas or interpretations taken from another source as one s own is plagiarism. Plagiarism is a serious offense. The academic work of students must be their own. Students must give the author(s) credit for any source material used. To lift content directly from a source without giving credit is a flagrant act. To present a borrowed passage after having changed a few words, even if the source is cited, is also plagiarism. Misrepresentation or falsification of logs, notes, treatment plans, or other material is not tolerated and will result in an F grade for the class. Please reference the SMU honor code. Disability Accommodations: Students needing academic accommodations for a disability must first register with Disability Accommodations & Success Strategies (DASS). Students can call or visit to begin the process. Once registered, students should then schedule an appointment with the professor as early in the semester as possible, present a DASS Accommodation Letter, and make appropriate arrangements. Please note that accommodations are not retroactive and require advance notice to implement. Religious Observance: Religiously observant students wishing to be absent on holidays that require missing class should notify their professors in writing at the beginning of the semester, and should discuss with them, in advance, acceptable ways of making up any work missed because of the absence. (See University Policy No. 1.9.) Excused Absences for University Extracurricular Activities: Students participating in an officially sanctioned, scheduled University extracurricular activity should be given the opportunity to make up class assignments or other graded assignments missed as a result of their participation. It is the responsibility of the student to make arrangements with the instructor prior to any missed scheduled examination or other missed assignment for making up the work. (University Undergraduate Catalogue) Statement on Confidentiality and Emotional Safety: In order to provide a safe learning environment for students in the class and to protect the confidentiality of practice clients and class members, students will discuss case material and other s personal information, reactions, etc. only while in class or privately with other current class members. In addition, should a student recognize or know practice clients as shown in class, it is the student s responsibility to promptly inform the instructor so that appropriate arrangements can be made. It is the responsibility of each class member to treat classmates with respect and integrity, thus providing emotional safety for each other during class activities. All students in the Counseling

10 Department will demonstrate behavior that is consistent with the Ethical Standards forwarded by the APA and ACA in their code of ethics. Failure to do so can result in termination from the Department. Emergency Preparedness: As part of the federal government response to the H1N1 (Swine Flu) virus, the Department of Health and Human Services issued a nationwide public health emergency preparedness declaration on April 26, The declaration was renewed on July 23, 2009 and is currently in force. For the semester ahead, there is concern that the level and intensity of flu cases could increase substantially. 1) For updates on the campus-wide status of flu conditions at SMU, please visit 2) If flu conditions require cancellation of a class session or other changes for this course, an will be sent to all class members. 3) In the event of a major campus emergency at SMU, course requirements, deadlines, and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor s control. Statement of Class Decorum: Please utilize silence or vibrate prompts on all cell phones or pagers during class to avoid disruption of others. Please do not engage in outside reading material (e.g., newspapers, books for other classes, etc.) or utilize laptops for non-class related purposes during active classroom instruction. Because arriving to class late and leaving class early is disruptive, please try to avoid this as much as possible. If a circumstance in your life necessities last arrival or early dismissal, please attempt to make arrangements with the instructor prior to the onset of class. Professional respect and courtesy for your fellow students is expected at all times. Statement on APA Guidelines: Students are expected to have a high degree of familiarity with the APA manual and its requirements. Plagiarism is plagiarism, whether intentional or unintentional. To avoid plagiarism, follow guidelines in the current edition of the APA Publication Manual, 6dition.

11 Group Counseling Reading Assignments: Please Note Instructor Reserves the right to Move/Change content according to the needs of the class. Weeks Chapter Reading Week 1: ACA Code of Ethics Week 2: Chapter 1 Introduction to Group Work Chapter 2 The Group Counselor Week 3: Chapter 3 Ethical and Legal Issues in Group Counseling Week 4: Chapter 5 Forming a Group Week 5: Chapter 6 Initial Stage of a Group Week 6: Chapter 7 Transition Stage of a Group Week 7: Chapter 8 Working Stage of a Group Week 8: Chapter 9 Final Stage of a Group Week 9: Chapter 4 Theories and Technique of Group Counseling Week 10: Large Group Ending; Groups in Special Settings (schools, inpatient, etc.) Syllabus Review Connection Large Group Beginning Types of Groups Cultural Sensitivity Group Needs Johari s Window Curative Factors of Group Characteristics of a Leader Leadership Styles Basic Group Counseling Skills Ethics/legalities Informed Consent Group Case notes (paperwork) Social Justice Approach Development -Screening Co-leader Model Characteristics Creating Safety Overcoming Resistance/Leader Issues Characteristics Defensiveness Leader cautions Characteristics -Tasks -Therapeutic Factors Characteristics -Closure - Measurement

12 HDCN 6303 Bibliography Berg, R. C., & Landreth, G. L., & Fall, K.A. (2012). Group Counseling: Concepts & procedures. (5th Ed.). New York: Routledge. Capuzzi, D. & Gross, D.R. (1998). Introduction to group counseling. (2Ed.). Denver: Love. Conyne, R.K. (2014). Group work leadership: An introduction for helpers. Los Angeles: Sage. Corey, M.S., Corey, G., & Corey, C (2014). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole. Gazda, G. M., Ginter, E.J. & Horne, A.M. (2001). Group counseling and group psychotherapy : Theory and application. Boston: Allyn & Bacon. Gladding, S. T. (1991). Group work: A counseling specialty. New York: Macmillan. Ivy, A.E., Pedersen, P.B. & Ivey, M.B. (2001). Intentional group counseling: A microskills approach. Belmont, CA: Brooks/Cole. Jacobs, E. E., Masson, R. L. & Harvill, R.L. (2005). Group counseling: Strategies and skills (4th Ed.). Belmont, CA: Brooks/Cole. Johnson, D. W. & Johnson, F. P. (1994). Joining together: Group theory and group skills (5th ed.). Boston: Allyn & Bacon. Luft, J. (1984). Group processes: An introduction to group dynamics (3rd ed.). Palo Alto, CA: Mayfield. Nicholas, M. W. (1984). Change in the context of group therapy. New York: Brunner/Mazel. Ohlsen, M. M. (1988). Group counseling (3rd ed.). New York: Holt, Rinehart, & Winston. Rutan, J. S., Stone, W. N., & Shay, J. J. (2014). Pschodynamic group psychotherapy. New York: Guilford Press. Rogers, C. (1970). Carl Rogers on encounter groups. New York: Harper & Row. Wheelan, S. A. (1994). Group processes: A developmental perspective. Boston: Allyn & Bacon. Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.). New York: Basic Books.