CC 833 GROUP DYNAMICS ASHLAND THEOLOGICAL SEMINARY FALL QUARTER, 2013 Clinical Mental Health Counseling Program- Columbus Cohort
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1 COURSE DESCRIPTION CC 833 GROUP DYNAMICS ASHLAND THEOLOGICAL SEMINARY FALL QUARTER, 2013 Clinical Mental Health Counseling Program- Columbus Cohort Darrell Johnson, PhD, PC Office phone: Group counseling is a valuable and cost-effective method to provide services to meet a wide range of counseling issues. For many counselors it is a preferred method to people helping. This course provides the student with a basic understanding of the group process and the skills necessary for an efficacious outcome of the group counseling event. Exploring and grasping the role and purpose of community through groups and how the dynamics of a group impacts the effectiveness of small groups will be an essential aspect of this course. The course will also explore basic principles in-group counseling including the purpose of groups, types of groups, pre-group assessment and screening of group members, various stages of groups, group dynamics and group leadership, as well as theories of groups. Ethical, multicultural and professional issues will be examined. STUDENT LEARNING OUTCOMES Students will articulate the role and skills necessary of a group leader. Students will have a greater appreciation for the ethical issues associated with group members rights, including but not limited to: psychological risks of groups, personal relationships with clients, socializing among group members, the impact of the leader s values, working with diverse clients and the uses and misuses of group techniques and how these are interfaced with the group leader s character. Students will identify principles for small groups from an integrative perspective as these relate to group dynamics. Students will gain awareness of the multicultural issues that impact a group Students will demonstrate a basic understanding of the variety and types of counseling groups in various clinical settings as well as the various types of group theories. Students will describe the stages in the development of a group and how the stages impact the group members and leadership Students will understand how communication skills are essential for interpersonal relationships in the group setting. KNOWLEDGE BASE Ohio Educational Requirement for Admission to the Examination for Professional Counselor Licensure This course meets the Ohio Administrative Code (OAC) requirement for Group dynamics, processing and counseling (A)(4)(g)
2 TEACHING STRATEGIES FOR STUDENT LEARNING Several learning methodologies will be utilized in this course including lecture, discussion groups, and video presentations. REQUIRED TEXTBOOKS Corey, M.S., Corey G., & Corey, C. (2014). Groups: Process and practice (9 th ed.). Belmont, CA: Thompson Brooks/Cole. ISBN#: Corey, G., Corey, M.S., & Haynes, R. (2014). Groups in action- Evolution and challenges DVD (with workbook). Belmont, CA: Thompson Brooks/Cole. ISBN#: CACREP CMHC Standards Met in this Course Include: C.3 Knows the models, methods, and principles of program development and service delivery (e.g., support groups, peer facilitation training, parent education, self-help). ASSIGNMENTS/ASSESSMENT OF STUDENT LEARNING Attendance According to the student handbook, attendance at all class sessions is expected unless the professor(s) has been notified in advance. Any student missing the equivalent of six class hours will be required to do additional work, receive a lower grade or withdraw from the class; this is at the discretion of the professor(s). Professionalism & Positive Participation Attendance and participation in class sessions is expected, however, being present is much more than simply showing up. Since it is the professors belief that there are direct connections between how one approaches academic training and one s professional conduct once in the professional counseling profession, the following are expected of all students: promptness to class, preparedness for class, positive participation in class, and professionalism in all work submitted. A portion of the class consists of discussion and interaction with other students on the topics assigned. All assigned reading for each class period is to be completed by the designated date and students are expected to actively and meaningfully participate in the group discussion. The student is urged to review carefully the Christian Counselor Effectiveness Characteristics guidelines that are carefully delineated in the Midwest Counseling Program Student Handbook. Failure to adhere to these guidelines may negatively impact the student s final grade at the discretion of the professor(s). This policy also includes tardiness. Textbook Readings: As the discussion in class is designed to enhance the learning event, each reading assignment for the text Groups: Process and practice is to be completed prior to class. Doing so will assist the student to be fully involved in the discussion opportunities. DVD and (CACREP CMHC C.3): The DVD and workbook Groups in action: Evolution and challenges are essential elements of this class. Students will be expected to view the DVD and complete the workbook assignment per syllabus. When due, the workbooks are to be handed in to
3 the graduate assistants by 8:30 am at the beginning of the cohort day. They will be checked by the graduate assistants for thoroughness and completeness. The workbooks will then be available for pick up by the student at 4:30 pm. Quiz 1 (CACREP CMHC C.3): The Quiz will assess student learning acquired from chapters 1-4 of the text: Groups: Process and practice (9 th ed.). Quiz 2 (CACREP CMHC C.3): The Quiz will assess student learning acquired from chapters 5-8 of the text: Groups: Process and practice (9 th ed.). Each quiz is to be considered an individual not group activity. Any discussion with other students in answering questions for the quiz will be considered cheating and will result in failure of the quiz. Final Exam (CACREP CMHC C.3): The Final Exam will assess student learning acquired from the lectures of the 7 th through 9th weeks of the course and chapters 9-11 of the text: Groups: Process and practice (9 th ed.). CALCULATION OF GRADE Professionalism & Positive Participation is 10% Reading & Completion 30% Quiz I: 20% Quiz II: 20% Final: Group Proposal: 20% SEMINARY GRADING SCALE A A B B B C C C D D D F below 65 0 COURSE SCHEDULE Week # Date(s) Lecture/Topic Readings/Assignments 1 October 1 Introduction to Group Work Group Theory Text: Chapter 1
4 2 October 8 The Group Counselor : Text: Chapter 2 3 October 15 Ethical and Legal Issues in Group Counseling Text: Chapter 3 4 October 22 Theories and Techniques of Group Counseling Text: Chapter 4 Take Home Quiz Chapters October 29 Forming A Group Take Home Quiz Due Beginning of Class Text: Chapter 5 6 November 5 Initial Stage of a Group Text: Chapter 6 7 November 12 Transition Stage of a Group 8 November 19 Working Stage of a Group 9 December 3 Final Stage of a Group 10 December 10 Groups in School Settings Groups in Community Settings Text: Chapter 7 Group Proposal Guidelines Given to Students Text: Chapter 8 Take Home Quiz Chapters 5-8 Take Home Quiz Due at the Beginning of Class Text: Chapters 9 Text: Chapters Final Project Due: Group Proposal LIFELONG LEARNING Although not required for the completion of this course, it is recommended that the student continue reading various books on group dynamics, both secular and from a Christian worldview.
5 The student will also benefit from membership and participation in counseling organizations such as the: American Association of Christian Counselors American Counseling Association Association for Specialists in Group Work The following description of grades is taken from the ATS catalogue (p. 65) and will be adhered to for this course: A: Superior achievement of course objectives, diligence and originality, high degree of freedom from error, outstanding evidence of ability to utilize course knowledge, initiative expressed in preparing and completing assignments, positive contributions verbalized in class. (includes grades of A and A-) B: Good work submitted, commendable achievement of course objectives, some aspects of the course met with excellence, substantial evidence of ability to utilize course material, positive contributions verbalized in class, consistency and thoroughness of work completed. (includes grades of B+, B, and B-) C: Acceptable work completed, satisfactory achievement of course objectives, demonstrating at least some ability to utilize course knowledge, satisfactory class contribution. (includes grades of C+, C, and C-) D: Passing but minimal work, marginal achievement of course objectives, poor performance in comprehension of work submitted, inadequate class contributions. (includes grades of D+, D, and D-) F: Unacceptable work resulting in failure to receive class credit, inadequacy of work submitted or of performance and attendance in class. ACADEMIC INTEGRITY POLICY Ashland Theological Seminary seeks to model servant leadership derived from biblical standards of honesty and integrity. We desire to encourage, develop, and sustain men and women of character who will exemplify these biblical qualities in their ministry to the church and the world. As members of the seminary community, students are expected to hold themselves to the highest standards of academic, personal, and social integrity. All students, therefore, are expected to abide by the academic integrity standards outlined in the Student Handbook. WRITING ASSISTANCE If you need assistance with writing projects for your coursework, contact the ATS Writing Center. The center provides free sessions with a peer consultant who can help you with all of your concerns about academic writing. Contact the center if you have a question about how to complete your assignment, if you have documentation questions, or if you would like to have your
6 paper evaluated for areas needing improvement. The ATS Writing Center can be reached at or by at STUDENTS WITH DISABILITIES Students with documented disabilities who require academic adjustments for this class are requested to contact me to discuss reasonable accommodations. While not required, it is in the best interest of the student to have this conversation early in the quarter. In order to receive academic adjustments, paperwork from Disability Services must be provided to document this need. Disability Services is located in 105 Amstutz, extension 5953 SUGGESTED READINGS (NOT required but intended to be of current and future help) Corey, G. (2004). Theory and practice of group counseling. (6 th ed.). Belmont, CA: Brooks/Cole. Corey, G., Corey, M.S., Callanan, P. & Russell, J.M. (2004). Group techniques (3rd ed.). Pacific Grove, CA: Brooks/Cole. Crabb, L. (1997). Connecting. Nashville, TN: Word Publishing Forsyth, D. (1999). Group dynamics (3 rd ed.). Belmont, CA: Wadsworth. Egan, G. (1973). Face to face: The small-group experience and interpersonal growth. Monterey, CA: Brooks/Cole. Egan, G. (1976). Interpersonal living: A skills / contract approach to human-relations training in groups. Monterey CA: Brooks/Cole. Frazee, R. (2001). The connecting church: Beyond small groups to authentic community. Grand Rapids, MI: Zondervan. Icnogle, G.W. (1994). Biblical foundations for small group ministry: An integrational approach. Downers Grove, IL: InterVarsity. Jacobs, E.E., Masson, R.L., & Harvill, R.L. (2006). Group counseling: Strategies and skills (5 th ed.). Belmont, CA: Thomson Brooks/Cole. Johnson, D.W., & Johnson, F.P. (2006). Joining together: Group theory and group skills (9 th ed.). Boston: Allyn and Bacon. Keyton, J. (1999). Group communication: Process and analysis. Mountain View, CA: Mayfield. Yalom, I.D. (1995). The theory and practice of group psychotherapy. New York: BasicBooks.
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