CNS 5532 GROUP DYNAMICS II ASHLAND THEOLOGICAL SEMINARY DETROIT COUNSELING PROGRAM Spring Semester, 2018 1.5 credits Mondays, 6:00pm 7:30pm Joy P. Creel, MAS, MAC, LPC, jcreel@ashland.edu ~ 810-287-8822 Jamell Jefferson, MA, LPC, MITS jjeffer1@ashland.edu ~ 313-377-2195 I. Course Description This course continues the learning of interpersonal skills with additional attention to advanced empathy, constructive confrontation, and immediacy. Personal growth goals are set, pursued and process awareness skills are sharpened. II. Student Learning Outcomes (with DLO s) As a result of this course, students will be able to: 1. Demonstrate growing mastery of the interpersonal skills of: letting themselves be known, listening, and responding. (PAO 3) 2. Demonstrate rudimentary skills in: challenging, effective group participation, and putting it all together (i.e. Egan s approach). (PSO 2) 3. Demonstrate increased self-awareness of interpersonal style in terms of both strengths and areas needing improvement. (PAO 1) 4. Demonstrate increased commitment to, as well as actual growth in, improving the interpersonal skills defined in their contract. (PAO 4) 5. Demonstrate skills in leading a small group using skills developed throughout Group Dynamics 2. (KO 6) III. Knowledge Base Michigan Educational Requirement for Admission to the Examination for Professional Counselor Licensure This course meets the Michigan Administrative Code (SOAHR) requirement for Group Techniques R338.1753 Rule 3 (2)(f). IV. Course Requirements A. Textbooks and Other Materials Ormont, Louis R. (1992). The Group Therapy Experience: From Theory to Practice. New York: St. Martin s Press. ISBN 0-3120-7036-5. Corey, Gerald. (2000). Theory & Practice of Group Counseling. 9 th ed. Brooks/Cole, Thomson Learning. ISBN: 978-0534641740 1
Bevere, John. (2007). Bait of Satan: Living Free from the Deadly Trap of Offense. Charisma Media. ISBN: 9781621365488 B. Attendance According to the Student Handbook, attendance at all class sessions is expected, unless the professor has been notified in advance and has approved the absence. Students should be on time and should stay through the duration of all classes. Any student missing more than six class hours (2 weeks) will be required to do additional work, receive a lower grade, audit or withdraw from the class, or be penalized otherwise at the discretion of the professor. C. Assignments/Assessment of Student Learning 1. Professionalism & Skill Acquisition Professionalism: It is the belief of program faculty that there are parallels between how the student approaches academic training and the student s future professional conduct in the field of counseling. Skill Acquisition: The small group leader will complete an evaluation of the student s skill acquisition twice during the quarter within the small group. This evaluation will be used for feedback to the student, and to gauge the student s growth since the last evaluation. Evaluations will be given on. SLO # 1 &2 2. Individual Interpersonal Learning Covenant (Total points 10). At the beginning of the 2 nd group session, students will submit one copy of an Individual Interpersonal Learning Covenant identifying at least 3 areas of personal growth and development to be pursued this quarter, and will keep one copy for the their own records and periodic review. The student will select 3 issues representing areas requiring personal growth to be worked on within group, and come up with objectives and action steps to reach the goals set in his or her covenant (1-2 pages). Due: January 22, 2018 4pm. SLO # 1 & 3 3. Weekly Process Notes (Total points 15). Students will continue to develop process notes during the Winter Quarter. Beginning the 1 st week of the quarter, and continuing every week thereafter, including any weeks in which the student is absent from group, students will submit 1-2 pages of process notes to the small group leader. Process notes will be one source for the small group leader s assessment of the student s Professionalism and Positive Participation. SLO # 1,2,3 Grading for this portion of the course will be based upon: A. Completeness and timely submission of weekly process notes (including for missed sessions). B. Quality of the student s notes: 1. Do the notes follow published guidelines? 2. Do they reflect professionalism? 3. Do they reflect pursuit of the student s personal contract goals? 4. Do they reflect critical thinking? 2
5. Do they integrate the weekly reading from the Ormont text? It is very important to integrate the weekly reading from the Ormont text into your process notes: Your process notes must reflect how the weekly assigned chapter reading impacts your personal growth individually as well as within the context of group dynamics. Be specific and document references. By the end of the quarter, all chapters in the Ormont text will have been read. Process notes are to be emailed to the professor by the beginning of the next group session. 4. Reflection Paper on Bait of Satan (Total points 15). The student will submit a 3-5 page APA paper considering the following guidelines Due March 12 4pm. SLO #3 Papers must be typed APA style Papers should be at least 3 pages long Topics reflected upon may include any information covered in class or in the reading from the beginning or the semester to the present as it relates to the book When writing, consider the following: What have we studied that is interesting? What new things have you learned? How has your learning affected preconceptions or misconceptions you brought with you into class How does your learning affect you view of the world and the universe? Will what you have learned change your behavior in the future? What does God say? Ultimately writing these papers encourages you to find what is meaningful to you and thus it adds value to your learning. Do not simply outline or summarize the material we have covered. I want to know what the material means to you. 5. Individual Interpersonal Learning Covenant Reflection (Total points 15). The student will submit a 2 page summary evaluating his or her progress toward the personal learning covenant goals submitted on January 22 nd and what the student has learned about him or herself in the process. Students will also use feedback provided from the small group (leader and other members) and from the student s 2014 Fall Semester review. The refined personal learning covenant will assess the student s accomplishment of his or her interpersonal goals for the Winter Quarter, specifying the concrete behaviors and aspects of interpersonal styles, which the student committed to exploring during the quarter. Due April 23, 2018 4pm. SLO #4 Grading for this assignment will be based upon completeness, quality, and timely submission of the finished personal learning covenant and how the student s individual interpersonal learning covenant reflects progress made toward his or her personal contract goals (Eagan Chapter Two is a helpful resource). 6. Facilitation of Group (Total points 5) Each student will be assigned to lead group once during the semester. Student-Leader will submit a self-evaluation of her leadership experience the following class period after group. SLO #5 7. Memo to Self (Total points 30) Students will read the entire Corey Textbook and write at least a half page of Memo to Self from each of the eleven theoretical approaches outlined on Part 2. This paper will be a study 3
guide used in the future for the comprehensive exam and National Counselor Exam. Due April 30th via email by 4pm. SLO #1,2,3,4,5 D. Calculation of Grade and Connection with Learning Outcomes Assignments Learning Outcomes Percent of Final Grade Learning Covenant SLO # 1,2,3 10% Weekly Process Notes SLO # 1,2,3 15% Bait of Satan Reflection SLO #3 Paper 15% Individual Learning SLO #4 Covenant 15% Facilitation of Group SLO #5 5% Memo to Self SLO #1,2,3,4,5 30% Professionalism SLO # 1 &2 10% V. Course Schedule Week/Session # Date(s) Lecture/Topic Readings/Assignment s 1 January 8th Group Analysis & The Journey to Healing Ormont Chapter 1; Bevere Chapter 1 2 January 15th MLK Day! No Class 3 January 22nd Group Dynamics- The Technique of Bridging 4 January 29th The Benefits of Group Therapy & Trauma 5 February 5th The Benefits of Group Therapy & Trauma 6 February 12th How not to be a fixer & Learning about your interpersonal challenges 7 February 19th Learning about Resistance in Group therapy & Wounds 4 Assignments Due: Learning Covenant Ormont Chapters 2 & 3; Bevere Chapter 2 Ormont Chapters 4 & 5; Bevere Chapter 3 Ormont Chapters 5 & 6; Bevere Chapter 4 Instructor s Evaluation Ormont Chapters 7 & 8; Bevere Chapter 5 Ormont Chapters 9 & 10; Bevere Chapter 6
8 February 26th Learning about Resistance in Ormont Chapters 11 & Group therapy & Wounds 12; Bevere Chapter 7 9 March 12th Learning about Transference Assignment Due: Bait of Satan Reflection Paper Ormont Chapters 13 & 14 10 March 19th Learning about Transference Ormont Chapters 15-17 11 March 26th Group Leadership Corey Chapter 1 & 2 12 April 2th Early Stages of Group Corey Chapter 3 & 4 13 April 9th Psychoanalytic & Alderian Corey Chapters 5 & 6 Instructor s Evaluation 14 April 16th Alderian & Psychodrama Corey Chapter 7 & 8 15 April 23rd Existential & Person- Centered Approach Assignments Due: Learning Covenant Reflection Corey Chapter 9-11 16 April 30th Cognitive Approach Assignment Due: Memo to Self (Email by 5pm) Corey Chapters 12-15 VI. Recommendations for Lifelong Learning In order to continue to develop adequate practicum skills, each student should make every effort to read additional materials on the subject, in addition to those listed in the bibliography. Students also need to ensure that they complete their personal counseling and shape their personal commitment to lifelong personal counseling as alignment with self care. VII. Seminary Guidelines A. ATS 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 5
students, therefore, are expected to abide by the academic integrity standards outlined in the Student Handbook. B. Seminary Writing Consultation Service The Seminary Writing Consultation Service can help you brainstorm, draft, and revise your writing assignments in your graduate Seminary classes. Masters-qualified Consultants can advise you online or in person. E-mail your request for assistance to swc_group@ashland.edu Include the following information: Your name, the course # & professor s name, a brief description of the assignment, and your timeline. For more information, visit: http://seminary.ashland.edu/services/student-services/seminarywriting-consultation-services C. Accessibility Resources and Accommodations It is Ashland University s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on a disability, please contact Disability Services at 419-289-5904, or send an email to dservices@ashland.edu. The Student Accessibility Center and the course instructor will work together in order to establish accommodations, and to meet your learning needs. D. ATS Grading Scale Grad Percent Description e A 97-100 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. A- 92-96 B+ 89-91 B 86-88 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. B- 83-85 C+ 80-82 6
C 77-79 Acceptable work completed, satisfactory achievement of course objectives, demonstrating at least some ability to utilize course knowledge, satisfactory class contribution. C- 74-76 D+ 71-73 D 68-70 Passing but minimal work, marginal achievement of course objectives, poor performance in comprehension of work submitted, inadequate class contributions. D- 65-67 F Below 65 Unacceptable work resulting in failure to receive class credit, inadequacy of work submitted or of performance and attendance in class. VI. Selected Bibliography or References American Psychiatric Association (2013). Clinical cases, 1st Edition. Washington: American Psychiatric Publishing. American Psychiatric Association (2013). Diagnostic and statistical manual of mental disorders, 5th Edition. Washington: American Psychiatric Publishing. American Psychiatric Association (2013). DSM-5 handbook of differential diagnosis 1st Edition. Washington: American Psychiatric Publishing. Bilezikian, Gilbert. Community 101. Grand Rapids, MI: Zondervan, 1997. Bonhoeffer, Dietrich. Life Together: The Classic Exploration of Faith in Community. New York: Harper and Row, 1954. Corey, G. 2008. The Theory and Practice of Group Counseling (8th Ed.). Belmont, CA: Thomson Brooks/Cole. Crabb, Larry. The Safest Place on Earth. Nashville, TN: Word Publishing, 1999. Gorman, J. 2002. Community that is Christian. Grand Rapids, MI: Baker Books. Icenogle, G. 1994. Biblical Foundations for Small Group Ministry: An Integrational Approach. Downer s Grove, IL: InterVarsity Press. McBride, Neal. How to Lead Small Groups. Colorado Springs, CO: NavPress, 1990.. Real Small Groups Don t Just Happen. Colorado Spirngs, CO: Navpress, 1998. 7
Meyer, Richard. One Anothering, Volume 1. Minneapolis, MN: Augsburg Books, 2004. Morrison, J. (2014). Diagnosis made easier: Principles and techniques for mental health clinicians. New York: Guilford. Morrison, J. (2014). DSM-5 Made Easy: The clinician s guide to diagnosis. New York: Guilford Press. Plueddemann, Jim & Carol. Pilgrims in Progress: Growing Through Groups. Wheaton, IL: Harold Shaw, 1990. Reber, A. S. & Reber, E. (2009). The penguin dictionary of psychology, fourth Edition. New York: Penguin Books. Reichenberg, L. (2014). DSM-5 Essentials: The savvy clinician s guide to the changes in criteria. New Jersey: John Wiley & Sons. Schwitzer, A. M. & Rubin, L.C. (2015). Diagnosis & treatment planning skills: A popular culture casebook approach. Washington: Sage. Thomas, Donna. 2007. The Healing Christ in Community: Equipping Leaders to Facilitate Healing Care in Small Groups. Rose Publishing. Vanier, Jean, Community and Growth, New York: Paulist Press, 1989. Yalom, I. 1995. The Theory and Practice of Group Psychotherapy. (5th ed.), New York: Basic Books. 8