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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: David Moore, Ph.D., CDP
Campus: Seattle
Contact Information: [Home] dmoorephd@yahoo.com; 253.632.7208
[Campus] ddmoore@argosy.edu; 206.393.3548

Office Hours: Thursdays: 3 PM to 6 PM by appointment


[Additional times by arrangement]
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

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

Grading Criteria

Grading Scale Group Participation Paper 30%


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

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

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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..

2. 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.

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.

2
http://www.sossobriety.org/meetings/states.htm#Washington
3
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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