Skip to content. | Skip to navigation

Masterlinks
You are here: Home School of Education Programs Graduate Programs Counseling Course Syllabi COCO 706: Group Counseling

COCO 706: Group Counseling

HUNTER COLLEGE, CUNY

DEPARTMENT OF EDUCATIONAL FOUNDATIONS AND COUNSELING PROGRAMS

COCO 706, GROUP COUNSELING



COURSE  DESCRIPTION:
The Group counseling course is an applied course with a focus on integration of theory and clinical group work, and discussion of clinical, professional, and ethical issues. This course is designed for students to gain group counseling skills and self-awareness about how one’s own qualities, needs, motivations, and values can either facilitate or interfere with one’s effectiveness as a group counselor.

PRE-REQUISITES:
COCO 701
At times, students may disclose personal information through class discussions.  It is expected that the class will respect the privacy of their classmates.  The information disclosed in the class will not be repeated or discussed with other students outside of the course.


COURSE OBJECTIVES:
This course is designed to provide students with a knowledge of the theory and practice of group counseling.  The class will focus on how groups function, group dynamics, the process and stages of groups, types of groups, ethical considerations, and techniques used in facilitating groups.

•        Students will be able to open and close a small group.
•        Students will be able to identify appropriate group members.
•        Students will be able to screen individuals for group membership.
•        Students will be able to identify group dynamics as they occur within a group.
•        Students will be able to identify the roles they play in groups.
•        Students will understand group theory.
•        Students will be able to analyze a group’s dynamics.
•        Students will be able to identify the stages of a group.
•        Students will know the ethical issues associated with group counseling.
•        Students will practice counseling skills that are useful in conducting groups.


METHODS OF INSTRUCTION:
Students will acquire a knowledge base through lecture and discussion.  Skill development occurs through the use of short role plays.  All students participate in a small group experience during class sessions in order to give them an opportunity to learn about group dynamics and process by being both a co-leader and a participant.


REQUIRED TEXT:
    Corey, M.S., & Corey,G. (Latest Ed.)  Groups: Process and Practice.  Pacific Grove, CA:  Brooks/Cole.


RECOMMENDED READINGS:
    Corey, G. (Latest Ed.)  Manual for theory and practice of group counseling.  Pacific Grove, CA:  Brooks/Cole.
    DeLucia-Waack, J.L. (2006).  Leading psychoeducational groups for children and adolescents.
    Yalom, I.  (Latest Ed.)  The theory and practice of group psychotherapy.   New York:  Basic Books.
    Greenberg, K.R. (2003) Group counseling in K-12 schools: A handbook for school counselors.  New York: Allyn and Bacon.

   

COURSE REQUIREMENTS:
Attendance and Participation.  This is an applied course for which attendance and participation are mandatory.  Students are expected to be prepared for class with all assigned reading completed and to participate in class discussions and activities.  Students are expected to share their own relevant thoughts, ideas, and experiences during class discussions and to participate in class activities.  All class members must arrive on time for class and to stay until the completion of the class.  If you cannot make the start time or cannot stay until the end of class, please withdraw from this class.  You will be asked to withdraw if you miss more than 1 class–no matter the reason.  No student may miss the first session of the class nor may one miss presentation dates regardless of whether you are a presenter or an observer.  Please notify the professor and your group members if you cannot make a session or are going to be late.    Participation includes but not limited to:    

1.    Taking risks by respectfully and appropriately confronting group members.  
2.    Openly discussing your concerns related to group counseling.
3.    Facilitating self-growth and growth of others by providing constructive feedback to peers.
4.    Receiving feedback from peers and professor without getting defensive regarding your group roles and your behavior, or if you become defensive, identifying that defensiveness openly.     
Other homework assignments may be given.    

Group Proposal. A proposal for a group shall be developed.  When developing this proposal you should consider the various types of groups and propose one that is appropriate for the area in which you are enrolled, that is school counseling or rehabilitation counseling. This paper must be typed and should be presented in APA editorial style.
Small Group Activity. All students will participate in a small group activity that takes place during class time, for a total of ten hours.  Students will rotate co-facilitating the group activity.  Instructors may choose the type of group activity, that is, structured, open.  Students should be informed of limits of confidentiality and  informed that they need not disclose personal information, however, a focus on group dynamics is important.  
Questions for Reflection, Group Activity Journal.  Throughout the course, individuals will respond to questions.  All of these shall be typed and will be submitted according to the attached schedule.  The group activity  journal will also be used to prepare a final paper.  See group analysis.
Group Analysis. While engaging in the small group activity, particular attention should be paid to the group dynamics that occur. Record this information  in the group activity  journals. Document what happened, who said what etc.  Using these journals and the theoretical  information about group dynamics acquired during the semester, prepare a final paper in which you analyze your small group’s dynamics.  Do not reiterate what happened each week, that information appears in your group activity journal, rather integrate the information to explain the progress your group made using the journal material as evidence to support your analysis.  It is necessary to include the names of your group members as you write this paper.  The paper shall be typed and in APA Editorial Style.
Exam.  A comprehensive multiple choice examination will be given that covers all assigned reading material.

Grades will be calculated as follows:

Criteria
%
Participation 25%
Group Proposal 25%
Journal
20%
Group Analysis 20%
Exam 10%
----------------------------- ----

 100%

 

%

Grade
100-97.5% = A+
92.5– 97.4% = A
90 – 92.4% = A-
87.5 – 89.9%
=
B+
82.5 – 87.4% = B
80.0 – 82.4%
=
B-
77.5 – 79.9%
=
C+
70.0 – 77.4% = C
0 – 69.9% = F

Students will be graded based on the scoring rubric provided. The grades are assigned according to the values published by the Hunter College Graduate catalog.

   
TENTATIVE SCHEDULE

session TOPIC WRITTEN ASSIGNMENT DUE CLASS ACTIVITY CACREP STANDARDS
1 Introductions;
Introduction to group work; issues of diversity in group work

 Introduction activity
 confidentiality
K1h, K2c,d; K5a, K6f
2 chap 1, 2
Group Counselor as a Person/Co-Leadership/leader competence; types of groups
QUESTIONS FOR REFLECTION lecture  C2a,b;K2c,d;K5a,b;K6a,b,e,f
3 chap 3,
ethics,
QUESTIONS FOR REFLECTION,
Group proposal
lecture C2a,b;K1h;K6g
4 chap 4
Forming a group
QUESTIONS FOR REFLECTION lecture, choosing a cofacilitator,
 Practice screening for group members

 K6a,d
5 chap 5
Initial stage of a group
APPLICATION OF THEORY
GROUP ACTIVITY JOURNAL lecture
Practice opening a group; about 1/3 or class time will be devoted to
small group activity
 K6a,b
6 chap 6,
transition stage of a group
APPLICATION OF THEORY
GROUP ACTIVITY JOURNAL lecture, about ½ of class time will be devoted to
small group activity
 K6a,b,c
7 chap 6 continued
APPLICATION OF THEORY
GROUP ACTIVITY JOURNAL lecture, about ½ of class time will be devoted to
small group activity
K6a,b,c
8 chap 7 working stage of a group
APPLICATION OF THEORY
GROUP ACTIVITY JOURNAL lecture, about ½ of class time will be devoted to
small group activity
 K6a,b,c
9 chap 8 ending a group
APPLICATION OF THEORY
GROUP ACTIVITY JOURNAL lecture,about ½ of class time will be devoted to
small group activity
 K6a,b,c
10

 EXAMINATION
 K5c;K6a,b,c,d,e,f,g
11 APPLICATION OF THEORY
GROUP ACTIVITY JOURNAL entire class will be devoted to small group activity with a short debriefing at the end of class  K3d;K5a,b,c;K6a,b,c,d,e,f,g
12 APPLICATION OF THEORY
Reaction paper
GROUP ACTIVITY JOURNAL
entire class will be devoted to small group activity with a short debriefing at the end of class  K3d;K5a,b,c;K6a,b,c,d,e,f,g
13 APPLICATION OF THEORY
Reaction paper
GROUP ACTIVITY JOURNAL
entire class will be devoted to small group activity with a short debriefing at the end of class K3d;K5a,b,c;K6a,b,c,d,e,f,g
14 APPLICATION OF THEORY
Reaction paper
GROUP ACTIVITY JOURNAL
Group analysis

entire class will be devoted to small group activity with a short debriefing at the end of class K3d;K5a,b,c;K6a,b,c,d,e,f,g
15 APPLICATION OF THEORY
termination
 entire class will be devoted to small group activity with a short debriefing at the end of class  K3d;K5a,b,c;K6a,b,c,d,e,f,g

 

 

Expectations for Written Proficiency

 

Students must demonstrate consistently satisfactory written English in coursework. The Hunter College Writing Center provides tutoring to students across the curriculum and at all academic levels. For more information, see http://wwc.hunter.cuny.edu

. In addition, the Teacher Placement Office in the School of Education offers a writing workshop during the semester and a series of free writing classes are offered to students who are in need of additional support in improving their writing skills. In both cases, stop by room I000 West for information and dates of workshops.

 

Integrity and Plagiarism

 

Hunter College has subscribed to the online company, Turnitin.comTurnitin.com allows faculty to compare student papers with extensive databases of billions of documents in order to detect and verify material that has been plagiarized.  In this course, Turnitin.com

is used to deter students from plagiarizing material.  Please be aware that student papers will be examined from time to time.  Students who plagiarize will be punished. “Hunter College regards acts of academic dishonesty (e.g., plagiarism, cheating on examinations, obtaining unfair advantage, and falsification of records and official documents) as serious offenses against the values of intellectual honesty.  The college is committed to enforcing the CUNY Policy on Academic Integrity and will pursue cases of academic dishonesty according to the Hunter College Academic Integrity Procedures.”

 

Statement of Reasonable Accomodation

 

In compliance with the American Disability Act of 1990 (ADA) and with Section 504 of the Rehabilitation Act of 1973, Hunter College is committed to ensuring educational parity and accommodations for all students with documented disabilities and/or medical conditions. It is recommended that all students with documented disabilities (Emotional, Medical, Physical and/ or Learning) consult the Office of AccessABILITY located in Room E1124 to secure necessary academic accommodations.  For further information and assistance please call (212- 772- 4857)/TTY (212- 650- 3230).

 

 

CACREP STANDARDS MET BY THIS COURSE   

 

 

K.1.h. ethical standards of ACA and related entities, and applications of ethical and legal considerations in professional counseling.

 

K.2.c. individual, couple, family, group, and community strategies for working with diverse populations and ethnic groups;

 

K.2.d counselors' roles in social justice, advocacy and conflict resolution, cultural self-awareness, the nature of biases, prejudices, processes of intentional and unintentional oppression and discrimination, and other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body;

 

K.3.d. strategies for facilitating optimum development over the life span; and

 

K.5.a. counselor and consultant characteristics and behaviors that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors and personal characteristics, orientations, and skills;

 

K.5.b. an understanding of essential interviewing and counseling skills so that the student is able to develop a therapeutic relationship, establish appropriate counseling goals, design intervention strategies, evaluate client outcome, and successfully terminate the counselor-client relationship. Studies will also facilitate student self-awareness so that the counselor-client relationship is therapeutic and the counselor maintains appropriate professional boundaries;

 

K.5.c. counseling theories that provide the student with a consistent model(s) to conceptualize client presentation and select appropriate counseling interventions. Student experiences should include an examination of the historical development of counseling theories, an exploration of affective, behavioral, and cognitive theories, and an opportunity to apply the theoretical material to case studies. Students will also be exposed to models of counseling that are consistent with current professional research and practice in the field so that they can begin to develop a personal model of counseling;

 

K.6.a. principles of group dynamics, including group process components, developmental stage theories, group members' roles and behaviors, and therapeutic factors of group work;

 

K.6.b. group leadership styles and approaches, including characteristics of various types of group leaders and leadership styles;

 

K.6.c. theories of group counseling, including commonalties, distinguishing characteristics, and pertinent research and literature;

 

K.6.d. group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness;

 

K.6.e. approaches used for other types of group work, including task groups, psychoeducational groups, and therapy groups;

 

K.6.f. professional preparation standards for group leaders; and

 

K.6.g. ethical and legal considerations.

 

C.2.a. individual and small-group counseling approaches that promote school success, through academic, career, and personal/social development for all;

 

C.2.b. individual, group, and classroom guidance approaches systematically designed to assist all students with academic, career and personal/social development;

 

 

 

Document Actions

School of Education website feedback: email us
HUNTER COLLEGE
695 Park Ave
NY, NY 10065
212.772.4000