Cognitive Website

Familiarize students with action group experiential methods to explore dysfunctional interpersonal relationships and the connection with family schematic patterns.  A schema is a pattern that starts in childhood and is duplicated throughout one’s life.  A schema or ‘lifetrap’ organizes how you think, feel, act, relate, and understand as well as determining how you interpret the world.

You will be familiarized with tests measuring various aspects of inter & intra personal relationships. The data will become part of your class file to be used for both instructional and research purposes. The long-range purpose is to improve the effectiveness of interpersonal relationships. 

1. To acquaint students with the varied aspects (including gender differences and cross-cultural perspectives) of interpersonal relationship issues.

2. To examine schemas/core-beliefs that affect interpersonal behaviors and relationships.

3. To familiarize students with tests used in measuring various aspects of interpersonal relationships. The data will become part of your class file for both instructional and research purposes. The long-range purpose is to improve the effectiveness of the group-cognitive therapy model for the training of group and individual therapists.

Attend all classes and participate in class activities. Students must meet all the deadlines for the submissions of the assignments. Since all sessions will be videotaped a consent form must be signed for videotaping/confidentiality. A portion of each class will be devoted to discussion about the previous session. Video tapes will be reviewed in the FHG Library-IMC area (lower level of library).  No tape will leave campus!  

1. Design a Genogram.

...of your family of origin (include two generations). Outline these findings according the 'genogram' handout.  [Genogram development will be illustrated in class - 2nd session!] (30 points). 

2. GenoGram presentation.

...For every group session a group member will present his/her genogram for exploration to the group. Xerox a copy to be passed out in class. Volunteering will determine the order of presentations. Family thought records are to be utilized in conjunction with the genogram. Basic family schemas will be addressed.

3. Design a Social Network.

... of your current relationships includes family of origin)-psychological network, your work/school network (collective), persons from that network you consider significant (individual) and if you had it your way -- whom would you have in your 'social network' (ideal network). Outlining your Social Network follows a written format and will be illustrated in class (15 points). **Note - The social network is a measure of your current relationships that the genogram might not pick up.

4. Running Log of sessions.

The running log includes the following details: (d) date of class, (b) nature of the session, the type of techniques used and their purposes, (c) name of person & core belief(s)/schema's) that emerged (d) what role's) did you serve, if any, and if not what might have you contributed, and (d) your thoughts of that session 'topic - or genogram' and how it activated your schema's/core beliefs. (Due last class day of each month, January, February, March, & April. (50pts).

Collaborative Group Project I:

Cultural Genogram - Define each term with your collaborative team and present results next class. It is expected for you to use ppt/pictures/your imagination/ to modify the definitions into a working model for the interpersonal class.

Race
Ethnicity
Gender
Sexual Orientation
Class
Culture
Spirituality

Collaborative Group Project II:.

a. The collaborative group will design a power point slide presentation of the entire group. There will be digital pictures taken of all group members and emailed to each of you. Your collaborative group is to organize the pictures that will tell a story about the entire group.
Much of this will be hypothetical, that is, your hunch(s) are based on suspected or hypothesized schemas and core beliefs of group members. Identify various psychodramatic techniques you would use in moving individual group members into action.Suggest a plan for intervention and your methods of measuring outcome! (100pts).

5. Paper on Group Issues.

Graduate students develop a group therapy proposal of their own choosing, prepare a paper no longer than 10 pages in length.
This paper will address the following issues:

A. The purpose of the group.
B. Type of group and research-based rationale supporting this design.
C. Screening criteria.
D. Facilitation issues and role of group leaders/directors.
E. Methods & techniques to be used.
F. Duration of Group.
G. Expected Outcomes.
H. Process for Evaluation.

This paper is to include a thorough integration of literature with your own viewpoints, references, prepared in APA Style.

6. A Personal Theory Paper.

Undergraduate students develop a scholarly paper detailing your personal schema history & its effect upon your current interpersonal relationships. The focus is on identifying, understanding and challenging long-standing maladaptive patterns in thinking, feeling and behaviors that are creating interpersonal obstacles.

The paper should be no longer than 10 pages, and should contain references research and theory to support your views. The paper is to be prepared using The APA style manual (5th edition). Due Date - April (75pts).

7. Thought Records & BDI'S.

Are due weekly and placed in your file. Submit weekly (15 points).

8. Contribution to Class.

Relationship dilemmas and interpersonal conflicts (initiation, maintenance, termination, love, jealousy, shyness, power, gender differences, communication issues, self-disclosure, attraction, anger & conflict resolution) are the primary focus of the course. Thus, interpersonal and relationship core beliefs/schemas can be activated and important that these schemas be shared during group sessions to best understand schema theory. (15 points).

9. Class Attendance.

An experiential group course requires your attendance & participation. There is a NO CUT policy for this course. Class attendance is discussed 1st group session. Absence(s) can lead to dismissal from this course. Emergencey or extenuating circumstances are taken into consideration. Grades depend upon: (a) clarity of writing, (b) relevance of your personal comments, and (c) conformance with The Publication Manual (APA)(5th Ed.).