Psychology 716  Group Interventions [Psychotherapy]

Spring - 2019

Course Description

The purpose: (a) to introduce the theory and practice of psychodrama as a therapeutic counseling modality utilizing the triadic cognitive model; (b) be familiar with the basic techniques of cognitive behavioral therapy and psychodrama; (c) to identify five structural constructs, and three procedural components of the psychodramatic process; (d) be conversant with the five basic operational techniques of the psychodramatic process; and (e) familiarize self with cognitive behavioral skills to understand the cognitive triad by observing mood, behavior, and thought processes utilizing "Thought Records".  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 the group-cognitive therapy model for the training of group and individual therapists.

The course acquaints participants through the use of cognitive behavioral & psychodrmatic skills to understand the cognitive and psycho-dramatic triad by observing mood, behavior, and thought processes utilizing Automatic Thought Records in the context of a safe group environment.  Action Techniques of role-playing, role-reversal, and mirroring facilitate the process by examining various conflicting situations individual’s experience. This develops as the group transitions through the Five Stages of Group Development. The cognitive-psycho-dramatic group environment provides a supportive climate to practice new thinking and behaviors.

Course Requirements

Course Objectives

At the conclusion of this course, participants will be familiar with:

Graduate Learning Outcomes

Group-Cognitive Psychotherapy - Action Therapy utilizes experiential interventions of role playing, role reversal, doubling, mirroring, future projection, soliloquy, interview in role reversal, and introduction to the genogram concept both as action techniques promoting dynamic group interactions. 

This course is electronically recorded videotaped. If one prefers not to be videotaped let the facilitator know prior to the start of each session. Electronic recordings are used for in class educational purposes to enhance students' knowledge base of the psychodramatic and cognitive behavioral group techniques utilized to reduce conflicting situations. Electronic recordings of any session are only to be viewed by group members. There are no exceptions.




T.Treadwell, Ed.D,TEP,CGP
ttreadwe@ or

Department of Psychology
Room 304 Wayne Hall
Phone: 610.436.2723

Public Safety Emergency 610.436.991

Research Assistants





Treadwell, T., Dartnell, D., Tarvaglini, L., Staats, M. & Divinney, K. (2016). Group therapy workbook: Integrating cognitive behavioral therapy with psychodramatic theory and practice. Parker, Colorado: Outskirts Press Publishing.

Beck, J. S. (2011) Cognitive behavioral therapy: Basics and beyond (2nd ed.). The Guilford Press.

Greenberger, D., & Padesky, C.A.(2015). Mind over mood: A cognitive therapy treatment manual for clients, 2nd Ed. New York: Guilford Press.

Gladding, S. T., (2016) Groups: A Counseling Specialty, (7th Ed), Upper Saddle River, NJ: Pearson Education, Inc.

Course Outline:

A. Lecture, discussion and experiential approaches will be used to introduce and explain the following theoretical and applied counseling and group therapy principles.


     Assessment Instruments: [administered pre-post and during the 15 Weeks]

  • Group Cohesion Scale
(pre/post) Session 1 & 14
  • Beck Depression Inventory II
  • Beck Anxiety Scale
  • Social Networks Inventory
Session 1 [Take home]
  • Automatic Thought Record (ATR)
  • Curiosity and Exploration Inventory (CEI-II)
(post) Session 14
  • Personal Growth Initiative Scale (PGIS)
(post) Session 14
  • Schema Mode Inventory (SMI) Schema modes
Session 7 [Take home]
  • Therapeutic Factors Inventory (TFI)
(pre/mid/post) Session 1,7, & 14
  • Therapeutic Factors Inventory (TFI) 8 item
Session 7
  • Young's Schema Questionnaire (L-3) (YSQ)
Session 1 [Take home]

All scales gather information used for end of semster final presentation illustrating the five stages of group development & the group techniques fostering group cohesion. ┬áData are used for students own information. The long-range purpose is to improve the effectiveness of utilizing instruments in a group enviornment. 

  B.  Psychodramatic and Cognitive Behavioral Group Model

Cognitive Triad

Action Triad








Action Modalities

Action Techniques

T-Groups, Encounter Groups

Automatic Thought Records

Empty Chair

Process Groups


Mirror Techniques

Action Sociometry

Interview in Role-Reversal


Yalom's Group Therapy


Cognitive Doubling

Cognitive Behavioral Groups

Aside - Role-Playing

Future  Projection

Moreno's Psychodrama Group Therapy Behavioral Activiation Surplus Reality
PsychoEducational Groups Social Atom Concept Spontaneity Training
Cognitive Mindfullness Groups


Concretizing & Maximizing


GenoGram Links

Genogram Software [Download]

1. Design a Genogram

......of your family of origin (include two generations). Outline these findings according the 'sample genogram' on the genogram website. Utilizing genograms will be illustrated in every session.

2. GenoGram details see Drawing the GenoGram

...For every group session a group member will present his/her genogram for exploration to the group. Drawing your family genogram see GenoGram Basics - An Introduction.

...Genogram assignment Due [end of semester]

3. Designing a Social Atom

... of your current relationships including 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. **Note - The social atom is a measure of your current relationships that the genogram might not pick up. [Social Atoms will be illustrated during session(s)].

Collaborative Group Project I:

Cultural Genogram - an important tool in examining historical interactions across generations related to family and diversity. Define each term with your collaborative team and present individual (each team member) results in class. Include demographic and genetic information such as medical and psychiatric histories,health behaviors, inter-ethnic racial marriages and relationships. It is expected for you to use ppt/pictures/your imagination to modify the cultural genogram for the group interventions class.

Culture refers to aspects of a social environment that are used to communicate values such as what is considered good and desirable, right and wrong, normal, different, appropriate, or attractive. Click on this link for guidelines in creating your cultural genogram:


Sexual Orientation

Collaborative Group Project II [Due end of semseter]



1. Paper on Group Issues.

Students develop a group therapy proposal no longer than 10 pages in length and address the following dimensions:
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, along with your own viewpoints, references, and prepared in APA Style, [6th Edition].[due end of semester]

2. A Schema Mode Paper:

Formulate 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 along with behaviors that are creating interpersonal obstacles. Include a genogram to demonstrate family patterns.

The paper should be no longer than 15 pages, with references supporting your views. The paper is to be prepared using The APA style manual (6th Edition).[due end of semester]

3. Daily Journal: Due. End of each session (next day)

(a).Your journal entry should capture what occurred in the session and how you were impacted. The following elements should be included:

  • ​​Date of class and first name and initial of last name of protagonist 
  • Type of experiential techniques used and their purpose (role reversal, soliloquy, role development, etc.) See Group therapy workbook for more info.
  • Schemas and core beliefs that emerged during the session
  • What roles emerged during the session and how did they affect you
  • Did you have an auxiliary role and how did that affect you? If you did not have one, how did that affect you?
  • Did you feel connected to the protagonist & group?
  • Did you feel connected to the sharing phase?
  • Overall, what impact did the experience have on you? What feelings came up for you?
  • What was your reaction to the various tools used (genogram, social atom, timeline)? Look at them from two perspectives: how could this be used with clients; and, what did it trigger for you, personally?

Remember, emotional reactions, for example, depressive, anxious, fear, apathetic or sadness emotions are symptoms of negative feelings.  Capturing this data will help you understand the power of the experience and can lead to personal growth in group settings.

Please do not copy and paste information about the various techniques from session to session. That will not meet the requirements of this assignment. Type written and in essay format.

4. Thought Records: Are due the evening after session and should be emailed to the instructor no later than the next day. They are placed in your file for your self report evaluation.

5. Weekly Video Analysis: Following group sessions 1 or 2 group members are responsible for analyzing the group session. Basic rule – do not use names of participants yet you may abbreviate. At the beginning of each session time is devoted to discussion about the previous session. The analysis follows the group format outlined below. All Flash Drives must be returned to Instructor!

Guidelines for group analysis (Video)
Click Here

Sample group analysis
Click Here

6. Participation in group-sessions is as asset for group sessions yet it is not required.   

7. Attendance: No Cut Policy - Emergencies and extenuating circumstances are taken into consideration.

Evaluation Rubric

  • ADA Statement: “At WCU we wish to make accommodations for persons with disabilities. Please make your needs known by contacting the instructor at the beginning of the semester. Sufficient notice is needed in order to make accommodations possible.”

  • For questions regarding Academic Integrity, the No-Grade Policy, Sexual Harassment, or the Student Code of Conduct, students are encouraged to refer to the Psychology Department’s Undergraduate/Graduate Handbook, the Undergraduate/Graduate Catalogue, the Ram’s Eye View, and the University website at


Enhancing Group-Cognitive Psychodrama

Guidelines for Analyzing Video-Tapes

Sample Video Analysis

Video Consent Form

Group Confidentiality Consent Form

Technician Consent Form