Psychology 716 Group Interventions [Psychotherapy]
Spring - 2019
|Professor:T.Treadwell, Ed.D,TEP,CGP||Phone: 610-436-2723|
|Email: firstname.lastname@example.org||Office: Room 304 (lab) Wayne Hall|
|Email: email@example.com||Office: Room 530 Wayne Hall|
|Office Hours||Thursday 2-3 & 7-8|
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.
Fehr, S.S. (Ed.). (2018). Introduction to group therapy: A practical guide (3rd ed.). New York, NY: Routledge.
Greenberger, D., & Padesky, C.A.(2015). Mind over mood: A cognitive therapy treatment manual for clients, 2nd Ed. New York: Guilford Press.
Agazarian, Y. M. (2001). A systems-centered approach to inpatient group psychotherapy. Philadelphia: Jessica Kingsley.Burlingame, G. M., Fuhriman, A. & Johnson, J. E. (2002). Cohesion in group psychotherapy. In Norcross, J. C. (ed). Psychotherapy relationships that work: Therapist contributions and responsiveness to patients. Oxford University Press. New York. pp. 71-88.
Corey, G. (2016).Theory and practice of group counseling (9th Ed.). Boston, MA: Cengage Learning.
Corey, G., Corey, M.S., Callanan, P., & Russell, J.M. (2015).Group techniques (4rd Ed.).Stamford, CT:Brooks/Cole, Cengage Learning.
Gladding, S. T., (2016) Groups: A Counseling Specialty, (7th Ed), Upper Saddle River, NJ: Pearson Education, Inc.
Hornsey, M. J., Dwyer, L., & Oei, T. P.S. (2007). Beyond cohesiveness: Reconceptualizing the link between group processes and outcomes in group psychotherapy. Small Group Research, 38, 567-592
Lepper, G., & Mergentahler, E. (2005). Exploring group process. Psychotherapy Research, 15, 433-444
Treadwell, T. Gettys, B. (2018) Cognitive experiential group therapy approach. In Scott Simon Fehr (Ed.) 101 Interventions in Group Therapy 3rd Edition. New York: Taylor & Francis/Routledge.
Treadwell, T. Dartnell, D., Stenroos, A. Gettys, B. (2017) Cognitive experiential group therapy: A model for a variety of clinical and college counseling settings, The Group Psychologist, 27, 3.
Treadwell, T. Dartnell, D., Stenroos, A. (2017) Integrating CBT & Experiential Interventions: A New Short-Term Group Model, Pennsylvania Psychologist,.77, 8.
Dartnell, D., McConatha, J., Kumar, K. & Treadwell, T. (2017) The Mourning After: A Group for Bereaved Caregivers. Journal of the Eastern Group Psychotherapy Society, Group.
Treadwell, T. Dartnell, D. (2017) Cognitive Psychodrama Group Therapy.International Journal of Group Psychotherapy. 67, 182-193.
Treadwell, T. (2016) J.L. Moreno The Origins of the Group Encounter Movement and the Forerunner of Web-Based Social Network Media Revolution. Journal of Psychodrama, Sociometry, and Group Psychotherapy, 67 1,31-62.
Treadwell, T.,Kumar, V.K.,& Lavertue, N. (2002). The group cohesion scale revised: Reliability & validity. International Journal of Action Methods. 54, 1 3-12
Yalom, I.D., & Leszcz, M. (2005).The theory and practice of group psychotherapy (5th Ed.). New York, NY: Basic Books.
Young, J. E., Klosko, J.S., & Weishaar, M. (2003). Schema therapy: A practitioner's guide.Guilford Publications: New York.
The aim of the group therapy course is to introduce students to theory and practice of group psychotherapy. Essential aspects of group processes, stages of group development, therapeutic techniques and multicultural competencies are core components for group leaders that will be reviewed. Additionally, emphasis on the following concepts are fundamental; (a) the theory and practice of psychodrama as a therapeutic counseling modality utilizing the triadic cognitive model; (b) the basic techniques of cognitive behavioral therapy and psychodrama; (c) the five structural constructs, and three procedural components of the psycho-dramatic process; (d) the five basic operational techniques of the psycho-dramatic process; and (e) familiarizing self with cognitive behavioral techniques, the cognitive triad, and "Thought Records". You will be familiarized with instruments measuring various aspects of inter & intra personal relationships. The long-range purpose is to improve the effectiveness of the group-cognitive therapy model for the training of group and individual therapists.
The group-cognitive therapy model acquaints participants utilizing cognitive behavioral & psycho-dramatic skills to observer moods, behaviors, and dysfunctional thought processes to understand the function of automatic thought records in detecting dysfunctional thinking employing Automatic Thought Records in the context of a safe group environment. Action Techniques, for example, role-playing, role-reversal, and mirroring facilitate the process by examining various conflicting situations individual’s experience. The formation and termination of groups progress through the Five Stages of Group Development. The group-cognitive therapy model is designed to provide a supportive and safe climate to practice new thinking and behaviors.
Group-Cognitive Therapy Model utilizes group interventions of role playing, role reversal, doubling, mirroring, future projection, soliloquy, interview in role reversal, in addition to applying the genogram concept as action technique promoting dynamic group (interpersonal) 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 group techniques employed to reduce conflicting situations. Electronic recordings of any session are only to be viewed by group members. There are no exceptions.
Graduate Learning Outcomes
The group interventions course requires your attendance. Class attendance is discussed during 1st group session. Emergency or extenuating circumstances are taken into consideration.
Tentative Course Outline
- Attend class sessions. Emergencies and extenuating circumstances are taken into consideration.
- Meet all deadlines for submissions of assignments.
- All class sessions will be videotaped, and a consent form must be signed for confidentiality.
- A portion of each class will be devoted to discussing the previous session.
- Role-training, CBT & Psycho-dramatic techniques will be taught via role-playing scenarios of participants clients.
- Lecture, discussion and role-playing techniques will be used to introduce and explain the theoretical and applied counseling and group therapy principles.
- Self-Disclosure. For an action-oriented group course, participation in group sessions is an asset for group cohesion and development, yet it is not required for this group therapy course.
- Discuss Consent Forms 1st Group Session!
Group Assessment Instruments: [To be familiar with]
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
Young's Schema Questionnaire (L-3) (YSQ)
Session 1 [Take home]
All scales gather information used for end of semester final presentation illustrating the five stages of group development & the group techniques fostering group cohesion. The long-range purpose is to improve the effectiveness of utilizing instruments in a group environment.
Psychodramatic and Cognitive Behavioral Group Model
T-Groups, Encounter Groups
Automatic Thought Records
Interview in Role-Reversal
Yalom's Group Therapy
Cognitive Behavioral Groups
Aside - Role-Playing
Moreno's Psychodrama Group Therapy Behavioral Activiation Surplus Reality PsychoEducational Groups Social Atom Concept Spontaneity Training Cognitive Mindfullness Groups
Concretizing & Maximizing
At the conclusion of the group interventions course, participants will be familiar with:
- The principles of group dynamics, including group process components, developmental stage theories, group members’ roles and behaviors, and therapeutic factors of group work;
- Group facilitator styles and approaches, including characteristics of various types of group leaders and leadership styles;
- Understanding theories of group counseling, distinguishing characteristics, and pertinent research and literature;
- Group therapy and counseling modalities, including group counselor/therapy orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness;
- Various group methods used for other types of group work, including task groups, psycho-educational groups, and therapy groups;
- Professional preparation standards for group facilitators;
- An understanding of ethical and legal considerations related to group work;
- Being conscious of his/her professional growth through participation in role-reversal of ‘your’ client as a group member.
- Comprehension of the functions of group members and facilitators along with related interpersonal facilitation skills [CACREP II.K.6.a. & II.K.6.b.]
- The stages and issues involved in group processes [CACREP II.K.6.a]
- Assessment of one’s own functioning as a group member engaged in planned and productive behavior change [CACREP ]
- Evaluation of the effectiveness of group process elements for promoting group members’ attainment of counseling goals [CACREP II.K.6.a]
- Self-awareness of how one’s perspective as a client and counselor is influenced by social factors (e.g. age/generation, social status/SES, disability, religion, ethnicity, sexual orientation, national origin, gender, etc.) [CACREP II.K.2.d]
- Awareness of how one’s personal perspective and values reflected in group communications (e.g. choices about what is discussed, what is attended to, norms set in group sessions, and communication styles, etc.). [CACREP II.K.2.d]
- Ethical and legal considerations in group work, including professional preparation standards. [CACREP Std. II.K.6.f, II.K.6.g.].
- Group therapy/counseling methods, including group counselor orientation and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness [CACREP Std. II.K.6.d.]
- Approaches used for group work, including task, psychoeducational, therapy, and training groups. [CACREP Std. II.K.6.e.]
- Application of individual and group specific (e.g. Psychodrama and Group as a whole) theories to group counseling, including commonalities, distinguishing characteristics and pertinent research and literature [CACREP Std. II.K.6 .c.]
Evaluation & Grading Rubric
A letter grade will be assigned based on performance in the course, according to the following scale:
Clear evidence of group process in developing group presentation.
All 10 points outlined in syllabus are addressed.
Presentations are clear, concise representations of group member being introduced.
Information flowed naturally, and presenter was prepared.
Presentation showed evidence of understanding partner’s cultural background.
Some evidence of group process in developing presentation.
8-9 points addressed.
Presentations are presented well with some hesitation or lack of preparation evident.
Presentation showed some evidence of understanding partner’s cultural background.
Little or no evidence of group process.
Fewer than 8 points addressed.
Poorly presented with little or no preparation evident.
Information prepared by group member being introduced and handed off to presenter.
Presentation showed little or no evidence of understanding partner’s cultural background.
Minimal details mentioned.
Automatic Thought Records (ATR’s)
10+ ATR’s E-mailed weekly as directed by Instructors.
7+ ATR’s E-mailed weekly as directed by Instructors.
Fewer than 7 ATR’s handed in by the end of course
10 well written journals completed at the end of Each Session containing an entry for each class as outlined in the course syllabus.
Included stage of group development
7 well written journals completed at the end of Each Session, containing an entry for each class as outlined in the course syllabus or 3 journals not meeting the requirements as described in the syllabus.
Mentioned stage, not be specific
Fewer than 4 journals completed by the end of the semester or not meeting the requirements as described in the syllabus.
Did not include stage of group development
Well written video analysis completed according to instructions detailed in the syllabus. E-mail copies to the entire class following the class that it is assigned.
Well written video analysis completed according to instructions detailed in the syllabus with copies Emailed at a later date at later date following class.
Video analysis turned in but does not meet the criteria detailed in the syllabus.
Paper on Development of a Process Group Proposal Model
Well thought out ideas.
Clear, concise, and logical writing using proper grammar.
APA format followed.
Good writing with minimal grammatical errors.
APA format followed with minimal errors.
Poorly thought out ideas.
Numerous grammatical errors, poor flow, writing needs improvement.
APA format not followed or significant errors with APA format.
Schema Mode Paper Clear understanding of subject.
Well-formed ideas explicated using clear writing and proper grammar.
Concise and logical writing.
APA Format followed.
Good understanding of subject.
Good writing and minimal grammatical errors.
APA format followed with minimal errors.
Poor understanding of subject.
Numerous grammatical errors, poor flow, writing needs improvement.
APA format not followed or significant errors with APA Format.
Collaborative (small group) Group Project II
Well-designed collaborative project included all stages of group development
Fair design of collaborative project did not integrate all stages of group development
Poor design of collaborative project did not integrate the stages of group development
D grades are not used. Refer to the Graduate Catalog for description of NG (No Grade), W, & other grades. Grades depend upon: (a) clarity of writing, (b) relevance of your personal comments, and (c) conformance with The Publication Manual (APA) 6th Edition.
Evaluation Make-up Policy: Contact Instructor for Instructions.
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
Drawing your family genogram see GenoGram Basics - An Introduction.
...Genogram assignment Due [end of semester]
3. Design a Social Atom (Family Genogram) -
... 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)].
4. Collaborative Group Project: Cultural Genogram:
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 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:
5. Collaborative Group Project II [Due end of semester]
- The collaborative group collaboration vs cooperation (discussed during session one) will design a group story utilizing power point or prezi presentation of the entire group. Group members should share digital pictures and their very high/high schemas. Your small collaborative group is to organize the pictures that will tell a story about the entire group.
- Focus on the dynamics of how the group evolved, for example, the five stages of group development, forming, storming, norming, performing & adjourning. Identify when the group moved from one stage to another and be very specific on how the transition occurred. Click here for brief descriptions of the stages of group development.
- Identify prevalent schemas in the large group and suggest intervention techniques/methods that could be used to address schemas. Include specifics on how you would execute the intervention(s).
6. Proposal for the Formation of a Group
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]
7. A Schema Mode Paper:Formulate a scholarly paper detailing your client’s personal schema history & its effect upon your client’s 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]
8. Weekly Process 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 session & initials of client/protagonist
- Type of group 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 group cohesion in a safe environment.
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.
9. Thought Records:
Due the evening after session and emailed to the instructor no later than the next day.
10. 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 client/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)
Sample group analysis
ACADEMIC & PERSONAL INTEGRITY
It is the responsibility of each student to adhere to the university’s standards for academic integrity. Violations of academic integrity include any act that violates the rights of another student in academic work, that involves misrepresentation of your own work, or that disrupts the instruction of the course. Other violations include (but are not limited to): cheating on assignments or examinations; plagiarizing, which means copying any part of another’s work and/or using ideas of another and presenting them as one’s own without giving proper credit to the source; selling, purchasing, or exchanging of term papers; falsifying of information; and using your own work from one class to fulfill the assignment for another class without significant modification. Proof of academic misconduct can result in the automatic failure and removal from this course. For questions regarding Academic Integrity, the No-Grade Policy, Sexual Harassment, or the Student Code of Conduct, students are encouraged to refer to the Department Undergraduate Handbook, the Undergraduate Catalog, the Ram’s Eye View, and the University website at www.wcupa.edu.
COURSE CONTENT & SENSITIVE ISSUES
The group psychotherapy course is grounded in the understanding that effective group psychotherapy is focused on understanding the dynamics of group work that requires an examination of human psychological and medical and the impact they have. Course content related to group psychotherapy issues may be sensitive or controversial for some students. Students will not be required to disclose personal information or experiences but will be expected to engage in self-reflection, active listening and interpersonal communication during role training procedures, i.e. role reversal and interview in role reversal. Some level of discomfort might be expected when discussing sensitive issues related to client problematic issues. However, students for whom a given role-playing topic (such as traumas, sexual abuse) may be particularly triggering, may ask to complete an alternative assignment without penalty.
Students seeking support around issues that warrant therapist attention will be encouraged to contact the Counseling Center (610-436-2301) or outside community resources.
STUDENTS WITH DISABILITIES
If you have a disability that requires accommodations under the Americans with Disabilities Act (ADA), please present your letter of accommodations and meet with me as soon as possible so that I can support your success in an informed manner. Accommodations cannot be granted retroactively. If you would like to know more about West Chester University’s Services for Students with Disabilities (OSSD), please visit them at 223 Lawrence Center. The OSSD hours of Operation are Monday – Friday, 8:30 a.m. – 4:30 p.m. Their phone number is 610-436-2564, their fax number is 610-436-2600, their email address is firstname.lastname@example.org, and their website is at www.wcupa.edu/ussss/ossd.
EXCUSED ABSENCES POLICY
Students are advised to carefully read and comply with the excused absences policy, including absences for university-sanctioned events, contained in the WCU Undergraduate Catalog. In particular, please note that the “responsibility for meeting academic requirements rests with the student,” that this policy does not excuse students from completing required academic work, and that professors can require a “fair alternative” to attendance on those days that students must be absent from class in order to participate in a University-Sanctioned Event.
REPORTING INCIDENTS OF SEXUAL VIOLENCE
West Chester University and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the University requires faculty members to report incidents of sexual violence shared by students to the University's Title IX Coordinator, Ms. Lynn Klingensmith. The only exceptions to the faculty member's reporting obligation are when incidents of sexual violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as part of a University-approved research project. Faculty members are obligated to report sexual violence or any other abuse of a student who was, or is, a child (a person under 18 years of age) when the abuse allegedly occurred to the person designated in the University protection of minor’s policy. Information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at the webpage for the Office of Social Equity at http://www.wcupa.edu/_admin/social.equity/.
ELECTRONIC MAIL POLICY
It is expected that faculty, staff, and students activate and maintain regular access to University provided e-mail accounts. Official university communications, including those from your instructor, will be sent through your university e-mail account. You are responsible for accessing that mail to be sure to obtain official University communications. Failure to access will not exempt individuals from the responsibilities associated with this course.