Psychology 547  Interpersonal Relatiohships within Groups

Summer May 14-18th 2019

T.Treadwell, Ed.D,TEP,CGP
ttreadwe@
pennmedicine.upenn.edu

Department of Psychology
Office - Wayne Hall Room 304
Phone: 610.436.2723

Public Saftey Emergency 610.436.991

Office Hours:
Day 1 7-8am 5-6pm
Day 2 7-8am 5-6pm
Day 3 7-8am 5-6pm
Day 4 7-8am 5-6pm
Day 5 7-8am 5-6pm

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

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

Young, J. & Klosko, J. (1995). Reinventing your life. New York: Plume Books (Division of Penguin

Addional Readings:

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.
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.   Kumar, V.K., & Lavertue, N. (2002).  The group cohesion scale–revised: Reliability & validty.  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.

Course Description:

Attendance Policy:
An experiential group course requires your attendance. Class attendance is discussed 1st group session. Emergency 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) 6th Edition.


Graduate Learning Outcomes

Cognitive Website

Evaluation & Grading:

A letter grade will be assigned based on performance in the course according to the following scale:

Evaluation Rubric:

Refer to the Undergraduate Catalog for description of NG (No Grade), W, Z, and other grades.

Evaluation Make-up Policy: Contact Instructor for Instructions.

Tenative Course Outline:

Group-Cognitive Psychotherapy - Psychodrama utilizes the experiential interventions of role playing, role reversal, doubling, mirroring, future projection, soliloquy, interview in role reversal, genogram, time-line and the social atom concept both as action techniques promoting dynamic group interactions. 

This course will be videotaped. If one does not want to be videotaped let the director know prior to the start of each session. Video tapes/CDs are used for edcuational purposes to enhance students' knowledge base of the psychodramatic and cognitive behavioral techniques utilized to reduce conflicting situations. Videotapes/CD's of any session are only to be viewed by group members. There are no exceptions.

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.

1.  Three general ways that we adapt to our schemas;

fight=overcompensation;
flight=avoidance;
surrender=freeze.

2. The five schema domains:
- Disconnection & rejection
- Impaired autonomy & performance
- Impaired limits
- Other directedness
- Over vigilance & inhibition

3.  Measure interpersonal issues within the family and social network system.
4.  Understanding conflicts in interpersonal relationships, where they stem from, and ways of dealing with them.
5.  Utilizing thought records, core-beliefs/schemas and the data they produce; determining conflictual communication patterns in interpersonal relations.
6.   Exploring factors and communication strategies in initiating, developing, maintaining, and terminating relationships.

Collaborative Group Project I: Cultural Genogram & Personality Profile:

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 next class. Include demographic and genetic information e.g., medical, psychiatric history, health behaviors, inter-ethnic/racial, marriages and relationships. Cultural genogram presentations commence on first day of 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:


Race
Ethnicity
Gender
Major

Sexual Orientation
Class
Culture
Spirituality

 


Personality Profile: you and your team members are to explore some of the influences on personality and personality types. We all have a unique personality and it is valuable to understand the nature or your personality. The following are two major areas that affect your personality and its development:

1. Heredity which dictates many physical characteristics - - how tall you are, the color of your eyes, the shape of your nose -- but it also affects how you learn, how you react to certain situations, and how you interact with other people.

2. Environment in which you grew up. The culture you were born into, the family that raised you, the friends you had, the schools you attended, your social network. Your religion, the size of your family, your role models, the leisure activities in which you participated are all examples of environmental influences on your personality.

Each team member is to complete the personality inventory and evaluate whether the information collected from it matches with what you know about yourself. The inventory you will be taking is The Jung Typology Test and should take no more than10 minutes. Your job is to Consult with one of your team members and share your personality profile. This team member is to construct a coherent picture of you and your major psychological processes using the Jung Typology Test along with their personaltiy profile incorporating heredity & environment. You will do the same for someone else on your team. Be sure to Identify individual differences - explaining how this person is unique. Click on the following links to the Jung Typology Test & Retreive the Personality Profile.

Jung Typology Test
Sixteen Personality Types (Profiles)

Genogram Links

Genogram Software [Download]
Drawing the Genogram
Genogram Basics - An Introduction

Genogram Information. For every group session a group member will present his/her genogram for exploration to the group. Volunteering will determine the order of presentations. Genograms represent your social network. Relationships include family of origin- (psychological), your work/school network (collective), persons from that network you consider significant family. Thought records are to be utilized in conjunction with the genogram. Basic family schemas will be addressed.

Collaborative (small group) Group Project II:

Personal Theory Paper: Students develop a 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 (6th edition). Due Date – June 19th

Running Log of sessions.
Your journal entry should capture what occurred in the session and how you were impacted. The following elements should be included:

Remember, emotional reactions, for example, depressive, anxious, fear, apathetic or sadness responses are all symptoms of negative feelings.  Capturing this data will help you understand the power of the experience and can lead to personal growth.
Please do not copy and paste information about the various techniques from week to week. That will not meet the requirements of this assignment. Type written and in essay format.
Daily Journal due - May 22, 23, 24, 25 26th.

Weekly Thought Records: Due daily via E-mail and placed in your file. Submit weekly (Due daily during week one - via E-mail.

Weekly Video Analysis:
Following group sessions 1 or 2 group members are responsible for analyzing the group session. Basic rule – to protect confidentiality, use initials of participants, not names. At the beginning of each session time is devoted to discussion about the previous session. The analysis follows the group format outlined under 'Guidelines for analyzing...'below & email copies to entire group. All Flash Drives must be returned to Instructor!

Guidelines for analyzing (Video) Click Here

Sample group analysis Click Here

Contribution to Class:

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

 

Course Outline:

    A.  Assessment Instruments

Automatic Thought Record (ATR)
Group Cohesion Scale
Beck Depression Inventory II
Beck Hopelessness Scale
Beck Anxiety Scale
Personal Growth Initiative Scale

Therapeutic Factors Inventory (TFI)
Social Networks Inventory
Schema Mode Inventory (SMI)
Meaning of Life Scale
Curiosity & Exploration Scale
Young's Schema Questionnaire(YSQ)

  B.  Psychodramatic and Cognitive Behavioral Group Model

Cognitive Triad

Psychodramatic Triad

Behaviors

Warm-up

Thoughts

Action

Emotions  

Closure/Sharing

 
Experiential Psychodramatic Structure
Protagonist Auxiliary/Egos Audience Stage Director/Facilitator

 

Action Modalities

Psychodramatic Techniques

Psychodrama

Role-Playing

Empty Chair

Axio-drama

Role-Reversal

Mirror Techniques

Auto-drama

Interview in Role-Reversal

Doubling

Action Sociograms

Soliloquy

Concretizing & Maximizing

Sociodrama

Aside

Future  Projection

       

...of your family of origin (include two generations). Outline these findings according the 'genogram' handout. [genogram development will be illustrated in class - 1st session!] (30 points). 

2. GenoGram presentation...

...For every group session a group member will present his/her genogram for exploration to the group. Volunteering will determine the order of presentations.Genograms represent your social network. Relationships include family of origin- (psychological), your work/school network (collective), persons from that network you consider significant. 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.

Evaluation: Graduate Students

1. Collaborative Group Project Due June 25th

  • 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 high/very schemas. Your small collaborative group is to organize the pictures that will tell a story of the entire group.
  • Focus on the dynamics of how the group evolved, for example, pinpoint the five stages of group development, forming, storming, norming, performing & adjourning.  Identify when the group transitioned from one stage to another and be very specific on how the transition occurred. Click here: Brief Description (s) 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).
  • Identify action-psychodramatic techniques you would use in transitioning group members into action whom did not experience a psychodrama. Suggest a plan for intervention and your methods of measuring outcome!

2. Paper on Group Issues.

Students develop a group therapy proposal no longer than 10 pages in length and address the following dimensions:

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, 5 references, and prepared in APA Style, [6th Edition].Due Date June 18th

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 Date June 25th

3. Daily Journal: Due. Monday May 21st

(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 responses are all symptoms of negative feelings.  Capturing this data will help you understand the power of the experience and can lead to personal growth.

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

4. Thought Records: Are due daily. Send them via email the evening before session. They are placed in your file and necessary for your self-report evaluation.

5. Participation in group-sessions is required for "all" group sessions and considered 10% toward final grade.  

6. AttendanceAn experiential group course requires your attendance & participation. There is a NO CUT policy for this course. Class attendance is discussed 1st class 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)(6th Ed.).


8. 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 www.wcupa.edu.

 

Cognitive Behavioral Psychodrama Group Therapy

Enhancing Group-Cognitive Psychodrama

Guidelines for Analyzing Video-Tapes

Sample Video Analysis

Video Consent Form

Group Confidentiality Consent Form

Technician Consent Form