Psychology 547  Interpersonal Relatiohships within Groups

Summer May 14-18th 2019

T.Treadwell, Ed.D,TEP,CGP

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

Public Saftey Emergency 610.436.3311

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.[Req]

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

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

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:

Course Student Learning Outcomes:

All graduate Psychology courses are designed to meet specific student learning outcomes consistent with the above stated mission statement. These outcomes represent the skills, knowledge, and attitudes that we believe important to the preparation of Psychology professionals. Psychology 547, Interpersonal Relationships in Groups, is designed to meet the following student learning outcomes:

1. Basic Foundations in Psychological Theory and Research: Students who receive a graduate degree from West Chester University will compare favorably in their knowledge of psychological theory and research with students who have completed similar graduate programs within the state and nation.
2. Group CBT model: Students will be able to implement the Group CBT model to create a safe environment where participants can share concerns freely & without judgement.
3. Professional Skills & Ethics: Students in the graduate psychology programs will be well informed about practices and applications of psychology in field settings. Graduating students will be prepared to practice in their respective fields.
4. Research and Statistical Skills: Students pursuing a graduate degree at West Chester University will be able to complete activities requiring critical thinking, analysis of research data, and communication of results and conclusions through the use of statistics.
5. Group Therapy: Students develop a group therapy proposal no longer than 10 pages in length and address the following dimensions: The purpose of the group; Type of group and research‐based rationale supporting this design; Screening criteria; Facilitation issues and role of group leaders/directors; Methods & techniques to be used; Duration of Group; Expected Outcomes; Process for Evaluation.
6. Group Therapy Techniques: Students develop skills in applying the action techniques of role playing, role reversal, doubling, mirroring, future projection, soliloquy, interview in role reversal, and introduction to the social atom concept both as action techniques and research instruments.

At the consulision of the course graduate students will be familiar with:

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.

Evaluation & Grading





Daily Automatic Thought Records (ATR’s)

4+ ATR’s handed in by the end of the week

3+ ATR’s handed in by the end of the week

Less than 3 ATR’s handed in by the end of week

Daily Journals

Well written journals completed at the end of intensive week containing an entry for each day

Partially written journals completed by the end of intensive week but left out entries

Less than 2 entries completed by the end of the week

Video Analysis

Well written Video Analysis completed by end of Day 5

Video Analysis partially completed. Many techniques not included by end of Day 5

Video analysis turned in but does not meet the criteria

Paper on Development of a Process Group Proposal Model

Well-formed ideas explicated using clear writing and proper grammar. Concise and logical writing.
APA Format followed

Good writing and minimal grammatical errors.
Minimal errors with APA Format

Numerous grammatical errors, poor flow, writing needs improvement.
Significant errors with APA Format

Schema Mode Paper

Well-formed ideas explicated using clear writing and proper grammar. Concise and logical writing.
APA Format followed

Good writing and minimal grammatical errors.
Minimal errors with APA Format

Numerous grammatical errors, poor flow, writing needs improvement.
Significant errors with APA Format

Cultural Genogram & Personality Profile

Well-designed genogram & personality profile by end of day 1

Fair design of genogram & personality profile, by end of day 1

Poor design of genogram & personality profile, by end of day 1

Collaborative (small group) Group Project

Well designed collaborative project included all stages of group development by end of day 5

Fair design of collaborative project did not integrate all stages of group development by end of day 5

Poor design of collaborative project did not integrate the stages of group development by end of day 5

A letter grade will be assigned based on performance in the course, according to the following scale:
D grades are not used. Refer to the Graduate Catalog for description of NG (No Grade), W, & other grades.

Evaluation Make-up Policy: Contact Instructor for Instructions.

Tentative Course Outline:

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.

Day 1. Sociometry: Understanding Cultural Genograms & Personality Profile.  Measure interpersonal issues within the family and social network system. (Treadwell, Ch 4, pp. 28-32)

1.Understanding your Problems
2.It is the thought that counts
3.Identifying and rating moods
4.Situations, Moods, and Thoughts
5.Automatic Thoughts
6.Where’s the Evidence
7.Alternative / Balanced Thinking

Day 2. Understanding Schemas: The 18 Schemas fall under the five schema domains: (Young & Klosko, Chpts 1-5, pp. 1-35) (Treadwell, Ch 1, pp. 5-6)

The five schema domains:

1. Disconnection & rejection-(Young & Klosko, Chpts 6-9)
2. Impaired autonomy & performance (Young & Klosko,Chpts 7-8)
3. Impaired limits-(Young & Klosko, Chpts 9-11)
4. Other directedness-(Young & Klosko, Chpts 12-13)
5. Over vigilance & inhibition-(Young & Klosko, Chpts 15-16)

Day 3. Understanding conflicts in interpersonal relationships, where they stem from, and ways of dealing with them. (Treadwell, Ch 2, pp. 10-15)
--------- Automatic Thought Records as they pertain to schema malfunctioning.

Day 4.Utilizing thought records, core-beliefs/schemas and the data they produce; determining conflictual communication patterns in interpersonal relations. (Treadwell, Ch 3, pp. 16-27)

Day 5. Exploring factors and communication strategies in initiating, developing, maintaining, and terminating relationships. (Treadwell, Ch 4, pp. 36-52)

Class Assignment Day 1

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:


Sexual Orientation


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: [presented last day of class]

Paper on Development of a Process Group Therapy Proposal

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 & references prepared in APA Style, [6th Edition].

Schema Mode Paper

Students 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).

Daily Journal - 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:

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 Journals due - May 17,18,19,20th.

Daily Thought Records: Due daily via E-mail.. Submit daily during week one - via E-mail.

Daily 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 are encrypted and 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.


    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







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


Action Modalities

Psychodramatic Techniques



Empty Chair



Mirror Techniques


Interview in Role-Reversal


Action Sociograms


Concretizing & Maximizing



Future  Projection


Statements Common to All WCU Graduate Syllabi:

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 Graduate Handbook, the Graduate Catalog, the Ram’s Eye View, and the University website at

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, and their website is at


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 self-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 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.


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 minors 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

Students are advised to carefully read and comply with the excused absences policy, including absences for university-sanctioned events, contained in the WCU Graduate 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.

All students are encouraged to sign up for the University’s free WCU ALERT service, which delivers official WCU emergency text messages directly to your cell phone.  For more information, visit To report an emergency, call the Department of Public Safety at 610-436-3311.

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.


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