Wake Forest University Department of Counseling

CNS 742: Group Procedures in Counseling
Summer-1 2024


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Syllabus Contents

Course Faculty

Lead Faculty: Dr. Brittany Wyche

Email: wychebe@wfu.edu

Lead Faculty: Dr. Allison Forti

Email: fortiam@wfu.edu

Course Description

This course is designed to develop a basic familiarity with the theories, procedures, and techniques used in the four main types of groups defined by the Association for Specialists in Group Work (ASGW): task/work, psychoeducational, counseling, and psychotherapy. It should provide the learner with an understanding of group processes and dynamics from both an experiential and a didactic perspective. Ethical guidelines for group practice will be emphasized, as well as exemplary practices for leading a group. Research on groups and multicultural considerations in groups will also be covered, along with developmental issues across the lifespan that pertain to groups.

Course Objectives

Upon successful completion of this course, students will be able to do the following in line with 2024 CACREP standards (referenced in parentheses):

  1. Explain advantages and disadvantages of group counseling, assessment procedures, and circumstances under which it is indicated or contraindicated. (CACREP 3.F.1, 3.F.2, 3.F.5, 3.F.6, 3.F.7, 3.F.8)
  2. Identify ethical guidelines and problems related to group work. (CACREP 3.F.9.)
  3. Analyze group stages, process, and dynamics. (CACREP 3.F.2, 3.F.3)
  4. Examine characteristics of group leaders that affect group process; continue developing personal awareness of your own strengths, weaknesses, values, biases, preferences, and patterns and how these may impact others. (CACREP 3.F.4, 3.F.8, 3.F.10)
  5. Investigate and apply theoretical rationales supporting the use of various group counseling procedures or techniques. (CACREP 3.F.1, 3.F.5, 3.F.7)
  6. Interpret research on group counseling that informs evidence-based practice. (CACREP 3.F.3, 3.F.6, 3.F.7, 3.F.8, 3.F.9)
  7. Facilitate group process from a member’s standpoint. (CACREP 3.F.10)
  8. Identify strategies to continue learning about group process and group leadership.

Course Materials

Course materials refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Required Text(s)

Required Readings

The following are available as links to articles on the course pages, WFU library readings, or through Course Reserves which is accessible from your course menu:

Live Sessions

Students will find the day and time in the course:

Live Sessions are not mandatory, but student attendance is encouraged.

Methods of Instruction

Instructional methods in this course include lectures, discussions, case studies, experiential activities related to course content, and other interactive activities.

Instructor Interactions

Apart from clinical courses, WFU online courses are primarily asynchronous in nature, meaning students and instructors can engage with the learning materials at different times. There are a few notable exceptions, however, such as live sessions, office hours, and triad work (skills courses). For the asynchronous portions of our courses, students interact with instructors through virtual discussion boards, weekly video and/or written announcements, email communications, and formative and summative feedback on assignments. For the synchronous portions of our courses, students interact with lead instructors in weekly, recorded live sessions, and with practitioner instructors in office hours. Regarding live sessions, lead instructors meet virtually with students one hour per week in which they present on a topic related to the learning material for the week, as well as answer questions that students have about the course material or assignments. In office hours, practitioner instructors answer students’ questions about course content and assignments. They also, at times, present on topics related to that week’s lessons.

In clinical courses, instructors interact with students primarily through individual/triadic and group supervision sessions. Instructors also monitor students’ time logs, review required practicum and internship documents, evaluate their counseling session recordings and writeups, and submit midterm and final evaluations related to students’ counseling skills development, as well as their professional dispositions and behaviors development.

Assessments

This section provides an overview of the items due during this course. See the Course Schedule for additional details.

Discussions

Discussions serve as the main vehicle for communication between students in the class. Using the forums, information will be shared, concepts will be discussed, and opinions expressed.

Assignments

These are the assignments that will be completed and submitted throughout the duration of the course.

Assignment 1.1 Preview of Assignment 6.1 (CACREP 3.F.5, 3.F.7)

This week, you will choose a population and a focus for the counseling group you would like to plan for your proposal in week 6.

Assignment 2.1: Reflection Paper: Personal Experiences in a Group (CACREP 3.E.8, 3.E.10, 3.F.2, 3.F.3, 3.F.4, 3.F.7)

For this assignment, you will write a 4-page paper reflecting upon your experience as a member in any kind of group—your family, a group of friends, a work group, a team, a class, a therapy group, a self-help group, etc.

Assignment 4.1 Group Plan Rationale (CACREP 3.F.1, 3.F.2, 3.F.3, 3.F.5, 3.F.6, 3.F.7, 3.F.8)

For this assignment, you will write a rationale for the group you are planning in your proposed setting. This brief research paper will explain the need for the group and support for the choices you make.

Assignment 5.1: The Schopenhauer Cure Reflection Paper (CACREP 3.E.8, 3.E.10, 3.F.1, 3.F.2, 3.F.3, 3.F.4, 3.F.7, 3.F.8, 3.F.9)

For this assignment, focusing on the modern-day sections of the novel, you will write a paper demonstrating your knowledge of group theory, dynamics, therapeutic efficacy, and leadership as depicted in Yalom’s The Schopenhauer Cure, a fictional account of the life of a group.

Assignment 6.1 Group Plan Proposal (CACREP 3.C.11, 3.C.12, 3.F.1, 3.F.2, 3.F.3, 3.F.4, 3.F.5, 3.F.6, 3.F.7, 3.F.8, 3.F.9)

For this assignment, you will create a group plan proposal.

Quizzes

Practice Quizzes (CACREP 3.F.1; 3.F.2; 3.F.3; 3.F.4; 3.F.5; 3.F.6; 3.F.7; 3.F.8; 3.F.9)

Practice quizzes have been created to help you test your knowledge of the weekly readings. These quizzes are not timed and not graded, and you are free to take it as many times as you wish. Note: the practice quizzes will not be available to you during the Final Exam. They will become unavailable Week 7, Day 4.

Exams

Final Exam (CACREP 3.F.1; 3.F.2; 3.F.3; 3.F.4; 3.F.5; 3.F.6; 3.F.7; 3.F.8; 3.F.9)

This exam will cover all of the material covered in the course. This is a closed-book exam. You may not consult course materials or notes during the test. You will have 2 hours to complete it, and you are allowed 1 attempt.

Student Learning Outcomes / Key Performance Indicators

There is one signature assignment for this course, the Group Plan Proposal (6.1), that is to be submitted in Anthology Portfolio, an e-Portfolio, data storage, and data management program. The Group Plan Proposal (6.1) assignment will be used for course grade calculations (using the grading rubric), program evaluation reporting, and student learning outcomes (SLO) / key performance indicator (KPI) monitoring. For program evaluation reporting and SLO/KPI monitoring, we use a CACREP rubric that measures student learning on a scale from 1 (harmful) to 5 (exceeds expectations). The student learning outcome on which you will be evaluated for the Cultural Reflection Paper is VI.a.: Students demonstrate their ability to apply group knowledge and skills to the development and implementation of groups. You can view a copy of the CACREP rubric at the end of this syllabus.

Based on the 2024 CACREP standards (2.E.1.a., 2.C.1.a.), our counseling program is required to report aggregated SLO/KPI ratings, as well as monitor individual student SLO/KPI progress. The expectation is that students, on average and individually, will receive average CACREP rubric ratings of 4 (meets expectations) on each SLO/KPI measure. Student ratings on SLO/KPI measures that fall below a 3 (near expectations) may result in remediation.

The signature assignment in CNS 742 is Assignment 6.1, the Group Plan Proposal in Week 6.

Late Work

Students are encouraged to make the same effort to submit all assignments on time that they would use in the workplace. It is, however, understood that sometimes circumstances arise that are beyond our control. To request an extension, students should contact their Lead Faculty as soon as a problem is identified to provide details and determine a realistic deadline. Assignments submitted late without prior approval will not be eligible for full credit.

Unless arrangements have been made, students who submit late assignments will receive a 10% grade deduction for each day beyond the due date.

Grading Policies

This table details the grade points and/or percentages of each assignment.

Grading
Assignment Points Possible Weight (%)
Discussions 50 5
Assignments 401 65
Final Exam 100 30
Total 551 100

Grading Scale

This table lists the letter grade corresponding to ranges of points.

Final grading is at the discretion of the faculty.

Grading Scale
Letter Grade Percentage
A 93–100
A− 90–92
B+ 87–89
B 83–86
B− 80–82
C+ 77–79
C 70–76
F 0–69

Academic Policies

Every student is required to practice and adhere to the principle of academic integrity while undertaking studies with Wake Forest University. Maintaining academic integrity is considered an essential academic standard of every graduate course and program. The University does not tolerate academic dishonesty.

The graduate faculty at Wake Forest has adopted a formal honor code to provide guidance for student conduct with respect to academic pursuits. Read the Graduate Student Academic Honor Code (PDF).

Academic dishonesty may be an academic issue or a disciplinary issue, or both, depending on its pervasiveness and/or severity. Any student engaged in academic dishonesty may face reprimand, disciplinary warning, a lowered or failing grade(s), and/or probation or suspension from the course, academic program, or University; or expulsion from the University.

The list that follows includes examples, although not all–inclusive, of academic dishonesty:

For the complete academic honesty policy and tips to avoid plagiarism, as well as further information on all academic policies, including the policies for adding and dropping a course, requesting a grade of incomplete, academic probation, termination of enrollment, reinstatement, and student and faculty expectations, see the Wake Forest University Student Handbook.

Synchronous Class Recording Notice

In accordance with Wake Forest University’s policy regarding class recordings, be mindful of this information:

Academic Engagement and Monitoring

It is very important that students actively engage in class discussions, and that students communicate in a timely manner with their instructors if unforeseen circumstances negatively affect their academic engagement. WFU monitors student academic engagement through student activity in the course, much of which can be monitored automatically in Canvas (e.g., logging into the course in Canvas, participating in discussion boards, submitting assignments, reviewing learning materials in the modules); attending live sessions, office hours, and individual/triadic/group supervision sessions; and communicating by phone or email with instructors. If an entire week passes without a student submission of an assignment and/or no contact is made with instructors, the following will occur:

Technical Requirements

Identify the minimum device configuration requirements for this institution.

Help Desk Support

Assistance to resolve technical problems is available 24/7, 365 days a year.

Students can access the Help Desk at: Wake Forest Help Desk.

Help Desk services are restricted primarily to problems associated with the functionality of the course delivery platform. Responsibilities include:

Sometimes students may not be sure whether a problem they are having is caused by their computer system or the online learning management system. The Help Desk will help students figure out where the problem lies and attempt to resolve issues immediately. However, some highly advanced hardware issues may require additional assistance. If this is the case, the Help Desk may suggest seeking assistance from a local computer repair establishment.

Canvas Support

Call a Canvas Expert: 833.383.5792

For Canvas technical support, select the Help icon in the navigation bar, where students will find several options including:

When submitting a ticket, be as specific as possible in the description of the issue. Include the name of the course and the date the issue occurred, the browser being used and, if possible, screenshots to help Canvas support personnel troubleshoot the issue and expedite service.

Note: Lead Faculty and PIs do not provide Canvas support.

AskDeac Help Desk

AskDeac services include most technology issues outside of the scope of course delivery. Common requests include assistance setting up a VPN, setting up a WFU Zoom account, using Google Drive, and resetting WFU email passwords.

Assistance to resolve technical issues is available through Email or Live Chat from 8:00 a.m. to 9:00 p.m. EST, Monday through Friday. Phone support is available from 8:00 a.m. to 5:00 p.m. EST, Monday through Friday.

Access AskDeac at: AskDeac.

Diversity, Equity, and Inclusion

Wake Forest University is committed to supporting diversity, equity, and inclusion. The Office of Diversity and Inclusion provides campus resources such as the Intercultural Center, LGBTQ Center, Women’s Center, and more. Locate these on the webpage under Affinity & Support.

To learn more about WFU’s commitment to diversity, equity, inclusion read the Non–Discrimination Statement and policy on Non–Discrimination on the Basis of Disability.

Pro Humanitate—As a part of the Wake Forest community, the faculty and staff of the Department of Counseling fully embrace the concept of Pro Humanitate. In each of our classes (graduate, undergraduate, face-to-face and virtual), we strive to affirm every person and every identity including but not limited to gender identity, affectional orientation, language, national origin, color, race, disability, sex, religion, creed, and ancestry. We embrace the development of critical thinkers that consistently aspire to become culturally responsive and encourage you to challenge your own biases while developing the necessary skills to enter your chosen profession. Further, the faculty and staff will promote the Realizing Inclusion, Diversity, and Equity (R.I.D.E.) framework in our teaching, research, supervision and advising. We hope that you will join us along this journey, with a commitment to advocacy and social justice in both your personal and professional lives. Pro Humanitate, to better the lives of all humans!

Accessibility and Special Accommodations

Wake Forest strives to provide equal access for all learners. Learning content contained within the Canvas Learning Management System is designed to meet the Web Content Accessibility Guidelines (WCAG) 2.1 AA developed by the World Wide Web Consortium (W3C) and Section 508 of the Rehabilitation Act. Throughout our course development process, we test the capabilities of our learning content against these standards.

Wake Forest University recognizes its responsibility for creating an institutional climate in which students with differing needs and abilities can thrive.

Along with the mission of the Division of Student Life, Disability Services exists to enable students with disabilities to experience equal access to the academic, social, and recreational activities and programs at Wake Forest University. To achieve this goal, the Center for Learning, Access, and Student Success (CLASS) is available to offer academic support for all Wake Forest Students. CLASS staff works with students, faculty, and staff to implement services and accommodations that are in accordance with both state and federal laws and our own commitment to this goal.

If a student has a disability that may require an accommodation for taking this course, use the Student Portal Login located on the Center for Learning, Access, and Student Success (CLASS) website. Alternatively, contact the Center for Learning, Access, and Student Success at the contact information provided.

Contact Information:

118 Reynolda Hall, WFU
Winston-Salem, NC, 27109
Phone: 336-758-5929
Email: class@wfu.edu

Emergency Contingency Plan

Disaster Planning/Catastrophic Event Policy: In the event the University calendar is disrupted by disaster or catastrophic event, please continue with the assigned lessons and adhere to the due dates of assignments and discussions. The instructor will be available by email or by phone, unless the internet or phone is inaccessible.

Course Schedule

The course week runs from Monday (Day 1) to Sunday (Day 7). Due dates for assignments and discussions are stated in day numbers. Unless otherwise noted, all assessments are due by 11:59 p.m. E.T. on the designated day.

There will be Live Sessions and Office Hours each week unless otherwise communicated. Students will find the day and time in the course:

Please Note: Readings refer only to the textbook(s), Course Reserves, WFU library readings, or scholarly articles. Refer to the course for all other instructional content (websites, lectures, videos, interactive activities, etc.)

Week 1: Introduction to Group Work (May 6 – May 12)

Week 1 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Types of Groups and Group Work

Course Objectives: 1

CACREP Standards: 3.F.1, 3.F.2, 3.F.5, 3.F.6, 3.F.7, 3.F.8		 Read the following in your Gladding text:
  • Chapter 1, Types of Groups Work

By Week 5 of this course read The Schopenhauer Cure.

 Discussion 1.1: Analyzing Group Experience (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 1.1 Preview of Assignment 6.1 (Due Day 7) None
Lesson 2: Past, Present, and Future of Group Work

Course Objective: 1 & 6

CACREP Standards: 3.F.1, 3.F.5, 3.F.6, 3.F.7		 Read the following in your Gladding text:
  • Chapter 18, History of Group Work

None

 None Practice Quiz 1.1: Week 1 Practice Quiz (Not graded) (Due Week 7, Day 4)

Week 2: Group Dynamics and Group Leadership (May 13 – May 19)

Week 2 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Group Dynamics

Course Objective: 3

CACREP Standards: 3.E.8, 3.E.10, 3.F.2, 3.F.3, 3.F.4, 3.F.7		 Read the following in your Gladding text:
  • Chapter 2, Groups Dynamics

Read the following in Yalom, I. D. (1995). The theory and practice of group psychotherapy (4th ed.), available through Course Reserves:

  • Chapter 1, “The Therapeutic Factors”

Reminder: Continue reading The Schopenhauer Cure for Week 5 of this course.

 Discussion 2.1: Group Dynamics and Curative Factors (Initial Post Due Day 4, Reply Posts Due Day 7) Assignment 2.1: Reflection Paper: Personal Experiences in a Group (Due Day 7) None
Lesson 2: Effective Group Leadership

Course Objective: 4 & 8

CACREP Standards: 3.E.8, 3.E.10, 3.F.4, 3.F.8		 Read the following in your Gladding text:
  • Chapter 3, Effective Group Leadership
 None None Practice Quiz 2.1: Week 2 Practice Quiz (Not graded) (Due Week 7, Day 4)

Week 3: Group Stages: Beginning and Transitioning (May 20 – May 26)

Week 3 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Beginning a Group

Course Objective: 3 & 5

CACREP Standards: 3.F.2, 3.F.3; 3.F.1, 3.F.5, 3.F.7

 Read the following in your Gladding text:
  • Chapter 4, Forming a Group
 None None None
Lesson 2: The Transition Phase

Course Objectives: 3 & 5

CACREP Standards: 3.F.2, 3.F.3; 3.F.1, 3.F.5, 3.F.7

 Read the following in your Gladding text:
  • Chapter 5, The Transition Period in a Group: Storming and Norming
 Discussion 3.1: Video Discussions (Initial Post Due Day 4, Reply Posts Due Day 7) None Practice Quiz 3.1: Week 3 Practice Quiz (Not graded) (Due Week 7, Day 4)

Week 4: Group Stages: Working and Closing (May 27 – June 2)

Week 4 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: The Working Stage of a Group: Performing

Course Objective: 3 & 5

CACREP Standards: 3.F.2, 3.F.3; 3.F.1, 3.F.5, 3.F.7.		 Read the following in your Gladding text:
  • Chapter 6, The Working Stage in a Group: Performing

Read the following article:

  • Glass, J. & Benshoff, J.M. (1999). PARS: A processing model for beginning group leaders. The Journal for Specialists in Group Work, 24(1), 15–26, DOI: 10.1080/01933929908411416

Reminder: Continue reading The Schopenhauer Cure.

 None

None

 None
Lesson 2: Closing a Group

Course Objective: 3 & 5

CACREP Standards: 3.F.1, 3.F.2, 3.F.3, 3.F.5, 3.F.6, 3.F.7, 3.F.8		 Read the following in your Gladding text:
  • Chapter 7, Closing a Group
 None

Assignment 4.1 Group Plan Rationale (Due Day 7)

 Practice Quiz 4.1: Week 4 Practice Quiz (Not graded) (Due Week 7, Day 4)

Week 5: Groups throughout the Lifespan (June 3 – June 9)

Week 5 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Groups for Children and Adolescents

Course Objective: 6 & 7

CACREP Standards: 3.C.11, 3.C.12, 3.F.1, 3.F.2, 3.F.3, 3.F.4, 3.F.6, 3.F.7, 3.F.8, 3.F.9		 Read the following in your Gladding text:
  • Chapter 11, Groups for Children
  • Chapter 12, Groups for Adolescents

Reminder: Conclude your reading of The Schopenhauer Cure this week.

 None Assignment 5.1: The Schopenhauer Cure Reflection Paper (Due Day 7) None
Lesson 2: Groups for Adults and Older Adults

Course Objective: 6 & 7

CACREP Standards: 3.C.11, 3.C.12, 3.F.1, 3.F.2, 3.F.3, 3.F.4, 3.F.6, 3.F.7, 3.F.8, 3.F.9		 Read the following in your Gladding text:
  • Chapter 13, Groups for Adults
  • Chapter 14, Groups for Older Adults
 Discussion 5.1: Groups Throughout the Lifespan (Initial Post Due Day 4, Reply Posts Due Day 7) None Practice Quiz 5.1: Week 5 Practice Quiz (Not graded) (Due Week 7, Day 4)

Week 6: Theories and Culture in Groups (June 10 – June 16)

Week 6 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Theoretical Models and Group Work

Course Objective: 5

CACREP Standards: 3.F.1, 3.F.5, 3.F.7		 Read the following in your Gladding text:
  • Chapter 15, Reality Therapy, Adlerian, and Person-Centered Groups
  • Chapter 16, Existential, Gestalt, Rational-Emotive Behavior Therapy, and Transactional Analysis Groups
 None None None
Lesson 2: Culture and Groups

Course Objective: 1, 2, & 8

CACREP Standards: 3.F.1; 3.F.2; 3.F.3; 3.F.4; 3.F.5; 3.F.6; 3.F.7; 3.F.8; 3.F.9

Read the following article:

  • Comstock, D. L., Duffey, T., & George, H. S. (2002). The Relational-Cultural Model: A framework for group process. The Journal for Specialists in Group Work, 27(3), 254–272. doi:10.1177/0193392202027003002
 None Assignment 6.1 Group Plan Proposal (Due Day 7) Practice Quiz 6.1: Week 6 Practice Quiz (Not graded) (Due Week 7, Day 4)

Week 7: Ethical and Legal Aspects of Working with Groups (June 17 – June 23)

Week 7 Schedule
Lesson Readings Discussions Assignments Quizzes/Exams
Lesson 1: Ethical and Legal Considerations

Course Objective: 2

CACREP Standards: 3.F.1, 3.F.2, 3.F.3, 3.F.4, 3.F.5, 3.F.6, 3.F.7, 3.F.8, 3.F.9		 Read the following in your Gladding text:
  • Chapter 10, Ethical and Legal Aspects of Working with Groups

Read the following document:

  • ACA 2014 Code of Ethics
 Discussion 7.1: Ethics Vignette (Initial Post Due Day 4, Reply Posts Due Day 7) None Test 7.1: Final Exam (opens Day 5, closes Day 7)

For a list of image credits for this course, visit the CNS742 Credits Page.