PCN 520 Group Counseling Theory and Practice

PCN 520 Group Counseling Theory and Practice

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PCN 520 Group Counseling Theory and  Practice

PCN520 Full Course

GC PCN520 Full Course Latest

GC PCN520 Week 1 Discussion 1 & 2

dq 1

Complete Self-Inventory of Ethical Behaviors. Select the five behaviors that you consider to be the most serious violations of ethical practice. What are the reasons for your selection of these behaviors? Explain.

dq 2

In Corey, Corey, & Corey (Chapter 2), identify the personal characteristics of an effective group leader. Which three skills do you consider to be the most important? Explain your selections. What do you think are your strengths and areas of needed growth in these skills?

GC PCN520 Week 2 Discussion 1 & 2

dq1

Which of the therapeutic forces discussed in this week’s readings do you think are the most important for successful group outcomes? Explain and give examples of how you can incorporate this knowledge into your future counseling practice. For example, if you are in the addictions program, your example should be related to substance use disorders.

dq 2

What are some specific goals and methods that you may incorporate into group counseling that might be shaped by your culture? Describe how you could accommodate group members’ diverse cultural backgrounds, values, and styles as they relate to these goals and methods.

GC PCN520 Week 3 Discussion 1 & 2

dq 1

Conflict typically appears when a group is in transition. State several forms of conflict you can expect in the types of groups you will lead. Consider group members suffering with substance use disorders. What are your own reactions to conflict? How will this influence your ability to help members recognize and work through conflicts?

dq 2

How could the use of role plays among group members facilitate the goals of early and transition stage groups? What purpose could role plays serve for individual members and for the group as a whole?

GC PCN520 Week 4 Discussion 1 & 2

dq 1

What are three symptoms that you might observe in a final group meeting that might indicate that the group had been successful in achieving its primary purpose and goals? What are three symptoms that might indicate that the group had not been successful?

dq 2

What factors would cause you to initiate follow-up contacts with one or more group members? What would be the purpose of such contacts?

GC PCN520 Week 5 Discussion 1 & 2

dq 1

Consider the videotape of the Corey’s counseling group. How would the Corey’s group have been different if they had incorporated more exercises? Why do you think they did not? What guidelines does this suggest to you for decisions about whether and when to use structured exercises in a group?

dq 2

You are leading a group of adolescents referred because of school, behavior, and/or substance use. Describe an opening exercise and a trust-building exercise you might use with this group. Explain your choice.

GC PCN520 Week 6 Discussion 1 & 2

dq 1

What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups? Why? How might you work in a therapeutic way with such a member’s behavior?

dq 2

After watching the second part of the DVD (Challenges Facing Group Leaders), what skills do you think you need to acquire or refine to more effectively address challenging situations in groups? How can you work on developing these skills?

GC PCN520 Week 7 Discussion 1 & 2

dq 1

Under what circumstances might it be beneficial to design a group in which both children and their parents would participate? What special issues might arise in such a group, and how would you manage them?

dq 2

Review the group proposal for children who have been abused, described on pages 313-319 in the textbook. If you were screening children for such a group, what would be some signs that this group would be contraindicated for a particular child? How would you strive to obtain consent from parents or legal guardians, and how would you want to involve them? How might you orient children to this kind of group?

GC PCN520 Week 8 Discussion 1 & 2

dq 1

When developing and implementing an adult support group, the following important guidelines should be considered: how the group is organized, how the format of each group session is structured, and what the short- and long-term outcomes of the group are. Consider the following three adult support groups: an HIV/AIDS support group, a support group for college students, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups?

dq 2

At some point in your career, you may be asked to design and implement a group for involuntary clients, such as domestic violence perpetrators, drunk drivers, substance users, abusive parents, or prison inmates. What are your thoughts and feelings about working with mandated group participants? Describe fully. How would you approach counseling differently with them than with voluntary participants?

GC PCN520 Week 2 Group Design Part 1 Assignment

Details:

Throughout this course, you will be designing a Counseling Group from start to finish. The assignment will be broken into three parts. Due at different intervals in the course. You will choose from the following group types (If you are in the addiction counseling program, select an addiction group):

1.     1. Children of divorce.

2.     2. Children of addicts.

3.     3. Adult Survivors of abuse (could be sexual or physical).

4.     4. Treatment for adults who are addicts.

5.     5. Grief recovery.

6.     6. Teens struggling with gender dysphoria (sexual identity).

7.     7. Teen support group (parents who are addicts).

8.     8. Relationship building (homosexual and heterosexual – there does not have to be a division because a group is a group).

9.     9. Domestic violence group for nonoffenders.

10.   10. Parenting group

For Part 1:
Identify what type of group you will design.
Write a summary (300-600 words) of your group. Be sure to include:

1.     1. Group type.

2.     2. Why you chose this type of group.

3.     3. Population serving.

4.     4. Number of sessions.

5.     5. Number of participants.

6.     6. Goals of the counseling group.

APA format is not required, but solid academic writing is expected.
You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.
Submit Group Design Part 1 to the instructor by the end of Module 2.

GC PCN520 Week 3 Groups in Action Workbook Assignment

Details:

Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (1-16). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook. For example, the first icon you will come to is: 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in the workbook (pages 20-21).

Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 1-3).”

Icon 1: Questions 3 and 4 (pageS 20-21)

Icon 2: Question 3 (page 23)

Icon 3: Questions 1 and 3 (pages 24-25)

Icon 4: Questions 2 and 3 (page 26)

Icon 5: Questions 1 and 3 (page 27)

Icon 6: Questions 1 and 2 (page 30)

Icon 7: Questions 1 and 2 (pages 30-31)

Icon 8: Questions 1 (page 31) and 1 (page 32)

Icon 9: Questions 1 and 3 (page 33)

Icon 10: Questions 1 and 5 (pages 35-36)

Icon 11: Question 2 (page 43)

Icon 12: Question 1 (page 45)

Icon 13: Questions 2-4 (pages 46-47)

Icon 14: Questions 2 and 4 (page 51)

Icon 16: Questions 3 and 4 (page 53)

You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin.

Groups in Action Workbook–Evolution of a Group (Segments 1-3)

Upon viewing the Groups in Action DVD (Segments 1-3), you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (1-16). It is at this time you must stop the DVD and read the text corresponding to the icon number in the workbook.

For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21).

Icon 1: Questions 3 and 4 (p. 21)

3) James says, “I feel like an outsider.” How might you work with his statement?

4) Jacqueline says, “I feel stupid when I ramble.”How would you deal with her self-deprication in the first session?

Icon 2: Question 3 (p. 23)

3) Imagine yourself as a member at the first meeting.What fears would you have about participating?What would help you feel more trusting?

Icon 3: Questions 1 and 3 (pp. 24-25)

1) What would help you feel comfortable enough to speak about yourself if you were a member of a group?

3) What would you say to a quiet member who tells you that in his/her culture it is considered impolite to speak up without being specifically asked to talk?

Icon 4: Questions 2 and 3 (p. 26)

2) James says, “I worry a lot that I need to prove myself.”

3) Casey says, “I rehearse countless times before I speak because I want to say things right.”

Icon 5: Questions 1 and 3 (p. 27)

1) What purpose do you see in asking members to engage in role-playing, even at the early sessions?

3) What factors pertaining to a member’s culture or gender might you consider before initiating a role play in this group?

Icon 6: Questions 1 and 2 (p. 30)

1) How would you use contracts with a group you are leading?How would you help members design their contract?

2) If you were a member of this group, how open would you be in agreeing to make a contract?What would help you in making a contract?

Icon 7: Questions 1 and 2 (pp. 30-31)

1) What do you observe in members when they talk directly to another person as opposed to talking about that person?

2) If you were a leader in this group, what cultural factors would you be sensitive to before asking members to speak directly to one another?

Icon 8: Questions 1 (p. 31) and 1 (p. 32)

1) What therapeutic value do you see in asking members to make eye contact with another person in the group as they are talking about a problem area?

1) Jyl cries and says she feels exposed.As a leader, how would you respond to her?

Icon 9: Questions 1 and 3 (p. 33)

1) How might the way you deal with conflict in your personal life help or hinder you as a leader in dealing with conflicts in groups?

3) How would you respond to Jacqueline when she makes the comment, “What I have to say would not be nice.”?

Icon 10: Questions 1 and 5 (pp. 35-36)

1) Imagine you are co-leading this group.Pick one of the member’s statements above and write your response to him/her.

5) What other strategies can you think of to address a member’s hesitation and/or avoidance?

Icon 11: Question 2 (p. 43)

2) What intervention might you make with SusAnne, and what would you most hope to accomplish with it?

Icon 12: Question 1 (p. 45)

1) If Andrew declared he was tired of feeling locked up and wanted to be different, how would you pursue work with him?

Icon 13: Questions 2-4 (pp. 46-47)

2) Of the comments made above by SusAnne, Jackie, Jacqueline, and James, which one of them most catches your interest and why?What would you say to this person?

3) In the closing minutes of a group, a member says she feels cut off by you.What would you say or do?

4) A member says, “I didn’t feel that we accomplished anything today.I was bored, but didn’t say anything for fear of offending anyone.”How would you respond?

Icon 14: Questions 2 and 3 (p. 51)

2) At the check in, assume Jyl says, “Last week I left feeling very disappointed.Even though I stated I wanted to talk about my father, we never got around to it.I felt cheated.”What would be your response?

4) How would you handle the situation if you discovered that several members meet regularly between sessions?

Icon 16: Questions 3 and 4 (p. 53)

3) What intervention would you make if several other members joined in with SusAnne and stated that they too had difficulty trusting this group?

4) In the scenario described on the previous page, Casey has concerns about both SusAnne and Jacqueline, and expresses her fear that they might judge her. What intervention would you make?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole.

GC PCN520 Week 4 Group Design Part 2 Assignment

Details:

Develop a brochure (one page front and back with graphics and descriptions) that will “sell” your group to the public.

1.     Complete this assignment in MS Word.

2.     The brochure should be universal as it should be available in various locations around your community (e.g., schools, doctor’s offices, human services offices, restaurants, agencies serving the population of the group, etc.).

Develop a set of screening questions and criteria that you, as the group leader, will use to choose the members of the group.

1.     Begin with demographics questions (name, age, address, presenting issue, etc).

2.     There should be a minimum of 10 screening questions not including the demographics questions.

3.     Describe (500-750 words) the criteria that you as the leader will use to choose the members for the group.

APA format is not required, but solid academic writing is expected.
You are not required to submit this assignment to Turnitin.
Submit Group Design Part 2 to the instructor by the end of Week 4.

GC PCN520 Week 4 Groups in Action Workbook Assignment

Details:

Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.

Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 4-5).”

Answer these questions:

1.     Icon 17: Questions 1 and 2 (page 59)

2.     Icon 19: Questions 2-5 (pages 61-62)

3.     Icon 20: Question 2 (page 63)

4.     Icon 21: Question 2 (page 64)

5.     Icon 22: Questions 1 and 2 (page 64)

6.     Icon 23: Questions 1 and 3 (page 67)

7.     Icon 24: Questions 3 and 6 (pages 69-70)

8.     Icon 25: Questions 2 and 3 (page 72)

9.     Icon 26: Question 1 (page 78)

10.   Icon 27: Questions 1 and 2 (page 79) and Question 2 (page 81)

11.   Icon 28: Question 1 (page 82)

12.   Icon 29: Questions 1 and 2 (page 83)

You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.

APA format is not required, but solid academic writing is expected.

Groups in Action Workbook – Evolution of a Group (Segments 4 and 5)

Upon viewing the Groups in Action DVD (Segments 4-5, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.

For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21).

Icon 17: Questions 1 and 2 (p. 59)

1) A member (SusAnne) tells you she wants to work, yet she keeps herself very vague and global. What do you say to her?

2) You are leading a group and ask, “Who wants to work?” There is a long silence and nobody gives any indication of wanting to work. What assumptions might you draw from this situation? What might you say?

Icon 19: Questions 2-5 (pp. 61-62)

2) Assume that after Casey disclosed that she was gay, one member of the group said, “Casey, I need to let you know that I have a hard time hearing this, because I am not comfortable with homosexuality.” How would you intervene?

3) In a role play, Casey spoke to her symbolic mother in Vietnamese. As she did so, what did you observe?

4) Would you have any concerns for Casey if she indicated her intention to tell her mother that she is gay? Would you address your concerns with her? Why or why not?

5) What would you say if several group members began pressuring Casey to talk to her mother in real life and let her know about her sexual orientation?

Icon 20: Question 2 (p. 63)

2) How would you decide what to focus on with Jyl? Would you focus on her sadness over losing her father? Her issues with men? Her disappointment of not having become a pianist? What would guide you in your decision?

Icon 21: Question 2 (p. 64)

2) Given that Jackie has insight into her behavior, would you be inclined to suggest homework to her, and if so, what would this be?

Icon 22: Questions 1 and 2 (p. 64)

1) Jacqueline talks about striving to get her mother’s approval. What strategies would you use to facilitate her work?

2) Discuss what you consider to be the pros and cons of the leader being utilized by group members in role play.

Icon 23: Questions 1 and 3 (p. 67)

1) How were you personally affected as you observed Darren’s work described above? How might that influence the way you work with him?

3) Assume you are leading the group and after Darren’s work, he announces, “I’m feeling vulnerable and embarrassed. I can’t believe that I lost control like that.” How would you deal with this statement?

Icon 24: Questions 3 and 6 (pp. 69-70)

3) Assume that several members displayed anger toward James for having hurt a woman in his life. How would you respond?

6) Observe the nonverbal behavior of James when SusAnne is finished handing over to him the hurt she’s been keeping inside. How might you work with the nonverbal behaviors James expresses?

Icon 25: Questions 2 and 3 (p. 72)

2) Andrew says, “It’s like I’ve been stabbed, in my heart and my core.” What possibilities do you see of working with his symbolic and powerful words? Did any other words catch your attention for possible exploration?

3) Andrew says, “I want to let my hurt go out the back door. I want to put it in the freezer.” How might you intervene?

Icon 26: Question 1 (p. 78)

1) What value do you see in journal writing once a group terminates? Explain.

Icon 27: Questions 1 and 2 (p. 79) and Question 2 (p. 81)

1) How do you deal with endings in your personal life? How might that influence the manner in which you address group endings?

2) What are your ethical responsibilities to group members with regard to the termination of their group? Explain.

2) What would you say to a member in your group that said he was extremely disappointed in himself for doing so little in the group?

Icon 28: Question 1 (p. 82)

1) As a leader, how will you deal with a conflict that does not surface until the end of a group?

Icon 29: Questions 1 and 2 (p. 83)

1) A member says, “I don’t want this group to end. I’d like to see us continue meeting as a group.” What would you be inclined to do?

2) Assume Jyl were to say, “I revealed a lot about myself and took risks. Now I am sorry that I did because I feel more vulnerable and won’t have any place to go for support.” What might you say or do?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole.

GC PCN520 Week 6 Groups in Action Workbook Assignment

Groups in Action Workbook–Challenges Facing Group Leaders

Upon viewing the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

This portion of the workbook has 25 sections, each corresponding to a specific numbered segment of the DVD. Watch the DVD, stopping after each segment as indicated in the workbook and on the DVD.

Answer the assigned questions below:

Page 102 #4

4) Assume you are leading this group and during the check-in several members emphatically stated that they are not getting what they want and they are not sure that they will remain in it. What would you say?

Page 104 #2

2) How would you deal with a member’s concern about confidentiality?

Page 106 #2

2) How would you address Joel’s guilt about having taken up too much time and having disclosed too much?

Page 109 #3

3) Can you think of ways to work with Nadine so that she could get something out of the group, even though her attendance was mandatory?

Page 113 #1

1) Would you consider possible cultural messages to be relevant in exploring with Vivian her hesitation to express emotions? If so, how would you attend to that?

Page 114 #5

5) How can you facilitate Toni in establishing trust and safety? What would you say to her?

Page 116 #2

2) Assume you ask Nicole not to withdraw, yet she crosses her arms and curtly says, “I’m not going to say anything more.” How would you deal with this stance? Can you think of an intervention that might be helpful to her?

Page 118 #2

2) As a group leader, how would you react to Nicole if she told you that she wanted you to share more of yourself personally? If she tells you that she is hesitant to opening up and participating until she gets to know more about you, what would you say to her?

Page 120 #3

3) If Vivian were to tell you that she learns best by observing the process quietly, how would you respond?

Page 121 #7

7) How would you intervene if other members interpreted Galo’s quietness as meaning that he is judging them? What specifically will you say?

Page 125 #1

1) At the beginning of this session, there was a silence. Assume the silence was to continue for some time after you made an opening statement. What might you be inclined to say or do? How long would you let the silence go before you intervened? If members do not respond to the invitation to participate, what would be the next step for you?

Page 127 #3

3) If a member of your group was assuming the role of a co-leader, what direction would you pursue?

Page 131 #6

6) What would you most want to teach members about the consequences of not dealing with conflict when it arises in the group?

Page 132 #12

12) What is your greatest fear or concern as you think of yourself being the leader in this group where conflict is occurring?

Page 135 #2

2) Below are some of Galo’s statements. With each one, think of a brief response that you might make as a group leader.

1.     a) “I never had a voice at home.”

2.     b) “I grew up believing it was a sign of weakness to have and express feelings.”

3.     c) “In my life, people don’t seem to listen to me.”

4.     d) “I didn’t get my time in this session.”

5.     e) “I want you leaders to call on me.”

Page 137 #4

4) Assume that you were a member in this group when this conflict initially erupted. How might you have responded? What would you need from the leaders and other members that would be helpful to you?

Page 141 #6

6) What are your thoughts about leaders needing to be bicultural in order to be effective with bicultural clients?

Page 143 #4

4) Assume that a member in your group says, “I feel very different from others in here. I’m having trouble in making a connection with anyone.” How would you respond?

Page 144 #1

1) Sometimes members form alliances with one another within a group. Describe some ways that could facilitate or impede group cohesion.

Page 146 #3

3) How aware are you in your own life of how you respond to people who speak with an accent or use words incorrectly?

Page 148 #5

5) When members say that they have been discriminated against and oppressed, what interventions will you make to prevent this from evolving into an abstract discussion about society at large? How can you facilitate a more personal interaction within the present context of the group?

Page 150 #2

2) What are some common themes that you see emerging in this group?

Page 152 #4

4) How important is it for you to understand what the group member said in his/her own primary language and why?

Page 155 #6

6) How might you deal with a group member who is insensitive in the manner in which he/she relates to other members who are different?

Page 156 #2

2) What would you respond to a member who states, “There is really nobody in this group that I can identify with.”

Page 157 #5

5) What, if any, responsibility do you have as a leader when members show evidences of racism, ethnocentricity, prejudices, and stereotypes?

Page 159 #1

1) It is common for members to want answers from group leaders. How would you respond to such requests?

Page 162 #3

3) What are some important lessons you have learned about dealing with the range of problematic situations that often occur within a group?

Page 163 #6

6) What are some skills you most need to acquire or refine for you to more effectively address the challenging situations you observed?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges(8th ed.).Belmont, CA: Thomson Brooks/Cole.

GC PCN520 Week 6 Group Design Part 3 Assignment

Details:

In narrative form (1,000-1,500 words) present the first two group sessions.

Assume that one participant states that he/she “is uncomfortable being with groups and really does not want to be here.” How would you as the group leader address this?

Over the next three to four sessions, challenging issues arise. Choose three issues from the following list that are realistic to your group type and describe how you would handle these situations.

1.     Sexual abuse

2.     Homosexuality

3.     Religious preferences

4.     Abortion

5.     Use of illegal drugs

6.     Drinking and driving

Develop a plan for how you will start the transition of ending your group.

Assume that one participant must be referred to ongoing services. Describe how you, as the counselor, will handle this referral for continued services. Will you continue with individual services, refer to another therapist, or refer to another group?

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Submit Group Design Part 3 to the instructor by the end of Module 6.

GC PCN520 Week 7 Group Design Final Product Assignment

Details:

Write an abstract that presents a complete, concise overview of all parts of the project.

Compile parts 1-3 together in one document. Be sure to make any corrections previously suggested by the instructor for parts 1-3.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is required.

This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Submit the assignment to the instructor by the end of Module 7.

GC PCN520 Week 8 Practice Exam

Addiction Counseling Quiz

#1. Which of the following is not true of group counseling?

#2. Which of the following is considered a psychological risk of participating in a therapeutic group?

#3. According to the ASGW’s Best Practice Guidelines, informed consent involves?

#4. Certain types of members can sap a group’s energy for productive work. These include…?

#5. If the goal of a group is the simulation of everyday life, then it is a good idea to have?

#6. Which of the following statements is not true regarding ways group members can be encouraged to get more out of their experience?

#7. When helping group members to define their personal goals, it is important to remember that?

#8. Which of the following is characteristic of a working group?

#10. The therapeutic factor in groups that involves a willingness to specify desired modifications of one’s behavior is?

GC PCN520 Week 8 Brief Personal Reflection Paper

Details:

Write a personal reflection paper (400-750 words) summarizing the following:

1.     Most significant things you learned about group counseling in this course.

2.     Most significant things you learned about yourself as a potential group leader.

3.     Specific skills and experiences that you believe you need to develop in order to be a competent group counselor, based on your current strengths, weaknesses, and prior experience.

4.     Your areas of greatest confidence and lack of confidence when you think about leading counseling groups.

5.     Types of groups you might enjoy leading in your future career as a counselor.

Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.