Faculty Contact Information:
Clement Marcantonio, Ed.D.
Email: clement.marcantonio@lnd.amedd.army.mil
Phone:DSN 486-8141 or civilian 06371-15917
Address: LRMC Box 799 CMR 402 APO AE 09l80
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Consultation:
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30 minutes before and after class and by appointment
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Required Texts and Readings:
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Corey, G. & Corey, M. (2002). Groups: Process and Practice (6th ed.). Pacific Grove, CA: Brooks/Cole.
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Supplementary Readings:
All graduate students should be prepared to utilize the UMUC online library at http://www.umuc.edu/library/. The library contains a large number of full text academic journals that are free of charge and immediately available. The library homepage also contains a number of links related to improving students’ research and writing skills.
Corey, G., Schneider Corey, M, Haynes, R., Evolution of A Group, Student Video & Workbook, 2000, Brooks and Cole, Ca.
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Recommended Journals:
A variety of full-text, online, free-of-charge and pay-per-view academic journals are listed on the Counseling Webboard at http://www.ed.umuc.edu/graduate/webboards/
Journal of Counseling Psychology at http://www.apa.org/journals/cou.html
Journal of Group Work
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Course Description:
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The primary objective of this course is to acquaint students with important skills that are considered to be prerequisites for effective group counseling as well as working with other kinds of groups. These skills include the basics of group dynamics and an introduction to the laboratory training method of working with groups. Students may receive credit for only one of the following courses: GUCO 531 or EDCP 617. Prerequisites: PSYC 502 and PSYC 534.
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Course Goals:
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This course is designed to acquaint the student with the theoretical concepts and fundamentals of group counseling as outlined in the CACREP common-core curriculum area of Group Work. Students will examine counseling theories and research related to group work along with learning micro-skills related to group development and dynamics. The course will provide students with a beginning knowledge of conducting a group. An experiential component as a simulated counseling group will provide opportunities for practice and for personal and professional development.
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Course Objectives:
1. Know the major theories of group counseling.
2. Be able to apply group therapeutic techniques.
3. Have acquired group counseling skills.
4. Be familiar with problems encountered in group counseling.
5. Be familiar with ethical issues in group counseling.
6. Understand personal development through group activities.
7. Understand individual, interpersonal, and intragroup issues that occur in group counseling.
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Grading Information:
Grades for this course will be assigned as follows:
A 92%
B 80 – 91%
C 70 – 79%
F Below 70%
Basis for Grading:
. Class participation and attendance 35 pts
. Position papers and group presentation 15 pts
. Final Paper 25 pts
. Final Examination 25 pts
Please note that Bowie State University does not use "D" for graduate students. The grade F(a) is used to designate academic failure. F(n) is used to designate failure for non-completion. Grades of Incomplete or Withdrawal are governed by UMUC-Europe policies. For further details, please refer to the UMUC-Europe Graduate Catalog, available in your local Education Center or online at http://www.ed.umuc.edu/general_info/publications/catalogs.
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Course Requirements:
Graduate school at the masters level focuses on helping students obtain the education needed for success as professionals in their chosen fields. Thus, UMUC-Europe Graduate Programs and Bowie State University share the common goals of promoting excellence in academic scholarship through thoughtful inquiry and the skillful application of knowledge and theory for the betterment of society.
In order to maximize your graduate educational experience in general and this course in particular, you are required to:
Participate in classroom discussions 10%
Write graduate level papers or case studies 30%
Orally/visually present prepared material 20%
Complete one or more written examination(s) 40%
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Description of Course Requirements:
Participate in classroom discussions: You are expected to come to class prepared to engage in all discussions in a professional and informed manner. Usually this requires two to three hours of additional for every hour of a face-to-face class and approximately ten hours of preparation per week for a DE class.
Write graduate level papers or case studies: You are required to conduct professional-level research, including appropriately citing works of others and avoiding plagiarism. Plan on committing approximately 150 hours over the duration of this course to producing professional level deliverables.
Orally/visually present prepared material: You are required to present your research in a professional manner. In a face-to-face course, this typically means an oral presentation accompanied by appropriate visual material. In a DE class, this means creating a visual/textual presentation for your instructor and classmates.
Complete one or more written examination(s): The examination process in this class will assist you in developing the writing and critical thinking skills necessary to successfully passing the comprehensive exam required of all graduate students. The questions used for this course will either be taken directly from past comprehensive exams or written as though to be included on a comprehensive exam.
The quality and degree of participation in class discussion constitute class participation. Participation also includes class attendance, punctuality, group project (both written and oral), and active use of the Web Board.
Students will form groups of four and will submit a written proposal for any of the following group populations: Children, Adolescents, Adults and Elderly. Further guidance about the structure and length of the group poject will be given on the first day of class.
Students will submit three short papers:
. Ethical Issue Position Paper. Based on Chapter 3 of the text
book, select a particular ethical issue of interest to you
as a group leader and develop your ideas on this question
(about 2-1/2 pages).
. Your Most Difficult Member. See yourself dealing with
a form of resistance or a particular behavior problem
of a group member. How is this particular behavior
troubling you and how you are going to deal with it
therapeutically (about 2-1/2 pages).
. Group Leadership Issue. Based on the chapters of the text,
select a group leadership topic to explore. Be specific and
take a stand (about 2-1/2 pages)
FINAL PAPER. This paper is to be written in two parts.
PART I: Review carefully Chapters 1&2 of the class text book
and describe in detail your own theoretical orientation to
group work. Complete the "Attitude Questionnaire" and "Self-
Assessment of Group leadership Skills" and include a
description of your own personal qualities and group
leadership skills. Be specific about techniques and leadership
styles that impressed you and those that did not.
PART II: Seccessful group work depends very much on your
ability to lead the group through the various stages of group
interaction. Successful execution of each of the four stages
(initial, transitional, working and closing) calls for an
awareness of the obstacles and challenges that group members
are expected to encounter as they move through the various
levels of group interaction. Give a clear concise and detailed
description of the assets and leadership qualities that will
enable you to handle the challenges every group leader is most
likely to face throughout the four stages of the group process
(about 10-12 pages).
SMALL GROUPS. Almost half of the time throughout the entire course
is allotted to small group participation. You will have several
opportunities to co-lead your small group and receive afeedback from fellow participatns in your group and the supervisor. To make these small groups work effectively, you will need to participate in a
personal way, by sharing your thoughts and feelings as it pertains
to what it is like for you to be part of your experiential group.
You are expected to give feedback to others and also to listen to
and consider feedback you receive from others.
WEB BOARD. Students will be enrolled in Web Board conference for GUCO 531 Group Counseling. This is designed as interim tool of
communication between weekend classes. Students will make use of the Web Board by sharing their thoughts, feelings and insights as it pertains to their group experience. As part of their "class participation", students will avail themselves of the Web Board
following each of the weekend group experience.
GUIDELINES FOR ASSIGNED READINGS AND PAPERS
. Assigned readings should be carefully read and studied before
each weekend session. This requires that students purchase
the Class Textbook for GUCO 531 at least a week prior to the
first weekend. Read twice Chapters 1,2,3,4 & 5.
. Papers are to be typed, double spaced in APA format; grammar
punctuation and spelling should be excellent. Your writing
style should make your meaning clear. Poorly written papers
will be returned for revision. Papers are expected on time,
so plan your work accordingly.
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Course Schedule:
This schedule presents 16 units or modules, with each unit corresponding to a regular three-hour weekday meeting, a half-day on weekends, or a full week of DE.
Course Synopsis and Dates: March 27-28, 17-18
April 17-18
May 2-3, 15-16, 2004
WEEK ONE
Initial meeting:
Introductions
Review of syllabus
Clarification of goals, objectives and requirements
Orientation to subject
Second meeting:
Ethical Issues in Group Work
The Group Counselor as a Person
Issues in Forming Groups
Third meeting:
Introduction to Initial Stage of a Group
Begin Small Groups
Fourth meeting:
Lecture, Demonstration, and Discussion
Issues during the Initial Stage
Groups Characteristics of Early Stage of Groups
Role of Leaders and Members
Clarification of Goals
Demonstration: Initial Stage
Assigned Readings for Week One: Chapters 1,2,3,4&5
WEEK TWO
Fifth meeting:
Transition Stage, Demonstration and Discussion
Characteristics of Transition Stage
Key Tasks
Sixth meeting:
Conflict and Confrontation
Leader's Reaction to Resistance
Small Groups
Seventh meeting:
Dealing with Resistance and Difficult Group Members
Demonstration
Student Led Groups (with supervision)
Eighth meeting:
Assessment of Progress of the Small Group Sessions
Proposal for Group Reports
Assigned Readings for Week Two: Chapter 6,
Selected readings from the Theory and Practice of Group
Psychotherapy (Yalom, I. D. 4th Edition)
WEEK THREE
Ninth meeting:
The Working Stage, Lecture, Demonstration and Discussion
Group Process at Working Stage and Issues
Characteristics of the Group at the Working Stage
Differences between Working and Nonworking Groups
Tenth meeting:
Discussion on How to Assess Group
Therapeutic Factors of Group: Survey of Major Therapeutic
Fators and How change occurs in Groups
Eleventh meeting:
Overview of Some Theories of Group Counseling:
Theories Dealing with Cognition, with Expression of
Feelings, with Behavior (action plan)
Integration of Thinking, Feeling and Doing
Ways to Apply Theory to Group Work
Twelfth meeting:
Developing Your Own Style of Group Leadership
Student Led Groups (supervision)
Reflecting on weekend (assessment of progress of small
group sessions)
Proposal for Group Reports
Assigned Readings for Week Three: Chapter 7
Selected Readings from the Theory and Practice of
Psychotherapy (Yalom, I. D.)
WEEK FOUR
Thirteenth meeting:
Final Stage, Lecture, Demonstration and Discussion
Focus of the Ending Stage of Group
Tasks of the Final Stage
Fourteenth meeting:
Methods of Helping Members Integrate Learning
Specific Techniques for the Final Stage
Challening Members to Develop Action Plans
Fifteenth meeting:
Evaluationof the Group Experience
Student Led Groups (with supervision)
Summarize and Integrate Learning
Sixteenth meeting:
Each Group presents Highlight of Group Development
All written reports/assignments due
Final Examination
Class Evaluations
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Academic Policies:
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Please refer to the UMUC – Europe Graduate Catalog, available online at http://www.ed.umuc.edu/general_info/publications/catalogs/ or from your local Education Center, for information on the following:
Academic Integrity
Course Load
Exception to Policy
Grade Appeal Process
Make-up Examinations
Nondiscrimination
Students with Disabilities
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Faculty Bio:
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Dr. Clement Marcantonio earned Doctor of Education degree in Psychology, Marriage and Family at the University of Northern Colorado; he is a Clinical Member and Approved Supervisor for the American Association of Marriage and Family Therapists and National Certified Counselor; pursued post-doctoral training in Marriage and Family Therapy at the Palo Alto Mental Research Institute, CA., and at Milano Systemic Family Therapy Center; presently,works with Groups at the In-Patient Psychiatric Clinic at Landstuhl Regional Medical Center; has taught graduate courses in excess of 25 years for the University of Southern Cal, Boston University and University of Maryland.
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