Course Syllabus:    HMS 107  Small Group Interaction Techniques       (3 Credits)       Rev. 12/12  Course Description This course contains a variety of didactic, introspective, reflective, and interactive approaches to the complex issues involving the use of groups for substance abuse treatment, personal development, and for other supportive psychological and social interventions. Students will be required to contact and visit a community service agency or non-profit organization which offers an environment of group support for clients or program participants. Instructor Information

Mary Ray, PhDHuman Services Program Coordinator/InstructorGreat Basin CollegeElko Campus1500 College ParkwayElko, NV 89801Office 116Health Sciences and Human Services Support Staff: Dianna Byers: (775) 753-2301Mary Ray Office Phone: 775-753-2005Fax: (775) 753-2151mary.ray@gbcnv.edu Office Hours Course messages may be left at any time. Contact the instructor by phone or office email. Generally, phone calls are returned by the end of the next business day.  Required Text and Materials

VHS video and Workbook: Evolution of a Group by Corey, Gerald and Marianne Schneider Corey  

(Brooks/Cole/ITP:Thompson) ISBN-13: 978-0-534-36324-6

Highly suggested textbook: 101 Interventions in Group Therapy by Scott Simon Fehr (Routledge) ISBN:978-0-415-88217-0

 

Regular, reliable internet connection and access to a current word processing program such as MS Word.

Review of official publication materials/websites from widely-recognized self-help organizations from the following list:

“Alcoholics Anonymous” (www.alcoholics-anonymous.org) 

“Rational Recovery” (www.rational.org)  

“Overeaters Anonymous” (www.oa.org) 

“Al-Anon” (www.alanon.org )  

Course Goals 

This course is designed to acquaint the student with evidence-based principles and ethical practice in identifying effective methods of small group formation and management. Course Objectives  Upon completion of the course, the student will be able to: 

1. Identify strength-based communication, assessment, and intervention skills common to small group facilitation and management 

2. Identify evidence-based, ethical concepts and behaviors related to human/social services standards of practice when leading small groups

 Expected Learner Outcomes and Methods of Measurement

 I. Identify strength-based communication, assessment, and intervention skills common to small group facilitation and management   Measurements: Journals, class participation/discussions, essay, intervention plans, exam

 II. Identify evidence-based, ethical concepts and behaviors related to human/social services standards of practice when leading small groups 

Measurements: Journals, class participation/discussions, essay, intervention plans, exam

  Methods of Instruction 

Learning methods include the following activities:

Reading assignments Group observation Class discussions

Written assignments

Class presentations Final examination

Grading Policy The following percentage grade point scale will be used:A ≥ 93  A- 92-90  B+ 89-87  B 86-83  B- 82-80  C+ 79-77  C 76-73  C-72-70  D+69-67  D 66-63  D- 62-60  F>60 Late Work Policies  Students are expected to participate and to complete all assignments on time.   It is a student’s responsibility to initiate the process of making up missed coursework/assignments, and/or obtaining missed instructional content. Incomplete grades may be requested/granted per GBC policy. Incomplete grades must be requested by the student prior to final exam week, and must be made up during the following semester per GBC policy. Late points are permanent and will continue to accrue until the student and instructor agree that an incomplete will be issued.  Students should check grade books regularly for monitoring current scores/academic progress and for viewing instructor comments.   In order for late work to be considered for a grade, students must notify the instructor of late assignments or late discussion posts. Late submissions made without instructor notification may be missed, and may not be graded. No submission or discussion will be graded after the posted final deadline for late/make-up work. No student work will be accepted for a grade after the final exam has been submitted. 

To be fair to students who turn work in on time, unexcused late work will receive an immediate 10% deduction, and additional deductions will be made in increasing amounts thereafter. Generally, technical problems and/or difficulty with obtaining the textbook will not be considered as excused; allow ample time to complete assignments in order to meet deadlines.

 

Important Note :   A student who logs into the course, and then fails to participate, ceases to participate, and/or does not officially withdraw from the class will receive a grade at the end of the course which reflects the total of actual points earned, even if that number is a zero. Students wanting a grade of “W” must withdraw from the course prior to the deadline published in the current GBC catalog. 

It is recommended that all assignments be completed, no matter how late, due to the educational value of coursework. Late assignments or posts are accepted until the posted deadline for all late/make-up work or until the final exam has been submitted. Extra credit may be offered at the instructor’s discretion, but ALL assignments must have been completed and submitted on time prior to requesting extra credit assignments.

Attendance Policy Per this GBC catalog statement: “You must participate in classes regularly if you intend to obtain the full benefits of instruction.”  It is important to keep up with written and discussion assignments. If students have difficulty participating due to technical problems (which cannot be resolved by calling the Help Desk at 775-753-2167), or in an emergency, notify the instructor to make arrangements for making up missed class work/assignments to avoid grade deductions. Students are required to read all discussion posts. This is monitored by the instructor.

Plagiarism Policy

VERY IMPORTANT:  90% of the content of journal and discussion post assignments to be written in the student’s own words. Information from the textbook and/or websites may be summarized, but this must be accurately cited. In journal assignments and discussion posts, page numbers indicating the location of information must be supplied in parentheses immediately following the sentence or sentences in which the information was used. Phrases or sentences copied word-for-word from websites or the textbook, or any other published materials must be written in quotation marks and cited. Originality checks will be used, and plagiarism (non-cited word-for-word copying of phrases or sentences) will not be tolerated. If non-cited/copied material is found, the student will be given one opportunity to re-write the work within a time limit, and not for more than a 70% score.  A second incident will disqualify the work, or result in a zero score…and also may result in reporting for disciplinary action by GBC/HSHS Department. Use the "Turn it In" feature for written assignments.

Accommodations for Students with Disabilities Great Basin College is committed to providing equal educational opportunities to qualified students with disabilities in accordance with state and federal laws and regulations, including the Americans with Disabilities Act of 1990 and Section 504 of the Rehabilitation Act of 1973.  A qualified student must furnish current verification of disability.  The Director of Services for Students with Disabilities (Julie Byrnes) will assist qualified students with disabilities in securing the appropriate and reasonable accommodations, auxiliary aids and services.  For more information or further assistance, please call (775) 753-2271.

 Additional Course Policies  

1. Due to the sensitive nature of some subject matter in this course, students are expected to present thoughtful reviews of the material, and to offer appropriate, scholarly commentary. Discussions are for the purpose of sharing topics from the course, and are not to be used for personal communications. 2. Students are to maintain the confidentiality of others, including classmates, and/or guest presenters, as applicable. During this course, students are expected to demonstrate respectful, ethical behaviors, as outlined in the GBC Catalog, when participating in GBC activities with peers, instructors and/or speakers in any class meeting, interactive video session, and/or online discussion. Emails and threads should contain the name of the sender and addressee, be written with correct grammar, punctuation, capitalization, usage and style. Please use the spell check feature, and avoid slang or contractions. Points may be deducted for work which fails to comply with this policy. 3. This is an interactive class in which your input is needed to enhance learning—for yourself and for the others in the class. Timely and regular participation in threaded discussions is required.

4. Assignments should be typed in 12-point font, double spaced, using Times New Roman font, and be logically organized, and should contain references to reliable sources. Essays must contain a cover and reference page, an abstract, citations and references which reflect research that is documented per the American Psychological Association (2001) Publication manual of the American Psychological Association (5th. ed.). Washington, DC: APA. You may access APA at the following site: http://www.apastyle.org .The Academic Success Center personnel and/or the GBC librarians can help you with APA style/format questions. The instructor will not provide detailed feedback about style/composition, or opportunities for rewriting solely for the purpose of implementing/correcting format/style to increase a grade. Points are deducted for work which fails to comply with these requirements.  5. If you are having technical difficulties, first call the GBC technology help desk number (775-753-2167) for technical assistance as soon as possible. If you are unable to resolve the problem, then notify the instructor. Unresolved technical problems are not generally considered valid in terms of excused late work. 6. To avoid late penalties, the instructor must be contacted prior to a due date when seeking to arrange alternative arrangements for submitting late assignments, obtaining an excused extension, making-up work, and/or for requesting an incomplete for the course. Late points are permanent, and stop

accruing only after the student and instructor agree that the student will receive an incomplete or an incomplete for the course.  7. Students may not use the e-mail addresses of other students, faculty, or staff for purposes unrelated to this class. Violations may lead to disciplinary action.  8. There is a risk of losing data or an assignment if responses are typed in instead of uploading your work in a file that you have saved. You may upload multiple files in one assignment--until you click “submit.” Once you have submitted an assignment, you will no longer be able to add pages or files to that assignment, so do not submit assignments until you have completely finished them. Obtain permission from the instructor before emailing an assignment or any part of an assignment.   IMPORTANT reminder: College level writing is required, in all written assignments, discussion posts and email messages. Points will be deducted for errors in spelling, punctuation, grammar, and for failure to use APA style/formatting or for lack of documentation, where required. Ideas from the textbooks must be indicated by the use of page numbers (except in the essay, where full APA documentation is required).    Course Outline/Schedule/Assignments  Week 1(Each week ends Sundays at 11:59 PM and begins Monday mornings at 12:01 AM. Exact due dates are in the course. ) Topics: Welcome to Class! Introductions. Overview of the course and course requirements. Assignments (Please complete by the end of Week 1:  ___Obtain the required study guide, video, and course materials ___Print out a copy of the syllabus and read the entire syllabus. Use it as a checklist to complete assignments.  ___Mark your calendar with the due dates for all of the assignments  ___Read the introduction to the textbook

 ___You may choose to watch the entire video at this time, but note that watching specific sections of the video have been assigned throughout the course; view each of the assigned sections of the video in order to complete coursework ___Note instructor’s posts in the course announcements. Check for new announcements every time that you enter the course ___Students are highly encouraged to keep a private journal of personal insights. Personal counseling is not required for this course, but if you are experiencing significant emotional distress about any issues that may arise, please contact the Julie Byrnes (775-753-2271) for assistance with obtaining counseling referrals ___Introduce yourself to the class in the “Introduction” discussion area. You may share with the class information such as why you are choosing to take this course at this time, and about your learning/education/career goals. Include information about the role of support or therapy groups in society, and perhaps in your life experiences. Discuss challenges that people can have with the change process and with changing habitually self-defeating behaviors. What are some ways groups of people have supported you? This week’s discussion will not be graded, but what you learn from sharing ideas and information with one another can be very useful, not only for completing the course discussions, but also for learning and applying the course material. Confidentiality guidelines are an integral part of this course, but you are never required to reveal anything personal about yourself or others about which you are uncomfortable discussing.  ___There are no graded assignments due this week. However, complete the pretest on pages 6-10 in the Study Guide, and write out a brief comment about each of the 25 questions/your responses to the pretest in the “Pretest” section of the course. Submitting a completed pretest by the due date/time will result in 5 bonus points.  ___A reminder that access to the Study Guide and the “Evolution of a Group” video is essential for completing assignments for this course. A DVD version is not available, so please arrange for viewing the VHS video. 

Assignment for next week: Read: Study Guide, pages 1-15. Review video sections: Initial Stages #1, #2, and #3  Week 2 Topic: Creating a group and defining the group process. Learning Goals: Identifying the process of group formation, recognizing the early stages of group dynamics, and defining group roles and responsibilities Activity for this week:  __Participate in Class Discussion #1 by identifying and analyzing information about one issues related to the initial stages of a group from the readings in the study guide, pages 1-15, and video assignments: Initial stages, 1,2 and 3. Try not to duplicate what other students have posted. Post a response to at least one of your classmates’ comments—for a total of two separate posts. See the syllabus for details about discussion post requirements. __Complete Journal Assignment #1 by writing responses to the four questions on page 15 in the study guide. Your answers should be based on a combination of information from this week’s readings, your own experiences, and the “Member Functions” and “Leader Functions” sections on pages 13, 14, and 15. Also, do additional readings or research needed in the supplemental text or other evidence-based psychology material order to fully meet your learning needs and to complete assignments in a meaningful way. Remember that 90% of assignments must be in the students own words, and in order to give propre credit to the work of published authors, include citations immediately following the material summarized, and to use quotation marks for copied material. Video sections may be quoted or summarized. Page numbers may be used as citations for the study guide and the supplemental text. Contact the instructor with concerns or questions about this, or any assignment. Assignment for next week: Read Study Guide, pp 16-28. Review video sections: Initial Stages #4, #5, and #6  Week 3

 Topic: Group Leadership Functions Learning Goals: Explore the functions of group leaders and group dynamics in the initial stages  Activity for this week: __Participate in Class Discussion #2 as per Week 2 instructions and assignments. __Complete Journal Assignment #2 as follows: Read the “Group Leadership Checklist” pp. 10-12. Part 1: Write a 2-3 line definition using your own words to describe the meaning of each of the 16 group leader skills listed in bold on pages 10, 11, and 12. Part 2: Write or describe accurate, evidence-based responses for each of the five questions on page 26. Do not copy or quote from the study guide for this assignment. Describe each answer in your own words, but remember to indicate the rationale for your answers, and to give the source(s) for summarized information after each and every response! Assignment for next week:  Read study guide, pp. 16-19. Review video sections: Initial Stages #7 and #8  Week 4 Topics: Initial Phase of Group Interaction Learning Goals: Establishing client-centered goals and orienting group members to the group Activity for this week:  __Participate in Class Discussion #3 by choosing one client from the list of clients on pp. 18-19 in the study guide and identifying five client-centered goals for this client. Document the source of your information/rationale for each goal. Sources must be evidence-based, and not just student opinion.  

__Complete journal assignment #3 as follows: Part A: Write your responses to the self-inventory on page 16, and write a 10 sentence (or more) summary in complete sentences about your findings and your thoughts about your inventory results. Include quotations, information and citations from ideas from the video and/or readings. Part B: Describe a 20 sentence (or more) description about your group leader orientation during the first meeting of a new codependency group for spouses/partners of chemically dependent clients. What information would you like this group to know about in terms of group policies, group goals, and group guidelines? How will this group be different from Al-Anon (review Al-Anon website). Include sources for your information and cite evidence-based rationale to support your suggestions and guidelines. Assignment for next week: Read study guide, pp. 20-38. Review video sections: Initial Stages #9 and #10.  Week 5 Topic: Group Management, Ethics and Confidentiality Learning goals: Establishing a psychologically “safe”, respectful environment for group participants  Activity for this week:  __Participate in Class Discussion #4 about the key points from the readings and any insights you wish to share from your journal assignments.  __Complete Journal Assignment #4 by: Attending a live, facilitated support group meeting, or a self-help group meeting (preferably a 12-Step or self-help meeting) with at least 3 or more people, for ½-to 1 hr. Summarize your observations by writing a 20 sentence summary using complete sentences. Describe examples of ways in which logistics, group guidelines, confidentiality, leadership, and meeting goals were defined and managed during your observation. Include information about setting, facilitator, public access, group policies, etc. Cite at least one evidence-based or 12-Step Program-based resource to support your opinions. See the instructor if you need help with making arrangements for this assignment. With PRIOR instructor approval ONLY, you may use the class

video for this assignment, but 10% will be deducted from your score if not attending a live group. Assignment for next week: Read study guide, pp. 39-49. Review video sections: Transition Stages #11, #12, #13, and #14   Week 6 Topic: Transition Phase of Group Interaction Learning goals: Recognizing the movement of a group toward cohesiveness and supporting the development of interdependency Activity for this week:  __Participate in Class Discussion #5 by analyzing topics and activities from your study guide readings, the video, and your activities related to last week’s journal assignment.  __Complete Journal Assignment #5: Part I: Write responses to the 7 questions on pages 50-51. Cite reliable (published print or internet) sources to support your opinions/answers for EACH question. Part II: Choose one client from this assignment, and list and describe FIVE personal strengths that you have noted in that client from the video interactions you have observed. Support your observations with evidence-based, cited information from the readings/course materials. Assignment for next week: Read study guide: pp. 49-56. Review video sections: Transition Stages #15 and #16  Week 7 Topic: Working Phase of Group Interaction Learning goals: Identifying strategies for developing supportive group interactions Activity for this week:  

__Participate in Class Discussion #6 about the topics on page 53. __Complete Journal Assignment #6 by writing accurate responses to questions 1 through 8 on pp. 59 and 60. Responses should contain at least 4 lines each. Write in complete sentences, in your own words. Cite and reference evidence-based rationale for each response.  Assignment for next week: Read study guide, pp. 57-61. Review video sections: Working Stages #17, #18, #19 and #20  Week 8 Topics: Special topics in groups: Diversity  Learning goals: Exploring issues in individual and cultural diversity within group contexts. Developing leadership skills relating to maintaining a “safe” environment for self reflection and personal growth Activity for this week:  __Participate in Class Discussion #7 about topics and activities related to the video and your readings that reflect diversity issues. Give examples from the video and cite information from the readings/supplemental materials. __Complete Journal Assignment #7 Part I: Write a five-sentence (or more) response for each of the two questions on page 62. Part II: Briefly describe TWO group situations from the video which illustrate issues related to client diversity (differences in culture, race, religion, political beliefs, sexual orientation, etc.). Write one client-centered GOAL for one client that relates to resolving diversity issues/conflicts within the group. Include evidence-based rationale and cite sources for all responses in both Parts A and B. Assignment for next week: Read study guide, pages 61-66. Visit each of the self-help websites listed on the first page of the syllabus. Review video sections: Working Stages #21, #22, and #23  Week 9

 Topic: Special topics in groups: addiction, codependency and other personal development issues Learning Goals: Exploring the challenges and benefits of self help groups. Writing a group plan Activity for this week:  __Participate in Class Discussion #8 about the topics and activities from the readings as specifically related to groups focused on addiction/codependency intervention and treatment. What “special issues” (if any) would you expect these participant to encounter in self-help groups, and why? Support your statements with factual information and cite your sources. __Complete Journal Assignment #8, Part A by reviewing the AA (or RR) or OA website. After reading the organizational literature/information, write a 20 sentence description in complete sentences about both the benefits and challenges participants can experience when attending self-help groups. Cite your resources. Part B: Define and describe 3 OBJECTIVES for a participant of a self help group. Cite sources for your rationale for each of the objectives. Assignment for next week: Read study guide, pp. 66-74. Review video sections: Working Stages #24 and #25.   Week 10 Topic: Special Client Populations: Psychiatric Issues, Dual Diagnosis and Suicidal Clients Learning Goals: Recognizing mental health disorders and making appropriate referrals.Managing a suicidal, violent or threatening situation in a group setting. Documenting client progress Activity for this week: __Participate in Class Discussion #9 about the topics related to “dual diagnosis” and “at-risk” clients. Identify and describe mental health

issues which might require psychiatric care. Include in your discussion about the ways a group leader could recognize and manage a potentially suicidal and a violent participant in the group setting.  __Complete Journal Assignment #9 by writing about 10 specific client situations/behaviors for which you would refer for a psychiatric/mental health evaluation because you suspect this client has a serious emotional and/or behavioral health problem that is beyond your scope of practice as group leader. Identify the specific referral you would make for each of these situations. Local (real) referral information is required.   Assignment for next week: Read study guide, pages 75-80. Review video section: Ending Stages #26, #27 and #28.   Week 11 Topics: Group Dynamics: Children and Teens, and Implementing the Completion Phase of Group Work Learning Goals: Identifying the special needs of children and teenagers in group settings. Preparing group participants for the termination process. Activity for this week: __Participate in Class Discussion #10 about the topics related to internet/supplemental readings related to children and adolescents in groups. How might children’s behavior in a similar group setting as that in the video differ from the adult group behavior observed in the video? What are some special considerations for group leaders when working with adolescents in groups? Provide information and examples from resource materials. __Complete Journal Assignment #10, Part A by describing at least two age-appropriate strategies for engaging children in group work for: (1) children age 5 and under, (2) children from ages 6-12, (3) young teens, ages 12-16, and, (4), older teens, ages 16-19. Cite your sources of information. Part B: In at least 10 complete sentences, observe and OBJECTVELY describe the behavior and attitudes of child of any age under the age of 18 while the child is interacting with an adult.

Citations/references are not required for Part B. Observations should be objective, as if you were holding an audio/video camera to monitor/record what you see and hear. Do NOT add editorial comments. Do NOT make assumptions.    Assignment for next week: Read study guide, pages 80-88. Review video section: Ending stage #29 to end of tape. Prepare an intervention plan--due next week. See the syllabus description of the intervention/treatment plan assignment (below) for details. Contact the instructor with questions.   Week 12 Topics: Recognizing and Summarizing Group Accomplishments Learning Goals: Exploring the process of preparing a group for termination and summarizing accomplishments.  Activity for this week:  __Submit an intervention plan in the "Intervention Plan" discussion area by copying and pasting your work in one of the discussion boxes. Read all other student plans as well. Discussion feedback responses are optional, but invited. See the syllabus description for intervention/treatment plan assignment (below) for details. Contact the instructor with questions. Assignment for next week: Research progress note formats (SOAP, DAP). Prepare a progress summary note--due next week. Instructions are in the assignment description area of the syllabus (below). Contact instructor with questions.   Week 13 Topic: Strategies for Continuity of Care Referrals Learning Goals: Recognizing the need for referrals and for developing supportive resources  Activity for this week:

 ___Submit "progress summary" note by copying it and pasting your work in a discussion box in the "Progress Summary" discussion area. Read all student posts. Feedback response posts are welcome, but are optional. Assignment for next week: Complete your research essay by the end of Week 14. Read the research-based essays which will be pasted in the Essay discussion area boxes by the end of Week 14. Contact the instructor with any questions.  Week 14 Topic: Strategies for Group Leaders: Reviewing Accomplishments in Groups  Learning Goals: Developing summaries that reflect progress toward goals and objectives Activity for this week: __Complete and submit research essay by Sunday night. Post your essay in the “essay” discussion area by copying it and pasting it into one of the discussion boxes so that your classmates can read your work and respond to your research. DO NOT email your essays to the instructor. __Assignment for next week: Read all posted essays. Prepare a response post to ONE of your peers' essays per the essay response instructions under "Assignment Instructions" in the syllabus (below).  Week 15  Topic: Assessment and Identification of Effective Groups. Continuing/After-Group Planning Process Learning Goals: Analyzing effectiveness of individuals and groups.The assessment process. Activity for this week:  

__Participate in the discussion by posting your analysis ONE topic selected from ONE of the posted student essays. Post your essay response by the due date on Sunday night. See the syllabus (below) for further instructions about the essay analysis. Assignment for next week: Prepare for the final examination. See instructions in the syllabus for the information that will be covered on the final exam.  Week 16 Assignments:  ___Final examination due on or before Tuesday of final exam week by 11:59 PM ___Course evaluation due  Course Rubric for Grading Assignments 90-100%   Exceeds expectations and requirements Addresses all elements of assignment with high degree of accuracy and clarity Demonstrates high levels of critical thinking and practical applications Discussion responses are documented, thought-provoking, accurate, and advances/builds new thread(s) Documents sources with citations/references per APA style requirements  80-89% Meets most expectations and requirements Addresses most elements of assignment with accuracy and clarity

 Applies theoretical material in several areas or in most applications Discussion responses are reflective, continues threads, meets minimums, evidence of documentation or citation of source(s)  Few errors in APA style/formatting  70-79% Meets some expectations and requirements Demonstrates understanding of material with minimal insight Some required information/elements not addressed/some inaccuracies Discussion responses do not clarify points, merely reflective, no new information, meets minimums, some documentation missing Multiple errors in APA style/formatting  60-69% Meets few expectations and requirements Most required information is missing/is inaccurate and/or many elements unaddressed Discussion responses do not clarify points, undocumented opinion(s), some minimums not met Many errors in APA style/formatting  Below 60% Meets little or no expectations and requirements Many inaccuracies and/or does not address most basic elements of the unit

topic Does not meet minimum discussion requirements, poorly written, contains all undocumented opinion Fails to meet APA style/formatting requirements  0 % No submission Wrong assignment Undocumented use of another's work/violation of academic honesty policy  Assignment received too late to qualify for points  File Submission Information Submit assignments prior to due date/time. Save work files as a MS Word (.doc/,docx) or as an RTF (rich text format) file or pdf file before uploading them into course, or before pasting your posts onto the discussion boards. If you type an assignment directly into the course, you may risk data loss if the system closes unexpectedly. If I cannot open your work, then I cannot grade it. If you find a zero in your grade book, contact me as soon as possible.     DO NOT EMAIL assignments to the instructor without prior permission.    Assignment Summary                                                              Points possible                           10 Journal assignments @ 20 points each                                            200  

10 Class Participation/Threaded Discussions  @20 points each        200       Intervention Plan                                                                                         100 Progress Summary                                                                                    100 Research Essay                                                                                         150   Essay Discussion                                                                                        50   Final Exam                                                                                                 200                           Total points possible                                                                      1,000  Assignment Details Each week’s assignments are due on Sunday nights, by 11:59 PM, and a new topic week begins on Mondays at 12:01 AM. Working ahead of the current week is not permitted except during Spring Break week. 1.Research essay: Write an essay supported by information cited from reliable resources containing a minimum of 400 words. The essay must contain a description of one specific, evidence-based group intervention strategy that can be used to help a participant who exhibits denial, minimizing, disruptive and/or resistive behaviors. Include a discussion of the strengths and weaknesses of the intervention method you choose to describe. Cite and reference at least 2 reliable counseling/psychology sources. The use of correct APA format and writing style is required. Include an abstract. Post this paper in the “research essay” section of the discussion area by pasting your paper in one of the boxes. The OWL at Purdue University website contains examples of academic papers in APA format. The GBC librarians and Academic Success Center staff can also help. (150 points)2. Essay responses: Read all of your classmates’ essays posted in the discussion area. Choose ONE essay to write about in the “essay response” discussion area. In 20 complete sentences or more, respond to the following two

questions: 1) How can a group leader determine if the intervention described really “worked” for the "target" participant? 2. What are some ways can a group leader assess for the effectiveness of this group intervention for other group participants? Your response should also contain information from reliable resources which provides evidence-based support for your ideas and analysis. Supporting information may be derived from evidence-based Web sites, textbooks, 12-step literature, or other reliable, authoritative materials. Focus on adding/analyzing information about the content of the material; do not comment about writing style or format. (50 points) 3. Final examination:Part I (50% of score) is open-book: First, complete the pretest, pages 6-10, questions 1-25. And then complete the post-test inventory, questions 1-30 on pages 89 - 90. DO NOT submit your answers!...Just review them…Then think about what you have learned in the course. Now, DO write out and submit your responses to the two essay questions on page 90. Base your answers on the ideas and insights you have discovered during the course. Be specific, and give examples about what you have learned in this course, and discuss any changes in perspective that you have gained. Part II (50% of score) is closed-book: Choose 10 terms from the list on pages 10-12, and write them down....Then, close all books, notes, internet sites, etc. In a minimum of four lines each, write a brief client scenario that illustrates how you as a group leader would apply each of the terms in a group setting. Your answers should reflect an understanding of the meaning of each term by giving a specific example which reflects a practical, “real life” group application for each term. (200 points)  4.  Journal assignments: Weekly journal assignments are due at 11:59 PM on Sunday nights in each corresponding week. Ten journal entries are worth 20 points each. Points will be deducted for assignments that do not contain accurate, cited information from reliable resource materials in addition to personal opinions. You may use the study guide, supplemental text, video information, reliable Internet resources (sites must be authoritative in the fields of counseling, psychology, addictions, etc.) and other evidence-based books/textbooks to support your answers. Use the "Turn it In" originality check feature. Note that at least 90% of journal assignments must be in the student's own words (see note about plagiarism, above). (200 points.) 5.  Class participation: The discussion board area of the course is our "classroom;" it is a place to demonstrate understanding of the course content, practice skills, and an opportunity to share insights and information gained from readings, experiences with your instructor and your peers in the class—and they

with you. In these important interactions, students apply and assimilate the content and concepts of the course in order to deepen understanding of the course material. You are expected to read all posts, and to participate in all discussions, each week. You are required to contribute at least TWO responses: one “major” response of at least 10 complete sentences which reflects information from the assigned readings and topics which demonstrates thoughtful, critical thinking as well as one "peer response" post. Discussion posts must contain one or more citations/references to authoritative information that supports your opinions. The major post is worth 50% of your discussion score. The peer response post should be in the form of one additional evidence-based discussion post of at least 10 complete sentences which deepens inquiry and advances the class discussion and adds information while addressing comments made by a classmate or the instructor (worth 50% of discussion score). Statements of agreement/praise are welcome but do not count toward minimums. Additional posts are invited, but only two posts are graded. Shorter posts will not be "added together" to make a larger post. Short posts will lose points due to not meeting minimum length requirements. Each of the 10 discussion grades is worth 20 points (200 total points).  6. Intervention Plan: An effective intervention plan for each group member generally contains a written summary of the group participant’s history and identifying information, and a list of goals and objectives that the participant has decided to work on in group. Plans can be in a number of formats...but they may be considered legal documents, so, no matter what format is used, plans must be accurate, should contain participant information, specific dates, a baseline or initial assessment summary, goals and objectives, and they should allow for changes in goals and objectives as the group work continues. (Goals are broad statements, and objectives are specific ways in which goals can be achieved.) Plans can be revised regularly to reflect progress (and to allow for new goals/objectives). So, in general, group leaders begin a group by writing a strength-based, client-centered summary describing the participant’s purpose for being in the group, and then outline a group plan which contains the following information: participant’s name, date, group leader’s name, the setting/location, a list of the participant’s goals, objectives, and a participant-centered/strength-based plan of action. Choose one of the participants of the group in the video. Briefly summarize the participant's physical, emotional, social, occupational, and cultural/spiritual status that was observed at the beginning of the group and write an intervention plan about the client in the following general format: “Identifying information...Participant description…Participant goals…Participant objectives…Specific list of agreed-upon participant actions/behavior changes (include measurable outcomes and hypothetical

dates for reassessment)...date and signature of group leader.” Plans should contain at least 20 complete sentences. Statements of rationale and evidence-based citations are also required for each goal, each objective and each item included the action plan. Feel free to embellish as needed, and to use/cite reliable, evidence-based resource materials. (100 points) 7. Progress Summary: Progress notes can be considered legal documents; they should be labeled with basic identifying information about the participant, the group type/setting, and group leader (including the name, date, and signature of the group leader) and contain a brief restatement of each of the individual participant’s goals, observed or reported progress related to each the intervention plan objectives, and any changes in short or long term goals and/or objectives. There are many formats that can be used. SOAP or DAP notes are commonly used and are recommended by the instructor because they clearly separate the areas of observations from the group leader's observations and opinions. SOAP means: S-subjective (what the participant says) O-objective (what the participant does) A-assessment (what the group leader thinks) and P-plan (what the participant has agreed to do in the future). DAP means: D-Data, A-assessment P-Plan. Choose any type of progress note method that allows you to separate your impressions and recommendations from objective/subjective client data. Write a sample progress note or SOAP note that summarizes the progress of the group participant shown in the video about whom you wrote your intervention plan assignment. You may embellish and add information, if needed. The progress note should contain at least 20 complete sentences. Contact the instructor with questions. Citations and references are NOT required for this assignment. (100 Points)Note: Although every effort is made to adhere to this outline, the instructor reserves the right to make changes in the syllabus at any time. This syllabus is a guide and not a contract.