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Psychoeducational Groups - DOC - DOC by 91K4n7

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									                                  Old Dominion University
                                 Psychoeducational Groups
                                          Fall 2008



Instructor: Tammi F. Milliken, Ph.D., NCC
Phone: 757-683-3850
E-mail: tmillike@odu.edu
Address: Educational Leadership and Counseling, Norfolk, VA 23529

Course Title: Psychoeducational Groups

Course Description: Psychoeducational Groups combines lecture, discussion, demonstration,
and experiential learning pertaining to facilitating effective psychoeducational groups as
opposed to therapy groups.

Purpose: The course is intended to prepare students to design, lead, and evaluate
psychoeducational groups conducted in a variety of human services and counseling
organizations.

Course Competencies:
   Understand how psychoeducational groups differ from other forms of groups
   Learn designated theories of group process (strengths and limitations)
   Develop the skills necessary to design, organize, and assess psychoeducational groups
   Learn the fundamentals of group leadership and recognize individual variables which
      may impact the group process
   Understand and recognize group dynamics and group development
   Develop competencies for facilitating psychoeducational groups with diverse populations
   Learn ethical issues involved in psychoeducational groups
   Develop the skills necessary to lead/facilitate various psychoeducational group activities
   Develop the ability to manage personal anxiety, conflict, and group members’ emotional
      reactions and behaviors.

Course Requirements:
   Exam I                                       20
   Exam II                                      20
   Psychoeducational Group Project              30
         (Individual Presentation = 15; Group Paper = 15)
   Participant Observation Reaction Paper       20
   Attendance & Participation                   10

Assignments:

Attendance and Participation: Attend class and take part in discussions, experiential and
self-development activities. Students are expected to attend classes, complete all readings,
and participate in class discussions and activities. Attendance will be documented for each
class. Students are entitled to two absences without penalty. Students who come in late or
leave early may receive partial attendance credit dependant on the quality and quantity of
material missed. Points are also impacted by participation. A person who clearly does not
participate in discussions and activities may lose participation points. A person’s grade will be
based on how much the individual misses class (either actively misses class or “misses” class
by not participating).

Exam I & Exam II:
Exam I will assess your knowledge concerning the concepts important to the use of
psychoeducational groups in counseling and human services. Exam II will evaluate your
knowledge pertaining to designing, structuring, and assessing a psychoeducational group. Both
will cover material from selected readings, lecture notes, individual assignments, and class
activities.

Psychoeducational Group Project: This assignment is intended to provide you with
experience participating in the group process. Students will be assigned to groups in which they
will develop a comprehensive plan for a psychoeducational group. Groups may select a topic
from those provided by the instructor, or may choose other topics with the instructor’s
approval. In-class time will be provided to groups for forming their plan and integrating group
dynamics.
        You will be evaluated on your ability to design, structure, facilitate, and assess a
psychoeducational group. You will be expected to draw from class activities including
discussions and experiential demonstrations in order to develop a comprehensive plan for a
psychoeducational group. A rubric will be given that delineates the project requirements.
      Group Paper: Each group will turn-in a comprehensive paper describing the
        psychoeducational group. (15 pts)
      Individual Presentation: As an extension of the group project, you will be expected to
        lead the class in one of the psychoeducational activities that is part of your group’s
        project. Each student will be assessed on their clarity, leadership skills, application of
        theory, ability to recognize and address group dynamics, inclusion of processing, and
        completeness. (15 pts)

Participant Observation Reaction Paper: Students will be asked to attend a
psychoeducational group presentation within their community. You should observe the leader’s
degree of clarity, leadership skills, application of theory, inclusion of processing, and
completeness, as well as the group’s process and dynamics. You will be asked to provide a
one-page synopsis of the presentation and a one-page personal reaction. In the synopsis
students should provide an overview and summarization of the presentation. The personal
reaction should focus on your feelings, thoughts, and growth as a result of participating in the
experience. Papers must be two double-spaced typed pages, and presentation materials
must be attached.

        Submissions
        All materials submitted for evaluation will be assessed on their adherence to
        assignment guidelines, grammar, style, clarity, and depth of reflectiveness.
        Grammar, spelling, and use of APA style are mandatory. Poor grammar usage, lack
        of APA style, or misspelled words will seriously detract from your grade.
        Submissions must adhere to APA style guidelines. This includes the following:
              1) A title page
              2) 1 inch margins
              3) 12-point font (Times New Roman or Arial)
              4) Double space
              5) Referencing throughout and at the end of the paper as applicable
            For guidance, refer to the APA manual (reference below) and The OWL at Purdue, APA
            Formatting and Style Guide (http://owl.english.purdue.edu/owl/resource/560/01/)

6. Accommodating Students with Special Learning Needs: In accordance with university policy,
    a student who wishes to receive some instructional accommodation, because of a documented
    sensory and/or learning disability, should meet with the instructor to discuss accommodations.

8. Grading:
    92.1 to    100        =A
    90   to    92         = A-
    85   to    89.9       = B+
    80   to    84.9       =B
    78   to    79.9       = B-
    75   to    77.9       = C+
    70   to    74.9       =C
    68   to    69.9       = C-

9. Honor Pledge: By attending ODU and this course, you have accepted the responsibility to abide
    by the following code. “I pledge to support the honor system of Old Dominion University. I will
    refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am
    aware that as a member of the academic community, it is my responsibility to turn in all
    suspected violators of the honor system. I will report to honor council hearings if summoned.”
    This is an institutional policy approved by the Board of Visitors.

12. Class References:
Required Text
Brown, N. (2004). Psychoeducational Groups (2nd Ed.).

Other Required Selections
Additional reading assignments will be distributed in class

Suggested
American Psychological Association (2001). Publication manual of the American Psychological
     Association
  th
(5 ed.). Washington, D.C.: Author.

Optional References
The following may be helpful in providing you with ideas about the current facilitation of
psychoeducational groups. Examples include: stress and anger management, assertiveness
training, social-skills training, substance abuse, and eating disorders.

Beattie, M. Codependent No More

Benson, H. The Relaxation Response

Cherry & James. The Grief Recovery Handbook

Lerner, H. Stress Breakers

Maher, C. & Zins, J. Psychoeducational Interventions in the Schools
Perlmutter, J. Kick It: Stop Smoking In 5 Days

Weisinger, H. Dr. Weisinger’s Anger Work-Out Book

Whiteman, T. & Burns, B. The Fresh Start- Divorce Recovery Workbook



The syllabus, scheduled topics, formats for assignments, and readings may be adjusted over the
course of the semester.
         TOPICAL OUTLINE



Class   Topic                          Assignment
8/26    Course Overview, Review
        Syllabus, Activity
8/28    Intro to Groups                Ch 1 (pp. 1-15)
9/2     Use of Groups in Counseling    Ch 12 and Ch 13
        & Human Services
9/4     The Role of Theory in Group    Ch 3 (pp. 47-65)
        Process and Principles of
        Learning and Instruction
9/9     Group Theories
9/11    Group Dynamics                 Ch 4 (pp 69-72)
9/16    Group Stages                   Ch 4 (pp72-77 stop at
                                       Developing the Group, and
                                       79 at Helpful Group Factors
                                       to end of ch)
9/18    Multiculturally Competent      Ch 1 (pp 19-21)
        Group Facilitation
9/23    Ethics and the Group Process   Ch 1 (pp 15-19)
        Exam I Review
9/25    Exam I                         Exam I
9/30    Structuring and Designing      Ch 3 (pp 65-67), Ch 4 (p77-
        Psychoed Groups                Developing the Group to p 79
                                       stop at Helpful Group
                                       Factors), and Ch 5
10/2    Structuring and Designing      Ch 3 (pp 65-67), Ch 4 (p77-
        Psychoed Groups- Cont.         Developing the Group to p 79
                                       stop at Helpful Group
                                       Factors), and Ch 5
10/7    Supporting the Design and      Ch 6
        Showing Accountability
10/9    The Group Leader and           Ch 2
        Leadership Skills
10/14   NO CLASS- Work on Group
        Project
10/16   Group Membership Issues        Ch 7
                                       Participant Obs Paper Due
10/21   Managing Conflict              Ch 8 (139-145)
10/23   NO CLASS- Work on Group
        Project
10/28   Healthy Confrontation          Ch 8 (145-152)
        Specific Psychoeducational     Ch 9, Ch 10 and Ch 11
10/30   Groups & Group Activities
        Psychoed Group
11/4    Demonstration
        Exam II Review
11/6    Exam II                        Exam II
11/11   Individual Presentations (2)
11/13   Individual Presentations (2)
11/18   Individual Presentations (2)
11/20   Individual Presentations (2)
11/25   Individual Presentations (2)
11/27   NO CLASS
12/2    Individual Presentations (2)   Group Paper Due
12/4    Individual Presentations (2)
12/9    LAST CLASS- Wrap Up

								
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