Course Syllabus
Course: MFT-CO 2531 Group Counseling and Psychotherapy
Term and Year: Spring Semester 2013
Section: Fox
Units: 3
Instructor:
Ron Fox, Ph.D.
Saybrook University
747 Front Street, 3rd Floor
San Francisco, CA 94111-1920
Phone: 415-578-3379
Email: [email protected] or [email protected]
Course Description
This course examines philosophies and models of group counseling and psychotherapy. The course
has four fundamental goals. The first is a critical analysis of contemporary theories and models of
group counseling and psychotherapy. The second is to be able to identify the theories and
therapeutic group approaches that best fit the context and nature of the clinical requirements and are
congruent with the personality and values of the student and clients. A third goal is developing
sensitivity to the many ways in which one's values and beliefs impact one's choice of interventions.
A fourth goal is to encourage reflection regarding how the insights of different approaches to may
be applied in a group context within a humanistic framework.
Additional Course Description:
This course meets requirements for the MA Psychology with Specialization in Marriage and Family
Therapy
College and Program Affiliations:
[ X ] PHS PS [ ] PHS HS [ ] PHS OS [ ] PHS PSYD
[ ] LIOS LOD [ ] LIOS PSC
[ ] MBM PR
[ ] MBM HCS
[ ] RES
Concentration Area Affiliations:
[ ] C&S [ ] HTP [ ] IHS [ ] OS [ ] STR
Grading: [ X ] Credit or No Credit [ ] Non Credit
[ ] A, B pluses to minuses (for some programs, students need to pre-arrange for this option with
the Registrar; see Catalog for details)
Prerequisites and Co-requisites: MFT; Participation in the MFT Group Process
Workshop at the Saybrook University Residential Conference (RC), or permission of the instructor.
Syllabus: Group Counseling and Psychotherapy (MFT 2531 CO)
2
Program Requirement(s) Met Completing This Course:
This course meets requirements for the MA Psychology with Specialization in Marriage and Family
Therapy and is an elective for LPCC licensure.
Delivery Format: (select all that apply)
[ ] Campus-based [ X ] Cohort [ ] Conferencing [ ] Individualized
[ X ] Moodle site [ ] Residential component
Textbooks and Readings
Corey, M. S., Corey, G., & Corey, C. (2010). Groups: Process and practice (8th ed.). Belmont, CA:
Brooks/Cole. ISBN: 978-0-495-60076-3
DeLucia-Waack, J. L., Gerrity, D. A., Kalodner, C. R., & Riva, M. (Eds.). (2004). Handbook of
group counseling and psychotherapy. Thousand Oaks, CA: Sage. ISBN: 978-0-761-92469-2
Other Required Materials
American Group Psychotherapy Association. (AGPA, 2007). Practice guidelines for group
psychotherapy. Accessible on the AGPA website:
http://www.agpa.org/guidelines/index.html
Association for Specialists in Group Work (ASGW, 1998). Association for Specialists in Group
Work best practice guidelines. Journal for Specialists in Group Work, 23, 237-244.
Accessible on the ASGW Website: http://www.asgw.org/PDF/Best_Practices.pdf
Brabender, V., & Fallon, A. (2009). Theoretical history of group development in its application to
psychotherapy groups. In Group development in practice: Guidance for clinicians and
researchers on stages and dynamics of change (pp. 27-62). Washington, DC: American
Psychological Association. Accessible full-text in the PsycINFO Database in the Saybrook
online library.
White, J., McMillen, M. C., & Baker, A. C. (2001). Challenging traditional models : Toward an
inclusive model of group development. Journal of Management Inquiry, 10(1), 40-57.
Accessible full-text in the Sage Journals Online Database.
Learning Objectives
The objectives of this course build upon the overall objectives of the MFT Program in becoming
familiar with the theories of group counseling and psychotherapy and their application to clinical
counseling and psychotherapy. Through this course students will:
1. Demonstrate understanding of the principles of group counseling and psychotherapy, including
group dynamics, group process components, developmental stage theories, group members’ roles
and behaviors, and therapeutic factors involved in group work.
2. Demonstrate knowledge of theories of group counseling and psychotherapy, including
commonalities, distinguishing characteristics, and pertinent research and literature.
3. Demonstrate comprehension of various approaches to group counseling and psychotherapy,
including task groups, psycho-educational groups, and therapy groups..
4. Demonstrate understanding of the professional standards for a therapeutic group leader, and the
Syllabus: Group Counseling and Psychotherapy (MFT 2531 CO)
3
ethical and legal considerations involved in group counseling and psychotherapy.
5. Demonstrate an understanding of group proposal development, including rationales for group
counseling and psychotherapy, counseling methods, group counselor/therapist orientations and
behaviors, and evaluation of the effectiveness of group work.
Course Activities to Meet Learning Objectives:
1. Reading and discussion of course readings in the online discussion forum.
2. Two course papers reviewing and evaluating models of group counseling and psychotherapy and
demonstrating understanding of the application of theory to clinical counseling and psychotherapy
practice.
Course Assignment(s) or Assessment(s):
1. Online Discussion Forum Participation
Students participate weekly in the online Discussion Forum with (1) main posts that include
substantive comments and reflections on the required readings and (2) response posts that include
substantive responses to the main and response posts of colleagues. Discussion Forum participation
is a required part of the course and facilitates learning of the course material through interaction
between students and between students and instructor.
2. Course papers:
Students will submit two papers for the course on assigned topics. The first paper will focus on
group counseling and psychotherapy theory related to the developmental stages of group
development and the application of theory to clinical counseling and psychotherapy. The second
paper be a proposal for a group in the student’s area of group work interest, demonstrating group
theory and the application of theory to clinical counseling and psychotherapy practice.
Each of the 15 page papers provide students opportunity to demonstrate their understanding of
theories of group counseling and psychotherapy and the application of theory to clinical counseling
and psychotherapy practice. Papers are written in APA style (American Psychological Association,
2009) and are submitted in the assignments area in the online classroom. The instructor will provide
individualized feedback to course papers.
American Psychological Association. (2009). Publication manual of the American Psychological
Association (6th ed.) Washington, DC: Author. ISBN: 978-1-4338-0561-5.
Evaluation of Student Learning
Evaluation of student learning is based on:
1. Participation in the online Discussion Forum discussions of course topics and materials,
considering quality, frequency, and timeliness of main and response postings.
2. Demonstration of understanding of conceptual foundations and essential elements of group
counseling and psychotherapy theory, including the developmental stages of group development.
3. Demonstration through course papers of an understanding of the application of theories of group
counseling and psychotherapy to clinical counseling and psychotherapy.
4. A separate end of course evaluation submitted upon timely completion and acceptance of all
assignments. Feedback on assignments may require revisions or oral reviews to obtain
acknowledged completion of each assignment.
Syllabus: Group Counseling and Psychotherapy (MFT 2531 CO)
Rubric for Grading or Evaluation: (description of bases, criteria, or standards used to grade or
evaluate learning; an example of Letter Grade Key and Grading Rubric follows)
Letter Grade Key:
A+/A
Exceptional work and acquisition of learning objectives
AVery good work and acquisition of learning objectives
B+
Good work and acquisition of learning objectives
B
Passing work and acquisition of learning objectives
BWeak work and acquisition of learning objectives (Failing Grade)
C
Very weak work and acquisition of learning objectives (Unacceptable)
Grading Rubric for graded papers to follow…
ThA- / B+
ThB
ThB- or lower
A+ / A
Iii
Excels in
A solid paper,
Adequate but
Does not have a
Ideas
responding to
responding
weaker and less clear central idea
assignment.
appropriately to
effective, possibly or does not
Interesting,
assignment. Clearly responding less
respond
demonstrates
states a
well to
appropriately to
sophistication of
thesis/central idea, assignment.
the assignment.
thought. Central
but may have minor Presents central
Thesis may be
idea/thesis is
lapses in
idea in general
too vague or
clearly
development.
terms, often
obvious to be
communicated,
Begins to
depending on
developed
worth developing; acknowledge the
platitudes or
effectively.
limited enough to complexity of
clichés. Usually Paper may
be manageable.
central idea and the does not
misunderstand
Paper recognizes possibility of other acknowledge other sources.
some complexity of points of view.
views. Shows
its thesis: may
Shows careful
basic
acknowledge its
reading of sources, comprehension of
contradictions,
but may not
sources, perhaps
qualifications, or evaluate them
with lapses in
limits and follow critically. Attempts understanding. If it
out their logical
to define terms, not defines terms,
implications.
always successfully. often depends on
Understands and
dictionary
critically
definitions. May
evaluates its
list ideas or
sources,
arrange them
appropriately limits
randomly rather
and defines terms.
than using any
evident logical
structure.
Organization
& Coherence
B- or lower
A- / B+
4
Syllabus: Group Counseling and Psychotherapy (MFT 2531 CO)
May have
Shows a logical
random
Uses a logical
progression of ideas B
organization,
structure
and uses fairly
lacking internal
appropriate to
sophisticated
May use
paragraph
paper's subject,
transitional devices; transitions, but
coherence and
purpose, audience, e.g., may move
they are likely to using few or
thesis, and
from least to more be sequential
inappropriate
disciplinary field. important idea.
(first, second,
transitions.
Sophisticated
Some logical links third) rather than Paragraphs may
transitional
may be faulty, but logic-based. While lack topic
sentences often
each paragraph
each paragraph
sentences or
develop one idea clearly relates to
may relate to
main ideas, or
from the previous paper's central idea. central idea, logic may be too
one or identify their
is not always clear. general or too
logical relations. It
Paragraphs have specific to be
guides the reader
topic sentences but effective.
through the chain of
may be overly
Paragraphs may
reasoning or
general, and
not all relate to
progression of
arrangement of
paper's thesis.
ideas.
sentences within
A- / B+
paragraphs may B- or lower
Begins to offer
lack coherence.
reasons to support
Depends on
A+ / A
its points, perhaps B
clichés or
Uses evidence
using varied kinds
overgeneralizati
appropriately and of evidence. Begins Often uses
ons for support,
effectively,
to interpret the
generalizations to or offers little
providing sufficient evidence and
support its points. evidence of any
evidence and
explain connections May use
kind. May be
explanation to
between evidence examples, but they personal
convince.
and main ideas. Its may be obvious or narrative rather
examples bear some not relevant. Often than essay, or
relevance.
depends on
summary rather
unsupported
than analysis.
opinion or
personal
experience, or
assumes that
evidence speaks
for itself and needs
Style:
no application to
Generally uses
the point being
Style:
words accurately discussed. Often May be too
Style:
and effectively, but have lapses in
vague and
Chooses words for may sometimes be logic.
abstract, or very
their precise
too general.
Style:
personal and
meaning and uses Sentences generally Uses relatively
specific. Usually
A+/A
Support &
Style
5
Syllabus: Group Counseling and Psychotherapy (MFT 2531 CO)
Mechanics
an appropriate level clear, well
of specificity.
structured, and
Sentence style fits focused, though
paper's audience
some may be
and purpose.
awkward or
Sentences are
ineffective.
varied, yet clearly
structured and
carefully focused,
not long and
A- / B+
rambling.
May contain a few
errors, which may
annoy the reader
A+ / A
Almost entirely free but not impede
of spelling,
understanding.
punctuation, and
grammatical errors.
vague and general
words, some
inappropriate
language.
Sentence structure
generally correct;
sentences may be
wordy, unfocused,
repetitive, or
confusing.
6
contains several
awkward or
ungrammatical
sentences;
sentence
structure is
simple or
monotonous.
B- or lower
Usually contains
either many
B
Usually contains mechanical
several mechanical errors or a few
errors, which may important errors
temporarily
that block the
confuse the reader reader's
but not impede the understanding
overall
and ability to see
understanding.
connections
between
thoughts.
Faculty to Student Contact Expectations:
 Faculty will respond to emails or phone calls and acknowledge received assignments within
2 business days.
 Faculty will be in contact with students at least once a week for online cohort courses to
provide a substantive contribution and respond to student posts.
 For individually mentored courses faculty will schedule with each student regular online and
off-line communication.
 Faculty will return papers with feedback for assignments submitted through MyLearning
within one week for minor (less than 5 pages) assignments and two weeks for major (more
than 5 pages) assignments.
 For turnaround expectations for Essays and Dissertations, see Catalog
 Students should contact the faculty member if these minimum standards are not met, and
persistent problems with faculty responsiveness should be brought to the attention of the
Dean of Students or the Chief Student Affairs Officer.
Student to Faculty Contact Expectations:
 In online courses, students will be expected to post as indicated in the course schedule.
Students are expected to keep up with scheduled posting as posts are intended to generate
discussion and demonstrate on-going learning.
 In individually mentored courses, students need to follow the schedule posted and agreed
upon with the instructor.
Syllabus: Group Counseling and Psychotherapy (MFT 2531 CO)

7
Students are expected to complete course evaluation upon completion of course.
Course Calendar & Assignments
Unit 1 (Weeks 1-4): Introduction to Group Counseling and Psychotherapy
Readings: Corey et al. (2010): Introduction and Chapters 1-3
DeLucia-Waack et al. (2004): Chapters 1-5, 11, Appendix A
AGPA Group Psychotherapy Ethics Code
ASGW Best Practice Guidelines
Discussion Forum: Focus on history and range of theories of group counseling and psychotherapy,
group dynamics and process, roles of the group leader and members, and ethical and legal issues.
Unit 2 (Weeks 5-8): Stages of Group Development, Activities, and Interventions
Readings: Corey et al. (2010): Chapters 4-8
DeLucia-Waack et al. (2004) : Chapters 6-8
Brabender & Fallon (2009) book chapter
White, McMillen, & Baker (2001) article
Discussion Forum: Focus on group process, stages of group development, and the range of types of
counseling and psychotherapy groups, as well as group proposal development..
Paper 1: Due Week 8. Focus on group counseling and psychotherapy theory related to the
developmental stages of group development and the application of theory to clinical counseling and
psychotherapy.
Unit 3 (Weeks 9-12): Multicultural and Diversity Perspectives and Issues
Readings: Corey et al. (2010): Chapters 9-12
DeLucia-Waack et al. (2004) : Chapters 12-21, 31-34, Appendix C
Discussion Forum: Focus on multicultural issues in group work including race/ethnicity, gender,
age (children, adolescents, adults & elders), sexual orientation, gender identity, disability, religion/
spirituality. Attention to appropriate and effective approaches and interventions to address these
factors in group counseling and psychotherapy.
Unit 4 (Weeks 13-16): Groups across Diverse Clinical Settings
Readings: Riva et al. Chapters 22-30 and 35-42
Discussion Forum: Focus on groups in different clinical settings including private practice, clinics,
inpatient, and the workplace. Attention to appropriate and effective approaches and interventions in
these settings. Focus on groups on specialized topics, including eating disorders, abuse, grief,
depression, anger management, substance abuse, prevention, and self-help groups. and that address
these issues in group counseling and psychotherapy. Attention to appropriate and effective
approaches and interventions to address these issues in group counseling and psychotherapy
Paper 2: Due Week 16. Focus is a proposal for a prospective group in the student’s area of group
work interest, demonstrating an understanding of the group theory and the application of theory to
clinical counseling and psychotherapy practice.
Expectations, Policy and Procedures for Timely Course Completion:
All assignments and papers are to be posted in the indicated assignment area of the course in
MyLearning (Moodle) by the due date. If revisions of the assignment are required, the final version
Syllabus: Group Counseling and Psychotherapy (MFT 2531 CO)
8
accepted by the instructor, including (if applicable) final revisions requested by the instructor, are
also to be posted in that area with a clear indicator in the file name that the version is the “final”
version. Except for exceptional circumstances, all course requirements are to be completed by the
end of instruction date. All decisions regarding grades, late work, and exceptions based on
exceptional circumstances are at the discretion of the instructor.
Criteria for Incomplete:
Students may petition for course Incomplete only in extenuating circumstances, where 75% of work
is satisfactorily completed at acceptable level, and with Instructor permission. Note: A grade of
“Incomplete” becomes a grade of “no credit” if incomplete work is not successfully completed by
the date assigned by the instructor or the end of the following term.
Relationship of the Course to the Saybrook Mission and Tradition:
The content of the course includes approaches to research particular to the objectives of the MFT
program, the college, and the mission of the university to advance humanistically oriented forms of
research methodology.
Academic Integrity: Honesty in use of sources and original writing by the student are
expected. The graduate units to be earned in the course and their application to earning the program
degree depend on this integrity in completion of all assigned work for the course. A high standard
of individual work in his or her scholarly writing is to be demonstrated. Acts of misconduct, such as
plagiarizing sources, submitting work written by others, and attributing original authorship of
another to his or herself are unacceptable and shall be governed by the Code of Conduct in
described in the Student Handbook. All work of the student for the course may be subject to
turnitin.com to determine whether the percentage in use of sources is indicative of plagiarism.
Disability: Saybrook University does what it can to support students with disabilities to ensure
equal educational opportunities. Please follow instructions in the Catalog for requesting ADA
(Americans with Disability Act) accommodation and contact the Dean of Students or Chief Student
Affairs Officer.
Technical Requirements and Support: Both students and faculty are expected to have
sufficient know-how to carry out their learning activities with the technologies needed to enable the
student to fulfill the learning objectives. Computer and navigation skills for word processing, email,
Moodle, and Internet usage are essential. Technical support with Moodle is available through
MyLearning.