Dynamics in group process and development
5.1 What are special considerations around confidentiality within an adolescent/child’s group? How would you approach these in a group of adolescents or children?
This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development. This discussion question meets the following NASAC Standard:
93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.
5.2 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.
This discussion question meets the following CACREP Standard: 2.F.6.b. Dynamics associated with group process and development. This discussion question meets the following NASAC Standard:
92) Facilitate group growth within the established ground rules, and precipitate movement toward group and individual goals by using methods consistent with group type.
6.1 What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups and why? How might you work in a therapeutic way with such a member’s behavior?
This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.
6.2 While conducting a group for adults struggling with addiction, one of the participants has come to the last three groups late. Explain how you might deal with this client’s tardiness.
This discussion question meets the following CACREP Standard: 2.F.6.c. Therapeutic factors and how they contribute to group effectiveness.
7.1 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?
This discussion question meets the following CACREP Standard: 2.F.6.g. Ethical and culturally relevant strategies for designing and facilitating groups.
7.2 Now that you have read about therapeutic techniques and procedures, choose two techniques that you would most likely use and explain why. Choose one that you are least likely to use and explain why.
This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.
8.1 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, grief group for elderly, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups?
This discussion question meets the following CACREP Standards: 2.F.6.a. Theoretical foundations of group counseling and group work. 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.
This discussion question meets the following NASAC Standards:
89) Describe, select, and appropriately use strategies from accepted and culturally appropriate models for group counseling with addicted or substance abusing clients.
93) Understand the concepts of “process” and “content,” and shift the focus of the group when such an intervention will help the group move toward its goals.
8.2 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?
This discussion question meets the following CACREP Standard: 2.F.6.f. Types of groups and other considerations that affect conducting groups in varied settings.
Each questions needs to be answered with 150-200 words and have to have a cite in the answer. Explain below
Question.
answer “Cite”
Question
answer “Cite”
and so on
ADDITIONAL INSTRUCTIONS FOR THE CLASS
Discussion Questions (DQ)
- Initial responses to the DQ should address all components of the questions asked, include a minimum of one scholarly source, and be at least 250 words.
- Successful responses are substantive (i.e., add something new to the discussion, engage others in the discussion, well-developed idea) and include at least one scholarly source.
- One or two sentence responses, simple statements of agreement or “good post,” and responses that are off-topic will not count as substantive. Substantive responses should be at least 150 words.
- I encourage you to incorporate the readings from the week (as applicable) into your responses.
Weekly Participation
- Your initial responses to the mandatory DQ do not count toward participation and are graded separately.
- In addition to the DQ responses, you must post at least one reply to peers (or me) on three separate days, for a total of three replies.
- Participation posts do not require a scholarly source/citation (unless you cite someone else’s work).
- Part of your weekly participation includes viewing the weekly announcement and attesting to watching it in the comments. These announcements are made to ensure you understand everything that is due during the week.
APA Format and Writing Quality
- Familiarize yourself with APA format and practice using it correctly. It is used for most writing assignments for your degree. Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for APA paper templates, citation examples, tips, etc. Points will be deducted for poor use of APA format or absence of APA format (if required).
- Cite all sources of information! When in doubt, cite the source. Paraphrasing also requires a citation.
- I highly recommend using the APA Publication Manual, 6th edition.
Use of Direct Quotes
- I discourage overutilization of direct quotes in DQs and assignments at the Masters’ level and deduct points accordingly.
- As Masters’ level students, it is important that you be able to critically analyze and interpret information from journal articles and other resources. Simply restating someone else’s words does not demonstrate an understanding of the content or critical analysis of the content.
- It is best to paraphrase content and cite your source.
LopesWrite Policy
- For assignments that need to be submitted to LopesWrite, please be sure you have received your report and Similarity Index (SI) percentage BEFORE you do a “final submit” to me.
- Once you have received your report, please review it. This report will show you grammatical, punctuation, and spelling errors that can easily be fixed. Take the extra few minutes to review instead of getting counted off for these mistakes.
- Review your similarities. Did you forget to cite something? Did you not paraphrase well enough? Is your paper made up of someone else’s thoughts more than your own?
- Visit the Writing Center in the Student Success Center, under the Resources tab in LoudCloud for tips on improving your paper and SI score.
Late Policy
- The university’s policy on late assignments is 10% penalty PER DAY LATE. This also applies to late DQ replies.
- Please communicate with me if you anticipate having to submit an assignment late. I am happy to be flexible, with advance notice. We may be able to work out an extension based on extenuating circumstances.
- If you do not communicate with me before submitting an assignment late, the GCU late policy will be in effect.
- I do not accept assignments that are two or more weeks late unless we have worked out an extension.
- As per policy, no assignments are accepted after the last day of class. Any assignment submitted after midnight on the last day of class will not be accepted for grading.
Communication
- Communication is so very important. There are multiple ways to communicate with me:
- Questions to Instructor Forum: This is a great place to ask course content or assignment questions. If you have a question, there is a good chance one of your peers does as well. This is a public forum for the class.
- Individual Forum: This is a private forum to ask me questions or send me messages. This will be checked at least once every 24 hours.
