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  2. Group Psychotherapy [COU6323]

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Group Psychotherapy

  • Unit Code

    COU6323

  • Year

    2016

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit develops a basic framework for understanding group dynamics as they impact upon the professional role of the counsellor/psychotherapist. Theoretical perspectives on the structure, processes and dynamics of counselling groups and counselling education groups will be provided and evaluated. Consideration will be given to the typical group relations context within which a counsellor is likely to find themselves.

Prerequisite Rule

Students must pass 1 units from COU5210

Equivalent Rule

Unit was previously coded COU6322

Learning Outcomes

On completion of this unit students should be able to:

  1. Evaluate the theoretical concepts relating to group structures, processes and dynamics.
  2. Implement a group psychotherapy program demonstrating a critical awareness of the ethical responsibilities in professional counselling practice.
  3. Synthesise group dynamics concepts, including an awareness of the unconscious, at work in groups and teams.
  4. Synthesise the history, philosophy and variety of groups utilised in group counselling pratice.
  5. Theorise and use group leadership skills in a structured setting.

Unit Content

  1. Definitions, philosophy and limitations of counselling and educational groups.
  2. Historical overview of the experiential group movement and the subsequent emergence of specific types of groups.
  3. Distinguishing between therapy groups and educational groups.
  4. Theoretical frameworks in group dynamics: Bion, Whitaker and Lieberman focal-conflict model, Tavistock model, stage and norm theories and systems theory.
  5. Initiating and planning a group: the aims and purpose of the group establishing the contract with group members setting limits.
  6. The warm-up phase in groups.
  7. The main activity phase in groups: matching activities and group goals, structuring group sessions and unstructured groups.
  8. Facilitating appropriate self-disclosure, sharing, challenging and supportiveness and establishing open and healthy norms in a group.
  9. The closure phase: planning activities for closure, debriefing of group members and ensuring that "unfinished business" is aired.

Additional Learning Experience Information

Learning will occur through a combination of lectures, discussion and experiential group methods. Students will be expected to self reflect upon their own participation within a group setting. Students are also expected to plan and lead a small group session using the model presented and to analyse the dynamics of the group process.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

ON CAMPUS
TypeDescriptionValue
ParticipationGroup process task40%
ProjectGroup Analysis60%

Text References

  • ^ Rutan, J.S., Stone, W.N. & Shay, J.J. (2014). Psychodynamic Group Psychotherapy (5th ed.).New York: The Guilford Press.
  • ^ Whitaker, D. S. (2002). Using groups to help people (2nd ed.). London: Brunner-Routledge.
  • Corey, M.S., Corey, G., & Corey, C. (2012). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.
  • Yalom, I.D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic Books.
  • Forsyth, D.R. (2014). Group dynamics (6th ed.). Belmont, California, USA: Wadsworth, Cengage Learning.
  • Obholzer, A., & Roberts, V.Z. (1994). The unconscious at work: Individual and organisational stress in human services. The Tavistock Institute:Tavistock, UK: Routledge.
  • Harwood, I, Stone, B & Pines, F. (2012) Self experiences in group, revisited (2nd ed.). London: Routledge.
  • Bion, W. R. (1968). Experiences in groups. London: Tavistock Institute.
  • Rose, C. (2008). The personal development group: The students' guide. London: Karnac Books.

Journal References

  • Psychotherapy in Australia: PsychOz Publications
  • British Association for Counselling and Psychotherapy: Counselling and Psychotherapy Research

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

COU6323|1|1

School: Arts and Humanities

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Group Psychotherapy

  • Unit Code

    COU6323

  • Year

    2016

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    15

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

This unit develops a basic framework for understanding group dynamics as they impact upon the professional role of the counsellor/psychotherapist. Theoretical perspectives on the structure, processes and dynamics of counselling groups and counselling education groups will be provided and evaluated. Consideration will be given to the typical group relations context within which a counsellor is likely to find themselves.

Prerequisite Rule

Students must pass 1 units from COU5210

Equivalent Rule

Unit was previously coded COU6322

Learning Outcomes

On completion of this unit students should be able to:

  1. Evaluate the theoretical concepts relating to group structures, processes and dynamics.
  2. Implement a group psychotherapy program demonstrating a critical awareness of the ethical responsibilities in professional counselling practice.
  3. Synthesise group dynamics concepts, including an awareness of the unconscious, at work in groups and teams.
  4. Synthesise the history, philosophy and variety of groups utilised in group counselling pratice.
  5. Theorise and use group leadership skills in a structured setting.

Unit Content

  1. Definitions, philosophy and limitations of counselling and educational groups.
  2. Historical overview of the experiential group movement and the subsequent emergence of specific types of groups.
  3. Distinguishing between therapy groups and educational groups.
  4. Theoretical frameworks in group dynamics: Bion, Whitaker and Lieberman focal-conflict model, Tavistock model, stage and norm theories and systems theory.
  5. Initiating and planning a group: the aims and purpose of the group establishing the contract with group members setting limits.
  6. The warm-up phase in groups.
  7. The main activity phase in groups: matching activities and group goals, structuring group sessions and unstructured groups.
  8. Facilitating appropriate self-disclosure, sharing, challenging and supportiveness and establishing open and healthy norms in a group.
  9. The closure phase: planning activities for closure, debriefing of group members and ensuring that "unfinished business" is aired.

Additional Learning Experience Information

Learning will occur through a combination of lectures, discussion and experiential group methods. Students will be expected to self reflect upon their own participation within a group setting. Students are also expected to plan and lead a small group session using the model presented and to analyse the dynamics of the group process.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

Due to the professional competency skill development associated with this Unit, student attendance/participation within listed in-class activities and/or online activities including discussion boards is compulsory. Students failing to meet participation standards as outlined in the unit plan may be awarded an I Grade (Fail - incomplete). Students who are unable to meet this requirement for medical or other reasons must seek the approval of the unit coordinator.

ON CAMPUS
TypeDescriptionValue
ParticipationGroup process task40%
ProjectGroup Analysis60%

Text References

  • ^ Rutan, J.S., Stone, W.N. & Shay, J.J. (2014). Psychodynamic Group Psychotherapy (5th ed.).New York: The Guilford Press.
  • ^ Whitaker, D. S. (2002). Using groups to help people (2nd ed.). London: Brunner-Routledge.
  • Corey, M.S., Corey, G., & Corey, C. (2012). Groups: Process and practice (9th ed.). Belmont, CA: Brooks/Cole.
  • Yalom, I.D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic Books.
  • Forsyth, D.R. (2014). Group dynamics (6th ed.). Belmont, California, USA: Wadsworth, Cengage Learning.
  • Obholzer, A., & Roberts, V.Z. (1994). The unconscious at work: Individual and organisational stress in human services. The Tavistock Institute:Tavistock, UK: Routledge.
  • Harwood, I, Stone, B & Pines, F. (2012) Self experiences in group, revisited (2nd ed.). London: Routledge.
  • Bion, W. R. (1968). Experiences in groups. London: Tavistock Institute.
  • Rose, C. (2008). The personal development group: The students' guide. London: Karnac Books.

Journal References

  • British Association for Counselling and Psychotherapy: Counselling and Psychotherapy Research
  • Psychotherapy in Australia: PsychOz Publications

Website References

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

COU6323|1|2