COSC 512 Group Counseling
- Course Description
This course focuses on group work in a school setting. A variety of small groups are explored as well as the counseling techniques that fit best in the school environment. Standards blending is a key element of focus as it relates to group design and development. This is a competency-based course with an experiential emphasis where students are required to demonstrate their small group counseling skills that align with a variety of theoretical approaches.
For information regarding prerequisites for this course, please refer to the Academic Course Catalog .
Course Guide
View this course’s outcomes, policies, schedule, and more.*
*The information contained in our Course Guides is provided as a sample. Specific course curriculum and requirements for each course are provided by individual instructors each semester. Students should not use Course Guides to find and complete assignments, class prerequisites, or order books.
Persons involved in both professional counseling and helping ministries find that group work can be an important strategy for conducting their daily work. Therefore, knowledge of group theory and the development of group leadership skills are essential to their becoming more effective practitioners in either setting.
Course Assignment
Textbook readings and lecture presentations/notes.
No details available.
Course Requirements Checklist
After reading the Course Syllabus and Student Expectations , the student will complete the related checklist found in the Course Overview.
Quizzes (18)
Each quiz covers one chapter of the Gladding text and consists of 10 multiple-choice questions. Each quiz will have a time limit of 20 minutes and will be open book and notes.
Quiz: Emergency Contact Information
In order to participate in the intensive portion of this class, students must complete the Quiz: Emergency Contact Information, located in Module: Intensive Week.
Quiz: Group Disclosure and Consent Form
In order to participate in the intensive portion of this class, students must upload the Group Disclosure and Consent Form in the Quiz: Group Disclosure and Consent Form, located in Module: Intensive Week.
Quiz: Group Leader Feedback
During the Intensive, the student will participate in the role of the process observer. This role requires the student to observe and provide verbal and written feedback to the group leader. The student will need to print 12 physical copies of the Group Leader Feedback Form to bring to the intensive. Each day, the student will take a picture of their completed form, upload it into the Quiz: Group Leader Feedback, and hand the completed physical copy to the group leader.
Quiz: Intensive Attendance and Participation
In order to pass this class students must attend the intensive week portion of the class. During the week, students will be graded on attendance, punctuality, preparation, and participation. Points are lost for being late, missing one or more hours of class, being unprepared and not participating. Students will participate in a small (personal growth) group as a group member, group leader, and process observer. Each day of the intensive week, students will be assigned to the role of a group member, a co-leader, and a process observer. On the first day of the intensive students will be instructed on the expectations of each of those roles. Participation is graded for these activities. Simply sitting without contributing, in any of these roles is not enough to pass the course. For this quiz, students will provide a self-evaluation on the Quiz: Intensive Attendance and Participation Grading Rubric, based on their participation during the intensive week. Professors will determine the students’ final grade for attendance and participation during the intensive week, but will take the students’ self-evaluations into account.
Students will work in a small group to develop one group session that presents a psychoeducational topic.
Allender Journal Assignments (5)
During the intensive week, students will complete the assigned reading and journal questions as per the intensive week schedule. Journals are due each day of the intensive by 8 AM. Because these journals are the basis of class, no exceptions will be made for late submissions . The student must bring a hard copy of their journal each day to the intensive.
Discussions (3)
Discussions are collaborative learning experiences in which both the student and the instructor interact to bring more content and learning to the experience. Therefore, the student will create a Discussion Thread in response to the provided prompt for the assigned Module: Week. The student will post an initial thread of 200-250 words, and post a reply to 1 classmate in 100-150 words based on the provided reply prompt. The thread and reply must incorporate a minimum of 2 scholarly sources each. The initial thread is due on Thursday of the assigned Module: Week, and the reply is due on Sunday of the same Module: Week.
Benchmark Critical Incident Paper Assignment
The student will choose 1of the 2 ethical scenarios provided in the Benchmark Critical Incident Paper Assignment Instructions, and apply the American Counseling Association’s Code of Ethics to the scenario. The student’s response must be 300 words total.
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Benchmark Critical Incident Paper Assignment
Directions: To complete this assignment, you will need to access the ACA/ASCA code of ethics. Using the scenario below, and after reviewing the facts, divide your paper into 3 headings, writing one paragraph response (100 words) for each question:…
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IMAGES
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B ENCHMARK CRITICAL INCIDENT PAPER ASSIGNMENT INSTRUCTIONS. Identify: The issue is that counselor Jane did not screen participants for her group of girls. ages 13-15. One of the participants went home and tried committing suicide and now the. mother of the girl is blaming counselor Jane.
Benchmark Critical Incident Paper Assignment Class 512. Group Counseling. Essays. 100% (3) 2. Discussion Board #3 512 Application of Reality Theory. Group Counseling. Assignments. ... Benchmark Critical Incident Paper Identify: Jack faces the issue of ignoring the conflict between Carol and Jack. Summarize: In the Code of Ethics, A.9, it states ...
Benchmark: Critical Incident Scenario 2 Identify: The issue in this scenario is that Jane, the counselor, opened her group up to all girls between the ages of 13-15 and she did not prescreen any of her participants. One of the participants, Alice, has a history of depression and Jane was not aware of this because she skipped the screening.
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Benchmark Critical Incident Paper Assignment 2 Identify The issue in scenario 2 is that the counselor does not screen the group members before the start of the group. Jane was in a rush to get the group started because of fear of the number of participants so she was not adequately prepared for the group. Also, while Jane obtained written consent from the guardians of the teen girls, she did ...
Benchmark Critical Incident Paper Assignment. The student will choose one (1) of the two ethical scenarios provided in the Benchmark Critical Incident Paper Assignment Instructions and apply the ...
The issue in scenario two is that Jane rushed into her group in order to get started rightaway and did not screen potential participants. Jane opened it up to 13-15 year-old girls
Benchmark Critical Incident Paper Assignment Peter Finn,Julie Esselman Tomz Critical Incident Management Vincent Faggiano,John McNall,Thomas T. Gillespie,2011-11-15 Terrorism threats and increased school and workplace violence have always generated headlines, but in recent years, the response to these events
BENCHMARK CRITICAL INCIDENT PAPER ASSIGNMENT INSTRUCTIONS OVERVIEW The purpose of this assignment is to identify and apply the American Counseling Association's (ACA) and/or American School Counselors Association (ASCA) code of ethics to group work. CEFS/COUC students should focus on the ACA code, while COSC students should focus on the ASCA ...
Description. CEFS/COUC/COSC 512 CRITICAL INCIDENT PAPER ASSIGNMENT INSTRUCTIONS Purpose: The purpose of this assignment is to identify and apply the American Counseling Association's (ACA) and/or American School Counselors Association (ASCA) code of ethics to group work. CEFS/COUC students should focus on the ACA code, while COSC students ...
Benchmark Critical Incident Paper Assignment. The student will choose 1of the 2 ethical scenarios provided in the Benchmark Critical Incident Paper Assignment Instructions, and apply the American ...
Download. Assignment, Pages 12 (2921 words) Views. 7755. In this assignment, I will analyse and reflect on a critical incident that I was confronted with during school experience A (here after will be referred to as SEA). I will reflect on the implications that my critical incident has had on my practice and I will relate it to theory.
BENCHMARK CRITICAL INCIDENT PAPER ASSIGNMENT Identify: The issue is that the counselor Jane did not follow proper procedure by screening each girl in the group 13-15 years of age. Her not doing the screening cause a teenage girl to commit suicide and now the teen mother is putting the blame on the counselor. Summarize: When looking at the different codes the first code of ethics that comes to ...
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Benchmark Critical Incident Paper Assignment. Directions: To complete this assignment, you will need to access the ACA/ASCA code of ethics. Using the scenario below, and after reviewing the facts, divide your paper into 3 headings, writing one paragraph response (100 words) for each question:…
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