EDCP 651: Group Counseling in the Schools Fall Benjamin Building Cell: (315)

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1 EDCP 651: Fall 2013 EDCP 651 Fall 2013 Syllabus Instructor: Richard Q. Shin, Ph.D Benjamin Building Cell: (315) Class Meeting Site: Benjamin 3236 Class Meeting Time: 4:15-7:00pm Office Hours: By appointment Course Description: Students investigate practical and theoretical concepts of group dynamics and group process to acquire skills in facilitating various kinds of group interaction with children, adolescents, and adults. They will examine how group counseling approaches with adults may be applied to group work with children and adolescents. Students explore interpersonal dynamics, personal communication styles, fundamental group counseling strategies, and group facilitation skills through class and applied experiences both in and outside of class. The course helps beginning group leaders apply their new knowledge to working in groups with children, adolescents, and adults across diverse settings. Through the use of experiential group activities, students acquire experience in conducting counseling, psychoeducational and task/work groups. As required by the Council for Accreditation of Counseling and Related Educational Programs (CACREP), students learn to facilitate groups by personally participating in a hour in-class group experience (personal growth group). Each class consists of a didactic and experiential component encompassing the discussion of reading materials, experiential exercises, a group session, and journaling. Students should be prepared to practice their group leadership skills with each other as well as with real clients. When appropriate, students will implement the methods and strategies discussed in class at their internship sites. Course Objectives: By the completion of this course, students will be able to: 1. Identify the essential principles of group dynamics; 2. Understand the process components involved in the typical stages of a group s development; 3. Describe the specific ethical and legal issues that are unique to group work; 4. Identify the personal characteristics, leadership styles, orientations, and behaviors of group leaders and their impact on group process; 5. Discuss various approaches to group work, e.g., task and psychoeducational groups; 6. Discuss the principles of multicultural group work and how culture impacts a group; 7. Teach a classroom guidance lesson/large group psychoeducation group; 8. Understand how counseling theories may be applied to group work with children, adolescents, and adults; 9. Design and propose a counseling, psychoeducational, or task group;

2 10. Reflect on self within the group context and how your beliefs, values, and behaviors affect group process, group members, and yourself as a leader. Required Readings: Erford, B. T. (2010). Group work in the schools. Boston: Pearson. Jacobs, E. E., Masson, R. L., Harvill, R. L., & Schimmel, C. J. (2012). Group Counseling: Strategies and Skills, 7 th edition. Belmont, CA: Brooks/Cole. Student Learning Outcomes and Course Requirements: STUDENT LEARNING OUTCOMES Understands the principles of group dynamics, including group process components, developmental stage theories, group members roles and behaviors, and therapeutic factors of group work COURSE-BASED ASSESSMENT Midterm Exam Personal Growth Group Reflection Journals PROGRAM- WIDE ASSESSMENT National Counselor Exam (NCE) CACREP Sec II. G.6.a Demonstrates group leadership or facilitation styles and approaches, including characteristics of various types of group leaders and leadership styles Personal Growth Group Reflection Journals Group Leadership Paper Group Leadership Paper Internship Evaluation Sec II. G.6.b Understands theories of group counseling, including commonalities, distinguishing characteristics, and pertinent research and literature Midterm Exam National Counselor Exam (NCE) Sec II. G.6.c Understands group counseling methods, including group counselor orientations and behaviors, appropriate selection criteria and methods, and methods of evaluation of effectiveness Group Leadership Paper Sec II. G.6.d Participates in direct experiences in which students participate as group members in a small group activity, approved by the program, for a minimum of 10 clock hours over the course of one academic term Personal Growth Group Reflection Journals Internship Evaluation Sec II. G.6.e

3 Knows the theories and processes of effective counseling and wellness programs for groups of students Collaborative Group Work & Proposal Midterm Exam National Counselor Exam (NCE) School Counseling Standard C.1. Knows how to design, implement, manage, and evaluate programs to enhance the academic, career, and personal/social development of students Program Planning Manual School Counseling Standard C.2. Understands group dynamics including counseling, psychoeducational, task, and peer helping groups and the facilitation of teams to enable students to overcome barriers and impediments to learning Personal Growth Group School Counseling Standard C.5. Demonstrates self-awareness, sensitivity to others, and the skills needed to relate to diverse groups and classrooms Personal Growth GroupReflection Journals Group Leadership Paper Group Leadership Paper School Counseling Standard D.1. Provides group counseling and classroom guidance to promote the academic, career, and personal/social development of students Collaborative Group Work & Proposal School Counseling Standard D.2. Designs and implements prevention and intervention plans related to the effects of (a) atypical growth and development, (b) health and wellness, (c) language, (d) ability level, (e) multicultural issues, and (f) factors of resiliency on student learning and development School Counseling Standard D.3. Teaching approach: My approach to teaching is informed by the principles of postmodern theory and critical pedagogy. As such, one of my primary goals is to create a space where my knowledge of topics and issues related to group work is not privileged over the knowledge that you all bring to the course. My hope is that we can co- construct a classroom environment where we will feel free to reflect upon complex issues and dynamics, learn from events and

4 interactions that occur throughout the semester, and collectively work against the rigid societal norms and structures constraining all of us. Course Expectations and Professional Dispositions: This course requires students: 1. To engage in a high level of self- exploration and critical self- reflection that includes reflecting on personal and professional experiences, identifying and questioning assumptions and beliefs that affect their actions, willingness to accept and give feedback, and integrating their experiential knowledge gained in this class with their theoretical and technical learning about group work. 2. To participate in a personal growth group experience in the classroom and explore their roles as group leaders and group members within this group experience. This experience is integral to understanding and practicing the skills and process of group work that are necessary for becoming an effective group leader. Students may feel some discomfort exploring issues of personal development (even though we consistently ask clients to do so). While personal disclosures are an integral part of participation in the personal growth group, each student should share only what they are comfortable sharing. 3. Students are expected to display all of the professional dispositions of counselors including (a) openness to new ideas, (b) flexibility, (c) cooperativeness with others, (d) willingness to accept and use feedback, (e) ability to give feedback constructively, (f) awareness of own impact on others, (g) ability to deal with conflict, (h) ability to accept personal responsibility, (i) ability to express feelings effectively and appropriately, (j) respect for diverse views and openness to diversity, (k) attention and adherence to ethical and legal standards, and (l) showing initiative and motivation. Given the nature of this class, students are expected to exhibit personal and professional integrity by maintaining the confidentiality of everyone in the class. 4. Students are expected to demonstrate respect for the professor and their colleagues, e.g., checking , im, or distractions due to laptops will affect students grades. 5. To engage in extensive reading outside of class and to be prepared to discuss these readings in class. It is essential to be up- to- date on the readings so that class time can be used for discussion of materials and practice of skills and techniques. 6. To be committed to learning outside of the box by engaging in experiential activities and group work inside and outside the classroom, e.g., at their internship sites, within task groups, applied experiences, etc. I (the professor) will facilitate the creation of an atmosphere of safety in which you can explore personal views, experiences, and concerns. I encourage you to take risks of disclosing and experiencing discomfort, to challenge yourself to personal exploration, and to stretch yourself since these growth experiences are important to becoming a skilled group counselor. Course Requirements:

5 1. Attendance and Active Participation in Class and in Personal Growth Group (15 points) 2. Media Literacy Project (10 points) 3. Midterm Exam (20 points) 4. Reflection Journals on Personal Growth Group Experience (15 points) 5. Task Group Work and Group Proposal: Designing, planning, proposing, and reflecting on a psychoeducational or counseling group with children or adolescents (total of 30 points) a. Group Proposal (10 pts) b. Task Group Reaction paper (10 pts) c. Group Presentation (10 points) 6. Group Leadership Reflection Paper (10 points) In-class group experiences (Personal Growth Group) In order to provide students with an understanding of group process and group leadership skills, students are required to take part in an in-class group experience. Students will take turns leading and being members of the group. Students grades will not be influenced by the content of what they share in the group, but their level of participation will contribute to the evaluation. Attendance at the personal growth groups is required to receive most of the attendance and participation points. The in-class groups are experiential/personal growth groups. These groups focus on selfexploration, working on personal goals, sharing thoughts and feelings, and here-and-now interactions. These groups are solely for the purpose of providing students with practice in leading groups, insights into group development, and an understanding of what clients experience as members of groups. The group is not a therapy group even though it may be therapeutic for some persons. Students are free to determine what personal disclosures they are willing to make and the depth of these disclosures. Students learning will be enhanced by personal and active commitment to and participation in the group experience. Assignments: 1. Attendance and Active Participation in Class and in Personal Growth Group (15 points) As this is an experiential class with much of the learning occurring in the context of discussion, demonstration, practice sessions, and outside class group experiences students are expected to attend ALL classes and outside class learning experiences. Students are required to read the assigned readings and actively take part in class discussions and group activities as well as in any inside or outside class experiences. To maximize participation points as well as increase individual and collective critical consciousness levels, students will be encouraged to identify dominant discourses expressed during class discussions and activities (Dominant Discourse Checks). Students grades will be impacted by failing to display professional dispositions (e.g., adherence to professional ethics, respect for diverse views, tolerance of ambiguity, appreciation and openness to cultural difference, and CONFIDENTIALITY) and demonstrate respect for the professor and their colleagues, (e.g., checking , im, or distractions due to laptops).

6 2. Media Literacy Presentations (10 points) In this assignment, you are asked to find examples of the theoretical (racism, sexism, classism, heterosexism, and ableism) issues as they are occurring in the larger world around us. At one point in the semester, you will be responsible for bringing in an artifact from the media (television, youtube, movie clip, news article, music video, magazine ad, commercial, etc.) to present to the class and facilitate a group critique. Using concepts and theories from class lectures and readings, you will help your peers identify the ways in which your artifact reinforces systems of privilege and oppression in our society. If you decide to present an audio or video clip, it should last up to 5 minutes. The group critique should last approximately 10 minutes. You may me before your presentation week to receive feedback about the appropriateness of the artificat you have chosen to analyze. 3. Midterm Exam (20 points) A midterm exam comprising approximately 50 multiple choice and short-answer questions. 4. Reflection Journals on Personal Growth Group Experience (15 points) Once the inclass personal growth group experience begins, students will be required to keep a journal of their group counseling experiences. After each group session, journal entries should be made immediately and submitted to the instructor. At the end of the course students will submit all their journal entries. Rather than summarizing what happened in the group, your focus in journaling should be upon your own feelings as you experienced them in the group. You may have feelings regarding other people in the group, the leader, yourself or the group in general. Try to make the journal an extension of the group experience rather than a summary. It should be an exercise in self- exploration. 5. Task Group Work and : Developing, planning, proposing, and reflecting on a psychoeducational/counseling group with children or adolescents (30 pts) To prepare for the task of developing and proposing relevant psychoeducational/counseling groups in K-12 settings, students will work in teams to develop and present a proposal for a group with children or adolescents. Students will develop, plan, and present on a proposed psychoeducational or counseling group of 6 sessions for elementary, middle, or high children and adolescents in a school. This assignment will consist of two parts: (i) working as a task group to prepare a group proposal; and (ii) 45 minute presentation to class. (i) : Students are required to work in task groups to develop a clear and convincing proposal for a group (6-8 sessions) with children and adolescents in a school setting. Students (task group members) are required to meet face-to-face at least 3 times to develop the group proposal. In small task groups of 3-4 persons, students will collaborate to develop a clear and convincing proposal for a six to eight (6-8) session counseling/psychoeducational group with children or adolescents. The quality of the group proposal should be such that it could be presented to a principal or for a grant proposal (RFP). The group

7 proposal should be targeted to a specific population and should reflect research related to that population. Proposals should include sections outlining a rationale, objectives, practical considerations, procedures, and evaluation plan. (Proposal: 10 points) (ii) Presentation: Teams will participate in a 45-minute presentation of their group proposal. The teams should approach the presentations as if the class were the school administrators that they need approval for to implement the psychoeducational/counseling groups in a particular school. (Presentation: 10 points) 6. Group Leadership Paper (10 points) Students will write a leadership paper (at least 5 pages) about what they learned about group leadership and themselves as a group leader from planning and leading group during their group experiences during the personal growth group in class and at their practicum/internship sites. Students SHOULD examine the development and growth that occurred in all of their group experiences throughout the semester. Students should include what they learned about group leadership techniques and their leadership style and how these impacted the group process, about culture and how it impacts group work. This reflection paper should include examples or illustrations from the groups to show what personal insights and ah-ha moments students experienced and how they have grown both personally and professionally. Show me what you learned about yourself personally as well as a group leader. USE YOUR TEXTBOOKS to help you describe your leadership style and critical experiences or feelings you experienced in groups. Grading Criteria: A B C pts pts pts. Accommodations: Students who have a diagnosed disability or condition, which may impair their ability to complete assignments or otherwise satisfy course criteria are encouraged to meet with the course instructor to identify, discuss, and document any feasible instructional modifications or accommodations. The student should notify the instructor no later than the end of the second week of the term in which the course is offered or no later than the end of the second week after such a disability or condition is diagnosed. Academic Honesty/Integrity: Students are expected to maintain academic integrity and honor in this course. The Honor Code prohibits students from cheating on exams, plagiarizing, submitting the same paper for credit in two courses without authorization, buying papers, submitting fraudulent documents, and forging signatures. Any member of the campus community can report allegations of academic dishonesty directly to the Honor Council.

8 Course Schedule Note: Instructor reserves the right to modify this syllabus as needed. W# Date Topics/Assignment Readings 1 09/04 Introductions Syllabus Overview Core Concepts 2 09/11 No Class 3 09/18 Defining Group Stages of Groups Ethical Guidelines of Group Work Training Multiculturally Sensitive Group Leaders 4 09/25 Stages of Group Development Group Member Roles Group Process: Pre-planning Stage; Planning a Group Planning and Leading Groups in Schools Classroom Guidance 5 10/02 Basic Skills for Group Leaders Group Process: Beginning Stage Assessment and Beginning Phase of Group Work Leading Task Groups Jacobs 1-3 Erford 1-3 Jacobs 4 Erford 4-6, 12 Jacobs 5, 6, 7 Erford 7, /09 Advanced Skills for Group Leaders Jacobs 8, /16 Using Exercises, Activities, Techniques, and Expressive Arts Personal Growth Groups: Session 1, Journal /23 Group Process: Middle/Transition Stage Personal Growth Groups: Session 2, Journal /30 Dealing with Resistance and other Problem Situations Personal Growth Groups: Session 3, Journal 3 and Task Group Reaction Paper Due 10 11/6 Group Process: Working Stages Personal Growth Groups: Session 4, Journal 4 Jacobs 10, 11 Erford - 15 Jacobs 12 Erford 8 Jacobs 16 Erford 9 Midterm Exam 11 11/13 Group Process: Working Stage Personal Growth Group: Session 5, Journal 5

9 Personal Growth Group: Session 6, Journal /20 Personal Growth Group: Session 7, Journal 7 Personal Growth Group: Session 8, Journal 8 EDCP 651 Fall 2013 Syllabus 13 11/27 Group Process: Termination Stage Personal Growth Group: Session 9, Journal 9 Jacobs 15 Erford /4 Personal Growth Group: Session 10, Journal 10 Personal Growth Group: Session 11, Journal /11 Presentations Group Leadership Reflection Paper Due Group Process Reflection Journals Once the in-class personal growth group experience begins, students will be required to keep a journal of their group counseling experiences. Each week, journal entries (1 page single-spaced; or 2 pages double-spaced) should be made immediately following the group session. The journals are due to the professor by midnight at These journal entries will be very helpful as you write your group leadership reflection paper. MAKE SURE YOU LOOK AT YOUR GROUP LEADERSHIP REFLECTION PAPER INSTRUCTIONS FROM TIME TO TIME SO THAT YOU MAY PAY ATTENTION AND RECORD INFORMATION IN YOUR JOURNALS NEEDED TO HELP WRITE THE PAPER. Journals will be collected each week and returned the following week. Full points will be given if all journals are completed. You will be asked to resubmit your journals if they are not of adequate breadth or depth. Rather than summarizing what happened in the group, your focus in writing should be upon your own feelings as you experienced them in the group. You may have feelings regarding other people in the group, the leader, yourself or the group in general. Try to make the journal an extension of the group experience rather than a summary. It should be an exercise in selfexploration. The journal entries should examine the following AS NEEDED: (a) Personal/Individual: This should be the area where you devote most of your attention. What are my attitudes, feelings, beliefs, and reactions/behaviors in the group session? What are my reactions toward other individual group members? What roles did I observe others playing? How did I feel, respond, and behave to their role? What was my level of participation as a group member/group leader?

10 (b) Did anything trigger strong reactions in me? What reactions did I have to other members? What avenue of self-exploration can I explore to learn more about myself? What are my plans to participate differently in the group? Group Leadership and Facilitation Skills: How did the leaders facilitate the groups? What leadership style, characteristics, and skills did they exemplify? What were the strengths and weaknesses of the group leaders? What did you like? What would you have done differently? Task Group Assignment: Developing a Students are required to develop a clear and convincing proposal for a psychoeducational or counseling group in a K-12 school. The group should be targeted toward a specific population and should reflect research related to that population. The description, rationale, and goals of the groups should be informed by the literature. Proposals should include: 1. A comprehensive description of and rationale for the group 2. Thorough review of the literature related to the target population and group work 3. A thoughtful consideration and incorporation of multicultural and social justice issues related to working with racial/ethnically diverse youth and other diverse students who may be possible group members 4. Clearly defined, attainable, and measurable goals for the group 5. A description of the logistics (e.g., selection and screening of members, length of group etc.) 6. The procedures and techniques to be used in the group 7. A plan for evaluating the behavioral outcomes of the group 8. Specific session outlines for at least six (6) group sessions using the following format: a. Statement of purpose for the session b. Goals of the session c. Time Required d. Materials Needed e. Content and Process (questions, materials, activities, and procedures used at each of the following stages of the group session) i. Review Time/Introduction ii. Teaching time/didactic Component iii. Working Time/ Experiential Activities iv. Process Time f. Evaluation plan for group sessions (measurement of behavioral outcomes) g. Homework/Follow-up Activities 9. References used to develop your group proposal 10. Appendices (e.g. samples of activities)

11 TASK GROUP ASSIGNMENT RUBRIC EDCP 651 Fall 2013 Syllabus TITLE OF PROPOSAL: STUDENTS: 1. A comprehensive description of and rationale for the group 2. Thorough review of the literature related to the target population and group work 3. A thoughtful consideration and incorporation of multicultural and social justice issues 4. Clearly defined, attainable, and measurable goals for the group 5. A description of the logistics (e.g., selection and screening of members, length of group etc.) 6. The procedures and techniques to be used in the group 7. A plan for evaluating the behavioral outcomes of the group 8. Specific session outlines for at least six (6) group sessions using the following format: a. Statement of purpose for the session b. Goals of the session c. Time Required d. Materials Needed e. Content and Process (questions, materials, activities, and procedures used at each of the following stages of the group session) i. Review Time/Introduction ii. Teaching time/didactic Component iii. Working Time/Experiential Activities iv. Process Time f. Evaluation plan for each group session (measurement of behavioral outcomes)

12 g. Homework/Follow-up Activities 9. References used to develop your group proposal 10. Appendices (e.g. samples of activities) 11. Three article critiques each group member TOTAL: POINTS: 1. Quality of artifact MEDIA LITERACY PRESENTATION RUBRIC 2. Reflects social justice principles presented and discussed in class 3. Demonstrates media reinforcement of dominant discourse(s) 4. Discussion facilitated in clear and organized manner 5. Effective questions and prompts used to generate class discussion 6. Level of critical consciousness and insight demonstrated by presenter 7. Level of reflection and insight stimulated among peers TOTAL: POINTS: Group Leadership Reflection Paper The group leadership reflection paper is a self-assessment of one s own learning and growth as a group leader throughout this course. Discussion should integrate understandings of theory (materials taught and read) with discussion of the following elements/criteria: Students will write a paper highlighting their group leadership style and its impact on the process and outcome of the in-class experiential group. Students should discuss their anxieties, strengths, weaknesses, and personality characteristics that surfaced while leading the in-class experiential group and how these affected the group process. Students should also describe how their group leadership skills developed from the first to second time leading the group.

13 Students should discuss the critical incidents that enhanced their understandings of the four stages of group (initial, transition, working, and termination) throughout the group experience. Students should discuss what they learned about themselves and their style in working with co-leaders. In addition, students should discuss their level of awareness of and comfort with issues of diversity and how these have changed throughout the semester, as well as their thoughts on how diversity affects the group process and how they will approach work with diversity in groups. Students should also discuss their awareness of transference and countertransference issues in the group and their awareness, comfort level, and approach to working with resistance. Students should reflect on a significant ah-ha moment this semester that has or is likely to affect their understandings and approach to group work. Students should reflect on how their group leadership style and approach might vary in doing group work with adults and children or adolescents and what types of groups they feel most competent to run and why. Finally, students should discuss a plan for the development of their group leadership skills. Please use the attached rubric to help you understand the specific criteria along with levels of mastery for each. Rubric for Group Leadership Reflection Paper Criteria Excellent - Discusses in a critical and reflective manner and provides significant evidence; -Discussion reflects a substantial integration of theory and practice Satisfactory - Discusses with some thought and reflection and provides some evidence; -Discussion reflects some integration of theory and practice Unsatisfactory - Discusses in a vague manner and provides little or no evidence; -Discussion shows little or no integration of theory and practice 5-6 points 3-4 points 0-2 points Your group leadership style and its impact on the group process describe my group leadership style in a critical manner and provide a number of concrete examples of how it adequately describe my group leadership style and provide a few (2-3) concrete examples of how it impacted the group vaguely describe my group leadership style and provide little or no concrete examples of how it impacted the

14 impacted the group process group process How your group leadership skills developed from the first to second time leading the group critically discuss how my group leadership skills changed and provide a number of distinct examples how my group leadership skills changed and provide a few (2-3) distinct examples vaguely discuss how my group leadership skills changed and provide little or no distinct examples Critical incidents that enhanced your understandings of the four stages of group throughout the group experience critically discuss a number critical incidents and the ways in which these clarified my understandings of the stages throughout the group experience a few (2-3) critical incidents and how these clarified my understandings of the stages throughout the group experience discuss little or no specific critical incidents that clarified my understandings of the group stages throughout the group experience Anxieties, strengths, weaknesses, and personal characteristics that surfaced while leading the group and how these affected the group process critically discuss my anxieties, strengths, weaknesses, and personal characteristics while leading the group and provide a number of concrete examples of how these affected the group process my anxieties, strengths, weaknesses, and personal characteristics while leading the group and provide a few examples of how these affected the group process vaguely discuss my anxieties, strengths, weaknesses, and personal characteristics while leading the group and provide little or no examples of how these affected the group process Level of awareness of and comfort with issues of diversity and how these have changed throughout the semester; thoughts on how diversity affects the group process and how your approach to working with diversity in groups I am to able to critically discuss my level of awareness of and comfort with issues of diversity and provide a number of concrete examples of how these have changed throughout the semester. My discussion shows indepth reflection on how diversity affects my level of awareness of and comfort with issues of diversity and provide a few examples of how these have changed throughout the semester.my discussion shows some thought of how diversity affects the vaguely discuss my level of awareness of and comfort with issues of diversity and provide little or no examples of how these have changed throughout the semester.my discussion shows little or no thought of how diversity affects the group process and

15 the group process and how I will approach work with diversity in groups group process and how I will work approach with diversity in groups how I will work approach with diversity in groups Awareness of transference and countertransference issues in the group and how these affected the group process critically discuss my awareness of transference and countertransference issues in the group and provide a number of examples of how these affected the group process my awareness of transference and countertransference issues in the group and provide a few examples of how these affected the group process vaguely discuss my awareness of transference and countertransference issues in the group and provide little or no examples of how these affected the group process Awareness, comfort level, and approach to working with resistance and how resistance affected the group process critically discuss my awareness, comfort level, and approach to working with resistance and provide a number of examples of how resistance affected the group process my awareness, comfort level, and approach to working with resistance and provide a few examples of how resistance affected the group process vaguely discuss my awareness, comfort level, and approach to working with resistance and provide little or no examples of how resistance affected the group process What you learned about your leadership style in working with co- leaders; your thoughts on how to effectively work with co-leaders critically discuss and provide a number of concrete examples of what I learned about my leadership style in working with coleaders. I can critically discuss my thoughts on how to effectively work with co-leaders and provide a few concrete examples of what I learned about my leadership style in working with coleaders. I can my thoughts on how to effectively work with co-leaders vaguely discuss and provide little or no concrete examples of what I learned about my leadership style in working with coleaders. I can vaguely discuss my thoughts on how to effectively work with co-leaders Most significant ahha experienced this semester that has affected my understanding and approach to group critically discuss and describe an ah-ha moment that has significantly affected my understandings and and describe an ahha moment that has significantly affected my understandings vaguely discuss and describe an ah-ha moment that has significantly affected my understandings and

16 work approach to group work and approach to group work approach to group work How your group leadership style and approach might vary in doing group work with adults and children or adolescents critically describe a number of ways in which my group leadership style and approach might vary in doing group with adults and children or adolescents adequately describe a few ways in which my group leadership style and approach might vary in doing group with adults and children or adolescents vaguely describe little or no ways in which my group leadership style and approach might vary in doing group with adults and children or adolescents Types of groups you feel most competent to run and why critically discuss and give a number of examples of the types of groups I feel competent to run and why and give a few examples of the types of groups I feel competent to run and why vaguely discuss and give little or no examples of the types of groups I feel competent to run and why Plan for further work on your group leadership skills I have a well-thought out plan for further developing my group leadership skills that includes a number of concrete steps/ways to do so I have an adequate plan for further developing my group leadership skills that includes a few concrete steps/ways to do so I have a vague plan for further developing my group leadership skills that includes little or no steps/ways to do so

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