PCN 520 Grand Canyon Entire Course

PCN 520 Grand Canyon Entire Course

PCN 520 Week 1 Discussion 1 Latest July 2016

Complete Self-Inventory of Ethical Behaviors. Select the five behaviors that you consider to be the most serious violations of ethical practice. What are the reasons for your selection of these behaviors? Explain.

PCN 520 Grand Canyon Week 1 Discussion 2 Latest July 2016

In Corey, Corey, & Corey (Chapter 2), identify the personal characteristics of an effective group leader. Which three skills do you consider to be the most important? Explain your selections. What do you think are your strengths and areas of needed growth in these skills?

PCN 520 Grand Canyon Week 2 Discussion 1 Latest July 2016

Which of the therapeutic forces discussed in this week’s readings do you think are the most important for successful group outcomes? Explain and give examples of how you can incorporate this knowledge into your future counseling practice. For example, if you are in the addictions program, your example should be related to substance use disorders.

PCN 520 Grand Canyon Week 2 Discussion 2 Latest July 2016

What are some specific goals and methods that you may incorporate into group counseling that might be shaped by your culture? Describe how you could accommodate group members’ diverse cultural backgrounds, values, and styles as they relate to these goals and methods.

PCN 520 Grand Canyon Entire Course

PCN 520 Grand Canyon Week 3 Discussion 1 Latest July 2016

Conflict typically appears when a group is in transition. State several forms of conflict you can expect in the types of groups you will lead. Consider group members suffering with substance use disorders. What are your own reactions to conflict? How will this influence your ability to help members recognize and work through conflicts?

 

PCN 520 Grand Canyon Week 3 Discussion 2 Latest July 2016

How could the use of role plays among group members facilitate the goals of early and transition stage groups? What purpose could role plays serve for individual members and for the group as a whole?

 

PCN 520 Grand Canyon Week 4 Discussion 1 Latest July 2016

What are three symptoms that you might observe in a final group meeting that might indicate that the group had been successful in achieving its primary purpose and goals? What are three symptoms that might indicate that the group had not been successful?

 

PCN 520 Grand Canyon Week 4 Discussion 2 Latest July 2016

What factors would cause you to initiate follow-up contacts with one or more group members? What would be the purpose of such contacts?

 

PCN 520 Grand Canyon Week 5 Discussion 1 Latest July 2016

Consider the videotape of the Corey’s counseling group. How would the Corey’s group have been different if they had incorporated more exercises? Why do you think they did not? What guidelines does this suggest to you for decisions about whether and when to use structured exercises in a group?

 

PCN 520 Grand Canyon Week 5 Discussion 2 Latest July 2016

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.

 

PCN 520 Grand Canyon Week 6 Discussion 1 Latest July 2016

What form of resistive behavior (or difficult behavior displayed by a group member) would you find most problematic in one of your groups? Why? How might you work in a therapeutic way with such a member’s behavior?

PCN 520 Grand Canyon Week 6 Discussion 2 Latest July 2016

After watching the second part of the DVD (Challenges Facing Group Leaders), what skills do you think you need to acquire or refine to more effectively address challenging situations in groups? How can you work on developing these skills?

 

PCN 520 Grand Canyon Week 7 Discussion 1 Latest July 2016

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?

 

PCN 520 Grand Canyon Week 7 Discussion 2 Latest July 2016

Review the group proposal for children who have been abused, described on pages 313-319 in the textbook. If you were screening children for such a group, what would be some signs that this group would be contraindicated for a particular child? How would you strive to obtain consent from parents or legal guardians, and how would you want to involve them? How might you orient children to this kind of group?

 

PCN 520 Grand Canyon Week 8 Discussion 1 Latest July 2016

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, a support group for college students, and a domestic violence support group. What similarities do you see, and how do these similarities suggest guidelines for developing these groups?

 

PCN 520 Grand Canyon Week 8 Discussion 2 Latest July 2016

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?

 

PCN 520 Grand Canyon Week 2 Assignment Latest July 2016

Group Design Part 1

Details:

Throughout this course, you will be designing a Counseling Group from start to finish. The assignment will be broken into three parts. Due at different intervals in the course. You will choose from the following group types (If you are in the addiction counseling program, select an addiction group):

1. Children of divorce.
2. Children of addicts.
3. Adult Survivors of abuse (could be sexual or physical).
4. Treatment for adults who are addicts.
5. Grief recovery.
6. Teens struggling with gender dysphoria (sexual identity).
7. Teen support group (parents who are addicts).
8. Relationship building (homosexual and heterosexual – there does not have to be a division because a group is a group).
9. Domestic violence group for nonoffenders.
10. Parenting group

For Part 1:

Identify what type of group you will design.

Write a summary (300-600 words) of your group. Be sure to include:

1. Group type.
2. Why you chose this type of group.
3. Population serving.
4. Number of sessions.
5. Number of participants.
6. Goals of the counseling group.

APA format is not required, but solid academic writing is expected.

You are required to submit this assignment to Turnitin. Please refer to the directions in the Student Success Center.

Submit Group Design Part 1 to the instructor by the end of Module 2.

PCN 520 Grand Canyon Week 3 Assignment Latest July 2016

Groups in Action Workbook Assignment

Details:

Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (1-16). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook. For example, the first icon you will come to is: 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in the workbook (pages 20-21).

Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 1-3).”

Icon 1: Questions 3 and 4 (pages 20-21)

Icon 2: Question 3 (page 23)

Icon 3: Questions 1 and 3 (pages 24-25)

Icon 4: Questions 2 and 3 (page 26)

Icon 5: Questions 1 and 3 (page 27)

Icon 6: Questions 1 and 2 (page 30)

Icon 7: Questions 1 and 2 (pages 30-31)

Icon 8: Questions 1 (page 31) and 1 (page 32)

Icon 9: Questions 1 and 3 (page 33)

Icon 10: Questions 1 and 5 (pages 35-36)

Icon 11: Question 2 (page 43)

Icon 12: Question 1 (page 45)

Icon 13: Questions 2-4 (pages 46-47)

Icon 14: Questions 2 and 4 (page 51)

Icon 16: Questions 3 and 4 (page 53)

You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin.

PCN 520 Grand Canyon Entire Course

Groups in Action Workbook–Evolution of a Group (Segments 1-3)

Upon viewing the Groups in Action DVD (Segments 1-3), you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (1-16). It is at this time you must stop the DVD and read the text corresponding to the icon number in the workbook.

For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21).

Icon 1: Questions 3 and 4 (p. 21)

3) James says, “I feel like an outsider.” How might you work with his statement?

4) Jacqueline says, “I feel stupid when I ramble. “How would you deal with her self-deprication in the first session?

Icon 2: Question 3 (p. 23)

3) Imagine yourself as a member at the first meeting. What fears would you have about participating? What would help you feel more trusting?

Icon 3: Questions 1 and 3 (pp. 24-25)

1) What would help you feel comfortable enough to speak about yourself if you were a member of a group?

3) What would you say to a quiet member who tells you that in his/her culture it is considered impolite to speak up without being specifically asked to talk?

Icon 4: Questions 2 and 3 (p. 26)

2) James says, “I worry a lot that I need to prove myself.”

3) Casey says, “I rehearse countless times before I speak because I want to say things right.”

Icon 5: Questions 1 and 3 (p. 27)

1) What purpose do you see in asking members to engage in role-playing, even at the early sessions?

3) What factors pertaining to a member’s culture or gender might you consider before initiating a role play in this group?

Icon 6: Questions 1 and 2 (p. 30)

1) How would you use contracts with a group you are leading? How would you help members design their contract?

2) If you were a member of this group, how open would you be in agreeing to make a contract? What would help you in making a contract?

Icon 7: Questions 1 and 2 (pp. 30-31)

1) What do you observe in members when they talk directly to another person as opposed to talking about that person?

2) If you were a leader in this group, what cultural factors would you be sensitive to before asking members to speak directly to one another?

Icon 8: Questions 1 (p. 31) and 1 (p. 32)

1) What therapeutic value do you see in asking members to make eye contact with another person in the group as they are talking about a problem area?

1) Jyl cries and says she feels exposed. As a leader, how would you respond to her?

Icon 9: Questions 1 and 3 (p. 33)

1) How might the way you deal with conflict in your personal life help or hinder you as a leader in dealing with conflicts in groups?

3) How would you respond to Jacqueline when she makes the comment, “What I have to say would not be nice.”?

Icon 10: Questions 1 and 5 (pp. 35-36)

1) Imagine you are co-leading this group. Pick one of the member’s statements above and write your response to him/her.

5) What other strategies can you think of to address a member’s hesitation and/or avoidance?

Icon 11: Question 2 (p. 43)

2) What intervention might you make with SusAnne, and what would you most hope to accomplish with it?

Icon 12: Question 1 (p. 45)

1) If Andrew declared he was tired of feeling locked up and wanted to be different, how would you pursue work with him?

Icon 13: Questions 2-4 (pp. 46-47)

2) Of the comments made above by Susanne, Jackie, Jacqueline, and James, which one of them most catches your interest and why? What would you say to this person?

3) In the closing minutes of a group, a member says she feels cut off by you. What would you say or do?

4) A member says, “I didn’t feel that we accomplished anything today. I was bored, but didn’t say anything for fear of offending anyone. ”How would you respond?

Icon 14: Questions 2 and 3 (p. 51)

2) At the check in, assume Jyl says, “Last week I left feeling very disappointed. Even though I stated I wanted to talk about my father, we never got around to it. I felt cheated. “What would be your response?

4) How would you handle the situation if you discovered that several members meet regularly between sessions?

Icon 16: Questions 3 and 4 (p. 53)

3) What intervention would you make if several other members joined in with Susanne and stated that they too had difficulty trusting this group?

4) In the scenario described on the previous page, Casey has concerns about both Susanne and Jacqueline, and expresses her fear that they might judge her. What intervention would you make?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges (8th ed.).Belmont, CA: Thomson Brooks/Cole.

PCN 520 Grand Canyon Week 4 Assignment 1 Latest July 2016

Group Design Part 2 Assignment

Details:

Develop a brochure (one page front and back with graphics and descriptions) that will “sell” your group to the public.

1. Complete this assignment in MS Word.
2. The brochure should be universal as it should be available in various locations around your community (e.g., schools, doctor’s offices, human services offices, restaurants, agencies serving the population of the group, etc.).

Develop a set of screening questions and criteria that you, as the group leader, will use to choose the members of the group.

1. Begin with demographics questions (name, age, address, presenting issue, etc).
2. There should be a minimum of 10 screening questions not including the demographics questions.
3. Describe (500-750 words) the criteria that you as the leader will use to choose the members for the group.

APA format is not required, but solid academic writing is expected.

You are not required to submit this assignment to Turnitin.

Submit Group Design Part 2 to the instructor by the end of Week 4.

PCN 520 Grand Canyon Week 4 Assignment 2 Latest July 2016

Groups in Action Workbook Assignment

Details:

Upon viewing “The Evolution of a Group” from the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.

Answer the assigned questions below on “Groups in Action Workbook – Evolution of a Group (Segments 4-5).”

Answer these questions:

1. Icon 17: Questions 1 and 2 (page 59)
2. Icon 19: Questions 2-5 (pages 61-62)
3. Icon 20: Question 2 (page 63)
4. Icon 21: Question 2 (page 64)
5. Icon 22: Questions 1 and 2 (page 64)
6. Icon 23: Questions 1 and 3 (page 67)
7. Icon 24: Questions 3 and 6 (pages 69-70)
8. Icon 25: Questions 2 and 3 (page 72)
9. Icon 26: Question 1 (page 78)
10. Icon 27: Questions 1 and 2 (page 79) and Question 2 (page 81)
11. Icon 28: Question 1 (page 82)
12. Icon 29: Questions 1 and 2 (page 83)

You will be graded on the overall quality of your responses, which may range from a few sentences to a short paragraph, depending on the nature of the question.

APA format is not required, but solid academic writing is expected.

Groups in Action Workbook – Evolution of a Group (Segments 4 and 5)

Upon viewing the Groups in Action DVD (Segments 4-5, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

As you watch the DVD, you will come to an icon number (17-29). It is at this time that you must stop the DVD and read the text corresponding to the icon number in the workbook.

For example, the first icon you will come to is 1: Initial Stage. Stop the DVD and read the text for Icon 1: Initial Stage in your workbook (pp. 20-21).

Icon 17: Questions 1 and 2 (p. 59)

1) A member (Susanne) tells you she wants to work, yet she keeps herself very vague and global. What do you say to her?

2) You are leading a group and ask, “Who wants to work?” There is a long silence and nobody gives any indication of wanting to work. What assumptions might you draw from this situation? What might you say?

Icon 19: Questions 2-5 (pp. 61-62)

2) Assume that after Casey disclosed that she was gay, one member of the group said, “Casey, I need to let you know that I have a hard time hearing this, because I am not comfortable with homosexuality.” How would you intervene?

3) In a role play, Casey spoke to her symbolic mother in Vietnamese. As she did so, what did you observe?

4) Would you have any concerns for Casey if she indicated her intention to tell her mother that she is gay? Would you address your concerns with her? Why or why not?

5) What would you say if several group members began pressuring Casey to talk to her mother in real life and let her know about her sexual orientation?

Icon 20: Question 2 (p. 63)

2) How would you decide what to focus on with Jyl? Would you focus on her sadness over losing her father? Her issues with men? Her disappointment of not having become a pianist? What would guide you in your decision?

Icon 21: Question 2 (p. 64)

2) Given that Jackie has insight into her behavior, would you be inclined to suggest homework to her, and if so, what would this be?

Icon 22: Questions 1 and 2 (p. 64)

1) Jacqueline talks about striving to get her mother’s approval. What strategies would you use to facilitate her work?

2) Discuss what you consider to be the pros and cons of the leader being utilized by group members in role play.

Icon 23: Questions 1 and 3 (p. 67)

1) How were you personally affected as you observed Darren’s work described above? How might that influence the way you work with him?

3) Assume you are leading the group and after Darren’s work, he announces, “I’m feeling vulnerable and embarrassed. I can’t believe that I lost control like that.” How would you deal with this statement?

Icon 24: Questions 3 and 6 (pp. 69-70)

3) Assume that several members displayed anger toward James for having hurt a woman in his life. How would you respond?

PCN 520 Grand Canyon Entire Course

6) Observe the nonverbal behavior of James when SusAnne is finished handing over to him the hurt she’s been keeping inside. How might you work with the nonverbal behaviors James expresses?

Icon 25: Questions 2 and 3 (p. 72)

2) Andrew says, “It’s like I’ve been stabbed, in my heart and my core.” What possibilities do you see of working with his symbolic and powerful words? Did any other words catch your attention for possible exploration?

3) Andrew says, “I want to let my hurt go out the back door. I want to put it in the freezer.” How might you intervene?

Icon 26: Question 1 (p. 78)

1) What value do you see in journal writing once a group terminates? Explain.

Icon 27: Questions 1 and 2 (p. 79) and Question 2 (p. 81)

1) How do you deal with endings in your personal life? How might that influence the manner in which you address group endings?

2) What are your ethical responsibilities to group members with regard to the termination of their group? Explain.

2) What would you say to a member in your group that said he was extremely disappointed in himself for doing so little in the group?

PCN 520 Grand Canyon Entire Course

Icon 28: Question 1 (p. 82)

1) As a leader, how will you deal with a conflict that does not surface until the end of a group?

Icon 29: Questions 1 and 2 (p. 83)

1) A member says, “I don’t want this group to end. I’d like to see us continue meeting as a group.” What would you be inclined to do?

2) Assume Jyl were to say, “I revealed a lot about myself and took risks. Now I am sorry that I did because I feel more vulnerable and won’t have any place to go for support.” What might you say or do?

From Corey, G., Corey, M.S., & Haynes, R. (2006). Groups in Action: Evolution and Challenges (8th ed.).Belmont, CA: Thomson Brooks/Cole.

PCN 520 Grand Canyon Week 6 Assignment Latest July 2016

Groups in Action Workbook–Challenges Facing Group Leaders

Details:

Upon viewing the Groups in Action DVD, you will answer workbook questions that emphasize the application of concepts and techniques appropriate to the various stages of a group’s development.

This portion of the workbook has 25 sections, each corresponding to a specific numbered segment of the DVD. Watch the DVD, stopping after each segment as indicated in the workbook and on the DVD.

Answer the assigned questions below:

Page 102 #4

4) Assume you are leading this group and during the check-in several members emphatically stated that they are not getting what they want and they are not sure that they will remain in it. What would you say?

Page 104 #2

2) How would you deal with a member’s concern about confidentiality?

Page 106 #2

2) How would you address Joel’s guilt about having taken up too much time and having disclosed too much?

Page 109 #3

3) Can you think of ways to work with Nadine so that she could get something out of the group, even though her attendance was mandatory?

Page 113 #1

1) Would you consider possible cultural messages to be relevant in exploring with Vivian her hesitation to express emotions? If so, how would you attend to that?

Page 114 #5

5) How can you facilitate Toni in establishing trust and safety? What would you say to her?

Page 116 #2

2) Assume you ask Nicole not to withdraw, yet she crosses her arms and curtly says, “I’m not going to say anything more.” How would you deal with this stance? Can you think of an intervention that might be helpful to her?

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ADDITIONAL INFORMATION 

Challenges Facing Group Leaders

Introduction

Group leaders are responsible for the success or failure of their groups. They must bring together a diverse group of people and create a culture that allows for the sharing of ideas, experiences and challenges. However, this can be difficult if there are not enough resources available to make it happen. Here are some challenges you might face as a group leader:

Poor communications

Poor communication is one of the biggest challenges facing group leaders. This can be caused by a lack of trust, leadership, clarity or respect between members.

• Lack of trust: People don’t always trust their leader to tell them the truth – especially when it comes to difficult subjects like finances or personal issues that might require confidentiality. If there isn’t enough trust in your group’s structure then you won’t have much success with any kind of communication!

• Lack of leadership: If there isn’t someone taking charge (or at least making sure things get done) then those who are supposed to be working together won’t know what they’re supposed to do or how they should proceed if something goes wrong. A good example would be an experienced leader who doesn’t know their team well enough yet – then again even if someone does know everyone very well but still has trouble getting things done because there’s too much pressure on them from above/below etc., then this could also cause problems when trying

Poor planning

• Planning is important for group leaders because it helps them stay organized, on track, and focused.

• Having a plan will help you stay on course with your goals.

• A good plan will help you avoid problems that could arise from lack of organization or attention to detail.

No ground rules

Ground rules are a set of rules that govern the way you do things. They’re not just for kids, though!

Ground rules can be used as an effective management tool to ensure everyone is working together effectively and efficiently. Here are some examples of ground rules:

• Never leave your partner alone with clients or customers unless they’re in a meeting room or conference room (in which case nobody should enter the room without knocking first)

Lack of goals

The first thing to consider is what your goals are. What do you want to achieve? And how will this goal help you grow and learn as a leader? SMART goals are specific, measurable, achievable and time-bound. In other words, they’re easy to measure—and they make sure that everyone in the group knows exactly what needs to be done.

For example: “I will meet with each member of my team once every two weeks” isn’t specific enough—it doesn’t tell us when or where these meetings will take place; it doesn’t give us any information about who should attend; and it doesn’t even tell us how long each meeting should last! If we want our team members’ schedules respected (and given their busy lives), then our goal should be something like: “By next week I want all of my team members’ weekly meetings scheduled for Monday morning at 10 AM.” That way everyone knows where things stand so far into the future it’s easy for them see how things could unfold before long!

Lack of cohesion or commitment to the group goal

• Lack of cohesion or commitment to the group goal.

• When there is a lack of cohesion, it means that no one feels like they can contribute because they don’t feel part of the team. This can be solved by encouraging people to get involved in activities that are relevant to their interests and skillset, like sports teams or other hobbies.

• Lack of commitment to the group goal is another common challenge facing groups with both leaders and members alike. In order for a group’s efforts at achieving its goals as well as making sure that everyone gets along well together, all members need an equal amount of effort put into them so they don’t lose interest over time due to boredom or lack thereof; otherwise someone might quit halfway through an activity just because he/she doesn’t see any point in continuing anymore (or else maybe he/she always thought about quitting but didn’t want anyone else find out). Some ways around this problem include having meetings regularly where everyone discusses what went wrong last week during class presentation day–this way everyone knows where things went wrong so next time around those problems won’t occur again!

Disagreements among group members

• How to deal with disagreements

• When to let them go

• How to resolve disagreements

• How to avoid them in the first place

These are the biggest challenges group leaders face.

• Poor communications

• Poor planning

• No ground rules or expectations of how a group should operate. There is no structure to the group, and this can cause confusion among members who are not clear on what they are expected to do. They may feel like they don’t have any say in what happens in the group or how it’s run, which leads to disorganization and conflict within the group.

• Lack of goals for your team (or even yourself). If there isn’t a clear goal at hand when you form your team, then it will be difficult for you as leader to stay focused on long-term objectives such as making money or building relationships with people outside your organization.”

Conclusion

Group leaders who have these challenges should consider the following:

• Establish ground rules for their groups -Create a common goal for all members to work towards -Provide clear communication between leaders and members regarding goals, plans and tasks -Make sure everyone understands what they need from each other before starting any new project.