You are on page 1of 21

GROUP PROCEDURE AND GROUP DYNAMICS IN COUNSELLING (2 CREDITS/REQUIRED)

COURSE CODE: COURSE TITLE:

CED 302 GROUP PROCEDURE AND GROUP DYNAMICS IN COUNSELLING

NUMBER OF CREDIT: 2 CREDITS COURSE DURATION: Two hours per week for 15weeks (30 hours). As taught in 2010/2011 session. LECTURERS NAME: QUALIFICATIONS: DUROSARO, Irene Abiodun. B. Ed. Educational Guidance and Counselling. University of Ilorin, M.Ed. Educational Guidance and Counselling. University of Ibadan.Ph. D. (Guidance and Counselling University of Ilorin), Certificate (Data Processing) University of Ilorin. E-mail address: Office Location: ireneduro@unilorin.edu.ng Room 16, Department of Counsellor Education, Faculty of Education, University of Ilorin. Ilorin, Nigeria. Consultation Hours: Wednesdays and Fridays 10 a.m-12 noon

Course Content: A study of the roles of group counselling and group dynamics in modifying client behaviour. Emphasis on group dynamics, group roles, Individual vs. group counselling with particular reference to the Nigerian culture, Leadership and followership, cooperation and understanding in group to form group loyalties Course Outline: WEEK 1: The Concept of Group WEEK 2: Psychology of Group WEEK 3: Group Formation and How Group can Influence Behaviour WEEK 4: Types of Groups WEEK 5: Advantages of Group Counselling over Individual Counselling WEEK 6: Group Counselling Preparation WEEK 7: Leadership Styles WEEK 8: Open Group WEEK 9: Homogenous Group WEEK 10: Group Setting WEEK 11: Group Size WEEK 12: Group Membership Selection WEEK 13: Termination Stage in Group WEEK 14: Concept of Self-disclosure in Group WEEK 15: REVISION AND GENERAL OVERVIEW

Course Justification: Counselling as an art is a special helping relationship between the counsellor (helper) and the client (helpee) (one to one or individual counselling) In the school setting where large number of students are involved, group counselling session are provided. Group counselling can be an effective therapeutic and educational modality in almost every counselling setting. It is widely used in schools, agencies and private practices, not only because it is effective, but because it often proves more economical than individual counselling, both in terms of the clients and counsellors time and money. Group also offers a parallel to real life situation and create a climate of co-operation among members that would not be possible in an individual counselling experience. Herein lays the rationale for this course where members utilize the group interaction to increase understanding and acceptance of values and goals and to learn and/or unlearn certain attitude and behaviours. Course objective: at the end of the course, students should be able to Explain why people join groups in different cultures Explain the therapeutic effectiveness of group counselling Enumerate the various ways group identification and group goals are related in group counselling. Explain, citing examples the concept of group influence on behaviour of members Highlight tips to avoid implosion and explosion in group counselling List and explain the factors in group counselling List and explain the various types of groups List and explain the various leadership styles in group counselling Explain the advantages and disadvantages of self disclosure in groups Explain the place of theory in group counselling Course Requirement: This course is a required course for counsellor Education students. Attendance at all lectures is compulsory. At least 75% attendance record is

mandatory for a student to qualify to sit for the end of semester examination. Students are also expected to sign up for an e-mail account for effective e-discussions. Method of Grading S/N 1 2 3 4 TYPE Homework and assignment Continuous assessment test/ role play End of semester final examination Total SCORE (%) 10 20 70 100

Course Delivery Strategies: Traditional method (face-to-face method) of lecture delivery will be employed as well as tutorial sessions and review of study questions. Class discussion, role play, individual and group presentation including web interaction will equally be utilised as part of the course delivery methods. LECTURE CONTENT WEEK 1: The Concept of Group Objective: At the end of the lesson, students should be able to Define group Enumerate the importance of group counselling Explain how group counselling can safe both counsellor and the counsellees time Description: This first week lecture will set the tone for the entire semesters work by exploring the concept of group both within the cultural concept and in counselling. The therapeutic effectiveness of group with examples will also be highlighted. Study Questions. 1. How may you define the concept of group? 2. How do you think group can safe time and money in counselling

3. Explain the therapeutic effectiveness of group 4. Group is a microcosm of society? justify your answer with ample examples 5. The creation of an atmosphere in which members achieve a sense of belonging is central in group. Do you agree? Justify your answers. Reading List 1. Corey, G. (1981) Theory and Practice of group counselling. Monterey, Calif Books/Cole publishing Company, pp 1- 10 : 18 24 2. Shertzer, B. & Stone, S. C (1980) Fundamentals of counselling. Boston: Houghton Mifflin company. 3. Omoegun, O. M (2001) A function Approach to practicum in guidance and counselling. Lagos: Onas B press, pp 107 119

WEEK 2: Psychology of Group Objective: At the end of the lesson, students should be able to Define psychology of group List the various components of group psychology Highlight the importance of religious functionalism among human being and the herd instinct in the animal societies. Description: This week lecture focuses on the fact that as long as individual have needed and relied upon others for survival, companionship or other areas of special interest, the formation of group has been inevitable. Group have existed in different forms over the years. The hunting groups of primitive tribes closely parallel the herd instinct in animal societies. The rise of political system through which people learned to govern themselves is rooted in the phenomenon of grouping. The rise of religious functionalism illustrates the inherent strength of the human beings inexorable tendency to form group loyalties. Study Questions 1. Explain what you understand by the psychology of group.

2. Explain the term group identification in group counselling. 3. Enumerate the importance of group gaols in counselling. 4. An individual may belong to many groups and function effectively in all. Do you agree? Justify your answer. 5. Explain the meaning of the adage misery loves company in group counselling. Reading List 1. Corey, G. (1981) theory and practice of group counselling. Monterey, Calif Books/Cole publishing Company, pp 53- 62. 2. Omoegun, O. M (2001) A function Approach to practicum in guidance and counselling. Lagos: Onas B press, pp 107 119 3. Ipaye B. (1995). Guidance and counselling for Nigerian schools. Lagos: Chayoobi Printers and Publishers. Pp 181-201. WEEK 3: Group Formation and How Group can Influence Behaviour Objective: At the end of the lesson, students should be able to: Define group formation Explain why people join one group over the other Explain common goal in group counselling Write short notes on positive social consensus and social support in group counselling. Description: This week lecture focuses on the formation of group. Groups are formed originally for survival or social benefit. To enable members attain certain common goals or engage in common activities People who enjoys movies concerts or sports may form a group to attend these together. A number of individual who want a certain elected may form a group to attain that goal. As a rule, when individuals select a group to join, they seek out others who are similar to themselves in order to obtain information which will enable them to evaluate their own reactions. When a group is formed, certain standards of

behaviour emerge, implicitly and explicitly, and there is a strong pressure on individual members to conform to the benefit of group membership. Study Questions 1. What is a group formation? 2. Explain why people join one group or the another 3. What do you understand by common goals 4. List some common activities of groups 5. Explain conformity to group expectations Reading List 1. Corey, G. (1981) theory and practice of group counselling. Monterey, Calif Books/Cole publishing Company, pp 34-41. 2. Omoegun, O. M (2001) A function Approach to practicum in guidance and counselling. Lagos: Onas B press, pp 109 114 3. Ipaye B. (1995). Guidance and counselling for Nigerian schools. Lagos: Chayoobi Printers and Publishers. Pp 181-201. WEEK 4: Types of Group Objective: At the end of the lesson, students should be able to: List the different types of groups Explain the relationship that exist among different groups Differentiate between the four popular types of counselling groups Do class demonstration on the different types of groups Description: Both the limitation of setting and the varying needs of the participant have given rise to different types of groups. Most of which are associated with a wide variety of different setting. Nowadays, it is not uncommon to hear the terms t group and so on; extra personal-to accomplish a task. Intrapersonal- to cause examination of attitudes, values and belief and to inform or orient. Interpersonal-to change or modify behaviour by

focusing that behaviour in the group. Counselling groups (a) Therapy group, (b) Discussion group, (c) Training group, (d) Guidance group. Study Questions 1. List and explain 4 major counselling groups 2. Differentiate between a therapy group and a discussion group 3. Explain the goals of a training group Reading List 1. Ipaye B. (1995). Guidance and counselling for Nigerian schools. Lagos: Chayoobi Printers and Publishers. Pp 181-201. 2. Durojaiye, M. O. (1972). Psychological guidance of the school child. London: Evans Brothers pp. 25-38 3. Olayinka, M. S. (1990). Organising guidance services in the secondary school system. A pioneer approach and strategy. Ibadan: Claverium Press 4. Omoegun, O. M (2001). A function Approach to practicum in guidance and counselling. Lagos: Onas B press, pp 109 114 WEEK 5: Advantages of Group over Individual Counselling. Objectives: At the end of the lesson, students should be able to List the advantages of group. Explain why the school setting cannot do without group counselling Enumerate the different forms of sense of identity achieved in group

Description: Much of what individuals believe about themselves comes from feedback gathered from interactions with other people. Normal everyday interactions do not allow individuals to check of others as they can do in a group experience. By analysing their behaviour in a group, individuals can see how they act in the everyday world. The value of group approaches lies in helping individual achieve a sense of identity, WHO THEY ARE, WHERE THEY ARE, WHAT IS IT THEY ARE DOING, AND WHERE THEY ARE GOING. (self-discovery, self-realisation and self direction).

Study Questions 1. What are the components of group identity? 2. Explain how behaviours are analysed in the group setting. 3. Explain the term self-discovery 4. What are the major components of self direction? Reading List 1. Baumeister, R.F & Learry, M.R. (1995). The need to belong : desire for interpersonal attachments as a fundamental human motivation psychological bulleting, 117, 497-529 2. Corey, G. (1981). Theory and practice of group counselling. Monterey, Calif Brooks/Cole Publishing Company. Pp. 69-82 3. Omoegun, O.M. (2001). A functional approach to practicum in guidance and counselling Lagos: onas B press. Pp. 107-119 WEEK 6: Group Counselling Preparation Objectives At the end of the lesson, students should be able to Define preparation interview Explain the different stages of group establishment Explain conflict and confrontation Explain cohesiveness Explain productiveness Description It is pertinent for counsellors to understand how groups develop and how they evolve through a systematic process. The process of the development of a group and the maintaining and functioning of a group behaviour involves five stages (a) initiating of the group (b) conflict and confrontation(c) developing cohesiveness (d) productive stage (e) termination stage. Study Questions 1. Explain the stages of initiating in group counselling

2. Write short notes on the following -The setting -The size of the group -Selection 3 Explain group composition 4 Explain homogeneity group 5 Explain heterogeneous group Reading List 1. British Association for counselling and psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling 2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211. WEEK 7: Leadership Styles Objectives At the end of the lesson, students should be able to Explain what is meant by leadership in group Explain leadership styles Identify qualities of group leaders in others Do practical demonstration in class Description: The success of any group endeavour is a function of many variables including the particular situation, the membership and the leadership. The most important of the

variables is leadership, for even with a good situation and a good membership, a group with a poor leader will not function at optimum effectiveness. Study Questions 1. Who is a leader? 2. What are the qualities of a good leader 3. What do you understand by leadership of a group Reading List 1. British Association for counselling and psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling 2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211. 3. Omoegun, O.M. (2001). A functional approach to practicum in guidance and counselling Lagos: onas B press. Pp. 107-119 WEEK 8: Leadership Styles (contd) Objective At the end of the lesson, students should be able to Define authoritarian leadership style Define democrative leadership Define laissez-faire leadership style Do practical demonstration of each type of leader

Description: The type of leadership style adopted by the group leader determines the success or otherwise of the group process. The authoritarian leader assumes that integration results from his explanation that is from something external added to the internal reality of the group-centred and non-directive approach. The democratic leader unlike the authoritarian refuses to accept sole responsibility for either direction of the group or the final solution of the members concerns. The laisez-faire is like no leader at all. Study Questions 1. How may you define leadership styles 2. Explain who an authoritarian leader is 3. Define with examples the role of the democratic leader. 4. Who is a lasez-faire leader? 5. Explain the role of a lasez-faire leader Reading List 1. British Association for counselling and psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling 2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211. 3. Omoegun, O. M. (2001). A functional approach to practicum in guidance and counselling Lagos: onas B press. Pp. 107-119 WEEK 9: Open Group/Closed Group Objective

At the end of the lesson, students should be able to Define open group List and explain 3 major characteristics of open group List the problems of open group Define closed group Do a practical demonstration in class Description: A decision must be made before beginning the group as to whether it is to be open or closed. In a closed group, no new members are admitted and it may meet for a predetermined number of session or until group decides to terminate. In an open group, members are replaced as they leave group so that it continues to function without a predetermined conclusion. A closed group is effective in that it has a stable population and time limit within which to work. It does present certain difficulties, however, as members decide to drop out or move. Study Questions 1. What do you understand by open group? 2. What are the problem of closed group? 3. Explain the steps to take to overcome these problems. 4. Explain the problems or difficulties that can be encountered in an open group. Reading List 1. British Association for counselling and psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling

2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211. 3. Omoegun, O. M. (2001). A functional approach to practicum in guidance and counselling Lagos: onas B press. Pp. 107-119 WEEK 10: Group Setting Objective At the end of the lesson, students should be able to 1. Define group setting 2. Explain the importance of privacy in group 3. Explain why the use of audio or visual recording equipment are regarded as part of setting. 4. Do practical demonstration in class. Description: The counsellor must locate an appropriate place for the group to meet and establish policy about the duration of the group. Group session may be held in any setting that affords some degree of comfort as well as privacy and is free from distractions. Comfortable chairs and a carpeted floor permits the members to relate, move about and change position. Study Questions 1. Describe a group counselling setting 2. Why is the setting very important in group counselling? 3. Enumerate the role of the leader in the setting for a group counselling.

Reading List 1. British Association for Counselling and Psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling 2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211. 3. Omoegun, o.m. (2001). A functional approach to practicum in guidance and counselling Lagos: onas B press. Pp. 107-119 WEEK 11: Group Size Objective At the end of the lesson, students should be able to Define group size Explain why size is important in group work Explain why an increase in the size of the group can bring a corresponding tendency for destructive subgroups to form. Do practical demonstration in class. Description A consensus of the literature although not based on research suggest that the ideal size for a group is between seven to eight members with a range from five to ten. The lower limits is determined by the fact that when the group is much smaller, it ceases to operate as a group and the individuals find themselves in individual counselling with group setting.

Study Questions 1. What is group size? 2. Describe the prescribe number of a good size in literature. 3. How might the group be affected by the size of the group? Reading List 1. British Association for Counselling and Psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling 2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211. 3. Omoegun, O. M. (2001). A functional approach to practicum in guidance and counselling Lagos: onas B press. Pp. 107-119 WEEK 12: Group Membership Selection Objective At the end of the lesson, students should be able to Define selection Explain the importance of selection Describe the selection process in group counselling Description: A counsellor can increase the chances of success within the group by careful selection of client. Client should be thoroughly screened so the counsellor will understand as

much as possible about them. The counsellor may wish to review their childhood and adolescent stages. Study Question 1) How may you define selection in group? 2) Explain the importance of family background in group counselling selection. 3) Why is prior relationship with the counsellor important in selection. Reading List 1. British Association for Counselling and Psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling 2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211. 3. Omoegun, O. M. (2001). A functional approach to practicum in guidance and counselling Lagos: onas B press. Pp. 107-119 WEEK 13: Termination Stage in Group Objective At the end of the lesson, students should be able to Define the stage of termination in group Explain why the stage is very important Enumerate the process of terminating a counselling group. Explain counsellors role in termination.

Enumerate how follow-up can be conducted. Description: Termination is one of the most significant aspects of the group process. If handled inappropriately, it may not only conclude the experience without effective change for the member or members, but also so adversely affect individuals that they may not seek further help when necessary. Study Questions. 1) Explain the meaning of termination is group 2) Identify and explain the forms of termination 3) Enumerate the process of termination 4) Why is termination very important in group? 5) Hoe do you go about follow-up? Reading List 1. Corey, G. (1981) theory and practice of group counselling. Monterey, Calif Books/Cole publishing Company, pp 34-41. 2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211. 3. Omoegun, O. M (2001) A function Approach to practicum in guidance and counselling. Lagos: Onas B press, pp 109 114 WEEK 14: Concept of Disclosure in Group Objective At the end of the lesson students should be able to

Define self-disclosure Explain the techniques of self-disclosure in group Enumerate the functions of self-disclosure Explain how self disclosure may affect leaders personality Write short notes on Johari window in relation to the knowledge of self in group Description: This week lecture focuses on self-disclosure as a useful strategy in group work. Selfdisclosure is an important aspect in interpersonal relation. It is a process of making ones self- known to others by revealing personal information. One self-disclosure will lead to anothers self disclosure. Study Questions 1. What is self-disclosure in counselling? 2. What are the functions of self disclosure 3. Explain the techniques of self disclosure as a useful strategy in group. 4. Identify and explain the four panes of the Johari Window in relation to the knowledge of self and others Reading List 1. British Association for counselling and psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling 2. Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211.

3. Omoegun, O. M (2001) A function Approach to practicum in guidance and counselling. Lagos: Onas B press, pp 109 114 WEEK 15: Revision and General Overview Description: This is the last week of the semester lecture. This week will focus on revision and general overview of the semester lectures. The students are expected to do the following. 1. Ask for clarification of topics that are not clear 2. Ask questions where necessary 3. Make contribution during the tutorial exercises 4. Assess the semesters lecture in terms of knowledge gain and implication for their programme of study. Study Questions 1. Explain the techniques of self disclosure as a useful strategy in group. 2. Identify and explain the forms of termination 3. Why is the setting very important in group counselling? 4. Define with examples the role of the democratic leader. 5. What are the qualities of a good leader 6. Explain group composition 7. Explain homogeneous group 8. Explain what you understand by the psychology of group.

9. Explain how group counselling can safe both counsellor and the counsellees time 10. Enumerate the importance of group counselling General Reading List 1. British Association for Counselling and Psychotherapy pg .3 (BACP, 2005) what is counselling? Retrieved from http/www.bac.co/education/what is counselling
(3)

2. Corey, G. (1981). Theory and practice of group counselling. Monterey, Calif Brooks/Cole Publishing Company. Pp. 69-82 3.
(4)

Ipaye. B. (1995). Guidance and counselling in Nigeria schools: Lagos chayoobi printers and publishers. Pp 209-211.
(4)

4. Durojaiye, M. O. (1972). Psychological guidance of the school child. London: Evans Brothers pp. 25-38
(4)

5. Olayinka, M. S. (1990). Organising guidance services in the secondary school system. A pioneer approach and strategy. Ibadan: Claverium Press
(2)

6. Omoegun, O. M. (2001). A functional approach to practicum in guidance and counselling Lagos: onas B press. Pp. 107-119 Key for the Reading List 1. Available in the university library 2. Personal collection of the lecturer 3. Available on the internet 4. Available in the departmental reading room
(1)

You might also like