Philippine Normal University

The National Center for Teacher Education

College of Graduate Studies and Teacher Education Research
Course Title
Course No.
Course
Description

School Year
and Semester
Faculty
Course
Prerequisite
Course Goals
or Objectives

Course
Content
(Matrix)
(format will
depend on the
nature of the
course, decision
by the
Department)

Group Process and Program Development

GC 506
The course is designed to enhance competencies in the application of
various theories, principles and techniques in group process. Experiential
in its methodology, the course focuses on the demonstration of skills in
designing psycho-educational training programs in group counseling and
its actual implementation.
Term 1: 2015 - 2016
Teresita T. Rungduin
GC 501
Gain self-knowledge and experience personal growth through
participation in the group experience;
o Be able to reflect on themselves as counselors in the group process;
o Demonstrate knowledge of theories of group counseling including
commonalities, distinguishing characteristics, and relevant research;
o Demonstrate knowledge of the principles of group dynamics, including
group process components, developmental stage theories, and group
member roles and behaviors;
o Demonstrate knowledge of group leadership styles and approaches
including characteristics of various types of group leaders and
leadership styles;
o Acquire the knowledge of group counseling and guidance approaches
appropriate for the developmental stage and needs of children and
adolescents;
o Know and be able to apply group counseling methods including group
counselor orientations and behaviors, ethical standards, appropriate
selection criteria and methods of evaluation and effectiveness;
o Identify how group counseling in the educational setting differs from
small group counseling in other settings (unique characteristics);
o Understand that group counseling approaches and techniques are
systemically designed to assist children and adolescents with
developmental tasks;
o Demonstrate familiarity with approaches used for other types of group
work, including task groups, prevention groups, support groups, and
therapy groups;
o Know and be able to apply ACA and ASCA ethical and professional
standards as related to group counseling in schools;
o Know the stages of the group process (including pre- and post-group
activities);
o Conduct weekly small group activities in order to have experience as a
group facilitator
o Be able to respond appropriately to feedback from peers, and
professors.
Flexible
Learning
Instructional
Content Outline
Activity
Delivery
( Can be in the
( Internet
Face to Face
Assessment
form of
based or
Classroom
strategy/Expec
question or
alternative
Based
ted output
theme)
mode)
Activities
1.5
3 hours/week
hours/week
o

Session One

Introduction to
Group Processes

Session Two

Theories in Group
Dynamics

Discussion and
sharing of
professional
experiences
Discussion and
sharing of
professional

Reading Forsyth's Group

Dynamics
Reading Realistic Conflict
Theory and

Concept paper o
planned Active
Service Learning
(ASL)
Critique paper
on the
applicability of

Philippine Normal University

The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
experiences

Social Identity
Theory
Reading - Social
Comparison and
Social
Dominance
Theory
Reading - SelfDetermination
Theory and
Forsyth's
Structure of
Groups
Reading Forsyth's Power
and Conflict in
Groups

Session Three

Theories in Group
Dynamics

Discussion and
sharing of
professional
experiences

Session Four

Group Structure,
Cohesion and
Development

Discussion and
sharing of
professional
experiences

Session Five

Influence, Power
and Conflict

Discussion and
sharing of
professional
experiences

Session Six

Performance,
Decision-Making
and Leadership

Session Seven

Session Eight

Session Nine

Session Ten

Session Eleven

Session Twelve

Course
References

the two theories

in studying
group
development
among Filipinos

Integration of
the principles in
the concept
paper for ASL

Analysis paper
on school
conflicts and
how they are
resolved

Discussion and
Reading Creation of
sharing of
Forsyth's
modules on
professional
Decision-Making leadership and
experiences
decision-making
Groups and
Discussion and
Reading Integration of
Change
sharing of
Forsyth's Groups concepts in the
professional
and Change
ASL
experiences
Group Processes
Discussion and
Reading Analysis paper
in the Philippines: sharing of
Ortigas' On
on issues faced
Facilitation
professional
Becoming A
in facilitating
experiences
Facilitator
groups
Training
Discussion and
Reading Integration of
Components for
sharing of
Ortigas' Process
concepts in ASL
Group Facilitators professional
Observation
experiences
Implementation
Application of
Skype/Chat of
Progress report
of ASL
learned
ASL progress
principles and
concepts
Implementation
Application of
Skype/Chat of
Progress report
of ASL
learned
ASL progress
principles and
concepts
Presentation of
Application of
Rubrics on ASL
Research Report
ASL Outcomes
learned
implementation
principles and
concepts
Fiske, S., Cuddy, A., & Glick, P. (2006). Universal dimensions of social
cognition: warmth and competence. Trends in Cognitive Sciences , 77-83.
Forsyth, D. (1999). Group Dynamics. Belmont, CA: Wadsworth Publishing
Company.
Johnson, D. W., & Johnson, F. (1997). Joining Together: Group Theory and
Group Skills . California: Allyn and Bacon.
Ortigas, C. D. (1999). Group Process and the Inductive Method: Theory and
Practice in the Philippines. Quezon City: Ateneo de Manila University Press.
Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the
Facilitation of Intrinsic Motivation, Social Development, and Well-Being.
American Psychologist , 68-78.
Suls, J., & Wheeler, L. (2012). Social Comparison Theory. Handbook of
Theoreies of Social Psychology: Volume 1 , 460-483.
Van Lange, P. A., Kruglanski, A., & Higgins, T. (2011). Social Dominance
Theory. Handbook of Theories of Social Psychology , 418-439.

Philippine Normal University

The National Center for Teacher Education
College of Graduate Studies and Teacher Education Research
Van Lange, P., Kruglanski, A., & Higgins, E. (2012). Social Identity Theory.
Handbook of Theories of Social Psychology , 379-399.

Additional/
Supplementar
y materials
Course
Requirements

Course
Policies

Consultation
Period

Handbook of Positive Psychology

- Completing assigned readings, class participation, class presentations

(30%)
- Completing 3 homework assignments (10%)
- Midterm take home essay (30%)
- Final project (30%)
1. Attendance in all class sessions.
2. Satisfactory and timely completion of all assigned homework tasks.
3. Satisfactory organization/maintenance of a comprehensive portfolio
containing all classroom handouts, homework and in-class
assignments.
4. Satisfactory completion of all assigned product and performance tasks.
5. Satisfactory completion of midterm and final examinations.
Plagiarism: Plagiarism is a serious offense according to official University
policy. As a result all efforts to monitor student work will be a priority of the
instructor in this course. Students are obligated to reference all materials
taken from electronic sources as they are from print and non-print sources.
Monday 2:00 - 3:00 PM

Prepared by:

Teresita T. Rungduin
Faculty

Approved:
____________________________
Associate Dean
____________________________
Dean

______________________
Date Approved
______________________
Date Approved