PCN 520 Group Counseling Theory and Practice
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PCN 520 Group Counseling Theory and Practice
PCN520 Full Course
GC PCN520 Full Course Latest
GC PCN520 Week 1 Discussion 1 & 2
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.
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?
GC PCN520 Week 2 Discussion 1 & 2
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.
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.
GC PCN520 Week 3 Discussion 1 & 2
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?
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?
GC PCN520 Week 4 Discussion 1 & 2
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?
What factors would cause you to initiate follow-up contacts with one or more group members? What would be the purpose of such contacts?
GC PCN520 Week 5 Discussion 1 & 2
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?
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.
GC PCN520 Week 6 Discussion 1 & 2
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?
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?
GC PCN520 Week 7 Discussion 1 & 2
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?
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?
GC PCN520 Week 8 Discussion 1 & 2
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?
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?
GC PCN520 Week 2 Group Design Part 1 Assignment
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. 1. Children of divorce.
2. 2. Children of addicts.
3. 3. Adult Survivors of abuse (could be sexual or physical).
4. 4. Treatment for adults who are addicts.
5. 5. Grief recovery.
6. 6. Teens struggling with gender dysphoria (sexual identity).
7. 7. Teen support group (parents who are addicts).
8. 8. Relationship building (homosexual and heterosexual – there does not have to be a division because a group is a group).
9. 9. Domestic violence group for nonoffenders.
10. 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. 1. Group type.
2. 2. Why you chose this type of group.
3. 3. Population serving.
4. 4. Number of sessions.
5. 5. Number of participants.
6. 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.
GC PCN520 Week 3 Groups in Action Workbook Assignment
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.
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, as