School of Arts and Sciences

Course Outline

COUN6000
Interpersonal Group Practice
Semester One 2024
Sydney Campus

University Prayer

Notre Dame, Mother of Jesus and our Mother, We ask you to guide our University. Mary, as you cared for Jesus, Show a loving care for us, As we expand our minds in study and
research, As we open our hearts to future possibilities, And extend our hands to those who are in need. Mary, Seat of Wisdom, Teach us to care for the land and the people Of this
country of the Southern Cross. In this academic community dedicated to you, Help us find new yet faithful ways Of bringing the message of Jesus to Australia And to those who share
this region of the earth with us. Amen

Acknowledgement of Country

We acknowledge and pay our respects to Aboriginal and Torres Strait Islander peoples, who are the traditional owners of Australia. We acknowledge Elders, past and present, as well as the emerging
leaders of tomorrow, and thank them for their wisdom and guidance as we share, collaborate, and learn together.

The University of Notre Dame Australia • www.notredame.edu.au • ABN: 69 330 643 210 • CRICOS PROVIDER CODE: 01032F

Date of Publication to Students: 12 February 2023

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Contents
1. INTRODUCTION TO COURSE ...................................................................................................................... 3
2. COURSE DESCRIPTION ............................................................................................................................... 4
3. COURSE LEARNING OUTCOMES ................................................................................................................ 4
4. GRADUATE STATEMENT ............................................................................................................................ 4
5. COURSE CONTENT ..................................................................................................................................... 4
6. CHANGES MADE TO THE COURSE IN RESPONSE TO FEEDBACK AND REVIEW .......................................... 4
7. WEEKLY LEARNING SCHEDULE................................................................................................................... 5
8. IMPORTANT INFORMATION REGARDING EXPERIENTIAL COMPONENT ................................................... 6
9. ASSESSMENT OVERVIEW ........................................................................................................................... 6
10. INDIVIDUAL ASSESSMENT DETAILS............................................................................................................ 7
11. TO PASS THIS COURSE YOU MUST: .......................................................................................................... 10
12. ADDITIONAL LEARNING RESOURCES ....................................................................................................... 11
13. REFERENCING STYLE ................................................................................................................................ 11
14. ASSESSMENT FORMATTING..................................................................................................................... 11
15. ATTENDANCE REQUIREMENTS ................................................................................................................ 11
16. PENALTIES FOR LATE SUBMISSION .......................................................................................................... 12
17. INFORMATION AND RESOURCES TO SUPPORT YOUR STUDIES............................................................... 12

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1. INTRODUCTION TO COURSE

Course code and name COUN6000 Interpersonal Group Practice

Units of credit 25

Attendance mode Blended – this course is a combination of face-to-face and online delivery

Assumed prior
knowledge and/or Nil
requirements
Prerequisites that must
have been successfully Corequisite
Nil Nil
completed in order to courses
undertake this course
AQF level Level 9
Estimated student You are expected to study, on average, between 10 to 12 hours per week (or,
workload approximately 150 hours per semester) in this course, including all guided and self-
directed work.
Lecture Mondays 9:30 – 16:30am on campus with Kris
Fortnightly Contact
26th Feb, 11th March, 25th March, 15th April, 29th April & 13th May

STAFF DETAILS

Times available
Role Phone Email Office to talk with
students
Program Coordinator:
David
By
Contact David for matters
02 8204 4112 [email protected] NS2/308 appointment
such as advice regarding
or email
enrolment and program
progression
Course Coordinator,
Lecturer and Tutor:
Kris RAO By
Contact Jonathan for [email protected] appointment
matters such as questions or email
about course content,
attendance, and
assessment requirements
School administration
support:
Monday-Friday
Contact your school 08 9433 0100 [email protected] 8.30-5pm Sydney
administration office for time
matters such as timetable 02 8204 4100
clashes and student
applications

Cover Image: Friendship. Photograph. Britannica ImageQuest, Encyclopædia Britannica, 26 Mar 2018. Accessed 1 Feb 2022.
quest.eb.com/search/132_1522919/1/132_1522919/cite

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2. COURSE DESCRIPTION
This course examines contemporary theories of group work. Students gain an understanding of group
dynamics and group processes. Students participate in an experiential group designed to provide
opportunities to analyse the group’s experiences through the application of group theory.

3. COURSE LEARNING OUTCOMES

At the completion of this course, a student should be able to:
1. Analyse practical and ethical impacts of the counsellor’s world view on the therapeutic relationship
2. Give and receive constructive feedback with peers and supervisor/lecturer
3. Demonstrate reflection and reflexivity
4. Apply theoretical knowledge to observations of group dynamics and development.
5. Apply group theory to reflect on own performance in the group setting.

4. GRADUATE STATEMENT
This course provides students with both knowledge and experience of group therapy theory and practices.
The theoretical principles and stages of group theory are explored in detail, and students are invited to
participate in a personal development group as members of their own group process. Workshop groups
are facilitated by qualified and trained professional group therapists, and the materials and concepts
discussed within the group setting will align with the theoretical content covered in the course’s weekly
lectures. These experiences will support students to develop the following graduate attributes:

1. communication, 2. critical and reflective thinking, 3. technical competence and interdisciplinarity, 4. life-
long learning, 5. ethical responsibility, 7. teamwork, 8. research and information retrieval skills.

5. COURSE CONTENT
This course explores different types of groups and their therapeutic benefits, the theoretical stages of
group development and process, the role of the group facilitator, how to help work with difficult group
members and discussions, and also investigates group therapy planning and program development.

6. CHANGES MADE TO THE COURSE IN RESPONSE TO FEEDBACK AND REVIEW

Various sources of information are used including student feedback, academic self-reflection, and academic
peer review into the design of the course.

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7. WEEKLY LEARNING SCHEDULE

Students are expected to engage with the learning activities and resources provided for the course.

Date Self-directed learning

Wk Topic
Week beginning activities/preparation
Introduction to the course and Therapeutic Essential Pre-Reading:
1 th
26 Feb Groups Chapter 1 of Rose text - Why
“personal development”?
Types and Purposes of Therapeutic Groups Chapter 1 of Coreys
Therapeutic Factors of Groups Recommended Reading:
The Group Facilitator Chapters 1 & 2 of Yalom & Leszcz
Group Norms Chapter 2 of Coreys
3 11th March Stages of a Group
Initial Stage of Groups Chapter 6 of Coreys

Chapter 9 of Whitaker
Chapter 11 of Yalom & Leszcz

Transition Stage of Groups Recommended Reading:

Chapter 7 of Coreys
Working Stage of Groups Chapter 10 of Whitaker
5 25th March
Chapter 8 of Coreys
Chapter 12 of Yalom & Leszcz
Chapter 10 of Whitaker

Non-Teaching Week (1st to 5th April)

Recommended Reading:
Final Stage of Group Chapter 9 of Coreys
8 8th April Common Problems and Challenges in Chapter 12 of Yalom & Leszcz
Groupwork: Part 2 Chapter 11 of Whitaker
Chapter 13 of Yalom & Leszcz
Facilitation Skills and Techniques Recommended Reading:
Planning a Group Chapter 6 of Yalom & Leszcz
11 22nd April Chapter 15 of Whitaker
Chapter 5 of Coreys
Chapter 6 of Whitaker
Chapter 8 of Yalom & Leszcz
13 6th May Groups in Action and Course Summary

Study Week (27th May – 31st June)

Exam Period (3rd to 14th June)

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8. IMPORTANT INFORMATION REGARDING EXPERIENTIAL COMPONENT

Participation is expected as a part of this course. Details of class exercises will be discussed prior to
participation and this course will be conducted in accordance with PACFA’s Code of Ethics; in
particular the following sections/items:

5. Respect confidentiality a. Practitioners protect clients’ privacy and confidentiality. This is

paramount to create a psychologically safe environment and to maintain the trust clients place in
Practitioners

AND

8. Deliver ethical education, training and professional development: Educators and Trainers treat
with confidence any personal information they receive about students and learners, whether
obtained directly or by inference, allowing for appropriate disclosure within a training institution
in accordance with institutional policy.

Self-disclosure is always under the control of the participant. It is preferred that students use "real"
material during the workshops unless a role-play is indicated. The level at which you choose to disclose is
also in your control. It is not expected nor recommended that you use material that is causing you a great
deal of emotional stress. Suggested material may include, but is not limited to, specific aspects of personal
development; a difficult situation at work; an area of your life in which you would like to be more assertive.
You may choose to stop any process or exercise at any time. No further discussion of the incident may
occur without your expressed consent.

Material discussed in the experiential group must not be discussed outside of the group.

It is important that you arrive on time to your experiential group. Arriving late or leaving early can be
disruptive to the group process and impacts the other group members.

9. ASSESSMENT OVERVIEW

Item Assessment Value Due Date Course Outcomes

Group Activity Plan: Week 4 1, 4, 5

1 20%
800-1000 words Sunday 17th March
Short Answer Questions: Week 9 4, 5
2 40%
2000 words Friday 21st April
Experiential Group Report: Study Week 1, 2,3,4,5
3 40%
2000 words Monday 20th May

This is a fully graded course.

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10. INDIVIDUAL ASSESSMENT DETAILS

ASSESSMENT 1: Group Activity Plan – Due Sunday 17th March

Word Count: 800 – 1,000 words

Rationale: To demonstrate learning and application of theoretical knowledge relating to the initial stage of
group therapy.

Information about this task: Design and prepare a 10 minute ‘warm up’ activity for a group in the
‘forming’ stage. This task provides an opportunity to apply the theory on developmental stages of groups
to design an activity for a group in the formative stage. The warm-up activity selected should be a simple
activity. It does not need to be an original idea.

Write a summary of the proposed exercise addressing the following points:

 the population for which the exercise is suitable

 the intended/potential benefits of the exercise
 a rationale as to why the population would benefit from this particular task
 potential problems or issues that you anticipate with the activity.

Submission: Assignments are to be submitted as a single document via Turnitin in Blackboard.

When submitting via Turnitin students are not to use the University cover sheet as Turnitin similarity checking
will interpret the cover sheet text as possibly plagiarised. Instead, the student is to check the box in the
Turnitin submission portal to confirming that the work is their own.

Marking criteria for this task:

Marking Criteria Value Excellent Very Good Good Satisfactory Unsatisfactory
% (HD) (D) (C) (P) (F)
Provides a detailed Designs and Designs and Provides some Does not provide
35 and proficient discusses a group discusses a group detail of a sufficient
discussion of a group activity which is activity which will group activity discussion or
Design a group
activity which is both both relevant and benefit the which may detail of a
activity for a target
relevant and beneficial for the chosen benefit the relevant group
population in the
beneficial for the chosen population and chosen activity.
formative stage. chosen population population and therapeutic stage. population and
and therapeutic therapeutic stage. therapeutic
stage. stage.
Provide a rationale Critically discusses Provides Provides good Provides some Does not discuss
for the choice of 30 how the designed thorough detail of detail of how the detail of how how the activity
activity for this activity will address how the activity activity addresses the activity may will address
population, relevant therapeutic will address relevant address relevant
addressing the factors for the relevant therapeutic relevant therapeutic
therapeutic factors chosen group. therapeutic factors for the therapeutic factors for the
the activity may factors for the chosen group. factors for the chosen group.
chosen group. chosen group.
foster
Demonstrates a Demonstrates a Discusses some Provides some Does not address
35 detailed and considered considerations detail regarding potential issues
Anticipate issues that
considered approach approach to both and potential potential issue or address group
may arise, taking into
to both the activity the activity and issues including and may include diversity.
account potential
and target target population, group diversity. diversity.
diversity within the
population, and and addresses
group addresses factors possible diversity.
including diversity.

Assessment feedback
Feedback on this task will be available through Turnitin usually within two weeks of the due date.
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ASSESSMENT 2: Short Answer Questions – Due Sunday 21st April

Word Count: 2,000 words (approx. 500 words per question)

Rationale: To demonstrate learning and application of theoretical knowledge relating to multiple stages of
group therapy as well as key concepts that can impact group dynamics, engagement, and potential conflict.

Information about this task: In Week 2, four questions pertaining to group work will be distributed to
students. Students are required to use relevant literature to compile a succinct response to each question.

Submission: Assignments are to be submitted as a single document via Turnitin in Blackboard.

When submitting via Turnitin students are not to use the University cover sheet as Turnitin similarity checking
will interpret the cover sheet text as possibly plagiarised. Instead, the student is to check the box in the
Turnitin submission portal to confirming that the work is their own.

Marking criteria for this task:

Marking Criteria Value Excellent Very Good Good Satisfactory Unsatisfactory (F)
% (HD) (D) (C) (P)
Provides a critical Utilises a wide Includes a Incorporates Does not include
30 application of a range of relevant reasonable range some relevant a wide enough
Apply relevant
wide range of literature of relevant literature range of relevant
literature to discuss key
relevant regarding group literature regarding literature
concepts in group
literature counselling. regarding group group regarding group
counselling regarding group counselling. counselling. counselling.
counselling.
Incorporates a Demonstrates a Discusses Provides some Does not identify
30 solid and applied working strategies that detail on or discuss
working knowledge of can assist groups strategies that strategies to
Identify strategies to
knowledge of strategies to to work towards could assist assist groups in
influence the
strategies to assist groups to therapeutic groups to achieving
therapeutic factors in
assist groups to work towards key factors. work towards therapeutic
groups work towards therapeutic therapeutic factors.
key therapeutic factors. factors.
factors.
Demonstrates a Demonstrates a Provides Demonstrates Writing style is
20 skilled and professional discussions in a some clarity unclear and
proficient writing writing style that style which is of thought in demonstrates an
Organise your
style, and is clear and clear and their writing insufficient grasp
responses into a clear,
presents structured. considered. style. of key concepts.
logical and persuasive
discussions in a
structure highly
professional
manner.
Produce technically 20 Work is Presentation of Work is presented Presentation Work is
proficient work by using presented to a work is in a reasonably of work is of presented in an
APA referencing, standard which is professional and professional mixed unprofessional or
crafting a well-edited highly structured. manner. standard, unstructured
discussion, and professional. requires some manner.
presenting work in a further
professional format attention.

Assessment feedback
Feedback on this task will be available through Turnitin usually within two weeks of the due date.

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ASSESSMENT 3: Experiential Group Report (Parts A and B) – Due Monday 20th May

Word Count: 2,000 words

Rationale: This assessment provides students with the opportunity to synthesise their learning from both
the theoretical and experiential aspects of the course, and to demonstrate their understanding of how
group processes can enhance their own personal development and self-awareness.

Information about this task

The experiential group in this course is focused on the aim of increasing students’ awareness of their own
relational patterns within groups. This process is widely considered to be important in the development of
ethical, competent and self-aware counsellors. Personal growth and awareness is described as the process
through which counselling trainees “become a particular kind of person and attain a meaningful
understanding of their inner self (e.g. thoughts, emotions, sensations, etc.)” (Luke & Kiweewa, 2010).

The groups may follow some structure, such as warming up, group activities and closing, however they will
not be structured in the same way as a lecture or traditional tutorial. Implicit in experiential group
participation are the four learning modes outlined in Kolb's (1984) Experiential Learning Theory; namely
opportunities for concrete experience, abstract conceptualization, reflective observation, and active
experimentation.

Part A. Reflective Journal (not assessed)

You are to make weekly journal entries on your group experience. These will not be submitted to your
lecturer or tutor.

Part B: Experiential Group Report

Your 2,000-word report should summarise your experience in the experiential group as outlined in your
journal, making reference to published literature and relevant theories of group counselling where
appropriate. Link the content and theory covered in the lecture component to your own experiences and
observations in the group. Comment on the stages of the group that you observe, and elements of group
dynamics discussed in class.

Submission: Assignments are to be submitted as a single document via Turnitin in Blackboard.

When submitting via Turnitin students are not to use the University cover sheet as Turnitin similarity
checking will interpret the cover sheet text as possibly plagiarised. Instead, the student is to check the box
in the Turnitin submission portal to confirming that the work is their own.

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COUN6000, 2024, S1

Marking criteria for this task:

Marking Criteria Value Excellent Very Good Good Satisfactory (P) Unsatisfactory (F)
% (HD) (D) (C)
Provides a Includes a Provides an Discusses some Provides little to
detailed and thorough account account of how aspects of how no detail of how
Identify how your considered of how the group the group the group the group
own world-view, account of how experience has experience has experience has experience has
background, and the group been informed or been informed or been informed been impacted by
personal experiences experience has impacted by impacted by or impacted by world-view,
25
have influenced your been informed world-view, world-view, world-view, background, or
perceptions of the or impacted by background, and background, or background, or interactions with
group and group world-view, interactions with interactions with interactions others in group.
members background, and others in group. others in group. with others in
interactions with group.
others in group.
Demonstrates a Demonstrates a Provides detail of Demonstrates Does not
Relate group thorough good knowledge group counselling some demonstrate
counselling theory working of group theory through knowledge of sufficient
knowledge of counselling discussion of group knowledge of
from lectures,
group theory through an group counselling group counselling
textbooks and
25 counselling analysis of group experiences and theory through theory or
readings to your
theory through experiences and observations. discussion of reflection on
group experience and an analysis of observations. group experiences.
observed group group experiences and
dynamics experiences and observations.
observations.
Provides a Discusses key Identifies key Identifies a key Does not identify
detailed account learning events learning events learning evens key learning
Identify and
of key learning and provides and provides and provides events or related
summarise key
25 experiences and detail of specific some detail of some detail of reflections from
learning events from
discusses specific reflections and specific reflections and their group
the experiential group reflections and considerations. reflections and considerations. experience.
considerations. considerations.
Reflects Provides honest Provides details of Discusses some Provides no
analytically and reflections on some reflections reflections on honest or
honestly on their their group on their group their group relevant
Reflect meaningfully
group experience experience and experience and experience or reflections of
on areas for your own
25 and areas for areas for further an identified area an area for their group
further learning and
further growth growth and for further growth further growth experience and
development and knowledge. knowledge. and knowledge. and knowledge. does not identify
areas for future
learning.

Assessment feedback
Feedback on this task will be available through Turnitin usually within two weeks of the due date.

11. TO PASS THIS COURSE YOU MUST:

Complete all assessment tasks AND achieve at least 50% when all assessment marks are totalled.

If you anticipate having difficulty meeting the due date for submitting an assessment task, speak with your
lecturer or tutor as soon as possible.

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12. ADDITIONAL LEARNING RESOURCES

Required Reading:

Corey, M. S., Corey, G. & Corey, C. (2018). Groups: Process and practice (10th ed.). Belmont, Calif:
Brooks/Cole Cengage Learning.

Essential Reading:

Yalom, I. D., & Leszcz, M. (2005). The theory and practice of group psychotherapy (5th ed.). New York: Basic
Books.
Rose, C. (2008). The personal development group: The student's guide. London: Karnac
Whitaker, D. S. (2003). Using groups to help people. Taylor and Francis.

Recommended Reading:

Ringer, M. (2002). Group action: The dynamics of groups in therapeutic, educational and corporate settings.
Jessica Kingsley Publishers.

13. REFERENCING STYLE

The University Library provides guidance on referencing, including style manuals, principles and examples.

The guides include advice on how to acknowledge the use of artificial intelligence (AI) software in the
preparation of an assessment – AI software, including generative predictive text (GPT), may only be used in
your assessments where the Course Coordinator explicitly permits this usage.

For this course, students must use: American Psychological Association Manual of Style (APA) 7th edition

14. ASSESSMENT FORMATTING

Your work should be presented as follows:
 Arial or Calibri font in 11pt
 Portrait orientation in A4 with margins of at least 2cm
 1.5-line spacing
 Word counts are strictly within a +/- 10% range, including in-text references. The word count does
not include footnotes or reference lists/bibliographies.

15. ATTENDANCE REQUIREMENTS

This course requires attendance at all scheduled workshop days, and students may be awarded a Failure for
Non-completion (FN) grade if they miss more than 15% of such classes.

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16. PENALTIES FOR LATE SUBMISSION

Where an assessment item (excluding examinations) is submitted after the due late, a penalty may be
imposed for late submission. The range of penalties is as follows, as per 10.5 of the Procedure: Assessment
in Higher Education Coursework, ELICOS and Enabling Courses:

Number of calendar days late Percentage reduction in the

(weekends are included in the calculation assessed mark
of days late)
1-7 days 5% per day
8-10 days 10% per day
11 days + A result of zero is awarded

17. INFORMATION AND RESOURCES TO SUPPORT YOUR STUDIES

Information on the following can be found on this page: https://www.notredame.edu.au/additional-
student-info
 Checking your Notre Dame email
 Course fees, financial and academic penalty dates
 Academic integrity
 Learning support
 Access and inclusion support and student wellbeing
 Assessment policies
 How to submit your assessment
 Querying or appealing assessment results
 Graduate attributes and professional outcomes

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