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PCN 520 Grand Canyon 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 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.
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?
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?
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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