Portland Community College | Portland, Oregon

Upon completion of the course students will be able to:

1.  Differentiate process from content issues and apply both in a group counseling setting with the addicted population.

2. Employ effective trauma informed group interventions in addiction counseling.

3. Function as a group facilitator by implementing group interventions.

4. Maintain confidentiality, healthy boundaries, and ethical practice in group leadership.

1. Document attendance at a minimum of three self-help meetings and demonstrate recognition of how group principles manifest in self-help groups.
2. Demonstrate knowledge of group concepts through written assignments.
3. Demonstrate ability to apply group leadership skills by co-facilitating in class role play group.
    

The outcome assessment strategies will include but not be limited to the following:

1.  Students will have an opportunity to faciitate an inclass group experience to practice targeted interventions.
2.  Students will utliize practicum group experience to identify strengths and weaknesses they need to work on as part of their professional development.

3.  Students will develop a "tool box" of interventions they have either created or seen used in practicum to share with their fellow students.

• Various types of groups and factors which contribute to group formation and function.
• Process and content issues.
• Stages of group growth and characteristics behaviors of each stage.
• The role and function of various group roles.
• The purpose and responsibility of a group facilitator.
• The appropriate and inappropriate use of counselor self-disclosure in a group situation.
• The roles of facilitator and co-facilitator.
• Creating and implementing group interventions.
• Structured exercises most appropriate to current stage of group growth.
• Confidentiality and membership selection.
• Informed consent for group treatment
• Addiction specific groups
• Addiction specific self-help meetings
• Principles of effective feedback
• Personal facilitation style
• Student strengths and growth areas in leadership role.
• Therapeutic curative factors in groups.
• Norms of behavior that promote growth within groups.
• Therapeutic interventions and when it is appropriate to use them.
• Group closure and evaluation of the group experience.