Homework answers / question archive / PYCL 0635 - Group Theory and Practice Key Performance Indicator (KPI) Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills

PYCL 0635 - Group Theory and Practice Key Performance Indicator (KPI) Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills

Psychology

Share With

PYCL 0635 - Group Theory and Practice
Key Performance Indicator (KPI)
Faculty systematically assesses each student’s progress by examining a combination of knowledge and
skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess
student learning in core content areas of the counseling curriculum. Key performance indicators are
measured multiple times and at different points in time during the student’s master’s program.
This course has been identified as fulfilling one of the eight core content areas of the counseling curriculum,
Group Counseling and Group Work. The following content area objectives are addressed within this course
via the designated Key Performance Indicator task described below.
1. Understand the principles and theories of group dynamics, including group process components,
developmental stage theories, group members’ roles and behaviors, and therapeutic factors of
group work.
2. Demonstrate an understanding of the various types of groups, stages of group development, group
processes, and provision of group counseling across myriad settings.
3. Understand various group counseling methods, including group counselor orientations,
therapeutic factors and behaviors, and appropriate selection criteria including recruiting and
screening, working with diverse groups, and methods of evaluation of effectiveness across group
counseling settings.
4. Develop a working understanding of group leadership or facilitation styles and approaches,
including characteristics of various types of group leaders and leadership styles.
6. Understand ethical and legal standards in group counseling.
Relevant Accreditation Standards Met by KPI:
Course Objective CACREP Standard*
1. 2. F. 6. a.
2. 2. F. 6. b., 2. F. 6. f.
3. 2. F. 6. c., 2. F. 6. e.
4. 2. F. 6. d.
6. 2. F. 6. G.; CMHC 2. L.
* Clinical Mental Health Counseling Concentration only
Students will demonstrate competency via successful completion of the following key performance
indicator required task:
PYCL 635 Required KPI Assignment: Group Counseling Plan (20 points/100 point scale)
Students will choose a group counseling topic they would like to research and for which they will develop
a six-week group framework plan. The instructor must approve your topic in advance. Sample topics
could include:
1) Grief counseling
2) Self-esteem building
3) Conflict resolution
4) Social skills
5) Interpersonal communication
6) School achievement skills
7) Decision making (college/career focus)
8) School transitions

9) Addictions
10) Parenting education
Students will specify the population for whom the group is tailored. Students will research effective small
group intervention plans for this topic and population. Students will then design (in outline form) a 6-
week, small group counseling plan based on this research. The student will present this information to the
class on the assigned date (the presentation should be 15 to 20 minutes in duration and include a
PowerPoint and handout that incorporates section V. Group Counseling Plan which is detailed below).
The outline of this group counseling plan will include the following sections:
I. Introduction
a. Is this topic more appropriate for small or large group? Highlight why individual
counseling wasn’t chosen.
b. What is your specific population of focus for this group? (e.g., court mandated clients,
children who have lost a loved one, adolescents with school difficulties, couples, etc.)
II. Characteristics of Group Leaders
a. What group leader characteristics are necessary for successful group facilitation?
b. How does the type and formulation of the group impact your group leader selection and
facilitation?
III. Culturally Relevant Strategies for Designing and Facilitating Groups
a. How do cultural and diversity factors impact development and facilitation of your group?
b. What steps have you taken to insure these strategies are in place?
IV. Research
a. What does the research suggest as effective interventions for this population?
b. What does the research show was ineffective for working with this population?
V. Group Counseling Plan
a. Clearly outline at least 6 sessions for the group
b. Include the following for each session:
i. Objectives for each session
ii. Materials needed for each session
iii. Step-by-step instructions for leading the lessons, including process questions the
leader should ask with the activities
iv. Any additional materials (e.g., worksheets, handouts) the leader will need
c. Describe the methods used to assess the efficacy of the group
VI. Recommendations
a. In addition to the group, what (if anything) should the counselor do to ensure that the
client’s needs are met in this topic area?
b. What would you recommend to counselors planning to lead this group?
c. What ethical considerations and multicultural competencies should be integrated into the
group?
VII. References
a. APA style is required
b. At least 5 professional references must be used (no websites or self-help books)
A rubric for this assignment can be found at the end of the syllabus. Students must receive at least a
70% to receive a passing grade. A student who scores a ‘Not Met’ on any criterion of KPI assignment
must complete an Individual Remediation Plan with the instructor. Failure to successfully remediate
the KPI assignment will result in a F (Fail) grade in the course.
Required Group Plan Key Performance Indicator Rubric

The “Group Counseling Plan” assignment is used as a Key Performance Indicator for the common
core area “Group Counseling and Group Work.”
Criterion Not Met =
0 points
Met =
4 points
Exceeded =
5 points
Points
1.
Introduction
(5 points
max)
[2. F. 6. b.]
[2. F. 6. f.]
Student did not give a
clear introduction that
covers the
appropriateness of the
topic for small/large
group, why the topic
is not appropriate for
individual counseling,
and the population
that is the focus of
this group counseling
group.
Student gave a clear
introduction that
covers the
appropriateness of the
topic for small/large
group, why the topic is
not appropriate for
individual counseling,
and the population that
is the focus of this
group counseling
group.
Student gave a clear
introduction that covers
the appropriateness of the
topic for small/large
group, why the topic is not
appropriate for individual
counseling, and the
population that is the focus
of this group counseling
group. The introduction
was thorough and gave
specific details on the
population chosen.
2. Research
Support &
References
(5 points
max)
Student did not
clearly describe what
he/she found in a
thorough literature
review on the topic
for the group
intervention. The
student did not use at
least 5 professional
references (e.g.,
refereed journal
articles, textbooks).
Student clearly
described what he/she
found in a thorough
literature review on the
topic for the group
intervention. The
student described
curriculum that are
evidence-based for this
topic. At least 5 of the
references were
professional (e.g.,
refereed journal
articles, textbooks).
Student clearly described
what he/she found in a
thorough literature review
on the topic for the group
intervention. The student
explained specific research
studies and evidencebased
curriculum that have
been proven to meet needs
of the targeted group
population. At least 5 of
the references were
professional (e.g., refereed
journal articles,
textbooks). There were no
APA style errors in
reference listing.
3. Group
Plan
(5 points
max)
[2. F. 6. a.]
[2. F. 6. c.]
[2. F. 6. e.]
[2. F. 6. b.]
[2. F. 6. f.]
The Group Plan did
not include all of the
following:
• An outline for at
least 6 group
meetings
• Objectives for each
meeting
• Materials needed
• Step-by-step
instructions for
leading the lesson
• Process questions
the leader should
The Group Plan was
thorough and includes:
• An outline for at
least 6 group
meetings
• Objectives for each
meeting
• Materials needed
• Step-by-step
instructions for
leading the lesson
• Process questions
the leader should
ask during the
The Group Plan was
thorough and includes:
• An outline for at least
6 group meetings
• Objectives for each
meeting
• Materials needed
• Step-by-step
instructions for leading
the lesson
• Process questions the
leader should ask
during the activities
• Any additional
CMHC KPIs, ASLOs & Dispositions 2/22/21 38
ask during the
activities
• Any additional
materials the leader
will need
• Methods to
measure group
efficacy
activities
• Any additional
materials the
leader will need
• Methods to
measure whether
or not the group
was effective
materials the leader
will need
• Methods to measure
whether or not the
group was effective
• The description of the
group plan is
thorough. The methods
to measure
accountability include
perception data (e.g.
pretest/posttest) &
results data (e.g., GPA,
attendance, etc.)
4.
Recommend
actions
(5 points
max)
[2. F. 6. d.]
[2. F. 6. g.]
The student did not
clearly describe
recommendations for
the counselor leading
the group counseling
group. The student
did not address ethical
considerations or
multicultural
competent strategies
for working with
diverse populations.
The student clearly
described
recommendations for
the counselor leading
the group counseling
group. The student
provided an overview
of potential ethical
considerations and
multicultural
competent strategies
for working with
diverse populations.
The student clearly
described
recommendations for the
counselor leading the
group counseling group.
The student expertly
outlined ethical
considerations and
multicultural competent
strategies for working with
diverse populations and
integrated them into their
working group plan.
These recommendations
were practical and
considered a wide variety
of obstacles to running the
group counseling group.
Total grade for the assignment (20 of 100 total points for the course or 20% of your total
course grade):
*
* All students must pass the KPI Assignment at 70% or higher. Any ‘Not Met’ criterion requires
instructor remediation prior to the end of the course to achieve a passing grade for the KPI.
Students must pass the KPI to pass the course.