Bob Bennett, MD,CGP,FAPA
Melissa Black, PhD,CGP
Dale C. Godby, PhD,CGP,ABPP
Myrna Little, PhD,CGP
Scott Nelson, PhD, CGP
Fwy, Suite 150, Dallas, TX 75240
UNIVERSITY OF TEXAS
SOUTHWESTERN MEDICAL CENTER AT DALLAS
DEPARTMENT OF PSYCHOLOGY
GROUP PSYCHOTHERAPY COURSE
Wednesday 8:00 AM - 12:00 PM
The community stagnates without the impulse of the
The impulse dies away without the sympathy of the community.
||Dale C. Godby,
Ph.D., ABPP, CGP
This course will expose you to the
basic theory and practice of group psychotherapy. The course work combined with
supervision will give you the knowledge needed to lead and understand a psychotherapy
group. The course will address the first three of the following four important areas of
- ACADEMIC LEARNING:
textbooks, journals, lectures and discussion.
- EXPERIENTIAL LEARNING:
participation in an experience group led by Dr. Malcolm Bonnheim. Your participation and
Dr. Bonnheim's evaluation of you in the group will have no influence on your grade.
Experiential learning about group is often obtained by membership in a training group in
which professionals come together to use their experience in a study group to understand
first hand how a group works. Dr. Leonard Horwitz in his article, "Exciting
opportunities ahead" in the International Journal of Group Psychotherapy.
(1999) 49, 87-90, provides an excellent introduction to this type of group. READ
THIS ARTICLE BEFORE THE FIRST CLASS. You will be asked to visit Dr. Bonnheim's group on
the first day of class to determine whether you will choose to be a part of it on a
regular basis. This group is voluntary and participation in the group will have no effect
on your grade
Experiential learning can also come from your own
therapy. How one decides whether to choose group, individual or family therapy for
oneself is a question worth exploring.
- OBSERVATIONAL LEARNING:
videos and role playing in class. Hopefully your placements will provide
opportunities to observe experts run group.
- SUPERVISORY LEARNING:
type of learning will not be obtained in class but will come when you lead groups of your
own under supervision.
- Rutan, J. S. & Stone, W. (2000) Psychodydamic group psychotherapy. (PGP)
(3rd Edition) New York: Guilford.
- Kennard, D., Roberts, J., & Winter, D.A. (1993) A work book of group-analytic
London: Jessica Kingsley.
- Ormont, L. R. (2001) The technique of group treatment: The
Collected papers of
Louis R. Ormont.(TGT)
Madison, Conneticut:Psychosocial Press.
- Alonso, A. & Swiller, H. T.
(1993). Group therapy in clinical practice. Washington,
D.C.: American Psychiatric Press.
- Kaplan, H.I. & Sadock, B.J.
(1993). Comprehensive group psychotherapy.
Baltimore: Williams & Wilkins.
- Ormont, L. R. (1992). The
group therapy experience: From theory to practice.
New York: St. Martin's Press.
- Yalom, I. D. (1995). The
theory and practice of group psychotherapy. (4th Ed.)
New York:Basic Books.
- Vinogradov, S. & Yalom, I. D.
(1989). Concise Guide to Group Psychotherapy.
Washington, D.C.:American Psychiatric
- International Journal of Group
Psychotherapy. This is available by joining the
American Group Psychotherapy Association (AGPA).
M.D. has made a significant contribution to the world of group psychotherapy. I have
chosen not to use his textbook because you will receive exposure to his work in watching
his video series in class. The following is an annotated bibliography to encourage you to
further explore his writing.
I. D. (1995). The Theory and Practice of Group Psychotherapy. (4th Ed.) New
York: Basic Books. (First Edition, 1970).
its fourth edition, Yalom's work deservedly draws the highest praise from even his critics
Lieberman, M. A., Yalom, I. D. & Miles, M. (1973). Encounter Groups: First facts.
New York: Basic Books.
of the 1960's encounter group movement. The most successful leaders were seen to be
moderate in stimulating the group emotionally and in setting limits. They were high
in the caring and understanding they offered.
Yalom, I. D. & Elkin, G. (1974). Everyday Gets a Little Closer: A twice told
therapy. New York: Basic Books.
Yalom treats a
young writer who kept a journal of her sessions with him. He kept a journal as well
and they exchanged and read one anothers journals every six months. A fascinating
and often contradictory picture of what is healing in the psychotherapeutic process.
Yalom, I. D. (1980). Existential Psychotherapy. New York: Basic Books.
readable exposition of existential psychotherapy organized around the themes of death,
freedom, isolation and meaninglessness.
Yalom, I. D. (1983). Inpatient Group Therapy. New York: Basic Books.
an excellent addition to his outpatient volume. It offers two very usable models for
inpatient work. If you are running inpatient groups the modifications from his
outpatient format are imperative.
Yalom, I. D. (1989). Love's Executioner and Other Tales of Psychotherapy: For
anyone whose ever been on either side of the couch.
New York: Basic Books.
in a revealing way about the therapist and the therapeutic process. We begin to see
his movement toward the telling of truth through fiction that is fully developed in his Nietzsche
Vinogradov, S. & Yalom, I. D. (1989). Concise Guide to Group Psythotherapy.
Washington, D.C.: American Psychiatric Press.
of group psychotherapy book of lists. Their excellent summaries are best appreciated
after you know the literature.
Yalom, I.D. (1992). When Nietzsche Wept. New York: Basic Books.
fascinating culmination of Yalom's life efforts. Strands of his interest in group,
existentialism, the person of the therapist, are all evident in this novel in which
Breuer, the therapist, may end up changing more than his patient Nietzsche.
Yalom, I. D. (1996) Lying on the Couch : A Novel. New York: Basic Books.
Lying of every kind is going on here
as Yalom makes another effort to describe the lay of the land in the area of truth
- Read assigned texts and attend class.
- Lead and participate in
discussions. See TEACHING AND LEARNING BY DISCUSSION.
- Choose topic and one article.
- Raise discussion questions for the
- Annotated bibliography of 3-5
- Design role-play related to the
- All of the above must be handed out
in class 1 week before your discussion.
- See sample, THERAPEUTIC USE OF THE SELF, which is our first discussion
that I will lead on 1/28/04. READ AND STUDY THIS
ARTICLE FOR THE THIRD DAY
leader will need to raise two questions worthy of further exploration
after the discussion is completed and email these two questions to all
class participants and the instructor within 48 hours of the
completion of the discussion.
- Visit self-help group and distribute
1 page summary to class on or before 4/14/04. You can do this by visiting an on line list
GROUPS or visit one in
person by calling the Mental Health Association of Dallas at 214 871-2420. An example is
given in SELF HELP FOR THE HARD OF HEARING.
- Mid-term and final
exam, which will be taken as a group.
- Evaluate teaching modules.SEE STUDENT EVALUATION FORM.
- Leading and participating in
- Mid-term, taken as a group
- Final, taken as a group
Since discussion is the primary way in which you
will be evaluated it is very important to be present and be on time to
class. You can't discuss if you are not there. We meet 15 times so if you
miss once you have missed 6.6% of the class. You can still get an "A". If
you miss twice you have already missed 13% of the class and the best you
can get is a "B". If you miss five times you have missed 33% of the class
and have failed.
It is easy to get an A in this class. Come and participate. Read the paper
that is part of your syllabus on Teaching and Learning by Discussion and
follow the suggestions given there.
You may also want to look at Stephen D. Brookfield and Stephen Preskill's
book Discussion as a Way of Teaching: Tools and Techniques for
Democratic Classrooms. (1999, San Francisco: Jossey-Bass Publishers.)
In their book they say for discussion to go well in the classroom that all
the participants need to practice certain dispositions in each class. They
name the most important dispositions as hospitality, participation,
mindfulness, humility, mutuality, deliberation, appreciation, hope, and
autonomy. Give each of these some thought and come to class intentionally
trying to emulate them.
During the discussion I will be looking for material from your own
experience, information from the textbooks, learning from other class work
and reading, as well as frequent reference to the article we are
Brookfield and Preskill (1999) additionally frame the following assumptions,
from which I quote, that apply to the group course which you are about to
1. That participating in discussion brings with it the following
- It helps students explore a diversity of perspectives.
- It increases students' awareness of and tolerance for
ambiguity or complexity.
- It helps students recognize and investigate their
- It encourages attentive, respectful listening.
- It develops new appreciation for continuing
- It increases intellectual agility.
- It helps students become connected to a topic.
- It shows respect for students' voices and experiences.
- It helps students learn the processes and habits of
- It affirms students as co-creators of knowledge.
- It develops the capacity for the clear communication of
ideas and meaning.
- It develops habits of collaborative learning.
- It increases breadth and makes students more empathic.
- It helps students develop skills of synthesis and
- It leads to transformation.
2. That students attending will have experiences that they can
reflect on and analyze in discussion.
3. That the course will focus on the analysis of students'
experiences and ideas as much as on the analysis of academic theories.
4. That the chief regular class activity will be a small group
discussion of expereinces and ideas.
5. That I as teacher have a dual role as a catalyst for your
critical conversation and as a model of democratic talk.
So Please take note of the following "product warnings"
If you don't feel comfortable talking with others about yourself and
your experience in small groups, you should probably drop this course.
[ An alternative to this would be to bring up the issue in the
experience group with Dr. Bonnheim, or find an individual therapist to
examine the difficulty with.]
If you don't feel comfortable with small group discussion and think
it's a touch-feely waste of valuable time, you should probably drop
this course. [An alternative to this would be to read Plato's
Symposium. If the Plato's record of a small group on love doesn't
convince you of the value of discussion, I doubt if my course will.]
If you are not prepared to analyze your own and other people's
experiences, you should probably drop this course.
INFORMATION ON GROUP
- International Journal of Group Psychotherapy
- Group Analysis
- American Group Psychotherapy
25 East 21st street, 6th floor
New York, NY 10010
Society (London) (GAS)
258 Belsize Road
Association of Group Psychotherapy (IAGP)
- American Psychological
750 1st Street N.E.
Washingtion, D.C. 20002
After joining APA you may join:
Division 49: Group Psychology and
- Southwestern Group Psychotherapy Society
Edmundo J. Ruiz, M.D., CGP, President
1103 Seymour Avenue
- Dallas Group Psychotherapy Society
Marti Kranzberg, Ph.D., CGP, President
5217 McKinney Avenue, Suite 102
Dallas, TX 75205-3324
Office: (214) 528-1815
Fax: (214) 528-1686
- Mental Health Association of Dallas
2929 Carlisle Street, Suite 350
Dallas, Texas 75204
Self help Clearing House
- Internet Sites
Dallas Group Analytic Practice www.dgapractice.com.
Under links you will find addresses for all of the major group sites.