Group Dynamics Outline

School of Hlth & Comm Services
Group Dynamics
2016-17 Academic Year
Program
Year
Semester
HCS-Social Service Worker Diploma
CE-Social Services Worker Diploma
N/A
N/A
Course Code:
COUN 3503
Course Hours:
42
Prerequisite:
SSW 2500 OR COUN 2582 OR COUN 2502 OR COUN 2552
Corequisite:
N/A
Laptop Course:
Course Equiv. Code(s):

Course GPA Weighting:
Yes
No
Delivery Mode(s): In class X

Authorized by (Dean or Director):
COUN 4503, COUN 3553,

COMM 2326
3
X
Online
Hybrid
Judeline Innocent
Date: August
2016
Prepared by
First Name
Last Name
Email
Lorraine
Closs
lorraine.closs@durhamcollege.ca
Durham College Course Outline - COUN 3503 - 2016-2017
Page
1 of 16
Course Description:
This course provides students with an overview of the concepts and principles relevant to therapeutic group work.
There are three main areas of focus that will be covered; types of group work, the theoretical stages of group process
and ethical techniques for enhancing therapeutic outcomes. The course examines group stage-related themes such as
preparing members, forming group norms, establishing member goals, addressing confidentiality and trust related
issues, working with strong emotions and consolidation of learning. An experiential component of the course provides
students with the opportunity to experience group process both as a group member and facilitator. Feedback on
students involvement in group process will be provided by the professor and through related assignments
Subject Eligibility for Prior Learning Assessment & Recognition

(PLAR):
Prior Learning Assessment and Recognition (PLAR) is a process a student can use to gain college credit(s) for
learning and skills acquired through previous life and work experiences. Candidates who successfully meet the
course learning outcomes of a specific course may be granted credit based on the successful assessment of their
prior learning. The type of assessment method (s) used will be determined by subject matter experts. Grades
received for the PLAR challenge will be included in the calculation of a students grade point average.
The PLAR application process is outlined in http://www.durhamcollege.ca/plar. Full-time and part-time students must
adhere to all deadline dates. Please email: PLAR@durhamcollege.ca for details.
PLAR Eligibility
Yes
No
PLAR Assessment (if eligible):

Assignment
Exam
X
Portfolio
Other
Audio-visual record of the facilitation of at least 2 types of therapeutic groups presented for evaluation, including
written consent from participants to have recordings used.
Page
2 of 16
Course Learning Outcomes

Course Learning Outcomes contribute to the achievement of Program Learning Outcomes for courses that lead to a
credential (e.g. diploma). A complete list of Vocational/Program Learning Outcomes and Essential Employability
Skill Outcomes are located in each Program Guide.
Course Specific Learning Outcomes (CLO)
Student receiving a credit for this course will have
demonstrated their ability to:
CLO1 Describe the primary focus and basic principles
of various theoretical models of group work.
CLO2 Relate theory of stages of group development to
the characteristics and behaviours observed in
members of a counselling group.
Essential Employability Skill Outcomes (EESO)

This course will contribute to the achievment of
the following Essential Employability Skills:
X
EES 1. Communicate clearly, concisely and

correctly in the written, spoken, and visual form that
fulfills the purpose and meets the needs of the
audience.
EES 2. Respond to written, spoken, or visual

messages in a manner that ensures effective
communication.
CLO3 Describe the characteristics of the 'culturally

competent' counsellor.
EES 3. Execute mathematical operations accurately.
CLO4 Explain the leader and member functions that

enhance therapeutic outcomes at each stage.
CLO5 Apply relevant and ethically sound group
counselling techniques to enhance the
therapeutic potential of each stage of a
counselling group.
EES 4. Apply a systematic approach to solve

problems.
X
EES 6. Locate, select, organize, and document

information using appropriate technology and
information systems.
CLO6 Address challenging behaviours observed in a

group setting in an ethical, theoretically
grounded and clinically effective manner.
CLO7 Analyze, through a process of guided selfreflection, the benefits and challenges
experienced when both participating in and
facilitating a counselling group.
EES 5. Use a variety of thinking skills to anticipate

and solve problems.
EES 7. Analyze, evaluate, and apply relevant

information from a variety of sources.
X
EES 8. Show respect for the diverse opinions,

values, belief systems, and contribution of others.
EES 9. Interact with others in groups or team in

ways that contribute to effective working
relationships and the achievement of goals.
EES 10. Manage the use of time and other

resources to complete projects.
EES 11. Take responsibility for one's own actions,

decisions, and consequences.
Page
3 of 16
Evaluation Criteria:
The Course Learning Outcomes and Essential Employability Skills Outcomes are evaluated by the following evaluation
criterion.
Evaluation Description
Course Learning Outcomes
EESOs
Weighting
Group member and cofacilitation activities
CLO2, CLO5, CLO6
EES1, EES2, EES5,

EES8, EES9, EES10,
EES11
20
Test 1
CLO1, CLO2, CLO3, CLO4
EES1, EES2, EES5,

EES10
30
Reflection Assignments (2)

10% each
CLO2, CLO4, CLO7
EES1, EES10
20
Test 2
CLO1, CLO2, CLO3, CLO4
EES1, EES2, EES5,

EES10
30
Total
100%
Notes:
1. Between weeks 2 and 13 of the course, students will be required to participate in a small experiential group
session. Participation in these groups is very important as it contributes to 20% of the student's final grade, 40%
including the two Reflection Assignments. On Weeks 7 and 13, the students will be required to submit a
reflection assignment with the intent of helping students to process their experience in the group sessions and to
reflect on the changes within the group over time.
2. As noted above, students will be participating in weekly small group sessions between weeks 2 and 13 of the
course. Between weeks 5 and 12, students will be required to co-facilitate one 45-minute session with a peer.
Participation in the experiential group will be evaluated by student's peers and by the professor. Topics for these
student-led sessions will be determined by week 3 of the course.
3. Test #1 and Test #2 will be a closed-book test comprised of both multiple-choice and short-answer questions.
Required Text(s) and Supplies:

1. Corey, Gerald and Corey, Marianne Schneider, Groups, Process and Practice, (9th edition). Pacific Grove, CA:
Brooks/Cole Publishing.
ISBN: 9781133945468.
Recommended Resources (purchase is optional):

N/A
Page
4 of 16
Policies and Expectations for the Learning Environment:

General Policies and Expectations:
General College policies related to
General policies related to
+ Acceptable Use of Information Technology
+ attendance
+ Academic Policies
+ Academic Honesty
+ absence related to tests or assignment due

dates
+ excused absences
+ Student Code of Conduct
+ writing tests and assignments
+ Students Rights and Responsibilities

can be found on-line at
http://www.durhamcollege.ca/academicpolicies
+ classroom management can be found in the

Program Guide (full time programs only) in
MyCampus
http://www.durhamcollege.ca/mycampus/
Course Specific Policies and Expectations:

STUDENT CONDUCT: Students are expected to conduct themselves in a professional manner. It is everyone's
responsibility to have respect for their peers and contribute to a positive learning environment. These responsibilities
extend to the use of electronic communication devices. Your Professor may request that students not use their
computers and turn off and put away cell phones during particular segments of classes, e.g. when having a guest
speaker, during peer presentations etc. Anyone who refuses a Professor's direction regarding the use of electronic
devices or disrupts a class to the detriment of other students will be asked to leave. Following a second infraction, the
student will be issued an academic alert which will become part of their student record.
ATTENDANCE: Students are expected to attend class, and other forms of evaluation. Students are expected to be
punctual and to actively participate in class discussions, exercises, activities and homework related to the course
topics. If going to be absent, students are expected to contact the professor before, or on the day of the scheduled
class, should an emergency occur.
MISSED TESTS: We recognize that unforeseen events may, on occasion, impact a student's ability write a scheduled
test. The two accepted reasons for being granted the opportunity for a test rewrite include: death in the family, or
personal illness or medical appointment substantiated by documentation. Other situations may be considered on a
case by case basis in consultation with the faculty team, Coordinator and Associate Dean. To be eligible for a test
rewrite a student must contact the teacher via email within 24 hours of the scheduled test date and time. If a student
is allowed to write a missed test, the alternative time is to be arranged directly with the professor of the course within
ONE week of the missed test date. Appropriate documentation (e.g. note from doctor, dentist, etc.) will be requested
by the course professor in order to secure permission to write the test at a later date.
IN-PROCESS WORK: Class participation, sharing information and ideas in class discussions and group work will
enhance the student's own personal and professional growth. Students are expected to participate in in-class
assignments, activities and homework related to course topics.
ASSIGNMENTS: All assignments are to be submitted as specified by the course professor. Unless otherwise directed
by the professor, submissions made by other means than those written on the assignment instructions may not be
accepted and may result in a "0" grade for the assignment.
LATE ASSIGNMENTS:
Non-negotiated Late Assignment:
This is an assignment that has been handed in late, and there has not been a verbal, contractual agreement between
the student and the professor to extend the time for the assignment to be handed in. This assignment is considered
late and may be assigned a grade of "0".
Negotiated Late Assignment:
This is an assignment that has been handed in late, but with the permission of the professor. It is the responsibility of
the student to notify the professor no later than 24 hours prior to the submission date, if s/he is unable to submit the
assignment as directed. The professor and student, through discussion, will have mutually agreed on the
time/extension that the student will receive to hand in the assignment. The student's grade will be penalized at a rate
of 10% per day (including due date of assignment) for each extra negotiated day.
Page
5 of 16
General Course Outline Notes:

1.
Students should use the course outline as a learning tool to guide their achievement of the learning
outcomes for this course. Specific questions should be directed to their individual professor.
2.
The college considers the electronic communication methods (i.e. DC Mail or DC Connect) as the primary
channel of communication. Students should check the sources regularly for current course information.
3.
Professors are responsible for following this outline and facilitating the learning as detailed in this outline.
4.
Course outlines should be retained for future needs (i.e. university credits, transfer of credits etc.)
5.
A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal.
6.
Faculty are committed to ensuring accessible learning for all students. Students who would like
assistance with academic access and accommodations in accordance with the Ontario Human Rights
Code should register with the Access and Support Centre (ASC). ASC is located in room SW116,
Oshawa Campus and in room 180 at the Whitby Campus. Contact ASC at 905-721-3123 for more
information.
7.
Durham College is committed to the fundamental values of preserving academic integrity. Durham College
and faculty members reserve the right to use electronic means to detect and help prevent plagiarism.
Students agree that by taking this course all assignments could be subject to submission either by
themselves or by the faculty member for a review of textual similarity to Turnitin.com. Further information
about Turnitin can be found on the Turnitin.com Web site.
Page
6 of 16
Learning Plan
The Learning Plan is a planning guideline. Actual delivery of content may vary with circumstances.
Students will be notified in writing of changes that involve the addition or deletion of learning outcomes or
evaluations, prior to changes being implemented, as specified in the Course Outline Policy and Procedure at
Durham College.
Wk. Hours:
1
Delivery:
In Class
Intended Learning Objectives

Course Introduction
- Review course learning outcomes and their relevance to the program learning outcomes.
- Overview of course outline and assignments
- Highlight and clarify evaluation criteria
Unit One: Introduction to Group Counselling
In this learning unit, students will be introduced to core concepts applicable to all group work.
1. Examine course outline and course evaluation elements.
2. Identify the potential strengths and drawbacks of group counselling.
3. Distinguish between group process and group techniques.
4. Describe the three primary domains which should be
addressed in group counselling.
Intended Learning Activities
Review Course outline
PowerPoint assisted lecture
Resources and References
Course Outline
Groups: Process and Practice
Ch. 1
Evaluation
Wk. Hours:
1
Delivery:
Lab

Experiential Group
1. Introduce experiential group members
2. Describe the format and purpose of the experiential group
3. Review evaluation of experiential group participation
Experiential learning - participation in group session
Experiential Group FAQs hand out
DC Connect
Evaluation
Experiential Group Member and Facilitator Participation/Activities
Weighting
20
Page
7 of 16
Wk. Hours:
2
Delivery:
In Class

Unit One: Introduction to Group Counselling (cont'd)
1. Describe a range of different types of therapy groups and the settings in which they are typically employed.
2. Describe the ethical and legal issues in Group counselling
3. Explanation of the concept of 'The culturally competent counsellor'
4. Identify the development and delivery of 'Group Norms' which embody ethical and legal issues
5. Describe the importance of Group Norms
PowerPoint assisted lecture and discussion
Self-awareness questionnaires
Ch. 1, 3, 5
Evaluation
Wk. Hours:
2
Delivery:
Lab

Experiential Group
1. Division into smaller groups
2. Assignment and introduction of co-facilitator
Hand outs
Evaluation
Wk. Hours:
3
Delivery:
In Class

Unit Two: The 'Initial Stage' of a counselling group
1. Identify the member functions in the initial stage of a counselling group
2. Discuss both member functions and leader functions which are typical during this stage.
3. Identify specific techniques to help 'create a healthy culture and community' within the group.
Small group activities
DVD (linked to course text)
Ch. 2, 6
Evaluation
Page
8 of 16
Wk. Hours:
3
Delivery:
Lab

Experiential Group
1. Identify Group Norms
2. Discuss and complete confidentiality forms
3. Choosing group themes
4. Marshmellow task group exercise
Marshmellow exercise
Evaluation
Wk. Hours:
4
Delivery:
In Class

Unit Two: The 'Initial Stage' of a counselling group (cont'd)
1. Discuss 'Group Leadership Skills'
2. Explore techniques for creating trust within groups in the initial phase
3. Identify techniques and strategies for Opening and Closing Groups
Small group exercise
Self-awareness questionnaire
Additional learning resources posted on DC-Connect
Ch. 6
Evaluation
Wk. Hours:
4
Delivery:
Lab

Experiential Group
1. Confirming group themes
2. Becoming known exercise
Becoming Known exercise
Evaluation
Page
9 of 16
Wk. Hours:
5
Delivery:
In Class

Unit Two: The 'Initial Stage' of a counselling group (cont'd)
1. Summarize leader functions during initial stage of counselling group.
2. Identify typical challenges facing leaders in the initial stage and strategies for meeting these challenges
3. Discuss group and member functions during the initial stage, Group Dyad and Norms
4. Discuss the concepts of Psycho-educational Groups and Co-Leadership
BRIEF REVIEW FOR MID-TERM TEST
Small group exercises
Additional learning resources posted on DC-Connect
Groups: Process and Practice Ch. 6
Evaluation
Wk. Hours:
5
Delivery:
Lab

Experiential Group
Student led group sessions begin
Hand outs
Evaluation
Wk. Hours:
6
Delivery:
In Class

Mid Term Test
Mid Term Test--Multiple Choice and Short Answer
Groups: Process and Practice Ch. 7
Evaluation
Mid Term Test #1
Weighting
30
Page 10 of 16
Wk. Hours:
6
Delivery:
Lab

Experiential Group
Student led group session
Hand outs
Evaluation
Wk. Hours:
7
Delivery:
In Class

Unit Three: The 'Transitional Stage' of a counselling group
1. Review group characteristics, leader function and member functions during 'Transitional stage'
2. Identify the leader role in the transition stage of a counselling group.
Ch. 1,2,3,5,6,7
Weighting
Evaluation
Reflection paper due
Wk. Hours:
7
10
Delivery:
Lab

Experiential Group
Hand outs
Evaluation
Page 11 of 16
Wk. Hours:
8
Delivery:
In Class

Unit Three: The 'Transitional Stage' of a counselling group
1. Explore how to address challenging behaviours observed in a group setting in an ethical, theoretically
2. Practice specific techniques to help address challenging behaviours within the group.
3. Review DVD example of a group in transition stage.
PowerPoint-assisted lecture and discussion
Ch. 7
Evaluation
Wk. Hours:
8
Delivery:
Lab

Experiential Group
Hand outs
Evaluation
Wk. Hours:
9
Delivery:
In Class

Unit Three: The 'Transitional Stage' of a counselling group (cont'd)
1. Describe how to address challenging behaviours observed in a group setting in an ethical, theoretically
2. Determine the differences between Initial and Transitional stages of group.
3. Apply techniques of managing challenging behaviours in the transition stage of group.
Ch. 7
Evaluation
Page 12 of 16
Wk. Hours:
9
Delivery:
Lab

Experiential Group
Hand outs
Evaluation
Wk. Hours:
10
Delivery:
In Class

Unit Four: The 'Working Stage' of a counselling group
1. Identify group characteristics, leader function and member functions during 'Working stage'
3. Identify and practice specific techniques to help create a 'productive working group'.
Ch.7, 8
Evaluation
Wk. Hours:
10
Delivery:
Lab

Experiential Group
Hand outs
Evaluation
Page 13 of 16
Wk. Hours:
11
Delivery:
In Class

Unit Four: The 'Working Stage' of a counselling group (cont'd)
1. Compare/contrast a 'productive group' with a 'non-productive group' in the working stage
2. Explore techniques for fostering a 'productive group' during the working stage
3. Review DVD example of a group in the working stage
Ch. 8
Evaluation
Wk. Hours:
11
Delivery:
Lab

Experiential Group
Hand outs
Evaluation
Wk. Hours:
12
Delivery:
In Class

Unit Five: The 'Final Stage' of a counselling group
1. Review of group characteristics, leader function and member functions during 'Final stage'
2. Discuss the leader role in the final stage of a counselling group.
3. Identify both member functions and leader functions which are typical during this stage.
Ch. 8,9
Evaluation
Page 14 of 16
Wk. Hours:
12
Delivery:
Lab

Experiential Group
Hand outs
Evaluation
Wk. Hours:
13
Delivery:
In Class

Unit Five: The 'Final Stage' of a counselling group [cont'd]
1. Identify specific techniques to help create a positive and therapeutic closure experience.
2. Explore techniques for creating a positive and therapeutic closure experience for clients.
3. Practice final group closure techniques.
Final test review
Small group exercises
Ch. 9
Evaluation
Reflection Exercise re: Group Experience due
Wk. Hours:
13
Delivery:
Weighting
10
Lab

Experiential Group
Hand outs
Evaluation
Peer review feedback due in small group
Page 15 of 16
Wk. Hours:
14
Delivery:
In Class

Final Test
Test 2
Ch. 1,2,3, and 5 - 9
Weighting
30
Evaluation
Final Test
Wk. Hours:
14
Delivery:
Lab

Experiential Group
1. Ending and consolidation of small group experience
2. Course wrap up
Instructor led group session
N/A
Evaluation
Page 16 of 16

Group Dynamics Outline

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Group Dynamics Outline

Uploaded by

Copyright:

Available Formats

School of Hlth & Comm Services

HCS-Social Service Worker Diploma

CE-Social Services Worker Diploma

SSW 2500 OR COUN 2582 OR COUN 2502 OR COUN 2552

Course Equiv. Code(s):

Delivery Mode(s): In class X

COUN 4503, COUN 3553,

Durham College Course Outline - COUN 3503 - 2016-2017

Subject Eligibility for Prior Learning Assessment & Recognition

PLAR Assessment (if eligible):

Durham College Course Outline - COUN 3503 - 2016-2017

Course Learning Outcomes

Essential Employability Skill Outcomes (EESO)

EES 1. Communicate clearly, concisely and

EES 2. Respond to written, spoken, or visual

CLO3 Describe the characteristics of the 'culturally

EES 3. Execute mathematical operations accurately.

CLO4 Explain the leader and member functions that

EES 4. Apply a systematic approach to solve

EES 6. Locate, select, organize, and document

CLO6 Address challenging behaviours observed in a

Durham College Course Outline - COUN 3503 - 2016-2017

EES 5. Use a variety of thinking skills to anticipate

EES 7. Analyze, evaluate, and apply relevant

EES 8. Show respect for the diverse opinions,

EES 9. Interact with others in groups or team in

EES 10. Manage the use of time and other

EES 11. Take responsibility for one's own actions,

Course Learning Outcomes

Group member and cofacilitation activities

CLO2, CLO5, CLO6

EES1, EES2, EES5,

CLO1, CLO2, CLO3, CLO4

EES1, EES2, EES5,

Reflection Assignments (2)

CLO2, CLO4, CLO7

CLO1, CLO2, CLO3, CLO4

EES1, EES2, EES5,

Required Text(s) and Supplies:

Recommended Resources (purchase is optional):

Durham College Course Outline - COUN 3503 - 2016-2017

Policies and Expectations for the Learning Environment:

General policies related to

+ Acceptable Use of Information Technology

+ absence related to tests or assignment due

+ Student Code of Conduct

+ writing tests and assignments

+ Students Rights and Responsibilities

+ classroom management can be found in the

Course Specific Policies and Expectations:

Durham College Course Outline - COUN 3503 - 2016-2017

General Course Outline Notes:

A full description of the Academic Appeals Process can be found at http://durhamcollege.ca/gradeappeal.

Durham College Course Outline - COUN 3503 - 2016-2017

Intended Learning Objectives

Intended Learning Objectives

Durham College Course Outline - COUN 3503 - 2016-2017

Intended Learning Objectives

Intended Learning Objectives

Intended Learning Objectives

Durham College Course Outline - COUN 3503 - 2016-2017

Intended Learning Objectives

Intended Learning Objectives