Coun 2505 - Life Skills II - Course Outline 2017

School of Hlth & Comm Services
Lifeskills Theory
2017-18 Academic Year

Program Year Semester
HCS-Child and Youth Care (compressed) Advanced Diploma 2 4
HCS-Social Service Worker Diploma 1 2
Course Code: COUN 2505 Course Equiv. Code(s): HSC 2501, COUN 2585
Course Hours: 42 Course GPA Weighting: 3
Prerequisite: COUN 2504 OR (HSC 1501 OR COUN 2584)
Corequisite: N/A
Laptop Course: Yes No X
Delivery Mode(s): In class X Online Hybrid Correspondence
Authorized by (Dean or Director): Judeline Innocent Date: July 2017
Prepared by
First Name Last Name Email
Tina Doyle tina.doyle@durhamcollege.ca
Patricia Mongeon patricia.mongeon@durhamcollege.ca
Kelly Strachan kelly.strachan@durhamcollege.ca
Durham College Course Outline - COUN 2505 - 2017-2018 Page 1 of 12

Course Description:
This course covers theoretical and practical information on the dynamics of Life Skills coaching with particular
emphasis on the Saskatchewan Newstart Model and subsequent developments of the theory as demonstrated through
the Life Skills publications of the Y.W.C.A.Key concepts relevant to Life Skills Coaching will be examined. As well,
the process and dynamics of the Life Skills I group the student participated in will be reflected on via a private and
confidential format to integrate the experience into a theoretical perspective.Once students have developed a working
knowledge of the model, they will conduct group sessions for their peers. Students will give and receiving feedback on
their application of the theory so they can enhance their assessment skills for future professional growth
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 X
PLAR Assessment (if eligible):
Assignment
Exam
Portfolio
Other

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) Essential Employability Skill Outcomes (ESSO)
Student receiving a credit for this course will have This course will contribute to the achievement of
reliably demonstrated their ability to: the following Essential Employability Skills:
CLO1 Define and describe terms and concepts X EES 1. Communicate clearly, concisely and
relevant to Life Skills coaching. correctly in the written, spoken, and visual form that
fulfills the purpose and meets the needs of the
audience.
CLO2 Recognize the contribution that Adult Learning
Theory makes to Life Skills coaching.
X EES 2. Respond to written, spoken, or visual
messages in a manner that ensures effective
CLO3 Compare and prioritize content and process in communication.
the delivery of Life Skills material.
EES 3. Execute mathematical operations accurately.
CLO4 Demonstrate how the skills of Self-Determined
Behaviour and Creative Problem Solving are
taught and integrated in a Life Skills Program. X EES 4. Apply a systematic approach to solve
problems.
CLO5 List and describe the 5 areas of life
responsibility. X EES 5. Use a variety of thinking skills to anticipate
and solve problems.
CLO6 List, describe and demonstrate knowledge of all
components of a Life Skills lesson plan. X EES 6. Locate, select, organize, and document
information using appropriate technology and
CLO7 Demonstrate and evaluate coaching and information systems.
facilitation skills.
X EES 7. Analyze, evaluate, and apply relevant
CLO8 Demonstrate lesson plan development based on information from a variety of sources.
the principles of the Life Skills model.
X EES 8. Show respect for the diverse opinions,
values, belief systems, and contribution of others.
X EES 9. Interact with others in groups or teams in

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

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

decisions, and consequences.

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
Week 5 - Test #1 (Closed CLO1, CLO2, CLO3, CLO4, CLO5 EES1, EES2, EES4, 14
Book) EES7
Week 8 - Test #2 (Closed CLO1, CLO2, CLO3, CLO4, CLO5, EES1, EES2, EES4, 10
Book) CLO6 EES5, EES6, EES7
Assignment #1 CLO3, CLO6, CLO7, CLO8 EES1, EES2, EES6, 10

EES7, EES8, EES10,
EES11
Assignment #2 -Major Lesson CLO2, CLO3, CLO4, CLO6, CLO7, EES1, EES2, EES4, 30
Plan (10%), Major Lesson CLO8 EES5, EES6, EES7,
Facilitation (20%) EES8, EES9, EES10,
EES11
Peer Evaluation and CLO7 EES1, EES2, EES7, 20

Participation - Major Lessons EES8, EES9, EES11
(5@4%)
In-Process CLO4, CLO7, CLO8 EES1, EES2, EES4, 16

EES5, EES6, EES7,
EES8, EES9, EES10,
EES11
Total 100%
Notes:
1. Test dates are tentative and will be confirmed by the Professor.

2. The format of the tests will be discussed in class prior to their occurrence.
3. Specific instructions and evaluation criteria for assignments and presentations will be discussed in class.
4. Peer evaluation and in-process marks require attendance, participation, professionalism and completion of
activities. This is an in-class mark. Failure to attend and/or participate will result in a mark of zero.
Required Text(s) and Supplies:

1. The New Dynamics of Life Skills Coaching, Allen, S., Mehal, M., Palmateer, S., and Sluser, R. YWCA of
Greater Toronto. (Published 1995).
ISBN: 1-896 625-02-05.
Recommended Resources (purchase is optional):

N/A

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 + absence related to tests or assignment due

dates
+ Academic Honesty + excused absences
+ Student Code of Conduct + writing tests and assignments
+ Students Rights and Responsibilities + classroom management can be found in the

can be found on-line at Program Guide (full time programs only) in
http://www.durhamcollege.ca/academicpolicies MyCampus
http://www.durhamcollege.ca/mycampus/
Course Specific Policies and Expectations:
Please refer to the program guide for course specific policies which include missed tests, late assignments and
student conduct, among others.
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.

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: 3 Delivery: In Class
1 Intended Learning Objectives

COURSE INTRODUCTION INCLUDING:
Overview of Course Outline
Highlights of evaluation criteria
Expectations for Learning Environment
Identification of learning resources
Intended Learning Activities

Lecture, small group work, relationship building, discussion on comparison of Life Skills I and Life Skills II
Resources and References

Course Outline
Evaluation
In-process (ongoing)

PRINCIPLES AND APPLICATION OF THE LIFE SKILLS MODEL
Recognize the contribution of various researchers to specific aspects of Life Skills programming and lesson
plans
Describe the development of the NewStart model
Explain the role of the YWCA in developing and maintaining Life Skills programming
Define Life Skills and other key terms
Distinguish between content and process
Apply the concept of Balanced Self-Determined behaviour to an individual lesson and a Life Skills program
Review characteristics of various learning styles
Review models influencing Life Skills

Lecture, small group work, experiential activities.
Students are introduced to the goals and benefits of warm-ups, energizers and closing activities.

Chapter 1 and 2
Evaluation


STRUCTURAL COMPONENTS OF LESSON DESIGN
Apply knowledge of the 5 Areas of Life Responsibility covered in a Life Skills program
List the components of a Life Skills Lesson
Explain the theoretical purpose of each component
Demonstrate how each component of a lesson can address its purpose
Apply knowledge of the Life Skills Process
BUILDING A LIFE SKILLS PROGRAM

Explain the role of the Life Skills Coach in: determining purpose, creating intake criteria, establishing the
physical location, and group size.
Review program design including: curriculum focus, needs assessment and sequencing of lessons
Identify group needs (Figure 21)
Format, techniques and materials

Lecture, small group work, discussion.
Students are introduced to the goals and benefits of team building exercises and a variety of methods are
explored for establishing groups.

Chapters 3 and 7
Evaluation

CREATIVE PROBLEM SOLVING SKILLS
Review and apply the Life Skills Problem-Solving System
Describe the components of learning a new skills
Apply creative problem solving techniques
Identify some behaviours used in Creative Problem-Solving
Demonstrate different problem-solving exercises

Lecture, small group work, discussion, reflective activity

Chapter 4
Evaluation


Test #1
Weeks 1-4
Assignment#1
Translate learning into application by developing programming activities.
Review expectations and evaluation criteria
Establish groups and presentation dates/times

Test - assessment of learning
Students will begin the process of developing a resource file using the principles of Life Skills.

Chapters 1,2,3,4,7
Evaluation Weighting
In-process (ongoing) 14
Test #1- 14%

GROUP CHARACTERISTICS AND PROCESS INCLUDING:
Contrast content and process
Determine the needs of group members
Create an emotional climate that promotes trust
Prepare material that promotes cohesiveness
Review defence mechanisms in groups
Review helpful and harmful behaviours in groups and anticipate helpful Coach responses
Resource File Development Assignment
Translate learning into application by developing a warm-up, energizer and closing activity
Review expectations and evaluation criteria
Establish groups and presentation dates/times

Lecture, small group work, role play, discussion

Chapter 5
In-process (mark reflects in-process to date) 10


COACHING AND FACILITATION SKILLS
Compare coaching and facilitation skills
Compare modeling and authenticity
Discriminate between rescuing and helping others to help themselves
Plan how to continue to develop skills and professional knowledge
Resource File Assignment Presentations

Lecture, small group work, role play, activity presentation, discussion

Chapter 6
Evaluation
In-process

Test #2
Weeks 6-7
Major Lesson Presentation Preparation

Test - assessment of learning
Major Lesson Presentation Preparation

Chapters 5 and 6
Test #2 - 10% 10


APPLICATION OF THEORY BY DEVELOPING A LIFE SKILLS LESSON PLAN:
Select a topic and components of a Life Skills lesson plan to research, present and evaluate
Apply an understanding of the purpose of the components and the therapeutic arc of the overall Life Skills
program
Recommend options to working group
Test and compare options in working group
Decide on material
Integrate your knowledge of Life Skills Coaching and Evaluation to participate in professional feedback

Major Life Skill lesson continued Development, review with instructor, preparation and practice

The New Dynamics of Life Skills Coaching
Web Resources
Handouts
Lesson Plan manuals
Evaluation
In-process

STUDENT FACILITATED LESSONS

Develop and co-facilitate a Life Skills lesson for peers.
Participate as a member in peer lessons.
Give and receive feedback on material and coaching style.
Self-evaluation

Web Resources
Handouts
Lesson Plan manuals
Group Lesson Plan (10%) 30
Group Presentation (20%)
Peer Evaluation (20%)
All group presentations and peer evaluations to take place during weeks
9 to 14.




Web Resources
Handouts
Lesson Plan manuals
Evaluation
Group Lesson Plan (10%)
9 to 14.



Web Resources
Handouts
Lesson Plan manuals
Evaluation
Group Lesson Plan (10%)
9 to 14.




Web Resources
Handouts
Lesson Plan manuals
9 to 14.



Web Resources
Handouts
Lesson Plan manuals
9 to 14.

Coun 2505 - Life Skills II - Course Outline 2017

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School of Hlth & Comm Services

2017-18 Academic Year

Durham College Course Outline - COUN 2505 - 2017-2018 Page 1 of 12

Subject Eligibility for Prior Learning Assessment & Recognition

PLAR Assessment (if eligible):

Durham College Course Outline - COUN 2505 - 2017-2018 Page 2 of 12

X EES 9. Interact with others in groups or teams in

X EES 10. Manage the use of time and other

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

Durham College Course Outline - COUN 2505 - 2017-2018 Page 3 of 12

Evaluation Description Course Learning Outcomes EESOs Weighting

Assignment #1 CLO3, CLO6, CLO7, CLO8 EES1, EES2, EES6, 10

Peer Evaluation and CLO7 EES1, EES2, EES7, 20

In-Process CLO4, CLO7, CLO8 EES1, EES2, EES4, 16

1. Test dates are tentative and will be confirmed by the Professor.

Required Text(s) and Supplies:

Recommended Resources (purchase is optional):

Durham College Course Outline - COUN 2505 - 2017-2018 Page 4 of 12

General College policies related to General policies related to

+ Acceptable Use of Information Technology + attendance

+ Academic Policies + 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:

General Course Outline Notes:

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

Durham College Course Outline - COUN 2505 - 2017-2018 Page 5 of 12

Wk. Hours: 3 Delivery: In Class

1 Intended Learning Objectives

Intended Learning Activities

Resources and References

Wk. Hours: 3 Delivery: In Class

2 Intended Learning Objectives

Intended Learning Activities

Resources and References

Durham College Course Outline - COUN 2505 - 2017-2018 Page 6 of 12

3 Intended Learning Objectives

BUILDING A LIFE SKILLS PROGRAM

Intended Learning Activities

Resources and References

Wk. Hours: 3 Delivery: In Class

4 Intended Learning Objectives

Intended Learning Activities

Resources and References

Durham College Course Outline - COUN 2505 - 2017-2018 Page 7 of 12

5 Intended Learning Objectives

Intended Learning Activities

Resources and References

Test #1- 14%

Wk. Hours: 3 Delivery: In Class

6 Intended Learning Objectives

Intended Learning Activities

Resources and References

Durham College Course Outline - COUN 2505 - 2017-2018 Page 8 of 12

7 Intended Learning Objectives

Intended Learning Activities

Resources and References

Wk. Hours: 3 Delivery: In Class

8 Intended Learning Objectives

Major Lesson Presentation Preparation

Intended Learning Activities

Major Lesson Presentation Preparation

Resources and References