School of Health & Community Services

Lifeskills Practice
2015-16 Academic Year
Program

Year

Semester

HCS-Social Service Worker Diploma

HCS-Child and Youth Care Advanced Diploma

Course Code:

COUN 2504

Course Hours:

42

Prerequisite:

N/A

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):

HSC 1501
Pass/Fail

X
Online

Hybrid

Judeline Innocent

Date: July

2015

Prepared by
First Name

Last Name

Email

Kelly

Strachan

kelly.strachan@durhamcollege.ca

Tina

Doyle

tina.doyle@durhamcollege.ca

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Course Description:
This experiential learning course is based on the Life Skills Coaching model. Itallows students an opportunity to
participate in a therapeutic group intended to promote personal growth through the development of some core
interpersonal skills.

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
Portfolio
Other

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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)
This course will contribute to the achievement of
the following Essential Employability Skills:

Essential Employability Skill Outcomes (ESSO)

This course will contribute to the achievment of
the following Essential Employability Skills:
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.

CLO1 Increase their self awareness.

CLO2 Identify interpersonal skills they find challenging.
CLO3 Clarify personal values.

CLO4 Recognize the personality traits that have

consistently influenced their thoughts, feelings
and actions.

EES 3. Execute mathematical operations accurately.

CLO5 Recognize the personal strengths that they can

have confidence in.
CLO6 Experience the dynamics of support and
challenge central to group work.

EES 4. Apply a systematic approach to solve

problems.
X

CLO7 Respond to information and concepts presented

in a here-and-now context.

EES 5. Use a variety of thinking skills to anticipate

and solve problems.
EES 6. Locate, select, organize, and document
information using appropriate technology and
information systems.

CLO8 Determine for themselves how much to trust in

the group process.
CLO9 Practice and participate in the development of
interpersonal skills.

EES 2. Respond to written, spoken, or visual

messages in a manner that ensures effective
communication.

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.

CLO10 Participate in the development of trust.

CLO11 Perform ongoing self-assessment and utilize
self-care strategies to enhance professional
competence.

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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

Participation

CLO1, CLO2, CLO3, CLO4, CLO5,

CLO6, CLO7, CLO8, CLO9, CLO10,
CLO11

EES2, EES5, EES8,

EES9, EES10, EES11

PASS/FAIL

Attendance

CLO1, CLO2, CLO3, CLO4, CLO5,

CLO6, CLO7, CLO8, CLO9, CLO10,
CLO11

EES2, EES5, EES8,

EES9, EES10, EES11

PASS/FAIL

Confidentiality

CLO1, CLO2, CLO3, CLO4, CLO5,

CLO6, CLO7, CLO9, CLO10, CLO11

EES2, EES5, EES8,

EES9, EES11

PASS/FAIL

Total

100%

Notes:
1. Participation:
Personal disclosure of private information is not necessary or actively encouraged by the Coach leading the
session. However, participants are asked to challenge themselves to participate fully in activities and are
expected to share here-and-now reactions.
In-Process exercises will be assigned weekly. These may include: reflective writing, goal setting, development
and delivery of activities, small group work, presentations and lesson planning. Students are expected to submit
assignments on time and as required. All students are to participate equally in the development and delivery of
group activities. Assignments and presentations that are either late or unfinished will be marked as incomplete.
More than one incomplete assignment will result in a Fail Grade for this course.
Guest speaker and campus tours of counseling and support services may be arranged if / as needed.
2. Attendance:
Attendance and participation are critical to the success of this course. This is an experiential course; therefore
students need to be present in order to participate in the learning environment. Students who miss 2 classes
will be issued an Academic Alert and will be required to complete a supplementary activity / assignment as
assigned by the professor.
Late arrivals and early departures are calculated as part of your attendance and evaluated in your demonstration
of group membership skills.
Missing 3 Life Skills Lessons (classes) will result in a Fail Grade.
As part of the attendance requirements, students are expected to actively participate in the group including
effective group membership and communication skills.
3. Confidentiality:
What happens in the Life Skills Group stays in the Life Skills Group. Members are required to abide by a formal
Confidentiality Agreement / Contract that will be signed before the group commences.

Required Text(s) and Supplies:

1. No Textbook Required

Recommended Resources (purchase is optional):

1. No additional resources required

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Policies and Expectations for the Learning Environment:

General Policies and Expectations:
Gerneral College policies related to

Gerneral 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) at
http://www.durhamcollege.ca/

Course Specific Policies and Expectations:

ATTENDANCE:
Attendance is a key factor in student success of this course as it is an experiential learning environment. It is
expected that members will attend every group / session. Students must be present for the entire class in order to be
considered in attendance. If an absence is unavoidable it is to be discussed with the Coach in advance. Missing 2
Life Skills sessions / classes will result in an Academic Alert being issued as well as a supplementary assignment
being assigned.
PLEASE NOTE: Students that fail to complete the requirements of the Academic Alert and/or miss a 3rd class will be
asked to withdraw from the course and will be assigned a FAIL grade.
Participation:
It is expected that everyone will participate in the group process. This expectation does not include or imply the
sharing of private information about one's own personal life or past experiences. It does include participating in the
exercises and sharing opinions, feelings and reactions to the here-and-now context of the group.

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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. MyCampus, 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 are 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 ACS 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.

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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

Community Building - Getting to know each other
Overview of Course Outline:
Potential members find out about some of the specifics of this experiential interpersonal growth group during
the pre-group meeting conducted on the 1st day of the course. If students decide to commit to the 14 week
process they sign an Informed Consent Contract that outlines and indicates that the members of the Life
Skills Group are aware of attendance and participation requirements and that exact content and process will
develop as the group evolves.
Issues to be clarified during the Pre-Group meeting include:
-attendance requirements
-experiential nature of group
-general goals of group
-presentation of the Life Skills model
-rational for techniques used
-examples of techniques
-expectations of confidentiality
-consequences of breach of confidentiality/attendance contract
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

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Wk. Hours:
2

Delivery:

In Class

Intended Learning Objectives

Participate in the Development of the Group Including:
-establishing norms that contribute to an atmosphere of trust
-creating and committing to a contract that defines expectations for confidentiality and attendance and the
consequences of a breach
-identifying key interpersonal skills that members find challenging
-determining which skill deficits contribute to on-going problems or re-occurring frustrations
-generating a list of possible topics based on this input from group members
-sequencing material to follow the arc of group process
Exploring Warm-Ups, Ice-Breakers, and Energizers
- Purpose
- How to prepare and present
- Schedule student led activities
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
3

Delivery:

In Class

Intended Learning Objectives

Competing Roles; Balancing Responsibilities and Personal Interests
First Impressions and Feedback
Willingness to Disclose
Personal Goal Setting
The Value of Reflection
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
4

Delivery:

In Class

Intended Learning Objectives

Value Clarification and Values through Storytelling:
Students will explore the benefit of using storytelling ,multimedia, puppetry and plays to share values with
children and youth
Students will prepare a values activity for presentation on a future assigned date
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
5

Delivery:

In Class

Intended Learning Objectives

Coping With Stress:
Students will identify areas of imbalance in their lives and will explore key triggers
Students will review coping and management techniques
Students will explore personal relaxation strategies
Students will review time management techniques
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
6

Delivery:

In Class

Intended Learning Objectives

Anger Management:
Students will learn to identify different responses to anger
Students will discover their own anger style and ways in which they would like to change
Students will explore patterns relating to their relationships with others
Students will review the Cycle of Anger
and will learn effective management techniques
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
7

Delivery:

In Class

Intended Learning Objectives

The Problem Solving Model:
Students will learn to identifying their Behaviour Style: Assertive/Passive/Aggressive/ Passive-Aggressive
Students will discuss ways in which to deal with difficult people
Students will explore what it means to have Balanced Self Determined Behaviour
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
8

Delivery:

In Class

Intended Learning Objectives

Trust and Change:
Students will identify the key elements of trust
Students will explore the benefits of building and maintaining trust
Students will explore how to set and maintain healthy boundaries and will discover more about the nature of
change
Students will learn strategies for coping with change
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
9

Delivery:

In Class

Intended Learning Objectives

Fostering Self Esteem:
Students will explore their current level of self-esteem and will identify factors that contribute to or deter
healthy self-esteem
Students will explore the impact of the media on healthy self-esteem
Students will discuss daily habits to build self-esteem
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
10

Delivery:

In Class

Intended Learning Objectives

Relationships and Communication:
Students will explore traits of healthy and unhealthy relationships
Students will identify factors that contribute to healthy relationship development
Students will explore and define types of unhealthy relationships
Students will learn about setting boundaries/problem solving/getting help/getting out
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
11

Delivery:

In Class

Intended Learning Objectives

Taking Stock:
Consolidating Group Learning
Reflecting on insights and changes
Develop contracts to continue the process
Reflective activity to fully explore the group experience
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
12

Delivery:

Lab

Intended Learning Objectives

The Theory of Life Skills:
Definition
Relevance
Objectives
The Life Skills Model
Structure and Phases of the Life Skills Lesson
Student Lesson Development:
Students will collaborate with peers to develop and write a micro Life Skills lesson
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
Handout's
Weighting
Pass/Fail

Evaluation
Group check-in and check-out
Abide by Attendance, Confidentiality and Participation contract(s)
Participation Rubric
Wk. Hours:
13

Delivery:

In Class

Intended Learning Objectives

Micro Student Led Life Skills Lessons
Intended Learning Activities
Lecture, Discussion, Small Group Activity
Resources and References
Handout's
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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Wk. Hours:
14

Delivery:

In Class

Intended Learning Objectives

Good-bye and Appreciation Celebration
Strength Bombardment and Closing Activities
Intended Learning Activities
Experiential Group Work:
The Life Skills Model
- Warm-up
- Rational
- Goals
- Stimulus
- Evocation
- Objective Inquiry
- Skills Practice
- Application
- Evaluation
Resources and References
N/A
Evaluation
Group check-in and check-out

Weighting
Pass/Fail

Abide by Attendance, Confidentiality and Participation contract(s)

Participation Rubric

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