Faculty of Community Services

School of Child and Youth Care

CYC 402- Section 001: Group Work with Children and Youth
Winter 2020
Mondays 1:00pm to 4:00 pm
Vic:305
Instructor: Treisha Hylton
Telephone: 416-979-5000 ext. 544450
Office: 628 SHE Building
E-mail address: thylton@ryerson.ca
Student Support Hours: Monday 12:00-1:00pm

Land Acknowledgment

"Toronto is in the 'Dish With One Spoon Territory’. The Dish With One Spoon is a treaty
between the Anishinaabe, Mississaugas and Haudenosaunee that bound them to share the
territory and protect the land. Subsequent Indigenous Nations and peoples, Europeans and all
newcomers have been invited into this treaty in the spirit of peace, friendship and respect."

Microaggression
We recognize that microaggression will be addressed in the classroom and in the School (Child and
Youth Care and the Ryerson Community). Microaggression refers to the subtle, covert, and often
unconscious acts of racism, classism, sexism, ableism, sanism, and/or heterosexism etc. and includes
verbal insults but also non-verbal behaviour such as body language (e.g. avoidant behaviour, glances,
rolling of eyes, who speaks, who does not speak). Although individuals will express and experience
microaggression on an individual level, these acts are not viewed as isolated instances that are
subjectively named. Rather, microaggression will be taken up as an articulation of power that
simultaneously operates at the structural, institutional, and individual levels. As a community of
people connected to Ryerson University, we agree that we will address microaggression as it occurs
and discuss how we might be implicated in acts of microaggressions, as well as how we can work
together to interrupt and resist them.

Calendar Description

This course examines the principles, theory and practice of group work with children and
adolescents. Explored are the stages of group development, different group work models,
ethical issues and the specific strengths and challenges of group work with young people.
Student will examine characteristics of effective group leaders and reflect on their own style
of leadership.

Course Focus and Scope

Group work skills are integral to working effectively with children and youth in all service
sectors: classroom settings, residential settings, recreational settings, hospital settings,
community development settings and so on. An understanding of group process is also
valuable in the context of organizations to enhance a student’s ability to run meetings or
participate in tasks or planning groups.

The lecture component of the course will focus on readings related to: the understanding and
development of effective leadership skills; the stages of group development that influence
group process; a variety of group work models that structure the group process; ethical issues
to be considered in the development of groups and how to plan for and implement groups for
young people from the initial stages to the termination of a group.

The tutorial component of this course will offer opportunities for students to practice their
leadership skills and to understand the process of group through direct observation and
participation in group work activities.
Course Objectives:

Upon completion of this course, the student will be able to:

1) Develop a sound understanding of the principles, theories and practices of group
work.
2) Develop an understanding of what to expect at each stage of a group’s development.
3) Develop the ability to plan for and lead a group for young people while employing
strategies specific to each stage of the group’s development.
4) Learn the practical considerations for forming a group for children or youth.
5) Identify challenges in conducting a group for children or youth and how to
effectively intervene in those challenging circumstances.
6) Understand the variety of group work models available for groups with children and
adolescents.
7) Appreciate the ethical considerations in developing and implementing groups for
children and youth in a variety of social service contexts.
8) Develop a compendium of tools and activities for effective group work with children
and youth.
9) Understand one’s own leadership style.
10) Enhance leadership skills through self-reflection and practice.

Teaching Methods and Expectations:

This group work course uses a variety of teaching methods that will facilitate a range of
learning opportunities. Models of group work practice will be explored through the use of
actual field examples. Students will be given opportunities to experience and reflect on
numerous activities that are currently used in groups with young people. The tutorial will be
highly participatory and interactive. It will offer a dynamic group work experience. The
direct application of specific activities which target the stage of group development will
assist the student in integrating theory with practice. Experienced group work practitioners
from the field offer their wisdom and expertise. Also, simulated adolescent groups will be
introduced by actors to offer students the opportunity to practice their leadership skills.

Marking Scheme:

Assignment Value (%) Due Dates

CYC 402 Group Work with Children and Youth – Winter, 2020- T Hylton 2
 Test 1 25% Feb 10, 2020
Test 2 20% April 6, 2020 Online
Group Proposal 20% March 16 (group Proposal)
In Class Group facilitation 15% March 23 and 30 (in class
facilitation)
Participation, Engagement and 20% Ongoing through the
Professionalism semester

Description of Assignments:

Test 1. (In class 25%) Test 1 will consist of 3 questions (students will have an option to
choose from 4 questions) short answer questions that will be taken from the contents of week
1 to 4. Students will be given a 1.5 hour to complete this test.

Group Proposal 20% Students will self-select groups of up to 5-6

students per group and submit a proposal on a group organization within
Canada, a separate rubric will be uploaded on the D2L for your reference
by January 20, 2020

In-Class Group Facilitation (15%)

Students will work in small groups to conduct an in-class group facilitation exercise. Each
group will be responsible for choosing a youth organization. Within this topic pose 3
questions to the class with respect to your topic. Social Justice and equity considerations
must be addressed within the context of the presentation. During the in-class facilitation,
each assigned group will be expected to facilitate an aspect of a group process. Each
facilitation is expected to be approximately 30 minutes in length.

Please see attached

Test # 2 – (In-class 20%)

Description

The final test will be a combination of multiple-choice, short-answer and true or false type
questions and will include material from the entire semester. There will be a maximum of 4
short answer questions in total and the student will have a limited amount of time to
complete it. The test will be completed in online.

Participation, Engagement and Professionalism (20% of final grade)

Description

Participation and engagement are based on the student’s involvement in the lectures and the
tutorials. Students are encouraged to relate their responses to the course content and readings
to the topics presented. Students are expected to participate as group members and leaders in
the small group processes.

CYC 402 Group Work with Children and Youth – Winter, 2020- T Hylton 3
Professional behaviour is central to the field of Child and Youth Care. In this class, students
are expected to conduct themselves in a professional manner that reflects how they will
conduct themselves in the profession. This includes but is not limited to regular attendance
and punctuality, communication with the professor regarding lateness/absences,
communicating ideas respectfully, interacting with classmates and the professor in a
respectful manner during lecture and small group work, respect for diversity in classmates’
values, beliefs, and opinions. The conversations in this class will at times challenge people’s
ideas and beliefs. Students are expected to be able to manage themselves and their behavior
appropriately when situations arise that may be difficult or challenging. Professionalism in
the classroom will also be based on the appropriate use of technology in the classroom as
evidenced by no cell phone usage during class and the use of lap-tops specifically
for class related work.

Grading Criteria

F Grade: Assignments not submitted.

D Grade: Incomplete and disorganized
C Grade: Approach reflects course content and group work experience consistent with
group work theory, but the student does not provide a critical analysis of the
student’s experience in the process of the small group session in the context
of the tutorial.
B Grade: Reference to what occurred in the group session is evident. The student
reflects critically on all elements of the small group process as defined in the
test. Some reference made to course material.
A Grade: Meets criteria for B and demonstrates ability to link theory to practice and
reflect critically for the purposes of self-development. Extensive reference
made to course materials.

Required Reading:

Corey, C, Corey M & Corey, G. (2016). Groups: Process and Practice. Boston, MA:
Cengage Learning.

Additional readings/course material may be presented in class during tutorials.

Course Schedule:

Lesson # & Topic Assigned Readings & Activities

Date
January 13 Introduction to Groups Chapter 1-Introduction to Group
-course overview, why group work? Work
-types of groups, Q & A
January 20 Exploring Leadership Chapter 2-The Group Counselor
-maintenance/process/task Co-leadership issues
functions
January 27 Ethical Considerations & Theories Chapter 3-Ethical and Legal
of group work Issues in Group Counseling
Chapter 4- Theories

CYC 402 Group Work with Children and Youth – Winter, 2020- T Hylton 4
 February 3 Stages of Group Development- Chapter 5-Group Process:
overview Forming a group
Pre-screening assessments and
interviews

February 10 Test 1 first Hour of class Chapter 6-Initial Stage of a

Planning the Group Group
-group composition, good
beginnings, goals, physical
environment, external resources,
checking in
February 17 STUDY WEEK
February 24 power and control phase Chapter 7-Transition Stage of a
Group
March 2 Chapter 8-Working Stage of a
Difficult Behaviours Group
-quiet, shy, withdrawn members,
conflicts, monopolizers,
challenging the leaders, resistance
March 9 Children’s Groups Chapter 10-Groups in school
-setting up the group, settings
programs/activities, endings
March 16 Wrapping up the group Chapter 9 Final Phases of a
Proposal Due Group

March 23 Group Presentations Group Presentations

March 30 Group Presentations Group Presentations
April 6 Final Test – Online

Grading Criteria:

F Grade: Assignments not submitted.

D Grade: Incomplete and disorganized

C Grade: Approach reflects course content and group work experience consistent with
group work theory, but the student does not provide a critical analysis of the
student’s experience in the process of the small group session in the context
of the tutorial.

B Grade: Reference to what occurred in the small group session is evident. The student
reflects critically on all elements of the small group process as defined in the
form.

A Grade: Meets criteria for B and demonstrates ability to link theory to practice and
reflect critically for the purposes of self-development.

CYC 402 Group Work with Children and Youth – Winter, 2020- T Hylton 5
CLASSROOM RULES, NORMS AND EXPECTATIONS

Confidentiality: Students must adhere to confidentiality protocol when participating in the

group work experience during the course.

Tutorial Participation: Tutorial participation is mandatory and will be graded. Students

will be assigned to a small group that he/she will participate in throughout the term. Each
student will rotate as leader, co-leader and member and will reflect on that experience. When
large group activities occur in the tutorial, the student may be assigned the role as group
member (inner circle) or observer (outer circle).

Readings: There are required readings each week found in the course text. Students
are required to read these materials and can be expected to be tested on them.

Use of Computers, Cell phones and Other Electronic Communication Equipment:

Students will not be allowed access to electronic equipment during the class. All classes are
designed to offer direct group work experience and the use of computers will deter full group
participation.

Assignments:

A hard copy of all assignments must be submitted in class on the due date. Late marks will
be deducted according to Ryerson University policies.

Academic Considerations:

• Students must submit assignments on time and write all tests and exams as scheduled.
• Assignments submitted for grading will be handed back within two weeks except for
the final exam.
• There will be no penalty for work missed for a justifiable reason. Students need to
inform the instructor of any situation that arises during the semester that may have an
adverse effect on their academic performance, and request any necessary
considerations according to the policies and well in advance. Failure to do so will
jeopardize any academic appeals.
• Except in cases of accommodations for disabilities, where documentation is handled
directly by the Access Centre, students must fill out an Academic Consideration form
and submit it to the CYC Office.
(http://www.ryerson.ca/content/dam/senate/forms/academic_consideration_document
_submission.pdf)

In addition, the following procedures must be followed as well:

Medical certificates – If a student is going to miss a deadline for an assignment, a test or an

examination because of illness, he/she must submit a medical certificate (see
www.ryerson.ca/senate/forms/medical.pdf for the certificate) to their program office within 3
working days of the missed assignment deadline, test or examination. The program office
will notify the instructor that the documents have been received. It is the student’s
responsibility to make arrangements with instructor for a make-up exam.

CYC 402 Group Work with Children and Youth – Winter, 2020- T Hylton 6
Religious observance – While it is strongly encouraged that students make requests within
the first two weeks of class, requests for accommodation of specific religious or spiritual
observance must be presented to their program office no later than two weeks prior to the
conflict in question (in the case of final examinations within two weeks of the release of the
examination schedule). The student must submit a Request for Accommodation form
(http://www.ryerson.ca/senate/forms/relobservforminstr.pdf) to their program office. The
office will notify the instructor when they have received the request form.

Other requests for Academic Consideration which are not related to medical or religious
observation must be submitted in writing together with the Academic Consideration form to
the student’s program office. The letter must clearly state the reasons for the request and
describe the events or circumstances that seriously impair the student’s ability to meet their
academic obligations, and that were beyond the student’s control. When possible, supporting
documentation must be attached to the letter. The office will notify the instructor when they
have received the request.

Students with disabilities - In order to facilitate the academic success and access of students
with disabilities, these students should register with the Access Centre
www.ryerson.ca/accesscentre/. Before the first graded work is due, students should also
inform their instructor through an “Accommodation Form for Professors” that they are
registered with the Access Centre and what accommodations are required.

Re-grading or recalculation – These requests must be made to the instructor within 10

working days of the return of the graded assignment to the class. These are not grounds for
appeal but are matters for discussion between the student and the instructor.

Submission of the Academic Consideration form and all supporting documentation to your
program office does not relieve you of the responsibility to NOTIFY YOUR INSTRUCTOR
of the problem as soon as it arises, and to contact with the instructor again after the
documents have been submitted in order to make the appropriate arrangements.

For more detailed information on these issues, please refer to Senate Policy 134 at
(Undergraduate Academic Consideration and Appeals) and Senate Policy 150
(Accommodation of Student Religious Observance Obligations). Both can be found at
www.ryerson.ca/senate/policies/.

CYC 402 Group Work with Children and Youth – Winter, 2020- T Hylton 7