|Human Services 1203 – 001||Tuesday/Thursday|
|Group Dynamics||9:30 a.m. – 10:45 a.m.|
|Fall, 2016||Room B-312|
|Jean Batson-Turner||M/W: 9:00 a.m. – 11:00 a.m.|
|Office: B-324||TR: 9:00 a.m. – 9:30 a.m.|
|Phone: 815-224-0268||T: 5:30 p.m. – 6:00 p.m. @ Ottawa Center|
|E-mail: firstname.lastname@example.org||(and by appointment)|
I. Course Description (from college catalog)
This course provides an orientation to group dynamics and group leadership for human service workers. Various kinds of groups, group leadership styles, and basic skills for group leaders will be studied, with special attention given to group intervention strategies for the beginning stage, the middle stage, and the closing stage of a group. Emphasis will focus on helpful skills and strategies for dealing with problem group situations and group work with specific populations.
The purpose of general education at IVCC is to enhance students’ abilities to think and act responsibly as citizens in a changing world. Specific General Education goals that are included in this course are:
1. To apply analytical and problem solving skills to personal, social and professional issues and situations.
2. To communicate orally and in writing, socially and interpersonally.
5. To work and study effectively both individually and in collaboration with others.
6. To understand what it means to act ethically and responsibly as an individual in one’s career and as a member of society.
II. Expected Student Outcomes
Upon completion of Human Services 1203, the
students will be able to:
1. 1. Comprehend and understand the dynamics of group process.
2. 2. Evaluate the effectiveness of various types of groups and planned group sessions.
3. 3. Demonstrate an understanding of various pre-group planning tasks.
4. 4. Identify various tasks for the beginning stage of the group.
5. 5. Demonstrate and identify basic skills for group leaders.
6. 6. Comprehend the rationale for utilization of group interaction.
7. 7. Identify and understand effective leadership skills and techniques for middle sessions (the working stage) of the group.
8. 8. Evaluate helpful closing skills and techniques for ending group sessions and groups.
9. 9. Apply beginning skills and strategies for dealing with problem situations that arise in groups.
10. 10. Comprehend unique leadership considerations for specific populations.
III. Class Policies and Procedures
Attendance Policy and Class Participation
is expected that students will attend class regularly and arrive on time.
Missed chapter quizzes and in-class exercises cannot be made up.
All students are encouraged to participate in class discussion,
contributing to a diverse analysis and discussion of social problems and human
experiences. There will be a variety of
classroom opportunities for meaningful reflection and exchange of ideas.
The instructor is committed to fostering a safe environment for learning
and skills development, so always feel free to ask questions, offer comments and
suggestions, and share your thoughts. To
achieve the goal of a safe, effective learning environment, emphasis will be
placed on the emulation of IVCC’s core values: responsibility, caring, honesty,
fairness, and respect.
Effective Summer 2011, students will have the ability to initiate a withdrawal from classes. By completing the form in the Records Office or at www.ivcc.edu/withdraw, the student is authorizing IVCC to remove him/her from the course. Entering the student ID number serves as the student’s electronic signature. IVCC has the right to rescind a withdrawal in cases of academic dishonesty or at the instructor’s discretion.
Students should be aware of the impact of a withdrawal on full-time status for insurance purposes and for financial aid. It is highly recommended that students meet with their instructor or with a counselor before withdrawing from a class to discuss if a withdrawal is the best course of action for that particular student. Last day for withdrawal is November 7, 2016.
Financial Aid Statement
Withdrawal from a course can affect financial aid. Students who receive financial aid should see an advisor in the Financial Aid Office before withdrawing from a course.
students demonstrate a genuine desire to learn and to succeed in this course,
they can achieve academic success and acquire critical skills for human service
practice. Student learning will be
enhanced by reading of the text, timely completion of assignments, a willingness
to share insights and experiences, and thoughtful reflection on the goals and
practices of the human service profession.
Students will have structured opportunities to consider the benefits of
human services as a profession. Please
don’t hesitate to ask for additional assistance to help you succeed in this
course. Also, keep in mind that IVCC has
a variety of assessment and support services to assist with academic achievement
and career planning.
Plagiarism is the use of another person’s ideas, information, or exact words
without properly acknowledging the source in accordance with a standard system
of documentation. Plagiarism often
occurs when students use someone else’s work and submit it as their own.
Plagiarism is a serious offense.
Anything a student turns in that contains plagiarism will result in the
grade of Zero (0) for that assignment.
Refer to IVCC’s “Student Code of Conduct” for the college’s statement of
policy concerning plagiarism.
Reduced Seat Time
This course may provide options for reduced seat time, including opportunities to participate in class-related projects and experiential activities in place of regularly-scheduled class time. Participation in reduced seat-time projects and activities could replace in-class daily quizzes and required classroom assignments. Reflective journal responses to these activities will be required.
Special Support Services
an effort to create a classroom environment that maximizes the success of all
students, I encourage you to make me aware of any barriers that may inhibit your
learning. Feel free to speak to me at any
time about concerns or questions you may have about assignments, activities, or
assessments. The college provides several
support services for students who have barriers to learning.
They include, but are not limited to: Disability Services Office, Writing
In particular, you may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or cognitive disability such as a learning disability. If you have a disability and need more information regarding possible accommodations, please contact Tina Hardy at (email@example.com, 224-0284) or stop by office C-211.
The Basic Computer
Skills Inventory is free to students and will assess their computer concepts,
file management, word processing, Internet, email, PowerPoint and keyboarding
skills utilizing hands-on exercises and objective questions.
If a student is unsure about his/her computer skill level, you are
encouraged to contact the Assessment Center and make an appointment to complete
The IVCC Writing
Center offers free, unlimited, one-on-one tutoring for students in any class at
any stage of their writing process.
The Writing Center staff, which includes faculty and student tutors, is happy to
assist students in understanding assignments, brainstorming topics, organizing
and developing ideas, and revising and editing drafts.
Our Quick Query service provides help with basic writing questions via
The Writing Center also has
handouts on grammar and style, writing reference materials, and documentation
manuals available in the Center and in the Stylebook (http://www.ivcc.edu/stylebook).
The schedule, appointment availability, and Quick Query instructions can
be found by visiting the Web site (http://www.ivcc.edu/writingcenter),
calling the Learning Commons at 815-224-0318, or stopping by the Writing Center
in the Learning Commons.
There will be no use of any electronic devices by students in the classroom except by permission of the instructor. Do not “text message” while in class or play games on your phone; this will result in your class participation grade being lowered.
Group Counseling: Strategies and Skills by Ed. E. Jacobs, Robert L. Masson, Riley L. Harvill and Christine Schimnel, 8th Edition, Thomson Learning, 2016.
V. Course Requirements and Methods of Evaluation
Students will keep a reflection journal for the semester, recording 2 to 4 entries per week. In addition to personal insights and summaries, students will complete assigned journal entries, which will include critical responses to experiential exercises. A reflective journal response (a minimum of two paragraphs per entry) is required. Journals must be typed or neatly hand-written.
Small Group Project:
Students will be assigned to a small group (5 – 6 members) for the semester and
will design an experiential group in collaboration with designated agency
partners. The group structure will
be selected from the following types of groups: discussion group, task group,
educational group, support group, or self-help group.
Students will develop the group according to guidelines and information
presented in the text.
Research Project/Service-Learning Project:
Students will select a research topic relevant to group dynamics; suggested topics: group leadership, effectiveness of particular group types, theoretical models for counseling groups, impact therapy for group counseling, and group counseling in a multicultural context. Utilizing theoretical models and scientific research sources, students will complete a research paper of 7-8 typed pages and a minimum of five sources, including primary sources when appropriate.
Students will present preliminary research findings in an informal oral presentation when the material is covered in class.
Instead of completing the research project, students may complete a Service-Learning project at one of 3-4 selected area agencies. Agency orientation sessions will be held during a class session, at which time interested students will schedule interviews with designated agency staff. Guidelines and enrollment forms will be available at this class session. Students will be expected to attend agency orientation sessions, complete 15-25 hours of service during the semester, as well as complete reflection assignments that link the Service-Learning experiences to course content. Note: participation in service learning projects requires full participation in class!
To earn academic credit for Service-Learning, signed enrollment forms must be returned to the instructor before or not later than September 8, 2016.
The final exam will be a take-home application essay which will summarize a plan for effective group work. Additional guidelines will be given.
Students can earn up to 20 extra-credit bonus points.
Extra credit activities include volunteer service, special topics
readings, workshops, etc.
Final course grades will be determined as follows:
Response Journal 100 points 25%
Small Group Project 100 points 25%
Research/Service Learning 100 points 25%
Final Exam Project 100 points 25%
The student’s final grade will be determined by adding the total points and dividing by four.
The grading for this course will follow the grading scale:
A = 100-90; B = 89-80; C = 79-70; D = 69-60; F = 59-0.
VI. Tentative Schedule of Assignments
|8/23 – 8/25||Chapter 1: Introduction|
|8/30 – 9/1||Chapter 2: Stages of Groups, Group Process, and Therapeutic Forces|
|9/5||Labor Day Holiday – College Closed|
|9/6||Chapter 3: Purpose of Groups|
|9/8||Service-Learning Enrollment Forms Due|
|9/12 - 9/15||Chapter 4: Planning|
|9/20 - 9/22||Chapter 5: Getting Started: The Beginning Stage and Beginning Phase|
|9/27 - 9/29||Chapter 6: Basic Skills for Group Leaders|
|10/4 – 10/6||Chapter 7: Focus|
|10/9||Employee Professional Enrichment Day – No Classes|
|10/11 – 10/13||Chapter 8: Cutting Off and Drawing Out|
|10/18 – 10/20||Chapter 9: Rounds and Dyads|
|10/25 – 10/27||Chapter 10: Exercises|
|11/1 – 11/3||Chapter 11: Introducing, Conducting and Processing Exercises|
|11/8 – 11/10||Chapter 12: Leading the Middle Stage of a Group|
|11/11||Veteran’s Day – College Closed|
|11/15 – 11/17||Chapter 15: Closing a Session or Group|
Chapter 16: Dealing with Problem Situations
|11/23 – 11/26||Thanksgiving Break – College Closed|
|11/29 – 12/1||Chapter 17: Working with Specific Populations|
|12/6 – 12/8||Service-Learning Time Sheets Due|
|Final Project Review|
|12/13||Final Exam Essays Due|
Guiding Principles for Critical Learning
Instructor: Jean Batson~Turner
1. Have an open mind. Be willing to question and challenge old assumptions that no longer work. Keep in mind that any idea or belief worth keeping will withstand the scrutiny of critical evaluation.
2. As much as possible, avoid a defensive posture. When you find yourself passionately defending the status quo ask yourself:
What do I gain from having things remain as they are?
Why am I afraid of change?
3. Consider learning as a life-long process that can be an exciting challenge rather than a required endurance test.
4. Practice listening to and comprehending perspectives different from your own. Sociological learning gives us an arena for diverse dialogue and cooperative problem solving.
5. Work to recognize patterns of behavior in your social life; notice how one event affects another.
6. Start to notice and name social factors and realities that influence your personal decisions.
7. Be prepared to share your social experiences and state your opinions when relevant to classroom discussion.
8. Work at sharpening your skills for survival in a complex, changing society. Do not let fear or apathy keep you from envisioning and creating better ways of living and relating in our world. In collaboration with other social citizens, strive to keep hope alive.