Lifeskills Outline

School of Hlth & Comm Services
Lifeskills Theory
2016-17 Academic Year
Program
Year
Semester
HCS-Child and Youth Care (compressed) Advanced Diploma
HCS-Social Service Worker Diploma
Course Code:
COUN 2505
Course Hours:
42
Prerequisite:
COUN 2504 OR (HSC 1501 OR COUN 2584)
Corequisite:
N/A
Laptop Course:
Course Equiv. Code(s):

Course GPA Weighting:
Yes
No
Delivery Mode(s): In class X
HSC 2501, COUN 2585

3
X
Online
Authorized by (Dean or Director):
Hybrid
Judeline Innocent
Date: August
2016
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 - 2016-2017
Page
1 of 13
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
PLAR Assessment (if eligible):

Assignment
Exam
Portfolio
Other
Page
2 of 13
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 Define and describe terms and concepts
relevant to Life Skills coaching.
CLO2 Recognize the contribution that Adult Learning
Theory makes to Life Skills coaching.
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 Compare and prioritize content and process in

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.
EES 4. Apply a systematic approach to solve

problems.
CLO5 List and describe the 5 areas of life

responsibility.
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.
EES 6. Locate, select, organize, and document

information using appropriate technology and
information systems.
EES 7. Analyze, evaluate, and apply relevant

information from a variety of sources.
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.
CLO7 Demonstrate and evaluate coaching and

facilitation skills.
CLO8 Demonstrate lesson plan development based on
the principles of the Life Skills model.
Page
3 of 13
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

Book)
CLO1, CLO2, CLO3, CLO4, CLO5
EES1, EES2, EES4,

EES7
14
Week 8 - Test #2 (Closed

Book)
CLO1, CLO2, CLO3, CLO4, CLO5,

CLO6
EES1, EES2, EES4,

EES5, EES6, EES7
10
Assignment #1
CLO3, CLO6, CLO7, CLO8
EES1, EES2, EES6,

EES7, EES8, EES10,
EES11
10
Assignment #2 -Major Lesson

Plan (10%), Major Lesson
Facilitation (20%)
CLO2, CLO3, CLO4, CLO6, CLO7,

CLO8
EES1, EES2, EES4,

EES5, EES6, EES7,
EES8, EES9, EES10,
EES11
30
Peer Evaluation and

Participation - Major Lessons
(5@4%)
CLO7
EES1, EES2, EES7,

EES8, EES9, EES11
20
In-Process
CLO4, CLO7, CLO8
EES1, EES2, EES4,

EES5, EES6, EES7,
EES8, EES9, EES10,
EES11
16
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
Page
4 of 13
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. Electronic devices will be turned off and not used in the classroom.
Anyone who disrupts a class to the detriment of the Professor or other members of the class will be instructed to
leave.
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
activities and assignments. There are no supplementary assignments for this work. Failure to attend and/or
participate fully will result in a mark of zero.
Missed Test Policy: Please refer to Program Guide
Late Assignment Submission: Please refer to Program Guide
PEER EVALUATION: Students are expected to participate with their peers in the development and presentation of
Life Skills lessons both as coaches and group members. These experiences provide a structured opportunity for the
student to be evaluated and receive written/verbal feedback from their peers on their application of the course material
that has been covered. Missed peer evaluation work cannot be supplemented. Missing part or all of a peer
presentation will result in a mark of "0".
GROUP PRESENTATION: Students are expected to contribute equally to the development and delivery of their Group
Presentation. This includes all lesson plan preparation and self-evaluation documents. The group presentation is a
mandatory component of this course and students are expected to deliver their presentation on the assigned date. As
part of the evaluation criteria, students will be expected to keep a log detailing meetings, action plans and work
assignments. Students who fail to contribute equally to the group experience will be graded separately. There will be
no supplementary assignments for this component.
Page
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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. 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
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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

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)
Wk. Hours:
2
Delivery:
In Class

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
Page
7 of 13
Wk. Hours:
3
Delivery:
In Class

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
Wk. Hours:
4
Delivery:
In Class

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
Page
8 of 13
Wk. Hours:
5
Delivery:
In Class

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
Weighting
14
Evaluation
Test #1- 14%
Wk. Hours:
6
Delivery:
In Class

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
Evaluation
In-process (mark reflects in-process to date)
Weighting
10
Page
9 of 13
Wk. Hours:
7
Delivery:
In Class

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
Wk. Hours:
8
Delivery:
In Class

Test #2
Weeks 6-7
Major Lesson Presentation Preparation
Test - assessment of learning
Major Lesson Presentation Preparation
Chapters 5 and 6
Evaluation
Test #2 - 10%
Weighting
10
Page 10 of 13
Wk. Hours:
9
Delivery:
In Class

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
Wk. Hours:
10
Delivery:
In Class

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
Evaluation
Group Lesson Plan (10%)
Group Presentation (20%)
Peer Evaluation (20%)
Weighting
30
All group presentations and peer evaluations to take place during weeks
9 to 14.
Page 11 of 13
Wk. Hours:
11
Delivery:
In Class

Web Resources
Handouts
Lesson Plan manuals
Evaluation
9 to 14.
Wk. Hours:
12
Delivery:
In Class

Web Resources
Handouts
Lesson Plan manuals
Evaluation
9 to 14.
Page 12 of 13
Wk. Hours:
13
Delivery:
In Class

Web Resources
Handouts
Lesson Plan manuals
Weighting
16
Evaluation
9 to 14.
Wk. Hours:
14
Delivery:
In Class

Web Resources
Handouts
Lesson Plan manuals
Evaluation
Weighting
20
9 to 14.
Page 13 of 13

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School of Hlth & Comm Services

HCS-Child and Youth Care (compressed) Advanced Diploma

HCS-Social Service Worker Diploma

COUN 2504 OR (HSC 1501 OR COUN 2584)

Course Equiv. Code(s):

Delivery Mode(s): In class X

HSC 2501, COUN 2585

Authorized by (Dean or Director):

Durham College Course Outline - COUN 2505 - 2016-2017

Subject Eligibility for Prior Learning Assessment & Recognition

PLAR Assessment (if eligible):

Durham College Course Outline - COUN 2505 - 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 Compare and prioritize content and process in

EES 3. Execute mathematical operations accurately.

CLO4 Demonstrate how the skills of Self-Determined

EES 4. Apply a systematic approach to solve

CLO5 List and describe the 5 areas of life

EES 5. Use a variety of thinking skills to anticipate

CLO6 List, describe and demonstrate knowledge of all

EES 6. Locate, select, organize, and document

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,

CLO7 Demonstrate and evaluate coaching and

Durham College Course Outline - COUN 2505 - 2016-2017

Course Learning Outcomes

Week 5 - Test #1 (Closed

CLO1, CLO2, CLO3, CLO4, CLO5

EES1, EES2, EES4,

Week 8 - Test #2 (Closed

CLO1, CLO2, CLO3, CLO4, CLO5,

EES1, EES2, EES4,

CLO3, CLO6, CLO7, CLO8

EES1, EES2, EES6,

Assignment #2 -Major Lesson

CLO2, CLO3, CLO4, CLO6, CLO7,

EES1, EES2, EES4,

Peer Evaluation and

EES1, EES2, EES7,

CLO4, CLO7, CLO8

EES1, EES2, EES4,

Required Text(s) and Supplies:

Recommended Resources (purchase is optional):

Durham College Course Outline - COUN 2505 - 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 2505 - 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 2505 - 2016-2017