Human Relations and Family Life Education

EDPC 501 Helping Relationships (3 credits)

Course Outline: Fall 2016 *FINAL*
Course Duration:
Class Location:

Mondays, 6:05 p.m. to 8:55 p.m., September 2 December 5.

EDU 211

Professor: Nick Gazzola, Ph.D.

E-Mail:
nicola.gazzola@mcgill.ca

Office: EDUC 528A 529

Office hours: By appointment

Calendar Description
A course in the basic principles of human relationships and communication skills, approached
from a theoretical and experimental viewpoint. An emphasis will be given to training in basic
listening skills, interviewing techniques, and the interpretation of non-verbal behaviour and
communication.

Aims
The primary aim of this course is to introduce students to the basic and fundamental ideas
inherent in the interpersonal help-giving process. The course will familiarize students with the
necessary components of effective and facilitative interpersonal relations, as these become the
vehicle of the helping process. As such, the content and process of dyadic (that is, two-person)
communication will be discussed as it becomes the instrument of help-giving. This process will
be examined primarily, but not exclusively, in the interview-exchange format since it is here that
the skills and techniques inherent in the helping process can be most effectively applied. This
course does not prepare students for delivery of professional acts for which licensure is
required.

Course Goals
To learn:
How to develop and foster the helping relationship;
The major techniques used in professional helping in a variety of settings;
The major theoretical underpinnings of techniques and the rationale for their use;
The skills involved in initiating, maintaining, and terminating a session.

Course Procedure
This course will be focused on basic skills required in fostering the helping relationship, major
theoretical underpinnings and perspectives of the helping relationship, and special applications of
the helping relationship.

N. Gazzola: Helping Relationships - Fall 2016

Lectures will be both didactic and applied. There will also be small group discussions for most of
the lectures in this course.
The Didactic Part
The aim of the class time is to facilitate your understanding of the basic skills, techniques, and
theoretical underpinnings of interventions with an emphasis on the helping relationship. Each
class will be divided into two parts. In the first part, I will lecture on the assigned topic of that
day. It is hoped that this one-and-a-half hour lecture will be a more, rather than a less, interactive
experience. My lectures will be partly based on the assigned readings and partially on other
sources including my own clinical experiences. When appropriate I will show videos of
counselling sessions that demonstrate the application of the theory or concept we are discussing.
We will also engage in role-playing when appropriate. When I teach I ask questions and I answer
them from one or more different perspectives. In class I hope that you feel comfortable to ask
questions, comment, discuss, and argue. Do this from your readings or from your own thoughts,
ideas, and beliefs. You are expected to be at every lecture and to be on time.
This part of each lecture will also include an applied part where we will deal more directly with
skills training and the acquisition of techniques that are useful in the helping process. You will
be asked to participate in role-plays, to discuss the use of techniques, to complete exercises, to
watch and critique sessions of counselling interviews, and to observe (and be observed) while
you act as counsellor/helper or client.
Although the content of what you choose to disclose during role-plays or in any component of
this course is entirely up to you, professional helping is fundamentally an ethical and
professional practice. Therefore, it is expected that you maintain confidentiality throughout
this process and beyond. You cannot discuss the issues or topics outside of class time even
though all of our practice in this course will be role-plays. You must get into the routine of
conducting yourselves professionally and ethically at all times.
Small Group Discussions
In the second half of the class you will engage in small group work. During the second class you
will be assigned to a small group of students, which will remain the same throughout the
semester. Each class one member of the group will be responsible for leading/facilitating a
discussion based on the assigned readings for that class. You will each have the opportunity to
facilitate a discussion in your small group once. When it is your turn to lead your group you will
bring a list of 4 catalyzer questions that are based on the readings. These questions should be
designed to stimulate discussion around the topic of the day. The group leader is not expected to
make a presentation but rather should facilitate the discussion and guide the group through this
exercise, which should take approximately 45 to 50 minutes. All students are expected to have
read the required readings and to participate in the discussion. The group facilitator is
responsible for ensuring that the group stays on-topic and that the 45 minutes are used to discuss
the questions.
The leader is then expected to submit a brief summary of the discussion at the next class
(approximately 5 pages, double spaced, not including references and list of catalyzer questions,

Catalyzer questions, also sub questions to prompt, should capture the essence of the article, but
also invites discussion
e.g. Do you buy that?
see first class for catalyzer questions, use open question, not close

N. Gazzola: Helping Relationships - Fall 2016

APA style). You will each facilitate your discussion between classes 4 and 11. We will discuss
this procedure in greater detail in class.
Following the small group work we will reconvene in the larger class format for 15 minutes or so
in order to address any issues that may have emerged in the group work part and to wrap-up the
topic for that day.

Required Readings
I will make the required readings available to you on MyCourses. Required readings are listed by
date in this syllabus. An extended reference list is also attached should you wish to do further
reading in any of the topic areas covered in this course.

Course Requirements and Grading

Your final grade will reflect three target areas: (a) skills acquisition and applications, (b)
integration of skills in the counselling interview, and (c) conceptual and theoretical reasoning in
your use of counselling techniques. Please respect the deadlines. Late submissions will be
penalized by 10% per day. There are four (4) components to the evaluation:
1. Helping Skills Assignment
The first assignment focuses on your application of helping skills and understanding of the
concepts from your readings and lectures. The goal of this assignment is to keep you up-to-date
with readings and class processes and should be good indicators for you to determine your
understanding of basic helping skills as well as intentional use of techniques. In this assignment I
will give you verbatim client responses and I will ask you reply with specific techniques. Part of
this assignment will include indicating the intent for your response. I will distribute the
assignment in class on September 26 and you will have one week to complete it.
Due: October 3, 2016
Value: 30%
2. Group Facilitation Paper
You will each submit a paper based on your experience leading small group discussions. In your
paper, please include (a) your list of 4 catalyzer questions, (b) a summary of the group
discussion, (c) an integrative conclusion, (d) a brief description of group process (e.g., was it a
lively discussion?; was there any disagreement regarding the concepts?; was everyone present?;
what was it like for you to facilitate the discussion?); and (e) a reference list that includes the
required readings of the day as well as three (3) additional resources on the topic. You will be
graded on quality of your questions, which should come from your assigned readings, your
observations of the group process, your integration of ideas, and your adherence to APA style
(including referencing your work). Remember to link group opinions to the readings. This paper
ought to be approximately 5 pages.
Due: One week following your discussion (at the next class)
Subtotal: 30%
3. Class Participation . . . Priceless
Active class participation is an extremely important part of the process in learning helping skills.
I encourage you to participate fully and actively in all class discussions and role-plays. You are

N. Gazzola: Helping Relationships - Fall 2016

expected to be at every class and to be on time. If you anticipate being absent please inform me
in advance. To ensure that you cover the class material you will be required to submit a one page
single-spaced summary of the required readings for the class you missed, religious and medical
reasons for being absent notwithstanding. Make-up summaries are due at the next class. Please
let me (and also your group members) know in advance if you have to miss a class.
Subtotal: 10%
4. Group Project
The purpose of this group project is to help you to integrate the concepts discussed throughout
the course and to demonstrate your knowledge of the helping relationship at both conceptual and
applied levels. I would like you to form groups of four (4) and determine a client issue. This can
be anything you wish and in any setting. For example, this may be a client in a counselling
setting who presents with depression, a patient in a hospital who is afraid of taking her
medication because of suspected side effects, a student who tells the teacher he is having
personal problems and cannot concentrate in class, etc. I would like you to select an approach
that is appropriate for your identified presenting problem. For instance, for the patient afraid of
the side effects of medication you may select two complimentary approaches: you may take a
client-centered approach to begin with and provide empathy and understanding and later apply
some CBT techniques to counter some negative thinking.
I would like you to consider yourself in a helping context and to articulate and explain your
rationale for what you would do and how you would go about helping your client and/or
implementing your intervention program. Your rationale ought to be justified using scholarly
publications (around 10). The paper should include: (1) a description of the target client or
population, including the presenting issue/concern being addressed, (2) a description of your
preferred helping approach/technique/intervention [defend it by citing the appropriate
scholarly literature], (3) an imagined verbatim exchange between helper and client that clearly
demonstrates your approach (10 interventions), and (4) your anticipated / expected
outcome/result.
The paper should not exceed five (5) pages double spaced [not including your title page and
references/bibliography page, which are mandatory] and have at least five (5) reference citations
that have been published within the last five years, and 10 over all, from professional journal
articles to inform this paper and support your presentation and discussion. APA format is
preferred but not mandatory. The assignment will be graded on the basis of thoughtfulness,
specificity and creativity towards demonstrating an understanding of the ideas, concepts and
principles of an effective helping relationship (as presented in class) and applying them in the
context of your current or future field of practice. Attention will also be brought to the content
and overall quality of the paper in terms of organization and coherence but also correct grammar,
spelling and punctuation.
Due: December 5, 2016
Subtotal: 30%
ACADEMIC INTEGRITY
McGill University values academic integrity. Therefore, all students must understand the
meaning and consequences of cheating, plagiarism, and other academic offences under the Code
of Student Conduct and Disciplinary Procedures (please consult
www.mcgill.ca/deanofstudents/plagiarism for more information). You are responsible for
knowing your rights, potential infractions, and penalties.

N. Gazzola: Helping Relationships - Fall 2016

MERCURY ONLINE COURSE EVALUATIONS

Students are strongly encouraged to fill out the online evaluation for this course at the end of
term. Online course evaluations serve primarily as a tool towards teaching improvement,
informing students about courses, and as one of the elements for evaluating the teaching
performance of staff for reappointment, tenure and promotion purposes. For more information
consult the following link: http://www.mcgill.ca/tls/courseevaluations/mercury
DISABILITIES ACCOMODATIONS
Should you require adaptive measures please let me know in advance how I can accommodate
your needs. Please contact the Office for Students with Disabilities at 514-398-6009 or online at
www.mcgill.ca/osd for information.
ADDITIONAL INFORMATION
In accordance with McGill Universitys Charter of Students Rights, students in this course have
the right to submit written work in either English or French. Additional policies governing
academic issues that affect students can be found in the McGill Charter of Students' Rights. The
Handbook on Student Rights and Responsibilities is available at
https://www.mcgill.ca/secretariat/policies/students/handbook-student-rights-andresponsibilitiesle-recueil-des-droits-et-obligations-de-letudiant.

Some General Guidelines for Classroom Behavior

Please be respectful of your classmates and professors.

Everyone who is here brings experience and knowledge that makes their participation
valuable. You have a right to be here and to participate.
The emphasis will be on learning the skills and attitudes that will assist you in becoming
effective helpers. We all have new things to learn and we all have blind spots. Feedback is
therefore an essential component of this course. When you give feedback to others, please be
courteous, empathic, and respectful.
Ethical practice is the cornerstone of the helping profession. You are asked to conduct
yourselves in an ethical and professional manner at all times.
Everyone has the right to be silent, i.e., to pass in answer to a question. Remember that
some topics may be more difficult or painful for some than for others.
Be aware of how your participation affects the participation of others. Your words, your tone
of voice, your body language, the amount you talk (e.g., silence, being verbose, interrupting,
being dismissive), all affect others.
Remember that peoples experience and knowledge vary. What you hold most dear may not
be obvious or of value to others, and vice versa.
Listen actively. Use paraphrases and reflections.
Speak for yourself and avoid speaking for others. Use I statements (I think ).
Ensuring group participation is everyones responsibility. Preventing someone from
participating impoverishes the education of all.
I hope that together we will build a challenging and safe learning environment.
Try to go beyond your comfort zone and remember have fun!

N. Gazzola: Helping Relationships - Fall 2016

I hope that you have an enjoyable and productive semester!

Helping Relationships (EDPC 501): Fall 2016 Syllabus

Date
September 1

Topics and Assignments

Readings

Introduction; Overview, administrative issues;

Introduction to the Helping Process
Getting Started: Open and Closed Questions, Basic
Attending Behaviors
Fundamental Aspects of the Relationship I:
Attending Skills continued; Positive Regard,
Empathy, Genuineness
Fundamentals of the Relationship II:
Listening, Paraphrasing, Reflecting Feeling
Assignment 1 distributed
Client-Centered Approach; Rogerss Necessary and
Sufficient Conditions
Assignment 1 due
Group Facilitations Start
THANKSGIVING NO CLASSES

Class notes

October 31

Gestalt Therapy; Use of Immediacy, the Here and

Now
Affective Strategies: Working with client emotions;
Emotion-Focused Therapy
Solution-Focused Therapy; Common Factors

Wagner-Moore (2004);
Yalom (2002) pp. 46-71
Elliott (2012);
Greenberg (2006)
Lampropoulos (2001)

November 7

Cognitive Behavioural Strategies

November 14

Helping Relationships in the Workplace: Talent

Management

November 21

The Helping Relationship in Crisis Situations

November 28

Promoting Resilience
Group Facilitations End
The Importance of Self-Care; The Therapists
Experience in Therapy
Group Project Due

Froggatt (2005); Lam &

Gale (2004)
Biggio & Cortese
(2013); Duhigg (2014);
Pravamayee (2014)
Echterling et al. (2005)
pp. 1-25
Echterling et al. (2005)
pp. 119-141

September 12
September 19
September 26
October 3

October 10
October 17
October 24

December 5

Hackney & Cormier

(2013) pp. 18-31
Hackney & Cormier
(2013) pp. 49-72
Gelso & Carter (1994)
Kensit (2000);
Rogers (1957/2007)

Larcombe (2008);
Thriault & Gazzola
(2008)

N. Gazzola: Helping Relationships - Fall 2016

7
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