Master of Counselling Program -...

Faculty of Education

Master of Counselling Program CAAP 6637: Group Counselling & Process Skills

COURSE SYLLABUS (2014) Authored and Delivered by Dawn McBride 1

Summer Term 2014: A Blended Course Online: June 11, 2014 –July 20, 2014 (Wednesday to Saturday)

Classroom, L1168: July 28 – August 1, 2014 (Full Days) Contact Hours/Week: 3-0-0. Credit Hours: 3.0 Course Equivalent: CAAP 637; EDUC 5620

Prerequisites or the Equivalent: CAAP 6601; 6603; 6605; 6607

PROFESSOR: Dawn Lorraine McBride, M.Sc., Ph.D. Associate Professor in the Faculty of Education, Counsellor Education Program o Registered Psychologist (Clinical) o Approved Supervisor for Provisional Psychologists o Ethics Examiner: College of Alberta Psychologists

TEACHING ASSISTANT (SI co-facilitator): Crystal Hartman, BSW, RSW, & M.C. o Mental Health Therapist (with AHS) o Email: [email protected] o Cell: See course announcements

PROFESSOR’S CONTACT INFO: 1 E-mail: [email protected] (THE BEST WAY TO REACH DAWN) University Phone: 403-317-2877 (call anytime, 24/7; voice messages are sent to my email)

Private Cell Phone: (# posted under course announcements) If urgent, call anytime. Otherwise, call anytime between 10am-10pm, preferably not past 5:00pm on Fridays and Saturdays.

University Fax Number: 403-332-4400 (not confidential; please use a cover page) Mailing Address: U of L, 4401 University Drive, Lethbridge, Alberta, T1K 3M4 Office Location: Turcotte Hall, TH 272 (east building, ground floor, facing the river) Office Hours: Available weekday/evenings & weekends via phone, Skype or in-person. Appointments are optional. Given I teach Wednesday to Saturday, I usually try to take Mondays off.

Alert to My Response Time – Two (2) Days: Expect a reply to your email or phone message within two days, unless notified otherwise. IMPORTANTè If you have not heard from me within 3 days, (72 hours) please resend your message, as I may not have received it. THANK YOU J.

1 ** I warmly invite all students to contact me to discuss the course, course assignments, to review your career options, help you with your course planning, share with you some study tips, etc. I look forward to our contact.

CAAP 6637 ~ June 1, 2014 ~ Course Syllabus Authored By Professor Dawn McBride of 16 The final version, if needed, will be re-posted on Day 1 of the Course

CALENDAR DESCRIPTION:

This course will provide a conceptual understanding of group process, applied to a wide range of contexts and clientele. The course will build on the construct of the working alliance as a foundation for the counselling process and will incorporate various theories of group counselling and group process into an overall conceptual framework. The course delivery will consist of two integrated components: (a) an online component focusing on group theories and conceptual aspect of working in group contexts, and (b) a face-to-face component delivered during a summer institute.

COURSE OVERVIEW:

CAAP 6637: Group Counselling and Process Skills is a rewarding course for graduate counselling students near completion of their master degree. It is an applied course designed to give new counsellors the tools and skills that are immediately transferable to the counselling world! The major emphasis in this course is on gaining competency in designing and facilitating counselling groups in a way that does not replicate the traditional teacher-student classroom dynamic and that is independent of the counselling orientation of the student therapist. Thus, the generic process-based skills you will learn in this course could be applicable to a wide range of theme-based groups (e.g., sexual abuse, assertiveness, parenting education, depression and anxiety, grief and loss, stress management) and to groups delivered from a variety of counselling orientations (e.g., CBT, DBT, narrative therapy, transactional analysis).

You are in good hands in this course! I, your course professor, have been running groups for most of my career. I was co-chair of training and education for the Canadian Group Psychotherapy Association and I am also an author in the field of group therapy. In addition, the course actively uses a TA, who has worked/is working as a group therapist. The use of a TA is very valuable in this course as it allows us to role model co-facilitator skills since it is generally frowned upon to run a group with a single leader.

While a TA accomplishes tasks usually associated with assisting in a typical graduate course, a TA in a group counselling course plays additional, critical roles. Unlike other, intervention-based courses in graduate counselling programs that teach the therapist how to be an independent professional who will function in relative isolation–one client and a therapist in the counselling office– learning how to become a group counsellor involves mastering the art and science of co-facilitating. For students to learn these skills and for them to understand the value of, as well as need for, “dancing with process and content” in an equal, smooth manner, students need extensive role modelling. Specifically, they need to watch the professor and TA modelling what they must learn. Students benefit greatly when they are able to interject their questions and observations whenever they see the TA and professor ‘dancing’.

Students will be invited to be active in developing and refining their group leadership and facilitation skills for adolescent and adult groups. Core theoretical constructs are covered by having students complete selected readings, critically analyze a group counselling video, and participate in a variety of self-directed and online learning activities. During the full five day summer institute, students will practice group facilitation skills by engaging in small group exercises, observing demonstrations, being group members in role plays, critically evaluating their own group facilitation skills (using video feedback), as well as completing small group learning tasks and reflection journals.


COURSE OBJECTIVES: (alphabetical order)

1. Articulate the ethical issues inherent in group counselling.

2. Demonstrate core counselling skills applied to group counselling (e.g., linking, summarizing, making transitions, domain balance, etc.).

3. Demonstrate the facilitation skills associated with managing process and content dynamics in group work

4. Describe strategies to manage and reduce hindering behaviours that may occur in group work (e.g., intellectualizing, storytelling, socializing, giving advice, monopolizing, acting superior).

5. Develop a group counselling program proposal that clearly identifies the group’s goals, rationale, aims, as well as the screening/assessments and main interventions; addresses the practical considerations (e.g., the setting, supplies, participation expectations); and demonstrates best ethical practice (e.g., need for pre/postgroup meetings, informed consent form).

6. Examine the history of group work from the perspective of its struggle to achieve a legitimate place in the field of counselling.

7. Identify and demonstrate strategies to manage common group dynamics (associated with members’ roles, needs, behaviours) that may appear during various stages of group development.

8. Identity a variety of screening methods to select/screen appropriate group members (e.g., pregroup meetings).

9. Practice a variety of group counselling skills and interventions in role-played, psychoeducational counselling groups.

10. Reflect about self as a group therapist through a variety of means including writing reflective journals and assessing one’s performance.


READINGS: 2

Required:

Corey, M., Corey, G., & Corey, C. (2013 – or the most current version). Group process and practice (8th ed.). Pacific Grove, CA: Thomson.

Corey, G., Corey, M., & Haynes, R. (1999). The evolution of a group: Student CD and workbook. Pacific Grove, CA: Thomson. (or the most current version). NEED both – the CD and the workbook. However, both of these items are on reserve at the U of L library desk in case you are able to access the material via the library. * Note, sometimes the publisher will include the workbook and CD/DVD with the delivery of the textbook, so be sure to specify if you want these items included in the delivery.

McBride, D. (2013) Graduate course in group counselling: Course readings. Sold at the U of L bookstore (1 volume).

McBride, D. (Writer/Producer). (2006). Psychoeducational groups: Session planning [DVD]. United Arab Emirates: Zayed University. AVAILABLE ONLINE IN THE COURSE.

Required Resource Material:

American Group Psychotherapy Association Website: www.agpa.org

American Psychological Association. (2010). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

Association for Specialists in Group Work: www.asgw.org

Canadian Group Psychotherapy Association Website: http://cgpa.ca

International Association for Group Psychotherapy and Group Process: www.iagp.com

Sinclair, C., & Pettifor, J. (Eds.). (2001). Companion manual to the Canadian code of ethics for psychologists (3rd ed.). Ottawa: Canadian Psychological Association.

And other readings and resources mentioned in class by the course instructor.

2 Additional required reading assignments and/or recommended resource material (mainly websites and journal articles) will be announced throughout the course. Hyperlinks are active for ease of access.


Some of My Recommended Resources / Readings: (many more will be identified during the course) Bens, I. (2005). Facilitating with ease: Core skills for facilitators, team leaders and members, managers,

consultants, and trainers. San Francisco, CA: Jossey-Bass Benson, J. (2010). Working more creatively with groups (3rd ed.). New York, NY: Routledge.

Barlow, C.A., Blythe, J.A., & Edmonds, M. (1999). A handbook of interactive exercises for groups. Needham Heights, MA: Allyn & Bacon.

Brown, N.W. (2011). Psychoeducational groups: Process and practice (3rd ed.). New York, NY: Routledge.

DeLucia-Waack, J., & Donigian, J. (2004). The practice of multicultural group work: Visions and perspectives from the field. Pacific Grove, CA: Wadsworth.

DeLucia-Waack, J., Bridbord, K. H., & Kleiner, J. (2002). Group work experts share their favorite activities: A guide to choosing, planning, conducting, and processing. Alexandria, VA: Association for Specialists in Group Work.

Dossick, J., & Shea, E. (1988). Creative therapy: 52 exercises for groups. Sarasota, FL: Professional Resource Exchange.

Dossick, J., & Shea, E. (1990). Creative therapy II: 52 more exercises for groups. Sarasota, FL: Professional Resource Exchange.

Dossick, J., & Shea, E. (1995). Creative therapy III: 52 more exercises for groups. Sarasota, FL: Professional Resource Exchange.

Fehr, S. (2010). 101 Interventions in Group Therapy – Revised Edition. New York, NY: Routledge.

Foss, L., Green, J., Wolfe-Stiltner, K., & DeLucia-Waack, L. (2008). School counsellors share their favorite activities: A guide to choosing, planning, conducting, and processing. Alexandria, VA: Association for Specialists in Group Work.

Lubin, H., & Johnson, D.R. (2008). Trauma-centered group psychotherapy for women: A clinician’s manual. New York, NY: Routledge.

Rogers, C. (1970). Carl Rogers on encounter groups. New York, NY: Harper & Row.

Rothschild, B., & Rand, M. (2006). Help for the helper. Self-care strategies for managing burnout and stress. New York, NY: W.W. Norton & Company.

Yalom, I. (2005). The theory and practice of group psychotherapy (5th ed.). New York, NY: Basic Books. (or any edition)

CAAP 6637 ~ June 1, 2014 ~ Course Syllabus Authored By Professor Dawn McBride of 16 The final version, if needed, will be re-posted on Day 1 of the Course The final version, if needed, will be re-posted on Day 1 of the Course

COURSE ASSIGNMENTS: 3

To Measure Course Objectives Weight Deadlines Assignment 1: Understanding Group Theory Complete five (5) online lessons and actively participate in the weekly discussion forums associated with this course. Quality and quantity of postings are to be of high quality and adhere to expectations described in the posted online document, under course materials, “Discussion Forum Expectations and Grading Criteria in the Master of Counselling Program”. Reading week: There is a scheduled reading week. There is no skip week of the student’s choice given there are only five online weeks of study in this course. Evaluation: Complete, by the deadline, a self-evaluation of the quality and quantity of your posts using the supplied template. Please submit via Moodle, as one MsWord document. This assignment will be marked by the professor, sometimes with the help from a guest helper. To attend the SI: Students need to pass each DF week to attend the SI portion of the course. Access to the course – if you withdraw or fail: If you indicate in writing (email) to the instructor you are withdrawing from the course, your access to the online course will be removed as soon as possible (e.g., within the day). To withdraw formally from the course you need to complete the required paperwork with Graduate Studies. In addition, if you earn a B- grade (or lower) for a DF week, your access to the course will be terminated as soon as possible, since earning this grade makes you ineligible to attend the SI).

35%

Evaluation Dues:

• For week 1 & 2, using the week 1 evaluation form: June 22th by 3pm MST. Will be returned no later than by June 26th.

• For week 3- 5: July 19th, by 11:55pm MST. Will be returned no later than July 28.

Assignment 2: Team Building Therapeutic Activity Facilitate, during the SI, a 10-15 minute ‘fun’ therapeutic team building activity that is appropriate to the stage of the group development reached by your classmates. You will be assigned a time slot. This activity requires you to evaluate your performance (1-2 pages). Videotaping is optional. This assignment will be marked by the professor and/or the TA, and sometimes with the help of a guest helper. Additional assignment details will be provided during the course. Within 24 hours of facilitating your activity, please submit a copy of your lesson plan in Moodle under Team Building Activities. This forum is to help each other build a library of group activities. Your brief self-reflection critique on your performance (1-2 pages) is due before the start of the next SI class.

5%

• Critique: The day after you present at the SI by the start of the class.

• Sharing: Moodle post – within 24 hours of completing the activity

• This assignment will

be marked & returned within 48 hours.

3 The instructor reserves the right to modify (i.e., change, delete, add details) any assignment up to Day 1 of the course and at any point in the term with student agreement.


To Measure Course Objectives Weight Deadlines/Info

Assignment 3 – Self Reflection Opportunity Submit four, self-reflection papers related to your learning about becoming a group therapist (2 pages per reflection, one per day = 4 submissions). Reflections are required for Day 1, Day 2, Day 3 and Day 4. No reflection is required for Day 5. This assignment will be marked by the professor and/or the TA, and sometimes with the help of a guest helper. Additional assignment details will be provided on or before Day 1 of the SI.

10%

• Due: The next day at

the SI day (start of the class).

• Each submission will be marked & returned by the close of the next day.

Assignment 4 – Group Design and Facilitation Activity (2 parts; shared activity) GROUP DESIGN: Part I (worth 25% of your grade): Groups are often facilitated with another therapist. To this end, and in the interest of mastering collaboration and working as a team member, please develop, with another classmate, an original, comprehensive, psychoeducational counselling group proposal. Please see the box about working with a partner, and the grade will be a shared mark (unless there is a work imbalance – one partner does more work than the other). Specific and ample assignment details will be posted online in week 1. The group can be for any age group over the age of 15 and for any relevant psychotherapy related topic (e.g., parenting groups, disordered eating, assertiveness, groups for those that are in or have left abusive relationships, abuse/trauma, rape survivors group, managing math anxiety, depression or anxiety, coping with divorce, career counselling, self-esteem, shyness, addictions, dealing with anger, survivors of suicide, self harm healing group, stress management, coping with cancer, saying good-bye to cutting, grief and loss group, pre-marriage group, couples counselling, recovering group for those who have experienced burn out etc.). Topics must be approved by the course instructor. This comprehensive proposal will include, among many other topics, a theoretically driven rationale, a pregroup screening protocol, group counselling consent form meeting CPA standards, and a marketing poster. NOTE: Detailed lesson plans for each group session are not part of this assignment since it is not typically part of a group proposal. If this assignment is done well, students may want to submit their work to a funding body to receive funding and/or to an agency supervisor for approval to run the proposed group program.

TO BE CONTINUED…..

50%

1. Topic Selection Due: Shall be based on a first- come, first-served concept, as there cannot be any repeat of topics between the pairs. Approval of topics will be required. One topic per pair. Please post your topic selection & partner in the relevant forums no later than June 16th, 11:55pm. Failure to do so, results in one point taken off for each day a topic has not been submitted. 2. Proposal Due: No later than July 21, 11:55pm by paper copy (stapled or in a binder) submitted under my office door or Moodle submission (as one MsWord e-document via Moodle) NOTE: Proposals will be returned no later than SI Day 3.


Assignment 4 – Group Design and Facilitation Activity, continued CO-FACILITATION: Part II (worth 25% of your grade): With your partner co-facilitate and evaluate a semi-staged group therapy session, based on a session lesson plan self-generated from the work completed for part I. Group therapists should not facilitate groups independently. Hence, the shared facilitation activity. Group Facilitation Activity:

o This activity will occur during the SI portion of the course. It will be taped (you must supply the recording equipment (e.g., laptop) and put the recording on a DVD for the professor to review). Marks will be individually assigned (meaning the students do not share the marks) and you will earn marks for the quality of your co-facilitation skills. Copies of your lesson plan will be shared with your peers to promote collaboration. Additional assignment details will be provided during the course.

Evaluation of Performance: (not a shared activity)

o Independent of your partner, complete an extensive critique of your performance as a co-facilitator with an emphasis on evaluating your group counselling skills, demonstrating your understanding of process skills within and after the group session, and analyzing group and co-facilitator dynamics. This assignment will be marked by the professor, sometimes with the help of the TA or a guest helper. Additional assignment details will be provided during the course.

NOTE: The main emphasis in this assignment is on your ability to engage in high quality, self-evaluation of your strengths and areas of needed professional development growth as a group counsellor Up to five points are reserved for the quality of your co-facilitation performance. The MAJORITY of the points is awarded for your ability to self-reflect and notice group dynamics.

3. Lesson Plan Due (paper copy): 10am on Day 1 at the SI and posted in Moodle under Lesson Plan Sharing Forum by SI, Day 2.

4. DVD due: August 2, 2014 by 11:55pm. Give to Dawn or slip under her office door. 5. Critique Due: By August 12, 2014 11:55pm MST via Moodle. It will be returned, via email or snail mail, no later than by August 23rd, 2014.


IMPORTANT INFORMATION ABOUT ASSIGNMENT #4: WORKING WITH A PARTNER

GRADING: Partners will be assigned the same mark, as each person is expected to contribute equally to the assignment. The contributions can take many shapes (i.e., research, writing, etc.). The contribution, which will demonstrate equal work, must be consensually agreed upon well in advance. A RECOMMENDATION: You are strongly recommended to email me a copy clearly documenting who agrees to do what and by when for best, fair practice. WHAT TYPE OF PARTNER WILL YOU BE? For some of you, sharing the workload will be challenging as you may have a deep self-reliant streak and/or struggle with compromising/sharing the power. For others, taking a more of a leadership role rather than being a follower will be the challenging piece for you in this assignment. And, maybe (I hope not), there might be someone who is not keen to do the work so will hand over the reins to someone who won’t delegate L. The invitation you are being offered in this assignment is to be a reliable, motivated classmate & future colleague. WHAT HAPPENS IF MY PARTNER WITHDRAWS FROM THE COURSE: If so, you will need to complete the assignment by yourself. An extension for submission, if requested, will more than likely be granted if your partner drops out 7 days before the assignment is due. MAY I COMPLETE THIS ASSIGNMENT BY MYSELF? There are NO options (other than if your partner withdraws from the course) to complete the assignment independently as you need to know how to work with others when providing group counselling. Furthermore, learning how to work with people –even “difficult people” - is a definite skill you need to master to be a successful counsellor J. You will need to practice what you will be teaching your clients about conflict resolution and problem solving skills. PARTNERSHIP PROBLEMS? If there are any concerns with equality or “sharing the load” please let your partner know ASAP in a manner that is respectful and focused on solutions. Please contact me for assistance at least seven (7) days prior to the due date if there are problems in being able to resolve a workload conflict within your partnership. Please note that is impossible to assist with collaboration or mediation with less than seven days before the due date.

Do you and your partner agree with this statement?

Comparable effort and time invested in the project while sharing ideas and strengths are the primary goals of high quality collaboration.

A few of the concepts in this box were adapted, with permission, from the work of Dr. Piquette.


GRADE ASSIGNMENT

All components within U of L Graduate Studies & Research in Education programs that use a percentage procedure will use the following table for determining the final grade. Calculation of the final grade for this course will be from the marks obtained on each course assignment and by taking into consideration the percentage weighting assigned to each assignment. A letter grade will be given to the percentage as indicated below:

Numeric Value

Letter Grade Grade Point

97 – 100 A+ 4.00 93 – 96 A 4.00 90 – 92 A- 3.70 87 – 89 B+ 3.30 83 – 86 B 3.00 80 – 82 B- 2.70

Note: Any course with a grade of less than B- cannot be considered for credit in a Graduate Studies & Research in Education graduate program.

77 – 79 C+ 2.30 73 – 76 C 2.00 70 – 72 C- 1.70 67 – 69 D+ 1.30 63 – 66 D 1.00

<63 F 0.00

Ø I view earning the following grades as:

o A+ = superior o A = excellent o A- = very good o B+ = good o B = satisfactory.

So, earning a grade of a B+ is FINE! It shows you are above average!


- APPENDIX A –

ASSIGNMENT SUBMISSION & STUDENT CONDUCT EXPECTATIONS

IN ALL OF PROFESSOR DAWN’S CLASSES 4

To Create a Healthy, Thriving, and Respectful Teaching Environment è the following pages stipulate Professor Dawn’s expectations regarding a host of topics including:

q format of assignments sent via email to Prof. Dawn q format for assignments including the title pages q late assignments: penalty & extensions q APA expectations q failed internet connection when an assignment is due L q if you have a learning disability

4 Permission is granted to instructors to use some/all of my listed expectations. I just ask that you give credit, in APA form, when borrowing my ideas. Thank you J

CAAP 6637 ~ June 1, 2014 ~ Course Syllabus Authored By Professor Dawn McBride of 16

The final version, if needed, will be re-posted on Day 1 of the Course

To Create a Healthy, Thriving, and Respectful Teaching Environment, the following stipulates Professor Dawn’s expectations for students in her courses: (Since 1991, the following pages are distributed, albeit modified every year, to my undergraduate and graduate level students, for online & F2F work)

o Safe Place To Learn - Show Respect: All individuals (i.e., students, professors, guests) deserve to be treated with respect and need to be respectful to others. This means, at minimum, arriving to class about 10-15 mins early to settle in/get organized, allowing for different opinions, waiting for your turn to talk, and making no abusive actions or comments towards anyone in the class.

I value safety and respect for all. Thus, I require students in my courses to adhere to the Standards of Professional Conduct as outlined in the most recent edition of the University of Lethbridge Calendar, Faculty of Education section VI. Any violations of these standards will result in dismissal from my class, the course and/or a failing course grade since professional conduct is expected at all times when interacting with me or with your classmates.

o Minimize Distractions, Please: During face-to-face classes, email/texts should be discreetly and infrequently checked, if at all. Side chatter should be kept to a minimum. Cell phones are to be on silent/or low vibrate ring, and all calls are to be answered outside the classroom including when you say “hello” to the caller. And, gotta say the basics aloud: Please do not eat loud/crunchy food during class time and if you bring your computer to take notes, please type quietly J.

o Confidentiality (no expiry date): If someone shares a personal experience about him- or herself or others, please do not share details of the story that will identify the people involved. Also, please only share what you feel comfortable sharing during lessons/class discussions. As a psychologist, I am obligated to get help for those who are in harm’s way, including animals, children and dependent adults. This may mean that I need to disclose where I learned about the person/animal in harm’s way. For those students in the MC program, please read the confidentiality policy and the Discussion Forum Expectations and Guidelines (Sept 2010) for additional detail on the confidentiality policy.

o Attendance: Class attendance is 100% required, unless notified otherwise.

o You Are Paying For Your Education and Investing In A Future Career – So It Is Up To You:

• To be active in your learning. This requires you to complete the readings and the course assignments. For undergraduate students, you will often have homework after each class and graduate students will always have homework J.

• Know the course material in the assigned readings even if it was not reviewed in the course as any course material may be on course exams and/or integrated into your assignments – unless stated otherwise.

In the very RARE instance that you are absent from class: You are required to assume the full responsibility to contact a fellow student to obtain: the lecture notes and discussions; handouts; information needed for the next and/or future classes; changes in assignment expectations and/or test dates; etc. It is also a respectful gesture if you notify the instructor of your absence.

NAME, E-MAIL & PH # OF A STUDENT I CAN CONTACT:



SUBMITTING ASSIGNMENTS TO PROFESSOR DAWN

Quality of Work: Standards of the work submitted or presented by the student in Professor Dawn’s courses are required to reflect the HIGH expectations associated with attending a postsecondary institution at a graduate or undergraduate level. HINT - This means you need to adhere to the most current version of APA as it relates to documentation of references, editorial standards (e.g., no spelling mistakes, biased free writing, grammar, etc.) and academic honesty.

What Happens If a Student, in Prof. Dawn’s Course, is Caught Cheating? Plagiarizing?

The answer is quite simple - a grade of zero (fail) is given to the students who were involved in submitting or helping to submit an assignment that involved academic dishonesty. Additional action may include, but not be limited to, receiving a fail in the course and/or suspension/required withdrawal from the course and/or possibly from the university. I am in full agreement with U of L’s policy and consequences for academic dishonesty so I recommend you read this policy that is printed every year in the university’s calendar. Be informed so you don’t engage in academic dishonesty J.

What Are Some Examples of Academic Dishonesty? (see U of L policy – as noted below)

1. When work is prepared for one course and is submitted and/or presented in another course. If you want to do this you can only do it if the professor in the current course approves of it, which must be documented in writing.

2. When a student presents work that was not completely (100%) prepared by this student (i.e., whose name it is submitted under). This includes copying another student’s work (e.g., during an exam).

3. Copying or paraphrasing anyone’s written work and not properly crediting this person as the author (this applies to student presentations and to any written work submitted by a student). Committing plagiarism in this course is subject to a severe penalty.

Assignment Deadlines – What Time Is The Assignment Due? • ONLINE SUBMISSIONS: All assignments submitted via internet i.e., Moodle are due at 11:55pm

MST (or MDT depending on the time of year) on the specified date, unless otherwise noted. See the next page on HOW to submit.

• FACE-TO-FACE SUBMISSIONS: Submit all assignments to the instructor before the start of the class/seminar the day it is due. Ideally, submit it 5 minutes before the class starts J. Assignments submitted 5 minutes after the class is scheduled to start will be recorded as late (i.e., 5% penalty). This is a strict policy, as I believe the collection of assignments should NOT “eat” up class time.

When are assignments returned? Assignments will be returned, on average, 10 days after the assignments were received. If the instructor needs a longer time to mark the assignments, the instructor will notify the students.



FYI: How Can I Review My Exams? Any course assignment that is part of an exam will not be returned to the student but will be accessible to students to review, etc.

My Internet Connection Failed – may I get an extension? No. Given there are many locations to secure an Internet connection, you must still submit assignments on time, participate in the discussion forums, etc. So, please FIND a way to connect to the Internet! For example, go to an Internet café or a library. Please keep me posted via phone on your progress finding an Internet connection J.

What is the Assignment Late Penalty? • Five (5%) percent deduction per day (including weekends) – which starts 5 minutes after the class

has started or after the posted deadline if received by Moodle (or by email, if permission to do so). • Late assignments will not be accepted if the assignment has been returned to the students, marked

and graded. • If you arrive late for an exam/quiz/presentation, you will have to complete the exam/quiz/

presentation within the remaining time available. It is better to come late than not at all! May I Get an Extension? It is extremely rare to receive an extension for an assignment, informal class quiz (this is different from an exam), or presentation given the advance notice of assignment deadlines. The only exceptions, a doctor or another relevant professional approved by Prof. McBride can prove it in written form, would be a death of an family member, or, unexpected and highly significant increase in a job responsibilities, or immediate family illness/crisis within two days (2) of a deadline of an assignment (work crisis only applies to full-time jobs). In these cases, an extension and/or alternative assignment could be granted à all of which is at the full discretion the instructor. ** HOWEVER, there will not be any opportunities to make-up a missed exam or a missed presentation.

CRITICAL DEADLINE: ALL assignment extensions must be granted at least two (2) days prior to the deadline of the assignment. This is a strict policy. Please consult with me as soon as you can if you suspect you will need an extension.

Are You A Student with A Disability? If you have a disability or a recent injury that requires academic accommodation, please follow the procedures outlined in the university calendar. You are encouraged to contact the Counselling Services or Students with Disabilities Resource Centre at 403-329-2766 for guidance and assistance. I will help you however I can.

Do You Need Help with the Course Material? Please ask me questions if you

would like clarification and/or additional material about the course and/or the assignments. Unless you express to me that you are having difficulty and/or are confused with the material, I will not know. I will leave it to you to contact me if you would like additional help with the course and/or referrals to community resources to help you obtain your personal and professional goals.

I want you to succeed in this course and I will do my best to help you.J

BIG TIP: If you borrow someone’s term, sentence(s) or ideas –

immediately give that author full credit in your work.



LAST BUT NOT LEAST… Overall Assignment Expectations

To be eligible for you must adhere to the following expectations FULL MARKS(unless written otherwise):

q Use a title page for ALL submitted work (hard copy or electronic) including worksheets & journals. Follow exactly the sample (last page) to prevent marks from being deducted.

q Only typed work will be graded, unless noted otherwise.

q Meet the page requirement, if one is provided. Note: The overall page requirement does NOT include the title page, table of contents page, appendices, or the reference pages.

q Only assignments submitted on white, 8.5 x 11, format will be graded, unless noted otherwise.

q The accepted font size is not larger than 12 and not less than 10. The recommended common fonts are Arial (size 11 is ideal) or Times Roman (size 12 is ideal).

q Use the editorial standards listed in the APA Publication Manual, 6th edition, unless noted. Please use Canadian spelling. And..... please have someone your work proofread (notice anything wrong ...?)

q Reference pages are required, using APA, for all cited (borrowed) work. Tip: Remove all hyperlinks.

q Please use a modified version of APA format writing style for the following:

q Use upper right headers on ALL pages using the format: Your name Pg. # à Dawn Smith, p. 3

q Have paper margins not wider than 1 inch and not less than .5 inch

q Use double spacing (i.e., 2”) for submitted papers to the professor. PLEASE DO NOT USE SINGLE LINE SPACING unless notified otherwise. However, you can use single line spacing for class handouts and tables/charts as well as client forms.

q Ensure your content flows smoothly (e.g., each paragraph links well with the next paragraph). Hints: Read your writing aloud as it is a great way to see if your writing flows smoothly or if sounds jumbled. Also, headings add considerable organization to your paper.

q A question for you: How many sentences form a paragraph (according to APA)? Answer: At least two.

For Assignments Submitted ELECTRONICALLY

For Assignments Submitted By PAPER COPY

To help me with file organization, please submit the document in the following manner, with a title page.

(a) subject line: Your name and the title of the assignment (b) file name: Unless noted, please send me the assignment with this file name structure: your name - assignment -course - year.doc

EXAMPLEè jane smith consent form CAAP 6603 2014

Title Page – see next page for the format

Please staple all pages together

PLEASE DO NOT use paperclips, plastic folders or envelopes unless notified otherwise. Points will be taken off for work that is not stapled together.

Assignments are late if submitted 5+ minutes after the class begins.



EXPECTATIONS FOR TITLE PAGE LAYOUT (do not copy the words in the brackets; do not use/insert a box around the title page)

(Your name) Ayi Al Nemi, p. 1

(This requirement is not an APA expectation. However, I prefer a student’s name appears on every page. To create this header in MS Word: View -> Header and Footer

function to create this header)

(center everything)

(Title of the assignment & assignment # if relevant) Take Home Ethics Assignment

(Title of your paper) Are Dual Relationships Really That Bad?

(Your full name) By Ayi Al Nemi

(Your U of L email address & please hyperlink it) [email protected]

(Full Course title) EDUC 6500 Developmental Psychology

(Professor) For Professor Dawn Lorraine McBride

University of Lethbridge (Note your program of study) Master of Counselling Program

(Date Submitted) Date Submitted: October 6, 2022

(Date the assignment was due) Assignment Deadline: October 7, 2022

Remember: If you are submitting a hard copy of your work, please STAPLE THE PAGES.

Please do not use paper clips or plastic folders, etc.

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