HMS 123 Dynamics/Group Communication I


Campus Location:
Georgetown, Dover, Wilmington
Effective Date:
2018-51
Prerequisite:
PSY 121, HMS 121, ENG 101, SSC 100 or concurrent
Co-Requisites:

None

Course Credits and Hours:
3.00 credits
3.00 lecture hours/week
0.00 lab hours/week
Course Description:

This course is an overview of the theories, principles, and techniques of organization, leadership, and participation in the group process. Emphasis is placed upon the development of therapeutic communication skills.

Required Text(s):

Obtain current textbook information by viewing the campus bookstore online or visit a campus bookstore. Check your course schedule for the course number and section.

Additional Materials:

All campus programs and policy manuals

Schedule Type:
Classroom Course
Disclaimer:

None

Core Course Performance Objectives (CCPOs):
  1. Explain theories of groups, the group process, the types and stages of groups, the roles played in groups, and group confidentiality issues and guidelines. (CCC 2; PGC 2, 4)
  2. Analyze individual interactions, and employ the concepts and principles of interpersonal communication in group process and activities. (CCC 1, 2, 3, 4; PGC 2, 4, 5, 6, 7)
  3. Analyze group interactions, roles, and processes. (CCC 2; PGC 2, 3, 4)
  4. Organize and present information orally and in writing for group planning, processing, and evaluating. (CCC 1, 2; PGC 1, 2, 3, 4, 5, 6)
  5. Plan and co-lead a group session demonstrating application of theoretical group concepts and interpersonal communication skills. (CCC 1, 2, 3, 4; PGC 1, 2, 3, 4, 5, 6, 7)

See Core Curriculum Competencies and Program Graduate Competencies at the end of the syllabus. CCPOs are linked to every competency they develop.

Measurable Performance Objectives (MPOs):

Upon completion of this course, the student will:

  1. Explain theories of groups, the group process, the types and stages of groups, the roles played in groups, and group confidentiality issues and guidelines.
    1. Explain the various theories of groups.
    2. Identify and discuss the key dynamics that collectively comprise group process.
    3. Describe the types of groups, and explain the unique therapeutic purposes of each.
    4. Define the stages of group development by identifying key issues for group members and group leaders at each stage.
    5. List and identify the various roles played in groups by members and leaders.
    6. Explain the definition of group confidentiality for members and leaders and indicators of adherence to rules of confidentiality.
    7. List and discuss the definitions and purposes of guidelines for group formation and group behavior.
  2. Analyze individual interactions, and employ the concepts and principles of interpersonal communication in group process and activities.
    1. Identify the roles, interactions, and interpersonal communication skills used in group process and activities. 
    2. Analyze the impact of interactions on group process and activities.
  3. Analyze group interactions, roles, and processes.
    1. Identify and analyze dynamics of group interaction, roles, and process evident in class activities and case examples.
    2. Discuss factors contributing to the group dynamics observed in class activities and case examples.
  4. Organize and present information orally and in writing for group planning, processing, and evaluating.
    1. Plan a specialized group session to address an identified group need.
    2. Prepare a written group proposal of a psycho-educational group for a target population in need of such intervention.
    3. Discuss different techniques for evaluating group experiences.
  5. Plan and co-lead a group session demonstrating application of theoretical group concepts and interpersonal communication skills.
    1. Plan a group session with a student co-leader with consultation from instructor.
    2. Demonstrate the application of theoretical group concepts such as the ability to orient a group to an activity by providing clear and adequate instructions and maintaining a dynamic supportive environment.
    3. Demonstrate effective interpersonal communication skills appropriate to the group setting as evidenced by the ability to work cooperatively with a co-leader and to respond appropriately and effectively to the group and individual members.
Evaluation Criteria/Policies:

Students must demonstrate proficiency on all CCPOs at a minimal 75 percent level to successfully complete the course. The grade will be determined using the Delaware Tech grading system:

92 100 = A
83 91 = B
75 82 = C
0 74 = F

Students should refer to the Student Handbook for information on the Academic Standing Policy, the Academic Integrity Policy, Student Rights and Responsibilities, and other policies relevant to their academic progress.

 
Core Curriculum Competencies (CCCs are the competencies every graduate will develop):
  1. Apply clear and effective communication skills.
  2. Use critical thinking to solve problems.
  3. Collaborate to achieve a common goal.
  4. Demonstrate professional and ethical conduct.
  5. Use information literacy for effective vocational and/or academic research.
  6. Apply quantitative reasoning and/or scientific inquiry to solve practical problems.
Program Graduate Competencies (PGCs are the competencies every graduate will develop specific to his or her major):
  1. Create and maintain effective and professional documents relevant to Human Services agencies.
  2. Interact ethically and professionally within the Human Services field.
  3. Apply information to identify client’s strengths, weaknesses, and resources to create a treatment plan.
  4. Provide effective client services at an entry level by utilizing professional Human Services principles and practices.
  5. Establish effective working relationships within the Human Services arena.
  6. Apply basic management and leadership skills in Human Services environments, including time management, organization, and the ability to follow directions.
  7. Utilize feedback to assess the effect of oneself on Human Services outcomes and make adjustments accordingly.
Disabilities Support Statement:

The College is committed to providing reasonable accommodations for students with disabilities. Students are encouraged to schedule an appointment with the campus Disabilities Support Counselor to request an accommodation needed due to a disability. A listing of campus Disabilities Support Counselors and contact information can be found at the disabilities services web page or visit the campus Advising Center.

Minimum Technology Requirements:
Minimum technology requirements for online, hybrid, video conferencing and web conferencing courses.