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Unless you have either the requisites for this course or written special permission from your Dean to enroll in it, you may be removed from this course and it will be deleted from your record. This decision may not be appealed. You will receive no adjustment to your fees in the event that you are dropped from a course for failing to have the necessary prerequisites.

Thanatology 3603a GRIEF SUPPORT GROUPS

Fall 2018: Sept.10- Dec. 3, 2018

Professor: Leslie Misurak Office: DL123 Email: lmisurak@uwo.ca Office Hours: Mondays: 5:30-6:30 p.m. or by appointment Phone: 519-782-5515 Class Time: Mondays, 6:30-9:30 p.m. Room: DL114 Course Description: For those who work in a professional or non-professional capacity in helping the bereaved, this course will explore various orientations toward healing after a death. Special emphasis will be placed on the roles of grief support groups in facilitating healing including the distinction between diverse types of groups and their appropriate use for given contexts. Attention will be given to group process, cross-cultural issues, emotional and spiritual needs of the bereaved and the needs of special populations. Course Goals:

• Explore group process using learned methodologies with grief as the focus • Examine group dynamics, including group behaviour and communication • Practice facilitation and leadership skills • Explore self as a facilitator • Design a grief group manual

Course Objectives: At the completion of this course, the student will be able to understand how a bereavement support group is designed and how it operates, including understanding group dynamics. Texts: Required Reading:

1. Corey, M. S., Corey, G., & Corey, C. (2017). Groups: Process and practice, (10th Edition); USA: Thomson Brooks/Cole, Canada: Nelson

2. Caplan S. and Lang G., (1995). Grief’s courageous journey: A workbook. CA: New Harbinger Publications.

Suggested Reading:

• Theory & practice of group counselling, (2012). Gerald Corey • Effective support Groups: How to plan, design, facilitate, and enjoy them. (1998). James E. Miller • Grieving and Growing: Developing and Leading Teen and Adult Grief Support Groups. (2016). Marge

Eaton Heegaard • The Group: Seven Widowed Fathers Reimagine Life. (2018). Donald L. Rosenstein and Justin M. Yopp

King’s University College Thanatology 3603a: GRIEF SUPPORT GROUPS

Evaluation: 1. In class participation: each student will be expected to have completed the readings for each class and

come prepared to participate in discussion and critique of any of the assigned readings. In addition, each student will be expected to participate each week in group process. Each student will be given an opportunity to facilitate one week of group process which will be part of this mark. …….…..…….35 %

2. Written assignment: Design and write a Grief Support Group Manual for a specific population of your

choice. This is a cumulative assignment based on the reading material, and the learning and experience of the class. The assignment will be broken down into two (2) parts:

Part 1: An introduction to your manual to specify the mandate of the group(why this group and what will you accomplish), your group's make-up, including membership (who will be in the group), leadership (how will you lead it).

Due Oct. 2 (will not be accepted after the start of class) ………….…5%

Part 2: Complete the manual: Reference all materials used. Personal creativity is highly valued. Due Nov. 27 (Loss of 10%/day if late) ………….30%

will not be accepted after Nov. 30, unless documentation for accommodation has been provided in advance.

• Content: 50% • Creativity:30% • Bibliography (at least 3 references- must use APA format):10% • Grammar and spelling: 10%

3. Final Exam ………………………………30%

Notes on assignments (papers and reports):

• Must have a clear focus; spelling and grammatical errors will result in deductions from your overall mark. • Arguments, analysis, and conclusions must be based on clearly identified scholarly sources • Must cite all references from other sources (all papers will be electronically checked for plagiarism) • Must be submitted as a Word document; double-spaced • APA reference and formatting style. Must follow the 6th edition of the APA publication Manual.

Participation Grading Chart: Participation Grading Chart: The following chart will act as a guide for assessing student participation in the course. Grade Criteria 31-35 The student participates frequently, providing relevant responses and over the length

of the course actively replies to discussion questions, instructor comments, and other students in a positive manner that demonstrates critical thinking skills; the responses often offer new perspectives on course material and spark discussion.

28-31 The student participates consistently, providing relevant responses and over the length of the course actively offers innovative ideas and responds to the contributions of others.

24-28 The student provides some relevant contributions and occasionally offers new ideas.

21-24 The student’s contributions are inconsistent in both quality and relevance. The student does not offer any new ideas, and responses to fellow students are few.

17-21 The student rarely participates, rarely provides responses, and rarely responds to the comments and contribution of others. The student is rarely involved in group or class discussions.

0-17 The student never participates, does not respond to the comments or contributions of others, and does not offer their opinion or ideas. The student only contributes when specifically asked by the instructor.

Course Outline

Week 1 – Sept. 10

Introductions: Expectations/Assignments Introduction to group process

Week 2 – Sept. 17 Review: What is grief? Dual Process Model Worden, Rando: tasks of grief/mourning Continue group process Readings: Caplan/Lang Introduction and Part 1 (pp. 1-22) Corey textbook: Chapter 1

Articles: • Hughes, M. (1995). Bereavement and support: Healing in a group environment.

Philadelphia: Taylor & Francis. (read pp. 19-25) • Ashenburg, K. (2002). The mourners dance. Toronto: Macfarlane, Walter &

Ross. (read pp. 217-243) • Romeder, J. (1990). The self-help way: Mutual aid and health. Canadian Council

on Social Development. (read pp. 35-45) • Rosenstein, D. L, Yopp, J. M. (2018). The Group: Seven Widowed Fathers

Reimagine Life. (read pp.10-17)

Week 3 - Sept. 24 Grief process Yalom's work Issues for the Bereaved Continue group process Readings: Corey Textbook, Chapters 5, 6 Caplan/Lang pp. 23-118 Articles:

• Henry, S. (1991). Group skills in social work; A four-dimensional approach (4th Ed.) Toronto: Brooks/Cole. (read pp. 1-17)

• Yalom, I. (1998). The Yalom reader. New York: Basic Books. (read pp. 147-163)

Week 4 – Oct. 1-Part 1-written assignment due (not accepted after start of class) What a group can accomplish Types of Groups: Therapy vs Support Stages of forming a group Continue group process Readings: Corey Textbook Chapters 7, 8 Caplan/Lang pp. 119-145

OCT. 8– THANKSGIVING HOLIDAY/ READING WEEK – NO CLASS Week 5 – Oct.15 Group Goals

Leadership/Co-leadership Continue group process Readings: Corey Textbook – Chapters, 2, 4. Articles:

• Spiegal, D. (1995). Therapeutic support groups. In Bill Moyers, Healing and the mind. (pp. 157-170). New York: Broadway Books.

Course Outline Continued

Week 6 –Oct. 22 Group structure Intakes/Screening –pre-group work Group norms Continue group process Readings: Articles:

• Hughes, M (1995). Bereavement and support: Healing in a group environment. Philadelphia: Taylor & Francis. (read pp. 57-60, 62-66, 74-77, 79-83, and 127-131)

Week 7 –Oct. 29

Group Dynamics Difficult behaviours Group structure – final stage Continue group process

Readings: Corey Textbook: Chapter 9 – Final Stage Articles:

• Hughes, M. (1995). Bereavement and support: Healing in a group environment. Philadelphia: Taylor & Francis. (read pp. 167-169)

Week 8 –Nov. 5 Dealing with strong emotions Continue group process

Week 9 – Nov. 12 University Evaluations Different types of loss Rituals Difficult situations Continue group process Readings: Corey Textbook: Chapters 10, 11

Week 10 – Nov. 19

Other Issues: Cross-cultural issues Continue group process Readings: Corey Textbook Chapter3 Articles:

• https://www.nhpco.org/sites/default/files/public/education/Cultural_Comptency_Grief-Loss_Sept_09_NL.pdf

Week 11- Nov. 26–Part 2 Written Assignment Part 2 (The Manual) Due

Ending/termination Issues Professional and Personal Expectations of Yourself Continue group process

Week 12 – Dec.3 - Last week for facilitation Group Endings Conclude group process

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2018-2019

Faculty Office Hours: Faculty office hours can be found on King’s homepage under the menu heading Current Students (http://www.kings.uwo.ca/current-students/courses-enrolment/planning/faculty-office-hours/) and are also posted on the bulletin board across from the Administrative Assistants Office on the second floor of Dante Lenardon Hall. How to Request Academic Accommodation – King’s Students: (https://www.kings.uwo.ca/current-students/courses-enrolment/exams-and-tests/medical-accommodation/) UWO Policy on Accommodation for Medical Illness: (http://uwo.ca/univsec/pdf/academic_policies/appeals/accommodation_medical.pdf) Student Medical Certificate (SMC): https://www.eng.uwo.ca/files/undergraduate/student-medical-certificate.pdf Tests/Examinations: Students are responsible for seeking accommodation with appropriate documentation, prior to writing tests/examinations, if they are of the view that their performance may be affected by extenuating circumstances. Support Services: Students who are in emotional/mental health distress should refer to Mental Health@Western: https://uwo.ca/health/services/students/index.html for a complete list of options about how to obtain help. University Students Council provides many valuable support services for students (including the health insurance plan) http://westernusc.ca/services/. Information about Accessibility, Counselling and Student Development (formerly Services for Students with Disabilities) at King’s is available at https://www.kings.uwo.ca/current-students/student-services/ For emotional/mental health assistance see: http://www.kings.uwo.ca/current-students/campus-services/student-support-services/personal-counselling/ The website for Academic Services at King’s University College is http://www.kings.uwo.ca/current-students/academic-support/ Statement on Use of Electronic Devices: Use of Electronic Devices: You are not allowed to have a cell phone, or any other electronic device, with you during tests or examinations. Use of Laptops in the Classroom:

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King’s University College at Western University acknowledges the integration of new technologies and learning methods into the curriculum. The use of laptop computers can contribute to student engagement and effective learning. At the same time, King’s recognizes that instructors and students share jointly the responsibility to establish and maintain a respectful classroom environment conducive to learning. The use of laptops by students during lectures, seminars, labs, etc., shall be for matters related to the course at hand only. Students found to be using laptops for purposes not directly related to the class may be subject to sanctions under the Student Code of Conduct. See https://www.kings.uwo.ca/kings/assets/File/currentStudents/studentLife/conduct/code_of_conduct_2003. pdf Inappropriate use of laptops [or smart phones] during lectures, seminars, labs, etc., creates a significant disruption. As a consequence, instructors may choose to limit the use of electronic devices in these settings. In addition, in order to provide a safe classroom environment, students are strongly advised to operate laptops with batteries rather than power cords.” Statement on Academic Offences: King’s is committed to Academic Integrity. Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. http://elearningtoolkit.uwo.ca/terms/plagiarism.html Computer-marked multiple-choice tests and/or exams may be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating. Copyright re: Course Material Lectures and course materials, including power point presentations, tests, outlines, and similar materials are protected by copyright . Faculty Members are the exclusive owner of copyright in those materials they create. Students may take notes and make copies for their own use. Students may not allow others to reproduce or distribute lecture notes and course materials publicly (whether or not a fee is charged) without the express written consent of a Faculty Member. Similarly, students own copyright in their own original papers and exam essays. If a faculty member is interested in posting a student’s answers or papers on the course web site he/she should ask for the student’s written permission. (Commercial use of Course material - http://umd.edu/legal/commercial.html) Mailbox re Submission of Late Essays/Assignments ONLY: Only late essays/assignments not handed in at class may be dropped off in the drop box, located between the inner doors of the Cardinal Carter Library. Essays dropped into the mailbox will be picked-up twice per day: once in the morning (9:30 a.m.) and in the afternoon (4:00 p.m.). All essays dropped off after 4:00 p.m. will be date-stamped the following business day. Essays should be placed in an envelope addressed to the professor with the course code and student number clearly indicated. Class Cancellations: All reported class cancellations are posted at: http://www.kings.uwo.ca/current-students/outages-service-interruptions/