School of Social Sciences

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1 School of Social Sciences Academic Year 2014 /15 Term 2 GENERAL EDUCATION PEER MENTORING & FACILITATION Instructor Name : Gilbert Tan, Ph.D. & Timothy Hsi, M.GuidCouns. Title: Associate Professor of Strategic Management (Practice) & Adjunct Faculty Tel : & gilberttan@smu.edu.sg & timothyhsi@smu.edu.sg Office : LKCSB Level 5 & WKLSWC #B1-44 COURSE DESCRIPTION This course aims to equip students with key facilitation skills that will be immediately useful for peer mentoring and other inter-personal effectiveness situations. The competencies acquired in this course will also be relevant in preparing students for work-life in future. The theoretical foundation of the course is derived from Hsi s (2013), Egan s (2006) and Cox s (1998) texts. Topics covered include facilitation techniques and processes, active listening, attending skills, empathy skills, etc. The hands-on exercises and required readings of the course will be enriching and insightful in terms of personal development and growth. Students will also be exposed to a broad range of life issues beyond the confines of the classroom. It is designed to foster students confidence in working with other individuals (whether the person is a peer, future supervisor or subordinate) in various situations including consulting, helping and even assisting those in distress. Students wishing to be involved in the Peer Helping Program should take this course as a prerequisite. LEARNING OBJECTIVES By the end of this course, students will be able to: Critically think about and describe the theory and process needed for effective peer mentoring. Analyze the impact peer mentoring has on learning organizations and educational institutions. Use appropriate facilitative techniques to address the socio-emotional needs of various stakeholders. Identify and develop their personal strengths and weaknesses in the area of personal development. Demonstrate competence as a peer mentor through participation as an active member of SMU s emotional safety net. PRE-REQUISITE/ CO-REQUISITE/ MUTUALLY EXCLUSIVE COURSE(S) We will conduct selection interviews to identify students that best fit the requirements of this course. Students on overseas exchange/internships will not be allowed to apply for the course as the selection interview is part of the application process. (i.e. students on overseas exchange in Term 1 wanting to apply for the course in Term 2 will not qualify as the face to face interviews for the course are conducted during BOSS bidding periods). 1

2 ASSESSMENT METHODS Students will be assessed through a variety of assignments at the team and individual level. These assignments are a form of continuous assessment. They are designed to provide assessment feedback to the students on how well they progress in the course. No Final Exam. Cumulative Assessments constitutes 100% of the final grade consisting of: 2 x Critical Reflection Journals (e.g., reading assignments): 20 % (10% each journal; individual mark) Class participation: 15% (individual mark) Written assignment on a peer mentoring session with video: 20% (Individual mark) Quiz: 15% (Individual mark) Group Presentation: 20% (every student in the group receives the same mark) Cosy Haven (Wellness Centre) Duties: 10% (individual mark) Total: 100% More information about the assignments will be given in class. ACADEMIC INTEGRITY Policy on Plagiarism All work presented in this class must be students own work, and not copied without appropriate citation from any source, including the Internet. Presenting of copied work not the student s own will result in disciplinary action, which may include the award of zero marks for the assignment or a fail grade for the class. This policy applies to all work submitted, either through oral presentation, or written work, including outlines, briefings, group projects, self-evaluations, etc. Students are encouraged to consult the lecturers if they have questions concerning the meaning of plagiarism or whether a particular use of sources constitutes plagiarism. Details on SMU Code of Academic Integrity may be accessed at: INSTRUCTIONAL METHODS AND EXPECTATIONS Class Participation Participation through skill practice is the central part of the learning process for you and your classmates in this course. When you contribute through the skill practices, you help others to learn. Your participation mark reflects your contribution to your classmates learning. This includes attendance, preparation prior to class, including reading assigned materials and active participation in class discussions and group activities Group Presentation You will be assigned a group for the group presentation. Your TA will inform you of your grouping before the mid-term break. The objective of the presentation is to allow you to research about possible interpersonal effectiveness issues and difficulties faced by students in educational institutions (e.g. SMU). Your group will present your findings to the class so that everyone is equipped with the relevant knowledge of these difficulties in order for students to become effective in their roles as a member of SMU s emotional safety net. The list of topics will be given to you in class. Note: A copy of the PowerPoint slides must be submitted as part of the assessment. Peer Mentoring video You will be required to conduct a mock session with a fellow student with an inter-personal effectiveness issue and have that session video-recorded using your own video recording equipment. A copy of the video should be submitted as part of the assessment. In addition, you are required to write a critique of 2

3 your mock session and this will form 20% of your overall mark. More details will be provided during the class. REQUIRED TEXT Hsi, T. (2013). A Basic Guide to Peer Helping. Singapore: Mrs Wong Kwok Leong Student Wellness Centre, SMU. RECOMMENDED TEXT AND READINGS Cox, J.R. (1998). A Guide to Peer Counseling. Maryland: Aronson. Egan, G. (2006). Essentials of Skilled Helping: Managing Problems, Developing Opportunities. Belmont, CA: Thomson. Additional readings will be provided by the instructors in class. 3

4 WEEKLY LESSON PLANS Course Schedule Sessi Topic on 1 Introduction & overview of course Introduction and exploration on skills related to the course The role of Inter-personal facilitation skills in while engaging in peer mentoring & various helping scenarios. Characteristics of effective helpers Inter-personal Facilitation & helping processes 2 Foundations of Peer Mentoring & Facilitation Human nature and individual differences Methods towards measurement and understanding of personality Personality typing (DISC) Self-awareness 3 Theoretical Framework Introduction to the Egan s Model 4 Peer Mentoring & Facilitation skills 1 Attending skills- Verbal and non-verbal communication Listening and responding Questioning skills Empathy skills 5 Peer Mentoring & Facilitation skills 2 Paraphrasing & Reflection of content Reflection of meaning & feelings Exploring options and making decisions Starting and ending a session 6 Peer Mentoring & Facilitation skills 3 Roadblocks to effective inter-personal facilitation Application and identification of learnt skills by observation & watching of a Putting it all together Peer assessment Readings/ Assignments/ Activity Reading 1 Ice-breaker Reading 2 Self-assessment instrument Reading 3 Wellness Centre duty starts Reading 4 Practicum starts Reading 5 Reading 6 First Journal due 7 Putting Theory into Practice Application and identification of learnt skills by observation & watching a through a video Putting it all together Mid Term Quiz Movie & discussion 8 Break Week 9 Group Presentation 1 Presentations on peer mentoring/helping issues Group Presentation 10 Group presentation 2 Presentations on peer mentoring/helping issues Group Presentation 4

5 11 Effective Phone work 1 Rapport building Developing the call Exploring and deriving solutions Terminating the call Reading 7 12 Self Care Strategies work-life balance between career & family Reading 8 13 Review and application Filming peer facilitation video & personal critique Personal Facilitation video recording begins Reading Lists Reading 1 Hsi, T. (2013). A Basic Guide to Peer Helping. Chapter 3, The Effective Peer Helper Ender, S. & Newton, F. (2000). Students helping students: A guide for peer educators on college campuses. Chapter 4, Interpersonal communication skills creating the helping interaction. Reading 2 Buss, D. M. (1984). Evolutionary biology and personality psychology. Toward a conception of human nature and individual differences. The American psychologist, 39(10), Plant, R. W., & Ryan, R. M. (1985). Intrinsic motivation and the effects of self consciousness, self awareness, and ego involvement: An investigation of internally controlling styles. Journal of Personality, 53(3), Reading 3 Hsi, T. (2013). Chapter 5 - How to conduct a peer helping session Egan (2006). Chapter 1 & 3. Reading 4 Hsi, T. (2013). Chapter 4 - Skills for peer helping Cox (1998). Chapter 2. Reading 5 Hsi, T. (2013). Chapter 4 - Skills for peer helping Myrick, R.D. & Sorenson, D.L. (1988). Peer Helping: A Practical Guide. Chapter 5: Responding. Reading 6 Cox (1998). Chapter 4 Reading 7 Cox (1998). Chapter 9 Reading 8 Hsi, T. (2013). Chapter 8 Social Media and peer helping Mallen, Vogel & Rochlen (2008). The practical aspects of online counseling: Ethics, Training, Technology, and competency. The Counseling Psychologist, 33(6) Hsi, T. (2013). Chapter 6 Ethics and responsibility 5