In this assessment, you will map the causes of a social/environmental issue using a systems perspective, i.e., you will identify key economic, political, social, cultural and technological factors which interact to create this issue. This systemic exploration is the basis for the second part of the assessment: finding community-led initiatives which use transformative principles.

Part 1

Choose an issue that impacts a disenfranchised group or an environmental issue (a list of topics is provided in your assessment guide) and summarise the systemic causes of this issue.

The summary will:

1. Define the issue, i.e., what is the problem, who and/or what does it effect and what are its impacts. This summary will draw on reputable research and statistics to support your definition.
2. Identify the key systemic causes of this problem. This is not a full systems analysis, which is beyond the scope of this unit. Rather, you will demonstrate knowledge of systemic causes, including tangible and intangible systemic factors, but you do not need to include an analysis of how these causes interact with each other.
3. Accurately reference all statements using peer-reviewed academic research and high-quality reports using APA formatting throughout. Include accurate references both in the body of your summary and in a reference list.

Word length for Part 1: 500 (+/- 10%) The word limit for this section excludes your reference list.

Part 2

Identify two existing initiatives that respond to your issue.

The initiatives must meet two criteria:

1. Use community-led principles.
2. Use transformative principles.

For each initiative please include:

1. Name of initiative
2. A link to a website/social media page or, if they’re not online, their information brochure
3. A summary of:

•   What systemic causes does the initiative seek to change?
•   How does the initiative attempt to intervene in the systemic causes (i.e., what practical actions do they implement: e.g., workshops; employment training; advocacy)
•   To what extent is the initiative community-led?
•   Which transformative change principles does the initiative employ?

Word length for Part 2: 250 (10% +/-) words for each initiative

Level of GenAI use allowed: 

Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. Please refer to the unit Moodle site for further details on permissible uses of Generative-AI tools for this assessment task.

This assessment will be evaluated on:

1. Identification and understanding of a relevant social/environmental issue
2. Understanding of systems theory in the analysis of the social/environmental issues
3. Identification of systemic causes that initiatives seek to address.
4. Identification and understanding of transformative principles in chosen initiatives.
5. Identification and understanding of community-led principles in chosen initiatives.
6. Written communication skills through a logical structure, clear prose, spelling and grammar, and adherence to APA formatting and word limit.

Detailed information regarding assessment requirements and criteria can be found in the Unit Assessment Guide on Moodle.

The word count for this assessment (both parts) is 1,000 words (+/- 10%). Meeting the word count is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of word limit restriction.

For Assessment 2, you will use the one of the initiatives collated in Assessment 1 to critically evaluate. There are six parts to your evaluation.

1. Framing/understanding of the causes of the issue (you will write about systems here).
2. The types and extent of changes the initiative is aiming for (you will write about transformative approaches here). 
   1.   How do they create change? Is the initiative taking an ameliorative approach in some places that could be shifted to a transformative approach?
   2.   Could the initiative draw on transformative principles in new ways to ensure that the initiative makes these deeper changes in the system?
3.  Does the literature support the initiative? 
   1. What does the research say are the most efficacious ways to improve wellbeing in relation to this issue? 
   2. Does the initiative implement these?
   3. Could the initiative draw on other elements which have a sounder, or new research-base?
4. How the initiative and intervention is designed and led.
   1. Is this initiative accessible, respectful and open to everyone in the relevant community? (e.g. DEAI, people who experience a disability, First Nations, LGBTQIA+)
   2. What are the roles of insiders and outsiders?
   3. Are there elements in the initiative which are not fully community-led? 
5.  How the initiative impacts the environment. Consider in this section ‘environment’ in its non-Indigenous sense (e.g., eco-systems) and in Indigenous systems thinking, i.e., in terms of the intertwined relationality between people, plants, animals and future generations.
   1.  Could Indigenous systems thinking be applied to deepen the initiative’s systemic impacts?
   2.  Are there ways that the initiative impacts negatively on the local environment, e.g., through generation of non-recyclable waste; uses techniques which contribute to carbon emissions?
6. Suggest practical improvements based on your critique so that the initiatives better meet their proposed outcomes and improve their inclusivity and environmental impact. Your suggestions should be:
   1. Coherent with the critique you have made (i.e., there is a clear connection between points made in the critical evaluation and the recommendations you are making).
   2. Within the scope of the initiative (i.e., the suggestions improve how the initiative meets their existing aims – it doesn’t create new aims/focus).
   3. Practical (i.e., the suggestions could reasonably be undertaken by the initiative – they don’t suggest things outside the control of the initiative like a new bus route).

Level of GenAI use allowed: 

Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. Please refer to the unit Moodle site for further details on permissible uses of Generative-AI tools for this assessment task.

The assessment will be evaluated on:

1. Identification and understanding of the issue and expected outcomes of chosen initiative.
2. Application of research evidence to evaluate the efficacy of the initiatives
3. Discussion of initiative stakeholders through the lens of either (1) insiders/outsiders, (2) DEAI principles, or (3) disenfranchised groups.
4. Consideration and application of sustainability and Indigenous perspectives specific to the initiative.
5. Identification and quality of suggested changes that are practical and within the scope of the initiative. 
6. Written communication skills and referencing, including quality of sources, accuracy and comprehensiveness of referencing, and referencing formatting in APA style.

Detailed information regarding assessment requirements and criteria can be found in the Unit Assessment Guide on Moodle.

The total word count for this assessment is 1,400 words (+/- 10%). Meeting the word count is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of word limit restriction.

In Assessment 3, you will design a small-scale, community-led initiative using transformative change principles.

You will present your initiative in a recorded audio-visual talk.  

The presentation will include:

1. The name of your initiative

2. A brief analysis of the issue from a systemic perspective and its impacts on wellbeing (what is it, what and who is impacted, in what ways).

3. A brief outline of existing initiatives and their limitations.

4. Describe your initiative. You should:

•  Use research evidence to highlight the efficacy of the program elements
•  Use community-led principles and outline how the program embodies these principles
•  Use transformative change principles and outline how the program fits with these
•  Outline the ways it incorporates environmental sustainability into the design
•  Outline how it responds to the wider concepts of relationality in Indigenous systems thinking
• Outline the ways it addresses diversity, equity, inclusion and accessibility

5. Describe the desired outcomes in terms of the systemic changes you think this initiative will create and why you think it will be effective in creating these changes.

6.  Describe how the initiative addresses gaps in existing initiatives.

7. Provide a reference list of all research, image, and sound sources as the final slide in your film and in a separate word document.

Please use compelling, persuasive ways to present your initiative (e.g., animation, images, music). The communication aim is to persuade and convince people of the usefulness, feasibility, and potential of your initiative.

LENGTH:  Your presentation will be a maximum of 15 minutes in length.  Meeting the time limit for the presentation is included as a marking criterion in your marking rubric on Moodle. See the Psychology Word Count Information document for a rationale for using this type of restriction.

Level of GenAI use allowed

Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use. Please refer to the unit Moodle site for further details on permissible uses of Generative-AI tools for this assessment task.

This assessment will be evaluated on the student's demonstration of:

1. Consideration of systemic causes and wellbeing impacts of proposed initiative 
2. Initiative is community-led, demonstrating sensitivity to empowering communities.
3. Initiative is transformative in its understanding of the problem, program elements and desired outcomes.
4. Clear consideration of sustainability principles.
5. Clear consideration of Indigenous perspectives.
6. Inclusive, effectively and thoughtfully addressing existing barriers to access for relevant groups.
7. Identification of expected outcomes.
8. Written communication skills and referencing, including quality of sources, accuracy and comprehensiveness of referencing, and referencing formatting in APA style.

Detailed information regarding assessment requirements and criteria can be found in the Unit Assessment Guide on Moodle.

The time limit for this assessment is 15 minutes. Meeting the time limit is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of restriction.