For this assessment you will write a group facilitation program for adults. This program will include:

1. A 15-to-20-minute positive psychology activity
2. Key elements demonstrating successful group facilitation (introduction, icebreaker, ending)

The full group program with activity and key elements will run for 60 minutes (1 hour). 

Your program will be written as though another facilitator will run your program and will need facilitation directions. You will write facilitation directions to instruct the facilitator on what they will need to do and say to successfully facilitate the program.

The group facilitation plan will demonstrate skills and knowledge in optimal learning environments for an adult learner, leveraging group dynamics, and applying goal setting and motivation theory and skills. Workshops and Moodle content will help you develop this knowledge.

Your group facilitation program will include:

1. The name of your group session and a brief statement of its purpose
2. Brief outline of who the group is targeting as participants (age, circumstances, number of people)
3. Facilities: room/online environment, media, required resources
4. Three (3) program Learning Outcomes which meet the best practice criteria for these
5. Directions to your facilitator for:
   1. Preparing for the group (i.e., what do they need to have ready in order to run the group well)
   2. Introducing themselves and the program and Acknowledging Country
   3. Running an icebreaker which
      • meets the criteria for effective icebreakers (see the ‘Checklist for a good icebreaker’ on Moodle)
      • enhances one of the ten positive emotions identified by Barbara Fredrickson
   4. Offering psychoeducation on the topic which is evidence-based yet translated into accessible language in a compelling narrative
   5. Running an activity which meets all four criteria for the definition for a positive psychology activity (see your Moodle workbook ‘Positive Psychology Activities’) and is appropriate for your intended audience
   6. Ending the session:
      • An exercise to check one Learning Outcome is met
      • An exercise to consolidate and transfer learning using effective goal-setting and motivation strategies
6. Accurate and realistic timings for each element in the program
7. A reference list citing the evidence-base of the positive psychology activity you are planning to deliver
8. You will also develop and submit an evaluation form for your participants to complete which gathers information that you can use to reflect on your practice.

 
Word count

There is no specific word-count for the group facilitation guide, but for usability by the group facilitator you should aim for between 3 to 5 pages maximum.

Similarly, there is no specific word-count for the participant evaluation form. For usability for the participant, you should aim for two pages maximum.

We will be undertaking an exercise in the first workshop using existing group facilitation programs. The exercise and the examples will give you a good idea of how much information you need to provide and how to set it out well.

What to submit:

1. The group facilitation program.
2. A list of references in APA style for the positive psychology activity you are planning to deliver.
3. A participant evaluation form.

    

Use of Generative-AI (GenAI) Tools:

Generative-AI must not be used for this practical assessment. Your group facilitation program must show your ability to create a coherent group program using evidence-based group elements, as well as thoughtful timing.  Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.

The work will be assessed on:

1. Effectiveness of program for delivering positive psychology skills to adults in a group environment. Elements of the program which will be evaluated for their effectiveness are:
   • Learning Outcomes - realistic, accurate, experiential, clear
   • Icebreaker - meets effective icebreaker checklist, enhances positive emotions, innovation
   • Psychoeducation - accurate evidence, use of narrative and storytelling
   • Positive Psychology Activity - meets the criteria for these and is appropriate to the intended audience
   • Ending - quality of evaluation of one Learning Outcome and transfer of learning applying goal-setting theory
2. Quality of facilitation directions - clarity and useability
3. Usability and quality of participant feedback evaluation form.

For this assessment, you will deliver part of the group facilitation program (the psychoeducation and the positive psychology activity) you developed for Assessment 1. You will deliver this online to a group of students enrolled in this unit. You will also use the participant feedback form developed in Assessment 1 to gather feedback from your session.

Zoom and recordings

These sessions will be run online using Zoom at a time that suits all the members of your group. Groups will be assigned by the Unit Coordinator early in the term.

Length

The session length is a minimum of 15 minutes and a maximum of 20 minutes. Appropriate timing is included in your marking rubric as a marking criteria.

What to submit:

1. An unedited recording of the group facilitation session which clearly shows you, the other participants and your slides at all times.
2. The completed feedback forms from your participants.

Use of Generative-AI (GenAI) Tools:

Generative-AI must not be used for this practical assessment. Your unedited recording of your group facilitation session must demonstrate your skills in group facilitation in real time. You are not permitted to use Generative-AI technology to:

• Change any aspect of your physical appearance or your nonverbal behaviour
• Change your spoken communication

Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.

The work will be assessed on:

1. Preparation and delivery using Zoom (professional background, quiet environment, appropriate volume, positioning of self on screen for optimum visibility)
2. Delivery of psychoeducation and positive psychology activity (translation of research into accessible lay terms, skilful use of research to support experiential learning, use of storytelling and visuals)
3. Quality of verbal and non-verbal communication throughout demonstrating inclusivity, empathy, focus and flexibility with challenges
4. Timely and clear guidance of the activity
5. Use of PowerPoint slides (clarity, supports visual learning style)

For this assessment you will reflect on the process of planning and running a group. Your reflection will include three (3) sections:

1. One aspect of the group facilitation that you felt went particularly well
2. One aspect of the group facilitation that you felt did not go to plan/was challenging/unexpected (this could include a reflection on how well the group functioned in meeting diverse needs)
3. How you will address the challenging element in future group facilitation, through changing your practice and developing new skills.

In sections 1 and 2 you will include:

1. What you observed to support your reflection that an element worked/didn’t work as well as hoped, and
2. An analysis of why an element worked/didn’t work so well.

For section 3, based on your reflection, you will consider:

1. How might you run this group differently in future?
2. What specific goal/s will you set for yourself?
3. What specific skills do you need to set these goals?

Word count

Each section should be 350-400 words in length, for a total of 1050 to 1200 words. The maximum word count is 1,200 words. 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.

What to submit:

1. Your personal reflection on group facilitation covering the three sections as outlined above.

Use of Generative-AI (GenAI) Tools:

For this assessment, if you wish to, you may elect to use Generative-AI to help you:

• Check the grammar, punctuation, and syntax of your written work
• Seek guidance on enhancing vocabulary
• Check the formatting of in-text citations and reference list

Include a statement in your assessment regarding how you have used generative-AI and which system you have used.

However, do not use Generative-AI to write your assessment. Your reflections must show your ability to self-reflect on your development as a group facilitator. Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.

 The work will be assessed on:

• The depth, quality and balance of critical insight in reflecting on the group, including skilful and accurate use of feedback from observation and evaluation forms
• The development of a clear, achievable and relevant goal and future steps for improvement
• Quality of literacy and written communication including purpose, integration, and persuasion in the structure and word use, including adherence to word limit