Assessment Type Plan
Assessment 2
Assessment Type Plan
Due Date Week 11, Sunday at 11.59pm (AEST/AEDT)*
Learning Outcome a) Critically review, interpret, integrate, synthesise and apply knowledge of contemporary applications of group work in counselling.b) Exercise adaptability and judgment when examining group structure, processes, dynamics and diversity that may occur in heterogeneous groups.c) Critically apply self-awareness and self-reflexivity to advance their understanding of ethical principles, practice, when co-leading and leading multicultural groups.d) Effectively demonstrate professional knowledge and integrated understanding to communicate ideas at an advanced academic level, using contemporary communication approaches.
Weighting 50%
Length 2500 words
*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEDT). Check yourtime zoneto ensure that you submit your assessment on time. If required, use atime zone converter.
Assessment Details and Instructions
Purpose:
The purpose of this plan is to provide students with the opportunity to develop a systematic approach to group work planning of a counselling or psychotherapy group in their interest area. Students will develop a plan that incorporates developmental appropriateness, culturally sensitivity and addresses potential ethical and legal considerations. They will also construct a simple risk management plan. On succession, the student will have developed a concept including a plan template that they can replicate and utilise in a workplace.
Process:
Identify and briefly describe an area of interest within the field of counselling appropriate for groupwork, then research and briefly describe existing common approaches to groupwork in this area of interest. The interest area must be suitable for a 6 session group program.
Students will provide an evidenced based rationale as to why this approach would be beneficial for the group needs along with any limitations, and how it meets the principles of social justice, inclusivity, and equity.
Students will need to either create their own or search externally for a suitable template to use as a plan. That is, discover a ready formatted template that will convey the information required.
Students to use this template and develop in the plan a 6-session program, culturally sensitivity and considers potential ethical and legal issues.
Students must also address how technologies will be utilised within the group setting.
A simple risk assessment identifying at least 6 hazards and associated risks with these hazards, the likelihood and consequences with adequate control measures. This risk assessment can be included as an appendix and must also be completed as a tabulated format (it can be an addition to word count).
Marking Criteria
Standards
Criterion High Distinction Distinction Credit Pass Did Not Achieve Learning Outcomes
Content:
Identify and briefly describe an area of interest within the field of counselling appropriate for groupwork, then research and briefly describe existing common approaches to groupwork in this area of interest. The interest area must be suitable for a 6-session group program.
10 marks Sophisticated demonstration of knowledge and understanding of interest area appropriate for groupwork, existing common approaches used within the field of counselling.
Advanced demonstration of knowledge and understanding of interest area appropriate for groupwork, existing common approaches used and within the field of counselling.
Effective demonstration of knowledge and understanding of interest area appropriate for groupwork, existing common approaches used within the field of counselling.
At least one area requires refinement. Adequate but still developing demonstration of knowledge and understanding of interest area appropriate for groupwork, existing common approaches used within the field of counselling.
At least two areas require refinement. Unsatisfactory or absent demonstration of knowledge and understanding of interest area appropriate for groupwork, existing common approaches used within the field of counselling.
Evaluation /Critical Analysis:
Provide an evidenced based rationale as to why this approach would be beneficial for the group needs along with any limitations, and how it meets the principles of social justice, inclusivity, and equity.
10 marks Sophisticated demonstration of knowledge and rationale as to why this approach would be beneficial for the group needs along with any limitations, and how it meets the principles of social justice, inclusivity, and equity.
Advanced demonstration of knowledge and rationale as to why this approach would be beneficial for the group needs along with any limitations, and how it meets the principles of social justice, inclusivity, and equity.
Effective demonstration of knowledge and rationale as to why this approach would be beneficial for the group needs along with any limitations, and how it meets the principles of social justice, inclusivity, and equity.
At least one area requires refinement. Adequate but still developing demonstration of knowledge and rationale as to why this approach would be beneficial for the group needs along with any limitations, and how it meets the principles of social justice, inclusivity, and equity.
At least two areas require refinement. Unsatisfactory or absent demonstration of knowledge and rationale as to why this approach would be beneficial for the group needs along with any limitations, and how it meets the principles of social justice, inclusivity, and equity.
Application:
A suitable template is utilized. That is, discover a ready formatted template that will convey the information required.
Utilize the template and develop a 6-session program, culturally sensitivity and considers potential ethical and legal issues. Incorporates the use of technology in a group setting.
10 marks Highly accurate and detailed plan, consistently contextualised to group-based counselling that is innovative throughout the plan and excellent use of technologies.
Accurate and detailed plan, consistently contextualised to group-based counselling that is innovative thorough the plan and excellent use of technologies.
Detailed plan, consistently contextualised to group-based counselling that is innovative thorough the plan and clear use of technologies.
Attempts to contextualized to group-based counselling and developed plan that is adequate. Identified or some attempt to incorporate the use of technologies.
Limited examples provided.
Plan not appropriate for chosen group. The plan misses key components of a well thought out plan.
Demonstrate:
Risk assessment that identifies hazards, associated risks and likelihood of consequences with control measures.
6 Marks All aspects ofrisk assessment completed with at least 6 hazards identified, formatted into table.
All aspects of risk assessment completed with at least 6 hazards identified, and formatted into table.
Most aspects of risk assessment completed with at least 4-5 hazards identified and formatted into table. Or at least one area requires refinement. Some risks identified (2-3) assessed and formatted into table. Or at least two areas require refinement. Unsatisfactory risk assessment where the hazards and risks are not clearly identified or are erroneous.
Evidence:
Demonstration of knowledge and skills in curating and citing relevant academic sources and pertinent examples throughout the plan
9 marks All ideas are supported by the highly effective, consistent inclusion of relevant academic sources and pertinent examples throughout the plan All ideas are supported by the effective inclusion of relevant academic sources and examples throughout the plan
The majority of ideas are supported by inclusion of relevant academic sources and / or examples throughout the plan The ideas are inconsistently supported by relevant academic sources and / or examples throughout the plan The ideas are inconsistently or not supported by relevant sources and / or examples
Academic literacies:
5 marks Written and presented to an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical.
No errors in grammar, punctuation and or spelling.
No errors in APA referencing and formatting.
Written and presented to a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical.
Very few (<2) errors or repeated errors in grammar, punctuation and spelling. Meaning is not impeded.
Very few (<2) errors minor repeated errors in APA referencing and formatting. Written and presented to a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear.
Few errors (<4) or repeated errors in grammar, punctuation and spelling. Meaning is mostly clear.
Few (<4) minor repeated and unique errors in APA referencing and formatting. Written and presented to an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate.
Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded.
Some errors (>4) in APA referencing and formatting. Written and presented to an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity.
Considerable errors in grammar, punctuation and spelling. Meaning unclear.
APA referencing and formatting contain unacceptable number of errors.
Grade:
Feedback/Comments:
COUN6081 Theories and Practice of Group Work
Assessment 2: Essay and Plan
Group Art Therapy for Young Adults who experienced childhood trauma
Essay: (1500 words)
Identify and briefly describe an area of interest within the field of counselling appropriate for groupwork, then research and briefly describe existing common approaches to groupwork in this area of interest. The interest area must be suitable for a 6-session group program.
Students will provide an evidence-based rationale as to why this approach would benefit the groups needs, along with any limitations, and how it meets the principles of social justice, inclusivity, and equity.
Group Work Plan Template (1000 Words)
What is the main emphasis of your group? - Vision
What kind of group is it?
What do you do?
Why you do it?
What does your group stand for?
Who can attend?
What do you most want to occur/outcome in your group? - Aim
What do you want the group to achieve?
How will this help the wider community?
What is the focus of the group?
Work group, psychoeducation group, etc?
List the group agreements
What are the guidelines for your group?
What, if any, restrictions do you need to place on:
Confidentiality?
Connections outside of the group?
Moments of conflict or rupture?
How to keep the group on track e.g., set talk time?
Discussions about others inside and outside of the group?
Punctuality?
Other?
Other?
What type of group is it? Who do you want to attract to your group?
Is it a closed or open group?
Are there limited places?
What are the inclusion criteria to attend your group?
What is the preferred leadership style and opportunity?
What is the preferred leadership style?
Why is this the preferred option?
Develop a structure for your group. That is, what is to be achieved at each session, duration of the group?
Sessions Lesson Title Learning Objectives Learning Tasks Procedure
Session 1 Session 2 Session 3 Session 4 Session 5 Session 6 What kind of screening methods would you use in forming your group?
Inclusion criteria?
Exclusion criteria?
Cultural sensitivity
How will cultural sensitivity be managed in the group work program?
Potential ethical and legal issues
What potential ethical and legal issues need to be addressed in implementing and running the groupwork program?
What evaluation methods might you use to determine the effectiveness of your approaches? Are your evaluation procedures appropriate to the purposes of your group?
Qualitative?
Quantitative?
Mixed Methods?
Modified from Corey et al.(2017).
Notes:
RISK ASSESSMENT SHEETVER No. _____
Site = __________________________________________________________
Task = _________________________________________________________
TASK / STEP
(In sequential order) HAZARDS
(associated with each step) RISKS
(There may be more than one risk associated with each hazard) LIKELIHOOD
(chance of it happening) CONSEQUENCES
(how severe if it happens!) SCORE CONTROL MEASURES
(what you intend to do about the risks)
1. 1a. Step at the front door Tripping and causing injury [ ] Almost certain
[ ] Likely
[ ] Possible
[ x] Unlikely
[ ] Rare [ ] Insignificant
[ x] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic 9
High Yellow non slip reflective tape on step edge.
Sign, Watch the step.
[ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic 1b. [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic 1c. [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic 1d. [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic
TASK / STEP
(In sequential order) HAZARDS
(associated with each step) RISKS
(There may be more than one risk associated with each hazard) LIKELIHOOD
(chance of it happening) CONSEQUENCES
(how severe if it happens!) SCORE CONTROL MEASURES
(what you intend to do about the risks)
2. 1a. [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic 1b. [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic 1c. [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic 1d. [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic [ ] Almost certain
[ ] Likely
[ ] Possible
[ ] Unlikely
[ ] Rare [ ] Insignificant
[ ] Minor
[ ] Moderate
[ ] Major
[ ] Catastrophic Add additional pages as required
RISK PRIORITY CHART
Careful consideration of the problem and corrective action should be taken according to the hierarchy of control.
The hierarchy of control always states that wherever practicable, the source of the hazard should be dealt with in the following order of priority:
1) Eliminate the hazard
2) Substitute
3) Re-design or engineering controls
4) Isolate
5) Administrative controls
6) PPE
Prepared by ___________________________________
Signature _____________________
Date: ________
USE OF THE WORK METHOD STATEMENT AND RISK ASSESSMENT SHEET
Always conduct a risk assessment before working at height. It doesnt matter if the nature of work is recreational or industrial. Both forms of work involve the risk of falls from height.
Start by analyzing your sequence of work (ie step by step) and identifying all the possible hazards associated with each step. Remember, a hazard is the source of the harm. Once you have identified each of the hazards, transfer those hazards to your risk assessment sheet. There may be more than one risk associated with each hazard hazard.
With each risk, determine the likelihood of its occurrence and then the consequences if it occurs.
Lastly, work out the best measures to control the identified risks. It is best to use a participative approach and involve all workers who may come into contact with the identified hazards. Ideas can be brainstormed.
Your control measures are the most critical aspect of the whole process. This is what you intend to do to manage those risks you identified.
OPTIONS FOR TREATING RISKS
When treating risks, there are a number of options that can be implemented to control the risks. These options are known as the hierarchy of control:
Elimination of the hazard - Not always possible at a job site (ie roof work usually involves the potential for a fall). If this option is not possible then;
Substitution Try replacing the hazard with one that presents a lower (and more manageable) risk.
Engineering controls (redesign) - Try making changes to the workplace or to equipment to reduce the risk of injury or harm. For example, installing guard railing and/or barricades to prevent falls from height. If this is not possible then;
Isolation Try isolating or separating the hazard from the person, or the person from the hazard. For example, installing screens or barriers around hazardous areas, enclosing or guarding dangerous equipment.
Administrative controls - Try making changes to the way work is organised to reduce the risk of injury or harm. For example, try rostering more experienced staff with less experienced or younger workers. If this is not possible then;
Personal protective equipment (PPE) - PPE should not be used in place of more permanent controls. It is the least effective way of dealing with hazards. Unfortunately, in many cases, PPE is usually the only way to minimise risks eg wearing of helmets and using gloves.
1066800299085Eliminate
Substitute
Isolate
PPE
Administrative controls
Engineering controls
00Eliminate
Substitute
Isolate
PPE
Administrative controls
Engineering controls
