CHSUG 2001 Theories & Practices of Group Work

Group Project

CHSUG 2001 Theories & Practices of Group Work

-349253543979Authors:

Tanya Vincent30345166

Tayyab Tufail30394859

Charles Silvino30411546

Godwin Sabu30403904

Tutor:

Sharon Sperling

00Authors:

Tanya Vincent30345166

Tayyab Tufail30394859

Charles Silvino30411546

Godwin Sabu30403904

Tutor:

Sharon Sperling

49530779780Skills for Life

Supporting individuals transitioning from youth to adulthood

00Skills for Life

Supporting individuals transitioning from youth to adulthood

Table of Contents Page

Program overview.2

Rationale........3

Purpose & Role of the Group..4

Group Session Topics......4

Theoretical Framework.7

Group Work Model..10

Ethical Considerations....12

Pre-group Planning..16

Recruitment...16

Group Composition..17

Location/Accessibility..19

Funding/Budget19

Assessment, Monitoring and Evaluation..20

Appendix A: Program Flyer ...23

Appendix B: Neighbourhood Centre.24

Appendix C: Sample Intake Form.26

Appendix D: Informed Consent & Group Agreement30

Appendix E: Ice Breaker Activities33

Appendix F: Meeting Minutes35

Appendix G: Group Member Contributions.38

References39

Program Overview

Life transitions are viewed as pivotal episodes of change that occur during ones life, significantly transforming, redefining and altering their roles personally and within broader society (Fuligni et al, 2022). The moment a person turns 18 years of age, in the eyes of the law, they are considered an adult and are faced with an array of new freedoms and responsibilities; voting, drinking alcohol, working full-time, further study, moving out or away from home (Eliason et al, 2015; Lane et al,2017). Individuals must leave the world of which they are accustomed and move into a realm where they are no longer a child and not yet an adult. This phase involves substantial learning and growing for them to then re-emerge into a new world as a fully-fledged adult.

The frequently accompanied changes in familial support, friendship dynamics, work or school environment, and living arrangements can lead to numerous feelings of pressure, anxiety, depression, loneliness, isolation, and generally feeling out-of-place. These various experiences and emotions can contribute to lack of motivation, increase in negative self-perceptions, affect their ability to function, and impede on good decision-making (Eliason et al, 2015; Silva, 2012; Winpenny et al, 2020).

Skills for Life is a closed psychosocial educational group program for males and females aged 17 to 20 years, aimed at assisting the target audience in navigating the diverse and challenging terrain of early adulthood. It is a free 10-week voluntary program that will have weekly 2.5hr sessions which will incorporate the preparing, and consuming, of a light lunch at each session to add to learning about healthy food and diet, and further deepen the social cohesion within the group (Toseland & Rivas, 2017). The group work is underpinned by learning and social exchange theories and incorporated into a strengths-based approach. The program is further guided by a psychoeducational group work model.

Rationale

There is substantial research available on life transitions and a youths emergence into adulthood. It can be an intense period often characterised by increased stress, depression and lowered perceptions on quality of life (Lane et al, 2017). Becoming free of dependence on adults and no longer confined by parental regulations can be both liberating and daunting for young individuals.

As humans we are social beings by nature, group work provides the optimal environment to learn from each other, create new social networks, and gain support from peers experiencing similar disruptions and uncertainties (Fuligni et al, 2002; Toseland & Rivas 2017; Silva, 2012). Fuligni et al (2022), discuss at length the positive power of social relationships and groups on a persons sense of purpose, and feelings of being needed and cared for.

With evolving societal and cultural expectations, individuals often need validation from others in order to fully perceive their new adult status (Eliason et al, 2015); Silva, 2012). Various studies on transitions from youth to adulthood have found that particular transition markers such as cohabitation/marriage, independent residence, full-time work, and parenthood all contributed to an individuals belief of having reached adulthood (Eliason et al, 2015). Further, there was a clear link identified between anti-social behaviours and the absence of employment and family markers of adulthood (Eliason et al, 2015). Therefore, being faced with increasing uncertainty and insecurity in employment and rising costs of living, becoming an independent adult is extraordinarily challenging, thus it is imperative to strengthen an individuals social bonds (Fuligni et al, 2022).

This program will help prepare individuals to live independently, pursue further education and build their professional careers. Additionally, group work will foster improved self-esteem, grow resilience, build coping skills, aide healthy lifestyle, provide support and feedback from multiple viewpoints, enhance positive relationships and create a network for ongoing support, which will all in turn assist facilitate greater insight of self (Lane et al, 2017; Toseland & Rivas, 2017).

Purpose & Role of the Group

The program aims to educate and support individuals as they traverse the challenges of transitioning from youth to adulthood, while simultaneously broadening and strengthening their social connections.

As touched on earlier, with societal changes, some traditional markers of attaining adulthood can be less important to some emerging adults. Silva (2012) mentions a study that revealed that young people believe that adulthood should be a journey toward happiness and fulfillment, meaning and purpose, and self-actualisation, marked by continuous development, discovery and growth (p.508). Which is precisely what the program endeavours to deliver to participants across the 10-weeks by providing a safe and supportive environment with an array of topical information in order for them to turn perceived challenges into opportunities of growth. The program will further enable individuals to establish a clear sense of purpose in their lives and hopefully prevent them engaging in deviant behaviours or maladaptive coping strategies (Lane et al, 2017).

Following is a breakdown of the weekly group session topics. These topics are not rigid in nature and will remain somewhat flexible for facilitators to make amendments according to group participant needs.

Group Session Topics

Week One: Introduction

Aim Get to know one another and go over how the program will run.

Activity Ice breaker activity (see Appendix E) to get people talking and more relaxed around each other. Discuss rules of the group, expectations of both participants and facilitators, and have all members sign an agreement (see Appendix D) to commit to adhere to these. Briefly go over each session topic.

Pre-group questionnaire to gauge individuals thoughts, feelings and aspirations for the program.

Week Two: Who Am I?

Aim Have individuals explore their individuality. Help members identify their strengths, opportunities and potential to lead fulfilling adult lives.

Activity Facilitator to speak about Life Transitions and explain how experiences can differ between each person. Help participants strengthen their understanding of the new rights & responsibilities associated with being an adult (including consequences of choices).

Guest speakers to share their experiences of transitioning to adulthood, touching on the changing social dynamics, feelings of isolation, building self-esteem, and establishing new individual identity. Willing group members will be provided the opportunity to speak and present their own stories.

Week Three: Effective Coping Skills

Aim Assist participants with relevant strategies to cope with the variety of changes they may be experiencing.

Activity Begin the session with a guided meditation to help everyone relax, and illustrate how this practice can be done individually outside of group.

Group discussion and sharing of ideas around challenges, difficult emotions etc and what strategies have worked/not worked.

Provide each participant with a comprehensive take-home booklet of suggested strategies linked with various incidents/emotions i.e., strategies to cope with anxiety.

Week Four: Healthy Mind, Body & Spirit

Aim To empower participants with a strong knowledge base to live healthy lives.

Activity Adding to the groups weekly lunch prep, facilitators will explain the benefits of healthy eating and regular exercise, and how this has significant impact on an individuals physical, mental and emotional wellbeing.

Assist individuals to create their own individual meal or exercise plan.

Discussion topic will also include substance use. Facilitators acknowledge that members are of age to legally engage in some of these, however will reinforce the damage caused, the associated negative consequences and will circle back to the previous weekly topic of more effective coping mechanisms.

Week Five: Forms & Paperwork

Aim To assist participants to find/apply/complete the, often necessary and overwhelming, paperwork that comes with being an adult and independence.

Activity Educate participants on how to obtain ID and/or gain access to documents such as birth certificates.

Specific items of learning will involve Medicare, taxes and superannuation (this can be extended upon in week 8), and various licences (driver, marine, etc)

A qualified lawyer will attend as a guest presenter to speak about Wills and Powers of Attorney who has a legal say if something happens to you.

Week Six: Job/Study Ready

Aim Support participants in developing and strengthening their job and study skills.

Activity Facilitators to lead group through handout activities on communication skills and interview techniques. Provide participants with examples of resumes and cover letters. Assist participants in creating, or perfecting, their resumes, and have them practice writing cover letters.

As a fun activity have participants pair up to practice role playing their interview skills.

Week Seven: Work and Study Options

Aim To enlighten and broaden participants knowledge of the vast options available to them, and connect them to further possible avenues to pursue.

Activity Have participants explore online sites i.e., seek job site, university and TAFE sites. Demonstrate how to search for areas of interest and locate instructions for applying.

Multiple guest speakers including course providers, apprenticeship/traineeship providers and various local employers (including trades). Provides space for participants to talk, ask questions and network with industry experts.

Week Eight: Finances & Budgets

Aim To assist participants navigate financial pressures and challenges.

Activity Guest financial speaker to speak about loans- the good and the bad (avoiding the debt trap). Insurances vehicle, life, medical, contents/house

Expenses and budgeting plan: expect the unexpected.

Handout activities for practicing budgets.

Week Nine: Finding and Establishing Living Arrangements

Aim To educate participants on the multiple living options and assist them in ascertaining the most appropriate arrangement

Activity In what can be very competitive housing markets, participants will be shown the best ways of sourcing and securing housing/accommodation.

Guest real estate speaker to discuss the different share house, rental, staying home/moving away options and the associated rights & responsibilities with each.

Week Ten: Closing

Aim To celebrate the group and all that the members have accomplished and progressed with over the previous 10 weeks.

Activity Go over any areas of learning as identified by participants in previous sessions.

Link individuals in with social interest groups or areas of further learning and/or assistance to maintain connection and networks beyond program completion.

Post-group evaluation to gain participants views on the value of the program; what they gained/will take with them in life; suggestions of what can be done to improve the program etc.

Theoretical Framework

As a program that fundamentally creates incentives to support youths through their interpersonal transitions from youth to adulthood, a centralised focus on various events, stressors and other life variables can disclose complexities amongst those who are new to such experiences. In addition, the personal care and autonomy, as well as responsibilities expected as an independent adulthood, can further impact feelings of pressure and isolation amongst newly transitioned adults, which subconsciously creates various health complications for an individual, and detriments the general adulthood experience youths will encounter. Therefore, theoretical structures and frameworks utilised within Skills for Life such as learning theory, and social exchange theory will correspond in accordance with such issues and will broadly address individual needs whilst simultaneously developing personal skills; healthy coping-mechanisms; and enhancing social skills to combat against stressors of transitioning to the adult stages of the human spectrum.

LEARNING THEORY

Learning theory is a theoretical framework utilised within various fields of practice that seeks to preconceive individual processes of acquiring knowledge; developing and/or enhancing skills; and the ways in which learning alters behavioural tendencies (Chandler & Hwang, 2015). The theory is a conception extorted from the field of education and psychology that analyses interpersonal mechanisms involved in the process of learning (Chandler & Hwang, 2015). Basal aspects of the theory rely upon practice approaches that methodologically utilises observation to create settings that extracts information about individual responses when learning information is presented. Components such as individual diversity; cognitive mechanisms; conditioning; external influence[s]; and learning application are the essential components utilised to develop strategies to enhance and optimise learning experiences (Mineka & Zinbarg, 2006). As a theoretical framework, the learning theory encompasses a broad range of perspectives narrated from psychologists that subjugates a complex, distinct standpoint, and methodology towards understanding learning mechanisms: prominent substructures of learning theory such as classical conditioning, and operant conditioning are pre-eminent derivatives of learning theory.

The integration of learning theory in skills for life broadly parallels with the program composition, and the weekly themes the program seeks to acknowledge and interpret. Issues experienced by youths throughout transitional phase to adulthood such as self-management of expenses and taxes; breakups in social relationships; and establishing independency, are common trends of issues that ubiquitously purports distress amongst individuals in early adulthood. Furthermore, experiencing numerous personal issues, simultaneously paired with a subconscious norm to confront the issues without seeking support, predisposes youths to experience anxiety; chronic stress; and isolation. Therefore, the application of learning theory supports the practice in skills for life through the structured group sessions. Having a theoretical framework that narrates on individual learning processes, skills for life sessions can be structured in manner that segregates a planned week that trivialises on group introduction, which provides the facilitators a time frame to meticulously occur observe group diversification, and the ways in which they individually respond, react, and apply knowledge. Completing an introductory week guided by learning theory helps facilitate discussions and adequately ensures that individual learning optimisations occur, providing youths who experience issues of age conversion the ability[s] to retain and apply the knowledge to the specific social or environmental issue at that given time. Thus, learning theory supports the overall theoretical framework of practices within skills for life.

Social Exchange theory

According to Thomas & Gupta (2021), social exchange theory is a perspective that accentuates upon human relationships and postulates an approach that social relationships dynamically partake in give and return interactions. The theory, developed by Peter Blau and George Homans in 1964, speculate an aspect in social relationships that individuals seek to minimize the costs of exchange given to the other individual, and maximise their personal exchange they received within the relationship (Blau, 2017). Concepts of social exchange theory involve maintenance of relationship; equity; and exchange and reward (Tsai & Cheng, 2012). The applicability of social exchange theory varies in different fields of practice but applying it in environment[s] such as support groups sessions, social exchange conveys efficacy to an extent that the theory voluntarily promotes collaborative participation and decision making, as well as acknowledging existing inequities across all social relationships (Tsai & Cheng, 2012). Which thus creates a theoretical foundation for programs to explain, address and solve relationship dynamics.

Blaus (2017) social exchange theory prompts beneficial guidance for practice approaches involved within skills for life. In cases of support/educational programs, applying a social exchange theoretical lens relatively empowers youths to perceive, and demonstrate resilience towards confronting issues of relationships. By having groups of youth who withhold the same transitional issues but with diverging skills sets and resources, youths within the skills for life sessions can exchange resources in a manner thats fair and equitable, contributing to the solution[s] of personal issues young adults may have within their life. Furthermore, the exchange process creates notions of importance, and youths who have problems of self-doubt retain the perception that their own attributes and resources are of assistance to others. The utilitarian value of personal capacities often goes unnoticed amongst young adults, but the utilising social exchange brings about a subliminal action of self-complementary approaches that cognitively enhances perceptions of self-worth, enhancing confidence, autonomy and resilience amongst youths who often encounter complications throughout life: while also enhancing social skills through interactions of exchange and conversation. Thus, implementing the theory within practice expedites encouragement, and the attainment of knowledge via exchanges of personal values and insights.

Therefore, learning, and social exchange theory alongside a strengths-based perspective informs sessions structure and participant satisfaction in skills for life.

Group Work Model

The functions of theoretical frameworks become valuable assets towards assessing the functionality and effectiveness of group work models. In situations such as skills for life, a group work model requires certain forms of approach that provides educational, social, and psychological strategies that promote personal growth, and problem-solving skills within the youth group to equip the individuals with resources to overcome their convultion.

The psychoeducational model is model of approach that relies upon existing psychological concepts, paired with educational interventions to promote individual flourishment, and achieve personal improvement (Xia et al, 2011). The model revolves around the concept of knowledge and that acquiring practical knowledge through education reforms, predisposes personal growth and transformation (Xia et al, 2011). The model further emphasises the importance of knowledge, and that by having adequate sources of education, individuals are equipped with coherent tools and techniques that can be applied to present or future issues, so that rates of overcoming such challenges increase, achieving their fullest potential (Xia et al, 2011). In addition, the model acknowledges cultural, and personal diversity: holistically employing interventions, strategies, and education that fixates and adjust in accordance with an individuals morals; values; and beliefs, which in turn provides meaningful, practical knowledge whilst encumbering an aspect of respect and social awareness (Lally et al, 2020)

The use of the psychoeducational model as the basis for the group work model in our program skills for life, sets a fundamental category of the interventions that can be applied within the prominent theoretical frameworks centralised in the field of social work. Incorporating a psychoeducational model as basis for our educational support group, systematically works as formal group discussions can put to light similar experiences of issues, barriers, and events, whilst having that sense of bonding, autonomy, and interpersonal assets intact that members can share within one another to purposefully enhance each others wellbeing and future endeavours. In addition to the members assets and resources, the application of a psychoeducational model enhances problem-solving knowledge via education systems, which entails practical knowledge that targets psychological, emotional, or behavioural barriers that broadly sustains the issues of concerns. Moreover, an aspect of the psychoeducational model provides a holistic approach to the psychoeducational group in a fashion that the model stems from concepts of empowerment, collaboration, and education. Specifically, a weekly topic of conversation within skills for life, Healthy mind, body & spirit, displays the holistic, educational approach within the psychoeducational model through a lecture that coherently explains the consequences of alcohol; the advantages of exercise to the body and the mind; and preparing, and eating healthy meals. In accordance with the results obtained by Lally et al (2020), implicating knowledge and valuable skills to the members of the group, substantiates personal growth; development of resilience; and a wide array of educational skills sets that adolescent members can apply within their personal life to minimise the effects of stress and overcome challenges into their adulthood.

Ethical Considerations

Ethics provides a sense of being right or wrong. There are different kinds of principles of ethics such as fairness, honesty, integrity, leadership, respect, responsibility as well as transparency among others. It may not be possible to follow all ethics but one should follow maximum principles related to ethics. Ethics are of different types as well and these are subjectivism, supernaturalism, situation, virtue ethics, and emotivism ethics. Considering these facts, it is important to provide various solutions to overcome possible ethical issues.

Based on the provided information, it can be said that participants, in the group are from different backgrounds. It includes domestic violence, SES status, and this kind of background. Therefore, it can be said that these participants have low confidence and at the same time, they will not be mentally stable. Therefore, it can be quite difficult to give their best in any performance. Feeling frustrated is quite natural because of the identified background. In order to explore the potential of them, they need support. This support is expected from facilitators but this is not provided. The information does not denote what is the exact type that was done with them for which participants were forced to give up. However, whatever the way it is, it can be expected that ethics is not properly followed. This is due to the fact that behavior which leads to pushing to give up, cannot be considered as a right behavior and ethical issue can be considered in this context (Varkey, 2019)

The adverse effect on participants can also be mentioned in this context. The role of the facilitator can also be mentioned in this context as well. Being a facilitator, it was important to provide knowledge as well as skill so that the problem-solving skills within them are enhanced (Smith et al., 2019). It is important to ensure so that participants are not adversely impacted. However, this is not followed and this is another thing which needs to be considered under ethical issues with respect to the program. Due to these ethical issues, identified in the above section, clashes in personality are seen which works as a hindrance in the process of growth of any particular personality.

Steps required to be taken for overcoming these ethical issues;

Understanding the psychology of participants

In order to overcome ethical issues, it is very important to understand the psychology of participants. Therefore, observation is very important (Brittain et al., 2020). At the same time, the importance of critical thinking skills cannot be ignored. In order to understand the psychology of participants, counselling sessions may be useful. As most participants are a more difficult background, understanding their psychology may be a bit difficult. Those who faced domestic violence, they may demand additional support. In order to make them return to the mainstream, they may provide rehabilitation support as well (McClung, et al., 2020). In this way, their mental condition can be improved a lot which will help in avoiding the thought of giving up. Moreover, the importance can be considered in the context of building resilience as well. These are behaviors can be considered as a moral behavior. It can be a very important initiative through which the ethical issue can be overcome. However, the procedure may demand some additional time. The number of participants matters a lot in case of solving this ethical issue.

Enhancing knowledge and improving skills in ethics

The facilitator should have a proper idea about maintaining ethics. The reason for doing such kind of behavior may be the facilitator does not have enough knowledge about the way ethics should be followed. In order to follow all ethics several kinds of skills are also required. In order to improve ethical behavior, several steps can be followed. It includes the creation of code, choosing someone as a role model, training of the mind, learning from mistakes, and reading or seeing sources which help in improving ethical behavior (Mittelstadt, 2019). In this context, it is important to mention that there are different sources including videos which help in guiding the way ethical behavior can be incorporated. Based on this guidance, proper treatment can be done with participants. This knowledge can be rendered to them as well. If they are associated with this kind of activity in the coming future, they can also conduct good behavior which denotes following ethical practices. There are different kinds of theories related to ethics and these theories can be followed for overcoming the above-mentioned issues (Novek & Wilkinson, 2019). Deontological ethical theory or consequentialist ethical theory can be followed because these are not complex like other theories emerged in recent times.

Incorporation of policy

Often it is seen that ethics are not followed properly because of the mentality of people. This can be considered for this case as well. Enhancement of knowledge and improvement of skills does not work in that case. The poor mentality is the factor for which ethical issues raises in that case. In order to deal with this problem, it is extremely important to incorporate proper policies regarding ethics. If policies were there, participants did not face wrong behavior. The fear of punishment restricted in doing this. Often it is seen that there are policies in the organizations, still ethical issues are present. Considering this factor, it can be said that along with the formation of policies, it is very important to focus on the implementation process (Anabo et al., 2019). Before recruiting someone for ethical work, everything related to ethical policy should be cleared. The importance of the selection procedure is also required to be mentioned in this context. For overcoming ethical issues, the selection procedure can make quite rigid. Otherwise, problems will rise in stakeholder management and engagement. The importance of leadership ability is also required to be mentioned in this context. If there is any conflict, this principle will help in solving conflict with less friction. It is helpful to deal with both individual and group.

The overall discussion denotes that there are several possible ethical issues in the program. It was important to consider the backgrounds of the participants. However, their background was not considered and they were forced to give up. In this way, they lost the ability to build resilience. The facilitators can be considered as a responsible factor for this ethical misconduct. This ethical issue should not be allowed to continue and therefore steps are required to be taken so that issues can be overcome with less friction. The discussion denotes that it can be possible through the incorporation of ethical policy, understanding the psychology of participants and enhancing knowledge, and improving the skill of ethics. Incorporation of theory can be a probable solution to the problem.

Pre-group Planning

Setting goals, assigning responsibilities, establishing deadlines, and anticipating obstacles are all part of creating a pre-group plan for our group project. Determine the project's scope and overarching objective before getting started. This will keep a team on task and provide them a clear direction for their job (Lock, 2017). Define each team member's tasks and responsibilities precisely, taking into account their unique preferences, weaknesses, and talents. Divide the project's work into smaller, more manageable tasks and subtasks, and assign each to a different team member. This makes it easier to comprehend the project requirements and guarantees that no crucial detail is missed. Create a project schedule with deadlines and milestones and estimate the time needed to finish each task. (Kloppenborg, 2019). To promote efficient collaboration and information sharing, determine the preferred communication channels and technologies for our team. (Hartley & Chatterton, 2019). Establish a procedure for amending the project plan as necessary, and conduct regular progress check-ins. Determine probable dangers and difficulties, foresee potential impediments, and make backup strategies to deal with them (Hillson & Simon,2012).

Recruitment

Recruitment to the program will involve reaching out to the target audience through the distribution of program information to surrounding schools, community centres and counselling agencies. Participants can self-refer, or be referred by other community centres and agencies. All eligible members will be subject to an intake interview to help facilitators ascertain suitability. Choosing members based on predetermined criteria are all steps in the recruitment process for a group work program that focuses on helping participants make the transition from adolescence to adulthood. Flyers, posters, and booklets will describe the program's aims, objectives, and benefits in an interesting and informative manner. Collaboration with pertinent groups and organisations is another significant method of reaching the target audience.

We can also include international students with rich cultural backgrounds from all over the world who are studying here with following strategies:

Encourage cultural competence among Facilitators and staff:

To foster a more welcoming environment for international students, we educate our program facilitators to comprehend and value different cultural backgrounds (Paige, 2013).

Create a welcoming and inclusive environment for Overseas Student:

To make international students feel welcome and supported, create a welcoming and inclusive environment and implement a program that fosters cross-cultural contact and mutual understanding (Smith & Khawaja, 2011).

To spread the word about the initiative and attract potential participants, collaborate with the local high schools, community centres, and youth-serving agencies. (Nelson & Gazley, 2014). Another strategy for recruitment is to use websites, online forums, and social media platforms to advertise the program and engage with potential participants. (Kaplan & Haenlein, 2014). Establish precise criteria for participant selection, such as age, desire in self-improvement, and program commitment. Create an application procedure that may involve group exercises, intake interviews (Appendix C), or written applications to assess potential applicants. Different initiatives and social worker support are available for early parents and persons with disabilities, and they can be individually assessed through intake interviews (Appendix C).

Group Composition

Age, gender, background, and hobbies should all be taken into account when determining the makeup of a group for a program designed to support youngsters as they enter adulthood. All participants will benefit from learning, support, and personal growth if a varied and inclusive environment is created (Toseland & Rivas, 2017). Three fully qualified facilitators would be there to make sure nobody gets left out and to enable one facilitator to move away from the main group with a participant if required. Aim for a gender-balanced group (male and female, ages 17 to 20) to foster a variety of viewpoints, improve group dynamics, and foster an environment that is welcoming to all (Bear & Wooley, 2011). To ensure eligible participants, and parents, are fully informed they will be provided with a document (see Appendix D), to read and sign confirming their understanding and acceptance of group expectations. To create a friendly and inclusive group setting, take into account the specific requirements and experiences of possible members, such as teenagers with disabilities or those leaving foster care (Settertsen & Ray, 2012).

There would be 15-20 participants per group to maximise social aspect and it allows for good number of participants to be present in class in the occurrence of absences or withdrawals from program. Include people from various cultural, racial, and socioeconomic backgrounds to encourage group members to understand one another and learn from many points of view (Gurin, Dey, Hurtado & Gurin, 2002). Provide multiple sources of feedback, engagement and sharing of thought/ideas for social aspect. Compose a group with a mix of strengths, career, interests, aspirations to encourage collaboration, problem-solving, and learning from one another. There would be 2.5 hrs session once a week (Tuesday) for 10 weeks. Timing for session would from 11.30am-2pm. Run over lunchtime for group to make light meal together to incorporate as part of learning about healthy food and eating. Additionally, adds to social cohesion of the group, and strengthening bonds made. Program would be run multiple times through the year - approximately four. Start week to correspond with beginning of school term. Program can run each term depending on interest, and if applicable, facilitators can group particular people together based on their intake interviews, significant trauma backgrounds, cultural backgrounds etc.

Location/Accessibility

Ballarat Neighbourhood Centre (BNC) located at 11 Tuppen Drive, Sebastopol (See Appendix B)

BNC is connected with other neighbourhood centres within the Ballarat region like Wendouree and Ballarat east Neighbourhood centres.

The Phoenix Community College is located next to the facility, so eligible students could walk across to participate in program (arranged with school). Both enough parking places and bike racks are available at the centre for individuals who choose to arrive by car or cycle. Public transport is also nearby.

The centre is equipped with the necessary accessibility features, including ramps, wide doorways, and handicapped-accessible facilities.

For the safety of people, centre has installed CCTV cameras at different point to ensure everyone is safe and secure from any unusual activity.

BNC also makes it possible for users to access a variety of other resources, like Wi-Fi, computers, and informational materials, for study, education, and personal growth. Additionally, the facility has a fully operational kitchen set up for learning purposes this is beneficial to weekly learning of food prep.

Funding/Budget

The Ballarat Neighbourhood Centre has received funding from the Victorian State Government to fully support and cover costs of the program for the next 2 years at which time the program will be subject to review and evaluation.

The program will include weekly topics where participants will receive the required supplies. Members will be given writing tools to take notes from the facilitators and their sentiments throughout each session as they discuss budgetary and legal tactics. Over the course of the 10 weeks, we will also offer refreshments and lunch at each session. For the budget, we anticipate spending around the $4000 range.

Suggested Budget:

Based on 23 members of Team

Item Cost per item Quantity of Items Total Cost

Team members

$150 each person 23 $3450

Notebook 150 pg$6.5 08 $52

Packet of 2 pens $3.5 03 $10.5

Sticky notes $4 08 $32

Highlighters $5 04 $20

Biscuits $5 10 $50

Disposable cups $2 25 $50

Coffee/Tea/Milk $3 05 $15

presents $15 03 $45

Total Cost: $3724.5.

Assessment, Monitoring and Evaluation

There are various phases involved in assessing, monitoring, and evaluating teenagers who are entering maturity as part of a work group program. This program will involve participant questionnaires in week one and week ten. Weekly facilitator meetings will be held directly after each session to debrief, discuss progress, concerns, or any individual circumstances/struggles observed. Weekly is beneficial due to the large number of participants and allows time to make any adjustments to the following weeks session if necessary.

Here are some general principles to take into account:

*Define the aims and objectives of program:

To begin, decide what our work group program will help us to accomplish. What precise results do we want to get from the youngsters making the journey to adulthood? Make sure our objectives and goals are measurable, explicit, and attainable.

*Create a plan for the assessment:

Make an assessment plan that specifies the information we ll gather to gauge the success of our program. This could entail asking program participants for their opinions via surveys, interviews, or other means.

*Create monitoring systems:

Create monitoring systems to keep tabs on our program's development over time. To track attendance, engagement, and progress towards program objectives, a database may need to be created.

*Regularly assess the program:

Monitor the performance of our initiative by conducting regular assessments. want the information we gather to pinpoint areas that could want improvement.

*Get in touch with the program's participants:

Inform participants in our program about the assessment and evaluation efforts. Encourage them to offer comments and ideas to improve the program.

*Make changes as necessary:

Utilise the data we gather to modify our program as necessary. This can entail changing the program's objectives or its activities to better suit the needs of our participants.

Moreover, there are also some ways to assess, monitor and evaluate the group work like distributing the questionnaire among the participants in week one(pre) and week 10(pro) about the program, regular informal check-ins etc.

]

Appendix A

Program Flyer

47889472955 Connect - Learn - Grow - Succeed

A fun, educational and supportive program designed to assist young emerging

adults, aged 17 to 20 years, to discover and achieve their potential.

Information and support relating to;

*Adult independence

*Career and study options

*Living healthy in mind, body and spirit

A relaxed, engaging and fun environment where you can gain knowledge and

skills for education and/or work, learn from experts across multiple

fields and establish great connections with a variety of people.

For further information contact the centre on 5329 3273.

00 Connect - Learn - Grow - Succeed

A fun, educational and supportive program designed to assist young emerging

adults, aged 17 to 20 years, to discover and achieve their potential.

Information and support relating to;

*Adult independence

*Career and study options

*Living healthy in mind, body and spirit

A relaxed, engaging and fun environment where you can gain knowledge and

skills for education and/or work, learn from experts across multiple

fields and establish great connections with a variety of people.

For further information contact the centre on 5329 3273.

68389576200Skills for

Life

00Skills for

Life

483870259715Where

Ballarat Neighbourhood Centre

11 Tuppen Drive, Sebastopol

When

Every Tuesday for 10 weeks

11:30am to 2pm

(Next group begins 17th July 2023)

Cost

FREE

All materials provided

Light lunch and refreshments provided

0Where

Ballarat Neighbourhood Centre

11 Tuppen Drive, Sebastopol

When

Every Tuesday for 10 weeks

11:30am to 2pm

(Next group begins 17th July 2023)

Cost

FREE

All materials provided

Light lunch and refreshments provided

-51265426630800

Appendix B

What is a Neighbourhood Centre?

Neighbourhood Centres, or Houses, bring people together to connect, learn and contribute in their local community through social, educational, recreational and support activities, using a unique community development approach.

Ballarat Neighbourhood Centre improves our local community by delivering skills and training, working with other community organisations to create employment, training and volunteering opportunities and by working together with residents and others to make our neighbourhoods the best they can be.

Course Information

Click on the links below to download a brochure with more information on a course.

Note:dates may vary without notice. To stay up to date follow our events onFacebookorSocial Planetor review the term dateshereThis training is recognised by the Commonwealth Department of Education, Skills and Employment and can count towards job active job seekers Annual Activity Requirements (AAR).

Courses Delivered at 11 Tuppen Drive, Sebastopol:

Baking with LanguageBasic Computers & BeyondBecome a BaristaBecome Money SmartBecome Work ReadyBecome Work Ready (Youth)Bite Size Cooking SkillsBusiness Administration SkillsCommercial Kitchen SkillsCooking for the CommunityCooking up JobsCustomer ServiceSkillsEnglish as a Second Language (Level 1)English as a Second Language (Level 2)Find a Job: Aged CareFind a Job: ChildcareFind a Job: CleaningFind a Job: HospitalityFind a Job: RetailFind a Job: TradesFront of HouseGarden Basics:Improving Soils for VegetablesIndependent Living Skills: Basic ComputersIndependent Living Skills: CookingIndependent Living Skills: FinancesIndependent Living Skills: GardeningIntermediate ComputersIntroduction to the InternetKnitting for BeginnersLiteracy Through Community GardeningMYOB Account Right - BeginnersMYOB Account Right - IntermediateNavigating Compass for Parents and CareersOne Life Many CareersOnline Learning SupportPractical Literacy & NumeracyPrepare Food SafelyPrepare for iELTSPrepare for StudySkillsRead, Write NowSewing for BeginnersSewing for IntermediateSkills for Work and Study: Health ServicesSteps to EmploymentVolunteer InductionVolunteer in Our GardenWriting Community NewslettersXeroContact Us

Opening Hours:Monday to Friday 8:30am to 5:00pm, excluding public holidays.

We are also closed for 3 weeks from Christmas until mid-January each year.

Address:Ballarat South Community Hub,11Tuppen Drive,Sebastopol, Victoria

Postal Address:PO Box 540W, Ballarat VIC 3350

Phone:+61 3 5329 3273Email:reception@ballaratnc.org.auAppendix C

Intake form

Below are some demographic questions. This information will help us better understand you and your needs and how we can best help you address them.

3141980298450I do not wish to disclose my real name.

020000I do not wish to disclose my real name.

All the information you provide will be strictly confidential.

5502910126936500What is your full name?

_________________________________

42081452375535003141980142240I do not know my actual date of birth. This is an estimate.

020000I do not know my actual date of birth. This is an estimate.

What is your date of birth (DD/MM/YYYY)?

_________________________________

What is your gender?

1098555365300 Male

1098555809800 Female

1060454111300 Other: __________________

What is your address? If you do not want to disclose your full address, please provide us with just your suburb, state and postcode.

Address line 1: Address line 2: Suburb: State: Postcode: What country were you born in?

______________________________________________________________

What is the main language you speak at home? If you speak more than one language at home, please write the language that is spoken most often.

______________________________________________________________

Do you identify as Aboriginal or Torres Strait Islander?

1098554000500 No

1098553127700 Aboriginal

1060454111300 Torres Strait Islander

1073154222300 Aboriginal and Torres Strait Islander

Do you have any of the following impairments, conditions or disabilities?

Please select all that apply. Medical documentation is not required. For information about each category speak to your practitioner or service provider.

1098555365300 Intellectual learning

1098555809800 Psychiatric

1060455428800 Sensory/speech

1073155555800 Physical/diverse

1066806254300 None

Are you homeless or at risk of being homeless?

1098555301800 Yes

1098555809800 No

1060455365300 At risk

How would you describe the makeup of your household?

1098555301800 Single (person living alone)

1098555809800 Sole parent with dependent(s)

1060455428800 Couple

1073155492300 Couple with dependent(s)

1066806254300 Group of related adults

1066805492300 Group of unrelated adults

1066805492300 Homeless/no household

Where you referred to us by another organisation, service or program? If so, please provide the name below. If you were referred to us by a friend or family member please state this below.

______________________________________________________________

From the list below, please choose the main reason you are seeking help and any secondary reasons for seeking assistance. Please select the reasons that best describe your issue(s). Speak to your service provider if youre not sure.

Main reason for seeking help:

____________________

_____________________ Other reason(s) for seeking help:

___________________

____________________

List of possible reasons for seeking help:

Physical health

Mental health, wellbeing and self-care

Personal and family safety

Age-appropriate development (e.g., need support with childs development)

Community participation and networks (e.g., socially isolated, need community/family support, want to engage with community more)

Family functioning (e.g., family conflict, lack of support and positive family relationships)

Financial resilience (e.g., difficulty finding money for emergencies, struggle to make ends meet).

Employment

Education and skills training

Material wellbeing and necessities (e.g., limited access to basic material resources like food, clothes, transport)

Housing

DSS Standard Notification on Privacy

The information you provide on this form includes your personal information. Your personal information is protected by law, including by the Commonwealth Privacy Act.

We are using an IT system called the Data Exchange to store your information. This system is hosted by the Australian Government Department of Social Services (DSS). The personal information that is stored on the Data Exchange is only disclosed to us for the purpose of managing your case.

You do not have to consent to sharing your personal information with DSS. If you do not consent to us sharing your personal information, it will not affect the services you receive. If you do consent to sharing your personal information with DSS, you can ask for this information to be removed at any time.

DSS de-identifies your data. This means they remove information that identifies you or that could be used to re-identify you (e.g., your name).

DSS combine your data with other clients data in the Data Exchange to identify trends at the program level. This information is used to develop policy, administer grants programs, and conduct research and evaluations. DSS may use this data to produce reports. These reports may be shared with other organisations. The data in these reports is de-identified.

You can find more information about how DSS will manage your personal information in the DSS privacy policy on their website: https://www.dss.gov.au/privacy-policy.

This policy explains:

how to access the personal information that is stored about you on the Data Exchange

how you can ask for this information to be changed or removed.

the circumstances in which DSS may disclose personal information to overseas recipients

how to complain about a breach of the Australian Privacy Principles by DSS, and how DSS will deal with your complaint.

For more information about the Data Exchange, please speak to your practitioner or service provider.

Yes No

I consent for my personal information to be stored in the Data Exchange 284480-508000 264795-444500

I consent to participate in follow up research, surveys or evaluation 284480-508000 264795-444500

<< Insert organisational consent request here>> 2870203175000 2647954191000

For service provider to complete

Was a referral made to another service?

10985545882001 Yes

10985550962002 No

If yes, was this referral internal or external?

10985546990001 Internal made to another service offered within the same organisation

10985548260002 External made to a service provided by a different organisation

If yes, what was the purpose of this referral?

10985553018001 Physical health

10985558098002 Mental health, wellbeing and self-care

10604554288003 Personal and family safety

10731554923004 Age-appropriate development

10668062543005 Community participation and networks

10668054923006 Family functioning

10668054923007 Financial resilience

10336755880008 Employment

10336752787009 Education and skills training

102732578680010 Material wellbeing and basic necessities

101600311150011 Housing

103367565980012 Support to caring role

95416607390013 Other

Appendix D

Informed Consent and Group Agreement

Welcome!

The success of group program depends upon a high degree of trust between you, your group facilitator, and fellow group members. This document has been prepared to fully inform you and/or your parents about what to expect from group program and from your group facilitators.

The state expects that you will be informed of all possible contingencies that might arise in the

course of any interaction with a licensed psychologist, including the psychoeducational groups.

It is important to be clear about the nature of a psychoeducational group experience. Please read the information below and raise any questions that you may have so that we can discuss them. Then please make sure to sign the "Agreement for Psychoeducation"

Psychoeducation vs. Psychotherapy

You understand that this psychoeducational group experience is purely educational in design and purpose, and is not therapeutic" (i.e., it is NOT a replacement for individual therapy or for group therapy). In these psychoeducational group sessions, the facilitator will present to attendees practical and theoretical material that is applicable to various life circumstances and problems, and there will be ample time for discussion. If issues arise that are not suitable for this educational experience, you may benefit from formal psychotherapy and you agree to consult with the facilitator and/or another mental health professional to obtain referral information.

Potential Benefits of Group Program

Participating in group can result in a number of benefits to you, including a better understanding of your personal goals and values, improving personal relationships, and resolution of specific problems you are facing in your life. It is important to recognize that group program is not magic, and change does not occur overnight. Your willingness to participate fully in group and your openness to take feedback from your facilitators and other group members will play a role in how much you gain. In particular, the extent to which you are open and honest about yourself will play a role in how quickly you can achieve your goals.

Knowing the Potential Risks

Participating in a psychoeducational group experience can have benefits and risks.

Psychoeducation has been shown to have many benefits, including the experience of insight, increased understanding, and positive feelings. However, since psychoeducation may involve discussing many parts of your life, including, at times, the unpleasant aspects, you may also experience uncomfortable feelings. If any distressful emotions arise during sessions, please talk with your group facilitator. During the process of group work, it is normal to have intense feelings and reactions to other group members or even towards your group facilitators. Again, these are understandable emotions that should be discussed and processed appropriately.

Psychoeducation is entirely voluntary and you have the right to terminate your experience at any time. Please be advised that facilitators also reserve the right to terminate your involvement in psychoeducation, in accordance with rules and regulations, if deemed necessary.

The Role of Your Group Facilitator(s)

Our philosophy and approach to group is the belief that this is your group. Each group member will have an equal say in what topics will be discussed, and what format feels most beneficial. Your group facilitators primary responsibility is to create an atmosphere of safety and support in order for you to get the most out of group. Your group facilitator will encourage each group member to be honest, vulnerable, and respectful about his or her feelings and observations in the group.

If you are ever feeling unsafe in group you are encouraged to discuss this with your group facilitator. If for any reason you experience any negative reactions or blocks towards participation, please share this with the group. Your voice is your power and your right.

About the Relationship with the Facilitator

Because of the nature of the psychoeducational group experience, the relationship between the facilitator and the attendees has to be different from most relationships. It must be limited to the relationship of facilitator and attendee only. If we were to interact in any other ways (including socially, business, legal, medical, financial, sexual or romantic) we would then have a dual/multiple relationship and violate important ethical principles for psychologists. Licensed psychologists are obligated by legal and ethical mandates to avoid dual relationships situations so as to protect the public. You should also know that licensed psychologists are required to keep the identity of their clients (and psychoeducational group attendees) private and confidential.

Lastly, when our work together in this psychoeducational group experience is completed, facilitators will not be able to be a friend to you like your other friends or engage with you in any way socially or romantically. In sum, their duty as facilitator and licensed psychologist is to care for you and other clients, but only in their professional role.

Group Members Agreement for Confidentiality

All members of the group will be asked to agree to a high level of confidentiality in the group sessions. This means that each participant agrees not to share any other group members identifying and personal information with others. It is appropriate to share your personal reaction and feelings about group with others, but please do not share other peoples stories with anyone outside of the group.

Protecting the Confidentiality of Other Attendees

With full understanding of the need for confidentiality (that is, privacy) for all attendees, you accept these following rules:

(1) You will not disclose personal information about other attendees to

anyone;

(2) other information (such as phone numbers) can be exchanged between attendees only on

a person-to-person basis;

(3) any activity between attendees outside of the psychoeducational group experience is solely based on the choice of these attendees and is not the responsibility of the facilitator;

(4) You understand that you cannot be absolutely certain that other attendees will always keep what you say in the sessions confidential even though every attendee has agreed to secrecy. The other attendees do not serve in the role of licensed psychologist/facilitator and are therefore not obligated to maintain the same ethics and laws that the facilitator must work under.

Limits of Confidentiality

It is important that you feel comfortable in group to talk freely about whatever is bothering you. Sometimes you might want to discuss things that you do not want those outside of the group to know about. You have the expectation of privacy in group sessions. As a general rule, group facilitators do not talk to your parents about what you discuss in group.

The law protects the privacy of all communications between client and a licensed clinical psychologist.

In most situations, the clinical psychologist can only release information about his/her work with you to

others if you sign a written authorization form that meets certain legal requirements.

However, there are some exceptions in which a licensed clinical psychologist may be permitted or is

required to disclose confidential client information without either the clients consent or authorization.

These situations include the following;

1) If the facilitator has reasonable cause to believe (i.e., reasonable suspicion or evidence) based on a clients

communication that a child under age 18 is suffering physical or emotional injury resulting from abuse inflicted upon him or her which causes harm or substantial risk of harm to the child's health or welfare (including sexual abuse), or from neglect (including malnutrition), the law requires that they file a report with the appropriate social service (Child Protective Services) and legal authorities.

In addition, if a client reports that he/she was physically or sexually abused as a child, or engaged in sexual acts with an adult while a child, and the reported perpetrator currently has access to children, the law requires that they file a report with the appropriate social service (Child Protective Services) and legal authorities.

2) If the facilitator has reason to believe an elderly or handicapped individual is suffering from abuse or

maltreatment, the law requires that they file a report with a law agency and/or the State Department of

Social Services.

3) If a client communicates an immediate threat (i.e., with clear intentionality of harm or a plan to harm) of serious physical harm to an identifiable victim, the facilitator may be required to take protective actions. These actions may include notifying the potential victim, contacting the police, and/or seeking hospitalization for the patient.

4) If a client threatens to harm himself/herself (i.e., communicates intent and/or a plan for suicide), the facilitator is required to notify legal authorities and make reasonable attempts to notify the clients family

members or others who can help provide protection.

5) If a client files a complaint or lawsuit against the facilitator, the facilitator may disclose relevant information regarding that client in order to defend themselves.

Fee for Service

This program is fully funded and as such there is no cost involved for participants.

Consistent Attendance

It is very important that you consistently attend scheduled group therapy sessions. Although illness, unexpected events, or vacations may occasionally interrupt your therapy, consistent attendance plays a large role in helping you, and your fellow group members achieve your desired goals. Please be aware that your absences negatively influence the progress of yourself and the other group members. If for any reason you are not able to attend a group session, please inform your group facilitator.

Agreement for Psychoeducation

As an attendee I declare that I have read, understand and agree to abide by this Informed Consent

for Psychoeducational Group."

Attendees Name (please print): ___________________________________________

Attendees Signature: _________________________________________________

Date: _______________________

The facilitator has discussed the issues above with the attendee. Their observations of this persons

behaviour and responses indicate that this person understands the rules and provisions of group

psychoeducation as set out above and is competent to give informed and willing consent at this

time.

Facilitator Signature _______________________________ Date _______________________

Appendix E

ICE BREAKERS IDEAS

Two truths and a lie have each person share two true statements and one false statement about themselves, and the others have to guess which statement is false.

Bucket list have each person share three things they would like to do before they die.

This or that have the group choose between two options, such as beach or mountains or pizza or tacos.

Name that tune play a few seconds of a popular song and have the group guess the name of the song and artist.

Charades have the group act out a word or phrase for the others to guess.

Pictionary have the group draw a picture of a word or phrase for the others to guess.

Word association have each person say a word and the others have to say the first word that comes to mind.

Never have I ever have each person say something they have never done before, and the others who have done that thing must stand up.

Group story have the group take turns adding a sentence to a group story.

Scavenger hunt have the group search for items or clues around a room or area.

Debate have the group debate a topic, such as should school uniforms be required?

Would you rather have the group choose between two options, such as eat a worm or swim with sharks.

Team building exercises have the group work together on a problem-solving or physical challenge, such as building a tower or completing an obstacle course.

Blind drawing have the group pair up, with one person describing an object and the other person drawing it without seeing it.

Trivia game have the group answer trivia questions in teams or individually.

Jeopardy create a Jeopardy game board with categories and questions related to a topic of interest.

Hangman have the group play a game of hangman with words related to a topic of interest.

Memory game have the group try to remember a series of items or pictures shown to them.

Bingo have the group play bingo with words or phrases related to a topic of interest.

Kahoot create a Kahoot game with questions related to a topic of interest.

Who am I? have each person write down the name of a celebrity or historical figure and place it on their forehead, then have the others give clues until they guess who they are.

Problem solving present the group with a problem or challenge related to a topic of interest and have them work together to solve it.

Improv have the group participate in improv exercises, such as yes, and or freeze.

Karaoke have the group sing karaoke to popular songs.

Minute to win it have the group participate in timed challenges using household items, such as stacking cups or balancing objects.

Escape room create an escape room with clues and challenges related to a topic of interest.

Murder mystery create a murder mystery game with clues and suspects related to a topic of interest.

Mindfulness exercises lead the group through mindfulness exercises, such as deep breathing, body scans, or guided meditations.

Team name game have each person say their name and something they like that starts with the same letter as their name, then the others have to repeat all the names and likes in order.

Finish the story have one person start a story, then pass it on to the next person to add a sentence, and continue until the story is complete.

Emoji charades have the group act out a popular phrase or saying using only emojis.

Team trivia have the group work together to answer trivia questions, with each member contributing their knowledge.

Superhero alter-ego have each person share their superhero alter-ego and the powers and abilities they possess.

Cocktail party assign each person a cocktail or drink name, and have them mingle and introduce themselves to others while pretending to be their assigned drink.

Celebrity impressions have each person do their best impression of a famous celebrity or character, and the others have to guess who it is.

Group drawing challenge have the group work together to draw a picture using only one hand each, or with their eyes closed.

Storytelling circle have each person start a story, then pass it on to the next person to continue and see where the story goes.

Name that city show a picture or describe a city and have the group guess which city it is.

One-word story have each person contribute one word to create a group story, taking turns until the story is complete.

Virtual scavenger hunt send the group on a virtual scavenger hunt, searching for items or clues online.

Memory lane have each person share a favourite childhood memory.

Family feud create a game of family feud with questions related to a topic of interest, and have the group compete in teams to see who can guess the most popular answers.

Word ladder have the group start with a word and change one letter at a time to create a new word until they reach a predetermined end word.

Reverse charades have one person guess while the others act out a word or phrase.

Balloon tower have the group work together to build a tower using only balloons and tape.

Drawing relay have the group work in teams to draw a picture together, with each person taking turns adding one element.

Word search race have the group race to complete a word search puzzle first

Human knot have the group stand in a circle and hold hands with two other people, then work together to untangle themselves without letting go of hands.

Jigsaw puzzle race have the group work in teams to race to complete a jigsaw puzzle first.

Name game have each person say their name and something they like that starts with the same letter as their name.

Would you rather have the group choose between two options, such as eat a worm or swim with sharks.

20 questions have one person think of an object, and the others have to ask yes or no questions to try to guess what it is.

Group crossword puzzle have the group work together to complete a crossword puzzle related to a topic of interest.

Ice breaker questions have each person answer a set of pre-written ice breaker questions, such as what is your favourite food? or what is your favourite hobby?

Whats in the bag? place a common object in a bag and have each person feel it without looking, then guess what it is.

Word association game have each person say a word, and the others have to say the first word that comes to mind.

Family introductions have each person introduce themselves and share one interesting fact about their family.

Jenga questions write ice breaker questions on Jenga blocks and have the group play Jenga, answering the questions as they go.

Word relay have the group work in teams to pass a ball or object while saying a word that fits a given category, such as types of fruit.

Personalized bingo create bingo cards with personal characteristics or interests, such as plays a musical instrument or has travelled to another country, and have the shy person find others who match each item.

All about me bags have each person bring a bag with items that represent them and share with the group why they chose each item.

Silent interview have one person interview another without talking, communicating only with gestures or written notes.

Appendix F

Meeting/Project Name: -1756410-7048500CHSUG 2001 Group Project Start Time: 10:05am

Date of Meeting: Monday 20th March 2023 End Time: 10:38am

Minute taker: Tanya Vincent Location: Online -Teams

Meeting Minutes - 1

Meeting Objective(s)

First meeting.

Introductions to group members.

Discuss chosen topic for project and begin breakdown of tasks.

Meeting was moved to an online session due to couple of members needing to be at home.

Present Apologies

Tanya Vincent Charles Silvino

Tayyab Tufail Godwin Sabu

Item Agenda, Decicions, Issues Person Responsible

1.0 Discussion

Briefly discussed Assessment 1 & 2, what they entail and the potential hurdles we may face, and how to juggle these.

After 5-10min, it was decided to proceed with the meeting with just two members in order to get the ball rolling on the project. 1.1 Chosen Topic overview

Discussed the topic that was selected back in Week One of the course;

Life transition stage - teen (young adult) to adulthood.

Discussed challenges faced during this time period, and what aspects a group program would be able to provide targeted assistance/support.

New responsibilities, new pressures, decreased familial support/backup, depression, anxiety, the impact on relationships(family & friends).

Develop self-esteem, sense of purpose, resillence, coping skills, work skills, financial/budget knowledge, sucessful independence. 1.2 Ideas/suggestions on group delivery (time/duration, location etc)

Breifly discussed running the program over x amount of weeks, once a week, for roughly one hour. Length of weeks will depend on topics we include in weekly sessions. TBC

Discussed target age to be 17yr or 18yr through to 25yrs.

Mentioned that for many young people, they can be a bit slower to get moving in mornings, so decided that an 11.30am time would suit and the group program could provide a light lunch also asssit in adding to the social aspect of the group.

This requires more discussion and will evolve as the projects initial stage progresses. 2.0 Assign tasks

This was very briefly discussed at last CHSUG 2001 tutorial.

As there were only two members present and this was a time-sensitive matter, the two members present allocated tasks to group members. Keeping in mind the areas people had previously mentioned were their preferences.

Table breakdown is attached. (Appendix D) 3.0 Schedule next meeting

Unfortunately due to low attendance, a future meeting was not established at this time.

Aimed to be determined at next class tutorial meet.

Action Items

Schedule next team meeting outside of class tutorial.

Each member begin research on their assigned tasks

Meeting Minutes - 2

Meeting/Project Name: CHSUG 2001 Group Project Start Time: 10:00am

Date of Meeting: Wednesday 3rd May 2023 End Time: 11:05am

Minute taker: Tanya Vincent Location: Fed Uni Mt Helen Campus

-24828517462500

Meeting Objective(s)

Second Meeting.

Thorough discussion of each section of the project.

Discuss any issues or concerns.

Present Apologies

Tanya Vincent Charles Silvino

Tayyab Tufail Godwin Sabu Item Agenda, Decicions, Issues Person Responsible

1.0 Discussion

Members went through full project, heading by heading. Discussed where each part was at, what needed to still be completed. Shared research ideas, interesting sources and highlighted important points to ensure we write about. 2.0 Tasks

Members raised questions and sought clarification on particular areas to ensure all on same page moving forward.

3.0 Schedule next meeting

Members agreed to two more meetings. One to be during next class tutorial and one in the final week before submission due date.

Action Items

All members attend tutorial on 10th May 2023 with their research/notes/writings.

Each member complete the research and writings of their section by the 14th May 2023. Forward completed work to Tanya, who will then format into one document and forward to Charles for final edit

Final meeting to be on Wednesday 17th May 2023 can be online if needed, TBC.

Meeting/Project Name: -1756410-7048500CHSUG 2001 Group Project Start Time: 12:25pm

Date of Meeting: 19th May 2023 End Time: 12:45pm

Minute taker: Tanya Vincent Location: Online -Teams

Meeting Minutes - 3

Meeting Objective(s)

Final Meeting.

Go over final edited report, all members to approve before submission

Present Apologies

Tanya Vincent Charles Silvino Godwin Sabu

Tayyab Tufail Item Agenda, Decicions, Issues Person Responsible

1.0 Discussion

-Members discussed the report in full, going over any concerns and minor amendments to make before submission.

-Unfortunately Godwin was not present for the meeting, thus making going over points within his section quite challenging. Members agreed to some minor word replacements in his section, however agreed to leave mostly as is, so as not to alter his work too much.

-Overall present members were pleased with report. Tanya to assist while Charles at placement and complete some minor formatting corrections, she will then forward document to Charles who will complete final read through, and make amendments he wanted to his section. Charles will be responsible for submitting completed report for grading, and will also forward this to all group members.

Appendix G

Group Member Contributions

Task Team Member Responsible

Overview of program.

A rationale of

-why the group is necessary (i.e., what need will it fulfil in the community)

-Evidence as to why a group program is appropriate to address this need (Why group and not individual support)

-Purpose and role of the group

-Group session weekly topics

-Program Flyer

-Meeting Minutes

-Appendices Tanya

Justification of the guiding principles you have used as a foundation for the program, including;

-theoretical basis

-group work model

-Final edit and submission Charles

Analysis of the ethical considerations relevant to this group program and how you plan to address them (including responses to ethical dilemmas/conflicts) Godwin

An explanation and justification of the practical considerations and pre-group planning decisions, such as;

-recruitment, location, accessibility, funding, number of sessions, group composition, leadership/facilitation, budget, etc

Discussion of how you will approach engagement and assessment in the group.

-Detailed plan for the monitoring and evaluation of the group and a justification for this. Tayyab

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