CAS102GroupworkAssessment1:GroupPracticumPreparation

Due:11:55pmSundayweek6

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Assessmentconsistsof:

PartA(5%):SessionPlan,templateprovided,forthegrouppracticumfacilitation session you are co-facilitating;

PartB(5%):PPTslidesforthegrouppracticumfacilitationsessionyouareco- facilitating; and

PartC(10%):Pre-Groupself-awarenessInventorybasedonthechecklistprovided below, aiming at helping you to develop self-awareness of various parts of your functioning to optimise your effectiveness as group work facilitators

Overview:

It is important to note that this unit takes a highly practical and experiential approach and that working with a co-facilitator in Assessments 1 and 3 may present new challenges for you as you not only have to prepare and deliver a group work psychoeducation session but also manage your relationship with yourco-facilitator.Asadultsandprofessionals-in-trainingyouwillbeexpected to take full personal responsibilityfor doing this thoroughly, proactively and effectively and will be marked partially on your willingness and capacity to do this.

Generalexpectationsandconstraints

• <!-- [if !supportLists]-->BoththesessionplanandthePPTslidesmustbe completedjointlywithyourco- facilitator and you will both be awarded the same marks for both tasks as they are a joint effort;

• <!-- [if !supportLists]-->ThePre-groupself-awarenessInventoryisanindividualtask,andeachstudent will be marked individually;

• <!-- [if !supportLists]-->Everystudentistosubmitallthreepartsoftheassessmentindividually,notingin the assessment cover page the name and student number of their co-facilitator. Failure to do this may result in marks being deducted.

• <!-- [if !supportLists]-->You are expected to address any difficulties that may arise in completing this assessment in a timely manner, first with your co-facilitator, and then, if necessary,withyourlecturer.Thisreflectsreal-lifeworkexpectationsthatyou

• firstattemptto manage difficulties with a colleague directly and then involve your manager(i.e.:tutor)if thatdoesnotresolvetheissue.Failuretodothiswillresult in marks being deducted.

Specificrequirements

<!-- [if !supportLists]-->

(a)

<!--[endif]-->Sessionplan

Asession plan will support you in developing a focussed and well-structured psycho-educationsessionfocussingonamentalhealthtopic(e.g.:Managing

stress,Mindfulness,Angermanagement,Assertiveness,Self-care)ofyourchoice subject to your lecturers/tutors approval. Trauma and similar topics that may be highly triggering for GMs or may not be covered adequately in a 40-minute sessionwillnotbeapproved.UsetheSessionplantoensureyoursessionwill(a) include necessary information (content), but also (b) present it in a way that is engaging, interactive and maximises group participation and learning (process).

Youwillexplorethisinmoredetailinyour classesandtutorials.

Elementstoinclude (youcanchangetheorderasyouseefit):

• <!-- [if !supportLists]-->Introductions;

• <!-- [if !supportLists]-->Grouprules(canbeabbreviatedtoreflecttheshortlengthofthesession but must include confidentiality and exceptions to the same);

• <!-- [if !supportLists]-->Warmer(shouldbekeptshortandgiventhetimeconstraintsitmaybe helpful if it is related to the topic of the session, e.g.: eliciting the GMs knowledge and understanding of the topic);

• <!--[endif]-->Contentrelatedtothesessiontopic

• <!--[endif]-->Exercise/sallowingtheGMstoapply/explore/demonstratewhattheyhave learned;

• Closingofthegroup

Youwill bemarkedonthefollowing:

• <!-- [if !supportLists]-->Doestheplanmeettheagreedaimsandobjectives?

• <!-- [if !supportLists]-->Isthereasufficientvarietyofmethodssothatthegroupisengagedand stimulated?

• <!--[endif]-->DoestheplanincludesituationswhereGMsinteractandparticipateactively?

• <!-- [if !supportLists]-->Isthetimingreasonable?Doestheplanallowforrunningoverorunder?

• <!-- [if !supportLists]-->Doesthesessionfollowalogicalsequencefrombeginningtoend?

• <!-- [if !supportLists]-->Doestheplanhavean identifiablebeginning,middleandend?

<!-- [if !supportLists]-->

(b)

<!--[endif]-->PPTslides

• YourPPTslidesareanessentialcomponentofyourpsycho-educationsession and this assessment. While you will explore this area in more detail in your classes and tutorials, here are some important points to keep in mind:

• <!-- [if !supportLists]-->Yourslidesaretobebasedonatemplate(i.e.:avoidsimpleletterson white/blank background) to look attractive and professional;

• <!-- [if !supportLists]-->Yourslidesaretouseaconsistenttemplate,fontandformattinginevery slide;

• <!-- [if !supportLists]-->Eachslideshouldhavenomorethan40-50words/slide;

<!-- [if !supportLists]-->Youareexpectedtouseabbreviatedbulletpointsthatyouexpandonfrom memory rather than copying and pasting large amounts of text to read

out.Failureto do thiswillresultinlossofmarks;

• <!-- [if !supportLists]-->Youmustproof-readandspell-checkallcontent;

• <!-- [if !supportLists]-->Keep in mind that your objective is to stimulate the group membersreflections,interaction,sharingandcontributionsitisimportanttoavoid making the session facilitator-centred with a lot of content delivered on many slides as you are not delivering a traditional teaching session.

<!-- [if !supportLists]-->

(c)

<!--[endif]-->Pre-groupself-awarenessInventory

Ourpsychologicalmake-upandpersonalqualitiescanhaveapowerfulimpacton how effective we are in facilitating groups. This makes it important that we develop a good level of self-awareness. You are to write a 400-600 word

reflectiononhowthefollowingpoints -andothersexploredinyour classesand tutorials, researched by you, or experienced byyou in previous group activities such as team sports, for example - may impacton your group facilitation style. Youarenotexpectedtoofferfirmfacts,butrathertospeculatereflectively.Feel free to use examples from your past to demonstrate your points.

• <!-- [if !supportLists]-->Whatareyourthoughtsandfeelingsaroundfacilitatinggroupsingeneral? How might these impact on your facilitation?

• <!-- [if !supportLists]-->Whatisyourrelationship andlevelofcomfortwithhavingandexercisingpower and how might this impact on your group work facilitation?

• <!-- [if !supportLists]-->Whatisyourrelationshipwithconflict(e.g.:isyourdefaultreactiontofight,run or freeze) and how might this impact on your group work facilitation?

• <!-- [if !supportLists]-->Howcomfortableareyou beingchallengedandhowmightthisimpactonyour group work facilitation?

• <!-- [if !supportLists]-->Howcomfortableareyouwithsilenceinagroupsetting andhowmightthis impact on your group work facilitation?

• <!-- [if !supportLists]-->Howcomfortableareyouwith settingboundaries(limits)withothersandhow might this impact on your group work facilitation?

• <!-- [if !supportLists]-->Whatareyourthoughtsandfeelingsaroundself-disclosureandhowmight this impact on your group work facilitation?

• <!-- [if !supportLists]-->Anyotherfactorsthatyouareawareofthatmayimpactonyourfacilitation style?

• <!-- [if !supportLists]-->Whatpastexperiencesofgroupwork(e.g.:sportsteams,socialgroups,work teams)haveyouhadandwhathaveyou learnedaboutyourselfandhowyou operate in groups that can support your reflections above?

• <!-- [if !supportLists]-->Are you aware of any cultural factors(e.g.: attitudes towards gender and/or respecttobeaccordedtosomeonebasedontheirageorposition)thatmay have an impact on your facilitation style?

• <!-- [if !supportLists]-->Afterconsideringtheabove,whatdoyouseeasyourpotential strengthsandweaknesses as a group work facilitator?

• <!--[endif]-->Howcanyoudevelopyourstrengthsandminimiseyourweaknesses?

• <!-- [if !supportLists]-->If after reflecting and writing about the above points you would like to include

  - or need - more material, consider reviewing and writing about relevant parts of the Spotlight on the Facilitator sections in each chapter of your recommended text Developing Facilitation Skills by Prendiville (2008).