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

Part 1

Summarise an issue that impacts a disenfranchised group and/or an environmental issue and the systemic causes of this issue.

The summary will:

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

Word length for Part 1: 1,000 (+/- 10%) The word limit for this section excludes your reference list.

Part 2

Identify four (4) existing initiatives that respond to your issue.

The initiatives must meet two criteria:

1. Be community-led.
2. Uses transformative principles.

For each initiative please include:

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

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

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

This assessment will be evaluated on:

1. Critical awareness demonstrated in the identification and outline of a relevant social/environmental issue
2. Understanding of systems theory in the analysis of the social/environmental issues
3. Understanding of transformative principles of change by accurately identifying these principles in existing initiatives
4. Research skills demonstrated in breadth and depth of reading, understanding research findings, quality of resources use and use of APA formatting
5. Written communication skills through a logical structure, clear prose, spelling and grammar, and adherence to word limit

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

The word count for this assessment (both parts) is 2,000 words (+/- 10%). Meeting the word count is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of word limit restriction.

For Assessment 2, you will choose two of the initiatives collated in Assessment 1 and critically evaluate these.

Part 1: How does the initiative embody community-led, transformative and sustainability principles?

This first part of the assessment delves more deeply into how the initiative implements community-led, transformative and environmentally sustainable change. Identify how the initiative embodies these principles in:

1. Their framing/understanding of the causes of the issue (individual or systemic)
2. The types and extent of changes they are aiming for (ameliorative or transformative)
3. How people are viewed (deficit or strengths view)
4. How the initiative and interventions are designed and led (outsiders or people with lived experience)
5. How the initiative impacts the environment. Consider in this section ‘environment’ in its non-Indigenous sense (eco-systems) and also in the Indigenous systems thinking, i.e. in terms of how it considers relationality between people, plants, animals, future generations.

Part 2: How does the initiative implement Diversity, Equity, Inclusion, Accessibility?

How diverse, equitable, inclusive, and accessible is the initiative? You might not find overt statements about this so you need to consider how this is reflected, or not reflected, in the initiatives':

1. make-up of their board/governance structure
2. usability of their building/website
3. language and images they use
4. their inclusion of marginalized groups such as people from lower socioeconomic backgrounds, LGBTQIA+, Indigenous, CALD, neurodiverse, differently abled.

Part 3: How do they create change?

In this part of the assessment, you will look more closely at the practical implementation – how does the initiative try and create transformative change?

List the initiative’s elements i.e., what are the practical things this initiative does to try and achieve their desired change? (e.g., using a community garden to increase employment skills; providing free transport or a cost-free/sponsored ticket to events; have a board chaired by people with lived experience).

Part 4: Are these effective ways to create change?

We also want to know whether what an initiative does is effective or not. Using quality peer-reviewed empirical journal articles and scholarly books, for each element of the initiative identify and summarise the research support for:

1. the systemic outcomes of this activity (e.g., changes in environmental conditions; changes in power (e.g., who is making decisions); access to resources)
2. the individual wellbeing outcomes (e.g., enhanced connection, resilience).

Part 5: Critique and discuss relevant limitations and gaps of the initiatives.

You will use the information you’ve developed above (i.e., on community-led, transformative, DEIA and sustainability principles and research evidence), to identify gaps in the initiative.

Part 6: How might they improve?

Suggest practical improvements based on your critique that could be made to the two initiatives so that they better meet their proposed outcomes and improve their inclusivity and environmental impact.

The assessment will be evaluated on:

1. Application of knowledge of inclusivity, sustainability, transformative change and community-led principles in the identification of how these are embodied (or not) in an existing initiative
2. Use of research evidence demonstrated in the breadth and depth of reading and understanding to evaluate the efficacy of the initiatives
3. Critical thinking demonstrated in the use of research evidence, inclusivity, sustainability, transformative change and community-led principles to identify gaps and limitations in an existing initiative
4. Application of this critical thinking to create practical recommendations for addressing these gaps and limitations
5. Referencing, including quality of sources, accuracy and comprehensiveness of referencing, and referencing formatting in APA style
6. Written communication skills through a logical structure, clear prose, spelling and grammar, and adherence to word limit

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

The word count for this assessment (both parts) is 2,500 words (+/- 10%). Meeting the word count is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of word limit restriction.

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

You will present your initiative in a recording of a presentation.

The presentation will include:

1. The name of your initiative

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

3. A brief outline of existing initiatives and the limitations of these and how your program will address these limitations, or gaps in what is available through existing initiatives and how your program addresses this gap.

4. Describe your initiative:

    a. What it is, i.e., outline its program elements and what these will look like. 

    b. How the initiative addresses the issue. For the how part, you will:

•  Use research evidence to show the research support for each element.
•  Use community-led principles and outline how the program embodies these principles
•  Use transformative change principles and outline how the program fits with these frameworks using either/both the ABCD and SPEC models
•  Outline the ways it incorporates environmental sustainability into the design, and consider how it responds to the wider concepts of relationality in Indigenous systems thinking
• Outline the ways it addresses diversity, equity, inclusion and accessibility

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

6. Provide a reference list of all research, image, and sound sources as the final slide of your film and in a separate word document to be submitted with your presentation.

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

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

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

1. Knowledge of a social/environmental issue
2. Demonstrate knowledge of research evidence, transformative change, community-led practice, inclusivity and environmental sustainability in the creation of an initiative using these principles
3. Demonstrate oral communication skills in the creation of a persuasive short film
4. Referencing, including quality, comprehensiveness and accuracy of referencing, and use of APA formatting
5. Adherence to time limit

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

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