For this assessment you will write a group facilitation program for adults. This program will deliver a 15-to-20-minute positive psychology activity (maximum of 20 minutes), together with key elements of successful groups (introduction, icebreaker, ending). The full group program with activity and key elements will run for 60 minutes (1 hour). 

Your program will be written as though another facilitator will run your program and will need facilitation directions. Facilitation directions tell the facilitator what they will need to do to and say to facilitate the program.

The group facilitation plan should consider how to provide an optimal learning environment for an adult learner, how to best leverage group dynamics, and apply goal setting and motivation theory and skills. Workshops and Moodle content will help you develop this knowledge.

Your group facilitation program will include:

1. The name of your group session and a brief statement of its purpose
2. Brief outline of who the group is targeting as participants (age, circumstances, number of people)
3. Facilities: room/online environment, media, required resources
4. Three (3) program Learning Outcomes which meet the criteria of: realistic, accurate, experiential, clear expression, and a single focus for each outcome 
5. Directions to your facilitator for: 
    
   i. Preparing for the group (i.e., what do they need to have ready in order to run the group well) 
   ii. Introducing themselves and the program and Acknowledging Country 
   iii. Running an icebreaker which  
         a. meets the criteria for effective icebreakers (see the ‘Checklist for a good icebreaker’) on Moodle 
         b. enhances one of the ten positive emotions identified by Barbara Fredrickson  
   iv. Offering psychoeducation on the topic which is evidence-based yet translated into accessible language in a compelling narrative 
   v. Running an activity which meets all four criteria for the definition for a positive psychology activity (see your Moodle workbook ‘Positive Psychology Activities’)  
   vi. Ending the session:  
        a. An exercise to check one Learning Outcome is met. The exercise will: 
            - be clearly connected to LO (i.e., it will measure whether this LO has been met); 
            - avoid social desirability bias; and
            - be simple to do.
         b. An exercise to consolidate and transfer learning using effective goal-setting and motivation strategies which: 
             - supports agency and choice;  
             - utilizes the group environment;  
             - is specific and concrete.   
    
   6. Accurate and realistic timings for each element in the program  
    
   7. An evaluation form for your participants to complete which gathers information that you can use to reflect on your practice. This form will be submitted with Assessment 1 to provide you with feedback, and then the finalised feedback form is given to your group participants to complete  to assist you with evaluating the group experience. The form should include questions to gather relevant and usable feedback on the: 
    
      i.  Practical elements  
      ii.  Delivery 
      iii. Content 
      iv. Experience 
    
    
   8. A reference list citing the evidence-base of the positive psychology activity you are planning to deliver.  
   
   

Word count

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

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


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

What to submit:

1. Your group facilitation guide
2. A list of references for the positive psychology activity you are planning to deliver
3. A participant evaluation form

    

The work will be assessed on:

1. Effectiveness of program elements and structures for enhancing eudaimonic wellbeing and optimising learning for adults in a group environment. Elements and structure includes:

         - Learning Outcomes - realistic, accurate, experiential, clear

         - Icebreaker - meets effective icebreaker checklist, enhances positive emotions, innovation

         - Psychoeducation - accurate evidence, use of narrative and storytelling

         - Positive Psychology Activity - evidence-base and connection to eudaimonic wellbeing

         - Ending - quality of evaluation of one Learning Outcome and transfer of learning applying goal-setting theory

         - Inclusivity and accessibility

2. Quality of facilitation directions - clarity, supports empathic facilitator responses
3. Usability and quality of participant feedback evaluation form

For this assessment, you will deliver part of your program you developed in Assessment 1, the psychoeducation and positive psychology activity, to a group of students in this unit. You will also ask people to complete the participant feedback form you developed for Assessment 1 to help you collect relevant feedback on your session. (The completed feedback forms do not need to be submitted.)

Zoom and recordings

These sessions will be run online using Zoom at a time that suits all the members of your group.

You will submit a video recording from Zoom of the session. The recording needs to show you and your slides and the participants at all times so it can be marked for body language, Zoom use and background.

Length

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

What to submit

An unedited recording of the session which clearly shows you, the other participants and your slides at all times.

The work will be assessed on:

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

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

1. One aspect of the group facilitation that you felt went particularly well
2. One aspect of the group facilitation that you felt did not go to plan/was challenging/unexpected
3. How you will address the challenging element in future group facilitation, through changing your practice and developing new skills

In sections 1 and 2 please include both:

i. what you observed to support your reflection that an element worked/didn’t work as well as hoped and;
ii. an analysis of why an element worked/didn’t work so well.

For section 3, based on your reflection, consider:

1. How might you run this group differently in future?
2. What specific goal/s will you set for yourself?
3. What specific skills do you need to set these goals? (e.g., further study, practice, mentor, feedback)

Word count

Each section should be 350-400 words in length, for a total of 1050 to 1200 words. The maximum word count is 1,200 words. Meeting the word count is included as a part of the marking criteria in your marking rubric on Moodle. See the Psychology Word Count Information document on Moodle for a rationale for using this type of word limit restriction.

 The work will be assessed on:

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