Overview
In this unit, you will develop a range of practical evidence-based coaching skills and approaches for working with individual clients on positive behaviour change. Whilst the focus is primarily on coaching individuals, skills and knowledge gained in this unit will also assist you when working with couples, families and groups. Your practical coursework will include learning how to enhance motivation, interpersonal skills, resilience, wellbeing, goal achievement, positive habits, confidence, and personal empowerment. Please note: you will be required to attend an after-hours, online, skills-based workshop for 2 hours each fortnight of term.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2019
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Have Your Say and email feedback.
Many students reported that they felt very positive about the assessment and skills-development workshop approach.
The unit structure and assessment will remain in place for 2019.
Feedback from Have Your Say and email feedback.
Feedback received outlined that having eleven 3-hour compulsory workshops was onerous and too many or too long. Conversely, a number of students commented that whilst attending the after-hours workshops did put pressure on their personal life, they greatly valued the skills, knowledge and practice gained.
The course team members have reviewed the number of compulsory workshops and determined that the weekly content for each of the workshops makes an important and necessary contribution to the development of coaching skills in the unit. As such, the same number of compulsory after-hours workshops will continue in 2019.
Feedback from Have Your Say.
One feedback item suggested that more elaborate details could be provided for the assessment regarding the type and amount of reported dialogue required in the assessments.
This issue became apparent after the first assessment submissions and clarification, with examples, was provided for the second assessment. In 2019 this elaborated information will be provided in the Assessment Guides.
- Apply principles of positive change to plan and conduct professional coaching sessions with individual clients
- Evaluate and justify your coaching session methods
- Evaluate and reflect upon your personal and professional development as a coaching practitioner.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Practical Assessment - 45% | |||
| 2 - Written Assessment - 45% | |||
| 3 - Reflective Practice Assignment - 10% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Knowledge | |||
| 2 - Communication | |||
| 3 - Cognitive, technical and creative skills | |||
| 4 - Research | |||
| 5 - Self-management | |||
| 6 - Ethical and Professional Responsibility | |||
| 7 - Leadership | |||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||
|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | |
| 1 - Practical Assessment - 45% | ||||||||
| 2 - Written Assessment - 45% | ||||||||
| 3 - Reflective Practice Assignment - 10% | ||||||||
Textbooks
There are no required textbooks.
Additional Textbook Information
There are no prescribed textbooks for this unit. Resource material and suggested additional resources will be provided throughout the term.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 6th Edition (APA 6th edition)
For further information, see the Assessment Tasks.
d.every@cqu.edu.au
Module/Topic
Foundations, concepts and principles of positive psychology coaching
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Coaching skills fundamentals
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Zoom Tutorial: Week 2 Tuesday (23 July 2019) 6:30-8:30 pm AEST
Module/Topic
Working with Strengths I
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Working with Strengths II
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Zoom Tutorial: Week 4 Tuesday (6 August 2019) 6:30-8:30 pm AEST
Module/Topic
Working with Positivity I
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
No modules/topics this week
Chapter
Events and Submissions/Topic
Module/Topic
Working with Positivity II
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Zoom Tutorial: Week 6 Tuesday (27 August 2019) 6:30-8:30 pm AEST
Module/Topic
Working with Goals
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Positive Diagnosis
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Zoom Tutorial: Week 8 Tuesday (10 September 2019) 6:30-8:30 pm AEST
Module/Topic
Positive Assessment I
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Positive Assessment II
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Zoom Tutorial: Week 10 Tuesday (24 September 2019) 6:30-8:30 pm AEST
Module/Topic
Positive psychology coaching across the life span
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Module/Topic
Working with Indigenous Australians
Chapter
Please see selected readings and activities on Moodle
Events and Submissions/Topic
Zoom Tutorial: Week 12 Tuesday (8 October 2019) 6:30-8:30 pm AEST
Module/Topic
There are no examinations for this unit.
Chapter
Events and Submissions/Topic
Assessment Three Due: Review/Exam Week Monday (14 Oct 2019) 9:00 am AEST
Module/Topic
There are no examinations for this unit.
Chapter
Events and Submissions/Topic
1 Practical Assessment
For this assessment, you will choose an adult volunteer to coach in one simple, non-counselling, area of wellbeing-related behaviour change. A detailed Assessment Guide will be provided in the Moodle Unit homepage with full details of the requirements. Three coaching sessions, and two critiques, will be conducted across Assessments 1 and 2 - one coaching session for Assessment 1, and two coaching sessions for Assessment 2, and one critique per assessment.
Assessment 1 requires:
- Informing a prospective client via the supplied information sheet as to the aim and requirements of the assessment task and obtaining the client's written consent to participate. The consent form needs to be submitted prior to commencing sessions with the client
- Conducting 1 x 1-hour introductory coaching session with the client, adhering fully to the requirements and protocols detailed in the Assessment Guide
- Submitting a written analysis (critique) of this first coaching session, as detailed in the Assessment Guide and specified in the rubric
- Submitting a full audio recording of the coaching session
This first session will include key coaching fundamental skills in relationship building (e.g. listening skills) and include key elements of an initial positive psychology coaching session (describing positive psychology coaching and establishing a contract between the coach and client).
Week 7 Monday (2 Sept 2019) 9:00 am AEST
Submitted in Moodle via an Assessment 1 portal. Details will be provided in the Assessment Guide.
Week 9 Monday (16 Sept 2019)
Feedback and grade for this assessment will be provided within 2 weeks of submission.
You will be assessed on:
- Adherence to all the requirements, protocols and session inclusions for the coaching session, and write-up requirements, as outlined in the Assessment 1 Guide and specified in the marking rubric
- Your ability to undertake a methodical, ethical and professional approach to the coaching process and coaching relationship
- The quality of your critiquing and evaluations of the coaching session
- Demonstrated application in the coaching session of a range of coaching relationship-building skills and approaches taught and practiced in the workshops, and specified in the Assessment Guide and rubric
Detailed information regarding assessment requirements and criteria can be found in the Unit and Assessment Guide on Moodle.
In order to pass the unit, you will need to score at least 50% in this assessment.
IMPORTANT INFORMATION REGARDING PASSING THIS UNIT.
Due to the ethical requirements of working with a real client, and for your safety, non-adherence to the ethical and safety requirements detailed in the Assessment Guide may result in a Fail grade being recorded for you in this unit.
- Apply principles of positive change to plan and conduct professional coaching sessions with individual clients
- Communication
- Cognitive, technical and creative skills
- Ethical and Professional Responsibility
2 Written Assessment
For this assessment, you will undertake a further two coaching sessions with your client and submit a critique of these two sessions.
Assessment 2 requires:
- Conducting a further 2 x 1-hour coaching sessions with the client, adhering fully to the requirements and protocols detailed in the Assessment Guide and specified in the rubric
- Submitting a written analysis (critique) of these coaching sessions, as detailed in the Assessment Guide and specified in the rubric
- Submitting a full audio recording of the coaching sessions
The second and third sessions will include key coaching fundamental skills in relationship building (e.g. listening skills) and include key elements of a positive psychology coaching session (e.g. identifying strengths, using a positive psychology assessment/s, setting a goal, instructing the client in a positive psychology intervention)
Review/Exam Week Monday (14 Oct 2019) 9:00 am AEST
Submitted in Moodle via an Assessment portal. Details will be provided in the Assessment Guide.
Exam Week Friday (25 Oct 2019)
Feedback and grade for this assessment will be provided within 2 weeks of submission.
You will be assessed on:
- Adherence to all the requirements, protocols and session inclusions for the coaching session, and write-up requirements, as outlined in the Assessment 2 Guide and specified in the marking rubric
- Your ability to undertake a methodical, ethical and professional approach to the coaching process and coaching relationship
- The quality of your critiquing and evaluations of the coaching sessions
- Demonstrated application in the coaching session of a range of coaching relationship-building skills and approaches taught and practiced in the workshops, and specified in the Assessment Guide and rubric
Detailed information regarding assessment requirements and criteria can be found in the Unit and Assessment Guide on Moodle.
In order to pass the unit, you will need to score at least 50% in this assessment.
IMPORTANT INFORMATION REGARDING PASSING THIS UNIT.
Due to the ethical requirements of working with a real client, and for your safety, non-adherence to the ethical and safety requirements detailed in the Assessment Guide may result in a Fail grade being recorded for you in this unit.
- Evaluate and justify your coaching session methods
- Knowledge
- Self-management
- Ethical and Professional Responsibility
3 Reflective Practice Assignment
For this assessment, you will write a reflective journal to chronicle your reflections, insights, and ongoing development of knowledge and skills in positive psychology coaching. You will submit a reflective practice journal with four journal entries (300-500 words each). The journal entries will document your experience in the practice coaching sessions you will conduct with your unit practice partner. (The unit practice partner will be a fellow student with whom you will undertake at least four practice sessions throughout the term. Your unit coordinator will set up practice partnerships in the first Zoom workshop).
Your journal entries will document:
- reflections on the content of each practice session
- your growing understanding of positive psychology coaching skills
- reflections on progress and challenges in implementing positive psychology coaching skills
- an evaluation of changes in your perceptions, beliefs, and behaviour as a positive psychology coach
Further task details will be available on the unit Moodle site.
Review/Exam Week Monday (14 Oct 2019) 9:00 am AEST
Submitted in Moodle via an Assessment portal. Details will be provided in the Assessment Guide.
Exam Week Friday (25 Oct 2019)
Feedback and grade for this assessment will be provided within 2 weeks of submission.
You will be assessed on
- Self-reflection and examination of your own learning and skills development as a positive psychology coach
Detailed information regarding assessment requirements and criteria for assessment can be found in the Unit and Assessment Guide on Moodle.
In order to pass the unit, you will need to score at least 50% in this assessment.
- Evaluate and reflect upon your personal and professional development as a coaching practitioner.
- Knowledge
- Communication
- Self-management
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
