For this assessment you will conduct a short (5 minutes minimum to 6 minute maximum) coaching session with another student from this unit * using foundational skills to develop a positive working alliance and Active Constructive Responding.

Preparation for this assessment:

There are readings and video resources on creating a positive working alliance, active listrening and Active Constructive Responding (ACR) available on Moodle. We will be practising these skills using role plays, self-reflection, and group discussions in the first of the unit workshops.

Instructions for the coachee:

Prior to the coaching session, the coachee chooses a recent positive experience in their lives (e.g. an achievement at work or in study or in their personal goals such as fitness, receiving an award, completing a project, being recognised in their community or for their volunteering, planning an important trip, achieving a life milestone).

Instructions for the coach:

The coach will ask the coachee to share their chosen positive event. They will use Active Listening and Active Constructive Responding to encourage the coachee to share about this positive event.

The coaching session must include:

1. Body language to build the positive working alliance
2. Active listening: A minimum of 3 paraphrases, or 2 paraphrases and a summary to the coachee
3. Active Constructive Responding: A minimum of 3 active constructive questions

Submission:

You will submit a video recording of the coaching session. Your video recording must show both the coach and the coachee throughout the video.

The coaching session is a minimum of 5 and a maximum of 6 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 for a rationale for using this type of restriction.

*Your Unit Coordinator will set up the groups of 3 for the first assessment in the first workshop. You will each take on the role of coach and coachee in your small groups.

The coaching session will be assessed on:

1. Development of a positive working alliance using empathic and authentic connection, including use of non-verbal communication
   
2. Use of Active Listening skills, specifically accuracy, appropriateness and timing of paraphrases and/or summary
3. Eliciting and supporting positive emotions through Active Constructive Responding
   

In this assessment, you will create a Hope Map with your coachee, who will be another student from this unit*.

Preparation for this assessment:

There are resources for creating a Hope Map on Moodle. We will use role playing exercises and self-reflection activities and group discussions in the unit workshops to practice Hope Mapping with clients.

The coaching session/s:

The coach guides the coachee through a session/s (it may take more than one) to develop a Hope Map.

Instructions for the coach:

The Hope Map draws on goal-setting skills and combines these with an understanding of Snyder’s theory of hope (agency plus pathways). The coach should be familiar with this theoretical underpinning to lead their client to the development of a usable Hope Map which could support the client to reach an identified, realistic goal in a reasonable timeframe.

The coach runs the session/s as a real-world coaching session (i.e. as if you were in a coach and client relationship not doing an assessment).

You will:

1. Outline the exercise and its purpose and provide the necessary resources for creating the Hope Map (e.g. use the whiteboard function in Zoom).
2. Guide the coachee to develop a eudaimonic, self-concordant, intrinsic, PERMA-oriented goal.
3. Guide the coachee to frame this goal using the SMART framework.
4. Develop a Hope Map (goal, pathways, obstacles, strengths, support) using skillful questioning and discussion.
5. Design the final Hope Map in such a way that it supports your client to use the map as a hope enhancing tool through the imagery, colour and layout.

Throughout the session/s you will draw on foundational coaching skills of active listening to build the positive working alliance.

Instructions for the coachee:

The coachee does not complete the Hope Map on their own. If you are the coachee you will work with your coach as a client so that they are able to complete the Hope Map process with you. For example, it is important to be open to the questioning process and open to your coach’s feedback, e.g. do not insist on creating a large or unrealistic goal which would mean your coach would be marked down for the goal-setting aspect of the assessment.

Do not choose weight loss as a goal. It requires specialist knowledge to coach a client safely in this kind of goal.

Submission:

The coach will submit the completed Hope Map developed for your coachee.

The completed Hope Map must include:

1. One (1) eudaimonic, self-concordant, intrinsic, PERMA-oriented SMART goal
2. Three (3) pathways to that goal
3. One (1) obstacle for each of the 3 pathways
4. Two (2) identified strengths for reaching the goal
5. One (1) support person identified
6. One (1) way of measuring progress towards the goal

There is no word limit, but the recommended length of the Hope Map is one page which could be an A3 size page or an A4 page in landscape. This is so it works as a hope reminding tool – if it can be posted somewhere visible and is easily accessible then this will boost people’s likelihood of using it and the likelihood of it increasing hope.

* The groups of 3 are the same for the first and second assessment. You will take turns being the coach and coachee.

The Hope Map will be evaluated on:

1. Understanding and application of eudaimonic, intrinsic, self-concordant goals
2. Understanding and application of goal-setting principles to develop a SMART goal
   
3. Understanding and application of hope theory to the development of the Hope Map
   
4. Accurate and appropriate completion of all parts of the Hope Map (SMART goal, pathways, obstacles, strengths and supports)

In Assessment 3 you will develop a client strength resource that you could use as part of a debriefing session with a client after they have completed the VIA (Values in Action) survey.

Preparation for this assessment:

There are resources about strengths on Moodle. We will use brainstorming and group discussions in the fourth workshop to explore definitions of strengths and how we may debrief with clients about negative perceptions of strengths.

Task Instructions:

Choose one strength from this list of the lesser-known strengths that clients may perceive negatively or not understand:

• fairness
• forgiveness
• perspective
• social intelligence

Create a client handout on this strength that you would give to them to take home as part of your debriefing that would help them see this strength positively.

The client handout will include:

1. A definition of this strength (i.e. what it is)
2. A minimum of one (1) creative alternative name for this strength
3. A minimum of three (3) positive aspects of the strength (i.e. why is it valuable). You might use research here if there is available research on the aspects of life to which this strength contributes.
4. Identify a minimum of one (1) example of what this strength looks like when being used positively in the world.

For both 3 and 4 you could you can also use your empathic, creative, imaginative skills to highlight why this strength is valuable and what it looks like in the real world e.g. you might identify particular people in the public eye or book and movie characters who display this strength.

As this will be a client resource, make it accessible and interesting.

Accessible: Please ensure that you use clear and simple language, and images and resources which do not exclude specific intersectional experiences (i.e. do not use language and resources exclusive to white, straight, cis-gendered, able-bodied, middle-class people).

Interesting: Please use formatting such as fonts, colours and images to enhance the resource. You can use sayings, poems, links to movies and books, artwork – any creative ways to illustrate why this strength has hidden beauty underneath its slightly off-putting title!

The client resource on strengths will be evaluated on:

1. Insight into the character strength demonstrated through the use of research and cultural references (movies, books, people)
   
2. Applying this knowledge to assist clients to develop more positive perspectives on a strength
   
3. Demonstrating creativity and accessibility in the design of the resource