For this assessment, you will conduct a short coaching session (no less than 5 minutes, no more than 7 minutes) with another student from this unit. This exercise will demonstrate your understanding and practice of key coaching skills.

 
Key Skills to Demonstrate

1. Building a Positive Working Alliance:

• Unconditional Positive Regard: Accept the coachee without judgement
• Accurate Empathy: Understand and reflect their feelings
• Warmth and Congruence: Be genuine, approachable, and consistent in your words and actions
• Use verbal and non-verbal cues to show you’re actively engaged.

2. Active Constructive Responding:

• Encourage the coachee to deeply share a positive experience by asking questions that are coherent with the Active Constructive Responding (ACR) framework.

Preparation Steps:

• Review Resources: Check Moodle for readings and videos on coaching skills (building a positive working alliance and asking Active Constructive Responding questions)
• Learn: Participate in role-plays and group discussions in the first workshop to refine your approach
• Practice: Practice the skills with your unit partners and others.

Instructions for the Coachee:

Choose a positive experience to share. This could be:

• An achievement (personal, academic, or professional)
• Recognition (awards, milestones, or community contributions)
• A memorable trip or experience

Instructions for the Coach:

Begin the session by asking the coachee to share their positive experience.

Use these skills throughout the conversation:

• Non-Verbal Skills: Maintain good eye contact, open posture, appropriate facial expressions, and a warm tone of voice.
• Verbal Skills:
  • Include at least 3 paraphrases or 2 paraphrases and a summary.
  • Ask at least 3 active constructive questions to help the coachee elaborate on their experience.
  • Stay present and engaged: Avoid reading pre-prepared questions.
     

Video Submission Guidelines:

• Record the session unedited: Submit a single, continuous video showing both participants clearly.
• No edits: Ensure the video shows the entire conversation without cuts.
• Minimum duration: 5 minutes. Maximum duration: 7 minutes.
  
  

Use of Generative-AI (GenAI) Tools:
Generative-AI must not be used for this practical assessment. Your unedited recording of your session with your client must show your ability to build a positive working alliance through verbal and non-verbal skills and respond in real time to a client's experience by applying ACR. You are not permitted to use Generative AI technology to:

• Change any aspect of your physical appearance (particularly your eye movement) or your nonverbal behaviour (such as your facial expression and body movements)
• Change your spoken communication (including speech and paralinguistic interjections)

Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.

The submission of your coaching session as a coach will be evaluated on:

1. Use of non-verbals: body language (physical position, eye contact, facial expression) and voice tone and pace to develop a positive working alliance
2. Use of verbal skills of paraphrasing and summarising to build positive working alliance
3. Use of skillful Active Constructive questions to explore the positive aspects of the experience
4. Adherence to time limit.

In this assessment, you will create a Hope Map with a coachee (another student from this unit). This exercise will demonstrate your coaching skills and understanding of hope theory and eudaimonic goals.
 
Preparation Steps:

1. Review Resources: Access the Hope Map resources on Moodle.
2. Practice: Engage in role-play exercises, self-reflection activities, and group discussions in the second workshop. This will help you become comfortable guiding others through Hope Mapping.
    

Coaching Session Overview:

You will lead a coaching session (or multiple sessions) to develop a Hope Map for your coachee. Treat it as a real coaching experience, not just an assessment task.
 

Instructions for the Coach:

Your goal is to guide the coachee in creating a meaningful and realistic Hope Map for reaching a eudaimonic goal. This coaching process combines goal-setting techniques with Snyder’s theory of hope and principles of eudaimonia (happiness through personal growth and connection to larger purposes).

Steps to Follow:

1. Explain the Purpose: Begin by explaining the Hope Map process and its purpose (to foster hope and support meaningful goals) to your coachee.
2. Develop the Goal: Help the coachee identify a eudaimonic goal —focused on caring for something larger than oneself.
3. Use the SMART Framework: Guide the coachee in setting a Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goal.
4. Gather information for use in the Hope Map. Use your skillful questioning techniques to elicit information for the components of the Hope Map:
   • Goal: Clearly state the eudaimonic goal and how it fits within the SMART framework.
   • Pathways: Identify three pathways (action plans) to achieve the goal.
   • Obstacles: List one obstacle for each pathway (3 obstacles total).
   • Solutions: Develop one way to overcome each obstacle.
   • Strengths: Identify two personal strengths that will help the coachee reach their goal.
   • Support: Identify two sources of support (e.g., people, animals, natural spaces, or practices).
   • Progress Measure: Establish one way to track progress toward the goal.
5. Create and design the Hope Map.  Using the information from your coachee, create a visually engaging Hope Map using colors, imagery, and a clear layout. This will make it a useful, hope-enhancing tool that the coachee can refer to regularly.

 
Instructions for the Coachee:

• Choose a eudaimonic goal that connects you to a larger purpose.
• Be open and engaged during the session. Work collaboratively with your coach and stay realistic about the goal’s size and timeframe. This ensures a fair assessment for your coach.

Submission Requirements:

The coach will submit the completed Hope Map, which must include:

1. One SMART eudaimonic goal.
2. Three pathways to reach the goal.
3. Three obstacles (one for each pathway).
4. Three solutions (one for each obstacle).
5. Two personal strengths identified.
6. Two sources of support.
7. One way to measure progress.

Format:

• Recommended length: One page (A3 or A4 landscape).
• The Hope Map should be visually appealing, clear, and easy to display for daily reference.

Use of Generative-AI (GenAI) Tools:

Generative-AI must not be used for this practical assessment piece. Your hope map must show your ability to ask skillful questions to assist clients to develop a goal and a plan for meeting that goal.

Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.

The submission will be evaluated on:

1. Application of goal-setting theories and research (SMART framework and the role of eudaimonic goals in boosting wellbeing) to develop an eudaimonic goal with the coachee
2. Application of theories and research on goal-setting and hope to map pathways, obstacles, strengths and supports, and measures of progress for the coachee's goal
3. Application of theories on hope enhancement to create an accessible, engaging resource for the coachee to support ongoing experiences of hope.

In this assessment, you will create a client handout to use during a debriefing session after a client completes the Values in Action (VIA) strengths survey. The handout will focus on helping clients understand and appreciate some of the more challenging or misunderstood strengths.
 
Preparation Steps:

1. Review Resources: Access the materials on strengths provided on Moodle.
2. Participate in Workshop: Engage in brainstorming and group discussions in the third workshop. These will help you explore alternative names for strengths and ways to address negative perceptions.

 
Task Overview:

You will choose one strength from the list below, or an alternative culturally-relevant strength (with approval from the Unit Coordinator), and create a handout to help clients see the strength in a positive light.
 

Step 1: Choose a Strength

Select one strength from this list of lesser-known VIA strengths:

• Fairness
• Forgiveness
• Perspective
• Social Intelligence

Alternative Strengths (Optional):

You may choose a strength that better aligns with your cultural context. Below are strengths identified by various communities. Contact your Unit Coordinator first if selecting from this list:

Strengths of Black Americans (Dr. Joseph White):

• • Improvisation
  • Resilience
  • Connectedness to others
  • Spirituality
  • Emotional vitality
  • Gallows humor
  • Healthy suspicion

Strengths of Indigenous North Americans (Pamela Hays):

• • Pride in one’s culture
  • Religious faith or spirituality
  • Artistic and musical abilities
  • Bilingual/multilingual skills
  • Group-specific social skills
  • Sense of humor
  • Culturally-related practical skills (e.g., fishing, hunting)
  • Respect for the natural environment
  • Commitment to helping others
  • Wisdom from experience

Strengths from the Minority Model (LGBTQIA+):

• • Social support within minority communities
  • Community consciousness
  • Identity pride

If you wish to select a strength not listed here, please discuss it with your Unit Coordinator.

Step 2: Create the Client Handout

Your handout must include:

1. Alternative Strength Name: Create a new, positive name that captures the essence of the strength and helps clients see it differently.
2. Strength Definition: Write a clear, well-researched definition using academic sources (or culturally relevant sources if using a non-VIA strength). Address common myths and misconceptions about this strength.
3. Three Positive Impacts of this strength on Wellbeing: Identify three evidence-based ways this strength positively affects wellbeing. Use peer-reviewed research and indicate the strength of the evidence (e.g., “Emerging research suggests...” or “Strong evidence shows...”).
4. Holistic Strengths Map (HSM): a map of the intra- and inter-personal expressions of the strength.
5. Role Models and/or Cultural Resources: Include two examples of public figures, movies, books, communities, or animals that demonstrate this strength.
6. Strength-Development Exercise: Provide an evidence-based activity that helps clients develop this strength. Ensure it is accessible for various learning needs and life situations.
7. Reference List (APA Format): List all sources in APA format. Use footnotes in the handout for readability.
    

Design and Accessibility Requirements:

Make the handout engaging and easy to understand:

• Use clear, simple language
• Include images and examples that reflect diverse experiences
• Choose fonts, colors, and visuals that support understanding of the strength
• Present research findings in lay language, avoiding complex jargon.

 
Final Checklist:

• Alternative name and clear definition
• Three positive impacts with evidence
• Holistic Strengths Map
• Two role models or resources
• Accessible, evidence-based exercise
• APA-formatted reference list.

This handout should inspire and support clients in appreciating their strengths. Make it something they’ll want to keep and refer to often.

Use of Generative-AI (GenAI) Tools:

For this assessment, if you wish to, you may choose to use Generative-AI for:

• Supplementing the Moodle resources, e.g. examples of the strength. However, you must ensure that any information gathered from and used by you generated through AI is evidence-based and reputable. You must also ensure that any materials you use are appropriately and accurately referenced using APA style.
• Checking spelling, grammar and syntax.

Include a statement in your assessment regarding how you have used Generative-AI and which system you have used.

However, you may not use Generative-AI to write this assessment.

Remember that it is plagiarism to directly copy and paste material produced by Generative-AI tools into assessments. For guidance on using Generative-AI in assessments, please access the resources developed by the Academic Learning Centre (ALC): GenAI Student Resources (ALC) and Referencing Guidelines for Large Language Models or AI in Assignments (ALC). If you have questions about Generative-AI material and plagiarism, please speak with your Unit Coordinator and/or contact an ALC advisor.

The submission will be evaluated on:

1. Depth and breadth of understanding of the strength.
2. Skilful use of quality research evidence and cultural resources to describe and illustrate the strength.
3. Application of principles of learning modes, accessibility and cultural sensitivity in the design of the strengths resource.