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Exam Guide for Group Facilitation 2019...

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Exam Guide 2018PSY Group facilitation and coaching 2019

Exam details: For most students, the exam will be held on Friday 11 th October 2019 at 3pm. Please check your exam timetable in myGriffith for exam locations. Working time: You will have 2 hours to complete the exam plus 10 minutes perusal Exam info: The exam is out of 70 marks, which equates to 35% of your overall grade for this subject. The exam will consist of 2 sections: 60 multiple choice questions worth .5 of a mark each (total 30 marks) and 6 short answer questions (40 marks). A short answer question would typically require one paragraph or half of a page response.

Multiple Choice: The multiple choice questions are drawn from material in the online modules, readings and active lecture content from weeks 5-11 on the following topics: ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖

Psychoeducation groups Interpersonal process groups Teams Sports coaching Work groups Group coaching Multicultural groups Professional and ethical considerations

Short Answer questions: The short answer questions draw on content from the active lectures and online modules from weeks 4-11. ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖ ❖

Characteristics of systems Psychoeducation groups Interpersonal process groups Teams Sports coaching Work groups Group coaching Multicultural groups Professional and ethical considerations

All of the online material (written components and mini-lectures), selected pages of readings specified below, and active lecture slides/activities are examinable. YouTube videos are not directly examinable, and instead provide you with examples and applications of the theory discussed in the module. You can choose to draw on them in answering your short answers if you choose to. You may also choose to incorporate material from earlier in the course or from tutorials if you feel it is relevant but the earlier content and content from tutorials is not directly examinable. It is not expected that you will revise this material.

How should I approach exam study? As general advice, students are encouraged to look at the learning outcomes for the course and for each of the online modules as the exam aims to examine whether this learning has taken place. For example, the course learning outcomes stipulate that students should be able to do the following: ❖ Identify, analyse, and interpret group dynamics and processes occurring within various professional contexts. ❖ Demonstrate knowledge of evidence-based strategies that can be applied to enhance group cohesiveness. ❖ Critically analyse ethical and professional issues related to working with groups. You will notice that several of the modules provide you with the different professional contexts in which group facilitation and coaching occurs. And, that they discuss the specific dynamics and processes that are relevant to working in that specific context. Cohesiveness has also been a theme across the different types of contexts and is noted to be of particular importance in many of the groups. Online modules: Further, each of the online modules has specific learning outcomes that suggest students should be able to do the following: Module 3: • Describe the assumptions of systems theory and its implications for working with groups • Identify and describe therapeutic factors in interpersonal process groups • Explain how transference and countertransference affect group functioning • Identify and describe principles of instruction and learning in psychoeducation groups • Describe the main tasks of a psychoeducation group facilitator • Compare and contrast psychoeducation and process-oriented groups Module 4: • Differentiate teams from other types of groups • Describe the characteristics of an effective team • Identify and explain factors that influence team effectiveness • Have the knowledge that underlies practical approaches that can assist with team building and developing leadership skills in people • Describe the role and functions of a sports coach • Outline the characteristics of effective coaches • Explain the concept of performance coaching and its benefits for teams • Have the knowledge the underlies practical coaching methods that enhance the performance of individuals Module 5: • Differentiate work groups from other groups • Describe the characteristics of effective work teams • Define the role and functions of a team leader

Describe strategies to facilitate group meetings and manage different participation levels • Distinguish between group and team coaching • Explain how a group coach is similar and different to a group facilitator • Outline the key stages of a group coaching program • Describe how to structure a group coaching session Module 6: • Differentiate between individual and collectivist cultures • Describe the impacts of culture on group processes • Describe the processes and features of yarning circles • Explain the purpose of professional standards • Identify multiple clients in group work • Outline the nature and process of informed consent • Describe strategies to manage psychological risks in group work •

In the online modules, below the learning outcomes, you will also find a table that provides the overview of topics are covered in each module. You may like to use these headings to organise/structure your notes and to integrate notes from the active lectures and readings. Active lectures: Active lectures had a dual purpose: to selectively deepen your understanding on specific aspects of each module and to give you exposure to working in a group to produce a tangible outcome (i.e., completing activities with others) for you to learn about yourself. The active lectures had the following learning goals relevant to the final exam: Module 3: • Demonstrate understanding of the components of a system • Create a visual representation of a system and explain the components that define that particular system • Identify similarities and differences between psychoeducational and interpersonal process groups. • Evaluate whether a psychoeducation or interpersonal process group is most appropriate to a specific issue by considering the mechanisms of change underpinning each approach Module 4: • Describe how consultants work with organisations to enhance team effectiveness • Describe the difference between groups and teams and what key processes consultants should focus on when enhancing team effectiveness • Describe models of coaching and what factors may influence the behaviour of coaches and, by extension, the performance of their athletes • Describe how a consultant can work with a coach to improve their effectiveness in a range of contexts Module 5: • Explore group problem solving and decision-making processes

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Identify key stakeholders involved in decision-making in an organisational context and the role they play in decision making Differentiate group coaching from other forms of facilitation and coaching Demonstrate your understanding of the goal setting phase of group coaching

Module 6: • Describe how cultural differences can impact on group processes • Identify strategies to facilitate cultural safety in groups • Identify ethical issues that are relevant to group facilitation and coaching situations • Describe strategies/processes that can be implemented to mitigate ethical and professional issues You should be starting to see that there are themes around what we hoped you would learn across the different activities (and hopefully how they complement each other). Learning outcomes can be a useful guide to help you study as they give you an idea of what is expected you will have learnt. Readings: The readings for this course selectively built on content introduced in the online modules and/or were chosen to help with your facilitation session. The following sections are relevant to the final exam. Module 3: Yalom (2005), Interpersonal learning: “The group as a social microcosm” section. Furr (2000), Structuring the group experience; a format for designing psychoeducational groups: “The model of structured group design ” section. Module 4: Johnson and Johnson (2016), Team Development, Team Training: starting on Page 532 to the end of page 536. Cote and Gilbert (2009), An integrative definition of coaching effectiveness and expertise: pages 307-317. Module 5: Mickan and Roger (2000), Characteristics of effective teams: A literature review. Pages 201207. Maseko, Wyk, Odendaal (2019). Team coaching in the workplace: introduction pages 1-3 and discussion pages 7-9. Module 6: Corey, Corey and Corey (2018), Ethical and Legal Issues in Group Counseling: Ethical issues in Group membership pages 62-71.

I wish you all the very best in your revision of the course material and hope that you have learnt a lot of skills as well as the theories that underpin effective group facilitation and coaching during your internship with us. Your CEO Nicola Sheeran...