Unit convenor and teaching staff |
Unit convenor and teaching staff
Andrew Baillie
Julie Boulis
Julie Boulis
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MProfPsych
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
This unit provides theory and skills training in group processes and group leadership. As with other Units, this Unit is run in an experiential fashion to teach student to analyse group processes of both external and in-class groups. The unit teaches strategies to lead and facilitate group therapy in a variety of contexts and with a variety of clinical client populations (e.g. anxiety, depression, agoraphobia, psychosis). The application group modes for skills training, such as problem solving skills, social skills training and stress management, is taught. Knowledge of and development of skills for self-care practice are presented. Practical considerations inherent in the application of group-treatment approaches, such as the integration of individuals differing with respect to age, sex, diagnosis and religion, are also addressed.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Name | Weighting | Hurdle | Due |
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Live Skills Assessment | 50% | Yes | TBA |
Group Intervention Report | 50% | No | TBA |
Due: TBA
Weighting: 50%
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)
Hurdle assessment. This assessment enables students to demonstrate minimum competency in psychology skills integral to lead and facilitate group therapy in a variety of contexts and with a variety of clinical client populations. This live skills assessment will enable students to demonstrate ‘fitness to practice’ as a psychologist in terms of conducting and managing groups. Consistent with the Assessment Policy, students who make a serious attempt, but fail to meet minimum standards will be given a second opportunity to complete the task to the minimum standard. The minimum standards will be defined as at least Functional level in a rubric that will be made available to students and that will be based on standards required by APAC. Students who fail to meet minimum standards on the second attempt will fail the unit. For those who pass the second attempt, a maximum mark of 50% (PASS) will be given for the PSY908 Groups and Skills training, live skills oral presentation assessment 1.
Live skills group assessment.
This activity is a replica of the Practice Skills completed in Workshop 4 (see below) except that you will be working with a different scenario. Everything else will be the same and the skills on which you will be assessed by the marker are the same as those which you previously practiced This group will consist of 6 or 7 students including the leader. You will have 3 hours within which each student will work with the group for 20 minutes. The group scenario is that of an anger-management group run by a non-government organisation. Referrals have been made by a division of the organisation which works with problem families and couples. The group has a mixture of females and males.
An Outline of the Practice for the Live Skills Group Assessment: 1. You will be allocated to small groups to provide each group member some practice in leading a 20 minute initial segment of a small group. The skills which you are required to demonstrate are provided in the list below. 2. The group scenario is as follows: You are a facilitator in a group convened by management in a government organisation for the purposes of assisting employees to deal with irate customers making complaints. Management has become concerned about occupational health claims by employees who have become stressed in the customer service role. Management is also concerned about higher than average staff turnover in this part of the organisation. The work is generally face to face and there are approximately 30 employees in the work area behind counters where the customers present. 3. Each of the skills will have equal weighting in the live skills assessment 4. There will be a different though similar scenario provided at the live skills assessment 5. There should be a brief feedback from the other group members after each facilitator runs through their 20 minute segment. The feedback should focus on how well each of the skills were demonstrated in the group Skills Assessed: 1. Ability to engage with group members and to maintain the group’s focus 2. Demonstrate an awareness of group process issues 3. Facilitate an abbreviated group based activity which foreshadows the use of this activity or strategy in future group work. Examples of such an activity could be role playing or use of drawings 4. Seeking of feedback and participation from the group members 5. Demonstrate group leadership skills.
Due: TBA
Weighting: 50%
Group Intervention Report 2000 words
Choose an area for which you consider group therapy to be an appropriate intervention (do not choose prevention of adolescent substance abuse as an area as this has been covered in Assessment task 1). Identify recent literature for group therapy in your chosen area. Draw up a plan for how you would set up, process and evaluate the intervention using GOSSIP and GRAN. Your report should consider difficulties that may be encountered in running this group intervention and how these might be addressed. References not included in word count.
The unit is comprised of lectures.
Lectures: 2 x 6 hour lecture on Wednesday
3 x 6 hour lecture on Saturday
Macquarie University policies and procedures are accessible from Policy Central. Students should be aware of the following policies in particular with regard to Learning and Teaching:
Academic Honesty Policy http://mq.edu.au/policy/docs/academic_honesty/policy.html
Assessment Policy http://mq.edu.au/policy/docs/assessment/policy_2016.html
Grade Appeal Policy http://mq.edu.au/policy/docs/gradeappeal/policy.html
Complaint Management Procedure for Students and Members of the Public http://www.mq.edu.au/policy/docs/complaint_management/procedure.html
Disruption to Studies Policy (in effect until Dec 4th, 2017): http://www.mq.edu.au/policy/docs/disruption_studies/policy.html
Special Consideration Policy (in effect from Dec 4th, 2017): https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/special-consideration
In addition, a number of other policies can be found in the Learning and Teaching Category of Policy Central.
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/support/student_conduct/
Results shown in iLearn, or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au.
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
Date | Description |
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26/08/2017 | Further information provided for a hurdle assessment. |