Purpose: To co-facilitate a seminar group discussion based on a peer reviewed journal article while applying principles of group theory to plan, facilitate and critically reflect on the group experience.

Assignment 2: Group Facilitation (25%)

Purpose: To co-facilitate a seminar group discussion based on a peer reviewed journal article while applying principles of group theory to plan, facilitate and critically reflect on the group experience.

Process: In partners, choose one relevant peer-reviewed journal article that supports counselling in health care. Topic areas must reflect course content in the week you facilitate your group (See schedule- Units 7-10 include, Cognitive-Behavioural interventions, Trauma Interventions, Loss and Grief, & Addictions).

Components of the assignment include:

1. Group Facilitation Plan (group submission): 5%

2. Group Facilitation (group submission): 10%

3. Group Facilitation Critical Reflection (individual submission): 10%

 Facilitation of the seminar groups will last between 30-40 minutes, scheduled weekly throughout the second half of the term (unit 7-10).

 During the first few weeks of seminars, in partners, students will sign up for a date & unit topic to plan and

facilitate their group.

 Technology may be used (i.e. PowerPoint) but is not required. Students are encouraged to focus on facilitating a reflective group process (this is not a teaching session!). If students choose to use technology, it is their responsibility to bring and set up the equipment needed.

Steps:
1. Preparation: (in partners)

 Familiarize yourself with required & optional readings about group theory and the unit theory for the week selected.

 Conduct a review of literature to find an appropriate peer-reviewed journal article that supports counselling in health care, ensuring that it connects to the chosen unit topic.

 At least 2 weeks prior to scheduled group, seek approval of your chosen article from your seminar facilitator (in person or e-mail).

 Consults with other group on assigned week to ensure no overlap of planned activities/content

 As a partner group, reviews unit theory for week selected, then develops and submits Group Facilitation Plan to

seminar facilitator at least 1 week prior to scheduled seminar with complete details of plan

 Note: your plan must honour safety principles and trauma-informed practice

 Submit a copy of the article to your facilitator and seminar group members at least 1 week prior to scheduled discussion. NOTE: All seminar group members are required to review the article prior to the seminar. Student preparation will be noted within the mandatory seminar performance mark for this course.

 If the facilitator provides feedback prior to your scheduled group the feedback must be incorporated into your plan (i.e. safety issues)

2. Facilitated Group Structure: (minimum 30 minutes- maximum 40 minutes)
 On the scheduled day of your group, your will co-facilitate the group discussion within seminar during the assigned time, maintaining principles of group theory and facilitation. Note: Your group facilitation plan is a guide and depending on group dynamics, the structure may need to change as the group process unfolds. See rubric for evaluation criteria.

Group Facilitation
 Provides a clear introduction/opening to the group, with a lead-in activity that honours group developmental stage and connects to unit topic.

 Engages seminar group in a brief discussion of journal article selected with facilitators identifying their 1) rationale for choice of article, 2) relevance to nursing and CNUR 201 Counselling and Therapeutic Use of Groups content, and 3) connection to course concepts and specific unit theory for the week.

 Works in partnership to co-facilitate group discussion, reflection of the journal article chosen, and unit topic

 Maintains principles of effective group facilitation

 Displays effective communication skills (OARS)

 Engages group reflection on the topic area including critical learning elements for the selected unit

 Leads a discussion and/or facilitates an experiential exercise to highlight the article, etc. (Brainstorm your ideas with your facilitator and be creative!)

 Encourages group participation

 Summarizes main themes of discussion

 Provides effective closure to group discussion (i.e. circle out or closure reflection)

3. Critical Reflection:
 Individually submits a written Critical Reflection within one week. See page 5-6 for mark distribution and details.
Assignment 2: Group Facilitation Plan (5%)
Student facilitator’s names:
Seminar Faculty Name: Date:
Purpose of the Group:
Note: If you have previously taken the CNUR 106 course, you may consider and integrate affective objectives into your group facilitation plan (optional).
Outline
Detailed Steps
Rationale
with citations
Time Allotted & Facilitator Role
Materials needed
Introduction
Include lead in activity and overview
Ideas to engage members in discussion
Identify specific critical thinking questions to stimulate discussion, therapeutic communication skills, activities to draw from, etc.

Summary and Conclusion
References
*Notes: The group facilitation Plan should be detailed and professionally written (i.e. typed, with cover page). At least 2 weeks prior to scheduled group, students must seek approval of article from their seminar facilitator (in person or e-mail) and submit chosen journal article with the final Group Facilitation Plan at least 1 week prior to the scheduled group. Also, students are required to send a copy of the article to their seminar group members 1 week prior to their scheduled date so the group can review the article and be prepared for the discussion.
Assignment 2
Group Facilitation Critical Reflection Paper (10%):
Length: Maximum 5 pages, double spaced
 Individually submitted
 Follows APA guidelines
 Includes a cover page and reference page (not included in page length)
 Includes any relevant references for developing this activity and to support your points within your critical reflection paper
Due: One week after implementation of the group, individually submit a written critical reflection of the facilitated group experience. Within the paper, ensure you integrate theoretical principles while critically evaluating the effectiveness of the group process and your evolving knowledge of self.
Some point you may choose to critically reflect on:
 Overall, how did your group facilitation experience go?
 Reflect on the use of your facilitation plan
 What did you observe about the group dynamics and members’ roles?
 What did you learn about yourself with respect to facilitating and co-facilitating a group?
 What did you learn about others in the process?
 What areas of strength and what challenges did you experience?
 What areas do you have for further development in your facilitation skills?
 Where possible, incorporate evaluation feedback from your seminar group members, your co-facilitators, and your seminar facilitator
 Ensure you integrate theoretical principles from the course and additional sources to support your points (minimum 3 evidence-based scholarly resources)
Evaluation: See marking guide that follows.
Assignment 2- Group Facilitation Marking Guide (25%)
Learner Assessment Criteria
Un-acceptable
Barely Acceptable
Generally Satisfactory
Above Average
Very
Good
Outstanding
Facilitation Plan (5)
 Clear purpose
 Detailed steps
 Clear rationale/citations
 Time, facilitator role, & materials identified.
 References

Faculty Feedback:
Group facilitation (10)
Structure: (5)
 Displays preparation for discussion
 Provides clear intro with outline of group structure
 Provides introductory activity to lead into article discussion
 Engages group in a brief overview & discussion of article
 Explains rationale, relevance, and connection to course theory
 Ties in critical learning elements for selected unit (previous consultation with other scheduled group if applicable)
 Provides clear summary and conclusion
 Observes time requirements (30-40 minutes)
 Honours safety principles & trauma informed practice

Faculty Feedback:
Note: If the faculty member has provided feedback to group after submission of the group facilitation plan, the group is required to incorporate feedback (i.e. safety issues).
Skill demonstration: (5)
 Evidence of effective co-facilitation
 Engages group in critical reflection on article, course concepts & unit topic area
 Displays appropriate facilitation skills throughout
 Demonstrates application of group process theory
 Displays professional practice
Following group facilitation experience:
 identifies areas for development in their own facilitation skills
 displays openness to facilitator and peer feedback

Faculty Feedback:
Critical Reflection (10)
 Clear structure (Intro & conclusion)
 Critically reflects on the group facilitation experience
 Reflects on challenges and strengths, including feedback from group
 Applies group theory and principles to critically evaluate the effectiveness of the group process
 Integrates relevant course theory
 Incorporates at least 3 evidence-based scholarly resources


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