student assessment guide aug17 - langley group institute€¦ · • you will find guidance on how...

Student Assessment Guide Next Review August 2018

Version 2.0 August 2017

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Student Assessment Guide



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Getting Started Congratulations on embarking on the Diploma of Positive Psychology and Wellbeing journey. This student assessment guide has been designed to map out your assessment journey. We appreciate that you may have other commitments throughout this journey.

Our goal is to support you through this process and for you to attain your qualification within the required timeframe of 12 months or earlier. We also want to ensure the process is seamless for you. We hope this guide will support you with this.

About Langley Group Institute RTO #40655

As a Nationally Recognised Registered Training Organisation (RTO) we are registered with the National Regulator, the Australian Skills Quality Authority (ASQA). We also meet all the requirements of Standards for Registered Training Organisations 2015 and all training services provided follow the policies and processes to meet the VET Quality Framework and SRTO’s 2015.

Our provider number is 40655 and we deliver the accredited course 10653 NAT Diploma of Positive Psychology and Wellbeing with the aim to deliver high quality, innovative and engaging learning that is relevant to students, employers and industry. Our commitment to continuous improvement means we are constantly developing new resources, processes and facilitation methods to remain ahead in all areas of our course.

Competency Based Assessment in Accredited Courses

Accredited courses are a structured sequence of education and/or training that has been accredited by a state or territory course-accrediting body and leads to an Australian Qualifications Framework (AQF) qualification or statement of attainment

Accredited courses are competency based which means that training and assessment focuses on the development and recognition of a person’s ability to apply relevant knowledge and skills to perform specified tasks to a specified standard.

The specific skills and knowledge required for these activities are set out in our Units of Competency which form our nationally recognised qualification. These are listed in this assessment guide.

It is important to note that the rules and requirements of a Unit of Competency and a qualification are applied to all of our students regardless of where they are, or the mode of training provided. You could be a full time or part time student, or you could be applying for recognition of skills and knowledge currently held.

Each unit of competency is made up of the following elements: • Performance criteria; • Required skills and knowledge; • Critical aspects of evidence;

To be deemed competent in any Unit of Competency you must be able to provide evidence of the required skills and knowledge to complete the assessment tasks to the standard of the accredited course. These skills need to be demonstrated in a range of situations and environments over a period of time.



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Evidence

Evidence is the material proof that you have performed the specified competency or task to the required standard. Your evidence requirements will be determined by the Unit of Competency, employability skill requirements, industry expectations, Government regulations, and your qualifications and current experience. Evidence can take many forms and you will be required to present more than just one piece of evidence for each unit of competency.

Evidence will include the demonstration of practical positive psychology tools and may also include a range of other assessment methods, including and not limited to:

• Readings with key learnings • Case studies • Reflective journaling • Learning journey • Written action plans • Essay style responses

• Research reports and analysis • Role play responses • Oral responses • Interventions • Inventory and assessments

Assessments for the Diploma in Positive Psychology and Wellbeing Your six-day workshop is aligned to six units of competency. The same applies for your two electives. The two electives are aligned to two units of competency. Each unit of competency requires for you to complete assessments tasks as outlined in your assessment workbook.

In total, you will be completing eight assessments aligned to eight units of competency. In your workbook and assessment book these are also referred to as core units and electives. Refer to the table below for a summary of how these are linked to the units of competency.

At the successful completion, being deemed competent, you will be awarded your Diploma!

Core Units

Competency Code Description of Competency Unit

PPWRAT001 Research and apply theories of positive psychology to establish and develop own level of wellbeing

Unit 1 Introduction to Positive Psychology

PPWDAI002 Develop and apply interventions to leverage positive emotions

Unit 2 Positive Emotions

PPWDEI003 Develop engagement interventions for personal and professional growth

Unit 3 Positive Engagement

PPWDII004 Develop and implement interventions to increase meaning and fulfilment in a personal and professional setting

Unit 4 Positive Meaning

PPWDII005 Develop and implement interventions to build positive relationships

Unit 5 Positive Relationships

PPWEMA006 Establish and monitor achievement of positive goals for personal and professional growth

Unit 6 Positive Goals



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Electives

Competency Code Description of Competency Unit

PPWAPC007 Apply positive coaching to increase individual wellbeing

Elective 1 Positive Coaching

PPWIOP008 Apply positive coaching to increase individual wellbeing

Elective 2 Positive Leadership

PPWDIP009 Develop and implement positive parenting interventions

Elective 3 Positive Parenting

PPWDSI010 Develop strategies for implementation to create positive communities

Elective 4 Positive Community

PPWDSI011 Develop strategies for implementation to create positive education institutions

Elective 5 Positive Education

PPWADSI012 Develop strategies for implementation to increase positive human resource practices

Elective 6 Positive HR

Formative and Summative Assessment At LGI we place a high priority on providing timely and constructive feedback to students to facilitate their learning. Formative assessment is assessment for learning. Formative assessment is used for the purpose of providing students with ongoing feedback as part of their learning. It can also be used for diagnostic purposes to establish learning needs. Summative assessment is the assessment of competency Summative assessment is the tools and processes used to gather evidence to make the decision if a student is competent or not. It usually takes place over several events that can measure different aspects of competence.

Submitting your Assessments

At the beginning of each units of competency/elective you will see a checklist for the required assessments that need to be submitted. Following this, will ensure that you have completed all the assessment tasks.

In this checklist, you will see that the assessment for each unit of competency is comprised of:

1. Pre-Work (Formative assessment) • These comprise of readings, watching videos, and the completion of inventories.

2. Workshop activities (Formative assessment)

• These are all the activities you complete during the six-day workshop. They are contained in your assessment books. You are given time to reflect on these activities within the workshop and answer the questions either during or after the workshop.

• You are required to submit the completed questions within the assessment book for each unit of competency.



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3. Final assessment tasks (Summative assessment)

• These are further assessment tasks that need to be completed after the six-day workshop. These are generally practical implementations of the various tools and interventions you learnt about within the workshop.

• They comprise of essays and interventions and reflections. • You will find guidance on how to complete these assessments and what the assessor will

be marking you against at the back of each unit of competency/elective

When submitting your assessment tasks, please submit each unit of competency’s assessment tasks in their entirety.

For example, if a unit has:

1. Workshop Activities and 2. Two final assessment tasks

Plagiarism When submitting your final assessments, some of these may require you to write short essays. Please note: we are not looking for a formal essay style and you will not be assessed on academic essay writing that requires detailed citations and references.

You will be assessed on your level of understanding and particularly how you have linked your knowledge to your own area of application.

We do ask that you show your respect and knowledge when referring to particular research or models, by acknowledging their source or the name of the researcher. We apply a plagiarism check which must be less than 15% to be considered your own work.

You do not need to cover all the theories, or all researchers. Choose your area of expertise or focus then link your learning to the background of positive psychology and the direction it has taken.

Your Assessor You will be allocated an assessor who will be responsible for reviewing your assessments. They will be your ‘go to’ person with any questions that you may have along the way.

A month or so after completing your six-day workshop, you assessor will contact you to check in with you, to see how things are going and that you have made a start with your assessments. You will be able to discuss your wins so far and any challenges you may be experiencing.

Vocational Education Training assessments are granted as being competent or not yet competent. Your assessor will be guided by the evidence criteria that has been designed for each unit of competency.

Later in this assessment guide, you will see the details of the evidence criteria for the assessments for each unit of competency.



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Units of Competency – Detailed

UNIT CODE PPWRAT001

UNIT TITLE Research and apply theories of positive psychology to establish and develop own level of wellbeing.

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to apply theories of positive psychology to assess an individual’s own state of wellbeing, apply theories to increase own state and plan ongoing knowledge. This unit is applied by individuals to develop an understanding and awareness of themselves in a personal and professional context. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

ELEMENTS PERFORMANCE CRITERIA

The essential outcomes of the unit

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Research positive psychology theories

1.1 Identify and access sources of information on theories of positive psychology 1.2 Extract key themes and messages for application in personal and

professional situations 1.3 Document and organise information for current and future practice 1.4 Evaluate application of positive psychology theories and apply in personal

and professional settings

2. Apply theories to self

2.1 Apply theories to self through use of diagnostic tools to assess own current state of wellbeing

2.2 Draw on theories to evaluate findings from self-assessment and establish own wellbeing state

2.3 Determine desired wellbeing state and create a personal action plan to increase own wellbeing drawing from results of the self-assessment

3. Enhance knowledge of positive psychology trends

3.1 Identify opportunities and sources of information to update and expand knowledge of positive psychology theories

3.2 Undertake activities to maintain and enhance knowledge

TITLE Assessment Requirements

PERFORMANCE EVIDENCE

The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has completed the following tasks: • use critical thinking skills to evaluate information from a range of sources about a

range of positive psychology theorists • identify and document behaviours associated with positive psychology and

wellbeing • identify the range of diagnostic tools and their application • conduct a self-assessment and develop an action plan to achieve desired

wellbeing state using a minimum of five (5) diagnostic tools

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively perform the tasks outlined in elements and performance criteria of this unit, and manage contingencies in the context of their role. This includes knowledge of: • sources of information about positive psychology theories • current and emerging positive psychology theories including key concepts and

applications • benefits, limitations and application of positive psychology and wellbeing for an

individual, organisation, community and educational context • applications for positive psychology for personal and professional growth • available diagnostic tools and the context of application for each tool



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UNIT CODE PPWDAI002

UNIT TITLE Develop and apply interventions to leverage positive emotions

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish an individual’s current emotional state, design, implement and evaluate interventions to move toward a desired state and manage own emotions through application of positive psychology to leverage positive emotions. This unit is applied to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.

ELEMENTS PERFORMANCE CRITERIA The essential outcomes of the unit


1. Determine current emotional state

1.1 Establish own current emotional state through self-reflection 1.2 Guide others to reflect on own current emotional state 1.3 Establish the physical and mental indictors affecting the current state

of wellbeing of self and others 1.4 Determine the impact of own emotional state on current wellbeing

2. Apply and evaluate interventions for self and others

2.1 Select key interventions to be applied to increase own wellbeing 2.2 Create change in current state of wellbeing through the

implementation of preferred interventions 2.3 Conduct an evaluation of the effectiveness of interventions on shifting

the wellbeing state 2.4 Revise interventions based on evaluation and adjust accordingly

3. Manage emotions to improve decision

3.1 Select and apply emotional management strategies that support a positive sense of self, promote respectful relationships to manage own emotions to make decisions

3.2 Guide and support others to self-manage emotions 3.3 Demonstrate positive role modelling behaviours when interacting with

others TITLE Assessment requirements


The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has completed the following tasks: • demonstrate application of the principles of positive communication when

interacting with others • use of effective communication strategies to guide and elicit information from

others • analyse personal inventories and develop action plans designed to increase

wellbeing • implement and review the impact of minimum of two (2) interventions to

drive positive emotions



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KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit in the context of their role. This includes knowledge of: • brain and body and their basic functions • connection between emotions, the body and the brain • types of emotions • drivers of emotions • tools and models that are applied to increase positive emotions • current and emerging positive psychology theories including key concepts and

applications for the following: • Broaden and build theory Growth mindset • Positive interventions to create positive emotions • Neuroscience and emotional brain functions • Emotional management strategies • Emotional intelligence

UNIT CODE PPWDEI003

UNIT TITLE Develop engagement interventions for personal and professional growth

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish current engagement state of self and others, develop, implement and evaluate interventions to move toward a desired state. Skills and knowledge developed in this unit apply to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Determine current engagement level

1.1 Assess own and others current level of engagement through self reflection and completion of a diagnostic tool

1.2 Determine the impact of own engagement level on current personal and professional growth potential

1.3 Establish the key elements that increase individual’s engagement level

2. Apply strength interventions for self

2.1 Identify personal strengths and determine strategies to maximize own engagement level

2.2 Select key interventions to be applied to increase own engagement level

2.3 Create change in current engagement level through the implementation of preferred interventions

3. Develop others through application of strength based interventions

3.1 Apply strength spotting techniques to determine strengths of others 3.2 Plan for opportunities for individuals to maximize their strengths 3.3 Provide supported opportunities for individuals to apply their strengths

to increase engagement

4. Evaluate effectiveness of strength interventions

4.1 Conduct an evaluation of the effectiveness of interventions on shifting increase levels of engagement 4.2 Seek feedback from peers to develop future strategies to increase

engagement levels 4.3 Revise planned activities based on evaluation and adjust accordingly



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TITLE Assessment requirements


The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has completed the following tasks: • assess individual strengths, and create an action plan to maximize on these • demonstrate application of the principles of individual strengths and

strengths spotting create action plan on how to maximize these in others • assess engagement levels and develop interventions strategies and action

plan for self and a minimum of one other person

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit in the context of their role. This includes knowledge of: • relationship between engagement and performance • current and emerging positive psychology theories including key concepts

and applications for the following: • Flow theory • Strengths theory • Social capital theory • Altruism and helping work

UNIT CODE PPWDII004

UNIT TITLE Develop and implement interventions to increase meaning and fulfilment in a personal and professional setting

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish current state of meaning and fulfilment of self and others, design, implement and evaluate interventions to move toward a desired state. Skills and knowledge developed in this unit apply to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Determine current sense of meaning and fulfilment in life

1.1 Apply research models to determine current sense of meaning and fulfilment in life

1.2 Determine the impact of current sense of meaning and fulfilment in life on wellbeing

1.3 Establish the key elements that increase individual’s sense of meaning and fulfilment in life

2. Increase sense of meaning and fulfilment in life

2.1 Identify current values and analyse to determine alignment with desired sense of meaning and fulfilment in life

2.2 Determine strategies to maximize greater meaning and purpose 2.3 Select key interventions to be applied to increase greater meaning and

purpose 2.4 Create change in current sense of meaning and fulfilment in life

through the implementation of preferred interventions

3. Evaluate effectiveness of interventions

3.1 Conduct an evaluation of the effectiveness of interventions to increase greater meaning and purpose

3.2 Revise planned activities based on evaluation and adjust accordingly 3.3 Create an action plan incorporating evaluation finding



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interacting with others • assess current level of meaning and fulfilment, develop, implement and

review interventions strategies and action plan for self and a minimum of one other person

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • connection between wellbeing and meaning • links with wellbeing and meaning and other elements of positive psychology • own values and how to use them to generate greater meaning and purpose • current and emerging positive psychology theories including key concepts and

applications for the following: • Psychological wellbeing • Meaning in life research • Social capital theory • Altruism • Kindness benefits



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UNIT CODE PPWDII005

UNIT TITLE Develop and implement interventions to build positive relationships

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish current state of relationships, increase communication and restore relationships through use of positive relationships. The skills and knowledge developed can be applied to influence own relationships or guide others to increase positive relationships. Skills and knowledge developed in this unit apply to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Determine current state of relationships

1.1 Apply positive psychology theories to establish current satisfaction levels with personal and professional relationships

1.2 Establish the key factors that attribute to positive relationships 1.3 Demonstrate a knowledge of factors impacting on current state of key

relationships 1.4 Analyse key current relationships that require a positive intervention

2. Increase positive communication

2.1 Measure individual communication effectiveness and determine positive to negative ratio

2.2 Develop and implement strategies to leverage positive to negative ration to increase positive communication

2.3 Revise effectiveness of strategies implemented and make changes as required

3. Restore relationships through positive communication

3.1 Identify relationships which potentially have a negative influence on the individual’s wellbeing

3.2 Assess and identify relationships that require repair and apply restorative practices

4. Apply strategies to maximise effective human social behaviour

4.1 Determine drivers of human social behaviour that improve relationships

4.2 Apply techniques to maximise rewards and minimise threats in social situations



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others • identify and restore a minimum of one (1) negative relationship

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • link between positive emotion and positive relationships • key positive and negative factors attributing to relationships • importance of identifying opportunities for improvement and forgiveness in

relationships • potential impact of negative relationships on health and stress levels • strategies for restoring unsupportive relationships • current and emerging positive psychology theories including key concepts and

applications for the following: o Active constructive responding theory o Positive interventions to increase positive relationships o Neuroscience o Positive relationships theory o Positive negative ratio of communication



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UNIT CODE PPWEMA006

UNIT TITLE Establish and monitor achievement of positive goals for personal and professional growth

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to establish current success in achieving goals, application of positive motivation for optimal performance and setting and reviewing positive goals. Skills and knowledge developed in this unit apply to self and guiding others and can be used in personal and professional contexts. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Determine level of success in achieving goals

1.1 Complete diagnostic tool to determine current ability to set and achieve goals

1.2 Establish satisfaction with ability to set and achieve personal and professional goals

2. Apply positive motivation for optimal performance

2.1 Assess individual beliefs and self image and establish potential impact on achievement of goals

2.2 Apply mindset theories to establish current mindset and select thinking pattern to be adopted to achieve goals

2.3 Influence motivation to achieve goals through application of self determination theory

2.4 Assess goals set to establish potential conflict between goals and individual values

3. Set and review positive goals

3.1 Establish areas in life of importance driving personal and professional goals

3.2 Apply goal setting framework to construct positive goals 3.3 Create, document and implement action plan for achievement of

positive goals 3.4 Reflect on achievement of desired positive goals and identify areas for

improvement. 3.5 Adjust action plan to increase likelihood of success



The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has completed the following tasks: • demonstrate application of the principles of positive communication when interacting

with others • use of effective communication strategies to guide and elicit information from others • apply goal setting frameworks to determine, set and review own goals and guide

goal setting for others in both personal and professional context

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • impact of growth and resilience when exploring challenging goals • types of goals • current and emerging theories including:

• Self efficacy theory and Mindset theory and Belief theory • Self determination theory and Goal setting theory



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UNIT CODE PPWAPC007

UNIT TITLE Apply positive coaching to increase individual wellbeing

APPLICATION

This unit describes the performance outcomes, skills and knowledge to determine coaching needs of a client, conduct a positive coaching session and review coaching sessions. This unit applies to individuals who use coaching as a method to increase wellbeing in others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Determine coaching needs of client

1.1 Conduct a positive psychology assessment using a range of diagnostic tools to establish strengths, capabilities and resources

1.2 Evaluate assessment findings and determine required positive psychology interventions to meet client needs

1.3 Complete required client records according to confidentiality

2. Conduct a positive coaching session

2.1 Apply positive goal setting techniques to guide an individual to establish and set own goals.

2.2 Develop coaching questions around the five elements of positive psychology to elicit the individual’s strengths, resources and capabilities

2.3 Apply positive communication techniques to enhance the sessions according to enhance the coaching relationship

2.4 Discuss client’s strengths and opportunities and the application to the achievement of their goals

2.5 Assist the client to create positive thinking to achieve their goals

3. Review coaching session

3.1 Discuss coach experience with the client and evaluate effectives of coaching implemented

3.2 Discuss success and challenges and future plans achieving goals 3.3 Conduct a self-reflection and consider feedback obtained from the client to

identify opportunities for improvement to be implemented in future coaching sessions




with others • use of effective communication strategies to guide and elicit information from others • facilitate a minimum of one (1) coaching session and increase the positive to negative

ratios during coaching

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • explain the connection of wellbeing and positive relationships • explain social reciprocity through coaching • identify the key skills of positive coaching • current and emerging theories including:

• Learned optimism theory and Active constructive responding theory • Positive interventions to improve relationships • Goals setting research and Goal motivation theory • Positive coaching skills,Strengths research and Positive questioning and reframing



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UNIT CODE PPWIOP008

UNIT TITLE Increase organisational performance through application of positive leadership strategies

APPLICATION

This unit describes the performance outcomes, skills and knowledge to assess an organisation’s current level of positive leadership, create a positive work environment through implementation of interventions, engage in positive communication with others, create purpose and meaning in the lives of members and review effectiveness of implemented interventions. This unit applies to individuals who use positive leadership strategies in organisation’s to increase wellbeing in others. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Assess an organisation’s current level of positive leadership

1.1 Conduct positive leadership assessment using diagnostic tools and establish current level of positive leadership within the organisation

1.2 Evaluate assessment findings and determine required interventions to increase levels of positive psychology through the application of the positive leadership model

1.3 Communicate findings with key personnel within the organisation and discuss implementation of recommended interventions

1.4 Develop and implement an action plan to increase levels of positive leadership within the organization for the assessment undertaken

2. Create a positive work climate

2.1 Facilitate forgiveness when interacting with others in your team 2.2 Apply frequent and public expressions of gratitude to people you are

leading 2.3 Apply strategies that develop individual and organisational strengths 2.4 Implement strategies to build and strengthen collaboration within

teams

3. Engage in positive communication with others

3.1 Incorporate affirmative and supportive language when interacting with others

3.2 Apply positive communication techniques to enhance relationships with individuals in the organisation

4. Create purpose and meaning into the work lives of organisational members

4.1 Support individuals in values alignment to increase positive impact on others

4.2 Highlight connections between individual meaning and organisational benefits

4.3 Evaluate individual contribution to strategic organizational purpose 4.4 Set positive meaningful goals to build relationships and a sense of

community

5. Review effectiveness of interventions

5.1 Discuss effectiveness of interventions implemented with relevant personnel within the organisation

5.2 Conduct a self-reflection and consider feedback obtained from others and incorporate learnings in future plans to achieve goals to increase positive leadership levels



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interacting with others • use of effective communication strategies to guide and elicit information

from others • apply the principles of the positive leadership model • create, implement and review an action plan for a minimum of one (1) work

team

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • positive to negative ratios for individuals and team • interventions for constructive responding for effective positive to negative

ratios • current and emerging theories:

• Neuroscience elements of collaboration and ingroup / outgroup theory • Positive Leadership Research • Positive organisational scholarship • Strengths Theory • Appreciative practices inquiry



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UNIT CODE PPWDIP009

UNIT TITLE Develop and implement positive parenting interventions

APPLICATION

This unit describes the performance outcomes, skills and knowledge plan actions for positive parenting, apply strategies for growth, facilitate positive parenting and review the effectiveness of actions. This unit applies in family or professional settings for individuals who engages with children of any age. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Determine actions for positive parenting

1.1 Assess current state of positive parent using diagnostic tools 1.2 Evaluate assessment findings and determine required positive

parenting interventions 1.3 Document interventions in an action plan

2. Apply growth mindset strategies

2.1 Assess and establish current mindset state of self and children 2.2 Establish the needs of children and factors influencing their wellbeing 2.3 Identify and apply strategies to shift mindset during interaction and

communication with children to enhance child development

3. Apply strengths for positive parenting

3.1 Conduct strength spotting activities on a child to develop an understanding child’s strengths

3.2 Identify and apply strategies to maximize strengths during interaction and communication with children to enhance child development

4. Review effectiveness of actions

4.1 Reflect on achievement of desired outcomes and effectiveness of strategies

4.2 Analyse the challenges that occurred during implementation 4.3 Use findings from reflection to identify opportunities for improvement

and implementation in future planning TITLE Assessment Requirements


The learner must show evidence of the ability to complete tasks outlined in elements and performance criteria of this unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that the learner has completed the following tasks: • Apply principles of active constructive responding when interacting with children • Demonstrate emotion coaching style of parenting • Facilitate outcomes using emotion coaching strategies • Demonstrate application of positive parenting in a range of situations with more

than one (1) child

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • connection of wellbeing and positive parenting • parenting styles and specific behaviours • current and emerging theories:

• Positive parenting and the Magic ratio • Fixed and growth mindset research • Learned optimism and Strengths for children • Broaden and build theory and Child development background theory



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UNIT CODE PPWDSI010

UNIT TITLE Develop strategies for implementation to create positive communities

APPLICATION

This unit describes the performance outcomes, skills and knowledge to assess the current wellbeing state of a community, develop strategies to build the community’s wellbeing and comply with governance standards. This unit would be applied by individuals who work, contract, volunteer or engage with communities. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Assess the community’s current wellbeing state

1.1 Conduct an assessment to establish the communities current state of wellbeing and wellness readiness in consultation with relevant key stakeholders

1.2 Source and analyse information from the community to aid in the completion of the assessment

1.3 Identify potential barriers and challenges to building social capital 1.4 Review assessment findings and make intervention recommendations to

create social capital in the community 1.5 Consult with key stakeholders on intervention recommendations and

facilitate exploration to establish most suitable interventions

2. Develop Ameliorative and Transformative strategies to build community wellbeing

2.1 Incorporate elements of social capital framework in the development of strategies

2.2 Develop and document a strategy for implementation in consultation with relevant stakeholders

2.3 Document criteria for measurement of success and effectiveness of strategy

2.4 Discuss implementation and potential barriers to implementation with key stakeholders and personnel responsible for the implementation of the strategies

2.5 Make required adjustments to the strategies following consultation TITLE Assessment requirements




others • assessment of a community’s state of wellbeing and development of strategies

for implementation for a minimum of one (1) community • assessment of compliance with governance standards and recommendations for

implementation for a minimum of one (1) community

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • Ameliorative and Transformative strategies • Current and emerging theories including:

• Community wellbeing • Signs of wellbeing



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UNIT CODE PPWDSI011

UNIT TITLE Develop strategies for implementation to create positive education institutions

APPLICATION

This unit describes the performance outcomes, skills and knowledge to analyse current positive psychology models used to assess positivity in the education sector, apply the models to assess current levels of wellbeing and develop an intervention plan for implementation to increase wellbeing. This unit is applied by individuals who work, contract, volunteer or engage in the education system. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Analyse positive education frameworks

1.1 Demonstrate an understanding of the whole school model and social and emotional learning model

1.2 Recognise the difference between positive education frameworks and other frameworks

2. Establish schools current level of wellbeing

2.1 Consult with relevant personnel to conduct an assessment using the whole school model framework to assess school strengths, potential obstacles and opportunities

2.2 Evaluate assessments findings and suggest recommendations to increase wellbeing levels, applying the whole school model framework

2.3 Consult with relevant stakeholders to determine recommendations to be actioned

3. Develop an intervention plan

3.1 Recommend strategies to increase parental participation. 3.2 Recommend strategy for professional development activities for staff 3.3 Present recommended strategies to relevant personnel and seek

approval 3.4 Document strategies for implementation




with others • use of effective communication strategies to guide and elicit information from others • assessment of a minimum of one (1) education institution’s state of wellbeing and

development of strategies for implementation

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • elements of a flourishing education system • application of the Whole school model and Social and Emotional Learning framework • educational practices series for academic and social-emotional learning • ecology of school wellbeing



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UNIT CODE PPWDSI012

UNIT TITLE Develop strategies for implementation to increase positive human resource practices

APPLICATION

This unit describes the performance outcomes, skills and knowledge to establish an organisations current level of human resources positivity and develop a strategy for implementation to increase positive psychology practices. This unit is applied by individuals who works in human resource management, recruitment, consulting or other people management roles. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.



1. Determine organisation’s level of human resource positivity

1.1 Access information from the organisation to aid in the conduct of an assessment

1.2 Apply the Positive HR framework to assess levels of positively in human resource practices in an organisation

1.3 Identify the least positive areas that have potentially have the greatest impact on the success of the business and desired state

1.4 Identify potential barriers and challenges to shifting practices from the current state to the desired state

1.5 Discuss intervention recommendations with relevant personnel and facilitate exploration to establish most suitable interventions

2. Develop a strategy to increase positive psychology practices

2.1 Incorporate elements of Positive HR framework in the development of strategies to address identified gaps and increase levels of human resource positivity

2.2 Develop and document a strategy for implementation in consultation with relevant stakeholders

2.3 Document criteria for measurement of success and effectiveness of strategy

2.4 Discuss implementation and potential barriers to implementation with key stakeholders and personnel responsible for the implementation of the strategy

2.5 Make required adjustments to the strategy following consultation TITLE Assessment requirements



interacting with others • use of effective communication strategies to guide and elicit information others • assessment of a minimum of one (1) organisation’s human resources state of

wellbeing and development of strategies for implementation

KNOWLEDGE EVIDENCE

The learner must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, in the context of their role. This includes knowledge of: • positive psychology tools for use at each stage of the employee lifecycle • use of positive psychology principles to enhance HR management practices • positive organisational scholarship frameworks • positive HR outcomes model

student assessment guide aug17 - langley group institute€¦ · • you will find guidance on how...

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