PYN003 Group Studies

Unit Outline: Flexible Period - 08A 2026, Kelvin Grove, Internal (Start Date: 06 Jul 2026)

Overview

This unit provides the development of skills and approaches in organising and facilitating group work, in the context of real world personal support and therapeutic groups.

It addresses the following: establishing group norms; facilitating stages of group development; responding to member behaviour and developing facilitator interventions; planning, implementing and evaluating ethical group work practices; reflecting on and responding to 'defensiveness' and 'hidden agendas'; applying brief Solutions-Focused, Narrative and Reflecting team processes to groups. 

The group context is a powerful medium for experiencing real world situations and preparing for employability. The group experience will enable multiple perspectives and inclusion and upon interdisciplinary and inter professional perspectives from group members.

Learning Outcomes

On successful completion of this unit you will be able to:

1. Identify and describe group dynamics including stages of group development, leadership, member needs, reflecting team skills, and ethical issues.
2. Use solution oriented, narrative and reflecting team skills to facilitate group interaction and to critically analyse and discuss observations of the processes in an ongoing group.
3. Apply a range of intervention skills from diverse perspectives and inclusion in facilitating open, collaborative and respectful approaches to deconstructing problems and conflict in client and collegial group contexts that draw upon real world situations and employability.
4. Critically review and apply group theory to an understanding of the dynamics of a group and to generate alternative facilitation practices and drawing upon digital capabilities.

Content

Learning Approaches

The teaching program occurs in the format of a week-long intensive. This will consist of both the face-to-face delivery of content in large teaching spaces, and experiential small group learning. The teaching program uses a combination of whole class discussion, facilitation of skill practice in small groups with reflecting team observation, feedback and debriefing. You are expected to be active participants in all aspects of learning.

Feedback on Learning and Assessment

You will receive continual formative feedback through regular reflective processes and peer interaction in a small group facilitation experience. Summative feedback will occur through the two formal assessment items.

Assessment

Overview

The focus of this unit is to integrate theory, research and reflective practice, drawing upon group dynamics and inter- and intra-professional contexts. You will explore group facilitation skills experientially, in a way that enables collaborative reflection, debriefing and planning that mirror real world practice that ensures career development and employability.

Threshold assessment conditions

Due to the experiential nature of the unit, you must complete all pieces of assessment. Summative assessment items will be criterion-referenced on a satisfactory/unsatisfactory basis. Each of the summative assessment items must be satisfactorily completed to pass this unit and ALL criteria within each assessment must be deemed satisfactory.  Therefore, any students not reaching a satisfactory grade for any of the individual criteria will be asked to resubmit that particular criteria.  Only one resubmission will be afforded and If any criteria is not deemed satisfactory the student will receive an overall unsatisfactory grade. 

In the context where assessed demonstrations are not deemed satisfactory, an alternative assessment will be provided, that includes the opportunity to re-demonstrate specific skills and engage with educators regarding a learning plan for further development of competencies. If the subsequent demonstration is also deemed unsatisfactory and/or the agreed program of skill development is not engaged with, the student will receive an overall unsatisfactory grade. 

The final result for this unit will not contribute to your overall course GPA.

Unit Grading Scheme

S (Satisfactory) / U (Unsatisfactory)

Assessment Tasks

Assessment: Exam

During your intensive teaching period, you will complete an in person invigilated examination. This will consist of both multiple choice and short answer questions. The exam will assess your understanding of group theory and group facilitation drawing on intensive pre-readings and module handouts provided in class.  

The use of generative artificial intelligence (GenAI) tools is prohibited during this assessment.

Threshold Assessment:

All criteria must be deemed SA and therefore any students not reaching a SA grade for any of the criteria will be asked to resubmit that particular criterion.  Only one resubmission will be afforded and If any criteria are not deemed satisfactory the student will receive an overall US grade. 

In the context of an exam grades of less than 50% are deemed unsatisfactory, In this circumstance an additional supplementary exam will be provided at a time negotiated with your unit coordinator.

In the context where assessed demonstrations are not deemed satisfactory, an alternative assessment will be provided, that includes the opportunity to re-demonstrate specific skills and engage with educators regarding a learning plan for further development of competencies. If the subsequent demonstration is also deemed unsatisfactory and/or the agreed program of skill development is not engaged with, the student will receive an overall unsatisfactory grade. 

Assessment: Demonstration & Critique

Part 1 - Demonstration 

During your intensive teaching period you will be required to demonstrate the facilitation of a live in person 1.5-hour group session utilising both generic and collaborative approaches to group facilitation and reflecting team processes.

Following this demonstration, you will engage in a debrief led by your supervisor to facilitate reflection on your experience and learnings, in addition to the provision of feedback referring to the assessment criteria.  

Weighting: Satisfactory/Unsatisfactory

This is a verified Identity Assessment (VIA). The use of Generative Artificial Intelligence (Gen AI) is prohibited for this assessment. 

Part 2 - Critique 

Three weeks following this demonstration, you will submit a critique that provides an analysis of group theory and its application to your group experiences during the life and work of your group. Furthermore, drawing on the feedback provided by your supervisor you will reflect on the groups functioning and development and your own responses and contributions as facilitator to group life linking this to the literature. 

You will be required to submit the written feedback from your supervisor as an appendix to your assessment. 

Weighting: Satisfactory/Unsatisfactory

Only the submission of documentation (written critique) is an assignment for the purposes of an extension. 

The ethical and responsible use of generative artificial intelligence (GenAI) tools is authorised in this assessment. See the relevant assessment details in Canvas for specific guidelines.

Threshold Assessment:

All criteria must be deemed satisfactory (SA) and therefore any students not reaching a SA grade for any of the criteria will be asked to resubmit that particular criteria.  Only one resubmission will be afforded and If any criteria are not deemed satisfactory the student will receive an overall US grade

In the context where assessed demonstrations are not deemed satisfactory, an alternative assessment will be provided, that includes the opportunity to re-demonstrate specific skills and engage with educators regarding a learning plan for further development of competencies. If the subsequent demonstration is also deemed unsatisfactory and/or the agreed program of skill development is not engaged with, the student will receive an overall unsatisfactory grade. 

Academic Integrity

Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.

The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.

You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.

Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.

Resources

Resource Materials

Other

Johnson & Johnson (2013). Joining Together. Boston, MA: Pearson.

Texts and references are subject to change. There is no set text for this subject. Recommended texts and reading will be confirmed at the start of semester.

Risk Assessment Statement

There are no out of the ordinary risks associated with this unit.

Course Learning Outcomes

PY12 Master of Counselling

1. Critique and employ coherent therapeutic, practical and contextually relevant counselling knowledge, skills and values that embody a collaborative professional discourse that honours multiple perspectives across culturally diverse lifespans.
   Relates to: Demonstration & Critique
2. Critically evaluate and apply intentional practice processes, engaging advanced critical thinking and decision-making skills, underpinned by ethical and professional values and critical reflexivity to ensure culturally safe collaborative counselling.
   Relates to: Demonstration & Critique
3. Critically evaluate and apply theoretical and philosophical underpinnings of counselling research and practice, drawing upon digital capabilities and the qualities of ethical conduct, social inclusivity, reflexivity and reflection in sustainable ways.
   Relates to: Exam
4. Promote and practice effective written, oral and digital communication processes including advanced listening and dialogue skills, congruent with a collaborative counselling approach, in a range of contexts.
   Relates to: Exam , Demonstration & Critique