Obstacles Strategy For Positive Problem-Solving Building Hope - Academic Assignment Help

Assignment Task -                 
 

Building Hope - the Goal Setting exercise.

The process of goal setting, pathway generation, and overcoming obstacles is a useful strategy for positive problem-solving and for building hope.

This strategy is useful when you face a problem, a way forward (solution) is to set a new goal, think about the possible problems, and then find ways of getting over the problem (achieving the goal).

1) Individual activity 

Each person is asked to define one goal that they want to achieve and a

process for achieving it. It will help if you make your goal work-related. If that is not sensible for you then make it about your study. It will also help if the goal is achievable within a year or two. Identify four sub-goals that you will need to achieve in order to achieve your goal and a time period for achieving the goal. Quiet self-reflection is required here.

(2) Group Activity

As a group of four, each person is to present their goal to the group and the group is asked to comment as to whether the goal is realistic and achievable. For some, the goal may need to be modified.

(i) Brainstorming activity -

• As a group finds four possible pathways you could use to achieve your goal. What resources are required? Is it realistic?
• Identify four different ways of assessing whether you have achieved your goal
• Identify potential roadblocks and solutions

(ii) Providing positive feedback … find something that you can be happy about.

• Each person is to take a turn in providing positive feedback to another person about their belief in that person achieving their goal.
• Report back to the group about your success so far in achieving your goal, or (sub-goal), and roadblocks you have encountered and how you have changed the pathway to achieving the goal, and how you felt about giving and receiving positive feedback.

(iii) Identify what performance indicator you will use to know whether you are succeeding. Report back to the group at the end of the session.

2. Before the final deadline students, write 700 words as a “short written response” reflecting on the activity and the process. They write this in a word doc. Then they cut and paste their FINAL goals/subgoals/pathways and their comments to other students into the same word doc as Appendix 1 Final Goal/Subgoals, Appendix 2 pathways, Appendix 3 feedback to other students.

3. We grade the 700-word reflection ONLY. We can easily refer to the Appendices to clarify anything. If the Appendices do not clarify and add value then the student is penalized, but we do not need to go digging further.

The possible starting point for new criteria:

C1 In the 700 words, the student has clearly stated their final goal and referenced the Appendix where the subgoals are detailed. 1 marks

C2 In the 700 words, there is clear evidence the student has engaged meaningfully and thoughtfully with the activity and described the process from their own perspective.

C3 In the 700 words, the student has provided clear examples of the feedback they received on the DB and how they responded to that feedback - both in terms of a reply, and also the refinement of their goals/subgoals. 

C4 There is evidence that the student has reflected critically on the activity (eg, expressed what they learned, what value they perceived, how it could be improved, how they would implement it in their own workplace?)

C5 The document is sensible, easy to read, and cohesive.

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