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PSY2050 Facilitation and Negotiation

Semester 2, 2019 External
Short Description: Facilitation and Negotiation
Units : 1
Faculty or Section : Faculty of Health, Engineering and Sciences
School or Department : School of Psychology and Counselling
Student contribution band : Band 1
ASCED code : 090701 - Psychology
Grading basis : Graded


Examiner: Tony Machin


Pre-requisite: PSY1102 for students enrolled in the BPSH and BPSB programs and CDS1001 or CDS1002 for students enrolled in the BSCI (Counselling) major. Students from other programs who wish to take this course will need permission from the examiner.


Facilitation and negotiation skills are central to a range of intervention approaches relevant to the practice of psychology. These include, but are not limited to, individual and group therapy, mediation, conflict management, teaching and training, psychoeducation, and the facilitation of learning. Consequently, some key areas of practice in psychology are contingent on sound knowledge of appropriate design frameworks and the capacity to utilise process skills effectively.


The course is divided into two parts. The first part concerns the theories and principles which underpin models of facilitation and negotiation. Topics include theories of learning, principles of process design, evaluation models applicable to facilitated processes, reflective practice, and facilitation microskills. The second aspect of the course focuses on application of theories and individual skill development. Students are required to demonstrate process design, facilitation microskills, and process management, in a structured and supported group learning task. This Course contains a mandatory residential school.


On completion of this course students should be able to:

  1. demonstrate an understanding of the models and principles which underpin facilitation and negotiation;
  2. articulate and apply models of facilitated process design;
  3. demonstrate mastery of applied microskills within a facilitated process;
  4. demonstrate understanding of evaluation models pertinent to facilitated processes;
  5. critically evaluate awareness of self-in-context as a facilitator/negotiator.


Description Weighting(%)
1. Theories and principles underlying facilitation, including andragogy and heutagogy, approaches to process design, negotiation and presentation skills, facilitation microskills, group therapy and models of evaluation. 30.00
2. Types of, and contexts for, applied facilitation microskills including group therapy. 5.00
3. Process design issues pertinent to facilitation and negotiation. 25.00
4. Escalating intervention models for managing difficult facilitation and negotiation processes. 15.00
5. Professional practitioner tools for managing self-in-context during and following facilitated processes. 25.00

Text and materials required to be purchased or accessed

ALL textbooks and materials available to be purchased can be sourced from USQ's Online Bookshop (unless otherwise stated). (

Please contact us for alternative purchase options from USQ Bookshop. (

Johnson, D.W. & Johnson, F.P 2017, Joining Together: Group Theory And Group Skills, 12th edn, Pearson, Boston, MA.
Other readings and references may be supplied for access via the course home page.

Reference materials

Reference materials are materials that, if accessed by students, may improve their knowledge and understanding of the material in the course and enrich their learning experience.
Dick, B 1991, Helping Groups To Be Effective, 2nd edn, Interchange, Brisbane, Australia.
Erford, B.T 2011, Group Work, Processes and Applications, 6th edn, Pearson, Upper Saddle River, NJ.
Forsyth, D.R 2014, Group Dynamics, 6th edn, Wadsworth, Belmont, CA.
Hogan, C 2002, Understanding Facilitation: Theory And Principles, Kogan Page, London, UK.
Hogan, C 2003, Practical Facilitation: A Toolkit Of Techniques, Kogan Page, London, UK.
Schneider-Corey, M., Corey, G & Corey, C 2016, Groups, Process and Practice, 10th edn, Brooks/Cole, Belmont, CA.
Schwarz, R 2002, The Skilled Facilitator: a comprehensive resource for consultants, facilitators, coaches and trainers, 3rd edn, Jossey-Bass, Francisco, CA.
Senge, P 2002, The Fifth Discipline Fieldbook: Strategies And Tools For Building A Learning Organization, Nicholas Brealey Publishing, London, UK.

Student workload expectations

Activity Hours
Assessments 50.00
Private Study 99.00
Residential Schools 16.00

Assessment details

Description Marks out of Wtg (%) Due Date Notes
Group Workshop 50 50 02 Oct 2019 (see note 1)
Res School Attend and Particip 1 0 02 Oct 2019 (see note 2)
Case Study 50 50 16 Oct 2019 (see note 3)

  1. Residential School Workshops will be scheduled for sometime in Weeks 10, 11 or 12, which will then determine the due date of the case study two weeks later.
  2. The dates and location of the mandatory residential school are available from the Residential School Timetable (
  3. The case study will be due two weeks following the Residential School, ie 5.00 pm Friday Week 12, 13, or 14.

Important assessment information

  1. Attendance requirements:
    Both external and on-campus students must attend the mandatory residential school. It is students' responsibility to attend and participate appropriately in all activities scheduled for them (such as lectures, collegial workshops, residential schools, and mentoring meetings), and to study all material provided to them or required to be accessed by them to maximise their chance of meeting the objectives of the course and to be informed of course-related activities and administration.

  2. Requirements for students to complete each assessment item satisfactorily:
    To complete the residential school attendance and participation satisfactorily students must achieve 100% for the item. To complete each of the remaining assessment items satisfactorily, students must obtain at least 50% of the total marks available for each item.

  3. Penalties for late submission of required work:
    Students should refer to the Assessment Procedure (point 4.2.4)

  4. Requirements for student to be awarded a passing grade in the course:
    To be assured of receiving a passing grade students must obtain at least 50% of the total weighted marks available for the course (i.e. the Primary Hurdle), and have satisfied the Secondary Hurdle, i.e the Residential School Attendance and Participation by achieving a mark of 1 out of 1 for that assessment item.

  5. Method used to combine assessment results to attain final grade:
    The final grades for students will be assigned on the basis of the weighted aggregate of the marks (or grades) obtained for each of the summative assessment items.

  6. Examination information:
    There is no examination in this course.

  7. Examination period when Deferred/Supplementary examinations will be held:
    As there are no examinations in this course, there will be no deferred or supplementary examinations.

  8. University Student Policies:
    Students should read the USQ policies: Definitions, Assessment and Student Academic Misconduct to avoid actions which might contravene University policies and practices. These policies can be found at

Assessment notes

  1. APA style is the referencing system required in this course. Students should use APA style in their assignments to format details of the information sources they have cited in their work. The APA style to be used is defined by the USQ Library's referencing guide.

Other requirements

  1. Attendance at the residential school is mandatory. Refer to the residential school timetable.