The document provides guidelines for a self-assessment assignment in a group leadership course. It outlines two parts for the self-assessment. Part I involves taking notes over 4 weeks on one's experiences working with a group project and reflecting on prompts about role, dynamics, conflicts, strengths/growth areas. Part II involves assuming a group leader role in scenarios and reflecting on skills, conceptualization of leadership, and preparation for future experiences. The assignment requires integrating notes, using APA style, and being 3-5 pages.

1. COUN 6250: Group Leadership
Self-Assessment Guidelines
For this assignment, you will write a self-assessment using
narrative style and
integrating the information you gleaned from the following
prompts. The assignment
should have sub-headers clearly distinguishing the two
components. APA Style writing
is required including a cover sheet and citations and references.
The body of the
reflection should not be more than 3-5 pages in length.
Part I:
In Weeks 3 and 4, you should take notes on your experiences
working with your group
cohort on your Group Proposal Project. Use these prompts as a
guide to capture the
needed information to complete your self-reflection at the end
of the course. Be sure to
add to your notes weekly so that you are able to reflect on the
arc of your experience in
Week 11. Each week you will integrate the Johari window
assignment and the School of
Counseling Key Professional Dispositions towards self-
reflecting on your areas of
strength and potential areas for needed growth as well. Be sure
to reflect on the
following questions weekly. Then, by Week 11 you will provide

2. a reflective summary of
your small group process self-reflective journey.
• How would you describe your role in the group in Week 3?
Week 4? For
example, did you assume the leadership role? Did you sit back
and wait to see
who spoke up? Did you find yourself irritated with the members
or the progress of
the group? Did you feel adequate as a group member and how
do you know your
self-assessment is accurate?
• How did you end up in the role you assumed? Is this a familiar
role for you? Does
this resemble a role you played in your family?
• How would you describe the group member dynamics? Did
some members do
more of the work? Less of the work? How did you respond to
those members?
• Did the group face a conflict or problem? What was your part
in exacerbating or
resolving the concern? Did you become the problem-solver? The
silent member?
The peacekeeper? Given this experience, how might you handle
conflict in the
future? Review the Counselor Key Professional Dispositions
and consider in
review of these questions.
• Reflect on the Johari window assignment and the Counselor
Dispositions. What
are you learning about yourself as a group member? Identify
areas where you

3. found strengths and areas for growth.
• How might this information and enhanced self-awareness
using the Johari
window and dispositions inform you as a group leader? How
might you use this
experience to have a deepened self-compassion as well as
compassion for
colleagues and members of a group?
Part II:
In Weeks 6, 7, and 8 you assume the role of a group leader who
responds to several
group scenarios using Theravue. Use the following prompts to
stimulate a reflection of
your experience practicing counselor group leadership skills.
• Consider the skills self-assessment you completed in Week 1.
Review your initial
self-assessment of group leadership skills.
• Repeat the self-assessment (Corey, Corey, & Corey, Chapter
1, p. 45) after you
have completed the Theravue group leadership training
modules.
• Compare and contrast any changes in your group leadership
skill set and/or your
current understanding of group leadership skills.

4. • How has your conceptualization of group counseling
leadership changed?
• How would you describe your experience using Theravue as a
learning tool for
group leadership skills?
• How will you continue to practice your group leadership skills
as you move
toward your Field Experience?
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsENT-436ENT-436-O500CLC -
Hypotheses50.0CriteriaPercentageUnsatisfactory (0.00%)Less
than Satisfactory (65.00%)Satisfactory (75.00%)Good
(85.00%)Excellent (100.00%)CommentsPoints
EarnedCriteria100.0%Hypotheses20.0%Fewer than four
hypotheses are included and explained.At least four hypotheses
are included and explained.At least five hypotheses are included
and explained.All seven hypotheses are included, but they lack
thoroughness.All seven hypothesis are developed with good,
better, and best versions.Independent and Dependent
Variables20.0%Independent and dependent variables are
inaccurate or missing.At least four hypotheses include both an
accurate dependent and independent variable.At least five
hypotheses include both an accurate dependent and independent
variable.At least six hypotheses include both an accurate
dependent and independent variable.All seven hypotheses
include both an accurate dependent and independent
variable.Testability of Variables50.0%Hypotheses are not
immediately testable, measurable, and meaningful.At least four
hypotheses are immediately testable, measurable, and
meaningful.At least five hypotheses are immediately testable,
measurable, and meaningful.At least six hypotheses are

5. immediately testable, measurable, and meaningful.All seven
hypotheses are immediately testable, measurable, and
meaningful.Mechanics of Writing (includes spelling,
punctuation, grammar, and language use)5.0%Surface errors are
pervasive enough that they impede communication of meaning.
Inappropriate word choice or sentence construction is
employed.Frequent and repetitive mechanical errors distract the
reader. Inconsistencies in language choice (register) or word
choice are present. Sentence structure is correct but not
varied.Some mechanical errors or typos are present, but they are
not overly distracting to the reader. Correct and varied sentence
structure and audience-appropriate language are employed.Prose
is largely free of mechanical errors, although a few may be
present. The writer uses a variety of effective sentence
structures and figures of speech.The writer is clearly in
command of standard, written, academic English.Documentation
of Sources (citations, footnotes, references, bibliography, etc.,
as appropriate to assignment and style)5.0%Sources are not
documented.Documentation of sources is inconsistent or
incorrect, as appropriate to assignment and style, with numerous
formatting errors.Sources are documented, as appropriate to
assignment and style, although some formatting errors may be
present.Sources are documented, as appropriate to assignment
and style, and format is mostly correct.Sources are completely
and correctly documented, as appropriate to assignment and
style, and format is free of error.Total Weightage100%
ENT-436 CLC Hypothesis – Blue Group
Instructions: Document the agreed-upon team problem statement
above the chart and complete each row and column as directed
in the assignment.

6. Team problem statement: _______ Exposure to Airborne
Pathogens on Commercial Flights________
Good Hypothesis
Better Version
Best Version
Independent Variable
Dependent Variable
Example:
The addition of fresh water wells within Rio de Janeiro will
help.
Example:
The addition of fresh water wells within Rio de Janeiro will
increase citizens' health.
Example:
The addition of seven fresh water wells within the shanty town
of Rozinho, outside of Rio de Janeiro, will decrease the amount
of necessary doctor visits by 20%.
Example:
Fresh water wells.
Example:
Amount of doctor visits.

7. Adult passengers, 16 and over, are required to wear a face mask
of their choice during the boarding process, but not while they
are sleeping, eating, or drinking during the flight.
All passengers are required to wear a face mask of their choice
during the boarding process and throughout the flight, except
when they are eating.
All passengers are required to wear a new, high quality face
mask provided by the airline just prior to boarding the flight.
The mask must remain on except when eating.
Face masks.
Exposure rate.
Cabins including a max of ten rows each would reduce exposure
and reduce occupancy limits by 15%.
Cabins including a max of five rows each would reduce
exposure more and reduce occupancy limits by 30%.
Cabins of varying sizes designed to hold families or groups
traveling together, not sharing a cabin with anyone outside of
their party, would reduce occupancy limits by 50% or more.
Individual closed off cabins, with individual HEPA air filters,
which captures most, but not all pathogens (EPA, 2019).
Exposure rate.
Installing sensors on planes serving undeveloped countries will
protect some people.
Installing sensors on all planes making international stops
would protect more people.
Installing sensors on all commercial planes will protect all
people traveling by plane, as well as the flight staff.

8. Airborne Pathogen Sensor
Exposure rate.
References
EPA. (2019, April 3). Indoor Air Quality. United States
Environmental Protection Agency. Retrieved from
https://www.epa.gov/indoor-air-quality-iaq/what-hepa-filter-1
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