904875144780WORKING WITH ADOLESCENTS
677241762000
904875144780WORKING WITH ADOLESCENTS
PHE102
Enquiry 2
Individual Determinants of Health
00WORKING WITH ADOLESCENTS
PHE102
Enquiry 2
Individual Determinants of Health
Assessment Guide, Rubric and FAQs Study Period 3, 2023
ENQUIRY 2: WORKING WITH ADOLESCENTS
SYNOPSIS
Imagine that you have graduated in your chosen profession, and that you are now undertaking a new role in which you will be working closely with adolescents. You subsequently enrol in a four-day
Working with Adolescents workshop. In order to obtain your certificate of completion for the workshop, you are required to prepare a poster that relates to working with adolescents. During the workshop, you are presented with a number of case-specific resources which help build a narrative of a case study involving a 16-year-old female and her treating General Practitioner (GP); the case- specific resources are to be used as illustrative materials to complete your poster.
Specifically, the case study relates to Lauren, a 16-year-old female who has been seeing a GP about several physical conditions such as a lack of energy and asthma. Rob, the GP treating Lauren, is experiencing some difficulties working with Lauren. Rob has been working with Lauren over several consultations. However, progress has been slow, and Lauren appears disinterested. Indeed, Rob is worried that Laurens general health and wellbeing are becoming worse, rather than better.
In order to prepare your assessment task successfully you will need to do the following:
Read this document in detail;Examine the assessment task questions carefully;Consult the key case-specific resources;Consult key learning resources in your weekly online module. As you progress through the online weekly module content, you will develop your understanding. You are encouraged to discuss the assessment task with your peers in the Assessment Discussion Forum. The teaching team are waiting for your questions, comments and thoughts lets get started!
KEY PEOPLE IN THE ENQUIRY
YOU: a graduate who is attending a four-day workshop on working with adolescents. LAUREN: a 16-year-old female who lives with her mother, stepfather and half-brother. JULIE: Laurens 43-year-old mother.
DAVID: Laurens 46-year-old stepfather who has an eight-year-old son, James, with Julie.
ROB: a 44-year-old general practitioner who is treating Lauren. Rob has a wife Jenny, aged 38, and two children, a female aged 14 and a male aged 10.
CASE-SPECIFIC RESOURCES
Narrative of the case enquiry
Video recording of a consultation between Rob and Lauren
Video recording of a consultation between Rob, Lauren, Julie and David
The case-specific resources for this enquiry have been developed for the purpose of the subject and the assessment, therefore they do not need to be referenced. Rather you can refer to them in your
response, e.g., As observed in the video recording, Rob
TO BE SUBMITTED
Poster 30% (1200-words)
When completing your poster, you are to imagine that you have recently graduated in your chosen profession and are undertaking a four day Working with Adolescents workshop at La Trobe University. This conference poster is directed to fellow participants in the Working with Adolescents workshop, on how to facilitate behaviour change in adolescents.
As this is a conference poster, subheadings, graphics and other visual aids are strongly encouraged. You will be asked to use the case-specific resources pertaining to Rob and Lauren as illustrative material, focusing on how Rob should assist Lauren in addressing her alcohol consumption. Specifically, you are instructed:
(a) To assess Robs helpful actions and comments that could assist Lauren to address her alcohol consumption. (You will need to provide 4 clear examples from the case-specific resources and explain in detail why the actions/comments were helpful, using scholarly sources to support your argument).
To assess Robs unhelpful actions and comments that could inhibit Lauren from addressing her alcohol consumption. (You will need to provide 4 clear examples from the case-specific resources and explain in detail why the actions/comments were unhelpful, using scholarly sources to support your argument).
Based on Robs unhelpful actions and comments identified in part b, suggest modifications that Rob could make during the consultation to encourage Lauren to make positive behaviour changes. (You will need to support your response with peer-reviewed evidence).
Describe how Rob could apply Motivational Interviewing to move Lauren through the stages of the Transtheoretical Model to address her alcohol consumption. Please support your answer with evidence from the literature.
DUE DATE
You must submit the poster by: Sunday 29th October at 11.59pm.
Students should submit via Turnitin, which is located in the Assessment folder. Go to > Assessment >
Enquiry 2 Poster Submit Here.
PLEASE NOTE: Your individual posters will be marked and released to you three weeks after the due date. To gain access to your feedback please follow the instructions below:
Go to the Turnitin link - open submission;To view the breakdown of the grades, use the function blocks on the right-hand side of the page to see the 'grading form'; and
Your score will be in the top right-hand corner.
FORMAT
Poster format see Poster Templates. Go to Assessment > Poster Template Portrait or Poster Template Landscape
Please convert your PowerPoint version of the poster into a PDF and upload to Turnitin as a PDF rather than the raw template form (i.e., PowerPoint), do not change the dimensions of the templates
Use subheadings (e.g., Robs helpful actions/Robs unhelpful actions)
Dot points, tables and flowcharts are strongly encouraged (e.g., Q2 is best presented in a flow chart)
Font size can be as small as you need to fit all of your information on the poster, your marker can zoom to view the textDo not save your writing as an image to be cut and paste into the template. Your marker cannot zoom in on images, and thus if we cannot read, it will not be marked
APA 7 referencing style https://latrobe.libguides.com/apa7/home+/- 10% rule applies on the word limit (not including the reference list)
Please note, an introduction and conclusion are not required for this assessment task, and the reference list must be included on the poster.
FOUNDATION READINGS
Buultjens, M., & Buultjens, P. (Compilers). (2017). Individual determinants of health and human behaviour. Pearson Australia.
PLEASE NOTE, this is not an APA-7 reference, rather the title of the compiled textbook only. For more information on how to reference a compiled textbook please see the LTU referencing tool or refer to the Referencing The Basics document located in the Assessment folder under the Assessment Resources heading).
Health-risk Behaviours Chapter 6
Motivation Chapter 7
Behaviour Change Chapter 8
Social Psychology Chapter 9
It is not expected that you will read the entire textbook, cover to cover. The teaching team recommend that you use the textbook as a resource to support your learning. For example, if you do not understand a theoretical concept discussed in the online podcast, please seek further clarification from your textbook as there may be more depth or a different way of presenting the theory to help you comprehend and apply the material.
Some students will want to go beyond the subject learning objectives and increase their knowledge, while others will be happy to satisfy the subject requirements. The course materials have been designed to support all student learners.
RECOMMENDED READINGS
The following are all available online from the library.
Clark, N. M., Cabana, M. D., Nan, B., Gong, Z. M., Slish, K. K., Birk, N. A., & Kaciroti, N. (2008). The clinician-patient partnership paradigm: Outcomes associated with physician communication behavior. Clinical Pediatrics, 47(1), 49-57.
Desai, M., & Oppenheimer, J. J. (2011). Medication adherence in the asthmatic child and adolescent.
Current Allergy and Asthma Reports, 11(6), 454-464.
Gesinde, B., & Harry, S. (2018). The use of motivational interviewing in improving medication adherence for individuals with asthma: A systematic review. Perspectives in Public Health, 138(6), 329-335.
Lu, K. D., Manoukian, K., Radom-Aizik, S., Cooper, D. M., & Galant, S. P. (2016). Obesity, asthma, and exercise in child and adolescent health. Pediatric Exercise Science, 28(2), 264-274.
Rollnick, S., Miller, W.R., & Butler, C.C. (2008) Motivational interviewing in health care: Helping patients change behaviour. Guilford Press. pp 3-21.
Turner, L., Spencer, L., Chang, J., di Tommaso, I., Tate, M., Allen, P., Cheek, C., Strugnell, J., & Cooper, J. (2017). Young people have their say: What makes a youth-friendly general practice? Australian Family Physician, 46(1/2), 70-74.
Weitzman, E. R., Ziemnik, R. E., Huang, Q., & Levy, S. (2015). Alcohol and marijuana use and treatment nonadherence among medically vulnerable youth. Pediatrics, 136(3), 450-457.
REFERENCING
In-text referencing: Direct quote (page number(s) must be included)
For example: Lilienfeld et al. (2015) stated that partial reinforcement may keep individuals 'hooked' in relationships that are not working (p. 19).
Paraphrasing or summarising: page number(s) encouraged, but not necessary
For example: A correlation has been established between partial reinforcement and subjects more likely to retain certain behaviours (Lilienfeld et al., 2015).
Chapter from a compilation textbook (custom publication)
For subjects that use compilation textbooks (e.g., PHE1IDH Individual Determinants of Health) cite the original authors both in text and in the reference list.
Students using the custom text Individual Determinants of Health and Human Behaviour, please be aware that the 2017 edition includes content from 11 different source titles. When referencing please look at the superscript letters (A, B etc.) added at the end of some paragraphs. These will take you to the footer of your book where you will find where the section starts and where it ends as well as the reference you need to use when working on your assignments.
Author, A. A., & Author, B. B. (Year). Title of chapter. In A. Editor & B. Editor (Eds.), Title of work (x ed., pp. xxx-xxx). Publisher.
Lilienfeld, S. O., Lynn, S. J., Namy, L. L., Woolf, N. J., Jamieson, G., Marks, A., & Slaughter, V. (2015).
Learning: How nurture changes us. In S. O. Lilienfeld, S. J. Lynn, L. L. Namy & N. J. Woolf (Eds.),
Psychology: From inquiry to understanding, (2nd ed., pp. 220237). Pearson Australia.
For additional assistance with referencing, please refer to:
The Compiled Textbook Referencing Guide located in the Assessment folder
Referencing The Basics in the Assessment folder
La Trobe Library referencing tool - https://latrobe.libguides.com/apa7Griffith APA Guide - https://www.griffith.edu.au/library/study/referencing/apa-7FREQUENTLY ASKED QUESTIONS
QUESTION 1a/b.
To assess Robs helpful actions and comments that could assist Lauren to address her alcohol consumption. (You will need to provide 4 clear examples from the case-specific resources and explain in detail why the actions/comments were helpful, using scholarly sources to support your argument). (10 marks).
To assess Robs unhelpful actions and comments that could inhibit Lauren from addressing her alcohol consumption. (You will need to provide 4 clear examples from the case-specific resources and explain in detail why the actions/comments were unhelpful, using scholarly sources to support your argument). (10 marks)
How many examples are required for question 1a/b?
You are expected to include 4 helpful, and 4 unhelpful actions/comments in your response to question 1a/b. Please clearly identify the action/comment by using a direct quote or clear description from the case specific resources. Your explanation/justification for why the action is helpful/unhelpful will need to be detailed and supported by evidence. The best way to gauge the detail required for each question is by observing the marks allocated in the rubric.
Do I have to reference Q1a/b with scholarly resources?
To strengthen your response, you should include an explanation as to WHY the action/comment is helpful or unhelpful and support your answer with a scholarly resource (e.g., the textbook, journal articles).
Should I use specific examples from the case-specific resources to answer Q1a/b?
Yes, you must use examples directly from the case-specific resources in your responses to Q1a/b. Attempt to be specific and descriptive with your examples including direct quotes from the case-specific resources. As outlined in the marking rubric, an excellent response should:
Provide highly accurate identification of the comments that Rob expresses with an explanation on how
these are helpful.
Can I present Q1b and c together?
Yes, given the format of this assessment task is a conference poster, we recommend that you use alternate ways to present your information that is both visually appealing and informative. For example, you may wish to use a table to present Q1b and c together. See the example below or refer to the poster templates:
QUESTION 1 B & C
QUESTION 1 B & C
QUESTION 1c.
Based on Robs unhelpful actions and comments identified in part b, suggest modifications that Rob could make during the consultation to encourage Lauren to make positive behaviour changes. (You will need to support your response with peer-reviewed evidence). (15 marks)
Do I need to use journal articles to support my responses to Q1c?
Yes, you are required to support your responses to Q1c with peer-reviewed evidence. Your suggestions of modifications that Rob could make to encourage Lauren to make positive health-related changes, will need to be supported by the highest level of scholarly sources (i.e., peer-reviewed articles). You can use Google Scholar, or the Library databases (please seek assistance from the Library Learning hub if need be https://www.latrobe.edu.au/students/study-resources/learninghub/services ) to gain access to journal articles.
Do I need to refer to all of my examples from Q1b in Q1c?
Yes, as per the question: Based on Robs unhelpful actions and comments you identified in Question 1b, suggest modifications Rob could make during the consultation to encourage Lauren to make constructive decisions that will positively influence her broader health outcomes. Thus, as you will have provided four examples in Question 1b, then you should have four examples of modifications in Question 1c. As suggested above, to avoid repetition and consuming unnecessary words, you may like to include another column in your Q1a/b table, to present your responses to question 1c.
Action Example Explanation Modification
Rob uses an authoritative tone Rob
[insert example from the case- specific resources that illustrates Rob using an authoritative
tone]. Robs tone of voice would result in Lauren
[include an explanation as to how this unhelpful action could inhibit Lauren from addressing her alcohol consumption]. Evidence to substantiate your explanation is advantageous. In this example you could source evidence that suggests that effective communication in a health care setting is essential for the patient to understand information clearly. If Rob had of [insert your suggested modification that Rob could implement to encourage Lauren to make positive behaviour changes]. Then use peer reviewed evidence to support your suggested modification and its effectiveness in health care
practice.
QUESTION 2.
Describe how Rob could apply Motivational Interviewing to move Lauren through the stages of the Transtheoretical Model to address her alcohol consumption. Please support your answer with evidence from the literature. (30 marks)
Do I have to discuss the two models together or can I explain them separately?
You are required to discuss how Rob could apply Motivational Interviewing to move Lauren through the stages of the Transtheoretical Model to address her alcohol consumption, therefore these models need to be discussed in conjunction with one another. The key here is to illustrate how the two behaviour change models can be integrated to assist Lauren to modify her behaviour. The Transtheoretical Model and Motivational Interviewing should be discussed in combination, that is, how could Rob utilise the principles and techniques of Motivational Interviewing to move Lauren through each stage of the Transtheoretical Model.
Am I required to define Motivational Interviewing and the Transtheoretical Model?
No, you do not need to provide a definition of Motivational Interviewing and the Transtheoretical Model. Instead, your understanding of these behaviour change models will be implied if you can apply each of the concepts appropriately. You will be required to demonstrate your understanding of Motivational Interviewing and the Transtheoretical Model by applying them simultaneously within the context of the case-specific resources (and Laurens alcohol consumption). Thus, please provide adequate detail when referring to the Motivational Interviewing principles/techniques and the Transtheoretical Model stages. Please do not forget to support your responses with scholarly sources.
Do I need to discuss how Rob can use the principles of Motivational Interviewing to assist Lauren to move through ALL of the stages of the Transtheoretical Model to address her alcohol consumption?
Yes, you should discuss how Rob can use the principles of Motivational Interviewing to assist Lauren to move through each stage of the Transtheoretical Model to address her alcohol consumption.
Therefore, all stages will need to be discussed in your response.
Should both Motivational Interviewing and the Transtheoretical Model be discussed in an equal amount of detail?
This question is worth 30 marks, and therefore is divided into 15 marks for each behaviour change model (i.e., Motivational Interviewing and the Transtheoretical Model). You should provide an equal amount of detail of both models in your response. If you only present one model you will be forfeiting 15 marks.
What is the most effective way to present Q2 on the poster?
It is recommended that you use one of the templates provided (either portrait or landscape) to produce your poster, as the templates includes a flow chart for you to present your response to Q2. Using a flow chart, or similar visual, allows you to easily incorporate both Motivational Interviewing and the Transtheoretical Model seamlessly into your response in a logical and visually appealing way.
Do I have to use scholarly sources to support my response to Q2?
Your response to Q2 should be supported by scholarly sources. It is important to remember that each stage of the Transtheoretical Model and the use of the Motivational Interviewing principles should be referenced.
Should I provide examples of what Rob might do or say to Lauren when using the principles of Motivational Interviewing to move her through the stages of the Transtheoretical Model?
Yes, it would be advantageous to provide examples of Rob implementing these techniques and principles with Lauren (i.e., hypothetically), as this will assist in demonstrating an in-depth of understand of the application of both behaviour change models.
REFERENCING AND USE OF SCHOLARLY RESOURCES
What are scholarly sources?
A scholarly source is an article/book/government report written by an individual with academic qualifications or expert knowledge and is aimed at scholarly audiences. It reports on original research findings and includes citations. Scholarly sources are generally peer-reviewed and published in recognised academic publications.
What is a peer-reviewed journal article?
Peer-reviewed articles are a type of scholarly source that has been reviewed by experts in the field prior to publication.
What is not a peer-reviewed source?
Books, websites and reports are not peer-reviewed sources.
Do I need to use peer-reviewed evidence for all questions?
No, peer-reviewed evidence is a requirement for Q1c of this assessment task. All other questions should be supported by scholarly sources. It is important to remember that peer-reviewed evidence is the highest quality scholarly source, so it is always preferable to use peer-reviewed sources.
Can I use resources that are more than 10 years old to support my discussion?
You are encouraged to support your responses with up-to-date evidence. However, you can cite a primary source from many years ago with an additional resource that is more up-to-date to illustrate that the theory is still currently being utilised in research and that there may have been slight adjustments to how the theory is used and interpreted. This can come from textbooks or journals.
Am I required to reference the images I use on my poster?
Yes, it is best practice to reference all images used on your poster. Please see this link for assistance https://latrobe.libguides.com/apa7/imagesDo I need to reference the case-specific resources (i.e., quotes from the videos) using APA 7 style?
No. You do not need to reference quotes from the case-specific resources. Quotes from the case-specific resources will help put your information into context and help strengthen your explanation.
My Turnitin similarity report seems quite high, should I be worried? Turnitin has highlighted direct quotes from the case-specific resources as well as my reference list.
It is expected that the similarity score will be a combination of common terminology from the case- specific resources. When reviewing your similarity score, check that you have referenced correctly. For example, if you are using a direct quote, ensure that you include the page number. Also, if you have paraphrased the material, it is still vital that you include the source from which you obtained this information from.
How many references are required for the poster?
There is no set number of references expected for any assessment task in this subject. However, according to the requirements of the task, resources (case-specific resources) and references, are required to support your responses to each question.
It is imperative that you acknowledge where all your ideas, statements and arguments originate from through correct APA 7 referencing. By citing experts, you are showing your examiner that you are aware of the relevant literature within your discipline. References should always be accurate to allow your examiner to trace the source that you have used. By citing the work of a particular scholar, you are acknowledging the intellectual property rights of that author/researcher.
Help! I need support with APA 7 style and grammar.
The American Psychological Association website has helpful examples to support your use of APA 7 style and grammar https://apastyle.apa.org/style-grammar-guidelines. As well, please feel free to use the live chat function on the La Trobe library website for assistance with referencing from a knowledgeable librarian.
FORMATTING
How should I format my poster to submit via Turnitin.
Upon completing your assessment using the PowerPoint template or similar program, please convert your file to a PDF. Then you can submit your PDF via the submission link on the LMS.
Do I have to use the PowerPoint template provided for the assessment?
No, it is not a requirement to use the PowerPoint template provide, however it is recommended that you do. Turnitin may not accept other formats thus we have created the template to ensure compatibility with Turnitin. If you choose to use the template provided, you are invited to be creative and change the format of the template, but please keep the dimension the same as Turnitin will only accept A4 submissions.
The template can be found in the Assessment Resources block on the LMS. If you do not have access to Microsoft Office, please download it from the La Trobe website: https://www.latrobe.edu.au/students/support/it/email/office-pro-plus/install. If you decide to use an alternative program/template for your poster (e.g., there are a multitude of freely available PowerPoint and Publisher poster templates available on the web), please note, it is your responsibility to check that when you submit your poster to Turnitin, it is legible. If your marker cannot read your poster due to sections being cut off or blurred, your poster will not be marked.
Help! I am struggling to fit 1200 words onto the PowerPoint template provided, what should I do?
Fitting everything onto your poster may take a little trial and error. You may need to play around with the shapes and sizes of your text boxes to facilitate a better use of space, allowing you to fit everything (dont forget the references) onto the slide. Your font size can be as small as you need to fit all of your information on the poster (e.g., you might need to use font size 4 or 5). Your marker will be able to zoom in on different sections of your poster to mark each question. It is recommended that you firstly write the content (i.e., responses to Questions 1 and 2) into a word document and once completed, paste into the PowerPoint template. For further assistance on developing a poster, see this link:
https://www.youtube.com/watch?v=_WnhoIbfcoMWhat is the purpose of presenting this assessment task as a conference poster?
Posters are an effective method of presenting academic work or research and because some information is better presented visually, a poster may be more memorable than a verbal presentation. Posters are often included at conferences and are usually displayed with times allocated for presenters to be available to discuss their content with attendees. With this in mind, what better time than the present to practice the skill of designing a conference poster.
Do I have to include headings as illustrated on the example posters (i.e., background; study design) or do we simply use the questions as our titles?
The example posters that have been included on the LMS are not subject-specific and are only provided to broadly illustrate how conference posters can be structured and formatted. Thus, please use the questions, or parts of, to form your subheadings (e.g., Question 1a/b, Question 2; Robs Helpful Actions, Robs Unhelpful Actions, Behaviour Change Models).
How do you recommend that I maximise the use of space on the poster and avoid using large chunks of text? Can I use bullet points?
You can always post this question to your peers who may have some great ideas. However, you could use a range of visual techniques such as illustrations or diagrams, arrows or flow charts (to direct visual attention) and cues such as bullet points, colour and design rather than just an explanation using text.
Am I able to abbreviate words, such as the Transtheoretical Model (TTM) and Motivational Interviewing (MI) in the poster?
Yes, however in the first instance you must write the full term followed by the abbreviation in brackets.
For example, Motivational Interviewing (MI). Any subsequent uses can employ the abbreviation in place of the full term. Please use abbreviations sparingly and only when they are well-defined, are familiar to readers, and make your writing clearer.
Who should I contact if I am having technical difficulties with PowerPoint?
Student IT Support can assist with any technical difficulties you might be experiencing. They can be contacted between the hours of 8:30am and 5.00pm Monday to Friday on:
o 1300 La Trobe (1300 528 762 Option 3)
o Or outside Australia +61 3 9479 6000
WORD LIMIT
Does the word count of 1200 words (+/-10%) include everything except for the reference list?
Yes, subheadings, tables and flowcharts are included in the word count. The reference list is excluded, however all other words in-text such as the questions, sub-headings and in-text citations are included in the word count. Images will not contribute to the word count.
Is there a penalty for exceeding the word limit?
Yes, a penalty will be applied for exceeding the word limit >10%. As a poster format, you should not have long paragraphs of extensive written information and consider more succinct ways of presenting your material. Please note, no penalty will be applied for going under the word limit on this assessment due to the poster format.
OTHER
What topics are included in Enquiry 2?
Enquiry 2 covers the following topics: Health-risk Behaviours, Motivation, Behaviour Change and Social Psychology. However, you are able to incorporate any of the topics presented across the study period in your assessment.
When will Turnitin be available for my Poster to be submitted?
Turnitin opens two weeks before the due date.
Criteria Excellent (A) Very Good (B) Good (C) Fair (D) Poor ( N < 50 % )
Clarity of expression (10 marks) Well sequenced, logical and highly articulate flow of ideas.
Highly accurate and articulate grammatical
expression and correct use of spelling and grammar. Well-sequenced, logical and articulate flow of ideas.
Accurate and articulate expression and correct use of spelling and grammar. Sound sequencing, logical and clear flow of ideas.
Clear expression and some spelling and grammatical errors. Limited sequencing and articulation of ideas.
Several expression, grammar and spelling errors. No sequencing or flow of ideas.
Numerous expression, grammar and spelling errors.
Quality of visual presentation and graphic design
(5 marks) Creative use of text and graphic elements.
High level textual and visual balance.
Visually appealing (e.g., uncluttered layout with a balance between blank space and quantity/placement of content). Well-constructed use of text and graphic elements.
Very good textual and visual balance.
Visually appealing (e.g., uncluttered layout with some balance between blank space and quantity/placement of content). Sound use of text and graphic elements.
Clear use of textual and visual balance.
Somewhat visually appealing (e.g., partially uncluttered layout with some balance between blank space and
quantity/placement of content). Limited use of text and graphic elements.
Limited level of textual and visual balance.
Limited visual appeal (e.g., cluttered layout with limited balance between blank space and quantity/placement of content). No use of text and graphic elements.
Little or no textual and visual balance.
No visual appeal.
Q1a. To assess Robs helpful actions and comments that could assist Lauren to address her alcohol consumption.
(10 marks) Demonstrates highly comprehensive coverage of the helpful actions that Rob exhibits (including examples).
Provides highly accurate identification of the comments that Rob
expresses with an explanation on how these are helpful. Demonstrates accurate coverage of the helpful actions that Rob exhibits (including examples).
Well-developed identification of the comments that Rob expresses with an explanation on how these are helpful. Mostly sound coverage of the helpful actions that Rob exhibits (including examples).
Provides mostly accurate identification of the comments that Rob expresses with an explanation on how these are helpful. Limited coverage of the helpful actions that Rob exhibits.
Provides limited identification of the comments that Rob expresses with little to no explanation on how
these are helpful. No coverage of the helpful actions that Rob exhibits.
No identification of the comments that Rob expresses.
Q1b. To assess Robs unhelpful actions and comments that could inhibit Lauren addressing her alcohol consumption.
(10 marks) Demonstrates highly comprehensive coverage of the unhelpful actions that Rob exhibits (including examples).
Provides highly accurate identification of the comments that Rob expresses with an explanation on how these
are unhelpful. Demonstrates accurate coverage of the unhelpful actions that Rob exhibits (including examples).
Well-developed identification of the comments that Rob expresses with an explanation on how these are unhelpful. Mostly sound coverage of the unhelpful actions that Rob exhibits (including examples).
Provides mostly accurate identification of the comments that Rob expresses with an explanation on how these are unhelpful. Limited coverage of the unhelpful actions that Rob exhibits.
Provides limited identification of the comments that Rob expresses with little to no explanation on how these are unhelpful. No coverage of the unhelpful actions that Rob exhibits.
No identification of the comments that Rob expresses.
Q1c. Based on Robs unhelpful actions and comments identified in part b, suggest modifications that Rob could make during the consultation to encourage Lauren to make positive behaviour change
(15 marks) Demonstrates highly comprehensive and accurate recommendations of how Rob should modify his unhelpful behaviour (actions and comments). Demonstrates accurate recommendations of how Rob should modify his unhelpful behaviour (actions and comments). Mostly sound recommendations of how Rob should modify his unhelpful behaviour (actions and comments). Limited recommendations of how Rob should modify his unhelpful behaviour (actions and comments). No recommendations of how Rob should modify his unhelpful behaviour (actions and comments).
Q2. Describe how Rob could apply Motivational Interviewing to move Lauren through the stages of the Transtheoretical Model to address her alcohol consumption. Please support your answer Demonstrates highly comprehensive identification and justification of Laurens
current stage of the TTM.
Demonstrates highly comprehensive integration of MI and TTM. Demonstrates accurate identification and justification of Laurens
current stage of the TTM.
Demonstrates accurate integration of MI and TTM.
Provides well-developed application of the models
to the case-specific Mostly sound identification and justification of Laurens current stage of the TTM.
Mostly sound integration of MI and TTM.
Provides mostly accurate applications of the models
to the case-specific Limited identification and/or justification of Laurens current stage of the TTM.
Limited integration of MI and TTM.
Provides limited application of the models
to the case-specific No identification and/or justification of Laurens current stage of the TTM.
No integration of MI and TTM.
No application of the models to the case-
specific resources
with evidence from the literature.
(30 marks) Provides highly accurate and articulate level of application of the models to the case-specific resources, focusing on Laurens alcohol
consumption. resources, focusing on Laurens alcohol consumption. resources, focusing on Laurens alcohol consumption. resources and/or does not focus on Laurens alcohol consumption. and/or does not focus on Laurens alcohol consumption.
Appropriate referencing APA 7
(5 marks) Highly accurate adherence to APA referencing style.
Source materials were integrated seamlessly into the report text, with highly accurate paraphrasing. Accurate adherence to APA referencing style with limited errors.
Source materials are well integrated into the report text, using paraphrasing. Mostly adheres to APA referencing style with some errors.
Some problems with integrating source material (from the literature) into the report text. Limited adherence to APA referencing style multiple errors.
Significant problems with paraphrasing (from the literature). No adherence to APA referencing style.
Large sections of the text were copied directly from the source materials and
/or paraphrasing is too similar to the original.
Use and quality of literature across all responses
(15 marks) Arguments and ideas were comprehensively evidenced from the literature.
Evidence was highly relevant and appropriate (i.e., from credible sources). Arguments and ideas were significantly supported by evidence from the literature.
Evidence was relevant and appropriate (i.e., from credible sources). Arguments and ideas were mostly supported by evidence from the literature.
Evidence was mostly relevant and appropriately sourced. Limited attempts were made to use evidence from the literature.
Evidence was mostly irrelevant or not taken from appropriate sources. There was no attempt to use evidence to support ideas and arguments.
PLANNER FOR SUCCESSFUL COMPLETION OF THE ENQUIRY 2 CONFERENCE POSTER
By Thursday 28th September 2023
You should have now made a start on the Enquiry 2 Individual Assessment Task- Conference Poster (due Sunday 29th October 2023, 11.59pm).
If you have not yet started, please follow the steps below:
Download the Enquiry 2 Assessment Guide, Rubric & FAQs document (located in the Assessment Folder). The Enquiry 2 Assessment Guide, Rubric and FAQs document includes:
Synopsis, see page 2;Detailed overview of the assessment task requirements, see page 3 (here you will see the questions that need to be answered on the poster);Frequently Asked Questions, see pages 7-13
FAQs for each question, referencing and formatting are provided
Please take the time to carefully read each FAQ, as there is very clear and helpful information provided.
Marking rubric, see pages 14-16. (The amount of detail that you include for each question should be guided by the weighting of marks allocated to each question on the marking rubric).
Below the Enquiry 2 Assessment documents on the LMS you will see the Enquiry 2 Case- Specific Resources:
Click on Enquiry 2 Case-Specific Resources and download and read the Narrative of the Case Enquiry and watch the two videos: Video Recording - Consultation between Rob and Lauren and Video Recording - Consultation between Rob, Lauren, Julie and David. Please note for both videos there are transcripts available for download. This may assist you when sourcing quotations.
Please download one of the two available Poster Templates. We have provided you with both landscape and portrait versions that are compatible with Turnitin. You are welcome to use either of these templates or develop your own. Please see the FAQs for more information about the use of your own template.
Watch the E2 Conference Poster Instructional Video located under the Assessment information documents.
Consult key learning resources for the background knowledge necessary to prepare your assessment task including:
Weekly module activities, including podcasts, case studies, interactive activities, readings and discussion forums;
Prescribed textbook; and
Journal articles (as per your own self-directed research).
It is important to examine and combine the multiple sources of information to build a rich understanding of Rob and Lauren and their interactions in the professional setting.
From Saturday 30th September 2023 Thursday 5th October 2023
It is now time to begin answering the assessment task questions, beginning with QUESTION 1a/b:
To assess Robs helpful actions and comments that could assist Lauren to address her alcohol consumption. (You will need to provide 4 clear examples from the case-specific resources and explain in detail why the actions/comments were helpful, using scholarly sources to support your argument).
To assess Robs unhelpful actions and comments that could inhibit Lauren from addressing her alcohol consumption. (You will need to provide 4 clear examples from the case-specific resources and explain why the actions/comments were unhelpful, using scholarly sources to support your argument).
You are expected to include 4 helpful, and 4 unhelpful actions/comments in your response to question 1a/b. Please clearly identify the action/comment by using a direct quote or clear description from the case specific resources. Your explanation/justification for why the action is helpful/unhelpful will need to be detailed and supported by evidence. The best way to gauge the detail required for each question is by observing the marks allocated in the rubric.
You must use examples directly from the case-specific resources in your response to Q1a/b. This will illustrate a deeper understanding of the question.
In relation to structuring/formatting Q1 on your poster, we have provided some suggestions (use of a table) in the FAQs document that you may like to take on board. This is not a requirement; however, we find that the use of a table for Q1a and Q1b/c is the most effective and efficient way of presenting your response. Tables allow for a break in large slabs of text and can offer a visually interesting way of presenting your response.
Your responses to Q1a/b, will need to include an explanation as to WHY the action/comments are helpful or unhelpful and you are required to support your answers with scholarly sources. Scholarly sources can include peer-reviewed articles, academic books (e.g., the prescribed textbook) and some government publications (e.g., technical reports) aimed at scholarly audiences.
Mid-Semester Break 9th 15th October
From Monday 16th October 2023 Thursday 19th October 2023
Now its time to prepare an answer for QUESTION 1c:
Based on Robs unhelpful actions and comments identified in part b, suggest modifications that Rob could make during the consultation to encourage Lauren to make positive behaviour changes. (You will need to support your response with peer-reviewed evidence).
Modifications/recommendations provided in Q1c must be based on Robs unhelpful actions and comments you identified in Question 1b (do not include information in your response that does not address the unhelpful actions identified in 2b).
You are to suggest modifications Rob could make during the consultation to encourage Lauren to make positive behaviour change.
Given the format of this assessment task (i.e., conference poster), we recommend that you use alternate ways to present your responses that is both visually appealing and informative. For example, you may wish to use a table to present Q1b and include another column with your answers to Q1c. Please refer to the FAQs and the Poster Templates for guidance on structure.
It is required that you support your answers to Q1c with peer-reviewed evidence. The use of relevant and appropriate evidence will significantly enhance a response. For students that are new to searching for peer-reviewed sources, you can use the La Trobe Library Search tool (https://www.latrobe.edu.au/library), as well as Google Scholar (which can also be accessed through the library). These two approaches allow for a less specific search strategy (compared to databases) and can be a great place to start.
It is often very helpful for students to apply relevant filters to their searches. For example:
Select the 'Peer-reviewed' filter to ensure that you are accessing credible sources.
Use the 'Date' tool, to select a period of time that the sources are from. It is recommended that students aim to use recent and up to date resources/evidence, so perhaps use this tool to filer sources from the last 10 years.
Alternatively, you are able to search through the available databases, accessible through the La Trobe library. Some ones you may like to explore are: SCOPUS, Web of Science, CINHAL, ProQuest (discipline specific).
Further information on how to search databases can be accessed here: https://latrobe.libguides.com/finding-information
It is recommended that you access the 'Referencing - The Basics' document available in the Assessment Folder for further information on scholarly sources and how to reference them appropriately.
From Friday 20th October Wednesday 25th October 2023
Now its time to prepare and answer for QUESTION 2:
Describe how Rob could apply Motivational Interviewing to move Lauren through the stages of the Transtheoretical Model to address her alcohol consumption. Please support your answer with evidence from the literature.
The key here is to illustrate how both of these behaviour change models can be integrated to assist Lauren to address her alcohol consumption. For example, how could Rob utilise the principles of Motivational Interviewing (MI) to move Lauren through the stages of the Transtheoretical Model (TTM)?
You should discuss how Rob can use the principles of MI to assist Lauren to move through each stage of the TTM. Therefore, all stages will need to be discussed in your response. This will highlight a strong understanding and accurate application of both behaviour change models. Remember, your discussion does not need to be overly lengthy to be accurate (the best way to gauge the detail required is by observing the marks allocated in the rubric). Attempt to be concise with your writing and you may like to consider using dot points in your response.
It is very important for you to recognise that not all of the principles of MI are relevant to all of the stages of the TTM. You will need to consider when and how the principles and techniques of MI can be used and how and if they are relevant to the different stages of the TTM. A search of the scholarly literature here should assist you in differentiating which techniques/principles are best to use in the stages of the TTM.
You should consider including examples of exactly how Rob might go about implementing these techniques with Lauren. You may like to provide some examples of what Rob might do or say (include some hypothetical quotes) to Lauren. Providing such examples will demonstrate an in-depth of understand of the application of both models.
Your response to Q2 should be supported by scholarly sources. It is important to remember that each stage of the TTM and the use of the MI principles should be referenced.
From Thursday 26th October Sunday 29th October 2023
Now that you have answered all of the assessment questions, it is time to focus on your REFERENCING:
Be sure that you have included the use of scholarly sources to support your responses to
each question.
It is imperative that you acknowledge where all your ideas, statements and arguments originate from through correct referencing.
Reference list must be included on your poster.
All references, both in-text and in the reference list must adhere to APA 7 referencing requirements. Please refer to the Referencing The Basics for further information. Students may also like to consult the La Trobe Library referencing tool https://latrobe.libguides.com/apa7/homeReference list must be presented in alphabetical order.
Reference list must be presented with a hanging indent (please refer to Hanging Indent Instructions for PowerPoint, located in the Assessments folder)
All in-text references that have been used must appear in your reference list. Similarly, any references that appear in your reference list must be included in-text.
Subject material, for example LMS slides, are not an appropriate resource to be referenced in your poster. LMS slides are not deemed as scholarly sources. In general, subject materials (such as lecture notes/PowerPoint presentations) are not to be referenced. Students should always refer to the original source (i.e., the textbook, journal article etc).
Please also take the time to consider the poster FORMAT:
Dot points, graphics, flowcharts, subheadings and tables are encouraged.
Font size can be as small as you need to fit all of your information on the poster (Remember, the maker will be able to zoom in on different sections of your poster to mark each question).
Single line spacing is acceptable.
Do not save paragraphs of writing as an image to be cut and paste into the template. Your marker cannot zoom in on images, and thus if we cannot read, it will not be marked.
Given the format of this assessment task (i.e., conference poster), we recommend that you use alternate ways to present information that is both visually appealing and informative.
You should attempt to explore creative and informative ways of presenting your response to the assessment questions.
The +/- 10% rule applies on the word limit (not including the reference list).
Please consider the following points prior to SUBMISSION:
Please convert your PowerPoint version of the poster into a PDF in preparation for submission.
Access the Enquiry 2 Submit Here (20%) link in the Assessments folder.
Upload PDF document to Turnitin.
SUBMIT
Please be sure to review your Turnitin similarity report.
Narrative of case enquiry
Lauren is 16 years old, completing her VCE, and lives in Ballarat with her family.
Lauren is the second of two children to her parents, who are now divorced. Lauren lives with her mum Julie (a librarian, 43), her stepfather David (a real estate agent, 46), and her younger half-brother, James (8). Laurens father Tony (an electrician, 48) lives not far away and she sees him whenever she wants. Lauren says she gets on well with both Julie and Tony but describes David (her step-father) as a waste of space. Lauren also has an older brother, Mark (a student in Melbourne, 20), whom she says she misses big time.
Lauren appears highly anxious and irritable much of the time and finds that she is always tired and not thinking as clearly as she was a few months back. Lauren suspects that she has glandular fever or chronic fatigue syndrome and has seen a GP on a number of occasions. She spends most of her time when she is not at work or school in her room going online, studying, or watching TV. Shes not doing very well at school, and the class teacher noticed that she always seems tired and is no longer as sociable as she once was. The teacher has since referred her to the school counsellor, but Lauren hasnt gone, as she is sure her problems are related to having either glandular fever or chronic fatigue syndrome.
Lauren is asthmatic. She fractured her left wrist in a motor vehicle accident when she was in Year 10. While her wrist injury is something that troubles her occasionally, she played netball quite competitively until this season, but has given it up because of a medial ligament injury to her knee which she sustained in a recent game.
Lauren was in a motor vehicle accident which occurred when she was coming home from a party with her older brother Mark, and three friends Marks best mate Cameron, Camerons girlfriend Jessica, and Jessicas younger sister Sophie, who was Laurens best friend. Cameron was driving, and lost control of the car, which ran off the road and struck a tree. Jessica was in the front passenger seat with her window down and experienced the most significant injuries, while the other passengers sustained relatively minor injuries.
Since the accident, all parties involved underwent psychological support and evaluation given the significance of the accident, however no individuals displayed evidence of Post-Traumatic Stress Disorder or other mental health conditions. Despite no psychological diagnoses, Lauren has put on weight, and hates how she looks now, but thinks that her weight will just sort itself out. She also feels weird around Sophie and doesnt really talk with her anymore. Lauren has lost contact with most of her old friends. She now tends to only see a small group of new friends. They hang around at one of their homes most Friday and Saturday nights talking and drinking pretty much anything they can get their hands on, just to have fun, you know, pass the time. Lauren wakes up most Saturday and Sunday mornings feeling very hung over. As well as these issues, Lauren is not adhering to her asthma medication regime which impacts negatively on her health. On Saturdays Lauren tends to spend most of the day switching between lying in bed and watching the TV. On Sunday she has trouble getting out of bed for her part-time job at the local bakery and has started showing up late for work. Her manager has recently given Lauren an official warning.
Laurens GP is Rob, who is 44, Rob is well respected in his profession and prides himself on his achievements. In his work with Lauren, Rob has suggested that Lauren would benefit from engaging in more physical activity, reducing her alcohol use, taking her asthma medication as recommended, and from broadening her social activities and increasing her social networks. Although her lack of activity, drinking and withdrawal behaviours are not the principal focus of Robs work with Lauren, Rob believes that change in these behaviours are critical to making progress with Lauren (see video of a session between Lauren and Rob)
Rob suspects that Lauren has not been following his advice, particularly in relation to her asthma medication regime. When he talks to her about her behaviours, Lauren becomes visibly upset so he often redirects his discussion away from what Lauren should be doing. On these occasions he notices that Laurens mood lifts slightly, and she appears a little more engaged for a short period of time before again showing signs of disinterest. Although Rob likes working with Lauren generally, he is finding himself becoming increasingly frustrated with her general lack of progress. In fact, he is wondering if Laurens general health and wellbeing are becoming worse rather than better in recent times so Rob suggests that Laurens mother and stepfather join them for one of the sessions (see video of a session between Rob, Lauren, Julie and David )
