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Assessment 2: Written Assessment / Essay

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Added on: 2024-11-24 22:30:19
Order Code: SA Student Ezekiel Arts and Humanities Assignment(5_23_33911_489)
Question Task Id: 490231

Assessment 2: Written Assessment / Essay

Task overview

Course CDS3002 - Counselling Theory and Practice

Assessment name Essay 2

Brief task description You are required to write a 1500-word essay choosing ONE (1) issue and ONE (1) target group that is at risk of experiencing this issue from the list provided in the task description.

Rationale for assessment task When working with clients or developing programs to address selected issues, counsellors and human services professionals need to be able to research about the issue, successful prevention strategies for those at risk, and intervention strategies for those directly impacted. This assignment task is to help you become familiar with the notion of early intervention and intervention strategies regarding a range of theoretical approaches to counselling issues.

Due Date 29 May 2023 11:55pm

Length 1500 words +/-10% (word length includes in-text referencing and excludes your reference list and appendices)

Marks out of:

Weighting: 100 marks

40 % of final grade

Course Objectives measured demonstrate knowledge of symptoms, risk factors, and other associated features linked with a range of commonly presenting client issues;

demonstrate knowledge of a range of specific and customised treatment philosophies and interventions currently applied to commonly presenting client issues;

demonstrate advanced academic and professional literacy through a critical understanding, application and justification of counselling approaches and theory;

Inherent requirements As professionals, counsellors act ethically, write professionally, synthesise information from clients and research, and demonstrate reliability and punctuality for appointments and activities related to counselling.

This assessment addresses the following inherent requirements for counselling professionals:

Domain 1: Ethical behaviour - The student will demonstrate integrity, academic honesty and due diligence in the research and preparation of this assessment.

Domain 4c: Written communication The student will construct a coherent accurate, and clearly expressed written essay reflecting academic conventions and style, appropriate to the intended audience and context.

Domain 5: Cognition The student will demonstrate resourcefulness in locating relevant information, will be able to evaluate the information, and integrate and conceptualise the information as it relates to counselling practice.

Domain 5a: Literacy The student will demonstrate capacity to interpret and comprehend information from multiple sources.

Domain 8: Sustainable performance The student will demonstrate effective time management and planning to meet the assessments deadline commitments.

Task information

Task detail Choose ONE (1) issue and ONE (1) target group that is at risk of experiencing this issue from the following list to write a 1500 word essay. Students are to identify the issue and the target group at the beginning of the essay. For example: Issue: Suicide. Target group: young males.

Suicide (target group might be on a specific group for example, post suicide survivors such as family members of a person that died by suicide)

Self-harming (target group might be a focus on youth)

Relationship/family violence (target group can be either people who perpetrate violence or people who experience relationship/family violence)

Addiction (such as alcohol or gambling, etc)

Working with children/adolescents who experience behavioural problems.

Anxiety (target group can be on a specific group, for example school students experiencing anxiety after COVID pandemic)

Depression (target group can be on a specific group, for example women experiencing postpartum depression after giving birth)

Trauma (target group can be on a specific group, for example refugee survivors of torture)

Child abuse (target group can be on a specific group, for example children under the age of 6 ).

Existential crisis - Spirituality and religion (target group can be a specific group, for example mature aged persons losing long time life partner).

The essay should cover the following areas:

Provide an overview of the issue. This might include definitions, prevalence, risk factors, symptoms, associated features, co-morbidity, etc. 20%

Identify and describe a specific target group that might be at greater risk of this issue. If discussing suicide for example the target group might be youth. Discuss and analyse specific issues that are relevant to the target group you have identified. 20%

Identify and describe strategies to prevent the risk of the problem emerging (or becoming more serious) with relevant at-risk groups, including evidence of effectiveness. 20%

Explore and discuss approaches and interventions that are recommended for dealing with clients experiencing the issue. Include evidence of effectiveness. (Those studying a counselling major might choose counselling related interventions) 20%

Identify and describe current resources in the community both at a state and national level that are available to assist the target group you have identified. 5%

(Note: Communication and referencing will make up the final 15% - refer to marking criteria for more detail)

Writing Style This assessment piece will be written in the form of an academic essay based on research and evidence-based literature.

Formatting Style Assignments should be presented using:

double-line spacing

Times New Roman, 12 point font

APA 7 formatting

Please ensure that you utilise the following headings in your essay:

Description of issue

Description of an at-risk group

Prevention strategies

Intervention strategies

Available resources

Resources available to complete task The CDS3002 StudyDesk Assessment Tab contains the following resources to help you with this assessment:

Support for academic writing (and referencing) is available from the Learning Advisor and Liaison Librarian, you can find information and contact them via their site: Study and Research Support for Health & Community students

Submission information

What you need to submit Suggestions:

One Microsoft Word document that contains the following:

Title page including unit code, unit name, semester and year, assignment title, student name, student number, word count

Submission requirements This assessment task must:

use APA referencing (7th edition). Note, APA not applicable to the coversheet described above.

be submitted in electronic format via StudyDesk

Turnitin has been enabled so that students can check for similarity matching within their assessment and make amendments prior to the due date to demonstrate academic integrity.

File Name Conventions Save your document with the following naming conventions:

surname_initial_ A1.doc/docx (A1 stands for Assignment 1 amends for each assignment)

E.g: Jones_J_A1_CDS3002.docx

Marking and Moderation This task will be marked against a marking criteria available at the end of this document.

All staff who are assessing your work meet to discuss and compare their judgements before marks or grades are finalised.

Final release of grades will normally be within three weeks of submission. This same timeframe applies for any approvals for an extension of time commencing at the time of submission.

Academic Integrity Students should be familiar with USQs policy on Academic Integrity: https://policy.usq.edu.au/documents/13752PLEvidence of having undertaken the Academic Integrity learning activity is required/ not required prior to this activity and is highly recommended.

Turnitin has been enabled so that students can check for similarity matching within their assessment and make amendments prior to the due date to demonstrate academic integrity.

Assessment policy/ procedure

Extensions and Late Submissions Students are encouraged to access the USQ assessment policy: https://policy.usq.edu.au/documents/1357PL

Applications for an extension of time will only be considered if received in accordance with the USQ Assessment procedure https://policy.usq.edu.au/documents/14749PL and the Assessment of Compassionate and Compelling Circumstances Procedure: https://policy.usq.edu.au/documents/131150PLNote that USQs procedures requires applications are made for extensions PRIOR to the due date of the assessment.

See Marking Criteria/ Rubric next page

CDS3002 Essay Marking Criteria

Outstanding

High quality

Quality

Satisfactory

Unsatisfactory

Total/ Comments

Overview

(Out of 20 marks) 17-20 15-17 13-15 10-13 0-10 /20

Overview: 1. Provide an overview of the issue

Information included was thorough. It was consistently relevant showing a high degree of understanding of the topics. Highly substantial content relevant to the task/s. Evidence of extensive and relevant research from high quality scholarly sources. All aspects of the task were completed in significant detail. Demonstrates an excellent understanding of key ideas and underpinning concepts. Demonstrated ability to process knowledge at a sophisticated level. Content knowledge displayed was substantial and comprehensive. Demonstrated a reasonable understanding of concepts. Relevant texts in the field were consulted. Moderate external validation. Most aspects of the task are completed in detail. Demonstrates a good understanding of key ideas and concepts. Demonstrated ability to process knowledge at a high level. Demonstrated a satisfactory understanding of key ideas and concepts associated with the chosen model/s but more work is needed on finer points of comprehension. Most information relevant to the topic chosen. Content knowledge displayed was reasonably substantial. Relevant texts in the field were consulted. Moderate external validation. Most aspects of the task are completed in detail. Demonstrated ability to process knowledge at a high level. Demonstrates a basic understanding of limited key areas relevant to an overview. Some information strongly relevant to the topic chosen. Content knowledge displayed was basic and limited. Limited texts in the field were consulted. Basic external validation. Some aspects of the task are completed in some detail. Demonstrated ability to process knowledge at an adequate level. Refers to some key ideas and concepts Inadequate knowledge, coverage, and / or analysis. Superficial depth. Essay rambled or lacked continuity. Evidence and /or argument inaccurate or questionable, weak, or absent. Content had little relevance to assigned task or highlighted peripheral areas. Inappropriate/ inadequate source selection, usage, or inadequate understanding of the sources content and context. (Primarily relied on secondary sources and/or lower quality sources.) Description

(Out of 20 marks) 17-20 15-17 13-15 10-13 0-10 /20

Target group description: 2. Identify and describe a specific target group that might be at greater risk of this issue. If discussing suicide for example the target group might be youth. Discuss and analyse specific issues that are relevant to the target group you have identified.

Information included was thorough. It was consistently relevant showing a high degree of understanding of the topics. Highly substantial content relevant to the task/s. Evidence of extensive and relevant research from high quality scholarly sources. All aspects of the task were completed in significant detail. Demonstrates an excellent understanding of key ideas and underpinning concepts. Demonstrated ability to process knowledge at a sophisticated level. Content knowledge displayed was substantial and comprehensive. Demonstrated a reasonable understanding of concepts. Relevant texts in the field were consulted. Moderate external validation. Most aspects of the task are completed in detail. Demonstrates a good understanding of key ideas and concepts. Demonstrated ability to process knowledge at a high level. Demonstrated a satisfactory understanding of key ideas and concepts associated with the chosen model/s but more work is needed on finer points of comprehension. Most information relevant to the topic chosen. Content knowledge displayed was reasonably substantial. Relevant texts in the field were consulted. Moderate external validation. Most aspects of the task are completed in detail. Demonstrated ability to process knowledge at a high level. Demonstrates a basic understanding of limited key ideas and concepts of the chosen model/s. Some information strongly relevant to the topic chosen. Content knowledge displayed was basic and limited. Limited texts in the field were consulted. Basic external validation. Some aspects of the task are completed in some detail. Demonstrated ability to process knowledge at an adequate level. Refers to some key ideas and concepts Inadequate knowledge, coverage, and / or analysis. Superficial depth. Essay rambled or lacked continuity. Evidence and /or argument inaccurate or questionable, weak, or absent. Content had little relevance to assigned task or highlighted peripheral areas. Inappropriate/ inadequate source selection, usage, or inadequate understanding of the sources content and context. (Primarily relied on secondary sources and/or lower quality sources.) Prevention

(Out of 20 marks) 17-20 15-17 13-15 10-13 0-10 /20

Prevention strategies: 3. Identify and describe strategies to prevent the risk of the problem emerging (or becoming more serious) with relevant at-risk groups, including evidence of effectiveness.

Information included was thorough. It was consistently relevant showing a high degree of understanding of the topics. Highly substantial content relevant to the task/s. Evidence of extensive and relevant research from high quality scholarly sources. All aspects of the task were completed in significant detail. Demonstrates an excellent understanding of key ideas and underpinning concepts. Demonstrated ability to process knowledge at a sophisticated level. Content knowledge displayed was substantial and comprehensive. Demonstrated a reasonable understanding of concepts. Relevant texts in the field were consulted. Moderate external validation. Most aspects of the task are completed in detail. Demonstrates a good understanding of key ideas and concepts. Demonstrated ability to process knowledge at a high level. Demonstrated a satisfactory understanding of key ideas and concepts associated with the chosen model/s but more work is needed on finer points of comprehension. Most information relevant to the topic chosen. Content knowledge displayed was reasonably substantial. Relevant texts in the field were consulted. Moderate external validation. Most aspects of the task are completed in detail. Demonstrated ability to process knowledge at a high level. Demonstrates a basic understanding of limited key ideas and concepts of the chosen model/s. Some information strongly relevant to the topic chosen. Content knowledge displayed was basic and limited. Limited texts in the field were consulted. Basic external validation. Some aspects of the task are completed in some detail. Demonstrated ability to process knowledge at an adequate level. Refers to some key ideas and concepts Inadequate knowledge, coverage, and / or analysis. Superficial depth. Essay rambled or lacked continuity. Evidence and /or argument inaccurate or questionable, weak, or absent. Content had little relevance to assigned task or highlighted peripheral areas. Inappropriate/ inadequate source selection, usage, or inadequate understanding of the sources content and context. (Primarily relied on secondary sources and/or lower quality sources.) Intervention

(Out of 20 marks) 17-20 15-17 13-15 10-13 0-10 /20

Intervention: 4. Explore and discuss approaches and interventions that are recommended for dealing with clients experiencing the issue. Include evidence of effectiveness. (Those studying a counselling major might choose counselling related interventions) Information included was thorough. It was consistently relevant showing a high degree of understanding of the topics. Highly substantial content relevant to the task/s. Evidence of extensive and relevant research from high quality scholarly sources. All aspects of the task were completed in significant detail. Demonstrates an excellent understanding of key ideas and underpinning concepts. Demonstrated ability to process knowledge at a sophisticated level. Content knowledge displayed was substantial and comprehensive. Demonstrated a reasonable understanding of concepts. Relevant texts in the field were consulted. Moderate external validation. Most aspects of the task are completed in detail. Demonstrates a good understanding of key ideas and concepts. Demonstrated ability to process knowledge at a high level. Demonstrated a satisfactory understanding of key ideas and concepts associated with the chosen model/s but more work is needed on finer points of comprehension. Most information relevant to the topic chosen. Content knowledge displayed was reasonably substantial. Relevant texts in the field were consulted. Moderate external validation. Most aspects of the task are completed in detail. Demonstrated ability to process knowledge at a high level. Demonstrates a basic understanding of limited key ideas and concepts of the chosen model/s. Some information strongly relevant to the topic chosen. Content knowledge displayed was basic and limited. Limited texts in the field were consulted. Basic external validation. Some aspects of the task are completed in some detail. Demonstrated ability to process knowledge at an adequate level. Refers to some key ideas and concepts Inadequate knowledge, coverage, and / or analysis. Superficial depth. Essay rambled or lacked continuity. Evidence and /or argument inaccurate or questionable, weak, or absent. Content had little relevance to assigned task or highlighted peripheral areas. Inappropriate/ inadequate source selection, usage, or inadequate understanding of the sources content and context. (Primarily relied on secondary sources and/or lower quality sources.) Resources (Out of 5 marks) 4-5 3.5-4 3-3.5 2.5-3 0-2.5 /5

Resources: 5. Identify and describe current resources in the community both at a state and national level that are available to assist the target group you have identified. Resources identified highly relevant to the target group, or demonstrated convincingly how the selected services related to the target group. Demonstrated strong understanding of the services recommended. Resources identified relevant to the target group, or demonstrated how the selected services related to the target group. Demonstrated strong understanding of the services recommended. Demonstrated either: resources identified relevant to the target group or demonstrated how the selected services related to the target group. OR Demonstrated adequate understanding of the services recommended. Demonstrated either: resources identified relevant to the target group or demonstrated how the selected services related to the target group. OR Evidenced basic understanding of the services recommended. Failed to include resources.

Resources mentioned did not appear sufficiently relevant, or relevance was not self-evident, or not included.

Information about the sources copied from another source, therefore not reflecting understanding. Communicating knowledge

(Out of 15 marks) 12.5-15 11-12.5 9.5-11 7.5-9.5 7.5-0 /15

Communicating knowledge:

Introduction and Summary. Written expression and syntax, citations and referencing. Compelling introduction of subject including topic and paper thesis and summary reviewed paper. The paper was free of grammatical and syntactic errors and demonstrates clarity, and sophistication, of expression.

APA style: All citation formatting accurate and conform to APA style & thoroughly consistent with APA guidelines. In-text references skilfully integrated into the essay in a way that increases its authority. Reference list perfectly and consistently correct. Introduction clearly introduced subject including topic and paper thesis and summary reviewed paper. Only a few grammatical or syntactic errors with generally clear written expression. All research appropriately referenced but some awkward instances. Compliant with APA system, with some errors. Broadly compliant but some inconsistencies of APA format. Few non-repeated minor errors and inconsistencies evident in citation formatting. Reference list: Few non-repeated minor errors and inconsistencies evident. Generally introduced subject including topic and paper thesis and summary reviewed paper. Some grammatical and syntactic errors but not so many to significantly affect the clarity of your written expression. Structure suited to purpose. Most ideas/evidence is reference but there are gaps or too much reliance on direct quotes. Broadly compliant but some inconsistencies of APA format. Few repeated errors and inconsistencies evident in citation formatting. Reference list: Few repeated errors and inconsistencies evident.

Introduction and summary adequate but could be clearer in regard to topic and thesis and actual summary of essay. Some grammatical and syntactic errors which affected the clarity of written expression. Structure suited to purpose. Only some ideas are referenced; over-reliance on direct quotes for issues and concepts. Broadly compliant but some inconsistencies of APA format. Some repeated errors and inconsistencies evident in citation formatting. Reference list: Some repeated errors and inconsistencies evident. Introduction is not clear regarding, topic and paper thesis. Summary introduce new material or did not summarise. Expression disjointed. Technical aspects of language problematic. Significant grammatical, punctuation, and/or spelling errors. The information in the paragraphs was at times hard to follow and the meaning unclear. Citations do not follow APA guidelines. Reference list: Too many errors or not included. Inconsistency of style. Suspected academic misconduct. Total /100

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