COU2203 Understanding Trauma Counselling: Principles, Triggers, and Assessment Tools
- Subject Code :
COU2203
- University :
australian college of applied psychology Exam Question Bank is not sponsored or endorsed by this college or university.
- Country :
Australia
Assessment 1
Assessment Type |
Academic Essay |
Due Date |
Week 7, Monday at 4.00pm (AEST/AEDT)* |
Learning Outcome |
a) Outline the principles of ethical-informed trauma counselling |
Weighting |
50% |
Length |
1500 words (+ / - 10% excluding references) |
*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEST). Check yourtime zoneto ensure that you submit your assessment on time. If required, user atime zone converter.
Assessment Details and Instructions
Purpose:
The purpose of this essay is for students to demonstrate their understanding of the essential principles of trauma counselling, how to recognise presenting symptoms and identify trauma triggers, and what constitutes appropriate trauma informed practice.
Students will write an academic essay on a selected area of interest in the field of trauma counselling from the following: natural disaster, terrorism, refugee, domestic violence, interpersonal violence, child abuse and neglect, war and returning service personnel (use a MS Word document).
Process:
The essay will comprise the following processes and content:
Using relevant subject materials and academic sources (subject readings, ACAP library database search):
- Outline principles of trauma and identify the definition, manifestation and impact of trauma and how those apply to your specific targeted group
- Identify a range of traumatic triggers for diverse individuals and diverse groups of individuals within the specified target group (considering aspects such as age, gender, ethnicity, etc)
- Outline assessment tools for trauma related presentations
To assist with writing this task, you can access the Student Learning Support essay writing resources:https://sls.navitas-professional.edu.au/essay-academic-essayas well as consulting wider academic writing sources.
You will use at least eight academic references using APA with details available at:https://libguides.navitas.com/apa
Basic APA 7 document formatting: ?
- Set the margins of your paper to be?2.54cm/1 inch?on all sides (go to?Margins?under?Page Layout)?
- Use the font:?Times New Roman
- The font size should be?12 point.
- Make sure paper is?double-spaced?and that the?Before?and?After?boxes both read 0 (go to?Paragraph?and then look under?Spacing.)
- Text should be?aligned left?(also go to?Paragraph?and look under?General.)
- Indent the first line of paragraphs 1.27cm/0.5 inch from the left margin. (Use?Tab?key).
Submission:
- Submit essay to the online class space assessment dropbox (Turnitin)
Marking Criteria
Standards |
|||||
Criterion |
HighDistinction |
Distinction |
Credit |
Pass |
Did Not Achieve Learning Outcomes |
Content: Demonstrate comprehension of the principles of trauma, including definition, manifestation and impact of trauma and how those apply to the specified target group. 10 marks |
Sophisticated demonstration of comprehension of the principles of trauma, including definition, manifestation and impact of trauma, and how those apply to the specified target group, through highly detailed descriptions and applications for that group. |
Advanced demonstration of comprehension of the principles of trauma, including definition, manifestation and impact of trauma, and how those apply to the specified target group, through detailed descriptions and applications for that group. |
Effective demonstration of comprehension of the principles of trauma, including definition, manifestation and impact of trauma, and how those apply to the specified target group, through clear descriptions and applications for that group. At least one area requires refinement. |
Adequate but still developing demonstration of comprehension of the principles of trauma, including definition, manifestation and impact of trauma, and how those apply to the specified target group, through descriptions and applications for that group. At least two areas require refinement. |
Unsatisfactory or absent demonstration of comprehension of the principles of trauma, including definition, manifestation and impact of trauma, and how those apply to the specified target group, with insufficient or limited descriptions and applications for that group. |
Application: Demonstrate knowledge and skills in clearly and comprehensively outlining the assessment tools for trauma related presentations in relation to context, audience and genre. 10 marks |
Sophisticated demonstration of knowledge and skills in clearly and comprehensively outlining the assessment tools for trauma related presentations in relation to context, audience and genre. |
Advanced demonstration of knowledge and skills in comprehensively outlining the assessment tools for trauma related presentations in relation to context, audience and genre. |
Effective demonstration of knowledge and skills in clearly outlining the assessment tools for trauma related presentations in relation to context, audience and genre. At least one area requires refinement. |
Adequate but still developing demonstration of knowledge and skills in outlining the assessment tools for trauma related presentations in relation to context, audience and genre. At least two areas require refinement. |
Unsatisfactory or absent demonstration of knowledge and skills in with limited outlining the assessment tools for trauma related presentations in relation to context, audience and genre. |
Evaluation: Demonstrate knowledge and skills in identifying a range of traumatic triggers for diverse individuals within the specified target group 10 marks |
Sophisticated demonstration of knowledge and skills in identifying an extensive range of traumatic triggers for diverse individuals within the specified target group. |
Advanced demonstration of knowledge and skills in identifying a broad range of traumatic triggers for diverse individuals within the specified target group. |
Effective demonstration of knowledge and skills in identifying a range of traumatic triggers for diverse individuals within the specified target group. At least one area requires refinement. |
Adequate but still developing demonstration of knowledge and skills in identifying traumatic triggers for diverse individuals within the specified target group At least two areas require refinement. |
Unsatisfactory or absent demonstration of knowledge and skills with limited traumatic triggers identified for diverse individuals. |
Evidence: Demonstrate knowledge and skills in integrating current literature and relevant theories through the essay. 10 marks |
Sophisticated demonstration of knowledge and skills in integrating current literature and highly pertinent theories through the essay |
Advanced demonstration of knowledge and skills in integrating current literature and highly relevant theories through the essay |
Effective demonstration of knowledge and skills in integrating current literature and relevant theories through the essayAt least one area requires refinement. |
Adequate but still developing demonstration of knowledge and skills in integrating current literature and theories through the essay At least two areas require refinement. |
Unsatisfactory or absent demonstration of knowledge and skills in integrating current literature with minimal inclusion of theories through the essay |
Academic literacies: 10 marks |
Written and presented to an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical. No errors in grammar, punctuation and or spelling. No errors in APA referencing and formatting. |
Written and presented to a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical. Very few (<2> Very few (<2> |
Written and presented to a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear. Few errors (<4> Few (<4> |
Written and presented to an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate. Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded. Some errors (>4) in APA referencing and formatting. |
Written and presented to an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity. Considerable errors in grammar, punctuation and spelling. Meaning unclear. APA referencing and formatting contain unacceptable number of errors. |
Total mark: |
/50 |
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Formative Assessment submitted? |
Yes |
No |
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Assessment 2
Assessment Type |
Trauma Informed Resources Development |
Due Date |
Week 11, Monday at 4.00pm (AEST/AEDT)* |
Learning Outcome |
d) Analyse contemporary evidence-based and practice-based approaches to trauma informed practice. e) Critically reflect on the impacts of working with trauma on the self of the counsellor |
Weighting |
50% |
Length |
1,000 per resource (2,000 in total) |
*Australian Eastern Standard Time (AEST)/Australian Eastern Daylight Savings Time (AEST). Check yourtime zoneto ensure that you submit your assessment on time. If required, user atime zone converter.
Assessment Details and Instructions
Purpose:
There are two parts to this assessment, Part A is a collaborative component and Part B is an individual reflective component.
The purpose of the collaborative component (Part A) task is to construct two trauma informed resources. One resource will coverTopic (1)and the second resource will coverTopic (2).
Topic (1) Outline at least five types of interventions, treatment options suitable for your targeted group.
Topic (2) Critically outline impacts of working with trauma on the self of the counsellor and counsellors limits of expertise.
PART A: COLLABORATIVE COMPONENT:
- To complete this task, students will work collaboratively in pairs to collect and collate information for BOTH resources (using materials from this unit and a wider literature search). The students will choose TWO DIFFERENT mediums for their resources, for example a brochure, newsletter, poster, factsheet, Pinterest Board etc. (presented using MS Word document). For example, Topic 1 may be a brochure and Topic 2 may be a poster. Do not use the same medium for both resources.
- Students will collaboratively collate their findings and come to a mutual decision on what to include in each of the resources.
- Students will then negotiate how they will create the finished products (the design draft, including layout and editing decisions).
- Each resource will contain an APA7 reference list.
PART B: INDIVIDUAL REFLECTIVE COMPONENT:
- To complete this task,students will submit an individual component (150-250 words)
- Each student will write an individual summary of their own personal contribution to the task and that of their partner. It is highly recommended that you keep a journal during the course of the collaboration, to remind you of the steps taken, how decisions were made, any conflict that might have emerged and, more importantly, how you dealt with it.
- Your critical reflections should focus on your experience of working as a team, what worked well, and how you could improve communication between you and your partner.
There are two class space assessment dropboxes (Turnitin) for this task:
Part A: Collaborative Component assessment dropbox:
- Upload the two resources
Part B: Individual Component assessment dropbox:
- Upload the individual summary of own contribution
Marking Criteria
Standards |
|||||
Criterion |
High Distinction |
Distinction |
Credit |
Pass |
Did Not Achieve Learning Outcomes |
Content: Pair Component: Demonstrate knowledge and skills in critically identifying evidence-based treatment options for your targeted group 10 marks |
Sophisticated demonstration of knowledge and skills in identification and highly detailed descriptions of more than five pertinent evidenced-based treatment options suitable for your targeted group |
Advanced demonstration of knowledge and skills in identification and detailed descriptions of at least five highly relevant evidenced-based treatment options suitable for your targeted group |
Effective demonstration of knowledge and skills in identification and clear descriptions of at least five relevant evidenced-based treatment options suitable for your targeted group. At least one area requires refinement. |
Adequate but still developing demonstration of knowledge and skills in identification of five relevant evidenced-based treatment options suitable for your targeted group. At least two areas require refinement. |
Unsatisfactory or absent demonstration of knowledge and skills in identification of evidenced-based treatment options suitable for your targeted group |
Application: Pair Component: Demonstrate knowledge and skills in critically outlining the nominated topic of the impacts of working in trauma on the self of the counsellor and counsellors limits of expertise in relation to context, audience and genre. 10 marks |
Sophisticated demonstration of knowledge and skills in clearly and comprehensively outlining the nominated topic of the impacts of working in trauma on the self of the counsellor and counsellors limits of expertise in relation to context, audience and genre. The chosen medium/s for the resources are highly relevant for the purpose of communicating the content of the topics. |
Advanced demonstration of knowledge and skills in comprehensively outlining the nominated topic of the impacts of working in trauma on the self of the counsellor and counsellors limits of expertise in relation to context, audience and genre. The chosen medium/s for the resources are relevant for the purpose of communicating the content of the topics. |
Effective demonstration of knowledge and skills in clearly outlining the nominated topic of the impacts of working in trauma on the self of the counsellor and counsellors limits of expertise in relation to context, audience and genre. The chosen medium/s for the resources are effective for the purpose of communicating the content of the topics. At least one area requires refinement. |
Adequate but still developing demonstration of knowledge and skills in outlining the nominated topic of the impacts of working in trauma on the self of the counsellor and counsellors limits of expertise in relation to context, audience and genre. The chosen medium/s for the resources align with the purpose of communicating the content of topics. At least two areas require refinement. |
Unsatisfactory or absent demonstration of knowledge and skills in with limited outlining the nominated topic of the impacts of working in trauma on the self of the counsellor and counsellors limits of expertise in relation to context, audience and genre. The chosen medium/s for the resources are inappropriate / do not align with the purpose of communicating the content. |
Evaluation: Pair Component: Demonstrate knowledge and skills in succinctly synthesising the unit content, current literature and relevant theories and information on the topic throughout the resources 10 marks |
Sophisticated demonstration of knowledge and skills in succinctly synthesising the unit content, current literature and relevant theories and information consistently and at a very high standard throughout the resources |
Advanced demonstration of knowledge and skills in succinctly synthesising the unit content, current literature and relevant theories and information consistently and at a high standard throughout the resources |
Effective demonstration of knowledge and skills in incorporating the unit content, current literature and relevant theories and information consistently throughout the resources At least one area requires refinement. |
Adequate but still developing demonstration of knowledge and skills in including the unit content, current literature and relevant theories and information throughout the resources At least two areas require refinement. |
Unsatisfactory or absent demonstration of knowledge and skills with minimal or unsatisfactory incorporation of the unit content, current literature and relevant theories and information throughout the resources |
Reflective Component: Individual Component: Demonstrate self-reflection of knowledge and skills in effectively contributing to a professional team 10 marks |
Sophisticated demonstration of self-reflection of knowledge and skills in effectively, professionally and competently contributing to a professional team. Recognises areas that can be improved upon. |
Advanced demonstration of self-reflection of knowledge and skills in effectively and competently contributing to a professional team. Recognises areas that can be improved upon. |
Effective demonstration of self-reflection of knowledge and skills in effectively contributing to a professional team. Recognises areas that can be improved upon. At least one area requires refinement. |
Adequate but still developing demonstration of Self-reflection of knowledge and skills in contributing to a professional team. Recognises areas that can be improved upon. At least two areas require refinement. |
Unsatisfactory or absent demonstration of self-reflection of knowledge and skills with limited contribution to a professional team. No recognition of areas of improvement. |
Academic literacies: 10 marks |
Written and presented to an exemplary academic standard i.e., diligent command and adherence to the specified genre; the communication is clear and logical. No errors in grammar, punctuation and or spelling. No errors in APA referencing and formatting. |
Written and presented to a high academic standard i.e., strong command and adherence to the specified genre; the communication is logical. Very few (<2> Very few (<2> |
Written and presented to a satisfactory standard i.e., mostly adheres to the specified genre with at least one minor error; the communication is mostly clear. Few errors (<4> Few (<4> |
Written and presented to an adequate standard i.e., there is some adherence to the specified genre although more refinement is required; the communication is adequate. Some errors or repeated errors in grammar, punctuation and spelling. Meaning somewhat impeded. Some errors (>4) in APA referencing and formatting. |
Written and presented to an unacceptable standard i.e., unsatisfactory adherence to the specified genre; the communication lacks logic & clarity. Considerable errors in grammar, punctuation and spelling. Meaning unclear. APA referencing and formatting contain unacceptable number of errors. |
Total mark: |
/50 |
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Feedback/Comments: |
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