HLTH1005 & Understanding Well-being and Mental Health
HLTH1005 & Understanding Well-being and Mental Health
Summary
Title Assessment 1
Type Group Presentation and Reflection
Due Date Monday 17 September 11:59 pm AEST/AEDT (start of Week 3)
Length Presentation 10 minutes and written reflection 750 words
Weighting 30% Group / 10% Written Response
Academic Integrity
(See below for limits of use where GenAI is permitted) GenAI may NOT be used
Submission 1x MP4 file to be uploaded for each group. Individually each student must submit a word document through Turnitin for their written response.
Unit Learning Outcomes This assessment task maps to the following ULOs:
ULO2: Identify and collaboratively discuss how holistic, person-centred understandings of mental well-being, health and illness can direct effective provision of care
ULO3: describe and collaboratively demonstrate an understanding of the principles and practices of trauma-informed practice
Task Description In week one you will be assigned to a group of four of your peers. As a group, you will make a presentation that identifies the influential factors of the holistic model that promote and/or negatively impact mental well-being. Each student will also need to discuss one or more of the principles and values underpinning trauma-informed practice. The presentation must not be more than a 10-minutes long.
In addition to the presentation, each student will individually write a written response that discusses how trauma might influence two of the factors of the holistic model which contribute to an individual of well-being. These factors are: biological, social, psychological and spiritual.
Rationale
This task will provide an opportunity to work collaboratively to explore and apply the holistic model of patient care by identifying factors that promote and/or negate mental well-being as well as discuss the principles and practices of trauma-informed care in healthcare settings. Students will get the opportunity to develop their collaboration and presentation skills, encouraging critical thinking skills to promote their own mental well-being. This assessment will ensure that students can collaboratively identify and discuss holistic care and demonstrate an understanding of the principles and practices of trauma-informed practice.
Task Instructions
Part 1: Group presentation
In your groups, using the holistic model of patient care, identify the intrapersonal and extra-personal factors that influence ones mental health and well-being. These biological, psychological, spiritual and sociological factors are collectively understood as a holistic approach to mental well-being, which informs healthcare professionals with a person-centred perspective to provide the most effective provision of care. Further, discuss what protocols might be in place in a healthcare setting (either at a system or individual level) to ensure a healthcare setting is trauma-informed. To do this follow the below steps:
You will be allocated into groups of 4 students. This will happen in week 1 and your group details will be accessible in the assessments folder.
Each group will need to allocate a member of their group to discuss one of the factors of the holistic module- biological, psychological, spiritual and sociological factors, and discuss one or more trauma-informed care protocols in place for a healthcare setting to be trauma-informed.
Each student in a group of 4 will need to speak for approximately 2.5 minutes.
Groups with less than 4 students will need to collaborate and discuss all factors of the holistic model together, this may mean that students will be speaking for more than 2 minutes.
One group member will need to record, save download and submit the presentation in an MP4 file to Blackboard.
Part 2: Written response (750 words)
An essential aspect of trauma-informed practice recognises the prevalence and subsequent impact of traumatic life experiences on mental well-being, therefore healthcare settings need to be safe, inclusive environments that provide tolerance for diversity and compassion. Choose two of the factors from the holistic model above (biological, psychological, sociological or spiritual) and write a response on how the experience of trauma may impact these chosen factors that contribute to an individuals well-being. Remember that trauma can be defined under various classifications from a single instance or complex. The primary focus of this response should focus on the potential impact these adverse experiences can have on these chosen factors of the holistic model. To complete the written response, complete the below steps:
Choose two of the factors from the holistic model above (biological, psychological, sociological or spiritual), and write a response on how the experience of trauma can impact these two factors of the model which contribute to an individuals well-being.
Use at least 3 academic references to support your response.
Use APA 7 referencing style.
Resources
The following resources will be available to you:
Notes from Modules 1 to 3 self-directed learning, online learning, and in-class laboratories will assist with this assessment task and report completion.
Access to tutorial and lab resources are included in addition to time being allocated to prepare the presentation in class time.
The following readings may be used for the completion of this assignment:
Alegra, M., NeMoyer, A., Falgs Bagu, I., Wang, Y., & Alvarez, K. (2018). Social determinants of mental health: where we are and where we need to go.Current psychiatry reports,20, 1-13.Compton, M. T., & Shim, R. S. (2015). The social determinants of mental health.Focus,13(4), 419-425.Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., & Marks, J. S. (1998). Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: The Adverse Childhood ExperiencesSweeney, A., Filson, B., Kennedy, A., Collinson, L., & Gillard, S. (2018). A paradigm shift: relationships in trauma-informed mental health services.BJPsych advances,24(5), 319-333.Van der Kolk, B. (2022). Posttraumatic stress disorder and the nature of trauma.Dialogues in clinical neuroscience.Watters, E. R., & Martin, G. (2021). Health outcomes following childhood maltreatment: an examination of the biopsychosocial model.Journal of aging and health,33(7-8), 596-606.Referencing style
While this is a group assignment, students are required to adhere to the academic integrity requirements. Academic integrity means acting with the values of honesty, trust, fairness, respect and responsibility in learning, teaching and research. (Universities Australia, 2017, p. 4). All assessments at SCU are submitted through Turnitin for detection of matched text. You can find all relevant information on Academic Integrity, including links to current policy and procedures for alleged academic misconduct, HERE.Please note that it is a University requirement that a students work complies with SCU's Student Academic and Non-Academic Misconduct Rules. It is the students responsibility to be familiar with these Rules. Failure to comply with these Rules can have serious consequences in the form of University sanctions.
This assessment should adhere to all referencing and citation conventions stipulated in the APA referencing guide (7th ed.). Quoting is not appropriate in this assignment. Please refer to the following resources on how to apply the APA 7th referencing style.
How to video: https://www.scu.edu.au/learning-zone/how-to-videos/SCU LibGuide: https://libguides.scu.edu.au/apaNote: In-text referencing and the references list are NOT included in the overall word count of your assessment.
Task Submission
Written responses will be submitted via Turnitin activity titled Assessment 1: Written Response in the Assessments Tasks & Submission section on the Blackboard HLTH1005 site.
You must label your submission with your surname and initials and the assessment task's name, e.g: SmithJ_Writing.doc
Academic Integrity
At Southern Cross University, academic integrity means behaving with the values of honesty, fairness, trustworthiness, courage, responsibility and respect in relation to academic work.
The Southern Cross University Academic Integrity Framework aims to develop a holistic, systematic and consistent approach to addressing academic integrity across the entire University. For more information, see:SCU Academic Integrity FrameworkNOTE:Academic Integrity breaches include unacceptable use of generative artificial intelligence (GenAI) tools, the use of GenAI has not been appropriately acknowledged or is beyond the acceptable limit as defined in the Assessment, poor referencing, not identifying direct quotations correctly, close paraphrasing, plagiarism, recycling, misrepresentation, collusion, cheating, contract cheating, fabricating information.
GenAI May Not be Used
Generative artificial intelligence (GenAI) tools, such as ChatGPT,may not be usedfor this assessment task. You are required to demonstrate that you have developed the units skills and knowledge without the support of GenAI. If you use GenAI tools in your assessment task, it may result in an academic integrity breach against you, as described in theStudent Academic and Non-Academic Misconduct Rules, Section 3.
Special Consideration
Please refer to the Special Consideration section of Policy. https://policies.scu.edu.au/document/view-current.php?id=140
Late Submissions & Penalties
As per SCU policy, late submission of this assessment will lead to the provision of a penalty. A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the time listed in the due date. As this assessment is worth 30%, this will equate to 1.5 marks. A further penalty of 5% of the available mark will be deducted from the actual mark achieved on each subsequent calendar day until the mark reaches zero.
Please refer to the Late Submission & Penalties section of Policy. https://policies.scu.edu.au/view.current.php?id=00255
Grades & Feedback
Assessments that have been submitted by the due date will receive an SCU grade. Grades and feedback will be posted to the Grades and Feedback section on the Blackboard unit site. Please allow 7 days for marks to be posted.
Description of Grades
High Distinction:
The student's performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The student's performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The student's performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The student's performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The student's performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The student's performance could be described as better than satisfactory or adequate or competent or capable in relation to the learning requirements specified.
Pass:
The student's performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The student's performance could be described as satisfactory or adequate or competent or capable in relation to the learning requirements specified.
Fail:
The student's performance fails to satisfy the learning requirements specified.
Assessment Rubric
Presentation
Marking Criteria and % allocation High Distinction
(85100%) Distinction
(7584%) Credit
(6574%) Pass
(5064%) Fail
049%
Collaboratively discuss holistic, person-centred understandings of mental well-being
12%
Full range of holistic factors are identified and comprehensively applied to promoting and/or negate metal well-being.
Examples used in are exceptionally relevant. Extensive range of holistic factors are identified with one or more minor omissions. Examples are applied to promoting and/or negating mental well-being are mostly relevant. A good range of holistic factors are mostly identified with two or more important omissions made. Examples are somewhat relevant to promoting and/or negating mental well-being. An insufficient range of holistic factors were identified and no or non-relevant examples were given. The range of holistic factors are not identified or clear and lack clear relevance to mental well-being.
Collaboratively discuss the principles and practices of trauma-informed practice
12% Principles of trauma-informed practice are clearly established, examples used are exceptionally relevant.
Principles of trauma-informed practice are clearly identified with one or more minor omissions made.
Examples used are mostly relevant. Principles of trauma informed practice are somewhat established, with some relevant examples used. The explanation of the principles of trauma-informed practice is basic or superficially and examples are used poorly. The explanation of the principles of trauma-informed practice is not established, and no evidence available or evidence is nor relevant.
Communication and Presentation skills
6% The presentation is exceptionally well organised, and professionally delivered with clear speaking style and organisation of ideas.
Presentation is well organised and professionally delivered with clear speaking style and organisation of ideas.
Presentation is mostly organised, and professionally delivered with somewhat clear speaking style.
The presentation is somewhat organised and professional, speaking style and organisation of ideas are somewhat clear.
The presentation lacks clear organisation, the speaking style is hard to follow, the organisation of ideas are not clear.
Written response
Marking Criteria and % allocation High Distinction
(85100%) Distinction
(7584%) Credit
(6574%) Pass
(5064%) Fail
049%
Discuss the influence of trauma on well-being using the holistic model 5%
Clearly identifies how the experience of trauma influences two of the factors the holistic model. Excellent examples are used appropriately within the holistic model.
References used are exceptionally relevant. Clearly identifies how the experience of trauma influences two of the factors of the holistic model. Examples used are clearly linked to the holistic model.
References used are mostly relevant and appropriate. Identifies how the experience of trauma influences two of the factors of well-being using the holistic model. Examples are somewhat clearly linked to the model.
References are fairly relevant. At least one of the factors of the holistic model is chosen to describe how trauma can influence well-being. Examples are somewhat clearly linked to the model.
References are used, although may or may not be relevant. At least one of the factors of the holistic model is used, however examples are poorly linked to the model or not relevant to trauma experience.
References may be used, however, lack relevance.
Writing, Grammar & APA referencing 5% Exceptionally clear, organised and coherent writing style free of grammar and spelling errors. All citations are in the correct APA 7th formatting style. Clear, organised and coherent writing style is demonstrated with only minor spelling or grammatical errors. Citations are in the correct APA 7th formatting style. Clear, organised writing style, with minor spelling and grammatical errors. Citations are mostly correct in the APA 7th formatting style. Writing is adequate but could be more organised. Frequent spelling or grammatical errors. Citations are somewhat correct in the APA 7th formatting style. Poor writing style with little attention of spelling and grammar. Poorly structured and hard to follow, citations do not follow correct APA 7th style.
Description of SCU Grades
High Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows exceptional ability to synthesise, integrate and evaluate knowledge. The students performance could be described as outstanding in relation to the learning requirements specified.
Distinction:
The students performance, in addition to satisfying all of the basic learning requirements, demonstrates distinctive insight and ability in researching, analysing and applying relevant skills and concepts, and shows a well-developed ability to synthesise, integrate and evaluate knowledge. The students performance could be described as distinguished in relation to the learning requirements specified.
Credit:
The students performance, in addition to satisfying all of the basic learning requirements specified, demonstrates insight and ability in researching, analysing and applying relevant skills and concepts. The students performance could be described as competent in relation to the learning requirements specified.
Pass:
The students performance satisfies all of the basic learning requirements specified and provides a sound basis for proceeding to higher-level studies in the subject area. The students performance could be described as satisfactory in relation to the learning requirements specified.
Fail:
The students performance fails to satisfy the learning requirements specified.
